CJFMW SHIP Communications Guide For Mini-Grantees and Partners

2012
Communications Guide Cottonwood, Jackson, Faribault, Martin & Watonwan Counties SHIP
FMCHS- Updated last on 5/29/2012
Table of Contents
Purpose ....................................................................................................................................................... 4 Developing a communications plan for your SHIP work .............................................................................. 4 Target Audience:.................................................................................................................................. 4 Delivery Dates & Delivery Frequency:............................................................................................ 5 Delivery Method: .................................................................................................................................. 5 Deliverable/Description: ................................................................................................................... 5 Who is responsible? ............................................................................................................................ 5 CJFMW SHIP Mission & Vision Statements ........................................................................................ 6 CJFMW SHIP Mission:........................................................................................................................... 6 CJFMW SHIP Vision: ............................................................................................................................. 6 Interactions with Media ......................................................................................................................... 7 Press Releases .......................................................................................................................................... 7 Interactions with community members, city councils or boards, school boards, service organizations, schools, worksite managers and health care providers ................................. 8 Social Media............................................................................................................................................... 9 Letters to the Editor/Opinion............................................................................................................. 10 Logo usage guidelines for SHIP ......................................................................................................... 11 Background information on the SHIP logo................................................................................. 11 Applying the logo to SHIP materials ............................................................................................ 11 SHIP Boilerplate & Funding Language ............................................................................................. 12 CJFMW SHIP Boilerplate/Funding Language (Shortened) ....................................................... 12 CJFMW SHIP Boilerplate/Funding Language (Extended) ........................................................ 12 Funding language .............................................................................................................................. 13 Key Talking Points with CJFMW SHIP................................................................................................ 14 General.................................................................................................................................................. 14 SHIP activities and mini-grant projects are funded by a MDH grant to Human Services of Faribault & Martin Counties in collaboration with Cottonwood and Jackson Community Health Services and Watonwan County Human Services. 2
Strategies ............................................................................................................................................. 14 Use of funding .................................................................................................................................... 15 Talking Points for Physical Activity in the School ........................................................................ 17 Recess ................................................................................................................................................... 17 References for Recess Talking Points ...................................................................................... 18 Active Classroom ............................................................................................................................... 19 References for Active Classroom Talking Points ................................................................. 20 Walk/Bike to School .............................................................................................................................. 22 Safe Routes to School ....................................................................................................................... 22 References for Safe Routes to School Talking Points ......................................................... 23 Talking Points for Community Active Transportation ................................................................ 23 References for Talking Points .................................................................................................... 25 Talking Points for School Nutrition .................................................................................................. 27 Snack/Competitive Foods ............................................................................................................... 27 Vending Machines/Concessions ................................................................................................... 27 A la Carte.............................................................................................................................................. 27 Classroom Incentives ....................................................................................................................... 28 Classroom Celebrations and Parties ............................................................................................ 28 References for Talking Points .................................................................................................... 29 Talking Points for Community Nutrition ........................................................................................ 31 References for Access Talking Points...................................................................................... 32 References for Menu Labeling Talking Points....................................................................... 34 Talking Points for Healthy Worksite Initiatives............................................................................. 34 References for Talking Points .................................................................................................... 35 Talking Points for Health Care Referral .......................................................................................... 36 SHIP activities and mini-grant projects are funded by a MDH grant to Human Services of Faribault & Martin Counties in collaboration with Cottonwood and Jackson Community Health Services and Watonwan County Human Services. 3
References for Talking Points .................................................................................................... 37 Key Terms and Abbreviations ............................................................................................................ 38 Appendix 1: Communications Action Plan
Purpose
Communication with community members and the media is essential for successful implementation of SHIP in Cottonwood, Jackson, Faribault, Martin & Watonwan Counties. This guide includes talking points and points of interest to ensure successful media and community interactions.
Developing a communications plan for your SHIP work

The following categories should be considered when drafting your SHIP communications plan:
Target Audience:
Who do you want to communicate to? This will determine how you craft your communications campaign. Are you hoping to communicate to legislators? School children? Physicians? Identifying your target audience can help in identifying ways to communicate.
SHIP activities and mini-grant projects are funded by a MDH grant to Human Services of Faribault & Martin Counties in collaboration with Cottonwood and Jackson Community Health Services and Watonwan County Human Services.
Delivery Dates & Delivery Frequency:

When do you want your message delivered? Will it be a one-time press release to local media? A year-long poster campaign? A once a year event? A weekly post to a blog site? Identify the dates in which you plan to deliver your message to your target audience.
Delivery Method:
How will you deliver your message? Sending a press release to local media? Creating a poster campaign? Writing a monthly article for a school newsletter? Identify the methods you will use to deliver your messages to your target audience.
Deliverable/Description:
Brainstorm ways to reach your target audience. Do some research- what methods have been proven successful? What methods are within your budget? Describe the ways you will reach your target audience.
Who is responsible?
Identify who will be responsible for developing and/or delivering communications. A communication strategy involves creating consistent, timely, relevant and
targeted messaging in order to impart important information, or to change

behavior (Townshend, 2009). It is essential to develop a sound communications plan for your work with SHIP. There are many types of communication styles you may wish to use during your SHIP grant. It is important to develop a plan for each style to ensure proper execution and follow through. 1) Story placements proactive pitching; matte articles 2) Mentions in other announcements/events
SHIP activities and mini-grant projects are funded by a MDH grant to Human Services of Faribault & Martin Counties in collaboration with Cottonwood and Jackson Community Health Services and Watonwan County Human Services. 5
3) Media events 4) Regional announcements 5) Speeches 6) Paper products news release, backgrounder, fact sheets 7) Brochures, fliers 8) White paper 9) Follow-up announcements milestones, results, openings 10) 11) 12) 13) Stakeholder consultations or events Letters to stakeholders Advertising TV/radio/print/out-of-home/online Social media outreach
It may help if you think of your communication strategy in three stages preannouncement, announcement and post-announcement:
Pre-announcement how will you pre-condition stakeholders/shareholders/ consumers/the media ahead of your announcement?
Announcement how will you roll-out the initiative? Post-announcement how will you sustain coverage after the announcement?
CJFMW SHIP Mission & Vision Statements

CJFMW SHIP Mission:
Encouraging healthy lifestyles in diverse, rural communities!
CJFMW SHIP Vision:

Improve the vitality, longevity and the health of the communities we serve by working towards sustainable policy, systems and environmental changes
Interactions with Media

