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Addressing the gap in poor knowledge, attitude and practice (KAP) among adolescent girls are important as malnutrition has a negative effect on their future generation. The adolescence phase comes with a rapid increase in height, changes in body composition, mental, reproductive system, and social development. The objectives of the study are to determine knowledge, attitude and practice of adolescent girls towards malnutrition and to develop, validate, implement and evaluate the effectiveness of a Triple Benefit Health Education Intervention to improve knowledge, attitude and practice of adolescent girls towards malnutrition in Maiduguri Metropolitan Council, Borno State, Nigeria. The methodology of this study was conducted in two phases, Phase I was a cross-sectional study while Phase II was a Randomised Control Trial (RCT). Data was collected using KoBo Toolbox in Government Girls College (GGC), Government Girls Secondary School (GGSS), Yerwa Girls Secondary School (YGSS), Zajeri Day Secondary School (ZDSS), Bulabulin Day Secondary School (BDSS), and Shehu Garbai Day Secondary School (SGDSS), 612 respondents were randomly selected based on the inclusion criteria of the study. Among the eligible respondents, 562 consented and were interviewed with a response rate of (92%) for Phase I. Majority of the respondents were in their middle adolescent stage (49.8%), (86.8%) resides in an urban area, while (55%) had a household size of ≥ 9 (nine) family members. Poor knowledge was reported among (80.2%) of respondents, more than half of respondents (57.3%) showed poor attitude, while about (49.5%) had poor practice towards malnutrition. Triple Benefit Health Education Intervention module was developed for Phase II according to the information, motivation and behavioural skills model (IMB). A two-stage random sampling technique was used. First stage four out of the six secondary schools in Phase I was randomly selected and two classes were randomly selected in each grade lev

Addressing the gap in poor knowledge, attitude and practice (KAP) among adolescent girls are important as malnutrition has a negative effect on their future generation. The adolescence phase comes with a rapid increase in height, changes in body composition, mental, reproductive system, and social development. The objectives of the study are to determine knowledge, attitude and practice of adolescent girls towards malnutrition and to develop, validate, implement and evaluate the effectiveness of a Triple Benefit Health Education Intervention to improve knowledge, attitude and practice of adolescent girls towards malnutrition in Maiduguri Metropolitan Council, Borno State, Nigeria. The methodology of this study was conducted in two phases, Phase I was a cross-sectional study while Phase II was a Randomised Control Trial (RCT). Data was collected using KoBo Toolbox in Government Girls College (GGC), Government Girls Secondary School (GGSS), Yerwa Girls Secondary School (YGSS), Zajeri Day Secondary School (ZDSS), Bulabulin Day Secondary School (BDSS), and Shehu Garbai Day Secondary School (SGDSS), 612 respondents were randomly selected based on the inclusion criteria of the study. Among the eligible respondents, 562 consented and were interviewed with a response rate of (92%) for Phase I. Majority of the respondents were in their middle adolescent stage (49.8%), (86.8%) resides in an urban area, while (55%) had a household size of ≥ 9 (nine) family members. Poor knowledge was reported among (80.2%) of respondents, more than half of respondents (57.3%) showed poor attitude, while about (49.5%) had poor practice towards malnutrition. Triple Benefit Health Education Intervention module was developed for Phase II according to the information, motivation and behavioural skills model (IMB). A two-stage random sampling technique was used. First stage four out of the six secondary schools in Phase I was randomly selected and two classes were randomly selected in each grade lev

High intake of sugar-sweetened beverages (SSBs) contributes to detrimental cardio-metabolic indicators in youth. Monitoring of SSB consumption is lacking in Eastern Europe., SCOPUS: ar.j, info:eu-repo/semantics/published

We explored the association between excess body fat and academic performance in high school students from Santiago, Chile. In 632 16-year-olds (51% males) from low-to-middle socioeconomic status (SES), height, weight, and waist circumference were measured. Body-mass index (BMI) and BMI for age and sex were calculated. Weight status was evaluated with 2007 World Health Organization (WHO) references. Abdominal obesity was diagnosed with International Diabetes Federation (IDF) references. Total fat mass (TFM) was measured with dual-energy X-ray absorptiometry (DXA). TFM values ≥25% in males and ≥35% in females were considered high adiposity. School grades were obtained from administrative records. Analysis of covariance examined the association of fatness measures with academic performance, accounting for the effect of diet and physical activity, and controlling SES background and educational confounders. We found that: (1) having obesity, abdominal obesity, or high adiposity was associated with lower school performance alone or in combination with unhealthy dietary habits or reduced time allocation for exercise; (2) high adiposity and abdominal obesity were more clearly related with lower school grades compared to obesity; (3) the association of increased fatness with lower school grades was more salient in males compared to females.

