Obesity Prevention Interventions for Middle School-Age Children of Ethnic Minority: A Review of the Literature

2010 ◽  
Vol 15 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Carol J. Stevens
Keyword(s):  
Middle School ◽  
Ethnic Minority ◽  
Obesity Prevention ◽  
School Age Children ◽  
School Age ◽  
Review Of The Literature ◽  
Prevention Interventions

scholarly journals “My Tummy Tells Me” Cognitions, Barriers and Supports of Parents and School-Age Children for Appropriate Portion Sizes

Nutrients ◽  
2018 ◽  
Vol 10 (8) ◽  
pp. 1040 ◽  
Author(s):  
Kaitlyn Eck ◽  
Colleen Delaney ◽  
Miriam Leary ◽  
Oluremi Famodou ◽  
Melissa Olfert ◽  
...  
Keyword(s):  
Obesity Prevention ◽  
Weight Control ◽  
Portion Size ◽  
School Age Children ◽  
School Age ◽  
Healthy Weight ◽  
Parents And Children ◽  
Portion Sizes ◽  
Prevention Interventions ◽  
Obesity Prevention Programs

Larger portion sizes have increased in tandem with the rise in obesity. Elucidation of the cognitions of children and parents related to portion size is needed to inform the development of effective obesity prevention programs. This study examined cognitions of parents (n = 36) and their school-age children (6 to 11 years; n = 35) related to portion sizes via focus group discussions. Parents and children believed controlling portion sizes promoted health and weight control. Some parents felt controlling portions was unnecessary, particularly if kids were a healthy weight because kids can self-regulate intake. Barriers to serving appropriate portions identified by parents focused largely on kids getting enough, rather than too much, to eat. Parents also identified lack of knowledge of age-appropriate portions as a barrier. Facilitators of portion control cited by parents included purchasing pre-portioned products and using small containers to serve food. Children relied on cues from parents (e.g., amount of food parent served them) and internal hunger/satiety cues to regulate intake but found it difficult to avoid overeating highly palatable foods, at restaurants, and when others were overeating. Results suggest obesity prevention interventions should aim to improve portion sizes cognitions, barrier management, and use of facilitators, in families with school-age children.

scholarly journals PSYCHOLOGICAL MEANING AND MAIN CAUSES OF MOBBING AMONG CHILDREN OF SECONDARY SCHOOL AGE

2019 ◽  
pp. 21-24
Author(s):  
Marina Velichko
Keyword(s):  
Middle School ◽  
School Children ◽  
School Environment ◽  
Influence Factors ◽  
Educational Process ◽  
School Age Children ◽  
School Age ◽  
Middle School Children ◽  
Special Approach ◽  
Teachers And Parents

The article is an analysis of the mobbing problem occurrence among children adolescents, establishing the causes of a school environment the main characteristics of the concept and finding ways to prevent mobbing. The method of studying the problem of mobbing in children in the school environment explains to us the root causes of its occurrence, reveals the very essence of its appearance, as well as the manifestations of mobbing in middle school age children from their peers.In a deeper analysis of the problem of mobbing, we identified the main aspects of preventing this phenomenon, also developed a methodological plan for the prevention of mobbing in schools, and developed and described preventive measures to prevent manifestations among middle school children for teachers and parents who have and can influence students or their children in the context of this issue. The findings of this paper reflect the state of the problem of mobbing in the current educational process in Ukraine, taking into account the actualization of its manifestations due to the large number of displaced persons, including middle-aged children, from temporarily occupied territories during the Russian armed aggression against our country. The processes taking place in our extremes and in the world are inevitable for society as a whole, and so the challenge we face requires more detailed consideration of the issue of mobbing among adolescents of schools, the urgent response to its present manifestations, and addressing these issues, specifics of personal approaches to middle school children in each case. Analyzing the problem of mobbing among children in school, especially middle school children, we have come to the conclusion that the multiplicity of influence factors determines the direction of the study of the problem and gives this problem a new special approach, taking into account many points, and obliges us to solve the problem of mobbing the school, so that it does not persecute a person who is primarily a person, in adolescence and adulthood.

scholarly journals Assessing Self-Regulation in the Classroom: Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age Children

2011 ◽  
Vol 22 (6) ◽  
pp. 883-906 ◽  
Author(s):  
Dana L. Charles McCoy ◽  
C. Cybele Raver ◽  
Amy E. Lowenstein ◽  
Nicole Tirado-Strayer
Keyword(s):  
Ethnic Minority ◽  
Low Income ◽  
Self Regulation ◽  
School Age Children ◽  
School Age

Portrayals of Male and Female Scientists in Television Programs Popular Among Middle School-Age Children

2010 ◽  
Vol 32 (3) ◽  
pp. 356-382 ◽  
Author(s):  
Marilee Long ◽  
Jocelyn Steinke ◽  
Brooks Applegate ◽  
Maria Knight Lapinski ◽  
Marne J. Johnson ◽  
...  
Keyword(s):  
Middle School ◽  
School Age Children ◽  
School Age ◽  
Television Programs ◽  
Male And Female ◽  
Female Scientists

Scores of Middle-School-Age Students on the Rosenberg Self-Esteem Scale

1996 ◽  
Vol 78 (3_suppl) ◽  
pp. 1071-1074 ◽  
Author(s):  
Winston J. Hagborg
Keyword(s):  
Middle School ◽  
Predictor Variable ◽  
Self Esteem ◽  
Stepwise Multiple Regression ◽  
School Age Children ◽  
School Age ◽  
Factor Scores ◽  
Scale Total Score ◽  
Self Worth ◽  
High Internal Consistency

Using a middle-school age sample of 120 an investigation of the Rosenberg Self-esteem Scale's construct validity was undertaken. Specifically, the Rosenberg Self-esteem Scale total score and two factor scores were correlated with scores on Harter's (1985) multidimensional Self-perception Profile for Children. Using a series of stepwise multiple regression analyses, for both factors of the Rosenberg Self-esteem Scale and total score, the first identified predictor variable was Global Self-worth among Harter's six subscales. Other findings were the high internal consistency (α .84) and the lack of statistically significant differences by gender or grade. Findings are supportive of the Rosenberg Self-esteem Scale as a unidimensional measure of global self-esteem with middle-school age children.

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