European Youth Tackling Obesity – a youth-led social marketing approach to encourage healthy lifestyles. What did we want to achieve 22 million children in the EU are overweight or obese. It is a significant public health challenge and health inequality for all countries represented in the EYTO partnership affecting one in three children in the UK, half of children and young people in Portugal and Spain and a third in the Czech Republic. (World Obesity Federation, 2013). Young people from low income groups are particularly at risk (Reilly, 2009). The teenage years provide a vital window of opportunity however there is a lack of targeted approaches to tackle the complex issues that adolescents face. Whilst youth-led social marketing campaigns have been successfully developed on other health topics, the potential to use this technique to tackle obesity has yet to be realised. Therefore, EYTO was designed to support groups of 13-18 year olds living in disadvantaged communities across Europe to research, design and launch new social marketing campaigns to promote healthy eating and physical activity amongst their peers. The project provided support to young people across the partnership to connect with one another, promoting cross cultural learning, and the development of tools and resources to replicate the EYTO approach. Our objectives: • Reduce the modifiable causes of obesity amongst disadvantaged young people • Reduce the wider causes of obesity amongst disadvantaged young people • Improve health, education and social outcomes for young people who are obese • Contribute to a reduction in health inequalities amongst young people • Increase the participation of young people in the development of interventions • Strengthen the evidence base of 'what works' • Increase understanding of the role social marketing can play • Increase sharing of good practice and knowledge amongst policy makers and

practitioners across Europe about effective ways to address youth obesity • Develop new youth-led social marketing campaigns to tackle obesity • Launch pan-European social marketing campaign messages

How we carried out the project The EYTO project was led by National Children Bureau’s (NCB) Health and Social Care team in the UK, and delivered in partnership with three other organisations in Spain, Portugal and the Czech Republic. EYTO consisted of the following aspects:

• Reviewing learning from effective social marketing interventions to tackle childhood and youth obesity.

• Recruiting and supporting a network of 20 young volunteers or ‘Campaign Creators’ across the participating countries to develop and roll out social marketing campaigns in a range of settings within their local communities to promote healthy lifestyles amongst their peers vulnerable to obesity.

• Providing support to the young people across the partnership to share learning and ideas

• Evaluating the impact of the project • Disseminating and promoting cross cultural learning, campaign messages, and

associated resources across Europe What we found A multi method evaluation of the project was carried out by the NCB Research Centre, across the four participating countries. The methodology included; focus groups with young campaign creators, stakeholder interviews, a young people’s survey, and analysis of data gathered at campaign activities; and was used to assess how far healthy eating and physical activity was promoted amongst children and young people. CAMPAIGN ACTIVITIES • 9,503 young people engaged with

paper-based activities • 4,336 young people engaged with face

to face events • 2,984 young people engaged with web-

based activities • 16,823 young people engaged in total

across 4 countries

STAKEHOLDER INTERVIEWS • Youth-led approach helped to shape the

provision of relevant and accessible information.

• To make healthy choices children and young people require accessible choices.

• Obesity can only be addressed through collaborative and holistic approaches.

CAMPAIGN CREATOR FOCUS GROUPS • Positive and inspirational messages

promote healthy lifestyles. • Being involved in the project developed

skills, knowledge and confidence. • Positive emotions and motivation

change behaviour.

SURVEY • Causes of obesity associated with

eating (48.6%) and not enough physical activities (33%).

• 89.9% of respondents rated campaigns as somewhat or very effective in encouraging them to eat a healthier diet and be more active.

The EYTO partnership estimates that project messages have reached circa 1,130,000 professionals and young people across Europe. What made EYTO effective in engaging with and supporting children and young people on the topic of obesity?

• Youth-led and peer to peer approach gave young people greater control to provide reliable, relevant and accessible information.

• Capabilities development of young volunteers so that they were better prepared to make decisions and take the lead.

• Raised awareness of obesity and increased motivation for healthy eating and undertaking physical activities.

• Provided experiences different from audience’s habits.

What did the project produce • A social marketing approach to tackle

childhood obesity: a report of four • Reviews of grey literature and

materials. Part A: important factors for

European countries intervention programmes

success. Part B: Overview of initiatives included in the review

• Look Up – The UK campaign • Som La Pera – The Spanish campaign • Nebud Pecka – The Czech campaign • Luta Por Ti – The Portuguese campaign • Project e-newsletters • Project information flyer • Project information briefing • Interim briefing • Summary of learning at interim stage • Interim evaluation report • Final evaluation report • Evaluation poster • Top tips for a campaign on healthier

lifestyles • Healthy lifestyles campaign

development tool • Pivotal insight: Young people in EYTO • Project website – www.eyto.org.uk The bigger picture EYTO supported authorities within each partner country to deliver national strategies and targets related to the reduction of obesity amongst children and young people and wider health inequalities. It made a significant contribution to the second Health Programme and delivered on many of the priorities set out within the annual work plan; particularly around the overarching objectives to promote health, generate and disseminate health information and knowledge. It also took forward actions recommended in key policy and research initiatives across Europe. In particular the ‘Strategy for Europe on Nutrition, Overweight and Obesity related health issues’, which recommends interventions targeted at lower socio-economic groups that build the evidence base in terms of drivers for preventing obesity in children and adolescents. It built on results and outcomes of previous EU projects including ENERGY, SPOTLIGHT, TEMPEST and TICD.

To conclude Long term sustainable changes to behaviour, requires multi-disciplinary collaborative working with young people, parents and professionals in the community through:

• Positive and inspirational messaging. • Provision of relevant and reliable information. • Provision of accessible options for making healthy choices. • Effective targeting of vulnerable groups. • A youth-led and peer-to-peer approach, which adopts a holistic method. • A family model approach, building the capacity of parents.

• Use of robust and standardised recording tools.

Healthy Lifestyles Campaign

Development Tool

This publication arises from the project European Youth Tackling Obesity (EYTO) which has received

funding from the European Union in the framework of the Health Programme.

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Healthy Lifestyles Campaign Development Tool

Contents Introduction to the Healthy Lifestyles Campaign Development Tool..................................................... 2

How has this tool been devised? ........................................................................................................ 2

How is this tool intended to be used? ................................................................................................ 2

Motivations ............................................................................................................................................. 3

EYTO example ..................................................................................................................................... 3

Planning .............................................................................................................................................. 3

Support ................................................................................................................................................... 4

EYTO example ..................................................................................................................................... 4

Planning .............................................................................................................................................. 5

Theory ..................................................................................................................................................... 6

EYTO example ..................................................................................................................................... 6

Planning .............................................................................................................................................. 6

Audience ................................................................................................................................................. 7

EYTO example ..................................................................................................................................... 7

Planning .............................................................................................................................................. 7

Message .................................................................................................................................................. 8

EYTO Example ..................................................................................................................................... 8

Planning .............................................................................................................................................. 9

Channel ................................................................................................................................................... 9

EYTO example ..................................................................................................................................... 9

Planning ............................................................................................................................................ 10

Delivery ................................................................................................................................................. 12

EYTO example ................................................................................................................................... 12

Planning ............................................................................................................................................ 12

Evaluation ............................................................................................................................................. 14

EYTO example ................................................................................................................................... 14

Planning ............................................................................................................................................ 14

Sustainability ......................................................................................................................................... 15

EYTO example ................................................................................................................................... 15

Planning ............................................................................................................................................ 15

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Introduction to the Healthy Lifestyles Campaign Development Tool

The European Youth Tackling Obesity (EYTO) partnership has developed this tool to provide

additional practical assistance to those who wish to support young people to develop their own local

social marketing campaigns which promote healthy lifestyles to their peers.

How has this tool been devised? EYTO was an innovative two year project, funded by the EU Executive Agency for Health and

Consumers in the framework of the Health Programme 2008-2013. Led by National Children’s

Bureau in the UK, with partners in Spain, Portugal and the Czech Republic, the project developed

and tested the impact of peer led social marketing campaigns promoting healthy eating and physical

activity to help stem the rise in obesity amongst young people. Learning from this process, as well as

key messages from the grey literature and systematic reviews of existing evidence on social

marketing campaigns to tackle obesity amongst children and young people that were published by

the project, have contributed to the compilation of this tool.

How is this tool intended to be used? The tool is designed for those who want to replicate the work of the EYTO Project and support young

people to develop their own healthy lifestyles campaign. It is in the format of a checklist of questions

and is intended to be used as a reference to assess whether your approach has all of the right

ingredients to maximise its chances of success. There is space to note plans and considerations,

enabling action planning for your own campaign development. The planning sections of each

chapter are designed to be completed electronically.

It includes illustrative examples from the work of EYTO to provide a snapshot summary of how this

project addressed each aspect of the process.

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Motivations It is important to be clear from the start about WHY you want to develop a youth-led social marketing approach to promote healthy lifestyles.

EYTO example 22 million children and young people in the EU are overweight or obese. The European Youth Tackling Obesity Project represented a new partnership borne from a shared

concern over this major public health challenge and a lack of innovative targeted work amongst adolescents as compared to younger children. The teenage years are pivotal

in determining longer term obesity risks and provide a vital window of opportunity to help disadvantaged young people develop healthier lifestyles. The partnership also

recognised that peer-led social marketing campaigns have proven successful in tackling a number of health problems, but the potential for applying these techniques to

stem the rise in obesity has yet to be realised. The project sought to support vulnerable young people to lead a response to the problem that targets their peers and

contributes to a reduction in associated negative outcomes. Examples of some of the project’s objectives were to:

Increase the participation of young people in the development of interventions to tackle obesity

Increase understanding of the role social marketing can play in changing behaviour amongst young people

Reduce the modifiable causes of obesity amongst disadvantaged young people – seeking increased motivation to eat more healthily and be more physically active

as well as increased levels of actual physical activity, fruit and vegetable consumption

Strengthen the evidence base of ‘what works’ and share good practice across Europe

Planning

Social marketing campaigns should take account of evidence about the problem and the effectiveness of existing approaches. You can use this section to begin writing your aims and objectives.

Have you thought about.... My considerations What are my motivations? Identifying why you want to execute a healthy lifestyles

campaign? Reasons may include things like: to reduce

physical and mental health problems; to educate and raise

awareness; to help people to change their behaviours...

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Support You will need to consider carefully WHAT support you need in place, WHO needs it, and who is going to provide it.

EYTO example It was important to the success of the project that all partners showed clear understanding of and commitment to supporting a truly youth led approach. The project

partnership included organisations which have expertise in participation work with young people. This knowledge was shared amongst those involved, and some areas

chose to utilise the support of professionals already working with young people in their community to deliver sessions with young people.

In all participating countries partnerships with local professionals, who are trusted by young people, such as youth workers, teachers and scout group leaders enabled

successful recruitment of a core group of young campaign creators to develop the project and engage with their peers. This recruitment was carried out with goals in mind;

we wanted to reach out specifically to young people living in deprived communities, those most at risk of obesity. In the UK for example it is known that in the local

community chosen to pilot the project, issues of deprivation and obesity are particularly prevalent within Black and Minority Ethnic (BME) groups. The UK team therefore

used the local authority youth service to recruit young campaign creators who identify as BME in order that they may reach out to their peers most at risk. Maintaining the

support of the local trusted professionals was crucial to sustaining interest in the groups of young campaign creators. Teachers and youth workers were more likely to show

sustained engagement when they could see how the work contributed positively to their existing agendas. Methods for sustaining the young people’s interest included;

careful consideration about the timing of project activities to fit in with their lives and other commitments and maintain momentum, offering skills development

opportunities, the incentive of travel to meet with others working on the project across Europe. Part of the personal development offered to the young campaign creators

included expert training with social marketing agencies, nutrition, exercise and communication professionals. This not only added value in terms of the development of the

young people involved, but also to the overall quality and success of the campaigns and associated materials and activities.

