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Good morning and Welcome! What did you have for breakfast? Stage Three Pediatric Obesity Treatment: The Comprehensive, Multidisciplinary Care Model Wendy Slusser, MD, MS, Associate Vice Provost, Healthy Campus Initiative Health Science


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Good morning and Welcome! What did you have for breakfast?

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Stage Three Pediatric Obesity Treatment:

The Comprehensive, Multidisciplinary Care Model

Wendy Slusser, MD, MS, Associate Vice Provost, Healthy Campus Initiative Health Science Clinical Professor Danyale McCurdy-McKinnon, PhD Psychologist Miranda Westfall, MPH, RD Dietitian UCLA FIT for Healthy Weight Program Mattel Children’s Hospital UCLA UCLA Schools of Public Health and Medicine Funded by the Unihealth Foundation www.fitprogram.ucla.edu

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DISCLOSURE STATEMENT Wendy Slusser

Affiliation / Financial Interest Organization Stock Amgen Stock Bristol-Myers Squibb Stock Merck Stock Novo-Nordisk Honoraria/Scientific Advisor Dannon

  • Dr. Wendy Slusser has disclosed the following financial relationships.

Any real or apparent conflicts of interest related to the content of this presentation have been resolved.

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Danyale McCurdy-McKinnon, PhD Miranda Westfall, MPH, RD

Have documented no financial relationships to disclose or Conflicts

  • f Interest (COIs) to resolve.
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Learning Objectives

  • Identify and describe individual roles of a

multidisciplinary pediatric obesity care team

  • Apply motivational interviewing techniques

to counseling interactions

  • Apply clinical tools based on best practices

in obesity management

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0% 5% 10% 15% 20% 25% 1963-65 & 1966-70 1971-74 1988-94 1999-2002 2007-8 2009-10 2011-12

Obese* Children in the U.S. (*BMI≥95th percentile)

6-11 years old 12-19 years old

Source: www.NICHQ.org; Ogden,CL et al., JAMA. 2010;303(3):242-249; JAMA. 2012;307(5):483-490; JAMA 2014;311(8):806-814.

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0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% All race Non-Hispanic White Non-Hispanic Black Non-Hispanice Asian Hispanic 2007-8 2009-10 2011-12

From: JAMA. 2010;303(3):242-249; JAMA. 2012;307(5):483-490; JAMA 2014;311(8):806-814.

Obese and Overweight* Children 2-5 years old in the U.S. by race (*BMI≥85th percentile)

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Risk of overweight in adulthood

Overweight children and adolescents have a:

  • A. 10-30%
  • B. 30-70%
  • C. 80%
  • D. 90%

risk of growing up to be an overweight adult.

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Background of the Overweight Problem

  • Rapid rate of increase of overweight
  • ver the last two decades
  • Risk of an overweight child becoming

an overweight adult

  • Rise in co-morbidities
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Overweight children have higher risk

  • f developing:
  • non-insulin dependent diabetes
  • gallbladder diseases
  • sleep apnea
  • asthma
  • mental disorders
  • high blood pressure
  • musculoskeletal complaints
  • poor school performance

Associated Morbidities

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What are the top three co-morbidities that drive the health care costs for pediatric

  • besity?
  • A. Non-insulin dependent diabetes, sleep apnea,

asthma

  • B. Asthma, mental disorders, high blood pressure
  • C. Mental disorders, Musculoskeletal and GI

complaints

  • D. High blood pressure, non-insulin dependent

diabetes, sleep apnea

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Stages of Obesity Treatment

  • Stage 1: Prevention Plus
  • Stage 2: Structured Weight

Management

  • Stage 3: Comprehensive

Multidisciplinary Intervention

  • Stage 4: Tertiary Care Intervention

From:Barlow, S Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.

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Stage 1: Prevention Plus

  • Once Overweight or obesity is

diagnosed.

  • Focus is on basic healthy lifestyle

eating and activity habits.

  • Goal is improved habits and as a result

improved habitus (BMI Status).

  • Frequent Monitoring.

From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child

and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.

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What is the intervention with the strongest evidence for obesity prevention and management

  • A. Minimize Sugar-sweetened beverages with a goal of 0.
  • B. Increasing to 5 fruit and vegetable servings or more per

day.

  • C. Consume a healthy breakfast.
  • D. Reduce foods that are high in energy density.
  • E. Meal frequency and snacking.
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Focus is on basic healthy lifestyle eating and activity habits

– Minimize Sugar-sweetened beverages with a goal

  • f 0**.

