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Overweight
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Educational content from recorded physician discussions — not medical advice. Always talk to your child's care team about your child's situation.
Content of this collection
Children ages 2-5 with obesity should not lose more than 1 pound per month, and older children and adolescents with obesity should not lose more than an average of 2 pounds per week. — Corey, Making the Assessment, Management and Treatment of Obesity Come Alive in Your... · 46:57
Making the Assessment, Management and Treatment of Obesity Come Alive in Your...
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The Child Adolescent Obesity-Prevention to Treatment Plans You Can Implement Today Course in 2015, led by directors Drs Stephanie Walsh, Mark Wulkan and Christopher Bolling, reviewed the latest in care and management of overweight and obese
video46:57 · Jan 2019
For children with obesity whose main ADHD manifestation is impulsivity, which can affect eating habits, staying on medication regularly is more likely to be recommended — John, Exercise Journal Club: Pediatric Obesity 2017 · 23:38
Exercise Journal Club: Pediatric Obesity 2017
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Jodi DeModna, MS, reviews the importance of exercise in the management of pediatric obesity through the article "From Kindergarten through Second Grade, US Children's Obesity Prevalence Grows Only During Summer Vacations."
video25:58 · Sep 2018
Clinical Research Facilitators, Barriers, and Preferences of Parents of Children With Overweight...
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Discover the challenges and motivations for parents enrolling their children in childhood obesity research. Lizzy Lee from Cincinnati Children's discusses a study surveying over 100 parents, revealing common facilitators and barriers like m
video0:41 · Aug 2026
Using food as a reward for good behavior teaches the child that food is contingent on behavior rather than an expectation. Good behavior should be an expectation with or without rewards. Taking the Battle Out of Getting Kids to Eat Healthier and Move More: Child &... · 39:26
Taking the Battle Out of Getting Kids to Eat Healthier and Move More: Child &...
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The Child Adolescent Obesity-Prevention to Treatment Plans You Can Implement Today Course in 2015, led by directors Drs Stephanie Walsh, Mark Wulkan and Christopher Bolling, reviewed the latest in care and management of overweight and obese
video1:09:36 · Jan 2019
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Clinical Research Facilitators, Barriers, and Preferences of Parents of Children With Overweight...
Researchers surveyed more than 100 parents of children with overweight or obesity to understand what influences their decision to participate in research
Host summaryLizzy Lee summarizing a resource — not the host's own clinical position0:07 ↗
Parents reported more reasons to participate in childhood obesity research than reasons not to participate
Host summaryLizzy Lee summarizing a resource — not the host's own clinical position0:15 ↗
Mistrust, time demands, and social pressure are barriers that make it harder for parents to participate in childhood obesity research
Host summaryLizzy Lee summarizing a resource — not the host's own clinical position0:15 ↗
Research perceptions varied by family characteristics
Host summaryLizzy Lee summarizing a resource — not the host's own clinical position0:26 ↗
To improve childhood obesity research, studies need to be easier to join, reduce participation burden, and build trust with families from the beginning
Host summaryLizzy Lee summarizing a resource — not the host's own clinical position0:30 ↗
Taking the Battle Out of Getting Kids to Eat Healthier and Move More: Child &...
Weight is not a behavior; weight loss is not something a child can go home and do. Providers should focus on healthy habits applicable to all children regardless of size.
guideline0:00 ↗
Authoritarian (controlling, strict) parenting may involve hand-feeding long after developmentally appropriate or restricting intake, overriding the child's internal cues.
clinical0:00 ↗
Indulgent (permissive) parenting uses food as comfort or reward to control behavior, with the child in control much of the time.
clinical0:00 ↗
Uninvolved (neglectful) parenting leaves young children responsible for choosing their own food and deciding how much to eat, with no structure or expectations.
clinical0:00 ↗
Authoritative (responsive) parenting sets structure and limits with clear roles, communicates warmly, respects the child's opinions but does not give in to all demands, allowing the child to learn self-regulation.
guideline0:00 ↗
Research shows it can take 10, 15, or more exposures for a child to accept a previously refused food.
Host summaryThe host summarizing a resource — not the host's own clinical position9:58 ↗
When parents take too much control (forcing, pressuring, restricting), they override the child's internal hunger and fullness cues or desire to be active.
clinical9:58 ↗
When parents give the child too much control (indulging, bribing), it teaches the child they can get their favorite food by whining or crying.
clinical9:58 ↗
Breastfeeding is the first introduction to the family table; breastfed babies get used to different flavor profiles from the mother's diet, which may prevent picky eating tendencies later.
clinical20:40 ↗
A baby's crying can mean many things (wet diaper, discomfort), not just hunger. Parents should learn to read cues rather than automatically feeding in response to crying.
clinical20:40 ↗
When a toddler throws food off the highchair tray, that is a cue that mealtime is over. If they continue eating food on the tray, the parent should let them continue.
clinical20:40 ↗
It is acceptable for a preschooler to skip a meal. The parent should let them know the next eating opportunity will be the next scheduled meal or snack, with only water available in between.
guideline20:40 ↗
The American Academy of Pediatrics recommends no screen time for infants, and for children 2 years and older, no more than 2 hours of screen time daily.
Host summaryThe host summarizing a resource — not the host's own clinical position28:22 ↗
Toddlers need at least 30 minutes of structured physical activity daily and at least 60 minutes (up to several hours) of unstructured physical activity. They should not be sedentary for more than 60 minutes at a time except when sleeping.
Host summaryThe host summarizing a resource — not the host's own clinical position28:22 ↗
School-age children need to be active 60 minutes a day, with most activity being aerobic at moderate to vigorous intensity, plus muscle and bone strengthening activities.
Host summaryThe host summarizing a resource — not the host's own clinical position28:22 ↗
The 60 minutes of daily physical activity can be broken up throughout the day (e.g., 20 minutes before school, 20 minutes after school, 20 minutes after dinner).
guideline28:22 ↗
Moderate to vigorous activity means the body is working: increased heart rate, sweating, muscle fatigue, and shortness of breath are normal cues that should be taught to children as positive signs.
clinical28:22 ↗
When parents praise a child for finishing all their food, it sets the child up to want to finish all meals to get praise again, overriding their hunger and fullness cues.
clinical39:26 ↗
Using food as a reward for good behavior teaches the child that food is contingent on behavior rather than an expectation. Good behavior should be an expectation with or without rewards.
guideline39:26 ↗
When a parent makes vegetable intake contingent on getting dessert (e.g., 'eat your broccoli to get a brownie'), it teaches the child that vegetables are yucky and dessert is the reward.
clinical39:26 ↗
If dessert is on the menu, everyone in the family should get one serving regardless of what else they ate. The parent decides which days dessert is offered, not whether the child 'earned' it.
guideline39:26 ↗
Productive screen time (homework, school work) does not count toward the 2-hour daily screen time limit. The limit applies to unproductive screen time (TV, video games).
guideline47:55 ↗
Taking away physical activity as punishment is counterproductive. A misbehaving child may need physical activity to release pent-up energy and refocus their behavior.
clinical47:55 ↗
Using physical activity as punishment (e.g., 'run 3 laps around the house') teaches the child to associate physical activity with something to avoid, undermining lifelong motivation.
clinical47:55 ↗
A 'brain break' before homework—getting the child up and moving for a few minutes to raise heart rate—helps refocus the brain and makes homework more efficient.
clinical47:55 ↗
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