We explored the association between excess body fat and academic performance in high school students from Santiago, Chile. In 632 16-year-olds (51% males) from low-to-middle socioeconomic status (SES), height, weight, and waist circumference were measured. Body-mass index (BMI) and BMI for age and sex were calculated. Weight status was evaluated with 2007 World Health Organization (WHO) references. Abdominal obesity was diagnosed with International Diabetes Federation (IDF) references. Total fat mass (TFM) was measured with dual-energy X-ray absorptiometry (DXA). TFM values ≥25% in males and ≥35% in females were considered high adiposity. School grades were obtained from administrative records. Analysis of covariance examined the association of fatness measures with academic performance, accounting for the effect of diet and physical activity, and controlling SES background and educational confounders. We found that: (1) having obesity, abdominal obesity, or high adiposity was associated with lower school performance alone or in combination with unhealthy dietary habits or reduced time allocation for exercise; (2) high adiposity and abdominal obesity were more clearly related with lower school grades compared to obesity; (3) the association of increased fatness with lower school grades was more salient in males compared to females.

PurposeSecretive eating, characterized by eating privately to conceal being seen, may reflect eating- and/or body-related shame, be associated with depression, and correlate with binge eating, which predicts weight gain and eating disorder onset. Increasing understanding of secretive eating in youth may improve weight status and reduce eating disorder risk. This study evaluated the prevalence and correlates of secretive eating in youth with overweight or obesity.MethodsYouth (N = 577) presented to five research/clinical institutions. Using a cross-sectional design, secretive eating was evaluated in relation to eating-related and general psychopathology via linear and logistic regression analyses.ResultsSecretive eating was endorsed by 111 youth, who were, on average, older than youth who denied secretive eating (mean age = 12.07 ± 2.83 versus 10.97 ± 2.31). Controlling for study site and age, youth who endorsed secretive eating had higher eating-related psychopathology and were more likely to endorse loss of control eating and purging than their counterparts who did not endorse secretive eating. Groups did not differ in excessive exercise or behavioral problems. Dietary restraint and purging were elevated among adolescents (≥13y) but not children (<13y) who endorsed secretive eating; depression was elevated among children, but not adolescents, who endorsed secretive eating.ConclusionsSecretive eating may portend heightened risk for eating disorders, and correlates of secretive eating may differ across pediatric development. Screening for secretive eating may inform identification of problematic eating behaviors, and understanding factors motivating secretive eating may improve intervention tailoring.

PurposeSecretive eating, characterized by eating privately to conceal being seen, may reflect eating- and/or body-related shame, be associated with depression, and correlate with binge eating, which predicts weight gain and eating disorder onset. Increasing understanding of secretive eating in youth may improve weight status and reduce eating disorder risk. This study evaluated the prevalence and correlates of secretive eating in youth with overweight or obesity.MethodsYouth (N = 577) presented to five research/clinical institutions. Using a cross-sectional design, secretive eating was evaluated in relation to eating-related and general psychopathology via linear and logistic regression analyses.ResultsSecretive eating was endorsed by 111 youth, who were, on average, older than youth who denied secretive eating (mean age = 12.07 ± 2.83 versus 10.97 ± 2.31). Controlling for study site and age, youth who endorsed secretive eating had higher eating-related psychopathology and were more likely to endorse loss of control eating and purging than their counterparts who did not endorse secretive eating. Groups did not differ in excessive exercise or behavioral problems. Dietary restraint and purging were elevated among adolescents (≥13y) but not children (<13y) who endorsed secretive eating; depression was elevated among children, but not adolescents, who endorsed secretive eating.ConclusionsSecretive eating may portend heightened risk for eating disorders, and correlates of secretive eating may differ across pediatric development. Screening for secretive eating may inform identification of problematic eating behaviors, and understanding factors motivating secretive eating may improve intervention tailoring.

