Study on Healthy Food and Development of Generation-specific Food Education Support
Study on Healthy Food and Development of Generation-specific Food Education Support
Good Dietary Practices Change the Lives of the Elderly
Report summary
1. Purpose of the Study on Healthy Food and Development of Generation-specific Food Education Support
The Basic Act on Food Education was enacted in 2005, providing guidelines with objectives such as enabling citizens to achieve lifetime well-being and practice healthy eating habits, maintaining a proper food culture, and developing the ability to make judgments and adapt wisdom and knowledge on food.
The focus of lifestyle reform in Japan in the 21st century is on "well-being", "safety" and "environment conservation", and these issues have been successfully incorporated into policies such as "Proposals for Food Education" and "Improvement of Metabolic Syndrome".
However, efforts to help citizens to develop and adopt healthy eating habits and a healthy food culture have faced a wide range of challenges in providing specific directions for improving dietary habits, spreading food culture, and developing a focus on lifestyle.
Against this background, we planned and conducted a two-year study designed to facilitate the development of more timely and effective food education in order to support the national program to promote food education.
In promoting food education, there are significant differences in the issues faced by different generations. Last year, we conducted a study on households with infants or small children. This year, we continued our studies with a focus on the elderly based on the slogan, "Good dietary practices change the lives of the elderly".
Contents of the Research Report
Chapter1: Premises and Meaning of Discussions on Food Education for the Elderly
Chapter2: What is Food Education for the Elderly? Current Efforts, Guidelines and Proposals
Chapter 3: Directions in Food Education for the Elderly
Chapter4: The Framework for Understanding Food Education for the Elderly
Chapter5: Current Dietary Habits of the Elderly
Chapter6: Challenges and Approaches in Food Education for the Elderly from the Perspective of Good Dietary Practices
Chapter7: Proposals for Promoting Food Education for the Elderly
Attachment: Survey Report
Research Team
Research Institution: Research Institute for High-Life
Research team: The study was conducted by:
Shigeyuki Niitsu (Director and Graduate School Professor, Takachiho University)
Toshiaki Tanno (Executive Director, Behavioral Science Institute)
Haruki Takatsu (Senior Director, Research Institute for High-Life), et al.
2. Overview of this Survey Report
This survey report consists of the following 7 chapters and an overview. The following is a summary of the report.
Chapter 1: Premises and Meaning of Food Education for the Elderly
This chapter describes the current situation in Japan as an aging society based on currently published data and clearly states the need for food education for the elderly. The targeted age group and focus of the study are specified, and the meaning of research on food education for the elderly is clearly explained.
In 2008, the Research Institute for High-Life conducted and published the results of a study focusing on households with infants or small children, the first in a series of studies on generation-specific approaches in food education. This year, the Institute continued with the second part of its generation-specific research, targeting the age groups of 55 to 64 year olds (the elderly-to-be; this group includes the baby boomer generation that will comprise the real aging society in the future) and 65 to 74 year olds (the elderly).
In conducting the study, an objective review on current food education targeting the elderly and elderly-to-be led to these observations:
(1) Currently, the elderly practice ideal, traditional Japanese eating habits, and there does not seem to be a great need for food education;
(2) The elderly seem to face greater issues in areas other than food education;
(3) The development of food education includes few approaches targeting the elderly.
These observations raised the question as to whether the current approach in food education for the elderly is appropriate. This led to the hypothesis that we need to consider and approach food education not simply as eating activities but from a wider perspective.
As society in Japan ages, considerations of "food education for the elderly" will go beyond discussions of actions targeting the elderly. This will lead to the establishment of approaches in food education that tackle various issues caused by a range of changes in lifestyle. Examples include the changes in household structure caused by the continuously aging society.
Although based on the concept and premise of generation-specific approaches in food education, this study also targeted the age group of 55 to 64 year olds (the elderly-to-be). This is because we aim to provide proposals for the promotion of and directions for food education for this group using the elderly group of 65 to 74 year olds as a benchmark. We took an inside-out perspective in our research activity rather than the outside-in perspective traditionally used for formulating policy.
