Background/Purpose: The quality of many US children's diets is suboptimal in several aspects. Large portions of energy intake are obtained from calorie-dense, nutrient-poor foods; discretionary fat and added sugar can contribute to up to forty percent of total daily energy intake. Inadequate fruit and vegetable (FV) consumption contributes considerably to the poor diet quality of US children. Unfortunately, few US children meet recommendations for 5-8 daily servings of FV. Only 25% of US children aged 6 to 11 years consumed the minimum number of FV servings per day. Traditional programs have attempted to address the problem of poor dietary quality among US children but these programs are limited and only a small fragment are considered successful. The purpose of this paper was to conduct a literature review to describe the use of a promising behavioral theory, the Social Cognitive Theory and how it has been utilized in interventions designed to improve FV intake.
Method: Data sources were obtained from a search of multiple databases including PubMed, Science Direct, Academic Search Premier, and Google Scholar. Study inclusion criteria were publication in the past ten years and utilization of Social Cognitive Theory to increase FV intake among children primarily 6-12 years old. Eight studies were included in order to thoroughly discuss potential strategies for health professionals when designing FV intake improvement programs for children.
Analysis/Results: The majority of interventions were school-based. Increased FV consumption was often seen at meals over which children had control; successful methods to influence the largely adult-controlled home environment remain elusive. The need for a theoretical framework and clear messages targeting a specific health behavior was apparent.
Conclusions: Creative informational components utilizing modern technology such as computer games, and promotion of activities for bolstering social skills, self-management skills, and self-efficacy were often included in successful programs. Other successful components included role-modeling and used trained paraprofessionals for message delivery. In conclusion, child-focused, multi-component interventions have been successful, however modestly, in increasing FV intake among children.
Learner Objectives: After attending the session, participants will be able to:
1. List benefits of adequate fruit and vegetable intake and problems associated with inadequate fruit and vegetable intake;
2. Define the Social Cognitive Theory; and
3. Discuss the ways that the Social Cognitive Theory can be applied to enhance fruit and vegetable intake among children.