When Think Kindness founder Brian Williams started martial arts, he learned that “Kindness was the ultimate form of self-defense”. Instead of a survival of the fittest, teaching, he learned that it was survival of the kindest. “If you are nice to everyone, you should never have to defend yourself.” Says his instructor Tom Callos.

Following in his footsteps, as well as our Coach Tom’s teachings, we work on challenging our 5-10 year olds to perform random acts of kindness. For the ones who aren’t yet writing, they get the chance to color in Kindness Ribbons. The older ones write out their acts, or even work on creating videos to teach the younger ones what some acts of kindness could be. And, our 4th-12th graders over the The House, Inc. are out and about in the community this week performing their acts!

So, let us know if you see the kids out and about, or even, just stop by and tell us what RAOK you were blessed with!

Our network of speakers and certified instructors help to:

• Provide balanced exercise, nutrition, and kindness education for school-aged youth.
• Demonstrate and model safe and fun activities for teachers and students.
• Empower youth to take responsibility for healthy habits, improve self-esteem, build self-assurance and foster a lifelong commitment to health, fitness, and respect for themselves and others.
• Engage schools and families to help teach respect to our youth, both in athletics and life.

Our program fosters building respect for our differences both inside and outside the classroom using a train-the-trainer methodology for parents and teachers. We have included a training component for a sample workshop with students. Our instructors work with a variety of cultural backgrounds in a variety of educational environments.

Diversity training is a fundamental component of a diversity initiative and represents the opportunity for school districts to inform and educate administrators, teachers, and parents about diversity. The purpose of training is not only to increase awareness of diversity in the schools, but also to develop and enhance skills among parents, students and teachers to help them communicate more effectively with each other. Diversity training has the ability to increase awareness, impart knowledge and educate people further on how to accept differences in those they encounter in their lives.  The main goal of our diversity-training program is to create a positive environment by helping participants to recognize and be tolerant of differences among those they interact with in school, work and life.

Diversity training programs often fail for several reasons.

1. They’re viewed as the latest human resource fad or because an outside agency recommends a diversity program.
2. Many school districts fail to implement diversity programs that are custom-made for their needs.  Many school districts select a generic program not tailored to their organizational structure or culture.
3. Parents and teachers feel the material is not relevant to their job and simply see the training program as a waste of time.
4. Inadequate resources supplied to implement changes.

When a proper diversity-training program is initiated within a school district, the schools and participants benefit from elevated commitment levels to teaching and learning, motivation over all increases and there is a renewed focus on reaching higher levels of learning. According to a study conducted by National Center for Research in Vocational Education at the University of Illinois: “The most effective diversity training programs are inclusive. These programs aim at enrolling all participants; obtain the support of both school district management and parents; keep their definitions broad, in order to include everyone as part of the diversity that should be valued; conduct needs assessment and customize programs to meet organizational needs; follow action plans; and provide accountability.”

Fit & Healthy Schools (F&HS) has produced a diversity training program that includes: awareness-based training, to increase knowledge and sensitivity to diversity issues; and skills-based training, to provide a set of skills to enable participants to deal effectively with diversity in the schools and their lives.

Train-the-Trainers Program

In the United States, diversity and social inequalities, differences and problems are often ignored or shrugged off largely because a lack of understanding and toolset in which to confront the problems.

Recent studies have shown a proven pattern of success in our society where social boundaries are blurred, crossed and broken down. Because of this, it is imperative now, more than ever, that our school’s teachers, staff and faculty are armed with the knowledge and tools to teach students to do the same.

F&HS’s Diversity Program helps facilitators create a safe environment for diversity exercises and discussions, and generate a willingness to participate from students for reflections after exercises. It also enables facilitators to anticipate any problems individual students may have in advance so that they can be addressed effectively.

Topics covered in the diversity curriculum:

• In-group favoritism/Cliques
• Borders and Boundaries
• Bullying
• Confidence and Respect
• Mixing it up

The goal of F&HS diversity training is to teach facilitators how to build acceptance for a diverse environment with respect towards all people. The training equips facilitators to set a tone of positive energy in a safe environment and to encourage people to open up and share aspects of their cultural background with each other.

This program helps individuals and groups to break down barriers, create new relationships and strengthen individuals in the process. This enables students to see differences with acceptance, understanding and an attitude of mutual respect and cultural openness.

