Tag Archives: Children’s Health

Update: Don’t ignore concussions

20 May

Moi discussed concussions in Don’t ignore concussions:

Lindsey Tanner of AP reports on a new study about concussions in the article, Even mild concussions can cause lingering symptoms:

Children with even relatively mild concussions can have persistent attention and memory problems a year after their injuries, according to a study that helps identify which kids may be most at risk for lingering symptoms.

In most kids with these injuries, symptoms resolve within a few months but the study results suggest that problems may linger for up to about 20 percent, said study author Keith Owen Yeates, a neuropsychologist at Ohio State University’s Center for Biobehaviorial Health.

http://www.seattlepi.com/news/article/Even-mild-concussions-can-cause-lingering-symptoms-3383079.php#ixzz1oMUeQVuu

Citation:

Concussion

Time to Start Paying Attention

Frederick P. Rivara, MD, MPH

Arch Pediatr Adolesc Med. Published online March 5, 2012. doi:10.1001/archpediatrics.2011.1602

Coaches and parents must be alert to signs of concussion.  WebMD has a good description of what a concussion is and the signs of concussion https://drwilda.wordpress.com/2012/03/06/dont-ignore-concussions/

Bryan Toporek is reporting in the Education Week article, Head Impacts in Sports May Reduce Student-Athletes’ Learning Ability:

Certain contact sports, such as football and ice hockey, may hinder some student-athletes’ ability to learn and remember new information, suggests a study published online Wednesday in the journal Neurology.

However, at a group level, repetitive head impacts over the course of a single season don’t appear to have detrimental short-term effects on cognitive function for contact-sport athletes, the study found.

Researchers examined a mostly male group of 214 contact-sport athletes and 45 noncontact-sport athletes from three Division 1 schools who completed both preseason and postseason ImPACT tests. In addition, 55 noncontact-sport athletes and 45 contact-sport athletes completed a neuropsychological test battery along with the pre- and postseason ImPACT tests.

Of the 45 contact-sport athletes who completed the neuropsychological test, 22 percent finished more than 1.5 standard deviations below their expected score. Of the 55 noncontact-sport athletes who took the same test, only 4 percent finished more than 1.5 standard deviations lower. This discrepancy was deemed statistically significant by the researchers.

These findings suggest that “there may be a subgroup of athletes for whom repetitive head impacts affect learning and memory at least on a temporary basis,” the study authors wrote.

“The good news is that overall there were few differences in the test results between the athletes in contact sports and the athletes in noncontact sports,” said study author Dr. Thomas McAllister of the New Hampshire-based Geisel School of Medicine at Dartmouth, in a statement. “But we did find that a higher percentage of the contact-sport athletes had lower scores than would have been predicted after the season on a measure of new learning than the noncontact-sport athletes.”

The contact-sport athletes were exposed to an average of 469 separate head impacts over the course of a season, according to the study. No athlete who endured a concussion during the season was included in the study.

On a potentially positive note, the researchers didn’t find any association between accumulated head impacts over previous seasons and reduced cognitive performance when comparing contact- and noncontact-sport athletes….

http://blogs.edweek.org/edweek/schooled_in_sports/2012/05/head_impacts_in_sports_may_reduce_student-athletes_learning_ability.html?intc=es

Here is the citation for the study:

Cognitive effects of one season of head impacts in a cohort of collegiate contact sport athletes

  1. 1.     T.W. McAllister, MD,
  2. 2.     L.A. Flashman, PhD,
  3. 3.     A. Maerlender, PhD,
  4. 4.     R.M. Greenwald, PhD,
  5. 5.     J.G. Beckwith, MS,
  6. 6.     T.D. Tosteson, ScD,
  7. 7.     J.J. Crisco, PhD,
  8. 8.     P.G. Brolinson, DO,
  9. 9.     S.M. Duma, PhD,
  10. 10.  A.-C. Duhaime, MD,
  11. 11.  M.R. Grove, MS and
  12. 12.  J.H. Turco, MD

+ Author Affiliations

1.     From the Departments of Psychiatry (T.W.M., L.A.F., A.M., M.R.G.), Community and Family Medicine (T.D.T.), and Medicine (J.H.T.), Dartmouth Medical School, Lebanon; Simbex (R.M.G., J.G.B.), Lebanon; Thayer School of Engineering (R.M.G.), Dartmouth College, Hanover, NH; Bioengineering Laboratory, Department of Orthopaedics (J.J.C.), The Warren Alpert Medical School of Brown University and Rhode Island Hospital, Providence, RI; Edward Via Virginia College of Osteopathic Medicine (P.G.B.), Blacksburg; Virginia Tech-Wake Forest (S.M.D.), Center for Injury Biomechanics, Blacksburg; Pediatric Neurosurgery (A.-C.D.), Children’s Hospital at Dartmouth, Dartmouth Hitchcock Medical Center, Hanover, NH; and Pediatric Neurosurgery (A.-C.D.), Massachusetts General Hospital, Boston.
  1. Correspondence & reprint requests to Dr. McAllister:thomas.w.mcallister@dartmouth.edu

View Complete Disclosures

Abstract

Objective: To determine whether exposure to repetitive head impacts over a single season negatively affects cognitive performance in collegiate contact sport athletes.

Methods: This is a prospective cohort study at 3 Division I National Collegiate Athletic Association athletic programs. Participants were 214 Division I college varsity football and ice hockey players who wore instrumented helmets that recorded the acceleration-time history of the head following impact, and 45 noncontact sport athletes. All athletes were assessed prior to and shortly after the season with a cognitive screening battery (ImPACT) and a subgroup of athletes also were assessed with 7 measures from a neuropsychological test battery.

Results: Few cognitive differences were found between the athlete groups at the preseason or postseason assessments. However, a higher percentage of the contact sport athletes performed more poorly than predicted postseason on a measure of new learning (California Verbal Learning Test) compared to the noncontact athletes (24% vs 3.6%; p < 0.006). On 2 postseason cognitive measures (ImPACT Reaction Time and Trails 4/B), poorer performance was significantly associated with higher scores on several head impact exposure metrics.

