This section presents an introduction to the School/Media/Wellness connection and makes an argument that an efficient, accountable, and comprehensive Wellness Policy must include thoughtful attention to the role played by media in the schools. This view is widely shared by the medical community ranging from the American Academy of Pediatrics to the American Psychological Association. Resources for incorporating media guidelines into a model Wellness Policy can be found in the National Alliance for Nutrition and Activity (NANA) model Wellness Policies provided with this toolkit. Fast Start Resources for initiating media education in a class, a school or a school district are provided below.

Sources:

“American Academy of Pediatrics Policy Statement: Media Education,” PEDIATRICS Vol. 104 No. 2 August 1999, pp. 341-343.

{http://aappolicy.aappublications.org/cgi/content/full/pediatrics;104/2/341}

“Model Wellness Policies,” National Alliance for Nutrition and Activity, 2004. {http://www.schoolwellnesspolicies.org/index.html}

“Task Force on Advertising and Children,” American Psychological Association, February 2004. {http://www.apa.org/releases/childrenads.html}

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The Media and Health Connection

During the same time period in which we have witnessed an explosion of obesity among children and youth and the rise of other nutrition related problems, we have also witnessed an explosion of media and marketing targeted at children.

The Kaiser Family Foundation recently released two studies that begin to give us some insight into children’s media culture. The first, Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers (2003), documented that 50% of 4- to 6-year-olds play video games. Two-thirds of these children live in homes where the television is on half of the time. Zero to 3-year-olds spend 1 3/4 hours daily viewing screens (TV/DVD/computers/games), with the 4- to 6-year-olds spending over two hours a day. Thirty-six percent of 0-6-year-olds had televisions in their bedrooms.

The second study, Generation M (2004), reported that 8- to 18-year olds are averaging 6 1/3 hours per day or 44 hours per week with the media. In the bedrooms of these young people two-thirds contain a television, 50% with a game console and/or DVD player, 40% with cable TV, one-third with a computer. At the same time, 53% of these young people reported that their families had no rules for TV viewing.

And these media carry with them an unending stream of commercial messages. The average American child may view as many as 40,000 television commercials every year (Strasburger, 2001). This doesn’t even begin to count the number of advertising or marketing impression children are being exposed to from magazines, internet ads, product-placements, product tie-ins, posters, billboards, etc.

And most of these ads are for food and most of the foods advertised to children include cereals, candies, sodas, chips and fast foods. These are products that, in the midst of a national obesity epidemic, would be the unlikely recommendations of doctors or nutritionists. One study, for instance, documented approximately 11 food commercials per hour during Saturday morning television programming, a hot spot for child viewers.

At the same time these media are carrying a very select group of beliefs, attitudes and images that are being tied to the consumption of these products.

Why?

Because the sale of junk food is extremely profitable. Because children are much more susceptible to persuasive strategies than adults. Because children today have a lot of their own money to spend, about $35 billion per year, and in today’s world of overworked and guilty parents, children are influencing as least $200 billion each year in family purchasing decisions. An ad run by the Nickelodeon Network to potential advertisers reads “A nation of kids and they Drive purchases; Kids influence 62% of family SUV and minivan purchases! Nickelodeon owns 50% of the K2-11 GRP’s [Gross Rating Points] in Kids’ Commercial TV.

Sources:

Kaiser Family Foundation, Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers (2003). {http://www.kff.org/entmedia/3378.cfm}

Kaiser Family Foundation, Generation M, (2004). {http://www.kff.org/entmedia/entmedia030905pkg.cfm}

Linn, Susan, Consuming Kids, New York: New Press, 2004.

Schor, Juliet, Born to Buy, New York: Scribner, 2004.

Strasburger, Victor C. (2001, June). Children and TV advertising: Nowhere to run, nowhere to hide. Journal of Developmental & Behavioral Pediatrics, 22, 185.

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But Does Media Influence Health? Multiple causes of obesity and other health and health-related problems, increasing recognition that media exposure is a significant contributor.

