As we know, parents have a strong influence on the development of healthy lifestyle choices of their children. When parents guide their children to eat nutritious snacks and meals and engage in physical activity, they help them establish patterns that can last a lifetime – and usually a healthier lifetime. So how are young people doing?

According to a recent article in the International Journal of Behavioral Nutrition and Physical Activity, physical inactivity is increasing among teens in the U.S., especially among girls. In 2005, almost one-third of teens failed to meet national recommendations for moderate to vigorous physical activity (MMWR, 2006). Researchers from The University of North Carolina - Chapel Hill and San Diego State University explored the relationship between parental influences and adolescent physical activity and whether those relationships were mediated by self-esteem and depression.

Using data from the National Longitudinal Study of Adolescent Health, the researchers found that family cohesion, parent-child communication, and parental engagement positively influenced a teen’s physical activity. They also found that positive parental relationships were associated with their teen’s self-esteem, which in turn led to increased physical activity. The researchers suggest that “a parenting style characterized by warmth and support, while providing adolescents with appropriate levels of autonomy, may be important for achieving recommended levels of physical activity.”

The research suggests that when families spend time together, communicate with each other, and develop strong family bonds they also are more likely to promote physical activity among their teens.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Podcast: Parental influence on physical activity
Written by: Donna Davis
Reviewed by: Linda Bobroff & Suzanna Smith

Reference

Ornelas, I., Perreira, K., Ayala, G. Parental influences on adolescent physical activity: a longitudinal study. International Journal of Behavioral Nutrition and Physical Activity 2007, 4:3 doi:10.1186/1479-5868-4-3. Retrieved on February 5, 2007.

Eaton D, Kann L, Kinchen S, Ross J, Hawkins J, Harris W, Lowry R, McManus T,
Chyen D, Shanklin S, et al: “Youth Risk Behavior Surveillance -- United States, 2005”. Morbidity and Mortality Weekly Report Surveillance Summaries2006, 55:1-108. Retrieved on February 14, 2007.

When we think about assets and liabilities, we often think in financial terms. Even when we think about the assets our children might enjoy, we might consider their intellectual and physical strengths as well as the things we try to provide for them. Most teens I know consider their cars, cell phones and wardrobes their most important assets.

Yet, according to the non-profit Search Institute (2006), some of the most important assets teenagers have are developmental building blocks that “help young people grow up healthy, caring and responsible” (http://www.search-institute.org/assets/40AssetsList.pdf).

The Search Institute has identified a framework of “40 Developmental Assets” for adolescents that focus on both external and internal assets. External assets include the people and places that support and guide young people and help them make “constructive use” of their time. Families, schools, religious communities, neighborhoods, and youth programs provide external assets.

Internal assets are “characteristics and behaviors that reflect positive internal growth and development of young people.” A youth’s internal assets include her or his commitment to learning such as motivation to do well in school and reading for pleasure. A teen’s internal assets also include their positive values such as being caring, honest and responsible; as well as exhibiting social competencies, such as being able to resist negative peer pressure and having good friendship skills. High self-esteem as part of a positive identity is another internal asset.

According to the Search Institute, these assets can make a tremendous difference in young people's lives, giving them strength to avoid risky behaviors and to make positive choices.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Podcast: Adolescent developmental assets
Written by: Donna Davis
Reviewed by: Kate Fogarty & Suzanna Smith

Reference

40 Developmental Assets for Adolescents (ages 12-18), (2006), Search Institute, retrieved on January 29, 2007 online at http://www.search-institute.org/assets/40AssetsList.pdf and http://www.search-institute.org/assets/

I have loved being around the teenagers in my life. For many of these kids, life has not been easy and I have hoped that they have been able to find a safe harbor in our home. Having a place to go and adults to count on are what the Search Institute calls external “Developmental Assets.”

For many teens today, these assets aren’t always easy to come by. External developmental assets include “relationships, experiences, and opportunities provided by nuclear and extended families, caring adults and peers, neighborhoods, and institutions within communities.” (http://www.search-institute.org/assets/40AssetsList.pdf)

The Search Institute recommends several ways for adults to build an adolescent’s developmental assets. These include helping them find activities to make constructive use of their time; empowering them to use their abilities to help others; and sparking their commitment to learning.

