Pub Date : 2023-10-10DOI: 10.1080/19325037.2023.2254387
Mary Margaret Williamson, Michael Stellefson
ABSTRACTConsideration of cultural context is vital to the success of community-engaged scholarship and health educational and promotional programming (HEPP). The ¡Haz Espacio para Papi! (Make Room for Daddy!) program provides an example of incorporating a culturally competent mind-set into community-based research by applying sound theory and integrating knowledgeable native-community health specialists in developing, designing, piloting, recruiting, delivering, and evaluating Health Education/promotion programs. Building further on the example provided may provide a solid framework and standard for future health projects in Hispanic and Latino/a colonias and other culturally-rich and diverse communities. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Make Room for Cultural Competence: A Commentary on <i>¡Haz Espacio para Papi!</i>","authors":"Mary Margaret Williamson, Michael Stellefson","doi":"10.1080/19325037.2023.2254387","DOIUrl":"https://doi.org/10.1080/19325037.2023.2254387","url":null,"abstract":"ABSTRACTConsideration of cultural context is vital to the success of community-engaged scholarship and health educational and promotional programming (HEPP). The ¡Haz Espacio para Papi! (Make Room for Daddy!) program provides an example of incorporating a culturally competent mind-set into community-based research by applying sound theory and integrating knowledgeable native-community health specialists in developing, designing, piloting, recruiting, delivering, and evaluating Health Education/promotion programs. Building further on the example provided may provide a solid framework and standard for future health projects in Hispanic and Latino/a colonias and other culturally-rich and diverse communities. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.1080/19325037.2023.2253880
Bernardo Loiacono, Dana Mansfield, Dylan Sagan, Alex J. O’Donnell, Margaret H. Clark Withington, Molly Cory, Joanna Buscemi
ABSTRACTBackground Federal nutrition education initiatives (“MyPlate”) intend to facilitate healthful eating behaviors in families; however, little is known about how minoritized students and caregivers perceive adherence to MyPlate guidelines or perceptions of importance of eating in alignment with guidelines.Purpose Study aims included: 1) determine how students and caregivers perceive their dietary intake as it relates to MyPlate in both home and community environments and 2) assess motivations to adhere to MyPlate guidelines.Methods In-person focus groups with 47 high school students and 24 caregiver interviews were conducted and coded using qualitative thematic analysis.Results Meals at home differed from restaurants regarding food group portions. Caregivers highlighted food cost as a major factor when purchasing for specific food groups. Reasons for eating in accordance with MyPlate included: 1) health status/disease prevention, 2) weight status, 3) nutritional balance, 4) increased energy.Discussion Nutrition campaigns may benefit from images that do not put food categories into narrow boxes. Work is needed to address systemic, environmental, and individual factors in food accessibility across settings that affect guideline adherence.Translation to Health Education Practice Findings can support local and federal funding initiatives addressing barriers to healthful eating and provide targeted educational tools beyond MyPlate. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was partially funded by DePaul’s University Research Council’s Summer Research Grant, DePaul University’s College of Science and Health’s Faculty Summer Research Grant, and the National Dairy Council [#501384]. We’d like to also thank our partner schools and participating students and caregivers.