Recognising the invaluable contribution of the young campaign creators who drove the work of the project was fundamental. Some partners were able to provide formal

accreditation through links to an existing awarding body which supports skills for learning, employment and life. Others provided certification of involvement and

references for curriculum vitae.

All partners were required to demonstrate that they had robust policies and procedures in place around; child protection, safeguarding and social media use to support safe

and ethical working with young people. One partner organisation had extensive arrangements in place and was able to share these as an example of good practice amongst

the others involved.

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Planning Have you thought about.... My considerations Actions to take

Whether you need training on supporting a youth-led approach, on participation work with young people?

How you will recruit a core group of young people to lead the work and sustain their interest?

How you will initiate and sustain partnerships with local professionals trusted by young people, such as youth workers and teachers?

Whether you have robust policies and procedures in place to support safe and ethical working with young people? What support might you need to make sure they are adequate?

What expert training your core group of young people will need? For example; workshops with social marketing experts, nutrition, exercise and communication experts

How you can be supportive in terms of fitting campaign activities around young peoples’ lives and other commitments?

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How you could formally recognise and accredit young people’s contributions?

Theory It is good practice to consider HOW you can deliver your work using established theory that adds value to your campaign and will enable your results to contribute to the

wider evidence base.

EYTO example The project’s systematic review highlighted a paucity of evidence on approaches utilising the full Benchmark Criteria of Social Marketing. Therefore the EYTO method was

designed to use all 8 of these criteria and contribute to the emerging evidence base. The benchmark criteria are eight key elements that are included in successful social

marketing interventions and are described as: behaviour, customer orientation, theory, insight, exchange, competition, segmentation and methods mix. You can read an

example of how the eight criteria were applied in Spain in table two of the paper A youth-led social marketing intervention to encourage healthy lifestyles, the EYTO

(European Youth Tackling Obesity) project: a cluster randomised controlled0 trial in Catalonia, Spain; http://www.biomedcentral.com/1471-2458/15/607/table/T2

There is a large body of evidence that shows how moving to healthier lifestyles is more effective and sustainable when people set realistic goals for change. This is

sometimes called a ‘small steps’ approach. One of the project partners, the National Children’s Bureau in England, had experience of developing such an approach with

young people through their Health Challenge school intervention programme, and were able to share practical learning of putting small steps theory into practice.

The project had young people at its heart and provided fantastic opportunities for youth to develop knowledge, skills, and confidence and to become decision makers and

influencers, resulting in community change. Good participation practice and youth empowerment theory enabled the partnership to work in this way.

Planning Have you thought about.... My considerations Actions to take

How you will support young people to use all of the 8 Benchmark Criteria of Social Marketing in the design of their campaign? http://www.thensmc.com/sites/default/files/benchmark-criteria-090910.pdf

The value of incorporating realistic goals into the design of the campaign, advocating a ‘small steps’ approach.

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Applying youth empowerment theory? http://www.youthempoweredsolutions.org/wp-content/uploads/2013/11/Youth_Empowerment_The_Theory_and_Its_Implementation_YES-11-13-13.pdf

Audience An essential element of developing such programmes is to identify exactly WHO your campaign is reaching out to; their situation, needs, values and preferences.

EYTO example Using the benchmark criteria of social marketing meant that all partners spent time with their young campaign creators and social marketing experts identifying who were

the target audience for their campaign. For this project the target audience was clearly defined as 13-16 year olds who are vulnerable to obesity. All young people involved

were supported by experts to think about; what appeals to these young people, what campaigns and brands they like, what healthy living means to them, and how best to

present the package of benefits for this audience in exchange for them making changes to their behaviour. It was important to this project to consider the whole picture of

young people’s lives and provide support and messages to young people that addressed a broad range of factors influencing their lifestyles. Taking a youth-led approach to

development of the campaigns helped to ensure the work appealed to other young people , and also meant that the project’s young campaign creators were meaningfully

involved and empowered. Different countries in the EYTO partnership tried different methods to support the young campaign creators to reach out to their peers and to

engage parents; including using social media, through activities with their classmates in school/college and with friends at youth centres. The Portuguese team held a

competitive cooking activity for families which was a successful way to engage parents in the work of the project and with the issues around healthy living more generally.

Planning Have you thought about.... My considerations Actions to take

How your campaign will take an ecological approach; addressing barriers to healthy lifestyles in young people’s wider environment?

How you will ensure the branding of the campaign is appealing to young people?

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How you will enable young people to be meaningfully involved and empowered to take the lead at every stage of campaign development?

How you will support young people to reach out to their peers both to inform development and to spread the campaign messages?

How you will engage with parents as part of the campaign development and roll out?

Message You will need to spend time working with young people to identify clearly WHAT your campaign is going to say.

EYTO Example Although all partners within the EYTO partnership were working to the same objectives, their young campaign creators developed quite different messages that would

appeal to their peers. For example the UK team’s key campaign message was ‘challenge yourself to get active + try new healthier foods’, where as Portugal’s translates as

‘take for yourself the power and responsibility over your lifestyle’.

It became clear through the process of campaign development and roll out that teenagers across Europe are most concerned about how living well makes you feel. There

were also some deeply complex issues emerging around body image, mental wellbeing and weight related bullying, which each partner addressed with their young people

as they arose. The EYTO project findings support discussing the internal, emotional factors involved in healthy living and indicate that messaging to tackle the issues of

overweight and obesity with their peers needs to be grounded in how young people feel about themselves and their lives. Addressing self-confidence, resilience and life

skills was felt to be an effective route to empowering young people to make healthy lifestyle choices.

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Planning Have you thought about.... My considerations Actions to take

How you will encourage your campaign development team to think creatively to break down any myths or barriers in some more traditional views of what constitutes a healthy lifestyle?

How to support young people to create a positive, empowering campaign?

How to make sure you don’t inadvertently reinforce unhelpful standards, pressures and ideals around weight and appearance?

How your campaign will incorporate easy to understand messages, tailored to your audience, about all of your principle objectives which may include: the reduction of high fat/salt/sugar (HFSS) foods intake and sedentary activity as well as on the increase of physical activity and fruit/vegetable consumption?

Channel Planning HOW to communicate the messages of your campaign is essential.

EYTO example All project partners spent time with their young campaign creators identifying the best communication channels to use to reach their peers. These differed across the

cultural contexts, for example the Czech Republic team had great success using Facebook and the UK team had better success engaging young people at face to face one off

events as young people in this age bracket in the UK are using Facebook less and less. Expert training in social media was hugely beneficial for some, particularly the Czech

team, who were able to maximise their impact on social media platforms used by the target audience. The value in the UK team approach was that face to face engagement

enabled interesting conversations on sensitive topics and a deeper exploration of the issues for young people vulnerable to obesity.

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All partners produced tangible branded resources to promote the campaigns. These were well received by young people and provided reminders and talking points about

the issues. Examples include: pin badges, sports bags, card wallets and leaflets. All partner teams also developed tools/approaches associated with the campaign that

helped young people to spread their messages. The Spanish team for example produced simple games that could be replicated with school classmates – showing how much

exercise you would need to do to burn off calories in different foods, as well as peer to peer training resources – on sugar content of popular drinks. They also issues

challenges such as ‘take a selfie doing your favourite sport’ that provided a hook on their social media platforms.

The campaigns produced were promoted in a wide range of places such as; online, in schools and colleges, in leisure facilities, in youth centres, popular magazines and

libraries. The Portuguese team held a large public event in an open community space which was particularly successful in engaging large numbers of people and opening up

conversations about the issues in the local area. The Czech team also found participating in public events, such as Christmas markets, beneficial. Many partners also

engaged successfully with local and national media outlets such as newspapers, magazines, and TV production companies to spread the message about the project and why

promoting healthy living to teenagers is so important. Others focussed on communicating about the project with professionals and academics through presenting at

conferences, attending and hosting roundtables.

Planning Have you thought about.... My considerations Actions to take

What the various communication channels used by young people in your country are and how your messages could be transmitted through them?

The specific role of social media? It may be important to train your core group of young people in its use, and to consider which platforms are most relevant for your audience.

The value of face to face engagement for gathering opinions, facilitating sensitive discussion and exploration of the issues?

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Producing materials associated with your campaign? Such as; peer to peer training resources, simple games that could be played with friends, accessible information, issuing challenges...

Producing a tangible gift as part of the campaign materials, to incentivise young people who come into contact with the campaign to get involved and promote its messages?

How you can make the campaign visible for young people across the facilities they use locally? Including; sports centres, internet, in education settings, magazines, local community spaces such as parks, in the home

Encouraging public engagement; opening up opportunities to talk about the issues?

Which routes to utilise to spread your results and achievements? Realising the value of local and national media as well as academic journals

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Delivery It is important to think about WHERE your campaign will be visible and HOW well you can link up with existing initiatives to increase the impact of the campaign activities

you deliver.

EYTO example Each partner team supported their young campaign creators to develop plans for the delivery of their campaigns which looked at issues such as; developing activities,

allocating responsibilities and making local connections. In the UK the team formed a close partnership with the local authority youth service and were able to utilise the

skills of youth workers, the venues of local youth centres including their leisure facilities and classes. They also became part of a local youth health forum which includes a

number of voluntary and statutory organisations already providing services for young people. This enabled the UK campaign to signpost to existing local initiatives such as

fitness and dance classes, weight loss programmes and cooking skills courses.

All of the young people involved in the project felt that international collaboration was beneficial to them and to the quality of the work. They reported feeling part of

something bigger which helped to communicate the scale of the problem and fostered a sense o f togetherness in tackling it. Collaborating on delivery helped the young

people to understand local contexts and how different circumstances may affect how you work as well as helping to drive commitment and enthusiasm.

Planning Have you thought about.... My considerations Actions to take

Where do you plan to develop the activities of the campaign?

How you will take the campaign out to those you are targeting i.e. young people most at risk of obesity - meeting them where they are rather than expecting them to come to you?

How to make use of existing assets and link into existing local work to aid the delivery of your activities?

13

Identifying and connecting with leaders in the local community; how can they help delivery?

Identifying the local/national practical support to help to help young people make changes to their lifestyles, can your campaign increase engagement with this support?

Whether this practical support already on offer is adequately regular, and consistent?

Creating a plan for campaign activity? For example how often will you host events, post messages on social media, and who will be responsible

Opportunities for partnering with colleagues? This may be across other communities, regions, or countries. International, national and local collaborations can increase value in the comparison of data, sharing and testing of good practice, and forging new relationships.

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Evaluation Thinking about HOW you will measure the effectiveness and impact of your campaign is fundamental and should begin at the earliest stage.

EYTO example A comprehensive evaluation plan was agreed by all partners at the outset of the project. The evaluation was carried out by highly qualified research professionals and was

adequately resourced to provide a formative and summative assessment of the project’s progress and effects. All partners agreed process and outcome indicators against

which to measure and a variety of methods were employed to gather evidence including; focus groups with the young campaign creators (at baseline, interim and end), an

online open survey of young people engaging with the campaigns, stakeholder telephone interviews and a focus group with partners. The evaluation team produced topic

guides, analysis frameworks and designed the surveys that could then be translated for partner countries. Partners were able to extend the scope of evaluation if there was

desire to collect more scientific data about the impact if the campaigns. Indeed the Spanish team, whilst complying with the agreed evaluation methodology of the overall

project, also put in place additional measures including using a control group.

Planning Have you thought about.... My considerations Actions to take

Which short term and long term indicators against which to evaluate? And how are you planning to evaluate the impact?

Exploring ways to go beyond young people self-reporting on the impact of the campaign, whilst working within the resource and time constraints of the project?

The possibilities of using validated tools for data collection, whilst working within the resource and time constraints of the project?

15

Considering the use of a control group to help identify the effects of the intervention, whilst working within the resource and time constraints of the project?

Sustainability Considerations about WHAT can be put in place to ensure your work can continue in the longer term is important.