Communicating SHIP initiatives and projects with the mass media is essential in continuing to build community support and advocate for continued funding of SHIP. Here are a few guidelines to follow when approached by the media. 1) Be welcoming to media interviews and coverage of your SHIP work. Let the SHIP Coordinator (Chera Sevcik) know in advance (if possible) when you are doing any press for SHIP and when/where the article or interview will run. 2) Use the talking points for SHIP to provide a sound interview or statement to the media. Be sure to not only communicate about your specific project or involvement, but to fully discuss the purpose and meaning of SHIP within Faribault, Martin & Watonwan Counties. 3) Use the mission statement and vision as points of discussion to illustrate the need for SHIP in rural Minnesota and within diverse populations. 4) Give credit where needed. Human Services of Faribault & Martin Counties and Watonwan County Human Services are responsible for initiating and receiving the SHIP grant funding. Giving credit to the human services boards, public health and county commissioners is crucial in developing community trust and recognition of acquiring SHIP funding for our communities. 5) Honesty is the best policy. If you are not sure how to answer a specific question, please refer the media to the SHIP Coordinator, or seek out the answer and follow up with the media at a later time. This will ensure no inaccurate statements will be publicized.
Press Releases
Prior to submitting a press release, please
1) Develop a plan for contacting press. This should include timelines and deadlines and a planned response for follow-up from members of the media. 2) Inform SHIP Staff person of your plan to engage press in your SHIP work. 3) IMPORTANT: Send the finalized press release to Chera Sevcik (chera.sevcik@fmchs.com) for approval prior to sending to members of the media. (NOTE: Please allow 1 week for approval from CJFMW SHIP/MDH). A media release template has been included for easy use. 4) Plan a prepared statement or responses to potential questions prior to the interview (if possible).
Interactions with community members, city councils or boards, school boards, service organizations, schools, worksite managers and health care providers
When communicating SHIP within the community: 1) If possible, inform SHIP Coordinator prior to presenting SHIP initiatives to a group of community stakeholders (i.e. school boards, city council or boards) 2) Be aware of potential press from open meetings. School boards, city council and various other meetings are open to the press. Follow the same guidelines for interacting with the media at any public meeting. 3) Use the talking points for SHIP to provide a sound interview or statement to the media. Be sure to not only communicate about your specific project or involvement, but to fully discuss the purpose and meaning of SHIP within Faribault, Martin & Watonwan Counties. 4) Use the mission statement and vision as points of discussion for the need for SHIP in rural Minnesota and within diverse populations.
5) Give credit where needed. Human Services of Faribault & Martin Counties and Watonwan County Human Services are responsible for initiating and receiving the SHIP grant funding. Giving credit to the human services boards, public health and county commissioners is crucial in developing community trust and recognition of acquiring SHIP funding for our communities. 6) Honesty is the best policy. If you are not sure how to answer a specific question, please refer the media to the SHIP staff, or seek out the answer and follow up at a later time. This will ensure no inaccurate statements will be publicized.
Social Media
The realm of social media is emerging in todays society. Here are a few guidelines for using SHIP with social media. 1) Be aware that what is posted on social networking sites (Facebook, Twitter, Myspace, Blogs) is available for anyone to see, comment on or share with other people. 2) Ensure positive promotion of SHIP. Craft social networking messages carefully. 3) Be reactive - Respond to any negative remarks in a positive manner. 4) Be careful not to endorse other products, organizations or ideas with SHIP. 5) For additional help or questions, contact SHIP Coordinator.
Letters to the Editor/Opinion

Writing a letter to the editor or opinion piece, either online (using newspaper website articles with comment sections) or for print media can be a powerful movement to continue conversations about SHIP initiatives beyond an initial story. Here are some guidelines to follow when writing opinion pieces. 1) Inform your SHIP staff person of your plan to engage press in your SHIP work. 2) Send the finalized opinion piece to Chera Sevcik (chera.sevcik@fmchs.com) for approval prior to sending to media outlets or reacting to online comments. 3) Be prepared to defend your article or opinion in community settings. 4) If you are a representative of an organization for SHIP ensure you follow your own organizational guidelines for writing opinion pieces. There are legal requirements for lobbying or for submitting letters to the editor or opinion pieces. 5) Use the talking points for SHIP to provide a sound interview or statement to the media. Be sure to not only communicate about your specific project or involvement, but to fully discuss the purpose and meaning of SHIP within Faribault, Martin & Watonwan Counties. 6) Use the mission statement and vision as points of discussion for the need for SHIP in rural Minnesota and within diverse populations. 7) Give credit where needed. Human Services of Faribault & Martin Counties in collaboration with Cottonwood and Jackson County Community Health Services and Watonwan County Human Services are responsible for initiating and receiving the SHIP grant funding. Giving credit to the human services boards, public health and county commissioners is crucial in developing community trust and recognition of acquiring SHIP funding for our communities.
Logo usage guidelines for SHIP

The Statewide Health Improvement Program is an integral part of Minnesota's nation-leading 2008 health reform law. The SHIP logo seeks to create a distinct identity for SHIP while still keeping the program closely connected to the state's overall health reforms that make up Minnesota's Vision for a Better State of Health.
Background information on the SHIP logo

The Statewide Health Improvement Program is an integral part of Minnesota's nation-leading 2008 health reform law. The SHIP logo seeks to create a distinct identity for SHIP while still keeping the program closely connected to the state's overall health reforms that make up Minnesota's Vision for a Better State of Health.
Applying the logo to SHIP materials

The Health Reform SHIP logo should be prominently displayed on all materials produced as part of the Statewide Health Improvement Program. However, in certain instances, there may be a strong design reason not to include it (for example, the logo creates confusion with other logos). In that case, you must substitute this wording: Supported by the Statewide Health Improvement Program, Minnesota Department of Health. 1) Usage with other logos The Minnesota's Vision: SHIP logo should always be prominently displayed on any official SHIP publication or other communications. If you have created your own local SHIP logo and/or need to include logos from your local community governments, the Minnesota's Vision: SHIP logo should always appear first and should be as large or larger than the other
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graphic identifiers. Text should indicate that SHIP is part of the Minnesota Department of Health. 2) To download the SHIP logos, go to http://www.health.state.mn.us/healthreform/ship/logos.html
SHIP Boilerplate & Funding Language

Please ensure all documents created using SHIP funds are preapproved prior to distribution. All documents, newsletter articles and information sheets must have the appropriate funding language at the bottom.
CJFMW SHIP Boilerplate/Funding Language (Shortened)

