Child Psychiatry

Introduction Child Psychiatry: Psychiatric disorders in children present are different from those of adults, since they arise in complex and intimate family relationships, and are influenced by the stage of child development. Children also present particular challenges for evaluation and treatment.
Psychiatric disorders present in childhood or adolescence are listed in Table

1. Pervasive developmental disorders hyperkinetic disorders specific development of neurological disorders emotional behavior of the psychiatric aspects of the elimination of child maltreatment Table 1 Classification of psychiatric disorders of childhood and early adolescence the development of some characteristics of normal normal development the child is presented in Table

2. It is essential to take into account the stage of development of the stage of the child for a psychiatric evaluation, which is accepted as normal in one stage to another will be abnormal. Early childhood experiences play an important role in determining what type of people we are as adults.
The role of parents is crucial in this. The child with the parents (or parent) who are loving and tolerant, however, able to establish and implement clear and reasonable limits likely to develop high self-esteem and a secure attachment to parents who provide a secure attachment model of others in later life. The theory of “attachment” was first described by John Bowlby in the 1950s. It stems from his study of young children separated from their mothers in the hospital. attachment behavior begins about 7 months and is clinging and unwillingness to separate from the primary caregiver, usually the mother. Serves to strengthen the bond between mother and son and has a role in the evolution of the protection of children against predators. A child is secured in position to use the mother as a secure base from which to explore the outside world can begin, and will also be able to react well to short-term separations. If the attachment is poor because the father does not meet the needs of children for care or detention, or is inconsistent, the child will be challenged to explore and separation.

This pattern of insecure attachment may persist throughout life, affecting adult relationships. Assessment of Children How psychiatric history is taken and that the child is considered dependent on age, confidence and language skills of children. Much of the story comes from parents and children who are willing to leave their parents can be seen alone. It is generally preferable to see only adolescents and their parents before establishing a relationship of trust with them. The interview should take place in a relaxed and friendly, with toys and drawing materials provided for children under 10 years. The history should include the following: Submission of complaints reported by the parent and child. It is important to take the child to ask about the complaint in a smooth, after winning their trust and talking about neutral topics. the recent behavior or emotional difficulties, including general health, mood, sleep, appetite, elimination, relationships, antisocial behavior, life and fantasy games and behavior at school. Personal history, pregnancy, birth, milestones (motor, speech, feeding, sphincter control, social behavior), medical history, separation of parents, schools attended and progress on them.

