Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
PROCEEDINGS OF A WORKSHOP Megan Snair, Rapporteur Forum for Childrenâs Well-Being: Promoting Cognitive, Affective, and Behavioral Health for Children and Youth Board on Children, Youth, and Families Division of Behavioral and Social Sciences and Education
THE NATIONAL ACADEMIES PRESSâ 500 Fifth Street, NWâ Washington, DC 20001 This activity was supported by contracts between the National Academy of Sciences and the American Board of Pediatrics (unnumbered award), Centers for Disease Control and Prevention (200-2011-38807, TO #69), Conrad N. Hilton Founda- tion (17605), Doris Duke Charitable Foundation (2018120), Health Resources and Services Administration of the U.S. Department of Health and Human Services (HHSH250201500001I/75R60219F34017), and Robert Wood Johnson Foundation (74234). Additional support came from the American Academy of Pediatrics, the American Psychological Association, Autism Speaks, Childrenâs Hospital Associa- tion, the Global Alliance for Behavioral Health and Social Justice, the National Federation of Families for Childrenâs Mental Health, the Nemours Childrenâs Health System, the Society for Child and Family Policy and Practice, the Society of Clinical Child and Adolescent Psychology, Well Being Trust, and ZERO TO THREE. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project. International Standard Book Number 13: 978-0-309-68332-6 International Standard Book Number 10: 0-309-68332-7 Digital Object Identifier: https://doi.org/10.17226/25940 Additional copies of this publication are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2020 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2020. Flourishing in Adolescence: A Virtual Workshop: Proceedings of a Workshop. Washington, DC: The National Academies Press. https://doi.org/10.17226/25940.
The National Academy of Sciences was established in 1863 by an Act of Con- gress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the char- ter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medi- cine at www.nationalacademies.org.
Consensus Study Reports publishedÂ by the National Academies of Sciences, Engineering, and MedicineÂ document the evidence-based consensusÂ on the studyâs statement of task by an authoring committee of experts.Â Reports typi- cally include findings, conclusions, and recommendations based on information gathered by the committee and the committeeâs deliberations. Each report has been subjected to a rigorous and independent peer-review process and it representsÂ theÂ positionÂ ofÂ the National Academies on the statement of task. ProceedingsÂ publishedÂ by the National Academies of Sciences, Engineering, and MedicineÂ chronicle the presentations and discussions at a workshop, symposium, or otherÂ eventÂ convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies. For information about other products and activities of the National Academies, please visitÂ www.nationalacademies.org/about/whatwedo.
PLANNING COMMITTEE FOR FLOURISHING IN ADOLESCENCE: A WORKSHOP HAROLYN M.E. BELCHER, Johns Hopkins University School of Medicine and Center for Diversity in Public Health Leadership Training, Kennedy Krieger Institute CHERYL POLK, Safe & Sound CARLOS SANTOS, Luskin School of Public Affairs, University of California, Los Angeles DEBORAH KLEIN WALKER, Global Alliance for Behavioral Health and Social Justice DAVID WILLIS, Center for the Study of Social Policy v
FORUM FOR CHILDRENâS WELL-BEING: PROMOTING COGNITIVE, AFFECTIVE, AND BEHAVIORAL HEALTH OF CHILDREN AND YOUTH CHERYL POLK (Cochair), Safe & Sound DAVID W. WILLIS (Cochair), Center for the Study of Social Policy SANDRA BARRUECO, Catholic University of America WILLIAM R. BEARDSLEE, Baer Prevention Initiatives and Department of Psychiatry, Boston Childrenâs Hospital, and Department of Psychiatry, Harvard Medical School HAROLYN M.E. BELCHER, Johns Hopkins University School of Medicine and Center for Diversity in Public Health Leadership Training, Kennedy Krieger Institute RAHIL D. BRIGGS, ZERO TO THREE, Washington, DC, and Department of Pediatrics, Montefiore Medical Group C. HENDRICKS BROWN, Departments of Psychiatry, Behavioral Sciences, and Preventive Medicine, Feinberg School of Medicine, Northwestern University