In Defense of Food (IDOF) Curriculum: A Formative Evaluation of an Afterschool Middle-School Intervention

Bhana, H.; Contento, Isobel R.; Koch, Pamela; Gray, Harry; Uno, Claire

doi:10.1016/j.jneb.2016.04.187

Cited by 2 publications

(5 citation statements)

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“…The aim of the IDOF curriculum is to improve eating behaviors by increasing intake of W/MPF, operationalized as FV, and by decreasing intake of HPF. The current study is a pilot evaluation and part of a larger curriculum development project (Bhana, 2017). This study is not an efficacy trial, and a control group was purposefully not selected to allocate resources toward a richer understanding of the program’s outcomes through both qualitative and quantitative methods at this early phase of evaluation (Urban et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…IDOF is a health education curriculum for youth (Grades 6 to 8) designed for an afterschool setting. The principal author with the support of a curriculum development team at Teachers College, Columbia University, developed the IDOF curriculum (Bhana, 2017; Bhana et al, 2016). It consists of 10 sequential 2-hour educational lessons and is the companion guide to the Public Broadcasting Services documentary film In Defense of Food based on Pollan’s best-selling books In Defense of Food (Pollan, 2008) and Food Rules (Pollan, 2009).…”

Section: Methodsmentioning

confidence: 99%

“…This study provides a pilot outcome evaluation for the In Defense of Food (IDOF) curriculum (Bhana, Koch, Uno, & Contento, 2016) for afterschool, based on Pollan’s book In Defense of Food and aimed at decreasing intake of HPF and increasing intake of whole/minimally processed foods (W/MPF) in youth. The aim of the study is to assess initial efficacy and to provide an in-depth understanding of the potential behavioral outcomes and psychosocial mediators of youth participating in the curriculum.…”

mentioning

confidence: 99%

“…The aim of the study is to assess initial efficacy and to provide an in-depth understanding of the potential behavioral outcomes and psychosocial mediators of youth participating in the curriculum. This study is part of a larger curriculum development project, described elsewhere, composed of an initial curriculum development assessment (Luesse & Contento, in press), a detailed description of the development of the curriculum (Luesse, Koch, & Contento, in press), and its process evaluation (Bhana, 2017).…”

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confidence: 99%

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In Defense of Food Curriculum: A Mixed Methods Outcome Evaluation in Afterschool

Luesse¹,

Luesse²,

Lawson

et al. 2019

Health Educ Behav

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Background. Highly processed foods are inexpensive and abundant in our food supply, nutritionally poor, and disproportionately marketed to minority youth. This study is part of a curriculum development project to develop, implement, and evaluate the In Defense of Food (IDOF) curriculum designed to increase intake of whole/minimally processed foods and decrease intake of highly processed foods in youth. Aims. This pilot outcome evaluation was undertaken to assess initial effectiveness and to provide an in-depth understanding of changes in behavioral outcomes and psychosocial mediators. Methods. We used an explanatory mixed method approach, including a single-arm pretest–posttest of intervention effect, followed by a food rules assessment and in-depth interviews to describe participant responses to the intervention in more detail. The study was conducted in three afterschool classrooms in urban low-income neighborhoods with 32 multiethnic middle-school youth, receiving 10 weekly 2-hour sessions. Results. Two weeks postintervention, there was a large positive significant increase in whole/minimally processed food intake ( p < .01; d = 0.59) and a small decrease in consumption of highly-processed foods ( p = ns; d = 0.06), compared with baseline. Significant increases in psychosocial mediators: Self-efficacy and positive outcomes expectations were seen; others were not significant but changed in the desired direction. Qualitative assessments suggest that the intervention promoted skill building, but environmental barriers made these difficult to use. Discussion. The IDOF curriculum may be most effective for promoting consumption of fruits and vegetables, rather than decreasing intake of highly processed foods. In addition, in this young age-group, short actionable food rules may support self-regulation and behavior change. Conclusion. Among adolescent students in low-income urban neighborhoods, the IDOF afterschool curriculum may help promote self-efficacy and positive outcome expectancies and increase fruit and vegetable intake. Focusing on food processing and using “Food Rules” may be promising to elicit behavior change in youth; however, greater supports are needed to overcome social and environmental barriers.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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In Defense of Food Curriculum: A Mixed Methods Outcome Evaluation in Afterschool

Luesse¹,

Luesse²,

Lawson

et al. 2019

Health Educ Behav

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show abstract

“…The purpose of this study is to describe the use of the Nutrition Education DESIGN Procedure (Contento, 2016) to translate evidence-based behaviour change theory into a behaviourally focused nutrition education curriculum for a middle school afterschool audience: In Defence of Food (Bhana et al, 2016). The primary behavioural goals are to decrease intake of highly processed foods and increase intake of whole/minimally processed plant-based foods, particularly fruits and vegetables.…”

Section: Key Attributes For Developing and Evaluating Effective Nutrition Education Programmesmentioning

confidence: 99%

Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum

Luesse¹,

Koch

Contento

2019

Health Education Journal

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Objective: This study describes the use of the Nutrition Education DESIGN Procedure for developing the In Defence of Food Curriculum, a health education curriculum serving as the companion guide to the In Defence of Food documentary film based on the book with the same title. Design: The DESIGN Procedure is a systematic stepwise framework that produces behaviourally focused, theory-driven health education programmes and evaluation plans. Methods: DESIGN begins with an audience assessment and literature review that guides the selection of desired behaviours and psycho-social theory. For the In Defence of Food Curriculum, the desired behaviour changes were increased intake of whole/minimally processed plant-based foods and decreased intake of highly processed foods. A theoretical framework combining social cognitive and social determination theories guided programme development and evaluation plans. Education theory guided translating this framework into a ready-to-deliver curriculum. DESIGN aims to ensure alignment of theory determinants/mediators, behaviour change strategies, objectives, instructional activities and evaluation measures for systematically addressing desired behaviour changes. Over the course of 10 lessons, young people participate in interactive activities that explore the benefits of healthy eating, while appreciating how the ubiquity of heavily marketed and highly processed foods make healthy eating challenging. The evaluation plan guides measurement of target behaviours and the theory-based determinants/mediators. Results: This case study describes the development of the In Defence of Food curriculum using the DESIGN Procedure and demonstrates how a comprehensive and structured method for health education curriculum development and evaluation planning can be applied. Conclusion: The DESIGN Procedure has relevance for researchers, practitioners and programme planners.

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In Defense of Food (IDOF) Curriculum: A Formative Evaluation of an Afterschool Middle-School Intervention

Cited by 2 publications

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In Defense of Food Curriculum: A Mixed Methods Outcome Evaluation in Afterschool

In Defense of Food Curriculum: A Mixed Methods Outcome Evaluation in Afterschool

Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum

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