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This article presents position statements, issue briefs, and resolutions and consensus statements of the National Association of School Nurses (NASN). The Position Statements include: (1) Allergy/Anaphylaxis Management in the School Setting; (2) Caseload Assignments; (3) Child Mortality in the School Setting; (4) Chronic Health Conditions, Managed by School Nurses; (5) Concussions, The Role of the School Nurse; (6) Coordinated School Health Programs; (7) Corporal Punishment in the School Setting; (8) Delegation; (9) Diabetes Management in the School Setting; (10) Education, Licensure, and Certification of School Nurses; (11) Emergency Preparedness--The Role of the School Nurse; (12) Health Care Reform; (13) Immunizations; (14) Individualized Healthcare Plans; (15) Infectious Disease Management in the School Setting; (16) Medication Administration in the School Setting; (17) Mental Health of Students; (18) Nursing Minimum Data Set for School Nursing Practice; (19) Overweight and Obesity in Youth in Schools--The Role of the School Nurse; (20) Pediculosis Management in the School Setting; (21) Pregnant and Parenting Students--The Role of the School Nurse; (22) Role of the School Nurse; (23) The Role of the School Nurse and School Based Health Centers; (24) School Health Education about Human Sexuality; (25) Sexual Orientation and Gender Identity/Expression (Sexual Minority Students): School Nurse Practice; (26) Standardized Nursing Languages; (27) State School Nurse Consultants; (28) School Nurse Supervision/Evaluation; (29) The Use of Telehealth in Schools; (30) Unlicensed Assistive Personnel--The Role of the School Nurse; and (31) The Use of Volunteers in School Health Services. Issue Briefs include: (1) School Nurse Role in Education School: Nursing Services in Alternative Education Programs; (2) The Responsibilities of the School Nurse: A School Nurse All Day, Every Day; (3) Child Maltreatment, The Role of the School Nurse; (4) Do Not Attempt Resuscitation (DNAR); (5) Drug Testing in Schools; (6) Eating Disorders; (7) Emergency Equipment and Supplies in the School Setting; (8) Environmental Health Concerns in the School Setting; (9) Government Relations and Advocacy; (10) Health Promotion and Disease Prevention; (11) School Health Records; (12) Individuals with Disabilities Education Act (IDEA), Least Restrictive Environment; (13) School Meal Programs; (14) Privacy Standards for Student Health Records; (15) Reduction in Force; (16) School Sponsored Trips, Role of the School Nurse; (17) School Violence, Role of the School Nurse in Prevention; (18) Section 504 of the Rehabilitation Act of 1973; (19) Self-Administration of Rescue Inhalers for Asthma in the School Setting; (20) Service Animals in Schools; (21) Substance Use and Abuse; (22) The Role of the School Nurse in Third Party Reimbursement; (23) Transition Planning for Students with Chronic Health Conditions; and (24) School Vision Screening. The Resolutions and Consensus Statements include: (1) Non-Patient Specific Epinephrine in the School Setting. Board Statement (January 2011); (2) The Use of Restraints or Seclusion in the School Setting; Consensus Statement (August 2009); (3) Safe School Nurse Staffing for Quality School Health Services in Schools. Joint Consensus Statement (May 2012); (4) Resolution: Access to a School Nurse (June 2003); (5) Resolution: Global School Nursing (June 2010); (6) Resolution: Overweight and Obese Children and Adolescents (February 2010); and (7) Resolution: Vending Machines and Healthy Food Choices (November 2004). Individual statements, briefs and resolutions contain references.

