HU Information Literacy Questions

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Herzing University Online

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This assignment will give you the opportunity to carefully explore two different resource types to further your understanding of selecting the appropriate resource type for your information needs. There are three parts of this assignment. For Part 1, you'll be reading an article posted on the web and answering questions about the article. For Part 2, you'll be reading a scholarly article and answering questions about it. In the final part, Part 3, you are asked to sum up your experience and compare/contrast the two information sources.

Part 1

Take a look at the article 9 Lessons I've Learned About Feeding KidsDownload 9 Lessons I've Learned About Feeding Kids

Please respond to the following prompts:

Who do you believe is the intended audience for this article? (Tip: Refer to the section of the unit 3 learning map titled “Identifying the Right Resource for the Task” to review a full explanation of information sources and their intended audiences.)

What is the purpose of this article?

Briefly summarize the article by describing the main points used by the author.

Provide an APA reference entry for this information source.

Part 2

Next, review the following scholarly journal article, Challenges and Facilitators to Promoting a Healthy Food Environment and Communicating Effectively with Parents to Improve Food Behaviors of School Children Download Challenges and Facilitators to Promoting a Healthy Food Environment and Communicating Effectively with Parents to Improve Food Behaviors of School Children:  

Please answer the following questions:

Who do you believe is the intended audience for this article? (Tip: Refer to the section of the unit 3 learning map titled “identifying the Right Resource for the Task” to review a full explanation of information sources and their intended audiences.)

What is the purpose of this article?

  1. Examine the references at the end of the article. Please explain how these references contribute to your understanding of the credibility of the source.  
  2. Provide an APA reference entry for this information source.
  3. Part 3
  4. Summary question: Compare and contrast the two information sources. How is the information found in the USNews.com article different from the information found in the scholarly journal article? What would you use each type of information for? Finally, describe what you feel is the most important thing you learned from this assignment.


