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    Nutrition education : linking research, theory, and practice / Isobel R. Contento.

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    • Title:Nutrition education : linking research, theory, and practice / Isobel R. Contento.
    •    
    • Author/Creator:Contento, Isobel R., author.
    • Published/Created:Burlington, MA : Jones & Bartlett Learning, [2016]
      ©2016

    • Holdings

      Holdings Record Display

       
    • Library of Congress Subjects:Nutrition--Study and teaching.
    • Medical Subjects: Dietetics--education.
      Health Education--methods.
      Food Habits.
      Health Behavior.
    • Edition:Third edition.
    • Description:xxiv, 638 pages ; 28 cm
    • Notes:Includes bibliographical references and index.
    • ISBN:9781284078008 alkaline paper paperback
      1284078000 alkaline paper paperback
    • Contents:Machine generated contents note: pt. I LINKING RESEARCH, THEORY, AND PRACTICE: THE FOUNDATIONS
      1. Nutrition Education: Important, Exciting, and Necessary for Today's Complex World
      Overview
      Chapter Outline
      Learning Objectives
      Introduction
      Why Is Nutrition Education Needed?
      Ultimate Goal Is to Improve Health and Well-Being
      Dietary and Physical Activity Patterns Are Not Optimal
      Our Food Choices Are Not Always Good for the Planet
      Complex Food Choice Environment
      Complex Information Environment
      Consumer Bewilderment and Concern
      Challenge of Educating People about Eating Well
      Biological Influences: Do We Have Body Wisdom?
      Cultural and Social Preferences
      Family and Psychological Factors
      Sense of Empowerment: Individual and Community
      Material Resources and the Environmental Context
      Marketing, Social Structures, and Policy
      Viewpoints on the Aims of Nutrition Education
      Information Communicated Solely to Inform
      Information Communicated to Motivate and Facilitate Behaviors Conducive to Health and Well-Being
      Communications to Influence Policymakers
      Contemporary Definition of Nutrition Education
      Is "Nutrition Education" an Accurate Term?
      Summary of a Contemporary Definition of Nutrition Education
      Vision of Professional Associations
      Nutrition Education Effectiveness
      What Do Nutrition Educators Do? Settings, Audiences, and Scope for Nutrition Education
      Settings: Where Is Nutrition Education Provided?
      Audiences for Nutrition Education
      Scope of Nutrition Education
      Nutrition Education, Public Health Nutrition, and Health Promotion: The Roles and Context of Nutrition Education
      Purpose and Overview of this Book
      Learning a New Vocabulary
      Overview of the Book
      Questions and Activities
      References
      2. Determinants of Food Choice and Dietary Change: Implications for Nutrition Education
      Overview
      Chapter Outline
      Learning Objectives
      Determinants of Food Choice and Diet-Related Behavior: An Overview
      Food-Related Determinants: Biology and Experience
      Biologically Determined Behavioral Predispositions
      Experience with Food
      Learning from Social-Affective Context: Social Conditioning
      Summary of Our Experience with Food
      PeTson-Related Determinants
      Intrapersonal Determinants
      Interpersonal Determinants
      Social and Environmental Determinants
      Physical/Built Environment
      Economic Environment
      Information Environment
      What Does All This Mean for Nutrition Educators?
