Preventing Childhood Obesity - Evidence Policy and Practice.pdf

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Working with schools mented by out - of - school activities. 16 Food and fitness programs in the community, plus training of key workers and evaluation complete the plan. Growing T hrough A dolescence ( S cotland) The WHO resource Growing Through Adolescence , developed by NHS Health Scotland, 17 combines nutrition and physical activity within the context of energy balance. This teacher training pack also makes the link with the issue of mental health. There is evidence that increasing numbers of young people are unhappy with their body size and shape and are more frequently becoming involved in dieting and unhealthy eating patterns. The resource explores the biological, social and emotional issues around health using a participative training approach and it aims to enable teachers to be confident with these issues in the classroom and in the health promoting school. Planet H ealth ( U nited S tates) “ Planet Health ” is a school - based program on obesity prevention developed in the United States for middle school students (age group 11 – 14 years). Planet Health helps academic, physical education and health education teachers to guide middle school students in the following areas: • learning about nutrition and physical activity while building skills in language arts, maths, science and social studies; • understanding how health behaviors are interrelated; • choosing healthy foods, increasing physical activity, and limiting TV and other screen time. Gortmaker18 demonstrated that Planet Health prevents obesity in girls, reduces television viewing in girls and boys, increases fruit and vegetable consumption in girls, and prevents disordered eating behaviors in girls. There is a similar program for upper elementary schools (ages 9 – 12 years) called “ Eat well and keep moving ” . Toolkit for o verweight p revention in s chools (the N etherlands) In the Netherlands, a toolkit has been developed for schools on preventing overweight. 19 It provides an overview of available programs on healthy eating and physical activity for primary and secondary schools that have been developed at a national and regional level. It also describes strategies to deal with the issue as part of a health - promoting school approach. The toolkit has been developed for regional professionals as guidance for supporting their schools. The n utrition - f riendly s chool i nitiative ( WHO ) In 2007, the WHO initiated the global nutrition - friendly school initiative, a school - based program to tackle undernutrition and overweight. 20 It is a standardized framework that serves as a tool for developing a school environment which promotes the nutritional well - being of school - aged children. The initiative is designed to be easily integrated into existing school programs or to be implemented on its own where there are no ongoing programs. The WHO initiative provides suggestions at both a national and a school level on how to implement the nutrition friendly school programs. At the school level, practical guidelines are given for developing a food and nutrition policy for schools, including: assembling a core action group; developing an action plan; evaluating the plan, and; incorporating changes into school policy. Box 30.2 shows the five elements of the nutrition friendly school initiative. Conclusions Since obesity is now recognized as one of the major public health threats, increased attention has been given to developing integrated programs for schools. We now know that the most effective way is to integrate these issues into more coordinated programs that promote healthy lifestyles, and that are incorporated into the health promoting school approach. Although there has been a lack of effective and comprehensive school - wide approaches for obesity prevention in the school setting, some promising examples are now available. The review by Stewart - 5 Brown demonstrated that effective programs on obesity prevention adopted whole - school approaches. Initiatives and new programs on preventing obesity in schools are currently developing in most countries throughout the world. But a more systematic approach on the international and national level is needed, making use of the knowledge that is already available within the health - promoting school approach. Exchange of experiences, research, evaluation and 267
Chapter 30 Box 30.2 Elements of the WHO nutrition - friendly school initiative 1. Have a written school policy on nutrition. • Develop an action plan for implementing the initiative, including a monitoring and evaluation system. 2. Enhance awareness and capacity building of the school community. • includes parents, schools, community, local retailers and farmers • training for all school staff • media and publicity. 3. Develop a nutrition and health - promoting school curriculum. • life skills • education materials. 4. Create a supportive school environment. • school meals • breakfast clubs • vending machines policies • fruit, vegetable and milk subscriptions • access to water. 5. School nutrition and health services. • Inform parents about children ’ s health and provide a referral health system for children needing attention. implementation and sharing of good practice is needed. The use of evidence of interventions on healthy eating and physical activity in the school setting and in the broader context of health promoting schools is much more developed compared to other settings. Experiences and lessons learned in the school setting can set an example for other settings, such as the local community and the workplace. References 1 Commission of the European Communities : European Commission: Green Paper: Promoting healthy diets and physical activity: a European dimension for the prevention of overweight, obesity and chronic diseases , Brussels, 2005 . 2 Branca F , Nikogosian H , Lobstein T : The Challenge of Obesity in the WHO European Region and the Strategies for Response . Summary. WHO Europe , 2007 . 3 St. Leger L , Kolbe L , Lee A , McCall D , Young I : School health promotion: achievements, challenges and priorities . In: McQueen D , Jones C , eds. Global Perspectives on Health Promotion Effectiveness . Springer , 2007 . 4 Shaya F , Flores D , Gbarayor C , Wang J : School - based obesity interventions: a literature review . J Sch Health 2008 ; 78 ( 4 ): 189 – 196 . 