Chapter II: What is Food Education for the Elderly? Current Efforts, Guidelines and Proposals
The government and relevant organizations have proposed a number of policies ranging from the first well-being program for Japanese citizens (started in 1978) to new well-being frontier strategies in 2007.
Current health and food-related guidelines and proposals by the government and relevant organizations can be divided into 3 phases:
Phase 1: The well-being program
Against the background of concerns over nursing care and health insurance for the elderly, the well-being program for Japanese citizens is designed to help citizens stay healthy for longer and focuses on the prevention of lifestyle diseases. The ultimate objective is to improve quality of life (QOL), as indicated in "Well-being Japan 21", and nutrition and dietary habits are set as priorities.
Phase 2: Nutrition and dietary habits as top priorities (guidelines for dietary habits)
The well-being program for Japanese citizens was presented as more specific guidelines for dietary habits. There are 10 guidelines specifying ideal nutritional and dietary habits. These guidelines are considered proposals for healthy dietary habits for prioritizing first-line prevention in preparation for the coming aging society.
Phase 3: Support for personal behavioral changes for developing good dietary habits
The guidelines for dietary habits were later revised so that specific guidelines were set according to subject characteristics, such as growing children, females, and the elderly. Based on the assumption that developing "healthy dietary habits" leads to "healthy lifestyle", the Food Education Act was enacted to support personal behavioral changes. However, in these efforts, individual policies to be accomplished were prioritized.
While the well-being program pursues QOL, the focus of the major policies of the program, including guidelines for dietary habits and specific activities in food education, is limited to adequate nutritional intake. In other words, the program focuses narrowly on diet. Healthy diet and dietary habits and subsequent improvements in QOL cannot be achieved simply through guidance on "what should be eaten and how much (and how)". Food education for the elderly requires a review of the overall lifestyles of the elderly.
Chapter III: Directions in Food Education for the Elderly
This chapter compares characteristics related to food and nutrition, time spent on exercise, and stress among both the elderly and elderly-to-be compared to other generations to find out the state of health of the former. Based on these findings, we will determine the ideal directions for food education for the elderly.
Based on the existing data, the characteristics related to food and nutrition, time spent on exercise, and stress among the elderly can be summarized as follows:
(1) Food education for the elderly concerns "healthy dietary habits". "Healthy dietary habits" means building a healthy lifestyle around one’s diet, and the ultimate goal is to boost satisfaction in life;
(2) In order to practice "healthy dietary habits", actions need to be taken against declines in ability due to aging and lifestyle factors that determine one’s diet;
(3) Discussions must cover not only nutritional balance but also factors that support "healthy dietary habits", such as physical health and connections with people and society.
Chapter IV: The Framework for Understanding Food Education for the Elderly
Currently, the issue of diet seems to be understood in a number of ways and the concept has become complex. In summary:
(1) Understanding of diet has expanded to include various needs
(2) The issue of diet and criteria for judgment have both become complex.
As people live in an abundance of information and are increasingly dependent on information, the ability to collect information affects well-being. In modern society, where dietary needs are growing and becoming complex, we must take actions for food education for the elderly by not only considering the issue of diet itself but also by understanding diet in the context of lifestyle and environmental factors. Lifestyle and environmental factors include changes in family structure and informatization. Improvements in the diets of the elderly require good dietary practices, or the ability to develop healthy, high-quality dietary habits in accordance with these lifestyle and environmental factors.
Good dietary practices require having the ability to positively execute a series of diet-related behaviors and are defined as "the ability to adjust to the impacts of lifestyle and environmental factors".
The following 10 main elements of dietary habits are indicators of good dietary practices:
(1) Ability to collect information, (2) ability to shop, (3) ability to create menus, (4) ability to cook, (5) ability to be creative, (6) ability to eat and drink, (7) ability to eat outside, (8) ability to share food, (9) ability to store, and (10) ability to clean up.
These 10 indicators are part of a cycle of dietary behavior, and the operation of this cycle seems to improve good dietary practices.
In addition, ingenuity and diminishing ability due to aging are factors that are believed to lead to good or poor dietary habits.
