Step 2 Worksheet Identify personal and environmental mediators of change

Devin Davis, Martine Idiart, Penny Speight Please go through and fix writing; see comments and yellow highlights

Step 2A: Audiences sociocultural environment Describe the social and cultural environment of the audience with respect to your goal behaviors !onsider the following "uestions:? The participants in this program are th through !th grade students at "ran#lin $lementary school% This program will include all students in this age &rac#et, however, there will &e special emphasis on the ma'ority population within this demographic, (ispanic students% During this stage of life, children are developing social s#ills and independence% Social s#ills to &e accepted &y peers and independence from family influence% Thus, away from home food choices are &ased offinfluenced &y what is popular among peers% In contrast, at home food choices are &ased solely on what guardians have made availa&le% (istorically, (ispanics have a very family centered community% So, and congregating for meals is a very important aspect of their culture% In (istoric historic culture, corn, tortillas, and meat are main components of their meals% )an you expand upon this at all?

Step 2#: Individual and community assets Identify e$isting behaviors% practices% environmental factors% and policies that support your goal behaviors Individual behaviors and community practices that support your programs behavioral goals:
* few surveys show current dietary practices of children that are &eneficial to their health in terms of fruit and vegeta&le consumption% +verall, children are eating some fruits and vegeta&les that promotes healthy weight and ha&its% The )alifornia )hildren,s (ealthy $ating and $xercise Practices Survey -)al)($$PS. /001 reveals the following a&out 1 to 22 year old children,s age 1 to 22 daily inta#e eating practices of fruits and vegeta&les3 4 servings of fruits, 'uice, vegeta&les, and salads /%4 cups of fruit, 'uice, vegeta&les, and salads 5/6 of children eat 2 to servings of fruits and vegeta&les

27%!6 of children eat 8 or more servings of fruits and vegeta&les top The most fre9uently consumed fruits consumed in theamong :atinos population include apples, orange 'uice, apple 'uice, &ananas, oranges, peaches, straw&erries, and grapes% top vegeta&lesThe most fre9uently consumed vegeta&les in theamong :atinos population include green salad, carrots, tomato sauce, corn, non fried potatoes, &roccoli, green &eans, and taco lettuce -)alifornia Department of Pu&lic (ealth, /001.

In addition, the )alifornia (ealth Interview Survey -/001. for Santa )lara )ounty concluded that !06 of children, age / to 22, had fast food less than twice the previous wee#% "ast food is generally low in fruits and vegeta&les, therefore high consumption of fast food would indicate that children,s diet lac#s these foods% )(IS also found that only /86 of children in Santa )lara )ounty had 8 or more servings of fruits and vegeta&les the previous day -;):* )enter for (ealth Policy <esearch, /001.% $ating the recommended 8 to 5 servings of fruits and vegeta&les sets the standard for healthy dietary practices and ha&its that children should learn or grow to maintain% :astly, The )alifornia (ealthy =ids Survey -/020. for "ran#lin> Mc=inley $lementary School,IS?,t this the school you have targeted? Is there a "ran#lin school? * Mc=inley school? *nd a "ran#lin>Mc=inley?, a school within our target population school district, shows that 546 of children ate eat &rea#fast and that 886 are trying to lose weight% $ating &rea#fast is a healthy practice that children should maintain in a healthy diet and can &e a target practice to increase the amount of fruits and vegeta&les children consume% )hildren in the "ran#lin> Mc#inley community are @trying to lose weight,A meaning they are ma#ing some efforts to practice healthy ha&its, though not specified, in order to reach a healthy weight% Barden> &ased nutrition programs could &e &eneficial in increasing the consumption of fruits and vegeta&les in children of our target population% * study was done to assess the effect of a garden &ased program in (ispanic children aged ! to 2/ at the Coys and Birls )lu& in Pomona, )* -Somerville et% al%, /02/.% The program utiliDed fresh fruits and vegeta&les and traditional (ispanic foods in nutrition and tasting activities% *fter the 24 wee# program, with one hour sessions per wee#, the children,s fruit consumption increased from a&out aproximately / to servings, and vegeta&le consumption increased from a&out approximately / to 4 servings when comparing self inta#e &efore and after the program% In addition, the study showed children,s increased preference towards healthy snac#s that included fruits and vegeta&les and less consumption of chips as snac#s after the program -Sommerville et% al%, /02/.% Interacting with fruits and vegeta&les in a garden> &ased program can increase children,s interest of in including these foods in their diet% Teaching children how to incorporate fruits and vegeta&les into traditional (ispanic foods can also help increase the amount of these healthy foods in the children,s eating practicesdiets% (ispanic culture value,s views @familyA as an extended networ# of those related to them and those in the community% This &elief can &e a positive contri&ution to a garden> &ased community school program to engage children with more fruits and vegeta&les in their diet at home, school, and in the community%