Family structure and function of construction of a genogram is often helpful. The relationships between family members should be asked about, and interactions observed during the interview. roads temperature features such as activity level, regularity of the functions (sleep, intestines, eating), the ability to adapt to new circumstances, the willingness to approach people or new situations, the quality and intensity mood, quality of relationships within and outside the family, care and persistence can be seen from a very early age. A mental status examination of the child must be completed, although often based on behavior and watch them play. The following should be considered: the future looks for any abnormalities, bruises, cuts or scratches and the appropriateness of dress. performance level of activity, interactions with parents, motor function, attention and task persistence. Tell articulation, vocabulary and language use. resentful mood happy, happy, sad, depressed, anxious, hostile. Thoughts and speech content of the fantasy life, for example by asking the three magical wishes. The evaluation should be supplemented by physical examination and talking with informants involved with the child or the family as the family doctor, teacher, school psychologist, or social services. An investigation may be made, intelligence tests and tests more frequently in the university, such as standardized tests of reading. Pervasive developmental disorder (autism) Autism is a serious disorder that begins early and out the third anniversary. It is characterized by a lack of social relationships, language development and poor resistance to change and restricted and repetitive behaviors and interests. These children do not take into account or respond to the emotions of others or of social cues. They do not adapt their behavior appropriately to new environments, and are very limited in their game, they rarely participate in “pretend play. In general, soft toys to choose not unusual and can bind to a particular object and refuse to separated from it. Some have very limited language skills, and abilities that are present are not used in social conversation with others.
Three-quarters have a serious mental disability. Autism has a prevalence of 4 to 10,000 and is three times more common in boys than in girls. It is associated with brain damage, in some cases, genetic factors appear to play an important role in the etiology. There is no specific treatment available. Families need a lot of support issues and advice and behaviors can be managed with behavioral therapy. The result is generally low, with only 15% never get an independent operation. 0-1 rapid development of motor totally dependent – on foot through a year of seven months attachment behavior for about 1-2 years begins to dry daily tantrums and separation anxiety 2-5 years to develop complex language skills departure identification of sexual identity with parents at the beginning of the formation of the consciences of living life Fantasy is considered the center of his world of 5-10 years of identity as a girl or boy able to separate and the mother’s personality attributes acquired by the end of this period of adolescence persist into adulthood puberty – 11 to 13 years in girls and 13-17 for males ADJUSTMENT personal identity of the autonomy of parents to learn to work and develop the skills necessary to become self-supporting peer relationships is very important group development Table 2 Normal small specific developmental disorders of these disorders, specific skills such as reading, spelling, knowledge of arithmetic and language interrupted.
The problems are present from early childhood. To make a diagnosis of pervasive developmental disorder Specific, acquired brain injury or disease must be excluded and that the child must have a reasonable opportunity to acquire these skills at home or at school. The causes of specific developmental disorders are not known with certainty but is believed to come of abnormal cognitive processes. All of them are much more common in boys than in girls. specific reading disorder is particularly common with a prevalence of 5-10%. The most common problems include reading distortions or additions of words or parts of words, slow reading rate and the loss of space in the project. Although the specific reading disorder is not due to insufficient enrollment, absenteeism is a common consequence of difficulties in school. disorders of conduct and specific disorders reading often co-exist. hyperkinetic disorder in the United States this is called deficit hyperactivity disorder (ADHD). The main features of the disease are hyperactivity, restlessness, attention, distractibility and impulsive behavior. These children are often clumsy , accident prone and have trouble with their parents and teachers, because they act without thinking. Other children are often avoided and may become socially isolated. The symptoms usually occur at an early age but is more frequently diagnosed in June -9 years in which there is a prevalence of about 8%. It is three times more common in boys than in girls. Several causes have been proposed, with genetic factors and parental allergies.

