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VIEW: \| About Chris Chapan \| Who is Chris Chapan? \| Golf \| Fit Essentials \| Tag and Group Fun \| Bowling \| Hawaii \| Gross/Fine Motor \| Todd's Page \| Spiders \| Published Work Sites \| Kids'Healthy Eating \| Fitness 101 \| Lummi Stick Games \| Core Exercises \| Fitness Groups \| Fun with scarves \| Block Party! \| Aqua Aerobics \| Fat Facts and Fables \| Fitness Games \| Bunny Bouncin \| Healthy Games \| Parachute Prep \| Transportation/WeatherGames \| Pumpkin Power \| Hip Hop Housework \| Turkey Time \| Veggie Workout \| Handling Holidays \| Faith and Fitness \| Winter Series \| Basketball Links \| Ball Handling Skills \| Valentine Games \| Olympics 2006 \| March Maddness \| Fitness Links 1 \| Parachutes and Balls \| Earth Day Every Day \| Incredibles Routine \| Frisbee Fun \| Quit Bugging Me \| Frogland \| Articles by Chris 2 \| Klutz Free Games \| Holy Moses \| Active Games \| Veggie Tale Games \| Suggested Links \| Adapted Physical Ed. \| Running for Kids \| Seasonal Activities \| Sprains, Pains \| Five Senses \| Academics/Activity \| Parachute Ideas \| Jumprope Articles \| Fit 4 Fun Challange \| Bean Bag Ideas \| Interview with Chris \| Animal Exercises \| International Games \| Hula Hoop \| Relays and Field Day \| Cooperation Crew!!! \| Multiple Intelligences \| Fitness Links 2 \| Articles by Chris \| Shapes Games \| Color Games

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OBESITY A Behavioral Study Christina L. Chapan A course paper presented in partial fulfillment of the requirements of Special Education 831 April, 2006 Abstract The intent of this paper is to discuss the problem of obesity. The focus is to provide schools, parents, advertisers, government agencies, and those interested in helping youth combat the increasing problem of obesity. This paper will be divided into three sections. The first section will explore the problem of obesity; the second section will deal with the cause of obesity, and the third section will discuss some possible solutions. The Problem of Obesity Youth t obesity is at an all-time high. Someone who is obese is classified as someone who is in the 95th percentile of their Body Measured Index or BMI (Patton, 2004). Current statistics show that 10.4% of 2- to 5-year-old children are obese, 11.5% of 6- to 11-year-old children are obese, and 15.5% of 12- to 19-year-olds are obese. (MacKinnis, & Rausser, 2005). Nine million adults—65% of the population—are considered obese. (Anderson, 2005). Obesity has tripled five times since 1970. Eighty percent of obese children become obese adults (Best, 2003). Fewer than one in four youth get the physical activity they need each day (Patton, 2004). Seventy-five percent of all students eat out five days a week. Children and youth 4-19 years old eat six pounds of fast food a year. Caloric surplus plus the daily consumption of hot dogs and sausage are common, particularly in metropolitan areas. Fresh fruit and vegetables are not readily available in low income grocery stores ( Kaplan, Liverman, Kraak, 2005). In 1977, the average caloric consumption was 3300 per day. In 2004, the caloric consumption is up by 500 calories to 3800 calories per day (Patton, 2004). Many toddlers—nine to eleven months old—eat candy 60% everyday and salty snacks 16% everyday. The numbers increase to 27% everyday in kids 11- 19 months old with salty snacks. Toddlers are getting set up to eat comfort food that is high in sugar and saturated fat and to learn how to use food to console themselves. This is a flirtation with disaster since it teaches kids bad habits at a young age. (Patton, 2004). One out of every four teenagers becomes overweight. This is certainly a problem since obesity contributes to 300, 000 deaths annually (Patton, 2004). Obesity as a whole will claim more lives than AIDS and tobacco this year (TLC, 2004). The effects of childhood and teenage obesity are many and include high blood pressure, heart disease, problems with weight bearing joints, sleep apnea, gall bladder disease, stroke, respiratory problems and some types of cancer (American Dietetic Association, 2001). Obesity may be a medical issue, but it can become a psychological one that brings on self-hatred, depression, anxiety, social isolation and alienation (Mintle, 2005). Other psychological effects of youth obesity include a lower self-esteem, inferior body image, poor relationships with peers, and more fights with peers and those in authority (Patton, 2004 and Chapan, 2004). Obesity is also expensive. Childhood obesity cost $35 million in 1979-81, and it quadrupled to $127 million between 1997-2000 (Zametkin, Zoon, Klein, & Munson, 