Community health education fostered by hospital program

A small, acute care hospital in Massachusetts develops its community outreach program by offering health care services to area schools and industries. The Clinton Hospital Industrial Program (CHIP) offers special first aid courses, testing and rehabilitation services, and employee health plans to the town's numerous small industries. The School Nurses Program and CPR training for high school teachers are two services the hospital offers Clinton public schools.

[Preventive programmes for school children. Organization, duties and activities of the School Health Service of the city of Basel]

From a historical point of view it was the federal tuberculosis law of 1928 which gave an impulse to the Swiss School health services. Almost simultaneously a psychological service for school children was established in Basle. Besides physicians and psychologists, the present staff comprises speech pathologists and scientific coworkers. The mandate issued by the canton's government is mostly geared toward prevention of somatic, psychological and social disorders in the individual child and in risk groups, in the sense of social pediatrics. Carrying out this mandate requires a unity of investigation methods and the decisions resulting from findings. The statistical evaluation of epidemiological data depends on efficient computer use. High priority is given to data protection. With reference to the basic possibilities and limitations of activities in preventive medicine, questions of goals, acceptability and acceptance, curability and cost-benefit are discussed. The competitive situation between therapy and prevention is critically considered. An interdisciplinary approach including all the helping professions is strongly suggested.

Infants in a public school system: the indicators of early health and educational need

The Brookline Early Education Project (BEEP) is a demonstration model in which a public school system in collaboration with a pediatric center has extended teaching and diagnostic services to the earliest days of life. In most cases, enrollment and data collection began three months before the children were born. A comprehensive diagnostic component including health, neurologic, sensory, developmental, and psychological assessments was performed periodically. The present study, the first of several reports, is an analysis of positive indicators of health and developmental need during the first six months of life. At the time of initial surveillance, age 2 weeks, a high yield of physical and demographic findings, along with perinatal stresses, was observed. It was noted that demographic, neurologic, physical, and perinatal stress factors appeared as independent variables. At the three- and six-month checkpoints, there were more overlapping findings between the categories of physical assessment, developmental examination, and neurologic evaluation. Over the six-month period, there was a tendency toward instability of findings: The group of youngsters thought to have special needs at the age of 2 weeks, 3 months, and 6 months differed in composition from each other. Likewise, there was significant flux in membership between the three- and six-month groups with needs. The study may have public policy implications, insofar as early education services should not be constructed to admit only "high-risk newborns" since this would exclude many children whose needs would become manifest later and would take in a number of children falsely identified as in need but with the resiliency to overcome this. The BEEP program has relevance for pediatric practice in demonstrating a component of health care with greater diagnostic and therapeutic responsibility for educational competence in young children.

Based on cultural strengths, a school primary prevention program for Asian-American youth

As Asian-American mental health workers in a community mental health center where there is very little being done to provide appropriate services to its Asian-American population, we felt a need to find effective mental health models for the unique cultural and linguistic characteristics of our people. The high-school primary prevention program described in this paper provides Filipino youth with a positive view of their cultural identity and a supportive place to examine how their cultural values and behavior differ from those of mainstream Americans. Recognizing that ethnic minorities need to rely on their own subculture for the kind of psychological and social support required for a positive mental health, the program is aimed at mobilizing the strengths and resources of that particular subculture. In this way, its members can more effectively cope with the larger culture.