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La psicóloga infantil María Luisa Ferrerós: "El problema de la alimentación vegetariana es que se mezcla con el concepto moral" · Autoras de palabra con Rosa

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In the middle of what goes into the stomach goes directly. Therefore, eating
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affects child behavior. Sometimes it' s hard for parents to go. Dindy
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what he eats and I' ll tell you how he behaves. Maria Luisa,
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warriors in word authors with pink welcome, welcome, Thank you very much,
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delighted a pleasure. The truth is that for those of us who have
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children a little grown up, we miss this kind of help and good,
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as humanity has to keep growing. Well, welcome to be the connection of
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the brain to the intestine is more striking than that which, as I would
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say, when children arrive at snack time, before talking about that connection,
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we always offer them something showy, something besides that has the shape of their
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favorite character that is usually pastries and we don' t understand that if you
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give them what you suppose they like most at the hour and a half,
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as you well indicate in your book, start with kicks why. Because that
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' s a glucid bomb, that what it does is that at that moment
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it calms them, it generates them, it gives them a lot of energy,
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just like it goes up suddenly it makes peace and it goes down.
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I mean, the problem is that ultra- processed sugar is synthesized very quickly,
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that is, digestion is very fast and then, in half an hour
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that' s all you have left, you' ve already spent it and
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you' re back at the same point of hunger, and that generates a
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lot of anxiety. So what happens is that kids are upset by that drop
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and that anxiety they don' t usually know how to interpret that it'
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s that they' re hungry and then, if they' re nervous,
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they' re upset, they' re irritable, then all of a sudden,
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like they cross, they block and you don' t know what'
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s going on with them, and neither do they, and then that'
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s where the trouble starts. So the good thing about this is that if
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we know, we can prevent it and especially them. It' s very
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important that you also understand it, because that' s how you learn to
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self- manage. I now have children who already take their nuts, take
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their little cheeses and you know that when they start to be a little bit
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like this, they take a parel, they maintain the energy and, therefore,
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they don' t have these mood swings that sometimes bring them problems.
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Yes, as important as food and dinner. It' s breakfast and the
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measure very important, because to see I think the dinner meal, more or
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less. We are all clear that they must eat a little of everything,
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that there must be green, that there must be fruit, that there must
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be protein and aberi gratos. I think we' re all pretty clear about
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that. But breakfast at the snack, well we don' t give it
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that much importance. Then we shake hands. The first thing we get if
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cookies that without cereals, which is such and clear, we convert that food,
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which is also very important, just a group of foods, we just
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give it carbohydrates, we just give it sweet. And then what happens,
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because it is digested very quickly in the half hour they no longer have anything
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left. They get into that blucemic peak that gave them ancesieda that I can
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tell them and that' s where the problems happen, because that if you
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give them in school, because imagine the time of the yard, then there
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are problems at the time of the yard, because we are susceptible, we
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take what they tell us wrong, then montán chickens where there are not and
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at home, because we have problems if they do not obey or comply,
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they do not do. And that' s as easy as making a breakfast
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and a snack that has all the macronutrients. That is to say, we
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have to add a third of protein, a third of fat, especially fat
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that we have very demonized and fat is very important for children. You tell
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them, a third of proteins, a third of fats that we' ll
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talk about and a third of poreribly whole carbohydrates of good quality. Good quality.
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However, at breakfast time. Another thing we also tend to do that
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we go fast. It is a milk mold with very bad cereals, or
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bad because cereals, which is something that is ultra processed, because it is
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usually all sugar. If you look at the composition, really cereal, there
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' s very little and it' s all preserved for them to stay.
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But that' s where stabilizers carry a lot of things. But of course,
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that' s not nutritious. I mean, we have to think that
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carbon duotes are energy. So obviously they need energy, but that doesn'
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t feed them, it doesn' t nourish them. Then we have to
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complement that or the proteins and the embers. Be it always has all the
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meals, it has to be complete and then we have to give them the
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foods that I call them bricks, which are the ones that serve to grow
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to connect the brain. Then that' s where we need the fat.
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What is the best fat we have in Spa, the olive oil to be
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turned, we must not spare in olive oil and then we have dried fruits.