Designed for Spanish-speaking vocational rehabilitation counselors, this book provides information about diabetes and treating diabetes. Much of the material previously appeared as articles in "Voice of the Diabetic" and is written not just by doctors and diabetes professionals, but also by members of the National Federation of the Blind (NFB) Diabetes Action Network and people with personal experiences, encouragement, and insights to share. Part 1 provides an introduction to diabetes and includes: "Myths about Diabetes: What You Tell Your Clients" (NFB Diabetes Action Network); "What Is Diabetes Mellitus?" (Arturo Rolla); "Diabetic Eye Disease" (Prema Abraham); and "A Note on 'Brittle' Diabetes" (NFB Diabetes Action Network). Part 2 addresses self-management and includes: "New Dietary Guidelines for Diabetes Management" (Mimi Moore); "Review of Oral Diabetes Medications" (Peter J. Nebergall); "Diabetes and Exercise" (NFB Diabetes Action Network); "About Insulin" (NFB Diabetes Action Network); "Insulin Measurement Devices" (NFB Diabetes Action Network); "Blind Diabetics Can Draw Insulin without Difficulty" (Ed Bryant); "I've Gotten Attached to My Insulin Pump" (Veronica Elsea); "New Insulin" (NFB Diabetes Action Network); "Talking Blood Glucose Monitoring Systems" (Ed Bryant); "Non-Invasive Glucose Monitors" (NFB Diabetes Action Network); "Diabetes and the Feet" (NFB Diabetes Action Network); and "Medicare Pays for Diabetic Footwear" (NFB Diabetes Action Network). Part 3 discusses current medical issues and includes: "Kidney Failure, Dialysis, and Transplantation" (Ed Bryant); "Pancreas Transplantation: Should Blind Diabetics Be Excluded?" (Francisco S. Escobar); "Arthritis and Diabetes: A Common Association" (Thomas Pressly); "Diabetes and Yeast Infections" (Diana W. Guthrie); "Hypoglycemia and How To Deal with It" (Ed Bryant); "Diabetic Peripheral Neuropathy" (NFB Diabetes Action Network); "Diabetes and Men's Sexual Health" (Ed Bryant); "Diabetic Ketoacidosis" (NFB Diabetes Action Network); and "Necrobiosis Lipoidica Diabeticorum" (NFB Diabetes Action Network). Part 4 focuses on employment issues and includes a series of articles by the NFB Diabetes Action Network, including: "Diabetes and the IWRP;""Blind Diabetics at Work;""The Use of Braille by Blind Diabetics;""Health Insurance;" and "Scleral Shells". Part 5 addresses emotional aspects of diabetes and includes: "The Emotional Side" (NFB Diabetes Action Network); "How I Went Blind...and Then What" (Ed Bryant); and "My Transformation" (Betty Walker). An appended list relates informational resources and product resources. Material is presented in Spanish. (CR)

Designed for vocational rehabilitation counselors, this book provides information about diabetes and treating diabetes. Much of the material previously appeared as articles in "Voice of the Diabetic" and is written not just by doctors and diabetes professionals, but also by members of the National Federation of the Blind (NFB) Diabetes Action Network, and people with personal experiences, encouragement, and insights to share. Part 1 provides an introduction to diabetes and includes: "Myths about Diabetes: What You Tell Your Clients" (NFB Diabetes Action Network); "What Is Diabetes Mellitus?" (Arturo Rolla); "Diabetic Dye Disease" (Prema Abraham); and "A Note on 'Brittle' Diabetes" (NFB Diabetes Action Network). Part 2 addresses self-management and includes: "New Dietary Guidelines for Diabetes Management" (Mimi Moore); "Review of Oral Diabetes Medications" (Peter J. Nebergall); "Diabetes and Exercise" (NFB Diabetes Action Network); "About Insulin" (NFB Diabetes Action Network); "Insulin Measurement Devices" (NFB Diabetes Action Network); "Blind Diabetics Can Draw Insulin without Difficulty" (Ed Bryant); "I've Gotten Attached to My Insulin Pump" (Veronica Elsea); "New Insulin" (NFB Diabetes Action Network); "Talking Blood Glucose Monitoring Systems" (Ed Bryant); "Non-Invasive Glucose Monitors" (NFB Diabetes Action Network); "Diabetes and the Feet" (NFB Diabetes Action Network); and "Medicare Pays for Diabetic Footwear" (NFB Diabetes Action Network). Part 3 discusses current medical issues and includes: "Kidney Failure, Dialysis, and Transplantation" (Ed Bryant); "Pancreas Transplantation: Should Blind Diabetics Be Excluded?" (Francisco S. Escobar); "Arthritis and Diabetes: A Common Association" (Thomas Pressly); "Diabetes and Yeast Infections" (Diana W. Guthrie); "Hypoglycemia and How to Deal with It" (Ed Bryant); "Diabetic Peripheral Neuropathy" (NFB Diabetes Action Network); "Diabetes and Men's Sexual Health" (Ed Bryant); "Diabetic Ketoacidosis" (NFB Diabetes Action Network); and "Necrobiosis Lipoidica Diabeticorum" (NFB Diabetes Action Network). Part 4 focuses on employment issues and includes a series of articles by the NFB Diabetes Action Network, including: "Diabetes and the IWRP"; "Blind Diabetics at Work"; "The Use of Braille by Blind Diabetics"; "Health Insurance"; and "Scleral Shells." Part 5 addresses emotional aspects of diabetes and includes: "The Emotional Side" (NFB Diabetes Action Network); "How I Went Blind...and Then What" (Ed Bryant); and "My Transformation" (Betty Walker). An appended list relates informational resources and product resources. (CR)

