Healthy Eating in Schools

Evidence-Based Interventions to Help Kids Thrive

Inbunden, Engelska, 2013

Av Catherine P. Cook-Cottone, Evelyn Tribole, Tracy Tylka, Catherine P Cook-Cottone

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School-based interventions that target obesity in children often have little positive effect and may inadvertently contribute to unhealthy behaviors in the attempt to lose weight.This book provides a conceptual model for understanding both obesity and eating disordered behaviors. Specifically, it advocates for body acceptance and intuitive eating-a flexible, healthy eating behavior involving awareness of the body amp rsquo s hunger and satiety cues.Within this context, the chapters review evidence-based school interventions in nutrition, self-regulation, exercise, body acceptance, media literacy, and mindfulness. Guidance is also provided for identifying, referring, and supporting students with emerging eating disorders.

Produktinformation

Utgivningsdatum2013-04-15
Mått178 x 254 x 19 mm
Vikt704 g
FormatInbunden
SpråkEngelska
SerieApplying Psychology in the Schools Series
Antal sidor285
FörlagAmerican Psychological Association
ISBN9781433813009

Tillhör följande kategorier

Pedagogisk psykologi inom Psykologi och pedagogik

Catherine Cook-Cottone, PhD, is an associate professor at the University at Buffalo, State University of New York. She has published more than 45 research articles and book chapters and has made numerous national and international presentations. Her primary research trajectory is in the area of eating disorders. She is also a certified school psychologist, licensed psychologist, and certified yoga teacher with a private practice that serves patients with eating disorders. Evelyn Tribole, MS, RD, is an award-winning registered dietitian, with a nutrition counseling practice, specializing in eating disorders and intuitive eating in Newport Beach, California. She has written seven books, including Intuitive Eating (coauthored with Elyse Resch). Tracy Tylka, PhD, is an associate professor at The Ohio State University. She has published 29 empirical articles and book chapters on body image and eating behavior, often exploring how they intersect. She studies both positive and negative body image as well as adaptive and maladaptive eating. She has made numerous national and international presentations and she is an associate editor for Body Image: An International Journal of Research and a guest editor for three special issues on gendered body image that will appear in Sex Roles: A Journal of Research.

IntroductionI. Conceptual FrameworkDefining Healthy and Intuitive EatingWhy We Eat the Way We Do: The Role of Personal and External FactorsII. The Healthy Student ApproachRationale for a Three-Pillar ApproachPillar I: Intuitive Eating and NutritionPillar II: Healthy Physical ActivityPillar III: Mindfulness, Self-Care, and Emotional RegulationIII. School-Based Interventions and PoliciesPreventative Intervention: Media Literacy, Body Image, Body Tolerance, and Self-Regulated EatingScreening, Assessing, and Supporting Students With Eating and Body Image ProblemsFederal School Food Policies and Professional GuidelinesAppendix A: Definitions of Uncommon Disorders of EatingAppendix B: Children's Eating Attitudes TestAppendix C: Intuitive Eating Scale for AdolescentsAppendix D: Body Appreciation ScaleAppendix E: Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3 Adolescent Version)Suggested Resources for School Personnel on Healthy EatingReferencesIndexAbout the Authors

This helpful book provides ideas on healthy eating for school personnel to implement in their schools. It introduces the amp quot Healthy Student Approach, amp quot which is a holistic way of addressing obesity. Given the poor eating habits of many students, the book helps school personnel guide these young people in making better choices. (Doody's Review Service) School personnel at every level would be wise to read this book in order to create a truly informed and evidence-based program of healthy eating and food awareness. Similarly, the many recommendations found in the book are relevant at elementary, middle and secondary school grades. (New England Psychologist)