- Email: [email protected]
Creating a Healthier Library Youth Food Environment
S128 Poster Abstracts
Journal of Nutrition Education and Behavior Volume 42, Number 4S, 2010
P105 (continued)
Conclusions and Implications: This program was successful in promoting adult role modeling of health behaviors. This presentation provides a model that others may replicate. This project is funded by a USDA–Team Nutrition Grant.
P106 Web-Supported Program Improved Diet and Increased Physical Activity Among Children Betty Greer, PhD, [email protected]; Karen Franck, PhD, [email protected]; Laura Bossaer, MS, [email protected]; John Toman, PhD, [email protected], The University of Tennessee Extension, 2621 Morgan Circle, Knoxville, TN 37996-4501 Objective: Provide an effective school-based wellness program for elementary students to encourage healthy behaviors, including increased consumption of fruits and vegetables, decreasing consumption of sugar-sweetened beverages, and increasing physical activity. Use of Theory or Research: Rates of childhood overweight and obesity have been increasing steadily in Tennessee, making successful wellness interventions for children a priority for nutrition educators. Research has demonstrated that these programs need to include positive reinforcement and multiple exposures to encourage children to increase healthy behaviors. Target Audience: Elementary students in kindergarten through sixth grade. Description: To help reverse the obesity trend, the principal and teachers of a rural elementary school in Appalachia collaborated with the County Extension office to implement a Web-supported wellness program for students. Lessons included the opportunity to taste a variety of fruits and vegetables, alternatives to sugar-sweetened beverages, and promotion of physical activity. Students could simply taste, if they chose not to eat the food. Exposure through tasting foods is an important first step to acceptance of a food. Evaluation: Students in grades kindergarten through 6 entered information about their weekly amounts of fruits, vegetables, water, and physical activity in a computerized database for 8 weeks. Students in grades 4 through 6 also completed pre- and posttests about their diets and physical activity levels. Results of the pre- and posttests and the computerized information were compared. Students significantly increased their daily consumption of fruits, vegetables, and water. Change in physical activity was not significant. Conclusions and Implications: This successful program provides an effective school-based intervention to help nutrition educators reverse the trend of childhood obesity rates. This project is funded by Regular Extension and SNAP Education.
P107 The Eagle Adventure Play Takes Flight Stephany Parker, PhD, [email protected], Oklahoma State University and Chickasaw Nation Get
Fresh! Program, 301 HES, Stillwater, OK 74078; Sarah Miracle, MBA, RD/LD, Chickasaw Nation Get Fresh! Program, Chickasaw Nation Nutrition Services, 229 West Seabrook, Ada, OK 74820; Jill Fox, MPH, jill.fox@ chickasaw.net, Chickasaw Nation Get Fresh! Program; James Wallace, MA, [email protected], Chickasaw Nation Arts and Humanities Division, PO Box 1548, Ada, OK 74821 Objective: To evaluate affective response to the Eagle Adventure play, developed as an educational strategy to reach Native American children in grades 1 through 3. Use of Theory or Research: The Centers for Disease Control and Prevention Eagle Books were used as the foundation for the play, developed to promote diabetes prevention, physical activity, nutrition, and healthy eating. The play is intended to build self-efficacy and behavioral capability related to diabetes prevention strategies. Target Audience: School-aged children in grades 1 through 3 (n ¼ 87) were the primary audience for the Eagle Adventure plays. Description: The Eagle Adventure plays were developed as an educational strategy based on formative research implicating entertainment education as an important strategy for reaching Native American families. The play script was developed to positively alter social expectations of diabetes prevention. The play has been performed as a staged reading in a variety of settings such as boys and girls clubs, schools, fairs, and 4-H club meetings. Evaluation: A post-only single-event evaluation tool was used to measure affective response related to fruit and vegetable consumption, snack choices, play acceptance, and comprehension. Conclusions and Implications: Results indicate that plays are an effective educational strategy for reaching school-aged children, with 93% of children reporting they liked the play, 100% indicating the play showed them how to be healthy, 38% reporting a desire to eat more fruits and vegetables, and 21% indicating a desire to eat more healthful snacks. Additional strategies have been developed to accompany the plays and are necessary to affect multiple levels of influence and impart greater change over time. This project was funded by USDA, SNAP-Ed.