– Increase meals prepared at home**. – Education and modification of portion sizes** – Reduction of inactive time to < 2 hours/day and if less than 2 years old to 0 time**. – Increasing active time for children and families to >=1 hour each day**. – Involve the whole family in lifestyle changes. – Cultural sensitivity

** = strong evidence

From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent

Overweight and Obesity: Summary Report. Pediatrics, 2007.

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Focus is on basic healthy lifestyle eating and activity habits

– Increasing to 5 fruit and vegetable servings or more per day*. – Reduction of 100% fruit juices*. – Consume a healthy breakfast*. – Reduce foods that are high in energy density *. – Meal frequency and snacking *. – Involve the whole family in lifestyle changes. – Cultural sensitivity

From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and

Obesity: Summary Report. Pediatrics, 2007.

*weaker evidence, but may be important for some individuals

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Laboratory Assessment

  • >85-94 percentile

Fasting lipids No risk factors

  • 85th-94th percentile

Fasting lipids, with risk factors Fasting glucose, AST/ALT

  • ≥95 percentile

Fasting lipids, Fasting glucose, AST/ALT

From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.

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Goal: Improved Habits and in turn Habitus

After 3-6 months, if child has not made appropriate improvements move to stage 2.

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Stage 2: Structured Weight Management

  • Prevention Plus behavior change, but more

support and structure

  • Specific eating and activity goals with:

– Planned diet, structured daily meals and snacks – Supervised physical activity – Monitoring behaviors with logs – Additional reduction in inactive time – Planned reinforcement

From: Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent

Overweight and Obesity: Summary Report. Pediatrics, 2007.

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Stages of Obesity Treatment

  • Stage 1: Prevention Plus
  • Stage 2: Structured Weight

Management

  • Stage 3: Comprehensive

Multidisciplinary Intervention

  • Stage 4: Tertiary Care Intervention

From:Barlow, S Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.

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Desired outcomes for patients and families (one or more):

 Maintain or reduce BMI percentile.  Slow down weight gain velocity.  Improved co-morbidity measures (ie reduced blood pressure, reduced insulin levels, reduced fasting serum lipids).  Reduced medication usage.  Increased school attendance.

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Multidisciplinary Obesity Care Team:

  • Medical: MD/DO
  • Nutrition: RD
  • Mental Health: PhD, MFT, LCMSW, MA
  • Physical Activity: PT, Exercise Physiologist
  • Care Coordination: RN, MSW, or Health

Educator

  • Bariatric Surgeon (optional)

Modified from: Barlow, S Expert committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics, 2007.

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Stage 3: Comprehensive Multidisciplinary Intervention

  • 4 Medical visits that may include other

team members.

  • 6 Dietitian visits.
  • Review patient history following

utilization of patient visits for reauthorization as needed.

*Based on the Alliance for a Healthier Generations (Collaboration between the Clinton Foundation, AHA and 5 private health insurers: Aetna, BlueCross MA and NC, Pepsico, Wellpoint).

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Fit for Healthy Weight Team

Dan DeUgarte, MD Yasmin Firouzman, RD Cambria Garell, MD Alma Guerrero, MD, MPH Anna Haddal, MD Dena Herman, PhD, RD Danyale McCurdy-McKinnon, PhD Twyman Owens, MD Wendy Slusser, MD, MS Robert Venick, MD Miranda Wesfall, RD, MPH Ora Yadin, MD Volunteers, Interns and Residents

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Steps to Meet these Recommendations

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UCLA Fit for Health Program

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Organizations & Institutions

Media Law Popular Culture Professional Education Public Education Public Parks

Community/Neighborhood

Home Visitation Child Care Employer Lactation Specialists Hospitals Health Care Providers Insurers

Parent, Infant, Child

Friends/Family

Fathers Friends Family Neighbors Coworkers

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Make the Healthy Choice the Easy Choice

From: Frieden, Am J Public Health. 2010;100:590–595

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Cultural Openness

  • Strategies

– Follow the ABCs of counseling

  • Active listening
  • Body language (no barriers)
  • Caring and open mind

– Parenting Skills:

  • Giving Commands (try and exercise)
  • Routines
  • Praise

From: Slusser W and Kroeger M (1992) in Woodward-Lopez G and Creer AE lactation Management Curriculum: A Faculty Guide for Schools of Medicine, Nursing, and Nutrition. Third edition, 1995 UCSD and Wellstart International.

