Tag Archives: Harvard School of Public health

Harvard study: High doses of antidepressants appear to increase risk of self-harm in children and young adults

29 Apr

People of all ages may have feelings of profound sadness, loss, and depression. There is no one on earth, despite what the ads attempt to portray, who lives a perfect life. Every life has flaws and blemishes, it is just that some cope better than others. For every person who lives to a ripe old age, during the course of that life they may encounter all types of loss from loss of a loved one through death, divorce or desertion, loss of job, financial reverses, illness, dealing with A-holes and twits, plagues, pestilence, and whatever curse can be thrown at a person. The key is that they lived THROUGH whatever challenges they faced AT THAT MOMENT IN TIME. Woody Allen said something like “90% of life is simply showing up.” Let moi add a corollary, one of the prime elements of a happy life is to realize that whatever moment you are now in, it will not last forever and that includes moments of great challenge. A person does not have to be religious to appreciate the story of Job. The end of the story is that Job is restored. He had to endure much before the final victory, though.

Medical Press reported in the article, High doses of antidepressants appear to increase risk of self-harm in children young adult:

Children and young adults who start antidepressant therapy at high doses, rather than the “modal” [average or typical] prescribed doses, appear to be at greater risk for suicidal behavior during the first 90 days of treatment.
A previous meta-analysis by the U.S. Food and Drug Administration (FDA) of antidepressant trials suggested that children who received antidepressants had twice the rate of suicidal ideation and behavior than children who were given a placebo. The authors of the current study sought to examine suicidal behavior and antidepressant dose, and whether risk depended on a patient’s age.
The study used data from 162,625 people (between the ages of 10 to 64 years) with depression who started antidepressant treatment with a selective serotonin reuptake inhibitor at modal (the most prescribed doses on average) or at higher than modal doses from 1998 through 2010.
The rate of suicidal behavior (deliberate self-harm or DSH) among children and adults (24 years or younger) who started antidepressant therapy at high doses was about twice as high compared with a matched group of patients who received generally prescribed doses. The authors suggest this corresponds to about one additional event of DSH for every 150 patients treated with high-dose therapy. For adults 25 to 64 years old, the difference in risk for suicidal behavior was null. The study does not address why higher doses might lead to higher suicide risk….
“Their findings suggest that higher than modal initial dosing leads to an increased risk for DSH and adds further support to current clinical recommendations to begin treatment with lower antidepressant doses. While initiation at higher than modal doses of antidepressants may be deleterious, this study does not address the effect of dose escalation,” they continue.
“Moreover, while definitive studies on the impact of dose escalation in the face of nonresponse remain to be done, there are promising studies that suggest in certain subgroups, dose escalation can be of benefit. Finally it should be noted that in this study, there was no pre-exposure to post-exposure increase in suicidal behavior after the initiation of antidepressants in youth treated at the modal dosage,” they conclude. http://medicalxpress.com/news/2014-04-high-doses-antidepressants-self-harm-children.html

Citation:

