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CHC Honored with the 2019 Stanford Partnership Award

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Children's Health Council

Monthly Archives: February 2018

Noted Child Psychiatrist Harold Koplewicz, MD, Speaks Out on the Parkland Shooting

Harold S. Koplewicz, MD, Editor-in-Chief of the Journal of Child and Adolescent Psychopharmacology and President of the Child Mind Institute has spoken out on the Parkland shooting and the urgent need to make mental health a priority for research and action. Read more ›

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45% of Teens Say They’re Stressed “All the Time,” Turn to Online Resources and Apps for Help Says Poll

In a recent poll that asked tens of thousands of high school students how often they feel stressed, nearly 45% said “all the time,” citing relationships and teachers as the primary reasons why. “How often are you stressed,” was one of the four questions asked in the stress and mental health awareness poll hosted by the social network After School. Read more ›

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New Study from Stanford University Finds That Positivity Makes Kids More Successful

Scientists from Stanford University have discovered the brain pathway that directly links a positive attitude with achievement.
 
Researchers at the Stanford University School of Medicine studied 240 children ages seven to 10 and found that being positive improved their ability to answer math problems, increased their memories and enhanced their problem-solving abilities. They also used MRI brain scans to map the neurological effects of positivity. Read more ›
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Research: Learning to Self-Manage

The ability to exercise self-control — even with a specific, self-imposed goal in mind — is tough, even as it develops with age. New research from the Harvard Graduate School of Education illustrates just how precarious willpower can be for young people: Middle school students who want to achieve a goal and who actively agree to suffer a consequence if they don’t achieve it may still be unable to change their counterproductive behaviors. It’s a reminder for teachers that simply encouraging students to “stay focused” may not help those students cultivate positive habits. Read more ›

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National Commission Builds Case for Connecting Students’ Social, Emotional, and Academic Development

The  Aspen Institute’s National Commission on Social, Emotional and Academic Development released an interim report today highlighting the important role that social and emotional development plays in student learning. Read more ›

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