childhood and adolescence L4

Question 1

why study childhood?

Answer 1

overweight or obese children and youth, lead to unhealthy weight in adulthood, leads to chronic disease in adulthood, leads to high cost to society

Question 2

overweight children

Answer 2

• 26% of BC children and youth

- entering adulthood obese increases risk of chronic disease

Question 3

unhealthy weight in adulthood

Answer 3

• most children do not outgrow obesity
• 80% of obese kids become obese adults
• 1/3 overweight kids become obese 8 years after graduation

Question 4

chronic disease in adulthood from childhood obesity

Answer 4

• increase risk of chronic disease
• overweight 40yr olds lose 3yrs of life
• obese 40yr olds lose 6yrs of life

Question 5

obese children high cost to society

Answer 5

$25, 000 is the incremental lifetime direct medical cost of an obese child

Question 6

physical activity rates of canadian youth

Answer 6

• 12-19yrs need >3 KKD (kcal x body weight/day)
• youth need 60min/day
• adults need 30min/day
• only 7% of 5-11 yr olds meet PA guidelines

Question 7

modern canadian diet

Answer 7

• 71% of 4-8 yr olds do not eat enough fruits/veg

- 13-17yr olds consume more junk food than any other food groups

Question 8

target environment schools and rec centers for prevention

Answer 8

• health behaviours established early in life

- self-esteem, academic outcomes, social connections rooted in school and recreation of childhood

Question 9

why are schools and health so critically related?

Answer 9

• relationships between inactivity and obesity in the school environment
• in school for majority of day
• less PE time, and more homework/computer time
• increased safety concern to and from school
• less play time, modern after school play time has changed
• majority of children now driven door to door

Question 10

Active lessons

Answer 10

• showed improvements in PA

- showed neutral or positive educational outcomes

Question 11

active breaks

Answer 11

• changed PA meaningfully in 50% of schools tested

Question 12

physical education

Answer 12

• increase minutes of PA in PE, active lessons provided more active time

Question 13

policy

Answer 13

• consistent evidence that state or district level policy for PE leads to increased PE or more minutes provided

Question 14

active transportation

Answer 14

• active school transportation contributes to overall PA levels
• high schools less likely to implement than primary/middle schools

Question 15

context of adolescence

Answer 15

• moving from relying on others to relying on self
• physical changes in brain that affect impulse control, ability to understand consequences and prioritize
• media has huge impact
• peer relations most important
• begin having a time crunch from school, work
  = all causing stress

Question 16

External Assets

Answer 16

• support
• empowerment
• boundaries and expectations
• constructive use of time

Question 17

internal assets

Answer 17

• commitment to learning
• positive values
• social competencies
• positive identity

Question 18

examples of support

Answer 18

young people need to be surrounded by people who love, care for, appreciate and accept them

• family support
• positive family communication, willing to seek parents advice
• caring neighbourhood with caring neighbours

Question 19

examples of empowerment

Answer 19

young people need to feel valued and valuable, feel safe and respected

• adults in the community value youth
• youth as resources, given useful roles in community
• service, serves in community at least 1hr/week

Question 20

boundaries and expectations

Answer 20

young people need clear rules, consistent consequences, and encouragement to do best

• family boundaries, rules, consequences and monitors whereabouts
• adult role models
• positive peer influence, friends model good behaviour

Question 21

constructive use of time

Answer 21

need opportunities outside school to learn and develop new skills with other youth

• creative activities, 3 or more hrs in lessons, music, theater
• youth programs, 3 or more hrs in sports, clubs, organizations
• religious community, 1 or more hrs in religious setting

Question 22

commitment to learning

Answer 22

need a sense of lasting importance of learning

• achievement motivation, motivated to do well in school
• homework, doing at least 1hr of homework per school day
• school learning engagement

Question 23

positive values

Answer 23

need to develop strong guiding values or principles to help make healthy life choices

• caring
• honesty
• responsibility

Question 24

social competencies

Answer 24

need the skills to interact effectively with others, make difficult decisions, and cope in new situations

• planning and decision making
• interpersonal competence, has empathy, sensitivity, friendship skills
• resistance skills, to peer pressure and dangerous situations

Question 25

positive identity

Answer 25

belief in own self worth, have control over things that happen to them - personal power - self-esteem - sense of purpose

Question 26

Power of assets

Answer 26

those with more assets are mere likely to do better in life, succeed in school, maintain good health

Question 27

overweight and obesity rates in BC youth

Answer 27

compared to 2008, healthy weight has gone down, and obesity levels have risen

Question 28

decrease of exercise participation

Answer 28

- 17% of students 12-17yrs meet daily recommendations - older youth reached guidelines - time requirements for PA interventions is huge

Question 29

barriers to participation of PA

Answer 29

- too busy - could not get there - could not afford - not available in community - worried about being bullied

Question 30

protective factors for healthy weight

Answer 30

school connectedness, positive family relations, caring adults outside of family, support system, peer relations, good nutrition, feeling engaged and valued, future aspirations, stable home

Question 31

subjective SES

Answer 31

self evaluated, comparing subjectively with other people | - rated high when family income was high and community was low

Question 32

Objective SES

Answer 32

compared to actual objective SES

Question 33

Community SES

Answer 33

school poverty rate, school education/income index, school district income - SES of school could be protective effect, students with low SES in schools with higher education and employment rates