Athletes who return to action within 60 days of a concussion may experience significant regression in their recovery. That's the conclusion of a new study out of the University of Oregon.

The researchers included 25 high school athletes who suffered concussions from football, soccer, wrestling and volleyball. Assessments were done within 72 hours of injury then at one week, two weeks, one month and two months. 19 of the athletes were medically cleared to head back to the field during the study period. 6 were not.

Among those who returned to play, 12 showed signs of regression, exhibiting changes in balance and/or walking speed. They also had trouble completing dual tasks such as walking and reciting the months backward starting with October or subtracting 7 repeatedly beginning from 100. The more complex the secondary task, the greater the effect when compared to healthy control subjects.

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Rates of developmental and mental disabilities have jumped 21 percent among U.S. children, according to a new report.  Overall, parent-reported disabilities rose 16 percent -- from almost 5 million children to about 6 million between 2001 and 2011, said study author Dr. Amy Houtrow, associate professor of physical medicine and rehabilitation and pediatrics at the University of Pittsburgh.

Children from poor families are more likely to have a disability than richer kids, but the surge in neurodevelopmental and mental troubles was most notable among wealthier families, the researchers found. Families earning $89,400 or more in 2011 had the greatest increase in reported disabilities -- nearly 29 percent, the study found. Households earning below the poverty level had a rise of about 11 percent.

For the study, published online Aug. 18 in Pediatrics, Houtrow analyzed data from the U.S. National Health Interview Surveys taken in four time periods between 2001 and 2011.

  • Physical conditions included: asthma or breathing problems, vision problems, hearing problems, bone/joint/muscle problems, injury.
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Hi all!

I am about to embark on implementing my first counseling group ever! I would love to focus on teaching the students (3-5th graders) effective conflict management strategies using a solution focused brief counseling orientation and am looking for ideas/curriculum/activities to use as fun games and discussion topics. Thank you for any guidance in advance!! :) 

-Kelsey Snyder
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Mental Health Medications

This guide describes:

  • Types of medications used to treat mental  disorders
  • Side effects of medications
  • Directions for taking medications
  • Warnings about medications from the U .S . Food and Drug Administration (FDA)

This booklet does not provide information about diagnosing mental disorders. Choosing the right medication, medication dose, and treatment plan  should be based on a person’s individual needs and medical situation, and under a doctor’s care.


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You’ve probably already bought the basic school supplies for sending your child back to school. But if your child has diabetes, you need to make additional preparations.

A person with diabetes must manage this chronic illness all the time, including during the school day. Staff such as nurses, teachers, and coaches can work with you and your child on managing diabetes. This assistance may include helping your child take medications, check blood sugar levels, choose healthy foods in the cafeteria, and be physically active. Please visit by clicking the link below :)


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The transition to adulthood is a complex journey. Just as early childhood is marked by certain developmental milestones, there are developmental changes and events that mark the transition to adulthood. In the United States, the age of legal adulthood varies by state but is typically 18 years, after which they are regarded as independent, self-sufficient, and responsible under the law. However, although no longer adolescents, many individuals ages 18–24 are “emerging adults,” who are not fully independent and have not completed the transition to adult roles in families, households, or the workforce.

While this can be an exciting, growth-filled time of life, it is also possible that young adults are experiencing economic hardships, becoming disassociated from constructive activities such as work or school, dealing with long-lasting medical or mental health issues, or engaging in risky behaviors. As adults under the law, they no longer have the advantages of programmatic support systems for juveniles that were available during their childhood and adolescence. This age group is undergoing tremendous social transformations, and it is a challenge for research to fully address the wide range of issues. 

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The "family;" isn't that why we do, what we do as SP's?    ENJOY :)


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Key findings

Data from the National Health and Nutrition Examination Survey (NHANES) and the NHANES National Youth Fitness Survey, 2012

  • Nearly all (98.5%) youth aged 12–15 reported watching TV daily.
  • More than 9 in 10 (91.1%) youth aged 12–15 reported using the computer daily outside of school.
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After a concussion, people can have widely varying symptoms. These symptoms can include physical, mental and emotional problems, the researchers noted.

"While most people recover from a concussion within a week, a number of factors affect people's recovery, and studies have shown that teenage athletes may take up to seven to 10 days longer to recover than older athletes," the study authors said.

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I am in a five day workshop for finding strategies for teachers and helping support them in the classroom. Does anyone have any low cost/no cost incentive ideas for teachers? Thanks! 
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Hi -

As the NASP Membership Chair, I’d like to thank you for participating in the NASP Member Exchange this year. Your posts have helped to introduce fresh ideas, foster engaging discussions, and contribute to the dialogue of our profession.  I’m glad to see so many of you utilizing this NASP member benefit.

This NASP membership year will end on June 30th. If you haven’t yet renewed your membership for the 2014-15 school year, I encourage you to do so now.  I don't want to see you lose access to the vibrant NASP Communities because your membership lapses.

The membership renewal process is easy.  You can renew online at

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What social skills does a three-year-old bring to interactions with a new peer partner? If he has strong bonds to his parents, the child is likely to be a positive, responsive playmate, and he'll be able to adapt to a difficult peer by asserting his needs, according to a new University of Illinois study published in Developmental Psychology.