The causes of obesity and other wellness issues are complex and include a wide range of factors, some of them connected to schools, other not. Factors such as the general decrease in time allocated to physical education in school and cut-backs in after-school athletic programs, an increase in the availability of sodas and snacks in schools and outside of schools, the growth of fast-food outlets, the trend toward “super-sizing” food portions in restaurants, grocery stores and vending machines, and the increasing number of highly processed high-calorie and high-fat grocery products are all, among others, contributing factors.

At the same time children’s use of the media has clearly emerged as a significant contributory factor. And this conclusion is not simply based on the stunning rise in food marketing expenditures targeted at children, from $100 million in 1981 to estimates as high as $33 billion in 2004. This stunning rise has been paralleled by a proliferation of consultants, agencies, organizations, and conferences all organized around the theme of reaching the children’s market. The fast food industry itself was expected to spend at least $3 billion marketing to children in 2002. That year. McDonald’s, all by itself, spent about $1.1 billion in marketing. Coca-Cola’s marketing budget, for the same year was about $886 million. The National Cancer Institute on the other hand spent about $1 million in 2002 to encourage Americans to eat more fruits and vegetables to reduce their risk of cancer.

However, while these numbers are impressive, and it is unlikely that food product marketers are unlikely to throw this kind of money away unless they were getting results that they could appreciate, it is not direct evidence that the media is driving poor nutrition practices among children. Does this kind of evidence exist? Yes. And the body of empirical support for a media/obesity, media/wellness connection is growing.

Again the Kaiser Family Foundation with its focus on health issues that includes an ongoing initiative concerning the link between health and media provides a timely study titled The Role of Media in Childhood Obesity. The report reviewed more than 40 studies, largely from medical and health journals, on the role of media in the nation’s dramatically increasing rates of childhood obesity. The report concluded that the majority of scientific research indicates that children who spend the most time with media are more likely to be overweight.

However, contrary to what has been a common assumption, most research reviewed did not find those children’s weight increases were due to media use taking the place of physical activities. Rather, the research indicated that there was something else about children’s media use that contributed to weight gain. In particular, the report suggested that “children’s exposure to billions of dollars worth of food advertising and marketing in the media may be a key mechanism through which media contributes to childhood obesity.”

The report explained that it is not just the tens of thousands of ads a year for candy, cereal, soda and fast food children watch. It is also the fact that many of these marketing campaigns include children’s favorite TV and movie characters: from SpongeBob Cheez-Its to Scooby-Doo cereals and Teletubbies Happy Meals. The report also cited research indicating that exposure to food advertising affects children’s food choices and requests for products in the supermarket.

The recently formed Center on Media and Child Health, which brings together the Children's Hospital of Boston, Harvard Medical School and the Harvard School of Public Health, has focused on the growing "effects of media on the physical, mental and social health of children through research, education and production." As one part of its' efforts it has compiled a significant, current bibliography of the media/health connections among children.

An exhaustive review of scientific research in Britain conducted by the United Kingdom Food Standards Agency came to similar conclusions.

Both industry practices, in terms of the billions of dollars spent and diversity of strategies employed, and scientific research, indicate that marketing poor food choices is working all too well and industry self-regulation as well as industry efforts to send out more balanced messages (“snack sensibly”) clearly do not have the presence or impact of their central campaigns.

Sources:

Center on Media and Child Health, which brings together the Children's Hospital of Boston, Harvard Medical School and the Harvard School of Public Health. Searchable archive of research on effects of media on health. {http://www.cmch.tv/}

“Food Advertising and Marketing Directed at Children and Adolescents in the US,” by Mary Story and Simone French, International Journal of Behavioral Nutrition and Physical Activity, 2004, 1:3. {http://www.ijbnpa.org/content/1/1/3}

“Food Advertising and Marketing to Children and Youth: Do They Influence Unhealthy Food Purchases,” Public Health Institute, California Project Lean Policy Brief Number 2, March 2004. {http://www.californiaprojectlean.org/resourcelibrary/genResourceLibraryCategoryList.asp?CATNID=1056&CATNGUID=%7B58EC9FDA%2DBE9B%2D4A23%2D8CAB%2D15047F1531B7%7D}

Kaiser Family Foundation, The Role of Media in Childhood Obesity, (2004). {http://www.kff.org/entmedia/entmedia022404pkg.cfm}

Institute of Medicine, Food Marketing to Children and Youth. December 2005. {http://www.iom.edu/CMS/3788/21939/31330.aspx}

Linn, Susan, Consuming Kids, New York: New Press, 2004.

