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ATKINS CODE: FCRHTU

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Data on where and when immigrants came to the US in the past.

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Who Lives in America: Teaching Immigration History With Data | Scholastic.com

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Explore the history of immigration in America through immigration statistics, research, facts, and data while learning how to read charts and graphs.

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Newsela | Issue Overview: Racial profiling

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Newsela | Football player says protests meant to bring awareness to police shootings

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Newsela | Police killing of unarmed black man gains national attention as questions swirl

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Man's death in Sacramento, California, sparks protests, questions about police accountability

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Newsela | More barriers to equality in U.S. now than 50 years ago, new study finds

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Fifty years after the Kerner Report studied racial segregation and poverty in America, a new study says those problems are worse today.

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Newsela | The "Minecraft" miracle: teachers tell students to go play a video game

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Students love playing "Minecraft" and teachers are excited about the game too. Players use it to turn classroom concepts into virtual structures or worlds they can have fun with, while learning.

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Global Warming 101 | National Geographic

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Global Warming

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Newsela | Overview: International cooperation on climate change and the environment

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Countries join forces to reduce greenhouse gas emissions

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Newsela | What are climate and climate change?

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Earth's natural climate change is being accelerated by human activity

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In this video, I want to introduce mental disorders. Mental disorders. And that refers to disorders of the mind. That's what this term mental means. Mental disorders. And people use a number of different terms for the mental disorders. You'll hear people talk about mental illness and psychological or psychiatric disorders.

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A mental illness is a condition that affects a person's thinking, feeling or mood. Such conditions may affect someone's ability to relate to others and function each day. Each person will have different experiences, e ven people with the same diagnosis.

Recovery, including meaningful roles in social life, school and work, is possible, especially when you start treatment early and play a strong role in your own recovery process.

A mental health condition isn't the result of one event. Research suggests multiple overlapping causes. Genetics, environment and lifestyle influence whether someone develops a mental health condition. A stressful job or home life makes some people more susceptible, as do traumatic life events like being the victim of a crime. Biochemical processes and circuits and basic brain structure may play a role, too.

"This speed, savvy, and importance placed on unconditional support regardless of my circumstances was the rallying cry of my parents throughout my recovery, even when I fought them on it."
Read More of My Parents' Support Shaped My Recovery

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A mental illness is a condition that affects a person's thinking, feeling or mood. Such conditions may affect someone's ability to relate to others and function each day. Each person will have different experiences, e ven people with the same diagnosis.

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Different Types

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What is Mental Illness:
Mental Illness Facts

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life.

Serious mental illnesses include major depression, schizophrenia, bipolar disorder, obsessive compulsive disorder (OCD), panic disorder, post traumatic stress disorder (PTSD) and borderline personality disorder. The good news about mental illness is that recovery is possible.

Mental illnesses can affect persons of any age, race, religion, or income. Mental illnesses are not the result of personal weakness, lack of character or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan.

In addition to medication treatment, psychosocial treatment such as cognitive behavioral therapy, interpersonal therapy, peer support groups and other community services can also be components of a treatment plan and that assist with recovery. The availability of transportation, diet, exercise, sleep, friends and meaningful paid or volunteer activities contribute to overall health and wellness, including mental illness recovery.

Here are some important facts about mental illness and recovery:

Mental illnesses are serious medical illnesses. They cannot be overcome through "will power" and are not related to a person's "character" or intelligence. Mental illness falls along a continuum of severity. Even though mental illness is widespread in the population, the main burden of illness is concentrated in a much smaller proportion-about 6 percent, or 1 in 17 Americans-who live with a serious mental illness. The National Institute of Mental Health reports that One in four adults-approximately 57.7 million Americans-experience a mental health disorder in a given year.

The U.S. Surgeon General reports that 10 percent of children and adolescents in the United States suffer from serious emotional and mental disorders that cause significant functional impairment in their day-to-day lives at home, in school and with peers.

The World Health Organization has reported that four of the 10 leading causes of disability in the US and other developed countries are mental disorders. By 2020, Major Depressive illness will be the leading cause of disability in the world for women and children.

Mental illness usually strike individuals in the prime of their lives, often during adolescence and young adulthood. All ages are susceptible, but the young and the old are especially vulnerable.

Without treatment the consequences of mental illness for the individual and society are staggering: unnecessary disability, unemployment, substance abuse, homelessness, inappropriate incarceration, suicide and wasted lives; The economic cost of untreated mental illness is more than 100 billion dollars each year in the United States.

The best treatments for serious mental illnesses today are highly effective; between 70 and 90 percent of individuals have significant reduction of symptoms and improved quality of life with a combination of pharmacological and psychosocial treatments and supports.

With appropriate effective medication and a wide range of services tailored to their needs, most people who live with serious mental illnesses can significantly reduce the impact of their illness and find a satisfying measure of achievement and independence. A key concept is to develop expertise in developing strategies to manage the illness process.

Early identification and treatment is of vital importance; By ensuring access to the treatment and recovery supports that are proven effective, recovery is accelerated and the further harm related to the course of illness is minimized.

Stigma erodes confidence that mental disorders are real, treatable health conditions. We have allowed stigma and a now unwarranted sense of hopelessness to erect attitudinal, structural and financial barriers to effective treatment and recovery. It is time to take these barriers down.

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What is Mental Illness & Types of Mental Disorders

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Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life.

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Mental health refers to your emotional and psychological well-being. Having good mental health helps you lead a relatively happy and healthy life. It helps you demonstrate resilience and the ability to cope in the face of life's adversities.

Your mental health can be influenced by a variety of factors, including life events or even your genetics.

There are many strategies that can help you establish and keep good mental health. These can include:

keeping a positive attitude

staying physically active

helping other people

getting enough sleep

eating a healthy diet

asking for professional help with your mental health if you need it

socializing with people whom you enjoy spending time with

forming and using effective coping skills to deal with your problems

A mental illness is a broad term which encompasses a wide variety of conditions which affect the way you feel and think. It can also affect your ability to get through day-to-day life. Mental illnesses can be influenced by several different factors, including:

Mental health issues are common in the United States. About one in five American adults experience at least one mental illness each year. And around one in five young people ages 13 to 18 experience a mental illness at some point in their lives, too.

Although mental illnesses are common, they vary in severity. About one in 25 adults experience a serious mental illness (SMI) each year. A SMI can significantly reduce your ability to carry out daily life. Different groups of people experience SMIs at different rates.

According to the National Institute of Mental Health, women are more likely to experience SMI than men. Those ages 18 to 25 are most likely to experience an SMI. People with a mixed-race background are also more likely to experience an SMI than people of other ethnicities.

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) helps mental health professionals diagnose mental illnesses. There are many types of mental health disorders. In fact, almost 300 different conditions are listed in DSM-5.

These are some of the most common mental illnesses affecting people in the United States:

Bipolar disorder

Bipolar disorder is a chronic mental illness that affects about 2.6 percent of Americans each year. It is characterized by episodes of energetic, manic highs and extreme, sometimes depressive lows.

These can affect a person's energy level and ability to think reasonably. Mood swings caused by bipolar disorder are much more severe than the small ups and downs most people experience on a daily basis.

Persistent depressive disorder

Persistent depressive disorder is a chronic type of depression. It is also known as dysthymia. While dysthymic depression isn't intense, it can interfere with daily life. People with this condition experience symptoms for at least two years.

About 1.5 percent of American adults experience dysthymia each year.

Generalized anxiety disorder

Generalized anxiety disorder (GAD) goes beyond regular everyday anxiety, like being nervous before a presentation. It causes a person to become extremely worried about many things, even when there's little or no reason to worry.

Those with GAD may feel very nervous about getting through the day. They may think things won't ever work in their favor. Sometimes worrying can keep people with GAD from accomplishing everyday tasks and chores. GAD affects about 3 percent of Americans every year.

Major depressive disorder

Major depressive disorder (MDD) causes feelings of extreme sadness or hopelessness that lasts for at least two weeks. This condition is also called also called clinical depression.

People with MDD may become so upset about their lives that they think about or try to commit suicide. About 7 percent of Americans experience at least one major depressive episode each year.

Obsessive-Compulsive Disorder

Obsessive-compulsive disorder (OCD) causes constant and repetitive thoughts, or obsessions. These thoughts happen with unnecessary and unreasonable desires to carry out certain behaviors, or compulsions.

Many people with OCD realize that their thoughts and actions are unreasonable, yet they cannot stop them. More than 2 percent of Americans are diagnosed with OCD at some point in their lifetime.

Post-Traumatic Stress Disorder (PTSD)

Post-traumatic stress disorder (PTSD) is a mental illness that's triggered after experiencing or witnessing a traumatic event. Experiences that can cause PTSD can range from extreme events, like war and national disasters, to verbal or physical abuse.

Symptoms of PTSD may include flashbacks or being easily startled. It's estimated that 3.5 percent of American adults experience PTSD.

Schizophrenia

Schizophrenia impairs a person's perception of reality and the world around them. It interferes with their connection to other people. It's a serious condition that needs treatment.

They might experience hallucinations, have delusions, and hear voices. These can potentially put them in a dangerous situation if left untreated. It's estimated that 1 percent of the American population experiences schizophrenia.

Social anxiety disorder

Social anxiety disorder, sometimes called social phobia, causes an extreme fear of social situations. People with social anxiety may become very nervous about being around other people. They may feel like they're being judged.

This can make it hard to meet new people and attend social gatherings. Approximately 15 million adults in the United States experience social anxiety each year.

The symptoms of many mental illnesses may get worse if they're left untreated. Reach out for psychological help if you or someone you know may have a mental illness.

If you're unsure where to start, visit your primary care doctor. They can help with the initial diagnosis and provide a referral to a psychiatrist.

It's important to know that you can still have a full and happy life with a mental illness. Working with a therapist and other members of your mental health team will help you learn healthy ways to manage your condition.

Each type of mental illness causes its own symptoms. But many share some common characteristics.

Common signs of several mental illnesses may include:

not eating enough or overeating

having insomnia or sleeping too much

distancing yourself from other people and favorite activities

feeling fatigue even with enough sleep

feeling numbness or lacking empathy

experiencing unexplainable body pains or achiness

feeling hopeless, helpless or lost

smoking, drinking, or using illicit drugs more than ever before

feeling confusion, forgetfulness, irritability, anger, anxiety, sadness, or fright

constantly fighting or arguing with friends and family

having extreme mood swings that cause relationship problems

having constant flashbacks or thoughts that you can't get out of your head

hearing voices in your head that you can't stop

having thoughts of hurting yourself or other people

being unable to carry out day-to-day activities and chores

Stress and periods of emotional distress can lead to an episode of symptoms. That may make it difficult for you to maintain normal behavior and activities. This period is sometimes called a nervous or mental breakdown. Read more about these episodes and the symptoms they cause.

Diagnosing a mental health disorder is a multi-step process. During a first appointment, your doctor may perform a physical exam to look for signs of physical issues that could be contributing to your symptoms.

Some doctors may order a series of laboratory tests to screen for underlying or less obvious possible causes.

Your doctor may ask you to fill out a mental health questionnaire. You may also undergo a psychological evaluation. You might not have a diagnosis after your first appointment.