SHIP activities and mini-grant projects are funded by a Minnesota Department of Health SHIP grant to Human Services of Faribault and Martin Counties in collaboration with Cottonwood and Jackson Counties Community Health Services and Watonwan County Human Services. For more information about local SHIP activities, please visit: www.shipCJFMW.blogspot.com or http://www.health.state.mn.us/ship/
CJFMW SHIP Boilerplate/Funding Language (Extended)

The Statewide Health Improvement Program (SHIP), an integral part of Minnesotas nation-leading 2008 health reform law, strives to help Minnesotans lead longer, healthier lives by preventing the chronic disease risk factors of tobacco use and exposure, poor nutrition and physical inactivity SHIP
activities and mini-grant projects are funded by a Minnesota Department of Health SHIP grant to Human Services of Faribault and Martin Counties in collaboration with Cottonwood and Jackson Counties Community Health Services and Watonwan County
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Human Services. For more information about local SHIP activities, please visit: www.shipCJFMW.blogspot.com or http://www.health.state.mn.us/ship/
Funding language
This (training/publication, etc. or NAME of training, etc.) was made possible through local funding to Human Services from the Statewide Health Improvement Program (SHIP) of the Minnesota Department of Health. SHIP
activities and mini-grant projects are funded by a Minnesota Department of Health SHIP grant to Human Services of Faribault and Martin Counties in collaboration with Cottonwood and Jackson Counties Community Health Services and Watonwan County Human Services. For more information about local SHIP activities, please visit: www.shipCJFMW.blogspot.com or http://www.health.state.mn.us/ship/
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Key Talking Points with CJFMW SHIP

General
SHIP refers to the Statewide Health Improvement Program SHIP is based on a very successful program from the Centers for Disease Control & Prevention called Steps to a Healthier Minnesota implemented in four Minnesota communities (Rochester, Willmar, St. Paul and Minneapolis). Human Services of Faribault & Martin Counties and Watonwan Counties Human Services wrote a collaborative grant application for SHIP funding. Cottonwood, Jackson, Faribault, Martin & Watonwan Counties received a total of $590,202 to plan and implement changes in schools, worksites, communities and health care organizations. SHIP work began January, 2012 and the initial grant period runs through June 30, 2013. SHIP work in CJFMW Counties is guided by a Community Leadership Team, a multidisciplinary team with members from all three counties. Each county also has a local steering committee to provide local insight and direction.
Strategies
CJFMW SHIP initiated a community assessment to identify focus areas. This assessment included community survey, youth survey, focus groups, key informant interviews, community mapping and a review of existing data. Using the results of the community assessment and local input from the county steering committees, several strategies were selected for implementation in Cottonwood, Jackson, Faribault, Martin & Watonwan Counties. These strategies include:
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o Increasing affordability and availability of nutritious foods in the community using farmers markets, working with grocery and corner stores and restaurants. o Working with communities and counties to help pedestrians safely walk or bike to and from destinations within their communities. o Working on school nutrition policies which include Farm to School and school gardens, classroom snacks and celebrations, incentives, concessions, fundraising and vending. o Increasing opportunities for physical activity during the school day by initiating safe routes to school/walking school bus routes, ensuring schools offer quality physical education curriculum and providing teachers and staff with the tools they need to create more active classrooms and active recess. o Working with health care providers and community leaders to identify appropriate community resources for tobacco cessation, nutrition and physical activity and to ensure proper referral to and from health care and community organizations. o Implementing worksite health programs that include changes to worksite health policies and environmental changes. o Working with local property (multi-unit housing) owners to help them implement smoke free grounds policies. o Working with local post-secondary campuses to implement tobaccofree policies o Working with childcare providers, ECFE and child care centers to implement programs that encourage children to eat fruits and vegetables and be physically active.
Use of funding
Investing in SHIP now will save on health care costs in the future.
SHIP funding will be used to initiate and create systems of sustainability. All projects covered by SHIP funds must be sustainable and work must continue beyond SHIP funding.
SHIP funding will benefit all people in the counties because of the community approach. Each CJFMW SHIP mini-grant has an action plan and budget which details the tasks and associated costs involved with implementing the project. Each SHIP Grant is required to spend 10% of the award on evaluation of SHIP efforts. Each SHIP Grant requires at least one full-time equivalent (1.0 FTE) SHIP Coordinator. In addition, CJFMW SHIP has employed one full time health educator and has also contracted with three staff to provide assistance with implementation efforts. Evaluation is being handled by an outside organization that will assist with assessment, implementation and evaluation of SHIP projects.
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Talking Points for Physical Activity in the School

Recess
1. Recess is an essential component of education and that preschool and elementary school children must have the opportunity to participate in regular periods of active, free play with peers (NAECSSDE 2002). 2. With the advent of increased high-stakes testing, there is an alarming trend toward the elimination of recess during the school day. Reducing recess time is actually counterproductive to increasing the academic achievements of students (Skrupskelis 2000). 3. Recess contributes significantly to the physical, social, emotional, and cognitive (intellectual) development of the young child (Clements 2000). 4. Physical activity fuels the brain with a better supply of blood and provides brain cells with a healthier supply of natural substances; these substances enhance brain growth and help the brain make a greater number of connections between neurons (Healy 1998). 5. When students are given the chance to move around and be active, they return to the classroom more attentive and able to concentrate on the tasks presented. This change enables learning to take place more efficiently. Children who get at least 15 minutes of recess are also better behaved (Healy 1998; Barros, Silver, & Stein 2009). 6. Children can remember more, focus better, and regulate their own behavior better in play than in any other context (Guddemi, Jambor, & Skrupskelis 1999).
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7.
Recess should not be viewed as a reward but a necessary educational support component for all children. Students should not be denied recess as a means of punishment, or to make up work (NASPE 2006).
8.
Schools should provide the facilities, equipment and supervision necessary to ensure the recess experience is productive, safe and enjoyable (NASPE 2001).
References for Recess Talking Points
The National Association of Early Childhood Specialists in State Departments of Education. 2002. Recess and the Importance of Play: A Position Statement on Young Children and Recess. http://naecs.crc.uiuc.edu/position/recessplay.html Skrupskelis, A. 2000. An historical trend to eliminate recess. In Clements, R.L.
(Ed.) Elementary School Recess: Selected Readings, Games, and Activities for Teachers and Parents. USA: American Press.
Clements, R.L. (Ed.) 2000. Elementary School Recess: Selected Readings, Games,
and Activities for Teachers and Parents. USA: American Press.

