Competency+5

=﻿Translate results of nutritional research to different target populations (public, peers, parents, etc.) (CEPH).= ===This is the evaluation of my Nutrition Education Project: a family-centered lifestyle education tool for early school-aged children, to promote healthy behaviors, stabilize weight, and prevent pediatric obesity.===



1. How does this piece/sample relate to the competency?
 * This describes my Nutrition Education Project evaluation. Pediatric obesity rates are higher in Marion County (the Indianapolis area; Competency 1). I developed an intervention (Competency 2) that was tested in two pilot kindergarten classes of a private school with a diverse student population. Testing before and after the lesson revealed highly significant improvement in identifying healthy behaviors. This intervention could be applied to young, school-aged children anywhere.

2. What are the strengths and weaknesses of this piece/sample?
 * This wellness intervention appears effective, so I feel that is a strong behavioral tool. I think the health brochure by itself is a strong educational tool, since it is based on the recommended target behaviors and prevention messages for families (1).
 * An area of weakness is that I wasn't able to do a pilot test in a 1st grade classroom, so I don't know if it is as effective in that age range. Also, I didn't observe the lesson.

3. What did I learn from reviewing and reflecting on this piece/sample?
 * I have been so excited about this project and couldn't wait to implement it. However, I encountered unanticipated obstacles in accomplishing the pilot lesson. I didn't realize that public school curriculum is so rigid. (I felt deflated after being told by the Wellness Coordinator of the Indianapolis Public Schools that instruction time couldn't be taken away and she couldn't get permission for this.) It was somewhat easier to work with private schools, although again I experienced difficulties with attempting to set up a pilot lesson. Unfortunately, it seems that nutrition, healthy behaviors, and a preventative approach are not recognized as critical educational components. I strongly feel that wellness needs to be considered as part of a longitudinal lifestyle approach, not just covered in "nutrition month." Thinking outside the box, other opportunities exist, such as afterschool programs and daycare sites.

4. What do I need to work on in the future to more fully meet this competency?
 * My next goal is to increase participation in this family-centered lifestyle intervention for pediatric obesity. My lesson plan, teacher powerpoint, and brochures are currently available on the Indiana Action for Healthy Kids website, so the tool is widely accessible to educators and parents. @http://take.actionforhealthykids.org/site/Clubs?club_id=1122&sid=2980&pg=newsThese were also distributed to over 400 afterschool programs through the Indiana Afterschool Network (IAN).
 * The health brochure (shown in Competency 2) includes all the simple wellness messages and cartoon graphics. I think that the brochure can stand alone as an educational tool promoting healthy habits for families outside of school. I would like to see it distributed from numerous educational and medical sites. In the future, I plan on trying to obtain a grant for printing costs. Also, I am considering providing a health brochure in Spanish, as well as developing posters and bookmarks.

1. Barlow S and the Expert Committee. Recommendations regarding the prevention, assessment, and treatment of child and adolescent overweight and obesity: summary report. //Pediatrics// 2007;120:S164-S192.