{"title":"A Qualitative Analysis of High School Student and Caregiver Perceptions of Food Access and Adherence to Nutrition Guidelines Across Home and Community Settings","authors":"Bernardo Loiacono, Dana Mansfield, Dylan Sagan, Alex J. O’Donnell, Margaret H. Clark Withington, Molly Cory, Joanna Buscemi","doi":"10.1080/19325037.2023.2253880","DOIUrl":"https://doi.org/10.1080/19325037.2023.2253880","url":null,"abstract":"ABSTRACTBackground Federal nutrition education initiatives (“MyPlate”) intend to facilitate healthful eating behaviors in families; however, little is known about how minoritized students and caregivers perceive adherence to MyPlate guidelines or perceptions of importance of eating in alignment with guidelines.Purpose Study aims included: 1) determine how students and caregivers perceive their dietary intake as it relates to MyPlate in both home and community environments and 2) assess motivations to adhere to MyPlate guidelines.Methods In-person focus groups with 47 high school students and 24 caregiver interviews were conducted and coded using qualitative thematic analysis.Results Meals at home differed from restaurants regarding food group portions. Caregivers highlighted food cost as a major factor when purchasing for specific food groups. Reasons for eating in accordance with MyPlate included: 1) health status/disease prevention, 2) weight status, 3) nutritional balance, 4) increased energy.Discussion Nutrition campaigns may benefit from images that do not put food categories into narrow boxes. Work is needed to address systemic, environmental, and individual factors in food accessibility across settings that affect guideline adherence.Translation to Health Education Practice Findings can support local and federal funding initiatives addressing barriers to healthful eating and provide targeted educational tools beyond MyPlate. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was partially funded by DePaul’s University Research Council’s Summer Research Grant, DePaul University’s College of Science and Health’s Faculty Summer Research Grant, and the National Dairy Council [#501384]. We’d like to also thank our partner schools and participating students and caregivers.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135044484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.1080/19325037.2023.2254353
Alyssa Mae Carlos, Kathleen Doll
ABSTRACTBackground Obesity continues to be a public health concern in the United States, yet limited research exists on the impact of obesity and weight gain among Asian Americans.Purpose The purpose of this study was to illuminate the lived realities and physical, mental, and social impacts of obesity on overweight and obese Asian Americans in Southern California.Methods A basic qualitative exploratory approach was used. Twenty-five participants were interviewed, leveraging a protocol derived from the health belief model (HBM).Results Six themes highlight obesity’s impact among Asian Americans in Southern California: physical and mental health disadvantages, motivation and consistency, taboo nature of being overweight or obese, model minority misnomer, cultural incongruence, and perception of BMI as an outdated measure.Discussion Findings reveal obesity’s impact among Asian Americans to be complex, linked to both internal and external factors, and suggest that this population is as important as others when discussing obesity prevention.Translation to Health Education Practice Health Educators and health professions need to improve their understanding of the complexities and impact obesity has among Asian Americans and increase cultural competence to develop more responsive obesity and weight interventions and Health Education content.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingNo funding was received to assist with the preparation of this manuscript and the authors have no conflicts of interest to declare relevant to its content. This manuscript is an original manuscript, not published or submitted for publication in whole or in part to any other publishing source. All authors have approved the manuscript and agree with its submission.
{"title":"Southern California Asian Americans and the Obesity Epidemic: A Qualitative Study to Improve Understanding and Cultural Competence","authors":"Alyssa Mae Carlos, Kathleen Doll","doi":"10.1080/19325037.2023.2254353","DOIUrl":"https://doi.org/10.1080/19325037.2023.2254353","url":null,"abstract":"ABSTRACTBackground Obesity continues to be a public health concern in the United States, yet limited research exists on the impact of obesity and weight gain among Asian Americans.Purpose The purpose of this study was to illuminate the lived realities and physical, mental, and social impacts of obesity on overweight and obese Asian Americans in Southern California.Methods A basic qualitative exploratory approach was used. Twenty-five participants were interviewed, leveraging a protocol derived from the health belief model (HBM).Results Six themes highlight obesity’s impact among Asian Americans in Southern California: physical and mental health disadvantages, motivation and consistency, taboo nature of being overweight or obese, model minority misnomer, cultural incongruence, and perception of BMI as an outdated measure.Discussion Findings reveal obesity’s impact among Asian Americans to be complex, linked to both internal and external factors, and suggest that this population is as important as others when discussing obesity prevention.Translation to Health Education Practice Health Educators and health professions need to improve their understanding of the complexities and impact obesity has among Asian Americans and increase cultural competence to develop more responsive obesity and weight interventions and Health Education content.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingNo funding was received to assist with the preparation of this manuscript and the authors have no conflicts of interest to declare relevant to its content. This manuscript is an original manuscript, not published or submitted for publication in whole or in part to any other publishing source. All authors have approved the manuscript and agree with its submission.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135047644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/19325037.2023.2253866