BackgroundAmong adults, the Mediterranean dietary pattern (MDP) is inversely related to body mass index (BMI). Data are lacking on adherence to the MDP among youth in the United States and whether the MDP is related to weight change in that group.ObjectiveTo assess whether adherence to the MDP was associated with BMI change among adolescents. To examine temporality, we studied the association between baseline and 2-3-year changes in adherence to the MDP with concurrent changes in BMI, as well as subsequent changes in BMI over a 7-year period.MethodsWe prospectively followed 6002 females and 4916 males in the Growing Up Today Study II, aged 8-15 years in 2004, living across United States. Data were collected by questionnaire in 2004, 2006, 2008 and 2011. Dietary intake was assessed by the Youth/Adolescent Questionnaire. The KidMed Index was derived to measure the adherence to the MDP. We used generalized estimating equations with repeated measures within subjects to assess the association between MDP and BMI change.ResultsA two-point increment in the KidMed Index was independently associated with a lower gain in BMI (-0.04 kg m(-2); P=0.001). A greater increase in adherence to the KidMed Index was independently related to a lower gain in BMI in both the concurrent (P-for-trend<0.001) and the subsequent period (P-for-trend=0.002).ConclusionsAdherence to MDP was inversely associated with change in BMI among adolescents. Two-year improvement in adherence to MDP was independently associated with less steep gain in the BMI in both the concurrent and the subsequent period.

BACKGROUND: Free school breakfast programmes (SBPs) exist in a number of high-income countries, but their effects on educational outcomes have rarely been evaluated in randomised controlled trials. METHODS: A 1-year stepped-wedge, cluster randomised controlled trial was undertaken in 14 New Zealand schools in low socioeconomic resource areas. Participants were 424 children, mean age 9±2 years, 53% female. The intervention was a free daily SBP. The primary outcome was children's school attendance. Secondary outcomes were academic achievement, self-reported grades, sense of belonging at school, behaviour, short-term hunger, breakfast habits and food security. RESULTS: There was no statistically significant effect of the breakfast programme on children's school attendance. The odds of children achieving an attendance rate <95% was 0.76 (95% CI 0.56 to 1.02) during the intervention phase and 0.93 (95% CI 0.67 to 1.31) during the control phase, giving an OR of 0.81 (95% CI 0.59 to 1.11), p=0.19. There was a significant decrease in children's self-reported short-term hunger during the intervention phase compared with the control phase, demonstrated by an increase of 8.6 units on the Freddy satiety scale (95% CI 3.4 to 13.7, p=0.001). There were no effects of the intervention on any other outcome. CONCLUSIONS: A free SBP did not have a significant effect on children's school attendance or academic achievement but had significant positive effects on children's short-term satiety ratings. More frequent programme attendance may be required to influence school attendance and academic achievement.

ObjectiveThis qualitative study addresses: (1) what challenges parents of overweight adolescents face and (2) what advice parents of overweight adolescents have for other parents.DesignOne-on-one interviews were conducted with parents of overweight or previously overweight adolescents.SettingMedical clinic at the University of Minnesota.ParticipantsTwenty-seven parents of adolescents (12-19 years) who were either currently or previously overweight recruited from the community.Main outcome measuresQualitative interviews related to parenting overweight adolescents.AnalysisContent analysis was used to identify themes regarding parental experiences.ResultsIssues most frequently mentioned were (1) uncertainty regarding effective communication with adolescent about weight-related topics; (2) inability to control adolescents' decisions related to healthful eating and activity behaviors; (3) concern for adolescents' well-being; and (4) parental feeling of responsibility/guilt. Parental advice most often provided included: (1) setting up a healthful home environment; (2) parental role modeling of healthful behaviors; and (3) providing support/encouragement for positive efforts.Conclusions and implicationsTopics for potential intervention development include communication and motivation of adolescents regarding weight-related topics, appropriate autonomy, and addressing negative emotions concerning the adolescent's weight status. Targeting these topics could potentially improve acceptability and outcomes for treatments.

