Part III – References and Resources

References

Apgar, J. (2003). “Stress and Social Support” in Handbook of Health Communication. T. Thompson (Ed.). Lawrence Erlbaum.

AAP. (2002). Caring for Children with ADHD: A Resource Toolkit for Clinicians. [Small amount of money for checklists, home note formats, forms, other guidance tools that can be used over again]

Bracht, N. (1990). Health promotion at the Community Level. Sage. [Partnerships in community organization and social change—what is community?]

Clay, D. (2004). Helping School Children with Chronic Health Conditions. The Guilford Press. [Special needs children getting back into school, reintegrating and making accommodations]

Chamberlin, R. (1988). Beyond Individual Risk Assessment: Community Wide Approaches to Promoting the Health and Development of Families and Children. Edited by Division of Maternal Child Health Conference proceedings.

Combrinck-Graham, L. (1990). Giant Steps. Basic Books. [Community ways to build competencies for children]

Developmental Research and Programs, Inc. (1996). Communities that Care [Prevention strategies using what works with the child in the family, school and community]

Hallowell, E. (1999). Connect. Pantheon Books. [bringing parts into a whole]

Ivey, A. (1993). “ Network Interventions” in Developmental Strategies for Helpers. Micro-training Assn: Amherst, MA. [using developmental counseling and therapy in the community]

Jellnick, M. et al. (2002). Bright Futures in Practice, Vol. 1 and 2. MCH/ HRSA: National Center for Education. [Mental health with self, family, friends and community]

Katzenbach, J., & Smith, D. (1993). The Wisdom of Teams. Harper Press.

Leff, P. et al. (1992). Building the Healing Partnership. Brookline Books. [By coming together we can make things better for children with disabilities]

Levi, D. (2001). Group Dynamics for Teams. Sage.

Lewis, J., Lewis, M., et al. (2003). Community Counseling Thomson/Brooks Cole. [Empowerment strategies for prevention, outreach, being a change agent, and advocacy]

Lynch, E. (2000). Developing Cross-Cultural Competence. Paul Brookes.

Metcalf, L. (1995). Counseling Toward Solutions. Jossey Bass. [Great resource for turning problems into solutions in school]

National Research Council: Institute of Medicine. (2002). From Neurons to Neighborhoods, the Science of Early Childhood Development. [The brain is dependent on healthy context, environment, and overall positively worked through experience]

Olson, L. (1997). The School to Work Revolution. Perseus Books. [Transition from school to workforce]

Pool, M. (2003). “Groups and Teams in Health Care: Communication and Effectiveness” in Handbook of Health Communication. T. Thompson (Ed.) pg. 369-402. Lawrence Erlbaum.

Rushton, F. (1998). Family Support in Community Pediatrics. Praeger Press. [Medical home, home visitation, good schools, public health nurse, all create positive health outcomes by families perceived support]

Ryan, B. et al. (1995). The Family-School Connection Sage. [Relates family support and school relations to kids performance and development]

Schorr, L. (1997). Common Purpose: Strengthening Families and Neighborhoods to Rebuild America. Anchor Books.

Scutchfield, D. et al. Principles of Public Health Practice. Delmar.
Sue, D. et al. (1998). Multicultural Counseling Competencies Sage. [Individual and organizational development]

Siegel, D., & Hartzell, M. (2003). Parenting from the Inside Out. Tarcher. [suggestions for parents about how to connect using stories]

Stevens, T., & Wolf, J. (1980). Effective Skills in Parent/Teacher Conferencing. NCEMMH/OSU.

Sue, D., & Sue, D. (2003). Counseling the Culturally Diverse, 4th ed. John Wiley Press. [Great understanding of impact of broader ethnic, societal, and institutional forces that shape individuals’ development and what to do about it]

Suchman, A. et al. (1998). Partnerships in Healthcare, University of Rochester Press. [Collaboration in making decisions and sharing power and control]

Watson, S., & Steege, M. (2003). Conducting School-Based Functional Behavioral Assessments. The Guilford Press.

Wheelan, S. (1999). Creating Effective Teams. Sage.

Wehman, P. (1992). Life beyond the Classroom. Brookes. [Transition strategies for young people with disabilities]

Wyner, N. (1991). Current Perspectives on the Culture of Schools. Brookline Books. [Challenges, Innovations, and post-modern ways to understand how schools pass on dominant cultural values]

Ylvisaker, M. (1998). “Introduction to Functional, Everyday Interventions” in Collaborative Brain Injury Intervention. Singular Pub Group, Inc. [Using positive everyday routines to create contexts for change]

Resources

The American Academy of Pediatrics has promoted a strong voice for including all children in the community as the unit of care. It is through these efforts, this program dedicates the basis of each individual seen as a basis for public health practice.

Besides having a healthy team which communicates well together and uses empowering strategies in collaborative ways to help others, there is a intention to focus on what the family wants and prefers, and what we offer in ways that match with the family’s language and cultural style. It is the latter point that is highlighted here. We many times don’t speak the language or understand all of the knowledge and background. We always try to get an interpreter even if some English is spoken. This person can sometimes help us understand the cultural background better and possibly even advocate or broker in ways for the family. (using the AT&T Language Line Services for interpretation at 1-800-874-9426 may not do this) The article, “The Bilingual Interview and Interpretation” by Eric Hardt in The Medical Interview (Lipkin, 1995) is helpful in understanding also the multiple roles of the interpreter. We will search for this advocacy perhaps through the family, but more so our Center for Multicultural Health and Ethnic Health Advisory Committee as well as The Utah Health Indian Advisory Board, happen to all fall under our Department of Health. Other ethnic groups may be sought from Utah’s Ethnic Offices under the Governor. We strive to make sure we search a few tried and true texts that give a thumbnail sketch of many different peoples. We also remember that what we read may not apply to every person. There is usually greater difference among groups than between groups. Culture and Nursing Care—a pocket guide by Juliene Lipson et al. is very practical as well as the book Ethnicity and Family Therapy edited by Monica McGoldrick et al. Mosby also has a pocket guide, Cultural Health Assessment. Two National web sites include the Georgetown National Center for Cultural Competence at nccc.georgetown.edu and Resources for Cross Cultural Health Care http://www.Diversityrx.org/

The “Medical Home” or the source of Health care for the family needs to be understood as many primary care doctors and pediatricians are aligning themselves as a support for special needs children. The Family Centered Care for Children needing Specialized Health and Developmental Services by Terri Shelton on behalf of the Association for the Care of Children’s Health further elaborates this mission. (1994)# 301-654-6549 for updated publication on this subject. Medical Home’s Portal site includes information on several medical module conditions (e.g. Down’s Syndrome, ADHD, and Autism) as well as Utah sources for many services and resources by category. www.medhomeportal.org/ Check out also the American Academy of Pediatrics site for ways to broker these ideas through the health provider as well as a host of medical conditions one can select. www.medicalhomeinfo.org/

Children with Special Health Care Needs’ web can be accessed by www.health.utah.gov/cshcn as well as our home agency Community and Family Health Services www.health.utah.gov/cfhs where you can find the many Utah Public Health Programs supporting services for kids including MCH, School Health, Injury and Suicide Prevention, Nutrition, Cultural Advocacy and others. Understanding child advocacy through www.utahchilden.org/ and www.utahissues.org/ directing how to take social action and support parents and families.