EYTO example The EYTO project has developed a model for achieving behaviour change with adolescents that brings with it a host of additional benefits including; young people

developing skills and confidence and the potential for a more coordinated approach at a local level. In the UK for example, by forming relationships with local stakeholders

and decision makers and using the campaign to tie together local services and initiatives focussing on healthy lifestyles, the work was viewed positively by the local Public

Heath team who have taken forward the campaign as an ongoing tool with the local youth service.

The approach EYTO has developed and tested has potential for replication in other localities and to address other public health issues. Given the international

understanding about the importance of tackling obesity the key principles behind the approach are likely to support local and national initiatives and policy worldwide.

Planning Have you thought about.... My considerations Actions to take

How your campaign will fit in with/alongside other local or national initiatives and or events?

How you will go about securing the support of high level strategic ambassadors?

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How your campaign can be sustained in the long term?

Pivotal insight:  Young People in the 

EYTO project 

Highlights

● We must include young people as proactive agents in health promotion.

● Youth can contribute to health interventions, such as the improvement of healthy habits, when they have enough information, support and motivation.

● Young people can easily identify the main barriers and strengths of health promotion initiatives.

● Peer-led and social marketing have been effective in health promotion interventions with adolescents.

What is EYTO?

European Youth Tackling Obesity (EYTO) was a youth-led and peer-to-peer project that used social marketing campaigns to tackle obesity among young people (13 to 18 years old) living in disadvantaged communities in four European Countries (United Kingdom, Spain, Portugal and Czech Republic). Since obesity rates follow a social gradient in which the highest rates are present in racial/ethnic minorities and poor populations1, actions with innovative and effective approaches are needed to prevent this health issue are needed in this populations.

The main project objectives were to increase skills and confidence in applying participatory social marketing techniques with adolescents; as well as engaging young people in campaigns created by peers to increase their motivation to eat more healthily and be more physically active, with the intention for a long-term obesity prevention.

What makes it different?

This project emerged from the social need of a more collaborative strategy that gives young people a leading role in addressing health matters affecting them (such as obesity). The campaigns were created across Europe by adolescents for adolescents in disadvantaged neighborhoods by Campaign Creators (the young people who were involved in the campaign delivery).

Although in the EYTO project each campaign was tailored for audiences in their own countries, different and innovative approaches had the following in common: youth-led methodology, placing young people at the center of the project, social marketing approach and peer-led strategies as methodological bases to support good practice in obesity prevention. The use of social networks as a communication tool and a health promotion channel with young people was also a singular approach. Including young people, researchers, stakeholders and policy makers was essential for creating a movement that addressed obesity prevention in the public health strategies of local areas.

Prepared by Magaly Aceves-Martins, Universitat Rovira i Virgili and Aixa Y Alemán-Díaz, WHO Collaborative Centre for International Child and

Adolescent Health Policy at the University of St Andrews. 

  

Why are young people pivotal?

Adolescents represent a healthcare challenge, due to the transition process of parent-managed care to

personal decision-making. In addition, adolescents experience a physiologic and cognitive transition,

where they try to reshape their identity and establish relationships with their social environment. The

adolescent period is crucial in determining longer-term obesity risks and provides different opportunities

to develop healthier lifestyles2. The EYTO project made young people a central partner in this obesity

prevention challenge.

In adolescence, peers can be a deciding factor in the youth's decision making process, including an

important influence on health related behaviors through their attitudes, and also the different

information sources accessible to them. The EYTO project showed how viable and effective this type of

intervention can be especially to prevent health issues in young disadvantaged populations, and

underscored the need to integrate them in the general efforts for improving wellbeing in their

communities. The created campaigns worked towards initial objectives of increased understanding and

motivation for healthy eating and undertaking physical activities. These changes require increased

collaborative working with parents and professionals in the community and from different sectors to

ensure children and young people have accessible and available options to make healthy choices.

EYTO Contact information:

Website: www.eyto.org.uk

Amy Davies

Senior Development Officer –

Health & Social Care

National Children's Bureau

8 Wakley Street | London | EC1V 7QE

Tel: 07850 926988

Email: adavies@ncb.org.uk

Rosa Solà M.D.; PhD

Health Education and Promotion Research Group

Functional Nutrition, Oxidation and

Cardiovascular Disease Research Group

Medicine and Surgery Department

Universitat Rovira i Virgili

C/ Sant Llorenç, 21, 43201

Reus, Spain.

Tel: (+34) 977 759345.

Email: rosa.sola@urv.cat

References: 1.-McLaren L: Socioeconomic status and obesity. Epidemiol Rev 2007, 29:29-48

2.- Srof BJ, Velsor-Friedrich B. Health promotion in adolescents: a review of Pender's health promotion model. Nurs Sci Q. 2006

Oct;19(4):366-73. 

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EYTO Stakeholder Topic Guides for telephone interviews

Final 12th March KEY:

ANYTHING IS BLUE CAPITALS IS AN INSTRUCTION FOR THE PERSON DOING THE INTERVIEW

Anything in green italics is a prompt: for example, if the person you are interviewing struggles to answer a question or does not cover any of the listed prompts then please use the green italics to ask them follow-up questions.

Anything in red font are instructions for person doing the interview and can be shared with the participant to help introduce them to a set of questions.

BEFORE THE INTERVIEW

IT IS UNLIKELY THAT EACH PERSON BEING INTERVIEWED WILL BE ABLE TO ANSWER ALL OF

THE QUESTIONS IN THIS GUIDE. PLEASE REVIEW THE QUESTIONS BEFORE YOU SPEAK TO THE

PERSON TO HELP YOU TAILOR IT AS MUCH AS POSSIBLE. YOU MAY FIND THAT THERE ARE ONE

OR TWO AREAS OF THE GUIDE THAT NONE OF YOUR INTERVIEWEES CAN COVER – THAT IS

OK, AS LONG AS THE MAJORITY OF QUESTIONS ARE ANSWERED BY AT LEAST ONE PERSON. INTERVIEWS WILL LAST FOR APPROXIMATELY 30-45 MINUTES.

Anything written in an orange text box is a

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INTRODUCTION

BELOW IS INFORMATION THAT NEEDS TO BE SAID AT THE START OF EACH INTERVIEW TO

INSURE THE INTERVIEWEE IS UNDERSTANDS WHY WE ARE DOING THE RESEARCH AND WHAT

WE PLAN TO DO WITH THE INFORMATION. The National Children’s Bureau (a children’s charity based in England) Research Centre is carrying out an evaluation of the EYTO (European Youth Tackling Obesity) project. EYTO is a peer-led social marketing project working in four European countries to promote healthy eating and physical activity. NCB’s Health and Social Care team lead the partnership with organisations in Spain, Portugal and the Czech Republic. One part of the evaluation is to speak to people who either have been directly involved in the project or have shown an interest in the campaign. I will be asking questions about your views and experiences regarding:

• obesity in your country and its causes • the EYTO campaign, • social media as a tool for encouraging behavioural change • the impact of the campaign • and your thoughts about the future of EYTO and obesity more generally

I was hoping I would be able to record the interview, this will help me analyse the data afterwards. It means I can concentrate on what you are telling me while I make brief notes. The interviews will be transcribed and translated into English for the evaluation team in the UK. Will it be OK to record the interview? Everything you say during this conversation is confidential. The NCB Research Centre will be writing a report (in English) on the findings and would like to use quotes. No one outside of the research team have been or will be told of your involvement in the evaluation, therefore, no one should be able to identify that you have said certain things. The interview will last for approximately 30-45 minutes. There are no right or wrong answers – we just want to hear your own views and experiences. If you are unable to answer some questions, that is absolutely fine. You also have the right to stop the interview at any stage or refuse to answer a specific question. Do you have any questions at this point? Are you happy to take part in the interview?

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CONTEXT

1. Could you please tell me your name and give a brief description of your role / job

We would like to ask you some questions about obesity in the UK / Portugal / Spain / Czech Republic (PLEASE DELETE AS APPROPRIATE) Instructions for person doing the interview and can be shared with the participant to help introduce a set of questions: The following questions will help to find out about the causes of obesity in the country and what can be done to reduce it.

2. Do you think obesity is an issue in the UK / Portugal / Spain / Czech Republic?

a. If so, who do you think is most at risk? (prompt: young people) 3. What do you think are the main causes of obesity?

a. Specifically for children and young people – are the causes different?

Prompts:

a) Health and wellbeing • Genetics • Emotional wellbeing – i.e. feeling down • Disability.

b) Cost, availability and opportunities • Cost of healthy food – too expensive to buy • Poor selection of healthy food in local shops • Opportunities for doing physical activity and sports - space and costs of

activities.

c) Parental and peer influence • Peer influence • Parents/carers providing unhealthy food at home.

d) Information to make choices • Lack of information about how to lead healthier lives, including how to eat

well e.g. calories and hidden salt and sugar in food.

e) Behaviours and motivation • Eating too much unhealthy food • Lack of motivation.

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4. Generally, how well do you think obesity is understood in terms of what causes it?

a. By young people b. By policy / decision makers

5. Generally, how well do you think obesity is understood in terms of how to address the issue?

a. By young people b. By policy / decision makers

Instructions for person doing the interview and can be shared with the participant to help introduce a set of questions: The following questions will help to find out about the barriers and enablers for CYP to lead healthy lifestyles.

6. What, in your view, encourages young people to make healthy lifestyle choices?

Prompts:

a) Health and wellbeing • Emotional wellbeing – Caring about how they feel • For CYP with disabilities or genetic issues – a better understanding of how

they can lead healthier lives.

b) Cost, availability and opportunities • Cost of healthy food – cheaper/reasonably priced food • Better selection of healthy food in local shops • Opportunities for doing physical activity and sports - space and costs of

activities.

c) Parental and peer influence • Support from their parents/carers • Availability of healthy food in the home • Support from their peers/friends.

d) Information to make choices • Information about how to lead healthier lives, including how to eat well

e.g. calories and hidden salt and sugar in food.

e) Behaviours and motivation • Enjoying healthy eating • Enjoying physical activity • Motivated to make positive change.

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7. What, in your view, makes it difficult for young people to make healthy lifestyle choices?

Prompts:

a) Health and wellbeing • Genetics • Emotional wellbeing – i.e. feeling down • Disability. b) Cost, availability and opportunities • Cost of healthy food – too expensive to buy • Poor selection of healthy food in local shops • Opportunities for doing physical activity and sports - space and costs of

activities • Not knowing how to cook.

c) Parental and peer influence • Peer influence • Parents/carers providing unhealthy food at home. • Parents/carers who do not know how to cook.

d) Information to make choices • Lack of information about how to lead healthier lives, including how to eat

well e.g. calories and hidden salt and sugar in food.

e) Behaviours and motivation • Eating too much unhealthy food • Lack of motivation.

8. What are the challenges that lead to young people being obese?

9. How can these challenges be overcome?

EYTO CAMPAIGN Instructions for person doing the interview and can be shared with the participant to help introduce a set of questions: The following questions will help to find out about participant’s knowledge of the project/campaign and its impact on CYP in the country.

10.How much knowledge / understanding do you have of the EYTO campaign? a) Can you tell me about your role/involvement in the project?

EACH COUNTRY TO HAVE A BRIEF DESCRIPTION OF THEIR OWN CAMPAIGN

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11.How does the EYTO campaign fit with other projects / campaigns that are trying to tackle obesity? Prompts: a. What is unique about the project? b. What is similar to other projects you have done before?