Three instructors facilitate our Train-the-Trainer program. The workshop lasts three hours; participants rotate instructors at the 50-minute mark and have a 10-minute break between sessions. The program is broken into the following parts:

Part 1: Ice Breaker and Lecture – This section allows participants and instructors to get to know each other, discuss what’s going to be learned, and to set expectations and agreements. The lecture portion will cover what diversity is and why it is important.

Part 2: Empowerment and Activities – Participants will work on project ranging from In-group Favoritism, Borders and Boundaries, Bullying, Confidence Building, and more.

Part 3: Diversity Workshop and Discussion – The purpose of this section is to create a safe environment and a value for participation from participants, which will enrich the experience of everyone. We look at demographic statistics and how they relate our selves, family, friends, community and the country.

Participants receive Program Booklet, Respect Book, Every Other Day Cards, Respect T-Shirts, and a Certificate of Completion.

Student Program

Many of our schools a training component for students as well as a part of this overall program. For example, if we have a group of students ranging in grades from 6^th – 12^th, our modules to work with the students are broken into two groups, 6^th-8^th and 9^th-12^th. Students will break into groups of 20-30 students each with an Instructor. The student program lasts approximately 3 hours and rotates each group through each Instructor. Students will cover several of the topics and programs that the teachers and parents learned to use in their classrooms and at home. F&HS asks that there be several Guidance Counselors in attendance to help support any questions or concerns the students come up with as they would be most familiar with the students from their respective schools.

Part 1: Ice Breaker & Workshop – Fun, engaging introductions between students and instructors. The Workshop includes topics such as the World Village, Borders and Boundaries, and Bullying.

Part 2: Taking Action! – Students develop the confidence to take action in situations where boundaries have been crossed, the skills to stick up for others and gain respect for people’s differences and perspectives.

Part 3: Diversity Workshop & Breaking Barriers – Students come back together as a cohesive group. We look at demographic statistics and how they relate our lives, family, friends, community and the country. Students participate in a diversity circle and then follow it up with a discussion on what their feelings, thoughts and responses were to the exercises.

Session Evaluations

Our team conducts both pre- & post- training assessments for the Train-the-Trainer sessions, as well as a 6-month follow-up survey to determine how the programs are working in the classrooms and/or at home for the parents. All participants have year round access to the Fit & Healthy Schools website where they can continue access and download program information to use in their classrooms and lives.

Students attending the Student Program will take a pre- & post- quiz identifying their knowledge of cultural diversity and respect. Students also have year round access to the Fit & Healthy Schools website where they can participate in diversity discussions and continue to find exercises to increase their knowledge and awareness with diversity and sensitivity issues.

We are working to bring communities together to work towards a more giving, caring and sharing outlook.  We are doing this by creating community gardens throughout the community of Pennsville, NJ.  Our Director of Communities & Giving, Brenda Irwin, and co-owner of The Training Academy, has obtained permission from local schools, churches and businesses to use their unused space to create community gardens.

The gardens will be created and maintained by volunteers ranging in age from 4 – 60 yrs.  The harvest will feed anyone who is in need of food.  The mission is to teach ‘seed to table’ nutrition.  The team will work with volunteers to teach people how to garden, importance of healthy nutrition and how to create meals from the crops.  The gardens will be open for anyone, anytime to pick whatever they need to eat.  If we have an abundance of any crops, the harvest will be donated to the local food pantry for distribution.

FHS will be using Grant Funds to purchase supplies and soil for the spaces requiring raised gardens, seeds, plants and other supplies.  The local Habitat for Humanity Restore has many items for sale which can be used in our project.  We will also be creating plastic bottle sheds and work spaces at some of the sites.

Most gardening tools have been donated by members of the community.  A local landscaper has volunteered to till spaces.  A local business will be asked to create and donate signs.

We see the growth potential for this project to be phenomenal.  Working with the local elementary schools, businesses and non-profit groups will create exposure allowing for exponential growth.  The ongoing communications and teachings will allow for the community to get more involved, thus creating a more sustainable project.  When people are benefiting from the gardens through healthy nutrition, providing food on their tables, more people will be encouraged to participate.  This will create the opportunity for growth and expansion throughout the community and the project to become a permanent resource in the community.

The goals of the Community Garden Project are to create and maintain community gardens to teach seed to table concepts, healthy nutrition and instilling a healthier active lifestyle while providing healthy food.  The gardens will provide vegetables, herbs and fruits, depending on location and feasibility in each garden space.  The idea of a community garden is that the garden is planted and maintained by whoever is interested in participating.  The first gardens will be created and maintained by students and parents of The Training Academy in conjunction with Fit & Healthy Schools.  Herb gardens will be started in window boxes allowing for year round benefits.