Sarah Benes, Seungbin Oh, Jessica Peacock, Zi Yan
ABSTRACTBackground As health coaching is becoming more popular as a health promotion intervention tool, there is a lack of empirical evidence to understand the clients’ experience in the peer health coaching program among college students.Purpose This qualitative study explored the experiences and perceptions of the health coaching clients following an 8-week peer health coaching intervention in college.Method A total of 14 student clients (female, n = 9, 57% White) from the health coaching program participated in the focus group, following an 8-week peer health coaching program. The semi-structured focus group guide was developed to understand their experience.Results Clients’ positive experience in the health coaching program contributed to transformative outcomes, including behavioral outcomes and goal achievement, well-being and personal growth, and self-empowerment, with the coaching relationship mediating the relationship and the coaching modality moderating the relationship.Discussion The health coaching experience facilitated lifestyle changes, helped clients gain self-efficacy and confidence to manage their health and wellbeing and provided an overall caring, enjoyable, supportive experience. The bonding with the peer health coaches provided important social support for the student clients.Translation to Health Education Practice A peer health coaching program can be a cost-effective option for health promotion on college campuses.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Catalyst Fund at Merrimack College under Grant Number [10-1428-D011].
{"title":"Perception of a Peer Health Coaching Intervention Among College Students: Client Experience","authors":"Sarah Benes, Seungbin Oh, Jessica Peacock, Zi Yan","doi":"10.1080/19325037.2023.2253866","DOIUrl":"https://doi.org/10.1080/19325037.2023.2253866","url":null,"abstract":"ABSTRACTBackground As health coaching is becoming more popular as a health promotion intervention tool, there is a lack of empirical evidence to understand the clients’ experience in the peer health coaching program among college students.Purpose This qualitative study explored the experiences and perceptions of the health coaching clients following an 8-week peer health coaching intervention in college.Method A total of 14 student clients (female, n = 9, 57% White) from the health coaching program participated in the focus group, following an 8-week peer health coaching program. The semi-structured focus group guide was developed to understand their experience.Results Clients’ positive experience in the health coaching program contributed to transformative outcomes, including behavioral outcomes and goal achievement, well-being and personal growth, and self-empowerment, with the coaching relationship mediating the relationship and the coaching modality moderating the relationship.Discussion The health coaching experience facilitated lifestyle changes, helped clients gain self-efficacy and confidence to manage their health and wellbeing and provided an overall caring, enjoyable, supportive experience. The bonding with the peer health coaches provided important social support for the student clients.Translation to Health Education Practice A peer health coaching program can be a cost-effective option for health promotion on college campuses.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Catalyst Fund at Merrimack College under Grant Number [10-1428-D011].","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/19325037.2023.2253874
Erin K. Howie, Kristi L. Perryman
ABSTRACTBackground Recess is an integral part of a comprehensive school physical activity program. Immediately prior to the pandemic, state legislation doubled the amount of required recess, creating an opportunity to better understand how policies and practices influence recess.Purpose To describe changes to recess due to COVID-19 and extended recess legislation and to quantify student physical activity during recess following these changes.Methods This mixed-method study was conducted in Spring 2021 in four elementary schools. Recess physical activity was measured using waist-worn accelerometers, recess was observed, and researchers conducted interviews with teachers and principals.Results Females spent 41.7% (95%CI: 38.2, 44.5) and males spent 47.9% (95%CI: 44.6, 51.2) of recess in accelerometer-measured moderate-to-vigorous physical activity (n = 164). Participants (n = 13) discussed increased supervision, classroom separation on the playground, and benefits of extended recess.Discussion States should consider extending recess requirements but need to consider options for scheduling and indoor recess. Recess continues to be a key physical activity opportunity during school.Translation to Health Education Practice Health Educators considering changes to recess policies and practices may want to consider scheduling of recess including class integration, options for indoor recess, and professional development for recess supervision to help maximize the benefits of recess. Disclosure statementNo potential conflict of interest was reported by the authors.Human subjects approval statementLetters of support were obtained from all school principals and activities were approved by university Institutional Review Board and school districts when necessarySupplementary dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/19325037.2023.2253874.Additional informationFundingThis work was supported by the University of Arkansas Honors College [N/A]; University of Arkansas - Provost Collaborative Grant [N/A].