Your doctor may refer you to a mental health expert. Because mental health can be complex and symptoms may vary from person to person, it may take a few appointments for you to get a full diagnosis.

Treatment for mental health disorders is not one size fits all, and it does not offer a cure. Instead, treatment aims to reduce symptoms, address underlying causes, and make the condition manageable.

You and your doctor will work together to find a plan. It may be a combination of treatments because some people have better results with a multi-angle approach. Here are the most common mental health treatments:

Medications

The four main categories of medications used to treat mental health disorders are antidepressants, anti-anxiety medications, antipsychotic medications, and mood-stabilizing medications.

Which type is best for you will depend on the symptoms you experience and other health issues you may face. People may try a few medications at different doses before finding something that's right for them.

Psychotherapy

Talk therapy is an opportunity for you to talk with a mental health provider about your experiences, feelings, thoughts, and ideas. Therapists primarily act as a sounding board and neutral mediator, helping you learn coping techniques and strategies to manage symptoms.

Hospital and residential treatment

Some people may need brief periods of intensive treatment at hospitals or residential treatment facilities. These programs allow an overnight stay for in-depth treatment. There are also daytime programs, where people can participate in shorter periods of treatment.

Lifestyle treatments and home remedies

Alternative treatments can be used in addition to mainstream treatments as a supplement. These steps won't eliminate mental health issues alone, but they can be helpful.

They include sticking to your treatment plan as closely as possible, avoiding alcohol and drugs, and adopting a healthy lifestyle that incorporates foods that may be a benefit to your brain. This includes omega-3 fatty acids, a type of fish oil that occurs naturally in some high-fat fish.

The term therapy refers to several styles of talk therapy. Therapy can be used to treat a variety of disorders, including panic disorders, anxiety, depression, anger issues, bipolar disorder, and post-traumatic stress disorder.

Therapy helps people identify mental health issues and unhealthy behaviors or thought patterns. During sessions you and your therapist can work to change these thoughts and behaviors.

In most cases, therapists focus on current issues, things that are affecting your daily life, and help you find solutions to what you're experiencing in real time, but each doctor's approach is different. Read more about the different types and what results you might expect from therapy.

Mental Health First Aid is a national public education course. It's designed to teach people about the warning signs and risk factors of mental health issues. In the training, participants learn about treatments and approaches that can help people with mental health disorders.

This training program is made for people who regularly interact with patients in a healthcare setting. Through scenarios and role-playing, healthcare providers can learn how to help a person in crisis connect with professional and self-help treatment steps.

Physical exercise is great for your body. Dancing, swimming, walking, and jogging boost cardio health and strength. They're also great for your mind. Research shows they can help reduce symptoms of depression and anxiety.

However, there are also "exercises" you can do for your brain. These include:

Striking a power pose. People who use "power poses" (aka hands on hips) may see a temporary drop in feelings of social anxiety.

Listening to calming music. A 2013 study of 60 women revealed that people who listen to relaxing music recover faster after stress than people who relax but do not listen to music.

Practicing progressive muscle relaxation. This process involves tightening and then slowly relaxing various muscle groups. It may be combined with other techniques like listening to calming music or breathing exercises.

Finding a yoga pose. One 2017 study showed that just two minutes of performing yoga poses can boost self-esteem and help increase bodily energy.

When you talk with your doctor or therapist about your mental health, they may go through a series of examinations in order to reach a diagnosis. These steps could include a physical examination, blood or laboratory tests, and a mental health questionnaire.

A series of questions helps doctors understand your thoughts, responses, and reactions to events and scenarios. While this test won't return immediate results, it will help your doctor better understand what you're experiencing.

Avoid taking online mental health tests. While these may provide some insight into causes of symptoms, they aren't administered by a healthcare professional. The questions and answer options may not be as specific as a doctor or therapist might be in an in-person testing environment.

Most individuals with mental health issues can and will find treatments that are successful. That means you can get better. Some mental health issues, however, are chronic and ongoing, but even these can be managed with proper treatment and intervention.

Recovery from mental health disorders or issues requires ongoing attention to your mental and overall health, as well as adherence to any behavioral therapy techniques learned from a therapist.

In some cases, treatments like medication may be needed on an on-going basis; others may be able to stop using them at some point. What recovery will mean for you is different than recovery for another person.

Mental health is a vital concern for healthcare professionals. Most people know the signs and symptoms of physical illnesses, like a heart attack or stroke. But, they may not be able to pinpoint the physical effects of anxiety, PTSD, or panic.

Awareness campaigns are designed to help people understand these common signs and symptoms.

More than 40 million Americans experience some form of mental illness every year. Knowing that they're not alone may invite people to seek treatment from a professional. Treatment is key to relief from symptoms and maintain a healthy, active life.

Twenty percent of teenagers between 13 and 18 experience some form of mental health disorder. Half will develop a disorder by the time they're 14 years old.

The signs and symptoms may be brushed aside as the angst of the turbulent teenage years. But, these may be the earliest predictors of mental health disorders or issues that require treatment.

Signs of mental health issues in teenagers include:

loss of self-esteem

excessive sleeping

loss of interest in activities or favorite hobbies

sudden and unexpected decline in academic performance

weight loss or changes in appetite

sudden personality changes, such as anger or aggression

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Mental Health Basics: Types of Mental Illness, Diagnosis, Treatment

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Mental health refers to your emotional and psychological well-being. Having good mental health helps you lead a relatively happy and healthy life. It helps you demonstrate resilience and the ability to cope in the face of life's adversities. Your mental health can be influenced by a variety of factors, including life events or even your genetics.

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8 Things You Should Know About Service Animals

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Did you know that today is National Dog Day? Every August 26, Americans everywhere celebrate the special dogs in their lives. And today we thought we'd celebrate the holiday by talking about service animals.

According to the ADA, a service animal is any animal that provides assistance to a person with a disability. Unlike emotional support animals, service animals also perform tasks to help their owner function normally. This can be anything from supporting them while they walk, retrieving items they drop, or even reminding them to take medication. Traditionally when we think of a service animal we think of guide dogs for the blind, and for good reason. According to the National Organization on Disability, the vast majority of all services animals are dogs.

But there are actually all kinds of animals that assist people with disabilities. To give you an idea of the variety, here are six animals other than dogs that you probably had no idea could be an awesome service animal:

1. Miniature horses-This type of service animal has been on the rise in popularity since they're a great choice for someone who needs physical support to walk. Many people who are blind use miniature horses as their guides instead of dogs, and there's actually an entire Guide Horse Foundation for this very purpose. And apparently these horses are really good at their jobs. The species is naturally cautious, mild-mannered, and sharp-eyed, all of which make for a great service animal. And on top of all that, miniature horses can live for up to 30 years. That's five to seven times longer than your average service dog.

2. Ferrets-Another unlikely service animal, ferrets have the natural advantages of being easy-going, highly social, and easily transportable. Ferrets make great emotional support animals since they enjoy burrowing close to their owners, which can be extremely comforting to people needing emotional support. But ferrets make great service animals too. These critters are known for alerting their owners when they're about to experience a seizure, and ferrets can also be trained to wake someone up, remind their owner to take medication, and even interrupt harmful behaviors. Not bad, ferrets.

3. Boa Constrictors-This creature might not be the first animal you'd choose to keep in your home, but they actually make great service animals. These snakes are known for helping patients with bipolar disorder, obsessive compulsive disorder, and panic disorders, and there are even cases when these snakes can be used to prevent medical emergencies. One man in Washington has a friendly boa that will squeeze him more tightly when it senses he's about to have a seizure, giving him enough time to take his medication or go to a safer location until his seizure passes.

4. Parrots-This is a popular animal for treating psychiatric disorders, namely because many species of parrot have the ability to talk to their owners and deescalate them in stressful situations. A great example of this a man named Jim Eggers from St. Louis who relies on his service parrot, Sadie. The parrot has been trained to repeat the mantra, "It's OK, Jim. Calm down, Jim. You're all right, Jim. I'm here, Jim" to calm Jim down whenever she senses he's about to have a violent episode. Jim used to say the mantra to himself, but now with Sadie's help he can pre-empt episodes even before they start. Sadie is also trained to alert Jim when someone comes to the door and when he leaves the faucet running.

5. Potbelly pigs-Both highly intelligent and mild-mannered, potbellied pigs can be trained to do all the same functions as the traditional service dog. The only difference is that they're far cleaner than dogs and also don't shed as much. Sounds like a good bargain. Plus this particular species is known for being good with kids. Lois Brady from California takes her service pig Buttercup to schools to visit children on the autism spectrum. Since most children don't have any preconceived ideas about pigs, Brady has found that fewer students are afraid of Buttercup than of a big dog. The pig's gentle nature also come in handy when he encounters students with aggressive tendencies that would probably make a dog turn around and attack.

6. Capuchin Monkeys-Another very exotic service animal choice is the capuchin monkey. These little helpers are native to South America and weigh about 6 to 10 pounds. Capuchins are especially talented at grasping and retrieving, which makes them invaluable companions for quadriplegics and other disabilities that affect fine motor skills. These monkey can perform all kinds of tasks: bringing water, fetching phones, performing basic chores, opening doors, and even feeding someone. There's an entire organization in Boston called Monkey Helpers that trains little capuchins to be the hands for people who can't use their own.

Want to read more about service animals? Check out our blog post on how to register a service animal.

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6 Different Types of Service Animals - Disability Guide

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Did you know that today is National Dog Day? Every August 26, Americans everywhere celebrate the special dogs in their lives. And today we thought we'd celebrate the holiday by talking about service animals. According to the ADA, a service animal is any animal that provides assistance to a person with a disability.

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Invisible Disabilities Association - IDA

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Service Animals Assist People with Various Disabilities

Service animals - what do you think they do? Most people are familiar with service animals such as guide dogs often seen with people who are sight impaired and hearing dogs for those who are hearing impaired. We may even know about service animals that help pull wheelchairs or retrieve various items. Yet, we often do not realize that there are many different types of service animals for many types of disabilities.

So, what is a service animal? A service animal is not just a pet or companion. "Service animals perform some of the functions and tasks that the individual with a disability cannot perform for him or herself" ( USDOJ). As a result, the person must have a disability according to a medical professional and the Americans with Disabilities Act (ADA), which can be either a "physical or mental impairment" (USEEOC).

In addition, the animal must be trained to mitigate a person's disability by performing such tasks as retrieving, leading, pulling, providing balance and/or alerting. They should also be able to follow basic obedience commands such as sit, stay, here, down and/or follow, as well as exhibit good behavior in public places.

What are the rights and rules governing service animals?

What rights do service animals have? "Under the ADA, State and local governments, businesses, and nonprofit organizations that serve the public generally must allow service animals to accompany people with disabilities in all areas of the facility where the public is normally allowed to go" ( ADA 2010).

What kind of animals are they? For many years, the Americans with Disabilities Act of 1990 (section 36.104 of the title III regulation) did not limit service animals to dogs. Therefore, although a service animal has most often been a dog, it could also have been another species of animal such as a monkey, miniature horse, pig or cat.

However, in September 2010, a final rule was published in the Federal Register to amend the service animal definition to be limited to dogs (with some exceptions for miniature horses). This new regulation went into effect in March 2011 (ADA Fact Sheet). Of course, a person may still keep a service animal such as a pig or monkey for their personal use, but they are not granted public access.