Healy, J.M. 1998. Failure to Connect: How Computers Affect Our Children's
Minds For Better and Worse. New York: Simon and Schuster.
Barros, R., Silver, E.J., and R. Stein. 2009. School Recess and Group Classroom behavior. Pediatrics 123 (2): 431-36. Guddemi, M., Jambor, T., and A. Skrupskelis. (Eds.).1999. Play in a Changing
Society.
Little Rock, AR: SECA. National Association for Sport and Physical Education (NASPE). (2006). Recess
for elementary school students [Position paper]. Reston, VA: Author.

National Association for Sport and Physical Education (NAPSE). (2001). Recess in
elementary schools. [Position paper]. Reston, VA: Author.
Active Classroom
1. Nationwide, an estimated 19 percent of children (ages 6-11) and 17 percent of adolescents (ages 12-19) were measured and categorized as obese in the 2003-2004 NHANES study (CDC 2003-2004). 2. The National Association for Sport and Physical Education has issued physical activity guidelines suggesting that children should have an accumulation of more than 60 minutes and up to several hours of physical activity each day to promote health and well-being (NASPE). 3. For children, physical activity and movement enhances fitness, fosters growth and development, and helps teach them about their world (Elliot and Sanders 2002). 4. Children today find themselves more often in sedentary alternatives. For example, children ride in a car or bus to school, have less physical education, watch more television, play more sedentary games such as computer games, and do not have as much freedom to play outside on their own. Consequently, there is mounting evidence that even our young children are becoming less physically active and more overweight and obese (Epstein et al. 1995).
5.
It is imperative that schools increase the amount of physical activity opportunities that children have during the school day. Being physically active not only provides important health benefits, but also provides children opportunities to learn through movement (Nichols 1994).
6.
A major thrust in curriculum development in schools today is the integration of subject content across the curriculum. Including physical activity in all subject areas enhances learning (Nichols 1994).
7.
Adding physical activity during the day in 5-10 minute increments was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction (Mahar et al. 2006).
References for Active Classroom Talking Points
Centers for Disease Control and Prevention (CDC). National Center for Health Statistics (NCHS). National Health and Nutrition Examination Survey Data. 2003-2004. National Association for Sport and Physical Education. Physical Activity for
Children: A Statement of Guidelines for Children Ages 5 12.

http://www.aahperd.org/naspe/template.cfm?template=ns_children.html Epstein, L. H., Valoski, A. M., Vara, L. S., McCurley, J., L. R. 1995. Effects of decreased sedentary behavior and increasing activity on weight change in obese children.
Health Psychology 14: 109-115.

Elliot E, Sanders S. (2002) Children and Physical Activity: The Importance of
Movement
and Physical Activity. PBS Teachers. Retrieved Aug 12, 2009, from
http://www.pbs.org/teachers/earlychildhood/articles/physical.html Nichols, B. 1994. Moving and learning: The Elementary School Physical
Education Experience. St. Louis: Mosby.

Mahar, Matthew T., Sheila K. Murphy, David A. Rowe;,Jeannie Golden, A. Tamlyn Shields, and Thomas D. Raedeke. 2006. Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior. Med Sci Sports Exerc. 38 (2): 2086-94.
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Walk/Bike to School
The following document provides talking points for communicating trends in school travel, reasons for walking, and safe routes to school with the public and media. Safe Routes. (2008) Talking Points. National Center for Safe Routes to School. http://www.walktoschool-usa.org/downloads/WTS-talking-points-2008.pdf
Safe Routes to School

1. Child pedestrian injuries occur more often in residential areas and on local roads that are straight, paved, and dry, according to Safe Kids USA (Public Health Law and Policy 2008). 1. Parents driving their kids to school make up 20 to 25 percent of the morning commute, according to the Local Government Commission. Its a vicious cycle: the more traffic there is, the more parents decide it is unsafe for their children to walk to school and opt to drive them instead (Public Health Law and Policy 2008). 2. Community design has changed. The number of schools decreased by about 1,000 between the years 1968 and 2001, while the number of students increased by over two million, according to the Centers for Disease Control and Prevention (CDC). Consequently, fewer students live within a mile of their school (Public Health Law and Policy 2008). 3. The Transportation Authority of Marin County, California, issued a report on the impact of its Safe Routes to School program. Over the programs first two years, the percentage of children walking or biking to school increased from 21 to 38 percent. Adults reported that they appreciated the reduced traffic congestion around schools (Public Health Law and Policy 2008).
4.
Safe Routes to School puts forth the Four Es as the key to a solution: Engineering, Enforcement, Education, and Encouragement. State and local officials can create environments that improve child safety by revising laws, ordinances, and practices to promote the following (Public Health Law and Policy 2008): The construction of sidewalks Neighborhood schools Traffic-calming measures, such as roundabouts and speed humps Requirements that city planners, engineers, real estate developers, and landscape architects consider pedestrian safety when designing new communities or modifying existing ones
References for Safe Routes to School Talking Points
Public Health Law and Policy. (2008). Safe Routes to School Talking Points. Planning for Healhy Places. http://www.healthyplanning.org/factsheets/PHLP_SafeRoutes.pdf
Talking Points for Community Active Transportation