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Haiku – by Samuel Bruce, 3rd Grader May 2002

Fruit comes from flowers Fruit is very good to eat I like to eat fruit

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MOTIVATIONAL INTERVIEWING

Danyale McCurdy-McKinnon, PhD Clinical Psychology Director UCLA Fit for Healthy Weight Program

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Motivational Interviewing (MI)

  • “... method of communication rather than a set of
  • techniques. It is not a bag of tricks for getting

people to do what they don’t want to do; rather, it is a fundamental way of being with and for people - a facilitative approach to communication that evokes change.”

Miller & Rollnick 2002

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Motivation – it’s complicated!

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Why MI?

  • 80% of pediatricians report feeling "very frustrated"

treating pediatric obesity 1

  • Only 10% think obesity counseling is effective 2
  • Only 37% feel "quite" to "extremely" comfortable

providing obesity interventions to children 1

  • One main reason for these negative attitudes

regarding outcome is that practitioners perceive low patient motivation and poor behavioral adherence 2,3

1) Jelalian, Boergers, Alday, & Frank (2003) 2) Kolagotla & Adams (2004) 3) Story, Neumark-Stzainer, Sherwood, Holt, Sofka, et al. (2002)

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Clinical Efficacy of MI

  • MI has been used extensively in the addiction

field 1

  • Numerous RCTs demonstrate clinical efficacy for

addictive behaviors 2

  • MI has been used to modify diet and physical

activity in adults with overweight and obesity 3

1) Miller (1983) 2) Burke, Arkowitz, & Menchola (2003) 3) Armstrong, Mottershead, Ronksley, Sigal, Campbell, & Hemmelgarn (2011)

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Effectiveness in Pediatric Practice

  • A RCT found that MI promotes physical activity in obese

adolescents 1

  • MI group compared to standard weight loss group reported greater

autonomy support from medical staff at the end of the program, greater increase in integrated and identified regulations, and a decrease in amotivation

  • A single session of MI improves self‐determined motivation

for healthy life‐styles during a weight feedback session to parents in recruitment to a family-based weight loss study 2

  • Both MI and BPC were both successful in encouraging parents to

participate in a family‐based intervention; with MI only increasing autonomy

1) Gourlan, Sarrazin, & Trouilloud (2013) 2) Dawson, Brown, Cox, Williams, Treacy, et al. (2014)

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MI Style Influences Outcomes

  • Strong evidence provider style (the way

they talk) influences outcomes 1

  • When patients are motivated and

express verbal commitments to change, they have better treatment outcomes 2

1) Miller & Rollnick 2002 2) Armhein et al 2004

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Definition

Motivational interviewing is a person- centered, directive method of communication for enhancing intrinsic motivation to change by exploring and resolving ambivalence.

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MI is both a "Spirit" and a set of Skills

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Spirit of MI

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The Spirit of MI

  • Collaboration
  • Evocation
  • Autonomy
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High Spirit of Collaboration

  • Clinician is not the “expert”
  • Willing to negotiate with the patient
  • Open to ideas from the patient
  • Avoids persuasion
  • Explores and support what the patient

wants to do

  • Patient is the “partner” (e.g., dancing)
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High Spirit of Evocation

  • Elicits the patients’ ideas about

change

  • “Curious and patient”
  • Stays focused on whatever behavior

change the patient is willing to do

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High Autonomy/Self-efficacy

  • Accepts the patients may not choose to

change

  • Are invested in behavior change but does

not push it in order to maintain patient/professional alliance

  • Reinforces that ultimately any behavior

change is within the realm of the patient

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How is Spirit of MI different?

  • Not sympathy
  • No emphasis on expertise (on the part of the

health provider)

  • Education of the patient is not considered

effective (not to be confused with giving information)

  • Does not focus on skill-building
  • Does not analyze unconscious motivations
  • Not passive
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Skills in MI

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MI Skills

  • Explore ambivalence
  • Open-ended questions
  • Positive affirmations
  • Reflective listening
  • Summarize
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  • Explore the dilemma of change
  • You need to at least partially resolve

ambivalence before moving towards change

Ambivalence

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Exploring Ambivalence

What are the advantages

  • f things staying just

the way they are now? What are the advantages

  • f changing?

What are the disadvantages

  • f changing?

What are the disadvantages

  • f things staying just

the way they are now?

