• Do you want to learn more about the identification, assessment, and treatment of self-injury in schools?
• Do you need additional information to help manage this increasing behavior within high schools?
• Are you willing to complete a 15 minute online survey of school counselors’ experiences with self-injury?

You may be interested in our free professional training workshop on self-injury in the schools. Participants will visit the online survey site and, upon completion, be able to sign up for this web-based workshop (total of 6 instructional hours). You will be given access to a website where you can login and complete the workshop at your own pace, from your personal computer terminal. Participants who complete the full workshop will be provided with a resource manual, as well as additional materials on adolescent self-injury. Complete the survey today at:

www.education.mcgill.ca/heathresearchteam/survey

CHERI  PIERSON YECKE, PH.D.
CHANCELLOR, K-12 PUBLIC SCHOOLS

325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org

Student Services Week in Florida
We are pleased to announce that February 5-11, 2007, is established as Student Services Week  in the state of Florida. This provides an opportunity for school personnel to focus attention on  the support services that are provided by school counselors, school nurses, school social  workers, school psychologists, and career education staff. 

Student Services programs are an integral part of the total public education system. Student  Services professionals work together to assist students in acquiring the knowledge, skills, and  competencies needed to master the Sunshine State Standards and make well-reasoned and  healthy lifelong decisions. It is important to recognize that academic performance is impacted  by developmental factors (i.e., readiness and parental involvement) and school and community  factors (i.e., safe school environment, learning environment, teachers, and staff). An extensive  and growing body of research demonstrates the value of providing supportive programs and  services in order to increase student achievement. In turn, addressing the mental and physical  health needs of students enhances school attendance, reduces behavior problems, and improves  interpersonal skills. This enables students to learn and teachers to teach, and strengthens the  bond between families and schools, thus maximizing student achievement.

Student Services professionals have the necessary knowledge, skills, and abilities to reduce  barriers to learning and assist classroom teachers, parents, and community agencies in  providing a safe and positive learning environment for all children. School improvement teams  can use Student Services resources to facilitate the school and/or district improvement plans.

To foster recognition and appreciation of the contributions of Student Services professionals, we  encourage your district to support the role of Student Services by developing local activities to  inform citizens of the many ways that these services contribute to the educational success and  personal development of all students. The national professional associations for Student Services  offer information relative to their services. The Web sites listed below provide ideas to  incorporate planning activities for Student Services Week: 

•  American School Counselor Association   http://www.schoolcouncelor.org


•  National Association of School Nurses   http://www.nasn.org


•  National Association of School Psychologists   http://www.nasponline.org/


•  National Association of Social Workers   http://www.naswdc.org


•  National Career Development Association   http://www.ncda.org


•  School Social Work Association of America  http://www.sswaa.org

Thank you for the leadership that you are providing to strengthen the roles of Student Services  professionals with teachers, students, and families in your district. If you have questions related to  Student Services Week activities or programs, please contact Bettye Hyle. 

USC study shows living near a highway affects lung development in children

http://people-press.org/reports/pdf/300.pdf

Over the past few decades, a number of well-known writers such as Robert Coles, Alex Kotlowitz, and Allan Bloom have weighed in on the lives of young people, often generating meaningful dialogues (and controversy) along the way. This recent 45-page report from the Pew Research Center for the People and the Press may spark such conversations as well, for it offers a portrait of the so-called “Generation Next”, which applies to those young persons between the ages of 18-25. Based on phone interviews conducted in the fall of 2006 where Pew researchers spoke to approximately 1500 individuals, this report asked participants about their political beliefs, their use of technology as a form of social communication, and their thoughts on immigrants. It is an interesting and compelling report, and one that will pique the interest of sociologists and those who work with young people. [KMG]

Source: The Scout Report -- January 26, 2007 -- HTML Version

TALLAHASSEE – By unanimous vote, the State Board of Education today appointed Jeanine Blomberg as Interim Commissioner of Education effective March 1, 2007.  John L. Winn will remain as Commissioner of Education until his retirement February 28.

Blomberg, 62, began her career at the Department of Education in 1976.  Currently, Blomberg serves as the Chief of Staff for the Department.  During her career, Blomberg has served as the Deputy Commissioner for Accountability, Research and Measurement and the Deputy Commissioner of Finance and Operations.  She has extensive experience in education policy, analysis and research, and is a recognized authority on public education funding and business management practices.  Blomberg has a long and distinguished record of working effectively with Florida’s education community.  Blomberg holds a bachelor’s degree in business and is a certified public manager. 

What one issue had led to the biggest change in how you do your job? Take ASCA's quick survey.

 Public release date: 22-Jan-2007

Contact: Jocelyn Uhl Duffy
UhlJH@upmc.edu
412-647-3555
University of Pittsburgh Medical Center

Families do not cause anorexia nervosa

Eating disorders researchers counter Bundchen's blunder

PITTSBURGH, Jan. 22 -- Misstatements and ignorance claiming that families "cause" eating disorders is like blaming parents for diabetes or asthma or cancer says an international group of eating disorders researchers. Recent damaging statements by fashion model Gisele Bundchen stating that unsupportive families cause anorexia nervosa only perpetuate misconceptions and further stigmatize eating disorders. Contrary to her claim, there is no scientific evidence that families cause anorexia nervosa. In fact, the researchers are finding that anorexia nervosa is far more complex than simply wanting to be slim to achieve some fashionable slender ideal. The data show that anorexia nervosa has a strong genetic component that may be the root cause of this illness.

"An uninformed opinion such as Bundchen's causes harm on a number of levels. By contributing to the stigma, it drives sufferers underground and creates obstacles to seeking help. It damages attempts at advocacy and hurts parents who are desperately fighting for their child's recovery," said Allan S. Kaplan, M.D., Loretta Anne Rogers Chair in Eating Disorders at the University of Toronto. "Such thinking also misinforms third party payors who may not want to pay for the treatment of these biologically-based illnesses if they think its primary cause is family dysfunction."

Dr. Kaplan is a member of the international group of researchers attempting to find which genes contribute to anorexia nervosa through a National Institute of Mental Health-funded study of families with a history of anorexia nervosa. The current study, which is being conducted at 10 sites across the world, hopes to further clarify which genes play a role in anorexia nervosa. The study builds on data from ten years of groundbreaking research on the genetics of eating disorders sponsored by the Price Foundation.