We have contacted a local organization who works with the homeless community to help them get back on their feet.  They are interested in helping with this project to create an environment of learning.  This will allow the participants to learn a skill, understand healthy nutrition while providing food for them.  This will allow them to feel like they are making a contribution to their community and give a self esteem boost.

Other Fit & Healthy Schools will be modeling this program in their communities.  Through the creation of literature, websites, blogs and media exposure, the concept of the community garden project can be easily modeled through education, resource sharing, collaboration and resource sharing.

The Training Academy is a part of the 100., a martial arts international business community on-line college designed and overseen by martial arts teacher Tom Callos.   We subvert the dominant paradigm in the martial arts industry; we “Think Wrong”; we promote intelligent, sustainable business practices; and we transcend style, system, political affiliation, and country of origin.  There’s isn’t, yet, another marital arts association like The 100. in the world; If we do our job well, we hope to see that change.  Community sustainability, healthy, active lifestyles, proper nutrition are just a small part of what we teach within our schools.  The community garden project will also be promoted through members of the 100.

Image from hardwickagriculture.org

The last few weeks our household has been inundated with notices and conversations from and with our local Elementary School about the amount of bullying going on with the younger children. Some of it could be attributed to kids being kids…but more often than not, lately we’re seeing issues because of the have’s and have-nots. Young ones being allowed to bring electronic devices on the bus and to school for sharing or Show & Tell days.

The issue? Not all kids have access to the same kinds of toys, computers, electronics in general. Should these devices be allowed on the bus or in the school? As a parent, my stance is no. I may have elected to allow my child to have certain toys or things, or maybe they were given as gifts, but there is no reason for that item to be on the bus or in the school unless the school has provided it for educational purposes. It’s distracting. It creates problems.

As part of this discussion, several of the parents were unsure of what the State Laws were, I thought I’d share them here.

Virginia Bullying Laws

Bullying/Harassment - Code 22.1-279.6 (2008) requires the Board of Education to establish guidelines and develop model policies for codes of student conduct to aid local school boards in the implementation of such policies. The guildelines and model policies must include standards for school board policies on self-defense and bullying. School boards are required to adopt and revise regulations that are are consistent with, but may be more stringent than, the guildelines of the Board. Each school board must include in itscode of conduct prohibitions against bullying, hazing and profane or obscene language or conduct.

Code 8.01-220.1:2 (2005) provides immunity from liability for school employees and volunteers from civil damages arising from reporting alleged acts of bullying or crimes against others, if the person in good faith promptly reports such acts or crimes to the appropriate school official incompliance with specified procedures.

Cyber Bullying - Code 22.1-279.6 (2008) requires the Board of Education to establish guidelines and develop model policies for codes of student conduct to aid local school boards in the implementation of such policies. The guildelines and model policies must include standards for school board policies on the use of electronic means for the purposes of bullying, harassment and intimidation.

Hazing - Code 22.1-279.6 (2008) requires the Board of Education to establish guidelines and develop model policies for codes of student conduct to aid local school boards in the implementation of such policies. The guildelines and model policies must include standards for school board policies on hazing, and policies must cite Code 18.2-56, which defines and prohibits hazing and imposes a Class 1 misdemeanor for violations.

Source: National Association of State Boards of Education
Last Updated: 2/27/2009

Clearly we need more parent education as well as educating our children. The question becomes, how do we reach the parents as well?

No, I’m not a soccer player, but my son was asked to pick a sport to focus on, and he selected soccer. (Thank you Universe, so much less expensive and better times to practice than ice hockey ) Therefore, we’ve been on the soccer fields more often than not these past few weeks as he participates in Recreational soccer for the 5th or 6th season (I’ve honestly lost count), and is now also part of a cross over team, getting ready for Travel. That means 3 practices during the week and two games on Saturday. This weekend included a makeup game on Sunday. (I’m willing to play taxi if he’s going to focus and give it his all.)

I have met some wonderful coaches (actually, all the coaches we’ve had have been GREAT) and parents in this endeavor, and yet this past Saturday I was dismayed and appalled at the behavior I not only witnesses on the FIELD with the 7-8 year olds, but also the behavior on the sidelines of some of the parents of said 7-8 year olds.