Now in its fifth edition, this outstanding resource for teachers and school professionals has been retitled "Medical and Psychosocial Problems in the Classroom" to more accurately reflect what teachers encounter during the course of their careers. Each chapter highlights the important role teachers play when interacting with health-care teams to identify students with potentially serious disorders or working with those professionals to enhance the student's learning in the classroom. For example: (1) What facts should the educator know about the student with epilepsy? (2) Is it possible that the child's declining academic performance is due to the medication used to prevent seizures, or are there associated behavioral issues that are interfering with concentration and alertness? (3) What role can the teacher and coach assume in the management of an athlete with significant memory impairment and related symptoms following a concussion during football practice? (4) What steps can the teacher take in assisting the student who is hard-of-hearing or the child with diabetes mellitus? (5) What measures can the teacher and school administrators take to prevent school violence and bullying? "Medical and Psychosocial Problems in the Classroom" is for teachers of both general and special education classes, for pre-service and in-service education for the novice and the experienced teacher, and for school administrators seeking to better serve the students in their care. This book will alert readers to the existence of various medical and psychosocial problems encountered in the classroom, especially those conditions affecting learning and behavior, and to the important role the educator plays in the diagnosis and/or management of medical and psychosocial problems of students. Following a preface and an introduction, this book contains 22 chapters: (1) Infectious Diseases in the Classroom (David B. Haslam and Heidi Andersen); (2) The Role of Genetic Mechanisms in Childhood Disabilities (Dimitrios Ioannou, Thaddeus E. Kelly, and Helen G. Tempest); (3) Growth, Development, and Endocrine Disorders (Denis Daneman); (4) Intellectual Disability (Pasquale J. Accardo and Jennifer Accardo); (5) Attention-Deficit/ Hyperactivity Disorder (Dilip J. Karnik); (6) Adolescent Eating Disorders (Ashley Vandermorris and Debra K. Katzman); (7) Sports Medicine (Kate Berz and Robert H. A. Haslam); (8) The Student With Diabetes Mellitus (Denis Daneman); (9) Hearing Loss and the Classroom Teacher (Vicky Papaioannou); (10) Communication Disorders Associated With Medical Problems (Mary Anne Witzel); (11) Pediatric Obesity (Laurie Gaboury and Christine Orosz); (12) Common Visual Problems in the Classroom (Caroline N. DeBenedictis and Alex V. Levin); (13) Common Neurological Disorders in Children (Robert H. A. Haslam); (14) Cerebral Palsy and Associated Dysfunction (Peter A. Blasco and Patricia M. Blasco); (15) Teacher Awareness of Drug and Substance Abuse (Constance Mackenzie, Jesse Godwin, and Margaret Thompson); (16) Autism-Spectrum Disorders (Lonnie Zwaigenbaum and Susan Bobbitt); (17) The Science of Reading and Dyslexia (Sally E. Shaywitz and Bennett A. Shaywitz); (18) The Short- and Long-Term Outcomes for Victims of Bullying: Implications for Educators and Clinicians (Christina M. L. Beeson and Tracy Vaillancourt); (19) Antisocial Behavior and School Violence: Understanding and Preventing Destructive Outcomes (Hill M. Walker, Jeffrey R. Sprague, and Herbert H. Severson); (20) Child and Youth Maltreatment (Lana Dépatie, Laila Nurmohamed, and Michelle Shouldice); (21) Youth Suicide: The Role of the School System With At-Risk Youth (Antonio F. Cianflone, Jitender Sareen, Sarah Fotti, and Laurence Y. Katz); and (22) Emotional and Behavioral Disorders in the Classroom (Regina M. Oliver, J. Ron Nelson, and J. E. Gonzalez). [For the previous edition, "Medical Problems in the Classroom: The Teacher's Role in Diagnosis and Management. Fourth Edition," see ED491328.]