However, “only a small percentage of adults are deeply engaged in promoting the healthy development of young people outside their own families, according to two startling studies by the Institute (2000, 2002). According to this research, there is a disconnect between what adults claim to be their priorities in influencing children and what they actually are doing about it, especially when those children are not their own – even if they’re neighbors.

However, the Search Institute’s research highlights how important it is for caring adults to support teens and give them the skills to overcome many obstacles and develop qualities that will help them become caring, responsible adults.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Podcast: Building teen developmental assets
Written by: Donna Davis
Reviewed by: Kate Fogarty & Suzanna Smith

Reference

40 Developmental Assets for Adolescents (ages 12-18), (2006), Search Institute, retrieved on January 29, 2007 online at http://www.search-institute.org/assets/40AssetsList.pdf and http://www.search-institute.org/assets/

“Grading Grown-Ups 2002: How do American kids and adults relate?” (2002), Search Institute. Retrieved on January 31, 2007 online at http://www.search-institute.org/norms/ and http://www.search-institute.org/norms/gg2002.pdf

Adolescent girls typically are very concerned about their body image. For some, this concern leads to extreme eating and/or exercise behavior. They may restrict the amount of food they eat and/or exercise several hours a day. For some, this may be a sign of an emerging eating disorder. These behaviors are easily overlooked, and many young people consciously keep their condition a secret from parents and friends.

Research shows that roughly 3% of adolescents struggle with some form of eating disorder, and 90% of those struggling are females (Haines & Neumark-Sztainer, 2006). Parents often are unaware of the problem until the condition seriously endangers their child’s health. This might be avoided if parents were aware of the physical and psychological warning signs of eating disorders.

• Signs may include excessive fear of weight gain, severe restriction in the type and amount of food eaten, a desire to eat alone, withdrawal from family and friends, and denial of bad eating habits (Treasure, Van Furth, & Schmidt, 2003). Physical signs include absence of the menstrual cycle, dry or brittle hair, tooth decay, decreased energy, and often, marked weight loss (Treasure et. al., 2003).

Fast intervention and treatment are keys to reducing long term health effects of eating disorders and increasing the chance of a full recovery. Parents who suspect that their child has an eating disorder should consult their primary care provider and ask for a referral to a mental health professional or an eating disorders team who will provide evaluation, diagnosis, and multi-disciplinary treatment. (Thompson, 1996).

Families that heed the warning signs and arrange for proper intervention and treatment can reduce the prolonged effects of eating disorders, and increase their child’s chance of a full recovery.

Listening, learning, and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth, and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

• Podcast: Warnings signs of child/adolescent eating disorders, and treatment suggestions.


• Written by: Keri Pound & Amanda Mosher

References

Haines, J, Neumark-Sztainer, D. (2006). Prevention of obesity and eating disorders: a consideration of shared risk factors. Health Education Research, 1-13.

Thompson, K.J. (ed). (1996). Body image, eating disorders, and obesity: An integrative guide for assessment and treatment. Washington, DC: American Psychological Association.

Treasure, J., Van Furth, E., & Schmidt, U. (eds). Handbook of eating disorders. Hoboken, NJ: John Wiley and Sons.

I grew up in a family where, as children, my siblings and I would NEVER consider approaching our parents to talk about certain topics. We never discussed money, and I couldn’t fathom having a conversation about sex with my parents. These issues were simply taboo.

However, researchers continue to reveal the importance of open communication between children and their parents, that is, IF parents want to impart their values on their children and attempt to influence the decisions they make as they mature. Positive communication and active listening are keys to keeping the channels open between parents and their children.

According to experts with the non-profit organization Advocates for Youth, research has shown “that youth with the least accurate information about sexuality and sexual risk behaviors may experiment more and at earlier ages compared to youth who have more information.” Teens also report that they want to discuss sex, relationships and sexual health with their parents. However, many parents aren’t very “askable.”

It’s common for adults feel that they may not have the right words or answers or they may be concerned that their children don’t think they’re “with it.” They might also fear giving too much or too little information and worry about when it’s appropriate to share that information.

However, being an askable parent will open the doors for closer relationships with your children and to family connections. It may take some adjusting and a little practice, but learning how to talk WITH your children, with confidence, can also help to protect them in the long haul.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Podcast: Are you an “askable” parent?
Written by Donna Z. Davis
Reviewed by Suzanna Smith

References:

Huberman, B. & Alford, S. (2005), “Are you an askable parent?” Advocates for Youth. Retrieved on November 19, 2006.

