"Don't Shoot, I Want to Grow Up": Findings of a Multicity Youth-led Health Assessment.

BACKGROUND: Youth of color are one of the fastest growing segments of the U.S. POPULATION: Collaborative equitable approaches to research and action present potential avenues to engage youth of color meaningfully in health research and action initiatives. OBJECTIVES: This article explores community-based participa-tory research (CBPR) as an approach that presents valuable opportunities to engage youth and young adults of color in leadership in public health initiatives to create healthy communities. METHODS: Integrating a CBPR approach, we partnered with grassroots leaders and community organizations across five cities to engage youth and young adults of color (n = 35) in identifying health assets and threats to young people's well-being using mixed-methods including surveys, photovoice, field observations, and interviews. RESULTS: This article focuses on presenting three major themes that emerged from the youth-led health assessment across five cities: 1) relations with police, 2) stress, and 3) safety. Findings indicate youth are well aware of the role that interlocking structures play in individual and collective health and well-being. CONCLUSIONS: CBPR presents promising approaches to engage youth meaningfully in health promotion initiatives providing the opportunities for youth researchers to document accurately nuanced understandings of social determinants of health impacting the health and well-being of youth of color.

Validating justifications in preschool girls' and boys' friendship group talk: implications for linguistic and socio-cognitive development.

Children are believed to construct their causal theories through talk and interaction, but with the exception of a few studies, little or nothing is known about how young children justify and build theories of the world together with same-age peers through naturally occurring interaction, Children's sensitivity to when a pair or group of interlocutors who interact frequently together feel that a justification is needed, is an index of developing pragmatic competence (Goetz & Shatz, 1999) and may be influenced by interactive goals and gender identity positioning. Studies suggest that salient contexts for justifications for young children are disagreement and control (e.g. Veneziano & Sinclair, 1995) but researchers have been less recognizant of 'situations in which partners verbally assist in the construction of justifications as a means to maintain contact or create solidarity' (Goetz & Shatz, 1999: 722) as contexts for justifications. The present study examined the spontaneously produced justification constructions in the naturally occurring free play of five friendship groups of preschool-aged children (aged from 3 ; 6 to 5 ; 4), in terms of the motivating context of the justification, marking of the causal relationship with a connective, and causal theories accessed in the talk. Partner expansion (validating justifications) was a salient motivating context for justifications, especially in the talk of friendship groups of girls, and seemed to privilege greater marking of the causal relationship with a connective and less arbitrary reasoning. One group of girls varied their use of validating justifications depending on the theme of play. Results are discussed in terms of the implications of use of validating justifications for children's causal theory building with peers, linguistic development, and pragmatic development.

Academy of Nutrition and Dietetics: Revised 2017 Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Diabetes Care.

There are 30.3 million people with diabetes and 86 million with prediabetes in the United States, underscoring the growing need for comprehensive diabetes care and nutrition for the management of diabetes and diabetes-related conditions. Management of diabetes is also critical for the prevention of diabetes-related complications such as cardiovascular and renal disease. The Diabetes Care and Education Dietetic Practice Group along with the Academy of Nutrition and Dietetics Quality Management Committee have updated the Standards of Practice (SOP) and Standards of Professional Performance (SOPP) for Registered Dietitian Nutritionists (RDNs) in Diabetes Care. The SOP and SOPP for RDNs in Diabetes Care provide indicators that describe three levels of practice: competent, proficient, and expert. The SOP utilizes the Nutrition Care Process and clinical workflow elements for care and management of those with diabetes and prediabetes. The SOPP describes six domains that focus on professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Specific indicators outlined in the SOP and SOPP depict how these standards apply to practice. The SOP and SOPP are complementary resources for RDNs caring for individuals with diabetes or specializing in diabetes care or practicing in other diabetes-related areas, including research. The SOP and SOPP are intended to be used for RDN self-evaluation for ensuring competent practice and for determining potential education and training needs for advancement to a higher practice level in a variety of settings.