Eating Habits among Teenagers - Research Paper Example

? Eating Habits Among Teenagers of Eating Habits Among Teenagers The Biggest Loser television show currently spotlights childhood obesity. The show has chosen three teens who are actively working toward becoming more active to lose weight (“Biggest Loser”, 2013). The first lady, Michelle Obama, has also made childhood obesity important to the American people. Her campaign, Let’s Move, is geared to raise a new generation of children who are more conscious of their eating habits, and who become more physical (“Let’s Move,” 2013). These two programs bring into the consciousness of the American public the fact that childhood obesity has become quite a problem. Statement of the Problem According to the American Heart Association (2012) childhood obesity is still a problem in the United States. One in six children, ages two to 19 are obese and one in three are considered overweight. Further, children who are obese have a 70% of becoming obese adults. Unfortunately, these statistics are higher for this age group than they were in the 1970s. Part of the challenge is that children are exposed to more fast food choices and junk food than in other generations (Salvy, de la Haye, Bowker, and Hermans, 2012). Obese children also have a tendency to associate with other obese children which makes it difficult for obese children to understand that they are obese (Salvy et al., 2012). Dorfman and Wootan (2012) add that children are exposed to a variety of adds for fast foods and other unhealthy foods, which contributes to the problem. Also, children generally eat what their parents eat, and if parents have poor eating habits, their children also have poor eating habits (Dorman & Wootan, 2012). What is clear, is that there must be something that changes the way that Americans think about food and how they teach about food to their children. Also, the entire community must be involved in order to understand how to curb this problem (“Let’s Move”, 2012). Literature Review Much of the literature has studied childhood obesity as a whole and has not specifically separated teen eating habits from the rest of the literature. Several studies have also been done regarding the specific causes of obesity without providing an idea of interventions. Some of the literature shows the relationship between the parents’ attitudes about food and how they influence the way that the teen eats. Honisett, Woolcock, Porter, & Hughes (2009) reported on a program in Australia called, Kids - 'Go for your life', in which the creators of the program brought together primary school, early childhood services, family daycare programs and kindergartens to teach them about healthy eating and physical activity. The way the program brought these agencies together was to provide a membership (free) that provided resources, training, and a reward program. When the organization goes through the program and makes a commitment to promoting healthier schools, they also receive a sign to place at their front door to show they are committed to healthy eating and physical activity so that the community will also know. Sealy (2010) points out that children begin to understand eating habits from their parents, and often, parents rely on fast food when they have little money or when they are rushed. Backett-Milburn, Wills, Roberts, and Lawton (2010) also interviewed teens and found that parents controlled what children ate at home. Coppinger, Jeanes, Hardwick, & Reeves (2012) found that teenager’s eating habits varied between genders. For example, the authors found that boys are more prone to eat junk food or other unhealthy food than girls. The authors also found a connection between BMI and a child’s breakfast consumption. If the child ate breakfast regularly, they had “significantly lower BMI Z scores” (p. 46) than those who did not. Older boys were less likely to eat breakfast than other children. The literature on eating habits of teenagers is not restricted to the United States. In fact, much of the research that shows in the literature is from other countries. Feeley, Musenge, Pettifor, and Norris (2012) studied the eating habits of adolescents living in South Africa. A longitudinal study was done that spanned five years, and took into consideration eating habits at home, at school, and in the community. The authors found that most children had established eating patterns by the age of 13 and they chose foods that were dense in energy and that were poor in micronutrients. Also, parent’s attitudes may or may not influence how a child responds. Although much of the literature shows that there is a correlation between what parents eat and what children eat, a study by Linville, Stice, Gau, and O’Neil (2011) showed that there may or may not be a correlation. The literature on gender differences in eating habits has mixed information. Some studies say that boys