Many children experience compromised health status. Most obvious are chronic health conditions (CHC), but the majority of children only experience temporary health problems (e.g., infection, injury). How do these variations in health status affect quality of life (QL) in children? QL reflects the child's overall well-being across multiple domains. There has been no study examining the relationship between compromised health and QL in children in the general population who do not have a CHC, nor do we know how such variation interacts with race/ethnic status. Our hypotheses are that (1) variation in health status is positively associated with QL regardless of the presence of CHC and (2) Whites report higher QL than African Americans and Hispanics, regardless of health status. A multi-site study enrolled 4,824 5th grade children from one of the three major race/ethnic groups in the U.S. (Hispanic=38%, African American=36%, White=26%). Children reported their QL with the PedsQL providing scores for their physical and psychosocial domains, as well as on instruments to measure selfworth and social well-being. Parents rated their 5th graders' overall health status on the commonly used single item "In general, would you say your child's health is . . . (Excellent/Very Good/Good/Fair/Poor)?"and completed a screener, from which chronic health condition was classified. Results showed there was a reduction in each QL domain associated with each decrement in overall health status, even in the absence of a CHC. Moreover, African Americans and Hispanics report a lower QL than Whites, when in excellent health as well as at each decrement in health status. This demonstrates for the first time that even minor decrements in health status are associated with concomitant reduction in QL, not only in the physical domain, but also in the emotional and social domains. Several researchers have found that teenage pregnancy is associated with worst educational outcomes among adolescents and that girls who have a child early in life, are less likely to graduate from high school (Molina et al., 2004) . Other researchers have proposed that educational expectations do actually predict educational outcomes among youth. They have found that having higher educational expectations is associated with higher educational outcomes later in life (Mello, 2008) . However, researchers have not examined how educational expectations may be associated with adolescents' self-reported sexual behaviors. Some researchers suggest that there might be a self-selection process in which adolescents who do worst in school and do not have plans to continue further in their education may also engage in unprotected sexual behavior, putting them at higher risk of becoming pregnant. In the present study we examined the relationship between educational expectations and goals and different sexual behavior outcomes in a sample of 829 Mexican youth. Participants included 829 adolescents between the ages of 14 and 17 (mean 15.18, S.D.=0.68, 55,4% females) part of an HIV and STDs intervention program. We examine this relationship using time 1 data. Participants completed a self-reported questionnaire that asked about their sexual behavior and explore different psychosocial predictors of sexual behavior. Using a regression analyses we examined whether having plans to complete high school and continue their education predicted ever had sex, age in which girls and boys should have sex for the first time, plans to use condoms when having sex, and perceive that condoms may be effective to protect them of STDs and HIV. Our findings suggest that plans to finish high school predicts only perceptions that condoms may be effective to protect against HIV (t=2,06, p< 0.05), and not any of the other outcomes. Because we had very few participants who reported ever having sex (9,5%), we probably did not have enough power to find further differences. We explored how these variables may predict their sexual behavior at the 12 months follow-up, when 16% of participants reported ever having sex, and we found that having plans to attend college predicted not having sex among adolescents (Exp (B) = 0.358, p<0.01). Implications of these findings for intervention and practice are discussed. Purposes: Although many reports have suggested a role for the social skill in the treatment of depression, there has been little evidence that the social skill training is effective therapeutic strategies for treating it. The activation level are thought to be an important mediator of the social skill and the depression. Obata et al. (2010) found that the difficulty in the control of social anxiety lead to the inhibition of social activity and the increase of depressive mood in Japanese high school students. We hypothesized that the mechanism for exacerbation of depression may be explained by the behavioral activation and social skill, and these relationships differed with the level of social anxiety. Method: Questionnaires were conducted with 347 Japanese adolescents (16.0±0.6 years). Questionnaires were composed of Depression Self-Rating Scale for Children (DSRS; Birleson, 1981) , Assertiveness Skill Scale for High school students (ASS; Takaki et al., 2002) , and Behavioral Activation for Depression Scale (BADS; Martell et al., 2001) . Higher score group (n=50) and lower score group (n=50) were extracted in subjects on "social anxiety(reverse coded)" in ASS. Data analyses were tested using correlation analysis to examine relationship of between depression , social skill, and behavioral activation, using SPSS 16.0. Main Results: "Activation (reverse coded)" in BADS was significantly associated with "positive interpersonal entry" in ASS(higher score group: r=−.37, p<.01; lower score group: r=−.26, .n.s.). Conclusion: These results suggest that the control of social anxiety is an important procedure for behavioral activation on depression. Many people think that the children are not stress, in fact they can stress as the adult but their parent cannot notice or skip it. The objective is to study the association between state anxiety with emotional quotient and strength and difficulty of the secondary school student who also study in Sunday Buddhism and do not study by controlling some potential confounding. The self-report questionnaire was distribution to both type of schools to student age 11-16 years old. The tools of this study are Thai version of state-trait anxiety of Spielberger's; the Strength and Difficulty Questionnaire (SDQ); emotional quotient (EQ). The regression model used for analyzing and the data are centered to reduce the scaling problem. The 303 completed answer questionnaire was returned, the incomplete questionnaire was excluded from the study to reduce the effect of imputation. Mean age of sample is 13.5 years old, 42.24% is male, and 48.51% reported that they are also study in the Sunday Buddhism School. The model by stepwise selection presents that trait anxiety, pro-social, selfcontrol, ability to deal with problem, self-esteem, life-satisfaction and interaction between age and emotional problem, the adjusted R2 is 60.55% (p-value<0.0001). The increasing one unit of trait anxiety, self-control, self-esteem and life-satisfaction increases 0.52, 0.10, 0.11 and 0.13 standardize unit of state anxiety, the higher standardize score of ability to deal with problem decrease 0.07 standardize unit of state anxiety. The interaction of emotional and age reduce the standardize score of state anxiety. The higher emotional problem score increased 0.27 standardize unit of state anxiety while age reduce 0.01 unit of state anxiety (p-value<0.05). The gender and Sunday Buddhism school included into the model to control potential confounding factor, female has higher state anxiety score than male, the student in Sunday Buddhism School have lower state anxiety than non-student (p-value>0.05). The student with high score of self-control, self-esteem and lifesatisfaction have higher level of state anxiety which may cause from they are try to be the best which make them stress. The ability to deal with the problem can reduce state anxiety, the higher age (more maturity) reduce emotional problem and finally reduce state anxiety. The student who is good in some dimension of EQ may cause state anxiety. The mobilization of significant resources for global health coincides with the emergence of Global Health Initiatives (GHIs) and the rising importance of multilateral and private actors in global health; traditional actors in global health, such as the World Health Organization (WHO), have been joined by a variety of civil society and non-governmental organizations (NGOs), private firms, and private philanthropists. These new actors, which exist alongside traditional arrangements between sovereign states and UN bodies, signal a sea change in the institutional arrangements in global health as well as a change in the norms, expectations and rules relating to the relationships between these new philanthropists. It has become clear, however, that the new institutions in global health have often failed to adequately evaluate their investments and program implementation. With such enormous investments, it is critical to better understand these new institutions, evaluate their strategies to promote global health and document the successes and failures of these efforts. We propose that rigorous qualitative research methodologies can explore and describe how global health actors and their associated mechanisms interact with complex health systems to yield optimal Results: Qualitative methods, particularly case research, can overcome the three main weaknesses of quantitatively-oriented public health research models: underestimating complexity, failing to incorporate context and an inability to engage in the "why" questions. Qualitative methods can better evaluate if the activities funded by new global health actors are best aligned to meet the objective of delivering high value care to patients. Global health institutions can use this insight to bridge the knowledge-action gap in global health care delivery by translating the current understanding of medical interventions and health systems into evidence-based strategies for care delivery.