By U8, the teams are no longer co-ed, and they’re now focusing on learning to play positions, team work and really learning the sport rather than just running around in clumps after the ball. It was cute when they were 3, it’s not so cute when they’re doing it at 7+ and can seriously damage each other.

Our Team

Our team has a wonderful coach this season (we’ll call him Coach K), he’s very focused on teaching them the correct skills and positions and really pushing each and every one of them to test out their strengths and strengthen their weaknesses. He’s not only our U8 Rec Coach, but also our U8 Crossover Coach. Cross over teams play 5 on the field plus a goalie, focused on positions and learning the skills of the game. He takes into account the kids personalities, how they’re feeling that day and tends to keep to a fun loving, let’s play mood on during the Rec Games. During a Rec Game, when the team is too far ahead in goals, he has them work on skills on the field and really wants them allowing the other team the chance to score a few goals too. He even pulls a player off the field and plays one man down if necessary to allow the other team to work on their skills and scoring. And, he’ll cheer and encourage the other team’s players just as much as his own. Cross Over Games are much more intense and focused on playing soccer to win as a team.

What I Saw Happening at the Rec Game

All of our kids are learning. Who do they learn from? Their parents, their teachers….their coaches. I am a martial artist. I teach self control, respect, shake the pain off and get up and keep moving to help your team out (plus you don’t want to get kicked in the head), and a whole host of other things as well. One of the things we teach is focus and control of your kicks, and in soccer, the ball.

Saturday morning, the first hit came as an elbow to the face.

Next were the attempts at leg sweeps, the shoving/pushing, the jump kicking to the groin, and  a whole host of unprofessionalism and down right just trying to be mean. Yes, there is to be some of that to be expected, but when each child came off the field in a fit of pain, while the other team congratulated each other on another new goal and general trash talking (yes, trash talking at their age). I reminded one of our parents that yelling at them about it when it was the parents that needed to be corrected first, then the child. She calmed down some, but she had a valid reason for being ready to correct the child. I took my child aside during a break to explain that if he got hit, pushed, shoved to either roll with it and come back up on his feet or block and evade. As my discussion with one of the other mothers….I should NOT be having to have a self defense discussion with my son on the soccer field. I should be helping him focus on speed, timing and skills. I also should not have to be counseling him on no he can’t swing back 1) because it’s not right and 2) because as a young martial artist, he could do serious damage to the other player too. Our boys recognize they take a knee and stop when there is a player down, NOT high five and generally cheer on your buddies.

Winning isn’t everything.

As each of us stopped to remind our boys, it doesn’t count as winning when you are:

• Purposely going out of your way to hurt other players.
• Not playing by the rules of the game, then what’s the purpose of playing the game?
• Trash talking the other team esp at this young age. “You’re so far behind, you suck.” And that was just one of the comments I overheard.
• Accusing others of faking taking a hit.
• And so on.

We strayed all over the place from nutrition and supplements to how to keep the kids engaged in learning.

We had some great questions, mostly centered around WHICH supplements would I recommend for teen athletes. Here’s a quick summary and my reasoning as to why:

1. Quality vitamin & chelated minerals
   
2. CoEnzymeQ10 is a great recovery antioxidant
3. Grape Seed Extract – reduces inflammation
4. Protein powders – when they’re not eating enough quality foods
5. Fish oil – essential fats

And for my DO NOT TAKE list:

• Creatine – most local companies will refuse to sell to teens, between water retention, high blood pressure….there are just better ways to go about adding muscle mass
• BCAAs – not worth it, eat healthy & build a better body
• Steroids (are not supplements, they are drugs)
• Fat Burners – if they actually worked, we’d be a thin nation
• Protein bars – too high in sugar, look for low glycemic ones
• NO2 (Nitric Oxide) – an amino acid but also contains stimulants

So what’s best for our budding adults (and really….everybody)?

• Good Nutrition – to build mass, protein, spinach, kale
• Water, water and more water (and some mineral water too)
• Quality vitamins and chelated minerals
• Good training
• Sleep

It’s better to keep the kids safe and healthy. What we thought was okay to use year’s ago….now we know better in so many things. If there was one thing else I’d add to the list? Vitamin D! We need more of it!

PS – One of our corporate sponsors has the great books, “The Student Athlete’s Guide to Proper Nutrition” – please let me know if you’d like copies of the free book for your students!