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Disclaimer: This is a machine generated PDF of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning Subscription and License Agreement and/or the Gale In Context: Opposing Viewpoints Terms and Conditions and by using the machine generated PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine generated PDF functionality and any output derived therefrom. 9 Lessons I've Learned About Feeding Kids Author: Jill Castle Date: Jan. 23, 2018 From: USNews.com Publisher: U.S. News and World Report, L.P. Document Type: Article Length: 1,260 words Content Level: (Level 5) Lexile Measure: 1340L Full Text: A successful, balanced approach involves more than just making healthy food choices. By Jill Castle When I had my first child, I thought I knew everything there was to know about (https://health.usnews.com/health-news/blogs/eatrun/articles/2016-09-01/5-mistakes-parents-make-when-feeding-their-kids) feeding kids. I was a pediatric dietitian, had years of experience working in top-notch hospitals, and was confident in my knowledge. However, it turned out, I had a lot to learn. With a slow-growing, selective eater as my first child, I found that feeding a child was challenging, and it required me to get creative. My background in pediatric nutrition was immensely helpful in nourishing my four kids, but the flexible approach I developed as a mom and a childhood nutritionist has been invaluable to my work with families. My career has taught me that every child is a different eater, healthy food doesn't guarantee a healthy child, and nutrition guidance must be flexible for families to succeed in raising healthy children. Here are nine lessons about feeding kids that I've learned over the years: Simple menus get the job done. Parents can cook up gourmet meals and have the "healthiest" food available at home, but some kids just won't eat. When kids come to the table and balk at a meal, it may mean that foods are too foreign or challenging for them. The solution: Simplify. While it's important to (https://health.usnews.com/health-news/blogs/eat-run/2015/10/26/what-sensory-therapists-can-teach-us-about-feedingpicky-kids) gently challenge children with a variety of new foods, be sure to include familiar, liked foods at the table so kids feel confident and comfortable with the meal. The path to palatable food for kids is keeping the menu simple and familiar. [Read: (https://health.usnews.com/wellness/for-parents/articles/2017-02-16/is-your-approach-to-feeding-your-kids-all-wrong) Is Your Approach to Feeding Your Kids All Wrong?] Food balance wins. Getting kids to eat a balanced diet, one that showcases (https://health.usnews.com/health-news/blogs/eat-run/articles/2017-05-23/9plant-based-proteins-you-should-be-eating) proteins, vegetables, fruit, (https://health.usnews.com/health-news/blogs/eatrun/articles/2017-04-05/which-whole-grain-is-healthiest) whole grains, healthy fats, dairy (or non-dairy substitutes), and some indulgent foods such as sweets and treats is the ultimate goal. Not only does a balanced, wholesome diet do a good job of covering the nutritional requirements for children and promoting their growth, it encourages their fullness and satisfaction after eating, which can (https://health.usnews.com/wellness/for-parents/articles/2017-07-05/why-do-kids-eat-when-theyre-not-hungry) reduce excess eating. All foods can fit. According to the Centers for Disease Control and Prevention, about 16 percent of children's and teens' total caloric intake comes from added sugars. (Note that these are not naturally occurring sugars, such as those found in fruit and milk; rather they are from sugar added to foods.) I believe there is room for sweets, treats and other indulgent foods in a child's diet. However, one must strike a healthy balance between wholesome, nutritious foods and indulgent foods. I teach the 90/10 rule, where 90 percent of foods eaten in a day are wholesome and nutritious and 10 percent are indulgent, such as sweets or fried foods. This balance allows kids to enjoy tasty, indulgent foods, but places the emphasis on healthy fare in their diet. Don't let worry keep you from taking a balanced approach. Parents worry about their children's eating, health and weight. Some are afraid their children's eating habits will cause (https://health.usnews.com/health-care/for-better/articles/2017-08-17/childhood-obesity-not-just-your-childs-problem) unhealthy weight gain, (https://health.usnews.com/health-news/patient-advice/articles/2016-01-26/what-to-do-if-your-childs-weight-gain-falters) poor growth or unsavory eating habits that will lead to problems later. While worry is normal, fear-based feeding is not, and can cause eating problems for children. For example, a parent may be afraid that a child is gaining too much weight or eating too many sweets. As a result, the parent may react by tightly controlling food access and portion sizes, hoping this will help. However, the child may respond to this restrictive way of feeding by becoming overly focused on food, sneaking food that has been forbidden or overeating when he or she gains access to it. [Read: (https://health.usnews.com/wellness/for-parents/articles/2017-04-03/what-parents-need-to-know-about-extremepicky-eating) What Parents Need to Know About Extreme Picky Eating.] No system or structure equals chaos. When parents report their kids are constantly hungry and asking for more food, or they're in the pantry grabbing snacks and grazing all day, I know the food system and feeding structure in the home is off. Not only is this chaotic for parents and kids, this lack of routine may encourage a diet that favors unhealthy snacks and treats and overeating. Parents do well with feeding their kids when they focus on a balanced diet and have a regular daily schedule for meals and snacks. (https://health.usnews.com/wellness/for-parents/articles/2017-12-27/5-non-dieting-resolutions-families-can-keep) Family meals are powerful. Today's families are busy. Time to cook is tight, meals suffer, and as a result, the family meal takes a back seat. Yet, coming together as a family for a meal gives children an opportunity to connect with their parents, explore food, learn manners and develop a sense of routine and predictability. I believe family meals are a key ingredient to healthy development in children, from establishing a healthy relationship with food to learning what to eat and how much. Furthermore, (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4013176/) research in teens indicates family meals are linked to healthier eating and weight, better academic performance and fewer risk-taking behaviors. Keep kids guessing. Variety is the spice of life. Eating the same foods day in and day out gets boring -- for kids and adults. So be sure to incorporate the element of surprise and make eating meals and snacks enjoyable. This will keep kids entertained, and it may entice them to try new food. Rotate through different after-school snacks each day or put a variety of nutritious foods on a platter at snack time. These are fun, creative ways to serve snacks, and they encourage a varied, healthy diet. Another idea: Add new foods to the menu regularly. Exposing children to new food is key in helping them learn about, taste and like a wide variety of food. Get kids involved. From (https://health.usnews.com/health-news/blogs/eat-run/2015/10/02/8-ways-to-get-cooking-with-your-kids) helping in the kitchen to sharing their input on the weekly menu or choosing between two food options, kids who are involved in making decisions about what they eat are more likely to be cooperative when food is served. When kids are allowed to help prepare food, they are more likely to eat it. When kids get to choose between this snack or that snack, they complain less and eat better. Kids like to have a say in food matters; it's part of their developmental process. [See: (https://health.usnews.com/wellness/family/slideshows/12-questions-you-should-ask-your-kids-at-dinner) 12 Questions You Should Ask Your Kids at Dinner.] Know how to feed your kids. We place high regard on what kids eat. However, in focusing intently on food choices, parents may lose sight of how they feed their kids -- or that daily interaction around food with their children. For instance, place too much pressure on a child to eat or try a new food, and the child may refuse to eat, become pickier or even overeat. Research also shows that routinely offering dessert in exchange for a bite of vegetables may promote a child's preference for sweets and make vegetables seem less palatable over time. So pay attention to more than what foods you serve, since how you feed your children has the power to undermine or reinforce healthy eating habits. Jill Castle is a premier childhood nutrition and feeding expert who invites parents and professionals to think differently about feeding kids. Known as a paradigm shifter who blends current research, practical application and common sense, Jill serves on the Board of Advisors for Parents magazine, is the author of "Eat Like a Champion" and "Fearless Feeding," hosts a podcast and writes a blog called "The Nourished Child," and is a sought-after speaker. Watch her TEDx talk, (https://www.youtube.com/watch?v=EFpHZQq0qDQ&t=13s) The Nutrition Prescription for Healthier Kids, and learn more about Jill at (http://www.jillcastle.com/) JillCastle.com. Copyright: COPYRIGHT 2018 U.S. News and World Report, L.P. http://www.usnews.com/ Source Citation (APA 6th Edition) Castle, J. (2018, January 23). 