{"title":"Revisiting Recess: A Mixed-Methods Study to Understand Physical Activity During Changing Recess Policies","authors":"Erin K. Howie, Kristi L. Perryman","doi":"10.1080/19325037.2023.2253874","DOIUrl":"https://doi.org/10.1080/19325037.2023.2253874","url":null,"abstract":"ABSTRACTBackground Recess is an integral part of a comprehensive school physical activity program. Immediately prior to the pandemic, state legislation doubled the amount of required recess, creating an opportunity to better understand how policies and practices influence recess.Purpose To describe changes to recess due to COVID-19 and extended recess legislation and to quantify student physical activity during recess following these changes.Methods This mixed-method study was conducted in Spring 2021 in four elementary schools. Recess physical activity was measured using waist-worn accelerometers, recess was observed, and researchers conducted interviews with teachers and principals.Results Females spent 41.7% (95%CI: 38.2, 44.5) and males spent 47.9% (95%CI: 44.6, 51.2) of recess in accelerometer-measured moderate-to-vigorous physical activity (n = 164). Participants (n = 13) discussed increased supervision, classroom separation on the playground, and benefits of extended recess.Discussion States should consider extending recess requirements but need to consider options for scheduling and indoor recess. Recess continues to be a key physical activity opportunity during school.Translation to Health Education Practice Health Educators considering changes to recess policies and practices may want to consider scheduling of recess including class integration, options for indoor recess, and professional development for recess supervision to help maximize the benefits of recess. Disclosure statementNo potential conflict of interest was reported by the authors.Human subjects approval statementLetters of support were obtained from all school principals and activities were approved by university Institutional Review Board and school districts when necessarySupplementary dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/19325037.2023.2253874.Additional informationFundingThis work was supported by the University of Arkansas Honors College [N/A]; University of Arkansas - Provost Collaborative Grant [N/A].","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1080/19325037.2023.2234976
Brandon Albedry, Lillie Ammons, M. Marenus, Dianna Hammoud, Danny Jandali, Mark Chrzanowski, Weiyun Chen
ABSTRACT Background Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited. Purpose This study assessed the effectiveness of adventure education lessons in improving high school students’ SEL competencies, resilience, and PA. Methods 95 10th grade students (mean age = 15 ± .56) enrolled in a 90-minute adventure education class 2–3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques. Results Results indicated significant increases in the total SEL scale (t = −2.00, p = .050), self-awareness (t = −2.07, p = .043), self-management (t = −2.67, p = .010), resilience (t = 5.69, p < .001), and vigorous PA (t = −4.13, p < .001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth. Discussion High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum. Translation to Health Education Practice The adventure education is useful in improving students’ SEL skills, developing resilience, and promoting PA.