TINA CHENG, Department of Pediatrics, Johns Hopkins University School of Medicine NATHANIEL Z. COUNTS, Mental Health America ROBERT H. DUGGER, Hanover Provident Capital, LLC and ReadyNation MARY FRISTAD, Society for Clinical Child and Adolescent Psychology; Nationwide Childrenâs Hospital LYNDA GARGAN, National Federation of Families for Childrenâs Mental Health KIMBERLY EATON HOAGWOOD, Department of Child and Adolescent Psychiatry, School of Medicine, New York University STEPHANIE M. JONES, Harvard Graduate School of Education JENNIFER W. KAMINSKI, Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention KELLY J. KELLEHER, Center for Innovation in Pediatric Practice, Health Services Research, Community Health, and Services Research and the Research Institute at Nationwide Childrenâs Hospital AMY WIMPEY KNIGHT, Childrenâs Hospital Association, Washington, DC LAUREL K. LESLIE, American Board of Pediatrics and Department of Medicine and Pediatrics, Tufts University School of Medicine vi
MARY ANN McCABE, Society for Child and Family Policy and Practice; Society of Pediatric Psychology; Department of Pediatrics, George Washington University School of Medicine; Department of Applied Psychology, George Mason University TYLER NORRIS, Well Being Trust, Oakland, CA CARLOS E. SANTOS, Luskin School of Public Affairs, University of California, Los Angeles ANDY SHIH, Autism Speaks, New York, NY VERA FRANCES âFANâ TAIT, American Academy of Pediatrics DEBORAH KLEIN WALKER, Global Alliance for Behavioral Health and Social Justice and Boston University School of Public Health LESLIE R. WALKER-HARDING, Department of Pediatrics, Seattle Childrenâs Hospital Forum Staff SUZANNE LE MENESTREL, Director ERIN KELLOGG, Associate Program Officer STACEY SMIT, Senior Program Assistant DIANNA TRAN, Christine Mirzayan Science and Technology Fellow (JanuaryâApril 2020) vii
Acknowledgments This Proceedings of a Workshop was reviewed in draft form by indi- viduals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical com- ments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published record of proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review com- ments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of the record of these proceedings: Claire D. Brindis, Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, and Patrick E. Killeen, Ridgefield Pediatrics Associates, Ridgefield, CT. We also thank staff member Carla Alvarado for reading and providing helpful comments on this manuscript. Although the reviewers listed above provided many constructive com- ments and suggestions, they were not asked to endorse the content of the proceedings record, nor did they see the final draft before its release. The review of this record of proceedings was overseen by Patrick H. Deleon, F. Edward Hebert School of Medicine and the Graduate School of Nurs- ing, Uniformed Services University of the Health Sciences. He was respon- sible for making certain that an independent examination of this record of proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Re- sponsibility for the final content rests entirely with the rapporteur and the National Academies. ix
Contents 1 Introduction 1 Organization of Proceedings, 2 2 Implications for the National Agenda on Fostering the Healthy Mental, Emotional, and Behavioral Development of Youth 3 Promise of Adolescence, 3 Promoting Positive Adolescent Health Behaviors and Outcomes, 9 National Agenda on Fostering the Healthy Mental, Emotional, and Behavioral Development of Youth, 11 Discussion, 15 3 Including Youth and Family Voices as a Means to Help Adolescents Flourish 17 Best Practices for Inclusion, 17 Youth Perspectives, 26 4 Implementing Best Practices and Crafting Effective Messaging to Help Adolescents Flourish 33 Learning from the Participants, 33 Crafting Effective Messaging, 35 Discussion, 43 5 Summary 47 References 51 xi
xii CONTENTS Appendixes A Workshop Agenda 53 B Biographical Sketches of Workshop Presenters and Planning Committee Members 57 C Resources Mentioned by Speakers and Participants Throughout the Workshop 65 D Recommendations from The Promise of Adolescence: Realizing Opportunity for All Youth 67 E Recommendations from Promoting Positive Adolescent Health Behaviors and Outcomes 71