Needs AssessmentNeeds AssessmentUSDA-WIC ProgramWomen, infants, and children (WIC)s mission is to safeguard the health of low-income women, infants, and children up to age 5 who are at nutrition risk by providing nutritious foods to supplement diets, information of healthy eating, and referrals to health care.
A new program called Get Healthy Together was designed with childhood obesity as its focus. The goals of the Get Healthy Together project were two-fold. The first goal was to increase WIC staff self-efficacy regarding management of personal health behaviors associated with nutrition, and physical activity. And also to improve WIC staff counseling skills with WIC clients related to pediatric overweight prevention and management. Ultimately, the combination of these two goals was expected to have an impact on pediatric overweight through increased adoption of health-promoting behaviors by WIC staff and enhanced pediatric overweight counseling skills.
Organizational Analysis- In order to improve counseling skills, staff in the skills training intervention clinics participated in a one-day training workshop utilizing training procedures and materials that were previously used in other pediatric settings. The training materials were modified to be appropriate for the WIC setting. The training also included a viewing of the video entitled, “Beyond Nutrition Counseling: Reframing the Battle Against Obesity.” A variety of counseling tools and nutrition and physical activity educational resources had been presented to WIC staff in focus groups. Using feedback from the staff and input from the Nutrition Task Team, the final set of tools consisted of the following: 1) BMI poster; 2) Nutrition and Activity Self-History form (NASH); 3) Report Card / Action Plan (ReCAP); and, 4) Talking Tips.
The Nutrition and Activity Self-History form of the WIC (WIC-23-101-0001, WIC-23-101-094, WIC-23-101-1019) in conjunction with nutrition and physical activity educational materials was considered to be the ideal dietary component of this program. Although it is important to understand the reasons for this program’s importance, this report provides detailed insights into the nutrition and physical activity resources provided to this group of WIC staff by participants, clinicians and others involved in an ongoing food quality improvement program in accordance with the Clinical and Experimental Research Protocol on Obesity (CERP-13-002). The WIC staff are encouraged to seek out more information regarding this program in relation to future food and nutrition programs, particularly the participation of nutrition and physical activity teachers, community members as well as individuals in other health care, financial, nonfinancial and other resources supporting WIC efforts.
The Nutrition and Activity Self-History (NAR) form of the WIC (WIC-23-501-0000, WIC-23-501-1003, WIC-23-501-1019) in conjunction with nutrition and physical activity education materials was considered to be the ideal dietary component of this program. Although it is important to understand the reasons for this program ’s importance, this report provides detailed insights into the nutrition and physical activity resources provided to the WIC staff by participants, clinicians and others involved in an ongoing food quality improvement program in accordance with the Clinical and Experimental Research Protocol on Obesity (CERP-13-002). The WIC staff are encouraged to seek out more information regarding this program in relation to future food and nutrition programs, particularly the participation of nutrition and physical activity teachers, community members as well as individuals in other health care, financial, nonfinancial and other resources supporting WIC efforts.
The Nutrition and Activity Self-History (NAR) form 2(1) in conjunction with nutritional and physical activity education materials was considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(5) and 7(1) in conjunction with this program may be considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7). If the nutrition and physical activity education materials are used in combination, it can lead to different outcomes/resources. These are discussed in more detail by the nutritional and physical activity staff in further documents.
The Nutrition and Activity Self-History (NAR) forms of the WIC (WIC-23-502-0001, WIC-23-502-1003, WIC-23-502-1019) in conjunction with nutrition and physical activity education materials were considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(6) and 7(8) in conjunction with nutrition and physical activity education materials were considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7). If the nutrition and physical activity education materials were used in combination, it can lead to different outcomes/resources. These are discussed in more detail by the nutritional and physical activity staff in further documents.
The Nutrition and Activity Self-History form 3(3) in conjunction with nutrition and physical activity education materials was considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(6) and 7(8) in conjunction with nutrition and physical activity education materials were considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7). If the nutrition and physical activity education materials are used in combination, it can lead to different outcomes/resources. These are discussed in more detail by the nutritional and physical activity staff in further documents.
The Nutrition and Activity Self-History (NAR) form 3(7) in conjunction with nutrition and physical activity education materials was considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(6) and 7(8) in conjunction with nutrition and physical activity education materials were considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7
The nutrition and exercise support programs and educational materials in the Nutrition and the Athletic Support program used by the team included: 1) NASH for eating and exercise; 2) NASH for nutrition and physical activities (i.e. a nutrition program, program of the week, school schedule), 2) NASH for nutrition counseling at school; 3) NASH for nutrition in school training; 4) NASH for nutrition and physical activities and, 5) NASH for exercise therapy to enhance health in the children and teenagers; 6) NASH for wellness program services, with a variety of health and physical lifestyle interventions to enhance children and teen health and health, including, 1) NASH for nutrition; 2) NASH for fitness counseling; 3) NASH for health and fitness education for children and adolescents; 4) NASH for exercise and nutrient diet to enhance physical performance in the daily life; and, 5) NASH for nutrition and exercise education. Many of these physical activities included exercise, as well as snacks and drinks, which were provided via the nutrition programs. The WIC staff also utilized NASH for the nutrition training and nutrition therapy and participated in training sessions in conjunction with nutrition counseling and nutrition educators. The NASH for nutrition program was based on the recommended dietary guidelines to be used when making informed health decisions for the food and exercise program, which included: 1) NASH for nutrition; 2) NASH for exercise and wellness; 3) NASH for healthy weight reduction and health; 4) NASH for nutrition treatment; and, 5) NASH for nutrition support in children, adolescents, adults and adults in the nutrition and physical activities and educational programs. During a two year study period, participants were asked by the Nutrition Task Team to rate their response regarding their weight loss experience/weight gain status, health improvement, and physical fitness. The WIC staff reviewed the questionnaire used to evaluate weight loss and health; and, they evaluated the NASH for nutrition materials which were distributed to each participant. Participants were selected from the volunteer WIC staff as part of the health and physical activity training and nutrition counseling programs of the school. WIC staff members participating in any group health and physical activity training programs participated in WIC wellness clinics. For a specific group program, WIC health and physical activity training and nutrition counseling consisted of a lunch with food before class, a warm up class, and an interactive discussion between WIC clinicians and participants. Participation was
The Nutrition and Activity Self-History form of the WIC (WIC-23-101-0001, WIC-23-101-094, WIC-23-101-1019) in conjunction with nutrition and physical activity educational materials was considered to be the ideal dietary component of this program. Although it is important to understand the reasons for this program’s importance, this report provides detailed insights into the nutrition and physical activity resources provided to this group of WIC staff by participants, clinicians and others involved in an ongoing food quality improvement program in accordance with the Clinical and Experimental Research Protocol on Obesity (CERP-13-002). The WIC staff are encouraged to seek out more information regarding this program in relation to future food and nutrition programs, particularly the participation of nutrition and physical activity teachers, community members as well as individuals in other health care, financial, nonfinancial and other resources supporting WIC efforts.
