Incorporating Mindful Eating Education into a Culinary Nutrition Program for Adolescents in an Urban Food Desert
| dc.contributor.author | McClain, Elizabeth | en |
| dc.contributor.committeechair | Volpe, Stella | en |
| dc.contributor.committeemember | Myers, Emily | en |
| dc.contributor.committeemember | LaFalce, Amy | en |
| dc.contributor.committeemember | Garcia, Travertine | en |
| dc.contributor.department | Human Nutrition, Foods, and Exercise | en |
| dc.date.accessioned | 2024-08-08T22:09:17Z | en |
| dc.date.available | 2024-08-08T22:09:17Z | en |
| dc.date.issued | 2024-08-08 | en |
| dc.description.abstract | Culinary nutrition programs can shape children’s long-term eating behaviors. Mindful eating has also been an effective tool for nutritional behavior change in youth and adults by encouraging awareness of food choices, sensory experiences, and internal hunger cues. However, there is limited research on incorporating structured mindful eating education in youth culinary education programming. This study examined the development, implementation, and evaluation of a five-lesson mindful eating-focused curriculum at an after-school cooking program using an exploratory, sequential, mixed-methods design. Short-term outcomes were evaluated using baseline and post-intervention surveys, class recordings, and real-time feedback on mindful eating principles: sensory awareness, understanding the food system, and recognizing environmental distractions. The baseline and post-intervention surveys showed a 9.9% increase in willingness to try new vegetables, 12.3% increase in students' mindful attention, and a 1.8% increase in approach and persistence. Results from the midway survey showed 70% of students reported changes in their food choices. Qualitative results from the midway survey displayed the practical application of Kolb’s Experiential Learning Cycle by identifying mindful eating techniques outside of the classroom seven students reported identifying food sources, six used their senses, three limited distractions, and seven practiced awareness of hunger and fullness levels. In conclusion, incorporating mindful eating into cooking curricula is feasible and can positively influence students' awareness and application of healthy eating habits. The implications suggest educational programs incorporating mindful eating techniques can be beneficial in promoting nutrition education and helping students optimize their food choices, potentially addressing aspects of food insecurity. Future research should examine the long-term effects of mindful eating education and explore diverse teaching methods to enhance its effectiveness. Developing more sophisticated surveys and assessment tools will also be crucial for accurately measuring short-term outcomes and student learning objectives. | en |
| dc.description.degree | MALS | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | https://hdl.handle.net/10919/120893 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | CC0 1.0 Universal | en |
| dc.rights.uri | http://creativecommons.org/publicdomain/zero/1.0/ | en |
| dc.subject | Adolescents | en |
| dc.subject | Children | en |
| dc.subject | Cooking Curriculum | en |
| dc.subject | Food Insecurity | en |
| dc.subject | Mindful Eating | en |
| dc.subject | Mindfulness | en |
| dc.title | Incorporating Mindful Eating Education into a Culinary Nutrition Program for Adolescents in an Urban Food Desert | en |
| dc.type | Master's project | en |
| dc.type.dcmitype | Text | en |
| thesis.degree.discipline | Applied Nutrition and Physical Activity | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | masters | en |
| thesis.degree.name | Master of Agricultural and Life Sciences | en |