Fitting Breakfast In

One of the biggest obstacles to eating healthily in college is skipping breakfast. Sleepy students would rather catch a few more minutes in bed than get up early enough to eat before their first class. It is possible to sleep in and eat something that will stick with you in the mornings, however. Choose portable foods like breakfast sandwiches that you can eat on the way to class. Your body needs the energy boost after your blood sugar levels have dropped overnight.

Stock Healthier Snacks

Many dorm rooms are packed with bags of potato chips and drawers of candy bars. It’s easy to scrape together a few coins and grab something out of the vending machine than to leave the building to find a snack. You can combat these unhealthy eating traps by taking the time to stock your room with healthier alternatives. Instead of buying candy bars, buy breakfast bars or granola snacks. Dried fruit chips or popcorn are better for you than greasy potato chips. Fresh fruit will keep for a week if you store it out of direct sunlight. Keep a good supply of healthy snacks close at hand to help you avoid temptation.

Avoid the Binge Cycle

The dangerous part of skipping meals is that you tend to overeat when you finally have a chance to eat again because you are so hungry. Eating small snacks throughout the day and evening can help you keep your hunger at an even level so that you aren’t ever tempted to plow through two or three servings at one time. Try to eat on a regular schedule as much as possible, and don’t wait too long between meals. Small portable snacks like string cheese can help you get through the day more easily.

Find Time to Exercise

It can be tough to fit exercise into your semester schedule. Think of ways you can get your blood flowing a little bit during your normal routine. Take the stairs instead of the elevator when you are on your way to class. Walk instead of driving whenever possible. If you have a little extra time between classes, you could go for an extra walk or bike ride around campus. Anything that keeps you moving will help burn extra calories and keep you sharp for your classes or homework.

Education-Colleges.com is a site dedicated to helping students find the right colleges for teachers and to helping students make the most of the college experience.

With everyone’s busy schedule these days, it might seem impossible to find time to cook a healthy meal that everyone will enjoy. Before you dip into your stash of prepackaged frozen food or call for pizza, check out these quick and easy alternatives. These are easy to cook and fast to prepare.

1. Oatmeal Pecan and Chocolate Breakfast Cookies

• 1 cup of brown sugar
• 1/2 cup of margarine
• 2 tsp. of vanilla
• 1/2 tsp. of salt
• 1 egg
• 1/4 cup of egg substitute
• 1 cup of wheat flour
• 1/2 cup of white flour
• 1 tsp. of baking soda
• 1/8 tsp. of clove
• 1/2 tsp. of cinnamon
• 1/4 tsp. of nutmeg
• 1 1/2 cups of quick oats
• 1 1/2 cups of chocolate chips
• 1 cup of pecans (pieces or chopped)

Prepare cookie sheets with non-stick oil or line them with parchment paper. Pre-heat the oven to 350. Combine margarine, brown sugar, salt, and vanilla in a large bowl. Add the egg and egg substitute when the mixture becomes fluffy. In another bowl, combine the baking soda, flours, nutmeg, cinnamon and clove. Mix the contents of both bowls together until they are smooth. Drop cookies onto the cookie sheets and bake for 10 minutes.

2. Apricot Chicken Drumstick

• 2 lbs. chicken drumsticks
• 1 Tbsp. peanut oil
• 2 Tbsp. minced ginger root
• 12 ounces apricot preserves
• 2 cloves of crushed garlic
• 1/2 cup of chicken broth

Preheat the oven to 350. Brown the drumsticks in the peanut oil, then allow them to drain on a paper towel. Mix the rest of the ingredients in a medium-sized bowl, then pour the mixture over the drumsticks in a 9″x 13″x 2″ dish. Bake 15 minutes, or until juices run clear.

3. Potato Skin Pizza

• 6 baking potatoes, medium
• 2 1/2 cups warm pasta sauce, with or without meat
• 1/2 cup of Parmesan cheese
• 2 cups of mozzarella cheese
• Your favorite pizza toppings: mushrooms, olives, peppers, etc.

Bake the potatoes in a 400-degree oven for 60 minutes, or in the microwave for 8 minutes (flip them after 4 minutes). Cut the potatoes in half and scoop out the flesh until there is only a small layer left along the skin. Place skins on a greased baking sheet. Spoon some sauce onto each skin, and then place desired toppings on the sauce. Top with Parmesan and mozzarella cheese. Bake in 400-degree oven for 15 minutes.