Conclusion: Repetitive head impacts over the course of a single season may negatively impact learning in some collegiate athletes. Further work is needed to assess whether such effects are short term or persistent.

Received July 14, 2011.

Accepted January 25, 2012.

Copyright © 2012 by AAN Enterprises, Inc.

Parents must be alert to what is happening with the children when they participate in athletic events and activities.

Resources:

Concussions http://kidshealth.org/teen/safety/first_aid/concussions.html#a_What_Is_a_Concussion_and_What_Causes_It_

Concussion                                                                                                                         http://www.emedicinehealth.com/concussion/article_em.htm

Concussion-Overview

http://www.webmd.com/brain/tc/traumatic-brain-injury-concussion-overview

Dr. Wilda says this about that ©

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Louisiana study: Fit children score higher on standardized tests

8 May

In Government is trying to control the vending machine choices of children, moi said:

The goal of this society should be to raise healthy and happy children who will grow into concerned and involved adults who care about their fellow citizens and environment. In order to accomplish this goal, all children must receive a good basic education and in order to achieve that goal, children must arrive at school, ready to learn. Ron Nixon reports in the New York Times article, New Guidelines Planned on School Vending Machines:

The government’s attempt to reduce childhood obesity is moving from the school cafeteria to the vending machines.

The Obama administration is working on setting nutritional standards for foods that children can buy outside the cafeteria. With students eating 19 percent to 50 percent of their daily food at school, the administration says it wants to ensure that what they eat contributes to good health and smaller waistlines. The proposed rules are expected within the next few weeks.

Efforts to restrict the food that schoolchildren eat outside the lunchroom have long been controversial.

Representatives of the food and beverage industries argue that many of their products contribute to good nutrition and should not be banned. Schools say that overly restrictive rules, which could include banning the candy sold for school fund-raisers, risk the loss of substantial revenue that helps pay for sports, music and arts programs. A study by the National Academy of Sciences estimates that about $2.3 billion worth of snack foods and beverages are sold annually in schools nationwide.

Nutritionists say that school vending machines stocked with potato chips, cookies and sugary soft drinks contribute to childhood obesity, which has more than tripled in the past 30 years. The Centers for Disease Control and Prevention estimate that about one in every five children are obese. http://www.nytimes.com/2012/02/21/us/politics/new-rules-planned-on-school-vending-machines.html?_r=1&hpw

The issue of childhood obesity is complicated and there are probably many factors. If a child’s family does not model healthy eating habits, it probably will be difficult to change the food preferences of the child. https://drwilda.wordpress.com/2012/02/20/government-is-trying-to-control-the-vending-machine-choices-of-children/

There are centers around the U.S. focused on studying children’s health and well-being. The Cecil J. Picard Center describes it’s mission:ut Us

What We Do

The Cecil J. Picard Center for Child Development and Lifelong Learning is a research center comprised of a multidisciplinary group of evaluation and research professionals who focus on early childhood, K-12 education, school-based health, poverty’s effects on families, and lifelong learning. As an integral part of the University of Louisiana at Lafayette’s research mission, the Center provides high-quality, rigorous evaluations of programs that are implemented to address learning from birth through adulthood. Applied research is continually conducted in all areas of education, health, and well-being to ensure a prosperous and healthy future for all of Louisiana’s children.

Learn more about the Picard Center with our fact sheet. 

Our Mission

Improve the lives of Louisiana’s children and families by providing high-quality program evaluation, applied research and technical assistance in the areas of education, health, quality of life and workforce, and investigating ways to bring scientifically based research to bear on public policy. http://www.picardcenter.org/aboutus/Pages/AboutUs.aspx

Here is a portion of the press release from the Picard Center describing it’s report on chidren’s fitness:

Report: Physically Fit Students Tend to

Score Higher on Standardized Tests

Picard Center Analyzes Fitness and Academic Data on Louisiana Students

 Click here to download the infographic 

May 1, 2012

LAFAYETTE, La. – Students with cardiovascular fitness tend to score higher on standardized academic tests, according to a recent health report released by the Picard Center for Child Development and Lifelong Learning at the University of Louisiana at Lafayette. The report notes that students with cardiovascular fitness may score up to 5% higher on standardized tests than children who are classified as unfit (average of 16 points higher in English Language Arts and average of 19 points higher in Math).

More than 100,000 schoolchildren from approximately 300 schools and 18 districts across Louisiana participated in health-related fitness assessments during the 2010-11 school year. (Of this sample, more than 78,000 records were used in the statewide fitness data analysis, and more than 19,000 student records were used in the fitness-academic data analysis.)

Students participated in five fitness subtests, each measuring a different quality of fitness, such as aerobic capacity, muscle strength, endurance, and flexibility. Additionally, Body Mass Index (BMI) data were gathered from students, which is a measurement of a student’s weight in relation to their height and serves as an indicator of an individual’s risk for certain chronic diseases, such as cardiovascular disease, high blood pressure, and Type 2 diabetes.

In its analysis of cardiovascular fitness and academic performance, Picard researchers included students who completed a scored aerobic capacity assessment (ages 10 and above) and had LEAP or iLEAP scores (grades 3–9). This sample included more than 19,000 students.

Of this sample:

·  Students who passed the cardiovascular fitness assessment scored an average of 16 points higher on the 2011 English-Language (ELA) portion of the state standardized tests. (326 for students who passed cardio test vs. 310 for students who did not).

·  Students who passed the cardiovascular fitness assessment scored an average of 19 points higher on the 2011 Math portion of the state standardized tests. (334 for students who passed cardio test vs. 315 score for students who did not).

·  These findings are comparable to similar studies in other states, such as the Texas Youth Fitness Study and the California Physical Fitness Test.

“Based on these findings, the results suggest there are statistically significant differences in children who are aerobically fit and those who are not. This translates into real academic gains for students as well as potentially positive health outcomes,” notes Dr. Holly Howat, co-principal investigator for Coordinated School Health.

“Fitness assessment is one part of many components of strategies to prevent childhood obesity in that it connects the schools’ efforts with parental/community involvement.  Teachers can assess their curriculum while parents are invited to learn more about their child’s fitness in an effort to collectively prevent childhood obesity,” said Dr. Joan Landry, physical health research project director.