This is one of very few children psychiatric disorders treated with medications. stimulates amphetamines are used, such as methylphenidate, which has the paradoxical effect of reducing levels of activity and improvement of care. This translates into improvements in academic performance and development of friendship. “behavioral therapy, using a system of rewards for good behavior, it is also useful for these children. hyperactivity disorder tends to improve with age, the fourth only to the persistent problems in adolescence. Around half of them still have some features of the disorder in adulthood, which is often expressed as a behavior conduct. Conduct of the main features of the disorder conduct disorder are persistent antisocial behavior such as anti-bullying , severe temper tantrums, property damage from fire, theft, truancy, and persistent disobedience and rebellion. The child’s age must be taken into account, and the malice standard should not be regarded as a sign of conduct disorder. A third cases have a specific reading disorder, and there is considerable overlap with hyperactivity. The behavior problems are common, present in at least 4% of children with a peak between 12-16 years of age, and are three times more common in boys than in girls. There are two types of behavior disorders: behavior socialized. These children are able to make friends who usually work also behave antisocial. The bad behavior is usually more evident outside the home. Relations with adults can be good, but often there are difficulties with authority figures.
Unsocialised conduct disorder. These children have no friends, either because they were rejected by their peers, either because they deliberately choose to be isolated. Antisocial behavior occurs only. A certain degree of emotional disorder is often also present in these children. The causes of behavior disorders are a complex interaction between the biological structure of the child, family influences and environmental factors such as summersied Figure 1. The style of parenting is considered important. conduct disorders are likely to develop if parents do not set clear limits, control and manage development ineffective or inconsistent discipline. Improved parenting skills is likely to improve performance, including if other etiological factors are present. Other treatment approaches include family therapy, behavioral therapy, remedial courses and other activities to provide peer groups. The results are better for the group socialized. Two-thirds of the students unsocialised persistent conduct behavior in adulthood. The children’s emotional mood disorders are characterized by anxiety and depression. They are present in 2-3% of children and in particular for children are the most common psychiatric disorders in girls. generally have a good prognosis. separation anxiety disorder, it is normal for toddlers and preschoolers to feel some anxiety about actual or threatened separation from their parents. In anxiety disorder Separation anxiety is particularly severe or occurs in older children, and causes some problems in social functioning, as preventing children from attending school. Symptoms include persistent concerns about the separation of the attachment figure (usually the mother) and great distress if compelled to do so. Some refuse to go to sleep without his mother and nightmares about separation. parental overprotection is often present and other causes include child temperament and stressful events, especially those involving separation, such as family breakdown, loss or anxiety disorders of childhood diseases specific animal phobias, black or foreigners are normal in young children and rarely require treatment. GAD can occur and that the frequency of somatic symptoms charactersied, abdominal pain in particular. Family influences martial discord parents absent fathers violence, alcoholism, personality disorder of the brain conduct genetic parents of poor children, low IQ of temperament factors affecting the environment school care group social influences peer disciplinary code Figure 1 Performance of withdrawal symptoms, conduct disorder etiology of depressive illness with depressive illness are very similar in children than in adults – low-power mode, anhedonia, sleep and appetite changed and depressive thoughts . Fleeting suicidal thoughts are fairly common, but the suicide is rare. Moderate and severe depressive illness are rare in prepubertal children, with a steady increase in the impact on adolescents. The causes of depression and its treatment are similar to adults, although young children seem to be less sensitive to antidepressants than adults, the methods of psychological treatment that is preferred. school refusal the refusal of the child refuses to go to school because of specific concerns about school, the journey of the same or separation anxiety. This represents approximately 1% of all absences from school, and is much less frequent truancy in which the child hides his absence from school and their parents . The characteristics of children with school refusal are compared with those steers used in Table 1. Denial of the school must be addressed by returning the child to school as soon as possible that avoidance is likely to increase anxiety . a reintroduction of the quality necessary, with the support of the child and parents. Child abuse Child abuse can take the form of neglect, psychological abuse, physical or sexual abuse. It plays a role in the development of disorders psychiatric children may continue into adulthood. It is essential that all professionals who come into contact with children are aware of the possibility of abuse play a role in the problems posed by a child and his family. Table 3 Comparison characteristics of children with absences and truancy, school refusal the refusal of Absence Absence school known parents of the parents of the school day is hidden home alone or with parents may be days away from home with their pairs with the highest incidence at 11 years Increased fear of school age or separation anxiety disorders emotional n all social groups have increased in lower social classes No increase in discord parents dysfunctional marriage incidence parental overprotection severe parental abuse is difficult to measure than the majority of cases go unreported, and a definition of what constitutes abuse varies. The official figures of reported cases of abuse have increased in recent years, although this may be due to increased reporting rather than a real increase in abuse. A British study found that 12% of women and 8% of men have some form of sexual abuse before the age of 16 years. There are many factors that contribute to abuse of children. Some children are more vulnerable than others, such as those that are not desirable, an early separation from the mother, either mentally or physically disabled or have temperamental characteristics that make them difficult to handle. Some parents are more likely to be violent, especially those who were abused as children, living in poor socioeconomic conditions and have a realistic style of disciplining their children. The most common form of sexual abuse is father-daughter incest. Child sexual abuse may have a sudden change in behavior social or academic performance or behavioral problems. Some play games early and repeated sexual intercourse. It is important to give these children an opportunity to reveal their abuse, but great care must be taken to not increase their trauma. The social services must be informed any disclosure of sexual abuse by a child and start a day care procedure. The emotional effects of child sexual abuse can be addressed in individual psychotherapy with the child. Teens and adults can also be offered group therapy, which has the advantage of reducing feelings of isolation and help develop confidence and self esteem. One third of sexually abused children have no negative long-term, others are prone to depression, low self-esteem, sexual problems and tend to re- victimization in adulthood. Elimination Disorders enuresis enuresis is the involuntary emptying of the bladder occur after the age of five years in the absence of an organic cause. Bedwetting (nocturnal enuresis) is common, occurring in 10% more than 5 years, 5% of persons 10 years and 1% of 15 year olds. diurnal enuresis is less common. Enuresis is considered a principal, if there was a prior period of bladder control, and secondary if it follows a period of abstinence. It is twice as common in boys than in girls, and most cases are probably due to delayed neurological maturation that simply is corrected over time. There is often a positive family history same problem. The secondary enuresis may occur as a feature of regressive behavior in times of stress. To exclude the directors is composed of a physical cause, especially urinary tract infections, to reassure parents and encourage them to solve the problem calmly and tranquility. Implement a simple behavioral program as a graph or a wheel and the hood can be used. Encopresis Encopresis is inappropriate defecation, despite routine monitoring of the intestine. Most children are continent of faeces at the age of 3 years. At 8 years, 2% of males and 1% of girls suffer from encopresis. This may be due to inadequate toilet training or have a psychological cause of behavior that represents the child’s feelings of anger or regression to a time of stress. Constipation with overflow incontinence is the main differential diagnosis to exclude. Adolescents Adolescent social and emotional problems difficult to treat. For example, there are often disputes over the degree of independence they want and are allowed to have their parents. The peer group is very important and influential, and can provide valuable support to people to try new things away from family. You can also generate great concern by the group’s refusal , and may encourage criminal behavior. The development of sex is another potential source of confusion, anxiety and conflict. The evolution profile of psychiatric disorders such as children become teenagers. There is a marked increase in depressive disorders, especially among girls, and schizophrenia is much more common in late adolescence. Problems with alcohol and drug abuse and eating disorders tend to occur at this time. developmental disorders in general have been resolved.

