Development of Culinary and Self-Care Programs in Diverse Settings: Theoretical Considerations and Available Evidence

Author:

Munroe Dominique1,Moore Miranda A.1,Bonnet Jonathan P.1,Rastorguieva Krystyna1ORCID,Mascaro Jennifer S.1,Craighead Linda W.1,Haack Carla I.1,Quave Cassandra L.1,Bergquist Sharon H.1ORCID

Affiliation:

1. American University of Integrated Sciences, St. Michael, Barbado (DM); Department of Family and Preventive Medicine; Emory University, Atlanta, GA, USA (MAM, JPB, JSM); Emory Healthcare, Atlanta, GA, USA (KR); Department of Psychology (LWC); Department of Surgery, Emory University, Atlanta, GA, USA (CIH); Department of Dermatology, Emory University (CLQ); and Department of Medicine, Emory University, Atlanta, GA, USA (SHB)

Abstract

Culinary-based self-care programs are innovative and increasingly utilized models for catalyzing behavior change and improving health and well-being. The content, duration, and delivery of existing programs vary considerably. Between January and August 2019, we developed a teaching kitchen and self-care curriculum, which was administered as part of a year-long worksite well-being program to employees at an academic healthcare system. The curriculum domains included culinary skills, nutrition, physical activity, yoga, stress management, mindful eating, and ethnobotany. An informal systematic literature search was performed to assemble and evaluate key principles and practices related to self-care domains, learning methodologies, and programmatic design considerations. Here, we provide a qualitative summary of the evidence-informed development of the curriculum intervention.

Funder

Ardmore Institute of Health

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Health Policy,Medicine (miscellaneous)

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