Development and Feasibility of a Childhood Obesity Prevention Program for Rural Families: Application of the Social Cognitive Theory

Abstract

Background Effective childhood obesity prevention programs for preschool children are limited in number and focus on changes in the child care environment rather than the home environment. Purpose The purpose of this project was to develop and test the feasibility of a home environment obesity prevention program that incorporates mindful eating strategies and Social Cognitive Theory (SCT) constructs. Home Sweet Home is specifically designed for rural parents and grandparents of preschool-age children. Methods HSH was developed using community-based participatory research practices and constructs from the SCT. Three community-based education sessions were delivered. Pre- and post-intervention data were collected from 47 grandparents and mothers.F Results Three of the four selected behavioral outcomes improved between pre- and post-intervention. The number of hours engaged in sedentary behaviors and intake of “red light” foods decreased while three of four mindful eating scores increased. Graduates of the program were able to decrease the number of “red light” foods available in their homes. Discussion Improvements in mindful eating and several key behaviors were observed after a three week mindful eating/home environment intervention. Translation to Health Education Practice Health educators should incorporate mindful eating strategies and use the SCT when designing childhood obesity prevention programs.

Examining Whether the Social Cognitive Theory Concepts Predict Childhood Obesity Prevention Outcome Expectations

“…The literature indicates the social cognitive theory (SCT) as the most commonly used theory for childhood obesity prevention efforts. [10][11][12][13] The SCT is an interpersonal theory that posits human behavior as the outcome of bidirectional interactions (i.e., reciprocal determinism) between personal, behavioral, and environmental factors. Thus, the SCT explains how a child's or caregiver's behavior is influenced by their environment (e.g., availability and accessibility to resources that promote the health behavior), behavioral capability (i.e., knowledge and skills to perform the health behavior), moral disengagement (i.e., ways of thinking to accept harmful behaviors), self-efficacy (i.e., level of confidence to perform the behavior), and outcome expectations (i.e., the anticipated consequences of the individual's actions before performing the behavior).…”

Development of a Family‐Based Nutrition Program Rooted in Food Parenting Literature

“…Lessons related to parenting strategies were delivered while children participated in physical activity led by YMCA staff, and focused on food parenting behaviors related to the following: food availability/accessibility, modeling of healthy habits, and positive conversations about food, health, and bodies (Couch et al, 2014; Knol et al, 2016; Lucas‐Thompson, Graham, Ullrich, & MacPhee, 2017; Roach et al, 2017; Robson et al, 2016; Sleddens et al, 2014). In Lesson 1, the concept of “food parenting” was introduced to participants.…”

“…The use of the social media site was voluntary, and parents who chose to opt out of the site were able to submit SUPERKids challenges through email. Social cognitive theory was used in designing application and challenge activities to support self‐efficacy, behavioral capability, and to reinforce positive outcomes of healthy food and activity habits (Knol et al, 2016; Spears‐Lanoix et al, 2015).…”

The Impact of Combining Nutrition Education with Active Choice on the Fruit and Vegetable Consumption Among Second Grade Students

“…This study was framed under the Social Cognitive Theory (SCT). A central construct is reciprocal determinism, reflecting a dynamic interaction among personal factors, behavior, and the environment 11,12 .…”