4. Vegetable Quesadillas

• 1/4 cups of cooked, chopped broccoli
• 1 Tbsp. chopped onion
• 1/4 cups of grated carrots
• 1/3 cups of shredded cheddar or Monterey Jack cheese
• 1/2 tsp. vegetable oil
• 1 large flour tortilla
• 1 Tbsp. taco sauce

Mix the broccoli, carrots, and onions together in a bowl. Coat the bottom of a frying pan with vegetable oil and set it on medium heat. Place tortilla flat in the heated pan, then spoon the vegetable mixture, cheese, and sauce onto the tortilla. When lightly browned, fold the tortilla in half onto a plate and serve.

5. Creamy Mushroom Soup

• 1 chopped onion
• 6 Tbsp. margarine or butter
• 3 Tbsp. flour
• 1 tsp. pepper
• 2 tsp. salt
• 6 cups of chicken broth
• 1 1/2 lbs. sliced mushrooms
• 3/4 cups of carrots, chopped
• 3/4 cups of celery, chopped
• 2 cups red potatoes, quartered
• 1 cup squash, chopped
• 1 1/2 cups corn
• 2 cups cream
• 2 tsp. thyme
• 3/4 cups of Parmesan cheese
• 2 cups of chicken, cooked

Sauté onion in a large pot of melted butter over medium heat for 6 minutes. Add salt, pepper, and flour, stirring until smooth. Slowly stir in the broth and boil. Once boiling, add the celery, potatoes, mushrooms, squash, thyme, carrots, and corn. Simmer over low to medium heat until the vegetables are soft. Add Parmesan, chicken, and cream and warm through without boiling.

Jessica Bosari writes about health eating at Nutritionist-World.com. The site is a reference for culinary arts.

Image courtesy of http://lost100pounds.files.wordpress.com.

Choose Ingredients You Wouldn’t Use for the Kids

Many special foods you don’t commonly serve for large groups are perfect for just the two of you. Fine cuts of steak, seafood, and other expensive dishes can be more affordable if you only need enough to feed two people. Take advantage of the opportunity to enjoy some of your more special favorites when you don’t have to buy in bigger quantities. When the kids are gone is also a good time to make dishes that might be a little more sophisticated, with flavors that adults tend to like. Delicate sauces and special seasonings are not difficult to prepare if you have a good recipe.

Experiment with New Techniques

When you don’t have to worry about making sure the meal meets the family nutrition needs for all, you can take more chances with what you prepare. Experiment with making your own stock and using it to flavor a dish. Learn how to make a roux that would go well with a nice French dish. Use different combinations of herbs and spices on old favorites to see how the flavors can change. The nice thing about experimenting with dishes for two is that if something goes wrong it is less expensive to order take out when only two of you are eating.

Presentation Makes a Difference

Make the dining experience special when the kids are away. Pull out a formal tablecloth and use a nice centerpiece with candles to create a more grownup look for your table. If you have special table settings that you don’t use often, pull down some of the pieces for the two of you to use. Plate the dishes on the counter so you can take them to the table as you would if presenting a meal at a fine restaurant. Take your time to arrange the food in a special, fun way.

Follow the Recipe, Save the Extra

Many recipes feed up to four people. You don’t have to cut the recipe in half or eat more than you should just because there are only two of you at the table. It can be nice to serve two portions and freeze the other two portions for a different day. If the kids are only going to be gone a short time, the frozen portion can be heated at work for a spectacular lunch that will remind you of the special dining experience you shared while the kids were away from home.

Jessica Bosari blogs about health and nutrition for Nutritionist-World.com. The site offers nutrition and chef salary information for students seeking careers in food industries.

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Corporate America loves to advertise. We celebrate ad campaigns, presenting awards for the most creative commercials, sharing the coolest ones on our Facebook pages, and even making an advertising event out of the Super Bowl each year. But, this celebration of advertising doesn’t come without a price, especially when we discuss marketing to children. Big companies dump millions into advertising aimed at American youth, intent on hooking potential customers while they’re young, and keeping them for decades.

Energy drink companies are guilty of this practice; positioning their products as cool; often aligning with high-energy, exciting activities like the X-games, BMX racing, and motocross. Are these companies engaging in predatory practices, or just smart advertising? The answer to that question can only be calculated by measuring the money teens and tweens are paying for these drinks, and what long-term health impact they’re getting for their dollars.

