scholarly journals A Pragmatic Review to Assist Planning and Practice in Delivering Nutrition Education to Indigenous Youth

Nutrients ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 510
Author(s):  
Robin Kagie ◽  
Szu-Yu (Nancy) Lin ◽  
Mohammad Akhtar Hussain ◽  
Sandra C Thompson
Keyword(s):  
Nutrition Education ◽  
Best Practice ◽  
Grey Literature ◽  
Indigenous Communities ◽  
Indigenous Youth ◽  
Indigenous Students ◽  
Nutritional Interventions ◽  
Implementation Processes ◽  
School Based ◽  
Promotion Campaigns

Many health promotion campaigns have incorporated multi-component nutrition interventions to promote healthy diet-related behaviours among Indigenous communities, particularly children and adolescents. However, these campaigns show mixed results and while research often describes outcomes of approaches and interventions, it does not extensively describe implementation processes and best practices for nutrition education for Indigenous youth. To enhance knowledge and understanding of best processes in nutritional education approaches with Indigenous youth, we conducted a search using multiple databases including PubMed, Google Scholar, the Australian Indigenous HealthInfoNet and Australian government research databases to identify relevant peer-reviewed and grey literature as well as educational resources, such as websites and handbooks for teachers, parents, and students. We list and describe common features of successful nutritional interventions in Indigenous settings, steps for nutrition education targeting youth, school-based nutrition education for different ages, and general guidelines for teaching Indigenous students. Current best practice and knowledge gaps for the delivery of nutrition education to Indigenous youth are described.

scholarly journals Potential interventions targeting adolescent nutrition in Indonesia: a literature review

2018 ◽  
Vol 22 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Vanessa M Oddo ◽  
Airin Roshita ◽  
Jee Hyun Rah
Keyword(s):  
Nutrition Education ◽  
School Attendance ◽  
Grey Literature ◽  
Reproductive Health Services ◽  
Adolescent Nutrition ◽  
School Based ◽  
Folic Acid Supplements ◽  
Iron Folic Acid ◽  
Nutrition Sensitive ◽  
The Impact

AbstractObjectiveThe present study aimed to take stock of nutrition interventions that warrant consideration as a minimum package of interventions in Indonesia to improve four key nutrition indicators for adolescents: stunting, thinness, overweight and anaemia.DesignWe conducted a review of the peer-reviewed literature published between 1995 and 2017 on nutrition-specific and nutrition-sensitive interventions that target adolescents in Indonesia. The search to identify studies was conducted in PubMed, Google Scholar and EMBASE, using key search terms. We also explored programmatic and policy documents from the grey literature as they related to adolescents and/or Indonesia. Our search yielded thirty-five peer-reviewed articles and programmatic documents.SettingIndonesia.SubjectsAdolescent girls and boys.ResultsThere is very limited evidence on the impact of interventions specifically among adolescents in Indonesia. Nevertheless, findings from our review suggest the minimum package of interventions in Indonesia could include the following nutrition-specifc interventions: (i) iron–folic acid supplements, paired with antihelminths delivered at scale via school-based platforms and through health centres; and (ii) diet counselling and nutrition education provided through school-based platforms, adolescent youth centres/peer education and technology-based platforms. The minimum package could also include the following nutrition-sensitive interventions: (i) improving access to reproductive health services; and (ii) increasing the coverage of interventions designed to increase school attendance.ConclusionsProgrammes and policies targeting adolescent nutrition are relatively new and coverage is low. To improve the nutritional status of this vulnerable population, additional evaluations of adolescent programming and surveillance data on adolescents are needed.

scholarly journals ‘An Apple a Day’?: Psychiatrists, Psychologists and Psychotherapists Report Poor Literacy for Nutritional Medicine: International Survey Spanning 52 Countries

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 822
Author(s):  
Sabrina Mörkl ◽  
Linda Stell ◽  
Diana V. Buhai ◽  
Melanie Schweinzer ◽  
Jolana Wagner-Skacel ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Mental Health Professionals ◽  
Best Practice ◽  
Learning Opportunities ◽  
Nutritional Interventions ◽  
Beneficial Effects ◽  
Nutritional Medicine ◽  
Almost All ◽  
Practice Care