Neglect, physical violence and sexual abuse (broadly called child abuse) have profound and long-term development of a child. The long-term effects of chronic early maltreatment in a caregiving relationship (also called complex PTSD) a child can be seen in higher rates of psychiatric disorders, higher rates of addiction, and a variety of serious relationship problems. Child abuse is an intergenerational problem. Very often the perpetrators of abuse and neglect are profoundly damaged people who were abused and neglected. There are clear links between neglect and abuse and later psychological, emotional, behavioral and interpersonal problems.

The basis of this relationship is the impact that abuse and neglect in the developing brain. Daniel Siegel, medical director of the Infant and Preschool Service at the University of California at Los Angeles, has found important links between interpersonal experiences and neurobiological development (Developing Mind: Toward a neurobiology of interpersonal experience. Daniel J . Siegel, Guilford Press, 1999.) We know that a child uses the mother’s state of mind to regulate the child’s mental processes. It is through a relationship sensitive, responsive, and the care with primary care provider that the child develops the capacity for self-regulation, emotional control, regulation of behavior and cognitive skills such as cause and effect thinking, including others.

Develop the child’s ability to control their emotions and develop a coherent sense of self requires sensitive and responsive parenting. The National Adoption Center found that 52% of adoptable children are the symptoms of attachment disorder. In another study by Cicchetti, Barnett and [2], 80% of child victims of violence or abuse had symptoms of attachment disorders. The best indicator of the type of attachment of a child’s state of mind with regard to the setting of the biological mother. type of attachment to a biological mother before the birth of your child can predict with 80% accuracy for classification of attachment of the child of six years. It is a remarkable discovery. Finally, recent research by Mary Dozier, Ph.D. [3] has shown that the type of attachment to an adoptive mother has a profound effect on the type of attachment of the child. He noted that the type of attachment the child is similar to that of the adoptive mother, after three months probation.