{"title":"The Effects of an Adventure Education Pilot Study on Social Emotional Learning, Resilience, and Physical Activity among High School Students","authors":"Brandon Albedry, Lillie Ammons, M. Marenus, Dianna Hammoud, Danny Jandali, Mark Chrzanowski, Weiyun Chen","doi":"10.1080/19325037.2023.2234976","DOIUrl":"https://doi.org/10.1080/19325037.2023.2234976","url":null,"abstract":"ABSTRACT Background Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited. Purpose This study assessed the effectiveness of adventure education lessons in improving high school students’ SEL competencies, resilience, and PA. Methods 95 10th grade students (mean age = 15 ± .56) enrolled in a 90-minute adventure education class 2–3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques. Results Results indicated significant increases in the total SEL scale (t = −2.00, p = .050), self-awareness (t = −2.07, p = .043), self-management (t = −2.67, p = .010), resilience (t = 5.69, p < .001), and vigorous PA (t = −4.13, p < .001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth. Discussion High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum. Translation to Health Education Practice The adventure education is useful in improving students’ SEL skills, developing resilience, and promoting PA.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45770618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1080/19325037.2023.2232836
Christine Kivlen, Alexis N. Chargo, Rosanne DiZazzo-Miller
ABSTRACT Background Animal assisted intervention (AAI) programming is becoming popular among college campuses; however, minimal literature describes the impact of AAI programming on the graduate student population. Purpose This study aims to (1) better understand the lived experience with pets and AAI programming and (2) develop a list of factors critical to graduate students interested in engaging in AAI programming. Methods Narrative and interpretive phenomenological approaches explored the lived experience of graduate students through focus groups. Results Findings revealed students having both positive experiences and challenges with pets and past AAI programming. Important factors related to AAI programming included logistics, scheduling, diversification of therapy dogs, and receiving information on acceptable activities for participants to engage in with therapy dogs. Discussion Participants discussed experiencing stress and anxiety throughout the semester, and perceived convenient regular access to therapy dog programming as a valuable way to improve mental health and decrease stress and anxiety. Translation to Health Education Practice: Professionals interested in conducting AAI programming with college graduate student populations can benefit from this research by using graduate student preferences to inform the design of AAI programming on college campuses.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Animal-Assisted Intervention on College Campuses: Graduate Student Perspectives Regarding the Need, Benefits, and Availability of Programming","authors":"Christine Kivlen, Alexis N. Chargo, Rosanne DiZazzo-Miller","doi":"10.1080/19325037.2023.2232836","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232836","url":null,"abstract":"ABSTRACT Background Animal assisted intervention (AAI) programming is becoming popular among college campuses; however, minimal literature describes the impact of AAI programming on the graduate student population. Purpose This study aims to (1) better understand the lived experience with pets and AAI programming and (2) develop a list of factors critical to graduate students interested in engaging in AAI programming. Methods Narrative and interpretive phenomenological approaches explored the lived experience of graduate students through focus groups. Results Findings revealed students having both positive experiences and challenges with pets and past AAI programming. Important factors related to AAI programming included logistics, scheduling, diversification of therapy dogs, and receiving information on acceptable activities for participants to engage in with therapy dogs. Discussion Participants discussed experiencing stress and anxiety throughout the semester, and perceived convenient regular access to therapy dog programming as a valuable way to improve mental health and decrease stress and anxiety. Translation to Health Education Practice: Professionals interested in conducting AAI programming with college graduate student populations can benefit from this research by using graduate student preferences to inform the design of AAI programming on college campuses.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/19325037.2023.2231998
A. Holloway, S. Cox, Bridget Roop, J. M. Moates