12.What has been the reach of the EYTO campaign in terms of the young people who have become involved in the campaign? Prompt: Do you know of any examples of how the campaign has reached or has had an impact on CYP?

a. National vs. local reach b. Specific groups of young people vs. all young people c. Friends / peers / family members of campaign creators only d. Disadvantaged / at risk of being obese young people

13.How easy or hard has it been to engage young people? 14.What, in your view, has worked well / been a success about the EYTO

campaign? a. For example: activities around promoting awareness; events;

facebook page; social media activity 15.What, in your view, has worked less well / been a challenge about the

EYTO campaign? a. For example: a lack of services to underpin campaign activities;

lack of engagement with social media

SOCIAL MEDIA Instructions for person doing the interview and can be shared with the participant to help introduce a set of questions: The following questions will help you find out whether social media has been an effective tool for engaging with young people and changing behaviour, and how it has been used by the project/campaign team.

16.How easy or hard has it been to communicate with young people through social media?

a. Please explain why. 17.Generally, what are your views about social media as a tool to

a. Generate a change in behaviour amongst young people? b. A means of tackling obesity?

18.How successful has the EYTO campaign been at using social media as a tool for tackling obesity?

a. Please explain why. b. What has worked well about using social media c. What has been challenging about using social media

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d. What could be done differently in the future about using social media

IMPACT OF EYTO CAMPAIGN Instructions for person doing the interview and can be shared with the participant to help introduce a set of questions: The following questions will help you find out the impact of the project/campaign on stakeholders.

19.What has been the impact of the campaign on the campaign creators a. Increased skills and confidence b. Increased understanding of the causes of obesity c. Increased desire to make healthier choices d. Motivation to help others make healthier choices

20.How successful has the campaign been in motivating young people to think about making changes to their lifestyle?

a. Please explain how the campaign has motivated young people (both campaign creators and other young people)

21.Do you get a sense at how successful the campaign has been in actually changing the behaviour of young people in terms of healthy eating and increased physical activity?

a. Please explain how the campaign has changed behaviour (both campaign creators and other young people)

22.Has the campaign increased awareness amongst policy makers about what the issues are in terms of the causes of obesity in young people?

23.And any ways to tackle obesity in young people? 24.Has the EYTO campaign had any impacts on making changes to policy?

a. If yes: i. what has changed ii. how did the EYTO campaign help to make this change?

25.Has the campaign increased awareness amongst practitioners (for example public health professionals) about how to tackle obesity in young people?

26.Has the EYTO campaign had any impacts on making changes to practice? a. If yes:

i. What has changed ii. How did the EYTO campaign help to make this change?

27.Any other impacts of the campaign?

THE FUTURE Instructions for person doing the interview and can be shared with the participant to help introduce a set of questions:

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The following questions will help you find out:

• What is needed to make a permanent change in obesity rates in their areas • What will be the potential wider changes to policy and practice as a result of

the project/campaign. 28.Overall, how could the campaign be changed to improve it for the future? 29.Thinking more widely than the EYTO campaign, what else needs to change

to make a permanent change in obesity rates? a. At a local and national level b. Amongst certain groups of young people c. In terms of policy and practice

30.That is all of my questions, anything else you would like to add in terms of the EYTO campaign, or more generally about the causes of obesity or the use of social media as means of tackling obesity?

Thank you for talking to me to today, it has been very interesting and useful. As I explained at the start of the interview the NCB Research Centre will be writing the findings up from these interviews and other aspects of the evaluation including focus groups with young people and survey findings from young people accessing the campaign. If you have any questions you can always contact me or the project lead in the country.

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Look Up; Islington - London, England English Campaign Online

- Facebook: https://www.facebook.com/LookUpIslington

- Twitter: https://twitter.com/lookupislington

English Campaign Logo: The logo was created by the young campaign creators in England.

Workshops and events:

28 May 2014: Information drop in about the project for young people in the local area

9 September 2014: Meeting with the Young Campaign Creators; baseline focus group activity

15 September 2014: Meeting with the Young Campaign Creators; session with social marketing experts about the theory and beginning campaign development

18 September 2014: Meeting with the Young Campaign Creators; session with social marketing experts on campaign development

7 October 2014: Meeting with the Young Campaign Creators; session with social marketing experts on campaign development

23 October 2014: Meeting with the Young Campaign Creators; session with social marketing experts to finalise and agree all campaign materials and preparation for exchange weekend

25-26 October 2014: Participation and presentation at project exchange weekend; London

17 November 2014: Meeting with the Young Campaign Creators; campaign roll out

2 December 2014: Meeting with the Young Campaign Creators; campaign roll out

11 January 2015: Young Campaign Creators pop up event at local sports centre

27 January 2015: Meeting with the Young Campaign Creators; campaign roll out

3 February 2015: Meeting with the Young Campaign Creators; campaign roll out

20 February 2015: Young Campaign Creators pop up event; information stand at youth centre

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24 February 2015: Young Campaign Creators presenting to peers at the Islington Youth Health Forum

10 March 2015: Meeting with the Young Campaign Creators; campaign roll out and preparation for the national event – A Conversation on Youth Obesity

24 March 2015: Young Campaign Creators presenting at the National Event – A Conversation on Youth Obesity

21 April 2015: Meeting with the Young Campaign Creators; preparation for exchange weekend

25-26 April 2015: participation and presentation at the exchange weekend, Reus, Spain

26 May 2015: Meeting with the Young Campaign Creators; campaign roll out

16 June 2015: Meeting with the Young Campaign Creators; campaign roll out

19 June 2015: Young Campaign Creators pop up event at local youth centre

Campaign plan

Look Up intends to be aspirational and motivational to reflect the young campaign creator’s key message that living a healthy lifestyle improves confidence, self esteem and motivation. Initial findings from the work that NCB, the project team and young people had done on the project indicated that as the UK’s media market is saturated – with young people exposed to a significant amount of social marketing and advertising – the campaign developed through the EYTO project needed to compete effectively in this difficult market. The team also wanted to stick to a comprehensive social marketing approach, therefore it was important to work with experts and the target audience to develop the Look Up campaign. The young campaign creators did not want to focus on fruit and vegetable consumption or physical activity as the main message on the face of their campaign. They felt that this would not work for their peers. Therefore they developed a campaign which ‘sells’ positivity, feeling good about yourself, having greater aspirations etc. The messages and content behind the face of this are then about increasing knowledge and understanding of how to live a healthy lifestyle and therefore achieve this confidence and self esteem.

October 2014 – present: Look Up information display in the central meeting space of a large youth hub in the London Borough of Islington. This includes poster displays with the Look Up brand and information about food swaps and physical activity challenges to try, as well as leaflets to take away about Look Up and about places to be active in the local area. Youth worker staff at the centre are informed about the project and are able to talk with interested young people about its work and signpost them to more information.

5 January 2015: Look Up flyers and project information included in a mail out pack to schools across Islington coordinated by the Local Authority School Improvement Service. Targeted 8 maintained secondary schools, 2 academies, 3 pupil referral units and 3 special schools.

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11 January 2015: Young Campaign Creators pop up event at local sports centre. This was part of a local ‘Look Good Feel Good Programme’ and targeted girls and young women. The theme of the event was to try something new. Participants were able to try out a wide range of new sports with the support of sports centre staff; including: trampolining, gymnastics, hockey, badminton, tennis, netball, rugby, basketball, athletics, ice staking, pilates and yoga. Local young sports stars attended the event and spoke with young people to inspire them to think more about living a healthy life. They included Maddy Badcott (rowing), Nadia Jersey (water skiing) and Yasmin Campbell (fencing). The Young Campaign Creators also hosted a healthy foods taste testing stall where visitors could challenge themselves to blindfold taste test new foods. Lots of young women and girls fed back that they liked the taste of things that they wouldn’t have normally tried, as when blindfolded they could not be put off by how the food looks. Participants could also read information displays created by the Young Campaign Creators about calorie and sugar content of foods, and take part in a healthy living quiz. More than 200 people attended the event.

20 February 2015: Young Campaign Creators pop up event; information stand at youth centre. The young people set up a Look Up information stall in the central meeting space of a local youth hub and engaged in face to face conversations with their peers about the key messages of the campaign and where to find out more about living a healthy life. The young people gave away campaign materials including flyers, sports bags and travel card wallets.

24 February 2015: Young Campaign Creators presented about the Look Up campaign and the importance of healthy living to peers at the Islington Youth Health Forum.

24 March 2015: Young Campaign Creators presented at the National Event – A Conversation on Youth Obesity on the work of the Look Up campaign as part of the EYTO project.

March-April 2015: Young Campaign Creators ran a survey with peers in the colleges they attend to explore the emotional factors surrounding making healthy choices.

19 June 2015: Young Campaign Creators pop up event at local youth centre. This event targeted boys and young men and was part of Men’s Health Week - a national campaign that focussed this year on healthy living. Participants could read information displays created by the Young Campaign Creators about calorie and sugar content of foods, and take part in a healthy living quiz. We also produced fact sheets about physical activity and food specifically targeted at boys and young men. Those attending could join in activity sessions in the youth centre gym and take part in a blindfold healthy food tasting challenge that aimed to educate participants about how to eat 5 portions of different fruit and vegetables each day. The event reached over 50 boys and young men.

Evaluation strategy

Global EYTO Evaluation

Baseline focus group with campaign creators: 9th September 2014

1st wave focus group with campaign creators: 12th November 2015

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2nd wave focus group with campaign creators: 21st July 2015

Associated campaign materials We had 500 flyers printed to promote the project and its activities; 100 sports bags; and 250 travel card holders

Images:

Young campaign creators developing Look Up

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Young Campaign Creators presenting:

At the pop up events:

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LUTA POR TI; Lisbon, Portugal Portuguese Campaign Online:

This is the facebook page for our virtual community: https://www.facebook.com/EytoPortugal/?fref=ts and our Youtube channel: https://www.youtube.com/channel/UC9W7yeYXvLDrVSX1X4GQkdw/feed

and our Instagram account: https://www.instagram.com/eyto.portugal /

Portuguese Campaign Logo: The logo was created by the young campaign creators in Portugal.

The initial logo: The final logo:

Workshops and events:

• September 26th, 2014: First meeting with Portuguese Adolescent Campaign Creators and their parents, all the information about the project was given for them and the informed consents were signed and all the information for organizing the London trip was discussed.

• September 27th, 2014: A 2 hour training session for 7 Portuguese Adolescent Campaign Creators, were social marketing and health habits basis where taught.

• October 7th, 2014: Creation of Facebook page for communication with peers and promotion of the activities. Preparation of the next event, PIC NIC.

• October 18th, 2014: Meeting with the 7 Portuguese Adolescent Campaign Creators for planning the presentation of the performed activities at London.

• November 8th, 2014: Meeting with the 7 Portuguese Adolescent Campaign Creators for the review of the London meeting and defining next steps.

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• November 29th, 2014: Meeting with the 7 Portuguese Adolescent Campaign Creators for the wave 2 focus group.

• December 18th, 2014: Meeting with the 7 Portuguese Adolescent Campaign Creators for the preparation of the Soup contest event.

• January 31th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for design of activities and material of the campaign.

• February 21th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for design of activities and material of the campaign.

• March 7th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for preparation of a promotional video and conception of the sport event.

• March 28th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for shooting of the promotional video and define the details for the event LUTA POR TI

• April 11th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for planning the presentation of the performed activities at Reus.

• May 9th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for design of material for the event LUTA POR TI and for the review of the Reus meeting.

• May 16th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for final preparations of the event LUTA POR TI.

• June 20th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for evaluation of the event previously done.

• July 11th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for the focus group.

• August 7th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for dissemination of surveys.

• September 5th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators for balance of the lessons learned

• September 19th, 2015: Meeting with the 7 Portuguese Adolescent Campaign Creators and their parents for the presentation of the results of the project.

Campaign plan

October 11th, 2014: First group activity with the all Scouts group and the 7 Portuguese Adolescent Campaign Creators.

PIC-NIC: The 7 campaign creators went shopping for groceries for all the scouts group. They were divided in two teams; one team choose healthy foods and the other team choose unhealthy foods. After the shopping, we went on preparing the food for the pic-nic. At sight we found 25 other scouts ready to lunch, they had to choose what to eat and a few hours later to do a fitness trial. The group

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concluded that the team that ate the healthy food had more energy than the one that had the unhealthy food. The young campaigners used this event to disseminate the EYTO project and its objectives.