2004). Youth obesity has increased 197% in the last thirty years, gallbladder disease 228%, and sleep apnea 438%. Obese kids are five and a half times more likely to report an impaired quality of life than healthy normal weight children. More days are taken off for illness‮—an average of three more days than their average weight peers. School performance suffers and severely obese children report a quality of life as bad as that reported by children with cancer who have been treated with chemotherapy (Patton, 2004). Students who are obese are at risk for diabetes. Type II diabetes, a disease that, in the past, used to strike older people has spread to the younger generation and now afflicts children as young as three (TLC, 2004). There has been a ten-fold rise in childhood obesity in the last decade. Hospital costs have skyrocketed for Type II, costing $35 million between 1979-81 and $127 million between 1997-99 (Taking Action for Healthy Kids, 2004). One half of all Hispanic and African American babies born in 2003 will develop diabetes before they are 18 years old. One third of all babies born in 2004 will develop diabetes before they are 18. Children who suffer from Type II Diabetes are often on route to heart disease, heart attacks, kidney failure, blindness, amputation, miscarriages, and if their condition goes untreated, they will see an early death. Obesity affects all genders and races. This paper will focus on three races I will discuss are Caucasian, African American, and Hispanic. Twelve percent of Caucasian boys from ages 6-11 and 11.6% of Caucasian girls suffer from obesity. African American children suffer from obesity in 17.1% of the boys and 22.6 % of girls. Twenty-three percent of Hispanic boys are obese and 19.6 % of Hispanic girls are obese (Ritter, 2004; Mainer & Alexander, 2005; Patton, 2004). Obesity in teens climbs even higher. Twelve percent of Caucasian boys suffer from obesity and 12.4% of girls. Twenty percent of African American boys suffer from obesity and 26.6% of African American girls are obese. Twenty-seven percent of Hispanic boys are obese and nearly 20% of Hispanic girls are obese (Ritter, 2004; Mainer & Alexander, 2005; Patton, 2004). Children living in metropolitan areas like Chicago tend to be more obese; that trend seems to be linked to the abundance of nearby fast food restaurants. Chicago is the epicenter of the obesity epidemic (Rado, 2005) Seventy-eight percent of Chicago schools have at least one fast food chain within half a mile of the school. Ninety-four percent have fast food restaurants within one mile. There are, for example, twelve fast food establishments within one half mile the Walter Payton Prep School (Rado, 2005) Students prefer Whoppers to healthy food, and each hamburger contains at least 1,000 calories or one-third of a typical student’s diet (Ritter, 2004; Slide & Long ,2005; Mainer & DelRoy , 2004; Patton, 2004). The rate of youth obesity in North Lawndale is 68%, South Lawndale 58%, Roseland 64%, and Humboldt 65%. Special Needs Children and Obesity Research is very limited in obesity for special needs students. Unfortunately, studying obesity in special needs students is not considered a lucrative business. Many health clubs feel that disabled people are a risk for their businesses, so they don’t encourage their use by their disabled public. Obesity is doubled in special needs students when compared with the general public. In a Chicago demographic study, 84% of people with special needs were overweight, 62% were obese, and 22% were extremely obese. In the Special Olympics, 64.5% of participants had a BMI <30 or more. Sixty-eight students had dental carries. Obesity is a great problem in the special needs population because people with disabilities often have the bodies of their average counterparts, but 20 to 30 years older (America Academy of Orthopedic Surgeons, 2004). The Cause of the Problem Obesity is caused by a variety of genetic, biological, psychological, and environmental factors (Kaplan, Liverman, & Kraak, 2005). Some of the common causes include heredity, excess consumption of calories, minimal exercise or no exercise at all and poor nutrition (Patton, 2004; Mintle, 2005). Problems in the family may increase the likelihood of obesity including divorce, illness in the family or a way to be distracted from emotional pain (Ritter 2004). There are many factors to blame for obesity. First of which is a lack of inactivity. In 1969, 80% of kids played sports. Now, only 20% of all children play sports (Chapan, 2004). Mindless snacking and passivity is another factor. Mindless eating and poor habits lead kids to grab the soda or chips without thinking (Patton, 2004). Children