There can be some confusion regarding service animals that assist those living with invisible disabilities caused by chronic illness, injury, pain and mental disorders. Nonetheless, for those debilitated by such symptoms as extreme pain, fatigue, dizziness, blurred vision and cognitive impairments, a service animal can make a vast difference in their quality of life. These service animals can perform helpful physical tasks such as picking things up off the floor, reminding a person to take their medicine, helping with balance and more.

The impact of service animals on the lives of those with physiological and psychological disorders.

Service animals are also changing lives by alerting their owner of a physiological response such as a seizure or potentially dangerous changes in blood sugar levels. You may have even read about Belle the beagle. She dialed 9-1-1 after her diabetic owner Kevin Weaver, had a seizure and collapsed. Kevin believes he would not be alive today if it were not for Belle (AP).

For those living with various types of mental disorders, "The final rule also clarifies that individuals with mental disabilities who use service animals that are trained to perform a specific task are protected by the ADA" ( ADA Fact Sheet).

In these cases, a service animal can alert the handler to an incipient manic episode, anxiety or panic attack, as well as alert the owner to aggressive driving. He can also assist the owner with confidence in leaving the home or exiting a situation that is causing a rise in anxiety, panic, distress and/or fear. What's more, he may help the handler with physical tasks such as reminding the person to take their medication, assisting them with finding their keys or the telephone, turning on lights to safety check a room and nudging them to wake them up (PSDS, tasks).

For those battling Post Traumatic Stress Disorder or PTSD, service animals can also interrupt flashbacks and nightmares, reduce anxiety and stress and help regain self-assurance (such as Canines4Hope, Service Dogs for America, ).

The Psychiatric Service Dog Society advises anyone obtaining a service dog for their psychiatric disorder should get a letter from their doctor (PSDS FAQ). Their advice probably holds true for all service animal owners, especially those living with other types invisible disabilities.

Where are service animals allowed to go?

In all, a trained and qualified service animal used for reasons under the ADA guidelines is allowed access to public places. "Under the Americans with Disabilities Act (ADA), privately owned businesses that serve the public, such as restaurants, hotels, retail stores, taxicabs, theaters, concert halls, and sports facilities, are prohibited from discriminating against individuals with disabilities. The ADA requires these businesses to allow people with disabilities to bring their service animals onto business premises in whatever areas customers are generally allowed." In addition, "An individual with a service animal may not be segregated from other customers" (USDOJ).

How are service animals identified?

How does a proprietor know the handler's animal is a service animal? Although some service animals wear special harnesses or vests and some owners carry certifications, these things are not required. Therefore, "When it is not obvious what service an animal provides, only limited inquiries are allowed. Staff may ask two questions: (1) is the dog a service animal required because of a disability, and (2) what work or task has the dog been trained to perform. Staff cannot ask about the person's disability, require medical documentation, require a special identification card or training documentation for the dog, or ask that the dog demonstrate its ability to perform the work or task" (ADA 2010).

Many business owners have a "no pets" policy on their premises. Nonetheless, "A service animal is not a pet. The ADA requires you to modify your 'no pets' policy to allow the use of a service animal by a person with a disability. This does not mean you must abandon your 'no pets' policy altogether but simply that you must make an exception to your general rule for service animals" (USDOJ).

The ADA protects service animals and Often a business will state that their local county health department has told them that only a seeing eye or guide dog has to be admitted. However, "... [you are in violation of the ADA] if you refuse to admit any other type of service animal on the basis of local health department regulations or other state or local laws. The ADA provides greater protection for individuals with disabilities and so it takes priority over the local or state laws or regulations" (USDOJ).

What are the rules about service animals on public and private transportation?

Many transportation companies often fear that admitting an animal into their taxis, buses and trains would be detrimental to their other customers. In spite of this, "...under the ADA regulation issued by the Department of Transportation (49 C.F.R. Part 37) for the provision of transportation services to individuals with disabilities by public and private entities, section 37.167(d) requires those entities to permit service animals to accompany individuals with disabilities in vehicles and facilities. The regulation defines the term 'service animal' in the same manner as the Department's ADA regulation" (Dunne).

Of course, not all animals helping people are deemed service animals. For example: Therapy, social and facility animals are often utilized for visitations or are placed in homes or facilities "...to provide therapeutic benefits" (ADI). Yet, "Federal laws have no provisions for people to be accompanied by therapy animals in places of public accommodation that have 'no pets' policies. Therapy animals usually are not service animals" (PetPartner).

This includes emotional support animals that are not trained as service animals: "Dogs that are not trained to perform tasks that mitigate the effects of a disability, including dogs that are used purely for emotional support, are not service animals" (ADA Fact Sheet).

How does the Fair Housing Act impact service animals and their owners?

On the other hand, regarding matters of housing, " The Fair Housing Act (42 U.S.C. 3604(f)(3)(B)) prohibits discrimination against a renter or buyer on the basis of disability. Discrimination includes a refusal to make reasonable accommodations in rules, policies, practices, or services, when those accommodations may be necessary to afford a person with a disability equal opportunity to use and enjoy a place of residence. While the Fair Housing Act and the regulations issued by the Department of Housing and Urban Development do not specifically address service animals, it is likely that the Act would at times require that service animals be allowed in a housing facility in order to afford a disabled individual fair use and enjoyment of the facility" (Dunne).

Thus, in the light of housing issues with people with verifiable disabilities, "... [The Fair Housing Amendment Act and the ADA] protect the right of people with disabilities to keep emotional support animals, even when a landlord's policy explicitly prohibits pets.... In most housing complexes, so long as the tenant has a letter or prescription from an appropriate professional, such as a therapist or physician, and meets the definition of a person with a disability, he or she is entitled to a reasonable accommodation that would allow an emotional support animal in the apartment" (BCMHL).

The bottom line is that "The rule defines 'service animal' as a dog that has been individually trained to do work or perform tasks for the benefit of an individual with a disability" (ADA Fact Sheet) and the service animal owner must have a legitimate disability. All the same, we are not attempting to interpret the law nor make assessments regarding who specifically qualifies and who does not. That must be done based on each individual case, circumstances and determined by medical professionals and/or legal authorities.
Disclaimer: This pamphlet is not a legal document. Rules are subject to change. Seek advice from a medical and/or legal professional.

Copyright 1997-2018 Invisible Disabilities Association www.InvisibleDisabilities.org. All rights reserved. This article is one of our many informative pamphlets available for ordering. Visitors may read this pamphlet online for free and they may print up to 3 copies from the website for their personal use. However, permission is required to distribute this article in any way and our pamphlets cannot be re-published electronically in any form on the internet, emails, etc. If you would like to quote up to 100 words from this article, with full credits and a link to this article, please send the request to IDA through our Contact Page. Order This Pamphlet Here Thank you!

UPDATE: 9/15/2010 - "Service animal" definition changed to dogs only (with exception of mini-horses under specific condition) on 7/23/2010. Final rule published in the Federal Register 9/15/2010, which goes into effect 3/15/2011.Due to changes in the laws, some information found in this article and links may no longer apply. Title II Fact Sheet
NEW ADA Revisions Limit "Service Animals" to Dogs IDA's Service Animal Links Page How was the definition of "service animal" changed July 23, 2010? Final Rule for Title II Text of Revised Title II Regulation
Final Rule for Title III / Title III Fact Sheet
Text of Revised Title III Regulation RETURN TO TOP OF PAGE

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Service Animals are More than Pets -- They are Working Companions

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Service animals - what do you think they do? Most people are familiar with service animals such as guide dogs often seen with people who are sight impaired and hearing dogs for those who are hearing impaired.

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Last updated:

The Department of Justice published revised final regulations implementing the Americans with Disabilities Act (ADA) for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010, in the Federal Register. These requirements, or rules, contain updated requirements, including the 2010 Standards for Accessible Design (2010 Standards).

Overview

This publication provides guidance on the term "service animal" and the service animal provisions in the Department's regulations.

Beginning on March 15, 2011, only dogs are recognized as service animals under titles II and III of the ADA.

A service animal is a dog that is individually trained to do work or perform tasks for a person with a disability.

Generally, title II and title III entities must permit service animals to accompany people with disabilities in all areas where members of the public are allowed to go.

How "Service Animal" Is Defined

Service animals are defined as dogs that are individually trained to do work or perform tasks for people with disabilities. Examples of such work or tasks include guiding people who are blind, alerting people who are deaf, pulling a wheelchair, alerting and protecting a person who is having a seizure, reminding a person with mental illness to take prescribed medications, calming a person with Post Traumatic Stress Disorder (PTSD) during an anxiety attack, or performing other duties. Service animals are working animals, not pets. The work or task a dog has been trained to provide must be directly related to the person's disability. Dogs whose sole function is to provide comfort or emotional support do not qualify as service animals under the ADA.

This definition does not affect or limit the broader definition of "assistance animal" under the Fair Housing Act or the broader definition of "service animal" under the Air Carrier Access Act.

Some State and local laws also define service animal more broadly than the ADA does. Information about such laws can be obtained from the relevant State attorney general's office.

Where Service Animals Are Allowed

Under the ADA, State and local governments, businesses, and nonprofit organizations that serve the public generally must allow service animals to accompany people with disabilities in all areas of the facility where the public is allowed to go. For example, in a hospital it usually would be inappropriate to exclude a service animal from areas such as patient rooms, clinics, cafeterias, or examination rooms. However, it may be appropriate to exclude a service animal from operating rooms or burn units where the animal's presence may compromise a sterile environment.

Service Animals Must Be Under Control

A service animal must be under the control of its handler. Under the ADA, service animals must be harnessed, leashed, or tethered, unless the individual's disability prevents using these devices or these devices interfere with the service animal's safe, effective performance of tasks. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls.

When it is not obvious what service an animal provides, only limited inquiries are allowed. Staff may ask two questions: (1) is the dog a service animal required because of a disability, and (2) what work or task has the dog been trained to perform. Staff cannot ask about the person's disability, require medical documentation, require a special identification card or training documentation for the dog, or ask that the dog demonstrate its ability to perform the work or task.

Allergies and fear of dogs are not valid reasons for denying access or refusing service to people using service animals. When a person who is allergic to dog dander and a person who uses a service animal must spend time in the same room or facility, for example, in a school classroom or at a homeless shelter, they both should be accommodated by assigning them, if possible, to different locations within the room or different rooms in the facility.

A person with a disability cannot be asked to remove his service animal from the premises unless: (1) the dog is out of control and the handler does not take effective action to control it or (2) the dog is not housebroken. When there is a legitimate reason to ask that a service animal be removed, staff must offer the person with the disability the opportunity to obtain goods or services without the animal's presence.

Establishments that sell or prepare food must generally allow service animals in public areas even if state or local health codes prohibit animals on the premises.

People with disabilities who use service animals cannot be isolated from other patrons, treated less favorably than other patrons, or charged fees that are not charged to other patrons without animals. In addition, if a business requires a deposit or fee to be paid by patrons with pets, it must waive the charge for service animals.

If a business such as a hotel normally charges guests for damage that they cause, a customer with a disability may also be charged for damage caused by himself or his service animal.

Staff are not required to provide care for or supervision of a service animal.