"We often hear that societal pressures to be thin cause many young women and men to develop an eating disorder. Many individuals in our culture, for a number of reasons, are concerned with their weight and diet. Yet less than half of 1 percent of all women develop anorexia nervosa, which indicates to us that societal pressure alone isn't enough to cause someone to develop this disease," said Walter H. Kaye, M.D., professor of psychiatry, University of Pittsburgh School of Medicine. "Our research has found that genes seem to play a substantial role in determining who is vulnerable to developing an eating disorder. However, the societal pressure isn't irrelevant; it may be the environmental trigger that releases a person's genetic risk." Families should not be blamed for causing anorexia. In fact, they are often devastated and suffer from the consequences of this illness."

Anorexia nervosa is a serious and potentially lethal illness, with a mortality rate greater than 10 percent. It is characterized by the relentless pursuit of thinness, emaciation and the obsessive fear of gaining weight. Anorexia nervosa commonly begins during adolescence, but strikes throughout the lifespan--it is nine times more common in females than in males. Personality traits, such as perfectionism, anxiety and obsessionality, are often present in childhood before the eating disorder develops and may contribute to the risk of developing this disorder.

"We need to understand all the factors that influence eating disorders, both genetic and environmental, and find ways to address them in order to prevent people from developing these potentially deadly conditions," said Cynthia Bulik, Ph.D., William and Jeanne Jordan Distinguished Professor of Eating Disorders, University of North Carolina at Chapel Hill. "Understanding how genes and environment interact both to increase risk for eating disorders and to protect those who are genetically vulnerable from developing the disorder will require the cooperation of professionals in the eating disorders field, the media, and the fashion and entertainment industries. Only cooperatively, will we be able to move the field forward toward the elimination of this disease."

"Anorexia nervosa has the highest death rate of any mental illness, yet so few dollars are dedicated to the cure," stated Lynn Grefe, CEO of the National Eating Disorders Association. "These scientific advances demonstrating a genetic component are significant and so meaningful to our families, wiping away the myths and emphasizing the need for even more research to help the next generation."

CONTACT: Kelli McElhinny, McElhinnyKM@upmc.edu PHONE: (412) 647-3555
FAX: (412) 624-3184

The team of researchers involved in the Genetics of Anorexia Nervosa collaboration invites families to help them unravel the genetic underpinnings of this disorder. Families in which two or more relatives have had anorexia nervosa (this includes siblings, cousins, aunts, uncles or grandparents) are encouraged to contact them for more information about participation. The study involves phone interviews, questionnaires and a blood draw. Participants are compensated for their time. For more information, call 1-888-895-3886, e-mail EDResearch@upmc.edu or visit the study's Web site at www.angenetics.org.

Study sites are located in seven US cities (Pittsburgh, New York, Philadelphia, Baltimore, Los Angeles, Fargo, N.D., and Tulsa, Okla.); and in Toronto, Canada; Munich, Germany; and London, England.

Note to editors: Investigators from the study sites are available to speak to the media about eating disorders. To arrange an interview contact Jocelyn Uhl Duffy at (412) 647-3555.

The Department of Education has issued the following memorandum regarding the Update: i-SAFE America Internet Safety Education and Training. The memorandum may be viewed at:

http://info.fldoe.org/docushare/dsweb/Get/Document-4188/k12-07-11memo.pdf

(Memo)

http://info.fldoe.org/docushare/dsweb/Get/Document-4189/k12-07-11att.pdf

(Attachment)

Please do not reply to this message. If you have questions regarding the content of this message, please contact Shari Moore at Shari.Moore@fldoe.org

Sent to: K12 Community Involvement

K12 Health Education

K12 Safe Schools

K12 Title I (Migrant, Homeless, Comp. School Reform)

PDF files require Acrobat Reader. If you experience problems opening an attachment, try rebooting the system or download the latest version of Acrobat Reader. Get a free copy at:

http://www.adobe.com/products/acrobat/readstep.html

 

Are you an Internet insider? Write On! i-SAFE is proud to announce its first
ever "Write On!" Student Competition. Give us the scoop on an important
Internet safety issue in your town by writing a newspaper article and then
send it to i-SAFE. The winning newspaper article will be put into i-SAFE's
Kewl Times and sent to students around the world. The winning student will
also win the prestigious Most Valuable Mentor Award. Start pounding on the
keyboard and have your voice heard globally!

You can report on a true Internet story, write an editorial (your thoughts
about the Internet), or even write a review about your favorite Web site.
It's up to you! Just make sure you cover an Internet safety topic like cyber
bullying, online predators, cyber security, social networking, spam, spyware,
chatrooms, etc.

Make sure you read the fine print. Here are the rules. Good luck!

More ... http://xblock.isafe.org/contests.php

• Helping Children Succeed: The National PTA has developed a poster and brochure titled "100 Ways to Help your Child and School Succeed." Available in English and Spanish, the poster and brochure lists tips for parents in categories such as communicating, parenting, student learning, volunteering, partnering with the school and collaborating with the community. NPTA has offered ASCA a limited number of posters/brochures to distribute to members. If you would like a poster or five copies of the brochure, contact Stephanie Wicks at ASCA with your request. The materials will be available on a first-com, first-served basis until Feb. 28.

Grants Support Maximizing Protective Factors Against Youth Violence: The U.S. Department of Health and Human Services' Centers for Disease Control and Prevention is soliciting investigator-initiated researchers to conduct secondary analyses of existing data to identify potentially modifiable protective factors against youth violence. The research will inform the development of youth violence prevention programs and policies by identifying promising protective factors that reduce the likelihood of violence in the lives of young people. Approximately $400,000 is expected to be available. The application deadline is February 28, 2007. More info.

• A Lion in the House Community Service Grants: Complementing the highly acclaimed film by Steven Bognar and Julia Reichert, these $300 grants from Youth Service America are designed for youth (ages 12-25) and youth-serving organizations (schools, youth groups, clubs, etc.) to design service projects addressing pediatric cancer. Projects should be youth-led and take place as part of National and Global Youth Service Day, April 20-22, 2007. More info.

• Guide to Computing Careers Available: The Association for Computing Machinery has produced a guide to prepare students for careers in computing, one of the fastest growing sectors of the global economy. The brochure, "Computing Degrees & Careers,” details what computer professionals do and describes the growing range of career opportunities available and identifies the major areas of study open to those with an interest in this expanding field. The accompanying Web site provides additional details about computing disciplines and major fields of study, as well as the “Top 10 Reasons to Major in Computing,” and “Skills You’ll Learn If You Study Computing.” The PDF brochure is available from the ACM Web site.

