25 years of catch with dr. steve kelder and peter cribb · pdf file · 2014-01-2125...
TRANSCRIPT
We are an international leader in conducting research and providing programs that promote healthy living for children, their families and communities. Our work fosters improved health behaviors among youth, influences policy and environmental change to support healthy living, and advances professional education and community service. Our vision: Healthy children in a healthy world
About our Center
www.msdcenter.org
Coordinated Approach To Child Health (CATCH)
Classroom Curriculum
Food Service
Physical Education
Family
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! Russell V. Luepker, MD Cheryl L. Perry, PhD University of Minnesota Minneapolis
Philip R. Nader, MD University of California San Diego
Guy S. Parcel, PhD University of Texas Health Science Center Houston
Larry S. Webber, PhD Tulane University School of Public Health and Tropical Medicine New Orleans
CATCH Main Trial Sites
• Reduced total fat and saturated fat content of school lunches
• Increased MVPA during P.E. classes • Improved students’ self-reported eating
and physical activity behaviors • Effects persisted over three years without
continued intervention • Reduced prevalence of obesity in El Paso trial
CATCH Main Trial, 1996 Results and Major Outcomes
Luepker R, et al (1996). JAMA, 275(10), 768-76. Nader P, et al (1999). Arch Pediatr Adolesc Med, 153(7), 695-704. Coleman et al (2005). Arch Peciatric Adolesc Med, 159, 217-224.
Diffusion of Innovation Good ideas do not sell themselves! Everett Rogers, The Diffusion of Innovations, 1995 “Understanding, evaluation, acceptance, social/economic/political constraints, adaptation to specific situations, time, money, and the expertise of change agents all influence the adoption of an innovation.”
Characteristics of Innovations
• Relative advantage: degree innovation is perceived as better than the idea it supersedes
• Compatibility: degree innovation is consistent with existing values, past experiences, and needs of potential adopters
• Complexity: degree innovation is perceived as difficult to understand and use.
• Trialability: degree innovation may be experimented with on a limited basis
• Observeability: degree results of an innovation are visible to others
Institutionalization ♦ Continued implementation ♦ Continued training ♦ Policy
Implementation ♦ Training; in-person & web ♦ Fidelity; continuing education ♦ Champion; Coordination Kit Adoption
♦ Decision to use ♦ Commitment to implement ♦ Teacher/admin support Dissemination
♦ Knowledge ♦ Awareness ♦ Readiness to adopt
Diffusion of Innovation
TDH Dissemination 1998-2006 2200+ schools
RWJ Policy 2005-2008 150 schools Harris County 2005-2007 430 schools
Dell CATCH 2006-2010 97 schools
Dell CATCH MS 2009-2012 700 schools
CATCH Florida 2010-2011 600 schools
CKC New Jersey 2009-2012 400 YMCA programs
CATCH Tx RGK 2011-2013 300 schools
CATCH Dallas RGK 2011-2013 35 schools
CATCH Early Childhood 2012+ 200 JCC
CKC Canada 2007+ 350 YMCA sites
CATCH Health Habits/OASIS 2011+ 18 US cities
Dissemination examples
• Identifying opinion leaders and change agents • State Board of Education support • Policy requirements; Texas Education Code • Foundation/community support • Training, professional development, coordination
toolkit • Personal visits/calls; On-line materials • Partnering with state & local organizations • Conference presentations; shoe leather • Re-invention • Media and recognition
Diffusion: What Worked?
Because of High Rates of Child Obesity, CATCH was Translated into Policy
Source: Hoelscher et al., 2009; Hoelscher et al., 2004; Kelder et al., 2009; Barroso et al., 2009; Hoelscher et al., 2011
• Senator Jane Nelson – SB 19 (2001) modeled after CATCH in action – Sought input from SPAN and CATCH policy
research – Continued to support and strengthen
coordinated school health policies • Texas Comptroller Susan Combs
– As commissioner for the Texas Department of Agriculture, Combs initiated a standard series of foods served at schools
– 2007, Combs provided funding for implementation of SB 42 in low-income middle schools to purchase PE and nutrition materials and equipment
Campus Team – Program
Champion
Physical Education
Nutrition Services
Classroom Education
Family Education
After School
Activity Breaks
CATCH Model for Implementation – an example
• 53% – Number of Texas districts with
elementary schools trained in CATCH • 46%
– Number of Texas districts with middle schools trained in CATCH
• 1 Million – CATCH reach to Texas students
• 25 – Number of years since initial CATCH trial
• 15,000 – Estimated number of CATCH trained
schools
CATCH by the Numbers
Determinants of CATCH Implementation Success " Administrative support
– State Agencies (Education, Agriculture, Health) – School District Administration (PE, Nutrition, Health Education) – School Campus (Principal, Asst Principal, Teachers)
" On-site CATCH Champion – Attendance at training – CATCH Team: Physical Education, Nurse, School Food Service,
Classroom teacher, Counselor – Recognition across the board
" Parent Teacher Association; Parent Teacher Organization " Neighborhood and larger community support " Policy support
What's associated with better outcomes in CATCH schools?
• Environment – number of CATCH meetings, – CATCH committee activity rating, – whether school participated in
weekday themed events, – whether participated in 1 or more of 5
named CATCH activities, – participated in CATCH kick-off week, – number of WOW days (teacher-led
physical activity), – number of morning announcements
in the last month, and – extent to which CATCH activities are
coordinated with staff).
• Classroom activities – teacher attended CATCH training, – number of CATCH lessons taught, – number of health lessons taught, – whether teacher coordinated classroom
activities to align with CATCH, and – student report of CATCH lessons.
• Parent communication – level of parent communication, and – whether CATCH materials were sent
home. • Cafeteria
– extent to which good meal practices were followed, and
– promotion activities for healthy foods.
• Campus guide to CATCH implementation – focuses efforts on common initiatives throughout the school year.
• Designed to coordinate health messages and activities across the component areas.
CATCH Coordination Toolkit
• Provides resources that support campus wide implementation.
• Support the Coordinated School Health/CATCH Team
• Model healthy behaviors • It takes EVERYONE working together!
Let’s Make the Healthy Choice Easy!
• What part did each of you play during the early days of catch?
• Who were the main investigators from each site?
• Did you know, or think that this was going to be a special program?
• Did you think it would still be going strong after 25 years?
• What did you decide to do after the early research project was over?
Your questions – The early years…
• What makes this program different from others?
• What is the importance of having a proven/evidenced-based program?
• Why has The University of Texas stayed dedicated to CATCH?
• How supportive has the Michael & Susan Dell Center for Healthy Living been?
Your questions – About CATCH
• We have seen “statewide” dissemination of the program now (Florida, SC, Texas) why do you think that is?
• How did CATCH Kids Club (CKC) come along? • What is the importance of CKC now? • How did CEC come along? • Can you tell us about what other organizations
are doing with the program? • How does CATCH work with other organizations/
programs?
Your questions – Years of progress
• What kind of growth do you see for CATCH? • You have a new website and newsletter and this
“group” that works together, tell us about that. • What role will Jared and the Jared foundation
play in disseminating/promoting CATCH? • Do you see a bright future for CATCH? Why?
Your questions – The future of CATCH