1. Kelly Burdett, MS Department of Health, Nutrition, and Exercise Sciences

2. We’ll Cover… Why Native American (NA) child nutrition is important How to reach NA children with health messages Cooking camps and their effects on NA children and their families A look at activities and story-telling (interactive) Keys to success in lessons and camp Helpful tips and reminders Results, Discussion, Recommendations, and Conclusion

4. Why does Native American child nutrition matter? Native American youth are at 2x the risk for obesity as compared to youth from all other races 1. Diabetes rate in Sioux County is ~12% 2 Households with <$15k/year are at 2x the risk. Diabetes Among Native Americans. Ellen Howard, Michigan State University. 12 July 2013. These materials are included under the fair use exemption and are restricted from further use.

5. Reaching Native Children with Nutrition & Health Messages Children are more likely to try fruits and vegetables and other new foods if they help in food preparation 3.

6. Cooking Camps: Design and Implementation Our Goals Begin with the end in mind—Increase knowledge of MyPlate Increase willingness to try new foods Increase food and kitchen safety knowledge and behaviors

7. Our participants Total of 40 children Numbers varied from day to day, camp to camp Average of about 7 participants per day Max 14 participants 7-13 years old Residents of a rural, Native American reservation

8. Cooking Camps 4 days 6 hours per day 2 snacks and 1 meal 2-3 lessons per day LOTS of hands-on activities! Physical activity breaks/energizers

10. Activity time! Gender/AgeGrainVegetablesFruitDairyProtein Women/19-306 ounces2.5 cups2 cups3 cups5.5 ounces women/31-506 ounces2.5 cups1.5 cups3 cups5 ounces women/51+5 ounces2 cups1.5 cups3 cups5 ounces Men/19-308 ounces3 cups2 cups3 cups6.5 ounces men/31-507 ounces3 cups2 cups3 cups6 ounces men/51+6 ounces2.5 cups2 cups3 cups5.5 ounces *For individuals who get less than 30 minutes per day of moderate physical activity, beyond normal daily activities. Those who are more physically active may be able to consume more while staying within calorie needs

12. Camp lessons Food Safety/Kitchen Safety MyPlate/Balancing a Plate Label Reading/Preparing Snacks and Meals Get Started Gardening Food Preservation Eating Right While Eating Out Eating on the Run Farm to Plate/Traditional Food Systems

13. Keys to a Successful Lesson Engage the children’s interests Involve the children in hands-on activities The more the kids do, the more they learn Keep it short, simple, to the point Be flexible Get feedback

14. Keys to a happy camp Plan Make it fun Don’t assume Do demonstrate Keep it fair Involve the family Age-appropriate

15. Cook, Chill or Toss: The difference a story makes

16. Keeping it interesting Vary activities Try something new Don’t get discouraged Listen Evaluate and Re-evaluate

17. Something to Remember Kids may not be aware of their physical activities and eating habits You may see a decrease in desired behavior

18. Results Children increased reported consumption of fruits (78% to 90% most days or every day) and vegetables (43% to 90% most days or every day) Improved knowledge of gardening Parents reported their child continuing to consume more fruits and vegetables 2 months after camp Parents reported their children were more adventurous eaters as a result of camp

19. Knowledge Changes # Different children chose to attend camp each day. The different sample sizes indicate the number of students present for the pre- and post- test. Post-tests were given after the lesson was taught, or the day after if time was short. * significant at an α = 0.05, p ≤ 0.0500

20. Qualitative Results

23. Discussion Participant’s knowledge scores increased with a short camp Longer camps could lead to greater knowledge gains and behavior change Follow-up should include both participants and their families A combination of extra-curricular activities for schools and summer programming may lead to long-term behavior change

24. Recommendations for similar camps Have LOTS and LOTS of activities! Divide age groups to allow more tailored education at the student’s ability level Show students how information applies to their everyday lives Establish a system of matching surveys to children (codes, stickers, etc.) if you want to compare their pre- tests to their post-tests Parent suggestion: Draw names to decide who helps with what

25. Kids have more opportunities to help with more recipes More opportunities to help leads to greater knowledge and self-efficacy gains Get the kids outside whenever possible…especially to experience agriculture and nature Modify surveys to ask questions that apply most to kids’ lives, keep the surveys short Keep it simple, keep it fun

26. The Future of Cooking Camps Cooking camp curriculum is being finalized More camps held on rural reservations Future camps will examine year-to-year carryover effects from previous years’ students. Children will grow up and could make changes in their environment

27. In a Nutshell Shorter lessons are easier for children to remember and apply Keep your audience’s cultural history in mind when developing lessons Be flexible; remember they are kids Keep the lessons short, simple, and fun

28. Conclusion Four day cooking camps improved food safety and nutrition knowledge in Native American youth

29. Acknowledgements Team members: Mary Jean Hunter, Nutrition Education Assistant, camp coordinator Dr. Julie Garden-Robinson, Ph.D., R.D., L.R.D., Food and Nutrition Specialist, advisor Kimberly Beauchamp, M.S., Grant Coordinator Dr. Robert Maddock, Ph.D., Associate Professor, Grant Project Director, committee member Dr. Beth Salafia, Ph.D., Associate Professor, committee member Rebecca West, M.L.A., Graduate Assistant Dr. Ardith Brunt, Ph.D., R.D., committee member

30. The project is supported by the USDA-NIFA under grant number: 2011-68004-30052. Project Partnership: The Standing Rock Sioux Tribal Community, Sitting Bull College, North Dakota State University, South Dakota State University, and the USDA Agricultural Resource Service.

31. References 1. LaDuke W., Brown F., Kennedy N., Reed T., Warner L.,, & Keller A. (2012). Sustainable Tribal Economies. In H. t. Earth (Ed.), (pp. 19-59). Minneapolis, MN: Honor the Earth. 2. Health. (2013). Retrieved from http://www.ndcompass.org/health/key- measures.php?km=obesity#0-7268-g 3. Hersch D., Perdue L., Ambroz T.,, & Boucher JL. (2014). The impact of cooking classes on food-related preferences, attitudes, and behaviors of school-aged children: A systematic review of the evidence, 2003-2014. Preventing Chronic Disease Public Health Research, Practice, and Policy 11(193), 1-10.

33. Questions?