- Email: [email protected]
Empowering Youth to Take Charge of School Wellness
TUESDAY, OCTOBER 9
Poster Session: Wellness and Public Health Educators' Perspectives of an Early-Elementary Nutrition Education Program
Empowering Youth to Take Charge of School Wellness
Author(s): K. J. Williams,1 C. Hossler,2 M. K. Gould,1 J. Hovland,1 T. Bender1; 1Department of Dietetics, Marshall Univ., Huntington, WV, 2College of Health Professions, Marshall Univ., Huntington, WV
Author(s): L. J. Hughes,1 A. Grenci,2 L. Savoca1; 1Dept. of Family & Community Health Sciences, Rutgers Cooperative Extension, Clayton, NJ, 2Dept. of Family & Community Health Sciences, Rutgers Cooperative Extension, New Brunswick, NJ
Learning Outcome: Participants will be able to describe successes of a school-based nutrition program from the perspective of classroom teachers.
Learning Outcome: Participants will be able to explain how to engage youth/community organizations in school wellness initiatives to achieve wellness policy goals; explain how to work with collaborative partners to develop, nurture and implement a Youth Advisory Council.
Purpose: To assess perceived successes of an age appropriate nutrition education program among classroom teachers, focus group interviews and teacher observation/behavior surveys were conducted in participating schools. Methods: An age appropriate nutrition education program was implemented in kindergarten to second grade classrooms in schools with at least 50% of students qualifying for free or reduced lunches. Lessons were delivered weekly for nine weeks by nutrition professionals or dietetic interns. Following the intervention, focus groups were held with participating teachers and a behavioral observation survey was administered. The survey asked teachers to note observed differences among the children and themselves post-intervention. Results: Results from the Teacher Observation and Behavior Survey were overwhelmingly positive. Nearly every teacher reported positive behavior changes in students after participation in the Nutrition Education Program. Teachers responded that students discussed changes openly with them and among their peers. Teachers noted they and their students incorporated new foods into their diets and verbalized a willingness to increase consumption of fruits and vegetables. In addition to making better food choices after the intervention, teachers reported continuing nutrition discussions in the classroom and modeling behaviors addressed in the lessons. Focus group participants repeatedly called the program innovative, one-of-a-kind, and requested yearlong interventions in the classroom. Conclusion: This mixed-method research approach demonstrated that the Nutrition Education Program was successful in changing behaviors of teachers and students related to food choices. This success is particularly significant in a state where obesity rates among children and adults are higher than national averages. Funding Disclosure: USDA SNAP-Ed
The 2004 Child Nutrition and WIC Reauthorization Act required school districts participating in federally funded child nutrition programs to adopt/implement a school wellness policy by the beginning of the 2006-2007 school year. One drawback of this mandate was that it did not provide funding to assist with development/implementation of school wellness policies. This lack of funding has been cited as a chief barrier to fully implementing these policies. To ensure that successful wellness projects are developed, implemented and sustained, schools must seek out collaborative partnerships at the local, state and national levels. Rutgers Cooperative Extension partnered with a local school district to develop/implement BEE Healthy, a school wellness project that included community partners from Cooperative Extension, SNAP-Ed (the Supplemental Nutrition Assistance Program - Education), and a variety of agencies and organizations involved in New Jersey Action for Healthy Kids (AFHK-NJ). One component of the project was the development of a Youth Advisory Council (YAC), made up of a diverse group of students. The YAC was charged with interacting with peers to assess wellness needs of students, and develop recommendations for enhancing/expanding the school wellness environment. The YAC empowered students to present ideas, insights and input on nutrition and physical activity. The YAC provided positive impacts to their school’s wellness policy. In particular, the YAC provided recommendations on incorporating more fruits, vegetables, whole grains and low-fat dairy foods into the cafeteria menu; improving opportunities for physical activity; and improving the school lunch experience in the cafeteria. Funding Disclosure: Action For Healthy Kids