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Original Investigation|April 28, 2014
Antidepressant Dose, Age, and the Risk of Deliberate Self-harm
ONLINE FIRST
Matthew Miller, MD, ScD1; Sonja A. Swanson, ScM2; Deborah Azrael, PhD1; Virginia Pate, PhD, PhD3; Til Stürmer, MD, ScD3
[+] Author Affiliations
JAMA Intern Med. Published online April 28, 2014. doi:10.1001/jamainternmed.2014.1053
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ABSTRACT
ABSTRACT | METHODS | RESULTS | DISCUSSION | CONCLUSIONS | ARTICLE INFORMATION | REFERENCES
Importance A comprehensive meta-analysis of randomized trial data suggests that suicidal behavior is twice as likely when children and young adults are randomized to antidepressants compared with when they are randomized to placebo. Drug-related risk was not elevated for adults older than 24 years. To our knowledge, no study to date has examined whether the risk of suicidal behavior is related to antidepressant dose, and if so, whether risk depends on a patient’s age.
Objective To assess the risk of deliberate self-harm by antidepressant dose, by age group.
Design, Setting, and Participants This was a propensity score–matched cohort study using population-based health care utilization data from 162 625 US residents with depression ages 10 to 64 years who initiated antidepressant therapy with selective serotonin reuptake inhibitors at modal or at higher than modal doses from January 1, 1998, through December 31, 2010.
Main Outcomes and Measures International Classification of Diseases, Ninth Revision (ICD-9) external cause of injury codes E950.x-E958.x (deliberate self-harm).
Results The rate of deliberate self-harm among children and adults 24 years of age or younger who initiated high-dose therapy was approximately twice as high as among matched patients initiating modal-dose therapy (hazard ratio [HR], 2.2 [95% CI, 1.6-3.0]), corresponding to approximately 1 additional event for every 150 such patients treated with high-dose (instead of modal-dose) therapy. For adults 25 to 64 years of age, the absolute risk of suicidal behavior was far lower and the effective risk difference null (HR, 1.2 [95% CI, 0.8-1.9]).
Conclusions and Relevance Children and young adults initiating therapy with antidepressants at high-therapeutic (rather than modal-therapeutic) doses seem to be at heightened risk of deliberate self-harm. Considered in light of recent meta-analyses concluding that the efficacy of antidepressant therapy for youth seems to be modest, and separate evidence that antidepressant dose is generally unrelated to therapeutic efficacy, our findings offer clinicians an additional incentive to avoid initiating pharmacotherapy at high-therapeutic doses and to closely monitor patients starting antidepressants, especially youth, for several months.

Here is the press release from Harvard:

PUBLIC RELEASE DATE:
28-Apr-2014

Contact: Marge Dwyer
mhdwyer@hsph.harvard.edu
617-432-8416
The JAMA Network Journals
High doses of antidepressants appear to increase risk of self-harm in children young adult
Bottom Line:
Children and young adults who start antidepressant therapy at high doses, rather than the “modal” [average or typical] prescribed doses, appear to be at greater risk for suicidal behavior during the first 90 days of treatment.
Author:
Matthew Miller, M.D., Sc.D., of the Harvard School of Public Health, Boston, and colleagues.
Background:
A previous meta-analysis by the U.S. Food and Drug Administration (FDA) of antidepressant trials suggested that children who received antidepressants had twice the rate of suicidal ideation and behavior than children who were given a placebo. The authors of the current study sought to examine suicidal behavior and antidepressant dose, and whether risk depended on a patient’s age.
How the Study Was Conducted:
The study used data from 162,625 people (between the ages of 10 to 64 years) with depression who started antidepressant treatment with a selective serotonin reuptake inhibitor at modal (the most prescribed doses on average) or at higher than modal doses from 1998 through 2010.
Results: The rate of suicidal behavior (deliberate self-harm or DSH) among children and adults (24 years or younger) who started antidepressant therapy at high doses was about twice as high compared with a matched group of patients who received generally prescribed doses. The authors suggest this corresponds to about one additional event of DSH for every 150 patients treated with high-dose therapy. For adults 25 to 64 years old, the difference in risk for suicidal behavior was null. The study does not address why higher doses might lead to higher suicide risk.
Discussion: “Considered in light of recent meta-analyses concluding that the efficacy of antidepressant therapy for youth seems to be modest, and separate evidence that dose is generally unrelated to the therapeutic efficacy of antidepressants, our findings offer clinicians an additional incentive to avoid initiating pharmacotherapy at high-therapeutic doses and to monitor all patients starting antidepressants, especially youth, for several months and regardless of history of DSH.”
(JAMA Intern Med. Published online April 28, 2014. doi:10.1001/jamainternmed.2014.1053. Available pre-embargo to the media at http://media.jamanetwork.com.)
Editor’s Note: Authors made a conflict of interest and funding disclosures. Please see the article for additional information, including other authors, author contributions and affiliations, financial disclosures, funding and support, etc.
Commentary: Initial Dose of Antidepressants, Suicidal Behavior in Youth
In a related commentary, David A. Brent, M.D., of the University of Pittsburgh, and Robert Gibbons, Ph.D., of the University of Chicago, write: “In summary Miller et al are to be commended on a thoughtful and careful analysis of the effects of initiating antidepressants at higher than modal doses.”
“Their findings suggest that higher than modal initial dosing leads to an increased risk for DSH and adds further support to current clinical recommendations to begin treatment with lower antidepressant doses. While initiation at higher than modal doses of antidepressants may be deleterious, this study does not address the effect of dose escalation,” they continue.
“Moreover, while definitive studies on the impact of dose escalation in the face of nonresponse remain to be done, there are promising studies that suggest in certain subgroups, dose escalation can be of benefit. Finally it should be noted that in this study, there was no pre-exposure to post-exposure increase in suicidal behavior after the initiation of antidepressants in youth treated at the modal dosage,” they conclude.
(JAMA Intern Med. Published online April 28, 2014. doi:10.1001/jamainternmed.2013.14016. Available pre-embargo to the media at http://media.jamanetwork.com.)
Editor’s Note: Authors made conflict of interest and funding disclosures. Please see the article for additional information, including other authors, author contributions and affiliations, financial disclosures, funding and support, etc.
###
Media Advisory:
To contact author Matthew Miller, M.D., Sc.D., call Marge Dwyer at 617-432-8416 or email mhdwyer@hsph.harvard.edu. To contact commentary author David A. Brent, M.D., call Gloria Kreps at 412-586-9764 or email krepsga@upmc.edu.