While governing bodies have mandated that all students have the right to an education, with disabled students treated to the same rights and opportunities as non-disabled students, policymakers do not always agree on what all-inclusive education should look like. "Challenges Surrounding the Education of Children with Chronic Diseases" explores the needs that children with certain conditions--such as diabetes, cancer, juvenile idiopathic arthritis, and inflammatory bowel disease--might have in the classroom. Featuring coverage on a wide range of topics relating to pre-service teacher training, school administrators' policies, and the experiences of children with chronic health conditions, this book is an essential reference source for teachers, educators, school administrators, policymakers, and anyone else concerned with inclusive educational rights for all students. After a foreword by David Mitchell and a preface by the editor, the following chapters are included: (1) The School Experiences of Children with Inflammatory Bowel Disease (Maria Gordon); (2) The Experience of Cancer and Asthma in the Pediatric Patient: A Family Physician's Perspective (Youcef M. Fellus and Ilan A. Fellus); (3) Type 1 Diabetes Mellitus in the Inclusive School Setting: Daily and Long Term Effects on Education (Joseph Charles Hoffman and Jennifer N. Osipoff); (4) Juvenile Idiopathic Arthritis (JIA) and Education in Primary School Children (Michele Gibbon, Ciarán M. Duffy, Gillian Taylor, and Sophie Laniel); (5) Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms (Dustin Graham, Isabel Killoran, and Gillian Parekh); (6) Living with ADHD: Timing Perceptions and Their Applicability to the Experience of ADHD (Osnat O. Fellus and Daniel P. Fellus); (7) Parents as Advocates for Children with IBD at School (Maria Gordon); (8) Parent Involvement in the Education of Children with Chronic Diseases: Working and Sharing for Children (Ali Kemal Tekin); (9) Challenges for Children with Special Health Needs at the Time of Transition to School (Magdalena Janus and Ayesha Siddiqua); (10) The Educational Rights of Students with Chronic Disease (Thomas C. Gibbon, Jenifer Cline, Christopher L. Schwilk, Patricia D. Hosfelt, and David F. Bateman); (11) Educating Students with Chronic Illness: How the Old Service Model Fails (Margaret Tseng and Rebecca Magee Pluta); (12) Imagining Social Equity (Helen J. Farrell); (13) Case Studies of Chronically Ill Children: Implications for Education Professionals (Thomas C. Gibbon, Christopher L. Schwilk, Jenifer Cline, Kimberly Matthews, Katie Sweigart, Emily Ferguson, and David F. Bateman); (14) Using Children's Literature to Support Social-Emotional Growth in the Classroom: A Bibliotherapeutic Approach to Education about Chronic Disease (Kimberly Maich, Christina Belcher, Steve Sider, and Naomi Johnson); and (15) A Cognitive and Augmentative Communication System for Special Needs Education (Jihad M. Al Ja'am, M. Samir Abou El-Seoud, Amal Dandashi, and AbdelGhani Karkar). A section about the contributors and an index are provided.

For people with disabilities, a good health and nutrition program can have life-changing results: more energy, increased knowledge, more confidence and self-esteem, and fewer serious health issues such as obesity, diabetes, and heart disease. This innovative, easy-to-implement curriculum is the perfect way to help adults build healthy lifestyles--and as a bonus, help communities reduce the high costs of common health problems. A research-based, field-tested program that's already made a dramatic difference in the lives of participants with disabilities, this proven curriculum shows professionals how to conduct up to 59 one-hour sessions that help people make the best choices about health, exercise, and nutrition. Through lively discussions and activities, adults with a wide range of disabilities will: (1) increase their commitment to exercise and good nutrition by learning the benefits of physical activity, exercise, and healthy food choices; (2) develop clear exercise and nutrition goals and stick to them; (3) master the practical aspects of an exercise routine, including dressing appropriately, using proper breathing techniques, and doing cool-down exercises; (4) learn how their medications may affect their body, physical activity, and eating habits; (5) monitor their heart rate and blood pressure during exercise; (6) identify foods that make up a well-balanced diet; (7) locate places to exercise and use equipment safely; (8) improve their self-advocacy and self-esteem so they can make good choices and stay healthy; and (9) create a group exercise video they can use at home once the program is over (10) and much more. This single resource includes everything professionals need to run successful health education sessions: complete instructions on running the program, adaptable instructor scripts for each lesson, weekly newsletter templates for participants that summarize key points, extensive appendices on assessment and Universal Design strategies, and all the participant handouts and worksheets on a convenient CD-ROM for easy printing. With this engaging, hands-on curriculum, people with disabilities will have the motivation and skills they need to improve and maintain their health--and fewer health problems translate into saved time, money, and staffing resources for whole communities. The book is divided into three sections: (1) Introduction to the Curriculum; (2) Health Education Curriculum; and (3) Appendixes. [For related book, "Health Matters for People with Developmental Disabilities: Creating a Sustainable Health Promotion Program," see ED531634.]