January 24th, 2015: Second group activity with the 7 Portuguese Adolescent Campaign Creators and their families and friends.

Soup Contest: Each of the 7 campaign creators had to cook a heathy soup (with some help of their parents). At the event they gave a taste of their soup to each of the attendants (friends and families) that should vote on the tastiest soup. The young campaigners used this event to disseminate information on healthy eating.

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May 23rd, 2015: Third group activity with the 7 Portuguese Adolescent Campaign Creators and their families and friends.

Luta Por Ti: In the National Day of Fight Against Obesity, the 7 Portuguese Adolescent Campaign Creators invited friends, families and all the community to do exercise. The event had fitness class, Kangoo jumps and Jujitsu. At the same time, a nutritionist was giving advices on how to have a healthy diet. The young campaigners used this event to disseminate the EYTO project and its objectives.

Evaluation strategy

Global EYTO Evaluation

1st wave focus group with campaign creators: September 26th 2014

2nd wave focus group with campaign creators: November 29th 2014

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3rd wave focus group with campaign creators: July 11th 2015

Campaign and associated materials developed by each country

We launched a Facebook site as part of the project: https://www.facebook.com/EytoPortugal/?fref=ts

We designed a project information leaflet:

We designed a Leaflet and Poster for the event Luta Por Ti (we printed 250 copies each):

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We designed a banner for the event Luta Por Ti:

And we used the same design to the programme of the event Luta Por Ti (and we printed 100 copies):

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We also designed a flag (75 cm x 240 cm) to use at all our pop-up events. Here is how it looks like in action:

We launched a “Luta Por Ti” video:

https://www.youtube.com/watch?v=aM3u1nmMrPE

and its bloopers:

https://www.youtube.com/watch?v=ZlG6LELeItU

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Nebud Pecka; Prague, Czech Republic Czech Campaign Online

- https://www.facebook.com/Eytocz/

- http://eytocz.blogspot.cz/

- http://websta.me/n/eytocz

- https://www.instagram.com/eytocz/?hl=en

Czech Republic Campaign Logo: The logo was created by the Czech young campaign creators.

Workshops and events:

The recruitment of children took place during August and September 2014 through a network of external consultants and freelancers working with the target group (experts in working with children and related topics, teachers, etc.) The first two workshops were held:

- 23rd of September 2014, introduction of project objectives, expected outcomes and the involvement of children, including information for parents/legal representatives (consent to participate in the project).

- 3rd of October 2014, baseline focus group was held and then we started working together on the campaign. The children were given specific tasks term, the implementation of which will oversee the project coordinator.

Workshops with young people were held regularly, weekly-fortnightly and are divided into a preparatory and project one. Working with children (consultation on specific tasks, organizational communication, etc) ran continuously, through a special team person at least 1 x per week, either through personal meetings and on-line communications.

- 13th of October 2014, preparation of the healthy life style survey (target, questions, dividing of tasks), YouTube video and other tasks for presentation at the exchange weekend

- 20th of October 2014, evaluation of the survey, the final preparation for presentation at the exchange weekend

- 25-26th of October 2014, participation and presentation at the exchange weekend London

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- 6th of November 2014, social marketing seminar (main objectives and means) + preparation of the seminar for other YP and for the final wave of the questionnaire survey

- 11th of November 2014, preparation for the seminar about healthy life style for 15 YP from Children´s house Býchory (Kolín, Central Bohemian Region), design of Nebuď Pecka leaflets

- 19th of November 2014, focus group wave 2, preparation of the Christmas Tinckles – main tasks (find healthy recipes, try before the action itself, to prepare the final form of leaflets, organize participation)

- 28th of November 2014, other part of social marketing seminar + current task for the Christmas Tinckles

- 5th of December 2014, final preparation for the Christmas Tinckles,

- 16th of December 2014, evaluation of the action and the project tasks of 2014, other part of social marketing seminar

- 6th of January 2015, healthy life style seminar preparation (finding of existing knowledge, actual requirements), dividing of task for the Open sporty lesson (choice of sporting activity)

- 21st of January 2015, social marketing seminar, preparation of the Open sporty lesson (organization of the place and term after the voting of yoga, flyer for YP)

- 6th of February 2015, healthy lifestyle seminar (nutrition expert in cooperation with a child psychologist)

- 13th of February 2015, final preparation for the Open sporty lesson, discussion about the healthy lifestyle seminar (how to spread the info – web presentation), Design the leaflets

- 27th of February 2015, evaluation of the sporty lesson, preparation for other sport lesson (providing of space, communication with potential participants, flyer, leaflet distribution, etc.)

- 6th of March 2015, project meeting, Primary school lectures preparation, final activities for open sporty lesson

- 18th of March 2015, social marketing lecture for campaign creators (Primary school lectures – presentation feedback)

- 22nd of March 2015, planning the lecture on healthy life style at the Primary School of Bohumil Hrabal, Prague – Libeň

- 2nd of April 2015, exchange weekend preparation (dividing of work for the presentation), Primary schools lectures preparation

- 15th of April 2015, social marketing seminar (social sites currents status, improvement topics, YouTube video)

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- 16th of April 2015, planning the lecture on healthy life style at the Primary School Prague – Dolní Počernice

- 19th of April 2015, preparation the lecture on healthy life style at the Primary School Liteň (Central Bohemia)

- 22nd of April 2015, exchange weekend final preparation (organizational issues, finalising the presentation and its training)

- 22nd of April 2015, let's sport. How to ride a longboard. Sports leisure activities anytime and anywhere

- 24th -26th of April 2015, participation and presentation at the exchange weekend (Reus, Spain)

- 13rd of May 2015, social marketing seminar (summary of social marketing lectures, results and work development of campaign creators, comment on the current presentation for Primary schools)

- 27th of May 2015, preparatory meeting (solving of organizational questions for the following lectures at Primary schools, preparing for a different age groups)

- 27th of May 2015, preparation for the lectures on healthy life style at the 1st. Primary School Dobříš (Central Bohemia)

- 1st of June 2015, focus group wave 3 (final focus group)

- 19th of June 2015, preparatory + project meeting (current tasks, discussion about contacting other Primary schools, potential fall 2015 events)

- 30th of June 2015, final project meeting before holidays, feedback on currents project results, dividing of works on social sites during holiday period)

- 13th of July 2015, let´s sport. One of the best types how to spend a sporty time with family and friends. Climbing course

- 1st of August 2015, we work together we sport together. Nebuď Pecka bike trip

- 1st of August 2015, Preparation for EYTO video recording

- 27thof November 2015, ceremony EYTO certificates

Campaign plan:

• 15th-16th November 2014: healthy life style seminar for Children´s house Býchory

• 5th December 2014: healthy baking (Christmas Tinckles)

• 22nd February 2015: open sport class (hot yoga), PK Studio Dobříš

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• 16th March 2015: open sport class (alpinning), Studio In Energy Dobříš

• 23rd March 2015: healthy lifestyle lecture given by young campaign creators, Bohumil Hrabal School, Prague 8

• 17th April 2015: healthy lifestyle lecture given by young campaign creators, School Dolní Počernice, Prague 9

• 21st April 2015: healthy lifestyle lecture given by young campaign creators, School Liteň

• 28th May 2015: 2x healthy lifestyle lecture given by young campaign creators, 1.st School Dobříš – 5th and 6th classes

• 29th of May 2015, 1x lecture on healthy life style at the 1st. Primary School Dobříš (Central Bohemia), 7th classes

• Parallel to the main campaign Nebuď Pecka was conducted minor campaign under the leadership of lecture Andrea Kožuchová and psychologist Michal Kubánek in underprivileged areas of the Czech Republic, Mariánské Lázně and Dubí. Here among social exclusion children were held nutritional lectures, lectures on healthy lifestyle, motivational lectures of children's access to healthy food and physical activities and also parent support in lifestyle change. There was organized several disparate workshops on this topic. Children were taught to recognize healthy food from harmful, options of available sports activities in their neighbourhood and motivational support for a lifestyle change.

- Dubí was held once a week from 5th of may 2015 until the 24th of June 2015.

- Mariánské Lázně was held once a week from 18th of March 2015 until the 29th of July 2015. Every time when was possibility one of the young creator from Nebuď Pecka accompanied these activities to present their peers how the healthy lifestyle and also the studying is important for them.

We have reached approximately 800 young people.

Evaluation strategy

Global EYTO Evaluation

Baseline focus group with campaign creators: 3.10.2014

1st wave focus group with campaign creators: 19.11.2014

2nd wave focus group with campaign creators: 1.6.2015

Associated campaign materials

We launched a Facebook site as part of the project: https://www.facebook.com/Eytocz/

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Leaflets: 500 pcs

Buttons: 500 pcs

Images:

Publicity -

http://prazsky.denik.cz/z-regionu/stredoceske-deti-nejsou-pecky-a-vyrazi-ven-20150508-uit3.html

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Zdroj: http://www.dobrisskoaktualne.cz/z-naseho-mesta/skolstvi/dobrisske-pecky-sklidily-mezinarodni-uspech

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http://1zs.dobris.cz/novinky/mezinarodni-projekt-eyto-mladez-a-zdravy-zivotni-styl

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Christmas tinckles -

Healthy lifestyle lectures –

Open sport classes –

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Som la Pera; Reus, Spain Spanish Campaign Website

This is the facebook page for Som la Pera virtual community: https://ca-es.facebook.com/somlapera Youtube channel: http://www.youtube.com/channel/UCDENGfSFjpfLL6MnwCTW3yA

Instagram account: https://instagram.com/somlapera/

Spanish Campaign Logo: The logo was created by the Spanish young campaign creators.

Workshops and events:

April 29th, 2014: First meeting with Spanish Adolescent Campaign Creators and their parents, all the information about the project was given for them and the informed consents were signed.

May 12th, 2014: A 4 hour training session for 5 Spanish Adolescent Campaign Creators, were social marketing and health habits basis where taught. Selection of name of the campaign was performed by adolescents. Focus group with the 5 Spanish Adolescent Campaign Creators was performed.

May 13th, 2014: Creation of Facebook page for communication with peers and promotion of the activities. (https://es-es.facebook.com/somlapera)

May 15th, 2014: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

May 20 th, 2014: Presentation of the campaign at High-school Gaudí.

May 22th, 2014: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign

May 29th, 2014: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign

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June 5th, 2014: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

June 26th, 2014: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for feedback and evaluation of activities and material of the pop up event. Last meeting before summer vacations period.

September 29th, 2014: Meeting with Spanish Adolescent Campaign Creators and their parents, all the information for organizing the London trip.

October 2nd, 2014: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for planning the presentation of the performed activities at London.

January 8th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for planning the presentation in the first annual meeting of EYTO project with local and national authorities in Reus.

January 15th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

January 22th, 2015: Meeting with local and national authorities, young people, directors and teachers of high-schools to share information about first year of the project.

January 29th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

February 12th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

February 19th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

March 5th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

March 12th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

April 9th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

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April 16th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for design of activities and material of the campaign.

April 18th, 2015: Exhibition of activities developed by “Som la Pera” intervention in a local Science Young Fair led to adolescent population.

April 24th, 2015: Meeting with university health and communication experts and the 5 Spanish Adolescent Campaign Creators for planning the presentation of the performed activities at Reus.