Miniature Horses

In addition to the provisions about service dogs, the Department's ADA regulations have a separate provision about miniature horses that have been individually trained to do work or perform tasks for people with disabilities. (Miniature horses generally range in height from 24 inches to 34 inches measured to the shoulders and generally weigh between 70 and 100 pounds.) Entities covered by the ADA must modify their policies to permit miniature horses where reasonable. The regulations set out four assessment factors to assist entities in determining whether miniature horses can be accommodated in their facility. The assessment factors are (1) whether the miniature horse is housebroken; (2) whether the miniature horse is under the owner's control; (3) whether the facility can accommodate the miniature horse's type, size, and weight; and (4) whether the miniature horse's presence will not compromise legitimate safety requirements necessary for safe operation of the facility.
For more information about the ADA, please visit ADA.gov or call our toll-free number.
ADA Information Line 800-514-0301 (Voice) and 1-833-610-1264 (TTY) M-W, F 9:30 a.m. - 12:00 p.m. and 3:00 p.m. - 5:30 p.m., Th 2:30 p.m. - 5:30 p.m. (Eastern Time) to speak with an ADA Specialist. Calls are confidential.

For persons with disabilities, this publication is available in alternate formats.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Duplication of this document is encouraged.

Originally issued:

Last updated:

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Last updated: The Department of Justice published revised final regulations implementing the Americans with Disabilities Act (ADA) for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010, in the Federal Register. These requirements, or rules, contain updated requirements, including the 2010 Standards for Accessible Design (2010 Standards).

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America's Sources of Immigration (1850-Today)

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A Nation Built by Immigrants | Bush Center

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A Nation Built by Immigrants | Bush Center

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Nearly 11 million undocumented immigrants and their families live and work in the U.S., contributing significantly to our economy. Deporting all of them is impractical, expensive, and inhumane. A reasonable solution allowing law-abiding undocumented immigrants to live and work here legally is imperative in any serious immigration reform.

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Newsela | Debates around the future of immigration policy and ICE

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Voters wonder about the future of the government organization known as ICE, which stands for Immigration and Customs Enforcement.

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Must Log In

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Newsela | Here's what's happening with kids at the border, policywise

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Trump administration clarifies its policies on immigrant children

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Donald Trump may have backed away froma threat to declare a national emergency in order to bypass Congress and build a wall on the southern border, but his preoccupation with his 2016 campaign promise persists.

But what exactly is "the wall" and why is the president so intent on getting $5.7bn to fund it? Here are some answers to key questions:

What is the status of the wall?

The US-Mexico border is 1,954 miles (3,145km) long and crosses vast deserts and mountains in California, Arizona, New Mexico and Texas. About 654 miles of that have some sort of manmadebarrier, such as fencing or a wall. Most of it was built after 2006.

So what does Trump want to do?

Details are thin on what would actually come from the $5.7bn. In recent weeks, Trump's language has shifted from calling it a "wall" to a "barrier" and he has conceded it does not need to be concrete.

"The barrier or the wall can be of steel instead of concrete if that works better," Trump said earlier this month. "I intend to call the head of United States Steel and a couple of other steel companies to have them come up with a plate or a design ... we'll use that as our barrier."

Do Americans want a wall?

In January 2018, 60% of Americans said they opposed Trump's proposal to substantially expand the wall, according to the Pew Research Center. Expanding the wall is more popular among older people, white people and the less educated, according to the survey.

How many immigrants illegally cross the southern border?

There will never be an exact number because some people manage to cross illegally and undetected, then stay in the US, where they would not readily provide their immigration status to any sort of data collection.

That said, a good starting point is the number of people US Customs and Border Protection (CBP) apprehend at the southern border. In fiscal year 2017, that was 303,916 people, according to the Department of Homeland Security (DHS). Of that group, 13% claimed credible fear of returning to their home country, the first legal step in seeking asylum.

To put this in perspective, also in 2017, more than 606,926 people who entered the US legally by air or sea, not land, overstayed their visas and remained in the country at the end of the year, according to the DHS. And in 2000, 1.6 million illegal border crossers were apprehended.

The Trump administration has a habit of using "illegal" to describe completely legal actions, such as seeking asylum at the border. Influential, far-right immigration opponents, including people in senior positions in the Trump administration, oppose many aspects of the asylum process. They have worked to drastically restrict it, despite many of their efforts being blocked in the courts. Trump repeatedly refers to a crisis at the border and an "invasion" of migrants. He cites the wall as the primary solution, even though deep doubts abound about its efficacy.

Children watch US immigration agents participate in a practice drill near the border wall in Tijuana, Baja California, Mexico, on 30 November 2018. Photograph: David Peinado/EPA

Do Democrats want open borders?

No. Trump and his supporters say Democrats support open borders ("Loopholes in our immigration laws, all supported by extremist open border Democrats," Trump tweeted in June 2018), but Democrats have backed plenty of legislation that restricts immigration.

In February, the Senate voted on a bipartisan plan to spend $25bn over 10 years to expand the various physical barriers along the border and to protect the Dreamers, the estimated 3.6 million undocumented people who came to the US unlawfully as children. Trump rejected that bill.

If the public doesn't support the wall and the Democrats - who now control the House of Representatives - won't acquiesce, why is Trump still demanding a wall?

The wall became a symbol for Trump's presidency, a promise that he would limit immigration. The thing is, he has been very effective at making immigration more difficult for people trying to enter legally and illegally - yet the wall project still eludes him.

A hint to why he is so focused on getting this wall came in 2017, when the Washington Post published leaked transcripts from a private phone call between Trump and Mexico's then president, Enrique Peña Nieto.

A week after taking office, Trump told Peña Nieto that he had to stop rejecting his claim that Mexico would pay for the wall, according to the transcripts. He suggested in the conversation that this was because the wall was more important as a symbol than as a national security project.

"I am just going to say that we are working it out," Trump said. "Believe it or not, this is the least important thing that we are talking about, but politically this might be the most important"

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What exactly is Trump's border wall and why does he want $5.7bn for it?

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Donald Trump may have backed away froma threat to declare a national emergency in order to bypass Congress and build a wall on the southern border, but his preoccupation with his 2016 campaign promise persists. But what exactly is "the wall" and why is the president so intent on getting $5.7bn to fund it?

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Parents and Grandparents, please help support The Stop Bullying Now Foundation. Your donations are vital to our programs such as Educate Bullying Awareness.

The Stop Bullying Now Foundation

Lowell Levine talks about one of the biggest dangers in America's public schools. The Stop Bullying Now Foundation aids children who feel threatened by bullies in school.

The Debra Tendrich Show

Tune in each Tuesday at 7:30pm on 95.3 FM or 1470 AM for the Debra Tendrich Show.Today, Debra takes on the topic of school bullying with guests Sean Kelly, the founder of Stomp the Bullying and Lowell Levine from Stop Bullying Now Foundation.

This is Keaton Jones

He lives in Knoxville and he has a little something to say about bullying.

Beat a Bully without using your Fists

Learn why bullying happens and how to deal with it successfully.

CBS 12 WEST PALM BEACH

New app sparks concerns over teen cyberbullying

Grace - I Want You to Know

My name is Jill Rembinski. I am emailing you because I would like to share this wonderful message with you in hopes that my daughter may be able to share it with others. Grace is 13 year old from Canton, Michigan and going into high school next year. Grace was a victim of bullying most of her middle school years due to the way she looked, dressed and the things she liked, including singing. Her close friends were also bullied, including one who tried to take his own life.

Grace was noticed by a music production company on Music Tow in Nashville TN. After much thought of Grace's first project, the writers asked Grace for her ideas on something she was passionate about to put in a song.

She knew that bullying is what she wanted to write about. She wanted to reach people who have been bullied and treated unkind, to let them know that they are not alone and to believe in themselves even when people around them make it difficult to. She was sick with all the media coverage on kids and adults taking their lives due to bullying. Grace did not do this for fame or fortune, she did this in hopes that would help others, even if it meant saving one person's life. Using her words, they put together a beautiful message. The song is called "I Want You To Know".

I heard the words that she used to make this message come to life, it was so moving, yet it made me sad to think that she was feeling so alone. It takes a lot for a teen to speak up nowadays and send this message in a way that would make people listen and I know you have a passion about issues of bullying. Grace hopes that this song inspires people her age, younger and older to stay strong and overcome the trauma of bullying with hopes that they can listen to this and know how important they really are. Please take a moment listen to the song, I have attached the link below.

Thank you and have a great day!
Jill Rembinski

Overdrive 145 - It's not Over (I Refuse to Sink) Official Music Video

This is the first single from our new self titled EP.

Anti-Bullying Interview with Lowell Levine President of Stop Bullying Now Foundation

Ghost Story (Official Video-Directors Cut) - Whitney Woerz

Music & Lyrics: Whitney Woerz
Producer: Glenn Rosenstein
Director - Liz Garbus

Someone Like You - Adele (Allison Cento Cover) 10 years old

I Hope you Enjoy My Cover. Please Subscribe - Comment and Like.Thank you All for your support.

Sara Stevens - Dance In This Dream

I wrote this song with John Roberts about my experience being bullied. My hope is this song will touch many lives.

John Garamendi - Floor Speech on Bullying

Rep. John Garamendi
D-California, 3rd District
Fairfield, Davis, Yuba City

Positively Tampa Bay: 5K Race Lakeland

Spine Institute of Central Florida partners with Stop Bullying Now Foundation for March 26 race.

Shine and the Moonbeams at The Getty

Local Band from New York Playing Inspiring Soul Music

Hip Hop Weekly Interviews Vinicius Machado

With Vinicius Machado, the fastest rising Latino talent on television today and national spokesman for the Stop Bullying Now Foundation.

You Are a Cool Kid!

Anti-Bullying Project in Honour of National Suicide Prevention Day 2015.

Ariane #WrongNumber Ft Lovely

I want to invite you to join me in bringing awareness to anti-bullying. As I'm sure you are aware that cyber-bullying has become an overwhelming epidemic throughout the internet and social media. With me being in the public eye and on TV, the negative comments and opinions are never ending. I want to support underdogs like myself, and share my message about what I have gone though and what it takes to win.

Nest of Living Arts/Vinicius Machado

Vinicius Machado is a Brazilian born actor who grew up in Orlando, FL. He is best known for his role on
Nickelodeon's live action sitcom Ned's Declassified School Survival Guide. Mr. Machado is an active national
supporter of the Stop Bullying Now Foundation.

Nest of Living Arts is a Performing Arts Organization based in Miramar, FL.
N.O.L.A.'s 1st Anti-Bullying Campaign partners with The City Of Miramar.This wonderful opportunity is being
offered, free of charge, to Broward elementary and middle schools within the Miramar, Everglades and Flanagan
school zones in Broward, FL. N.O.L.A. dance companies performed in front of over 1000 students on May 11th
2012.

SILENCE IS PARTICIPATION,I'VE GOT YOUR BACK!
www.nestoflivingarts.com
Young Jay "Stop Bullying" Official Video

Young Jay is back with his official Stop Bullying music video.

Think Before You Bully

Taylor is 9yrs old in the 4th grade. She decided to make a video on awareness of bullying. She wants to be the voice for those who are afraid to speak up.