These results strongly support a mechanism for non-genetic transmission of attachment patterns across generations. Children who have been victims of sexual abuse is a significant risk of developing anxiety disorders (2. 0 times the average), major depressive disorders (3. Mean of four times) the abuse of alcohol (2. Average of 5 times ) drug abuse, (3 8. the average), and antisocial behavior (4. average 3 times) [4]. In general, the left brain is the site of the language of motor activity in the right side of the body and logical thinking based on the language. The right hemisphere of the brain responsible for motor activity on the left side of the body, perceptions of context, facial recognition, treatment, relational and emotional perception, and in general. The orbitofrontal cortex (the brain behind the eyes) is responsible for the integration of emotional responses generated in the limbic system with higher cognitive functions such as planning and language in the prefrontal lobes of the cerebral cortex. Left orbitofrontal cortex is responsible for memory creation while the right orbitofrontal cortex is responsible for memory retrieval. operation requires an integrated right and left hemispheres. A large number of synaptic connections between neurons are formed during the first year of life in the middle of the second year of life. An integrated brain requires connections between the hemispheres by the corpus callosum. Abused and neglected children have smaller corpus callosum that children are not battered. Abused and neglected children have been integrated bit hemispheres.

This poor integration of hemispheres and underdevelopment of the orbitofrontal cortex is the basis of symptoms such as difficulty regulating emotion, lack of cause and effect thinking, inability to accurately recognize emotions in others the child’s disability express their own feelings of the child, the sense of history and autobiographical self inconsistency and a lack of awareness. The brains of abused children are not so well integrated that the brains of abused children. This helps explain why abused children have serious difficulties with emotional regulation, integrated functioning and social development. development of awareness and capacity for empathy are largely functions of the orbitofrontal cortex. When the development in this region of the brain is blocked, there are important social and emotional difficulties. Interestingly, the orbitofrontal cortex is sensitive to the recognition of faces and eyes. Abused children often have attachment disorders because of its lack of sensitivity of the biological parents of response interactions with children.

Early interpersonal experiences have a profound impact on the brain because brain circuits responsible for social perception is the same as those that integrate functions such as the creation of meaning, the regulation of states of the body, emotion regulation, the organization memory and interpersonal communication skills and empathy. stressful experiences that are overtly traumatizing or chronic cause chronic elevated levels of neuroendocrine hormones. High levels of these hormones can cause permanent damage to the hippocampus, which is essential for memory. [5] On this basis one can assume that psychological trauma can affect a person’s ability to produce and maintain the memory and prevent the resolution of trauma. Child abuse show a variety of behaviors that can lead to a number of diagnoses. However, the effect of early abuse and neglect of children can be seen in several critical areas of development. These domains include emotional regulation, regulation of behavior, attachment, biology, flexibility of response, integrated and coherent sense of self through time, the ability to participate in an impact on the lineup with significant others ( empathy and emotional connectivity), the self-concept, cognitive and learning, and development of consciousness.

The effects of abuse in early child development are profound and lasting. It is the impact of abuse on the child’s brain development that causes the effects observed in a variety of fields, including social, psychological and cognitive development. The ability to control their emotions and emotionally attuned to another depends on early experience and development of specific brain regions. In early abuse leads to deficits in the development of these brain regions, the orbitofrontal cortex, especially frontal and corpus callosum, because the toxic effects of stress hormones in the developing brain. These results suggest that effective treatment requires a significant emotional relationship to listening. Siegel said: “As parents reflect with their securely attached children’s mental states that create their shared subjective experience, which will join them in an important co-constructive process of understanding how the mind works. The inherent characteristic of a Secure attachment – contingent, collaborative communication – is also a key element in how to facilitate the integration of internal relations in a child. [6] This has implications for the effective treatment of abused children. For example, when a therapeutic relationship, the client is able to reflect on aspects of traumatic memories and experience of the effects associated with those memories without becoming dysregulated, the client developing a greater capacity to tolerate increasing amounts of concern. Customer learns to regulate itself. The tuned resonance relationship between the client and the therapist allows the client to make sense (a function of the left hemisphere) memories, autobiographical representations, and affect (right hemisphere functions.) Effective treatments, such as the development of dyadic psychotherapy, can have important positive effects on later development. [2 Cicchetti] and Barnett, 1991. [3] ‘The integration of children in foster care: the role of caregiver state of mind, Child Development, vol. 70, pp. 1467-1477, 2001. [4] MacMillan, HL, et al. al., childhood abuse and lifetime psychopathology in a community sample, American Journal of Psychiatry, vol. 158 No. 11, pp 1878-1883, November 2001 [5]. McEwen, B., “The development of the cerebral cortex XIII: Stress and brain development – II” Journal of the American Academy of Child Psychiatry, 38, 101-103, 1999. [6] Siegel, 1999. P. 333.

