Salud Con La Familia (Health with the Family) Curricular Modules Overview
| Session | Theme | Key Messages | 90-Minute Session Activities Outline | ||
|---|---|---|---|---|---|
| 1 | Introduction, Community-building, Medical Home | 1. | Create context (what), compelling rationale (so what), and expectations (now what) for this study. | 1. | Welcome and introduction by facilitator and program team (3 minutes) |
| 2. | Icebreaker, name, place of birth, and why I am here (10 minutes) | ||||
| 3. | Assign participants to small communities (2 minutes) | ||||
| 2. | Participants are informed of study’s organization and outcome measures to be collected from them. | 4. | Themed conversation in small communities: What do I wish to get out of this program? (10 minutes) | ||
| 5. | Small communities sharing with whole group (5 minutes) | ||||
| 6. | Participants receive medical home resource information (20) | ||||
| 3. | Parents learn the importance of identifying a medical home, having 1 consistent clinic or provider group who knows the child and family to maximize health outcomes. | 7. | Parent–child kitchen activity with a healthy food item participants can prepare at home (20) | ||
| 8. | Individual goal setting (10 minutes) | ||||
| 9. | Announcements and good-byes (10 minutes) | ||||
| 2 | Parenting Skills | 1. | Parenting styles around food are often permissive and set no limits. | 1. | Facilitator welcomes participants, facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews previous session’s messages. (10) | ||||
| 2. | Many Latino parents have a cultural perception of “gordito = healthy,” which deserves reconsideration for the health of Latino children in the United States. | 3. | Program coordinator makes a presentation on parenting styles around food, cultural perceptions of “gordito = healthy,” and parenting skills for setting limits with specific positive attention. (20) | ||
| 4. | Participants work in small and whole group activities practicing skills for giving specific positive attention on nutrition and physical activity: stating expectations in advance and catch your child being good. (25) | ||||
| 3. | Encouraging and monitoring the child’s and parent’s own good nutrition and daily physical activity are critical to good parenting. | 5. | Program coordinator facilitates parent–child completing an activity contract with goal setting. (10) | ||
| 4. | Positive parenting skills that are effective and sustainable can be applied for such encouragement and monitoring. | 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (15) | ||
| 3 | Physical Activity Expectations | 1. | There is value in having a recreational home for Latino families, who report more inactivity than other groups. | 1. | Facilitator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | A community center can serve as such a home. | 2. | Facilitator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||
| 3. | Families receive a guided tour and hands-on orientation to the new and accessible state-of-the-art Coleman Community Center and its many uses. | 3. | Program coordinator defines the concept of energy balance, which is balancing the foods they eat and their activity levels (5) | ||
| 4. | Program coordinator and Coleman Community Center staff conduct a guided tour of the recreation center, its staff, and uses. (20) | ||||
| 4. | Free family memberships are provided for the year. | 5. | Participants work in small groups on a treasure hunt activity identifying staff, programs, materials, and uses of the Coleman Community Center for their families and applying parenting skills of stating expectations in advance and catch your child doing good. (15) | ||
| 6. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 7. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (15) | ||||
| 4 | Group Physical Activity | 1. | Families can be active together if they are shown how. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Monitoring and encouraging physical activity is critical to good parenting. | 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||
| 3. | Games, music, and dance (many from cultural traditions) provide a low-cost approach for families with children of different ages to be active together inside and outside. | 3. | Program coordinator presents on the relation between heart rate and physical activity. How do I know I am exercising enough or too much during aerobic activity? (20) | ||
| 4. | Participants work in small and whole group physical activities gauging their individual levels of physical exertion and applying parenting skills of stating expectations in advance and catch your child being good. (25) | ||||
| 5. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (20) | ||||
| 5 | Reduction in Media Time | 1. | Excessive media time is harmful to children’s health. Consequences include poor school performance, attention deficit disorder, obesity, and diabetes. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 2. | Setting appropriate limits is good parenting. | 3. | Program coordinator presents on the relation between media time and health outcomes. (10) | ||
| 3. | There are ways parents can evaluate the quality and age-appropriateness of media programming, self-monitor screen time, and enjoy alternatives. | 4. | Program coordinator presents on parenting skill of setting limited reasonable choices. (5) | ||
| 5. | Exercise physiologist presents on physical coordination (muscles, heart capacity, and flexibility): how to warm up and cool down, how to avoid dehydration, and how to avoid cramps. (15) | ||||
| 6. | Participants work in small and whole group physical activities building coordination (warming up, physical exertion, AND cooling down) using the parenting skills of setting limited reasonable choices on television viewing. (15) | ||||
| 7. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 8. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (20) | ||||
| 6 | Family Meals | 1. | Food choices and the concept of portion size are introduced through the deeply rooted Latino tradition and memories of family gatherings. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Meal-planning and shopping strategies such as using a grocery list and not going hungry make possible eating healthy food on a budget. | 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||
| 3. | Program coordinator presents on eating foods from each major food group daily in light of participants’ cherished memories of food choices and portion sizes at daily and special family gatherings. The influence of other family members at home on child-feeding practices is explored. Healthy meal planning and shopping on a budget is discussed along with templates for a grocery list and items to have at-hand regularly in the pantry. (25) | ||||