1. Benefits of regular physical activity include: a lower the risk of developing heart disease, high blood pressure, and diabetes, cuts risk of falling and bone fractures, helps manage discomfort of arthritis, helps develop and maintain strong bones, muscles, and joints, improves mood and sense of well-being, and helps control weight (Partnership for Prevention 2001). 2. Many Americans live in places where its not easy to get the recommended amounts of physical activity every day. In most
communities the most trivial errand requires the use of a car (Partnership for Prevention 2001). 3. The physical environment (the neighborhood) has a strong effect on whether or not members of the community walk or bike. (Public Health Law and Policy) i. Nearly ninety percent (87%) of all respondents agreed that how a community is built has a big effect on how much physical activity individuals get. (Physical Activity and Healthy Eating in Minnesota, 2010) ii. Minnesotans strongly support policies that enhance the built environment to encourage more physical activity. 1. Nearly all (93%) adult Minnesotans believe that future transportation projects should accommodate walkers and bicyclers as well as motorized vehicles. 2. The majority (72%) agree that there should be laws that require communities to build sidewalks and bike paths. (Physical Activity and Healthy Eating in Minnesota, 2010) 4. Places where its easier and safer to walk and bike tend to have much higher rates of these activities than places where its difficult (Public Health Law and Policy). 5. People tend to walk and bike where they have pleasant and safe places to do so. Sidewalks, bike paths, and crosswalks, as well as, trees, adequate street lighting, benches, water fountains and trash removal can make a difference (Public Health Law and Policy). 6. Increased foot traffic can boost sales at local retail businesses, and there is evidence that property values increase in communities where residents are able to walk and bike easily (Public Health Law and Policy).
7.
Increased access to existing community facilities (school gyms and tracks on evenings and weekends, extended hours at recreational facilities, adequate parking at parks and trailheads) will result in increased physical activity (Kahn et al 2002).
8.
41% of U.S. auto trips are less than 2 miles and 28% are less than 1 mile. These represent a healthful, walkable distance for many people much of the year in Minnesotayet most of these trips are taken by car. (MN Green Steps Cities)
9.
Replacing car trips with non-motorized trips results in cleaner air. i. Avoiding just 10 miles of driving every week would eliminate about 500 pounds of carbon dioxide emissions a year. (Bike Walk Twin Cities) ii. Increased foot traffic can boost property values and sales at local retail businesses. iii. There is evidence that property values increase in communities where residents area able to walk and bike easily. (Public Health Law and Policy)
References for Talking Points Partnership for Prevention. (2001). Creating Communities for Active Aging. Partnership for Prevention. http://www.prevent.org/images/stories/Files/publications/Active_Aging.pdf. Public Health Law and Policy. Zoning for Healthy Places Talking Points. Planning for Healthy Places. http://www.healthyplanning.org/factsheets/PHLP_Zoning.pdf
Public Health Law and Policy. Complete Streets Talking Points. Planning for
Healthy Places.
http://www.healthyplanning.org/factsheets/PHLP_CompleteSts.pdf Kahn EB, Ramsey LT, Brownson R, et al. The effectiveness of strategies to increase physical activity: a systematic review. Am J Prev Med 2002;22(4S):7310 Department of Health and Human Services (2008). 2008 Physical Activity Guidelines for Americans. Be Active, Healthy, and Happy! www.health.gov/paguidelines Active Living Research (2009). Active Transportation: Making the Link from Transportation to Physical Activity and Obesity. http://www.activelivingresearch.org/files/ALR_Brief_ActiveTransportation.pdf Public Health Law and Policy. Zoning for Healthy Places Talking Points. Planning for Healthy Places. http://www.phlpnet.org/sites/phlpnet.org/files/PHLP_Zoning_0.pdf Blue Cross and Blue Shield of Minnesota and Minnesota Department of Health. Physical Activity and Healthy Eating in Minnesota: Addressing Root Causes of Obesity. http://www.health.state.mn.us/divs/hpcd/chp/cdrr/obesity/pdfdocs/ReportBC BSaddressro otcausesobesity.pdf
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Talking Points for School Nutrition

Snack/Competitive Foods
1. Schools should establish and enforce strong nutrition standards for foods and beverages sold or offered in schools, such as the Institute of Medicines Nutrition Standards for Foods in Schools. This would eliminate the availability of foods and beverages low in nutritional value and high in calories, fat, sodium, and added sugars (CDC 2010). 2. Minnesota does not currently have nutritional standards for competitive food products sold a la carte, in vending machines and school stores or at bake sales. 27 other states do have nutritional standards (2007 NSCH). 3. Research studies provide evidence that promoting and establishing healthy behaviors for younger people are more effective, and often easier, than efforts to change unhealthy behaviors already established in adult populations (CDC 2007). 4. Improving the availability of healthier food and beverage choices (e.g., fruits, vegetables, and water) may increase the consumption of healthier foods (Keener 2009).
Vending Machines/Concessions
1. Improving the availability of healthier food and beverage choices (e.g., fruits, vegetables, and water) may increase the consumption of healthier foods (Keener 2009). 2. Less than 30% of school districts prohibit the sale of junk food in vending machines and less than 6% prohibit it in concession stands (CDC 2007) 3. 51.3% of schools allow soft drink companies to advertise on vending machines and 16.4% allow soft drink advertisements on school grounds, including on the outside of school buildings, playing fields or other areas of campus (CDC 2007).
A la Carte
1. USDA defines a la carte as any food or beverage sold by the school food service that is not part of a reimbursable meal. Some examples include: milk, juice, SHIP activities and mini-grant projects are funded by a MDH grant to Human Services of Faribault & Martin Counties in collaboration with Cottonwood and Jackson Community Health Services and Watonwan County Human Services. 27
entre, salad, dessert, snack items, and second servings of any food item from the menu. 2. A national study found that most high schools offered high-fat cookies or cakes (80%); pizza, burgers, or sandwiches (76%); and French fries (62%) in a la carte areas (Wechsler 2001).
Classroom Incentives
1. Rewarding children with unhealthy foods in school undermines our efforts to teach them about good nutrition. Its like teaching children a lesson on the importance of not smoking, and then handing out ashtrays and lighter to the kids who did the best job listening. Marlene Schwartz, PhD., Co-Director of the Yale Center for Eating and Weight Disorders 2. Using food as a positive reinforcement or withholding food for punishment can lead to learned behaviors that may lead to major weight problems. When children are rewarded with food, they associate junk food with being good or feelings of happiness. This may lead to the learned behavior of eating when they want to rewards themselves instead of eating to satisfy hunger (UDH 2008). 3. Only 16.6% of schools prohibit faculty and staff from using food or food coupons as a reward for good behavior or academic performance (CDC 2007).
Classroom Celebrations and Parties