Among other things, this disturbing incident shows clearly that cyberbullying has nothing to do with gender. Three teenage girls, two 14 and one 13, "were arrested Tuesday on charges that they punched and kicked another girl and recorded the beating so they could broadcast it online," the Associated Press reports. Police on Long Island in New York said the video, uploaded to two Web sites, "showed the three girls beating a 13-year-old girl Dec. 18 at a school." The three girls were charged with juvenile delinquency and attempted assault, and the police are investigating who videotaped the beating, the AP adds.

The Department of Education has issued the following memorandum
regarding the Update: i-SAFE America Internet Safety Education and
Training. The memorandum may be viewed at:

http://info.fldoe.org/docushare/dsweb/Get/Document-4188/k12-07-11memo.pd
f
(Memo)

http://info.fldoe.org/docushare/dsweb/Get/Document-4189/k12-07-11att.pdf
(Attachment)

Please do not reply to this message. If you have questions regarding
the content of this message, please contact Shari Moore at
Shari.Moore@fldoe.org

Sent to: K12 Community Involvement
K12 Health Education
K12 Safe Schools
K12 Title I (Migrant, Homeless, Comp. School Reform)

PDF files require Acrobat Reader. If you experience problems opening an
attachment, try rebooting the system or download the latest version of
Acrobat Reader. Get a free copy at:

http://www.adobe.com/products/acrobat/readstep.html

New Info on Eating Disorders in Two Stanford/Packard Children's Studies December 2006 news release discusses two studies about childhood eating disorders, one that "confirm(s) that pro-eating disorder Web sites may promote dangerous behaviors in adolescents with eating disorders" and another that "indicates that pre-teens with eating disorders tend to lose weight more quickly than adolescents with the condition and weigh comparatively less at diagnosis." Includes links to fact sheets about eating disorders. From the Lucile Packard Children's Hospital at Stanford.

LII Item: http://lii.org/cs/lii/view/item/23178

Responsible social networking: Mounting evidence

A clearer picture of how teens use the social Web has emerged from studies released in the past month, including this week's "data memo" on teen social networking from the Pew Internet & American Life Project . Here's a sampler, starting with Pew....

More than half (55%) of US 12-to-17-year-olds use social sites, and 48% use them at least daily, according to just-released research from the Pew Internet & American Life Project. And echoing the basic message of an academic paper given last week (see this news item), Pew's findings should ease some concerns: 66% of teens who have created a profile say it's not publicly visible and - Internet News reports - "most teens use the sites to map their offline social networks in an online environment - 91% of all social-networking teens say they use the sites to stay in touch with friends they see frequently [not to meet strangers], while only 49% use the sites to make new friends" (parents and teens should probably work on bringing that number down further, unless the "new friends" are peers and friends of friends). Pew found this practice of socializing mostly with "real life" friends was especially true of girls. For them, "social-networking sites are primarily places to reinforce pre-existing friendships; for boys, the networks also provide opportunities for flirting and making new friends" (see numbers below).

"C'mon, let's give these kids a little credit," Pioneer Press in Minnesota suggests in its coverage of the Pew study, and I suspect that sentiment will spread in 2007. These numbers help parents get a more balanced picture than we had amid all the scary hype about sexual predation last year. Predators are there (and MySpace and lawmakers are working on that front), but for the most part kids are ignoring them. Pioneer Press tells of two 16-year-olds who represent Pew's 45% of US teens who don't use sites like MySpace, Xanga, Facebook, or Sconex, probably mostly because they're too busy! In its coverage, though, the Associated Press led with a 17-year-old who said MySpace was her "lifeline" when she moved to a new town last summer. "Guys ask her for her MySpace address more often than her phone number," the AP reports. It also cites a University of Illinois professor as saying "the kids are alright."

Highlights from Pew....

• 66% of teens who have created a profile limit access to it, and the majority of them know the difference between a public and a private profile.
• 70% of older girls (15-17) have used a social site vs. 54% of older boys; among 12-to-14-year-olds, more boys (46%) use these sites than girls do (44%).
• The most popular form of communicating in social sites is posting messages or comments on friends' pages, profiles, or "walls" (84%); sending private messages to friends in the sites (82%); commenting on a friend's blog (75%); and posting bulletins to all their friends (61%).
• 91% of all social-networking teens say they use the sites to stay in touch with friends they see frequently and 82% to stay in touch with friends they rarely see in person (e.g., those out of state).
• 72% use the sites to make plans with friends, 49% to make new friends.
• Older boys (15-17) are more likely than older girls to use social sites to make new friends (60% vs. 46%).
• "Just 17% of all social networking teens say they use the sites to flirt," Pew says.
• Older boys (29%) are more than twice as likely as older girls (13%) to use the sites to flirt.
• As for which sites, 85% of teens who have created profiles say MySpace is their main one, 7% Facebook, and 1% Xanga.
• 68% of US teens use instant messaging, Internet News cites Pew researcher Amanda Lenhart as saying.

A weekly report of public policy issues in American Education from ASCA

January 16, 2007

Executive Summary:

Budget and Appropriations Update

Secretary Spellings Speaks at the Chamber of Commerce New America Foundation Hosts Event to Unveil National Standards Bill Center for American Progress Explores Accountability Issues In Brief New Publications In the News

1. Budget and Appropriations Update

The 110th Congress was hard at work last week, making good on their promise to the American people to work together both longer and harder on their behalf. While there was not a great deal of bi-partisanship evident, a few matters were taken up that got the support of both parties. First in the House was a bill to increase the minimum wage for the first time in ten years. Second was a bill to expand federal support for Stem Cell Research.

Though the bill was adopted, it lacked the votes necessary to sustain a pretty much guaranteed veto from the President. The House also completed action on an ethics and lobby reform package that was the first order of business for the Senate last week.

A dominant issue in lobby reform is addressing public disgust for a practice known as earmarking-most vividly exemplified by the so-called "bridge to

nowhere" funding for Alaska. Not only did the House pass rules that put

sunshine on the earmarking process, calling on legislators to identify their own pet projects to their colleagues, but the definition of an earmark was greatly expanded. Earmarks now cover any federal spending that is to a specific entity-even if the intended program has been authorized by the Congress. The true implications of this change are not yet known as this would grow the pool of so-called earmarks in federal spending exponentially.

