e ating the m he y said Im a squar e fo r Dr Ra c he l Po ve y - - PowerPoint PPT Presentation

“ T

he y said I’m a squar e fo r e ating the m”

Dr Ra c he l Po ve y

Asso c iate Pr

• fe sso r

in He alth Psyc ho lo gy Ce ntr e fo r He alth Psyc ho lo gy @po ve yr ac he l r .po ve y@staffs.ac .uk

“ T

he y said I’m a squar e fo r e ating the m”

 T

his pre se nta tio n will e xplo re :

1. Childre n’ s b e lie fs a b o ut e a ting fruit a nd ve g e ta b le s 2. T he c ha lle ng e s tha t a re fa c e d whe n trying to c ha ng e c hildre n’ s e a ting b e ha vio ur 3. De ve lo pme nt o f psyc ho lo g ic a l inte rve ntio ns to c ha ng e c hildre n’ s e a ting b e ha vio ur

• 1. Childre n’ s b e lie fs a b o ut

e a ting fruit a nd ve g e ta b le s

“T

he y said I’m a squar e fo r e ating the m”

Childre n’ s b e lie fs a b o ut fruit a nd ve g e ta b le c o nsumptio n in E ng la nd

 Ra c he l Po ve y1, L

isa Co wa p 1 & L uc y Gra tto n2



1Sta ffo rdshire Unive rsity



2 Sta ffo rdshire Co unty Co unc il

 Po ve y, R., Co wa p, L

. & Gra tto n, L . (2016). Childre n’ s b e lie fs a b o ut fruit a nd ve g e ta b le s. Br

itish F

• o d Jo ur

nal, 118, 12, 2949-2962. DOI

: 10.1108/ BF J-03- 2016-0131

Ba c kg ro und

 T

he pe rc e nta g e o f c hildre n c la ssifie d a s o b e se o n le a ving prima ry sc ho o l (19.1%) is o ve r do ub le c o mpa re d to tho se sta rting prima ry sc ho o l (9.3%) (NCMP 2015/ 16).

 Childre n a re still fo und to b e e a ting die ts with to o muc h fa t a nd no t

e no ug h fruit a nd ve g e ta b le s c o mpa re d with the sta nda rd die ta ry g uide line s (Na tio na l Die t a nd Nutritio n Surve y, 2014).

 As die ta ry ha b its in c hildho o d influe nc e b e ha vio ur la te r in life , a n

unde rsta nding o f de te rmina nts o f e a ting b e ha vio ur in c hildho o d is ke y.

Wha t we did

 E

le ve n c hildre n we re inte rvie we d a t a n a fte r sc ho o l c lub in a de prive d a re a in the We st Midla nds.

 Da ta we re g a the re d using a se mi-struc ture d inte rvie w c o nsisting o f six

q ue stio ns suc h a s: “Wha t do yo u think a re the g o o d/ b a d thing s a b o ut e a ting fruit a nd ve g e ta b le s? ”

 E

a c h inte rvie w wa s tra nsc rib e d a nd the n a na lyse d using induc tive the ma tic a na lysis.

Wha t we fo und

 Six ma ste r the me s e me rg e d fro m the da ta :

1. E ffe c t o n the Se nse s 2. F e e ling s to wa rds F ruit a nd Ve g e ta b le s 3. He a lthy ve rsus Unhe a lthy fo o ds 4. E ffe c ts o n He a lth 5. Co nve nie nc e 6. F a mily a nd F rie nds

• 1. E

ffe c t o n the se nse s

 While fruit a nd ve g e ta b le s a re usua lly linke d to ta ste , se ve ra l c hildre n a lso

judg e d the m b y the ir sme ll, a ppe a ra nc e a nd te xture o f the fo o ds the y ha ve trie d.