&nvironmental factors and policies that support your programs behavioral goals: The "ran#lin Mc=inley School District has an environmental infrastructure that is conducive for to increasing the amounts of fruits and vegeta&les in the community% There are several grocery stores within half a mile from of local schools, ma#ing fruits and vegeta&les availa&le when family income allows% In low> income communities, such as the community of our target population, services to increase food availa&ility to children and their families is a #ey practice% )ommunity support systems are imperative in low> income communities to support healthy practices and diets in children, li#e our target audience at Mc=inley $lementary School% )omm;niver)ity is a health organiDation that engages children and youth in our target population to support healthy eating and practices% In tTheir Browing Sustaina&ility3 Barden to Ta&le program, )omm;niver)ity colla&orates with schools, community centers, and families in the Mc=inley $lementary School neigh&orhood to improve children,s dietary practices through coo#ing classes, gardening wor#shops, gardening education, and tasting healthy food tastings -)omm;niver)ity, /024.% In addition, C*?P*) -Cay *rea ?utrition and Physical *ctivity )olla&orative. -C*?P*). supports increasing fruits and vegeta&les in low income people% This organiDation provides access to food &an#s and food stamps to for low income families, thus increasing the the amountavaila&ility of fruits and vegeta&les availa&le to &e in the in children,s environments -C*?P*), /024.% . ?+ C*?P*) is a colla&orativeEthey do not provide access etc% C*?P*) also supports nutrition education and adopting programs to facilitate healthy eating, which includes a variety of fruits and vegeta&les% Step 2!: 'otential personal mediators (ind out about your audiences thoughts and feelings related to the motivational mediators listed below from psychosocial theories 'otential motivating mediators from theory Perceived ris# or sense of concern Audiences thoughts and feelings in relation to each mediator% specific to achieving your goal behaviors

Inform audience of the health diseases that poor diets contri&ute to such as o&esity, high cholesterol, dia&etes, and hypertension% Diets made up of mostly high fat, high salt, and high calorie foods usually displace vegeta&les from the diet% Thus, while over consuming foods low in nutrients, under consumption of vegeta&les can also occur% $ssential vitamins and minerals can &e found in fruits and vegeta&les% Therefore, a person can potentially &e vitamin and mineral deficient &y eliminating fruits and vegeta&les from their diet% *re these #ids @eliminatingA fFv?

Perceived &enefits )onsumption of plant &ased foods are protective of against heart -i%e%, positive disease and other health pro&lems% "ruits and vegeta&les offer

outcome expectations.

vitamins, minerals and fi&er that contri&ute to a healthy diet and &ody% (elp audience appreciate the role of fruits and vegeta&les in the diet and how physical activity, even mild forms li#e gardening, can have &eneficial effects on the mind and &ody% Perceived &arriers )hildren are often at the mercy of their parentGs decisions% Thus, some -i%e%, negative parents may not find community gardening to &e of utility to their outcome child or increasing fruit and vegeta&le consumption to &e practical% expectations. ?eed to evaluate the support of teachers and parents and if enough children will &e a&le to attend the after school program% *lso, need to evaluate the interest of the children in the program% If students are not enthusiastic, the effectiveness of the intervention will suffer% *ffective attitudes ?eed to determine how children will view program% Do they feel it,s -i%e%, feelings something they are forced to do? ?eed to identify their attitudes a&out the towards consuming more fruits and vegeta&les% Do they feel that this &ehavior. will &e of value to them?

Perceived &ehavioral controlFself> efficacy Social norms -i%e%, what others thin# participants should do.