and girls have no difference in their eating habits while others state the opposite. The challenge to finding specific information was to look deeper into the studies. Farrow and Fox (2011) studied both boys and girls and the relationship of eating habits to bullying. A significant finding in this study was that girls who were verbally abused tended to have negative eating habits and develop emotional problems that lead to poor food choices. The implications of this study is that girls who are bullied are more likely to make poor food choices or restrict their eating when they perceive that there is something wrong with them. Caine-Bish and Scheule (2009) studied the differences in food preferences between girls and boys in grades three to seven. The study found that the food preferences of both boys and girls tended to be in starches and sweets or fast food choices that they knew like pizza or McDonald’s food. Further study of the children found that boys tended to have a preference for what was considered “ethnic foods” like tacos or fajitas, while girls had a tendency to prefer starches and sweets, but also preferred more fruits or vegetables than boys. This study gave baseline information about the reason that adolescents have poor eating habits. Gathering and Analyzing Qualitative Data Qualitative data is different than quantitative data because it relies on interpretation of themes and patterns rather than specific numerical data (The Pell Institute, 2013). Interpretation of the data is continuous as the researcher moves through the research. Also, qualitative data is often recorded using a recording device or computer software so that themes can be recognized at a later date (The Pell Institute, 2013). Depending on the size of the data to be collected, a researcher can use a manual way of gathering data or computer software that is available for the purposes of data collection (Department of Human Services, 2009). In qualitative data, researchers often code the information before they interpret it to make sure that the privacy of the respondents is maintained. There are many ways to gather qualitative data, depending on the type of qualitative study that is conducted. As an example, for a phenomenological study, gathering data from interviews of people who are living the experience that the researcher wants to understand is appropriate. A case study may involve a look at one school and the intervention that they are using to stop childhood obesity. This might entail observing several times at the school, talking to teachers, children, and parents, and then writing the findings from these observations and interviews, over a period of time (Creswell, 2009). Generally, the design of the study will determine the methods used for information gathering and analysis. Once the design is chosen and the information is collected, there are several steps that must be taken to analyze and compile the information. The Department of Human Services (2009) suggests that there are four steps to this analysis. The first step is to review the data that has been gathered. In qualitative data, this means to read over transcripts that have been gathered. Once the individual has done this step and understands the content of what has been gathered, the researcher moves to the second step which is organizing the data (Department of Human Services. 2009). In this step, the researcher looks for ways to categorize the information into manageable pieces. Once this is done, the researcher must code the data into themes that have arisen during the first two steps. In this step, the researcher is looking for trends or themes that can be used to support the research questions. In the final step, the researcher must interpret the data by attaching some meaning or developing a significance for the research. It is in this step that the researcher is looking for the similarities and differences that show within the study (Department of Human Services, 2009). Analyzing the data is a very important aspect of the process of doing researcher because it provides an interpretation to readers of the research and provides the reasons why this research was important to do. Plan of Action to Address Eating Habits Among Teenagers Education The eating habits among teenagers require a way for teens, their parents, and their communities to understand why creating healthier eating habits among teenagers is important. One of the first issues that must be addressed is education. Parents and teens must be educated as to the reasons why healthy eating habits are important. Tse and Yuen (2009) found through a study of overweight teens that those who received education about proper nutrition and exercise, began to eat more nutritionally and they were able to create a healthier and more active lifestyle. The Centers for Disease Control (CDC) [2013] state that education is important because without