"Securely attached children are more responsive to suggestions or requests made by a new peer partner. A child who has experienced a secure attachment relationship with caregivers is likely to come into a new peer relationship with positive expectations," said Nancy McElwain, a U of I professor of human development.

In the study, the researchers assessed the security of child-mother attachment relationships for 114 children at 33 months, and parents reported on their child's temperament, including anger proneness and social fearfulness.  At 39 months, children of the same gender were randomly paired with one another and observed over three laboratory visits in a one-month period.

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In a study published in Science, researchers at NYU Langone Medical Center show for the first time that sleep after learning encourages the growth of dendritic spines, the tiny protrusions from brain cells that connect to other brain cells and facilitate the passage of information across synapses, the junctions at which brain cells meet. Moreover, the activity of brain cells during deep sleep, or slow-wave sleep, after learning is critical for such growth.

We've known for a long time that sleep plays an important role in learning and memory. If you don't sleep well you won't learn well," says senior investigator Wen-Biao Gan, PhD, professor of neuroscience and physiology and a member of the Skirball Institute of Biomolecular Medicine at NYU Langone Medical Center. "But what's the underlying physical mechanism responsible for this phenomenon?

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Students with disabilities who were sexually abused in school settings were more likely to receive most of their education in self-contained settings, and slightly more likely to suffer abuse from an adult at the school rather than another student, according to more than 350 people who responded to a web survey on the topic. 

The survey respondents do not represent a random sampling of students with disabilities, nor were the reseachers—Stephen J. Caldas, an education professor at Manhattanville College in Purchase, N.Y., and Mary Lou Bensy, an adjunct professor of special education at Hofstra University in Hempstead, N.Y.—able to independently verify the survey respondents. 

However, the responses generally match already-known facts about students with disabilities. The four most populous states were also the top four states represented among survey respondents. The ratio of public to nonpublic students in the survey mirrored the overall population of students in those two systems nationwide. And, similar to other research, slightly more boys (54 percent) were reported as victims than girls. 

Among the information from the survey: 

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Research implying an increase in impulsive suicide attempts among US high school students over the last twenty years may have important implications for the detection of suicide risk among this age group. The authors of this study suggest that health care providers and school suicide prevention program staff who conduct suicide screenings may want to include questions about health-risk behaviors that are strongly associated with suicide (such as interpersonal violence, substance abuse, sexual risk behaviors, and unhealthy weight control behaviors), in addition to the usual questions about mood, ideation, and past attempts.

The authors based their data analysis on results from the bi-annual Youth Risk Behavior Survey (YRBS). Respondents were categorized as being at low, medium, or high risk for death by suicide based whether they reported suicidal ideation or attempts in the previous year. The study found that there was a large decrease in suicidal thoughts among both female and male students over the years 1991-2011. During this period, there was no change in the prevalence of suicide attempts among male students and a small decrease among female students. According to the authors, this “suggests that impulsive or unplanned suicide attempts may have become more common.” They also report that “consistent with other research, we found the strongest associations between suicide attempts and the types of health-risk behaviors that may be associated with poor impulse control and aggression, including substance abuse, community- and school-related violence, and unhealthy weight control/disordered eating.”  Students at moderate or high risk of suicide were also found to have been less likely to use condoms than students judged to be at low risk.

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An accessible online library for people with print-based disabilities. Bookshare offers over 204,000 digital books, all available free for K-12, college, and adult education students in the United States (must submit proof of disability to Bookshare).

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"Victims of bullying who have been threatened, engaged in a fight, injured or had property stolen or damaged are much more likely to carry a gun or knife to school," said study senior investigator Dr. Andrew Adesman, chief of developmental and behavioral pediatrics at the Steven & Alexandra Cohen Children's Medical Center of New York.

The researchers analyzed data from more than 15,000 U.S. high school students who took part in a 2011 survey. They found that teens who suffered many types of bullying are up to 31 times more likely to bring weapons such as guns and knives to school than those who have not been bullied.

The 20 percent of students who said they'd been bullied were more likely to be in lower grades, female and white, the researchers said. Almost 9 percent of them reported bringing weapons to school compared to less than 5 percent of kids who weren't bullied.

Those more likely to admit "packing" for school said they had:

  • missed school because they felt unsafe either there or on the way to school;
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Studies have shown that children who were born between 34 and 36 weeks' gestation (late preterm) have more social, behavioral and academic problems than children born at full term (37-41 weeks). However, few studies have looked at the brain structure of late preterm children.

Researchers from the University of Iowa conducted magnetic resonance imaging (MRI) scans on 32 children ages 7-13 years old who were born at 34-36 weeks' gestation. In addition, they administered cognitive tests to the children, including the Wechsler Intelligence Scale for Children, Benton Judgment of Line Orientation (which assesses visual perception), Grooved Pegboard (which assesses fine motor skills and coordination) and Children's Memory Scale. Parents also completed a behavioral assessment.

Results were compared to 64 children born at full term who were recruited for another study in which they completed the same cognitive and behavioral assessments, neurological exam, and MRI sequences as the late preterm group.

Preliminary analysis showed differences in both cognitive function and brain structure in the late preterm children compared to full term children. Functionally, late preterm children had more difficulties with visuospatial reasoning and visual memory. They also had slower processing speed.

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