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We are also a very rich country. In nuts, in hazelnuts,
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in almonds, in cashing all these phenomenal. Children eat very little of that,
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yes, and pumpkin pipes, the routes of all that is very good.
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That means you have to eat it. And then, then, avocados,
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which is the new healthy fat, which there is also nothing, are
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also the products, because we also have to teach them to eat that,
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because that complements them together with the protein and the hydrate, and gives them
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a meal that keeps them because then the digestion is slow process and then that
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helps us to endure until the next collide. You say we can fight sadness,
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anxiety, apathy and improve the lack of attention by increasing vitamin B one
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and thiamine. Yes, those vitamins that are found in all these elements that
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we are saying, that is, in the fruits, it is in the
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blue fish, that it is not necessary to be salmon, because here we
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have sardines, jureles, nearby mackerels, anchovies all that we have and that
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is our fish also carries all this and then, there of course, that
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fights us all that is the lack of attention, the impulsivity, the anxiety.
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It helps that we don' t have it all oversized and what is
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very important is that we set an example, but the children have to explain
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it. I mean, it' s not about banning food, because if
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you forbid it what you get the opposite effect, which is that it'
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s much more desired, then they hide to eat what we forbid them.
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It' s not about that. It' s about offering them healthy alternatives
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and having them choose them. I mean, you can tell me againo now
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we' re going to change the feed post because it' ll help you
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get better. You have to explain to them they are not fools and understand
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things. It' s not that if I' m not right for your
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health right now, well for you to be better. Maybe then, instead
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of taking this, let' s see if we can take, then,
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a yogurt with banana and cocoa that gets done very good but healthy things and
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give them to choose two healthy options that he chooses. One this is called
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illusion of double alternatives, which is a reverse psychology technique and which helps pass
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the screen. We' re no longer in whether you eat it or not,
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but in which of the two you eat. Then there we give them
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a little bit of the child who thinks he' s deciding, when you
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' re actually conditioning him. But of course, you have to wear the
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cap, because in the end, the parents are responsible for all this and
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we have to direct them to the best, to a real education for real
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life that they are going to find and a real diet, to try to
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make it the most real food possible. Our brain has been growing in size
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as homo has evolved. The intellectually efficient has not stopped growing, but the
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b face as you say in your book, is that we eat too many
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ultra- processed foods. We' ve been discovering food then cooking it,
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but we' ve already reached a goal. I don' t know if
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a goal to the top, and that stop now is to feed on ultra
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- processed things, because we' re going to the quick and something easy.
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Well, because we have little time and I just get it. We
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really have a lot of time, and in the end, we' ve
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reached out. But notice that now of course we think. Well, a
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vegetable burger is better than a cow burger. Well it depends if you make
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it, but if the pre- fab, well it' s not good
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either, then good. We have to try to leave as real as possible.
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And then that happens by spending a little time planning and maybe, because
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on the weekend, preparing, freezing things, having those ready so that then,
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at the moment you can get them out quickly, but it' s
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not hard to make that you have to be aware of how important it is
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because we have to think that the children now their brain, is growing and
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it' s the time that you can give them the option of connecting all
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the neurons, that they have the maximum chance of happening so that they can
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then use it. And, besides learning that you can be calm all day,
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that you don' t need to be stressed all day, because children
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go very impulsively and sometimes we talk about it now. It is also that
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many alterations are diagnosed, because symptomatology seems so. But we must look at
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the cause, that is, of course, impulsive children. There are many
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impulsive children, but more than looking at why it is impulsive, because the
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first thing is to rule out, that is, if this child feeds badly,
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will not have a disorder, is that you change the comment and the
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impossibility is over. So I think there' s an overdiagnosis of disorders,
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because in the medical records you don' t look, no, you don
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' t take into account how they sleep, how they eat, how they
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feed. Which is what we have incorporated for twenty years now into our anamnesis,
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because we have realized that this is the basis then, if the child
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feeds well, sleeps well and still has the impossibility, then we can enter
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into another type of diagnosis. But first we have to rule this out.