Young Jay Stop Bullying Interview

Young Jay's Pure Platinum Media Interview.

The Barry Epstein Live Show - Sept. 18, 2014

Barry Epstein interviews founder and CEO of Stop Bullying Now Foundation, Inc., Lowell Levine.

Young J - Stop Bullying

Official video coming soon!

Barry Epstein from Barry Epstein Live

Barry Epstein interviews the founder and CEO of Stop Bullying Now Foundation, Inc., Lowell Levine. Lowell and Barry discuss the problem of bullying in Palm Beach County, FL and how to implement solutions.

Danny Poulos from Real Estate Insiders

Danny interviews Lowell Levine, founder and president of Stop Bullying Now Foundation, Inc., about bullying in Palm Beach county, Florida

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Parents and Grandparents, please help support The Stop Bullying Now Foundation. Your donations are vital to our programs such as Educate Bullying Awareness. Lowell Levine talks about one of the biggest dangers in America's public schools. The Stop Bullying Now Foundation aids children who feel threatened by bullies in school.

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1. U.S. Dept. of Justice

2. Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). Peer interventions in playground bullying. Social Development, 10, 512-527.

3. National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2008-2009

4. Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2011

5. Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

6. Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

7. Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

8. National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2008-2009

9. Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2011.

10. Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation's schools. New York: GLSEN.

11. At risk groups

12. Youth with disabilities

FEDERALLY COLLECTED DATA REPORTS

2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention).

The 2008-2009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics).

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Bullying Definition, Statistics & Risk Factors - American SPCC

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U.S. Dept. of Justice Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). Peer interventions in playground bullying. Social Development, 10, 512-527. National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2008-2009 Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2011 Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M.

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Mar. 23 -- THURSDAY, Aug. 30 (HealthDay News) -- Many children today start specializing in one sport early -- playing year-round, joining competitive club or travel teams and participating in special training programs -- believing they'll put themselves on the fast track to college scholarships or maybe even a pro sports career.

But for too many of these kids, that fast track leads straight to injuries, sometimes serious ones.

Recent research suggests that as many as four in 10 emergency room visits for children between 5 and 14 years old are for sports-related injuries.

No single sport is specifically to blame for the increase in kids' sports injuries. Instead, experts suspect that choosing to play one sport all the time, or playing several sports all at once, are factors leading to what are called overuse injuries.

"Any sport can produce an overuse injury," explained Dr. Cynthia LaBella, medical director of the Institute for Sports Medicine at Children's Memorial Hospital in Chicago. "Overuse injuries are increasing for a couple of reasons. Sports are much more competitive at an earlier age, and many children are playing one sport year-round now. They're not getting enough time off for their bodies to recover. Or, they might be playing three sports at once, and what that amounts to is that they never get a day off."

While parents may counter that they were constantly active throughout their own childhoods and didn't suffer serious injuries, LaBella pointed out that youngsters used to be the masters of their own activity.

"Kids are now subject to adult schedules and organizational formats for adult-driven sports. In the past, kids directed the activities in the backyard. Where adults provide schedule and structure, kids may be pushed beyond what they would do on their own. When they play on their own, they take breaks and moderate themselves," she said.

Dr. Michael Kelly, chairman of the department of orthopaedic surgery at Hackensack University Medical Center in New Jersey, said that while it's a lot healthier for the body to "cross train" with different sports, many kids today focus on just one sport.

"It used to be that you played football and, when that was done, you might play basketball, and then later, you might play Little League or tennis. You went from sport to sport and didn't have any sport-specific training to contribute to repetitive injuries," Kelly said.

Children are particularly susceptible to repetitive injuries, because they're still growing. Both Kelly and LaBella said children are most vulnerable to injuries in the growth-plate areas. Growth plates are soft areas of developing tissue. They're found at the end of the long bones and, because these areas are still growing, the bone isn't completely calcified in that area.

According to the U.S. National Institutes of Health, growth-plate injuries are fractures, and they account for 15 percent of all childhood fractures. They occur twice as often in boys as in girls, with the greatest incidence among 14- to 16-year-old boys and 11- to 13-year-old girls.

So, does that mean parents shouldn't let their children play the sports they love? Not necessarily, said Kelly. But, parents do need to be willing to be the bad guy, especially if their child gets injured.

"Kids are always going to push, and they're always going to want to play. Even when hurt, a child probably won't make the right decision," said Kelly, adding that it's up to the parent to stop the child from playing if there's an injury.

Kelly acknowledged that that can be tough, particularly with high school-aged children who may have college scholarships riding on their ability to play. "I make it clear to parents that they can keep the next six months in mind, but they need to focus on the next 70 years," he said.

LaBella said children should never play through pain. "Pain is a sign of injury, and it's a sign that you need to rest," she said. If the pain doesn't get better after a couple of days, she advised that the child should go to the doctor.

Children also shouldn't start specializing in one sport until after puberty, according to LaBella, and, ideally, they should play just one sport per season and take off a month or two completely. That doesn't mean they should take two months off from all activity, she said, just from organized sports. "Go ride a bike or play soccer in the backyard," she suggested.
More information
To learn about preventing children's sports injuries, visit the Nemours Foundation.

SOURCES: Michael A. Kelly, M.D., chairman, department of orthopaedic surgery, Hackensack University Medical Center, N.J.; Cynthia LaBella, M.D., medical director, Institute for Sports Medicine at Children's Memorial Hospital, and assistant professor of pediatrics, Northwestern University's Feinberg School of Medicine, Chicago

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Mar. 23 -- THURSDAY, Aug. 30 (HealthDay News) -- Many children today start specializing in one sport early -- playing year-round, joining competitive club or travel teams and participating in special training programs -- believing they'll put themselves on the fast track to college scholarships or maybe even a pro sports career.

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Concussions in all sports (difficult article).

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Recent attention to long-term brain damage linked to multiple concussions among professional football players has prompted a much closer look at how children and adolescents who participate in sports can be protected from similar consequences.

And with good reason. The young brain is especially susceptible to concussion, and sports-related concussions account for more than half of all emergency room visits by children aged 8 through 13, according to the National Athletic Trainers' Association. A child who suffers a concussion is one and a half times more likely to experience another, and those who have had two concussions have a threefold greater risk of the same injury happening again.

Many parents wonder if it is wise to let their children participate in sports like football and soccer, in which head injuries are most common. Concerns about concussion have been cited as a reason for a decline in enrollment in Pop Warner, the country's largest youth football program.

At the same time, misconceptions among parents and coaches abound about the seriousness of concussions and how best to prevent them, especially for players who often think they are invincible and say they feel fine so they can get back in the game. Studies have found that more than 50 percent of high school athletes and 70 percent of college athletes failed to report concussions they had sustained while playing football.

But first, it is worth noting that almost no sport is free of a concussion hazard, and that participating in sports has "cognitive, physical, emotional and social benefits that outweigh everything," said Steven P. Broglio, the director of the Neurotrauma Research Lab at the University of Michigan and the lead author of the National Athletic Trainers' Association position statement on how best to deal with concussions among young athletes.

For far too long, concussions have been minimized, with youngsters who have sustained one often going back into the game much sooner than they should, sometimes on the very day they are injured. Experts say that even the language commonly used to describe a hit - like "ding" or "bell ringer" - minimizes the seriousness of the injury and should be abandoned.

Perhaps concussions would command greater respect if they were called by their proper medical term: mild traumatic brain injuries. A concussion is caused by a direct or indirect blow to the head. The brain is jostled against an unyielding skull, temporarily disrupting normal neurological and metabolic functions.

Contrary to popular belief, you don't have to lose consciousness to have sustained a concussion. Ninety percent of concussions involve no loss of consciousness or only a brief disruption of mental alertness. You don't even have to hit your head - a whiplash injury can cause one.

Furthermore, the usual five-minute assessment done on the sidelines to check an injured athlete's ability to orient, remember, concentrate and recall words "misses about 40 percent of concussions," Dr. Broglio said in an interview. "A single test is not diagnostic and should not be relied on. Multiple different tests taken together can increase the sensitivity to the mid- to upper 90s."

However, the time allotted to assess an injured athlete on the sidelines is often inadequate to determine whether it is safe for a player to go back in the game, Dr. Broglio said. One of the most dangerous effects of failing to detect a concussion and allowing time for a young athlete to recover fully is second-impact syndrome - rapid, catastrophic swelling of the brain that can cause lifelong impairments, coma and even death - should the athlete have another concussion.

A growing number of parents now weigh the risks of concussion when helping their children decide which sport to pursue. The Institute of Medicine and the National Research Council of the National Academy of Sciences reported in 2012 that tackle football players sustained the most concussions among high-school-age athletes, with 11.2 reported among 10,000 "athletic exposures" - the number of practices and games in which an athlete participates. Lacrosse was the next riskiest, with 6.9 concussions per 10,000 athletic exposures, although one recent study found ice hockey and wrestling to be more hazardous than lacrosse.

Among girls, soccer is associated with the highest risk - 6.7 concussions per 10,000 athletic exposures, according to the academy study. Although many focus on the hazards of heading the ball, a new study of high school soccer players found that contact with another player was by far the most frequent cause of concussions among female and male players.

The study's authors, from the University of Colorado School of Public Health, predicted that "banning heading is unlikely to eliminate athlete-athlete contact or the resultant injuries." They noted that soccer had become a much more physical sport in recent years, resulting in more collisions between players.

Girls' basketball is not far behind, with 5.6 concussions per 10,000 exposures, a rate twice that of boys' basketball.

Gymnastics has seen a sharp rise in concussions in recent years. As the USA Gymnastics organization pointed out last year, "a concussion can be caused by a hit to the body, not just the head. A gymnast could fall, have a whiplash type movement and sustain a concussion even though they didn't hit their head."

The lowest concussion rate is associated with swimming, with only 0.2 such injuries per 10,000 exposures among girls and 0.1 among boys who swim competitively, according to a 2012 study in The American Journal of Sports Medicine.

Every athlete, parent and coach should be familiar with the signs and symptoms of concussion, some of which may show up hours or days after the injury. The athletic trainers' report includes these:

■ Difficulty thinking clearly, concentrating or remembering new information.

■ Headache, blurry vision, queasiness or vomiting, dizziness or balance problems or sensitivity to noise or light.

■ Irritability, moodiness, sadness or nervousness.

■ Excessive sleepiness or difficulty falling asleep or remaining asleep.

Any of these should be reported without delay to a coach, athletic trainer, parent or school nurse. Especially worrisome is a symptom that gets worse with time.

All 50 states and the District of Columbia have laws to protect young athletes suspected of having sustained a head injury. Most important, the laws stipulate that no one with even a slight concussion should return to play the day of injury. The athlete should be evaluated and cleared by a health care provider trained to do so before returning.
This is the first of two columns on concussions in youth sports. Related:
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Concussions Can Occur in All Youth Sports

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Recent attention to long-term brain damage linked to multiple concussions among professional football players has prompted a much closer look at how children and adolescents who participate in sports can be protected from similar consequences. And with good reason.

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Different Injuries

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sports~ injury risks~ pressure~ stress~ injuries~ exercise~ sports gear~ helmets~ pads~ prevention~ children~ parents~ pediatrics~ tips

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Improvements in the quality of protective equipment-such as padding and helmets-have made sports participation safer than ever before. Even so, chil­dren's bodies are still vulnerable to injury.