What Should You Do if You Know Someone Who Thinking About Suicide?

If you are thinking of suicide or you know someone who is thinking about suicide, GET HELP, NOW!!!! The Suicide Prevention Resource Center http://www.sprc.org/basics/roles-suicide-prevention has some excellent advice about suicide prevention http://www.sprc.org/basics/roles-suicide-prevention

Resources:

Teen’s Health’s Suicide http://kidshealth.org/teen/your_mind/feeling_sad/suicide.html

American Academy of Adolescent Psychiatry http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Teen_Suicide_10.aspx
Suicide Prevention Resource Center http://www.sprc.org/basics/roles-suicide-prevention

Teen Depression http://helpguide.org/mental/depression_teen.htm

Jared Story.Com http://www.jaredstory.com/teen_epidemic.html
CNN Report about suicide http://www.cnn.com/2009/LIVING/10/20/lia.latina.suicides/index.html
American Foundation for Suicide Prevention
http://www.afsp.org This group is dedicated to advancing the knowledge of suicide and the ability to prevent it.

SA\VE – Suicide Awareness\Voices of Education
http://www.save.org SA\VE offers information on suicide prevention. Call (800) SUICIDE

Youth Suicide Prevention
About.Com’s Depression In Young Children http://depression.about.com/od/child/Young_Children.htm

Psych Central’s Depression In Young Children http://depression.about.com/od/child/Young_Children.htm

Psychiatric News’ Study Helps Pinpoint Children With Depression
http://psychnews.psychiatryonline.org/newsarticle.aspx?articleid=106034

Family Doctor’s What Is Depression? http://familydoctor.org/familydoctor/en/diseases-conditions/depression.html

WebMD’s Depression In Children http://www.webmd.com/depression/guide/depression-children

Healthline’s Is Your Child Depressed? http://www.healthline.com/hlvideo-5min/how-to-help-your-child-through-depression-517095449

Medicine.Net’s Depression In Children http://www.onhealth.com/depression_in_children/article.htm

If you or your child needs help for depression or another illness, then go to a reputable medical provider. There is nothing wrong with taking the steps necessary to get well.

