The COPE Healthy Lifestyles TEEN Program: Feasibility, Preliminary Efficacy, & Lessons Learned from an After School Group Intervention with Overweight Adolescents

2007 ◽  
Vol 21 (5) ◽  
pp. 315-322 ◽  
Author(s):  
Bernadette Mazurek Melnyk ◽  
Leigh Small ◽  
Dianne Morrison-Beedy ◽  
Anne Strasser ◽  
Lisa Spath ◽  
...  
Keyword(s):  
Group Intervention ◽  
Lessons Learned ◽  
After School ◽  
Healthy Lifestyles ◽  
School Group ◽  
Overweight Adolescents

Developing and Evaluating a Web-Based, Multi-Platform Curriculum for After-School Robotics

2012 ◽  
pp. 266-283
Author(s):  
Fred G. Martin ◽  
Michelle Scribner-MacLean ◽  
Sam Christy ◽  
Ivan Rudnicki
Keyword(s):  
High School Students ◽  
Lessons Learned ◽  
After School ◽  
School Students ◽  
Enrichment Programs ◽  
Web Based ◽  
Non Profit ◽  
Design Engineers ◽  
Design Skills ◽  
University Of Massachusetts

The University of Massachusetts Lowell and a non-profit partner, Machine Science Inc. of Cambridge, Massachusetts have developed a Web-based curriculum for after-school robotics, based on two microcontroller platforms: one for middle school students and the other for high school students. The curriculum, which teaches computer programming and design skills in the context of hands-on electronics and robotics activities, was developed and evaluated as part of a four-year National Science Foundation-funded research project called Building an Internet Community of Design Engineers (iCODE). From 2006 to 2010, the project partners used the curriculum to support year-long academic enrichment programs at middle schools, high schools, and community centers in underserved communities within Boston, Lowell, and Lawrence, Massachusetts. This chapter describes the design and development of the iCODE curriculum, explores the project’s assessment strategies, and reflects on lessons learned from four years of offering after-school robotics for an inner-city youth population.

scholarly journals Innovative Healthy Lifestyles School-Based Public–Private Partnerships Designed to Curb the Childhood Obesity Epidemic Globally: Lessons Learned From the Mondelēz International Foundation

2018 ◽  
Vol 39 (1_suppl) ◽  
pp. S3-S21 ◽  
Author(s):  
Rafael Pérez-Escamilla
Keyword(s):  
Childhood Obesity ◽  
Positive Impact ◽  
The United States ◽  
Lessons Learned ◽  
Public Private Partnerships ◽  
Successful Implementation ◽  
Healthy Lifestyles ◽  
Obesity Epidemic ◽  
School Based ◽  
Guiding Principles

Public–private partnerships (PPPs) have been recognized as central for addressing the childhood obesity epidemic. However, very few real-world examples have been published documenting the workings of effective PPPs. The objective of this article is to identify the factors that enabled the successful implementation of school-based PPPs focusing mainly on nutrition and physical activity in 7 countries located in Asia (China and India), Africa (South Africa), Europe (Germany, United Kingdom), and Latin America (Brazil and Mexico). We triaged qualitative data from (1) proceedings from 2 school-based healthy lifestyles program evaluation workshops in October 2013 and in May 2016; (2) Mondelēz International Foundation (MIF) annual country reports and MIF project reports; and (3) interviews with key program leaders from each program. Extracted data were mapped into each of the 11 guiding principles for effective PPPs recently developed by a multisectoral public–private group of stakeholders in the United States. Three of the 7 countries met all, and the remaining 4 met between 4 and 7 of the guiding principles. Therefore, it is not surprising that there is strong evidence that all programs are having a positive impact on healthy lifestyles knowledge and practices in the target populations. This MIF-led initiative provides important lessons as to how to establish effective PPPs designed to tackle the childhood obesity epidemic globally.

scholarly journals Design and Development of a Mobile Health (mHealth) Platform for Dementia Prevention in the Prevention of Dementia by Mobile Phone Applications (PRODEMOS) Project

2021 ◽  
Vol 12 ◽  
Author(s):  
Melanie Hafdi ◽  
Esmé Eggink ◽  
Marieke P. Hoevenaar-Blom ◽  
M. Patrick Witvliet ◽  
Sandrine Andrieu ◽  
...  
Keyword(s):  
Mobile Phone ◽  
Mobile Health ◽  
Healthy Aging ◽  
Progress Monitoring ◽  
Controlled Trial ◽  
End Users ◽  
Lessons Learned ◽  
Healthy Lifestyles ◽  
Pilot Studies ◽  
Mobile Phone Applications