ObjectiveThis qualitative study addresses: (1) what challenges parents of overweight adolescents face and (2) what advice parents of overweight adolescents have for other parents.DesignOne-on-one interviews were conducted with parents of overweight or previously overweight adolescents.SettingMedical clinic at the University of Minnesota.ParticipantsTwenty-seven parents of adolescents (12-19 years) who were either currently or previously overweight recruited from the community.Main outcome measuresQualitative interviews related to parenting overweight adolescents.AnalysisContent analysis was used to identify themes regarding parental experiences.ResultsIssues most frequently mentioned were (1) uncertainty regarding effective communication with adolescent about weight-related topics; (2) inability to control adolescents' decisions related to healthful eating and activity behaviors; (3) concern for adolescents' well-being; and (4) parental feeling of responsibility/guilt. Parental advice most often provided included: (1) setting up a healthful home environment; (2) parental role modeling of healthful behaviors; and (3) providing support/encouragement for positive efforts.Conclusions and implicationsTopics for potential intervention development include communication and motivation of adolescents regarding weight-related topics, appropriate autonomy, and addressing negative emotions concerning the adolescent's weight status. Targeting these topics could potentially improve acceptability and outcomes for treatments.

Previous findings have shown both beneficial and adverse effects of parents' attempts to influence adolescents' eating habits. The current study examined the differential effect of parents' persuasion (e.g., encouragement, giving information) and pressure tactics (e.g., guilt induction, ridicule) and the moderating influence of parental warmth on older adolescents' emotional and behavioral responses. An ethnically diverse sample of 336 older adolescents (M age = 18.6; SD = 1.1; 58.0% female) were surveyed. Adolescents who reported higher levels of pressure tactics by parents reported more negative affect and behavioral resistance. Perceived parental warmth moderated the influence of persuasion tactics, but not pressure tactics. For adolescents with low parental warmth, high levels of persuasion were associated with more negative emotional and behavioral responses; persuasion had the opposite associations for adolescents with high parental warmth. These results suggest that parental warmth plays an important role in how older adolescents respond to parents' persuasion tactics. However, when parents use more forceful pressure tactics to influence eating habits, adolescents react negatively regardless of the overall quality of the parent-adolescent relationship.

Previous findings have shown both beneficial and adverse effects of parents' attempts to influence adolescents' eating habits. The current study examined the differential effect of parents' persuasion (e.g., encouragement, giving information) and pressure tactics (e.g., guilt induction, ridicule) and the moderating influence of parental warmth on older adolescents' emotional and behavioral responses. An ethnically diverse sample of 336 older adolescents (M age = 18.6; SD = 1.1; 58.0% female) were surveyed. Adolescents who reported higher levels of pressure tactics by parents reported more negative affect and behavioral resistance. Perceived parental warmth moderated the influence of persuasion tactics, but not pressure tactics. For adolescents with low parental warmth, high levels of persuasion were associated with more negative emotional and behavioral responses; persuasion had the opposite associations for adolescents with high parental warmth. These results suggest that parental warmth plays an important role in how older adolescents respond to parents' persuasion tactics. However, when parents use more forceful pressure tactics to influence eating habits, adolescents react negatively regardless of the overall quality of the parent-adolescent relationship.

Previous findings have shown both beneficial and adverse effects of parents' attempts to influence adolescents' eating habits. The current study examined the differential effect of parents' persuasion (e.g., encouragement, giving information) and pressure tactics (e.g., guilt induction, ridicule) and the moderating influence of parental warmth on older adolescents' emotional and behavioral responses. An ethnically diverse sample of 336 older adolescents (M age = 18.6; SD = 1.1; 58.0% female) were surveyed. Adolescents who reported higher levels of pressure tactics by parents reported more negative affect and behavioral resistance. Perceived parental warmth moderated the influence of persuasion tactics, but not pressure tactics. For adolescents with low parental warmth, high levels of persuasion were associated with more negative emotional and behavioral responses; persuasion had the opposite associations for adolescents with high parental warmth. These results suggest that parental warmth plays an important role in how older adolescents respond to parents' persuasion tactics. However, when parents use more forceful pressure tactics to influence eating habits, adolescents react negatively regardless of the overall quality of the parent-adolescent relationship.

