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Background. Chronic stress and depression disproportionately affect families experiencing poverty, and likely contribute to disparities in early childhood developmental outcomes. Developing strategies to address chronic stress and depression may help mitigate these disparities. Early Head Start (EHS) and Head Start (HS) programs provide an important platform to address the disproportionate burden of stress and mental health issues experienced by EHS/HS families. However, few low-literacy, broad, scalable interventions improve parents' knowledge and attitudes around these topics. Objectives. We examined parents' knowledge and attitudes regarding stress and depression before and after a train-the-trainer (TTT) intervention delivered to 28 EHS/HS agencies across the United States. Methods. Following a TTT workshop, 18 agencies chose to deliver the stress training to 1,089 parents and 5 chose to deliver the depression training to 670 parents. Participating parents completed paper assessments at baseline and 3 months following the training. Paired T-tests and chi-square analyses tested whether responses significantly improved over time. Results. At baseline, 37.2% of parents reported feeling stressed most of the time and 13.4% reported feeling depressed most of the time. Following the trainings and reinforcement activities, parents' knowledge, attitudes and self-reported behaviors significantly improved, including willingness to seek help for depression, avoidance of negative health-risk behaviors and utilization of healthy stress management practices. At follow up, 18.6% of parents reported feeling stressed most of the time and 11% reported feeling depressed. Conclusion. Findings suggest this low-literacy TTT approach is potentially a promising health promotion intervention with broad dissemination potential. [ABSTRACT FROM AUTHOR]

This paper is concerned with the establishment of child psychology at the end of the 19th century and with its applied uses in the field of physical education. During this period psychology evolved from a philosophical field content with generalised statements about the human soul to a scientific field concerned with measuring and individuating the psyche, This paper focuses on how while psychology quickly laid claim to establishing the contours of normative menial health it was simultaneously deployed in the service of identifying and bolstering normative physical health. As interiority was systematically brought within the realm of science, the traditional metonymic connection between physicality and morality materialised into a new relationship between the self and its numerical existence. This relationship is explored here through an examination of physical-health testing in New York schools during the Progressive Era. My aim is to draw out the manifold ways in which psychological technologies were absorbed into spatial practice, supporting the claim of this theme issue that the proliferation of psychology can be traced through multiple governing practices and into specific geographies. [ABSTRACT FROM AUTHOR]

The paper discusses how to set up a child evaluation clinic in a medium-sized community in the United States. The key person in such a venture should be a pediatrician who has a special interest in child development, mental retardation, and the psychologic problems of children. The next step should be to find an organization in the community which can be made interested in mental health. The services of a clinical psychologist were secured by persuading the Director of Special Education at the local Board of Education to relinquish one-fifth of a psychologist's contract in order that she might work one day a week at the proposed clinic. After recruiting the staff, the project was presented to the local County Medical Society for their approval. The services of the clinic are available to all children of the county who have behavior disorders, emotional problems, developmental problems, difficulties in school, or mental retardation.

The article evaluates the psychoeducational processes in classes for emotionally handicapped children. The authors reviewed and analyzed a sample of program description from schools in the U.S. that are currently giving classes for emotionally handicapped children, and gathered the data from existing reports into a beginning taxonomy of the procedures and considerations involved in conducting classes for emotionally handicapped children. In this article, the researchers found that there is a need for some elderly classification of the various psychoeducational processes.