Fast Food May Contribute To Teen Depression1analyzing The Articletarge ✓ Solved

Fast food may contribute to teen depression 1 Analyzing the Article Target audience: Parents of preteens and teens in general, Parents of preteens and teens with mental health problems Teens Fast food industry 2 What does the article say? 3 -Depression among middle schoolers is on the rise -Rate of major depressive episodes among kids 12-17 increased by 52% from 2005 to 2017 -Rate of depression, psychological distress and suicidal thoughts among older teens and young adults was even higher: 63%. -One reason is a high fast-food, low plant-based diet What does the article say? Initial reaction: Not sure what to make of it. When you hear of teenage depression, diet is not one of the things discussed as a risk factor unless it is depression associated with a eating disorder.

Risk factors for depression are usually family history, long term bullying, victim of abuse, chronic pain from physical illness. 4 Recommendations: Include more potassium-rich foods in diet, which can lead to a better sense of well-being and improved mental health Potential impact of study: If true, reduction in fast food consumption among teens and decrease in depressive symptoms among teens Initial reaction: Not sure if I agree or disagree What does the literature say? 5 Introduction Diet is understudied risk factor for depression In adolescents, studies linked unhealthy diet with depressive symptoms; did not establish diet as risk factor for development of depressive symptoms . Study: utilizes urinary sodium and potassium excretions as markers of unhealthy diet Focused on urban African American youth who are higher risk for both poor diet and depression Diet is understudied risk factor for depression.

In adolescents, a number of cross-sectional studies linked unhealthy diet with depressive symptoms but they didn’t convincingly establish diet as a risk factor for the development of depressive symptoms. -a few longitudinal studies examined these associations over time, but their results were mixed. -a significant limitation of the literature on diet and depression is the reliance of self-reports of dietary consumption which are known to be biased -this study addresses this limitation by utilizing urinary sodium and potassium excretions as markers of unhealthy diet -urinary sodium excretion has been established as a reliable marker of sodium consumption and may reflect consumption of processed, unhealthy foods which are high in sodium -urinary potassium excretion has been established as a marker of overall diet quality, with higher potassium excretion positively correlated with greater intake of vegetables, fruits, whole grains, fish, and poultry and negatively correlated with intake of fast food and red meat 6 Methods -Study included 84 adolescents.

They invited 240 students, 129 provided their contact information and 84 of those completed the wave 1 interview. The average age was 13.36 years. 50% male, 95% African American, 4% Caucasian, and 1% Hispanic. -They came from low income families with average annual salary of 20k-25k. Average Parental education was some college but no degree. -Adolescents were recruited from 4 public middle schools (grades 6-9). Across the 4 schools, 83% to 87% of students were eligible for free or reduced price lunch. -after the wave 1 interview, a week later, one overnight urine sample was collected. -1.5 years later, 76 of the families participated in wave 2. -symptoms of depression in the last last 2 weeks were measured at Wave 1 and Wave 2 with adolescent report on the center for epidemiological studies depression 10.

The 10 items were rated on a 4-point scale (1- less than 1 day a week to 4-5-7 days a week) adolescents- 13.36 years, 50% male, 95% African American, 4% Caucasian, 1% Hispanic --low income families -4 public middle schools in Birmingham, AL -after 1st interview, looked for symptoms of depression over previous 2 weeks -1 week later, 12-h urine sample collected -1.5 years later, reassessment of depression symptoms and urine sample Results and Discussion Greater sodium excretion was associated with more depressive symptoms at follow up but not at baseline. This suggests that the effects of sodium on mood may accumulate over time. Potassium excretion was positively associated with sodium excretion, but not with depressive symptoms at either time point. -The combination of high sodium and low potassium intake is most predictive of increased adolescent depression.

This is seen through multiple mechanisms, including direct effects on NTs and neural function. -Recent reviews of experimental animal studies demonstrated western diet, high in sodium, saturated fat, added sugars has negative effects on behavior and cognition through impairments in frontal, limbic, and hippocampal areas of the brain. -Highly processed foods affect the gut microbiome which is known to affect brain function. 8 Greater sodium excretion was associated with more depressive symptoms after 1.5 year follow up Potassium excretion was positively associated with sodium excretion, but not with depressive symptoms at either time point. High sodium and low potassium= most predictive of increased adolescent depression.