Negative body image and eating behavior disorder are serious nutritional issues that should be duly addressed during adolescence to prevent future adverse adult health outcomes. This study aimed to determine the contribution of biological (age, body, mass index, ethnicity, and puberty development), psychological (self-esteem, depressive symptoms) and sociocultural factors (gender-role types, parental influence, peer influence, media influence, social comparison, and thin-ideal internalization) in predicting negative body image between the predictors and eating behavior disorder. Also, the meditational effects of body image and eating behavior disorder were determined for developing a comprehensive multifaceted model of the etiology of eating behavior disorder in adolescent girls. Data for the study were collected from 407 female secondary school students in the Kuantan district, Pahang by using a set of standardized self0administered questionnaire that comprised 11 section, including socio-demographic background, food consumption habits, eating behaviors, body image, sociocultural influences (parents, peers and media), pubertal development, self-esteem, depressive symptoms, types of gender role, thin-ideal internalization, and social comparison. Indeed, two of the instruments in the questionnaire – Multidimensional Body Image Scale (MBIS) and sociocultural Influences on Body Image Scale(SIBIS) were developed to determine the various dimensions of body image and sociocultural influences (parent, peer and media) on body image respectively. Results of factor analysis for the two instrument showed that the MBIS comprised seven dimensions, and the SIBIS consisted of 5-dimension of parental influence subscale, 4- dimension of peer influences subscale, and 3-dimension of media influence subscale. Three models were developed to determine the contributions of the biopsychosocial predictors on i) negative body image, ii) eating behavior disorder (without body image), and iii)

Negative body image and eating behavior disorder are serious nutritional issues that should be duly addressed during adolescence to prevent future adverse adult health outcomes. This study aimed to determine the contribution of biological (age, body, mass index, ethnicity, and puberty development), psychological (self-esteem, depressive symptoms) and sociocultural factors (gender-role types, parental influence, peer influence, media influence, social comparison, and thin-ideal internalization) in predicting negative body image between the predictors and eating behavior disorder. Also, the meditational effects of body image and eating behavior disorder were determined for developing a comprehensive multifaceted model of the etiology of eating behavior disorder in adolescent girls. Data for the study were collected from 407 female secondary school students in the Kuantan district, Pahang by using a set of standardized self0administered questionnaire that comprised 11 section, including socio-demographic background, food consumption habits, eating behaviors, body image, sociocultural influences (parents, peers and media), pubertal development, self-esteem, depressive symptoms, types of gender role, thin-ideal internalization, and social comparison. Indeed, two of the instruments in the questionnaire – Multidimensional Body Image Scale (MBIS) and sociocultural Influences on Body Image Scale(SIBIS) were developed to determine the various dimensions of body image and sociocultural influences (parent, peer and media) on body image respectively. Results of factor analysis for the two instrument showed that the MBIS comprised seven dimensions, and the SIBIS consisted of 5-dimension of parental influence subscale, 4- dimension of peer influences subscale, and 3-dimension of media influence subscale. Three models were developed to determine the contributions of the biopsychosocial predictors on i) negative body image, ii) eating behavior disorder (without body image), and iii)

