enhancing food security and physical activity for maori, pacific and ...

More documents

Recommendations

Info

Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income Peoples12. Gatenby LA. Nutritional content of school meals in Hull and the East Riding ofYorkshire: A comparison of two schools. Journal of Human Nutrition andDietetics 2007;20(6):538-548.13. Ashfield-Watt PAL, Stewart EA, Scheffer JA. A pilot study of the effect of providingdaily free fruit to primary-school children in Auckland, New Zealand. PublicHealth Nutrition 2008;Forthcoming(-1):1-9.14. National Children's Bureau. Highlight no. 206 Breakfast clubs and school fruitschemes. London: National Children's Bureau, 2004:2.15. Walton M, Signal L, Thomson G. Promoting healthy childhood nutrition throughprimary schools: a study of barriers, supports and effective policy options:Health Promotion and Policy Research Unit, University of Otago, Wellington,2008,http://www.wnmeds.ac.nz/academic/dph/research/heppru/research/childhood.html.16. Harper C, Wood L, Mitchell C. The provision of school food in 18 countries.London: School Food Trust, 2008.17. Bere E, Veierod MB, Skare O, Klepp K-I. Free school fruit - sustained effect threeyears later. International Journal of Behavioral Nutrition and Physical Activity2007;4:5.18. Dunifon R, Kowaleski-Jones L. The influences of participation in the NationalSchool Lunch Program and food insecurity on child well-being. Social ServiceReview 2003;77(1):72-92.19. Rees GA, Richards CJ, Gregory J. Food and nutrient intakes of primary schoolchildren: A comparison of school meals and packed lunches. Journal ofHuman Nutrition and Dietetics 2008;21(5):420-427.20. Wojcicki JM, Heyman MB. Healthier choices and increased participation in amiddle school lunch program: Effects of nutrition policy changes in SanFrancisco. American Journal of Public Health 2006;96(9):1542-1547.21. Cook JT, Frank DA, Levenson SM, Neault NB, Heeren TC, Black MM, et al. ChildFood Insecurity Increases Risks Posed by Household Food Insecurity toYoung Children's Health. J. Nutr. 2006;136(4):1073-1076.22. School Food Trust. The impact of primary school breakfast clubs in deprived areasof London. London: School Food Trust, 2008.23. Shemilt I, Harvey I, Shepstone L, Swift L, Reading R, Mugford M, et al. A nationalevaluation of school breakfast clubs: Evidence from a cluster randomizedcontrolled trial and an observational analysis. Child: Care, Health andDevelopment 2004;30(5):413-427.24. Currie J. Welfare and the well-being of children: The relative effectiveness of caseand in-kind transfers. Cambridge Massachusetts: National Bureau ofEconomic Research, 1993.25. Greenhalgh T, Kristjansson E, Robinson V. Realist review to understand theefficacy of school feeding programmes. BMJ 2007;335(7625):858-861.26. Boyd S, Dingle R, Campbell R, King J, Corter A. Taking a bite of the apple: Theimplementation of Fruit in Schools. Wellington: New Zealand Council forEducational Research, 2007.27. Graham D, Appleton S, Rush E, McLennan S, Reed P, Simmons D. Increasingactivity and improving nutrition through a schools-based programme: ProjectEnergize. 1. Design, programme, randomisation and evaluation methodology.Public Health Nutrition 2008;11(10):1076-1084.28. New Zealand Red Cross. Red Cross Breakfast in Schools National EvaluationReport. Auckland: New Zealand Red Cross, 2008.29. KidsCan. KidsCan website. Auckland, 2008.30. Ministry of Health. A Portrait of Health. Key Results of the 2006/07 New ZealandHealth Survey. Wellington: Ministry of Health, 2008.61
Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income PeoplesChapter 3: Food purchasing influences3.1 Enhancing cooking skillsDelvina Gorton, Cliona Ni MhurchuSummaryCooking skills are an important life skill and a means of preparing affordable, healthyfoods. Thus, cooking skills interventions could be a positive means of reducing apotential barrier to food security for some households, however there has been littleresearch conducted assessing their impact on food security. Cooking skillsinterventions do seem, however, to provide benefits such as increased cookingconfidence, cooking frequency, and food hygiene. There also seems to be demandfor cooking skills training from priority populations. There are two common ways toteach cooking skills: through schools (for children), or in community classes (foradults). There is a wide range of cooking skills courses on offer in New Zealand, andit is recommended that existing courses are evaluated and successful formats arebuilt on and expanded. Alongside this, basic cooking skills training should return tothe school curricula.Specific recommendations are that:• practical cooking skills are taught in schools, with a focus on preparingaffordable healthy meals (for example, the NZQA standard to ‘providenutritious low cost food for a family’). The focus in the curriculum should be onpractical, hands-on, cooking skills rather than a focus on food technology.• flexible community-based cooking skills courses are implemented at a nationallevel, with ability to tailor to audiences. These should incorporate the keycomponents for effectiveness identified in this chapter.• community-based cooking skills courses should be evaluated to determinetheir impact on food security.Problem DefinitionFood security encompasses having sufficient food that is nutritious, safe, andacceptable. In order to achieve this, some cooking skills are needed. There has beengrowing concern about an increasing lack of even the most basic cooking skills in bothchildren and adults. This lack of skill leads to a reliance on processed and prepreparedfoods, and limits the use of some cheaper foods and ways of preparingmeals. Stitt has called the growing lack of cooking skills the “deskilling process”,assisted by the removal of cooking skills from education systems in many countriesand expansion of the processed foodstuffs market. 1 He notes that removing cookingskills from the education system will deprive low-income households of a means toafford a healthy diet. Others have stated that “it is essential that children are taughtrelevant food skills if they are to have the choice of eating a healthy diet”. 2Internationally, there is some evidence from cross-sectional studies and qualitativeresearch of a relationship between lack of cooking skills and/or lack of knowledge andfood insecurity (Table 1). Further, some participants in the ENHANCE focus groupsexpressed support for cooking skills training. 3 In focus groups with low-income62
Page 1 and 2:
ENHANCING FOOD SECURITYAND PHYSICAL
Page 3:
Enhancing Food Security and Physica
Page 8 and 9:
Page 10 and 11:
Page 12 and 13:
Page 14 and 15: Enhancing Food Security and Physica
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
show all

enhancing food security and physical activity for maori, pacific and ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?