Development of Age-Appropriate Tools to Measure Attitude, Knowledge and Behavior Change in Early Elementary Children Participating in a School-Based Nutrition Education Program Author(s): K. J. Williams,1 J. Hovland,1 C. Hossler,2 S. Linnenkohl,1 F. Markun1; 1 Department of Dietetics, Marshall University, Huntington, WV, 2College of Health Professions, Marshall University, Huntington, WV Learning Outcome: Participants will be able to describe the development of nutrition evaluation tools for early elementary students. Age appropriate tools to evaluate nutrition knowledge, attitude, and behavior changes in children grades K-1 are needed. An initial tool, adapted from surveys designed for older children, was tested in the classroom setting and deemed inappropriate for young children with limited attention and reading capabilities. Literature reviews yielded no examples of appropriate evaluation tools; therefore, new ones were created. The team reviewed program goals and curriculum to determine appropriate objectives to measure. Educators with expertise in young children were consulted. In an effort to maintain continuity, pre/posttests were developed for kindergarten and first graders utilizing similar format and delivery methods. These consist of 18 and 23 questions for kindergarteners and first graders, respectively. Each begins with pictures asking children to identify fruits, vegetables, MyPyramid, and MyPlate. Then, students are asked to identify characteristics of foods, whether or not they practice particular behaviors, and how often they consume foods. The survey concludes with attitudinal questions answered using a 3-point facial scale. Pre/posttests, are administered by the research team. Each member has a binder containing research materials, including pictures. Children are taken from classrooms and meet with researchers in the hallway, one-on-one, with both sitting on the floor. Utilizing a team of 6-8, surveys are administered in approximately 20-30 minutes per classroom with little disruption to the school day. Pre/posttest data are available for one academic year. Stakeholders have expressed great satisfaction with the new instruments and delivery methods. Validity and reliability studies are being conducted and results will be available soon.
A Dietitian-Coached, Health-Centered Employee Wellness Program for a Large Health Care System Author(s): G. S. Marlow,1 D. S. Taylor,1 M. Williams,1 D. Netta-Turner,2 D. Jerome,1 K. Tran2; Family & Community Medicine, Christiana Care Health System, Wilmington, DE, 2Weight Management Center, Christiana Care Health System, Wilmington, DE 1
Learning Outcome: Understand one approach to a successful, health-centered employee wellness program. Background: Biometric screening was performed for employees of a large health care system. Those with a body mass index (BMI) 30-35 were eligible for a pilot weight management program. The goal of the program was to empower employees to make healthful lifestyle changes to improve disease risk and quality of life. Methods: The program included pre- and post individual sessions with a registered dietitian (RD) and a 30 minute RD-led, 10-week group class series. Participants received a free employee fitness center membership, pedometer, and online tools to track diet and exercise. Classes were hands-on and skills-based. Participants worked in groups to complete nutrition activities. The approach was health-centered, and motivational interviewing helped guide participants toward positive behavior change. Results: 180 employees enrolled and 98 completed the program. 89% were female and 11% male. Average age was 49 years. Significant changes were noted in body weight [⫺2.8 kg (p⬍0.001)], BMI [32 to 31 (p⬍0.001)], and body fat [-1.4% (p⬍0.05)]. Total cholesterol decreased from 191 to 168 mg/dl (p⬍0.001), LDL decreased from 101 to 93 mg/dl (p⬍0.05), triglycerides decreased from 183 to 127 mg/dl (p⬍0.001), yet HDL decreased from 56 to 48 mg/dl (p⬍0.001). Overall quality of life improved significantly (p⬍0.001), with 23 (pre) vs. 49 (post) being very / extremely satisfied. Conclusion: In this novel approach to weight management, employees were empowered to make lifestyle changes to improve health, not weight. Future efforts include offering monthly support groups and identifying wellness champions to lead the program at the department level. Funding Disclosure: None
Funding Disclosure: USDA SNAP-Ed
September 2012 Suppl 3—Abstracts Volume 112 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-83
Poster Session: Wellness and Public Health Educators' Perspectives of an Early-Elementary Nutrition Education Program
Empowering Youth to Take Charge of School Wellness
Author(s): K. J. Williams,1 C. Hossler,2 M. K. Gould,1 J. Hovland,1 T. Bender1; 1Department of Dietetics, Marshall Univ., Huntington, WV, 2College of Health Professions, Marshall Univ., Huntington, WV
Author(s): L. J. Hughes,1 A. Grenci,2 L. Savoca1; 1Dept. of Family & Community Health Sciences, Rutgers Cooperative Extension, Clayton, NJ, 2Dept. of Family & Community Health Sciences, Rutgers Cooperative Extension, New Brunswick, NJ
Learning Outcome: Participants will be able to describe successes of a school-based nutrition program from the perspective of classroom teachers.