it, children continue to be inactive and they eat food that has no nutritional value. In order for them to stay healthy, a program that teaches about nutrition and gets students moving provides necessary opportunities for teens to get healthy and stay healthy. A nursing intervention would be to provide an after school program that teaches teens to teach other teens about nutrition and staying active. Teens teaching teens is not a new concept and it has been done to teach many different issues. Often, teens listen better to teens than to adults. In fact, the Let’s Move initiative that First Lady Obama leads has a wealth of information about teenagers all over the country who are involved in eating nutritional meals and staying active. Children handle educating their peers differently than adults do and teens often listen to teens that are doing what they are asking other teens to do. Also, many schools across the country are adopting the Let’s Move initiative. The schools in which this program would be done should use some of the techniques that the Let’s Move initiative uses. A group of 10 teens will be taught to teach other teens. The teaching teens will be taught nutritional facts, why it is important to eat healthy, and why they should move and stay active. They will take this information to other teams using special assembly presentations, gym classes, or other outlets that schools will allow students to use as vehicles for this information. Issues of Socioeconomic Factors and Social Status Families can eat nutritionally no matter what their circumstances. The U.S. Department of Health and Human Services (2013) provides many resources for families and individuals that explain how to eat nutritionally within any budget. Teens can eat nutritionally by choosing different choices. As an example, instead of choosing sugary foods or sodas, teens can learn to choose fresh fruit, low sugar drinks, and water. Also, teens can make better fast food choices like choosing a subway sandwich that includes fresh vegetables and several choices of breads instead of McDonald hamburgers. The United States Department of Agriculture (n.d.) provides a variety of resources that show how families can eat nutritionally on a budget. For example, one of the resources on this page provides ten tips for purchasing vegetables and fruits when on a budget. Factors like the season, watching store ads, checking with farmer’s markets and purchasing small amounts are ways to save. When teaching about nutrition, emphasis should be on creating ways to help people make healthy choices on any budget. Tips and cooking classes that provide parents and teens with resources that are given locally will be beneficial to planning. Also, budgeting tips and factors that influence lifestyle will promote a healthier lifestyle. Teaching everyone on the same level will make sure that people are not embarrassed if they have smaller budgets than others. This proposal will teach parents about the nutritional needs of children and adults so that they can be effective in helping their teens become conscious of their eating habits make better food choices. A parent program will insure their understanding of nutrition and the need for activities that involve the entire family. Eating Habits and Gender When discussing eating habits and gender, it is important to understand that boys and girls have different reasons why they eat and may have different issues. As an example, Makinen, Puukko-Viertomies, Lindberg, Siimes, and Aalberg (2012) point out that there are different reasons why girls may have poor eating habits than boys. The authors found that one result of poor eating habits in girls was a lowered self-esteem. Makinen et al. (2012) stated in the results of the study that girls experienced more dissatisfaction with their bodies than boys. Girls saw most satisfaction with their weight when they were either underweight of at a weight they perceived as normal weight. Nguyen-Rodriguez, Unger, and Spruijt-Metz (2009) add to this discussion with their study about the psychological determinants of eating habits in boys and girls. In a cross-sectional analysis, the authors found no difference between the genders in their eating habits when they were under stress or had worries. However, a gender-stratified analysis found that girls had more “perceived stress, worries and tension/anxiety to emotional eating” (p. 320) than boys. In contrast, boys only ate emotionally when they felt confused. It is clear from these studies that girls and boys have different reasons for eating, and introducing a healthier type of eating along with providing an understanding of what to do when experiencing various emotions, would be helpful. The topics for discussion in a presentation would talk to teens about self-esteem issues and how they relate to weight because both girls and boys need to understand the relationship of how they