P108 Creating a Healthier Library Youth Food Environment Mary Concannon, MA, [email protected], University of Maryland Extension, 1840 York Road, Suite J, Timonium, MD 21093; Elizabeth Rafferty, [email protected]; Cynthia Swanson-Farmarco, [email protected], Baltimore County Public Library, Baltimore County Public Library, 320 York Road, Towson, MD 21204 Objective: To change the snack-buying behavior of county library youth service providers and to collaborate with library youth service providers to educate teens about healthy food preparation. Use of Theory or Research: Increasing access to healthy foods increases the likelihood that those foods will be Continued on page S129
Journal of Nutrition Education and Behavior Volume 42, Number 4S, 2010 P108 (continued)
selected (environmental change). Nutrition education can increase awareness of the need for changing behavior and encourage making specific behavior-change plans (Stages of Change: Transtheoretical Model). Target Audience: Library youth service providers; limited-resource teens. Description: The University of Maryland Extension Educator collaborates with Baltimore County Library Youth Services to create a healthier food environment. Each year, approximately 3,000 teens participate in Baltimore County Library programs. In April 2009, youth service providers received healthy snack food shopping ideas (http:// tinyurl.com/1snacks). In conjunction with a popular weekly electronic gaming program, nutrition education is offered to teen participants in a limited-resource community library. Teens prepare and taste healthy foods they can easily make at home (http://tinyurl.com/1recipes). Evaluation: University of Maryland Extension Educator observes the library snack food environment; compares snack foods purchased pre- and postintervention; gathers qualitative evaluation statements indicating intention to change or actual behavior change. Conclusions and Implications: Grocery store receipts confirm that healthier snack foods are now offered in county library youth programs. Qualitative program evaluation indicates that some participants are asking their caregivers to purchase healthier foods and some prepare the healthy recipes at home. A Baltimore County Local Management Board grant provided food preparation equipment. University of Maryland Extension and Food Supplement Nutrition Education programs support material costs.
P109 Participant-centered Education: Building a New Model for WIC Nutrition Education Karen Deehy, MS, RD, [email protected]; Jan Kallio, MS, RD, LDN, [email protected], Altarum Institute, 4 Milk Street, 3rd Floor, Portland, ME 04101; Fatima Hoger, MS, RD, LD, [email protected], Alaska Department of Health and Social Services, 3601 C Street, Suite 978, PO Box 240249, Anchorage, AK 995240249; Kay Klumpyan, RD, [email protected], State of Nevada WIC Program, 3811 Charleston Boulevard, Suite 205, Las Vegas, NV 89102; Karen Sell, RD, [email protected]; Linda Yee, MPH, [email protected], Arizona Department of Health Services, 150 North 18th Avenue, Suite 310, Phoenix, AZ 85007 Objective: To assess the readiness of the Western Region WIC states to implement participant-centered nutrition education (PCE) and to develop a PCE model for WIC service delivery. The main objective of PCE is to enhance the effectiveness of WIC nutrition education and improve the overall health and well-being of WIC families. Design, Setting and Participants: Formative research included a combination of qualitative and quantitative research and an in-depth literature review and included online surveys, staff and participant interviews, and
Poster Abstracts S129
observational assessments in 24 WIC clinics throughout the Western Region WIC states. Outcome Measures and Analysis: Online surveys were collected and analyzed. On-site assessment forms and interview and focus group findings were collected, coded, and summarized by themes. Results: The Western Region USDA-FNS and WIC state agencies, through a partnership with Altarum Institute, used this research to developd a comprehensive, healthoutcome service delivery model, featuring PCE as the core concept of the model. Key themes from state and local findings guided the development of the model. The PCE model is flexible and systems oriented, contains strong training and mentoring components, and integrates cultural sensitivity to best reach program participants. Conclusions and Implications: The PCE model has the potential to improve nutrition services offered by WIC and other community nutrition programs, enabling participants to make positive health-related behavior changes that will influence long-term health outcomes. The features of the PCE model provide a systemwide framework for programs to implement PCE into their service model. This project was funded by 13 Western Region WIC state agencies with USDA-FNS Western Regional Office WIC funds.