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Srnotonin and documina are very important. This is clear. The most important thing
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of all is that ninety percent of these hormones, which are those that regulate
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the mood, the well- being, the feeling of well- being,
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the feeling of joy, the energies are sliced into the intestine. That'
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s why it' s important. It' s gut connection, brain,
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emotion, because that' s where you' re going. Not then clear
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if you have the intestine irritated, irritable because you are eating things that you
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cannot absorb and that are left there wrong. That obviously limits the production of
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both tonin and dopamine, and then we are low- level. I'
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ve had a case of a girl with this subject now, of a ten
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- year- old girl who, well, in the family decided to become
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vegan all yes and then, well, because the kids are also worth it.
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And then they gave the school a note that at school too, or
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because this school in Boreto wasn' t ready to give it a full vegan
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menu. Such then what happened. Esaña began to have deficits of vitamins,
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minerals, everything, because they did it without any medical control or anything.
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And then, of course, I got this little girl because she' s
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depressed, she' s crying all day. We don' t know what
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' s wrong with him. So, well, also that they were already
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bullying, which is such and what was wrong with him. The girl was
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fine with her friends, but well she was crying all day. Let'
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s give him analytics that eat that. Then I started to get in there
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and clearly I had the analytics was tremendous, I mean, I had no
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iron, I had no end, I had no maimem, but and that
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causes in the descent of the mood, that is, what is super related.
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We also demonize red meats, of course, but red meat is what
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carries more iron, more plastic protein. So, I mean, I don
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' t think you can demonize the big red one. You have to eat
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it to the right extent. Like everything, I mean, all the extremes
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are bad if we get past each other. You have to eat the children
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have to eat everything. And children need to eat different than us and in
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more quantity than us, because they have a lot of caloric expense is much
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higher, they are the St Anthocians. Okay wait And this and I was
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telling you that with the issue of meat, and this of course, if
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you supplement, many people say good, no, but I supplement them with
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pharmacy supplements, zinc supplements, meek supplements, such care. With this,
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because supplements are not absorbed, only fifteen percent are absorbed. Then, of
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course, you can be very calm that I' m supplementing and it'
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s no use to me. No. Then you always have to keep an
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eye on everything and also more unless. I' m not sorry I'
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m gone, not at all. You have to tell that. Yeah,
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yeah, yeah, we were talking about the Anthocians. Yes, well,
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I mean, all these different compounds of the feed are essential for the microbiota
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to stay stable. So this is in different vegetable foods and it goes a
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little by colors, not depending on the color of the vegetable has more or
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less cravings. No, then we have to eat. I mean. The
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problem we have is that children don' t like vegetables very much and we
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always eat the same to others eat broccoli, not very well, but we
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have to eat red pepper too, we have to eat drinking jena, because
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all those who have more colors have more anthocyans, which are antioxidants that help
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protect neural connections. Then it is important that we also feed ourselves by colors,
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because in addition, children also get more into their eyes. Then you
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have to But of course, what is very important is that we give.
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Example, it can' t be that we eat, we' re there
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making the appetizer of Swiss words, I don' t know what, and
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we give the kids. We have to try to eat everything. Since magnesium
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is essential, because it is the one that helps. It' s a
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brick food that I say, it' s one of the foods that configure
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a little bit the entire stability of the system, that is, it helps
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the growth, it helps the nerves, it helps the secretion of hormones,
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that the body is like a precision clock that goes all super timed and that
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it lacks something we get somewhere. So, of course, magnesium is another
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one of the super important minerals that are in elements that children eat little,
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such as nuts, blue fishing, leaves, spinach, for example, raw
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spinach that children in general, this eat little and is very important, especially
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because to maintain attention, concentration, to avoid anxiety. And then we have
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to try to put it in easy way, because I know that a child
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eats nuts, they don' t feel like it or they are difficult to
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eat good, because we do what we do, we take, we have
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nuts, we crush them and we make a cake with the nuts and it
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gives great, for example, like we make cookies. And this is very
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easy to say that it' s just replacing one baby with another to mix
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it and you' re already putting a hundred grams of nuts on the kid
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who hasn' t noticed and is eating the sugar. We described them for
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a banana they don' t know either. And there banana, for example,
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is a food that has a lot of magnesium, it goes very well
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also helps to sleep regulates them. It is a fundamental food that sometimes costs