Campaign plan

Campaign Presentation in high-schools

May 20th, 2014: Presentation of the campaign at High-school Gaudí by Adolescent Campaign Creators

May 27th, 2014: Presentation of the campaign at Gabriel Ferrater i Soler by Adolescent Campaign Creators

Challenges: All the activities designed by 5 adolescents were named as challenges.

o Challenge 1 was carried out in a Facebook platform over 2 weeks: physical activity practice. The young people have to send a photo doing their favourite sport.

o Challenge 2 was carried out in a Facebook platform over 2 weeks: fruit and vegetable intake. The young people have to send a photo of a colourful and healthy plate using fruit, vegetables and cereals.

o Challenge 3 was carried out in both intervention high-schools (2 hours each one): active and healthy lifestyle. The young campaign creators organized a gymkhana for their high-school peers.

June 6th, 2014: Gymkhana at High-school Gaudí, organized by 5 Adolescent Campaign Creators.

June 12th, 2014: Gymkhana at High-school Gabriel Ferrater i Soler, organized by 5 Adolescent Campaign Creators.

o Challenge 4 was carried out in a civic centre to both high-schools together as an optional challenge (2 hours): varied and healthy diet. The young campaign creators organized a cuisine program, like Masterchef program, in which a specialized jury assess the plates cooked in order to obtain a healthy, colourful and tasty plate.

June 19 th, 2014: Pop-up event “PeraXef” with collaboration of the Central Public Market that had donated vegetables and fruits to create a healthy dish and a healthy dessert. Participated 20 adolescents (including the 5 Adolescent Campaign Creators).

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o Challenge 5 was carried in Faculty of Medicine and Health Science in Reus, in the cooking class to high-school participants as an optional challenge (2 hours): healthy diet in Christmas time. The young campaign creators organized a cuisine program, like Masterchef program, in which their mates assess with “Facebook likes” the plates cooked in order to obtain a healthy and original Christmas plate.

December 15 th, 2015: Pop-up event “PeraXef Christmas” with collaboration of the Central Public Market that had donate vegetables and fruits to create two healthy and original Christmas dishes (starter and dessert). Participated 10 adolescents (including the 5 Adolescent Campaign Creators).

o Challenge 6 was an exhibition of “Som la Pera” carried in the hall of Faculty of Medicine and Health Science in Reus and in the local theatre. The exhibition included photos over first year of the intervention and the aims and healthy lifestyles recommendations.

January 21th to 27th, 2015: Exhibition event led to adolescent and general population of the city of Reus and surroundings.

o Challenge 7 was an activity about sugared beverages. The 5 ACCs designed a classroom activity focused on sugared beverages and healthy beverages alternatives. This activity was done in each classroom (10 classrooms) in two high-schools.

February 12th to 15th, 2015: Workshop activity with duration of 1 hour.

o Challenge 8 was an activity about balanced PA and food options. The 5 ACCs designed a playground activity focused on energy balance in which adolescents had to choose some food options and did the equivalent PA.

March 9th to 13th, 2015: Workshop activity with duration of 1 hour.

o Challenge 9 was carried out in a Central Public Market to both high-schools together as an optional challenge (2 hours): varied and healthy diet. The young campaign creators organized a cuisine program, like Masterchef program, in which a specialized jury assess the plates cooked in order to obtain a healthy, colourful and tasty “tapas”.

April 11th, 2014: Pop-up event “PeraXef” with collaboration of the Central Public Market that had donated vegetables and fruits to create healthy “tapas”. Participated 25 adolescents (including the 5 Adolescent Campaign Creators).

o Challenge 10 was an activity contest about nutritional myths. The 5 ACCs designed a contest inspired by Buzz!TM Quiz World Play-Station® game contest, focused on nutritional myths and lifestyles concepts related to “Som la Pera” intervention.

April 13th to 17th, 2015: Workshop activity with duration of 1 hour.

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Evaluation strategy

Global EYTO Evaluation

Baseline focus group with campaign creators: May 12th, 2014

1st wave focus group with campaign creators: November 20th, 2015

2nd wave focus group with campaign creators: June 18th, 2015

Spanish EYTO Evaluation

Intervention and control groups (approximately 200 adolescents per group)

Baseline adolescents’ lifestyles assessment by the Health Behaviour in School-aged Children Study (HBSC) Survey: May 2014

End-of-intervention adolescents’ lifestyles assessment by the Health Behaviour in School-aged Children Study (HBSC) Survey: May 2015

Associated campaign materials

We launched a Facebook site as part of the project: https://es-es.facebook.com/somlapera.

Furthermore, we designed a roll-up (150 cm x 200 cm) to use at all our pop-up events. Here is how it looks like in action:

And we also had 500 flyers printed to promote the project and its activities.

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We launched a “Som la Pera” video as final summary of the project in Facebook platform and in Local TV Channel:

o https://es-es.facebook.com/somlapera

o http://elsimprescindibles-canalreustv.cat/portfolio-item/som-la-pera/

Exhibition

January 21th to 27th, 2015: Exhibition event led to adolescent and general population of the city of Reus and surroundings about “Som la Pera” intervention.

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Images:

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In November of 2015 “Som la Pera” intervention received a local award. This award considered this campaign as an essential and indispensable project of the City of Reus.

We planned to get more support to the project to ensure sustainability of EYTO-like actions in the future. We obtained a small financial grant from a bank foundation (Fundació “La Caixa”) to replicate the project with more adolescents and children in Reus We are still in process of identifying most promising ways and forums to disseminate the project and its activities. Same forums will be used to disseminate the results.

Don’t talk about weight straight away,

this is a sensitive issue and our weight is

only one part of who we are

Be careful about focusing your

campaign on how people look

Allow opening up of a two way

conversation and ways to find out how

young people are feeling about

themselves and their lives

Meet young people where they are;

take your campaign into youth groups,

schools, onto the streets!

Developing a campaign will be easier if you’re

supported by adults who understand how to build

relationships with young people

Building trust is important; trust in the campaign

messages and also amongst the people running the

campaign

Think about the training you’ll need to succeed. This

may include training in social marketing and media,

nutrition on and exercise

Work in a small core group to lead your campaign, but

link to larger groups of young people to explore the

opinions and ideas of others

Allow for the opinions and ideas of other young people

to influence campaign activities

Make sure you include messages and activities about

food and exercise

If you’re a young person who wants to take action to encourage others to live a healthy life then you may

want to follow what we have done and create your own local campaign. Here are some top tips to help you

on your way.

Top Tips for a Campaign

on Healthier Lifestyles

These tips have come from young people who created the four healthy lifestyles campaigns as part of the EYTO project. For more information please visit www.eyto.org.uk

'A campaign is a series of activities that help people to

make positive changes to their lives'

fc

The EYTO project ran from 2013 to 2015 and received funding from the EU Executive Agency for Health and Consumers in the framework of the Health Programme 2008-2013. For more information on the four campaigns please visit www.eyto.org.uk

Find the right balance for your group for how often to meet up and keep the interest going

Aim high - try to get as many young people as possible to engage with your campaign

If you can, try linking up with young people leading similar campaigns in other countries or areas.

Working together in this way can help you feel part of something bigger, share ideas and keep up your enthusiasm.

If you do link up with others it is also important to make sure each country or area can adapt the campaign messages and activities to suit what works best for them.

For inspiration, some of our most popular campaign activities have been:

1. Setting challenges on social media 2. Community events showcasing healthy cooking 3. Encouraging others to try out new things; different

sports, other ways to be active and new foods 4. Running interactive classes in schools about living a

healthy life.

Make it fun, relevant,

easy and engaging for

young people to be

involved

Here are the healthy lifestyle

campaign logos designed by young

people as part of the EYTO project.

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EYTO End of Project Focus Group with Campaign Creators Topic Guide Draft 28th April

KEY:

ANYTHING IS BLUE CAPITALS IS AN INFORMATION OR AN INSTRUCTION FOR THE PERSON RUNNING

THE FOCUS GROUP

Anything in green italics is a prompt: for example, if the young people are struggling to answer a question or do not cover any of the listed prompts then please use the green italics to ask them follow-up questions.

SECTION 1: Introduction, outline of the focus group and consent (5 mins) THE AIM OF THIS SECTION IS TO MAKE THE CAMPAIGN CREATORS AWARE OF THE EVALUATION, WHAT IT INVOLVES AND ASK IF THEY ARE HAPPY TO TAKE PART IN THIS FOCUS GROUP.

Anything written in an orange text box is a script for the person doing the interview to read to the interviewee.

Introduce yourself and the research activity: • Research Centre, NCB. Separate and independent from Amy etc.

We’re working with the other countries too.

• We have already spoken to you twice: before you started, to understand your hopes and expectations of the project, once during the middle of the campaign to see how you were getting on, and this will be the last time we speak to you.

• The aim of the evaluation is to think about whether it’s achieved what it aimed to do- to help a group of young people develop a social marketing campaign for young people – and measure whether it has had an impact. Part of this is looking at your experience as the creators of the campaign- what went well, whether you’ve gained some new knowledge and skills around these activities and whether anything can be done to better support you and the impact of the project both on yourselves and other young people.

• Our discussions will be used to ‘evaluate’ the project- to find out how well it has gone and any suggestions for improvements.

Comment [JL1]: Each country to update accordingly

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SECTION 2: Campaign activities (10 mins) THE AIM OF THIS SECTION IS TO UNDERSTAND (FROM THE CAMPAIGN CREATOR’S POINT OF VIEW) WHAT ACTIVITIES THEY HAVE CARRIED OUT SO FAR – THIS IS A BRIEF UPDATE ON INFORMATION THEY PROVIDED IN THE SECOND FOCUS GROUP TO ENSURE WE CAPTURE ALL OF THE ACTIVITIES UNDERTAKEN BY THE CAMPAIGN. USING DATA COLLECTED FROM THE SECOND FOCUS GROUP PROVIDE A PROMPT OF WHERE WE WERE AT THE LAST TIME WE MEET.

1. What activities have you done since we last meet? a. Any new activities?

2. Since we last spoke, in December/January how has the campaign developed?

a. Have things been progressing as you expected them too? i. What has helped with this?

Outline the aim of today:

In this meeting, we would like to talk to you about your experience of being involved in the campaign and any impacts the campaign has had on yourselves and other young people. We will ask you how things have gone overall, the type of activities you have carried out, what you have enjoyed the most and whether there has been anything less enjoyable as well as questions around the impact. We would also like to get your views on why it is important to involve young people in the design of campaign and whether you have learnt anything new as a result of being involved.

Outline their involvement, consent and how the information will be used:

This is an informal discussion, there are no right or wrong answers. Your involvement in the discussion is voluntary and doesn’t affect your involvement in the project overall. You don’t have to take part and even if you do, you don’t have to answer any question if you don’t want to. You can stop at any time. Everything you say will be treated in confidence and when we write up feedback we will make sure it will not be possible to tell who has said what. We would like to record the focus group so we can listen back to make notes afterwards. Is this ok? Your feedback from today’s discussion will be included in the final report in September 2015.

Our discussion will last for approximately 1.25 hours today

Any questions before we start?

When we meet before you had completed the following activities. • LIST ALL THE ACTIVITIES THAT HAD BEEN COMPLETED

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b. Have there been any issues? 3. Since the start of the project, what activities have you enjoyed the most?

Why?

4. Has there been any activity, or part of an activity, that you have not enjoyed? Why?

a. What could be done to change this / improve the situation?

5. Since the start of the project, do you think you have been well supported to carry out activities?

a. Was the support you received helpful? b. Was the support you received unhelpful? / Could it have been

improved?

6. If another group of young people were to do this project next year, and needed support, what advice would you give to the project team?

SECTION 3: Social marketing skills, confidence and knowledge (15 mins) THE AIM OF THIS SECTION IS TO UNDERSTAND CAMPAIGN CREATORS LEVEL OF CONFIDENCE AND KNOWLEDGE OF SOCIAL MARKETING. THIS SECTION HAS BEEN COMPLETED BY CAMPAIGN CREATORS AT THE BASELINE AND WAVE 2 FOCUS GROUPS.

7. What do you understand the term social marketing to mean?

8. Has your understanding changed since you first started this project? a. If so, how and why?

9. What are the advantages of using social marketing techniques to: a. Inform young people? b. Change attitudes? c. Change behaviour?

