Brightwood Community Center: A Methodological Approach to Kids Healthy Eating Experiences

A GUIDE TO + STUDY OF: A METHODOLOGICAL APPROACH TO KIDS HEALTHY EATING EXPERIENCES

2013

Overview

TABLE OF CONTENTS

Research Synthesis Evaluation Implementation Next Steps Tools 1

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Overview

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Previous to this study, in collaboration with Brightwood Community Center, we identified opportunity areas for building relationships with and between the assets available to the youth that attend the after school care program.

In our previous study, we approached research

Through this method, we collected data that we

considering the youth’s perspective. We developed

could synthesize into opportunity areas, which we

methods for creative engagement as facilitation for

expressed through ‘How Might We’ statements.

the kids to share their perspective.

We also gave examples of ideas for solution, and expressed the value in addressing these opportunity

Developing a tool which allowed the kids to

areas.

express themselves creatively communicates to the participants that this is about them and for them.

Stopping our study at identifying the opportunity

The activity was designed to be a fun experience for

areas, left room to explore possible solutions within

the kids, but also as facilitation for convorsation and

each one. Since then, I have focused in on one

learning their point of view. We developed questions

opportunity area in particular to develop a strategic

that led us to an understanding of their assets,

approach for solution. Because the health of an

support systems and point of view within their

individual can reflect in physical, mental, and

context at the community center.

emotional performance, I believe this opportunity area to be worthy of addressing first.

The activity we developed was an exercise in self awareness, by visually expressing who they are, through what they have physically, know mentally, and feel emotionally. Each prompt was designed to symbolize a specific element of life that you experience through your bodily senses.

Listening to how they see themselves and the world around them, gives us insight into what impactful experiences they have, and how their context shapes their perspective.

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Through a process of research and understanding, we were able to identify ‘how might we’ statements that represent each of the opportunity areas.

Once identified, each ‘how might we’ statement should be further studied to develop a strategic approach for solution.

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SYMBOLIZES POSITIVE EXPERIENCES THEY HAVE HAD.

SYMBOLIZES THE TYPES OF FOOD THAT ARE AVAILABLE AND THEIR NUTRITIONAL INTAKE.

SYMBOLIZES THE RELATIONSHIPS THEY CHERISH THE MOST.

SYMBOLIZES SCHOOL EXPERIENCES AND THE RESOURCES AVAILABLE THERE.

SYMBOLIZES EXPERIENCES AT HOME AND THE RESOURCES AVAILABLE THERE.

SYMBOLIZES SELF-AWARENESS, POSSIBLE FUTURE GOALS, AND HOW TIME IS SPENT.

SYMBOLIZES DAILY ROUTINES AND PLACES, THAT HAVE LEFT AN IMPRESSION.

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TO DESIGN A METHOD FOR CREATIVE

WE BEGAN BY TRACING THE PARTICIPANTS BODIES. THIS SETS THE FOUNDATION

PARTICIPAN

ENGAGEMENT WITH ELEMENTARY STUDENTS AT

FOR THE PROJECT AND COMMUNICATES TO THE PARTICIPANTS THAT THIS IS ABOUT

ANSWER TO

THE BRIGHTWOOD COMMUNITY CENTER THAT

THEM AND FOR THEM. WE THEN ASKED THEM A SERIES OF QUESTIONS AND THEY

CUT-OUTS O

WOULD PROVIDE OPPORTUNITY TO UNDERSTAND

WROTE THEIR ANSWERS ON BLANK BODY-PART CUT-OUTS. EACH QUESTION WAS

THEM IN THEIR CURRENT CONTEXT.

DESIGNED TO SYMBOLIZE A SPECIFIC ELEMENT OF LIFE THAT YOU EXPERIENCE THROUGH YOUR BODILY SENSES.