by Wan Cheuk Wing., Thesis (M.Phil.)--Chinese University of Hong Kong, 2002., Includes bibliographical references (leaves p. 166-183)., s in English and Chinese., Acknowledgements --- p.i, p.ii-iii, (Chinese Version) --- p.iv, Table of Contents --- p.v-xi, List of Figures --- p.xii, List of Tables --- p.xiii-xxiii, List of Abbreviations --- p.xxiiv, Chapter CHAPTER ONE: --- INTRODUCTION, Chapter 1.1 --- "Socioeconomic, dietary and epidemiological transformation" --- p.1, Chapter 1.1.1 --- Low breastfeeding rate --- p.3, Chapter 1.1.2 --- Breakfast skipping --- p.6, Chapter 1.1.3 --- Popularity of eating out --- p.8, Chapter 1.1.4 --- Lack of school lunch surveillance or policy --- p.10, Chapter 1.1.5 --- Frequent unhealthy snack consumption --- p.11, Chapter 1.1.6 --- Physical inactivity --- p.12, Chapter 1.2 --- "Childhood and Adolescent obesity determinants, trends and consequences" --- p.13, Chapter 1.3 --- "Physiological, psychosocial and economic determinants of childhood and adolescent obesity" --- p.16, Chapter 1.4 --- Adolescence - Critical period of habit development --- p.17, Chapter 1.4.1 --- "Factors affecting eating and physical activity patterns: peers, television and the school environment" --- p.18, Chapter 1.5 --- The education system in Hong Kong and United States --- p.20, Chapter 1.5.1 --- Principles of effective nutrition curriculum development --- p.23, Chapter 1.6 --- Study Design and Theoretical Approach of study --- p.23, Chapter CHAPTER TWO: --- METHODOLOGY, Chapter 2.1 --- Target Population Determination --- p.28, Chapter 2.2 --- Recruitment & Geographical Distribution of Schools --- p.28, Chapter 2.2.1 --- Familiarization with School Background --- p.30, Chapter 2.3 --- Focus groups --- p.31, Chapter 2.4 --- "Questionnaire Development, Instrument Design and Pre-testing" --- p.32, Chapter 2.4.1 --- Questionnaire Development --- p.32, Chapter 2.4.2 --- Socio-demographic --- p.33, Chapter 2.4.3 --- Breastfeeding --- p.33, Chapter 2.4.4 --- "Dietary - Healthy Diet Pyramid, Healthy Breakfast, Healthy Lunch, Healthy Snack, Healthy Eating Out" --- p.33, Chapter 2.4.5 --- Physical Activity --- p.34, Chapter 2.4.6 --- Pretesting --- p.35, Chapter 2.4.7 --- Sampling Method --- p.35, Chapter 2.4.8 --- Student Helpers Training --- p.36, Chapter 2.4.9 --- Data Collection --- p.37, Chapter 2.4.10 --- Fun-In-Seven Logo --- p.37, Chapter 2.5 --- Intervention Program --- p.38, Chapter 2.5.1 --- Planning the Intervention Programs - Health Committee Establishment --- p.38, Chapter 2.5.2 --- "Intervention Activities, Curriculum Design and Implementation" --- p.39, Chapter 2.6 --- Evaluations --- p.45, Chapter 2.6.1 --- Process Evaluation --- p.45, Chapter 2.6.2 --- Outcome Evaluation --- p.45, Chapter 2.7 --- Data Management --- p.46, Chapter 2.7.1 --- Data Processing --- p.46, Chapter 2.7.2 --- Statistics --- p.46, Chapter 2.7.3 --- Data Analysis --- p.47, Chapter CHAPTER THREE: --- RESULTS, Chapter 3.1 --- Participation rate of the study --- p.52, Chapter 3.2 --- Pre-intervention survey results --- p.52, Chapter 3.2.1 --- General sociodemographic characteristics of students --- p.52, Chapter 3.2.2 --- Self-evaluated nutrition scores --- p.53, Chapter 3.2.3 --- Breastfeeding --- p.55, Chapter 3.2.4 --- Healthy Diet Pyramid --- p.61, Chapter 3.2.5 --- Healthy breakfast awareness and practices --- p.64, Chapter 3.2.6 --- "Eating out knowledge, attitudes and practices" --- p.68, Chapter 3.2.7 --- Healthy Lunch --- p.73, Chapter 3.2.8 --- Snack patterns --- p.77, Chapter 3.2.9 --- Physical Activity --- p.81, Chapter 3.2.10 --- Summary Profile of the Secondary Students in the Pre-intervention Survey --- p.92, Chapter 3.3 --- Outcome evaluation --- p.95, Chapter 3.4 --- Post-intervention Survey --- p.95, Chapter 3.4.1 --- General sociodemographic characteristics of students --- p.95, Chapter 3.4.2 --- Changes in self-rated nutrition knowledge --- p.96, Chapter 3.4.3 --- Intervention effects on of breastfeeding knowledge and attitudes --- p.97, Chapter 3.4.4 --- Healthy Diet Pyramid and healthy eating awareness --- p.104, Chapter 3.4.5 --- Breakfast --- p.109, Chapter 3.4.6 --- Eating Out --- p.113, Chapter 3.4.7 --- Lunch --- p.117, Chapter 3.4.8 --- Snacking --- p.121, Chapter 3.4.9 --- Physical Activity --- p.128, Chapter 3.4.10 --- "Changes in students' knowledge, attitude, and behavior after the intervention programme" --- p.140, Chapter 3.5 --- Summary Profile of the Secondary Students in the Post-intervention Survey --- p.145, Chapter CHAPTER FOUR: --- DISCUSSION, Chapter 4.1 --- Impacts of Fun-in-Seven programmes --- p.150, Chapter 4.1.1 --- Breastfeeding --- p.150, Chapter 4.1.2 --- Healthy Diet Pyramid --- p.151, Chapter 4.1.3 --- Healthy Breakfast --- p.152, Chapter 4.1.4 --- Lunch --- p.153, Chapter 4.1.5 --- Snacking --- p.155, Chapter 4.1.6 --- Physical Activity --- p.156, Chapter 4.2 --- Strengths of the intervention programme --- p.157, Chapter 4.3 --- Limitations and problems encountered --- p.159, Chapter 4.4 --- Recommendations for further improvement --- p.161, Chapter CHAPTER FIVE: --- CONCLUSION --- p.165, References --- p.166-180, Appendices, Chapter A --- Questionnaire for Teacher/Principal (English version) --- p.181-183, Chapter B --- Secondary School Background Information (English version) --- p.184-195, Chapter CI --- Questionnaire (Chinese version) --- p.196-209, Chapter CII --- Questionnaire (English version) --- p.210-224, Chapter D --- Pamphlets for seven themes (Chinese and English versions) --- p.225-257, Chapter E --- Worksheets & Certificates (Chinese and English versions) --- p.258-283, Chapter F --- Activities photos (English version) --- p.284-288, Chapter G --- Summary of materials and activities of each theme in Fun-in-Seven (Chinese version) --- p.289, Chapter HI --- Breastfeeding and Physical Activity Process Evaluation Questionnaire (Chinese version) --- p.290-291, Chapter HII --- Breastfeeding and Healthy Diet Pyramid Process Evaluation Questionnaire (English version) --- p.292-294, Chapter JI --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (Chinese version) - School 1" --- p.295-299, Chapter JII --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (English version)" --- p.300-305, Chapter KI --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (Chinese version) - School 2" --- p.306-309, Chapter KII --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (English version) ´ؤ School 2" --- p.310-313, Chapter LI --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (Chinese version) ´ؤ School 3" --- p.314-317, Chapter LII --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (English version) ´ؤ School 3" --- p.318-322, Chapter MI --- Teacher's Outcome Evaluation Form (Chinese version) ´ؤ School --- p.323-324, Chapter MII --- Teacher's Outcome Evaluation Form (English version) 一 School --- p.325-327, Chapter NI --- Teacher's Outcome Evaluation Form (Chinese version) ´ؤ School --- p.328-329, Chapter NII --- Teacher's Outcome Evaluation Form (English version) - School --- p.330-332, Chapter PI --- Teacher's Outcome Evaluation Form (Chinese version) - School --- p.333-334, Chapter PII --- Teacher's Outcome Evaluation Form (English version) 一 School --- p.335-337, Chapter QI --- Health Ambassador's Outcome Evaluation Form (Chinese version) --- p.338-339, Chapter QII --- Health Ambassador's Outcome Evaluation Form (English version) --- p.340-341, http://library.cuhk.edu.hk/record=b5896019, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