10.What are the disadvantages of using social marketing techniques to: a. Inform young people? b. Change attitudes? c. Change behaviour?

11.Do you have any other ideas on how social marketing could be used?

STICKER ACTIVITY: THIS ACTIVITY IS TO MEASURE AND DISCUSS CAMPAIGN CREATOR’S PERCEIVED KNOWLEDGE, CONFIDENCE AND SKILLS IN SOCIAL MARKETING SKILLS/ACTIVITIES. THE AIM IS TO TRACK THEIR LEVEL OF INTEREST AND CONFIDENCE IN EACH ACTIVITY THROUGHOUT THE EVALUATION.

AS IN THE BASELINE AND WAVE 2 FOCUS GROUPS, IN ORDER TO CARRY OUT THIS ACTIVITY YOU WILL NEED TO HAVE THE FOLLOWING LIST OF ACTIVITIES PRINTED OUT ON SEPARATE CARD THREE TIMES (STICKER ACTIVITY FOR ACTIVITY 1):

• ORGANISED OR HELPED TO RUN AN EVENT

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• CARRIED OUT RESEARCH • DESIGNED A POSTER • DESIGNED A WEBSITE • DESIGNED A LOGO • DONE GRAPHIC DESIGN • DRAFTED WRITTEN MATERIAL TO GET ACROSS A KEY MESSAGE TO LOTS OF PEOPLE IN A

SNAPPY OR POWERFUL WAY • GIVEN A PRESENTATION TO LOTS OF PEOPLE • USED SOCIAL MEDIA TO COMMUNICATE MESSAGES TO A WIDE RANGE OF PEOPLE • CARRIED OUT A PROJECT WITH PEOPLE YOU HAD NEVER MET BEFORE • WORKED WITH PEOPLE FROM OTHER COUNTRIES

IF THERE HAVE BEEN ANY OTHER ACTIVITIES COMPLETED BY THE CAMPAIGN CREATORS YOU WILL ALSO NEED TO HAVE A CARD FOR THESE PRINTED THREE TIMES. PRINT OUT THE TASK INSTRUCTIONS FOR ACTIVITY 1. STICK UP ONE TASK INSTRUCTION WITH ONE SET OF CARDS AROUND THE ROOM – YOU SHOULD HAVE THREE DIFFERENT SETS OF CARDS WITH A DIFFERENT TASK INSTRUCTION WITH EACH SET. USING GREEN, YELLOW AND RED STICKERS OR MARKERS ASK THE CAMPAIGN CREATORS TO ANSWER THE FOLLOWING QUESTIONS.

REFLECTING ON THE STICKER EXERCISE, IN PARTICULAR THE LAST SET AROUND CONFIDENCE.

12. Through being part of this project, have you gained more knowledge and confidence in any of these activities? DISCUSS AT LEAST ONE OF THE ACTIVITIES IN DETAIL WITH THE GROUP

a. How so?

13.Are there activities where you don’t feel as confident in or have enough knowledge of? DISCUSS AT LEAST ONE OF THE ACTIVITIES IN DETAIL WITH THE GROUP

a. If so, why do you think this is? b. What can be done to improve this?

14.Do you think you can apply your knowledge and confidence in these activities

to other parts of your life? a. School?

We are now going to complete the sticker activity that you may, or may not remember from the last two times that we meet. Looking at this set of cards first, can you put a green sticker for yes a lot, a yellow sticker for yes a little and a red sticker for no never against each activity to show the activities you have done since we last did this at the second focus group.

Now can we do the same with the next list to indicate your level of interest in the same list of activities. Green means a lot, yellow a little and red not interested at all.

Finally, let us look at the third list which represents how confident you feel in undertaking each task at the moment. Green indicates very confident, yellow a little confidence and red means not at all confident.

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b. Friends?

15.Would you be confident to do these activities again?

SECTION 4: Impact on campaign creators (20 mins) THE AIM OF THIS SECTION IS TO FIND OUT WHAT IMPACT BEING INVOLVED IN THE PROJECT HAS HAD ON THE CAMPAIGN CREATORS THEMSELVES.

SKILLS ACTIVITY: USING THE SAME SKILLS LIST FROM THE WAVE 2 FOCUS GROUP, WE WILL ASK THE CAMPAIGN CREATORS TO RATE THEIR CONFIDENCE IN USING THE SKILL AND TO FIND OUT HOW BEING INVOLVED IN THE CAMPAIGN HAS INFLUENCED THIS.

PRINT OUT ON CARD THE RATING CARDS FOR ACTIVITY 2 AND SKILLS LIST FOR ACTIVITY 2. IF SPACE PLACE THE 5 RATING CARDS AROUND THE ROOM AND ASK THE CAMPAIGN CREATORS TO STAND NEXT TO THE RESPONSE THAT BEST DESCRIBES HOW THEY FEEL ABOUT THEIR CONFIDENCE IN USING THE SKILLS. OTHERWISE LAY THE RATING CARDS OUT ON A TABLE AND ASK THE CAMPAIGN CREATORS TO POINT AT THE CARD THAT BEST DESCRIBES HOW THEY FEEL ABOUT THEIR CONFIDENCE IN USING THE SKILL.

16.Through your involvement in the EYTO campaign please rate how confident you feel about using the following skills. FOR EACH SKILL ASK FOLLOW UP QUESTIONS:

a. Why do you feel very unconfident / unconfident i.e. lack of opportunity to develop the skill, not interested in developing the skill? What could be done to make you feel more confident?

b. IF VERY CONFIDENT / CONFIDENT: How has the EYTO campaign helped to develop this skill? What else could be done to develop your skill in this area?

Creativity (e.g. think creatively, plan/implement ideas)

Problem solving (e.g. make decisions, solve problems)

Communication (e.g. listen to others, communicate clearly with others)

Collaboration (e.g. adapt to change and be flexible, respect and value other people’s ideas)

Using information (e.g. find information, consider what information is the best to use)

Cultural awareness (e.g. work with different types of people)

Manage projects (e.g. set goals, monitor progress, deliver)

17.Are you confident to use the skills you have learnt on the project in other areas / do you use these skills in other areas of their life e.g. school, other projects?

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18. Are there any other skills you have learnt since being part of the campaign? a. Please explain

19. Has being part of this project impacted or improved how you use these skills? a. How so?

20. Has being involved in the campaign had any effect on your confidence more generally?

a. If so how has the project decreased / increased your confidence?

21. Have you made any changes to your own lifestyle as a direct result of taking part in the campaign?

a. If so, what and why

22. Have there been any other benefits for you being part of the campaign? a. Please explain?

23. Have there been any bad / negative impacts for you since being part of the campaign?

a. Please explain? b. Were these overcome? Could they have been overcome?

SECTION 5: Perceived impact of the campaign on other young people (15 mins) THE AIM OF THIS SECTION IS TO GATHER THE CAMPAIGN CREATOR’S VIEWS ON WHAT TYPE OF IMPACT THEY THINK THEIR CAMPAIGN

24.Who do you think the campaign benefited?

25.Do you know who / what type of young people accessed the campaign? a. How many?

26.How have you monitored the impact on other young people in terms of who is

accessing the campaign and the numbers?

27.Were there young people you wanted to access the campaign who did not? a. Why did they not access the campaign? / What could have been done

differently, to get them involved?

28.Have you shared ideas or told friends and family about the campaign? a. If so, did this have any impact on them?

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i. Did they look at the information? Did they change their behaviour?

IMPACT ACTIVITY: PRINT OUT THE IMPACT LIST FOR ACTIVITY 3. SHOW EACH STATEMENT TO THE GROUP AND ASK THEM TO RATE IT OUT OF 10 TO SIGNIFY THE SUCCESS OF THE PROJECT.

29.For those young people that did get involved in the campaign, please rate the

following statements out of 10, with 10 out 10 meaning the campaign was very successful, to show how successful you think the campaign has been. Providing information and increasing awareness amongst young people Motivating young people to think about changes to their lifestyle Changing attitudes of young people Changing behaviour – healthy eating Changing behaviour – increased physical activity

FOR EACH STATEMENT ASK THE FOLLOWING QUESTIONS: a. Why have you given it that score? b. How has the campaign managed to make a difference in this? c. What could be done to make it 10 out of 10?

30.Have different young people been impacted in different ways by the

campaign? E.g. those not living a healthy lifestyle vs. those already living a healthy lifestyle?

a. Please explain how different young people have been affected? b. Was it intended that only certain young people be impacted this way?

31.Have there been any other impacts of the campaign?

32.Do you think that some of the impacts will be long term? In other words do

you think that there will be lasting change? Why?

33.What needs to be in place for young people to change their behaviour?

34.What needs to be in place to make a permanent change in obesity rates?

SECTION 6: Overall views (5 mins)

35. At the baseline focus group, your group told me you wanted to join the project to [REFER BACK TO WHY THEY WANTED TO JOIN THE GROUP- E.G. TO LEARN MORE, TO BE MORE HEALTHY, TO HELP OBESE PEOPLE], do you think you have achieved this?

a. If no, what do you think could have been done so you did achieve this goal?

36. Overall, would you say that the campaign has been successful?

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a. How/ why? b. What have been the main reasons (contributors / barriers) for this?

37. Overall, what could have been done differently to improve the campaign in terms of

your own participation? 38. Overall, what could have been done differently to improve the impact of the

campaign?

That is all of my questions, is there anything else you would like to add / say? Thank them for their time and explain that information will be used by the NCB Research Centre to inform the final evaluation report. List of resources, which will all need translating:

1. Task instructions for activity 1 2. Sticker activity for activity 1 (You may have these cards from the baseline and

wave 2 focus groups) 3. Log for activity 1 4. Rating cards for activity 2 5. Skills list for activity 2 6. Impact list for activity 3

Social Marketing and Child Obesity

Wave 2 focus group topic guide

1

Background

The focus groups with campaign creators are a key aspect of the evaluation of EYTO. They will be carried out at three points in time during the evaluation, as described below.

Overviews of three waves of evaluation focus groups

Wave Description and aim Timing

Wave one (baseline)

Carried out at the start of the project. It aimed to capture a baseline picture of campaign creator start points against which progress can be measured, and as a basis for helping to inform the programme.

Completed

Wave two Carried out at the end of phase one of the EYTO project. It aims to evaluate experiences and processes of programme delivery from the view point of campaign creators, and capture early perceptions of impact among beneficiaries; also to inform the rest of the programme

To be completed and written up in an analysis framework (and returned to NCB) before November 17th

Wave three At the end of the project (provide a final picture of perceived impact among beneficiaries and identify key final learning points for any similar programmes taking place in the future).

April/May 2015 (to be confirmed)

What does the wave two focus group with campaign creators involve? The aim of the wave two focus group is for you, as researchers, to carry out a discussion with campaign creators to consider their experience of being in EYTO so far. It aims to establish their thoughts on the activities they have carried out, the knowledge, skills and confidence they have to carry out the activities, whether they have learnt anything new from their involvement and how do they think the campaign they have created will impact on other young people. How should I use the topic guide?

• The wave two focus group with campaign creators will take1.5 hours long to carry out.

• The topic guide below covers the key themes and sub-themes to be explored

with campaign creators to ensure key issues are covered comprehensively. There are six sections.

• At the beginning of each section there is a note which will outline the overall aim of the section (in red)

Social Marketing and Child Obesity

Wave 2 focus group topic guide

2

• Within each section there are instructions to ask campaign creators

questions on particular topics (in bold)

• Suggested wording of questions for campaign creators are “noted within speech marks and in italics”

• The topic guide is a prompt for the moderator and not a script. Discussions can be relatively unstructured.

• In section 2, there are three activities to complete with the campaign creators.

You will need to prepare some materials for two of these activities in advance. Details of these activities can be found on pg. 4-6 of the topic guide.

