Ardyth H. Gillespie

Theory-driven research as a means to improve nutrition education

Abstract The purpose of this paper was to establish a case for theory-driven research as a means to improve the production and use of knowledge in nutrition education. The article was organized around the elements of a heuristic, Gowins Vee, that was used to identify and interrelate the components involved in knowledge construction including philosophy, theory, principles, concepts, experimental event, records, transformations, results, knowledge claims, and value claims. An applied example of a theory-driven research project provided the basis of discussion throughout the article. The example was also used to demonstrate how to choose and use a theory in the research process.

A conceptual model for communicating nutrition

Abstract This paper presents a communication model for planning, implementing, and evaluating nutrition education programs. The theoretical underpinnings of this conceptual model contain elements from four perspectives: “individual differences,” “social categories,” “social relations,” and “pragmatics.” We discuss the models components and its applications for nutrition education.

A theoretical framework for studying school nutrition education programs

Abstract This paper suggests a framework for studying school nutrition education programs, facilitating comparative studies, and expanding our knowledge of nutrition education. The model could be used to study potential influences on childrens current nutrition knowledge, attitudes, and behavior and includes 3 relevant environments — home and family, school, and community. An understanding of these influences and their relative importance could serve as a basis for designating program objectives, identifying intervention targets, and determining potentially effective strategies. The model also focuses on the change process as influenced by nutrition education programs. This model considers the process and intermediate goals of the program as well as the outcomes and is a suggested beginning for research to build toward a general understanding of the process of nutrition education.

Changing Family Food and Eating Practices: The Family Food Decision-Making System

BackgroundFood decision-making processes interact with family and community environments to shape families’ thinking (i.e., their constructed reality) about food, eating, health, and well-being as discussed by Gillespie and Gillespie (J Fam Consum Sci 99(2):22–28 2007).PurposeTo understand the processes and impetuses for changing family food and eating routines and policies and to develop a framework for the family food decision-making system (FFDS).MethodsInterviews and observations with parents and change agents were used to generate grounded theory in the form of propositions which provided the basis for the FFDS framework.ResultsThe propositions elucidate the processes of and influences on family food decision-making systems. The framework illustrates the family food decision-making system and processes of changing family food and eating routines and policies.ConclusionThe FDMS framework begins to address the complexity of food decision-making to guide intervention planning and further research.

Making Healthy Choices to Reduce Childhood Obesity: Community Capitals and Food and Fitness

Attention has shifted to environmental causes of health status, particularly obesity, now defined as a worldwide epidemic. Moving from medical and educational models of intervention, this approach focuses on how changes in the social and physical environment enhance families and individuals to make health choices. Using illustrations from current intervention programs, we demonstrate how a community capitals approach can help identify what is in place to enable healthy food and exercise choices, and how those assets can be used to empower families and individuals to take conscious actions to improve their health and quality of life.

Evaluation of Nutrition Education and Training Mini-Grant Programs.

Abstract This study monitored the Nutrition Education and Training (NET) program in three public elementary schools in upstate New York and determined the program effectiveness. We compared data from kindergarten through sixth grade students (n = 530) and from their parents, teachers and food service personnel in the three NET schools to that of a similar sample (n = 627) in three non-NET schools. The childrens nutrition knowledge and their attitudes toward certain foods improved in both NET and non-NET schools. Significant improvements in snacking practices at home and away occurred only among children at NET schools. Children in the NET school with the most intensive nutrition program exhibited the greatest improvements.

Food Decision-Making Framework: Connecting Sustainable Food Systems to Health and Well-Being

ABSTRACT This article presents a conceptual framework for understanding the interrelationships among sustainable food systems, food decision-making, and health and well-being. The Food Decision-Making Framework (FDF) builds upon findings from food decision-making research and community-based practice. It draws upon concepts and theories related to decision-making and family and community interaction from human ecology, community development, agriculture and food systems, and systems thinking. This article provides an overview of the theoretical and empirical underpinnings of the framework and describes the interrelationships among the components. Research and community food system examples illustrate its utility for framing research questions, interpreting findings, and applying research to program and policy planning.

Trends and challenges for nutrition education research

Abstract This paper presents developments and issues in nutrition education research since the Society for Nutrition Education was founded 25 years ago and, in doing so, sets directions for the future. Advances in the types of variables studied, increased sophistication in data collection, and analysis of issues affecting program delivery are discussed. Progress is illustrated by looking at four challenges for the field: 1) realistic educational goals, 2) thorough research designs, 3) explicit theoretical bases, and 4) valid and reliable measurement. Inadequate recognition of biases and assumptions, such as “individual blame” and “mother/wife blame,” are also discussed. Finally, the importance of a strong link between research and practice is emphasized.

Decision making in eating behavior: Interacting perspectives from the individual, family, and environment: An introduction

Decision making about food choices and eating practices influence, in large measure, obesity and four of the ten leading causes of death [1]. Although a broad array of intervention strategies have been developed to alter people’s eating practices, eliciting effective change has proven to be difficult and results have frequently been disappointing. The emerging research on the mechanisms and influences involved in the complex process of decision making in eating behaviors shows promise for improving interventions as we add to the scientific understanding of how people make decisions about food choices and eating practices. In order to specify the processes that regulate the food decisions people make, careful consideration must be given to not only the psychological systems that underlie these individual choices but the biological, interpersonal, and environmental systems within which these processes operate. Thus, conversations must begin to occur between investigators who are examining questions regarding food choice and eating practices but are approaching the issue from different perspectives and from different levels of analysis. Moreover, this conversation must facilitate the integration of research and practice. In particular, simultaneous consideration must be given to how research findings in this area can inform the development of effective intervention strategies and to how the development and evaluation of intervention strategies can inform the prevailing theoretical models [2, 3]. To this end, an interdisciplinary team of investigators was brought together to consider and discuss the current state of the science regarding food decision making and to formulate a roadmap that could guide future initiatives in research and practice. On April 14–15, 2008, the National Institutes of Health Division of Nutrition Research, the National Cancer Institute, the National Institute of Heart Lung and Blood, the National Institute of Diabetes and Digestive and Kidney Diseases, and the Office of Behavioral and Social Sciences Research held a multidisciplinary scientific meeting to develop a better understanding of the state of the science of food decision research. The meeting entitled, “Decision Making in Eating Behavior: Interacting Perspectives from the Individual, Family, and Environment,” brought together a multidisciplinary slate of 150 scientists and practitioners to tackle this complex issue. This 2-day meeting was organized into four sessions which covered: (1) Understanding Different Routes to a Decision, (2) Understanding the Interplay between Physiological Responses to Food and A. J. Rothman (*) Department of Psychology, University of Minnesota, 75 East River Road, Minneapolis, MN 55455, USA e-mail: rothm001@umn.edu

A conceptual framework for developing a dietary guidance system

Abstract Dietary guidance is central to nutrition education efforts. Yet little attention has been focused on the process of developing dietary guidance aids. This paper suggests a conceptual model for developing a dietary guidance system that is designed according to the users needs and as part of a total communication program. The model links development to implementation of a system and is considered as part of a total communication program.