by Wu Yee Man., Questionnaires in Chinese and English., Thesis (M.Phil.)--Chinese University of Hong Kong, 1997., Includes bibliographical references (leaves 135-141)., Acknowledgments --- p.i, p.ii, Table of contents --- p.iv, List of figures --- p.viii, List of tables --- p.ix, List of abbreviations --- p.xiii, Chapter Chapter One --- Introduction --- p.1, Chapter Chapter Two --- Background and strategy development --- p.3, Chapter 2.1 --- Conceptual framework of food consumption behaviour --- p.3, Chapter 2.2 --- What we know about the diet and health of Hong Kong adolescents --- p.5, Chapter 2.3 --- Community care and nutrition education in Hong Kong --- p.13, Chapter 2.4 --- Lessons from nutrition education research and programmes in other nations --- p.18, Chapter 2.5 --- Conclusion --- p.22, Chapter Chapter Three --- Methodology --- p.23, Chapter 3.1 --- Subject selection --- p.23, Chapter 3.2 --- Theoretical approach and study design --- p.23, Chapter 3.3 --- Baseline survey --- p.26, Chapter 3.3.1 --- Focus groups --- p.26, Chapter 3.3.2 --- Survey instrument --- p.28, Chapter 3.3.3 --- J Survey implementation: school selection and data collection --- p.29, Chapter 3.4 --- Intervention programme --- p.31, Chapter 3.4.1 --- Intervention design --- p.31, Chapter 3.4.2 --- Intervention activities and their characteristics --- p.33, Chapter 3.4.2.1 --- Activities and schedule --- p.33, Chapter 3.4.2.2 --- Key characteristics --- p.34, Chapter 3.5 --- Evaluation survey --- p.36, Chapter 3.6 --- Data management and analysis methods --- p.37, Chapter 3.6.1 --- Focus groups --- p.37, Chapter 3.6.2 --- Baseline survey --- p.37, Chapter 3.6.3 --- Intervention programme process evaluation --- p.38, Chapter 3.6.4 --- Evaluation surveys --- p.38, Chapter Chapter Four --- Results --- p.40, Chapter 4.1 --- Focus groups --- p.40, Chapter 4.1.1 --- General results --- p.40, Chapter 4.1.2 --- Eating and drinking patterns --- p.42, Chapter 4.1.3 --- Food knowledge and health awareness --- p.45, Chapter 4.1.4 --- Food and nutrition promotion in school --- p.48, Chapter 4.1.5 --- Miscellaneous results --- p.50, Chapter 4.2 --- Baseline survey --- p.51, Chapter 4.2.1 --- General subject description --- p.51, Chapter 4.2.2 --- Eating and drinking patterns --- p.51, Chapter 4.2.3 --- Food and nutrition knowledge --- p.58, Chapter 4.2.4 --- Healthy weight maintenance --- p.63, Chapter 4.2.5 --- Food and nutrition education --- p.67, Chapter 4.2.6 --- Implications --- p.70, Chapter 4.2.7 --- Brief summary --- p.70, Chapter 4.3 --- Intervention programme process evaluation --- p.73, Chapter 4.4 --- Student outcome evaluation --- p.76, Chapter 4.4.1 --- General subject description --- p.76, Chapter 4.4.2 --- Changes in eating and other health-related habits --- p.77, Chapter 4.4.2.1 --- Breakfast habits --- p.77, Chapter 4.4.2.2 --- Lunch habits --- p.81, Chapter 4.4.2.3 --- Dinner habits --- p.87, Chapter 4.4.2.4 --- Snack habits --- p.87, Chapter 4.4.2.5 --- Other health-related habits --- p.90, Chapter 4.4.3 --- Changes in food and nutrition knowledge --- p.93, Chapter 4.4.4 --- Changes in food and nutrition attitude --- p.97, Chapter 4.4.5 --- Education group student evaluation of the intervention programme --- p.102, Chapter 4.4.6 --- Brief summary of student evaluation survey --- p.105, Chapter 4.5 --- Intervention programme evaluation by the school principals and teachers --- p.110, Chapter Chapter Five --- Discussion --- p.114, Chapter Chapter Six --- Conclusions --- p.132, References --- p.135, Appendices, Chapter A --- Focus group discussion question guides --- p.A1, Chapter B --- Baseline questionnaire --- p.A7, Chapter C --- Weekly programme evaluation forms, School 1 --- p.A33, School 2 --- p.A43, Chapter D --- Intervention activity schedules, School 1 --- p.A53, School 2 --- p.A63, Chapter E --- Materials for intervention programme activities, Chapter (1) --- Body weight measurement & evaluation --- p.A73, Chapter (2) --- Demonstration of BMI calculation --- p.A79, Chapter (3) --- 'Fitness & health' self assessment test --- p.A85, Chapter (4) --- 'Healthy eating' self assessment test --- p.A89, Chapter (5) --- Tongue Twister --- p.A93, Chapter (6) --- "Cross-word puzzles (junior, intermediate & senior levels)" --- p.A94, Chapter (7) --- Story telling quiz --- p.A97, Chapter (8) --- Lunch time games --- p.A99, Chapter (9) --- Healthy foods in the school tuck shop --- p.A100, Chapter (10) --- Short drama --- p.A101, Chapter (11) --- Dr. Fit mailbox --- p.A102, Chapter (12) --- Talk by a dietitian --- p.A112, Chapter (13) --- "Inter-class nutrition quiz (junior, intermediate & senior levels)" --- p.A113, Chapter (14) --- Inter-class bulletin board design contest --- p.A134, Chapter (15) --- Leaflets --- p.A138, Chapter (16) --- Pamphlet --- p.A141, Chapter (17) --- Bulletin board exhibition --- p.A144, Chapter (18) --- Magnet --- p.A145, Chapter F --- Evaluation questionnaire (additional section) for students --- p.A146, Chapter G --- Evaluation questionnaire for school principals and teachers, School 1 --- p.A151, School 2 --- p.A155, Chapter H --- Baseline survey result data from students --- p.A159, Chapter I --- Evaluation survey result data from students --- p.A190, Chapter J --- Evaluation survey result data from school principals and teachers --- p.A251, http://library.cuhk.edu.hk/record=b5889220, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)