Learning Outcome: Participants will be able to explain how to engage youth/community organizations in school wellness initiatives to achieve wellness policy goals; explain how to work with collaborative partners to develop, nurture and implement a Youth Advisory Council.
Purpose: To assess perceived successes of an age appropriate nutrition education program among classroom teachers, focus group interviews and teacher observation/behavior surveys were conducted in participating schools. Methods: An age appropriate nutrition education program was implemented in kindergarten to second grade classrooms in schools with at least 50% of students qualifying for free or reduced lunches. Lessons were delivered weekly for nine weeks by nutrition professionals or dietetic interns. Following the intervention, focus groups were held with participating teachers and a behavioral observation survey was administered. The survey asked teachers to note observed differences among the children and themselves post-intervention. Results: Results from the Teacher Observation and Behavior Survey were overwhelmingly positive. Nearly every teacher reported positive behavior changes in students after participation in the Nutrition Education Program. Teachers responded that students discussed changes openly with them and among their peers. Teachers noted they and their students incorporated new foods into their diets and verbalized a willingness to increase consumption of fruits and vegetables. In addition to making better food choices after the intervention, teachers reported continuing nutrition discussions in the classroom and modeling behaviors addressed in the lessons. Focus group participants repeatedly called the program innovative, one-of-a-kind, and requested yearlong interventions in the classroom. Conclusion: This mixed-method research approach demonstrated that the Nutrition Education Program was successful in changing behaviors of teachers and students related to food choices. This success is particularly significant in a state where obesity rates among children and adults are higher than national averages. Funding Disclosure: USDA SNAP-Ed
The 2004 Child Nutrition and WIC Reauthorization Act required school districts participating in federally funded child nutrition programs to adopt/implement a school wellness policy by the beginning of the 2006-2007 school year. One drawback of this mandate was that it did not provide funding to assist with development/implementation of school wellness policies. This lack of funding has been cited as a chief barrier to fully implementing these policies. To ensure that successful wellness projects are developed, implemented and sustained, schools must seek out collaborative partnerships at the local, state and national levels. Rutgers Cooperative Extension partnered with a local school district to develop/implement BEE Healthy, a school wellness project that included community partners from Cooperative Extension, SNAP-Ed (the Supplemental Nutrition Assistance Program - Education), and a variety of agencies and organizations involved in New Jersey Action for Healthy Kids (AFHK-NJ). One component of the project was the development of a Youth Advisory Council (YAC), made up of a diverse group of students. The YAC was charged with interacting with peers to assess wellness needs of students, and develop recommendations for enhancing/expanding the school wellness environment. The YAC empowered students to present ideas, insights and input on nutrition and physical activity. The YAC provided positive impacts to their school’s wellness policy. In particular, the YAC provided recommendations on incorporating more fruits, vegetables, whole grains and low-fat dairy foods into the cafeteria menu; improving opportunities for physical activity; and improving the school lunch experience in the cafeteria. Funding Disclosure: Action For Healthy Kids