One in Five Students Classified as Obese

Findings in the statewide analysis of fitness data on more than 78,000 children include:

·   56% of students in Louisiana had a healthy Body Mass Index (BMI), and 44% of students had an unhealthy Body Mass Index (BMI), which includes overweight, obese, and underweight.

    ◦  More than 1 in 5 students (22%) are classified as obese by their BMI scores. 

·  Only 37% of the students who participated in the shuttle run subtest (cardiovascular endurance measure) meet the minimum fitness standard for cardiovascular fitness for their age and gender.

Dr. David Bellar, assistant professor for the University’s Kinesiology department, notes, “There has been evidence recently that links aerobic exercise to increased ability to form memories as well as an increase in the absolute amount of oxygenated blood delivered to the brain. While these findings still need more thorough evaluation, in light of the findings from the Picard Center, it can be suggested that children adhere to the USDA’s 2005 recommendation of 60 minutes of physical activity daily in order to promote health and academic success.”

“Even with all the advancements made in medical science, children today are less likely to live as long as their parents. Diseases that were once thought to affect adults are now seen in school-aged students, such as Type II diabetes, high cholesterol, high blood pressure, and depression,” notes Dr. Wilson Campbell, kinesiology professor at the University of Louisiana at Monroe. (Dr. Campbell is one of the regional partners of the Picard Center and provides expertise to improve child health in North Louisiana.) Continuing, he says, “Louisiana Act 256 and the Picard Center are helping school districts empower students to make wise decisions about their health and wellness.”

Recommendations for Physical Activity and Fitness

·   State stakeholders: Advocate for physical education and physical activity daily in public schools. Enforce current legislature regulating minimum physical and health education minutes in schools.

·   School district administrators: Protect time during the school day for physical activity and ensure physical education requirements are being met.

·   School-level educators: Implement physical education requirements and seek innovative ways to include physical activity throughout the school day.

·   Parents and families: Advocate for children’s health, including daily physical activity for children in all grades (Pre K–12) and follow the USDA MyPlate guidelines, which includes making half of your plate fruits and vegetables.

·   All Louisiana residents: Recognize the impact of physical health and fitness on learning and academic outcomes.

For More Information

State information: Dr. Joan Landry, physical health research project director: e-mail: joan.landry@louisiana.edu; (phone) 337.482.1554

District information: Contact your district.

ABOUT THE PICARD CENTER

The Cecil J. Picard Center for Child Development and Lifelong Learning is a research center comprised of a multidisciplinary group of evaluation and research professionals who focus on early childhood, K-12 education, school-based health, poverty’s effects on families, and lifelong learning. As an integral part of the University of Louisiana at Lafayette’s research mission, the Center provides high-quality, rigorous evaluations of programs that are implemented to address learning from birth through adulthood. Applied research is continually conducted in all areas of education, health, and well-being to ensure a prosperous and healthy future for all of Louisiana’s children.

http://www.picardcenter.org/newsroom/newsreleases/Pages/Act256Addendum.aspx

Physically fit children are not only healthier, but are better able to perform better in school.

Related:

New emphasis on obesity: Possible unintended consequences, eating disorders https://drwilda.wordpress.com/2012/01/29/new-emphasis-on-obesity-possible-unintended-consequences-eating-disorders/

Seattle Research Institute study about outside play https://drwilda.wordpress.com/tag/childrens-physical-activity/

Our goal as a society should be:

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Dr. Wilda says this about that ©

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Don’t ignore concussions

6 Mar

Kids Health has some great information about concussions at their site:

What Is a Concussion and What Causes It?

The brain is made of soft tissue and is cushioned by spinal fluid. It is encased in the hard, protective skull. When a person gets a head injury, the brain can move around inside the skull and even bang against it. This can lead to bruising of the brain, tearing of blood vessels, and injury to the nerves. When this happens, a person can get a concussion — a temporary loss of normal brain function.

Most people with concussions recover just fine with appropriate treatment. But it’s important to take proper steps if you suspect a concussion because it can be serious.

Concussions and other brain injuries are fairly common. About every 21 seconds, someone in the United States has a serious brain injury. One of the most common reasons people get concussions is through a sports injury. High-contact sports such as football, boxing, and hockey pose a higher risk of head injury, even with the use of protective headgear.

People can also get concussions from falls, car accidents, bike and blading mishaps, and physical violence, such as fighting. Guys are more likely to get concussions than girls. However, in certain sports, like soccer, girls have a higher potential for concussion.

http://kidshealth.org/teen/safety/first_aid/concussions.html#a_What_Is_a_Concussion_and_What_Causes_It_

Dr. Rivara has published a study of how serious concussions can be.

Lindsey Tanner of AP reports on a new study about concussions in the article, Even mild concussions can cause lingering symptoms:

Children with even relatively mild concussions can have persistent attention and memory problems a year after their injuries, according to a study that helps identify which kids may be most at risk for lingering symptoms.

In most kids with these injuries, symptoms resolve within a few months but the study results suggest that problems may linger for up to about 20 percent, said study author Keith Owen Yeates, a neuropsychologist at Ohio State University’s Center for Biobehaviorial Health.

Problems like forgetfulness were more likely to linger than fatigue, dizziness and other physical complaints, the study found.

Forgetfulness, difficulty paying attention, headaches and fatigue were more common in study children who lost consciousness or who had other mild head trauma that caused brain abnormalities on imaging tests, compared with kids who didn’t get knocked out or who had normal imaging test results.

The study looked at symptoms up to a year after injury so it doesn’t answer whether any kids had longer-lasting or permanent problems.

“What parents want to know is if my kid is going to do OK. Most do OK, but we have to get better at predicting which kids are going to have problems,” Yeates said.

Those who do may need temporary accommodations, including extra time taking school tests, or wearing sunglasses if bright light gives them headaches, he said.

Most children studied had concussions from playing sports or from falls. About 20 percent had less common mild brain trauma from traffic accidents and other causes.

