Children considered 'at-risk' for school failure and other adverse life outcomes have received increasing attention in multiple countries across the world. The research literature is replete with studies that emphasize specific detrimental factors that may make a child's life more difficult upon entering adulthood. The traditional, negative perspective of first identifying deficits and pathology before offering aid contrasts sharply with resiliency research and the emerging positive youth development (PYD) model. The developmental assets framework is under the rubric of PYD and offers a strength-based approach to child development, prevention and intervention. This article reviews and integrates data which demonstrate how asset-building is beneficial to students considered at-risk. School psychologists are well-positioned to collaborate with teachers and other educators to play vital roles in implementing this proactive PYD model to help all students.

Background Insecticide-treated mosquito nets (ITNs) are one of the most effective tools for preventing malaria in sub-Saharan Africa. Objective This study examined knowledge, attitude, and practice on the use of ITNs in the prevention of malaria among pregnant women and guardians of children under five in the Democratic Republic of the Congo. Methods A total of 5,138 pregnant women and guardians of children under five were interviewed. Results The majority of participants (>80%) knew the signs and symptoms of malaria; 81.6% reported having an ITN in the household, but 78.4% reported using it the night before the interview. Only 71.4% of pregnant women used ITN the night compared to 68.2% of children under five. In the Logistic Regression model, women who believed that it is normal to use ITNs were 1.9 times more likely to use it than those who did not (OR: 1.930); women who were confident in their abilities to use ITNs were 1.9 times more likely than those who were not confident (OR: 1.915); and women who had a good attitude towards ITNs were also more likely to use ITNs compared to those who did not (OR: 1.529). Conclusion New and innovative evidence-based behavior change interventions are needed to increase the utilization of ITNs among vulnerable groups.

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case was one of the most significant events in American history in general and specifically in the educational system. Brown is so highly regarded because it held promise of placing America on the path toward equitable treatment of all of its citizens and laid the foundation for the civil rights and disabilities rights movements. Fifty years after Brown, however, it is very clear that many of the promises of Brown have not been fulfilled with regard to students of color living in urban settings, students who live in poverty, and students with disabilities. This article will discuss (a) the state of urban schools in the post-Brown era, (b) special education in the post-Brown era, (c) disproportionality and resegregation of African American students, (d) the double jeopardy of disproportionality and urban school failure, (e) the reasons why Brown is not working from the perspectives of urban community leaders, and (f ) recommendations for fufilling the promises of Brown.