The Communities Preventing Childhood Obesity project Multi-state - PDF document

4/10/2017 A Social-Ecological Approach to Exploring Rural Food Access and Active Living for Families with Preschoolers Research Brief, J Nutr Ed Behav;47(6):548-554 Authors: Brandy Buro, Abby Gold, Dawn Contreras, Ann Keim, Amy Mobley, Paula Peters, Sandy Procter, and Carol Smathers Learning Objectives 1. Describe the ecological model of predictors of childhood overweight. 2. Describe how the community portion of the ecological model affects the barriers and facilitators for accessing healthy food and physical activity opportunities for rural preschool children. 3. Describe Communities Preventing Childhood Obesity Project 4. Describe a mixed method developmental approach with complementary intent used in order to best understand the experiences of rural parents and their preschool-aged children access to healthy environments. The Communities Preventing Childhood Obesity project • Multi-state – IN, KS, MI, ND, OH, SD, WI Start a community • Multi-disciplinary team development intervention to – Nutrition prevent childhood – Physical activity obesity . – Community development – Family and youth development • USDA Agriculture and Food Initiative (AFRI) 1

4/10/2017 Innovative Aspects • 7 states collaborating • Community capacity development coaching approach • Ecological Model of Childhood Overweight – Rural communities – Low-income families – Preschool-aged children Ecological Model of Childhood Overweight Socioeconomic Neighborhood status safety Foods available Parent’s School School in home weight lunch PE status Dietary Physical program Weight Weight program Parent’s intake activity s dietary Status Status intake Monitoring TV hours Sedentary Ethnicity Nutritional Work behaviors knowledge demands Parent’s activity Encouragement of patterns activity Accessibility of recreational facilities, convenience foods, and restaurants Ecological Model of Childhood Overweight Socioeconomic Neighborhood status safety School School lunch PE program program s Ethnicity Work demand s Accessibility of recreational facilities, convenience foods, and restaurants 2

4/10/2017 y g p Factors These factors are more complex and their relationship to obesity is less understood; however, they must be taken into consideration when implementing an intervention. 8 Socioeconomic Local status Environment School School lunch PE program program s Ethnicity Work demand s Local Environment Community and Demographic Factors These factors are more complex and their relationship to obesity is less understood; however, they must be taken into consideration when implementing an intervention. 8 • Neighborhood Safety Local • Availability of convenience foods Environment • Accessibility to recreational facilities and restaurants Ecological Model of Childhood Overweight Socioeconomic Neighborhood status safety School School Environment Environmen Ethnicity Work demands Accessibility of recreational facilities, convenience foods, and restaurants 3

4/10/2017 Community and Demographic Factors These factors are more complex and their relationship to obesity is less understood; however, they must be taken into consideration when implementing an intervention. 8 • Neighborhood Safety Local • Availability of convenience foods Environment • Accessibility to recreational facilities and restaurants • Lunch programs School Environment • Physical Education programs Ecological Model of Childhood Overweight Population- based Neighborhood characteristics safety School School lunch PE program program s Work Population- demand based s characteristics Accessibility of recreational facilities, convenience foods, and restaurants Community and Demographic Factors These factors are more complex and their relationship to obesity is less understood; however, they must be taken into consideration when implementing an intervention. 8 • Neighborhood safety Local • Availability of convenience foods Environment • Accessibility to recreational facilities and restaurants School • Lunch programs Environment • Physical Education programs Population- • Ethnicity based • Race characteristics • Socioeconomic status 4

4/10/2017 Role of a Coalition Community coalitions consist of public- and private-sector organizations that, together with individual citizens, work to achieve a shared goal through the coordinated use of resources, leadership, and action. 10 Create a sense of community Engage residents The vehicle for in the successful cause change at the community level! Success of a Coalition Relies on capacity-building ability of the coalition Barriers to Coalition Success Lack common vision Lack formalization Lack clearly defined roles Failure to reevaluate Failure to act Failure to commit 5

4/10/2017 Community Coaching An effective approach to support community development for sustained community change initiatives What is Community Coaching? • “A Community Coach is a guide who supports communities and organizations in identifying and achieving their goals.” (Emery, Hubbell, & Miles-Polka, 2011) • Works as a process coach with a group or coalition – Ensures efforts follow community development principles of good practice Planned Approaches to Community Intervention Robinson &Green (2011) 6

4/10/2017 Methods – All communities: • Child Ecological Model Assessment – 14 communities • Receive menu of evidence- • 2 in each state based interventions (1 intervention, 1 control) • Implement 1 physical activity and 1 nutrition intervention – Comparable in size and demographics • Receive $5000/year for 4 years • Rural community • Exhibit community readiness – Intervention communities: • Has an existing community • Hire a Community Coach coalition • Receive Community Coach training Measuring Impact • Child Ecological Model Assessment toolkit: – Community Healthy Living Index Active Where? Parent Survey assessments (YMCA) • Community-at-Large • Neighborhood • Early Childhood Program – Active Where? Parent Survey – Coalition Self- Assessment Active Where? Parent Survey http://www.activelivingresearch.org/node/11951 • Pre-test / Post-test • Assesses “Community and Demographic” and “Parenting / Family Characteristics” rings – Considers home, neighborhood, park, and school environments related to physical activity and eating • Low-income parents of preschool-aged children 7

4/10/2017 Research Brief Description • Mixed Method Approach Active Where? Pre-Surveys (N = 377) • 11 sections total • Three sections were included in this CPCO sub- study: recreation places and sports facilities where your child plays (  = 0.81); barriers to activity in the local neighborhood (  = 0.88); and a brief food frequency (  = 0.7) One-on-One Semi-Structured Interviews (N = 15) Results – Active Where Survey • Physical activity of children we determined by proximity to parks. • Playing outside was determined by proximity to road • No significant relationship between ease of walking to stores and how often fresh fruit or vegetables were available in the home 8

4/10/2017 Results – Interview Themes • Accessibility and utilization of resources • Neighborhood safety • Interpersonal relationships Accessibility and Utilization of Resources Neighborhood safety 9

4/10/2017 Interpersonal Relationships Conclusion and Recommendations • Proximity and traffic safety – Active transport – Traffic calming • Assessment of the local consumer food environment • Valuing social capital CPCO Resources CPCO Toolkit https://cph.osu.edu/sites/def ault/files/outreach/docs/cpco %20toolkit_FINAL_small.pdf CPCO Learning Module http://media.cph.ohio- state.edu/articulate/CPCOT oolkit/story_html5.html 10