1. Benefits of healthy classroom celebrations include: o Healthy kids learn better o Provides consistent messaging o Promotes a healthy school environment o Creates excitement about good nutrition o Protects children with food allergies 2. Research studies provide evidence that promoting and establishing healthy behaviors for younger people are more effective, and often easier, than efforts to change unhealthy behaviors already established in adult populations (CDC 2007).
Fundraising 1. 54.3% of schools sold cookies or other baked goods that are not low in fat as part of fundraising for any school group/organization (CDC 2007). 2. 67.1% of high schools, 56.2% of middle schools, and 49.8% of elementary schools sold chocolate candy as a fundraiser for a school organization (CDC 2007). References for Talking Points Institute of Medicine. Nutrition Standards for Foods in Schools: Leading the Way Toward Healthier Youth. Stallings VA, Yaktine AL, eds. Washington, DC: National Academics Press; 2007. National Survey of Childrens Health (NSCH) 2007. Retrieved August 29, 2011 at http://www.childhealthdata.org Keener, D., Goodman, K., Lowry, A., Zaro, S., & Kettel Khan, L. (2009). Recommended community strategies and measurements to prevent obesity in the United States: Implementation and measurement guide. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. Centers for Disease Control and Prevention. State-Level School Health Policies and Practices: A State-by-State Summary from the School Health Policies and Programs Study 2006. Atlanta: U.S. Department of Health and Human Services; 2007
Wechsler, H., Brener, ND., Kuester, S., Miller, C. Food service and foods and beverages available at school: results from the School Health Policies and Programs Study 2000. Journal of School Health, 2001: 71:313-324. Healthy Celebrations: Promoting a Healthy School Environment. Connecticut State Department of Education, 2005 (rev. 2007). http://healthymeals.nal.usda.gov/hsmrs/Connecticut/CT%20Healthy_Celebratio ns.pdf U.S. Department of Health and Human Services. Healthy Youth: An Investment in Our Nations Future, 2007. Atlanta, GA: U.S. Department of Health and Human Services, CDC, Coordinating Center for Health Promotion; 2007. Retrieved June 3, 2007 from http://www.cdc.gov/HealthyYouth/about/HealthyYouth.2007.pdf Centers for Disease Control and Prevention. State-Level School Health Policies and Practices: A State-by-State Summary from the School Health Policies and Programs Study 2006. Atlanta: U.S. Department of Health and Human Services; 2007. Food and Nutrition Service. Promoting Healthy Eating Behaviors: The Challenge. United States Department of Agriculture. http://www.fns.usda.gov/TN/Healthy/healthyeatingchallenge.html. Fiore S. (2004). Alternatives to Food as a Reward. Bureau of Health and Nutrition Services and Child/Family/School Partnerships. Connecticut State Department of Education. http://healthymeals.nal.usda.gov/hsmrs/Connecticut/Food_As_Reward.pdf.
Team Nutrition.(2000) Changing the Scene: Improving the School Nutrition
Environment. United States Department of Agriculture Food and Nutrition

Service. http://www.fns.usda.gov/tn/resources/support.pdf National Alliance for Nutrition and Activity.(2009). Dispelling School Food
Funding Myths. http://cspinet.org/new/pdf/school_food_funding_myths_2009.pdf.

Minnesota Department of Education. Minnesota Student Survey 1992-2007
Trends.
http://education.state.mn.us/mdeprod/groups/SafeHealthy/documents/Report /033657.pdf
Talking Points for Community Nutrition

Zoning
The following document provides talking points for communicating with the public and media about zoning for healthy places: Public Health Law and Policy. Zoning
for Healthy Places Talking Points. Planning for Healthy Places.

http://www.healthyplanning.org/factsheets/PHLP_Zoning.pdf
Community Access to Healthy Foods

1. Grocery stores are not located in walking distance or on a bus line in some neighborhoods, making it difficult for residents to find affordable nutritious food. It can be harder and more expensive to buy fresh fruits and vegetables in these neighborhoods as opposed to over salty and
sweetened snacks (CCROPP). 2. Strategies focused on changing neighborhood environments to make it easier to eat healthy food and get regular physical activity can have an impact on residents health (CCROPP). 3. Educating people about eating healthy and being physically active are key steps in preventing obesity. We also need to support their ability to make healthy choices. Healthy eating wont happen if people cant buy healthy foods, which they can afford. Ideal environments are where the healthy choice is the easiest choice to make (CCROPP). 4. A Community Food Council can help bring together community residents, schools, local government and health care providers to create and promote a healthy eating environment (CCROPP). 5. Community councils can work on food environments in a neighborhood by (CCROPP): Improved access to fruits and vegetables through farmers markets, community gardens, and supermarkets in low income neighborhoods; Encourage/require restaurants to offer more fruit and vegetable menu options or label menu boards with calories. Encourage employers to adopt policies that make it easier for employees to have access to healthy foods at work Work with school administrators, teachers, PTA Boards to ensure that only healthy foods including fruits and vegetables are offered at school.
References for Access Talking Points
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Central California Regional Obesity Prevention Program (CCROPP). Talking
Points.
http://www.csufresno.edu/ccchhs/documents/CCROPP/talkPoints.pdf.
Menu Labeling 1. The modern food environment with easy access to high calorie, relatively inexpensive food and the obesity epidemic, with its related chronic diseases, has prompted calls for mandatory menu labeling ordinances (Pomeranz & Brownell 2008). 2. Americans currently spend 47.9% of their food budget on restaurant food. Users of fast food restaurants visited on average 2 times per week with the heavy users averaging 12 times per month (Pomeranz & Brownell 2008). 3. Fast-food consumption is associated with a higher intake of calories, saturated fats, carbohydrates and added sugars. Consuming fast food is associated with weight gain, insulin resistance and increased risk of obesity and diabetes. A single fast food meal often contains enough calories to fulfill a persons caloric requirement for an entire day (Pomeranz & Brownell 2008). 4. Nine out of ten people underestimate the calorie content of certain items by almost 50%. Even professional nutritionists underestimate the calorie content of restaurant food by 220-680 calories (Pomeranz & Brownell 2008). 5. Consumers have the right to know the nutrition content of foods they order at restaurants. Consumers consult nutrition labels, which impacts their food choices. Providing this information in restaurants is a
necessary step in giving consumers the option of eating more healthfully (Pomeranz & Brownell 2008).
References for Menu Labeling Talking Points
Pomeranz JL, Brownell KD. (2008) Legal and Public Health Considerations Affecting the Success, Reach, and Impact of Menu-Labeling Laws. American Journal of
Public Health 98(9):15781583. (Copy and paste link)

http://www.yaleruddcenter.org/resources/upload/docs/what/law/Pomeranz_A mJPubHealth-2008.pdf.
Talking Points for Healthy Worksite Initiatives

