An International First: Stakeholder Consensus Statement for Food Allergen Management in Packaged Foods and Food Service for Australia and New Zealand.

Food-allergic consumers encounter inadequate, confusing, and ambiguous allergen information for packaged and unpackaged foods. Key Australian and New Zealand allergy organizations convened multiple forums to facilitate discussions among consumers, food manufacturers, food retailers, regulatory bodies, researchers, and health professionals to develop a unified approach to improving food allergen management. The following stakeholder consensus statement provides a foundation for advocacy for improved food allergen management and safety. It is the responsibility of consumers to: 1. declare their food allergies and read food labels (including ingredient lists and allergen declaration statements), and 2. ultimately make their own judgment about the foods they choose to consume. We consider that to enable consumers to make informed decisions about their safety, It is the responsibility of packaged food manufacturers to: 1. follow robust allergen management practices including quantitative risk assessment, and 2. use clear, consistent labeling to inform consumers about that food's allergen content, including the possible presence of unintended allergens. It is the responsibility of food service establishments and providers to: 1. follow robust allergen management practices, and 2. ensure that staff understand and can inform consumers about the allergen content of the food they provide, including the possible presence of unintended allergens.

Attributions for child behavior in parents of children without behavior disorders and children with attention deficit-hyperactivity disorder.

Attributions for and reactions to inattentive-overactive, oppositional-defiant, and prosocial child behaviors were compared in 52 parents of children with attention deficit-hyperactivity disorder (ADHD) and 42 parents of children without behavior disorders. Parent attributions and reactions elicited using written descriptions of child behavior, behaviors the parent recalled his or her own child displaying, and videotaped clips of the parent's own child's behavior all revealed a similar pattern. Compared with parents of children without behavior disorders, parents of children with ADHD saw inattentive-overactive and oppositional defiant behaviors as more internally caused, less controllable by the child, and more stable; and they had more negative reactions to such behaviors. For prosocial child behaviors, parents of children with ADHD rated the causes as less internal and less stable than control parents did.

Listening to parents: the challenges of parenting kindergarten-aged children who are anxious.

The purpose of this study was to increase understanding of the experience of parenting kindergarten-aged children who are anxious. Twenty-three in-depth interviews were conducted with parents of kindergarten-aged children who expressed interest in a parent-focused early intervention program for child anxiety offered in a local elementary school. Key concerns of the parents included their children's separation anxiety, social anxiety, and oppositional behaviour. The child's anxiety was identified as a stressor on the child, the parent, and the family. Parents utilized a range of parenting responses although they tended to be reactive and did not have a consistent strategy for managing the anxiety. A salient parenting struggle was whether or not to push the child to face challenging situations although there were few descriptions of overprotection or overcontrol. The findings suggest greater attention be given to the strengths of parents of children who are anxious and the ways in which parents may be a positive factor in mitigating the effects of child anxiety. Implications for intervention are discussed.

Treatment of attention-deficit/hyperactivity disorder: overview of the evidence.

The American Academy of Pediatrics' Committee on Quality Improvement, Subcommittee on Attention-Deficit/Hyperactivity Disorder, reviewed and analyzed the current literature for the purpose of developing an evidence-based clinical practice guideline for the treatment of the school-aged child with attention-deficit/hyperactivity disorder (ADHD). This review included several key reports, including an evidence review from the McMaster Evidence-Based Practice Center (supported by the Agency for Healthcare Research and Quality), a report from the Canadian Coordinating Office for Health Technology Assessment, the Multimodal Treatment for ADHD comparative clinical trial (supported by the National Institute of Mental Health), and supplemental reviews conducted by the subcommittee. These reviews provided substantial information about different treatments for ADHD and their efficacy in improving certain characteristics or outcomes for children with ADHD as well as adverse effects and benefits of multiple modes of treatment compared with single modes (eg, medication or behavior therapies alone). The reviews also compared the effects of different medications. Other evidence documents the long-term nature of ADHD in children and its classification as a chronic condition, meriting the application of general concepts of chronic-condition management, including an individual treatment plan with a focus on ongoing parent and child education, management, and monitoring. The evidence strongly supports the use of stimulant medications for treating the core symptoms of children with ADHD and, to a lesser degree, for improving functioning. Behavior therapy alone has only limited effect on symptoms or functioning of children with ADHD, although combining behavior therapy with medication seems to improve functioning and may decrease the amount of (stimulant) medication needed. Comparison among stimulants (mainly methylphenidate and amphetamines) did not indicate that 1 class outperformed the other.