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Bullying is a big problem. It can make kids feel hurt, scared, sick, lonely, embarrassed, and sad. Bullies might hit, kick, or push to hurt people, or use words to call names, tease, or scare them.

A bully might say mean things about someone, grab a kid's stuff, make fun of someone, or leave a kid out of the group on purpose.

Some bullies threaten people or try to make them do things they don't want to do.

Bullying Is a Big Deal

Bullying is a big problem that affects lots of kids. Most kids say they have been bullied or teased. Being bullied can make kids feel really bad, and the stress of dealing with it can make them feel sick.

Bullying can make kids not want to play outside or go to school. It's hard to keep your mind on schoolwork when you're worried about how you're going to deal with the bully near your locker.

Bullying bothers everyone - and not just the kids who are getting picked on. Bullying can make school a place of fear and can lead to violence and more stress for everyone.

Why Do Bullies Act That Way?

Some bullies are looking for attention. They might think bullying is a way to be popular or to get what they want. Most bullies are trying to make themselves feel more important. When they pick on someone else, it can make them feel big and powerful.

Some bullies come from families where everyone is angry and shouting all the time. They may think that being angry, calling names, and pushing people around is a normal way to act. Some bullies are copying what they've seen someone else do. Some have been bullied themselves.

Sometimes bullies know that what they're doing or saying hurts other people. But other bullies may not really know how hurtful their actions can be. Most bullies don't understand or care about the feelings of others.

Bullies often pick on someone they think they can have power over. They might pick on kids who get upset easily or who have trouble sticking up for themselves. Getting a big reaction out of someone can make bullies feel like they have the power they want. Sometimes bullies pick on someone who is smarter than they are or different from them in some way. Sometimes bullies just pick on a kid for no reason at all.

Bullying: How to Handle It

So now you know that bullying is a big problem that affects a lot of kids, but what do you do if someone is bullying you? Our advice falls into two categories: preventing a run-in with the bully, and what to do if you end up face-to-face with the bully.

Preventing a Run-In With a Bully

Don't give the bully a chance. As much as you can, avoid the bully. You can't go into hiding or skip class, of course. But if you can take a different route and avoid the mean kid, do so.

Stand tall and be brave. When you're scared of another person, you're probably not feeling your bravest. But sometimes just acting brave is enough to stop a bully. How does a brave person look and act? Stand tall and you'll send the message: "Don't mess with me." It's easier to feel brave when you feel good about yourself. See the next tip!

Feel good about you. Nobody's perfect, but what can you do to look and feel your best? Maybe you'd like to be more fit. If so, maybe you'll decide to get more exercise, watch less TV, and eat healthier snacks. Or maybe you feel you look best when you shower in the morning before school. If so, you could decide to get up a little earlier so you can be clean and refreshed for the school day.

Get a buddy (and be a buddy). Two is better than one if you're trying to avoid being bullied. Make a plan to walk with a friend or two on the way to school, recess, lunch, or wherever you think you might meet the bully. Offer to do the same if a friend is having bully trouble. Get involved if you see bullying going on in your school - tell an adult, stick up for the kid being bullied, and tell the bully to stop.

If The Bully Says or Does Something to You

Ignore the bully. If you can, try your best to ignore the bully's threats. Pretend you don't hear them and walk away quickly to a place of safety. Bullies want a big reaction to their teasing and meanness. Acting as if you don't notice and don't care is like giving no reaction at all, and this just might stop a bully's behavior.

Stand up for yourself. Pretend to feel really brave and confident. Tell the bully "No! Stop it!" in a loud voice. Then walk away, or run if you have to. Kids also can stand up for each other by telling a bully to stop teasing or scaring someone else, and then walking away together. If a bully wants you to do something that you don't want to do, say "no!" and walk away. If you do what a bully says to do, the mean kid is more likely to keep bullying you. Bullies tend to pick on kids who don't stick up for themselves.

Don't bully back. Don't hit, kick, or push back to deal with someone bullying you or your friends. Fighting back just satisfies a bully and it's dangerous, too, because someone could get hurt. You're also likely to get in trouble. It's best to stay with others, stay safe, and get help from an adult.

Don't show your feelings. Plan ahead. How can you stop yourself from getting angry or showing you're upset? Try distracting yourself (counting backwards from 100, spelling the word 'turtle' backwards, etc.) to keep your mind occupied until you are out of the situation and somewhere safe where you can show your feelings.

Tell an adult. If you are being bullied, it's very important to tell an adult. Find someone you trust and talk about what is happening to you. Teachers, principals, parents, and lunchroom helpers at school can all help to stop bullying. Sometimes bullies stop as soon as a teacher finds out because they're afraid that they will be punished by parents. This is not tattling on someone who has done something small - bullying is wrong and it helps if everyone who gets bullied or sees someone being bullied speaks up.

What Happens to Bullies?

In the end, most bullies wind up in trouble. If they keep acting mean and hurtful, sooner or later they may have only a few friends left - usually other kids who are just like them. The power they wanted slips away fast. Other kids move on and leave bullies behind.

Some kids who bully blame others. But every kid has a choice about how to act. Some kids who bully realize that they don't get the respect they want by threatening others. They may have thought that bullying would make them popular, but they soon find out that other kids just think of them as trouble-making losers.

The good news is that kids who are bullies can learn to change their behavior. Teachers, counselors, and parents can help. So can watching kids who treat others fairly and with respect. Bullies can change if they learn to use their power in positive ways. In the end, whether bullies decide to change their ways is up to them. Some bullies turn into great kids. Others never learn.

But no one needs to put up with a bully's behavior. If you or someone you know is bothered by a bully, talk to someone you trust. Everyone has the right to feel safe, and being bullied makes people feel unsafe. Tell someone about it and keep telling until something is done.

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No one likes a bully. Find out how to handle them in this article for kids.

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As a child, Belinda (not her real name) got teased for being short and "more sporty" than other girls. She now realizes the kids who taunted her "were kind of jealous of me." Bullying might have been "a defense mechanism," she says. Since then, she's seen other kids getting bullied - and it hasn't always been easy to do the right thing. Sometimes she's stuck up for the victim. Other times she's gone along with the crowd. Now a 10th grader at Ridgefield Park Junior-Senior High School in New Jersey, she thinks she "should have stuck up for more people instead of laughing or watching an incident occur."

It's normal for teens to worry about fitting in. Sometimes, though, the desire for acceptance leads to conflict and hurt. Teens might "get into a fight or use jokes or put-downs that they know their peers recognize and approve of," says Elizabeth Paluck. She's a psychologist at Princeton University in New Jersey. (Psychologists are scientists who study the mind.)

Whether fist punches fly or jeers ring out, bullying can leave deep scars. New studies show that kids who were bullied suffer more mental health problems, such as anxiety, as adults.

But peers also can exert a powerful influence for good, other studies find. Some schools, for example, have reduced bullying with a program that turns influential kids into positive change-makers.

Bullying takes big toll on victims - and attackers

Even well-meaning teens sometimes poke fun at another student or ignore an insult. They may get angry with a friend. Such anger might even prompt a fight. But these behaviors don't necessarily count as bullying.

Devonyu/istockphoto

"Part of growing up is being able to negotiate difficult social situations. All kids need to know how to do that," says William Copeland. He's a psychologist who studies children's mental-health disorders at Duke University School of Medicine in Durham, N.C.

Big problems can arise when the jabs and taunts reflect a power struggle. Bullying constitutes picking on a weaker person over and over again, trying to hurt them. Teens may use different labels, such as "intimidation." Or they might dismiss the behavior as "drama," says Paluck. But kids who routinely endure such troubles tend to face bigger problems decades later. That's the conclusion of several studies done in the United States, the United Kingdom and Europe. As longitudinal studies, they monitored impacts in the same people over many years.

In one, Copeland and his coworkers followed 1,420 young people in North Carolina for about 15 years. The researchers interviewed each participant, along with a parent or caregiver. They did this for each child four to six times while the student was between the ages of 9 and 16. Each time, the researchers asked if the child had experienced bullying at school - or had bullied others. They also asked kids if they had gotten depressed or anxious and how often.

Then, as young adults, these people were surveyed several more times. As part of these later surveys, the researchers also examined the participants for symptoms of common mental health disorders.

The results were clear: Childhood bullying took a toll.

jaguarblanco/istockphoto

Its victims were more likely to suffer from anxiety and panic disorders as adults than were those who hadn't been tormented as kids. Bullied kids who also bullied others were even more likely to suffer these problems. Especially disturbing, young men who had been both victims of bullying and bullies themselves were at elevated risk for thinking about committing suicide. Copeland and his group published their results in April 2013.

It's not clear why being both a victim and a bully might pose a special risk for later mental-health problems, Copeland says. He notes that these adults tend to be more impulsive and aggressive than are people who had suffered no bullying themselves. In addition, victims of bullying often have poorer social skills. Those traits may mean that when they tried to gain control by bullying, they failed. And that may have further isolated them socially, he says.

Andre Sourander is a psychiatrist (a doctor who focuses on mental health problems) at the University of Turku in Finland. In 1989, he and some colleagues started following 5,034 people born 8 years earlier. They collected information on any mental-health symptoms. They also asked the kids whether they bullied others and how often other children had bullied them. Parents and teachers answered similar questions for each child. Later, the researchers looked at how these children fared between ages 16 and 29. They also reviewed medical records to see if any had seen mental-health specialists or been diagnosed with a psychiatric illness, such as depression or anxiety.

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Compared with participants who were rarely tormented, victims of bullying were more than twice as likely to develop a psychiatric illness later in life. As in Copeland's research, those who had been victims and bullies were at highest risk of mental health problems in adulthood. (What about the children who bullied others but were not bullied themselves? Only those who showed psychiatric symptoms at age 8 were likely to also do so when they were older.)

Sourander's team reported its findings in the February 2016 JAMA Psychiatry.

The U.S. and Finnish studies used different methods. Still, they came to the same conclusion. That suggests researchers can be more confident in the findings, says Copeland. Those data show "how damaging bullying can be on children long-term," he says. He hopes these results "encourage kids to stick up [for others] when they see friends being picked on."

As damaging as abuse and neglect

Copeland has also compared the effects of bullying to the impacts of childhood abuse and neglect. In that study, he teamed up with psychologist Dieter Wolke at the University of Warwick in England.

The two studied 18-year-olds in the United States and United Kingdom. They asked these 5,446 young adults to describe childhood experiences of bullying, of physical abuse and any neglect. Then they identified any signs of mental health problems. These included anxiety, depression or attempts to cope with problems by injuring themselves. (This behavior is called self-harm.)

The results surprised the researchers. "The effects of bullying were stronger than being physically abused or neglected," Wolke says. Indeed, he argues, bullying " throws a long shadow over people's lives."

That shadow can be physical as well as mental, adds Louise Arseneault. She's a psychologist at King's College in London.

In a recent study, she asked 45-year-olds if they had been bullied as kids. She also assessed the participants current health. Compared to people who were rarely bullied in childhood, those who had been victims of frequent bullying were more likely to be depressed or have suicidal thoughts. But that's not all. These bullying victims also were more likely as adults to be obese - extremely overweight. And they had higher levels of a blood marker known as C-reactive protein (CRP). Studies have linked elevated CRP levels to an increased risk of heart disease.