The Senate took up their lobby and ethics reform package last Monday. They too are committed to shining a bright light on earmarking and are also considering an expansion of the definition of earmarks similar to that

adopted in the House. While Senators debated ethics on the floor,

Committees met to pass organizing resolutions and to tell the Administration exactly what they think about the President's new strategy for Iraq.

In the next few weeks action on legislation of great interest to education advocates will be taken up by Committees in the House and Senate. A continuing resolution is now being drafted to keep the government operating for the remaining months of the fiscal year. Though the current CR is not set to expire until February 15th, there is movement a foot to complete action on the resolution by January 20th. The CR contains only broad directives about the amount of money appropriated for large accounts within agencies, leaving many decisions about whom, what and how much to spend in the President's hands. It is a development that has many education advocates feeling uncertain at best.

 

2. Secretary Spellings Speaks at the Chamber of Commerce

To mark the fifth anniversary of the No Child Left Behind Act, Secretary of Education Margaret Spellings addressed a meeting of business and education leaders at the Chamber of Commerce in Washington, D.C.. She remarked at the outset that "It takes a village of businesspeople to reauthorize NCLB and reform education in this country".

Tom Donohue, President of the Chamber of Commerce, called NCLB a "good first step" toward raising the bar on public education. The business community supports the laws effort to identify persistently low-performing schools.

The driving interest of the business community is their concern about the low percentage of high school graduates attending higher education and the need for more skilled workers in the 21st century. He offered high praise for Secretary Spellings and urged the Administration to push hard to reauthorize NCLB in the coming year and to include the relevant proposals from the President's FY 2006 American Competitiveness Initiatives in that legislation.

Secretary Spellings is an unapologetic supporter of NCLB and credits the law with improving the academic achievement levels of the poorest students in the nation.

Several myths and misconceptions about NCLB need to be dispelled according to Secretary Spellings-the law does not require too much testing, it has not been under-funded, it is not too punitive, it has not forced narrowing of the curriculum and proficiency for all students by 2014 is not an unrealistic goal. Testing must occur if we are to know how to solve a problem. Funding for Title I has increased by 41% since the law's enactment. In short, the law is not perfect but its core principals are correct. Spellings acknowledged that several tough issues need to be addressed in the next iteration of the law. She and the President, for whom NCLB remains a top legislative priority in the coming year, look forward to working once again with the key House and Senate policy makers.

In concluding her remarks, the Secretary thanked the business community for their support and urged their continued involvement to help make sure the NCLB reauthorization is addressed in the first session of the 110th Congress.

 

3. New America Foundation Hosts Event to Unveil National Standards Bill

On January 9th, the fifth anniversary of the enactment of the No Child Left Behind Act, the New America Foundation hosted an event that featured the announcement of a legislative proposal introduced by Senator Chris Dodd

(D-CT) and Representative Vern Ehlers (R-MI) that would, "create rigorous, voluntary core standards for children in grades K-12 in math and science."

The legislation, titled, "The Standards to Provide Educational Achievement for Kids (SPEAK) Act" would provide incentive grants to states to adopt standards "in an effort to ensure that all students, regardless of where they live, are taught to common, rigorous education standards." The joint press release from Senator Dodd and Representative Ehlers further notes, "Holding students to high standards will help to secure America's competitive edge in the global marketplace."

The legislation has won support from dozens of organizations, including the National Education Association, the New America Foundation, the Fordham Foundation and the Council of Great City Schools. It is remarkable that an education proposal drew endorsements from both the NEA and the Fordham Foundation. Michael Petrilli, Vice President for National Programs and Policy at the Foundation, offered remarks at the event, and conceded that some may find the organization's support of national standards seemingly at odds with its conservative views. However, he argues that support for a single high standard, and attendant accountability, with state and local flexibility on how to reach that standard, is congruent with conservative beliefs.

This bill, S. 224, was formally introduced on January 9th, and has one co-sponsor in the Senate-Senator Jeff Bingaman (D-NM), a consistent supporter of initiatives that invest in stronger math and science education in the US. Representative Ehlers introduced the same legislation in the House, HR 325, on the same day, and is joined by Representatives Ruben Hinojosa (D-TX ) and Dan Lipinski (D-IL), who co-sponsored the measure.

Representative Ehlers said the following about the bill in his introductory

remarks:

"The SPEAK Act authorizes the American Standards Incentive Fund to incentivize states to adopt excellent math and science standards. It offers an 'If You Build It, They Will Come Approach.' Let me emphasize that this bill does not establish a national curriculum or national standards.

Participation by states is strictly voluntary. I have always felt that the 'carrot' is more effective than the 'stick' in leading reform. It is my hope that all states will feel the overwhelming responsibility to bolster their state standards in science and math and will step up to the plate."

This effort will undoubtedly be joined by a number of other legislative efforts to address national standards. The larger issue will be hotly debated as the reauthorization of the No Child Left Behind Act proceeds.

For more information on the New America Foundation event, visit http://www.newamerica.net/events/2007/preparing_u_s_students_for_the_global_economy.

 

4. Center for American Progress Explores Accountability Issues

Since the release last month of test results by the National Assessment of

Educational Progress (NAEP), policymakers, education advocates and education

writers have been commenting and analyzing this data and comparing it to

state level assessment results. The question remains, however, why the

recent 2005 NAEP results for 4th and 8th graders seem to demonstrate much

smaller progress in terms of student achievement than most states are

reporting. On November 8, as part of this ongoing national conversation,

the Center for American Progress held a forum discussion titled, "Finding

Common Measurements of K-12 Effectiveness: The Case for National Standards,

Accountability and Fiscal Equity. Moderated by Cynthia G. Brown, director

of education policy, Center for American Progress, panelists included:

Kevin Carey, research and policy manager, Education Sector; Chester E. Finn,

Jr., president, Thomas B. Fordham Foundation and Thomas B. Fordham

Institute; Marguerite Roza, PhD, research assistant professor, Center on

Reinventing Public Education, Daniel J. Evans School of Public Affairs,

University of Washington; and Amy Wilkins, executive director, Education

Reform Now.