Related:
University of California, San Francisco study identifies most common reasons for children’s mental health hospitalizations https://drwilda.com/tag/depression/

GAO report: Children’s mental health services are lacking https://drwilda.com/2013/01/12/gao-report-childrens-mental-health-services-are-lacking/

Schools have to deal with depressed and troubled children https://drwilda.com/2011/11/15/schools-have-to-deal-with-depressed-and-troubled-children/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:
COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

Harvard study: kids are eating the healthier lunches

24 Mar

Moi wrote in School lunches: The political hot potato:
There are some very good reasons why meals are provided at schools. Education Bug has a history of the school lunch program http://www.educationbug.org/a/the-history-of-the-school-lunch-program.html

President Harry S. Truman began the national school lunch program in 1946 as a measure of national security. He did so after reading a study that revealed many young men had been rejected from the World War II draft due to medical conditions caused by childhood malnutrition. Since that time more than 180 million lunches have been served to American children who attend either a public school or a non-profit private school.

The U.S. Department of Agriculture (Agriculture Department) has a School Lunch Program Fact Sheet http://www.fns.usda.gov/cnd/lunch/aboutlunch/NSLPFactSheet.pdf
According to the fact sheet, more than 30 million children are fed by the program. Physicians for Responsible Medicine criticize the content of school lunch programs

In Healthy School Lunches the physicians group says:

Menus in most school lunch programs are too high in saturated fat and cholesterol and too low in fiber- and nutrient-rich fruits, vegetables, whole grains, and legumes (see PCRM’s 2008 School Lunch Report Card). Major changes are needed to encourage the health of the nation’s youth and to reverse the growing trends of obesity, early-onset diabetes, and hypertension, among other chronic diseases, in children and teens. http://www.pcrm.org/health/healthy-school-lunches/changes/key-changes-recommended-for-the-national-school

A 2003 General Accounting Office (GAO) reached the same conclusion. See, School Lunch Program: Efforts Needed to Improve Nutrition and Encourage and Healthy Eating http://www.gao.gov/products/GAO-03-506 https://drwilda.com/2011/11/03/school-lunches-the-political-hot-potato/

Science Daily reported in the article, New school meal standards significantly increase fruit, vegetable consumption:

New federal standards launched in 2012 that require schools to offer healthier meals have led to increased fruit and vegetable consumption, according to a new study from Harvard School of Public Health (HSPH) researchers. The study, the first to examine school food consumption both before and after the standards went into effect, contradicts criticisms that the new standards have increased food waste.
“There is a push from some organizations and lawmakers to weaken the new standards. We hope the findings, which show that students are consuming more fruits and vegetables, will discourage those efforts,” said lead author Juliana Cohen, research fellow in the Department of Nutrition at HSPH.
Some 32 million students eat school meals every day; for many low-income students, up to half their daily energy intake is from school meals. Under the previous dietary guidelines, school breakfasts and lunches were high in sodium and saturated fats and were low in whole grains and fiber. The new standards from the United States Department of Agriculture (USDA) aimed to improve the nutritional quality of school meals by making whole grains, fruits, and vegetables more available, requiring the selection of a fruit or vegetable, increasing the portion sizes of fruits and vegetables, removing trans fats, and placing limits on total calories and sodium levels.
The researchers collected plate waste data among 1,030 students in four schools in an urban, low-income school district both before (fall 2011) and after (fall 2012) the new standards went into effect. Following the implementation of the new standards, fruit selection increased by 23.0%; entrée and vegetable selection remained unchanged. In addition, consumption of vegetables increased by 16.2%; fruit consumption was unchanged, but because more students selected fruit, overall, more fruit was consumed post-implementation.
Importantly, the new standards did not result in increased food waste, contradicting anecdotal reports from food service directors, teachers, parents, and students that the regulations were causing an increase in waste due to both larger portion sizes and the requirement that students select a fruit or vegetable. However, high levels of fruit and vegetable waste continued to be a problem — students discarded roughly 60%-75% of vegetables and 40% of fruits on their trays. The authors say that schools must focus on improving food quality and palatability to reduce waste…..
http://www.sciencedaily.com/releases/2014/03/140304071040.htm

Citation:

