OBJECTIVE: Complementary and alternative medicine (CAM) use is high among children and youth with chronic illnesses. The objective of this study was to assess the prevalence and patterns of CAM use in 10 subspecialty clinics in Canada and to compare CAM use between 2 geographically diverse locations. METHODS: This survey was carried out at 1 Children’s Hospital in western Canada (Edmonton) and 1 Children’s Hospital in central Canada (Ottawa). Questionnaires were completed by parents in either French or English. RESULTS: Although demographic characteristics of the 2 populations were similar, CAM use at the western hospital was 71% (n = 704) compared with 42% (n = 222) at the central hospital (P < .0001). Most respondents agreed or strongly agreed that they feel comfortable discussing CAM in their clinic. The most common CAM products currently used were multivitamins/minerals, herbal products, and homeopathic remedies. The most common CAM practices currently used were massage, chiropractic, relaxation, and aromatherapy. Eighty adverse effects were reported, and 55 (68.8%) of these were self-assessed as minor. CONCLUSIONS: Results of this study indicate that CAM use is high among pediatric specialty clinic outpatients and is much greater in the western than in the central hospital. Most respondents felt that their CAM use was helpful with few or no harms associated. Many patients, using CAM alongside their conventional medicines, are still not discussing their CAM use with their physicians and are increasing the likelihood for potential interactions and preventable harms.

Background: Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioural and academic difficulties. Several treatment options are available for children with ADHD, such as medication and behavioural therapy. Although researchers have examined the efficacy of these approaches, much less is understood about how teacher factors, including attitudes and beliefs about ADHD and treatment options, can influence students' behavioural and learning outcomes. Purpose: The goal of this review was to summarise the small set of relevant literature on the influence of teacher factors on academic and behavioural outcomes among children with ADHD, for the purpose of enhancing various outcomes for students with ADHD; to acknowledge the importance of teacher factors on student success; and to encourage additional research in this important domain. Design and methods: We searched for relevant research articles using medical (MEDLINE, 1966 to April 2008, educational (ERIC, 1966 to April 2008, and psychological (PsycInfo, 1985 to April 2008 databases. All English sources, including peer-reviewed articles, dissertation abstracts, review and opinion papers, and conference presentations or posters, were screened to determine whether they fit the predictor and dependent variables. Teacher factors were considered the predictor, or independent variables, and included search terms for factors such as attitudes, beliefs, tolerance and training. Student outcomes, including leadership, academic achievement, social skills and depression were considered the dependent variables. The population of interest was North American elementary school-aged children (grades 1 to 5-6 inclusive, with approximate ages of 5 to 12 years old) with ADHD (also searched as ADD, AD/ HD, attention disorders, Attention-deficit Disorder, Attention-deficit/Hyperactivity Disorder and hyperkinetic disorders). Study design was not specified, and we accepted case studies, large-sample experimental studies and descriptive educational projects. Conclusions: Teacher factors can have profound impacts on various outcome measures. For instance, gesture use by teachers can influence performance on certain academic puzzles by students with ADHD, and teachers' opinions about specific treatment options can impact student behaviour and the types of interventions implemented in the classroom. Teachers who demonstrate patience, knowledge of intervention techniques, an ability to collaborate with an interdisciplinary team, and a positive attitude towards children with special needs can have a positive impact on student success. The ways in which these results relate to clinical practice, particularly

CONTEXT: An updated synthesis of research on substance abuse prevention programs can promote enhanced uptake of programs with proven effectiveness, particularly when paired with information relevant to practitioners and policy makers.OBJECTIVE: To assess the strength of the scientific evidence for psychoactive substance abuse prevention programs for school-aged children and youth.DATA SOURCES: A systematic review was conducted of studies published up until March 31, 2020.STUDY SELECTION: Articles on substance abuse prevention programs for school-aged children and youth were independently screened and included if they met eligibility criteria: (1) the program was designed for a general population of children and youth (ie, not designed for particular target groups), (2) the program was delivered to a general population, (3) the program only targeted children and youth, and (4) the study included a control group.DATA EXTRACTION: Two reviewers independently evaluated study quality and extracted outcome data.

In the face of negative media attention, community members and Elders from the First Nation community of Maskwacis identified the importance of promoting community strengths and reframing perceptions of their community. Two research questions were addressed: (1) How do youth in Maskwacis view their community strengths? and (2) To what extent can photographs be used as a tool for reframing perceptions of an Indigenous community? A community-based participatory research approach was used for the current photovoice project, through which two Elders and eleven youth were engaged. Indigenous photographers trained youth participants, and Elders mentored youth to capture photographs that represented their community's strengths and resilience. Youth selected forty photos to display at a total of six photo exhibits, where feedback was gathered from 392 attendees using brief questionnaires. The content of their photos was analyzed using thematic analysis. This resulted in four themes that described the strengths of Maskwacis, reflecting the community's strong relationships, commitment to culture, the beautiful natural world that is a part of Maskwacis, and the community's ability to look toward the future. In addition, findings provide foundational support for the use of photographs to reframe perceptions of an Indigenous community. The majority (93%) of survey respondents provided examples of ways that viewing the photos had positively changed their perceptions of Maskwacis. This study prompts consideration of the strengths and resilience of other Indigenous communities facing similar social and health issues. Therefore, findings are highly relevant to paediatric health care providers seeking to provide culturally responsive care.