Concussions involve a blow to the head that jostles the brain against the skull, although imaging scans typically show no abnormalities. Other mild brain trauma can cause tissue damage visible on these scans.

The study included 186 children aged 8 to 15 with mild concussions and other mild brain injuries treated at two hospitals, in Cleveland and Columbus, Ohio. The reports are based on parents’ reports of symptoms up to 12 months after the injuries.

The brain injuries studied were considered mild because they involved no more than half an hour of unconsciousness; 60 percent of kids with concussions or other brain trauma — 74 children — had no loss of consciousness.

Overall, 20 percent — 15 children — who lost consciousness had lingering forgetfulness or other non-physical problems a year after their injury; while 20 percent who had abnormal brain scans — six kids — had lingering headaches or other physical problems three months after being injured.

http://www.seattlepi.com/news/article/Even-mild-concussions-can-cause-lingering-symptoms-3383079.php#ixzz1oMUeQVuu

Citation:

Concussion

Time to Start Paying Attention

Frederick P. Rivara, MD, MPH

Arch Pediatr Adolesc Med. Published online March 5, 2012. doi:10.1001/archpediatrics.2011.1602

Coaches and parents must be alert to signs of concussion.

WebMD has a good description of what a concussion is and the signs of concussion

A concussion is a brain injury that is caused by a sudden blow to the head or to the body. The blow shakes the brain inside the skull, which temporarily prevents the brain from working normally….

Symptoms of a concussion include:

·         Passing out.

·         Not being able to remember what happened after the injury.

·         Acting confused, asking the same question over and over, slurring words, or not being able to concentrate.

·         Feeling lightheaded, seeing “stars,” having blurry vision, or experiencing ringing in the ears.

·         Not being able to stand or walk; or having coordination and balance problems.

·         Feeling nauseous or throwing up.

Sometimes it can be hard to tell if a small child has a concussion. If your child has had a head injury, call your doctor for advice on what to do.

Occasionally a person who has a more serious concussion develops new symptoms over time and feels worse than he or she did before the injury. This is called post-concussive syndrome. If you have symptoms of post-concussive syndrome, call your doctor. Symptoms of post-concussive syndrome include:

·         Changes in your ability to think, concentrate, or remember.

·         Headaches or blurry vision.

·         Changes in your sleep patterns, such as not being able to sleep or sleeping all the time.

·         Changes in your personality such as becoming angry or anxious for no clear reason.

·         Lack of interest in your usual activities.

·         Changes in your sex drive.

·         Dizziness, lightheadedness, or unsteadiness that makes standing or walking difficult.

Parents must be alert to what is happening with the children when they participate in athletic events and activities.

Resources:

Concussions http://kidshealth.org/teen/safety/first_aid/concussions.html#a_What_Is_a_Concussion_and_What_Causes_It_

Concussion http://www.emedicinehealth.com/concussion/article_em.htm

Concussion – Overview http://www.webmd.com/brain/tc/traumatic-brain-injury-concussion-overview

Dr. Wilda says this about that ©

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Teaching kids that babies are not delivered by UPS

22 Jan

It is time for some speak the truth, get down discussion. An acquaintance who practices family law told me this story about paternity. A young man left Seattle one summer to fish in Alaska. He worked on a processing boat with 30 or40 others. He had sex with this young woman. He returned to Seattle and then got a call from her saying she was pregnant. He had been raised in a responsible home and wanted to do the right thing for this child. His mother intervened and demanded a paternity test. To make a long story, short. He wasn’t the father. In the process of looking out for this kid’s interests, my acquaintance had all the men on the boat tested and none of the other “partners” was the father. Any man that doesn’t have a paternity test is a fool.

If you are a slut, doesn’t matter whether you are a male or female you probably shouldn’t be a parent.

How to tell if you are a slut?

  1. If you are a woman and your sex life is like the Jack in the Box 24-hour drive through, always open and available. Girlfriend, you’re a slut.
  1. If you are a guy and you have more hoes than Swiss cheese has holes. Dude, you need to get tested for just about everything and you are a slut. 

Humans have free will and are allowed to choose how they want to live. What you do not have the right to do is to inflict your lifestyle on a child. So, the responsible thing for you to do is go to Planned Parenthood or some other outlet and get birth control for yourself and the society which will have to live with your poor choices. Many religious folks are shocked because I am mentioning birth control, but most sluts have few religious inklings or they wouldn’t be sluts. A better option for both sexes, if this lifestyle is a permanent option, is permanent birth control to lessen a contraception failure. People absolutely have the right to choose their particular lifestyle. You simply have no right to bring a child into your mess of a life. I observe people all the time and I have yet to observe a really happy slut. Seems that the lifestyle is devoid of true emotional connection and is empty. If you do find yourself pregnant, please consider adoption.

Let’s continue the discussion. Some folks may be great friends, homies, girlfriends, and dudes, but they make lousy parents. Could be they are at a point in their life where they are too selfish to think of anyone other than themselves, they could be busy with school, work, or whatever. No matter the reason, they are not ready and should not be parents. Birth control methods are not 100% effective, but the available options are 100% ineffective in people who are sexually active and not using birth control. So, if you are sexually active and you have not paid a visit to Planned Parenthood or some other agency, then you are not only irresponsible, you are Eeeevil. Why do I say that, you are playing Russian Roulette with the life of another human being, the child. You should not ever put yourself in the position of bringing a child into the world that you are unprepared to parent, emotionally, financially, and with a commitment of time. So, if you find yourself in a what do I do moment and are pregnant, you should consider adoption.

Why the rant? Live Science reports in the article, 1 in 6 Teen Moms Say They Didn’t Believe They Could Get Pregnant:

Half of teen mothers say they were not using birth control when they got pregnant, and a new report outlines the reasons teens give for not doing so.

Of teen moms who reported not using birth control, 31 percent said they did not believe they could get pregnant at the time. To decrease teen birth rates, teens need factual information about the conditions under which pregnancy can occur, along with public health efforts aimed at reducing or delaying teens’ sexual activities, according to the report released today by researchers for the Centers for Disease and Control and Prevention.