Finn and Wilkins both made the point that the call for national academic

standards and national tests in public schools were made by Presidents

George H.W. Bush and Bill Clinton. In each case, these proposals were

rejected by a Congress dominated by the opposing party. It wasn't until the

current President, working in a bi-partisan manner with Congressional

leaders in the House and Senate, that mandatory accountability standards

with consequences was adopted, but No Child Left Behind left it up to states

to determine their own standards, develop their own tests but all on the

same timetable. As a result, Wilkins and Finn agreed no one should be

surprised that as a result of this "50 standards, 50 tests" strategy, we

have huge discrepancies across the states and between state and national

scores. They further argued that because the politics of Congress seem to

dictate that Republicans are wary of national standards and a national

curriculum and Democrats are wary of testing in general, that movement on

this issue will have to come outside the political sphere of Congress.

Wilkins pointed out that she believes movement around this issue may, in

fact, come from Governors citing the example of the American Diploma Project

where 13 governors are working on common high school exit standards. If

agreement can be reached on high school exit standards, it may well force

agreement looking "backwards" at the K-8 curriculum.

Carey and Roza each made provocative presentations on the ways in which

states and local school districts disperse federal funds. Carey stressed

that because there is no way to equalize the wealth among the 50 states, we

need the federal government to continue to work on a more effective revenue

policy. Specifically, he recommended that more money should be given to the

poorer states but that adjustments should be included for those states who

put more "effort" into education spending, i.e., those states who spend more

of their state funds on education. Roza's research demonstrated that school

districts spend fewer non-targeted dollars on high poverty schools due to

political influence of administrators and parents of the wealthier schools.

She also noted the impact of low teacher salaries and experience found in

high poverty schools. To rectify this inequity, she strongly recommended

that school districts need to start allocating funds based on student needs

and tackle the difficult issue of getting more experienced and better paid

teachers at high poverty schools.

 

5. In Brief

DeMint and Cornyn Discuss State and Local Education Authority

On Monday, the Heritage Foundation hosted an event titled "A Better Answer

for Education: Reviving State and Local Policymaking Authority" in which

Senators John Cornyn (R-TX) and Jim DeMint (R-SC) outlined their yet to be

introduced bill, the A+ Act of 2007. While details of the legislation are

unavailable, according to staff the purpose of the A-PLUS Act is three fold:

1) provide states maximum freedom in to implement initiatives that work in

their individual state; 2) reduce regulatory burdens associated with federal

education programs so educators can focus on teaching rather than filling

out paperwork; and 3) ensure that states are accountable to schools, parents

and the general public for advancing the academic achievement of all

students, especially disadvantaged children.

Department of Education Announces Cities for Best Practices Summer Workshops

The U.S. Department of Education has named 22 cities as sites for its annual

summer regional workshops for teachers to learn best practices from fellow

educators successful in raising student achievement. This year's co-hosts

include two federal government agencies-the National Park Service (NPS); the

National Aeronautics and Space Administration (NASA); a number of TechNet

partners, including Microsoft, EMC, AMD, Symantec, the University of Nevada,

and Motorola; as well as Target, General Motors Corp., Siemens Foundation

and MATHCOUNTS. The workshops are part of the Department's

Teacher-to-Teacher Initiative, which supports teachers in a variety of ways,

including keeping them informed about the latest strategies and research for

closing the achievement gap and helping all students meet high standards.

Each workshop will include numerous breakout sessions featuring effective

teachers and practitioners sharing strategies that have been successful in

their classrooms, schools and districts. Agendas for each workshop will be

posted at www.ed.gov/teacherinitiative.

 

6. New Publications

Center on Reinventing Public Education (January 2007). "Doing School Choice

Right."

http://www.crpe.org/dscr/pubs/intro_openingdoors.shtml

Center on Education Policy (January 2007). "No Child Left Behind at Five: A

Review of Changes to State Accountability Plans."

http://www.cep-dc.org/nclb/stateaccountability/

Center for American Progress (1/8/07). "The Massachusetts Expanding

Learning Time to Support Student Success Initiative"

http://www.americanprogress.org/issues/2007/01/massachusetts.html

National Council of La Raza (2007). "Hispanic Education in the United

States."

http://www.nclr.org/content/publications/detail/43582/

 

7. In the News

Washington Times (1/9/07). "Republicans Seek Flexible School Funds."

http://www.washingtontimes.com/national/20070109-122508-1623r.htm

New York Times (1/9/07). "Democrats Push for Changes to No Child Left

Behind Law."

http://www.nytimes.com/2007/01/09/washington/09child.html?_r=1&ref=education&oref=slogin

USA Today (1/8/07). "How Bush Education Law Has Changed Our Schools."

http://www.usatoday.com/news/education/2007-01-07-no-child_x.htm

The Boston Globe (1/8/07). "Kennedy to Promote Extended School Days."

http://www.boston.com/news/education/k_12/articles/2007/01/08/kennedy_to_promote_extended_school_days/

New York Times (1/8/07). "In Obesity Fights Many Fear Note From School."

http://www.nytimes.com/2007/01/08/health/08obesity.html?_r=1&ref=education&oref=slogin

 

 

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World Wide Web users. ASCA is not responsible for the availability or

content of these external sites, nor does ASCA endorse, warrant or guarantee

the information, services, or products described or offered at these other

Internet sites.

 

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The Professional School Counselor And Student Safety and Technolgy
Adopted 2000, Revised 2006)

American School Counselor Association (ASCA) Position
Professional school counselors encourage students to take advantage of
the wealth of opportunities, information and resources available through
the use of technology. However, due to potential vulnerabilities and
risks created by technology, professional school counselors collaborate
with students, parents, educators and law enforcement officials to
promote student safety related to the use of technology

The Rationale
Professional school counselors recognize that technology underpins the
fastest growing industries and high-wage jobs, provides the tools needed
to compete in every business, and drives growth in every industrialized
nation. The ability to harness the power and promise of leading-edge
technology often determines national prosperity, security, and global
influence as well as the standard of living and quality of life for
all.[1]

Students need to be proficient in the use of technology in order to be
most successful in school and best prepared for post-secondary
opportunities. However, student use of technology also introduces
significant vulnerabilities and risks. Technology can pose a threat to
students and families in many ways including but not limited to:

* invasion of privacy and disclosure of personal information
* addictions to online shopping, auctions, gambling, and
pornography
* use of technology such as inappropriate chat rooms
* easy access to inappropriate media such as websites promoting
harm to self or others; hate/prejudice; pornographic text, photos,
videos, and audio; foul language; and illicit drugs (both prescription
and non-prescription)
* cheating and piracy such as illegally downloading music,
movies, and other restricted intellectual property
* cyberbullying/harassment;
* stalking and luring of children by sexual predators
* technology related distractions leading to reduced academic
performance such as students using the internet instead of doing
homework

