Suchergebnisse

Chapter 1. Break the Cycle of Children's Environmental Health Disparities: 14th Annual Review of Program and Student Projects (I. Leslie Rubin, MD, Robert J. Geller, MD, Claire D. Coles, PhD, Victoria Green, MD, Abby Mutic, PhD, Nathan Mutic, Wayne Garfinkel, Benjamin A. Gitterman, MD, and Joav Merrick, MD, DMSc, Department of Pediatrics, Morehouse School of Medicine, Atlanta, Georgia, US, and others) -- Section One: A Commentary -- Chapter 2. Natural Disasters and Vulnerable Populations: A Commentary (I. Leslie Rubin, MD, Robert J. Geller, MD, Claire D. Coles, PhD, Victoria Green, MD, Abby Mutic, PhD, Nathan Mutic, Wayne Garfinkel, Benjamin A. Gitterman, MD, and Joav Merrick, MD, DMSc, Department of Pediatrics, Morehouse School of Medicine, Atlanta, Georgia, US, and others) -- Section Two: Break the Cycle Projects -- Chapter 3. Barriers and Opportunities for Young Caregivers to Provide Nurturing Care in Low-Income Communities of Paraguay (Jimena Vallejos, Cassie Landers, EdD, and Renata Schiavo, PhD, Columbia University School of International and Public Affair, New York, US, and others) -- Chapter 4. The Development of a Prenatal Care Health Literacy Instrument for American Indian Mothers (Jordyn A. Gunville, and Jessica Williams, PhD, Center for American Indian Community Health, Kansas City, Kansas, US, and others) -- Chapter 5. Breaking the Cycle of Childhood Adversity through Pediatric Primary Care Screening and Interventions: A Pilot Study (Cristian Quizhpi, MD, Karen Schetzina, MD, Gayatri Jaishankar, MD, Robert Matthew Tolliver, PhD, Deborah Thibeault, Hakyong Gloria Kwak, Olushola Fapo, MD, Jennifer Gibson, MD, Katie Duvall and David Wood, MD, Department of Pediatrics, East Tennessee State University, Johnson City, Tennessee, US, and others) -- Chapter 6. Educating Clinic Support Staff to Enhance Early Learning Environments through Pediatric Well-Child Visits (Cori Walker, Asher Liu, Snigdha Gupta, Fuad Baroody, MD, andDana Suskind, MD, TMW Center for Early Learning and Public Health, University of Chicago, Chicago, Illinois, US) -- Chapter 7. Contextualizing the Social and Structural Constraints of Accessing Autism Services among Single Black Female Caregivers (Alice Hong and Jennifer S. Singh, MPH, PhD, Georgia Institute of Technology, School of History and Sociology, Atlanta, Georgia, US) -- Chapter 8. Engaging Parents of Children with Autism Spectrum Disorder to Identify Rural Health Disparities and Factors Related to Delayed Diagnosis and Treatment (Amy A. Blumling, Susan Brasher, PhD, and Jennifer Stapel-Wax, PsyD, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia, US, and others) -- Chapter 9. Evaluation of Health Literacy in Childhood-Onset -- Systemic Lupus Erythematosus Patients and Its Effect on Healthcare Utilization (Catherine Park, MD, Traci Leong, PhD, Alexandria Wilkerson, -- Christy Kang, Margret Kamel, PhD, Kelly Rouster-Stevens, MD, and Roshan George, MD, Division of Pediatric Nephrology, Emory University, Atlanta, Georgia, US, and others) -- Chapter 10. Did Medicaid Expansion Decrease Disparities for Receipt of Preventive Medical Care among Vulnerable Children? (Patricia Daniel, PhD, Audrey Leroux, PhD, and Brian Barger, Center for Leadership in Disability, Georgia State University and Department of Educational Policy Studies, Georgia State University, Atlanta, Georgia, US, and others) -- Chapter 11. Self-Perceived Neighborhood Quality and Children's Depression Symptoms in a Gentrifying Northern Manhattan (Teresa Durham, Amy Margolis, PhD, David Pagliaccio, PhD, Wanda Garcia, Kylie Wheelock Riley, Jia Guo, Shuang Wang, PhD, Bradley S. Peterson, MD, Virginia Rauh, ScD, and Julie B. Herbstman, PhD, Columbia Center for Children's Environmental Health, Columbia University Mailman School of Public Health, New York City, New York, US, and others) -- Chapter 12. Water Infrastructure and Childhood Blood Lead Levels: Characterizing the Effects of Exclusion from Municipal Services in Wake County (NC, USA) (Allison C. Clonch, Michael Fisher, PhD, and Jacqueline MacDonald Gibson, PhD, Department of Environmental Sciences and Engineering, Gillings School of Global Public Health, -- University of North Carolina, Chapel Hill, North Carolina, US, and -- others) -- Chapter 13. The Impact of Childhood Exercise and Household Income on Resilience in College Students (Leah Postilnik, and Maeve Howett, PhD, College of Nursing, University of Massachusetts Amherst, Amherst, Massachusetts, US, and others) -- Section Three: Acknowledgements -- Chapter 14. About the Editors -- Chapter 15. About Break the Cycle of Health Disparities, Inc. -- Chapter 16. About the Pediatric Environmental Health Specialty -- Unit (PEHSU) -- Chapter 17. About the National Institute of Child Health and Human Development in Israel -- Section four: Index.

"Break the Cycle of Children's Environmental Health Disparities (Break the Cycle) is an annual collaborative interdisciplinary research and training program involving university students in academic tracks focusing on the impact of adverse social, economic, environmental, and political factors on children's health, development, education, and prospects for their future. The target populations are communities where there is a substantial measure of poverty associated with social, ethnic, racial, and political marginalization, environmental exposures and environmental injustice with high risks to children's health and well-being. Participating students are required to develop projects that focus on preventing or reducing adverse environmental factors or their impact on children's health and promote positive practices to improve the future outcome for children who live in these communities. Student projects cover a wide range of adverse factors and their associated health implications across the lifespan, and propose solutions at an individual, family, community, and societal level, with the potential for a positive intergenerational impact. At the end of the project period, participating students are required to present the results of their work at a national conference and then write a manuscript for publication. The papers in this publication represent the work of students who participated in the 15th Annual Break the Cycle program 2019-2020. The phrase Break the Cycle in this context uses the ecological construct of the cycle of environmental health disparities and offers a framework for tackling health disparities and promoting health equity among children who are vulnerable as a consequence of adverse social, economic, environmental and political factors"--