Limitations -Small sample size -Single assessment of urinary biomarkers -Did not obtain self-reports of dietary intake, could not examine the association between self-reported intake of specific nutrients and depressive symptoms -Incorporate other indicators of dietary intake such as sugars and nitrogen 9 Conclusion Reducing consumption of sodium-rich foods and increasing consumption of potassium rich fruits may help reduce the prevalence of depression in adolescents. 10 Discussion Questions 11 -Do you believe diet affects mental health? Did this research study change your belief? As an RD, would you recommend increased consumption of potassium rich foods and decreased consumption of sodium rich foods to help with depressive symptoms?

References LaMotte S. Fast Food May Contribute to Teen Depression, Study Says. CNN Web site. . Published August 29, 2019. Accessed October 3, 2019.

Mrug S, Orihuela C, Mrug M, Sanders PW. Sodium and potassium excretion predict increased depression in urban adolescents. Physiol Rep. 2019;7(16):e14213. 12 .MsftOfcThm_Accent3_Fill { fill:#C3894D; } .MsftOfcThm_Accent4_Fill { fill:#B1453B; } .MsftOfcThm_Accent1_Fill { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke { stroke:#4472C4; } Please read the directions carefully.

Building the community for your classroom and your students will give you the opportunity to engage your students and their families. Communicating your procedures, routines, and expectations creates transparency with all stakeholders. In the previous weeks, you completed assignments to develop knowledge and skills for effective classroom management. These assignments will inform this benchmark assignment. Create a "Student Engagement and Classroom Management Plan" for a specific grade-level and content area that includes the following: In words, write a personal philosophy of student engagement and classroom management (adapted from your Topic 1 assignment) that includes: · A description of your overall classroom management philosophy aligned to personal beliefs you hold that support it. · An overview of how you will manage your learning environment in order to engage students. · How you will collaborate with students, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. · How you will take a leadership role advocating for meeting the needs of students, and enacting system change.

Write a one-page letter to send to families at the beginning of the school year introducing yourself and explaining your classroom management plan and how you will maintain ongoing communication with students and families to build positive school-home relationships. In words, describe how you will actively and equitably engage students by establishing procedures, routines, and expectations. Include 4-5 specific procedures, routines, or expectations you will implement in the classroom. (These procedures or routines may be revised from previous assignments, or they may be new.) Write a word description of three strategies you plan to utilize in your future classroom that will address limiting and mitigating the effects of disruptive and off-task behaviors in the classroom, including rewards and consequences.

Support your findings with a minimum of three scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required

Paper for above instructions

Student Engagement and Classroom Management Plan

Personal Philosophy of Student Engagement and Classroom Management

Every student has the right to a safe, nurturing, and engaging educational environment where they feel respected and valued. My philosophy of classroom management aligns with the constructivist approach, fostering an atmosphere conducive to active participation and intrinsic motivation. I believe that establishing clear expectations while promoting a sense of community allows students to engage more deeply with the content and feel empowered in their learning process (Simonsen et al., 2010).
Effective classroom management hinges on proactive strategies, emphasizing prevention rather than reaction. Well-established routines and procedures create an organized environment that minimizes disruptions—a cornerstone for maintaining student engagement. I will focus on building relationships with my students and recognizing each student's unique backgrounds and learning styles to tailor my approach accordingly (Fredericks et al., 2004). Thus, implementing strategies that embrace equity ensures every student feels included and motivated to contribute to discussions and collaborative projects.
To create a positive learning climate, I will collaborate closely with students, families, and colleagues. Engaging families in their children’s education fosters a supportive network that adds value to both classroom dynamics and the broader school community. Open communication channels will not only provide immediate feedback but will also cultivate a sense of belonging among stakeholders (Epstein, 2011).
As a teacher, I will take on the leadership role in advocating for my students’ needs and speaking out on systemic changes that will benefit their education. By staying committed to professional development and leveraging insights from research and best practices, I aim to enact meaningful changes in how we approach education, ensuring it meets all students’ diverse needs (Cohen et al., 2009).