 T

wo c hildre n c o mpa re d the te xture o f the se fo o ds to wha t it wo uld b e like if the y we re e a ting a nima ls: “I t’ s the flavo ur o f the m [mushro o ms] and ho w so ft the y are . T he y make me fe e l like I ’ m e ating a small furry animal” (Christo phe r, a g e d 9) “[mushro o ms] taste like slimy wo rms and the y are yuc k!” (Ruth, a g e d 10)

• 2. F

e e ling s to wa rds fruit a nd ve g e ta b le s

 So me o f the c hildre n spo ke a b o ut fruit a nd ve g e ta b le s using e mo tio na l

la ng ua g e suc h a s “lo ve ” a nd “hate ”.

 So me c hildre n fe lt e a ting fruit a nd ve g e ta b le s wa s a c ho re , using wo rds

suc h a s “g o t to ” a nd “fo rc e d to ”.

 “Ye ah, I

do say that I have five fruit and ve g a day, b ut late ly I have to b e fo rc e d to e at ab o ut fo ur” (Ruth, a g e d 10).

• 3. He a lthy ve rsus Unhe a lthy F
• o ds

 F

ruit a nd ve g e ta b le s we re o fte n we ig he d up a g a inst unhe a lthy fo o ds.

 Unhe a lthy sna c ks we re a lso se e n a s a re wa rd fo r o ne pa rtic ipa nt who

c o mme nte d tha t he r g ra ndmo the r b uys the m to spo il he r.

 I

nte rvie we r: “What do e s yo ur Grandma do ? What do e s she say? ”

 Ruth: “She says “yo u do ne e d to e at mo re fruit and ve g inste ad o f c risps

and c ho c o late ”, b ut I g e t spo ile d b y he r [g randmo the r] anyway, b e c ause she b uys me the c ho c o late ”.

• 4. E

ffe c ts o n He a lth

 Ab o ut ha lf o f the c hildre n re po rte d tha t fruit a nd ve g e ta b le s g ive yo u

e ne rg y to e na b le yo u to b e physic a lly a c tive . “Make s yo ur e ne rg y g o re ally, re ally hig h, so yo u’ re b o unc ing and stuff” (L a ure n, a g e d 10).

 Se ve ra l c hildre n a lso me ntio ne d tha t the y g a in nutrie nts fro m e a ting fo o ds,

suc h a s fib re , vita mins a nd c a lc ium.

 So me

c hildre n a lso ide ntifie d ne g a tive e ffe c ts o n he a lth suc h a s ho w e a ting to o ma ny fruit a nd ve g e ta b le s ma y ma ke yo u put o n we ig ht.

• 5. Co nve nie nc e

 Inc re a se d a c c e ssib ility fo r so me c hildre n ma de it e a sie r fo r the m to e a t the se

fo o ds.

 T

he wa y tha t fruit a nd ve g e ta b le s we re pre pa re d a lso inc re a se d c hildre n’ s a c c e ssib ility to the se fo o ds. So me sa id tha t ha ving fruit a nd ve g e ta b le s disg uise d in sa uc e s o r so ups ma de it e a sie r fo r the m to e a t.

 So me c hildre n sa id it wa s e a sie r to e a t fruit if it wa s slic e d up, fo r o the rs, this

pre pa ra tio n o f fruit wa s a b a rrie r. “Yo u c an just pic k so me thing s up to e at, whe re as so me thing s yo u have to pre pare ” (Ale xe i, ag e d 9)

• 6. F

a mily a nd F rie nds

 F

• r the ma jo rity o f pa rtic ipa nts, the fa mily unit we re se e n a s po sitive

influe nc e s.

 F

a mily me mb e rs tha t we re no t po rtra ye d a s po sitive influe nc e s we re so me

• f the pa rtic ipa nts’ b ro the rs who te a se d the m.

 F

rie nds we re ma inly pe rc e ive d a s ne g a tive so c ia l influe nc e s. “My frie nds… said I ’ m a sq uare fo r e ating the m” (Ruth, a g e d 10) “T he y think it’ s a b it stupid… the y say that yo u sho uld e at junk fo o d” (L a ure n, a g e d 10)

Co nc lusio ns

 I

nte rvie ws sho we d tha t de spite g ro wing up in a de prive d a re a , c hildre n

we r e awar e of the he alth be ne fits o f e a ting fruit a nd ve g e ta b le s.