1. A healthy, motivated employee is vitally important to a workplace as a whole and has a significant impact on an employers bottom line (MDH). 2. An investment in worksite health promotion (MDH): 3. Improves employees health, productivity and quality of life; Assists in the management of the cost of health care, benefits and insurance; and Creates a desirable work environment.
About 80 percent of all employers with 50 or more employees now offer some form of health promotion program (MDH).
4.
Minnesota loses $2.6 billion annually from health care expenditures and lost productivity caused by tobacco-related illnesses. In the year 2000, an
estimated $495 million was spent in Minnesota treating diseases and conditions that would be avoided if all Minnesotan adults were physically active (MDH 2002). 5. Many health risks overweight, lack of physical activity, poor food choices, tobacco exposure and use, stress and alcohol can be modified and improved (MDH). 6. For multi-component worksite health promotion programs, the summary of evidence is very strong for average reductions in sick leave, health plan costs, workers compensation and disability costs of slightly more than 25% (Chapman 2005). 7. In the U.S., 5% of employees account for 80% of the health care costs. While its important to support those that are very ill, it is especially important to keep your healthy individuals healthy. (Serxner 2006) 8. The annual return on investment for worksite wellness programs has been $3-$6 saved for every $1 spent or a ROI of 3-6:1. It takes about 2 to 5 years after the initial program investment to realize these savings (Goetzel 1999, Pelletier 2001, Aldana 2001).
References for Talking Points
Work Well Healthy Minnesota Toolkit. Minnesota Department of Health.. http://www.health.state.mn.us/divs/hpcd/NGAtoolkit/toolkit.pdf. The Human and Economic Costs of Tobacco in Minnesota. 2002. Minnesota Department of Health. http://www.health.state.mn.us/divs/hpcd/tpc/reports/sammec.pdf.
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Health Care Costs of Physical Inactivity in Minnesota. Minnesota Department of Health. http://www.health.state.mn.us/news/pressrel/inactivityfs.pdf. Chapman, L.S. 2005 update. Meta-evaluation of worksite health promotion economic return studies. Art of Health Promotion. 6: 1-14. Serxner, S., et al. 2006. Best practices for an integrated population health management (PHM) program. The Art of Health Promotion newsletter. May/June. Goetzel, R.Z., Juday, T.R., and R.J. Ozminkowski. 1999. Whats the ROI? A systematic review of the return on investment studies of 8 corporate health and productivity management initiatives. AWHPs Worksite Health Summer: 12-21.
Talking Points for Health Care Referral

1. The health care delivery system has focused on the treatment of chronic diseases instead of the prevention of these diseases. It is clear that clinical systems must tackle chronic disease in a new fashion to reduce the social and financial burden of chronic disease (Vinz & Marshall 2008). 2. The Institute for Clinical Systems Improvement (ICSI) is an independent organization that brings together medical groups, hospitals, health plans, employers, and consumers to create patient-centered, value-driven health care solutions (Vinz & Marshall 2008). 3. Chronic diseases such as heart disease, cancer, stroke diabetes and obesity share four root causes-physical inactivity, poor nutrition,
36
smoking and hazardous drinking which account for roughly 40% of all deaths in the U.S. (Vinz & Marshall 2008). 4. ICSI has created guidelines for prevention and treatment of chronic disease risk factors and obesity using strategies that reduces inactivity, poor nutrition; smoking as well as hazardous drinking. Implementation of these guidelines can help reduce the prevalence of chronic disease and improve quality of life (Vinz & Marshall 2008). 5. High quality prevention cannot be accomplished in the medical clinic alone. The guidelines call for relationships between providers, community partners and employers around healthier lifestyles. For example, physicians should encourage patients to use community resources more effectively, and should publicly support new, evidence-based strategies to change the physical and social environment (Vinz & Marshall 2008).
References for Talking Points
Vinz C, Marshall M. (2008). Battling the Big Four of chronic disease. The
culprits: inactivity, poor nutrition, smoking, and hazardous drinking. Minnesota Health
Care News. (Copy and paste link) http://www.icsi.org/media_coverage_/prevention_of_chronic_disease_article__4 0329.ht ml
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Key Terms and Abbreviations

At-risk/high-risk populations
At-risk/high-risk populations are groups of individuals that experience negative disparities in the social determinants of health, quality of life, and/or health outcomes. Examples include disparities related to race, ethnicity, economic status, age, sex, disability, and geographic location.
CCSC
Cottonwood County Steering Committee
CLT
Community Leadership Team
Community setting
A community is a group of people with diverse characteristics linked by social ties, who share common perspectives and engage in joint action in geographical locations or settings. The following are examples of the community setting: City/county/tribal government Neighborhood groups/resource centers Local farmers markets Local food shelves Community organizations, such as Boys & Girls Clubs, YMCA/YWCA, and 4-H Caregivers Transportation Chamber of Commerce Media Cooperative Extension Services Faith-based organizations Pre-school child care and pre-kindergarten
Parks and recreation
Environmental strategies
Environmental strategies involve physical or material changes to the economic, social, or physical environment. Examples are incorporating sidewalks, walking paths, and recreation areas into community development design; and an elementary school making healthy snacks and beverages available in all of its vending machines.
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Evidence-based strategies Evidence-based strategies have demonstrated effectiveness based on the principles of scientific evidence, including systematic uses of data and information systems, and appropriate use of behavioral science theory in order to explicitly demonstrate effectiveness. The majority of strategies on the Menu of Strategies are directly linked to: The Guide to Community Preventive Services, at www.thecommunityguide.org CDCs Best Practices for Comprehensive Tobacco Control Programs, at www.cdc.gov/tobacco/tobacco_control_programs/stateandcommunity/be st_practices/index.htm
FCSC
Faribault County Steering Committee
CJFMW
Cottonwood, Jackson, Faribault, Martin & Watonwan Counties
Health care setting

Health care includes any provider of health services or health information. Health care includes, but is not limited to preventive, diagnostic, therapeutic, rehabilitative, maintenance, mental health, palliative care, and sale or dispensing of a drug, device, equipment or other item in accordance with a prescription. The following are examples of the health care setting: Hospitals Clinics Community clinics WIC offices Local public health Migrant health services Community health worker service agencies Student health services
Healthy weight and healthy behaviors

Healthy weight is the optimal amount of body mass needed to promote freedom from the effects of disease; it is dependent on the appropriate balance of dietary intake and expenditure of calories. Healthy behaviors are activities that relate to health maintenance, health restoration, and health improvement. In the SHIP context, healthy weight and healthy behaviors strategies work to achieve reduced tobacco use and exposure, increased physical activity, and improved nutrition.
Implementation
In the SHIP context, implementation means the process of developing, adopting, implementing, enforcing, maintaining, and evaluating SHIP strategies. JCSC Jackson County Steering Committee
MCSC
Martin County Steering Committee
MDH
Minnesota Department of Health
Obesity and overweight