McNeal, James, The Kid’s Market: Myths and Realities, Ithaca, NY: Paramount Publishing, 1999.

Nutrition Action, December 2002. {http://www.cspinet.org/nah/12_00/cspinews.html}

Review of Research on the Effects of Food Promotion to Children, United Kingdom Food Standards Agency. (2003).

{www.foodstandards.gov.uk/multimedia/pdfs/foodpromotiontochildren1.pdf}

Schor, Juliet, Born to Buy, New York: Scribner, 2004.

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What’s New? Diversification of Marketing Strategies From Selling to Branding

When considering the implications of the media/health connection for the development of school Wellness Policies, it is extremely important to look at a sea change in marketing philosophy that has taken place in the United States.

The first part of this sea change, “cradle to grave” marketing, reaching “evolving” consumers at an ever earlier and earlier age, we have already mentioned above. This is one of the reasons that more and more marketers are approaching schools with more and more marketing opportunities. They want to reach children in the most marketing friendly environment they can find and as one marketing firm has described schools, they can deliver “a captive audience.”

A second part of the sea change is that while marketers are clearly going to keep direct marketing efforts like advertising and other forms of product promotion in their arsenal, they have also recognized the importance of the much more subtle, much more psychological approach to selling which is now being taught in advertising and marketing programs across the nation. In fact the new approach has become so ubiquitous it has even entered everyday language and conversation.

What we are taking about is “branding”.

“Branding” is about creating a set of unique emotional and positive psychological associations with a particular logo or product image. When “branding” is successful, when you see the logo or product a chain of positive, emotionally rich associations flood through one’s cognitive system. This is why marketers are now working successfully at getting their logos and brand names into babies’ cribs, and why babies at the age of six months, when they are first imitating simple sounds like “ma-ma,” are forming mental images of corporate logos and mascots.

And it is also why Teletubbies, which was produced for children under the age of two, is teaming up with Burger King and McDonald’s and Comcast and Sesame Workshop plan to introduce a TV channel featuring round-the-clock programming for toddlers. It is also why the American Academy of Pediatrics recommends no television for children under the age of two, when vital cognitive skills are being developed which depend on the sensory play and experience with the tactile world.

It is also why Coca-Cola and Pepsi aren’t overly concerned with school contracts that allow them to place their vending machines inside the school but which prohibit explicit advertising beyond the vending machine itself. The vending machine is a powerful advertisement. It also explains why Scholastic Inc., one of the largest providers of in-school educational materials, has a corporate subsidiary called InSchool Marketing/Solutions. The promotion for this service reads:

“Scholastic InSchool Marketing is an educationally based consumer-marketing agency specializing in the development and distribution of branded in-school and consumer marketing programs. Programs include: Brand Awareness, Direct to Home Marketing, Retail Tie-In, Consumer Loyalty, QSR Programs, One-to-One Marketing, Public Relations Tie-Ins, and More. For information, please contact …”

Or as the online marketing magazine Direct put it in covering a “McDonald’s/Scholastic Launch” of a new customized marketing campaign to reach 22,000 pre-school and kindergarten classrooms, “McDonald’s intent is to associate its mascot, the clown Ronald McDonald, with preschoolers’ emotions toward learn to read, and to raise awareness of Ronald as a brand icon among kids.” And also to “build a database of responsive parents.”