Nutritional interventions have beneficial effects on certain psychiatric disorder symptomatology and common physical health comorbidities. However, studies evaluating nutritional literacy in mental health professionals (MHP) are scarce. This study aimed to assess the across 52 countries. Surveys were distributed via colleagues and professional societies. Data were collected regarding self-reported general nutrition knowledge, nutrition education, learning opportunities, and the tendency to recommend food supplements or prescribe specific diets in clinical practice. In total, 1056 subjects participated in the study: 354 psychiatrists, 511 psychologists, 44 psychotherapists, and 147 MHPs in-training. All participants believed the diet quality of individuals with mental disorders was poorer compared to the general population (p < 0.001). The majority of the psychiatrists (74.2%) and psychologists (66.3%) reported having no training in nutrition. Nevertheless, many of them used nutrition approaches, with 58.6% recommending supplements and 43.8% recommending specific diet strategies to their patients. Only 0.8% of participants rated their education regarding nutrition as ‘very good.’ Almost all (92.9%) stated they would like to expand their knowledge regarding ‘Nutritional Psychiatry.’ There is an urgent need to integrate nutrition education into MHP training, ideally in collaboration with nutrition experts to achieve best practice care.

scholarly journals Collaborative Involvement of Indigenous Youth in the Design and Evaluation of Digital Mental Health Interventions: A Scoping Review Protocol

2020 ◽  
Author(s):  
Josie Povey ◽  
Buaphrao Raphiphatthana ◽  
Michelle Torok ◽  
Tricia Nagel ◽  
Fiona Shand ◽  
...  
Keyword(s):  
Mental Health ◽  
Scoping Review ◽  
Full Text ◽  
Best Practice ◽  
Data Extraction ◽  
Grey Literature ◽  
Health Interventions ◽  
Indigenous Youth ◽  
Mental Health Interventions ◽  
Review Protocol

Abstract Background: Indigenous youth worldwide are at greater risk of developing mental health concerns due to ongoing inequity and disadvantage. Digital mental health solutions are identified as a potential approach to improving access to mental health treatment for Indigenous youth, with evidence of acceptability and effectiveness beginning to emerge. Although collaborative design, development and evaluation is widely recognised as necessary to improving the acceptability of these tools, there is limited evidence to guide engagement of Indigenous youth in these processes. The objective of this scoping review is to map evidence regarding the collaborative involvement of Indigenous youth in the design and/or evaluation of digital mental health interventions. Methods: Scoping review methodology includes six stages, 1) identifying research question; 2) identifying relevant studies; 3) developing a study selection and data extraction method; 4) charting the data; 5) collating, summarising and reporting results. Additionally, Step 6) consultation, engages a male and female Indigenous health researcher in reviewing protocols, analysis and findings, enhancing credibility and ensuring findings are informed by Indigenous worldviews. Searches for relevant literature are undertaken in the following databases: EBSCOhost databases (Academic Search Premiere, Computer and Applied Science complete, CINAHL Plus with Full text, MEDLINE with full text, APA PsychArticles, Psychology and Behavioural Sciences collection, APA PsychInfo), PubMed, and Scopus. In addition, Infomit and Google (limited to the first 200 results) are searched for grey literature. All primary studies and grey literature in English that meet eligibility criteria are included. Data, including; study methods, methodologies, digital mental health program details, participant information and engagement and reporting processes are extracted and included for analysis. Data extraction variables are guided by the Consolidated Criteria for Strengthening Reporting of Health Research (CONSIDER statement). This statement provides a best practice checklist for reporting research involving Indigenous peoples. This scoping review protocol has been registered with Open Science Framework (available via osf.io/2nkc6).Discussion: To date, there are no reviews which critically analyse engagement of Indigenous youth in the development and evaluation of youth-specific digital mental health interventions. This review will aim to fill that gap and appraise alignment of current practice with best practice guidelines to inform future research. It will highlight appropriate strategies for the engagement of youth in collaborative processes, providing guidance for health practitioners, policy makers, and researchers working in the field of Indigenous youth and digital mental health.

scholarly journals School-Based Nutrition Interventions in Children Aged 6 to 18 Years: An Umbrella Review of Systematic Reviews

Nutrients ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 4113
Author(s):  
Kate M. O’Brien ◽  
Courtney Barnes ◽  
Serene Yoong ◽  
Elizabeth Campbell ◽  
Rebecca Wyse ◽  
...  
Keyword(s):  
Dietary Intake ◽  
Nutrition Education ◽  
Systematic Reviews ◽  
Food Environment ◽  
Grey Literature ◽  
World Health Organisation ◽  
World Health ◽  
Umbrella Review ◽  
Nutrition Interventions ◽  
School Based