eat out of boredom, and they can not tell the difference between hunger and appetite. Children have too many toys, and they are lacking imagination ( LoGuerra, 2006). There are more than 2,000 types of food condiments and 1,000 more bakery items since the 1970s (Chapan, 2004). School lunches have an average of 1,000 calories. Early elementary children should consume about 1,500-1,700 calories per day and middle school children about 2,300- 2,900 calories per day (Spurlock, 2004 and 2005). Students consume twice as much soda than the milk they consumed twenty-five years ago (Kelly and Moag, 2002). Food rewards are given such as Krispie Cream donuts for an A on a report card, Book-its (reading) for pizza, and Chucky Cheese tokens for good grades. Fast food is also to blame. Many foods contain a multitude of calories: Arby’s Beef and Cheddar has 490 calories, Burger King’s Double Whopper has 884 calories, Wendy’s Taco Salad has 666 calories, and KFC’s Xtra Crispy Thigh has 406 calories. Children eat forty percent of all their calories outside the home and twenty-five percent of all the vegetables served are french fries (Brownwell, 2004). A typical kid’s meal is 1,700 calories, one entire day’s supply for early elementary students in a cheeseburger, fries, soda, and sundae at Outback Steakhouse. In conclusion, fast food is cheap, easy, and readily accessible (Patton, 2004). But the future and permanent effects are life threatening. McDonald’s is the leader of these abuses. Eighty-three McDonald’s are in Manhattan alone, and when I googled the restaurant, I found four less than ten miles from my house. At my present place of employment, they have a Mc Donald training kitchen and many of the staff and students order from it everyday. The golden arches served over four billion in 2002 (Nahhas & Hibbs, 2002). One hundred percent of all children have visited a McDonald’s, 98% in Japan, and 93% in the United Kingdom. Seventy-five percent of all children visit McDonald’s every month. A Big Mac has 550 calories, a McDonald’s fish sandwich has 370 calories, a large fry has 440 calories, an apple pie has 260 calories, and a Coke has 200 calories (Spurlock, 2004). Advertising is another cause of obesity. Television in general causes children to eat more high-calorie foods. Thirty billion was spent on total advertising in 2003 (Brownwell, 2004). In the area of advertising, thirteen billion was spent targeting advertising on children alone. In 2003 in the area of advertising, $1.4 billion was spent by McDonald’s, $1 billion by Pepsi, and $200 million by Hershey. The Five-a-Day Program spent a mere $2 million. In a typical TV programming morning on Nickelodeon, there were over 52 commercials for food products. Kids are more likely to identify Ronald McDonald than Jesus (Spurlock, 2004 and 2005). A child sees 10,000 food commercials every year (Brownwell, 2004). Television also causes obesity. If children are watching television, they are idle. Those children who watch more than two hours of day of television are more likely to be obese. Some children watch it over four hours a day. Teenage girls of all races watch the most television. The average American youth spends 20-30 hours a week watching television. Before the age of 18, American kids spend three years of their waking lives in front of the television. It is used a babysitter for latch key kids, and unfortunately, television only burns 50 calories an hour compared to walking moderately which burn 150 calories per hour. Seventeen percent of all youth obesity is traced back to television viewing, 15% for raised cholesterol and 15% poor cardiovascular fitness (Patton, 2004). We are trading safe kids for unsafe futures and our current lifestyles. Labor-saving devices and remote controls allow people to accomplish more tasks in less time and cause less physical activity while encouraging sedentary lifestyles. A drastic reduction in kids walking or riding bikes to school also causes obesity. Obesity is also caused by psychological factors. Food is used as a reward, withheld as a punishment, and is used as an education tool in behavioral modification programs. The students are also to blame for their obesity. Our youth are known as the sedentary generation. Less than half of US children engage in activity sufficient for health benefits. Activity declines as grade levels increase, especially in girls. Twenty-five percent of young people 12-21 engage in no vigorous exercise, and 14% report no recent light-to-moderate activity (Patton, 2004). In the limited amount of information I found on special needs obesity, I discovered that there are some medical causes for being overweight. Sometimes an