FAMILY / PETS

SCHOOL ACTIVITY

SELF

ACCOMPLISHMENTS

PHYSICAL ACTIVITY

EXTRACURRICULARS

FAST-FOOD

FRESH-FOOD

EASY TO MAKE

SUBSTANCE

HOLIDAY FOOD

NON-ADDICTIVE FOOD

MOM

MALE FIGURES

SIBLINGS

ROLE MODELS

FAITH

TEACHERS

FRIENDS

LEADERS

MATH

READING / WRITING

FRIENDS

EXTRACURRICULARS

FOOD

FACILITY

MEDIA

FAMILY INTERACTION

FOOD

GUIDANCE / HELP

GAMES / TOYS

PHYSICAL ACTIVITY

SCHOOL

INDOOR GAMES

LIFE SKILLS

ART

VARIETY

RESTAURANTS

CONSISTENT SCHEDULE

EVERYDAY EVENTS

SKILL DEVELOPMENT

FAMILY ACTIVITY

EXTRACURRICULARS

HOW MIGHT WE ENCOURAGE HEALTHY, POSITIVE, MEMORABLE MOMENTS?

HOW MIGHT WE FACILITATE HEALTHY EATING & LIFESTYLE HABITS?

HOW MIGHT WE PROVIDE INDIVIDUAL ATTENTION & EMOTIONAL CARE?

HOW MIGHT WE CONNECT EACH STUDENT WITH OPPORTUNITIES FOR EMPOWERMENT?

HOW MIGHT WE ALLOW FOR SELF-RELIANCE TO FLOURISH?

HOW MIGHT WE MAKE THEM AWARE OF, DEVELOP, & NURTURE THEIR TALENTS?

HOW MIGHT WE CREATE FOCUS AMONG INCONSISTENCIES & UNCERTAINTIES?

LONG-TERM ACTIVITIES

PASSION

SUCH AS KEEPING

HOPE

A CUMULATIVE

ASPIRATION

SCRAPBOOK OR

SELF CONFIDENCE

PHOTO ALBUM

DISCUSSING THE

STRESS REDUCTION

GOODS AND BADS ON

CONFIDENCE

THE DINNER PLATES

HEALTHY FUTURE

BEFORE EATING.

CONSISTENT ENERGY

VOLUNTEERING IN

SECURITY

THE IMMEDIATE

TRUST BUILDING

NEIGHBORHOOD

SELF VALIDATION

TOGETHER.

DISMANTLING FEAR

HAVING A COMMUNAL

COURAGE

CHALK-BOARD WHERE

STRENGTH

ACCOMPLISHMENTS CAN

RESOURCEFULNESS

BE DOCUMENTED.

ORGANIZATION

TEACHING SELF-

RESPONSIBILITY

DEFENSE, CONFLICT

INTEGRITY

RESOLUTION, OR OTHER

TIME-MANAGEMENT

SURVIVAL SKILLS.

COOPERATION

MENTORS COULD

MOTIVATION

PROVIDE A WEEKLY

GOAL-SETTING

“CHALLENGE” AND

PERSEVERANCE

ENCOURAGE THE

ACHIEVEMENT

STUDENTS’ EFFORTS.

RECORD YOUR

CULTURAL PRIDE

“HIGHS” AND “LOWS”

SENSE OF BELONGING

OF THE DAY ON A

DISCIPLINE

POSTED CALENDER.

DECISION MAKING

NTS WILL DRAW OR WRITE THE

IN ORDER TO UNDERSTAND THE

THE THEMES WE FIND, REVEAL TO

WE WILL EXPRESS THESE AREAS

THESE EXAMPLES DO NOT

THE BENEFIT OF ADDRESSING

O THE QUESTION ASKED ON BLANK

YOUTH AS A WHOLE, WE WILL

US THE AREAS OF OPPORTUNITY.

OF OPPORTUNITY THROUGH

REPRESENT SUGGESTIONS

EACH OPPORTUNITY AREA

OF THE DIFFERENT BODY PARTS.

GROUP THE INFORMATION WE

KNOWING WHAT THE KIDS HAVE

“HOW MIGHT WE” STATEMENTS

BUT INSTEAD PROVIDE A MORE

CAPTURED IN THE “HOW

GATHERED IN ORDER TO SEE

GIVES US THE CHANCE TO

WHICH WILL BE LEFT OPEN

CONCRETE UNDERSTANDING OF

MIGHT WE” STATEMENT IS

SIMILARITIES AND DIFFERENCES.

