The present study combines community-based participatory research (CBPR) and peer education to create NuFit, a nutrition and fitness curriculum, adapted by community and student peer leaders for Latino and African-American high-school students in Chicago. The purpose of this pilot study was to assess the feasibility and efficacy of the NuFit curriculum to improve the knowledge, attitudes, and behaviors regarding nutrition and fitness for minority and adolescent student populations. The NuFit curriculum improved students' short-term self-reported behaviors and attitudes around nutrition and fitness. The NuFit curriculum shows promise as one mechanism to help prevent and combat childhood obesity by fostering healthy attitudes and behaviors during the critical developmental stage of adolescence. Involvement of and collaboration between community stakeholders and youth appeared to increase the likelihood of NuFit's cultural relevance and sustainability. More work is necessary to evaluate the long-term effects of NuFit.
Purpose Hispanic/Latinos have a high burden of CVD risk factors which may begin at young ages. We tested the association of CVD risk factors between Hispanic/Latino parents and their children. Methods We conducted a cross-sectional study in the Hispanic Community Health Study/Study of Latinos Youth study. Girls (n=674) and boys (n=667) ages 8-16 years old (mean age 12.1 years) and their parents (n=942) had their CVD risk factors measured. Results CVD risk factors in parents were significantly positively associated with those same risk factors among youth. Following adjustment for demographic characteristics, diet and physical activity, obese parents were significantly more likely to have youth who were overweight (OR=2.39, 95% confidence interval [CI]: 1.20, 4.76) or obese (OR=6.16, 95% CI: 3.23, 11.77) vs. normal weight. Dyslipidemia among parents was associated with 1.98 higher odds of dyslipidemia among youth (95% CI: 1.37, 2.87). Neither hypertension nor diabetes was associated with a higher odds of high blood pressure or hyperglycemia (prediabetes or diabetes) in youth. Findings were consistent by sex and in younger (age <12) s vs. older (≥12 years) youth. Conclusions Hispanic/Latino youth share patterns of obesity and CVD risk factors with their parents, which portends high risk for adult CVD.
Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners ( n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.
Intervention services for preschool visually impaired children are known to be critical, but identification and referral must occur before services can be provided. With the passage of P.L. 99-457, services are now mandatory for handicapped children from birth. This study examined a number of demographic factors related to the population of handicapped preschoolers who are visually impaired. Among the data collected were the number of children, their visual diagnoses, the source of referral, the types of services provided, the certification of teachers, and how P.L. 99-457 is perceived to be related to visually impaired infants and young children.
Functional vision evaluations are appropriate components of the special assessments for visually handicapped children and youth. The best procedures are sometimes difficult to select, however, because of the wide range in age, ability, and visual status of the subjects. This paper offers an organized approach to performing functional vision evaluations by clarifying the types of data collection and by suggesting protocols for three broad categories of subjects: “normal” visually handicapped students of school age, “normal” preschool visually handicapped children, and multiply handicapped/visually handicapped pupils. Infants with visual impairments are classified with multiply handicapped children, since the procedures for evaluation are similar.
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