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children to eat. Then we have to invent the way to do it,
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to do it, to eat more beautiful, more camouflaged. Yes, as
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you say, give an example that we clearly don' t understand and that
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they get involved in this. I mean, if, for example, you
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say go, we' re going to make some cookies that is very easy,
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that is critures, carrots, there are nuts, a banana chafadito and
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four chocolate chips, you make some pastries. So the kid stems and you
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put them in the oven you already have the cookies is that it' s
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super easy and you look like chips of those chips a hoit that call it,
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because it looks like one of those and they are really good and super
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healthy. And the kid' s eating banana nuts and black chocolate. So
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that the boy gets involved and as he has, then if he eats it
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exactly, I' m going to go back to this example that you'
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ve given me of this girl because now there' s a lot of tendency
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to be vegan because we demonize too many foods, because suddenly we want to
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protect the animals. Leave it there, how you convince those parents that the
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food that that child is getting is not good. I know that the moment
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you get sick or have a symptomatology, you' re already afraid, but
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I think I think it' s not that bad, because then we go
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back to the example. If anyone is if that child has to eat everything
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on a Mediterranean diet that is very good, you are not setting an example.
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Nor does it remain an exact desire to see the problem with the subject.
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This is that of course. I think they' re two different things.
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One thing is a moral concept that is mixed with food. Then it
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' s complicated. But what is very clear is that there are no long
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- term scientific studies, because this is happening now and we do not have
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the perspective of the time to know what happens to children who have fed in
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this way over time. Then we don' t know what. Then it
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' s a risk. I think it is a risk that can impact everything,
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because, of course, we have to think that the child is growing,
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his brain, his organs are forming, then the deficit of certain minerals
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is forming, because although it is what we have said, it is not
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absorbed, because it is important. Then, of course, it' s
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a decision that I don' t know if it would be better to wait
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for the child to be older and when he' s 20, because the
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child decides to be summer. Well, that' s the exact responsibility,
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because if not you, as a parent, you' re taking responsibility,
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you don' t know what impact it' s going to have, especially
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because there are no scientific studies that tell you. Yes, well, we
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don' t know that clearly when you don' t want to eat and
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then you tend to start this conversation, which was I' m going to
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give you the most incentive because we tend to that clearly. Well, because
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the fear we have is always my boy. He doesn' t eat me,
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my boy has to eat, no, because if he doesn' t
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eat, I' m already a bad mother and that' s fine.
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So here what we have to be very clear about is that the children.
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There are children who are indefatigating and children who are pimps. Then a point
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number one. If the child follows the curve and grows and the tedium tells
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you that it is growing, although it seems to you that as little as
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it is eating enough to grow. That' s the first thing we have
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to have to calm down and second we have to use different reverse psychology techniques
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to seduce the child to eat little more then the usual. If you force
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him to eat an immense plate of macarron it' s that the child visually
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sees him and says uh I won' t be able to. That'
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s where we' re going. Then inappetizing children usually work better a combined
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dish. Then you put a big plate on it and you only put two
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little rocks, a little tomatillo and three peas on it. Okay and it
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seems that there is very little because dish is very big and then it will
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come a small piece of this very playful, very much so that it runs
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out fast, that ay how good that great. We' ve gone too
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far. It' s got to be a playful, easy time, and
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I' m not going to visually say ufff, I' m not going
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to be able to do this, even if it' s a little bit.
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So that way we go like teaching him that eating is fast, it
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' s easy. We mean, we can' t have him punished for
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two hours until you finish it because that' s what you generate that the
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kid gets craze at the food, of course, and we want the opposite,
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then you have to seduce, you have to put nice things in nice
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colors, use the colors big plates, little amount, but in reality,
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it' s the same as if you put the little trick deal on him
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so that the kid gets the feeling that today I finished it fast, it
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didn' t cost me. I' ve had a good time and so
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I don' t associate buff a negative moment with food, because food has
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the problem that it turns into emotional blackmail if they find out that you suffer
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because I don' t, as you' re doing in blackmail with this,
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and that you have to keep an eye on it, because everything we
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' re talking about now, I' m going to go back to the
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food that we had menus. Our mothers gave that there was a snack to
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meditate on. I used to play chocolate once, but the rest was stuff.
