Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing…

The development of divergent thinking (DT) in school-age children and adolescents has received considerable attention in the educational psychology literature since the 1970s. A body of research has outlined the existence of slumps (i.e., temporary declines) in this development with, however, conflicting findings concerning the magnitude and…

From 2017 to 2019, the University of Chicago Consortium on School Research and Ingenuity, a Chicago arts education advocacy organization, collaborated to examine the relationship between arts education and social-emotional development. Combining arts-specific research with multidisciplinary literature on child and adolescent development, the…

A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…

For children and youth, summertime presents a unique break from the traditional structure, resources, and support systems that exist during the school year. For some students, this time involves opportunities to engage in fun and enriching activities and programs, while others face additional challenges as they lose a variety of supports,…

This paper serves as an introduction to the special issue of Prevention Science entitled, "Innovations and Applications of Integrative Data Analysis (IDA) and Related Data Harmonization Procedures in Prevention Science." This special issue includes a collection of original papers from multiple disciplines that apply individual-level data…

Children with disabilities are at greater risk of developing mental health problems than their peers, yet the emotional well-being of this group is largely overlooked and there is scant literature about children with a mobility disability. This study examined the retrospective experiences of growing up with mobility disability. The sample…

The structural relations between the Cattell-Horn-Carroll abilities and reading achievement outcome variables across child and adolescent development were examined in the "Kaufman Assessment Battery for Children, Second Edition", and the "Kaufman Test of Educational Achievement, Second Edition", co-normed sample. We estimated…

This paper makes a fundamentally simple line of empirically supported argumentation. The increasing demands for high level student learning can best be achieved by the use of the substantive research evidence of the past decade demonstrating that developmentally oriented instruction facilitates academic, behavioral, and social performance. Most…

Describes the psychological and emotional effect of the death of a parent on young children and adolescents and how teachers can help students through the grieving process. (PKP)

Discuss how teachers should respond to children and adolescents with unexpected chronic illnesses or mental disorders. (PKP)

This document defines memory as a complex, interactive process that is a prerequisite for all higher learning. Without intact memory skills, a host of disorders may ensue ranging from mild learning problems to disorientation and helplessness (Lezak, 1983). Because of the pervasive and central role memory plays in people's lives, school…

Describes project designed to create an outline of model developmental program that American School Counselor Association could use to assist school counselors in moving toward implementation of developmental counseling and guidance programs in their schools. Notes that model addresses students' developmental tasks and special issues, school…

Investigation of the effects of age on the social perceptual ability of 30 learning disabled and 30 non-learning-disabled students (at ages 11, 14, and 17 years) indicated that, though social perceptual ability improved with age for both groups, the proportionate differences between the groups remained constant through age 17. (Author/DB)

This paper discusses recent trends in the field of after-school education and addresses how today's climate of after-school education promotes a pro-learning/anti-development stance, albeit unintentionally. It uses research from one urban after-school program to illustrate this point, framing staff and children's understanding of the developmental…