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Journal of Pediatric Psychology 29(6) pp. 467-474, 2004
Journal of Pediatric Psychology vol. 29 no. 6 © Society of Pediatric Psychology 2004; all rights reserved

Diffusion of an Integrated Health Education Program in an Urban School System: Planet Health

Jean L. Wiecha, PhD1, Alison M. El Ayadi, MPH1, Bernard F. Fuemmeler, PhD, MPH2, Jill E. Carter, EdM, MA3, Shirley Handler, EdD, MS3, Stacy Johnson, MA3, Nancy Strunk, RN, MS3, Debra Korzec-Ramirez, MS, RD, CDN3 and Steven L. Gortmaker, PhD1

1 Harvard School of Public Health, Department of Society, Human Development and Health; 2 National Cancer Institute, Health Promotion Research Branch; 3 Boston Public Schools

All correspondence should be sent to Jean L. Wiecha, PhD, Harvard School of Public Health, 677 Huntington Avenue, 7th Floor, Boston, MA 02115. E-mail: jwiecha{at}hsph.harvard.edu.

Objective Assessed the feasibility, acceptability, and sustainability of Planet Health, an interdisciplinary, integrated health education curriculum implemented in six public middle schools. Methods Workshops on Planet Health implementation were attended by 129 teachers (language arts, math, science, and social studies) over three school years (1999–2000, 2000–2001, and 2001–2002). Questionnaires were administered post-implementation and in the fall and spring of each year. Outcomes were dose, acceptability, feasibility, and intent to continue use. Results The average number of lessons taught per teacher per year was 1.7 to 3.1, compared to a goal of 2 to 3. Each year, teachers reported high acceptability and perceived feasibility of the intervention, and the majority indicated they intended to continue using the curriculum. Conclusions Planet Health was feasible and acceptable in a participatory research model involving a public school–university partnership, and it was also sustainable independent of the research effort.

Key words: school-based health promotion; obesity prevention; diffusion; dissemination; community-based participatory research.


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