are feeling to their eating habits. Conclusion A proposal for dealing with eating habits among teenagers must have an educational component that provides information on how to make better choices in eating. This component must also education children, parents, and the community in order for it to be effective. In this situation, schools become the “community” because they must provide better food choices for students during lunch and snacking. Also, there must be cooperation within the school for the process to work. References American Heart Association. (2012). Overweight and obesity. Statistical Fact Sheet 2012. Retrieve from http://www.heart.org/idc/groups/heart-public/@wcm/@sop/@smd/documents/downloadable/ucm_319588.pdf Backett-Milburn, K., Wills, W., Roberts, M., & Lawton, J. (2010). Food and family practices: teenagers, eating and domestic life in differing socio-economic circumstances. Children's Geographies, 8(3), 303-314. doi:10.1080/14733285.2010.494882 Biggest Loser. (2013). Contestants and kids. Retrieved from http://www.nbc.com/the-biggest-loser/contestants/ Caine-Bish, N. L., & Scheule, B. (2009). Gender differences in food preferences of school-aged children and adolescents. Journal Of School Health, 79(11), 532-540. Centers for Disease Control. (2013). Adolescent and school health: Childhood obesity facts. Retrieved from http://www.cdc.gov/healthyyouth/obesity/facts.htm Coppinger, T. T., Jeanes, Y. M., Hardwick, J. J., & Reeves, S. S. (2012). Body mass, frequency of eating and breakfast consumption in 9-13-year-olds. Journal Of Human Nutrition & Dietetics, 25(1), 43-49. DOI:10.1111/j.1365-277X.2011.01184.x Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. Department of Human Services. (2009). Analyzing qualitative data for evaluation. Centers for Disease Control. Evaluation Briefs. Retrieved from http://www.cdc.gov/healthyyouth/evaluation/pdf/brief19.pdf Dorfman, L. E., and Wootan, M. G. (2012). The nation needs to do more to address food marketing to children. American Journal of Preventative Medicine, 42(3). Retrieved from http://ac.els-cdn.com/S074937971100955X/1-s2.0-S074937971100955X-main.pdf?_tid=6ad231e0-7714-11e2-9048-00000aab0f27&acdnat=1360894215_81c92c0a0e35ac1605426e7847d5842e Farrow, C. V., & Fox, C. L. (2011). Gender differences in the relationships between bullying at school and unhealthy eating and shape-related attitudes and behaviours. British Journal Of Educational Psychology, 81(3), 409-420. DOI:10.1348/000709910X525804 Feeley, A., Musenge, E., Pettifor, J., & Norris, S. (2012). Changes in dietary habits and eating practices in adolescents living in urban South Africa: the birth to twenty cohort. Nutrition (Burbank, Los Angeles County, Calif.), 28(7-8), e1-e6. doi:10.1016/j.nut.2011.11.025 Honisett, S., Woolcock, S., Porter, C., & Hughes, I. (2009). Developing an award program for children's settings to support healthy eating and physical activity and reduce the risk of overweight and obesity. BMC Public Health, 9345. DOI:10.1186/1471-2458-9-345 Let’s Move. (2013). America’s move to raise a healthier generation of kids. The White House. Retrieved from http://www.letsmove.gov/ Linville, D., Stice, E., Gau, J., & O'Neil, M. (2011). Predictive effects of mother and peer influences on increases in adolescent eating disorder risk factors and symptoms: A 3-year longitudinal study. International Journal Of Eating Disorders, 44(8), 745-751. DOI:10.1002/eat.20907 Makinen, M., Puukko-Viertomies, L., Lindberg, N., Siimes, M., & Aalberg, V. (2012). Body dissatisfaction and body mass in girls and boys transitioning from early to mid-adolescence: additional role of self-esteem and eating habits. BMC Psychiatry, 1235. DOI:10.1186/1471-244X-12-35 Nguyen-Rodriguez, S. T., Unger, J. B., & Spruijt-Metz, D. (2009). Psychological determinants of emotional eating in adolescence. Eating Disorders, 17(3), 211-224. DOI:10.1080/10640260902848543 Salvy, S., de la Haye, K., Bowker, J. C., & Hermans, R. J. (2012). Influence of peers and friends on children's and adolescents' eating and activity behaviors. Physiology & Behavior, 106(3), 369-378. DOI:10.1016/j.physbeh.2012.03.022 Sealy, Y. M. (2010). Parents’ perceptions of food availability: Implications for childhood obesity, Social Work in Healthcare, 49(6), 565-580. DOI: 10.1080/00981381003635353 The Pell Institute. (2013). Evaluation toolkit. Retrieved from http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-qualitative-data/ Tse, M. Y., & Yuen, D. W. (2009). Effects of providing a nutrition education program for teenagers: Dietary and physical activity patterns. Nursing & Health Sciences, 11(2), 160-165. DOI:10.1111/j.1442-2018.2009.00443.x U.S. Department of Health and Human Services. (2013). What's on the menu? Nutrition and maintaining a healthy weight in adolescence. Office of Adolescent Health. Retrieved from http://www.hhs.gov/ash/oah/news/e-updates/eupdate-12.html Read More