During infancy

For three or four weeks after birth the infant sleeps more or less, day and night, only waking to satisfy the demands of hunger; at the expiration of this time, however, each interval of wakefulness grows longer, so that it sleeps less frequently, but for longer periods at once.

This disposition to repose in the early weeks of the infant’s life must not be interfered with; but this period having expired, great care is necessary to induce regularity in its hours of sleep, otherwise too much will be taken in the day-time, and restless and disturbed nights will follow. The child should be brought into the habit of sleeping in the middle of the day, before its dinner, and for about two hours, more or less. If put to rest at a later period of the day, it will invariably cause a bad night.

At the start the infant should sleep with its parent. The low temperature of its body, and its small power of generating heat, render this necessary. If it should happen, however, that the child has disturbed and restless nights, it must immediately be removed to the bed and care of another female, to be brought to its mother at an early hour in the morning, for the purpose of being nursed. This is necessary for the preservation of the mother’s health, which through sleepless nights would of course be soon deranged, and the infant would also suffer from the influence which such deranged health would have upon the milk.

When a month or six weeks has elapsed, the child, if healthy, may sleep alone in a cradle or cot, care being taken that it has a sufficiency of clothing, that the room in which it’s placed is sufficiently warm, viz. 60 degrees, and the position of the cot itself isn’t such as to be exposed to currents of cold air. It’s essentially necessary to attend to these points, since the faculty of producing heat, and consequently the power of maintaining the temperature, is less during sleep than at any other time, and therefore exposure to cold is especially injurious. It is but too frequently the case that inflammation of some internal organ will occur under such circumstances, without the true source of the disease ever being suspected. Here, however, a frequent error must be guarded against, that of covering up the infant in its cot with too much clothing throwing over its face the muslin handkerchief and, last of all, drawing the drapery of the bed closely together. The object is to keep the infant sufficiently warm with pure air; it therefore ought to have free access to its mouth, and the atmosphere of the whole room should be kept sufficiently warm to allow the child to breathe it freely: in winter, therefore, there must always be a fire in the nursery.

The child up to two years old, at least, should sleep upon a feather bed, for the reasons referred to above. The pillow, however, after the sixth month, should be made of horsehair; for at this time teething commences, and it’s highly important that the head should be kept cool.

During childhood.

Up to the third or fourth year the child should be permitted to sleep for an hour or so before its dinner. After this time it may gradually be discontinued; but it must be recollected, that during the whole period of childhood more sleep is required than in adult age. The child, therefore, should be put to rest every evening between seven and eight; and if it be in health it will sleep soundly until the following morning. No definite rule, however, can be laid down in reference to the number of hours of sleep to be allowed; for one will require more or less than another.Regularity as to the time of going to rest is the chief point to attend to; permit nothing to interfere with it, so only let the child sleep without disturbance, until it awakes of its own accord on the following morning, and it will have had sufficient rest.

The amount of sleep necessary to preserve health varies according to the state of the body, and the habits of the individual. Infants pass much the greater portion of their time in sleep. Children sleep twelve or fourteen hours. The schoolboy generally ten. In youth, a third part of the twenty-four hours is spent in sleep. Whilst, in advanced age, many don’t spend more than four, five, or six hours in sleep.