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The Basic Skills of MI: OARS

  • O - Open-ended questions
  • A - Affirmations
  • R - Reflective listening
  • S - Summarize
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Open-ended Questions

  • “What brings you in today?”
  • “What can you tell me about that?”
  • “Tell me more about...”
  • “In what ways...?”
  • “What have you noticed…?”
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Questions

  • Closed questions
  • Result in “yes” or “no” response
  • Open questions
  • Allow for a wide range of information from

the patient

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  • Don’t you think it’s time for a change?
  • What do you think would be better for you –

walking to the grocery store or cutting down

  • n fast food?
  • What do you like about exercising?
  • What do you already know about our

program?

Open or Closed Questions?

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Eliciting change talk with importance/confidence rulers

How important would you say it is for you to _________? On a scale of 0-10, where 0 is not at all important and 10 is extremely important, where would say you are? Follow-up: And why are you at __ and not zero? How confident would you say it is for you to _________? On a scale of 0-10, where 0 is not at all confident and 10 is extremely confident, where would say you are? Follow-up: And why are you at __ and not zero?

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Instilling confidence with open questions

  • Listen carefully with a goal of understanding the

dilemma, but give no advice. Ask these three open questions, and listen: 1) What is there about you (strengths, abilities, talents) that will help you do this? 2) How might you go about it in order to succeed? 3) What have you done successfully in the past that was like this in some way?

  • Reflect and summarize confidence statements
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  • Elicit the patient's understanding and needs
  • What would you most like to know about ____?
  • What do you already know about _____?
  • Provide new information in a neutral manner
  • Information only not interpretation
  • Information in a manageable chunk
  • Elicit what the information means to them
  • What do you make of that?
  • What do you think of this information?
  • What more would you like to know?

Elicit-Provide-Elicit

57

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Affirmations

  • Emphasize a strength
  • Notice and appreciate a positive action
  • Should be genuine, not cheerleading
  • Express positive regard and caring
  • Strengthen therapeutic relationship
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Affirmations may include:

  • Commenting positively on an attribute
  • “You’re a strong person, a really hard worker!”
  • A statement of appreciation
  • “I appreciate your openness and honesty today.”
  • Catch the person doing something right
  • “You're doing such a great job answering all of these

questions!”

  • A compliment
  • “I like the way you said that!”
  • An expression of hope, caring, or support
  • “I hope this week goes well for you!”
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Reflective Listening

  • Form of hypothesis testing
  • "If I heard you right, this is what I think you're

saying..."

  • "You seem like you're having trouble with..."
  • Goals:
  • Demonstrate you've heard the patient
  • Show you are trying to understand them
  • Affirm thoughts and feelings
  • Promote self-discovery
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Reflective Listening

  • It should be a statement, with the inflection turning

down at the end.

  • “So, you mean that…”
  • “It sounds like you…”
  • “You're wondering if….”
  • Statements rather than questions
  • Make a guess about the patient's meaning (rather

than asking)

  • Yield more information and better understanding
  • Often a question can be turned into a reflection
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  • Collect material that has been offered
  • “So far you've expressed concern about your energy level

and how you would like to get outdoors more.”

  • Link something just said with something

discussed earlier

  • “That sounds a bit like what you told me early about how

important it is to you to be a good soccer player.”

  • Draw together what has happened and transition

to a new task

  • “Before I ask you more questions, let me summarize what

you've told me so far, and see if I've missed anything

  • important. You came in because you were feeling like you

don't have as much energy as you would like, and it bums you out...”

Summaries

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MI Clinical Practice

  • Obesity is not a behavior
  • A key task for clinicians is to work with the

patient and their family to identify behaviors that contribute to the child's weight

  • Once behaviors are identified, MI strategies for

each behavior can be implemented

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MI Group Activity

  • Work in groups of 3
  • One patient
  • One provider
  • One observer
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Patient

Come up with something about yourself that you...

  • want to change
  • need to change
  • should change
  • have been thinking about changing

...but you haven't changed yet (i.e., – something you're ambivalent about)

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  • Listen carefully with a goal of understanding the

dilemma

  • Give no advice
  • Ask as many open-ended questions
  • Examples of open-ended questions

– Why would you want to make this change? – How might you go about it, in order to succeed? – What are the three best reasons to do it?

Provider

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  • Listen carefully to the provider
  • Tally the number of open-ended and

closed-ended questions the provider asks

  • If possible, write examples of helpful
  • pen-ended questions

Observer

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Go!

(15 minutes)

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How Did the Patient Feel? How Did the Provider Feel? What Happened?