9 Lessons I've Learned About Feeding Kids. USNews.com. Retrieved from https://link.gale.com/apps/doc/A524634495/OVIC?u=lirn50909&sid=OVIC&xid=a0703035 Gale Document Number: GALE|A524634495 Maternal and Child Health Journal (2018) 22:958–967 https://doi.org/10.1007/s10995-018-2472-7 Challenges and Facilitators to Promoting a Healthy Food Environment and Communicating Effectively with Parents to Improve Food Behaviors of School Children Hiershenee B. Luesse1 · Rachel Paul2 · Heewon L. Gray3 · Pamela Koch2 · Isobel Contento2 · Victoria Marsick4 Published online: 14 February 2018 © Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract Background Childhood obesity is a major public health concern and families play an important role. Improving strategies to reach parents and directing tailored nutrition education to them is needed. Purpose To investigate the challenges and facilitators to promoting a healthy environment at home and to identify communication preferences to inform intervention strategies for effectively reaching low-income urban minority families. Procedure Semi-structured focus group interviews were conducted with four groups involving 16 low-income urban parents (94% female; 88% Hispanic/Latino, 12% African American) of elementary school children. Interviews were transcribed and analyzed applying Social Cognitive Theory and using in-vivo coding. Main Findings The most common barriers to parents providing healthy foods to their children were accommodating child preferences and familial opposition. Parents showed intentionality to engage in healthy behaviors, and often shared procedural knowledge for reaching health goals. The analyses of desired communication channels yielded major preferences: tailored information, information provided through multiple mediums, appropriate duration/frequency of messages, and presented from a voice of authority. Conclusion and Implication While parents expressed desires to be healthy, the home food environment presented substantial challenges. Multi-media supports such as workshops, flyers, and text messaging may be useful to facilitate the sharing of information to minimize the tensions between intentionality and reaching desired goals to be healthy. Some parents thought that information received through text messaging could be easily shared and would act as a voice of authority to support child behavior change. Keywords Home environment · Childhood obesity · Social cognitive theory · Qualitative study Significance Childhood obesity is a major public health issue with high prevalence in African American and Hispanic subgroups. School-based programs have been targeted as effective * Hiershenee B. Luesse hb2407@tc.columbia.edu Rachel Paul rachel.paul@tc.columbia.edu Heewon L. Gray hlgray@health.usf.edu Pamela Koch pak14@tc.columbia.edu Isobel Contento irc6@tc.columbia.edu Victoria Marsick marsick@tc.columbia.edu 13 Vol:.(1234567890) venues to reach children. However, for elementary schoolaged children, both the home and school are influential settings for healthy dietary intake. Among the school-based interventions that incorporate a family component, considerable variability exists across studies and a systematic 1 Research, Evaluation, Strategy Consulting, 8RES, LLC, 8 West 87th Street, #7, New York, NY 10024, USA 2 Department of Heath & Behavior, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027, USA 3 Department of Community and Family Health, College of Public Health, University of South Florida, 13201 Bruce B. Downs Blvd, Tampa, FL 33612, USA 4 Department of Art and Humanities, Teachers College Columbia University, 525 West 120th Street, New York, NY 10027, USA Maternal and Child Health Journal (2018) 22:958–967 approach for how best to reach and involve families has yet to be determined, particularly because reaching parents or families, can be difficult. For these reasons, improving strategies to reach parents and providing culturally-relevant and tailored nutrition education are valuable in supporting a coordinated approach for school and family settings. This study reveals that although parents demonstrate some behavioral capacity to provide healthy foods to their children, they are still hindered by social pressures of other family members and picky eating. However, parents felt that acceptable forms of communication, which could be easily shared with other family members, would help to validate their efforts making it easier to provide healthy foods without resistance. Introduction Childhood obesity is a major public health issue. In 2011, 17% of American children and adolescents (aged 2–19) were obese, with higher prevalence rates seen among Hispanic (22.4%) and non-Hispanic Black (20.2%) racial and ethnic groups (CDC Health Disparities & Inequalities Report (CHDIR) 2013). A child suffering from obesity is 6.2 times more likely to become an obese adult than his/her non-obese counterpart and is at increased risk of diet-related health conditions including cardiovascular, metabolic, and psychosocial illnesses (Herman et al. 2009). These health disparities are alarming and indicate how our social and physical environments can have pronounced effects on disadvantaged and minority children. For elementary school-aged children (aged 6–14), the home and school are influential settings for healthy dietary intake (Baranowski et al. 1993; Cullen et al. 2000). Schools provide continued and intensive contact with children and the provision of food (Cullen et al. 2000). However the home environment influences a significant proportion of the foods consumed by children, especially for younger cohorts (Carlson et al. 2002; Mazur et al. 2003). Parents and families influence children’s food intake in a number of ways, prominent among them being that they provide food for their children. The availability and accessibility of healthy foods at home are highly correlated with intake in elementary schoolaged children (Rasmussen et al. 2006). In addition, parents shape their children’s health-related practices through their modeling of healthful practices; their knowledge of nutrition, and the meal structure and eating patterns established in the home. These practices influence children’s development of lifelong habits (Lindsay et al. 2006). Although the majority of childhood obesity prevention programs exist in school settings, they show better outcomes when they are coupled with a family component (Lindsay et al. 2006; Wu et al. 2013). Among the school-based interventions that 959 incorporate a family component, considerable variability exists across studies and a systematic approach for how best to reach and involve families has yet to be determined (O’Connor et al. 2009). Reaching parents or families, however, can be difficult and is especially the case for low-income and minority families, given the social, cultural, and economic environments in which they live. Language and communication can also pose a barrier for cultural minority families (Daniel-White 2002; Sohn and Wang 2006); and time constraints and logistical problems such as lack of childcare, transportation, and scheduling conflicts often exist (Hoover-Dempsey et al. 2005; Kim 2009). Cultural attitudes and practices related to food and feeding vary among ethnic groups, which can contribute to differences in obesity patterns in children, and how willing a family is to accept or reject nutrition education (NE) information, especially if it is designed without cultural considerations (Liontos 1991). Lastly, economically disadvantaged parents may also have greater feelings of inadequacy or negative experiences with schools rendering them less receptive to communication (Kumanyika 2008). For these reasons, improving strategies to reach parents and providing culturally-relevant and tailored nutrition education are valuable in supporting a coordinated approach to health promotion programming for school and family settings. Text messaging is one of the most prevalent cell phone activities; an estimated 85% of African-Americans and 87% of Hispanics/Latinos send and receive text messages (Duggan and Rainie 2013). The use of text messaging has emerged as a direct channel to reach parents at home (Fjeldsoe et al. 2009; Patrick et al. 2009; Sharifi et al. 2013; Webb et al. 2010). For example, the mHealth campaign used text messaging as an effective means of reaching racial and ethnic minorities to remind them to receive flu vaccinations (Phillips et al. 2014) and Hyun and Glanz (2013) have used text messaging to encourage healthy physical activity behavior in African American adults. However gaps in the academic literature still remain for researchers and practitioners on how to best use text messaging to support the delivery of heath messaging related to dietary intake and how this channel might be used with minority parents to encourage favorable and healthy food environments for children in the home (Wu et al. 2013). The social cognitive theory (SCT) provides a suitable theoretical framework for studying the home environment because it emphasizes the simultaneous and dynamic interaction of personal, behavioral, and environmental factors on behavior (Bandura 1986; McAlister et al. 2008). This theory has been commonly used in school-based and community-based settings to understand intake of healthy foods with elementary school children, parents, and parent–child dyads (Brown and Ogden 2004; Cullen et al. 2000; Neumark-Sztainer et al. 2003; Robinson-O’Brien et al. 2009; 13 960 Thompson et al. 2003). Key theoretical concepts in understanding healthy behaviors in a family’s home environment include the following: (a) personal factors: outcome expectations (beliefs about the consequences of a behavior), attitudes (favorable or unfavorable judgments about a given behavior), self-efficacy (confidence in abilities to execute desired behavioral outcomes); (b) behavioral factors: behavioral capability/competence (ability to execute given behaviors); and (c) environmental factors: social environment (family, networks, and support) and the availability and accessibility of food. The purpose of this qualitative study is to determine (a) perceptions of what facilitators and barriers exist for improving the healthfulness of the home environment of families with elementary school children, and (b) to determine if text messaging could be a suitable way to reach parents with food and dietary information. An in-depth exploration of perceptions of parents can provide important information for both researchers and practitioners for how to build in supports to reinforce school-based NE programs at home. Methods Study Setting and Population We conducted four focus groups with parents of elementaryaged children attending public elementary schools in low SES communities of New York City. Focus groups were held from November 2013 to January 2014. A purposeful sample of two schools with a population of Hispanic/Latino and African-American, and traditionally underserved students, and with which the researchers had already established relationships were selected for this study. Recruitment and Enrollment The sample of participants was recruited by each elementary school’s parent coordinator through direct outreach and by research assistants through presentations at parent association meetings and through English and Spanish-speaking research assistants’ direct outreach with parents at schools. Parents were then screened for eligibility and invited to attend a focus group in their preferred language. Parents were eligible to participate in the study if they (1) had at least one child attending the elementary school; (2) lived with the child attending the school; and (3) could verbally communicate fluently in either English or Spanish. Focus Group Protocol and Data Collection A study team, including experienced NE researchers, created the focus group script, informed by standard focus group 13 Maternal and Child Health Journal (2018) 22:958–967 techniques (Krueger and Casey 2009; Vaughn et al. 1996), study team discussions, and constructs of the SCT (Bandura 1986). Through several iterations, the script ultimately included 12 open-ended core questions derived from study aims and based on the constructs (personal, behavioral, and environmental) and the target mediators (outcome expectations, self-efficacy, behavioral capability/competence, social support) of the SCT (see Table 1 for how constructs and target mediators were utilized). These questions were supplemented with broad questions about the topic (before asking the focal questions), probes, follow-up questions, and member checks during the focus groups. The focus group script spanned two domains: (1) the home environment: exploring motivational and facilitating determinants of consuming healthful foods in the home focusing on drinks, snacks, fruit and vegetable intake, and general meals; and (2) communication methods: exploring current and possible means of communication for reaching parents to bolster healthful food practices focusing on types of communication, use of communications, and text messaging to communicate health messages. Each focus group began with a clarification of terms to be used throughout the discussion, having participants define “meals” and “snacks,” so as to not bias the discussion, and by providing a definition of “text message” for the participants to clarify the specific means of electronic communication. Two focus groups were conducted in Spanish and two in English, based on the language preference of participants. Spanish focus groups were moderated by a native Latina behavioral nutrition researcher (PhD), fluent in Spanish and with experience in group facilitation. English focus groups were conducted by trained female research assistants (MS) with a working relationship with the schools. All participants gave their informed consent prior to their inclusion in the study. One to two trained co-moderators and research assistants took extensive notes for the duration of the focus group discussions. Their notes included nonverbal and verbal responses (gestures, heightened expression, tone, and language) related to displays of emotion (e.g. sarcasm, anger, frustration) (Ryan and Bernard 2003; Vaughn et al. 1996), pauses in speech, and group consensus or disagreement (Ryan and Bernard 2003). Research staff convened immediately after each focus group to discuss major themes elucidated in the focus group discussions and took note of the meta-themes generated. Focus groups were conducted in empty classrooms in the school where the parents’ children attended, were held for 90 min, and were audio recorded. All focus groups began with a brief introduction of the moderators and co-moderators and an explanation of their reasons for undertaking this research. After each focus group, participants completed a brief socio-demographic survey and received a $10 gift card for their participation. The focus groups were held in Maternal and Child Health Journal (2018) 22:958–967 961 Table 1  Focus group interview guide and social cognitive theory constructs and mediators related to each question Home Food Environment Question SCT construct Target SCT mediators Please tell me about some of the drinks that your child really likes? That you have at home? Do you prepare the snacks for your child? Please name for me some of the foods that your child has for snack Do you prepare the meals that your child has? Please describe some typical meals at your house How do you decide when it’s time to give your child a snack? What kinds of things make it difficult to get your child to eat vegetables? How would you feel if somebody from your child’s school made suggestions to change the way you have a meal? Environmental Social support; modeling Behavioral Behavioral capacity/competence Behavioral Behavioral capacity/competence Personal Physical outcome expectations; attitudes Personal/Environmental Self-efficacy Personal/Environmental Attitudes; social support Communication techniques