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| Author | Elaine Caruana |
| Abstract | Malta has the highest ranking (21.4%) among all European countries in terms of obese and pre-obese adolescents ages 13 (form 2) (HBSC, 2002). The school setting approach is an important contributor to help regulate or minimize the soaring data on adolescent obesity. In view of this, the form 2 nutrition education methods were the main aims of investigation. This study consisted of the Personal and Social Development (PSD) focus group, (pilot study), the home economics focus group and three one to one interviews. The teaching styles/approaches used by both PSD and home economics teachers to impart knowledge on the subject of nutrition regarding eating habits, eating styles and healthy diet, were explored in the focus groups. PSD teachers use the `integrated teaching approach', which offers the possibility nutrition education to be discussed at several phases of the syllabus. Home economics teachers use `Incidental teaching', allowing a holistic approach to nutrition education and `extensive teaching', using every opportunity to extend information. Home economics teachers produce their own leaflets and are also able to reach parents. PSD and home economics undergraduates are both trained so that their teaching not only conveys learning but also experience. PSD teachers are focused on the psychological part of nutrition and therefore eating habits, whereas home economics teachers provide experiential learning into the science of nutrition. Home economics teachers have more time dedicated to nutrition than PSD teachers. The PSD module focuses mainly on character building, it is not evaluated through an examination and it is offered to all students. PSD and home economics are two different tools, which if coordinated properly may serve not only to complement each other but to work synergistically. This investigation was based on a small-scale study and therefore one cannot draw o0nclusions from the study. Results may be used to propose modifications to the nutrition education teaching methods and as indicative to further research. This study indicates that the local scenario to nutrition education can be further developed. A school budget needs to be allotted for teaching tools for both PSD and Home economics. The time dedicated to nutrition education should be increased. The nutrition interventions, teaching tools, methods and approaches of both PSD and home economics need to be evaluated. PSD and home economics teachers need education. PSD teachers need teaching tools such as leaflets. The school setting approach needs to be continually reviewed and improved. |
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| Key words | Adolescent, Nutrition Secondary Schools, Education, Obesity, Health Services Management, Thesis |