Taken together, Copeland concludes, childhood-bullying exerted a lasting health toll into at least middle age.
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Photo: Carolyn Hampton; Screenshots: Natalie Hampton

Bullying can be prevented

Public opinions about bullying tend to fall into extremes, Arseneault says. Some people blame bullying for a range of problems. Others think the concerns are overblown. Overall, she believes, more people recognize bullying as "a serious problem for young children." Unfortunately, she adds, this concern "does not always translate into real action. And this may be part of the problem."

In 2011, President Barack Obama and First Lady Michelle Obama organized a White House conference on bullying prevention. News accounts reported that the President said a key goal had been to "dispel the myth that bullying is ... an inevitable part of growing up." The event took place several months after several well-reported teen suicides. Many people believed these adolescents took their lives as a result of bullying at school and online.

One student killed himself by jumping off the George Washington Bridge. He had been an 18-year-old at Rutgers University in New Brunswick, N.J. The tragedy prompted state legislators to pass a law requiring anti-bullying programs at New Jersey public schools. Most U.S. states now have laws and policies that define bullying as unacceptable. (You can find out more about them here.) But there is no federal law telling schools how they should prevent the problem. And it's hard to even tell if school programs are working.

Many anti-bullying programs, such as school assemblies and discussion groups, are run by teachers and other school staff. That's not the most effective approach, says Paluck at Princeton. If people hope to change student behaviors, she says, "the message can't come from adults."

She and her Princeton coworkers came up with a new approach to cut school conflicts, including bullying. Students would lead these efforts. The key was identifying what Paluck calls social influencers. These are the 10 percent of students who get the most attention from their peers.

These are not necessarily the most popular kids in a school. But smaller peer groups tend to look to them "to figure out what behaviors are desirable and normal," Paluck says. If social influencers took a public stand against bullying, maybe that would make such incidents uncool.

The researchers call their program Roots. It uses influential kids as "the roots of the movement," Paluck explains. (When her team asked students about possible program names, Roots "was the one they were least able to make fun of.")

Elizabeth Paluck

The researchers invited public middle schools in New Jersey to test the approach. Each used questionnaires to identify social influencers. These included people like Belinda, who emerged from her childhood bullying experiences more aware of how hurtful such behaviors can be.

In surveys, students identified who they interacted with at school and on social media. These influencers, and some other students, received invitations to the Roots group at their school. The groups met every other week. School counselors encouraged students to talk about uncomfortable situations - for example, times when teens tell racial jokes or make fun of people for how they dress.

The Roots groups also brainstormed how to make positive changes. At Ridgefield Park Junior-Senior High School, teens came up with a fun idea. They organized a "mix it up" lunch period. Here, students were encouraged to talk to new people. Instead of eating with the same crowd, "you'd mix it up and change who you sit with," explains Sunni Roberts. She's a counselor at the school.

The event included activities and games. At one station, students thought of stereotypes - for example, "boys are better at math" or "girls cannot play all sports." These ideas can provoke taunting or other conflicts. Students wrote the stereotypes on pieces of paper. They folded each paper into an airplane and flew them through a hoop. This was meant to symbolize how kids could get rid of such destructive mindsets, explains Roberts.

Across New Jersey, 56 schools took part in Roots groups as part of the Princeton experiment. School administrators tallied disciplinary events caused by peer conflicts. After one year, the number of incidents had dropped by 30 percent in schools with Roots programs - from 2,695 to 2,012. The benefits were highest in Roots groups with more social influencers. The researchers posted their findings last year in the Proceedings of the National Academy of Sciences. They also have posted the Roots curriculum online for other schools to use.

"Roots has made a difference in many ways," says Belinda. "It has helped students open up and let others know when they're being bullied." Hopefully, equipping kids to stand against bullying also will lead to healthier lives in years to come.

Power Words
More About Power Words

aggressive (n. aggressiveness) Quick to fight or argue, or forceful in making efforts to succeed or win.

behavior The way a person or other organism acts towards others, or conducts itself.

bullying (v. to bully) A group of repeated behaviors that are mean-spirited. They can include teasing, spreading rumors about someone, saying hurtful things to someone and intentionally leaving someone out of groups or activities. Sometimes bullying can include attacks using violence (such as hitting), threats of violence, yelling at someone or abusing someone with violent language. Much bullying takes place in person. But it also may occur online, through emails or via text messages. Newer examples including making fake profiles of people on websites or posting embarrassing photos or videos on social media.

C-reactive protein (CRP) A protein in blood that increases when widespread inflammation is present in the body. Elevated levels of CRP have been linked to increased risk for heart disease.

colleague Someone who works with another; a co-worker or team member.

curriculum (plural: curricula) The official classroom materials (often readings) used to lead students through a course of study on a particular topic.

depression A low spot, such as in a field or the surface of a rock. (in medicine) A mental illness characterized by persistent sadness and apathy. Although these feelings can be triggered by events, such as the death of a loved one or the move to a new city, that isn't typically considered an "illness" - unless the symptoms are prolonged and harm an individual's ability to perform normal daily tasks (such as working, sleeping or interacting with others). People suffering from depression often feel they lack the energy needed to get anything done. They may have difficulty concentrating on things or showing an interest in normal events. Many times, these feelings seem to be triggered by nothing; they can appear out of nowhere.

disorder (in medicine) A condition where the body does not work appropriately, leading to what might be viewed as an illness. This term can sometimes be used interchangeably with disease.

federal Of or related to a country's national government (not to any state or local government within that nation). For instance, the National Science Foundation and National Institutes of Health are both agencies of the U.S. federal government.

high school A designation for grades nine through twelve in the U.S. system of compulsory public education. High-school graduates may apply to colleges for further, advanced education.

impulsive (n. impulsivity) Quick to act; not willing to wait. Not waiting for deliberation or a weighing of consequences.

legislator An elected official that belongs to a body that writes laws for the state or federal government. Senators and members of the House of Representatives, for instance, are legislators for the United States government.

longitudinal (in research) Using data gathered from study subjects over a long period of time.

marker (in biomedicine) The presence of some substance that usually can only be present because it signals some disease, pollutant or event (such as the attachment of some stain or molecular flag). As such, this substance will serve as a sign - or marker - of that related thing.

mechanism The steps or process by which something happens or "works." It may be the spring that pops something from one hole into another. It could be the squeezing of the heart muscle that pumps blood throughout the body. It could be the friction (with the road and air) that slows down the speed of a coasting car. Researchers often look for the mechanism behind actions and reactions to understand how something functions.

middle school A designation for grades six through eight in the U.S. educational system. It comes immediately prior to high school. Some school systems break their age groups slightly different, including sixth grade as part of elementary school and then referring to grades seven and eight as "junior" high school.

mindset In psychology, the belief about and attitude toward a situation that influences behavior. For instance, holding a mindset that stress may be beneficial can help improve performance under pressure.

obese Adjective describing someone who is extremely overweight. Obesity is associated with a wide range of health problems, including type 2 diabetes and high blood pressure.

online A term that refers to things that can be found or done on the internet.

panic disorder A type of anxiety disorder. Its victims frequently experience sudden attacks of overwhelming fear and panic. Panic attacks can happen without an obvious cause. They often include strong physical reactions. People having such an attack sometimes feel like they are losing control, can't breathe or even are having a heart attack.

peer Someone who is an equal, based on age, education, status, training or some other features.

physical (adj.) A term for things that exist in the real world, as opposed to in memories or the imagination. It can also refer to properties of materials that are due to their size and non-chemical interactions (such as when one block slams with force into another).

Proceedings of the National Academy of Sciences A prestigious journal publishing original scientific research, begun in 1914. The journal's content spans the biological, physical, and social sciences. Each of the more than 3,000 papers published each year, now, not only is peer reviewed but also approved by a member of the U.S. National Academy of Sciences.

protein Compound made from one or more long chains of amino acids. Proteins are an essential part of all living organisms. They form the basis of living cells, muscle and tissues; they also do the work inside of cells. The hemoglobin in blood and the antibodies that attempt to fight infections are among the better-known, stand-alone proteins. Medicines frequently work by latching onto proteins.

psychiatry (adj. psychiatric) A field of medicine where doctors study and treat diseases of the human mind. Treatments may consist of talking therapies, prescription drugs or both. People who work in this field are known as psychiatrists.

psychologist A scientist or mental-health professional who studies the human mind, especially in relation to actions and behavior.

questionnaire A list of identical questions administered to a group of people to collect related information on each of them. The questions may be delivered by voice, online or in writing. Questionnaires may elicit opinions, health information (like sleep times, weight or items in the last day's meals), descriptions of daily habits (how much exercise you get or how much TV do you watch) and demographic data (such as age, ethnic background, income and political affiliation).

risk The chance or mathematical likelihood that some bad thing might happen. For instance, exposure to radiation poses a risk of cancer. Or the hazard - or peril - itself. Among cancer risks that the people faced were radiation and drinking water tainted with arsenic.

self-harm Intentionally injuring one's body. Examples may include cutting, scratching or burning oneself. This unhealthy behavior is typically a way this individual attempts to cope with emotional pain. It's usually not intended as a suicide attempt. Also known as self-injury.

social (adj.) Relating to gatherings of people; a term for animals (or people) that prefer to exist in groups. (noun) A gathering of people, for instance those who belong to a club or other organization, for the purpose of enjoying each other's company.

social media Internet-based media, such as Facebook, Twitter and Tumblr, that allow people to connect with each other (often anonymously) and to share information.

stereotype A widely held view or explanation for something, which often may be wrong because it has been overly simplified.

suicidal A mental state in which a person feels a strong impulse to take his or her own life (also known as committing suicide). Warning signs may include talking about wanting to die or about making plans to commit suicide; saying goodbye to people as if this person won't ever see them again; taking steps to make it possible to commit suicide, such as obtaining a gun or drugs that could cause death; being obsessed with the subject of death or dying; and withdrawing from social contact in a way that is unusual for that person.

survey (v.) To ask questions that glean data on the opinions, practices (such as dining or sleeping habits), knowledge or skills of a broad range of people. Researchers select the number and types of people questioned in hopes that the answers these individuals give will be representative of others who are their age, belong to the same ethnic group or live in the same region. (n.) The list of questions that will be offered to glean those data.

symptom A physical or mental indicator generally regarded to be characteristic of a disease. Sometimes a single symptom - especially a general one, such as fever or pain - can be a sign of any of many different types of injury or disease.

trait A characteristic feature of something. (in genetics) A quality or characteristic that can be inherited.

United Kingdom Often referred to as Britain, its roughly 60 million people live in the four "countries" of England, Scotland, Wales and Northern Ireland. More than 80 percent of the UK's inhabitants live in England. Many people - including UK residents - argue whether the UK is a country or instead a confederation of four separate countries. The United Nations and most foreign governments treat the UK as a single nation.

Citations

Journal: M.L. Ybarra et al. Stepwise development of a text messaging-based bullying prevention program for middle school students (BullyDown). Journal of Medical Internet Research. Published online June 13, 2016. doi: 10.2196/mhealth.4936.

