Bernice Raveche Garnett
Dados Biográficos
| ID | 3463924 |
|---|---|
| NOME | Bernice Raveche Garnett |
| PRENOMES | Bernice Raveche |
| SOBRENOME | Garnett |
| ASSINATURA | GARNETT B R |
| AFILIAÇÕES | University of Vermont |
| ORCID | 0000-0002-7946-841X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 40 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Defining the guiding principles of weight-inclusive nutrition education
Weight-centric nutrition education centers weight as a health indicator and teaches individuals methods for controlling their weight and shape. This approach has negative psychological and physiological consequences, including the development of eating disorder pathology. Alternatively, weight-inclusive nutrition education disrupts anti-fat bias, may act as primary prevention of eating disorders, and offers a more sustainable approach to wellbein…
Weight-inclusive nutrition education in K-12 schools
Purpose This viewpoint explores the potential that weight-inclusive nutrition (WIN) education has to mitigate anti-fat bias, weight-based bullying, and disordered eating among young people. It argues for a shift in how nutrition is taught in K–12 school settings—moving away from weight-centric approaches toward a more inclusive and holistic understanding of food, bodies, and health. Design/methodology/approach Drawing on the principles of the soc…
Ditching Diet Talk
BACKGROUND: Nutrition education in U.S. high schools is traditionally taught from a weight-centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight-inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers. METHODS: This pilot study examined the perspectives of three teachers using…
Taking stock of restorative practices strategies implementation over time in an equity-focused PK-12 school district
In this study, we examine trends in the implementation of specific Restorative Practices (RP) in a diverse PK-12 school district over time. RP promotes shifting responses to challenging behavior away from punitive practices by adopting relational strategies that build community and nurture a positive school climate to reduce inequity. Research has shown variation amongst schools in their approach to implementation and the types of RP strategies b…
Exploring weight inclusive vs. weight-normative approaches in high school nutrition education
Purpose Teaching about nutrition is a crucial component of high school health education, with the potential to shape students' perceptions about food, weight and bodies and improve health outcomes. Weight-inclusive approaches have demonstrated success in improving body acceptance, decreasing dieting behaviors and anti-fat attitudes and improving health outcomes and may decrease weight-based bullying. However, little is known about nutrition educa…
Community School Implementation in Rural Vermont
This study highlights the Community Schools (CS) implementation experience of five rural Vermont schools. Principals and CS coordinators participating in a state-funded program aimed at CS establishment were interviewed to understand better their experience with implementing a school/district-wide policy and reform effort. Findings suggest several elements play a critical role in the successful implementation of rural CSs, including leveraging al…
Support for a Weight‐Inclusive Curriculum? Exploring Partner Perspectives and Influences on Nutrition Education in Vermont High Schools
BACKGROUND: The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying. METHODS: This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition educatio…
A Restorative Attempt to Bend the Binary
The widespread adoption of restorative practices (RP) in U.S. schools to address inequities has been significant. However, the existing literature on RP lacks research measuring its impact on genderqueer students. This study explores the experiences of genderqueer students in Grades 3 through 12 compared to cisgender students in a school district implementing RP, focusing on RP circle experiences ( N = 1,751). Our findings indicate that genderque…
Writing In, Speaking Out
Implementing virtual restorative practices community-building circles during the early stages and ongoing Covid-19 pandemic
Community building circles are a core practice of school-based restorative practices (RP). This multi-stakeholder mixed methods study explored virtual RP community building circles implementation during remote learning from district staff and students in grades 3–12 in the first months (May 2020) and ongoing COVID-19 pandemic throughout the 2020–2021 school year. A survey among students and district staff was administered in May 2020 and May 2021…
Exploring educator and school professional perspectives of restorative practices implementation climate
Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP…
Development and validation of a multi-domain survey assessing student experiences with school-based restorative practices implementation
The emerging research base on Restorative Practices (RP) efficacy in schools lacks validated instruments of RP implementation fidelity that capture youth responsiveness to RP components. Therefore, members of a University-District Community Based Participatory (CBPR) project collaboratively developed the Student Restorative Culture Survey (SRCS). This study seeks to examine the construct validity of the SRCS using confirmatory factor analysis (CF…
Intra‐and Interpersonal Factors Buffer the Relationship Between Food Insecurity and Mental Well‐Being Among Middle Schoolers