ABSTRACT Background Reducing opioid reliance in chronic pain treatment may best be accomplished with interdisciplinary teams. Shared Medical Appointments (SMAs) are one format whereby an interdisciplinary team partners with groups of patients to provide health education and clinical care. The Whole Health (WH) model is an emerging framework whereby the care team partners with the patient to reach shared goals with emphasis on self-care and healing modalities. Purpose Assess the impact of a WH Education intervention in patients with chronic pain and long-term opioid use within the framework of Shared Medical Appointment (SMA). Results Retrospective chart review of 86 participants indicated significant opioid reduction at 12 and 24 months. The rate of opioid reduction in the SMA group surpassed the rate of decline of the host or national VA cohorts. Overall pain perception did not increase while patient satisfaction and safety indices improved. Discussion Results of the intervention suggest that a WH education model in a SMA is one approach to help patients reduce long-term opioid reliance. Translation to Health Education Practice: Trained Whole Health Coaches/Education Specialists are key personnel in the implementation of the WHSMA model of care and facilitators of behavioral change that results in improved wellness outcomes. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Reducing Opioid Reliance in Veterans Using a Whole Health Education and Shared Medical Appointment Care Model","authors":"A. Holloway, S. Cox, Bridget Roop, J. M. Moates","doi":"10.1080/19325037.2023.2231998","DOIUrl":"https://doi.org/10.1080/19325037.2023.2231998","url":null,"abstract":"ABSTRACT Background Reducing opioid reliance in chronic pain treatment may best be accomplished with interdisciplinary teams. Shared Medical Appointments (SMAs) are one format whereby an interdisciplinary team partners with groups of patients to provide health education and clinical care. The Whole Health (WH) model is an emerging framework whereby the care team partners with the patient to reach shared goals with emphasis on self-care and healing modalities. Purpose Assess the impact of a WH Education intervention in patients with chronic pain and long-term opioid use within the framework of Shared Medical Appointment (SMA). Results Retrospective chart review of 86 participants indicated significant opioid reduction at 12 and 24 months. The rate of opioid reduction in the SMA group surpassed the rate of decline of the host or national VA cohorts. Overall pain perception did not increase while patient satisfaction and safety indices improved. Discussion Results of the intervention suggest that a WH education model in a SMA is one approach to help patients reduce long-term opioid reliance. Translation to Health Education Practice: Trained Whole Health Coaches/Education Specialists are key personnel in the implementation of the WHSMA model of care and facilitators of behavioral change that results in improved wellness outcomes. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1080/19325037.2023.2232431
Maren S. G. Henderson, J. Ziegenfuss, Jennifer M. Dinh, M. Canterbury, Andrea C Anderson, T. Kottke, M. JaKa
ABSTRACT Background The COVID-19 pandemic affected health and well-being worldwide, but little is known about how the pandemic specifically impacted families with young children. Evidence suggests a relationship between well-being and health behaviors (diet, physical activity) and that preexisting health disparities were exacerbated during the pandemic. Purpose This project sought caregiver perspectives on pandemic impacts, overall and by race, ethnicity, urbanicity, and household income. Methods Caregivers of 4- to 11-year-olds were randomly selected to complete a mixed-mode survey in the winter of 2021–22 to evaluate ongoing community health education and programming. Qualitative content analysis of open-ended survey responses was conducted. Data were analyzed blind to demographic characteristics; later, differences by population were explored. Results Survey analysis (n = 1,429, response rate 27%) identified positive and negative impacts of the pandemic on youth diet and physical activity. Caregivers, unprompted, provided responses about the interconnected impacts on mental and physical health and health behaviors. Pandemic stress was described, including reduced energy, social isolation, and “fear of spread.” Significant differences by key characteristics were found. Discussion These findings reflect patterns that could underlie growing disparities. Translation to Health Education Practice: This work provides context for designing interventions that equitably promote healthy behaviors for young families.