irregular hypothalamus is damaged or quits functioning. Some of the disorders encountered in special education that may predispose children to being overweight are Prader-Willi, Bardet-Biedl, and Carpenter Syndrome. In these disorders students do not have the mechanisms to have self-control not to quit eating. Schools are also part of the problem. The No Child Left Behind Act has forced schools to put a strong emphasis on academics; physical education and activity has suffered. Only one-third of elementary and secondary schools offer daily physical education classes. Illinois is the only state that requires daily physical education and private schools are not required to fulfill this requirement. High school enrollment in PE classes has declined from 42% to 25%. Summer school physical education programs have replaced physical education classes with a mere six weeks of physical activity. In the Minneapolis Public School system, there are 52 physical education teachers for 118 elementary schools and physical activity is only offered once or less than once a week . Despite the part schools play in physical fitness, families are the most important influence in a student’s life. Parents who are overweight have overweight kids. With two obese parents, there is an 80% chance their children will be obese and a 50% chance if one parent is obese. When both parents are average weight, their children have only a 10% chance of being overweight. One half of all parents never exercise vigorously (Patton, 2004). The over-consumption of inexpensive, processed food further exacerbates the problem. Children who do not eat with their families run a greater risk of obesity and are also more prone to depression, suicide, and risky sexual behavior (Mintle, 2005). Nature or Nurture Is obesity is a product of nature or nurture? Studies show that obesity results from a combination of both. Thirty to fifty percent of all obesity falls is hereditary but controllable with a combination of diet and exercise . ( Patton, 2004) Infants born to overweight mothers have been found to be less active and gain more weight by three months than infants born to mother with normal weight. Good habits are learned by example and start early. By adolescence, the influence of the family decreases. Obese parents may be reluctant to see that they and their children have a problem. Unconditional love can be a blessing or an opportunity to be self- indulgent. Exercise, coupled with the influence of more active parents, makes a child six times less likely to become obese (Patton, 2004) Solutions What can be done? Anyone who is involved in the life of a child must focus on a balanced diet consisting of complex carbohydrates, high quality lean proteins, lean meats, and skim milk. Fats should not be restricted, but there should be a limitation on saturated fats; they should not make up more than 10% of a child’s diet (Patton, 2004). Children under 2 should have no restrictions on the percentages of fat in their diets. Plenty of fiber, 5- 10 grams daily, must be a part of a child’s diet. There should be a greater emphasis on eating more fruits and vegetables from the farmer’s market and less of an emphasis on eating processed foods (Patton, 2004). Weight loss should not be the primary focus in changing children’s diets, but rather it is more important that they grow into their weight as they mature. Only then will their BMI go down, and they will eventually arrive at a normal body weight. It is estimated that for every 20% in excess of a child’s ideal body weight, the child will need 1 ½ years of weight maintenance to attain their ideal body weight. Diets do not work, but healthy lifestyles do (Patton, 2004). To motivate the overweight child, parents, coaches, and teachers should keep upbeat attitudes about healthy eating and exercise. Physical activity should be more centered on cooperation than competition and place more of a focus on teamwork and participation than on winning and losing. More attention should be directed to the duration of the activity than the workload, and the child should be allowed to rest as needed. It is also important to find out what activities the child enjoys and to focus on little victories—stringing them together as they work toward accomplishing the goals of a healthy lifestyle. Children should also be taught to plan ahead for healthy eating. Parents should ensure that healthy snacks are available and should lead by example. Teachers, principals, parents, and coaches play a very important role in encouraging the practice of healthy eating. Those who interact with the child can even make a pact to encourage consistency with other family members and peers, thus