      Knowledge or Nutrition Literacy Is Not Enough
      Nutrition Education Addressing Food-Related Determinants
      Nutrition Education Addressing Person-Related Determinants
      Nutrition Education Addressing Environmental Determinants
      Implications for Competencies and Skills Needed by Nutrition Educators
      Society for Nutrition Education and Behavior's Competencies for Nutrition Education Specialists
      Academy of Nutrition and Dietetics Competencies
      Summary
      Biology and Personal Experience with Food
      Person-Related Determinants
      Social/Environmental Determinants
      Knowledge and Skills Are Not Enough
      Consequences for the Skills of Nutrition Educators
      Questions and Activities
      References
      3. Overview of Nutrition Education: Facilitating Motivation, Ability, and Support for Behavior Change
      Overview
      Chapter Outline
      Learning Objectives
      Introduction: Elements Contributing to Nutrition Education Success
      Elements Contributing to Nutrition Education Success
      Element of Success 1 Focusing on Behavior Change and Actions
      Focusing on Specific Behaviors or Actions Is Crucial for Success
      Element of Success 2 Addressing the Influences or Determinants of Behavior Change and Action
      Knowledge Is a Problematic Term in Nutrition Education
      Role of Knowledge as Determinant of Action or Behavior Change
      Psychosocial Influences as Determinants of Action and Behavior Change
      Behavioral Science Colleagues Help Us Understand Alicia and Ray
      Interactions of Culture and Social Psychological Factors
      Influence of Cultural Context
      Element of Success 3 Using Theory as the Guide or Tool for Nutrition Education
      Social Psychological Approaches to Action and Behavioral Change
      Basic "Theory"
      Theory as a Structured Guide or Tool
      Making Theory Explicit Is Extremely Useful
      Components of Theory: Clarifying Terms
      Relationships among Research, Theory, and Practice
      Many Theories from the Behavioral Sciences Can Be Helpful
      What Social Psychological Theories Share in Common
      Social Psychological Theory in Outline
      Element of Success 4 Addressing Multiple Influences on Behavior Change with Sufficient Duration and Intensity
      - A Social-Ecological Approach
      Changing Behaviors Through Gatekeepers
      Element of Success 5 Designing Nutrition Education Using Theory- and Evidence-Based Strategies
      Putting It All Together: Conceptual Framework for Conducting Nutrition Education
      Behavior Change May Take Time
      Putting It All Together
      Summary
      Element of Success 1 Focus on Behavior Change or Action
      Element of Success 2 Address Determinants of Behavior Change or Action
      Element of Success 3 Use Theory and Evidence
      Elements of Success 4 Address Multiple Levels and Devote Sufficient Duration and Intensity
      Element of Success 5 Design Appropriate Strategies and Activities
      Questions and Activities
      References
      4. Increasing Awareness and Enhancing Motivation and Empowerment for Behavior Change and Taking Action
      Overview
      Chapter Outline
      Learning Objectives
      Nutrition Education for Enhancing Motivation and Empowerment: Focus on Why to Take Action
      Importance of Theories of Motivation for Nutrition Education Success
      Health Belief Model
      Determinants of Action According to the Model
      Perceived Risk: Overcoming Optimistic Bias
      Evidence from Research
      Take-Home Message about the Health Belief Model
      Using the Health Belief Model in Nutrition Education to Enhance Motivation and Activate Audiences
      Increase Awareness of Risk, Concern, or Need
      Use Threat or Risk Effectively in Communications
      Address Perceived Benefits and Barriers
      Enhance Self-Efficacy
      Provide Cues to Action
      Examples of Interventions Using the Health Belief Model
      Case of Alicia: Using the Health Belief Model as a Tool
      Theory of Planned Behavior: The Reasoned Action Approach
      Behavior
      Behavioral Intention
      Attitudes
      Conflicting Attitudes: Ambivalence
      Perceived Norms (Social Pressure)
      Perceived Behavioral Control
      Behavior Intention to Behavior Link
      Extensions of the Theory of Planned Behavior/Reasoned Action Approach
      Extensions of the Theory of Planned Behavior: A Focus on Additional Beliefs
      Extensions of the Theory of Planned Behavior: A Focus on Feelings and Emotions
      From "I Wish" To "I Will": The Importance of Implementation Intentions (Action Plans)
      Habit
      Understanding Jason and His Friends
      Evidence for the Theory from Research and Intervention Studies
      Other Motivators of Food Choice and Dietary Behavior Change
      Personal Meanings Given to Food
      Take-Home Message about Theory of Planned Behavior
      Using the Theory of Planned Behavior in Nutrition Education to Motivate and Activate Audiences
      Designing Messages to Address Attitudes and Beliefs about Taking Action
      Enhancing Positive Attitudes and Feelings
      Exploring Social Norms and Social Expectations
      Identifying Personal and Moral Norms
      Increasing Self-Efficacy and Control: Overcoming Barriers and Difficulties
      Exploring Beliefs about the Self
