Key theoretical frameworks for intervention: understanding and promoting behavior change in parent-infant feeding choices in a low-income population.
The early introduction of solids to infants is a risk factor associated with later health problems including allergies, overweight, and diabetes. The Infant Feeding Series (TIFS), a newly designed curriculum that promotes the appropriate transition to solids through parenting education and behavior change among low-income mothers, used the Theory of Planned Behavior and the Transtheoretical Model of Change to develop TIFS curricular foci and activities. Using a pre-post design, pilot study results indicate that after exposure to the TIFS curriculum, mothers had significantly increased knowledge about appropriate infant feeding, could more accurately identify developmental indicators of infants' readiness for solids, and reported greater feelings of self efficacy about initiating and maintaining healthy feeding practices. Editors' Strategic Implications: replication is necessary, but TIFS appears to be a promising prevention program based on short-term knowledge and long-term behavioral outcomes (i.e., healthy feeding practices).
Brophy-Herb
Holly E
HE
Department of Family and Child Ecology, Michigan State University, East Lansing, MI 48824, USA. hbrophy@msu.edu
Silk
Kami
K
Horodynski
Mildred A
MA
Mercer
Laura
L
Olson
Beth
B
D001290:Attitude; D032763:Behavior Control / Q000379:methods / Q000523:psychology; D005260:Female; D006801:Humans; D007223:Infant; D007225:Infant Food; D010287:Parent-Child Relations; D016487:Parenting; D011203:Poverty; D018794:Problem-Based Learning; D016730:Program Development / Q000379:methods*; D015397:Program Evaluation / Q000379:methods*; D020377:Self Efficacy; D014481:United States; D055815:Young Adult