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Clinical Tools for Pediatric Weight Management

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UCLA Fit for Healthy Weight Clinic

n Mean (SD) or % Clinic visits 309 3.13 (2.85) Time between clinic visits (months)

  • 1.59 (1.12)

Age (years) 115 13.10 (3.81) <2 0% 2<x<9 19 16.52% 9<x<13 45 39.13% 13<x<16 22 19.13% 16<x<19 24 20.87% >19 5 4.35% Sex Male 57 49.57% Female 58 50.43%

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UCLA Fit for Healthy Weight Clinic

n Mean (SD) Height (cm) 115 157.09 (17.26) Weight (kg) 115 88.59 (33.29) BMI (kg/m2) 115 34.68 (9.14) BMI percentile 115 97.8 (1.66)

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UCLA Fit for Healthy Weight Clinic

n Mean (SD) or % BMI Category Overweight 3 2.61% Obese 112 97.39% Blood Pressure Systolic BP (mm Hg) 113 117.92 (9.80) Systolic BP percentile 113 74.0 (24.2) Normotensive 79 69.91% Prehypertensive 11 9.73% Stage 1 hypertensive 17 15.04% Stage 2 hypertensive 6 5.31%

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5 10 15 20 25 30 35 40 45 50 Percent of Patients Barriers Selected

Barriers to Physical Activity

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10 20 30 40 50 60 70

Percent of Patients

Barriers Selected

Barriers to Healthy Diet

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Change in BMI Values across Clinic Visits

Figure 3. Change in BMI values across number of visits. Number of patients with an increase, decrease, or no change in BMI values over clinic

  • visits. More patients saw a reduction in BMI across clinic visits than an increase or no

change in BMI.

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Prevalence of elevated blood pressure categories

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Table 3. Identified comorbidities at the first visit of Fit Clinic patients (N=115)

  • Comorbidity

Present Not Present Not Reporteda % with Identified Comorbidity Constitutional 112 3 97 Skin 90 21 4 79 Endocrine 80 31 4 70 Cardiovascular 60 52 3 52 Ears, Nose, Mouth, Throat 58 55 2 50 Psychiatric 48 66 1 41 Respiratory 42 71 2 36 Gastrointestinal 37 76 2 32 Neurological 33 80 2 28 Musculoskeletal 32 81 2 26 Female Specific 15 52 48 21 Eyes 20 92 3 17 Immunological 19 92 4 17 Genitourinary 16 97 2 14 Male Specific 9 54 52 14 Chest 13 100 2 11 Heme/Lymph 6 107 2 5 Average 5.8 identified comorbid systems at first clinic visit.

aMissing data included in percentage calculations

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Registered Dietitian

  • Nutrition Assessment and

Intervention

  • Physical Activity Assessment and

Intervention

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Initial Nutrition Assessment

  • 24-hour recall

Source: ars.usda.gov

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Target Nutrition Behaviors

  • 1. Limiting consumption of sugar-

sweetened beverages

  • 2. Increasing fruit and vegetable

consumption

  • 3. Limiting eating at restaurants,

particularly fast food restaurants

  • 4. Limiting portion size
  • 5. Avoid skipping meals
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Target Physical Activity Behaviors

  • Incremental increase in physical activity

with goal of 60 minutes per day

  • Limit television and other screen time to

2 hours per day

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Intervention

  • Assess resources

– Ability to purchase healthy foods – Access to safe spaces for exercise

  • Through motivational interviewing RD,

patient and family determine

– 2 to 3 nutrition goals – 1 to 2 physical activity goals

  • Support nutrition goals from specialists

related to comorbidities

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Dairy Fruits Protein Veggies Grains Dairy Dairy Fruits

Nutrition Education

My Plate My Snack

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Nutrition Education

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Nutrition Education

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Nutrition Education

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Psych

  • Assessment
  • Intervention
  • Referral (if necessary)
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Assessment

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Intervention

  • Brief psychological intervention targeting

key psychiatric symptoms

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Referral ?

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Multidisciplinary Pediatric Weight Management Clinic Case Study

Adapted from case study presented by Marc S Jacobson on 12/12/2008

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Case 08341

  • CC: My triglycerides are high.
  • HPI: this 15 yr old Female was referred by

her pediatrician because she had gained 20lb’s in the past year and had high cholesterol and triglycerides. She had been trying to lose weight using Weight Watchers and by joining a gym with no effect.

  • PMH: Hospitalizations: none, Operations:

none, Medications: none, Allergies: none

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Case 08341(cont)

  • ROS: CV nl, Resp nl, GI nl, GU nl,

Neuro nl, Musculoskeletal nl, Endocrine and growth: Menarche was at age 12.5

  • yrs. She has never been regular but had

not skipped more than a few weeks prior to 3months ago when she had her last normal period.