helping the child develop a healthier lifestyle. Schools play an important role in educating children. When a school takes serious steps to make their cafeteria more nutritionally friendly, provide more opportunities for activity, and involve youth and parent nutrition education in their curriculum, they can have an important impact on their students’ lives. When nutrition is improved in schools, there are significant improvements in math and writing scores and less disruptions stemming from classroom behavior. Healthier options such as a salad bar and fresh fruits and vegetables help a student do better in school (Patton, 2004). Schools should select programs for healthy eating similar to the project by Natural Foods in Appleton, Wisconsin. At Appleton Alternative High School, they got rid of the fattening foods sold in the vending machines and started serving healthy food. Their menu consists of low sugar and fresh produce. The student’s behavior has improved and teachers are telling the administration that they are able to get done more work during the day. The cost of the program was similar to an average lunch program. Another solution is to have part of the schools’ food budget go to farmers who bring in healthy, fresh produce (GAO, 2005). Physical activity must be increased. It is estimated that only three minutes of a typical gym class is spent in vigorous activity (Wallis, 2004). School physical activities should focus on structured and unstructured activity time. Recess should be daily. Physical education programs should focus on muscle endurance, flexibility, and cardiovascular fitness (Rimmer, 2006). If gym classes could extend by just 60 minutes a week, there would be a decrease of 43% of obesity in girls and 60% of at- risk girls in grades K-5. There is no significant impact on boys (Spurlock, 2005). Only 8% of all elementary students, 6.4% of middle school students, and 5.8% of all high school students have physical education everyday. This has to change. Madison Junior High in Naperville, Illinois has a successful physical education program that uses fitness machines, free weights and bikes that power video games. This program was not started by tax money but by fund raisers and parental financial support. School programs should offer athletic programs such as interscholastic sports and intramural clubs to encourage both the athlete and the casual exerciser alike (Kaplan, Liverman, and Kraak, 2005). Children who work out improve their cardiovascular system and improve their strength and endurance. This helps them build healthy bones and muscles and control weight. They also learn to reduce anxiety and stress and increase their self-esteem. They lower their blood pressure and their cholesterol levels. Students with ADHD or other problems with hyperactivity and focusing have fewer symptoms after playing outdoors and performing physical activity (Lawson, 2004). The goals of a successful physical education program emphasize enjoyable participation in fitness in a way that translates into lifelong enjoyment of physical activity. The guidelines for heavy children include one hour or more of light to moderate activities daily. Strength training is a great complement and should include supervised light weights and body weight-bearing exercises. Emphasize the total calories burned rather than the intensity of the activities. Allow the child to accumulate activity throughout the day. Reward and praise the child for successful attempts and progress (Patton, 2004). Insurance providers should provide fitness discounts to their customers and no health club should charge an extra fee to disabled individuals. Physical fitness facilities should hire staff and provide accommodations for those with special needs. Education should also be provided to personal trainers and group fitness instructors to understand the unique needs of children and of those with disabilities. Local government, private developers, and community groups should work together to develop recreational facilities and make safe bike and walking trails (Kaplan, Liverman, and Kraak, 2005). Fast food restaurants should have their nutrition information posted at their establishments. Nutritional information should be posted in both English and Spanish (GAO, 2005). Much of this information is also found on the web. Patronize restaurants that offer healthy options and let them know that is why you are there. Television time must be limited to 1-2 hours per day. Children under 2 should not watch television at all. Preschool children who watch television are 6% more likely to be obese for every hour that they watch television (Brownwell, 2004). Parents and teachers should