BACKGROUND: Food insecurity (FI) is a significant predictor of feelings of isolation in children, as well as suicide ideation and depression. Using a census of public middle school-aged children, we seek to determine whether FI is associated with suicide ideation and feelings of hopelessness and how individual and school community factors can alleviate or exacerbate this relationship. METHODS: We analyzed data from the 2015 Youth Risk Behavior Su…
Practicing youth participatory action research for school equity
The application of emancipatory pedagogical methods such as youth participatory action research may serve as a valuable practice for addressing educational inequity. This article presents educational leaders, teachers, researchers, and youth advocates with a description of applicable pedagogical methods that comprised the implementation of a youth participatory action research seminar at the middle school level. The authors describe a seminar tha…
Intersections of Victimization among Middle and High School Youth
Challenges of Data Dissemination Efforts Within a Community-Based Participatory Project About Persistent Racial Disparities in Excess Weight
Dissemination of local health data should be considered both as a strategy to increase community engagement and as an intervention to promote collective efficacy and community change. Careful attention should be dedicated to the language used when communicating racial disparities in excess weight to various community groups
Concussion under-reporting and pressure from coaches, teammates, fans, and parents
The Intersectionality of Discrimination Attributes and Bullying Among Youth
Consumption of soda and other sugar-sweetened beverages by 2-year-olds
Objective To determine risk factors for consumption of soda and other sugar-sweetened beverages (SSB) among 2-year-old children. Design The analysis was performed using three linked data sets: the 2004–2005 Oregon Pregnancy Risk Assessment Monitoring Survey (PRAMS); its longitudinal follow-up, 2006–2007 Oregon PRAMS-2; and 2004–2005 Oregon birth certificates. Setting PRAMS is a surveillance programme supported by the federal Centers for Disease C…
The Intersectionality of Discrimination Attributes and Bullying Among Youth
Concussion under-reporting and pressure from coaches, teammates, fans, and parents
Practicing youth participatory action research for school equity
The application of emancipatory pedagogical methods such as youth participatory action research may serve as a valuable practice for addressing educational inequity. This article presents educational leaders, teachers, researchers, and youth advocates with a description of applicable pedagogical methods that comprised the implementation of a youth participatory action research seminar at the middle school level. The authors describe a seminar tha…
Challenges of Data Dissemination Efforts Within a Community-Based Participatory Project About Persistent Racial Disparities in Excess Weight
Dissemination of local health data should be considered both as a strategy to increase community engagement and as an intervention to promote collective efficacy and community change. Careful attention should be dedicated to the language used when communicating racial disparities in excess weight to various community groups
Consumption of soda and other sugar-sweetened beverages by 2-year-olds
Objective To determine risk factors for consumption of soda and other sugar-sweetened beverages (SSB) among 2-year-old children. Design The analysis was performed using three linked data sets: the 2004–2005 Oregon Pregnancy Risk Assessment Monitoring Survey (PRAMS); its longitudinal follow-up, 2006–2007 Oregon PRAMS-2; and 2004–2005 Oregon birth certificates. Setting PRAMS is a surveillance programme supported by the federal Centers for Disease C…
The Intersectionality of Discrimination Attributes and Bullying Among Youth
Challenges of Data Dissemination Efforts Within a Community-Based Participatory Project About Persistent Racial Disparities in Excess Weight
Dissemination of local health data should be considered both as a strategy to increase community engagement and as an intervention to promote collective efficacy and community change. Careful attention should be dedicated to the language used when communicating racial disparities in excess weight to various community groups
Concussion under-reporting and pressure from coaches, teammates, fans, and parents
Intersections of Victimization among Middle and High School Youth
Practicing youth participatory action research for school equity
The application of emancipatory pedagogical methods such as youth participatory action research may serve as a valuable practice for addressing educational inequity. This article presents educational leaders, teachers, researchers, and youth advocates with a description of applicable pedagogical methods that comprised the implementation of a youth participatory action research seminar at the middle school level. The authors describe a seminar tha…
Intra‐and Interpersonal Factors Buffer the Relationship Between Food Insecurity and Mental Well‐Being Among Middle Schoolers
BACKGROUND: Food insecurity (FI) is a significant predictor of feelings of isolation in children, as well as suicide ideation and depression. Using a census of public middle school-aged children, we seek to determine whether FI is associated with suicide ideation and feelings of hopelessness and how individual and school community factors can alleviate or exacerbate this relationship. METHODS: We analyzed data from the 2015 Youth Risk Behavior Su…