Bridging the gap between child development and strategies for inclusion, this book is intended to help early childhood practitioners and pre-service teachers feel better equipped to meet the needs of all the children in their early childhood setting. Each chapter of the book is a case study introducing a child (ages birth to 8 years) with one or more special needs, including Autism, Cerebral Palsy, emotional/behavior disorders, giftedness, ADHD, and Down Syndrome. Advocating a holistic view of working with children, each profile includes: (1) a description of the child; (2) an interview with a family member or early childhood professional describing essential facts and historical incidents in the child's life; (3) information for educators about the special needs covered in the profile; (4) hints for success--teaching strategies for working with children in inclusive classrooms; and (5) a list of resources for educators and parents. The concluding chapter offers reflections on the teacher's roles in serving children with special needs, the affective side of serving children with special needs, and developmentally appropriate practices. The book's appendices present guidelines for an IEP (Individualized Education Program). (HTH)

This manual provides basic information for teachers and others who are interested in helping children learn about different disabilities. Each section includes information about a particular disability and answers questions that children might have about the disability. The first section addresses visual impairments and contains information on signs of eye trouble, causes of visual impairments, and visual aids. Section 2 focuses on hearing impairments and explains different types of hearing loss, communication methods, and hearing aids. Physical disabilities are addressed in Section 3, including cerebral palsy, spina bifida, spinal cord injury, muscular dystrophy, juvenile rheumatoid arthritis, multiple sclerosis, brittle bone disease, and amputation. Section 4 discusses mental retardation, including causes of mental retardation and teaching methods. Different types of learning disabilities are addressed in Section 5. Sections 6, 7, 8, and 9 provide information on speech impairments, autism, other health impairments (cystic fibrosis, juvenile diabetes, epilepsy, and attention-deficit/hyperactivity disorder), and multiple disabilities. The last section reviews federal laws that affect children with disabilities. Each disability section includes simulation exercises and a list of books, videos, and organizations that provide further information about the particular disability. A list of parent resource centers is provided. (CR)

This collection of papers includes 6 parts. Part 1, "Latino Populations in the United States," includes: (1) "Latino Health Policy: Beyond Demographic Determinism" (Angelo Falcon, Marilyn Aguirre-Molina, and Carlos W. Molina); (2) "Latino Health Status" (Olivia Carter-Pokras and Ruth Enid Zambrana); and (3) "Latino Access To Health Care: The Role of Insurance, Managed Care, and Institutional Barriers" (J. Emilio Carrillo, Fernando M. Trevino, Joseph R. Betancourt, and Alberto Coustasse). Part 2, "Latino Life Stages and Health," includes: (4) "The Early Years: The Health of Children and Youth" (Glenn Flores and Ruth Enid Zambrana); (5) "The Reproductive Years: The Health of Latinas" (Aida L. Giachello); (6) "The Later Years: The Health of Elderly Latinos" (Valentine M. Villa and Fernando M. Torres-Gil); and (7) "Latino Mental Health and Treatment in the United States" (William A. Vega and Margarita Alegria). Part 3, "Patterns of Chronic Diseases among Latinos," includes: (8) "The Impact of Cancer on Latino Populations" (Amelie G. Ramirez and Lucina Suarez); (9) "Cardiovascular Disease" (Eliseo Perez-Stable, Teresa Juarbe, and Gina Moreno-John); (10) "Diabetes" (Jose Alejandro Luchsinger); and (11) "Gender, Context, and HIV Prevention among Latinos" (Hortensia Amaro, Rodolfo R. Vega, and Dellanira Valencia). Part 4, "Occupational Health and the Latino Workforce," includes: (12) "Occupational Health among Latino Workers in the Urban Setting" (Rafael Moure-Eraso and George Friedman-Jimenez) and (13) "Health and Occupational Risks of Latinos Living in Rural America" (Kathryn Azevedo and Hilda Ochoa Bogue). Part 5, "Alcohol, Tobacco, and Other Drug Use among Latinos," includes: (14) "Alcohol Use and Alcohol-Related Problems among Latinos in the United States" (Raul Caetano and Frank Hector Galvan); (15) "Tobacco Use among Latinos" (Gerardo Marin); and (16) "Latino Drug Use: Scope, Risk Factors, and Reduction Strategies" (Andres G. Gil and William A. Vega). Part 6, "A New Health Agenda," offers (17) "Latino Health Policy: A Look To the Future" (Marilyn Aguirre-Molina, Angelo Falcon, and Carlos W. Molina). (Papers contain references.) (SM)