New school meal standards significantly increase fruit, vegetable consumption
Date: March 4, 2014
Source: Harvard School of Public Health
Summary:
New federal standards launched in 2012 that require schools to offer healthier meals have led to increased fruit and vegetable consumption, according to a new study. The study, the first to examine school food consumption both before and after the standards went into effect, contradicts criticisms that the new standards have increased food waste. “There is a push from some organizations and lawmakers to weaken the new standards. We hope the findings, which show that students are consuming more fruits and vegetables, will discourage those efforts,” said the lead author.
Journal Reference:
1. Juliana F.W. Cohen, Scott Richardson, Ellen Parker, Paul J. Catalano, Eric B. Rimm. Impact of the New U.S. Department of Agriculture School Meal Standards on Food Selection, Consumption, and Waste. American Journal of Preventive Medicine, March 2014 DOI: 10.1016/j.amepre.2013.11.013

Here is the press release from Harvard:

New school meal standards significantly increase fruit, vegetable consumption
For immediate release: Tuesday, March 4, 2014
Boston, MA — New federal standards launched in 2012 that require schools to offer healthier meals have led to increased fruit and vegetable consumption, according to a new study from Harvard School of Public Health (HSPH) researchers. The study, the first to examine school food consumption both before and after the standards went into effect, contradicts criticisms that the new standards have increased food waste.
“There is a push from some organizations and lawmakers to weaken the new standards. We hope the findings, which show that students are consuming more fruits and vegetables, will discourage those efforts,” said lead author Juliana Cohen, research fellow in the Department of Nutrition at HSPH.
Some 32 million students eat school meals every day; for many low-income students, up to half their daily energy intake is from school meals. Under the previous dietary guidelines, school breakfasts and lunches were high in sodium and saturated fats and were low in whole grains and fiber. The new standards from the United States Department of Agriculture (USDA) aimed to improve the nutritional quality of school meals by making whole grains, fruits, and vegetables more available, requiring the selection of a fruit or vegetable, increasing the portion sizes of fruits and vegetables, removing trans fats, and placing limits on total calories and sodium levels.
The researchers collected plate waste data among 1,030 students in four schools in an urban, low-income school district both before (fall 2011) and after (fall 2012) the new standards went into effect. Following the implementation of the new standards, fruit selection increased by 23.0%; entrée and vegetable selection remained unchanged. In addition, consumption of vegetables increased by 16.2%; fruit consumption was unchanged, but because more students selected fruit, overall, more fruit was consumed post-implementation.
Importantly, the new standards did not result in increased food waste, contradicting anecdotal reports from food service directors, teachers, parents, and students that the regulations were causing an increase in waste due to both larger portion sizes and the requirement that students select a fruit or vegetable. However, high levels of fruit and vegetable waste continued to be a problem—students discarded roughly 60%-75% of vegetables and 40% of fruits on their trays. The authors say that schools must focus on improving food quality and palatability to reduce waste.
“The new school meal standards are the strongest implemented by the USDA to date, and the improved dietary intakes will likely have important health implications for children,” wrote the researchers.
Other HSPH authors included Eric Rimm, senior author and associate professor in the departments of Epidemiology and Nutrition, and Paul Catalano, senior lecturer on biostatistics.
Support was provided by Arbella Insurance and Project Bread. Cohen is supported by the Nutritional Epidemiology of Cancer Education and Career Development Program (R25 CA 098566).
“Impact of the New U.S. Department of Agriculture School Meal Standards on Food Selection, Consumption, and Waste,” Juliana F.W. Cohen, Scott Richardson, Ellen Parker, Paul J. Catalano, Eric B. Rimm, American Journal of Preventive Medicine, 46(4):388-394, online March 4, 2014
For more information:
Todd Datz
tdatz@hsph.harvard.edu
617.432.8413
photo: © XiXinXing/Alamy
###
About Harvard School of Public Health
Harvard School of Public Health brings together dedicated experts from many disciplines to educate new generations of global health leaders and produce powerful ideas that improve the lives and health of people everywhere. As a community of leading scientists, educators, and students, we work together to take innovative ideas from the laboratory and the classroom to people’s lives—not only making scientific breakthroughs, but also working to change individual behaviors, public policies, and health care practices. Each year, more than 400 faculty members at HSPH teach 1,000-plus full-time students from around the world and train thousands more through online and executive education courses. Founded in 1913 as the Harvard-MIT School of Health Officers, the School is recognized as America’s oldest professional training program in public health.