Development and validation of a multi-domain survey assessing student experiences with school-based restorative practices implementation
The emerging research base on Restorative Practices (RP) efficacy in schools lacks validated instruments of RP implementation fidelity that capture youth responsiveness to RP components. Therefore, members of a University-District Community Based Participatory (CBPR) project collaboratively developed the Student Restorative Culture Survey (SRCS). This study seeks to examine the construct validity of the SRCS using confirmatory factor analysis (CF…
Implementing virtual restorative practices community-building circles during the early stages and ongoing Covid-19 pandemic
Community building circles are a core practice of school-based restorative practices (RP). This multi-stakeholder mixed methods study explored virtual RP community building circles implementation during remote learning from district staff and students in grades 3–12 in the first months (May 2020) and ongoing COVID-19 pandemic throughout the 2020–2021 school year. A survey among students and district staff was administered in May 2020 and May 2021…
Exploring educator and school professional perspectives of restorative practices implementation climate
Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP…
Taking stock of restorative practices strategies implementation over time in an equity-focused PK-12 school district
In this study, we examine trends in the implementation of specific Restorative Practices (RP) in a diverse PK-12 school district over time. RP promotes shifting responses to challenging behavior away from punitive practices by adopting relational strategies that build community and nurture a positive school climate to reduce inequity. Research has shown variation amongst schools in their approach to implementation and the types of RP strategies b…
Exploring weight inclusive vs. weight-normative approaches in high school nutrition education
Purpose Teaching about nutrition is a crucial component of high school health education, with the potential to shape students' perceptions about food, weight and bodies and improve health outcomes. Weight-inclusive approaches have demonstrated success in improving body acceptance, decreasing dieting behaviors and anti-fat attitudes and improving health outcomes and may decrease weight-based bullying. However, little is known about nutrition educa…
Community School Implementation in Rural Vermont
This study highlights the Community Schools (CS) implementation experience of five rural Vermont schools. Principals and CS coordinators participating in a state-funded program aimed at CS establishment were interviewed to understand better their experience with implementing a school/district-wide policy and reform effort. Findings suggest several elements play a critical role in the successful implementation of rural CSs, including leveraging al…
Support for a Weight‐Inclusive Curriculum? Exploring Partner Perspectives and Influences on Nutrition Education in Vermont High Schools
BACKGROUND: The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying. METHODS: This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition educatio…
A Restorative Attempt to Bend the Binary
The widespread adoption of restorative practices (RP) in U.S. schools to address inequities has been significant. However, the existing literature on RP lacks research measuring its impact on genderqueer students. This study explores the experiences of genderqueer students in Grades 3 through 12 compared to cisgender students in a school district implementing RP, focusing on RP circle experiences ( N = 1,751). Our findings indicate that genderque…
Writing In, Speaking Out
Defining the guiding principles of weight-inclusive nutrition education
Weight-centric nutrition education centers weight as a health indicator and teaches individuals methods for controlling their weight and shape. This approach has negative psychological and physiological consequences, including the development of eating disorder pathology. Alternatively, weight-inclusive nutrition education disrupts anti-fat bias, may act as primary prevention of eating disorders, and offers a more sustainable approach to wellbein…
Weight-inclusive nutrition education in K-12 schools
Purpose This viewpoint explores the potential that weight-inclusive nutrition (WIN) education has to mitigate anti-fat bias, weight-based bullying, and disordered eating among young people. It argues for a shift in how nutrition is taught in K–12 school settings—moving away from weight-centric approaches toward a more inclusive and holistic understanding of food, bodies, and health. Design/methodology/approach Drawing on the principles of the soc…
Ditching Diet Talk
BACKGROUND: Nutrition education in U.S. high schools is traditionally taught from a weight-centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight-inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers. METHODS: This pilot study examined the perspectives of three teachers using…
Psychology (12 obras) · Medicine (11 obras) · Pedagogy (8 obras) · Political science (8 obras) · Sociology (8 obras) · Obesity, Physical Activity, Diet (7 obras) · Obesity and Health Practices (6 obras) · Nutrition Education (5 obras) · Citizen journalism (4 obras) · Education Discipline and Inequality (4 obras)