Others gave various reasons for not using birth control — 24 percent said their partner did not want to use contraception, 13 percent said they had trouble getting birth control, 9 percent said they experienced side effects from using contraception and 8 percent said they thought their sex partner was sterile. Twenty-two percent of the teens said they did not mind getting pregnant.

Health care providers and parents can work to prevent teen pregnancy by increasing teens’ motivation to avoid pregnancy; providing access to contraception and encouraging the use of more effective methods, and strengthening the skills of teens to negotiate contraceptive use with their partners….

Research has shown that teens who report using birth control do not use it consistently, the report noted. One survey found that among sexually active teens who reported using condoms, only 52 percent said they used a condom every time they had sex.

The rates of not using birth control did not vary among teens of different racial groups — whether white, black or Hispanic, about half the teens reported not using birth control when they became pregnant.

There were some differences among the groups in terms of the reasons teens gave for not using birth control. Forty-two percent of Hispanic teens reported not using contraception because they did not think they could get pregnant at the time, whereas 32 percent of black teens gave that reason and 27 percent of white teens did.

Previous research has shown that 17 percent of all sexually active teens report not using birth control when they last had sex….

About 400,000 U.S. teens ages 15 to 19 give birth each year, which gives the United States the highest teen birth rate in the developed world, according to the report.

Teen mothers are more likely than others to drop out of school, and infants born to teens are more likely to have low birth weight, putting them at risk for a number of health conditions, and lower academic achievement, according to the report.
http://news.yahoo.com/1-6-teen-moms-didnt-believe-could-pregnant-202403188.html

Parents and guardians must have age-appropriate conversations with their children and communicate not only their values, but information about sex and the risks of sexual activity.

The Centers for Disease Control and Prevention has a plethora of information about Sexually Transmitted Diseases (STDs).

19 Million

STDs are one of the most critical health challenges facing the nation today. CDC estimates that there are 19 million new infections every year in the United States.

$17 Billion

STDs cost the U.S. health care system $17 billion every year—and cost individuals even more in immediate and life-long health consequences.

CDC’s surveillance report includes data on the three STDs that physicians are required to report to local or state public health authorities—gonorrhea, chlamydia, and syphilis—which represent only a fraction of the true burden of STDs. Some common STDs, like human papillomavirus (HPV) and genital herpes, are not required to be reported.

The latest CDC data show troubling trends in three treatable STDs:

  • Gonorrhea: While reported rates are at historically low levels, cases increased slightly from last year and more than 300,000 cases were reported in 2010. There are also signs from other CDC surveillance systems that the disease may become resistant to the only available treatment option.
  • Chlamydia: Case reports have been increasing steadily over the past 20 years, and in 2010, 1.3 million chlamydia cases were reported. While the increase is due to expanded screening efforts, and not to an actual increase in the number of people with chlamydia, a majority of infections still go undiagnosed. Less than half of sexually active young women are screened annually as recommended by CDC.
  • Syphilis: The overall syphilis rate decreased for the first time in a decade, and is down 1.6 percent since 2009. However, the rate among young black men has increased dramatically over the past five years (134 percent). Other CDC data also show a significant increase in syphilis among young black men who have sex with men (MSM), suggesting that new infections among MSM are driving the increase in young black men. The finding is particularly concerning as there has also been a sharp increase in HIV infections among this population.

For more detailed data on each disease, see the Snapshot and Table.

Less than half of people who should be screened receive recommended STD screening services

Undetected and untreated STDs can increase a person’s risk for HIV and cause other serious health consequences, such as infertility. STD screening can help detect disease early and, when combined with treatment, is one of the most effective tools available to protect one’s health and prevent the spread of STDs to others.

STDs in the United States: A Look Beyond the Data

STDs primarily affect young people, but the health consequences can last a lifetime

Young people represent 25 percent of the sexually experienced population in the United States, but account for nearly half of new STDs. The long-lasting health effects are particularly serious for young people:

  • Untreated gonorrhea and chlamydia can silently steal a young woman’s chance to have her own children later in life. Each year, untreated STDs cause at least 24,000 women in the U.S. to become infertile.
  • Untreated syphilis can lead to serious long-term complications, including brain, cardiovascular, and organ damage. Syphilis in pregnant women can also result in congenital syphilis (syphilis among infants), which can cause stillbirth, death soon after birth, and physical deformity and neurological complications in children who survive. Untreated syphilis in pregnant women results in infant death in up to 40 percent of cases.
  • Studies suggest that people with gonorrhea, chlamydia, or syphilis are at increased risk for HIV. Given the increase in both syphilis and HIV among young black gay and bisexual men, it is particularly urgent to diagnose and treat both diseases.

A range of factors place some populations at greater risk for STDs

STDs affect people of all races, ages, and sexual orientations, though some individuals experience greater challenges in protecting their health. When individual risk behaviors are combined with barriers to quality health information and STD prevention services, the risk of infection increases. While everyone should have the opportunity to make choices that allow them to live healthy lives regardless of their income, education, or racial/ethnic background, the reality is that if an individual lacks resources or has difficult living conditions, the journey to health and wellness can be harder. Even with similar levels of individual risk, African Americans and Latinos sometimes face barriers that contribute to increased rates of STDs and are more affected by these diseases than whites.                                   http://www.cdc.gov/std/stats10/trends.htm                                                                                                 See, Sexually Transmitted Diseases (STDs) http://www.emedicinehealth.com/sexually_transmitted_diseases/article_em.htm

Lisa Frederiksen has written the excellent article, 10 Tips for Talking to Teens About Sex, Drugs & Alcohol which was posted at the Partnership for A Drug-Free America

1. Talk early and talk often about sex. “Teens are thinking about sex from early adolescence and they’re very nervous about it,” explains Elizabeth Schroeder, EdD, MSW, Executive Director, Answer, a national sexuality education organization based at Rutgers University.  “They get a lot of misinformation about sex and what it’s supposed to be like. And as a result they think that if they take drugs, if they drink, that’s going to make them feel less nervous.”

Take this quiz to sharpen your talking skills.