Modern dietary habits require ingenuity with the following 3 elements:
(1) Ability to solve problems, (2) creativity, and (3) self-accomplishment.
Also, the 4 following abilities are required to compensate for diminishing abilities due to aging and develop good dietary habits:
(1) Physical ability, (2) mental ability, (3) knowledge, and (4) social skills (ability to cooperate with others).
Obviously, there are differences related to these 3 elements and 4 abilities between individuals. The issue is the extent to which the 4 abilities are maintained despite diminishing abilities due to aging.
Healthy dietary habits seem to have a great impact on satisfaction with life among the elderly. Healthy dietary habits require a healthy mind, diet, and body.
According to this study, the ideal way to approach food education for the elderly is to understand the current dietary habits of the elderly, to determine the challenges related to good dietary practices for developing healthy dietary habits, and to discuss the actions to be taken.
The following is the overall framework employed for understanding food education for the elderly.
Chapter V: Current Dietary Habits of the Elderly
This chapter determines the following through surveys on dietary habits and lifestyle targeting the elderly and elderly-to-be:
(1) Current "good dietary practices", "healthy dietary habits" (satisfaction in mind, diet, and body) and "satisfaction in life";
(2) Current dietary habits and awareness among the elderly;
(3) Understanding of 3 abilities and 4 elements supporting good dietary habits, as well as 4 diminishing abilities due to aging;
(4) Differences in current dietary habits, awareness, and daily activities between people with good dietary practices and people with poor dietary practices.
The survey participants are sorted by age group and household structure to understand current conditions and awareness related to dietary habits and determine the following issues:
(1) Issues related to household structure (living arrangements)
(2) Food culture and dietary habits and issues for the elderly (65 years old and over)
(3) Diet and issues for the elderly-to-be (55 to 64 years old)
Overview of survey
Participants: Males and females aged between 55 and 74 living in the Tokyo metropolitan area
Survey method: Forms (including a diary format) were filled by the participants.
Subject sampling method: Area sampling method
Sample size (number of valid responses): 440 persons
Breakdown according to attributes
Details of survey implementation:
The survey was conducted using 2 formats:
(1) Participants filled in a questionnaire concerning current dietary habits and awareness.
(2) Participants described their diet on Sundays and weekdays in a diary format.
Survey period:
June 19th (Fri.) to 29th (Mon.), 2009
Chapter VI: Challenges and Approaches in Food Education for the Elderly from the Perspective of Good Dietary Practices
The survey uncovered the following 7 characteristics among the elderly subjects with good dietary practices:
(1) Dietary habits since childhood (passed on by parents);
(2) Generation growing up with traditional Japanese dietary habits;
(3) Households consisting of a couple and having no time constraints or mental constraints or stress;
(4) Active lifestyle consisting of exercise, going out, travelling, and hobbies;
(5) Orderly lifestyle;
(6) Balanced diet;
(7) Enjoy eating.
The following 5 factors are believed to have affected good dietary practices. We will determine the challenges for the development of good dietary practices by understanding the practices from these perspectives:
(1) Gender/age and good dietary practices;
(2) Diminishing abilities due to aging and good dietary practices;
(3) Lifestyle and environmental factors and good dietary practices;
(4) Daily activities and good dietary practices;
(5) Current dietary habits and good dietary practices.
These 5 factors are summarized as challenges in the 2 areas of awareness and behavior:
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• Promote and develop the idea of enjoying one's diet (elderly: 65- to 74-year-old males)
• Encourage involvement in dietary behavior (elderly-to-be: 55- to 64-year-old males)
• Boost interest in diet and health
• Encourage balanced, nutritious diet
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• Promote "daily exercise" and "social activities"
• Engagement with society
• Create more opportunities to share food or eat out
For these challenges, the following framework has been created to promote improvements in good dietary practices among the elderly. It is important for the elderly to review their own lifestyles, create goals, and stay active in order to enjoy healthy dietary habits. Other people and society at large can support the health of the elderly not through the provision of items but by proposing activities for the elderly to engage in.
