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