Don't miss all the helpful publications the the department has recently written and revisit the ones recently reviewed and revised. These publications cover a wide range of topics: teens, dating, grief, caregiving and more.

FCS2248/FY848: Teens & Internet Safety FCS-2248, a 4-page fact sheet by Kate Fogarty, is one in a series of discussions on understanding teen sexuality. It defines online sexual solicitation and cyber-bullying, explains the risk factors and negative effects of these communications, and outlines ways to protect youth from harm. Published by the UF Department of Family Youth and Community Sciences, October 2006. http://edis.ifas.ufl.edu/FY848

FCS2249/FY850: Teens and Sexual Harassment: Making a Difference FCS-2249, a 6-page fact sheet by Kate Fogarty, is one of a series of discussions on understanding teen sexuality, intended for adults who work with teens. It defines sexual harrassment and how it can manifest at school, in the workplace, and in cyberspace; discusses how sexual harassment affects teens; and provides some suggestions to offer teens, parents, and educators on how to handle it. Includes references and additional resources for teens and parents. Published by the UF Department of Family Youth and Community Sciences, October 2006. http://edis.ifas.ufl.edu/FY850

FCS2250/FY851: Teens and Dating: Tips for Parents and Professionals FCS-2250, a 5-page fact sheet by Kate Fogarty, is one in a series of discussions on understanding teen sexuality. This publication helps parents and educators understand the pros and cons of dating in order to help them communicate effectively with teens. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY851

FCS2251/FY852: Communicating with Teens about Sex: Facts, Findings, and Suggestions FCS-2251, a 4-page illustrated fact sheet by Kate Fogarty and Carolyn H. Wyatt, is one of a series of discussions on understanding teen sexuality. This publication discusses the low percentage of teens who communicate with their parents and provides information about effective communication styles and advice for parents and sexual health educators. Includes references. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY852

FCS2257/FY869: Long-term Care: Places to Call Home FCS-2257, a 4-page fact sheet by Carolyn Wilken, is the first in a series on caregiving and aging. It will help elderly people and their caregivers learn about the many different kinds of long-term care and living assistance now available. Includes a visit checklist to fill out after visiting each facility. Also explains how costs are usually paid. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY869

FCS2258/FY870: Caregiver's Contacts: How to Get the Help You Need FCS2258, a 2-page fact sheet by Carolyn Wilken, is the second in a series on caregiving and aging. This helpful worksheet contains a list of prompts for questions to ask and information to give when attempting to locate help or information about elder care. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY870

FCS2259/FY871: Puzzled by Your Care Receiver's Refusal of Services? FCS-2259, a 2-page fact sheet by Carolyn Wilken, is the third in a series on caregiving and aging. Sometimes an elderly care receiver may refuse help or assistance from family, friends, or agencies. This publication lists some common reasons for this behavior, ranging from fears about accepting "welfare" to worries about losing independence. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY871

FCS2260/FY872: Balancing Work and Caregiving: Tips for Employees FCS-2260, a 3-page fact sheet by Carolyn Wilken, is the fourth in a series on caregiving and aging. Balancing employment and caregiving can be very difficult. This publication will help employees work with their employers, their families, and their care receivers to make sure that everyone is getting what they need. Contains information on FMLA and a list of helpful resources. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY872

FCS2263/FY877: Learning to Live Through Loss: Helping Children Understand Death FCS-2263, a 5-page fact sheet by Carolyn Wilken, will assist parents and others as they help children understand and process the death of a loved one. Information covers both preschool children and older children. Includes a reading list. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY877

FCS2264/FY878: Learning to Live Through Loss: When Job Loss Triggers Grief FCS-2264, a 3-page fact sheet by Carolyn Wilken, addresses the genuine grief many people feel on losing their jobs and gives suggestions for productively working through it and moving on to new employment. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY878

FCS2265/FY879 Learning to Live Through Loss: For Teens Facing Loss FCS2265, a 4–page fact sheet by Carolyn Wilken, is aimed at teens who have suffered the loss of a loved one. This publication will help these teens understand their reactions and learn to cope with this experience. Includes a reading list. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY879