5 Stewart-Brown S : What is the Evidence on School Health Promotion in Improving Health of Preventing Disease and Specifically, What is the Effectiveness of the Health Promoting School Approach? Copenhagen : WHO European Region , 2006 . 6 WHO : The Ottawa charter for health promotion . Health Promot Int 1986 ; 1 ( 4 ): 3 – 5 . 7 Fysio Educatief, Welsh Assembly Government and Health Education Board for Scotland : The Class Moves! Cardiff : Welsh Assembly , 2002 . 8 Florence MD , Asbridge M , Veugelers PJ : Diet quality and academic performance . J Sch Health 2008 ; 78 : 209 – 215 . 9 Rye J , O ’Hara Tompkins N , Eck R : The role of schools in promoting physical activity and healthy weight in youth:a white paper from the policy research and engagement project , College of Human Resources and Education, West Virginia University, 2006 . 10 Davis J , Cooke S : Educating for a healthy, sustainable world: an argument for integrating Health Promoting Schools and Sustainable Schools . Health Promot Int. 2007 ; 22 ( 4 ): 346 – 353 . 11 WHO : The Health Promoting School — An Investment in Education, Health and Democracy . Copenhagen : World Health Organization , 1997 . 12 National Foundation for Educational Research and Thomas Coram Research Unit : Evaluation of the impact of the National Healthy School Standard . London : Department of Health and Department for Education Skills , 2004 . 13 Welsh Assembly Government : Food and Fitness —Promoting Healthy Eating and Physical Activity for children and Young people in Wales. 5 Year Implementation Plan , 2006 . 14 Welsh Assembly Government : Appetite for Life . Welsh Assembly Government , 2006 . 15 Welsh Assembly Government : Appetite for Life Action Plan . Welsh Assembly Government , 2007 . 16 Active Young People in Wales : Sports Update, 58 , Sports Council Wales , 2006 17 Young I : Growing Through Adolescence: A Training Pack Based on a Health Promoting School Approach to Healthy Eating . NHS Health Scotland , 2005 . 18 Gortmaker SL , Peterson K , Wiecha J et al: Reducing obesity via a school - based interdisciplinary intervention among youth: Planet Health . Arch Pediatr Adolesc Med 1999 ; 153 ( 4 ): 409 – 418 . 19 Bessems K , Ruiter S , Buijs G : Toolkit Overgewicht: preventie van overgewicht binnen de setting school . [Toolkit for overweight prevention in schools]. Woerden : NIGZ , 2006 . 20 World Health Organization : Nutrition - Friendly Schools Initiative, Part 1: NFSI Framework . Geneva : World Health Organization , 2007 . 268
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Preventing Childhood Obesity Eviden
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Preventing Childhood Obesity Eviden
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Contents Foreword, vii Contributors
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Foreword Obesity became a major hea
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Contributors Rob Carter PhD Head, H
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Contributors Shiriki Kumanyika PhD,
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Preface If we had all the evidence,
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CHAPTER 1 The c hildhood o besity e
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Childhood obesity epidemic Table 1.
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Childhood obesity epidemic explain
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Childhood obesity epidemic Table 1.
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Childhood obesity epidemic hepatiti
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Childhood obesity epidemic 15 Shiel
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CHAPTER 2 Lessons from the c ontrol
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Lessons from the control of other e
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Childhood obesity prevention overvi
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CHAPTER 4 No c ountry for f at c hi
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No country for fat children? Ethica
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A human rights approach to childhoo
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Part 2 community and government age
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Chapter 6 Questions Evidence needed
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Chapter 6 ioral determinants rather
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Chapter 6 These issues are particul
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Chapter 6 15 Carrel AL , Bernhardt
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Chapter 7 at the state level to app
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Chapter 7 prevention efforts, parti
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Chapter 7 interventions. This appro
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CHAPTER 8 Evidence of the i nfl uen
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Chapter 8 choices in adolescence, 1
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Chapter 8 itself is unlikely to res
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Chapter 8 20 Cullen K , Baranowski
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Chapter 9 meal frequency, decreased
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Chapter 9 were behavioral (parent -
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Chapter 9 changes regarding partici
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Chapter 9 36 Campbell KJ , Hesketh
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Chapter 10 condition obesity in chi
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Chapter 10 the release of energy an
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Chapter 10 whereas Flynn et al 25 a
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Chapter 10 11 Baranowski T : Advanc
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CHAPTER 11 Obesity p revention in s
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Chapter 11 translation (see Chapter
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Chapter 11 overweight and obesity r
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CHAPTER 12 The p revention of c hil
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Chapter 12 Selective prevention pro
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Chapter 12 Table 12.1 Recommendatio
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Chapter 12 Table 12.1 Continued Gui
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Chapter 12 short - and long - term
