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M.A. Walker, M. Graves, L. Montoya, G. Rios;

Innovative Approach In Addressing Childhood Obesity: Using Mentors As Part Of An After-School Nutrition And Physical Activity Program. M.A. Walker, M. Graves, L. Montoya, G. Rios; University of Southern California- Community Diabetes Initiative, Childrens Hospital Los Angeles.

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M.A. Walker, M. Graves, L. Montoya, G. Rios;

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  1. Innovative Approach In Addressing Childhood Obesity: Using Mentors As Part Of An After-School Nutrition And Physical Activity Program M.A. Walker, M. Graves, L. Montoya, G. Rios; University of Southern California- Community Diabetes Initiative, Childrens Hospital Los Angeles

  2. Description of Program • SOS Mentor Shape-up is a mentorship model which addresses childhood obesity through nutrition education and mentoring. • High school students were mentored by adults for 6 weeks and then the high school students themselves became the mentors to the elementary school students.

  3. Theoretical Background According to the Social Cognitive Theory – Albert Bandura, 1977, 1986 • People learn through observing others. • Models most effective when they are similar to observers and can identify with them.

  4. Theoretical Background • Rotary club philosophy of mentoring • Share inspiring experiences with tomorrow's future leaders. • Mentor youth to further develop their talents and abilities. • Help youth accomplish personal goals through teamwork.

  5. Logistics of the Program • 11 week curriculum, classes held weekly after school from 3:30-5:00pm First 6 weeks, high school students learned about nutrition while being mentored by college nutrition students, Rotarians and community leaders. • Exercise classes available two times a week after school for the high school students.

  6. Logistics of the Program Second portion, high school students mentored elementary school students for 5 weeks on nutrition concepts. • Elementary students received same curriculum tailored for the 4th grade level.

  7. Logistics of the Program • Each week, all students tried new foods as part of the “Tasters Club” • High school students completed an advocacy project called PhotoVoice • Earned Service Learning Credits for mentoring elementary students • Earned points for attendance, submitting food logs, exercising, and PhotoVoice

  8. Logistics of the Program • Culminating event for entire family at the end of the program where awards were given and raffle prizes won for participation

  9. Curriculum Photo Voice Results

  10. Educational Materials/ Resources • The educational materials were compiled from several resources • Power Play! • MyPyramid • USDA • Dairy Council

  11. High School Nutrition Curriculum • Workshop 1: MyPyramid • Workshop 2: The Power of Play • Workshop 3: Portion Sizes • Workshop 4: Eating Out and Special Occasions • Workshop 5: Food Labels for Healthy Choices • Workshop 6: Marketing in Grocery Stores and Supermarket

  12. Workshop 1: MyPyramid

  13. Workshop 2: The Power of Play • Walking station • Sit ups/knee lift station • Jump Rope station • Run in Place station

  14. Workshop 3: Portion Sizes 1 pancake is about the size of … 1/2 cup of rice, pasta, potatoes is about the size of… 1 1/2 ounces of cheese is about the size of…

  15. Workshop 4: Eating Out and Special Occasions • Tips on how to dine out at fast food restaurants and sit down restaurants • Eating at special occasions

  16. Workshop 5: Food Labels for Healthy Choices

  17. Workshop 6: The Magic of Marketing • “Supersize Me” –segment about kids being able to identify Ronald McDonald rather than Jesus • Marketing in Supermarkets

  18. Elementary School Nutrition Curriculum • Workshop 1: Pyramid Power • Workshop 2: Fantastic Fruits, Vibrant Vegetables and Power Play • Workshop 3: Magnificent Meat & Beans • Workshop 4: Great Grains • Workshop 5: Marvelous Milk and MyPyramid Review

  19. Photo Voice • Weeks 1-6, 15 minute instructions were given on what Photo Voice was and how to create the project. • Resulted in 5 Photo Voice projects • Displayed during culminating event • Displayed at the High School’s Library

  20. My Safe Environment What I see in this picture is a set of cameras on light poles of a street intersection. The positive thing about these cameras in our community is they help catch either street racers or people running red lights by taking a picture of the car’s license plate. This affects our school because these cameras can help save lives and prevent accidents. Hit and run accidents and people running red lights was the caused the city to put up the cameras. What made this a good picture is that it makes our community a little safer.   -Jacob Nuñez

  21. Changing Our Lives What I see in the picture is students running & jogging around the track & field. The positive I see in this picture is that the students are running with their classmates in a group so none of the students feel left behind. What’s causing this positive image is that the students who are jogging and running are showing us that it can be done by trying. There is a problem with this picture too. One of the girls is running in sweats, this may cause her to dehydrate on sunny days. A solution would be if the wore shorts. -Stephanie Granciano