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I think you' re healthier. There was a lot more variety.
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The Mediterranean diet. I think it' s not as complex as it seems
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when we talk about magnesium of me do a series of things. You'
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re just eating no one on your way. Of course good, because it
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is to snack the sandwich, because a tuna sandwich, a little half ham,
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because I cheese with a good squirt of oil. Even now we were
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talking about how you can make a cheese cream paste, which you can do
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for the cream is boil the milk lemon juice, cut it filter and then
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mix it with tuna. You mix it with it and it' s really
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good. You can mix it with mussels. You make a pasta and it
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looks great, and that kids eat it very well, I mean, it
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' s having a little bit of itchy to make it easy for them and
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then try to eat real food as real as possible that' s okay.
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One day, make him a chocolate bread and you can make him even the
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chocolate paste we all know that ends. Vella more then phenomenal cocoa, hazelnuts,
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you take, vilans, shreds. Instead of sugar, you put a
22:40
banana or a date and the whole milk and that' s great. You
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make that dough, you plug it in the man and the kid' s
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feeding phenomenal. The title is super recurring. I mean, how many head
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wires do you have when the kid sees his gut. Besides that pain,
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sometimes it' s just psychological. Yeah, because you' re at school,
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but it' s true that that' s managed what we were saying
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at the beginning, brain and intestine. And I go back to this example.
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I take advantage of it because I imagine that many headaches when it comes
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to locating, because a pain is focused on a certain part. But of
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course because the body, in the end, is the one that warns us
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when something is not working. So when a child has pains that don'
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t have a biological origin, my gut hurts. I don' t know
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such a thing, for it may be because something is happening to him,
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but we must always rule out that he is not eating properly, because he
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is eating in hiding, things he cannot, because there are many children who
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when they are forbidden, then as hidden. But those are symptoms. It
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' s like the tip of the iceberg of something that' s happening,
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that is, we' re not separated, that is, the person doesn
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' t go on one side, the body on the other, we'
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re a whole together. When something doesn' t work, it affects the
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other side, that is, when you' re sad, you don'
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t feel like eating. When you eat badly, you' re sad.
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It is so and the living of the Romans said it less healthy in corpore
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healthy already came, that is to say many years ago. Then we have
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to understand that that affects us, but imagine a child, the child affects
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him much more. Then when the child is hungry, he is unbearable.
24:26
When a child hasn' t eaten well. You say yes to snack some
24:30
potatoes and I do not know what, of course, in two minutes the
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child is climbing up the walls or, for example, when suddenly, because
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he takes a chocolate heist. Not only that, I' ve already eaten
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a tablet, because the child is as if you' ve given him batteries
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and there' s no one to stop it no, then of course this
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is important that we have him wait for us, but it' s also
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important that the children know it. I mean, when a kid' s
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like this and you finally say he' s eaten the chocolate. And as
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long as you' re going to say affections, you' re very nervous
25:00
because you' ve done eight for hello. What makes you this effect,
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because they also have to learn to self- manage and self- control and
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when they know it, because many times they come to you saying that I
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don' t know why this happens to me is that I don' t
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know why. Suddenly I get angry that I don' t know why.
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Such and when we' re going to find the thread, they relax very
25:19
much, they say ah. So I' m not bad ah, then
25:22
I don' t behave bad ah. It' s just that I'
25:26
ve eaten bad ah, of course, and then they themselves say ah,
25:30
because I' m gonna take three times to tie up or take a little
25:32
cheese, or I' m gonna take an" E," because I
25:36
know that when this happens to me, if I take the cheese, I
25:36
don' t get in a bad mood anymore. Then of course I really
25:38
have, this I have seen in many children and really the happy face that
25:44
you see them when they understand what happens to them, why it happens to
25:48
them and they know how to control it. It' s wonderful, so
25:51
tell me what they eat and I' ll tell you how a pleasure is
25:52
formed that it is. Thank you so much in the fight like this trying
26:02
to stop for tempo