2. Take a moment. What if your teen asks a question that shocks you? Dr. Schroeder suggests saying, “‘You know, that’s a great question.‘ or ‘I gotta tell you, I’m not sure if you’re being serious right now but I need a minute.‘” Then regain your composure and return to the conversation.

Learn how to handle personal questions from your teen like: “How old were you when you first had sex?” and “Have you ever used drugs?”

3. Be the source of accurate information. Beyond many school health classes, teens have lots of questions about drugs, pregnancy, condoms, abstinence and oral sex.

Find out what one mom discovered when she sat in on her daughter’s sex ed class.

4. Explain the consequences. Since teen brains aren’t wired yet for consequential thinking and impulse control, it’s important to have frank discussions with your teens about the ramifications of unprotected sex and the importance of using condoms to prevent the spread of STDs, HIV and unwanted pregnancy.

Find out how to guide your child toward healthy risks instead of dangerous ones.

5. Help your child figure out what’s right and wrong. Teens need — and want– limits.  When it comes to things like sexuality, drugs and alcohol, they want to know what the rules and consequences are.

6. Use teachable moments. Watch TV shows (like “16 and Pregnant,”  “Teen Mom,” “Jersey Shore” and “Greek”), movies, commercials, magazine ads and the news with your teen and ask “What did you think about that?” “What did you notice about how these characters interacted?”  “What did you think about the decisions they made?” For us, one of the best ways to talk about a number of heavy topics was to take a drive — that way we weren’t face-to-face.

7.  Explain yourself. Teens need to hear your rationale and why you feel the way you do. One approach is to talk about sex, drugs and alcohol in the context of your family’s values and beliefs.

One of the most challenging moments for me was when my daughters brought up the subject of intercourse.  I explained that my hope was they would not do it until they were in a committed, mutually caring relationship and that it would be a choice, not an attempt to hold onto a relationship and that it would be mutually satisfying.

8. Talk about “sexting.” Texting sexual images and messages is more prevalent than you may think. Read more.

9. Remember how you felt. I know when I started puberty I had many thoughts, feelings and questions that weren’t discussed in my family. Things like body changes, feelings of attraction, acne, weight gain, emotional confusion and the desire to push your parents away.  I wanted to help my daughters avoid that confusion.  I wanted them to understand early on that puberty is a hardwired, biological change that happens to all humans so they become interested in sex for the purposes of procreation. It’s natural to have impulses and feelings that are part and parcel to puberty. Teens don’t have control over these feelings and impulses, but they do have control over whether they act on them.

10. Persevere. Dr. Schroeder warns that your teenager may not want to talk — he or she may shrug and walk away. “Adolescents are supposed to behave in that way when inside what they’re really saying is ‘Keep talking to me about this. I need to know what you think. I’m trying to figure this out for myself as a teenager and if I don’t get messages from you, then I’m not going to know how to do this,’” she explains.

Parents not only have the right, but the duty to communicate their values to their children.

Dr. Wilda says this about that ©

 

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Food allergies can be deadly for some children

9 Jan

If one is not allergic to substances, then you probably don’t pay much attention to food allergies. The parents and children in one Florida classroom are paying a lot of attention to the subject of food allergies because of the severe allergic reaction one child has to peanuts. In the article, Peanut Allergy Stirs Controversy At Florida Schools Reuters reports:

Some public school parents in Edgewater, Florida, want a first-grade girl with life-threatening peanut allergies removed from the classroom and home-schooled, rather than deal with special rules to protect her health, a school official said.

“That was one of the suggestions that kept coming forward from parents, to have her home-schooled. But we’re required by federal law to provide accommodations. That’s just not even an option for us,” said Nancy Wait, spokeswoman for the Volusia County School District.

Wait said the 6-year-old’s peanut allergy is so severe it is considered a disability under the Americans with Disabilities Act.

To protect the girl, students in her class at Edgewater Elementary School are required to wash their hands before entering the classroom in the morning and after lunch, and rinse out their mouths, Wait said, and a peanut-sniffing dog checked out the school during last week’s spring break….

Chris Burr, a father of two older students at the school whose wife has protested at the campus, said a lot of small accommodations have added up to frustration for many parents.

“If I had a daughter who had a problem, I would not ask everyone else to change….

The Spokesman-Review of Spokane reported on the death of a child from a severe reaction to peanuts. See, New peanut butter Cheerios triggers anger from parents http://www.washingtonpost.com/blogs/on-parenting/post/new-peanut-butter-cheerios-triggers-anger-from-parents/2012/01/09/gIQAqm0rlP_blog.html?tid=sm_twitter_washingtonpost

In the 2001 article, Privacy vs. Right to Know Virginia De Leon reports about the death of a Spokane boy. The Center for Health Care in Schools describes the death and the subsequent litigation in the article, A Look Back At An Allergic Child’s Death

Laura Hibbard is reporting the story, Ammaria Johnson, First Grader, Dies After Alleged Allergic Reaction At School at Huffington Post:

Ammaria Johnson, 7, died Monday at Virginia’s Hopkins Elementary School from an alleged allergic reaction to peanuts after breaking out in hives and experiencing shortness of breath — sparking wide discussion on schools’ ability to handle severe allergic reactions in children, CNN reports.

Johnson was in cardiac arrest by the time emergency crews arrived at the school around 2:30pm, WTVR TV reports, and she was pronounced dead “a short time later” at the CJW Medical center.

The first-grader’s mother, Laura Pendleton, told the station that she doesn’t understand the school’s actions.

“She has an allergy action plan at the school,” Pendleton told WTVR TV, saying she authorized the school to give the student Benadryl during a reaction. “They didn’t do that.”

Pendleton went on to tell the station that at the beginning of the year, she had tried to give the school clinical aid and EpiPen for reactions, but was told to keep it at home. EpiPens inject epinephrine, or adrenaline, currently available only by prescription.

According to a report by the Richmond Times-Dispatch, investigators are waiting for a report by the State Medical Examiner’s Office on the cause of Johnson’s death, but Chesterfield schools spokesman Shawn Smith told the paper the girl died of a “pre-existing medical condition.”