Question SCT construct What nutrition information have you received in the past? How would text messaging nutrition information help you? What are some reasons why you would not want to receive nutrition information via text message? What are reasons that teachers would want to give parents nutrition information? What are some reasons parents would want to receive nutrition information? Environmental Personal Personal Social support Self-efficacy/barriers; attitudes Self-efficacy/barriers; attitudes Personal Personal Attitudes Self-efficacy attitudes the early morning. Teachers College Columbia University Institutional Review Board (IRB) approved all procedures (Protocol # 15-087). Analysis Focus groups were audio recorded and transcribed verbatim. Spanish transcriptions were then translated to English by a native Latina behavioral nutrition researcher. All transcriptions were reviewed along with their audio recording a minimum of two times by the lead investigator to ensure accuracy and along with field notes to translate and further explain transcribed text with nonverbal and verbal responses. All transcriptions were imported into Dedoose® software (Dedoose 2014–2017, SocioCultural Research Consultants, LLC). The lead researcher developed an initial codebook of themes using a framework analysis approach (Ritchie and Spencer 2002) that included a priori themes based on key mediators from the SCT (outcome expectations; attitudes; social norms; behavioral capability/competence; availability; accessibility; family support); definitions of these mediators, taken from Contento (2015), were used to identify codes within the transcripts. Meta-themes elucidated from and noted after each focus group discussion were integrated into the codebook as described below. The lead investigator coded the transcripts applying the initial codebook. Additional in-vivo codes, identified using open-coding and margin-coding techniques to identify repetition, indigenous typography or categories, metaphors or analogies, transitions, similarities and differences, linguistic connectors, and missing data (Ryan and Bernard 2003) were added to the codebook as new themes emerged. A final codebook was then created by the lead investigator. All transcripts were reviewed for inclusion of all applicable codes from the final codebook by two independent coders who applied the coding scheme and met to resolve differences by discussion. Analysis involved the systematic comparison of coded segments across all four focus groups transcripts to identify convergent, salient, and/or unique themes using DeDoose software. Results Of the 20 participants recruited, four dropped out for scheduling reasons. Thematic saturation was reached after four focus groups with four participants in each (n = 16 total) as indicated by no new emerging themes in the last focus group. Participants were all Hispanic and African American racial/ethnic groups (94% female; 88% Latino;12% African American; average 41 ± 7 years of age). See Table 2 for demographic distributions. Home Food Environment Analyses yielded the following major themes in parents’ perceptions about the home-food environment related to parents’ outcome expectations and social environment: (1) 13 962 Maternal and Child Health Journal (2018) 22:958–967 Table 2  Participant characteristics Variable Coping with Child Dislike of Vegetables Mean (range or proportion) Age [years (range)] Gender Female Ethnicity African American Hispanic 40.4 (29–51) 15 (93.75%) 6 (37.5%) 10 (62.5%) the importance of parents modeling desired behaviors; and (2) coping with satisfying children’s dislike of vegetables. Modeling Desired Behaviors The majority of participants recognized the importance of modeling good behavior to form good habits in their children, especially with respect to increasing vegetable consumption. Many discussed their personal roles and strategies. Some parents mentioned the importance of starting these good habits in early childhood. Some mentioned resistance from other family members as negatively influencing social and family norms around eating vegetables, often sabotaging their own intentions to encourage healthy behavior. Table 3 provides direct quotes. Child preferences and dislikes were mentioned most as a major consideration in meal preparation and the provision of foods. Many parents customize and alter cooking practices to accommodate their child’s dislikes and preferences and express frustration and exhaustion with the subsequent time and financial burdens. All parents exemplified procedural knowledge and readily shared steps/strategies for overcoming these barriers in feeding their children. Table 4 provides direct quotes. Definitions and Uses of Snacks Although participants all defined meals similarly, there was variability in the way in which snacks were understood and therefore provided inside and outside the home. Some participants defined snacks based on the type of food that was provided (e.g. chips, crackers, cookies, fruits); some considered snacks as inherently unhealthy while others considered them as inherently healthy. Other participants defined snacks based on the portion size but not composition of the food (e.g. smaller than a meal and composed of any foods, for example half a burrito or a small portion of rice and beans). Others defined snacks based on a temporal component (e.g. the time of day in which it was offered, e.g. in between meals). In these circumstances, snacks could range from a volume of food Table 3  The Importance of Modeling Desired Behaviors Theme Direct quotes Social and family norms Maria: “Listen, you know what it is with vegetables and kids? Well, […] I even have to just put it on their plate from very young, even if they don’t eat it. Eventually, […] they’re gonna get used to it. Most kids will eat what their parents eat.” Toya: “Now if I make some meal or something like a sauce like we make it in Mexico, for instance, adobo with […] pork adobo and some sauces […], instead of having tortillas […] I wash one of those long lettuce and I put it complete. […] Now when they see I eat these kind of things they also crave it and they eat it.” Amanda: “My husband comes ‘Oh, take away that junk. Don’t put it in here.’ And I say no, I’m going to eat right here and I sit down and eat and I eat my green beans.” Table 4  Coping with children’s dislikes Theme Direct quotes Shondra: “I cook a lot of lentils but not beans because my little one doesn’t really like beans. The older one, he does like beans but PreferI make mostly lentils because […] he likes that. […] But I mainly do lentils because he will eat them.” ences and Dislikes Maria:”She don’t like carrot, she don’t like [clears her throat], she don’t like carrots. And I make stew and I saw her, she’s picking out all the carrots and like what… I said you don’t take some, she won’t eat carrots’ [sighs with exasperation].” Behavioral Alexis: “They [eat] vegetables but mostly [because] I put them in the soup […] until they all become indistinguishable. […] So if I put cauliflower, broccoli… I mush it without [the children] seeing… and they are eating everything. For instance, the older one, Capabilhe will not have any meat, no meat at all. So I make the soup. I make fish soup or beef soup and I mush everything and since he ity/Comdoesn’t see anything… Kids, you know, they eat by what they see and since he doesn’t see anything in the soup he has it and he petence says, “Mom, this is delicious.” 