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Case 08341(cont)

  • FH: positive for premature atherosclerosis (father had a

CABG at age 54), obesity, hypertension, type 2 diabetes and hypercholesterolemia.

  • SH: School, family and peer activities are age appropriate.

She does not smoke.

  • Physical activity level is low
  • She plays Volleyball 1x per week during the season only,

spends most of her free time on movies and shopping with

  • friends. She lives 1 mile away from her high school but

takes the bus most days. She lives ~1 mile away from her high school but takes the bus most days.

  • 2-4 hours of sedentary activity per day (tv, video,

computer).

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Case 08341(cont)

  • PHYSICAL EXAMINATION:
  • Blood pressure 132/85 mmHg >90th%ile pulse 90

bpm,

  • Height 66in
  • Weight 160lb,
  • BMI 26 kg/m2 90th %ile
  • General appearance: Adiposity is central.
  • HEENT: benign. No Corneal arcus or Xanthelasma
  • r facial hair noted
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  • Neck: without thyromegaly
  • Neuro: intact.
  • CV: RR, nl S1, nl S2. No Murmur. Pulses are

present in all 4 extremities.

  • Chest: lungs clear to auscultation. Tanner 5 breasts
  • Musculoskeletal: wnl
  • Abdomen: soft non-tender, no mass or
  • rganomegaly
  • Skin: Xanthomas not present. < 10 Abdominal stria

noted.

  • Acanthosis Nigricans Grade 1 on her neck

Case 08341(cont)

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Promoting Sustainability of the Comprehensive, Multidisciplinary Care Model

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Efforts to Enhance Sustainability

  • Medical School Resident Training
  • Psychology Intern Training
  • Advocacy for Reimbursement
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FIT for Residents Pilot Project in collaboration with AAP and AAFP

Wendy Slusser, MD, MS, Debra Lotstein, MD, MPH, Heidi Fischer, MPH, Margaret Whitley, Alma Guerrero, MD, MPH

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Objectives:

  • To describe the Fit for Residents project and

how it is helping to prevent and treat childhood

  • besity.
  • To identify how the prevention and treatment
  • f childhood obesity can effectively be

addressed using the Chronic Care Model.

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Goals of the Fit for Residents Curriculum Program

Collaborating with residency programs we aimed to improve the knowledge, attitude and practices of the future primary care workforce in:

– Prevention and Early Identification – Management and Referral – Advocacy

In order to reduce the rates of pediatric obesity and its complications in racially and ethnically diverse populations.

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SLIDE 112

The Fit for Residents Project

  • Targets low income communities

experiencing large health disparities traditionally served by residency programs.

  • Modeled on the AAP success in

developing and launching the Breastfeeding Residency Curriculum.

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SLIDE 113

The Fit for Residents project is

  • A Collaboration with the American Academy of

Pediatrics, American Academy of Family Practice and committee membership representing the CDC, AAP resident training and national leaders in childhood obesity.

  • Funded by the Anthem Blue Cross Foundation
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SLIDE 114

Curriculum and Resource Development Activities

  • Identified and convened a multidisciplinary group
  • f national experts in order to develop the

curriculum and identify educational and clinical tools.

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SLIDE 115

Implementation: Pilot Program Selection

  • Through a competitive process, 5 primary

care residency programs piloted the FIT curriculum and clinic changes (with comparison sites): – Childrens’ Hospital Oakland – Contra Costa Family Practice – White Memorial Pediatrics and Family Medicine – Harbor UCLA Pediatrics – Scripps Family Practice

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SLIDE 116

The Fit for Residents Curriculum:

  • A core curriculum on childhood obesity for

primary care residents in:

– Prevention – Management and referral – Advocacy

  • In each of the three areas:

– Knowledge objectives and measures – Clinical change objectives and measures

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SLIDE 117

The Fit for Resident Clinical Changes Follow the Framework

  • f the Chronic Care Model
  • Our clinical guidelines come from evidence and

expert based guidelines – 2007 Expert Committee Recommendations – 2005 AAP Breastfeeding Statement

  • Recognition that new models of care are

needed to put these guidelines into practice effectively

Ref: http://www.ama-assn.org/ama1/pub/upload/mm/433/ped_obesity_recs.pdf; http://aappolicy.aappublications.org/cgi/content/full/pediatrics;115/2/496#SEC10