write, e-mail and call products to have healthy foods advertised during children’s programming. In Canada, there are no ads for children thirteen years of age allowed in their television programming and in Belgium no ads are to be shown five minutes before, during, and after a children’s television show. England may soon follow suit. (Brownwell, 2004). The family is the most important piece of the puzzle to combat child and youth obesity. Families should identify opportunities to exercise throughout the day. Walk to do errands, take the stairs, and have children walk to school with their parents. Buy toys and gifts that allow for creativity and promote activity. Assign chores and make exercise one of the lists of tasks for an allowance every week. Use moderation, but don’t restrict food. Never take food away as a punishment. Encourage teenagers to seek active jobs such as paper carrier, lawn service or attendance runner at school. They should participate in fund-raisers or events that promote activity instead of food. Incorporate physical activity in celebrations and special occasions. Add exercise to weekend plans such as swimming, flying a kite, hiking and biking. Play one physical activity event each week for the whole family such as walking, biking, hiking, and playing tennis. Encourage the family to take up active pursuits. Have kids walk/bike to their destination and park away from stores and walk to the entrance. Plan snacks at set times and discourage late night snacking (Rodriguez, 2004). At mealtimes, cook only enough for everyone to have reasonable portions. Don’t encourage a clean plate. Don’t buy junk food and avoid allowing children to eat while they are reading, doing homework, or watching television. Avoid fast food, and if you must eat it, don’t buy super-sized portions. Encourage good choices at fast food restaurants. Only let kids buy lunch at the school once a week. Split meals at restaurants or have them take a portion home, since serving sizes in restaurants are often large. On car trips, take along a cooler of healthy snacks. Avoid sodas and encourage children to drink water. Make sure that kids eat breakfast and drink low- fat or skim milk. Children over the age of 2 do not need whole milk. Finally allow children the responsibility of helping cook and try new things. Use smaller plates and give them opportunities to try new fruits and vegetables. Make food fun with plates decorated for kid-friendly eating and encourage your children to eat slower. Buy bite-sized fruit to put into lunches. Summary Childhood obesity does not have to happen. Schools can provide a learning environment with healthy food options and nutritional education. They can also dedicate more time to physical education, even if that means the academic school day is extended. Advertisers can make the effort to provide healthier products, and fast food establishments can make nutritious options available at their restaurants. Parents are the most important influence in a child’s life. They must work together as a family, eat nutritiously balanced meals, and make exercise a family activity. With positive encouragement, we can turn the tide and give our youth a brighter future and tomorrow. References Able- Boone, H., & Crais, E. (2003). Preparation of early intervention practitioners for working with young children with low incidence disabilities. Teacher Education and Special Education, 26(1), 79-82. Action for Healthy Kids, Action for Healthy Kids Exclusive Reports. Retrieved February 25, 2006 from http://www.actionforhealthykids.org/special_exclusive.php American Academy of Orthopedic Surgeons. (2004, November). Importance of physical activity for persons with mental retardation. Retrieved February 22, 2006, from the American Academy of Orthopedic Surgeons: http://orthoinfo.aaos.org/fact/thr_report.cfm? Thread_ID=293&topcategory=Sports American Dietetic Association. (2001). Health status and needs of individuals with mental retardation testimony to the senate appropriations committee on March 2001. Washington, DC: American Dietetic Association. Badger, T. Study: Toddlers have bad eating habits. Retrieved January 15, 2006, from http://www.modernmom.com/content/1019 Best, H. (2003, August 28). Watch kids’ diets: control TV time to reduce the obesity threat. The Detroit News. Brownwell, K. (2004). Food Fight. New York: McGraw Hill. Centers for Disease Control. (2005). BMI-Body Mass Index: BMI for Children and Teens: Washington, DC: Centers for Disease Control and Prevention. Center for Disease Control, (2005). Overweight and Obesity: Obesity Trends: U.S. obesity trends 1985-2004: Washington, DC: Centers for Disease Control and Prevention. Retrieved