The Professional School Counselor's Role

Professional school counselors have a responsibility to protect students
from potential dangers and to promote healthy student development.
Professional school counselors collaborate with parents and school
personnel to advance the responsible and appropriate use of technology
to facilitate academic, career and personal/social achievement.
Technological devices and activities used for information delivery,
communication, collaboration, and online learning include:

* cellular phones
* text messaging
* websites
* chat rooms and instant messaging
* social network sites
* blogs
* podcasts/vcasts
* electronic bulletin boards
* portable gaming devices
* personal digital assistants
* MP3 players
* televisions

Professional school counselors collaborate with parents and educators to
promote awareness of high-tech dangers among students and cultivate
personal safety and security skills related to technology usage.
Professional school counselors maintain a basic level of technological
literacy which, coupled with expertise in human development, allows them
to provide educators and parents with guidelines for the appropriate use
of technology by students. Strategies for minimizing student risks
include:

* Establishing clear guidelines for student use of technology
* Following legal and ethical guidelines related to downloading
materials
* Utilizing online safeguard programs that include filtering and
monitoring capabilities and visiting children's favorite sites
* Never giving out personal information or photographs without
parental permission
* Never arranging to meet someone in person that they first met online
without parental supervision
* Keeping the computer in the family room or other open areas of the
house
* Telling a trusted adult immediately when a student sees or hears
something that makes them or other students feel scared, uncomfortable
or confused.[2]

Summary
Technology provides global opportunities for student learning,
exploration, communication, networking, and collaboration. Because of
technology's pervasiveness and potential for harm, professional school
counselors collaborate with parents and educators to protect students
from danger.

------------------------------------------------------------------------
--------
[1] From Accomplishments of the National Science and Technology Council,
1996; available online at
http://www.ostp.gov/NSTC/html/1996_Accomplishments.html)
[2] from Netsmartz Safety Tips available online at
http://www.netsmartz.org/safety/safetytips.htm

A Division of the Florida Counseling Association and the American School Counselor Association The latest issue (January 2007) of the FSCA School Counselor is now available as a free download from http://www.fla-schoolcounselor.org/newsletter.htm.  Remember, this electronic newletter has links throughout for easy web navigation. Also, you can click on any part of the table of contents to go directly to any particular story. Finally, use your PDF viewer to search on any keyword (e.g., Control-F on the keyboard)! Make sure your email is included in our free Announcements service. Visit www.fla-schoolcounselor.org and subscribe now (if you are receiving this email, you are already subscribed although we appreciate you forwarding this to other Florida School Counselors)

AMELIA - Amelia middle and high schools are launching a bullying prevention program that encourages bystanders to help put an end to intimidation and threats.

Read more >>>

Public release date: 11-Jan-2007
Contact: Cindy Fox Aisen
caisen@iupui.edu
317-274-7722
Indiana University

Bullying can be reduced but many common approaches ineffective

INDIANAPOLIS -- School-based programs involving multiple disciplines reduce bullying in elementary school, junior or senior high schools according to a systematic review of over 2000 studies on bullying published in English. The review was published in the January 2007 issue of the Archives of Pediatrics & Adolescent Medicine.

"We found bullying can be curbed, but that many common methods of dealing with the problem, such as classroom discussions, role playing or detention, are ineffective. Whole school interventions involving teachers, administrators, and social workers committed to culture change are the most effective and are especially effective at the junior and senior high school level," says the paper's first author, Rachel Vreeman, M.D. She and co-author Aaron Carroll, M.D., M.S. are with the Indiana Children's Health Services Research section of the Department of Pediatrics at the Indiana University School of Medicine. Dr. Carroll is also an affiliated scientist of the Regenstrief Institute, Inc.

"Bullying is a complex health problem for both girls and boys. Up to ten percent of children are bullied or are bullies themselves. As a pediatrician, I see a growing number of children with physical, social and emotional problems, including lower self esteem, that are the result of bullying," said Dr. Vreeman.

Bullying includes punching, pushing and other physically aggressive actions, malicious teasing, ganging up on other children, as well as other malevolent actions toward others. For both sexes physical bullying peaks between ages 7 and 9 and becomes significantly less physical by high school according to Dr. Vreeman.

"As pediatricians, we need to ask about bullying and be advocates to get schools to effectively intervene to improve the environments where children study," she said.

The study was funded by the IU School of Medicine's Department of Pediatrics. The IU School of Medicine is located at Indiana University-Purdue University Indianapolis, Indiana's urban research and academic health sciences campus.

Estimated Number of Awards: 18 Institutions of higher education, public and private nonprofit organizations, including faith-based organizations, consortia thereof, and individuals are eligible to apply.  The application deadline http://www.ed.gov/legislation/FedRegister/announcements/2006-4/122206b.html is February 5, 2007.  For more information, please visit www.ed.gov/programs/dvphighrisk/index.html

1. Business Administration and Management
This major offers focused training in accounting, finance, marketing, economics, human resources, and decision making. You'll learn to budget, organize, plan, hire, direct, control, and manage an organization. And you'll find even more chances for career growth if you go on to earn your MBA.
Average Starting Salary: $38,188

2. Pyschology
Don't expect that four years of college will get you a private practice where people lie on a couch and tell you their troubles for $95/hour. You'll need an extra five to seven years of schooling and a Ph.D. or Psy.D. before that will happen.
Average Starting Salary:$27,791

3. Elementary Education
When your academic work is complete, you move into the classroom for the trial-by-fire known as student teaching. This practicum lasts from one semester to a full academic year. When you successfully complete the elementary education program, you'll have to take any certification examinations required by the state in which you want to work.

4. Biology
In addition to being a stepping stone for med school, a biology major can lead to a job in a growing field such as genetics, biotechnology, or medical research. Veterinarians, optometrists, ecologists, biochemists, and environmentalists all may have majored in biology.
Average Starting Salary: $28,750

5. Nursing
Nurses are needed now more than ever, and job prospects in this field are bright. If you major in nursing, you'll take traditional science and liberal arts courses as a first-year student and probably begin clinical rotations at hospitals and other health care facilities during the second semester of your sophomore year. While in school, you'll receive lots of practical, hands-on training. All would-be nurses are required by law to take and pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN) after graduating from an accredited nursing program before they can be considered "registered."

