Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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Healthy Families was then offered as a class to all interested families through the communitycenter venue without the clinical/medical and home-visitor components. In the communitycenter setting, Healthy Kids, Healthy Families continued to incorporate information on nutrition,physical activity, cognition, self esteem, culture and family dynamics. The program focus wasadapted to explore aspects of prevention and program delivery, highlighting activities such assports, family activities, aquatics, and other parks and recreation events.In lieu of the contextual changes that included the absence of clinical data and physicianreferrals, the method of inquiry was adapted to elicit participant experiences through qualitativefocus group findings from an additional 12 families. A focus group method was selected toevaluate the intervention in a community setting. Focus groups were conducted because theyprovide a venue for processing empirical material so as to interpret richness, complexity, andinterpretive processes necessary for researchers to observe the ways in which people interactand construct meanings [around creating healthier lifestyles] (Kamberelis & Dimitriadis, 2005).The focus group questions facilitated discussion on perceptions about family nutrition, physicalintervention activities were discussed. Focus group findings indicated that parents and childrenfound the program to be helpful and were satisfied with how it was offered. However, in thecommunity setting it appeared that without medical referrals, many parents were unclear aboutthe purpose of the Healthy Kids, Healthy Families group.Satisfaction with the Intervention• It helped enhance social skills.“I think it was helpful for her. I think it socially was very good for her.”• Working on communication and self-esteem was important.“I know it did help in make (child) feel more important to her mother, she’s not as clingyto mommy at home now.”• Children expressed multiple ways that their families can help them be healthy: providehealthy foods, not allowing them to eat junk food, being physically active with them,and telling them how they are special.Satisfaction with the Process• Many parents were unclear about the purpose of the group.“I really had no idea really for sure, but I thought it was going to be something more ofa type of a counseling thing for the kids.”• Most parents did not think that the program needed any modifications.“Probably nothing. I thought it was really good, the way you presented everything and,made it really understandable for the kids and probably for some adults too, you know.”Areas for Further StudyEfforts are underway to secure Healthy Kids, Healthy Families programs in their current venuesand to investigate the possibility of expanding the program to additional counties. We will alsofacilitate additional community center focus groups during the upcoming year to determineparticipant and county staff perceptions of the program. Focus group data will help modify theprogram to better address the issues facing families with overweight children such as socialsupport, motivation and readiness to change.
RecommendationsOver the course of program development, the Healthy Kids, Healthy Families curriculum wentthrough a number of changes and adaptations to deal with budgetary changes. Flexibility wasan essential component of bridging the program to meet the needs of varied MSU Extensiondemographics and additional community partners including Parks & Recreation Centers andCounty Youth Outreach. An overall convergence on program provision for communitystakeholders who are charged with promoting health and well-being for community members isrecommended. Local needs for each program were established and discussed through a seriesof meetings with community partners, including parks and recreation, youth assistance, medicalclinics, and Extension based staff. A practice-based approach to research was essential in orderto effectively engage and secure a variety of community partnerships and participants.ReferencesAnonymous. (2002). Diabetes Prevention Program Research Group: Reduction in the incidenceof type 2 diabetes with lifestyle intervention or metformin. The New England Journal ofMedicine, 346, 393-403.Centers for Disease Control and Prevention. (2006). Statistics, 2001, 2002, 2003, 2004.Retrieved on February 6, 2007, from:http://www.cdc.gov/diabetes/statistics/prev/state/index.htmCheng, T. (2005). Television viewing as a global risk factor for childhood obesity. InternationalJournal of Cardiology, 103(3), 344.Dietz, W.H. (1998). Health consequences of obesity in youth: Childhood predictors of adultdisease. Pediatrics, 101(3), 518-525.Finkelstein, E.A., Fiebelkorn, I.C., & Wang, G. (2004). State-level estimates of annual medialexpenditures attributable to obesity. Obesity Research, 12(1), 18-24.Freedman, D.S., Serdula, M.K., Srinivasan, S.R., & Berenson, G.S. (1999). Relation ofcircumferences and skinfold thicknesses to lipid and insulin concentrations in children andadolescents: The Bogalusa Heart Study. American Journal of Clinical Nutrition. 69:308-317.Glaser, N.S., & Jones, K.L. (1998). Non-insulin dependent diabetes mellitus in Mexican-American children. Western Journal of Medicine, 138, 11-26.Green, L.W., & Krueter, M.W. (1991). Health promotion planning: An education andenvironmental approach. CA: Mayfield.Health and Human Services News. (2002). Obesity Still on the Rise, New Data Show. NationalCenter for Health Statistics and U.S. Department of Health and Human Services. RetrievedOctober 8, 2002, from:www.cdc.gov/nchs/releases/02news/obesityonrise/htm
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
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Table 1Reasons for Non-Attendance:
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easons given was six. Sixty-three p
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The non-family-related activities t
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“Catch ‘Em Being Good:”An Ext
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In 2001, the WVUES received a schoo
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to leverage the resources of the co
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4. Most primary behavior incidents
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Recommendations for developing prog
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Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 178 and 179: Purpose of StudyThe purpose of this
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Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
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Page 190 and 191: differences in the scores for the 1
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Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
Page 200 and 201: Families. In partnering counties, p
Page 204 and 205: Kamberelis, G., & Dimitriadis, G. (
Page 208 and 209: Change It Up!What Girls Say About R
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