It’s a cruel thing for a mother to sacrifice her child’s health that she may indulge her own vanity, and yet how often is this done in reference to sleep. An evening party is to assemble, and the little child is kept up for hours beyond its stated time for retiring to rest, that it perhaps exhibited, fondled, and admired. Its usual portion of sleep is thus abridged, and, from the previous excitement, what little he does obtain, is broken and unrefreshing, and he rises on the morrow wearied and exhausted.

Once awake, it shouldn’t be permitted to lie longer in bed, but should be encouraged to arise immediately. This is the way to bring about the habit of early rising, which prevents many serious evils to which parents are not sufficiently alive, promotes both mental and corporeal health, and of all habits is said to be the most conducive to longevity.

A child should never be suddenly aroused from sleep; it excites the brain, quickens the action of the heart, and, if often repeated, serious consequences would result. The change of sleeping to waking should always be gradual.

The bed on which the child now sleeps should be a mattress: at this age a feather bed is always injurious to children; for the body, sinking deep into the bed, is completely buried in feathers, and the unnatural degree of warmth thus produced relaxes and weakens the system, particularly the skin, and renders the child unusually susceptible to the impressions of cold. Then, instead of the bed being made up in the morning as soon as vacated, and while still saturated with the nocturnal exhalations from the body, the bed-clothes should be thrown over the backs of chairs, the mattress shaken well up, and the window thrown open for several hours, so that the apartment shall be thoroughly ventilated. It’s also indispensably requisite not to allow the child to sleep with persons in bad health, or who are far advanced in life; if possible, it should sleep alone.

More importantly, children of all ages can suffer social, which has negative effects that can make unhappy for the rest of their lives. Contribute FactorsIn rare cases, a medical problem may be the cause. If you suspect your child has a weight problem, take her to her pediatrician for a full review. Lack of exercise is one of the most common factors leading to childhood obesity. Too much television and computer and video games, with a reduction or elimination of physical education in schools, accounts for the fact that many children simply do not exercise. The consumption of excess calories is another matter. Today’s families are pressed for time, rely heavily on convenience and fast foods that are high in calories. Many children are also in hundreds of daily calories as sodas and fruit drinks. The excess of large portions of the restaurants and the home play a role.

Family history also contributes to childhood obesity. Overweight children with their parents or siblings are more likely to be obese themselves. Researchers do not yet know whether this is due to genetics or learning behaviors and unhealthy habits. I can not put it on the same diet I’m On? Children are not small adults. As they grow, most children should not lose weight to lose weight. A diet that reduces weight, while the child is growing will result in a healthy, progressive wasting and teach good eating habits for life. Emphasis should be placed on eating better and becoming more active, rather than scale figures. How can I tell my child about his weight? Need help for your child. Children need to know that love and respect, whatever their weight. Children who feel loved are more secure and able to make changes in the healthy lifestyle and feel good about themselves. With younger children, do not mention anything about your weight. If you have questions like “Why is there a new type of ice cream in the freezer? You may say,” It’s not really ice cream, frozen yogurt. I will buy now because it’s healthy for our family. “Focus on the positive aspects, such as,” The soft drink instead of soda pop will make you big and strong like Daddy. “Half Year children (six to twelve years) to put the information into practice. This is the perfect time to learn the facts about nutrition, exercise and healthy lifestyles. They need a balance between structure and freedom of choice, however, and renting their healthy choices. With teens, talk calmly and honestly about the dangers of poor nutrition. If you have difficulty losing weight, validation can be difficult and remind everyone to enjoy food. Let him make a reality check to see if she works hard to lose weight and be too extreme in their efforts. Help them see that moderation is more effective. Tips for Better Family BehaviorsTeach feed their children good nutrition.