The challenge is getting kids to eat the food mandated by the rules and for school districts to find “kid tasty” foods which are affordable. A Child’s health is too important to be the subject of tawdry political wrangling and high pressure tactics from big money interests. Our goal as a society should be:

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

Resources:

USDA changes school lunch requirements
http://thehill.com/blogs/blog-briefing-room/news/271813-usda-changes-school-lunch-requirements

USDA backpedals on healthy school-lunch rules
http://grist.org/news/usda-backpedals-on-healthy-school-lunch-rules/

National School Lunch Program Fact Sheet http://www.fns.usda.gov/cnd/lunch/aboutlunch/NSLPFactSheet.pdf

Related:
School dinner programs: Trying to reduce the number of hungry children
https://drwilda.wordpress.com/2012/01/28/school-dinner-programs-trying-to-reduce-the-number-of-hungry-children/

School lunches: The political hot potato
https://drwilda.wordpress.com/2011/11/03/school-lunches-the-political-hot-potato/

The government that money buys: School lunch cave in by Congress
https://drwilda.wordpress.com/2011/11/16/the-government-that-money-buys-school-lunch-cave-in-by-congress/

Do kids get enough time to eat lunch?
https://drwilda.com/2012/08/28/do-kids-get-enough-time-to-eat-lunch/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

In many schools, students don’t have enough time to eat lunch

4 Dec

Moi wrote about the limited amount of time some students get to eat lunch in Do kids get enough time to eat lunch? Given the amount that must be packed into the school day, it is no surprise that the lunch period often get short shrift. https://drwilda.com/2012/08/28/do-kids-get-enough-time-to-eat-lunch/

Eric Westervelt of NPR reported in the story, These Days, School Lunch Hours Are More Like 15 Minutes:

The school lunch hour in America is a long-gone relic. At many public schools today, kids are lucky to get more than 15 minutes to eat. Some get even less time.
And parents and administrators are concerned that a lack of time to eat is unhealthful, especially given that about one-third of American kids are overweight or obese.
The American Academy of Pediatrics recommends that students get at least 20 minutes for lunch. But that means 20 minutes to actually sit down and eat — excluding time waiting in line or walking from class to cafeteria.
At Oakland High, over 80 percent of the students qualify for free or reduced-price lunch. And officially, students get about 40 minutes for the meal. But Jennifer LeBarre, Oakland Unified School District’s nutrition services director, admits that the actual table time is far shorter. At times it’s just 10 minutes….
Oakland High is hardly alone. In a wide-ranging new poll by NPR, the Robert Wood Johnson Foundation and the Harvard School of Public Health, 20 percent of parents of students from kindergarten through fifth grade surveyed said their child only gets 15 minutes or less to eat.
Ironically, relatively new federal school-nutrition guideline changes may be making the situation worse. Under federal rules, schools have to increase the availability and consumption of fruits and vegetables — among other changes. It’s part of an effort to improve nutrition and combat childhood obesity.
But eating more healthful foods can take more time, LeBarre says. “It’s going to take longer to eat a salad than it will to eat french fries.”
At many schools, lunch schedules aren’t changing. Julia Bauscher, who is president of a national advocacy group called the School Nutrition Association, says administrators are under intense pressure to increase instruction time and boost standardized test scores. The lunch period is often the first place they look to steal time.
“[They’ve] got to get in this many instructional minutes, and this is our expected annual yearly progress on the test,” she says. “You’ve got two important and competing priorities there.”
Exacerbating the time crunch, nationally, is the reality that more students are taking part in the free or reduced-cost school lunch programs. Many schools are now adding free dinners as well under a new USDA dinner program launched this year. Bauscher is also the nutrition services director for Jefferson County Public Schools in Kentucky. She says in her area, 70 percent of the students are participating in meals programs — including free dinners for some.
“We’ve got a higher number of students eligible for free and reduced meals than ever. So as more of them take advantage of those programs, you get longer food lines,” she says.
Some possible solutions — such as adding lunch periods, more food stations or service workers or lengthening lunchtimes — can be costly. And many budget-strapped schools today simply don’t want to risk the added price….
http://www.npr.org/blogs/thesalt/2013/12/04/248511038/these-days-school-lunch-hours-are-more-like-15-minutes

