Left Navigation

:: Home :: Current / Past Issues :: Call for Manuscripts :: For Authors :: For Reviewers :: The Forum Board

Abstracts Spring 2010

March 2010, Vol. 15, No. 1
ISSN 1540 5273

A Critical Thinking Approach Increases Offerings of Dark Green Leafy, Yellow / Orange, Cruciferous Vegetables, and Tomatoes in the Diets of Low-income Children

Ingrid Karen Richards Adams, University of Kentucky; Cheryl O. Hausafus, and Suzanne Hendrich, Iowa State University

Abstract

To evaluate the effectiveness of a critical thinking (CT) educational approach for Head Start parents in increasing offerings of dark green leafy, yellow/orange, cruciferous vegetables, tomatoes (specific vegetables), in their children’s diets. A two-group (experimental, control) randomized, pretest-posttest design was used. The experimental group participated in two 45-minute sessions on vegetables based on the CT approach. A CT definition, model, curriculum and lesson plans were developed. Significant differences were found between the experimental and control groups in mean posttest scores for vegetable knowledge 3.72 (SE 0.26) and 2.99 (SE 0.26), for critical thinking 2.34 (SE 0.63) and 0.73 (SE 0.47), and offerings of specific vegetables 6.11 (SE 0.48) and 4.97 (SE 0.45). There was no change in attitudes towards vegetables during the study. Participants already possessed positive attitudes before the intervention. Future work should continue the development of the critical thinking methodology. Full Text


Caregivers’ Attitudes Regarding Portion Sizes Served to Children at Head Start

L. Suzanne Goodell, North Carolina State University; Eugenia T. Goh, Children's Medical Center Dallas; Sheryl O. Hughes, and Theresa A. Nicklas, Baylor College of Medicine;

Abstract

Head Start caregivers are responsible for educating and feeding preschoolers enrolled in the Head Start program. Amongst pre-school aged children, portion size served is positively associated with intake of those foods. Researchers conducted eight focus groups with Hispanic and African American Head Start caregivers to identify their attitudes regarding amounts and types of foods served to Head Start preschoolers. Twenty-nine Hispanic and thirty-three African American caregivers participated in the study. Caregivers identified child preference, exposure, and pickiness, child age and size, and hunger and the home environment as key influencers on the amounts and types of foods served to Head Start children. Extension agents should be aware of caregivers’ attitudes regarding their influence on child food consumption and teach these caregivers appropriate behavior modeling and affirmation techniques. Full Text


Predictors of Social Support for Healthy Nutrition Behaviors Among African American Adolescents

Joel E. Williams, Sarah T. Agate, Katherine L. Cason, and Sarah F. Griffin,Clemson University

Abstract

We examined family influences on social support for healthy nutrition behaviors among 35 African American adolescents aged 10 to 15. Summary scores from measures assessing emotional, instrumental and total social support for fruit/vegetable intake and low-fat dairy intake were used. Internal reliabilities for each measure were assessed by Cronbach's coefficient alpha and Pearson correlations identified dependent variable covariates. Lastly, ANOVA and ANCOVA modeling was conducted. Mother’s Employment had significant effects on instrumental social support for fruit/vegetable intake (P=0.0459) as well as instrumental social support for low-fat dairy intake (P=0.0092). Adolescents with mothers who worked part-time or did not work had higher instrumental social support for fruit/vegetable scores and instrumental social support for low-fat dairy scores compared to adolescents with working mothers. Family influences play an important role in the development of health behaviors among adolescents. This study highlights the relationships between instrumental social support for healthy eating, work and family. Full Text


A Conceptual Framework for Infusing Behavior Change Theories into Program Design, Delivery, and Evaluation: A Financial Education Example

Lisa A. Guion, North Carolina State University; Travella R. Free, North Carolina A&T State University;

Abstract

There is an old adage that says “knowing and not doing is equal to not knowing.” The aim of educational programs is to equip clientele with knowledge, skills and tools needed to make lasting changes that positively impact their lives. Thus, educators must focus their change strategies and educational activities on intentionally facilitating behavior change among their clientele. Behavior change and practice adoption are complex, multi-layered and multifaceted. Several decades of research have resulted in refined theories and conceptual models of behavior change/practice adoption. In the current literature, most programs adopt one theory of change. This article is unique in that it synergistically draws from several theories to provide a more comprehensive understanding of how educators can promote behavior change among their clientele, which includes the Transtheoretical Model of Behavior Change, Diffusion of Innovation Theory, and Ecological Systems Theory. The Targeting Outcomes of Programs provides the evaluation model. In essence, this article builds upon leading theories and models by infusing change strategies that educators can employ to increase the likelihood that change will occur, and providing general evaluation indicators for each stage of behavior change. While grounded in theory, this article provides practical insights into designing and evaluating high-impact educational programs that produce behavior change. Full Text


Review:

The Fattening of America, How the Economy Makes Us Fat, If It Matters, and What To Do About It by Eric A. Finkelstein and Laurie Zuckerman

Reviewed by Jackie McClelland Full Text


 

 

Footer Nav