The Nutrition and Activity Self-History (NAR) form of the WIC (WIC-23-501-0000, WIC-23-501-1003, WIC-23-501-1019) in conjunction with nutrition and physical activity education materials was considered to be the ideal dietary component of this program. Although it is important to understand the reasons for this program ’s importance, this report provides detailed insights into the nutrition and physical activity resources provided to the WIC staff by participants, clinicians and others involved in an ongoing food quality improvement program in accordance with the Clinical and Experimental Research Protocol on Obesity (CERP-13-002). The WIC staff are encouraged to seek out more information regarding this program in relation to future food and nutrition programs, particularly the participation of nutrition and physical activity teachers, community members as well as individuals in other health care, financial, nonfinancial and other resources supporting WIC efforts.
The Nutrition and Activity Self-History (NAR) form 2(1) in conjunction with nutritional and physical activity education materials was considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(5) and 7(1) in conjunction with this program may be considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7). If the nutrition and physical activity education materials are used in combination, it can lead to different outcomes/resources. These are discussed in more detail by the nutritional and physical activity staff in further documents.
The Nutrition and Activity Self-History (NAR) forms of the WIC (WIC-23-502-0001, WIC-23-502-1003, WIC-23-502-1019) in conjunction with nutrition and physical activity education materials were considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(6) and 7(8) in conjunction with nutrition and physical activity education materials were considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7). If the nutrition and physical activity education materials were used in combination, it can lead to different outcomes/resources. These are discussed in more detail by the nutritional and physical activity staff in further documents.
The Nutrition and Activity Self-History form 3(3) in conjunction with nutrition and physical activity education materials was considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(6) and 7(8) in conjunction with nutrition and physical activity education materials were considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7). If the nutrition and physical activity education materials are used in combination, it can lead to different outcomes/resources. These are discussed in more detail by the nutritional and physical activity staff in further documents.
The Nutrition and Activity Self-History (NAR) form 3(7) in conjunction with nutrition and physical activity education materials was considered to be the ideal dietary component of this program. However, the Nutrition and Activity Self-History (NAR) form 6(6) and 7(8) in conjunction with nutrition and physical activity education materials were considered more complementary to other items in an improved dietary component but may differ from the Nutrition and Activity Self-History form 3(7
The nutrition and exercise support programs and educational materials in the Nutrition and the Athletic Support program used by the team included: 1) NASH for eating and exercise; 2) NASH for nutrition and physical activities (i.e. a nutrition program, program of the week, school schedule), 2) NASH for nutrition counseling at school; 3) NASH for nutrition in school training; 4) NASH for nutrition and physical activities and, 5) NASH for exercise therapy to enhance health in the children and teenagers; 6) NASH for wellness program services, with a variety of health and physical lifestyle interventions to enhance children and teen health and health, including, 1) NASH for nutrition; 2) NASH for fitness counseling; 3) NASH for health and fitness education for children and adolescents; 4) NASH for exercise and nutrient diet to enhance physical performance in the daily life; and, 5) NASH for nutrition and exercise education. Many of these physical activities included exercise, as well as snacks and drinks, which were provided via the nutrition programs. The WIC staff also utilized NASH for the nutrition training and nutrition therapy and participated in training sessions in conjunction with nutrition counseling and nutrition educators. The NASH for nutrition program was based on the recommended dietary guidelines to be used when making informed health decisions for the food and exercise program, which included: 1) NASH for nutrition; 2) NASH for exercise and wellness; 3) NASH for healthy weight reduction and health; 4) NASH for nutrition treatment; and, 5) NASH for nutrition support in children, adolescents, adults and adults in the nutrition and physical activities and educational programs. During a two year study period, participants were asked by the Nutrition Task Team to rate their response regarding their weight loss experience/weight gain status, health improvement, and physical fitness. The WIC staff reviewed the questionnaire used to evaluate weight loss and health; and, they evaluated the NASH for nutrition materials which were distributed to each participant. Participants were selected from the volunteer WIC staff as part of the health and physical activity training and nutrition counseling programs of the school. WIC staff members participating in any group health and physical activity training programs participated in WIC wellness clinics. For a specific group program, WIC health and physical activity training and nutrition counseling consisted of a lunch with food before class, a warm up class, and an interactive discussion between WIC clinicians and participants. Participation was
Task Analysis- Dietary and physical activity counseling skills are