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SLIDE 118

Six Elements of the Chronic Care Model

  • 1. Decision support

Helping physicians do the right thing every time

  • 2. Clinical information systems

Patient registries and performance feedback

  • 3. Delivery system design

Assigning provider team roles, planned visits, and follow-up care

  • 4. Self-management support

Active patient/family role; written plans with patient-directed goals

  • 5. Community resources and policies

Develop relationships with community resources; advocate for policy changes

  • 6. Health care organization and system

Engagement of senior leadership in quality improvement; policies to support care coordination

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SLIDE 119

Evaluation of the FFR project

  • Resident Knowledge and Attitude survey

– Twice: at beginning and end of year

  • Performance data from chart reviews

– Includes feedback measures and additional measures of quality of care

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SLIDE 120

0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 Percent change

Knowledge Results

Percent Change at One Year*

Pilot Control

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SLIDE 121

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 Percent change

Attitudes Results

Percent Change at One Year

Pilot Control

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SLIDE 122

0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10

Percent BMI Calculated

0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 Sep-09 Dec-09 Mar-10 Jun-10

Percent BMI Calculated Correctly

0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10

Percent BMI Plotted

0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10

Percent BMI Classified

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SLIDE 123

0.2 0.4 0.6 0.8 1 Sep-09 Dec-09 Mar-10 Jun-10

Percent Blood Pressure Classified Correctly

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Sep-09 Dec-09 Mar-10 Jun-10

Percent Blood Pressure Classified

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SLIDE 124

Fit for Residents at UCLA

Outcomes Measured

  • Provider knowledge, attitudes and

confidence related to pediatric obesity prevention and management

  • Patient BMI compared to 6 or 12 months

prior

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SLIDE 125

Methods

  • 52 residents received training and

mentorship

  • 23 completed questionnaire at baseline

and follow-up

  • Medical charts of all overweight or obese

patients seen in project year 1 and 2 at different time periods

  • 6 or 12 month BMI extracted

retrospectively

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SLIDE 126

Knowledge, Attitudes and Practice Questionnaire Results

Domain Change from Pre to Post P-value *Significant at alpha = .05 General Knowledge (Maximum=39) + 2 0.009* Attitudes (Maximum= 95) + 9.5 <.001* Confidence Subdomain (Maximum=60) + 9 <.001* QI Knowledge (Maximum= 40) + 3.5 0.0645

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SLIDE 127

Retrospective Chart Review Outcomes for UCLA Residents at VFC

Percent of appointments where BMI percentile decreased or stabilized 12 months prior 6 months prior2 Year One 71% (n=31) 62.5% (n=8) All 6 mo: 69.4% (n=36) Year Two 56.8% (n=118) 48.7% (n=39) All 6 mo: 54.0% (n=113)

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SLIDE 128

Sustain and Spread the FIT for Residency Curriculum

Sharing in upcoming book edited by Sandra Hassink and Sarah Hampl

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SLIDE 129

Psychology Intern Training

Danyale McCurdy-McKinnon, PhD

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SLIDE 130

Intern Training

Fit Clinic experience is offered as an elective to clinical psychology interns

  • Didactic
  • Clinical training
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SLIDE 131

Intern Training

  • Didactic

– Monthly supervision meeting with relevant topics

  • Psychiatric comorbidity

– depression, anxiety, trauma, eating disorders, and behavioral issues

  • Intervention education

– MI, exposure therapy, CBT , DBT , social skills training, bullying interventions

  • Current trends in research

– Recent publications are selected, reviewed, and discussed

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SLIDE 132

Intern Training

  • Clinical Training

– Interns shadow psychologist in the clinic initially for in vivo training experience – Trainees take over in the role of junior colleague and psychologist for the duration

  • f elective

– Intern’s Role:

  • Assessment
  • Intervention
  • Referral
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SLIDE 133

Exploring Reimbursement for Pediatric Weight Management Services A Pilot Project

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SLIDE 134

Economic Burden:

In 2004: – privately insured obese children annual health care costs: $3,743 (all children $1,108) – Medicaid insured obese children annual health care costs: $6,730 (all children, $2,446)

From:William MD, Chang S, (2005). Childhood Obesity: Costs, Treatment Patterns, Disparities in Care, and Prevalent Medical Conditions. Ann Arbor, Mich: THOMSON MEDSTAT RESEARCH BRIEF accessed, January 26, 2010. http://www.medstat.com/pdfs/childhood_obesity.pdf

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SLIDE 135

Overweight children have higher risk

  • f developing:
  • non-insulin dependent diabetes
  • gallbladder diseases
  • sleep apnea
  • asthma
  • mental disorders
  • high blood pressure
  • musculoskeletal complaints
  • poor school performance