Since severe allergies can develop without previous incidences, Dr. Dan Atkins, head of ambulatory pediatric at National Jewish Health in Denver, told ABC News that stocking EpiPens in schools might be a good idea. http://www.huffingtonpost.com/2012/01/07/ammaria-johnson-first-grader-allegedly-dies-from-allergy-at-school_n_1191368.html?ref=email_share

A physical examination is important for children to make sure that there are no health problems. The University of Arizona Department of Pediatrics has an excellent article which describes Pediatric History and Physical Examination The article goes on to describe how the physical examination is conducted and what observations and tests are part of the examination. The Cincinnati Children’s Hospital describes the Process of the Physical Examination

If children have allergies, parents must work with their schools to prepare a allergy health plan.

Resources:

Micheal Borella’s Chicago-Kent Law Review article, Food Allergies In Public Schools: Toward A Model Code

USDA’s Accomodating Children With Special Dietary Needs

Child and Teen Checkup Fact Sheet

Video: What to Expect From A Child’s Physical Exam

Dr. Wilda says this about that ©

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Children, body image, bullying, and eating disorders

9 Jan

The media presents an unrealistic image of perfection for women and girls. What they don’t disclose is for many of the “super” models their only job and requirement is the maintenance of their appearance. Their income depends on looks and what they are not able to enhance with plastic surgery and personal trainers, then that cellulite can be photoshopped or airbrushed away. That is the reality. Kid’s Health has some good information about Body Image

Huffington Post is reporting in the article, Children Diet To Keep Off Pounds And Ward Off Bullying, Survey Says:

A recent survey of 1,500 of children between ages 7 and 18 revealed that young teens diet and worry about their weight.

About 44 percent of children between the ages of 11 and 13 say they’ve been bullied because of their weight, and more than 40 percent of kids younger than 10 admitted they were concerned about packing on the pounds, with nearly one-fourth reporting having been on a diet in the last year, according to the Press Association….

Last year, 13-year-old Nicolette Taylor resorted to plastic surgery to escape harassment and name-calling, particularly on social networking sites such as Facebook.

“All my friends could see [my nose], all my new friends, and I didn’t want them saying things,” Taylor told Nightline about her decision to get a nose job. “Gossip goes around, and it really hurts.”

Other teens have felt suicide was their only way to escape daily scrutiny about their appearance or sexuality.

Although adolescents get picked on for a variety of reasons, weight is the top reason children are bullied at school, Yahoo! Shine reports.

And according to Rebecca Puhl, Director of Research at the Rudd Center for Food Policy at Yale University, a new ad campaign in Georgia is only “perpetua[ting] negative stereotypes.”

The ads, which aim to curb childhood obesity rates, feature photos of overweight children accompanied by text, such as “WARNING: It’s hard to be a little girl if you’re not.” http://www.huffingtonpost.com/2012/01/05/children-diet-bullying_n_1186422.html?ref=email_share

It is situations like this which cause unhealthy eating habits and disorders like anorexia and bulimia.

Web MD has some excellent information about Anoxeria

Anorexia nervosa, commonly referred to simply as anorexia, is one type of eating disorder. More importantly, it is also a psychological disorder. Anorexia is a condition that goes beyond concern about obesity or out-of-control dieting. A person with anorexia often initially begins dieting to lose weight. Over time, the weight loss becomes a sign of mastery and control. The drive to become thinner is actually secondary to concerns about control and/or fears relating to one’s body. The individual continues the ongoing cycle of restrictive eating, often accompanied by other behaviors such as excessive exercising or the overuse of diet pills to induce loss of appetite, and/or diuretics, laxatives, or enemas in order to reduce body weight, often to a point close to starvation in order to feel a sense of control over his or her body. This cycle becomes an obsession and, in this way, is similar to an addiction.

Who is at risk for anorexia nervosa?

Approximately 95% of those affected by anorexia are female, most often teenage girls, but males can develop the disorder as well. While anorexia typically begins to manifest itself during early adolescence, it is also seen in young children and adults. In the U.S. and other countries with high economic status, it is estimated that about one out of every 100 adolescent girls has the disorder. Caucasians are more often affected than people of other racial backgrounds, and anorexia is more common in middle and upper socioeconomic groups. According to the U.S. National Institute of Mental Health (NIMH), other statistics about this disorder include the fact that an estimated 0.5%-3.7% of women will suffer from this disorder at some point in their lives. About 0.3% of men are thought to develop anorexia in their lifetimes

Many experts consider people for whom thinness is especially desirable, or a professional requirement (such as athletes, models, dancers, and actors), to be at risk for eating disorders such as anorexia nervosa. Health-care professionals are usually encouraged to present the facts about the dangers of anorexia through education of their patients and of the general public as a means of preventing this and other eating disorders.

What causes anorexia nervosa?

At this time, no definite cause of anorexia nervosa has been determined. However, research within the medical and psychological fields continues to explore possible causes.

Studies suggest that a genetic (inherited) component may play a more significant role in determining a person’s susceptibility to anorexia than was previously thought. Researchers are currently attempting to identify the particular gene or genes that might affect a person’s tendency to develop this disorder, and preliminary studies suggest that a gene located at chromosome 1p seems to be involved in determining a person’s susceptibility to anorexia nervosa.

Other evidence had pinpointed a dysfunction in the part of the brain, the hypothalamus (which regulates certain metabolic processes), as contributing to the development of anorexia. Other studies have suggested that imbalances in neurotransmitter (brain chemicals involved in signaling and regulatory processes) levels in the brain may occur in people suffering from anorexia.

Beautiful people come in all colors, shapes, and sizes. The key is to be healthy and to live a healthy lifestyle

Related:

Helping Girls With Body Image

Dr. Wilda says this about that ©

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The government that money buys: School lunch cave in by Congress

16 Nov

There is the saying that “we have the best government that money could buy. We don’t. We have the government that money interests will allow. Moi recently discussed the political wrangling about school lunches in the post, School lunches: The political hot potato https://drwilda.wordpress.com/2011/11/03/school-lunches-the-political-hot-potato/ The World Hunger Education Service describes why nutritious school food is so important in the article, Hunger in America: 2011 United States Hunger and Poverty Facts:

Hunger

Fifty-five percent of  food-insecure households participated in one or more of the three largest Federal food and nutrition assistance programs ( USDA 2008, p. iv.) The programs are the Supplemental Nutrition Assistance Program (SNAP), the new name for the food stamp program (Wikipedia 2010), the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) (Wikipedia 2010), and the National School Lunch Program (Wikipedia 2010).

