RESUMO
Objectives@#This study compared the psychological autopsies of suicide victims through interviews of the bereaved family members and investigations of the police death records. @*Methods@#A psychological autopsy was performed using both the Korea Psychological Autopsy Checklist (K-PAC) through an interview of the bereaved family members and the Korea Psychological Autopsy Checklist for Police Record (K-PAC-PR) from the police death records at the same suicide victims. The frequency and percentage of each analysis item were checked, and the information collected was compared. @*Results@#Of 129 victims, information from two methods showed no significant differences in marital status, employment status, cohabitation status and relationship, location of suicide, method of suicide, and main cause. Among the stress information at the time of death, interpersonal and mental health problems were consistent, but the occupational, economy, family-related, physical health problems were estimated to have greater impact according to the interview methods. The estimates of depression, schizophrenia, bipolar disorder, and dementia were consistent, but the investigation method estimated more sleep disorders and anxiety disorders, and the interview methods estimated more drug use disorders. @*Conclusion@#Based on the analysis results, the two methods of a psychological autopsy should be properly utilized, and effective suicide prevention using the psychological autopsy information was discussed.
RESUMO
Objectives@#Food literacy (FL) can be an important concept that embodies the nutritional capabilities of individuals. The purpose of this study was to introduce the definition and core elements of FL from previous literature, to summarize measurement tools and intervention programs with FL, and to suggest the direction of future research and programs to integrate the concept of FL. @*Methods@#The literature review was conducted through PubMed and Google Scholar databases by combining the search term ‘food literacy’ with ‘definition’, ‘measurement’, ‘questionnaire’, ‘intervention’, and ‘program’. Among the 94 papers primarily reviewed 31 manuscripts that suited the purpose of the study were used for analyses. @*Results@#There is no consensus on the definition of FL that encompasses the multidimensional aspects of the concept. The definitions of FL were slightly different depending on the authors, and the interpretation of the core elements also varied. Based on the review, we propose a framework of FL that is in line with the current discussion among international researchers. This focuses on the core elements adapted from health literacy, namely functional, interactive, and critical FL. Specifically, we suggest some detailed elements for interactive and critical FL, which were often the subject of divergent views among researchers in previous literature. We found that most of the tools in the reviewed literature provided information on validity and reliability and were developed for a specific target population. Also, most of the tools were focused on functional FL. Similarly, most of the interventions targeted functional FL. @*Conclusions@#This study reviewed the definition and core elements of FL, available measurement tools, and intervention programs using validated tools. We propose the development of tools with sound reliability and validity that encompass the three core elements of FL for different age groups. This will help to understand whether improving food literacy can translate into better nutritional intake and health status among individuals and communities.
RESUMO
Objectives@#Food literacy (FL) can be an important concept that embodies the nutritional capabilities of individuals. The purpose of this study was to introduce the definition and core elements of FL from previous literature, to summarize measurement tools and intervention programs with FL, and to suggest the direction of future research and programs to integrate the concept of FL. @*Methods@#The literature review was conducted through PubMed and Google Scholar databases by combining the search term ‘food literacy’ with ‘definition’, ‘measurement’, ‘questionnaire’, ‘intervention’, and ‘program’. Among the 94 papers primarily reviewed 31 manuscripts that suited the purpose of the study were used for analyses. @*Results@#There is no consensus on the definition of FL that encompasses the multidimensional aspects of the concept. The definitions of FL were slightly different depending on the authors, and the interpretation of the core elements also varied. Based on the review, we propose a framework of FL that is in line with the current discussion among international researchers. This focuses on the core elements adapted from health literacy, namely functional, interactive, and critical FL. Specifically, we suggest some detailed elements for interactive and critical FL, which were often the subject of divergent views among researchers in previous literature. We found that most of the tools in the reviewed literature provided information on validity and reliability and were developed for a specific target population. Also, most of the tools were focused on functional FL. Similarly, most of the interventions targeted functional FL. @*Conclusions@#This study reviewed the definition and core elements of FL, available measurement tools, and intervention programs using validated tools. We propose the development of tools with sound reliability and validity that encompass the three core elements of FL for different age groups. This will help to understand whether improving food literacy can translate into better nutritional intake and health status among individuals and communities.