Health Education Research, Vol. 13, No. 2, 251-265, 1998
© 1998 Oxford University Press
research-article |
Formative research in a school-based obesity prevention program for Native American school children (Pathways)
Center for Human Nutrition and Division of Human Nutrition, Department of International Health, School of Hygiene and Public Health, The Johns Hopkins University Baltimore, MD 21205-2179
1Division of Epidemiology and Clinical Applications of the National Heart, Lung, and Blood Institute, National Institutes of Health Bethesda, MD 20892-7936
2Department of Family and Community Medicine, School of Medicine, University of New Mexico Albuquerque, NM 87131-5311
3Department of Nutrition and Food Science, University of Maryland College Park, MD 20742
4Division of Epidemiology, Public Health Nutrition, University of Minnesota Minneapolis, MN 55454-1015
5Department of Physiology, College of Medicine, University of Arizona Tucson, AZ 85721
6Center for Health Promotion in Native American Communities at the University of New Mexico Health Sciences Center Albuquerque, NM 87131-5311
7Youth and Family Services Center Based Head Start 410 East Monroe Street, PO Box 2813, Rapid City, SD 57709, USA
This paper describes how formative research was developed and implemented to produce obesity prevention interventions among school children in six different Native American nations that are part of the Pathways study. The formative assessment work presented here was unique in several ways: (1) it represents the first time formative research methods have been applied across multiple Native American tribes; (2) it is holistic, including data collection from parents, children, teachers, administrators and community leaders; and (3) it was developed by a multi-disciplinary group, including substantial input from Native American collaborators. The paper describes the process of developing the different units of the protocol, how data collection was implemented and how analyses were structured around the identification of risk behaviors. An emphasis is placed on describing which units of the formative assessment protocol were most effective and which were less effective.
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