Every family should have a basic understanding of what constitutes a healthy diet. If you do not know Consult a registered dietitian and take your children with you. Go to the supermarket, make a shopping list in advance and stick to it. Make sure there is enough variety in the foods you choose to avoid boredom. Take the less tempting foods high in fat. Read labels so you know what you buy. See by excess sugar. In the kitchen, preparing foods with less fat. Increase the frequency of fruit and vegetables. Serve small amounts of foods higher in fat, but do not cut completely. Let your child help with meal planning and cooking. It is useful to get involved and feel they have some control over their food. keep healthy snacks readily available . It is normal for children to be hungry between meals. Kid-Friendly Choice sliced apples with peanut butter or cheese, low fat yogurt with granola, dried fruits and nuts, and vegetable sticks with salsa health. Snacks Put in the individual portion or put in a serving bowl. (To a child a bag of potato chips and waiting to stop after a bit irrational.) Schedule of success. Expect more regular meals and do not let your child skip breakfast. Include healthy morning and afternoon snacks in your child’s routine. Plan and have more meals together as a family. Eat all meals and snacks on the table. Children (and adults) who eat while watching TV or doing other activities are more likely to overeat because they do not pay attention to how much they eat. Provide a supportive environment for weight control. It is not the “food police.” This strategy is likely to return with the children hidden food or binging in private. Instead, minimize the amounts of foods high in fat at home. Attach tempting foods in sight.

Make the most nutritious foods available. Never give your child clear your plate, and serve no prizes for finishing all the food on the plate. Children should learn that food is fuel for your body, and a source of pleasure. The association of food with punishment or May reward distort their view of the role of diet in your life. Be a good model. Do not skip meals. Cook more at home instead of eating out. Eat slowly and enjoy your meal, the foods must have at least twenty minutes. Eat fruit for dessert instead of sweets. Be active after dinner, instead of resting on the chair. Increased activity levels of the family. Limit time watching television and computer / games. Use your car less often. Use the stairs instead of the elevator or escalator to the time when we are alone with your child. Walking family after dinner. Buy an aerobics tape especially for children . Experts agree that this may be one of the most important things you can do for their children and that regular exercise is essential for weight control and general health. Use the above tips and your family will be in the way to a healthier diet. Children learn healthy behaviors when they are young are much more likely to maintain the habit in the rest of their lives.

This guide focuses on the preparation of meals not only full of nutrients, but also appeals to the base of a child by the addition of temptation in the mouth of a child. Provides food ideas very creative and original dishes with fun names to excite your child have the textures children in a friendly way, using colors and shapes to enhance the fun of your child. The guide includes recipes for fun in 6 different categories that are snacks, drinks, lunches and packed lunches for school, dinner on the house and desserts. Since we can not force a child to eat healthy grub, this guide teaches children and their mothers how to keep fit without dieting, but for making delicious meals with less calories and nutrients high energy drinks. This guide is clearly intended to teach healthy eating and no food deprivation or diet. Every effort they made the right choice of nutrient-dense foods.

This guidance also focuses on foods with ingredients easily accessible, fast and easy for parents to encourage a child to participate in a nutritious diet. In fact, it’s an adventure for children to eat healthily observation. With this, parents and children eat in silence at the dinner table without tantrums much chaos. It becomes a great appreciation for parents who see their children swallow fresh fruit and watch them eat vegetables once they disliked. Food is the only source of nutrition for poor children, this guide delicious food consists of nutritious, low sugar and high in grains. These recipes are all the time, most of them can be prepared in 15 minutes. Children are so busy with school or college and the additional activities necessarily require a healthy diet. Since these revenues just a few minutes, can serve faster than burgers or fries. By extension, this guide is a guide for the family, not just for kids to help his family host. Children learn the consumption of nutritious foods at an early age tend to bring along all their lives and the statistics of childhood obesity, children are rising sugar, do not risk the life of his son, encouraging him / her to take junk food rather than nutritious food supply a priority. You can purchase these guides and equipping your child a decent life free from disease and illness. Various websites and magazines offer similar advice too.