Adressing childhood obesity

Addressing childhood obesity through evolutionary developmental psychology and self-determination theory by using sensory integration.

Nahory Gadd.1,2 MSc Psychology, University of Westminster, London, UK

1 2

International Organisation of Psychology and Education-INOPSYE, London, UK

[Abstract] This intervention addresses childhood obesity in children aged 5 to 11. This is a school-based intervention, however communication between GP ↔ Family ↔ Schools is recommended.

Even though school-based interventions have been implemented before, time to perform a programme along with the national curriculum has proved to be a difficult task (Peterson & Fox, 2007). With regards the latter, Peterson et al. (2007) recommended schools to integrate activities and nutrition into core subjects. Undoubtedly, some programmes have attempted this, “Planet Health” (Wiecha et al., 2004) was a success with children aged 11-12. Results showed greater remission of obesity among intervention girls vs control girls (odds ratio= 2.16; 95% confidence interval= 1.074.35; p = .04). Unfortunately, no difference was found amongst boys. Nevertheless, the intervention reduced TV-viewing-hours amongst boys and girls. Although TV-viewinghours has been used as a predictor of obesity before, future research is needed to achieve generalisability (Miller, Taveras, Rifas-shiman & Gillman, 2008).

Children are influenced by the environments they are in (Smith, 2010). Furthermore, factors such as the emotional, biological, educational, and economic situation could contribute to perpetuate or cause obesity. All these factors are affected by governmental policies, lack of budget; and a culture where good health is not enough to motivate children to practise a healthy lifestyle. Moreover, Deci and Ryan (2000) demonstrated that intrinsic motivation is essential to practise a healthy lifestyle with autonomy.

Certainly, behavioural and dietary treatments are effective for quick weight-loss; however, the effects are not long-lasting (Wooley & Garner, 1994). Bogle and Sykes (2011) reviewed many studies and concluded that it was necessary to create more imaginative ways to address childhood obesity.

This approach is based on evolutionary developmental psychology (EDP) (Bjorklund & Pellegrini, 2000); which considers the time in history, social, biological, cognitive and individual differences of human development. EDP is useful to understand how/ why development happens, and what is involved (Geary & Bjorklund, 2000). Moreover, EDP considers the involvement of epigenetic programmes; which are the study of how variation in inherited traits can emerge in nature via nurture, and nurture via nature (Beach & Whisman, 2013).

Therefore, sensory integration (SI) activities (Ayres, 1979), will be used to allow children to develop their neuromotor-system in relation to their unique situation (cognitivebiological-psychological-social). This intervention aims to get children used to an active lifestyle where nurturing games, that help their development, are combined with the national curriculum. Every activity can be tailored to specific requirements, hence children should be enabled with the necessary competencies and autonomy

to replicate the activities in any environment, thus sharing the activities and bonding whilst they become more active (DeSantis, Harkins, Tronick, Kaplan & Beeghly, 2011).

SI helps to reach a balance in brain functions, it works by developing the senses, proprioception and vestibular system. Teachers will produce academic lessons with activities that involve running, rolling, jumping (vestibular); crawling, pulling, and climbing (proprioception); for 30 minutes every day, allowing pair/team/individual work, to develop social skills. SI activities also help core-strength, which helps children to sit still for longer, hence attention is developed. Furthermore, activities such as climbing or obstacle games, develop skills helpful to solve problems and focus on one step at a time, increasing patience, self-regulation and tolerance in accordance to their age.

Equally important is the promotion of a non-judgemental environment; which is essential to help children to become autonomous. Therefore, self-determination theory (SDT) will serve this intervention by helping adults to enable children to satisfy the three psychological universal needs; competence (confidence and mastery to overcome obstacles or seek guidance), autonomy (when the individual values beneficial behaviours due to his/her believes) and relatedness (to feel understood, respected and cared for), (Ng, Ntoumanis, Thøgersen-Ntoumani, Deci, Ryan, Duda, & Williams, 2012). The latter will encourage intrinsic motivation, a type of motivation that comes from within the individual, it will happen when children replicate the games or ask the teacher to play the games because they enjoy the activity, not because they expect a reward.

To summarise, this intervention should help children to have volition to achieve longlasting self-regulation to practise a more active and healthy lifestyle.

Correspondence: Nahory Gadd, INOPSYE. E-mail: nahory@inopsye.co.uk Received for publication February 2016; Revised 22 February 2016; Accepted 7 March 2016

Š International Organisation of Psychology and Education

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