13 Maternal and Child Health Journal (2018) 22:958–967 typically smaller than provided at a meal to a volume equivalent to a full meal. Some participants defined snacks based on pragmatic considerations, such as what is convenient (what is available, easy to divide up and serve, and easy for their children to assemble and prepare on their own). Table 5 provides direct quotes. Communication Techniques Analysis revealed major themes related to health communications’ content, logistics of delivery, and tone of messages. Specifically, themes included: (1) the importance of tailored and personalized messaging, (2) temporal strategies, (3) multimodal communication efforts, and (4) creating a voice of authority. Table 6 provides direct quotes. Content of Health Communications: Tailored and Personalized Parents expressed a need for tailored and personalized messages for health information. Participants felt that the more personalized a message was, the more likely that it would be used and hold attention. Suggestions included tailoring messages in communication channels that parents already frequently used such as e-mail, websites, text messages, and social media sites like Facebook, as well as messaging in parents’ primary language. They preferred advice that related to particular themes rather than general information about healthy behaviors which were successful in health promotion programs they had experienced in the past. 963 Additionally, the use of pictures was mentioned as important to ensure that low literacy parents have improved access to the content. Generally, examples of useful visual and written information included (1) healthful cooking techniques, (2) recipes for healthful and inexpensive meals, and (3) information on appropriate portion sizes. Health Communication Logistics: Temporal Strategies Some participants indicated that written information sent home may be helpful as long as it was infrequent, e.g. on a monthly basis. Some parents were strongly opposed to receiving text messages, while others thought they would be helpful. There was some consensus that text messages received in the evening would be a suitable time. Health Communication Logistics: Multiple Channels Participants suggested that communications should be provided in more than one forum: e.g. text messages providing links to websites and using e-mail in addition to text messaging; using flyers, posters, calendars, and workshops/ demonstrations. Inclusion of a Voice of Authority Participants noted that nutrition information from a figure outside the family would provide a “voice of authority.” They anticipated greater responsiveness from their children simply because the source of information was from someone other than themselves as parents. This idea seemed to alleviate tensions and exasperations that parents felt trying to Table 5  Definitions and use of snacks Theme Direct quotes Type of foods Mira: “He can have some Doritos, some chips […] or he can have like a banana or an apple.” Lavinia: “I was diagnosed with diabetes plus high cholesterol. So I cook no salt, no sugar, no snacks. So we don’t give snacks at home.” Diana: “I buy sometimes some of those little boxes of cookies that come with like Mickey Mouse or Winnie the Pooh, animal crackers! Or I give granola bars to give them something healthy.” Suki: “[…] always have fruits, they’ll get, you know, an apple or something like that.” Serving Size or Time of Amanda: I give her, you know, like I give her a lot of things but it’s small portions. I portion it out. I don’t think she Day Provided needs six pieces of bacon. I give her one, one piece of bacon, one piece of sausage, an egg Harden: “Yeah. It depends on the attitude one has that day. A good soup, some rice, that is very good. I give them a small bowl or some little plate of something.” Suki: “Yeah, it’s the same thing. They’ll drink their juice when they get home; they get a snack, always have my fruits, they’ll get, you know, an apple or something like that.” Edna: My daughter gets a snack at bedtime. That’s it. The only time of the day she gets a snack is bedtime Pragmatic Considerations Maria: Cereal, fruit, one granola bar, sometimes some Jell-O if I have Jell-O. Sometimes I have Jell-O. Anything that I have there Jennifer: “Well, like I said, I give my kids money every day ‘cause I’m working and my son will get a pizza for a snack or my daughter go and grab two bags of chips for a dollar and that’s what they have.” 13 964 Maternal and Child Health Journal (2018) 22:958–967 Table 6  Health communications’ content, logistics of delivery, and tone of messages Theme Direct quotes Content of Health Communications: Tailored and Personalized Edna: “Like Diana said, you send them a flyer with the information to an internet site to parents where they can communicate and ask questions for help there where the help would be, the explanation and all.” Delma: “One more thing also. We are many parents that speak Spanish, and many of us we can read some of it but maybe there is one word we do not understand and that changes the sentence. So it is important to send it in Spanish.” Diana: “We usually have parent workshops, sometimes through handouts, when we give away pamphlets about some themes, something that is already in place, different themes, those could be good options.” Suki: “[…] always have fruits, they’ll get, you know, an apple or something like that.” Health Communication Logistics: Temporal Strategies Jessica: “Depending on how many you are going to send because sometimes there you go back and forth sending messages and hear the machine going “ting, ting, ting” every second. Sometimes it good, sometimes yes and sometimes not.” Health Communication Logistics: Multiple Channels Jessica: “The papers that they send home. Sometimes I look at the papers and sometimes the children do not even bring them home. So I would want both ways, you can see it from the papers or see it in the computer. […] Yes, because sometimes one cannot arrive and see the papers or go on a computer, so you can have them in the phone, also.” Edna: “That could be good, once in a while, a text message. I try to get into the Internet […] I try to navigate […] I try to use it as much as possible and if my phone is not good enough to get the information I want other means to try to get the exact information.” Mirna: “Not the parents ‘cause they think the parents just don’t want them to Inclusion of a Voice of Authority have certain stuff, and they’re like oh, you just don’t want me [to have this]. And at least when somebody else comes in and teaches them about everything, no, they were not just talking, talking, ‘cause we don’t want to spend the money.” Delma: “Yes, because if I had explained to my son what you explained, forget about it, but since it was you who explained, he came and told me. So it is good because sometimes the kids listen more to their teachers, the people that go and talk to them than to us, their parents.” implement healthful behavior change, and was seen as proof to validate their efforts. Discussion Home Food Environment This study applied the SCT as a framework for exploring the home food environment from the perspective of parents of elementary school-aged children. Parents primarily discussed their outcome expectations, behavioral capability/ competence, and the influence of others, indicating that these mediators may be important to address in nutrition interventions with parents of children. Reynolds et al. (2002) have demonstrated through mediation analysis that parental change in outcome expectations and behavioral capability/ competence may increase intake of fruits and vegetables in elementary school-aged children. However, findings from 13 this study suggest that despite demonstrations of behavioral capability/competence for providing and preparing fruits and vegetables, parents felt other barriers persisted in making it difficult to encourage fruit and vegetable intake with their children. A large proportion of the parents in our study indicated that pickiness posed a major barrier to their child’s consumption of fruits and vegetables and they commonly accommodated their children’s mealtime requests and struggled to prepare acceptable healthy foods. In a similar study, Slusser et al. (2011) demonstrated that parents found cost, getting their kids to eat healthy foods, and easy access to fast foods were the most common barriers to providing healthy foods for their family. Although cost and accessibility issues were mentioned by parents in this study, they were not the prominent barriers. Other research with low-income African-American, White, and Hispanic mothers (but to a lesser degree with middle-income mothers) found a similar dynamic of Maternal and Child Health Journal (2018) 22:958–967 parents accommodating their child’s preferences and dislikes through individualized meal preparation (Sherry et al. 2004). Parents in this study aimed to improve the acceptability of certain foods by adding flavors, like sweeteners, and modifying preparation to hide vegetables to encourage liking, as seen elsewhere (Cullen et al. 2000; Mascola et al. 2010). Although these strategies are well intended, they may be counterproductive to developing long-term healthy habits and could create greater neophobia (Carruth and Skinner 2000) and picky eating syndrome over time (Mascola et al. 2010). Galloway et al. (2003) have demonstrated that picky eating behaviors are derived from insufficient exposure to novel flavors; other research demonstrates that parenting style, the