Citation:

Effects of Changes in Lunch-Time Competitive Foods, Nutrition Practices, and Nutrition Policies on Low-Income Middle-School Children’s Diets
To cite this article:
Katherine Alaimo, Shannon C. Oleksyk, Nick B. Drzal, Diane L. Golzynski, Jennifer F. Lucarelli, Yalu Wen, and Ellen M. Velie. Childhood Obesity. -Not available-, ahead of print. doi:10.1089/chi.2013.0052.
Online Ahead of Print: November 11, 2013
Full Text HTML http://online.liebertpub.com/doi/full/10.1089/chi.2013.0052
Full Text PDF (343 KB) http://online.liebertpub.com/doi/pdf/10.1089/chi.2013.0052
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Author information
Katherine Alaimo, PhD,1 Shannon C. Oleksyk, MS, RD,2 Nick B. Drzal, MS, RD,3 Diane L. Golzynski, PhD, RD,3 Jennifer F. Lucarelli, PhD,4 Yalu Wen, PhD,5 and Ellen M. Velie, PhD5
1Department of Food Science and Human Nutrition, Michigan State University, East Lansing, MI.
2Blue Cross Blue Shield of Michigan, Lansing, MI.
3Michigan Department of Education, Lansing, MI.
4School of Health Sciences, Oakland University, Rochester, MI.
5Department of Epidemiology and Biostatistics, Michigan State University, East Lansing, MI.
Address correspondence to:
Katherine Alaimo, PhD
Associate Professor
Department of Food Science and Human Nutrition
Michigan State University
208C G.M. Trout FSHN Building
469 Wilson Road
East Lansing, MI 48824-1224
E-mail: alaimo@msu.edu
ABSTRACT
Background: The School Nutrition Advances Kids project tested the effectiveness of school-initiated and state-recommended school nutrition practice and policy changes on student dietary intake in low-income middle schools.
Methods: Schools recruited by an application for grant funding were randomly assigned to (1) complete an assessment of nutrition education, policies, and environments using the Healthy School Action Tools (HSAT) and implement an action plan, (2) complete the HSAT, implement an action plan, and convene a student nutrition action team, (3) complete the HSAT and implement an action plan and a Michigan State Board of Education nutrition policy in their cafeteria à la carte, or (4) a control group. All intervention schools were provided with funding and assistance to make self-selected nutrition practice, policy, or education changes. Block Youth Food Frequency Questionnaires were completed by 1176 seventh-grade students from 55 schools at baseline and during eighth-grade follow-up. Nutrient density and food group changes for the intervention groups were compared to the control group, controlling for baseline dietary intake values, gender, race/ethnicity, school kitchen type, urbanization, and percent of students eligible for free or reduced-price meals. Analyses were conducted by randomization and based on changes the schools self-selected.
Results: Improvements in students’ nutrient density and food group intake were found when schools implemented at least three new nutrition practice changes and established at least three new nutrition policies. Students in schools that introduced mostly healthful foods in competitive venues at lunch demonstrated the most dietary improvements.
Conclusions: New USDA nutrition standards for à la carte and vending will likely increase the healthfulness of middle school children’s diets.

The Journal of Child Nutrition and Management published the 2002 study, How Long Does it Take Students to Eat Lunch? A Summary of Three Studies by Martha T. Conklin, PhD, RD; Laurel G. Lambert, PhD, RD, LD; and Janet B. Anderson, MS, RD:

