Browsing by Author "Hurtado, G. Ali"

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    Lessons in a box make a difference for head start youth
    (St. Paul, MN: University of Minnesota Extension, 2012-10) Kunkel, Kelly; Hurtado, G. Ali; Conrad, Stephanie
    The poster outlines research on the health education implications of targeted nutrition lesson plans at Head Start programs in South Central Minnesota. The Head Start program in Mankato and University of Minnesota Extension collaborated to deliver and evaluate a nutrition education program directed to preschool children and their families. The goal was to improve the healthy eating patterns/preferences, physical activity and knowledge of health promoting behaviors among participants. The evaluation was conducted to determine whether the added nutrition components enhanced children’s healthy eating habits. The health and nutrition program ‘Lessons in a Box’ included several educational components. The main component was the Head Start children receiving nine interactive lessons related to health and nutrition; these lessons were delivered once a month. The lessons were led by Community Nutrition Educators (CNE’s). The topics of each lesson included: Germs and Handwashing; MyPyramid; Keeping Foods Safe; Fruits and Vegetables; Protein; Dairy; Grains; Physical Activity; and Eating Healthy Snacks. These topics were selected in consultation with the Head Start Nutrition Advisor. Each lesson lasted 20 minutes. The second component involved determining potential areas of concern based on the pre-assessment and prescribing relevant beneficial pamphlets of didactic information to the parents. While the target population was preschoolers, parents completed the pre-post assessments on behalf of their children. The results show significant shifts towards better eating and healthier BMI percentiles. The results suggest that the “Lessons in a Box” are especially beneficial for Head Start youth who may not already be in the healthy category.
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    Our Top 10 List for Working with Diverse Audiences
    (University of Minnesota Extension, 2012-10) Hurtado, G. Ali; Garbow, Jennifer; Landrieu, Josey; Alba, Antonio; Marczak, Mary
    Ethnic and cultural diversity in Minnesota has been changing rapidly, and the immigrant population is a major factor for this change. Of the many immigrant populations in Minnesota, Latino and Somali communities are among the largest and fastest growing. Working with these local communities to engage participants in their own development is at the core of University’s mission. The question of how to connect and serve these changing communities is relevant today. The authors have learned a great deal during their involvement in collaborative social and economic projects co-created by academic institutions and local communities. These projects vary around health and nutrition, parenting practices, school success and others. The top 10 list represent those things we consider critical. We hope these will offer some reflection points for the conference attendees. A quick sample of lessons learned: words, concepts and objectives should never be taken at face value, as these things are loaded with multiple meanings; some local norms do not apply well to other cultures; in certain cultures it is considered offensive to disagree; relationship ethic is as important as work ethic; and, you are never done. Other learnings will be appropriately elaborated upon. The authors of this presentation come from these two communities, and their cultural identities give them insights as well as responsibilities. They were educated in their home countries and the U.S., and find themselves challenged to raise their voice in the different realities they navigate.
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    Participant Outcomes Related to Five Key Nutrition Messages MN Supplemental Nutrition Assistance Program –Education (SNAP‐Ed): 2009 Evaluation
    (St. Paul, MN: University of Minnesota Extension Service, 2010) Barno, Trina; Lovette, Kathleen; Sherman, Shelley; Hurtado, G. Ali; Yon, KyuJin; Gold, Abby
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    Partnering for School Success – Children, Youth and Families at Risk Evaluation for Year 4, 2016
    (University of Minnesota Extension, Center for Family Development, 2016) Olson, Kathleen A.; Hurtado, G. Ali; Becher, Emily; Blue, Misty; Kim, Hyunjun; Villarraga, Maria
    CYFAR (Children, Youth and Families at Risk) PSS (Partnering for School Success) is a partnership of University of Minnesota Extension, Triton School (Dodge Center), and Faribault Middle Schools focusing on two of the major factors related to academic achievement for Latino families – family and school environments. CYFAR PSS includes three integrated components including: 1) Family Strengthening Education, 2) Family-School Partnerships (FSP) and 3) the use of Latino School Navigators who act as a liaison between parents, school and resources in the community. This report highlights evaluation processes and results for the three integrated components of CYFAR PSS during year 4 (2016).
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    Simply Good Eating for English Language Learners Program Demonstrates Positive Participant Outcomes
    (University of Minnesota Extension, Center for Family Development, 2012) Sherman, Shelley; Lovett, Kathleen D.; Barno, Christine A.; Gold, Abby; Hurtado, G. Ali; Joeng, Ju Ri
    The Simply Good Eating for English Language Learners curriculum has been in use in Minnesota since 2008. It uses a hands-on approach to teach nutrition concepts to immigrants and others with limited English skills. Recent analysis of survey data indicated statistically significant improvements in reported food intake, food safety and food resource management practices related to the number of sessions attended.
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    Simply Good Eating Partners with the Head Start Program to Improve Health and Nutrition Using Lessons in a Box: Comparing Two Years of Data.
    (University of Minnesota Extension, 2013-10) Kunkel, Kelly; Hurtado, G. Ali; Conrad, Stephanie; Reicks, Marla; Joeng, Ju Ri
    The program objective was to compare the effectiveness of targeted nutrition education for preschool children in changing eating and physical activity behaviors in two youth groups. Data were collected from preschoolers attending Head Start programs during years 2011 (n=460) and 2012 (n=350) in nine counties in South Central Minnesota. The Lessons in a Box program was delivered through the Simply Good Eating program. The lessons focused on good nutrition, food safety and physical activity. Parents reported child eating behaviors, physical activity, family food security, food intake and demographic information. Evaluation data from independent samples during 2011 and 2012 included changes in key outcomes for children, and pre- and post-assessment childrens’ body mass index percentiles. The Lessons in a Box program was most beneficial for participating youth who fell outside of the healthy weight category and where the parents of participating youth were concerned about youth eating behaviors.
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    SNAP-Ed Instruction Helps Kids Eat Healthier
    (University of Minnesota Extension, Center for Family Development, 2015) Hurtado, G. Ali
    Do nutrition education classes conducted in elementary schools by instructors trained in the principles of Supplemental Nutrition Assistance Program Education (SNAP-Ed) influence children to eat healthier foods? “Yes,” according to a study done by researchers from the University of Minnesota (U of M) Extension Center for Family Development. Data from the study show that attending the nutrition education classes increased the children’s willingness to try new vegetables, vegetable consumption in the short term immediately following completion of classes, and fruit consumption in the long term The study also showed that children transferred what they learned to other family members beyond healthy eating to related habits, such as participating in community gardens, helping with meal preparation, and more.