Breakfast skipping is related to inadequacy of vitamin and Mineral intakes among Japanese female junior high school students: a cross-sectional study
The CNP Diet and Behavior Research Category consolidates research exploring the interdependent relationship between dietary intake and child and adolescent behavior. To view each original study on the open internet, click “Original.” To view the CNP-written abstract summary, click “CNP Summary.” While only some of the CNP-written abstract summaries are available below for free, all abstract summaries are available to CNP members through the CNP Library Membership.
With large populations of adolescents imprisoned with limited access to nutritional care and lack of diet required for optimal brain function, Gesch (2013) tested the theory that poor diet may be a modifiable causal factor in antisocial behavior by introducing nutrients in the deficient diets of violent young adult prisoners (aged 18-21 years) and assessing whether it has an impact on behavior. In this double-blind study, the young prisoners were administered either a placebo or a capsule with required daily doses of vitamins, minerals and essential fatty acids. Taking the multinutrient intervention capsule significantly reduced the number of offences committed compared to the placebo group, and after 2 weeks of supplementation, even the number of the most serious offences (including violence) dropped by 37%. Since the Dutch Ministry of Justice has also reported a 48% difference in outcomes in their double-blind study, these results can be replicated and suggests that these supplements provide a simple and humane means to help cut down on violent and antisocial behavior.
Breakfast skipping is related to inadequacy of vitamin and Mineral intakes among Japanese female junior high school students: a cross-sectional study
Eating breakfast, fruit and vegetable intake and their relation with happiness in college students
CNP Research Summary can be found in the CNP Library Membership
Effect of eating breakfast on cognitive development of elementary and middle school students: an empirical study using large-scale provincial survey data