CONCLUSIONS AND APPLICATIONS
How long did it take K-12 students to eat? School children took an average of 7 to 10 minutes to consume their lunch. Some students, however, required less time, while others needed more. Sanchez, Hoover, Sanchez, et al. (1999) reported that 39%, 27%, and 20% of students in elementary, middle, and high schools, respectively, took longer than 10 minutes to consume their lunch. We suggest school foodservice directors read the research articles generated by these studies to consider the entire spectrum of data collected (Bergman et al., 2000; Sanchez, Hoover, Sanchez, et al., 1999). In school districts where the scheduled lunch period is a contested issue, the only way school foodservice directors could know precisely whether this average reflects students in their program is to conduct a time study using similar methods. The procedures to follow for conducting such a time study have been published (Sanchez, Hoover, Cater, et al., 1999).
Eating time encompasses only the physical act of eating and drinking. This time did not seem to relate to the age of students, size of the school district, complexity of the menu, length of the lunch period, serving styles, holding students at the table, or scheduling recess prior to the meal period (Table 1). An earlier study found that the timing of recess was associated with reduced plate waste, particularly with boys, when physical activities were scheduled prior to lunch (Getlinger, Laughlin, Bell, Akre, & Arjmandi, 1996). As shown in Figure 1, the researchers found that in one elementary school (EUT1) that scheduled recess prior to lunch, the averaged the same amount of time to eat. Because the time studies did not record plate waste, we can only assume students may have eaten more in the same amount of time, or the timing of recess may not have made a difference in consumption patterns with this group of elementary students.
Non-eating or socializing at the table was the most variable time among the schools, and not surprisingly, the amount of time spent in these activities seemed to change directly with the length of the lunch period. These acts included arranging the tray or food, eating, talking, laughing, and other types of social interaction with friends at the table. School foodservice directors could minimize the time used by students in arranging the food for eating by evaluating the manner in which condiments are packaged for ease of use. This would be especially important for elementary students (Sanchez, Hoover, Sanchez, et al., 1999).
Socializing is an important aspect of dining because allowing students sufficient time to relate to others provides a break in routine and refreshes them for afternoon classes. This may be the reason why members of the Partnership to Promote Healthy Eating in Schools mentioned the importance of enjoying meals with friends as a vital component of healthy eating (American Academy of Family Physicians et al., 2000). Perhaps if students were given at least a 20-minute period at the table, as recommended by food and nutrition professionals (USDA, 2000), both eating and socializing activities could be accommodated for the average individual.
If 20 minutes at the table were the goal, then school foodservice directors would need to factor in the following: average travel time to the cafeteria; time for service, including travel to the eating area; and bussing of trays after the meal to yield an ideal lunch period. The service aspect is the one element a school foodservice director can most directly influence. In this research, the bussing of trays consistently averaged under one minute, even for elementary students, but the average service time per student varied from approximately three minutes to slightly over eight minutes (Figure 1). Among the factors that positively influence service time are:
o the number of serving lines;
o whether all food choices are available on each line;
o training of service staff and cashiers to provide efficient service;
o the designation of a “runner” to replenish food on the line (Nettles & Conklin, 1996); and
an automated point of sales system.
School foodservice directors should carefully review each of these areas to determine whether service efficiency could be improved, especially if doing so will enable students to enjoy their lunch for at least 20 minutes at the table.
If 20 minutes at the table represents 78% of the meal period (Figure 2), a goal for the entire time students spend in the cafeteria would be at least 26 minutes. This would allow four minutes for travel to and from the cafeteria in a 30-minute lunch period. Although this calculation is based strictly on averages, a school foodservice director could use this type of logic in documenting an ideal lunch period with school administrators.http://docs.schoolnutrition.org/newsroom/jcnm/02spring/conklin/

Bradley and Ritter argue that shorter lunch times do not feed the needs of the “whole child.”

In order to ensure that ALL children have a basic education, we must take a comprehensive approach to learning.

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

Related:

School dinner programs: Trying to reduce the number of hungry children https://drwilda.wordpress.com/2012/01/28/school-dinner-programs-trying-to-reduce-the-number-of-hungry-children/

School lunches: The political hot potato https://drwilda.wordpress.com/2011/11/03/school-lunches-the-political-hot-potato/

The government that money buys: School lunch cave in by Congress https://drwilda.wordpress.com/2011/11/16/the-government-that-money-buys-school-lunch-cave-in-by-congress/

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