Without the opportunity to observe and practice basic or 'from scratch' cooking and food preparation skills within the home environment, many argue that children and adolescents will not be equipped with the necessary skills to make informed choices within an increasingly complex food environment. Related to this normalization is the potential lack of transference of basic, traditional or 'from scratch' cooking and food preparation skills from parents (primarily mothers) to children and adolescents, which has traditionally been the primary mode of learning. The results of several research initiatives support the normalization of processed, pre-prepared and convenience foods within the eating patterns of individuals and families, again across population subgroups Footnote 9 and others Footnote 6- Footnote 8, Footnote 10, Footnote 11. Research and food purchasing and consumption data, nationally and internationally, confirm that food choice and consumption patterns have transitioned with increased processed, pre-prepared and convenience foods being purchased, 'assembled' and consumed across population subgroups on a daily basis. Ensure basic, hands-on opportunities for participants to prepare and try new foods using a balance of familiar and new foods and recipes.Be open to unanticipated benefits of programs cooking and food skills programs are great "equalizers" which have been associated with enhanced engagement and the development of positive learning environments (particularly in school settings), as well as the development of strong social support networks among populations of interest in community-based settings and.Involve and engage parents to enhance program impacts/outcomes and the potential for long-term behaviour change.Foster partnerships to maximize program reach to identified populations of interest and ongoing sustainability.Ensure evaluation plans are included within the overall program implementation model to ensure timely availability of data to support sustainability.Explore program adaptations which aim to strengthen community and organizational capacities.Have clear expectations related to program coordination and administration, be organized and prepared to bring on new partners and additional/unanticipated funding. Ensure adequate human resource and content-related support for those delivering programs.Be aware of and plan for inevitable turn over within volunteer-based program facilitation models, while at the same time, maximizing retention efforts.Facilitate "easy" implementation and evaluation of the program through the development of readily accessible supports/resources and training, as required.Ensure supports to minimize participation-related barriers in both program implementation and evaluation.
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