Sources:

Direct, March 16, 2003. {http://directmag.com/casehistories/marketing_mcdonalds_scholastic_launch/index.html}

Linn, Susan, Consuming Kids: The Hostile Takeover of Childhood, New York: Free Press, 2004.

McNeal, James, The Kid’s Market: Myths and Realities, Ithaca, NY: Paramount Publishing, 1999.

Scholastic, Inc., October 2005. {http://www.scholastic.com/aboutscholastic/divisions/advertising.htm}

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What’s New? Youth Marketing Goes to School

The Government Accounting Office (GAO) report, titled "Commercial Activities in Schools," found that "In-school marketing has become a growing industry. Some marketing professionals are increasingly targeting children in school, companies are becoming known for their success in negotiating contracts between school districts and beverage companies, and both educators and corporate managers are attending conferences to learn how to increase revenue from in-school marketing for their schools and companies."

As the GAO report pointed out, these marketing influences include but are not restricted to:

· Direct Sales: Most commonly, soft drinks sold through exclusive contracts or short-term fundraising agreements.

· Direct Advertising: Billboards, soft drink machines, and scoreboards. Some schools have sponsored events that feature company logos.

· Media Based Advertising: Some free educational media, like Channel One, also contain commercial advertising. To use Channel One's 12-minute newscast, schools must make sure students stay tuned for two minutes of advertising. Some schools have received free computer equipment that incorporates direct advertising like banner ads which flash on the screen at intervals.

· Indirect Advertising: This frequently comes in the form of corporate sponsored education materials, teacher training, contests, and promotions programs that provide recognition and rewards for educational achievements. (Pizza-Hut's BookIt Program and Duracell's Battery Invention programs are examples of this approach cited in the GAO report.)

The Consumer’s Union report, issued several years earlier “Captive Kids: A Report on Commercial Pressures on Kids at School” had come to many of the same conclusions. The public school walls were no longer capable of keeping a rising tide of marketing targeted toward children out of the schools.

In a 2004 report “Virtually Everywhere: Marketing to Children in America's Schools,” by Dr. Alex Molnar, head of the nation’s only academic research unit devoted to commercialism in education, the central conclusion was again, the trend is not only continuing but intensifying. At the same time, as Dr. Molnar observed and no educational leader will find surprising is that the trend is “driven in large part by continued financial struggles of public school systems to meet the demands of educating children in the face of tighter resources.”

What is new is that the debate is no longer over whether or not ads or marketing are distracting to the educational environment or appropriate activities for public schools to be implicitly or explicitly endorsing. The debate has now turned to marketing unquestionably toxic food products in a public school environment dedicated to the growth of healthy minds and bodies.

Does this mean Wellness Policies that prohibit any commercial activities on school campuses? No. Does it mean a commitment to a new level of scrutiny regarding the products marketed, the method of marketing, and the meaning of a healthy school environment? These are questions every school administrator, teacher and parent must answer for themselves and for their school communities. With respect to the issue of how to replace revenues from the sale of unhealthy food products, see the “Healthy Fund Raising Section” below.

Sources:

“Captive Kids: A Report on Commercial Pressures on Kids at School,” Consumer’s Union, January 1998. {http://www.consumersunion.org/other/captivekids/}

“Commercial Activities in Schools,” Government Accounting Office, September 2000. {http://www.gao.gov/new.items/he00156.pdf}

Molnar, Alex, “Virtually Everywhere: Marketing to Children in America's Schools,” Commercialism in Education Research Unit, University of Arizona, 2004. {http://www.asu.edu/educ/epsl/ceru.htm}

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Resources: Policies on Commercial Activities in the Schools

This is the first place the tire hits the road following the discussion above. The NANA Model Wellness Policies provide specific suggestions regarding standards concerning the marketing of food in schools. While these example standards on marketing and nutrition are not grouped under a single section in their document, they are included in sections labeled from the “Preamble,” to “Nutritional Quality” information, to fundraising, rewards, celebrations, school-sponsored events, “Nutrition Education and Promotion,” “Communication with Parents,” and “Food Marketing in Schools.”