6. Education
Although much of your coursework will be general education material, most states require you to choose a specific grade level you'd like to teach. Education majors may also go on to become guidance counselors, school administrators, and the like.

7. English
You'll find English majors in countless types of jobs. Many of them are communications-based careers as you'd expect--author, reporter, journalist, editor, radio broadcaster, advertising and public relations executives--but plenty of them aren't that obvious. English majors also become teachers, lawyers (after law school, of course), film directors, politicians, actors, you name it. English majors become well-rounded, well-read individuals who have studied life in words across the globe.
Average Starting Salary: $31,169

8. Communications
In this program, students learn how certain messages influence individual and group behavior, as well as how our reactions reflect the underlying values of society. With your degree, you may choose to pursue a career in business, public relations, advertising, human resources, government, education, media, or social services.

9. Computer Science
In this program, you'll focus on how computer technology can be applied to any number of fields. Included will be classes on how to develop business applications, perform system analysis, and the process of developing software (from designing to programming to testing). The knowledge you gain from a Computer Science major is absolutely applicable to the real world, and to real jobs within it.

10. Political Science
Many schools will want you to choose a concentration. Post-graduation options include: politics (running as a candidate or running a candidate's campaign), journalist, diplomat, lobbyist, and, of course, law school.
Average Starting Salary: $32,999

No Child Left Behind: The Football Version

Author Unknown*

l. All teams must make the state playoffs, and all will win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable.

2. All kids will be expected to have the same football skills at the same time and in the same conditions. No exceptions will be made for interest in football, a desire to perform athletically, or genetic abilities or disabilities. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL

3. Talented players will be asked to work out on their own without instruction. This is because the coaches will be using all their instructional time with the athletes who aren't interested in football, have limited athletic ability, or whose parents don't like football.

4. Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th games.

5. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals.

If no child gets ahead, then no child will be left behind.

From: http://www.janebluestein.com/articles/football.html

Acknowledge someone you know for their commitment to social justice!
Counselors for Social Justice is pleased to announce a call for
nominations for the Mary Smith Arnold Anti-Oppression Award and the
'Ohana Awards. Please consider nominating someone for these incredible
honors. (Please read below for background and nomination process. )
Due to the nature of the Listservs, the nomination forms cannot be
attached but can be obtained from the Counselors for Social Justice
webpage:

http://counselorsforsocialjustice.com/ohana.html

under the respective
award category.
Recipients will be presented with their awards at a special ceremony at
the 2007 ACA Conference in Detroit, MI.

**Please note nominations are due by February 15, 2007**

THE AWARDS:

CSJ Mary Smith Arnold Anti-Oppression Award Background

Dr. Mary Smith Arnold (1946-2003) was a cherished member of the
counseling and human development professions and a founding mother of
Counselors for Social Justice. She was active in civil rights struggles
throughout her all too short life and a Counselor Educator on the
faculties of Governors State and Kent State Universities specializing in
Community and Couple, Marital, and Family Counseling. She was the
co-creator of the Unlearning Oppression workshops, taught to thousands
of students and colleagues around the world. An ally to all oppressed
peoples, Dr.
Arnold's spirit of expecting equity and justice for all peoples was
evident in her leadership roles in ACA as a CSJ Governing Council
representative and in her work as co-chair of ACA's Public Policy and
Legislation committee.

Arnold Anti-Oppression Award Nomination Process (Due Feb. 15)

Nominees for this award are professional counselors and counselor
educators who have an exemplary record of challenging multiple
oppressions in the counseling professions as well as in their local
schools and communities. Send CSJ/Mary Smith Arnold Anti-Oppression
Award nominees to Awards Committee Co-Chair, Dr.
Judy Lewis at j-lewis@govst.edu .

CSJ 'Ohana Honors Awards Tradition Background

The CSJ 'Ohana Honors awards were created by Drs. Michael D'Andrea and
Judy Daniels, Counselor Education faculty at the University of
Hawai'i-Manoa, in 1994. They are given annually by CSJ at the American
Counseling Association conference in the Spring each year to honor
individuals in counseling who affirm diversity and advocate for social
justice in the spirit of nine elements of the indigenous Hawai'ian
concept of 'ohana or extended family:

Malama: Caring
Ha'aha'a: Humility
Na'auuo: Intelligence
Lokomaika'i: Generosity
Kupono: Integrity, Honesty
Aloha: Unconditional Love
Mana: Spiritual Power
'Olu'olu: Courtesy
Koa: Courage

'Ohana Awards Nomination Process (Due Feb. 15)

Anyone who is a member of CSJ or ACA may nominate a potential 'Ohana
Honors awardee by completing the recommendation form via e-mail or
regular mail to Awards Committee Co-Chairs Laurie Vargas or Denise
Pickering.
NOTE: Again, nomination forms can be obtained from the Counselors for
Social Justice webpage:

http://counselorsforsocialjustice.com/ohana.html

under the respective
award category.

--
Edil Torres Rivera, Ph.D., LPC, NCC, ACS Associate Professor Department
of Counselor Education
1215 Norman Hall
P. O. Box 117046
Gainesville, FL 32611-7046
President: Counselors for Social Justice
http://www.coe.ufl.edu/Counselor/MeetingUs/Torres.php
Phone: 352-392-0731 ext. 233
Fax: 352-846-2697

A Lion in the House Community Service Grants
DEADLINE FEBRUARY 1, 2007

Youth Service America is proud to offer A Lion in the House Community Service Grants. Complementing the highly-acclaimed film by Steven Bognar and Julia Reichert, these grants of $300 are designed for youth (ages 12-25) and youth-serving organizations (schools, youth groups, clubs, etc.) to design service projects addressing pediatric cancer. Projects should be youth-led and take place as part of National and Global Youth Service Day, April 20-22, 2007. To learn more, visit http://www.ysa.org/awards.

Public release date: 2-Jan-2007
[ Print Article | E-mail Article | Close Window ]

Contact: Kara Gavin
kegavin@umich.edu
734-764-2220
University of Michigan Health System

New thinking needed on helping kids avoid or cope with homesickness

Newly published report gives children's doctors and parents specific guidance

ANN ARBOR, MI -- A new report urges parents and children's doctors to change their thinking about homesickness among children, to see it as a nearly universal but highly preventable and treatable phenomenon -- rather than an unavoidable part of childhood.

