Lynne Sawchuk, M.P.E., R.D. Nutrition Educator BC Dairy Foundation

1. Leveraging the Food Guide Lynne Sawchuk, M.P.E., R.D. Nutrition Educator BC Dairy Foundation

2. How do you know if you eat well?

3. Educational model • Designed to create behaviour change • Focuses on ‘what’ and ‘how’

4. Motivation Generating Model Learner identifies problem Helper Behaviorchange motivation III. Goal achievement II. Learner identifies solutions/sets goals

5. Food Sense

6. Food Sense • 10 lesson program • teaches grade 4-6 students about WHAT to eat • students learn to • self-assess • plan improvements • problem solve to achieve goals

10. Food Sense • Evaluated in 2006 by Applied Research and Evaluation Service (ARES) at UBC in partnership with BC Dairy Foundation

11. Food Sense evaluation • Instruments • Students (390) • pre-program 3- day Food DiaryProgram End food diary6- Week Follow- up food diary • ARES Survey • Parents (77) • ARES Survey • Teachers (16) • ARES Survey

12. Food Sense Evaluation 1. The issue of nutrition is relevant to grade 4 and 5 students: • 95% thought about nutrition at least part of the time • The Food Sense Program and activities are well received (especially by the girls): • Only 15.9% “didn’t like it at all” or “didn’t like it very much” (25% of the boys and 5% of the girls).

13. Food Sense Evaluation 3.Food Sense targets a substantial problem: • 96.3% reported they needed to improve their eating habits in at least one food group. • Vegetables and Fruits – 54.5% • Milk Products – 36.6% • Meat and Alternatives – 23.1% • Grain Products – 13.4%

14. Food Sense Evaluation 4. Short-term eatingbehaviour was influenced by Food Sense: • 73.2% met either 3-days or 2-days of their Nutrition Plan. • 75.4% parents indicated that they had noticed changes in their child’s food choices or attitudes about nutrition since participating in Food Sense.

15. Food Sense Evaluation • Short-term knowledge on nutrition issues was imparted by Food Sense: • Over 90% indicated it was necessary to eat at least the 5-5-3-2 servings from the 4 food groups on most days

16. Food Sense Evaluation • Longer term knowledge and eating behaviours were influenced by participation in Food Sense. Six or so weeks after the Program: • 62.8% recalled the correct minimum number of servings for their chosen food group • 55.8% had eaten the minimum number of servings for that group the previous day • 72.1% correctly assessed whether or not they had eaten the minimum number of servings for that food group.

17. Food Sense Evaluation • Participation in Food Sense facilitated parent-child interactions concerning food and food choices: • 74.0% of the parents indicated they had had a chance to talk about food choices and/or do activities related to nutrition as a result of this Program.

18. Food Sense Evaluation • Parents support the program: • We think it's a great program to have the kids involved in, especially in elementary school. It helps to reinforce what we teach at home • I hope that there is follow up in later grades to keep reinforcing the balanced diet concept • I think this program should be introduced at a kindergarten level and continued through to grade 8 • Program should be taught yearly. Materials should be sent home telling parents of the results of eating the wrong foods • It should be done by more teachers and maybe done by primary teachers as well. It should be part of their curriculum • As a busy working parent, nutrition and health education is very essential for gradeschoolers. I appreciate programs like this. Makes it easier on my part when it comes to eating sensibly in and out of the house

19. Food Sense redesigned

20. New features • updated to match new food guide (6-6-3-2 or 6-6-3-1) • integrates physical activity assessment and planning for improvement • more closely matches new curriculum • includes features to appeal more to boys • maintains successful self-assessment and problem solving approach piloted in spring 2008

21. Eating Together • taking a look at HOW we eat

22. Some benefits • Nutrition • More vegetables and fruits • More calcium-rich foods • Fewer soft drinks • Better school performance • Higher scores on achievement tests • Higher GPA’s • Better social adjustment

23. Some benefits • Better social adjustment Teens that eat with family ≥ 5x/week ≤ 4x/week Cigarette smoking 25% 34% Use or tried cannabis 12% 20% Serious fights < 30% 40% Sexual activity by age 16 32% >50 Suicide attempts twice as many

24. www.casacolumbia.org

25. Lunch—a missedlearning opportunity?

26. Lunch—a missedlearning opportunity?

27. The Lovely Lunch Bread & Jam for Frances At the end of the story, Frances’ mother sends a ‘lovely lunch’ to school with her… …and the teacher asks her class if they would like to have a ‘Lovely Lunch’ at school too!

28. The Lovely Lunch

29. Cooking Fun for Families A collaboration between school, community and parents in Vancouver

30. Everyone eats together.

31. Program Benefits • “We love to play and we love the food.” (child) • “Cooking together develops a link between different cultures.” (Neighbourhood Assistant) • “Good things about the cooking program are that we learn about nutritious foods and how to cook healthy foods for our kids. The kids enjoy learning how to make snacks. Here they are learning instead of watching TV.” (Parent)

32. What role can schools play? • Examine lunchtime environment • Encourage nutrition education • Encourage community collaboration • Cooking Fun for Families • Family night out

33. Acknowledgements Sydney Massey, RD, MPH Kenton Delisle, RD, MHSc Rola Zahr, RD Bill Mercer (ARES), PhD, MES