use of rewards and punishments, and excessive restriction of certain foods over others may also influence dietary intake of fruits and vegetables in children (Birch et al. 2007). Collectively, these factors may be of importance in developing health promotion materials for members of this cohort. In general, parents felt that setting a good example as models for healthy eating was important, and that introducing vegetables early and allowing their children to “get used to them” was encouraged. However, parents felt their social environments had a great impact on food practices at home (rather than their own modeling) with other family members setting “bad examples.” A body of literature exists supporting this phenomenon and suggests that social support of all family members for healthy eating is an essential component to sustained healthy patterns of children (Ball et al. 2010; Kiernan et al. 2012). An emphasis on family may be particularly important with Hispanic families who are strongly family-centric and for whom community-focused interventions may generate more culturally appropriate health promotion programs (Gruber and Haldeman 2009). In a similar study with a predominantly Hispanic population, Slusser et al. (2011) found that parents expressed a desire for educational materials that engage the entire family, especially fathers. Even though parents faced many challenges with respect to picky eating, they were also eager to share procedural knowledge and skills with each other about food preparation, shopping, and improving their children’s health, demonstrating high behavioral capability/competence. Research shows that parents have a high level of interest in peer-led education, in which parents share resources and disseminate healthful practices, indicating an area of research that could further be developed (Duncanson et al. 2014). This study demonstrates that parents may already recognize their important role in modeling positive food behaviors, and have procedural knowledge and skills and selfefficacy for preparing and providing fruits and vegetables but need help in addressing other challenges, such as getting their children to eat healthfully and dealing with unsupportive family members. 965 Lastly, ethnic differences and differences in acculturation emerged in the definitions and use of snacking among our participants. Most African American parents and Hispanics born within the USA tended to identify snacks as chips, cookies, bars, and fruits compared to parents born to Latin America who tended to define snacks as any food provided either in smaller portions or at specific times in the day; which were often similar to what might be considered meal time foods. Some research indicates that degree of acculturation leads to decreased diet quality in people immigrating to the United States (Pérez-Escamilla 2009). Native born Americans or families with greater acculturation to the American lifestyle may be more likely to consider snacks a daily routine, usually involving the provision of highlyprocessed foods, such as chips, candy, and soda, contributing to an increase in the proportion of discretionary calories that make up their children’s diets. Above tailoring nutrition education interventions to different cultural and socioeconomic practices, it may also be important to ensure that foods and concepts are understood, defined, and used in similar ways. Communication Techniques Parents reported general acceptability and enthusiasm for personalized and tailored communications. They felt communications that they could share with their children and friends would validate their efforts to engage in healthier behaviors, and could act as a persuasive means of encouraging others in their lives as it could provide a “voice of authority.” Parents indicated that multiple forums of communication were important to them, and expressed the need for bilingual print, and the use of images to address literacy issues. Some parents were opposed to text messaging due to the associated costs and inconsistent cell service and were not interested in providing their contact information, while others thought that it was preferable because of the immediate, brief, and sharable nature of a text message. Although cellular phones are increasing in ubiquity and the socioeconomic divide to access is narrowing, privacy issues related to legal status in the country may have been a reason for some additional opposition to text message use in our cohort. Previous studies have already demonstrated success with respect to text messaging interventions in promoting behavior change for parents (Kharbanda et al. 2010; Sharifi et al. 2013). Sharifi et al. (2013) demonstrated that parents of children enrolled in obesity prevention programs felt supported through text messaging. However, unlike in our study, their parents preferred text messaging to other forms of communication (including paper or e-mail). Parents in these studies who were accepting of text messaging suggested limiting 13 966 frequency, and reserving messages for particular times of the day as suggestions to increase acceptability (Kharbanda et al. 2010; Sharifi et al. 2013). These findings indicate the importance of tailoring nutrition communications for culturally diverse and/or lowincome populations. Tailoring communication may need to consider use and penetration of cell phones, the need for bilingual communications, and using multimodal forms of communication. Finding acceptable forms of communication to provide health-information that parents can easily share with other family members, may help validate and support their efforts to make healthy changes at home. Platforms that interact with all family members may also be more culturally appropriate and help to increase buy-in, especially for Hispanic families. Strengths and Limitations Data collected in the focus groups were based on selfreport and were not verified by other means. Additionally, translations of audio files from Spanish to English were not back translated for accuracy although all audio files were reviewed a minimum of two times in the translation and transcription process. Also, generalizability is limited because of the small sample size. Although a range of Latino and African-American parents were involved, and representative of people found in low-income New York neighborhoods, participants with lower literacy or that may have been undocumented were not represented in our sample. Further research should include efforts to recruit a more broadly representative group of Hispanic and AfricanAmerican parents. Although this study focused primarily on text messaging, other researchers and the food industry have also been successful in reaching parents via the Internet and social media. Further research may also expand on this work to determine how these other platforms might be received alongside text messaging with this cohort. Though the number of participants per group was small, the number of focus groups was based on saturation of information from the participants. Additionally, the use of SCT as a broad framework allowed for cultural and socioeconomic factors to be considered in the home food environment with minority participants. Many of the feeding practices revealed in our focus groups need to be examined further, preferably in experimental studies to help elucidate the mechanisms for their use. Examples of topics needing further study include the preparation of different meals to accommodate picky eaters, and successfully navigating “saboteurs” to healthy practices at home. The application of text messaging and other supportive communication means to help families effectively manage these concerns is also warranted. 13 Maternal and Child Health Journal (2018) 22:958–967 Acknowledgements The authors thank parent coordinators for their technical assistance with this study. A portion of this study has been presented in abstract form at the Society for Nutrition Education and Behavior conference in Wisconsin, 2015. Compliance with Ethical Standards Conflict of interest The authors declare that they have no conflict of interest. References Ball, K., Jeffery, R. W., Abbott, G., McNaughton, S. A., & Crawford, D. (2010). Is healthy behavior contagious: Associations of social norms with physical activity and healthy eating. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 86. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory: Englewood Cliffs: Prentice-Hall, Inc. Baranowski, T., Domel, S., Gould, R., Baranowski, J., Leonard, S., Treiber, F., & Mullis, R. (1993). Increasing fruit and vegetable consumption among 4th and 5th grade students: Results from focus groups using reciprocal determinism. Journal of Nutrition Education, 25(3), 114–120. Birch, L., Savage, J. S., & Ventura, A. (2007). Influences on the development of children’s eating behaviours: from infancy to adolescence. Canadian Journal of Dietetic Practice and Research: A Publication of Dietitians of Canada, 68(1), s1. Brown, R., & Ogden, J. (2004). Children’s eating attitudes and behaviour: A study of the modelling and control theories of parental influence. Health Education Research, 19(3), 261–271. Carlson, A., Kinsey, J., & Nadav, C. (2002). Consumers’ retail source of food: A cluster analysis. Family Economics and Nutrition Review, 14(2), 11. Carruth, B. R., & Skinner, J. D. (2000). Revisiting the picky eater phenomenon: Neophobic behaviors of young children. Journal of American College of Nutrition, 19(6), 771–780. Contento, I. (2015). Nutrition education. Linking research, theory, and practice. Burlington: Jones & Bartlett Learning. Cullen, K. W., Baranowski, T., Rittenberry, L., & Olvera, N. (2000). Social–environmental influences on children’s diets: results from focus groups with African-, Euro-and Mexican-American children and their parents. Health Education Research, 15(5), 581–590. CDC Health Disparities & Inequalities Report (CHDIR). (2013). Retrieved from https​://www.cdc.gov/minor​ityhe​alth/chdir​eport​ .html. Daniel-White, K. (2002). Reassessing Parent Involvement: Involving Language Minority Parents in School Work at Home. Working Papers in Educational Linguistics, 18(1), n1. Duggan, M., & Rainie, L. (2013). Cell phone activities 2013. Washington: Pew Research Center’s Internet & American Life Project. Duncanson, K., Burrows, T., & Collins, C. (2014). Peer education is a feasible method of disseminating information related to child nutrition and feeding between new mothers. BMC Public Health, 14(1), 1. Fjeldsoe, B. S., Marshall, A. L., & Miller, Y. D. (2009). Behavior change interventions delivered by mobile telephone short-message service. American Journal of Preventive Medicine, 36(2), 165–173. Galloway, A. T., Lee, Y., & Birch, L. L. (2003). Predictors and consequences of food neophobia and pickiness in young girls. 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The role of parents in preventing childhood obesity. The Future of Children, 16(1), 169–186. Liontos, L. B. (1991). Involving at-risk families in their children’s education. ERIC Digest Series Number EA 58. Mascola, A. J., Bryson, S. W., & Agras, W. S. (2010). Picky eating during childhood: A longitudinal study to age 11 years. Eating Behaviors, 11(4), 253–257. Mazur, R. E., Marquis, G. S., & Jensen, H. H. (2003). Diet and food insufficiency among Hispanic youths: acculturation and socioeconomic factors in the third National Health and Nutrition Examination Survey. The American Journal of Clinical Nutrition, 78(6), 1120–1127. McAlister, A. L., Perry, C. L., & Parcel, G. S. (2008). How individuals, environments, and health behaviors interact. Health Behavior, 169. Neumark-Sztainer, D., Wall, M., Perry, C., & Story, M. (2003). Correlates of fruit and vegetable intake among adolescents: Findings from Project EAT. Preventive Medicine, 37(3), 198–208. O’Connor, T. M., Jago, R., & Baranowski, T. (2009). Engaging parents to increase youth physical activity: A systematic review. American Journal of Preventive Medicine, 37(2), 141–149. Patrick, K., Raab, F., Adams, M., Dillon, L., Zabinski, M., Rock, C., Norman, G. (2009). A text message-based intervention for weight loss: Randomized controlled trial. Journal of Medical Internet Research, 11(1), e1. Pérez-Escamilla, R. (2009). Dietary quality among latinos: Is acculturation making us sick? Journal of the American Dietetic Association, 109(6), 988–991. https:​ //doi.org/10.1016/j.jada.2009.03.014. 967 Phillips, A. L., Kumar, D., Patel, S., & Arya, M. (2014). Using text messages to improve patient–doctor communication among racial and ethnic minority adults: An innovative solution to increase influenza vaccinations. Preventive Medicine, 69, 117–119. Rasmussen, M., Krølner, R., Klepp, K.-I., Lytle, L., Brug, J., Bere, E., & Due, P. (2006). Determinants of fruit and vegetable consumption among children and adolescents: a review of the literature. Part I: Quantitative studies. International Journal of Behavioral Nutrition and Physical Activity, 3(1), 22. Reynolds, K. D., Yaroch, A. L., Franklin, F. A., & Maloy, J. (2002). Testing mediating variables in a school-based nutrition intervention program. Health Psychology, 21(1), 51. Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. The Qua,itative Researcher’s Companion. 573(2002), 305–329. Robinson-O’Brien, R., Neumark-Sztainer, D., Hannan, P. J., BurgessChampoux, T., & Haines, J. (2009). Fruits and vegetables at home: Child and parent perceptions. Journal of Nutrition Education and Behavior, 41(5), 360–364. Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109. Sharifi, M., Dryden, E. M., Horan, C. M., Price, S., Marshall, R., Hacker, K., Finkelstein, J. A., Taveras, E. M. (2013). Leveraging text messaging and mobile technology to support pediatric obesity-related behavior change: A qualitative study using parent focus groups and interviews. Journal of Medical Internet Research, 15(12), e272. https​://doi.org/10.2196/jmir.2780. Sherry, B., McDivitt, J., Birch, L. L., Cook, F. H., Sanders, S., Prish, J. L., Francis, L.A., Scanlon, K. S. (2004). Attitudes, practices, and concerns about child feeding and child weight status among socioeconomically diverse white, Hispanic, and African-American mothers. Journal of the American Dietetic Association, 104(2), 215–221. https​://doi.org/10.1016/j.jada.2003.11.012. Slusser, W., Prelip, M., Kinsler, J., Erausquin, J. T., Thai, C., & Neumann, C. (2011). Challenges to parent nutrition education: a qualitative study of parents of urban children attending low-income schools. Public Health Nutrition, 14(10), 1833–1841. Sohn, S., & Wang, X. C. (2006). Immigrant parents’ involvement in American schools: Perspectives from Korean mothers. Early Childhood Education Journal, 34(2), 125–132. Thompson, V. J., Baranowski, T., Cullen, K. W., Rittenberry, L., Baranowski, J., Taylor, W. C., & Nicklas, T. (2003). Influences on diet and physical activity among middle-class African American 8-to 10-year-old girls at risk of becoming obese. Journal of Nutrition Education and Behavior, 35(3), 115–123. Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. Thousand Oaks: Sage. Webb, T., Joseph, J., Yardley, L., & Michie, S. (2010). Using the internet to promote health behavior change: A systematic review and meta-analysis of the impact of theoretical basis, use of behavior change techniques, and mode of delivery on efficacy. Journal of Medical Internet Research, 12(1), e4. Wu, Y., Lau, B. D., Bleich, S., Cheskin, L., Boult, C., Segal, J. B., & Wang, Y. (2013). Future research needs for childhood obesity prevention programs. Rockville: Agency for Healthcare Research and Quality. 13 Maternal & Child Health Journal is a copyright of Springer, 2018. All Rights Reserved.
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Information Literacy
Part 1
The article "9 Lessons I've Learned About Feeding Kids" by McLaughlin (2020), published
in U.S. News & World Report, is aimed at parents and caregivers who want to provide healthy
meals to their children. According to McLaughlin (2020), the article's purpose is to provide advice
on ensuring children develop healthy eating habits. The article focuses on nine key lessons
McLaughlin (2020) believes are crucial for parents and caregivers to understand to raise children
with healthy eating habits. These lessons include providing healthy options, teaching children to
make their own decisions, and encouraging them to be involved in meal preparation.
One of the lessons highlighted by McLaughlin (2020) is the importance of providing
healthy options. McLaughlin (2020) states, "one of the most important things parents can do is to
make sure there are healthy options available." Parents and caregivers should ensure that their
homes are stocked with healthy foods such as fruits, vegetables, whole grains, and lean proteins.
This will give children access to healthy foods and encourage them to make healthy choices.
Another lesson highlighted by McLaughlin (2020) is the impor...


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