(ow can children find en'oyment in community gardening? ?eed to determine their interest level with interacting with nature and having an ongoing relationship with the land% ?eed to identify their attitudes a&out the long term incorporation of fruits and vegeta&les in the diet% "ruits and vegeta&les can often &e viewed as disgusting &y young children% Cecause of the attitudes of their peers, they may feel uninterested in eating more fruits and vegeta&les% *lso, many of the families in this population are poor% The parents may not &e accustomed to serving fruits and vegeta&les &ecause they are not energy dense foods; they ma#e thin# it a waste of the money they have% Descriptive norms Most adults are not involved in community gardening, and % -i%e%, &eliefs of Therefore, it may not seem li#e a priority that their children others a&out the participates% *lso, many elementary school children are fed foods low &ehavior. in nutrients &ut dense in calories &y their parents% *s children &ecome more active and educated, some parents may &e resistant to change their own &ehaviors or the food they provide for their families% +ther (ind out about your audiences knowledge% skills% and other factors from theory listed below "acilitating mediators from theory "ood and nutrition *udience,s #nowledge and s#ills in relation to each mediator, specific to achieving your goal &ehaviors $lementary school children do not have an extensive &ac#ground

#nowledge

on the &enefits of proper nutrition% Thus, they need increased #nowledge of what constitutes unhealthy eating &ehaviors, less healthy food choices, and ideal food choices% *lso, they need increased awareness a&out how eating healthy and physical activity help them grow &ig, strong and healthy% "ood and nutrition Increase awareness that even regular mild physical activity can &e s#ills related to the protective of certain diseases% Increasing fruit and vegeta&le targeted &ehavior inta#e can contri&ute to fullness and lessen the amount of energy dense foods consumed% )ritical thin#ing s#ills (elp children identify other ways which they can &e physically active and how they can start their own garden at home% *lso, help them determine which fruits and vegeta&les they can eat regularly and which ones they would li#e to try% Self>efficacy Teach children the &asics of gardening -using &asic tools, how much to water, how to plant etc%.% Provide each student with a small plant that they can care for at home% $ncourage them to try different fruits and vegeta&le and teach them how each type plays a role in the &ody% Try one new vegeta&le a wee#% "ulfill governmental recommendations for fruit and vegeta&le consumption% $at a rain&ow of colors% +nce a wee#, as# mom or dad if they can help prepare a vegeta&le dish and eat together as a family% (ave children #eep a log of the amount and types of fruits and vegeta&les they eat% Perhaps they receive some type of priDe for eating the whole rain&ow of colors during a given wee#% HCring a parent or friend to the gardenH day% $at at least one vegeta&le dish a wee# with the family% *lso, have students &ring a vegeta&le or fruit to class so all can try something different% Step 2D: &nvironmental)policy supports (ind out how you could change the environmental and policy supports listed below to facilitate your intended audience in performing your goal behaviors &nvironmental and *ow each environmental and policy support could be changed% policy supports specific to achieving your goal behaviors Decision ma#ers, awareness and motivation Increase awareness of parents and school staff of their role as a nutrition leader% )hildren are influenced &y food choices that their parents and teachers ma#e%good *s careta#ers and leaders, eating

Boal setting -ma#ing action plans.

Self>assessmentFself> monitoring s#ills <einforcements

+thers

Social environment -e%g%, family, networ#s, support.

"ood environment -e%g%, availa&ility, accessi&ility.

Cuilt environment -e%g%, wal#a&le streets, par#s.

+rganiDational food policy Information environment -e%g%, media watchedFread, setting.

Policy activities at the community and national levels

fruits and vegeta&les around children will increase their experience with and interest in nutritious practices% These significant figures in children,s daily lives can motivate children to eat more fruits and vegeta&les% Ies &ut this as#s a&out the decision ma#ers, own awareness of the pro&lem and what you would do to increase their motivation to improve the environment% Jhat a&out increasing awareness a&out the lin# &etween health and school attendance? Send children home with healthy foods shopping list with amounts of fruits and vegeta&les for a specific &udget to increase the amount of fruits and vegeta&les parents are supplying in the home environment% *lso, healthy recipes incorporating fruits and vegeta&les for parents and children to ma#e at home will increase the amount of fruits and vegeta&les children consume% "resh fruits and vegeta&le snac#s availa&le at schools can increase children,s accessi&ility to these foods% "ruit and vegeta&le stands or carts can &e created wee#ly or &i> wee#ly at community centers to increase the availa&ility and accessi&ility of these fresh foods% See the @fresh cartsA initiative through Sacred (eartFThe (ealth Trust See (arvest of the Month program * school garden at Mc=inley $lementary School will directly increase the amount of fruits and vegeta&les in the children,s educational environment% These fresh foods can &e used in the cafeteria to increase the amount of consumed fruits and vegeta&les in their school% ?ot li#ely that enough foods will &e grown to supply cafeteria; what else in the &uilt environment? )orner stores? )ommunity gardens? See chapter ! Ma#e fruit and vegeta&le snac#s in local convenience stores cheaper than @unhealthierA snac#s such as chips to influence children,s food choices in the community setting% good The school garden program will create a motivationaling setting to increase #nowledge of fruits and vegeta&les% *ctivities, including learning a&out &enefits of these foods and awareness of the importance of fruits and vegeta&les in a healthy diet, will increase children,s #nowledge of the &enefits of fruits and vegeta&les in their diets% "ruit> and vegeta&le> related stic#ers or cartoons can help children stay informed and motivated a&out fruits and vegeta&les% Jhat a&out local &ill&oards? Signs on &us stations? etc * policy for "ran#lin>Mc=inley School District to &uy or receive fresh fruits and vegeta&les at an afforda&le price from local farms% )hec# the ;SD* #now your farmer #now your food program%