Background: Mobile health (mHealth) has the potential to bring preventive healthcare within reach of populations with limited access to preventive services, by delivering personalized support at low cost. Although numerous mHealth interventions are available, very few have been developed following an evidence-based rationale or have been tested for efficacy. This article describes the systematic development of a coach-supported mHealth application to improve healthy lifestyles for the prevention of dementia and cardiovascular disease in the United Kingdom (UK) and China.Methods: Development of the Prevention of Dementia by Mobile Phone applications (PRODEMOS) platform built upon the experiences with the Healthy Aging Through Internet Counseling in the Elderly (HATICE) eHealth platform. In the conceptualization phase, experiences from the HATICE trial and needs and wishes of the PRODEMOS target population were assessed through semi-structured interviews and focus group sessions. Initial technical development of the platform was based on these findings and took place in consecutive sprint sessions. Finally, during the evaluation and adaptation phase, functionality and usability of the platform were evaluated during pilot studies in UK and China.Results: The PRODEMOS mHealth platform facilitates self-management of a healthy lifestyle by goal setting, progress monitoring, and educational materials on healthy lifestyles. Participants receive remote coaching through a chat functionality. Based on lessons learned from the HATICE study and end-users, we made the intervention easy-to-use and included features to personalize the intervention. Following the pilot studies, in which in total 77 people used the mobile application for 6 weeks, the application was made more intuitive, and we improved its functionalities.Conclusion: Early involvement of end-users in the development process and during evaluation phases improved acceptability of the mHealth intervention. The actual use and usability of the PRODEMOS intervention will be assessed during the ongoing PRODEMOS randomized controlled trial, taking a dual focus on effectiveness and implementation outcomes.

Students’ Reflections on an Experiential Learning Rotation With the Peer-Education About Weight Steadiness Club Program

2020 ◽  
pp. 237337992096064
Author(s):  
Henna Muzaffar ◽  
Cassandra J. Nikolaus ◽  
Sharon M. Nickols-Richardson
Keyword(s):  
Experiential Learning ◽  
University Students ◽  
Healthy Lifestyle ◽  
Learning Experience ◽  
Peer Education ◽  
Lessons Learned ◽  
School Intervention ◽  
After School ◽  
Theory Approach ◽  
Graduate Assistant

Overview. Experiential learning has become a common pedagogical approach to provide university students an opportunity to apply classroom-acquired knowledge and skills in real-world settings. Evaluation of such experiences from a student perspective is needed to improve experiential learning opportunities offered in higher education settings. Purpose. The purpose of this qualitative study was to evaluate the experience of 13 university students who rotated with a healthy lifestyle program for middle schoolers. Method. The Peer-education About Weight Steadiness Club program was implemented by peer or adult educators, as a healthy lifestyle after-school intervention. Trainees participated in a learning rotation with the program for 16 weeks and were exposed to research coordination and implementation of the nutrition and healthy lifestyles program. After finishing their rotation, trainees completed a structured elicitation interview conducted by a faculty member and a graduate assistant. The 11-question individual elicitation interview, ranging from 16 to 40 minutes, queried trainees on elements of the learning experience. A grounded theory approach was used to guide data coding and analyses, which led to formulation of themes. Results. Forty codes were assigned to segments of the interview responses, which were then coalesced to formulate six themes and 16 subthemes. Identified themes include (1) program context, (2) roles and responsibilities of trainees, (3) professional development of trainees, (4) overall program implementation, (5) factors influencing implementation, and (6) health and behavioral outcomes. Conclusions. Student trainees gained program content knowledge, acquired skills transferable to their careers, valued this learning experience, and planned to apply lessons learned.

scholarly journals Canadian after-school care providers’ perceived role promoting healthy lifestyles: a focused ethnography

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Pierrette H. Elias ◽  
Genevieve Montemurro ◽  
Lauren Sulz ◽  
Brian Torrance ◽  
Kate E. Storey
Keyword(s):  
After School ◽  
Healthy Lifestyles ◽  
Care Providers ◽  
Focused Ethnography ◽  
School Care ◽  
After School Care

Developing and Evaluating a Web-Based, Multi-Platform Curriculum for After-School Robotics

2013 ◽  
pp. 445-461
Author(s):  
Fred G. Martin ◽  
Michelle Scribner-MacLean ◽  
Sam Christy ◽  
Ivan Rudnicki
Keyword(s):  
High School Students ◽  
Lessons Learned ◽  
After School ◽  
School Students ◽  
Enrichment Programs ◽  
Web Based ◽  
Non Profit ◽  
Design Engineers ◽  
Design Skills ◽  
University Of Massachusetts

The University of Massachusetts Lowell and a non-profit partner, Machine Science Inc. of Cambridge, Massachusetts have developed a Web-based curriculum for after-school robotics, based on two microcontroller platforms: one for middle school students and the other for high school students. The curriculum, which teaches computer programming and design skills in the context of hands-on electronics and robotics activities, was developed and evaluated as part of a four-year National Science Foundation-funded research project called Building an Internet Community of Design Engineers (iCODE). From 2006 to 2010, the project partners used the curriculum to support year-long academic enrichment programs at middle schools, high schools, and community centers in underserved communities within Boston, Lowell, and Lawrence, Massachusetts. This chapter describes the design and development of the iCODE curriculum, explores the project’s assessment strategies, and reflects on lessons learned from four years of offering after-school robotics for an inner-city youth population.

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