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 PeoplesThe need for ongoing support in the community has been highlighted by developers ofthe Pataka Kai train-the-trainer cooking skills course in Rotorua. 33 Structures need tobe in place to ensure trainers have support once their initial training is completed. Theoriginal course in Australia that Pataka Kai is based on is a community-based projectwith backing from social services, who provide ongoing support to trainers.Effect on equity and acceptability to stakeholdersCooking and lifestyle skills courses were identified as a popular option to enhancefood security amongst attendees at the ENHANCE workshops in an earlier phase ofthis research. Participants represented a wide range of health-related organisations.Most favoured such interventions to be run through schools. Focus groups withMāori, Pacific and low-income groups identified a strong need and recommendationfor community cooking classes, along with the desire to learn more about healthy foodand cooking. 3 Participants recognised a lack of knowledge and skills in areas such ashealthy food and how to prepare it, portion size, nutrition labels, cooking, nutrition andbudgeting. Rural Māori identified that lack of cooking skills prevented them fromeating the food needed for a healthy life. Participants in the Māori focus groupssuggested cooking classes, demonstrations plus tastings, information on how to shopproperly, and how to get a balance of meat and vegetables when making meals. Theyfavoured education on marae or in other Māori settings to encourage and supportMāori communities to eat healthily. Tongan and low-income focus groups suggestedfree community cooking classes, and all the Tongan participants agreed they wouldlike to attend such classes. Samoan and Māori groups wanted to learn more aboutnutrition and cooking. The Samoan group also thought that budgeting sessions run inthe community would be beneficial. Therefore, a cooking skills intervention could beconsidered highly acceptable to those stakeholders consulted. Furthermore,evaluation of the Kai Lelei course showed it was well-liked, and was rated excellent bymany participants. Key informants in a a recent report for the Obesity Action Coalitionon food security for Pacific peoples in New Zealand also identified a need for practicalcooking demonstrations or tasting sessions to address food security for Pacificpeoples. 34In the 1990s four community nutrition programmes for Māori were developed and runin different areas in New Zealand. 35 They were based on a train-the-trainer concept,and aimed at developing basic food and nutrition skills in Māori community workers.The programmes included cooking skills and budgeting training. The programmestook a strong community-development approach and created a sense of ownership,empowerment and involvement. The programmes led to changes in the type of foodavailable on marae, in Kōhanga Reo, Māori organisations, and in whānau; reducedconsumption of fat, sugar, and salt; and greater consumption of salads and water.Programmes such as these demonstrate the positive impact on equity andacceptability to stakeholders that community-based initiatives, such as cooking skillscourses, can have.Key components for effectivenessThe key components that would make such an intervention successful should bedetermined based on extensive consultation with the communities targeted 35 andfindings from the international literature and ENHANCE focus groups. It should useappropriate methods to deliver information for the target groups. 35 Evaluation ofcooking skills programmes will allow further identification of the key components foreffectiveness, and should be an integral part of the programme plan. Robustevaluation of objectively measured cooking skills and food security outcomes areneeded.67
Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income PeoplesA review of initiatives to improve the health of communities for the Ministry of Healthidentified that the key determinants of an effective community-based programmewere: 35• agreement between parties on the need for intersectoral action• support provided in the wider community, and• capacity to conduct develop and implement the interventionNutrition programmes for Māori were particularly effective when they had the approvalof the local Māori community, were run and developed by Māori using principles oftikanga Māori, and utilised existing Māori networks. 35The most common format for cooking skills classes is a small group class once aweek for approximately six weeks. They are often community-based, and use either atrain-the-trainer approach or are led by nutrition professionals. Some classes aremore participatory, where participants choose recipes and topics, and plan the mealsthey will cook. This format appears most effective. Cooking classes for children/youthwere either taught during school time as part of the curriculum, or run as an afterschoolprogramme.Potential side effectsThe potential positive side-effects of such a course noted by attendees at workshopsfor the ENHANCE project included community capacity-building, connectiveness andsocial cohesion, and improved wellbeing for participants.It was noted that if the classes were aimed at school-aged children, and the classeswere run through schools, they could add to an already overloaded curriculum andfurther burden schools. There may also be some risk of increasing inequalities if theclasses are not appropriate or acceptable to Māori or Pacific communities.Cost-benefit analysisNo cost-benefit analyses were identified in New Zealand literature.ConclusionAlthough the evidence assessed is not high quality, it suggests cooking skillsprogrammes have potential to influence diet. Their impact on food security is lesscertain. While cooking skills courses appear to improve practical skills, cookingconfidence, and knowledge of healthy eating, there is not enough evidence todetermine if they have a positive effect on food security. However, provided cookingskills programmes are developed and implemented with and for priority groups, theyare likely to be acceptable to stakeholders and have a positive effect on equity.Cooking skills classes should also be framed within the context of the true causes offood insecurity. Food insecurity is not primarily caused by a lack of individual cookingskills, but is mainly a problem of insufficient access to food and resources. Thus,cooking skills classes might help with issues of food insecurity, but they will notremove the cause. However, this research suggests they could be a valuablecomponent of a multi-faceted and multi-level intervention to enhance food security forMāori, Pacific and low-income families/whānau. Thus, cooking skills programmesneed to be in the context of a comprehensive food security or nutrition policy and not astand-alone solution.68
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:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21: Enhancing Food Security and Physica
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?