March 15, 2006 from Centers for Disease Control and Prevention, http://www.cdc.gov/nccdphp/dnpa/obesity/trend/maps/ Chapan, C. (2005 January). Obesity Oblivion. SB Fitness Magazine, 1(1) 8-13. Chapan, C. (2004 July). Fat facts, future, fiction, fantasy and fables. Retrieved February 25, 2006, from http://www.naturalphysiques.com/cms/index.php?itemid=236 Chapan, C. (2003, October). Elementary fitness for fun and for our future. Retrieved February 25, 2006, from http://www.protraineronline.com/past/2003/Oct03/christina.cfm Critser, G. (2003). Fat Land: How Americans became the Fattest People in the World. Boston: Houghlin Mifflin Co. Discovery Health Channel. (2005). Incredible medical mysteries: obesity the deadly epidemic [Television broadcast], Florence, KY: Discovery Health Channel. GAO (2005) , Childhood Obesity: Most Experts Identified Physical Activity and the Use of Best Practices as Key to Successful Programs, GAO-06-127R ACCNO: A39239 Kadlec, D. (2004, June 7). Chain Reaction. Time, 103(23), 99-102. Kaiser, P. (2006, January). Childhood obesity, UCLA Healthcare Kaplan, J., Liverman, K. & Kraak, V. (Spring 2005). Preventing childhood obesity. Issues in Science and Technology, 21(3),.79-82. Kozub, F. (2003). Explaining physical activity with individuals with mental retardation: an exploratory study. Education and Training in Developmental Disabilities, 38(3), p.302-313. Larimore, W. (2004) Highly Healthy Child. Grand Rapids: Zondervan. Lawson, W. (March/April 2004). It’s easier seeing green: ADHD curbed when kids play outdoors. Prevention Magazine, 26. Lemonick, M. (2004, June 7). How we grew so big; diet and lack of exercise are immediate causes but our problem began in the Paleolithic era. Time, 103 (23),.57-71. LoGuercio, Debra ( 2006, February, 2) Too Many Toys Make Tommy Tubby, Morris Daily Herald. Mainer, J. & Delroy, A. (2005, December 7). Scientists say kids’ food ads are junk. Chicago Tribune .24. Massey-Stokes, M. (2004, June 7). Adolescent nutrition and recommendations for practice. The Clearing House, 75(6),.286-292. Mintle, L. (2005). Preventing childhood obesity, Christian Counseling Connection: A Publication of the American Association of Christian Counselors., 1(1). Moshfegh, A. & Mickle, S. (2001, June). Dietary trends may be clue to kids’ overweight. Agricultural Research 49(6), 23. Murphy, M. (2003, December 2). Are food ads fueling childhood obesity? Retrieved December 3, 2003, from http:www.netrition.com. Nahhas, N. & Hibbs, K. (2002, December 13). Obesity increases in teens. The Academy News, 8. Patton, J. (2004, June 15). Training the elementary school child. Paper presented at a conference on Children and Youth Fitness through Exercise, Chicago, IL. Patton, J. (2004, June 16). Training the middle school child. Paper presented at a conference on Children and Youth Fitness through Exercise, Chicago, IL. Patton, J. (2004, June 15) Understanding children and adolescents. Presented at a conference on Children and Youth Fitness through Exercise, Chicago, IL. Rado, D. (2005, August 24). Fast-food heaven just past school. Chicago Tribune,Q 9. Rimmer, J, & Wang, E. (2005, July). Obesity prevalence among a group of Chicago residents with disabilities. Archives of Physical Medicine and Rehabilitation, 86(148), 1461-1464. Rimmer, J. Physical fitness in people with mental retardation. Retrieved February 25, 2006, from http://www.thearc.org/faqs/fitness.html. Ritter, J. (2004, January 4). Wide race gap in epidemic of obese kids. Sun Times,.7. Rodrigues, T. Obesity: Risks for overweight children. Retrieved February 23, , 2006, from http://www bodybuilding.com Spurlock, M. (Director). (2004). Supersize Me [Motion picture]. (Available from IDP Films, 1133 Broadway, Suite 926, New York, NY 10010) Spurlock, M. (2005). Don’t Eat This Book: Fast Food and the Supersizing of America. New York: Putnam. Taking Action for Healthy Kids. (2005). The learning connection: The value for improving nutrition and physical activity in our school (Action for Healthy Kids No. ADM) Washington, DC. UCLA Healthcare (2006, January) , Childhood obesity: An epidemic is gripping California and the nation. New York Times Supplemental. P.2-23 Wallis, C. (2004, June 7) The obesity warriors. Time, 103(23). 92-98. Wallis, C. (2004, June 7) Word to the parents: helping an overweight child can be a touchy matter. Here are some practical pointers from professionals. Time. 103-106. Zametkin, A., Zoon, C., Klein, H., & Munson, S. (2004). Psychiatric aspects of the child and adolescent obesity: A review of the past ten years. Journal of American Academy Child Adolescence Psychiatry, 43 (2). 134-151.
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