P110 The Healthy Food Slide Rule: Foods in Appropriate Amounts for Healthy, Active Families Linda Gossett, MPA, BA, [email protected], University of Idaho, 5880 Glenwood Street, Boise, ID 83714; Barbara Abo, MS, BS, University of Idaho; Elaine Long, PhD, RD, LD, MS, BS, [email protected], 1910 University Drive, MS 1835, Boise State University, Boise, ID 837251835 Objective: Adults and youths should consume nutrientdense foods from all food groups in appropriate amounts, depending on one’s age, sex, and activity level. Use of Theory or Research: The Eat Right for Life nutrition education curriculum developed by the University of Florida Cooperative Extension for the Expanded Food and Nutrition Education Program (EFNEP) provided the structure for nutrition classes. Educators developed the Healthy Food Slide Rule, using the Dietary Guidelines and MyPyramid.gov food group recommendations. Target Audience: Racially and culturally diverse, low-income adults and youths. Description: EFNEP nutrition advisors taught a series of 6 Eat Right for Life nutrition lessons incorporating the Healthy Food Slide Rule. This tool provided hands-on learning activities; comments and suggestions were recorded. Evaluation: Nutrition advisors taught 10 groups (n ¼ 50) with the slide rule. Comments indicated the slide rule reinforced the lessons. Parents talked with their children about eating healthy foods, portion sizes, and the importance of physical activity. Program constraints, time, and low literacy limited additional feedback from participants. Continued on page S130
Journal of Nutrition Education and Behavior Volume 42, Number 4S, 2010
P105 (continued)
Conclusions and Implications: This program was successful in promoting adult role modeling of health behaviors. This presentation provides a model that others may replicate. This project is funded by a USDA–Team Nutrition Grant.
P106 Web-Supported Program Improved Diet and Increased Physical Activity Among Children Betty Greer, PhD, [email protected]; Karen Franck, PhD, [email protected]; Laura Bossaer, MS, [email protected]; John Toman, PhD, [email protected], The University of Tennessee Extension, 2621 Morgan Circle, Knoxville, TN 37996-4501 Objective: Provide an effective school-based wellness program for elementary students to encourage healthy behaviors, including increased consumption of fruits and vegetables, decreasing consumption of sugar-sweetened beverages, and increasing physical activity. Use of Theory or Research: Rates of childhood overweight and obesity have been increasing steadily in Tennessee, making successful wellness interventions for children a priority for nutrition educators. Research has demonstrated that these programs need to include positive reinforcement and multiple exposures to encourage children to increase healthy behaviors. Target Audience: Elementary students in kindergarten through sixth grade. Description: To help reverse the obesity trend, the principal and teachers of a rural elementary school in Appalachia collaborated with the County Extension office to implement a Web-supported wellness program for students. Lessons included the opportunity to taste a variety of fruits and vegetables, alternatives to sugar-sweetened beverages, and promotion of physical activity. Students could simply taste, if they chose not to eat the food. Exposure through tasting foods is an important first step to acceptance of a food. Evaluation: Students in grades kindergarten through 6 entered information about their weekly amounts of fruits, vegetables, water, and physical activity in a computerized database for 8 weeks. Students in grades 4 through 6 also completed pre- and posttests about their diets and physical activity levels. Results of the pre- and posttests and the computerized information were compared. Students significantly increased their daily consumption of fruits, vegetables, and water. Change in physical activity was not significant. Conclusions and Implications: This successful program provides an effective school-based intervention to help nutrition educators reverse the trend of childhood obesity rates. This project is funded by Regular Extension and SNAP Education.
