A Theory-Driven Mixed-Methods Approach to Understanding Outcomes of a Promising Culinary Skills Afterschool Program

Introduction

Research suggests that prevention programs that focus not only on nutrition knowledge but also on food preparation skills will improve youth nutritional attitudes, skills, and healthy behavior. While research on culinary skills programs is growing, and findings are promising, the literature to date is limited. First, evaluation is rarely theory-driven, framing not only evaluation design but also use of results to inform program improvement. Second, the research tends to rely primarily on pre-post self-report surveys that often fail to demonstrate change in targeted outcomes and sometimes finds counterintuitive results.

In this paper, we describe how ecological systems theory highlights the complexity of youth health-related outcomes and suggests key mediators (e.g., youth attitudes, peer and social norms, family interactions) that furthers research findings. We also describe how these were investigated using qualitative evaluation strategies and findings from a pilot program in Tennessee. 

Methods

The PDC program was implemented within a YMCA afterschool setting serving middle school students who were predominantly economically disadvantaged and minority. Twelve students participated in the 12-lesson program delivered in 6 weeks. One student was bi-racial and the others were African American.  In addition to administering pre-post surveys, we conducted classroom observations of program implementation and youth engagement and end-of-program interviews with 10 students and 7 parents.  We coded the youth and parent interview transcripts for facilitators and barriers to behavior change, focusing on (1) opportunities or barriers outside the program for youth to use new skills, and (2) how the program could be adapted to address nutrition barriers of this particular population.

Results

Observations suggested three primary factors that influence student experiences and learning related to the program: instructional practices used in delivering the content, classroom management, and capacity of volunteer facilitators. The interviews suggested that facilitators of behavior change included youth interest in learning culinary skills and desire to cook for others and parental encouragement in nutrition behaviors, program involvement, and culinary activities. Barriers included access to foods used, parental perceptions of time and resources available to involve youth, and youth perceptions of parental support in such involvement.

Conclusions

Theory-driven, mixed-methods research facilitates understanding not only what works but why, for whom, and under what circumstances. This enables a more nuanced understanding of how these mechanisms can be studies to aid program improvement and tailoring for specific community settings.