Background: Childhood obesity has become a public health priority in the U.S. and is linked to a number of significant comorbidities including asthma, sleep apnea and depression. In addition, there is an increase in social isolation and peer victimization. Purpose: the purpose of this study was to explore Professional School Counselors (PSC) perceptions of the role they play in childhood obesity. Specifically, some of the barriers and facilitators that influence PSCs' participation in the fight against childhood obesity were examined. Methods: An electronic survey was completed by 1088 (eight percent response rate) practicing K-12 school counselors nationwide. Results: About two-thirds of the professional school counselors in this study reported that working with students who present with obesity-related issues was part of their role and function. Another 81.3% stated that among three major barriers, lack of time was the most significant factor that prevented PSCs from working with students with obesity related issues. On the other hand, 90% of the PSCs in this study stated that they would be more involved in prevention/treatment of obesity related issues if they received more requests from parents, teachers and students with obesity related issues. Discussion: Childhood obesity continues to plague our nation's children with consequences that extend well beyond the physical health of the student. Its impact is seen and felt in the thousands of classrooms across the U.S. The fight to eradicate childhood obesity can be broadened to include a well-trained and underutilized resource in the schools-professional school counselors. School counselors in this study suggested that given the opportunity and the resources they would become more engaged in the fight against childhood obesity. Translation to Health Education Practice: The findings of this study have implications for medical and health education practitioners in that they have additional allies in a setting where children and adolescents spend most of their day. PSCs are well-trained, uniquely positioned stakeholders who are willing and capable of collaborating with parents, students, medical personnel, and public health officials and workers.

Literature indicates that parental support influences better academic achievement and helps college level students undergo personal and social development. Parents support includes helping the child plan for higher education, choosing types of college to attend, financing a college education, and providing emotional and social support. This study aimed at investigating whether parents support of their college children results in better academic outcomes. Using stratified sampling, 60 undergraduate students aged between 17 years to 25 years old from five Asia-Pacific International University (AIU) dormitories were selected to participate in this study. A survey instrument for data collection consisted of a demographic questionnaire and a Likert-scale questionnaire. The data were analyzed using Statistical Package for Social Sciences (SPSS) for Windows, Version 21. An independent samples t-test was used to determine the differences between Thai and International students on parental support. Spearman rho correlation coefficients between parental involvement variables and cumulative grade point averages (CGPA) were reported. Results: Findings of this study showed that although there is positive influence on the family relationship between the parents and students at the college level, it does not adequately explain academic performance among students. In addition, the level of support received by the Thai students was higher than that received by international students. There are a variety of factors that influence academic success. Therefore, parental support alone cannot by itself explain students' academic achievement. As for the level of support received by Thai students, the proximity of Thai students to their parents may be a factor for the level of support they receive. The findings do show that administrators should look into how parents support their college students and establish strategies for encouraging adequate emotional and social parental support even for international college students. Future research should use mixed methods research design to focus on the impact of little or no parental support on students' well-being and academic outcomes.

No abstract

No abstract

No abstract