  22. Trash in Los Angeles In this picture there is trash on the streets. It makes me sick to see trash on our streets, instead of in the dump. This trash is near a library in my community. In the library there are kids, what are the kids learning from trash on the streets? They are learning that it is okay for them to throw trash on the streets. If you look at the wall there is tagging on it. The kids would also think it is okay for them to write on the walls. The solution to this problem is to take groups of kids/teens and have them clean the community for a better future. -Manuel Alcon

  23. Measures and Survey Instruments • Height/weight • Taken at the beginning and end of the program using a digital scale and stadiometer • Measure of behaviors • UCCE Visually Enhanced Food Behavior Checklist (FBC) by Marilyn Townsend • Pre and post test

  24. Measures and Survey Instruments • Knowledge questionnaire • Developed by SOS Mentor ShapeUp • 20 nutrition related questions

  25. Results • Attendance -32 enrolled; 16 attended participated in classes regularly. • Exercise -students exercised an average of 6.4 times during 6 weeks • Food Logs -turned in an average of 3.7 (out of 5) • Photo voice -5 completed a project • Behavior changes (reported) - increased fruit as snack and decreased soda consumption (sig at p<.05);

  26. Results • Increase nutrition knowledge • 50% of the students completed a pre/post test • Students improved their knowledge on 50% (10) of the questions • On 20% (4) students scored the same • On 30% (6) questions students scored lower • Weight loss • BMIs ranged from 16 – 46 (pre) to 17.1 – 45.9 (post); average of 29.7 before program and 30 after the program

  27. CostsFundingChallenges

  28. Program Costs • Total cost of 2007 Program = $9,500 • Incentives - $2000 (20%) • Materials & Supplies - $850 (9%) • Tasters Club Food - $800 (9%) • Food Preparation on site - $250 (3%) • Photo Voice - $700 (7%) • Culminating Event - $900 (10%)

  29. Administrative Costs • Program Admin. - $1500 (16%) • Liability Insurance - $1250 (13%) • Screening of Mentors - $250 (3%) • Stipends- • Two after-school staff- $500 each(11%) Serving as liaisons between school and SOS staff

  30. Funding • $5000 Grant - Los Angeles Collaborative for Healthy Active Children • $4500 Grant – Rose Hills • In-Kind Support • USC - $4000 (1 R.D., 2 Masters Students, 1 Program Coordinator) • Garfield After school Program - $1200 (after school staff)

  31. Challenges • Solutions • Schedule classes to coincide with tracks • Simplify information & make pre & post test consistent • Use Townsend Behavior Survey & simplify knowledge test language • Have a ½ day training with adult mentors to clarify their role in the program Problems • Decrease in student attendance • Nutrition concepts were too technical at times • Pre and post test was difficult (especially for English Language Learners) • Adult mentors were confused with flow of program

  32. SOS Mentor - program idea and materials California State University, Los Angeles Nutrition Students - became mentors for the high school students Collaboration • East Los Angeles Rotary Club - provided mentors for the high school students

  33. Collaboration • Local elementary and high school - provided space for the program and personnel to assist. • Community Diabetes Initiative of USC - team of RDs/nutrition educators wrote nutrition curriculum and taught classes. • After school program, Beyond the Bell - provided personnel for exercise component.

  34. Summary The mentor model appears to address childhood obesity by reinforcing healthy lifestyle habits through mentoring. Partners / Program Team SOSMentor – Orville Bigelow, MS, RD, Robert Donahue, EdD & Carol Donahue, BA, MA USC – Mandy Graves, MPH, RD, EdD, Brenda Manzanárez, BS, Lucy Montoya, Gabby Rios, BS & Martha Walker, BS A big thank you to Garfield High School, 4th Street Elementary, East Los Angeles Rotary Club and students from Cal State Los Angeles for partnering with us!

  35. Action Plan • Think of several high schools and elementary schools in your areas that you could partner up with to implement this program. • Keep in mind both schools must be in walking distance from each other. • Where could you recruit mentors? • Think of outside organizations that may have a similar goal.

  36. Action Plan • Where could the funding come from and how could you cut down on costs? • Where could you recruit instructors? • Think of partnering up with Universities • Where could you get the snacks? • Does the after school program offer them free of charge?

  37. Challenges • How could your organization begin to address these issues? • Decrease in student attendance. • Nutrition concepts to technical for some students. • Pre and post test was difficult to understand by some students.

  38. For more information please check out the website www.SOSMentor.org or call SOSMentor at (818) 222-4243

  39. QUESTIONS

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