This book provides a guide to more than 180 drugs used for children. An introduction precedes the four major sections of the guide. Section 1 provides an overview of pharmacology and therapeutics in chapters on the basics of pharmacology, the language of pharmacology and therapeutics, compliance, side effects, medications in school, and drug smuggling. Section 2 presents information about specific medical conditions common to school-aged children, including the biological basis for the condition, estimates of incidence, the rationale for therapy, the types of drugs used for treatment, and a glossary of terms related to the medical condition or drugs. Tables provide quick reference guides to the uses, names, dosage requirements, side effects, and potential interactions of individual drugs or drug classes. Conditions covered include attention deficit hyperactivity disorder, asthma, colds and allergies, diabetes, epilepsy, infections and infestations, mental and emotional disorders, and pain and fever. Section 3 addresses treating children with herbal and natural supplements. Appendices comprise the fourth section and include common side effects, a list of drugs, information resources, schedules of controlled substances, a list of certified regional poison control centers, and Canadian drug names. (CR)

The second of two volumes, this book contains 21 studies of children and families. Selections, grouped into three sections, are intended to provide a representative sample of current research, including case studies and less formal reports. The first section reports on families in distress. Articles focus on adults who were antisocial children, preschool intervention for children at risk, runaways, psychosomatic aspects of diabetes in children, physical violence in families, child abuse, and helping abused children and their parents. The second section discusses mental illness and the family. The mentally ill at home, heredity and mental illness, poor family communication and schizophrenia, detection and prevention of childhood depression, autism and other disorders of childhood, and basic training for parents of psychotic children are explored. The third section indicates ways of strengthening the family. Topics include improving parent skills, training foster parents, developing a sense of competence in children, social learning techniques for parents of difficult children, games that help solve life problems, fortifying family ties, and families and public policy. The volume concludes with an abstract for every article in this volume and the first volume. (Author/RH)

This book examines the importance of advocating healthy lifestyles among minority adolescents, who are at increased risk for particular health problems. The three central themes: highlight similarities and differences across diverse ethnic groups of adolescents while respecting their heterogeneity; emphasize innovative and culturally based approaches to prevention; and highlight clinical applications and elements that will assist health care providers in facilitating health behavior change among minority adolescent populations. The book contains 4 parts with 14 chapters. Part one, "Conceptual Framework for Understanding Minority Adolescent Health," includes: (1) "Developmental and Biological Perspectives on Minority Adolescent Health" (S.H. Parfenoff and R.L. Paikoff) and (2)"Psychological, Social, and Cultural Perspectives on Minority Health in Adolescence: A Life-Course Framework" (J.S. Jackson and S.L. Sellers). Part two, "Health-Compromising and Health-Promoting Behaviors in Minority Adolescent Populations," contains: (3) "Preventing Drug Abuse and Violence" (G.J. Botvin and L.M. Scheier); (4) "Health Promotion in Minority Adolescents: Emphasis on Sexually Transmitted Diseases and the Human Immunodeficiency Virus" (J.R. Rodrigue, K.P. Tercyak, and C.M. Lescano); (5) "Increasing Physical Activity Levels among Youth: A Public Health Challenge" (W.C. Taylor, B.M. Beech, and S.S. Cummings); (6) "The Role of Diet in Minority Adolescent Health Promotion" (D.K. Wilson, S.C. Nicholson, and J.S. Krishnamoorthy); (7) "Minority Adolescent Female Health: Strategies for the Next Millennium" (B.J. Guthrie, C.H. Caldwell, and A.G. Hunter); and (8) "Health Behaviors in the Development of Adult Cardiovascular Disease and Diabetes among Minorities" (H.P. Hazuda and A. Monterrosa). Part three, "Interventions for Minority Adolescent Populations," includes: (9) "Interpersonal Interventions for Minority Adolescents" (K. Resnicow, R.L. Braithwaite, and J. Kuo); (10) "Multisystemic Therapy and the Ethnic Minority Client: Culturally Responsive and Clinically Effective" (M.J. Brondino, S.W. Henggeler, M.D. Rowland, S.G. Pickrel, P.B. Cunningham, and S.K. Schoenwald); (11) "School-Based Interventions to Prevent Substance Use among Inner-City Minority Adolescents" (M.A. Forgey, S. Schinke, and K. Cole); and (12) "Community-Based Interventions" (B.R. Yung and W.R. Hammond). Part four, "Health Policy and Special Concerns for Minority Adolescent Populations," contains (13) "Health Service Access and Utilization among Adolescent Minorities" (A.L. Giachello and J.O Arrom) and (14) "Health Care and Health Policy for Adolescents" (R.M. Kaplan and L. Friedman). (SM)

