Sleep is essential for optimal health in children and adolescents. Members of the American Academy of Sleep Medicine developed consensus recommendations for the amount of sleep needed to promote optimal health in children and adolescents using a modified RAND Appropriateness Method. The recommendations are summarized here. A manuscript detailing the conference proceedings and the evidence supporting these recommendations will be published in the Journal of Clinical Sleep Medicine. CO NSENSUS RECO M M ENDATI O NS• Infants* 4 months to 12 months should sleep 12 to 16 hours per 24 hours (including naps) on a regular basis to promote optimal health. • Children 1 to 2 years of age should sleep 11 to 14 hours per 24 hours (including naps) on a regular basis to promote optimal health. • Children 3 to 5 years of age should sleep 10 to 13 hours per 24 hours (including naps) on a regular basis to promote optimal health. • Children 6 to 12 years of age should sleep 9 to 12 hours per 24 hours on a regular basis to promote optimal health. • Teenagers 13 to 18 years of age should sleep 8 to 10 hours per 24 hours on a regular basis to promote optimal health.• Sleeping the number of recommended hours on a regular basis is associated with better health outcomes including: improved attention, behavior, learning, memory, emotional regulation, quality of life, and mental and physical health.• Regularly sleeping fewer than the number of recommended hours is associated with attention, behavior, and learning problems. teenagers is associated with increased risk of self-harm, suicidal thoughts, and suicide attempts.• Regularly sleeping more than the recommended hours may be associated with adverse health outcomes such as hypertension, diabetes, obesity, and mental health problems.• Parents who are concerned that their child is sleeping too little or too much should consult their healthcare provider for evaluation of a possible sleep disorder.* Recommendations for infants younger than 4 months are not included due to the wide range of normal variation in duration and patterns of sleep, and insufficient evidence for associations with health outcomes. BACKG ROUND A ND M ETHO DO LOGYHealthy sleep requires adequate duration, appropriate timing, good quality, regularity, and the absence of sleep disturbances or disorders. Sleep duration is a frequently investigated sleep measure in relation to health. A panel of 13 experts in sleep medicine and research used a modified RAND Appropriateness Method 1 to develop recommendations regarding the sleep duration range that promotes optimal health in children aged 0-18 years. The expert panel reviewed published scientific evidence addressing the relationship between sleep duration and

A commentary on this article apears in this issue on page 1439.

Some proponents of the grounded theory method appear to treat interview and participant observation data as though they mirror informants' realities. Others claim that grounded theory incorporates reflexivity. It is claimed in this article that the principal texts on grounded theory do not attend to the effects of interactions between researchers and participants in interview and participant observation contexts. Descriptions of the effects of interactions on interview data and attention to relationships between interviewers and interviewees are necessary for attending to the rigor of grounded theory findings. Therefore, it is argued that reflexivity and relationality, which are defined as attending to the effects of researcher-participant interactions on the construction of data and to power and trust relationships between researchers and participants, should be incorporated into grounded theory.

In this article, we explain how children managed their experiences of living with a parent with a mental illness. Symbolic interactionism served as the theoretical framework. The sample comprised 22 children between 6 and 16 years of age, who were living part- or full-time with a parent with depression, schizophrenia, or bipolar illness. Data collection included interviews, participant observation, and drawing. Concurrent data collection and constant comparative analysis were undertaken to generate two core variables: finding the rhythm and maintaining the frame. Finding a rhythm with their parents required children to monitor and adjust to their parents' behaviors so they could maintain connections with parents and family stability. Maintaining the frame allowed children to create safe distances between themselves and their parents so they could preserve themselves while trying to stay connected. The children were managing their lives and identities to avoid being engulfed by their parents' mental illnesses.

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Grounded Theory is a research method that generates theory from data and is useful for understanding how people resolve problems that are of concern to them. Although the method looks deceptively simple in concept, implementing Grounded Theory research can often be confusing in practice. Furthermore, despite many papers in the social science disciplines and nursing describing the use of Grounded Theory, there are very few examples and relevant guides for the software engineering researcher. This paper describes our experience using classical (i.e., Glaserian) Grounded Theory in a software engineering context and attempts to interpret the canons of classical Grounded Theory in a manner that is relevant to software engineers. We provide model to help the software engineering researchers interpret the often fuzzy definitions found in Grounded Theory texts and share our experience and lessons learned during our research. We summarize these lessons learned in a set of fifteen guidelines.

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Theoretical advances in nursing have been complicated by polarization and extreme positions regarding nursing's approach to its main metaparadigm concepts: person, health, environment and nursing. In this paper, the authors deconstruct some of the central arguments that are used to further this polarization. Using a critical interpretive approach, they explain some of the logical implications imposed by various extreme positions for the larger project of nursing's health and social mandate, and consider the effects of such polarization. On the basis of an appreciation of the serious difficulties inherent in certain philosophical and theoretical positions currently evident within nursing's literature, the authors argue for a less extreme and more integrated reference point for nursing's theory and practice.