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Chapter 12 33 Woo KS , Chook P , Yu
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Chapter 13 There is a relatively sm
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Chapter 13 Modifying the b uilt e n
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Chapter 13 capacity to support chil
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Chapter 13 45 Staunton C , Hubsmith
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Chapter 14 Changes in the food envi
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Chapter 14 Promising interventions
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Chapter 14 10 USDA - ERS : Food CPI
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CHAPTER 15 Food and b everage m ark
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Chapter 15 Box 15.1 The findings of
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Chapter 15 Food, however, is not to
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Chapter 15 competitive analysis eac
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Chapter 15 behaviour: exploring the
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Chapter 16 pawn or sell possessions
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Chapter 16 obesity and that this ma
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Chapter 16 impact of this deprivati
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Chapter 16 10 Marin - Leon L , Sega
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CHAPTER 17 Socio - c ultural i ssue
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Chapter 17 The s ocio - c ultural e
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Chapter 17 with limited access and/
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Chapter 17 What else can be done to
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Chapter 17 55 Grier S , Kumanyika S
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Chapter 18 Ironically, these countr
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Chapter 18 key environmental factor
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Chapter 18 countries precludes the
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Chapter 18 7 Jafar TH , Qadri Z , I
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CHAPTER 19 Evaluation of c ommunity
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Evaluation of community-based obesi
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CHAPTER 20 Economic e valuation of
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Economic evaluation of obesity inte
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CHAPTER 21 Monitoring of c hildhood
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Monitoring of childhood obesity Non
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Monitoring of childhood obesity Noo
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Monitoring of childhood obesity Tab
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Monitoring of childhood obesity 11
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Knowledge translation and exchange
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The role of advocacy Why d o w e n
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The role of advocacy mate long - te
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The role of advocacy position put o
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The role of advocacy 6 Yach D , Haw
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Part 4 infrastructure, funding or r
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Chapter 24 by examining why policy
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Chapter 24 has privileged the manuf
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Chapter 24 case study is an analysi
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Chapter 24 by being highly visible
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CHAPTER 25 Developing the political
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Chapter 25 Involuntary: all society
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Page 237 and 238: Chapter 25 The next steps Given the
Page 239 and 240: CHAPTER 26 Community i nterventions
Page 241 and 242: Chapter 26 Table 26.1 The health pr
Page 243 and 244: Chapter 26 consider and build on th
Page 245 and 246: Chapter 26 programs and messages be
Page 247 and 248: Chapter 26 Victoria, Australia. The
Page 249 and 250: Chapter 26 participants for appropr
Page 251 and 252: CHAPTER 27 Community c apacity b ui
Page 253 and 254: Chapter 27 level and macro - change
Page 255 and 256: Chapter 27 & Chomp ” where the co
Page 257 and 258: Chapter 27 Box 27.4 Excerpt from Go
Page 259 and 260: Chapter 27 Table 27.1 Capacity buil
Page 261 and 262: Chapter 27 38 Borys Jean - Michel :
Page 263 and 264: Chapter 28 Box 28.1 The EPODE progr
Page 265 and 266: Chapter 28 Figure 28.1 For parents:
Page 267 and 268: Chapter 28 Figure 28.2 Promoting ph
Page 269 and 270: Chapter 28 marketing, there is ofte
Page 271 and 272: Chapter 28 social problems. The art
Page 273 and 274: Chapter 29 length gain observed in
Page 275 and 276: Chapter 29 tissue deposition relate
Page 277 and 278: Chapter 29 A study in the USA found
Page 279 and 280: Chapter 29 7 Cole TJ , Bellizzi MC
Page 281 and 282: Chapter 29 environmental approaches
Page 283 and 284: Chapter 30 it all on their own, sin
Page 285: Chapter 30 Forty - three countries
Page 289 and 290: Chapter 31 childhood obesity rates
Page 291 and 292: Chapter 31 became inactive or was t
Page 293 and 294: Chapter 31 healthy diets and portio
Page 295 and 296: CHAPTER 32 Working with m inority g
Page 297 and 298: Chapter 32 and reflect the circumst
Page 299 and 300: Chapter 32 inclusion and exclusion
Page 301 and 302: Chapter 32 3 Mercer SL , Vinney JD
Page 303 and 304: Chapter 33 % of total DALYs lost 2
Page 305 and 306: Chapter 33 Finally, within a given
Page 307 and 308: Chapter 33 urbanized and have aband
Page 309 and 310: Chapter 33 Box 33.1 Recommendations
Page 311 and 312: CHAPTER 34 Preventing c hildhood o
Page 313 and 314: Chapter 34 with a plateau in cigare
Page 315 and 316: Chapter 34 segments of the populati
Page 317 and 318: Index academic performance 11, 264
Page 319 and 320: Index evidence-based and evidence-i
Page 321 and 322: Index community-based 33, 58, 151,
Page 323 and 324: Index parental support 67 PE 25, 81
Page 325: Index Minnesota Heart Heath Project
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