Associated Morbidities

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SLIDE 136

Reimbursement for Obesity Services

  • Insurance coverage often fails to

adequately reimburse a multidisciplinary care model

  • Dietary and psychology services often not

covered

  • Stage 3 Obesity Clinics rely on multiple

sources of funding

From: Slusser W, Staten K, Stephens K et al. (2011). Payment for Obesity Services: Examples and Recommendations for Stage 3 Comprehensive Multidisciplinary Intervention Programs for Children and Adolescents. Pediatrics. 2011;128;S78

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SLIDE 137

Reported Challenges Facing Obesity Programs Lack of Reimbursement 29 85% High operating costs 24 71% Inadequate space 19 56% Not financially viable 14 41% Lack of demonstrable

  • utcomes

12 35% Personnel problems 5 15% Poor patient recruitment 5 15% Inadequate expertise 2 6% Lack of leadership 1 3%

From: FOCUS on a Fitter Future Outcomes Presentation. Presented at: Creating Connections Conference; March 2010

Reimbursement for Obesity Services

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SLIDE 138

Reimbursement for Obesity Services

From: Slusser W, Staten K, Stephens K et al. (2011). Payment for Obesity Services: Examples and Recommendations for Stage 3 Comprehensive Multidisciplinary Intervention Programs for Children and Adolescents. Pediatrics. 2011;128;S78

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SLIDE 139

Solution?

  • Recommendation 2.11 from the White

House Task Force on Childhood Obesity “Federally funded and private insurance plans should cover services necessary to prevent, assess, and provide care to

  • verweight and obese children.”
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SLIDE 140

Utilization Data

2 year period Obese + ≥1 Comorbidity Morbidly Obese + ≥1 comorbidity # Patients # # Total Cost $ $ Cost per Patient $ $ % Cost attributed to: Inpatient % % Outpatient % % ER % % Rx % %

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SLIDE 141

Utilization Data Questions

  • Who is our target population?

– Obese and/or morbidly obese

  • What is driving the costs?

– Inpatient – Outpatient – Medications

  • Which of these costs can we influence?
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SLIDE 142

Morbid Obesity by Zip Code

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SLIDE 143

Proposed Eligibility Criteria

Morbid Obesity

  • AAP definition: ≥99%ile BMI-for-age
  • CDC definition: 120% of the 95th percentile BMI-for-age

Comorbidity

  • Type 2 Diabetes
  • Acanthosis Nigricans
  • Hypertension
  • Hyperlipidemia/Dyslipidemia/

Hypercholesterolemia

  • Oligomenorrhea/PCOS
  • Blount’s disease
  • Slipped capital femoral epiphysis
  • Fatty Liver/NASH
  • Cholecystitis/cholelithiasis
  • Asthma
  • Obstructive sleep apnea
  • Pseudotumor cerebri
  • Depression/anxiety/bullying
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SLIDE 144

Timeline

Two year pilot program

Recruitment & Enrollment (Jul - Dec 2015) Treatment and Data Collection (Aug 2015 - Dec 2016) Data Analysis (Jan - Jun 2017)

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SLIDE 145

Proposed Pilot Enrollment

  • Select medical groups for participation based
  • n the number of patients meeting criteria for

the pilot and their geographic location

  • Insurance company will inform selected medical

groups about the pilot and the obesity care carve out

  • Referrals to come directly from medical group
  • Obesity clinics will follow-up directly with

medical groups based on volume of referrals

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SLIDE 146

Fit For Healthy Weight Clinic Case Rate

Visit MD RD Psych Medi-Cal Fee Schedule # visits Total Initial    $ 1 $ Follow-Up    $ 11 $ 1-Year Family Membership to YMCA $ Total Case Rate $

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SLIDE 147

What’s not included in

  • besity care carve out?
  • Diagnostics and specialty management for

complications of obesity. For example:

– Imaging studies (e.g. liver ultrasound) – Sleep studies

  • Medical concerns not related to obesity.

– ED visit for stitches

  • Medications
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SLIDE 148

Anticipated Outcomes

  • Cost Savings

– Lower the cost per patient – Decrease number of hospitalizations – Fewer ER visits

  • Improvement in BMI, blood pressure
  • Decrease in HgbA1c
  • Improved Quality of Life Measures
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SLIDE 149

With realization of one’s own potential and self confidence in one’s ability, one can build a better

  • world. Dalai Lama