P107 The Eagle Adventure Play Takes Flight Stephany Parker, PhD, [email protected], Oklahoma State University and Chickasaw Nation Get
Fresh! Program, 301 HES, Stillwater, OK 74078; Sarah Miracle, MBA, RD/LD, Chickasaw Nation Get Fresh! Program, Chickasaw Nation Nutrition Services, 229 West Seabrook, Ada, OK 74820; Jill Fox, MPH, jill.fox@ chickasaw.net, Chickasaw Nation Get Fresh! Program; James Wallace, MA, [email protected], Chickasaw Nation Arts and Humanities Division, PO Box 1548, Ada, OK 74821 Objective: To evaluate affective response to the Eagle Adventure play, developed as an educational strategy to reach Native American children in grades 1 through 3. Use of Theory or Research: The Centers for Disease Control and Prevention Eagle Books were used as the foundation for the play, developed to promote diabetes prevention, physical activity, nutrition, and healthy eating. The play is intended to build self-efficacy and behavioral capability related to diabetes prevention strategies. Target Audience: School-aged children in grades 1 through 3 (n ¼ 87) were the primary audience for the Eagle Adventure plays. Description: The Eagle Adventure plays were developed as an educational strategy based on formative research implicating entertainment education as an important strategy for reaching Native American families. The play script was developed to positively alter social expectations of diabetes prevention. The play has been performed as a staged reading in a variety of settings such as boys and girls clubs, schools, fairs, and 4-H club meetings. Evaluation: A post-only single-event evaluation tool was used to measure affective response related to fruit and vegetable consumption, snack choices, play acceptance, and comprehension. Conclusions and Implications: Results indicate that plays are an effective educational strategy for reaching school-aged children, with 93% of children reporting they liked the play, 100% indicating the play showed them how to be healthy, 38% reporting a desire to eat more fruits and vegetables, and 21% indicating a desire to eat more healthful snacks. Additional strategies have been developed to accompany the plays and are necessary to affect multiple levels of influence and impart greater change over time. This project was funded by USDA, SNAP-Ed.
P108 Creating a Healthier Library Youth Food Environment Mary Concannon, MA, [email protected], University of Maryland Extension, 1840 York Road, Suite J, Timonium, MD 21093; Elizabeth Rafferty, [email protected]; Cynthia Swanson-Farmarco, [email protected], Baltimore County Public Library, Baltimore County Public Library, 320 York Road, Towson, MD 21204 Objective: To change the snack-buying behavior of county library youth service providers and to collaborate with library youth service providers to educate teens about healthy food preparation. Use of Theory or Research: Increasing access to healthy foods increases the likelihood that those foods will be Continued on page S129
Journal of Nutrition Education and Behavior Volume 42, Number 4S, 2010 P108 (continued)
selected (environmental change). Nutrition education can increase awareness of the need for changing behavior and encourage making specific behavior-change plans (Stages of Change: Transtheoretical Model). Target Audience: Library youth service providers; limited-resource teens. Description: The University of Maryland Extension Educator collaborates with Baltimore County Library Youth Services to create a healthier food environment. Each year, approximately 3,000 teens participate in Baltimore County Library programs. In April 2009, youth service providers received healthy snack food shopping ideas (http:// tinyurl.com/1snacks). In conjunction with a popular weekly electronic gaming program, nutrition education is offered to teen participants in a limited-resource community library. Teens prepare and taste healthy foods they can easily make at home (http://tinyurl.com/1recipes). Evaluation: University of Maryland Extension Educator observes the library snack food environment; compares snack foods purchased pre- and postintervention; gathers qualitative evaluation statements indicating intention to change or actual behavior change. Conclusions and Implications: Grocery store receipts confirm that healthier snack foods are now offered in county library youth programs. Qualitative program evaluation indicates that some participants are asking their caregivers to purchase healthier foods and some prepare the healthy recipes at home. A Baltimore County Local Management Board grant provided food preparation equipment. University of Maryland Extension and Food Supplement Nutrition Education programs support material costs.