The report, published in the journal Pediatrics, gives parents and physicians specific guidance to help anticipate and lessen the distress that homesickness can cause among kids and teens at summer camps, hospitals, boarding schools and colleges.

The paper's authors are a clinical psychologist at one of the nation's leading boarding schools, Phillips Exeter Academy in New Hampshire, and a University of Michigan physician who specializes in camp health issues. They're also old friends who first met at summer camp more than 25 years ago.

It's the first time that the evidence about homesickness prevention and treatment, which has been gathered through years of psychological studies, has been presented for pediatricians and family doctors to use.

The authors, and the American Academy of Pediatrics Council on School Health that sponsored the report, hope that those physicians will add homesickness counseling to children's camp and school physicals, and to the care of hospitalized children. They also point out special issues for children who have attention deficit disorder or developmental issues -- for example, the importance of continuing the use of medications for those conditions while at camp and not taking a "drug holiday."

"For over 100 years camps and schools have patted homesick kids on the back, tried to keep them busy and hoped it will go away," says lead author Christopher Thurber, Ph.D., the staff psychologist at Exeter, research consultant to the American Camp Association and author of a camp handbook for parents. "But research shows that it's healthier, and more effective to think about prevention. This report aims to get the message to parents and those who are taking care of kids before they go to camp."

One of the basic tips for parents and doctors is to talk to kids ahead of any separation, whether it's for camp, college, or a hospital stay of even a few days.

"What parents say – and what pediatricians say -- beforehand matters, and is very important for the intensity of homesickness," says Edward Walton, M.D., a U-M Health System assistant professor of emergency medicine and pediatrics who serves on the board of the American Camp Association and was lead author of a 2005 AAP guideline on summer camp health that was produced in conjunction with the ACA.

One of the most important things for parents and doctors to recognize, and to say to kids before any separation, is that it's normal, not strange, to feel homesick. In fact, research has shown that 90 percent of children attending summer camp feel some levels of homesickness and that 20 percent face a serious level of distress that -- if untreated -- worsens over time and interferes with their ability to benefit from a camp experience.

Thurber's recent research compared the effectiveness of key preparation tools to camps' standard preparation. The results showed that a combination of coaching parents and educating children about effective coping actually lowered the intensity of first-year campers' homesickness by 50 percent, on average.

The ACA now publishes a DVD-CD set, "The Secret Ingredients of Summer Camp Success," that makes these evidence-based homesickness prevention strategies publicly available for the first time. It also makes information available to parents online, as part of its effort to preserve, promote, and enhance the camp experience for children and adults. ACA is also the only national organization that accredits camps, which must meet up to 300 health and safety standards to gain accreditation.

In children whose separation from their parents is sudden and unplanned, such as hospitalization, as many as half experience moderate to severe homesickness that can interfere with their functioning. In fact, says Thurber, special care needs to be taken with children who are hospitalized for an indefinite amount of time, because even a casual remark by a physician or nurse about when the child might be able to go home can cause severe distress and even interfere with care if that date arrives and the child is still in the hospital.

For more routine separations, such as the million children who go away to school or the 12 million who attend residential (overnight) camp each year, homesickness can get in the way of the important character-building lessons that these experiences bring.

Some of the tips for parents and children's doctors:

• Involve children in the decision to spend time away from home, so that children have a sense of control.

• Tell children that homesickness is normal, but that they can use strategies like writing letters home, sharing their feelings with other people, and thinking about all the good things that camp or school is giving them, to help ease their worry.

• Arrange for a practice time away from home, such as a two- or three-day stay with relatives. If a child has reached high school without having gone to summer camp or more than a night away from home, this is especially important to prepare them for college or independent life.

• Practice writing letters, and supply pre-stamped, pre-addressed envelopes and paper before the child leaves home.

• Work with the child to learn about the camp, school, or hospital ahead of time, so they know what to anticipate.

• If possible, try to introduce them to other campers, counselors, or teachers ahead of time. A familiar face can make all the difference in the adjustment to a new environment.

• Encourage kids, even older teens heading off to college, to make friends with others and seek out trusted adults to connect to.

• Before the separation, don't make comments that express anxiety or ambivalence about the child going away. Even "I hope you'll be okay" or "what will I do without you" can leave a child worried that something bad might happen to them or their parents, and make them preoccupied with thoughts of home.

• Use a calendar to show exactly the amount of time a child will be away, if that's known. Predictability and perspective on the length of separation is important whenever possible.

• Don't make a "pick up plan" or a deal with children to bring them home if they don't like the experience of being away. This undermines the child's sense that their parents have confidence in their ability to be on their own, and set an expectation that they won't like the new experience.

• Warn children against keeping feelings of homesickness to themselves, doing something "bad" in order to get sent home, or trying to escape.

• If your child takes medicine for attention, behavior or psychological conditions, don't use camp as an excuse to take a "drug holiday." Make sure that they, and the camp's nurse or counselors, know their medication schedule and the importance of sticking to it.

• If your child has special medical needs, such as diabetes or asthma, make sure that the camp or school they'll be going to has staff who know how to handle day-to-day care and emergencies. Parents who have managed their child's care intensely can have an extra hard time giving up that control, and children can sense that anxiety.

• Above all, know whether your child is really ready for a separation. If you're not sure, ask their doctor – but not while the child can hear the conversation.

All in all, summer camp and other separations from home can be great "life training" experiences for children, building their independence and teaching self-reliance and social skills that they'll use throughout life, say Walton and Thurber, who met when they were boys at the YMCA's Camp Belknap on Lake Winnipesaukee in New Hampshire, and worked there together this past summer.

Ultimately, they say, parents and pediatricians must work together to help children prepare for and cope with separations, while camp directors, boarding school staff, hospital Child Life specialists, and others can help treat homesickness once it arises.

Resources for parents, physicians and camp/school/hospital staff:

Homesickness prevention information and The Summer Camp Handbook, by Christopher Thurber: www.campspirit.com
American Camp Association Online Resource for Families: www.CampParents.org
American Camp Association accredited camp locator: www.find.ACAcamps.org
American Camp Association DVD/CD: The Secret Ingredients of Summer Camp Success https://www.ACAbookstore.org/product.cfm?pid=1115
American Academy of Pediatrics - www.aap.org