Intended for educators needing information on common medical disorders in the school setting, this book stresses the role of the teacher in referral and diagnosis and offers 22 chapters by experts in their various fields. Chapter titles and authors are: (1) "The Crucial Role of the Teacher" (Peter J. Valletutti); (2) "Prevention of Chronic Disabilities and Diseases" (Robert H. A. Haslam); (3) "What Every Teacher Should Know about Infectious Diseases" (Ronald Gold); (4) "Growth, Development, and Endocrine Disorders" (Robert G. McArthur and Denis Daneman); (5) "The Student with Diabetes Mellitus" (Denis Daneman and Marcia Frank); (6) "Chronic Illness in Children" (William Feldman); (7) "The Role of Genetic Mechanisms in Childhood Disabilities" (Thaddeus E. Kelly); (8) "Common Visual Problems in the Classroom" (Alex V. Levin); (9) "Hearing Disorders in the Classroom" (Vicky Papaioannou); (10) "Communication Disorders Associated with Medical Problems" (Mary Anne Witzel); (11) "Childhood Dental Disorders" (David J. Kenny); (12) "Orthopedic Problems and Sports Injuries in Children" (James Harder); (13) "Common Neurological Disorders in Children" (Robert H. A. Haslam); (14) "Cerebral Palsy and Associated Dysfunction" (Mary O. Leppert and Arnold J. Capute); (15) "Attention Deficit Disorder" (Joel E. Fagan); (16) "Mental Retardation" (Gisela Negrin and Arnold J. Capute); (17) "Emotional and Behavioral Problems in School Children" (Philip Barker); (18) "Nutritional Status, School Performance, and School Nutrition Programs" (David M. Paige); (19) "Adolescent Eating Disorders" (Debra K. Katzman); (20) "Teacher Awareness of Drug and Substance Abuse" (Shinya Ito and Gideon Koren); (21) "Sexual Development, Function, and Consequences" (George D. Carson and Sheila L. Carson); (22) "Sexually Transmitted Diseases" (Susan King); and (23) "Child Abuse" (Marcellina Mian). A glossary and subject index complete the volume. (Individual chapters contain references.) (DB)

This four-part book is a compendium of current dietary information and is designed primarily as a reference tool for anyone interested in the field of nutrition. The book's first three parts each contain papers generated from nutrition-related research. Part 1, "Dietary Directions in the 1980s," begins by discussing efforts of major governmental groups to develop a national nutritional policy. Papers on nutritive values, energy requirements, vitamins, minerals and elements, salts, fibers, and sweeteners are also included. Part 2, "Nutrition from Conception through Adolescence," contains papers on the topics of pregnancy and lactation, infancy, immunology, childhood, and adolescence. "Adulthood into the Golden Years," the third section, has papers about athletic needs, cancer, cardiovascular system, dental caries, diabetes, medical interactions, mental health, and geriatric needs. Part 4 lists resources for further information, including: (1) libraries specializing in agriculture, food, and nutrition volumes; (2) food and nutrition related associations in the United States; (3) colleges and universities offering accredited courses in agriculture, food, and nutrition; (4) grant support programs in food science, agriculture, and nutrition; (5) magazines covering food and nutrition; (6) publishing opportunities in food and nutrition; and (7) book publishers of food and nutrition. (CJ)