 Ne g a tive b e lie fs we re a sso c ia te d with se nso ry pe rc e ptio ns (suc h a s ta ste ,

te xture , a ppe a ra nc e a nd a ro ma ), a va ila b ility, a nd the c o mpe ting de sira b ility o f o the r, unhe a lthy fo o ds.

 Altho ug h pa re nts (o r c a re rs) a re ke y fa c ilita to rs fo r fruit a nd ve g e ta b le

c o nsumptio n, sib ling s a nd frie nds a re a lso influe ntia l. Siblings and fr

ie nds we r e found to have a ne gative e ffe c t thr

• ugh te asing, and thr
• ugh the ir
• wn ne gative attitude s towar

ds fr uit and ve ge table s.

Re c o mme nda tio ns

 Pra c tic a l re c o mme nda tio ns fo r inte rve ntio ns inc lude :

 inc re a sing the a va ila b ility o f pre -pre pa re d fruits a nd ve g e ta b le s in b o th ho me

a nd sc ho o l e nviro nme nts

 I

nc re a sing the a ppe a l o f fruit a nd ve g e ta b le s.

 We a lso re c o mme nd tha t a n a ppro a c h to e a ting mo re fruit a nd

ve g e ta b le s whic h fo c use s o n sib ling s o r frie nds is ke y, a s the y se e m to pla y a ke y ro le in pro mo ting the c o nsumptio n o f the se fo o ds.

• 2. Wha t c ha lle ng e s a re

fa c e d whe n trying to c ha ng e c hildre n’ s e a ting b e ha vio ur?

Cha lle ng e s

 I

nc lude :

 I

t is no t just the c hild b ut the fa mily… pa rtic ula rly fo r prima ry-sc ho o l a g e d c hildre n

 Pe e rs a nd the ir influe nc e s  F

ruit a nd ve g a re n’ t pe rc e ive d a s “c o o l”

 Ava ila b ility in sho ps o f sna c ks a nd swe e ts (ne a r c o unte r, o n lo we r she lve s)  Cha ng ing pe rc e ptio ns/ b e lie fs  Swe e t sna c ks/ c a ke s/ c ho c o la te – ta ste nic e !

What c an we do ab o ut it?

• 3. De ve lo pme nt o f

psyc ho lo g ic a l inte rve ntio ns to c ha ng e c hildre n’ s e a ting b e ha vio ur

I nte rve ntio ns b a se d o n pla nning a nd c ha ng ing mo tiva tio n

 Study o f 198 se c o nda ry sc ho o l c hildre n in Sta ffo rdshire (a g e d 11-16).  F

ruit a nd ve g e ta b le s me a sure d b y 7 da y se lf-re po rt.

 Ra ndo mly a llo c a te d to thre e c o nditio ns: (1) c o ntro l (2) mo tiva tio na l a nd (3)

pla nning .

Gra tto n, L ., Po ve y, R. & Cla rk-Ca rte r D. (2007) Pro mo ting c hildre n’ s fruit a nd ve g e ta b le c o nsumptio n: I nte rve ntio ns using the T he o ry o f Pla nne d Be ha vio ur a s a fra me wo rk. British Jo urnal o f He alth Psyc ho lo g y, 12, 639-650

Wha t we did

7 da y fo o d dia ry PL ANNI NG Ma ke a pla n a b o ut ho w, whe n a nd whe re to e a t 5 po rtio ns fruit & ve g MOT I VAT I ONAL He a lthy a c tivity she e t c ha lle ng ing b e lie fs a b o ut e a ting 5 po rtio ns fruit & ve g CONT ROL Aske d to ma ke a pla n to c o mple te ho me wo rk (c o ntro l) T wo we e ks la te r: 7 da y fo o d dia ry

Wha t we fo und

0.5 1 1.5 2 2.5 3 T ime 1 T ime 2

Numb e r o f po rtio ns o f fruit a nd ve g e ta b le s b y time

Pla nning Mo tiva tio na l Co ntro l

Co nc lusio ns

 Bo th inte rve ntio ns we re fo und to inc re a se fruit a nd ve g e ta b le c o nsumptio n

sig nific a ntly.