In March, 2008, the Journal of American College Health published a study that found children willing to engage in risky behavior were far more likely to do so when energy drinks were added to the mix. This high-risk lifestyle was dubbed “toxic jock” behavior, a constellation of risky and aggressive behaviors including unprotected sex, substance abuse and violence.(1)

A large part of energy drinks and their results are still unknown. “A new report in the Medical Journal of Pediatrics says energy drinks are under-studied, over-used and can be dangerous for children and teens.” (2) What is known is that the caffeine and sugar content of these drinks varies widely, “[t]he caffeine comes from multiple sources, making it hard to tell how much the drinks contain. Some have B vitamins, which when taken in megadoses can cause rapid heartbeat, and numbness and tingling in the hands and feet.” (3) Compound this with artificial sugar sweeteners like Aspartame and Phenylanaline, and you add chemicals with a proven track record of negative health effects.

One danger associated with energy drinks in college-age teens is the trend of mixing energy drinks with alcohol. This creates a buzz while introducing depressants into the body. The drinker feels more awake, but is just as intoxicated. This limits an understanding of how impaired he or she might be, and can create overconfidence. In short, the drinker may simple become too buzzed to realize he is going to engage in an unnecessarily dangerous situation, like driving.

The Food & Drug Administration is already considering a ban on products that mix alcohol and energy drinks. Parents should discuss these dangers with teenage children, educate their children on the potential complications of mixing these ingredients, and develop a plan to help teens avoid the associated dangers.

Extended use and abuse of energy drinks can be as dangerous as drug involvement, or long-term use of alcohol or tobacco.  The top six dangers associated with energy drinks and teens includes “caffeine intoxication, heart failure, increased risk of injury, increased blood pressure or heart rate, increased risk of substance abuse, and dependence.” (4) Teens are more likely to engage in high-risk activities, and more likely to experience cardiopulmonary complications when they do.

Teens aren’t the only ones tempted by energy drinks. Some companies and distributors welcome the opportunity to market to tweens, as well. Children in this age range simply do not need energy drinks. “‘Caffeine is a psychoactive drug,’ says Judy Owens, MD, director of the Pediatric Sleep Disorders Center at Hasbro Children’s Hospital. ‘Children under ten or twelve certainly have no reason to include any caffeine in their diets; caffeine has no nutritional value and drinking caffeinated beverages may reduce consumption of more healthy beverages, like milk and juice.’”(5)

The energy drink market has grown into a $10 Billion business. Teens are responsible for plenty of this market share, coughing up a few dollars every time they reach for a can or a shot to keep them going. More information is still needed on the long-term effects of this investment, but what is known is downright frightening. The consumption of energy drinks by teens carries a large number of risk factors, plenty of chemicals with a track record of negative health impact, and far too little information on the labels. Parents should educate themselves and their children on the life-changing impact many of these drinks can have when consumed routinely.

When it comes to the impact of energy drinks on teens, simply reading the label or believing the clever commercial doesn’t provide enough information. If your teen is complaining that they really need this beverage to get through the day, make them go to bed on time instead.  High levels of caffeine, artificial sweeteners, Taurine, Guarana and other energy drink ingredients can only lead to dangerous situations, negative health effects, and potential long-term addiction.

1.  Parker-Pope, Tara. (May 26, 2008). Energy Drinks May Put Teenagers at Risk. TODAY Health. Retrieved on February 26, 2011 from http://today.msnbc.msn.com/id/24831859/ns/today-today_health.

2.  Hopkins, Elizabeth. (Feb 14, 2011). Energy Drink Warnings: Dangers for Kids & Teens. Fox 25 Morning News. Retrieved on February 26, 2011 from http://www.myfoxboston.com/dpp/morning/energy-drink-warnings-dangers-for-kids-and-teens-20110214.

3.  Associated Press. (October 31, 2006). Teens Abusing Energy Boosting Drinks, Doctors Fear. FOXNews.com. Retrieved on February 26, 2011 from http://www.foxnews.com/story/0,2933,226223,00.html.

4.  The Top Six Dangers of Energy Drinks, and Five Healthy Energy-Boosting Alternatives.(October 31, 2008). SixWise.com. Retrieved on February 26, 2011 from http://www.sixwise.com/Newsletters/2008/October/31/The-6-Top-Dangers-of-Energy-Drinks.htm.

5. Energy Drinks. (2010). Energy Drinks: A Healthy Buzz? Lifespan. Retrieved on February 26, 2011 from http://www.lifespan.org/services/nutrition/articles/energydrinks.htm.