Resources:

“Model Wellness Policies,” National Alliance for Nutrition and Activity, 2004. {http://www.schoolwellnesspolicies.org/index.html}

“Seattle Policy on Advertising and Commercial Activities,” Seattle School District. {www.seattleschools.org/area/policies/c/c30-01.pdf}

“Health School Food Policies: A Checklist,” A Working Paper of the Center for Food and Justice, Urban and Environmental Policy Institute, June 2005. {departments.oxy.edu/uepi/cfj/resources/healthy_school_food_policies_05.pdf}

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Resources: Educating Students About Media: Teaching Media Literacy

As the American Academy of Pediatrics state in their Policy Statement on Media Education, they recognize “that exposure to mass media (i.e., television, movies, video and computer games, the Internet, music lyrics and videos, newspapers, magazines, books, advertising, etc) presents both health risks and benefits for children and adolescents. Media education has the potential to reduce the harmful effects of media. By understanding and supporting media education, pediatricians can play an important role in reducing the risk of exposure to mass media for children and adolescents.”

Calls for media literacy education include not only the medical, public health, and educational communities, but also broad coalitions of civic and business leaders looking to the future in terms of critical learning skills. Perhaps most noteworthy is the work of the Partnership for 21^ST Century Skills, endorsed by President George W. Bush’s first Secretary of Education, which places media literacy as a crucial 21^ST century skill.

Listed below are a collection of media literacy curricula, several focused specifically on media literacy in connection to health, some geared toward more general media literacy education, some for purchase, some available for free.

Resources: Calls for Media Education

“Learning for the 21^st Century,” Partnership for 21^ST Century Skills, 2004. {http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=29&Itemid=42}

“Media Literacy Resources,” National Parent Teacher Association, 2005. {http://www.pta.org/archive_article_details_1117641429406.html}

“Policy Statement: Media Education,” American Academy of Pediatrics, PEDIATRICS, Vol. 104 No. 2 August 1999, pp. 341-343. {http://aappolicy.aappublications.org/cgi/content/full/pediatrics;104/2/341}

Resources: Does Media Education Make a Difference?

Project Look Sharp, an initiative with Ithaca College, New York, to promote media literacy education. See their comprehensive bibliography on research investigating the effectiveness of media literacy education. {http://www.ithaca.edu/looksharp/research_mleffectiveness.php}

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Resources: Media Literacy and Health Curricula for Purchase

Student Media Awareness to Reduce Television (S.M.A.R.T.)

S.M.A.R.T. is a 3rd or 4th grade classroom curriculum proven to successfully motivate children to reduce television watching and video game usage. Research has shown that a reduction in time spent watching television and playing video games can result in lower prevalence of childhood obesity as well as less aggression in children. The SMART curriculum was successfully tested with elementary schools in the San Francisco Bay Area. The curriculum is intended to be used over the course of the school year and includes all the lesson plans and tools needed to implement the program. Developed by Stanford Prevention Research Center, Stanford Medical School. {http://prevention.stanford.edu/education/resources.asp}

Planet Health is an interdisciplinary curriculum focused on improving the health and well being of sixth through eighth grade students while building and reinforcing skills in language, arts, math, science, social studies, and physical education. Through classroom and physical education (PE) activities, Planet

Health aims to increase activity, improve dietary quality, and

decrease inactivity. Such healthy lifestyle habits can help prevent

overweight, and if sustained, can lower risk factors for diabetes,

cardiovascular disease, certain types of cancers, and osteoporosis.

The materials are designed to fit within existing curricula:

• Part I: Classroom Lessons contains 32 lessons and Power Down,

a campaign to reduce TV viewing.

• Part II: Physical Education Micro-Units and FitChecks contains 30

brief lessons and tools for self-assessment of activity and inactivity.

Teacher trainings, flexible design, and planning tools facilitate the

implementation of Planet Health.

