Childhood Obesity

CHILDHOOD OBESITY 5

ChildhoodObesity

Thepatient is a boy who is 12 years old African American who is obese.The most active thing that the child does is playing computer gamesand walking around in the house and at school. His diet includesoatmeal, coffee with cream, sandwich with chips, cracker, cheese,burger, chicken, meat, vegetables and fruits.

Assessment

Theboy is overweight for his height and age.He also shows various symptoms of diabetes, ear infection, scoliosis,and gynecomastia. The doctor has ordered labs for him to complete,like CBC, and lipid panels.

Diagnoses

Imbalancednutrition: the boy has been taking more than his body requires. Hetakesfood more than his use of energy.

Hehas a risk for ineffective therapeutic routine management as he lacksknowledge on the activities that he can engage in to use foodconsumed.

Hehas poor eating habits since his diet is composed more of fats,carbohydrates, and sugars.

Expectedoutcomes

Identifythe inappropriate behaviors and the consequences that are associatedwith overeating or gaining weight.

Identifybehavior change strategies so as to avoid overeating.

Identifysupport systems required for behavior change.

Verbalizea comprehension of the association between losing weight, controllingweight and exercise (InHarlan, 2015).&nbsp

Showa change in his eating habits and involvement in an exercise program.

Weightloss should be evident with maximum health maintenance

Planningand implementation

Reviewthe cause for obesity so as to identify choice of intervention

Reviewthe daily food diary of the patient. For example, examinethe types of foods and the amount of food as well as eating habits.This step offers the individual an opportunity of focusing on therealistic picture of the amount of food taken and the correspondingdiet(InHarlan, 2015).

Uselearning theory to discuss the patient emotions and events thatassociated with eating. The step is important in identifying when thepatient eats to satisfy an emotional need instead of physiologicalhunger.

Aneating plan should then be formulated together with the patient, sungthe knowledge of height, age, gender, energy and nutrient required.Even though there is no basis for recommending a diet, aproperdiet for reducing ought to comprise of all the major food groupsfocusing on intakes of low-fats and enough intake of proteins toprevent lean muscle mass loss (InHarlan, 2015).

Byuse of learning theory,it advised stressing to the parents on the importance of avoiding faddiets. Removing the components needed could result in imbalances likereducing carbohydrates excessivelycancausefatigue, weakness, and metabolic acidosis, and therefore, interferingwith the program of losing weight (Pender,Murdaugh &amp Parsons, 2015).&nbsp

Determinethe current level of activity and plan an exercise program that isprogressive and tailored to the goals and choices of an individual.Exercise is important as it further the loss of weight by loweringappetite, toning muscles, increasing energy and creating a sense ofwellbeing (Pender,Murdaugh &amp Parsons, 2015).&nbsp

Discussbehavior and lifestyle change strategies so as to encourageprogressiveloss and control of weight.

Evaluation

Aftertwo weeks of changing diet and starting to exercise, the outcomeshould beevaluated.The patient should be guided accordingly based on the resultsof the evaluation. The challenges that the patient is facing in thelifestyle change should be addressed to make the program useful.Evaluation should continue after another period of two weeks (Pender,Murdaugh &amp Parsons, 2015).&nbsp

References

InHarlan, C. A. (2015).&nbspGlobalhealth nursing: Narratives from the field.New York, NY:Springer Publishing Company, LLC.

Pender,N. J., Murdaugh, C. L., &amp Parsons, M. A. (2015).&nbspHealthPromotion In Nursing Practice.Boston:Pearson.