Step 2&: Audience and resources Add details about your audience that are important for delivering your program

*udience trait $ducational level or schooling

Description

Je are targeting elementary school children in th, 8th and !th grade% Jhat is their education level? Please see data from )* Dept of $ducation or the local school district% Physical and cognitive The students are a&le to participate in the physical activities developmental level and -with exceptions of those with physical disa&ilities, which there a&ility -children only. will &e alternative inclusive activities to accommodate.% See also data from fitness gram :iteracy and numeracy Students are at a sufficient literacy level% (, however, there are s#ills &ilingual educators to mediate if needed% Please loo# at data on school we&site to show how many are at grade level Preferred learning style The learning will &e carried out in an interactive environment where the students will first learn the importance of fruits and vegeta&les in the diet, and secondly how to incorporate fruits and vegeta&les in the diet% Please see chapter 25 in )ontento Special needs There is a need for &ilingual educators who are fluent in Spanish% *lso, it would &e helpful to have &ilingual educators in *sian languages% $motional needs Je will facilitate a close relationship with the school counselor% The students may have difficulty accepting the program &enefits, and the counselor will &e a resource to communicate and &ridge the gap &etween the program coordinators and students% Social needs Due to the crucial stage of social development, peers are a ma'or influence on the studentsG perception of the program% Je must foster a spirit of cooperation among students and &uild a safe environment where they can socialiDe and team &uild with each other% good Describe the resources available for your program Program resources Time *vaila&le resources The program will have to &e scheduled after school when the children are out of class% <ealistically, gardening will only &e an one hour long, />4 days a wee#% The time for children sharing a&out what they have grown and reflecting will &e one hour a per wee#% This seems li#e a long timeE/ to 4 hours per wee# outside and 2 hour of classroom time% Jill this &e incorporated into an already existing after>school program? The space needed for gardening is a /0x/0 foot plot of land somewhere on campus% *lso, activities li#e group sharing can &e done inside a regular classroom or whatever classroom has &een designated for an after school program%

Space

$9uipment

Beneral administrative support

$9uipment needed will &e all supplies related to creating a garden3 soil, shovels, hoes, hose, water, plants, and twine% *lso needed are hats for children to wear to protect against sun exposure% +ne general supervisor should oversee the organiDing and implementation of the community garden% +ne or two volunteer or program assistants can assist the children with gardening and maintenance%

+eferences Please continue to do research to support what you wrote a&ove% Ma#e sure all references are in *P* format% C*?P*) -/024.% Pro'ects% http3FFwww%&anpac%orgFpro'ects%htm )alifornia Department of Pu&lic (ealth -/001.% /001 )al)($$PS data ta&les% http3FFwww%cdph%ca%govFprogramsFcpnsFPagesF/001)al)($$PSDataTa&les%aspxK "ruitLeg )alifornia (ealthy =ids Survey -/020.% "ran#lin> Mc=inley elementary school final report /001> /020% http3FFch#s%wested%orgFresourcesF"ran#linMMc=inleyMelem0120Mmain%pdf?2/71 //277 )omm;niver)ity -/024.% )ommunity health% http3FFcucs'%orgFa&out>usFwhat>we> doFcommunity>healthF Sommerville, M%, =essler, :% *%, Jallace, S% P%, N Curns>Jhitmore, C% -/02/.% The effect of a garden>&ased nutrition education program on the consumption of fruits and vegeta&les &y hispanic children% )alifornian Oournal of (ealth Promotion /02/, Lolume 20, Special Issue3 +&esity Prevention and Intervention, /0>/8 ;):* )enter for (ealth Policy <esearch -/001.% /001 Teen and child county3 Santa )lara )ounty% http3FFhealthpolicy%ucla%eduFhealth> profilesFPagesF(ealthProfiles/001)T)%aspx