Schools are identified as a key setting to influence children’s and adolescents’ healthy eating. This umbrella review synthesised evidence from systematic reviews of school-based nutrition interventions designed to improve dietary intake outcomes in children aged 6 to 18 years. We undertook a systematic search of six electronic databases and grey literature to identify relevant reviews of randomized controlled trials. The review findings were categorised for synthesis by intervention type according to the World Health Organisation Health Promoting Schools (HPS) framework domains: nutrition education; food environment; all three HPS framework domains; or other (not aligned to HPS framework domain). Thirteen systematic reviews were included. Overall, the findings suggest that school-based nutrition interventions, including nutrition education, food environment, those based on all three domains of the HPS framework, and eHealth interventions, can have a positive effect on some dietary outcomes, including fruit, fruit and vegetables combined, and fat intake. These results should be interpreted with caution, however, as the quality of the reviews was poor. Though these results support continued public health investment in school-based nutrition interventions to improve child dietary intake, the limitations of this umbrella review also highlight the need for a comprehensive and high quality systematic review of primary studies.

scholarly journals A scoping review of school-based indigenous substance use prevention in preteens (7–13 years)

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Geoffrey Maina ◽  
Maeve Mclean ◽  
Solomon Mcharo ◽  
Megan Kennedy ◽  
Joseph Djiometio ◽  
...  
Keyword(s):  
Substance Use ◽  
Scoping Review ◽  
Early Onset ◽  
Real Life ◽  
Indigenous Communities ◽  
Prevention Programs ◽  
Substance Use Prevention ◽  
Indigenous Youth ◽  
School Based ◽  
Scoping Reviews

Abstract Background Early-onset substance use is a risk factor for continued use, dependency, and poor long-term health outcomes. Indigenous youth are more likely to engage in early-onset substance use than their non-Indigenous counterparts. In Canada, culturally appropriate prevention programs are needed for Indigenous youth in elementary schools. Therefore, this scoping review aims to explore the published, international literature examining school-based substance use prevention programs for Indigenous children aged 7–13. Main text Methods: This scoping review followed a six-step approach: 1) identifying the research questions, 2) identifying relevant studies, 3) selecting the studies, 4) charting the data, 5) collating, summarizing, and reporting the results, and 6) consulting with experts. The review was reported using guidelines from Preferred Reporting Items for Systematic reviews and Meta-Analyses extensions for Scoping Reviews (PRISMA-ScR). Results: Eleven articles (3 Canadian; 7 American and; 1 Australian) were included in the review. The prevention programs they studied were based on existing research or were adapted from existing interventions. The programs were tailored to each communities’ culture by including Indigenous stakeholders in developing or adapting prevention programs to be culturally safe and responsive. The articles evaluated the programs’ Effectiveness in changing student knowledge, attitudes, and behaviors using pre- and post-intervention surveys, randomized control trials, longitudinally designed analysis, and mixed methods. Mixed quantitative findings and qualitative findings highlighted the programs’ value in building community capacity and fostering cultural revitalization. Conclusion This review highlights best practices for developing school-based substance use prevention programs for Indigenous youth. Findings suggest that prevention programs should be culturally responsive and provide students with the knowledge and skills to prevent and manage substance use in real-life situations. Making Indigenous beliefs, values, languages, images, and worldviews central to the prevention curriculum enhanced the Effectiveness, appropriateness, and sustainability of prevention programs. Indigenous communities are best positioned to facilitate cultural tailoring without compromising the fidelity of evidence-based prevention programs.

scholarly journals A Review of Experiential School-Based Culinary Interventions for 5–12-Year-Old Children

Children ◽  
2021 ◽  
Vol 8 (12) ◽  
pp. 1080
Author(s):  
Annemarie E. Bennett ◽  
David Mockler ◽  
Cara Cunningham ◽  
Corina Glennon-Slattery ◽  
Charlotte Johnston Molloy
Keyword(s):  
Nutrition Education ◽  
Vegetable Intake ◽  
Grey Literature ◽  
Control Group ◽  
Cooking Skills ◽  
School Based ◽  
Health Related ◽  
Food Gardening ◽  
The Relationship

Cooking is an essential skill and the acquisition of cooking skills at an early age is associated with higher diet quality. This review aimed to describe the characteristics of school-based experiential culinary interventions and to determine the value of these to child (5–12 years) health outcomes. Interventions were eligible for inclusion if they took place in school during school hours, included ≥3 classes, and had a control group. Interventions published up to May 2021 were included. The databases searched were PubMed, CINAHL, and EMBASE, and the grey literature was searched for published reports. The search strategy yielded 7222 articles. After screening, five published studies remained for analysis. Four studies targeted children aged 7–11 years, and one targeted children aged 5–12 years. The interventions included food tasting, food gardening, and/or nutrition education alongside experiential cooking opportunities. Improvements were evident in self-reported attitudes toward vegetables, fruits, and cooking, and two studies reported small objective increases in vegetable intake. School-based experiential cookery interventions have the potential to positively impact health-related aspects of the relationship children develop with food. However, a greater number of long-term methodologically rigorous interventions are needed to definitively quantify the benefits of such interventions.

Sign in / Sign up

Export Citation Format

Share Document