Journal: A. Sourander et al. Association of bullying behavior at 8 years of age and use of specialized services for psychiatric disorders by 29 years of age. JAMA Psychiatry. Vol. 73, February 2016, p. 159. doi:10.1001/jamapsychiatry.2015.2419.

Journal: E.L. Paluck et al. Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National
Academy of Sciences. Vol. 113, January 2016, p. 566. doi: 10.1073/pnas.1514483113.

Journal: R. Takizawa et al. Bullying victimization in childhood predicts inflammation and obesity at mid-life: A five-decade birth cohort study. Psychological Medicine. Vol. 45, October 2015, p. 2705. doi: 10.1017/S0033291715000653.

Journal: D. Wolke and S.T. Lereya. Long-term effects of bullying. Archives of Disease in Childhood. Vol. 100, September 2015, p. 879. doi: 10.1136/archdischild-2014-306667.

Journal: S.T. Lereya et al. Adult mental health consequences of peer bullying and maltreatment in childhood: Two cohorts in two countries. The Lancet Psychiatry. Published online April 28, 2015. doi: 10.1016/S2215-0366(15)00165-0.

Journal: R. Takizawa et al. Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. American Journal of Psychiatry. Vol. 171, July 2014, p. 777. doi: 10.1176/appi.ajp.2014.13101401.

Journal: W.E. Copeland et al. Childhood bullying involvement predicts low-grade systemic inflammation into adulthood. Proceedings of the National
Academy of Sciences. Vol. 111, May 27, 2014, p, 7570. doi: 10.1073/pnas.1323641111.

Journal: W.E. Copeland et al. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry. Vol. 70, April 2013, p. 419. doi:10.1001/jamapsychiatry.2013.504.

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Esther Landhuis is a freelance journalist in the San Francisco Bay Area. She worked on her high school newspaper and spent a decade studying biology before discovering a career that combines writing and science.

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Bullying hurts - but peer support really helps

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As a child, Belinda (not her real name) got teased for being short and "more sporty" than other girls. She now realizes the kids who taunted her "were kind of jealous of me." Bullying might have been "a defense mechanism," she says.

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Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying.

Treat Everyone with Respect

Nobody should be mean to others.

Stop and think before you say or do something that could hurt someone.

If you feel like being mean to someone, find something else to do. Play a game, watch TV, or talk to a friend.

Talk to an adult you trust. They can help you find ways to be nicer to others.

Keep in mind that everyone is different. Not better or worse. Just different.

If you think you have bullied someone in the past, apologize. Everyone feels better.

What to Do If You're Bullied

There are things you can do if you are being bullied:

Look at the kid bullying you and tell him or her to stop in a calm, clear voice. You can also try to laugh it off. This works best if joking is easy for you. It could catch the kid bullying you off guard.

If speaking up seems too hard or not safe, walk away and stay away. Don't fight back. Find an adult to stop the bullying on the spot.

There are things you can do to stay safe in the future, too.

Talk to an adult you trust. Don't keep your feelings inside. Telling someone can help you feel less alone. They can help you make a plan to stop the bullying.

Stay away from places where bullying happens.

Stay near adults and other kids. Most bullying happens when adults aren't around.

Protect Yourself from Cyberbullying

Bullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. There are things you can do to protect yourself.

Always think about what you post. You never know what someone will forward. Being kind to others online will help to keep you safe. Do not share anything that could hurt or embarrass anyone.

Keep your password a secret from other kids. Even kids that seem like friends could give your password away or use it in ways you don't want. Let your parents have your passwords.

Think about who sees what you post online. Complete strangers? Friends? Friends of friends? Privacy settings let you control who sees what.

Keep your parents in the loop. Tell them what you're doing online and who you're doing it with. Let them friend or follow you. Listen to what they have to say about what is and isn't okay to do. They care about you and want you to be safe.

Talk to an adult you trust about any messages you get or things you see online that make you sad or scared. If it is cyberbullying, report it.

Stand Up for Others

When you see bullying, there are safe things you can do to make it stop.

Talk to a parent, teacher, or another adult you trust. Adults need to know when bad things happen so they can help.

Be kind to the kid being bullied. Show them that you care by trying to include them. Sit with them at lunch or on the bus, talk to them at school, or invite them to do something. Just hanging out with them will help them know they aren't alone.

Not saying anything could make it worse for everyone. The kid who is bullying will think it is ok to keep treating others that way.

Get Involved

You can be a leader in preventing bullying in your community.

Find out more about where and when bullying happens at your school. Think about what could help. Then, share your ideas. There is a good chance that adults don't know all of what happens. Your friends can go with you to talk to a teacher, counselor, coach, or parent and can add what they think.

Talk to the principal about getting involved at school. Schools sometimes give students a voice in programs to stop bullying. Be on a school safety committee. Create posters for your school about bullying. Be a role model for younger kids.

Write a blog, letter to the editor of your local newspaper, or tweet about bullying.

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Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying. Nobody should be mean to others. Stop and think before you say or do something that could hurt someone.

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What is an endangered animal? Learn that many species are in danger of becoming extinct. How can we help?

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What Is an Endangered Animal?

An endangered animal is at risk of becoming extinct or t risk of no longer being in existence. Dinosaurs are the largest group of animals to have ever become extinct. Other creatures to have become extinct are dodo birds, mammoths, and saber-toothed cats.

Endangerment of animals is occurring at an alarming rate due to environmental changes, the destruction of habitat, the shortage of food supply, and being hunted. Many of these causes are preventable through education about the dangers of their habits.

Unfortunately, many animal habitats have turned into places such as a subdivision or mall, where humans use. Other animals are being hunted by humans seeking money, not considering the long-term effects of their actions.

Fortunately, many laws are being enforced to help prevent the complete extinction of many species. As with any law, there are people known as poachers who ignore them and will still kill animals for either their fur or meat. Here are some beautiful animals at risk of becoming extinct and ways to help preserve the land they call home.

Siberian Tiger

Many Tigers Are Endangered Animals

Three kinds of the nine different types of tigers are endangered animals.The Siberian Tiger is one that scientists are very concerned about because it may become extinct in the immediate future due to its few numbers left in the wild. There are so few that they classify as critically endangered. There is only one type of tiger that is more endangered than the Siberian Tiger, the South China Tiger.

According to china.org, the South China Tiger is one of the ten most endangered animals worldwide. There are believed to be only fifty-nine South China Tigers alive, and none live in their original habitat, which means they are extinct in the wild.

Bengal Tigers are another endangered animal, but unlike the South China Tiger, they still live in the wild. They believe that there are less than two thousand. That is fewer tigers than people who live in most cities.

Elephants Are Endangered Animals.

There are two kinds of elephants: the African elephant and the Asian elephant, both endangered. There are believed to be around five-hundred-thousand African elephants in the wild, which may sound like a lot, but only twenty-five years ago, there were more than one million. The numbers are decreasing very quickly. That means in twenty-five years, half the elephants that lived have died.

Asian elephants are even more endangered than African elephants. There are less than 50,000 alive, which is only a tenth of the number of African elephants, due to the decreasing habitat and poachers.

Leatherback Sea Turtle

The Leatherback Sea Turtle

The leatherback sea turtle is the world's most giant turtle and the most endangered. It became endangered because humans have taken their eggs as keepsakes. Many people find it neat to find a turtle egg on the beach. Not realizing the consequence, they pick it up. Their ignorance is killing off an entire species. If you see eggs on the beach, feel free to take a picture, but leave the eggs alone.

Another reason they are dying is that turtles mistake plastic items for food. That is why it is essential never to litter. Plastic can get into the ocean. When animals see something floating, they often assume it is an animal they can eat. This has the potential of poisoning, choking, or causing blockages in their intestines. Although both are real dangers, their decreasing numbers are primarily due to the loss of beaches where they can inhabit. The more beaches we humans have to swim on, the less there are for other creatures to live.

Snow Leopards

Leopards

There are at least nine different subspecies of leopards. Many of these are endangered, the most endangered being the Amur leopards. There are only forty left on this Earth. They live in the same area as the Siberian tiger, which has also been affected by the decreasing habitat.

Because leopards are some of the most beautiful animals, with beautiful fur, people used to hunt them, which is the primary reason for the limited number left today. The number of Amur leopards left has decreased significantly; it has reduced the odds of the ones left becoming pregnant, causing their population to decrease substantially.

The snow leopard is another endangered leopard. There are around five thousand snow leopards left on this Earth in the wild. A big problem for the snow leopard is that the animals they prey on are decreasing. As their food falls, so do the number of surviving snow leopards.

What Can You Do To Help Endangered Animals

The biggest thing we can do to help endangered animals is to take care of our world. Maybe tigers and leopards don't live where you do, but many animals do. They need protection, just like other animals do. There are many ways to protect animals by taking care of our environment.

Recycle: We need to make sure that we recycle plastic, tin, and paper so that we don't use our world's natural resources. Every time paper is made or a bottle is made, resources from our Earth are used. Some of these resources are found where animals live, and to get to them, we need to disrupt their habitat. By making sure we reduce, reuse, recycle, we allow places where endangered animals live to be protected from being destroyed.

Reduce: By reducing what you use, you can also protect our Earth. One way to do this is, instead of writing on one side of a paper, write on both sides. Also, when you leave a room, reduce the energy you are using by turning off the lights.

Reuse: We should also choose items that can be reused, like a reusable water bottle, rather than prepackaged water bottles. Using reusable containers for our water rather than buying bottled water prevents many of our resources from being used up. Another example uses a towel rather than paper towels.

Plant a Tree: Many animals use trees for shelter, protection, or food. All big trees began as small trees. The only way to ensure there will be big trees in the future is if there are small trees today. You can achieve this by planting trees in your neighborhood.

Join an Adopt An Animal Program: There are many endangered animals in this world; there are also a lot of organizations that help these animals. Many of these organizations allow you to adopt an animal. They won't come to live with you, but you will receive a picture and information on your animal and occasional updates. It does cost money, so you'll have to discuss this with your parents, but they will use that money to find better habitats for that animal and fund research for ways to help that animal thrive in the wild. Worldwildlife.org is one place where you can find animals to adopt.

Be creative; there are hundreds of ways that you can protect our Earth. Feel free to share some of your ideas.

Citations

Chundawat, R. S., Khan, J. A., Mallon, D. P. (2011). "Panthera tigris tigris". IUCN Red List of Threatened Species. Version 2011.2. International Union for Conservation of Nature. http://www.iucnredlist.org/apps/redlist/details/136899.

Mosbacker, Linda. http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3819.

http://www.allaboutwildlife.com/ten-most-endangered-animals.

Questions & Answers

Question: What are endangered animals?

Answer: There are seven different stages of concern for animals. Beginning with those considered "least concern" and ending with "extinct" The other stages go in order from:

1. LC - least concern

2. NT - near threatened

3. VU - vulnerable

4. EN - endangered

5. CE - critically endangered

6. EW - extinct in the wild

7. EX - extinct

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Children's Information on Endangered Animals

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An endangered animal is at risk of becoming extinct or t risk of no longer being in existence. Dinosaurs are the largest group of animals to have ever become extinct. Other creatures to have become extinct are dodo birds, mammoths, and saber-toothed cats.

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What Is An Endangered Species? | Kids Discover Online