Managing the Learning Environment

To establish an engaging learning environment, the following strategies will be implemented:
1. Clear Expectations: Clearly delineating rules and classroom expectations at the beginning of the school year will set the tone for a respectful and productive classroom. Reviewing these expectations throughout the year will strengthen students’ understanding and adherence (Evertson & Weinstein, 2013).
2. Interactive Routines: I will implement interactive routines where students regularly participate in class discussions, partner work, and group activities. This approach will encourage collaboration and facilitate peer learning, ensuring all voices are heard.
3. Regular Feedback: I will provide consistent and constructive feedback to students regarding their progress and behavior. This approach keeps lines of communication open and allows students to self-reflect on their learning journey.
4. Family Engagement: I will organize monthly family nights focused on students’ projects and classroom activities. These events will build relationships, provide transparency on classroom goals, and involve families in their children’s education (Henderson & Mapp, 2002).
5. Cultural Responsiveness: Utilizing culturally responsive teaching methods will ensure that all students’ backgrounds are recognized and affirmed in the classroom. This cultural inclusivity will make the learning environment more relevant and engaging for students.

Communication with Families

[DATE]
Dear Families,
As we embark on a new school year, I would like to take this opportunity to introduce myself and share my vision for our classroom. My name is [Your Name], and I am thrilled to teach [Grade Level] this year in [Content Area]. I believe that building strong relationships between students, families, and myself is vital for fostering a safe and productive learning environment.
In our classroom, I aim to establish a clear set of expectations that promote respect, responsibility, and engagement. By fostering an atmosphere of mutual respect, I hope to encourage students to participate actively and feel empowered in their learning.
To maintain ongoing communication, I will utilize a weekly newsletter, social media updates, and regular phone calls to keep you informed about classroom activities, important dates, and your child’s progress. I strongly encourage families to reach out anytime with questions or concerns; open communication is the key to our success together.
I am excited to work alongside you in supporting the students, and I look forward to an enriching and memorable school year.
Warm regards,
[Your Name]
[Your Contact Information]
[School Name]

Strategies to Address Disruptive Behaviors

To limit and mitigate disruptive and off-task behaviors, I will utilize the following strategies:
1. Behavioral Contracts: Implementing behavioral contracts for students exhibiting disruptive behaviors will foster accountability. These contracts will outline clear expectations and consequences, enabling students to take ownership of their actions.
2. Positive Reinforcement: I will employ a reward system to recognize students who meet or exceed expectations. Strategies such as “Student of the Week” and class-wide incentives will cultivate a motivated and enthusiastic classroom environment.
3. Restorative Practices: Implementing restorative practices will help students address conflicts constructively. By encouraging peer mediation and reflection, the approach will lead to better understanding and resolution of issues without further escalation.

Conclusion

An effective approach to student engagement and classroom management should focus on building relationships, fostering respect, and creating an inclusive environment. Implementing structured routines and open lines of communication between families, students, and educators will promote a successful learning climate. By equipping students with the necessary tools to navigate their educational journey, we are preparing them not just academically but as positive contributors to society.

References

1. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teacher Education and Practice, 22(3), 304-318.
2. Epstein, J. L. (2011). Realizing the potential of schools, families, and communities. In Vol. 1 of Handbook of Education and Human Development (pp. 185-219). Oxford, UK: Wiley Blackwell.
3. Evertson, C. M., & Weinstein, C. S. (2013). Handbook of classroom management. Routledge.
4. Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
5. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
6. Mrug, S., Orihuela, C., Mrug, M., & Sanders, P. W. (2019). Sodium and potassium excretion predict increased depression in urban adolescents. Physiological Reports, 7(16), e14213.
7. Simonsen, B., Fairbanks, S., Briesch, A. M., Myers, D., & Sugai, G. (2010). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 33(2), 183-204.
8. The American Psychological Association. (2013). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
9. Wachtel, T. (2016). Restorative Justice in a Nutshell. Retrieved from https://www.iirp.edu/restorative-justice-in-a-nutshell
10. Waddington, M. (2019). Attachment and family involvement: A teacher’s perspective. Early Child Development and Care, 189(2), 147-158.
This assignment addresses classroom management through research-backed strategies aimed at fostering an engaging and equitable educational environment for all students.