Planet Health was developed by the Harvard Prevention Research Center on Nutrition and Physical Activity. {http://www.hsph.harvard.edu/prc/proj_planet.html}

Media & Wellness is a K-12 curriculum packaged on a single CD that teaches students to challenge media messages shaping our attitudes,actions and lifestyles

in our media-saturated society. The lessons help students learn about the influences of risky behaviors often portrayed in the media and make choices that follow paths to healthy living.

The student-centered curriculum includes media examples and hands-on activities. Students build critical thinking skills by analyzing and evaluating media messages, discovering the "untold stories" and applying their knowledge to create their own media.

Media & Wellness contains 114 printable pages of lesson plans, extension activities, handouts and helpful resources, and more than 90 media examples from radio,TV, newspapers,magazines and the Internet. This interactive CD was developed and is distributed by the New Mexico Media Literacy Project, one of the largest media literacy programs in the United States which has worked with the American Academy of Pediatrics, the National Center for Substance Prevention, and the New Mexico Departments of Education and Health. {http://www.nmmlp.org/}

Super Size Me, the entertaining documentary about the fast food industry has produced an educational version of the documentary appropriate for middle to high school age students. It includes a curriculum to be used in conjunction with the DVD. {http://supersizemestore.com/info/maininfo.html}

Fuel: A Series Empowering Youth to Fight Childhood Obesity, a 4 part video/DVD series created by Comprehensive Health Education teaches media literacy, self-esteem, and body image, energy for action, promotes physical activity and positive activism. {fuel.chef.org/}

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Resources: Media Literacy and Health Curricula Available for Free

Three excellent curricula are provided by the Northwest Center for Excellence in Media Literacy, a project of the University of Washington and the Washington State Department of Health. Two of the curricula are downloadable lesson plans/guides: “Media Literacy Through Critical Thinking” and “Creating Critical Viewers.” The third is a website with interactive learning opportunities. While the focus of this website is health education related to media and portrayals of sex, it provides excellent resources for basic media literacy instruction. All three can be found at {http://depts.washington.edu/nwmedia/view.cgi?section=nw_center&page=curriculum}

The Washington State Department of Health and the University of Washington have also teamed up to create the Teen Futures Media Network which has produced an interactive site called “Teen Health and the Media” focusing on a number of issues from violence to body image and nutrition. {http://depts.washington.edu/thmedia/}

Media Literacy Clearinghouse: Resources for Educators. A web page designed for K-12 educators who want to learn more about media literacy and integrate it into classroom instruction. Outstanding set of lesson plans on health and media as well as many related topics. It is hosted by the School of Medicine of South Carolina. {http://medialit.med.sc.edu/}

PBS TeacherSource has an excellent resource list of instructional materials for media literacy instruction, some of which are general and some of which are focused on health related issues. {http://www.pbs.org/teachersource/media_lit/related_sites.shtm}

The California Obesity Prevention Initiative's Do More, Watch Less! TV reduction tool is targeted towards 10 to 14-year-olds in after school programs and other youth-serving organizations. The sessions aim to help youth incorporate more screen-free activities into their day while reducing the time they spend on screen-based activities such as watching TV, surfing the Internet, and playing video games. Four lessons to be taught over a 2 to 4 week period.

{http://www.dhs.ca.gov/ps/cdic/copi/default.htm}

Center for Science in the Public Interest's School Foods Toolkit is divided into three sections: How to Improve School Foods and Beverages, Model Materials and Polices, and Case Studies. {http://www.cspinet.org/nutritionpolicy/policy_options.html#ImproveSchoolFoods}

MediaSharp is a new tool developed by the Center for Disease Control and Prevention to help middle- and high school youth evaluate media messages (focused on alcohol and tobacco but adaptable to other issues) and make healthy, life-saving choices. CDC’s MediaSharp kit includes an entertaining 7-minute video and an easy-to-follow teacher’s guide loaded with activities, handouts, and discussion topics. {http://www.cdc.gov/tobacco/mediashrp.htm}

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Resources: General Media Literacy Curricula Available for Free