EMPOWER THEIR VOICES.

ENDED TO ALLOW ROOM FOR

THE MEANING BEHIND EACH

LISTED HERE.

CREATIVE PROBLEM SOLVING.

“HOW MIGHT WE” STATEMENT.

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Research

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Collecting Data:

With our data of the kids perspective from previous engagement, my focus was on learning the staff perspective, because they represent the perspective that is responsible for implementing a solution. Having multiple perspectives that surround the topic is important in truly understanding, and developing relevant and meaningful solutions. In order to understand the staffs perspective, I met with Khala Granville, Executive Director of Brightwood Community Center. She represents the staff, but also has a critical perspective as the main coordinator for planning meals.

To be able to serve dinner to the youth, Brightwood Community Center relies on donations and service from local United Methodist groups and organizations. Khala spoke on behalf of the food providers, so that our data from the various perspectives could include their role. Together, we visually expressed the process of operations, in order to understand the steps involved in providing meals for the kids. In addition we wrote out the challenges that occur at each step of planning.

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Synthesis

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Two main areas for opportunity became clear through synthesizing the collected data.

Accessibility to resources: • lack of convienient access to fresh produce or nutrient rich foods within Martindale-Brightwood

• lower income households tend to focus on non-perishables and bulk groceries

• cultural cooking styles utilize frying and slow cooking

• reliance on donations within community center context

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Youth empowerment over eating experience: • lack of choices in when, where, or what they eat

• eat only when they are fed • lack of education and information to guide decision making

• inconsistant schedule with caregivers who feed them

• irregular family meals

Sorting Data:

After meeting with Khala, the data from the youth, staff and providers were placed on a journey map, so that all perspectives involved were visible to be compared to one another.

With a deeper understanding of the roles each of the perspectives play in the eating experience, from preparation to clean up, and the problems each of them face, I was able to catagorize the data into a visual structure to reflect my understanding. Initially I saw themes in the data based on the phase of the eating experience which include preparation, service, consumption and clean up. Within those phases, the data could be catagorized by the relationship that the problem occurs within between the kids, food providers, staff, and Khala.

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After identifying the two main problem areas, ‘how might we’ statements lead into solution development.

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“How might we create

“How might we provide a

empowerment over the

methodological approach to

eating experience within a

building resources for kids

given environment?”

healthy eating experience?”

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Evaluation

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Evaluate direction:

Initially, my focus rest on providing empowerment to the kids eating experience within their given environments. I believed this to be the most impactful area to address, as any empowerment or knowledge we could provide within the eating experience at the community center would be easily transferrable for the kids to apply to any given environment the youth eats within. If the kids were impacted to experience eating as a way to care for themselves, and how to make healthy lifestyle decisions, the benefits would carry throughout their future.

Based on my decision to focus on empowering the kids through how they were served at the community center, I facilitated generative ideation sessions with Khala, as well as with my peers. While these ideas would certainly create positive impact for the youth, each required resources.

This, along with further discussion with Khala led me back to addressing accessibility to resources.

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Solution for solution:

Without all of the necessary understanding of the community dynamics and stakeholders involved in making such a transition, creating a solution would not prove meaningful. Although I do not hold the answer, I can provide a solution for solution. Recognizing the complexity of the challenge at hand, I developed tools for participatory engagement, that facilitate a collaborative effort to building resources that can provide healthy eating experiences to the youth of Martindale-Brightwood.

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Implementation

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Involving the kids, the community centers staff and community stakeholders, we can build a network to collaborate toward the design of a healthy community. The tools developed can be used specifically within the Brightwood Community Center, and are also transferable to other community centers that are serving meals. Beyond developing solution for one community center at a time, these tools can be used to facilitate the community centers working together as a whole. The implications of working together as a network could be to develop lasting community relationships, to share resources, and work collaboratively on a continual basis for mutual care and development.

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Next Steps

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Tools 33

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WHERE ARE THE GAPS? INTERACTION

EDUCATION

NUTRITION

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Ashley Bailey May 2013 Herron School of Art + Design 47