SNAP/Food stamps  The Food Stamp Program, the nation’s most important anti-hunger program, helps roughly 40 million low-income Americans to afford a nutritionally adequate diet. More than 75 percent of all food stamp participants are in families with children; nearly one-third of participants are elderly people or people with disabilities.  Unlike most means-tested benefit programs, which are restricted to particular categories of low-income individuals, the Food Stamp Program is broadly available to almost all households with low incomes. Under federal rules, to qualify for food stamps, a household must meet three criteria (some states have raised these limits)….

National School Lunch Program The National School Lunch Program is a federally assisted meal program that provides nutritionally balanced, low-cost or free lunches to children from low income families, reaching 30.5 million children in 2008.  Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents. (For the period July 1, 2009, through June 30, 2010, 130 percent of the poverty level is $28,665 for a family of four; 185 percent is $40,793.) Children from families with incomes over 185 percent of poverty pay a full price, though their meals are still subsidized to some extent by the program. Program cost was $9.3 billion in 2008. (USDASchool Lunch Program)

http://www.worldhunger.org/articles/Learn/us_hunger_facts.htm

Ron Nixon reports on the weasels in Congress who backed down on new rules which would provide more nutritious meals for school children. Many of these children rely on school breakfasts and/or lunches as their primary source of nutrition for the day. In the New York Times article, Congress Blocks New Rules on School Lunches, Nixon reports:

A slice of pizza still counts as a vegetable.

In a victory for the makers of frozen pizzas, tomato paste and French fries, Congress on Monday blocked rules proposed by the Agriculture Department that would have overhauled the nation’s school lunch program.

The proposed changes — the first in 15 years to the $11 billion school lunch program — were meant to reduce childhood obesity by adding more fruits and green vegetables to lunch menus, Agriculture Department officials said. 

The rules, proposed last January, would have cut the amount of potatoes served and would have changed the way schools received credit for serving vegetables by continuing to count tomato paste on a slice of pizza only if more than a quarter-cup of it was used. The rules would have also halved the amount of sodium in school meals over the next 10 years.

But late Monday, lawmakers drafting a House and Senate compromise for the agriculture spending bill blocked the department from using money to carry out any of the proposed rules.

In a statement, the Agriculture Department expressed its disappointment with the decision.

“While it is unfortunate that some in Congress chose to bow to special interests, U.S.D.A. remains committed to practical, science-based standards for school meals that improve the health of our children,” the department said in the statement.

Food companies including ConAgra, Coca-Cola, Del Monte Foods and makers of frozen pizza like Schwan argued that the proposed rules would raise the cost of meals and require food that many children would throw away.

The companies called the Congressional response reasonable, adding that the Agriculture Department went too far in trying to improve nutrition in school lunches.

http://www.nytimes.com/2011/11/16/us/politics/congress-blocks-new-rules-on-school-lunches.html?hpw

Unfortunately, the lobbyists won this battle against the interests of children.

For an incisive analysis of the school lunch lobby read  The School Lunch Lobby  by Ron Haskins  which was published in Education Next:

Consistent with the intent of the original school-lunch program, created by Congress in 1946 to provide “nutritious agricultural commodities” to children, the major purpose of today’s school-lunch program is to ensure that children, especially those from poor and low-income families, have nutritious food at school. The school-breakfast program started as a pilot in 1966 and was made permanent in 1975. How these programs, and the money that travels with them, have grown steadily over the years is a story that illustrates many of the underlying mechanisms of social policy creation in the nation’s capital. But can this aging machinery adapt to the demands of a fast-food culture? We created school lunch to feed the hungry. Can we now ask it to fight obesity?

A Special-Interest Stew

Since the strength and longevity of these programs come from an ample and well-balanced diet of public compassion, political sensitivities, and powerful lobbying, change does not come easily. There are occasional food fights between those who have stakes in the programs, but the rules are well established. The interests of the schools–primarily teachers, administrators, school nutritionists, and food-service workers–are represented by groups like the School Nutrition Association and the National School Boards Association, both headquartered in Alexandria, Virginia, a stone’s throw across the Potomac River from Capitol Hill. With well-funded and sophisticated national organizations, these groups lobby for more federal money while fighting to keep federal mandates to a minimum.

The giant food and beverage industry–names like Tyson and Archer Daniels Midland–is also involved. Its various lobbying arms, including food processors, distributors, service management companies, soft drink makers, and agricultural giants, work to ensure that the government buys food products from its members and keeps schools open to vending machines and à la carte offerings in the school cafeteria, a little oasis of choice that represents millions of extra dollars of revenue each year. Food advocacy and nutrition groups like the Food Research Action Center and the Center on Budget and Policy Priorities represent the interests of children who consume the food offered by schools. They are the nutrition watchdogs, providing reliable and timely information about any food issue that comes before Congress…

http://educationnext.org/the-school-lunch-lobby/

Congress caved in to the money lobbyists. Too bad the kids can’t match them dollar for dollar. We don’t have the best government money can buy. We have the government that money has bought.

Resources:

Keeping our children healthy, hunger-free By Dr. Joe Thompson

http://thehill.com/special-reports/healthy-america-september-2011/182803-keeping-our-children-healthy-hunger-free

Hunger in America: 2011 United States Hunger and Poverty Fact,World Hunger Education Service

http://www.worldhunger.org/articles/Learn/us_hunger_facts.htm

Congress Pushes Back On Healthier School Lunches, Fights To Keep Pizza And Fries by           Mary Clare Jalonick                                                                                         http://www.huffingtonpost.com/2011/11/15/congress-pushes-back-on-h_1_n_1094764.html?ref=education

Dr. Wilda says this about that ©

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