“Assignment: Media Literacy,” Maryland State Department of Education. This is an outstanding curriculum that covers K-12 and was developed in relationship to state curriculum frameworks. Its many lesson plans and exercises can be implemented across the curriculum and indexed to specific state benchmarks. {http://www.marylandpublicschools.org/MSDE/programs/medialit/}

Cable in the Classroom, while largely a promotional vehicle for cable networks to encourage schools to use their commercial productions in classrooms and promote positive brand image for the channels, does provide a very high tech and engaging introduction to media literacy that can be used in parts or over an extended media unit. {http://www.ciconline.org/Enrichment/medialiteracy101/default.htm}

Media Awareness Network, This Canadian resource is the largest educational Web site for Media Literacy in North America, with over 250 copyright-cleared media education lesson plans — in French and English — and activities for students (including an extensive section on Web literacy for parents, teachers and librarians.) Encouraging feedback from teachers, the site serves as a clearinghouse of ideas, from educators to educators. There is also a forum for students to debate current media issues. {http://www.media-awareness.ca}

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Positive Media: Raising Wellness Awareness Through School Communications: Fact Sheets

“Media Use and Obesity,” National Institute on Media and Families. [http://www.mediafamily.org/facts/]

“Children and Advertising,” National Institute on Media and Families. [http://www.mediafamily.org/facts/]

“Commercial Advertising in Schools,” National Institute on Media and Families. [http://www.mediafamily.org/facts/]

“Fast Facts: Body Image and Nutrition,” from the University of Washington’s Teen Health and the Media web site. [http://depts.washington.edu/thmedia/view.cgi?section=bodyimage&page=fastfacts]

“Children, Health, and the Media: Report and Fact Sheet Series,”

A series of reports and fact sheets on topics related to children, media, and health that pull together the most relevant research on such issues as TV violence, teens online, media ratings, and children and video games. Produced by the Kaiser Family Foundation. [http://www.kff.org/entmedia/entmediafactsheetseries.cfm]

“Marketing, Body Image and Eating Disorders,” Campaign for Commercial-Free Childhood, Judge Baker Children’s Center in affiliation with the Harvard Medical School and Harvard School of Public Heath. [http://www.commercialexploitation.org/factsheets/facts.htm]

“Materialism and Family Stress,” Campaign for Commercial-Free Childhood, Judge Baker Children’s Center in affiliation with the Harvard Medical School and Harvard School of Public Heath. [http://www.commercialexploitation.org/factsheets/facts.htm]

“Food Marketing and Childhood Obesity,” Campaign for Commercial-Free Childhood, Judge Baker Children’s Center in affiliation with the Harvard Medical School and Harvard School of Public Heath. [http://www.commercialexploitation.org/factsheets/facts.htm]

“Marketing in Schools,” Campaign for Commercial-Free Childhood, Judge Baker Children’s Center in affiliation with the Harvard Medical School and Harvard School of Public Heath. [http://www.commercialexploitation.org/factsheets/facts.htm]

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Positive Media: Healthy Fundraising

Resources:

"Creative Financing & Fun Fundraising" by Shasta County Public Health, California, site checked October 2005. {http://www.cspinet.org/nutritionpolicy/policy_options.html#ImproveSchoolFoods}

“Creative School Fund-raising Ideas,” HEALTHY FOOD POLICY RESOURCE GUIDE. California Public Health, site checked October 2005. {www.publichealthadvocacy.org/resources/Fundraising.pdf}

“Resources on Revenues Related to School Foods,” Center for Science in the Public Interest, site checked October 2005. {http://www.cspinet.org/nutritionpolicy/policy_options_revenueresources.html}

“School Fund Raising Policy Brief,” California Project Lean, site checked October 2005. {http://www.californiaprojectlean.org/resourcelibrary/genResourceLibraryCategoryList.asp?CATNID=1056&CATNGUID=%7B58EC9FDA%2DBE9B%2D4A23%2D8CAB%2D15047F1531B7%7D}

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Resources: Positive Media: Community and School Campaigns

Under construction.