Development of Age-Appropriate Tools to Measure Attitude, Knowledge and Behavior Change in Early Elementary Children Participating in a School-Based Nutrition Education Program Author(s): K. J. Williams,1 J. Hovland,1 C. Hossler,2 S. Linnenkohl,1 F. Markun1; 1 Department of Dietetics, Marshall University, Huntington, WV, 2College of Health Professions, Marshall University, Huntington, WV Learning Outcome: Participants will be able to describe the development of nutrition evaluation tools for early elementary students. Age appropriate tools to evaluate nutrition knowledge, attitude, and behavior changes in children grades K-1 are needed. An initial tool, adapted from surveys designed for older children, was tested in the classroom setting and deemed inappropriate for young children with limited attention and reading capabilities. Literature reviews yielded no examples of appropriate evaluation tools; therefore, new ones were created. The team reviewed program goals and curriculum to determine appropriate objectives to measure. Educators with expertise in young children were consulted. In an effort to maintain continuity, pre/posttests were developed for kindergarten and first graders utilizing similar format and delivery methods. These consist of 18 and 23 questions for kindergarteners and first graders, respectively. Each begins with pictures asking children to identify fruits, vegetables, MyPyramid, and MyPlate. Then, students are asked to identify characteristics of foods, whether or not they practice particular behaviors, and how often they consume foods. The survey concludes with attitudinal questions answered using a 3-point facial scale. Pre/posttests, are administered by the research team. Each member has a binder containing research materials, including pictures. Children are taken from classrooms and meet with researchers in the hallway, one-on-one, with both sitting on the floor. Utilizing a team of 6-8, surveys are administered in approximately 20-30 minutes per classroom with little disruption to the school day. Pre/posttest data are available for one academic year. Stakeholders have expressed great satisfaction with the new instruments and delivery methods. Validity and reliability studies are being conducted and results will be available soon.
A Dietitian-Coached, Health-Centered Employee Wellness Program for a Large Health Care System Author(s): G. S. Marlow,1 D. S. Taylor,1 M. Williams,1 D. Netta-Turner,2 D. Jerome,1 K. Tran2; Family & Community Medicine, Christiana Care Health System, Wilmington, DE, 2Weight Management Center, Christiana Care Health System, Wilmington, DE 1
Learning Outcome: Understand one approach to a successful, health-centered employee wellness program. Background: Biometric screening was performed for employees of a large health care system. Those with a body mass index (BMI) 30-35 were eligible for a pilot weight management program. The goal of the program was to empower employees to make healthful lifestyle changes to improve disease risk and quality of life. Methods: The program included pre- and post individual sessions with a registered dietitian (RD) and a 30 minute RD-led, 10-week group class series. Participants received a free employee fitness center membership, pedometer, and online tools to track diet and exercise. Classes were hands-on and skills-based. Participants worked in groups to complete nutrition activities. The approach was health-centered, and motivational interviewing helped guide participants toward positive behavior change. Results: 180 employees enrolled and 98 completed the program. 89% were female and 11% male. Average age was 49 years. Significant changes were noted in body weight [⫺2.8 kg (p⬍0.001)], BMI [32 to 31 (p⬍0.001)], and body fat [-1.4% (p⬍0.05)]. Total cholesterol decreased from 191 to 168 mg/dl (p⬍0.001), LDL decreased from 101 to 93 mg/dl (p⬍0.05), triglycerides decreased from 183 to 127 mg/dl (p⬍0.001), yet HDL decreased from 56 to 48 mg/dl (p⬍0.001). Overall quality of life improved significantly (p⬍0.001), with 23 (pre) vs. 49 (post) being very / extremely satisfied. Conclusion: In this novel approach to weight management, employees were empowered to make lifestyle changes to improve health, not weight. Future efforts include offering monthly support groups and identifying wellness champions to lead the program at the department level. Funding Disclosure: None
Funding Disclosure: USDA SNAP-Ed
September 2012 Suppl 3—Abstracts Volume 112 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-83