{"title":"Caregivers’ Reports of the Complex Impacts of the Pandemic on Family Food and Physical Activity Behaviors by Race, Ethnicity, Urbanicity, and Income","authors":"Maren S. G. Henderson, J. Ziegenfuss, Jennifer M. Dinh, M. Canterbury, Andrea C Anderson, T. Kottke, M. JaKa","doi":"10.1080/19325037.2023.2232431","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232431","url":null,"abstract":"ABSTRACT Background The COVID-19 pandemic affected health and well-being worldwide, but little is known about how the pandemic specifically impacted families with young children. Evidence suggests a relationship between well-being and health behaviors (diet, physical activity) and that preexisting health disparities were exacerbated during the pandemic. Purpose This project sought caregiver perspectives on pandemic impacts, overall and by race, ethnicity, urbanicity, and household income. Methods Caregivers of 4- to 11-year-olds were randomly selected to complete a mixed-mode survey in the winter of 2021–22 to evaluate ongoing community health education and programming. Qualitative content analysis of open-ended survey responses was conducted. Data were analyzed blind to demographic characteristics; later, differences by population were explored. Results Survey analysis (n = 1,429, response rate 27%) identified positive and negative impacts of the pandemic on youth diet and physical activity. Caregivers, unprompted, provided responses about the interconnected impacts on mental and physical health and health behaviors. Pandemic stress was described, including reduced energy, social isolation, and “fear of spread.” Significant differences by key characteristics were found. Discussion These findings reflect patterns that could underlie growing disparities. Translation to Health Education Practice: This work provides context for designing interventions that equitably promote healthy behaviors for young families.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1080/19325037.2023.2232429
S. Varman, Bridget Kelly, D. Cliff, Rachel A. Jones
ABSTRACT Background Healthy eating (HE) and physical activity (PA) are essential for children’s health and well-being. Innovative approaches, informed by formative research, are crucial to promoting these behaviors. Experiential learning, involving active, hands-on approaches, may be an effective way to encourage healthy behaviors in children. Children’s museums could contribute to health education by providing a variety of educational opportunities. Purpose To inform the design of an experiential learning Healthy Living program for children at an Australian children’s museum. Methods A qualitative study involving focus group discussions with 23 caregivers and in-depth interviews with 6 staff were conducted to explore perceptions of caregivers and staff working in an Australian children’s museum (Discovery Space) relating to potentially effective experiential learning strategies for promoting children’s healthy behaviors. Data were transcribed verbatim and thematically analyzed in NVivo 12. Results Key considerations for promoting HE and PA children through experiential learning activities include involving caregivers, engaging children through processes such as providing choice and stimulating curiosity, and selecting appropriate activity types such as simple, engaging, fun, hands-on, sensory play, and music-based activities. Translation to Health Education Practice Experiential learning activities that address these key considerations can promote HE and PA in children and should be studied in future studies. Competencies and sub-competencies in two areas of responsibility, (I) Assessment of Needs and Capacity and (V) Advocacy, were addressed.
{"title":"An Experiential Learning Program to Promote Healthy Eating and Physical Activity at an Australian Children’s Museum: Formative Research with Caregivers and Staff","authors":"S. Varman, Bridget Kelly, D. Cliff, Rachel A. Jones","doi":"10.1080/19325037.2023.2232429","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232429","url":null,"abstract":"ABSTRACT Background Healthy eating (HE) and physical activity (PA) are essential for children’s health and well-being. Innovative approaches, informed by formative research, are crucial to promoting these behaviors. Experiential learning, involving active, hands-on approaches, may be an effective way to encourage healthy behaviors in children. Children’s museums could contribute to health education by providing a variety of educational opportunities. Purpose To inform the design of an experiential learning Healthy Living program for children at an Australian children’s museum. Methods A qualitative study involving focus group discussions with 23 caregivers and in-depth interviews with 6 staff were conducted to explore perceptions of caregivers and staff working in an Australian children’s museum (Discovery Space) relating to potentially effective experiential learning strategies for promoting children’s healthy behaviors. Data were transcribed verbatim and thematically analyzed in NVivo 12. Results Key considerations for promoting HE and PA children through experiential learning activities include involving caregivers, engaging children through processes such as providing choice and stimulating curiosity, and selecting appropriate activity types such as simple, engaging, fun, hands-on, sensory play, and music-based activities. Translation to Health Education Practice Experiential learning activities that address these key considerations can promote HE and PA in children and should be studied in future studies. Competencies and sub-competencies in two areas of responsibility, (I) Assessment of Needs and Capacity and (V) Advocacy, were addressed.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：