| 4. | Participants work in small and whole group in hands-on skills-building activities on preparing a budgeted grocery list accounting for all the food choices and portion sizes at daily family meals using the parenting skills of setting limited reasonable choices plus accounting for the influence of other family members on those choices. (20) | ||||
| 5. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (20) | ||||
| 7. | The Ideal Pair | 1. | The nutritionally perfect pairing of rice and beans is discussed by remembering the age-old Latino custom of courting and meeting the perfect partner while promenading in the plaza. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 3. | Program coordinator presents on eating food combinations in the Latino diet for good nutritional balance across the major food groups. (20) | ||||
| 4. | Participants work in small and whole group hands-on skills-building activities on making nutritional food pairings daily across the food groups using the parenting skills of setting limited reasonable choices. (20) | ||||
| 5. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (25) | ||||
| 8 | Mid-day Snacks | 1. | The benefits of healthy snacking and activity breaks during the day to achieve energy balance are connected to the “merienda” time that is popular in many Latino homes. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 2. | Portion size and drinks matter for healthy snacking: many think of la merienda as another meal and forget to include drinks in the snack choice (eg, 1 soft drink can have as many calories as a hamburger). | 3. | Program coordinator presents on taking time during the day to re-energize with food and physical activity in the midst of hectic lives and the abundance of tasty, inexpensive fast food offerings. (15) | ||
| 4. | Program coordinator presents on the parenting skill of using “when..., then...” statements. (5) | ||||
| 5. | Participants work in small and whole group hands-on skills-building activities applying the custom of “la merienda” and physical energizers they can incorporate into their daily family routines using the parenting skill of saying, “when... then...” (20) | ||||
| 3. | Fast food selection skills. For example, choosing a fast food option that offers grilled meat and fresh vegetables. | ||||
| 6. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 4. | Fast food selection offers an opportunity to build positive parenting skills setting appropriate limits and monitoring nutrition. | 7. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (25) | ||
| 9 | Seeds of the Americas | 1. | Many foods such as tomatoes, corn, chocolate, and vanilla can be traced back to the ancient cultures of the Americas. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 2. | Preparing food in traditional ways along with playtime physical activities can help achieve energy balance. | 3. | Program coordinator presents on foods, preparation methods, and games from a proud heritage of the Americas for energy balance. (20) | ||
| 4. | Participants work in small and whole group skills-building activities on food spices, preparation, and games from their Latin American heritage for everyday healthy food choices and activity using the parenting skill of saying, “when... then...” (20) | ||||
| 5. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (25) | ||||
| 10 | The Harvest | 1. | Seasons often determine availability of certain foods and the level of physical activity possible at different times of the year. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 2. | Latino culture and celebrations around harvest time and seasonal changes help convey key messages in this session. | 3. | Program coordinator presents on healthy food and activity choices and seasonal availability or conditions. Safe spaces are identified for indoor and outdoor seasonal fun. (20) | ||
| 4. | Participants work in small and whole group hands-on skills-building activities on food and activity choices appropriate for winter in the community using the parenting skill of saying, “when... then...” and identifying safe spaces for fun physical activity close to home. (20) | ||||
| 5. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (25) | ||||
| 11 | Salsa and Flavor | 1. | This session introduces the use of herbs, spices, and marinades to increase flavor while cutting sodium, fat, and sugar in the preparation of food. | 1. | Program coordinator welcomes participants and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 2. | The use of salsa is an ancient practice with historical and present connections for keeping our children healthy. | 3. | Program coordinator discusses with participants their individual BMI measures, and then presents on the use of spices for creating healthier dishes. (20) | ||
| 4. | Participants work in small whole group hands-on skills-building activities on using spices to reduce sodium, fat, and sugar especially in traditional family recipes using 1 of the 4 parenting skills above. (20) | ||||
| 3. | BMI measures serve as 1 important health indicator regarding obesity. | 5. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||
| 6. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (25) | ||||
| 12 | Holiday | 1. | Making healthy food choices, increasing the levels of activity, and hydration are an important and fun part of family meals and celebration that are popular with many Latinos. | 1. | Program coordinator welcomes participants, and 1 small participant group facilitates a fun energizer physical activity. (10) |
| 2. | Program coordinator reviews key messages and how participants were able to accomplish goals set in the previous session. (10) | ||||
| 2. | Healthy lifestyles and celebrations can go together. Dancing, singing, playing games, eating, and having fun at a fiesta can nourish body and spirit and make healthy lifestyles part of every family’s tradition. | 3. | Program coordinator presents on making healthy food and activity choices during family celebrations. (15) | ||
| 4. | Participants work in small and whole group hands-on skills-building activities to make family special celebrations physically active, fun and flavorful using 1 of the 4 parenting skill above. (15) | ||||
| 5. | Children present a dramatization on the food groups to their parents. (10) | ||||
| 6. | Program coordinator facilitates participants creating a parent–child activity contract with goal setting. (5) | ||||
| 7. | Program coordinator facilitates a kitchen activity with a healthy food item participants can prepare at home. (25) |