changes,
eating
rituals,
excessive
exer-
cise,
academic
performance,
social
in-
volvement,
and
the
overall
appearance
of
each
student.
Discussions
with
the
ado-
lescent
and
his
or
her
peer
group
or
fam-
ily
may
also
suggest
the
presence
of
such
behaviors.”
School-based
programs
can
help
adolescents
head
off
behavior
pat-
terns
that
lead
to
eating
disorders.”
The
National
Eating
Disorders
Organization
offers
resources
to
assist
with
this
chal-
lenge.”
Dietary
Recommendations
Professionals
recognize
that
dieting
can
be
a
destructive
way
of
managing
childhood
obesity.”
Children
should
grow
into
their
weight
rather
than
try
to
lose
weight.
This
means
eating
a
bal-
anced,
healthy
diet.
The
American
Acad-
emy
of
Pediatrics
recommends
that
chil-
dren’s
intake
follow
adult
guidelines,
using
a
common-sense
approach.”
There
is
some
controversy
over
the
ideal
amount
of
fat
to
include
in
children’s
diets,
but
evidence
supports
the
current
recommendations
of
30
percent
of
calo-
ries
from
fat,
with
only
10
percent
satu-
rated
fat.”
How
should
one
apply
these
abstract
guidelines
to
meal
planning?
A
pattern
such
as
the
“Food
Guide
Pyramid”
(see
Figure
1)*
offers
the
framework
for
a
healthy
diet.
However,
food
guides
have
been
established
for
adults,
and
may
need
to
be
adjusted
to
meet
the
needs
of
growing
children.
Young
children
may
require
more
servings
of
foods
high
in
protein
and
fat,
whereas
teens
may
need
more
carbohydrate-rich
foods
for
energy.
Nutrition
Education
Students
need
nutrition
education
to
help
them
learn
about
and
choose
healthy
eating
patterns
for
life.
Research
has
shown
that
such
education
does
im-
prove
the
eating
behaviors
of
young
peo-
ple.”
Successful
nutrition
education
pro-
grams
contain
most
or
all
of
these
ele-
ments:
“(1)
The
programs
are
behaviorally-
based
and
theory
driven;
(2)
Family
involvement
is
incorpo-
rated
into
programs
for
elementary-aged
children;
(3)
Programs
for
middle
school
to
se-
18
ADVENTIST
EDUCATION
There
is
a
trend
toward
obesity
among
children
and
adolescents
in
many
areas
of
the
world.
nior
high
students
include
self-assess-
ment
of
eating
patters;
(4)
Behavior
change
programs
include
intervening
on
the
school
environment;
(5)
Behavior
change
programs
include
intervening
on
the
larger
com-
munity;
and
(6)
More
instruction
time
or
inter-
vention
time
resulted
in
greater
program
impact.”
A
behaviorally
driven
program
bases
Picture
Removed