 T

he pla nning inte rve ntio n de mo nstra te d a sig nific a nt inc re a se o ve r the c o ntro l inte rve ntio n.

 BUT

wo uld planning inte rve ntio ns in c o mb inatio n with mo tivatio nal inte rve ntio ns b e mo re e ffe c tive ?

“Supe r sna c k swa ppe rs”

 320 prima ry sc ho o l c hildre n fro m a n inte rve ntio n sc ho o l a nd a c o ntro l

sc ho o l.

 Sna c king a nd fruit a nd ve g e ta b le inta ke we re me a sure d with the Da y

in the L ife Que stio nna ire (fo o d dia ry).

 Ba se line q ue stio nna ire , a nd the n q ue stio nna ire s 4 we e ks a nd 3 mo nths

a fte r.



Co wa p, L ., Po ve y, R. & Cla rk-Ca rte r (unpub lishe d ) Be c o ming ‘ Supe r Sna c k Swa ppe rs’ : Are mo tiva tio na l a nd vo litio na l te c hniq ue s e ffe c tive a t fa c ilita ting b e ha vio ur c ha ng e in c la ssro o m-b a se d he a lthy e a ting wo rksho ps?

Wha t we did

F

• o d dia ry

MOT I VAT I ONAL Cla ss-b a se d wo rksho p invo lving q uiz a nd pe rsua sive po ste rs MOT I VAT I ONAL & PL ANNI NG Cla ss-b a se d wo rksho p & ma de pla ns CONT ROL No wo rksho p 4 we e ks la te r: F

• o d dia ry

3 mo nths la te r: F

• o d dia ry

Wha t we fo und

0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 T ime 1 T ime 2 T ime 3

Unhe a lthy Sna c k I nta ke

Mo tiva tio n Mo tiva tio n a nd Pla nning Co ntro l

Wha t we fo und

0.5 1 1.5 2 2.5 T ime 1 T ime 2 T ime 3

F ruit I nta ke

Mo tiva tio n Mo tiva tio n a nd Pla nning Co ntro l

Wha t we fo und

0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 T ime 1 T ime 2 T ime 3

Ve g e ta b le I nta ke

Mo tiva tio n Mo tiva tio n a nd Pla nning Co ntro l

Wha t we fo und

0.5 1 1.5 2 2.5 3 3.5 4 4.5 T ime 1 T ime 2 T ime 3

T

• ta l F

ruit, Ve g e ta b le a nd Juic e I nta ke

Mo tiva tio n Mo tiva tio n a nd Pla nning Co ntro l

Co nc lusio ns

 Altho ug h the re wa s a tre nd in unhe a lthy sna c ks re duc ing , this wa sn’ t fo und

to b e sig nific a nt. Pe rha ps b e c a use unhe a lthy sna c ks is mo re diffic ult to me a sure .

 Pa rtic ipa nts re c e iving mo tiva tio n a nd pla nning wo rksho p c o nsume d

sig nific a ntly mo re fruit a nd to ta l fruit, ve g e ta b le a nd juic e c o nsumptio n tha n c o ntro ls a t time 2.

 T

his e ffe c t wa sn’ t fo und to b e ma inta ine d a t time 3 – ne e d so me so rt o f b o o ste r to ke e p the e ffe c t g o ing .

Ne w a nd upc o ming wo rk…

 With Sia n Ca lve rt a nd Dr. Ro b De mpse y  I

n Se pte mb e r we will b e de live ring a n inte rve ntio n in a se c o nda ry sc ho o l whe re we a re using So c ia l No rms (“I want to e at what he ’ s e ating …”) to c ha ng e sna c king b e ha vio ur.

Any Que stio ns?

@po ve yr ac he l r .po ve y@staffs.ac .uk