FCS2266/FY880: Learning to Live Through Loss: Understanding Men Who Grieve FCS-2266, a 4-page fact sheet by Carolyn Wilken, is one in a series of six publications dealing with grief, death, and loss. This document explores the ways that men grieve and offers suggestions for helping and supporting the grieving widower or father. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY880

FCS2267/FY881: Learning to Live Through Loss: Grief and the Mourning Process FCS-2267, a 5-page fact sheet by Carolyn Wilken, is one in a series of six publications dealing with grief, death, and loss. This publication gives detailed descriptions of the stages of grief and explains how different kinds of deaths may cause different reactions. Also gives specific guidance on how to help someone who is grieving. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY881

FCS8542/FY520: Living with Diabetes: The Right Approach FCS-8542, a 10-page illustrated fact sheet by Nancy Gal and Linda Bobroff, describes the different kinds of diabetes and the risk factors for each. It explains tests and treatments and describes lifestyle choices that can help those with the disease live longer and healthier lives. This version includes new wording and some changes in clinical knowledge. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY520

FCS8546Span/HE984: Introduciendo Alimentos Sólidos Revised! FCS-8546-Span (previously FCS-8549), a 4-page fact sheet by Linda B. Bobroff, is the Spanish version of "Introducing Solid Foods". This document helps parents understand when to introduce solid foods to their babies and in what order. Also provides guidance on avoiding mealtime battles and on helping children learn to like a variety of foods. This version is updated with new color clip-art, new recommendations, and revised wording throughout, plus a new section on food allergies. Published by the UF Department of Family Youth and Community Sciences, October 2006.

FCS8706/FY334: Living With Diabetes Revised! FCS-8706 ,a 4-page illustrated fact sheet by Nancy Gal and Linda Bobroff, briefly reviews the different types of diabetes and how to live well with the disease. This version includes new food pyramid and nutrition information and new graphics. Published by the UF Department of Family, Youth and Community Sciences, November 2006. http://edis.ifas.ufl.edu/FY334

FCS9234/FY775: Community Support of Sexual Minority Adolescents FCS-9234, a 3-page fact sheet by Christine Regan and Kate Fogarty, is one in a series of discussions on understanding teen sexuality. It aims to provide staff and volunteers working in community-based settings with positive information and practical tips on how to create a welcoming, safe environment for LGBT adolescents. Includes resources and reference. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY775

FCS9237/FY749: Understanding Sexual Minority Adolescents FCS-9237, a 5-page fact sheet by Christine Regan and Kate Fogarty, is one in a series of discussions on understanding teen sexuality. It helps adults who work with youth understand what sexual orientation is, the challenges faced by LGBT adolescents, and the stages of homosexual identity development. Includes resource lists and references. Published by the UF Department of Family Youth and Community Sciences, August 2006. http://edis.ifas.ufl.edu/FY749

The loss of a child to suicide can be particularly devastating to parents, friends, and others in the child’s life. When my daughter came home one day telling me of a classmate who was contemplating suicide, the flood of fear for her friend and for the fact that my daughter was so closely exposed to such pain was one of those life-stopping moments.

As parents, relatives, friends and professionals who deal with teenagers, we can be aware of certain risk and protective factors that can predict whether or not a teen may attempt suicide. A study using data from the National Longitudinal Study of Adolescent Health identified a number of such factors for adolescent suicide attempts. The researchers found that among all adolescents, those most at risk of attempting suicide were those who had previously attempted suicide and would likely try again, were victims of violence or perpetrated violence on others, used alcohol and marijuana, and had problems in school.

There were some differences between girls and boys. For girls, having a friend attempt or complete suicide, drug use and a history of mental health treatment predicted suicide attempts. For boys, the more powerful predictors were carrying a weapon at school and same-sex romantic attractions.

While risk factors varied for genders and ethnic groups, protective factors also varied. However, for all adolescents, the most important deterrent in suicide attempts was a perceived parent and family connectedness.

Podcast: Factors of adolescent suicide
Written by Donna Davis
Reviewed by Suzanna Smith

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Source

Barnett, R. What we need to know about adolescent suicide attempts. Research News You Can Use, Spring 2006. Gainesville, FL: University of Florida Department of Family, Youth and Community Sciences.