The Leeds “food deserts” intervention study: what the focus groups reveal

Purpose: Hypertension is the primary risk factor for development of cardiovascular complications. Community-initiated interventions have proven effective in reducing cardiovascular disease risk among individuals who might otherwise face barriers to care. The purposes of this study were to gain feedback on a church-based hypertension intervention study and assess barriers and facilitators to hypertension control after participation in the study. Design: Qualitative study of 4 focus groups. Setting: Focus groups took place at 4 churches in primarily minority neighborhoods of Chicago, Illinois, in summer 2017. Participants: Thirty-one community members participated in the focus groups. Method: The Community Targeting of Uncontrolled Hypertension (CTOUCH) study was a church-based screening, brief intervention, and referral for treatment program for hypertension. Following the study completion, participants were invited to join a focus group to provide feedback on the study and discuss barriers and facilitators to hypertension control. The authors used the Framework Method to analyze the data. Results: Community Targeting of Uncontrolled Hypertension was well received by participants, particularly the awareness of their individual blood pressure and subsequent education on risk modification. The most common facilitators for hypertension control were social support, knowing how to control hypertension, and community resources. The most common barriers to hypertension control were lack of hypertension knowledge, negative primary care experiences, and lack of disease awareness. Conclusion: Knowledge of barriers and facilitators can inform areas of success and opportunities for improvement in community-based hypertension programs including future renditions in CTOUCH.

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A Qualitative Study to Examine Perceptions and Barriers to Appropriate Gestational Weight Gain among Participants in the Special Supplemental Nutrition Program for Women Infants and Children Program

Journal of Pregnancy ◽

10.1155/2016/4569742 ◽

2016 ◽

Vol 2016 ◽

pp. 1-9 ◽

Cited By ~ 7

Author(s):

Loan Pham Kim ◽

Maria Koleilat ◽

Shannon E. Whaley

Keyword(s):

Weight Gain ◽

Qualitative Study ◽

Focus Groups ◽

Gestational Weight Gain ◽

Low Income ◽

Weight Status ◽

Intervention Study ◽

Reproductive Age ◽

Weight Retention ◽

Gestational Weight

Women of reproductive age are particularly at risk of obesity because of excessive gestational weight gain (GWG) and postpartum weight retention, resulting in poor health outcomes for both mothers and infants. The purpose of this qualitative study was to examine perceptions and barriers to GWG among low-income women in the WIC program to inform the development of an intervention study. Eleven focus groups were conducted and stratified by ethnicity, and each group included women of varying age, parity, and prepregnancy BMI ranges. Participants reported receiving pressure from spouse and family members to “eat for two” among multiple barriers to appropriate weight gain during pregnancy. Participants were concerned about gaining too much weight but had minimal knowledge of weight gain goals during pregnancy. Receiving regular weight monitoring was reported, but participants had inconsistent discussions about weight gain with healthcare providers. Most were not aware of the IOM guidelines nor the fact that gestational weight gain goals differed by prepregnancy weight status. Results of these focus groups analyses informed the design of a pregnancy weight tracker and accompanying educational handout for use in an intervention study. These findings suggest an important opportunity for GWG education in all settings where pregnant women are seen.

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Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Perspectives on Language Learning and Education ◽

10.1044/lle15.1.22 ◽

2008 ◽

Vol 15 (1) ◽

pp. 22-33 ◽

Cited By ~ 4

Author(s):

Frank R. Vellutino ◽

Haiyan Zhang

Keyword(s):

Early Intervention ◽

Reading Disability ◽

Intervention Studies ◽

Intervention Study ◽

Reading Difficulties ◽

First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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Handlungsleitende Orientierungen frühpädagogischer Fachkräfte in der Zusammenarbeit mit Eltern

Frühe Bildung ◽

10.1026/2191-9186/a000296 ◽

2017 ◽

Vol 6 (1) ◽

pp. 10-15

Author(s):

Beate Vomhof

Keyword(s):

Focus Groups ◽

Sich Eine

Zusammenfassung. Die Zusammenarbeit mit Eltern wird in Bildungsplänen und Kompetenzbeschreibungen als professionelle Aufgabe frühpädagogischer Fachkräfte definiert. Um einen Paradigmenwechsel anzuzeigen, verwenden zahlreiche Autoren inzwischen nicht mehr den Begriff Elternarbeit, sondern sprechen von Bildungs- und Erziehungspartnerschaft. Doch wird die Kooperation tatsächlich partnerschaftlich umgesetzt? Um der Forschungsfrage nachzugehen, welche handlungsleitenden Orientierungen frühpädagogische Fachkräfte in der Zusammenarbeit mit Eltern im Kontext kompensatorischer Sprachfördermaßnahmen haben, werden neun Fälle (die aus sechs Interviews und zwei Focus Groups generiert wurden) anhand der Dokumentarischen Methode interpretiert. Es zeigt sich, dass die Förderkräfte auf der Ebene der Einstellung die normativen Setzungen um Partnerschaftlichkeit teilen. Die Rekonstruktion der impliziten Wissensbestände offenbart jedoch, dass die Kooperation hierarchisch und teilweise als Machtbeziehung konstruiert wird. Es lässt sich eine grundlegende Diskrepanz zwischen den expliziten und den impliziten Orientierungen rekonstruieren, die sich als Differenz zwischen Norm und Habitus zeigt.

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