P109 Participant-centered Education: Building a New Model for WIC Nutrition Education Karen Deehy, MS, RD, [email protected]; Jan Kallio, MS, RD, LDN, [email protected], Altarum Institute, 4 Milk Street, 3rd Floor, Portland, ME 04101; Fatima Hoger, MS, RD, LD, [email protected], Alaska Department of Health and Social Services, 3601 C Street, Suite 978, PO Box 240249, Anchorage, AK 995240249; Kay Klumpyan, RD, [email protected], State of Nevada WIC Program, 3811 Charleston Boulevard, Suite 205, Las Vegas, NV 89102; Karen Sell, RD, [email protected]; Linda Yee, MPH, [email protected], Arizona Department of Health Services, 150 North 18th Avenue, Suite 310, Phoenix, AZ 85007 Objective: To assess the readiness of the Western Region WIC states to implement participant-centered nutrition education (PCE) and to develop a PCE model for WIC service delivery. The main objective of PCE is to enhance the effectiveness of WIC nutrition education and improve the overall health and well-being of WIC families. Design, Setting and Participants: Formative research included a combination of qualitative and quantitative research and an in-depth literature review and included online surveys, staff and participant interviews, and
Poster Abstracts S129
observational assessments in 24 WIC clinics throughout the Western Region WIC states. Outcome Measures and Analysis: Online surveys were collected and analyzed. On-site assessment forms and interview and focus group findings were collected, coded, and summarized by themes. Results: The Western Region USDA-FNS and WIC state agencies, through a partnership with Altarum Institute, used this research to developd a comprehensive, healthoutcome service delivery model, featuring PCE as the core concept of the model. Key themes from state and local findings guided the development of the model. The PCE model is flexible and systems oriented, contains strong training and mentoring components, and integrates cultural sensitivity to best reach program participants. Conclusions and Implications: The PCE model has the potential to improve nutrition services offered by WIC and other community nutrition programs, enabling participants to make positive health-related behavior changes that will influence long-term health outcomes. The features of the PCE model provide a systemwide framework for programs to implement PCE into their service model. This project was funded by 13 Western Region WIC state agencies with USDA-FNS Western Regional Office WIC funds.
P110 The Healthy Food Slide Rule: Foods in Appropriate Amounts for Healthy, Active Families Linda Gossett, MPA, BA, [email protected], University of Idaho, 5880 Glenwood Street, Boise, ID 83714; Barbara Abo, MS, BS, University of Idaho; Elaine Long, PhD, RD, LD, MS, BS, [email protected], 1910 University Drive, MS 1835, Boise State University, Boise, ID 837251835 Objective: Adults and youths should consume nutrientdense foods from all food groups in appropriate amounts, depending on one’s age, sex, and activity level. Use of Theory or Research: The Eat Right for Life nutrition education curriculum developed by the University of Florida Cooperative Extension for the Expanded Food and Nutrition Education Program (EFNEP) provided the structure for nutrition classes. Educators developed the Healthy Food Slide Rule, using the Dietary Guidelines and MyPyramid.gov food group recommendations. Target Audience: Racially and culturally diverse, low-income adults and youths. Description: EFNEP nutrition advisors taught a series of 6 Eat Right for Life nutrition lessons incorporating the Healthy Food Slide Rule. This tool provided hands-on learning activities; comments and suggestions were recorded. Evaluation: Nutrition advisors taught 10 groups (n ¼ 50) with the slide rule. Comments indicated the slide rule reinforced the lessons. Parents talked with their children about eating healthy foods, portion sizes, and the importance of physical activity. Program constraints, time, and low literacy limited additional feedback from participants. Continued on page S130