Chapter VII: Proposals for Promoting Food Education for the Elderly
While the characteristics related to food and nutrition, time spent on exercise, and stress do not present significant issues for the elderly, the aging population must face the issues of diminishing abilities due to aging and changes in lifestyle. Discussions on food education for the elderly go beyond nutritionally balanced diets, and it is important to cover aging and lifestyle and environmental elements. These are the efforts needed to improve the dietary behavior of the elderly. Based on this idea, we make the following proposals:
(1) Build healthy dietary habits around one's diet and improve satisfaction in life;
(2) Take actions against diminishing abilities due to aging and lifestyle factors in order to build healthy dietary habits;
(3) Discuss factors that support healthy dietary habits, such as physical health and connections with others and society.
The indicators for good dietary habits have been presented above, but there are 2 requirements for the development of good dietary habits.
Firstly, we need to make proposals to promote the engagement of the elderly in society and communities by recognizing trends in "self-accomplishment", which is one of the challenges in the lives of the elderly and elderly-to-be. The elderly need a trigger for encouraging eating when they participate in an activity. In this process, 10 indicators for good dietary practices and 3 elements of ingenuity can help develop "creativity" and the "ability to solve problems", which are the elements that allow the elderly to enjoy their diets, as well as "social skills" to be creative in their meals at home and outside, one of the 4 diminishing abilities due to aging.
For improvements in the ability to adjust the 10 indicators for "good dietary practices", the elderly-to-be are expected to start to actively engage themselves in dietary behavior, develop mental ability, and continue to receive stimulation in preparation for their future phases of aging.
Secondly, the elderly need support from society and their communities. Knowing that the support is available from society and various communities as well as the government and authorities, the elderly and elderly-to-be may be encouraged to participate. Therefore, society and the communities around the elderly must create environments that enable the elderly to emotionally and physically experience or continue to be engaged in activities and must make proposals for the improvement of good dietary practices in lives evolving around diet.
In addition, the following 7 aspects of live are believed to affect good dietary practices:
(1) "Life as an individual" – Closed aspect of life where someone is "alone" or wants to "do something alone";
(2) "Life as a family or couple" – Life in a typical family structure;
(3) "Life in work or society" – Life that requires time constraints and order;
(4) "Life connected with others" – Life that is connected with old friends or friends with the same hobbies or from the same activity groups;
(5) "Life in neighborhood/community" – Life that is engaged with neighbors, other community members and organizations;
(6) "Life in urban setting" – Life in urban areas where people have opportunities to participate in events and go out;
(7) "Life in nature or on journeys" – Life with opportunities to experience nature or regional cultures while travelling.
Encouraging the elderly to actively participate in these aspects of life may lead to the development of good dietary practices by the elderly. The issue of diet is always present in these aspects of life and has meaning and value. Participating in wider aspects of life helps to improve good dietary practices. Such participation and engagement can help the elderly to enjoy their diet and enhance their "ability to solve problems", "creativity" and "self-accomplishment skills" in relation to their diets. At the same time, the 4 abilities of "physical ability", "mental ability", "knowledge", and "social skills" are also developed. Therefore, it is believed to be important to prioritize the participation of the elderly in wider aspects of life and promote the idea of "eating" in each aspect.
Such participation based on these proposals leads to the development of connections with society, leading to improvements in satisfaction in life, the ultimate goal in food education for the elderly. For this, the elderly must understand how to spend their time and consider better, fruitful arrangements for spending their time.
To promote the idea of "eating" is to make proposals for balanced diets and routines in each of the aspects of life, or proposals for ways of participating in and enjoying these aspects, to help the elderly to find the meaning of "eating" and "enjoying". The question of how to spend one's time involves planning for each aspect of life, such as with whom to share food, how to enjoy meals alone, what kinds of food are in season, how to find places to shop or ways to cook, how to be creative with food, how to clean up, and how to store leftovers.
If successful, efforts to help the elderly and elderly-to-be to understand and consider how they spend their time, execute plans, and participate in and experience the aspects of life will lead to the development of good dietary practices.