What type of information/data do you need from this focus group for the evaluation?

• Qualitative data collected during this focus group will form the basis of an interim and final evaluation report as well as inform the EYTO project.

• The aim of this focus group is to create rich and detailed data to describe and compare campaign creator’s experiences and views between different countries.

• Rather than just finding out what campaign creator’s have done (through ‘yes’ or ‘no’ questions) we want to know the range of experiences and ask campaign creators to think about why they have answered questions that way and give examples.

How should I record the focus group and send information back to the evaluation team at NCB?

• We suggest digitally recording the focus group discussion. This may be helpful for you when listening back to make notes and complete the analysis framework.

• We are currently creating an analysis framework for you to write up your

thoughts and notes on the focus group. We will send this to you after the exchange weekend in London.

• The analysis framework if for you, as researchers, to summarise what the

campaign creator’s discussed during the focus group. Each EYTO country is doing this in the same way and it will allow us, as evaluators, to compare views.

If you have any question please just let me know, I’m very happy to help. Vanessa Greene vgreene@ncb.org.uk +0044207 843 6338

Social Marketing and Child Obesity

Wave 2 focus group topic guide

3

Topics 5 mins SECTION 1: Introduction, outline of the focus group and consent The aim of this section is to make the campaign creators aware of the evaluation, what it involves and ask if they are happy to take part in this focus group.

1.1 Introduce yourself and the research activity • Briefly outline the evaluation.

• Remind campaign creators that this is separate from the design and creation of the campaign. “This is part of an independent evaluation of the EYTO project by NCB in the UK.”

• Mention evaluation activities and how campaign creators are contributing to this. “Overall, your feedback will be used to help inform how the project is run and help ensure you have the support you need. Our discussions will be used to ‘evaluate’ the project- so, find out how well it has gone and any suggestions for improvements”.

1.2 Outline the aim of today

• “In this meeting, we would like to talk to about your experience of being involved in the design and launch of the campaign. We will ask you how things are going overall, what type of activities they have carried out to design and launch of the campaign, what they have enjoyed the most and whether there is anything that has been less enjoyable. We would also like to get your views on why it is important to involve young people in the design of campaign and whether you have learnt anything new as a result of being involved.”

1.3 Outline their involvement, consent and how information will be used

• “This is an informal discussion- no right or wrong answers!”

• Voluntary involvement. “Your involvement in the evaluation is voluntary and doesn’t effect your involvement in the project overall. You don’t have to take part and even if you do, you don’t have to answer any question if you don’t want to.”

• Confidentiality. “Everything you say will be treated in confidence and when we write up feedback we will make sure it will not be possible to tell who has said what.”

• How data will be collected. “We would like to record the focus group so we can listen back to make notes afterwards. Is this ok?”

• How findings will be reported. “Your feedback will inform two evaluation reports- Interim report in January 2015 and final report in September 2015. However, the project workers will take on board what you say today to make the project work as well for you as possible.”

• “Any questions before we start?”

Social Marketing and Child Obesity

Wave 2 focus group topic guide

4

47 mins

SECTION 2: Campaign activities and knowledge, skills and confidence gained

The aim of this section is to understand (from the campaign creator’s point of view) what activities they have carried out so far, their experience so far, what they have learnt, what skills they have used and whether there is anything that could be done to improve this experience. 2 mins 15 mins

2.1 Introduce section 2 Introduce this section as main activity in the focus group. Explain that the aim is to understand exactly what they’ve done since the baseline focus group, discuss their overall experience and consider what they’ve learnt from the experience so far.

2.2 Carry out Activity 1 – mapping all activities so far The aim of this activity is to get the campaign creators to think through all of the activities they have done so far so they can answer questions on their experiences. It does not have to be detailed. You will need paper and pens for this activity. Please save the final piece of paper and return this to NCB via email or post. • Ask the campaign creators to draw a map of their activities so far. Ask them to work

together to write down all of the actives they have done. This can be like a flow chart and in your language– no need to translate (example below)

• Ask questions on campaign creator’s overall experience

• “Since we last spoke, how has the campaign development and launch gone? Has it progressed well?”

• “What have you enjoyed the most? Any activity in particular? Why?”

• “Is there an activity (or an aspect of an activity) you have enjoyed less so? Why? What could be done to improve this?”

• Ask questions on their view of the support received to carry out the activities (e.g. help from a web designer, help from the project team to gather information)

• What support have you received to carry out these activities? [gather feedback on a number of activities]

• Was the support you received helpful? If so, how?

• If not, how could this be improved? Is there any information, advice or support that you would welcome from the project?

• If another group of young people were to do this project next year, and needed support, would you advise the project team to do anything differently?

Designed a poster Hosted a pop-up event Made a Facebook page

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10 mins

• Ask questions on their experience of the weekend in London

• How did you find the weekend in London?

• What was it like to share experiences with campaign creators from other countries?

• Have you gained some new ideas and thoughts? Has it been useful?

2.3 Carry out Activity 2 – Discussing the development of general skills, confidence and knowledge The aim of this activity is for campaign creators to discuss the overall (and general/every day) skills they have used when carrying out the activities discussed in Activity 1. Through this activity we would like to know whether the campaign creators feel they have improved upon these skills as a result of the EYTO project and whether they would be confident to use these skills in other areas of their life (school, other projects etc.)

Attached to this email a Word document with a seven skills (as below). Please translate these and print off for the campaign creators to read. You will need these to complete the activity.

• Creativity (e.g. think creatively, plan/implement ideas)

• Problem solving (e.g. make decisions, solve problems)

• Communication (e.g. listen to others, communicate clearly with others)

• Collaboration (e.g. adapt to change and be flexible, respect and value other people’s ideas)

• Using information (e.g. find information, consider what information is the best to use)

• Cultural awareness (e.g. work with different types of people)

• Manage projects (e.g. set goals, monitor progress, deliver)

• Ask the campaign creators to briefly read the paper with skills on them

• Ask them to look at the map of activities they have created in Activity 1

• Ask questions around these skills and activities

• “During which activities did you use these skills? How did you use these skills?” [Ask the group for two examples. For example, during a web design activity, creativity and collaboration]

• “What skills do you think are the most important to have to work on these activities? Why?”

• “Has being part of this project impacted or improved how you use these skills? How so?”

• “Are you confident to use these type of skills again? If yes, how would you do so?”

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15 mins

2.4 Carry out Activity 3- Sticker task and discussion of social marketing skills, confidence and knowledge

The aim of this activity is to measure and discuss campaign creator’s perceived knowledge, confidence and skills in social marketing skills/activities. Campaign creators have already done this task at the baseline focus group and will do at the final focus group to track their development. The aim is that we can track their level of interest and confidence in each activity throughout the evaluation.

As in the baseline, in order to carry out this activity you will need to have the list of activities attached to this email printed out (including one for whether they have done this activity, how interested they are in the activity and how much they feel they have the confidence and skills they would need to do this at the moment). You will need green, yellow and red stickers or markers for the campaign creators to use.]

o Organised or helped to run an event o Carried out research o Designed a poster o Designed a website o Designed a logo o Done graphic design o Drafted written material to get across a key message to lots of people in a

snappy or powerful way o Given a presentation to lots of people o Used social media to communicate messages to a wide range of people o Carried out a project with people you had never met before o Worked with people from other countries

• Ask what they think social marketing is

• “What do you understand Social Marketing to mean now?”

• “Has your understanding changed since you first started this project? How so?”

• “Do you think social marketing is useful? Do you have another idea on how it could be used?”

• Introduce the sticker task and reassure the group that it doesn’t matter if they don’t feel they have the skills or confidence in all these areas yet. This will help the project organisers to understand what they are interested in, and know how best to help them. Explain that they will do the same exercise when we meet again in the future and this will help see if the group’s experience, skills and confidence have built up over time.

• Ask the campaign creators to read the first list (experience of task). Ask each young person to use a sticker to show whether they have done the task.

o Green (yes, a lot), yellow (yes, a bit), red (no, never)

• Ask the campaign creators to read the second list (interest in task). Ask each young person to use a sticker to indicate their level of interest in each task.

o Green (a lot), yellow (a little), red (no, not interested)

• Ask the campaign creators to read the third list (skills and confidence in task). Ask each young person to use a sticker to indicate how much they feel they have the confidence and skills needed to do each task at the moment.

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o Green (a lot), yellow (a little), red (no, not interested)

• Reflect on the sticker task and ask the campaign creators about their knowledge and confidence in these areas

• Through being part of this project, have you gained more knowledge and confidence in any of these activities? How so? [Discuss at least one in detail with the group]

• Are there activities where you don’t feel as confident in or have enough knowledge of? If so, why do you think this is? What can be done to improve this? [Discuss at least one in detail with the group]

• Do you think you can apply your knowledge and confidence in these activities to other parts of your life? School? Friends?

• Would you be confident to do these activities again?

5 mins Section 3: Involving/empowering young people to create a campaign

The aim of this section is to understand campaign creator’s views on the importance of involving young people to design campaigns for other young people 3.1 Ask campaign creators questions about the importance of involving young

people in designing a campaign for young people

• “The aim of EYTO is for young people to create a campaign for young people- do you feel like you have led the development of this campaign? How so?” [Ask to give an example]

• “Do you think it is important young people are involved in the development of campaigns for other young people? Why?”

• “What can young people add to something like this? How is it different from adults making a campaign like this?”

• “Can you think of an example of one activity you have done where this was true?” [Ask them to describe]

10 mins

Section 4: Perceived impact of the campaign (so far) on other young people

The aim of this section is to gather the campaign creator’s views on what type of impact they think their campaign (so far) has had on other young people. We will collect more information on this in the final focus group so this is only their early thoughts. We would like to understand their views on how the campaign could impact on others.] 4.1 Ask campaign creators questions about who will access their campaign and how

will it impact on young people • “What type of young person will access the campaign, do you think?”

• “How do you think it will impact on them?” (e.g. give them information, make them feel sad, make them feel motivated etc.)

• “Will different types of young people take different things away from it?” For example

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Those not living a healthy lifestyle

Those who are already living a healthy lifestyle

How might it impact on these types of people?

• “What would have to be in place for there to be a long term impact on these young

people?”

10 mins

Section 5: Campaign creator’s knowledge and understanding of health and the causes of obesity (for themselves and for other young people)

The aim of this section is to establish whether the campaign creator’s themselves have learnt something new about healthy living and the causes of obesity from being part of this project. We would also like to know whether the campaign creators have taken any of the information and used it in their own life. Please reassure campaign creators we don’t think they are unhealthy by asking these questions. “We spoke a lot about other young people but I wanted to see whether being involved with this campaign has had an impact on you and your understanding of what it means to be healthy (not that you are unhealthy!)” 5.1 Ask questions about whether the young people have gained any knowledge about

healthy lifestyles and/or changed something in their own life as a result of being in the project

• “Since being part of the project, have you learnt anything new about living a healthy lifestyle and the causes of obesity? If yes, what have you learnt?”

• “Has any information about health/obesity shocked you or changed how you thought previously? If so, can you give an example?”

• “Have you taken anything you have learned and made a change to your lifestyle? If so, can you give an example?”

• “Have you shared the information you have learnt with any friends or family? If so, can you give an example?”

10 mins

Section 6: Conclusions and considering whether campaign creator’s initial hopes and aims been achieved

The aim of this section to see whether the project is progressing how the campaign creator’s hoped and whether they are achieving the goals they set out to by joining 6.1 Ask the campaign creators whether the project is everything they hoped it would be

• “At the baseline focus group, your group told me you wanted to join the project to [refer back to why they wanted to join the group- e.g. to learn more, to be more healthy, to help obese people], do you think you have achieved this or are on the way to achieving this?”

• “Is there anything that would make this better?” Conclude the focus group by asking the group if they have any questions.

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Explain what the next steps in the evaluation are Thank you!