Obesity and overweight are conditions caused by an excessive accumulation of fat acquired by consuming more calories than expended. People more than twenty percent over their ideal body weight are considered to be obese. People who weigh more than their ideal body weight but less than twenty percent over their ideal body weight are considered to be overweight. There are two major risk factors for becoming overweight or obese: lack of physical activity and poor nutrition. Therefore, SHIP obesity strategies address physical activity, nutrition, and healthy weight and healthy behaviors separately.
Ordinance
In the SHIP context, an ordinance is a formally-adopted law, rule, or regulation that is enacted by the governing body of a city, county, or tribal government and affects tobacco use or exposure, physical activity and/or nutrition.
PSE
Policy, Systems and Environmental Change
Physical activity
Physical activity is any form of exercise or movement. It may be intentional, such as walking and sports activities, or incidental, such as physical labor, household chores, and yard work. For substantial health benefits, adults should do at least 150 minutes a week of moderateintensity physical activity, or 75 minutes a week of vigorous intensity aerobic physical activity, or an equivalent combination of the two with the physical activity being of at least ten minutes in duration. Children and adolescents should do 60 minutes or more of moderate-intensity or vigorous-intensity aerobic physical activity daily.
Policy strategies
A policy strategy may be a law, ordinance, resolution, mandate, regulation, or rule (both formal and informal). Examples are laws and regulations that restrict smoking in public buildings and organizational rules that provide time off during work hours for physical activity. Subtypes of policies include: Public policy: A set of agreements about how government will address societal needs and spend public funds that are articulated by leaders in all three branches of government and embedded in many different policy instruments (e.g., ordinances and resolutions). Organizational policies: A set of rules and understandings that govern behavior and practice within a business, nonprofit or government agency.
Regulatory policies: Rules and regulations created, approved, and enforced by governmental agencies, generally at the federal or state level.
Practice-based strategies
Practice-based strategies have demonstrated effectiveness based on local practices and/or cultural experiences (for example, non-experimental data, or the experience of practitioners).
Resolution
In the SHIP context, a resolution is a formal written action taken by the governing body of a city, county, or tribal government that affects tobacco use or exposure, physical activity, and/or nutrition.
Risk factors
Risk factors are habits or characteristics which increase the likelihood of developing chronic diseases. In the SHIP context, risk factors are tobacco use and exposure, physical activity, nutrition, and healthy weight/healthy behavior.
School setting
School includes the classroom (not limited to health and physical education), school nutrition services, staff wellness, the school grounds or campus, a two-mile perimeter surrounding the school for walking or biking to school, and related committee groups such as Parent/Teacher Associations. The following are examples of the school setting: Public kindergarten 12th grade Private kindergarten 12th grade Community, technical, private and state colleges and universities Alternative schools After-school programs School-aged child care
Smoke-free
Smoke-free is the absence of tobacco exposure.
Social determinants of health

Social determinants of health are the economic and social conditions under which people live that determine their health.
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Systems strategies
Systems strategies are changes that impact all elements of an organization, institution, or system; they may include a policy or environmental change strategy. Two examples include a school district implementing healthy lunch menu options in all school cafeterias in the district and a local public health department implementing a healthy meeting policy that allows only healthy snacks and beverages at all meetings that take place at the health department.
Tobacco use
Tobacco use is smoking, chewing, or snuffing tobacco or tobacco-related products.
WCSC
Watonwan County Steering Committee
Worksite setting
A worksite is a location, permanent or temporary, where an employee performs work or work related activities. Worksite facilities include lunchrooms, restrooms, break rooms, vehicles used for work, and parking facilities. It can also include the grounds around the worksite. The following are examples of the worksite setting: Offices Manufacturing plants Retail Food service Transportation Wholesale Agriculture Construction Health care (employees)
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Communications Guide
Deliverable/Description Delivery Dates
Cottonwood, Jackson, Faribault, Martin & 2012 Watonwan Counties SHIP

Date to send to MDH for approval (if needed) Target Audience(s) Delivery Method Delivery Frequency Who Responsible?
47
Communications Guide
Cottonwood, Jackson, Faribault, Martin & 2012 Watonwan Counties SHIP

CJFMW SHIP Communications Guide For Mini-Grantees and Partners

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2012

FMCHS- Updated last on 5/29/2012

Developing a communications plan for your SHIP work

Delivery Dates & Delivery Frequency:

targeted messaging in order to impart important information, or to change

CJFMW SHIP Mission & Vision Statements

CJFMW SHIP Vision:

Interactions with Media

Letters to the Editor/Opinion

Logo usage guidelines for SHIP

Background information on the SHIP logo

Applying the logo to SHIP materials

SHIP Boilerplate & Funding Language

CJFMW SHIP Boilerplate/Funding Language (Shortened)

CJFMW SHIP Boilerplate/Funding Language (Extended)

Key Talking Points with CJFMW SHIP

Talking Points for Physical Activity in the School

References for Recess Talking Points

and Activities for Teachers and Parents. USA: American Press.

for elementary school students [Position paper]. Reston, VA: Author.

elementary schools. [Position paper]. Reston, VA: Author.

References for Active Classroom Talking Points

Children: A Statement of Guidelines for Children Ages 5 12.

Health Psychology 14: 109-115.

Education Experience. St. Louis: Mosby.

Safe Routes to School

References for Safe Routes to School Talking Points

Talking Points for Community Active Transportation

Talking Points for School Nutrition

Classroom Celebrations and Parties

Team Nutrition.(2000) Changing the Scene: Improving the School Nutrition

Environment. United States Department of Agriculture Food and Nutrition

Funding Myths. http://cspinet.org/new/pdf/school_food_funding_myths_2009.pdf.

Talking Points for Community Nutrition

for Healthy Places Talking Points. Planning for Healthy Places.

Community Access to Healthy Foods

References for Access Talking Points

Central California Regional Obesity Prevention Program (CCROPP). Talking

References for Menu Labeling Talking Points

Public Health 98(9):15781583. (Copy and paste link)

Talking Points for Healthy Worksite Initiatives

References for Talking Points

Talking Points for Health Care Referral

References for Talking Points

Key Terms and Abbreviations

Parks and recreation

Health care setting

Healthy weight and healthy behaviors

Obesity and overweight

Social determinants of health

Cottonwood, Jackson, Faribault, Martin & 2012 Watonwan Counties SHIP

Cottonwood, Jackson, Faribault, Martin & 2012 Watonwan Counties SHIP

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