      Recognizing Habits, Routines, and Cultural Traditions
      Making Decisions and Resolving Ambivalences
      Case of Maria: Nutrition Education Using the Theory of Planned Behavior
      Self-Determination Theory
      Components of the Theory
      Research and Interventions Using Self-Determination Theory
      Take-Home Message About Self-Determination Theory
      Using Self-Determination Theory in Nutrition Education to Enhance Motivation and Activate Audiences
      Summary
      Health Belief Model
      Theory of Planned Behavior/Reasoned Action Approach and Its Extensions
      Self-Determination Theory
      Overall
      Questions and Activities
      References
      5. Facilitating the Ability to Change Behavior and Take Action
      Overview
      Chapter Outline
      Learning Objectives
      Nutrition Education to Facilitate the Ability to Change Behavior Focus on How to Take Action
      Bridging the Intention-Action Gap: Nutrition Educators as Coaches
      Understanding the Determinants of Action and Behavior Change Strategies
      Social Cognitive Theory
      Personal Determinants: A Focus on Human Agency and Empowerment
      Behavior-Related Determinants
      Environmental Factors
      Evidence from Research and Intervention Studies
      Examples from New Media
      Take-Home Message about Social Cognitive Theory
      Using Social Cognitive Theory in Nutrition Education to Facilitate Behavior Change
      Outcome Expectations
      Behavioral Capability: Increasing Food-and Nutrition-Related Knowledge and Cognitive Skills
      Building Behavioral Skills in Foods and Nutrition and Enhancing Self-Efficacy
      Using New Media to Empower Our Audiences
      Setting Action Goals
      Maintaining Change
      Environmental Supports for Change
      Case of Ray: Nutrition Education Using Social Cognitive Theory
      Self-Regulation Models: Focus on Planning and Self-Efficacy
      Related Constructs: Self-Regulation, Effortful Control, and Executive Function
      Contents note continued: Health Action Process Approach Model
      Grounded Theory Approach: Personal Food Policies
      Transtheoretical Model and the Stages of Change Construct
      Stages of Change Construct
      Determinants of Change
      Processes of Change
      Processes of Change at Different Stages
      Research and Intervention Examples
      Take-Home Message about the Transtheoretical Model
      Using the Transtheoretical Model in Nutrition Education
      Summary
      Nutrition Education as Coaching
      Social Cognitive Theory
      Self-Regulation Models
      Transtheoretical Model
      Overall Focus for Nutrition Education to Facilitate Behavior Change and Action
      Questions and Activities
      References
      6. Promoting Environmental Supports for Behavior Change
      Overview
      Chapter Outline
      Learning Objectives
      Environmental Support to Make Healthful Choices Easier
      Defining Terms
      Social Ecological Approach
      Using a Social Ecological Model to Assess and Design Intervention: The International Pro Children Project
      Using Theory Within a Social Ecological Model to Design Intervention: Just for You Program for Post Partum Low-Income Women
      Interpersonal-Level Social Environment Change: Family, Peers, and Social Networks
      Families
      Theory Base for Nutrition Education at the Family Level: The Example of Maria
      Social Networks and Social Support
      Useful Strategies for Addressing the Interpersonal Social Environment
      Social Support in the Case Examples of Maria and Alicia
      Environmental Settings: Strategies for Organizational-Level Change
      Strategies for School Settings
      Strategies for Workplaces
      Environmental Settings: Community-Level Activities for Change
      Building Partnerships and Collaborations
      Community Capacity Building
      Community-Level Interventions
      Built Environment: Neighborhood Supermarkets and Walkability
      Sectors of Influence: Policy and Systems Change Activities
      Relationship among Education, Environmental Change, Policy, and Systems
      Policy Interventions: What Works?
      Organizational-Level Policy and System Change Activities
      Community- and City-Level Policy and System Change Activities
      Public Policy
      Logic Model Approach for Planning Nutrition Education
      Summary
      Nutrition Education Strategies Directed at the Interpersonal-Level Social Environment
      Nutrition Education Strategies Directed at Policy and System Changes in Environmental Settings
      Making the Healthful Choice the Easy Choice
      Questions and Activities
      References
      pt. II USING RESEARCH AND THEORY IN PRACTICE: A STEPWISE PROCEDURE FOR DESIGNING THEORY-BASED NUTRITION EDUCATION
      7. Step 1: Deciding Behavior Change Goals of the Intervention Based on Assessing Issues and Behaviors of Audience
      Overview
      Chapter Outline
      Learning Objectives
      Importance of a Systematic Process for Designing Effective Nutrition Education
      Nutrition Education Design Procedure for Effective Nutrition Education
      Nutrition Education Design Procedure as Coaching
      Overview of the Nutrition Education DESIGN Procedure for Planning Theory-Based Nutrition Education
      Nutrition Care Process and Model
      Defining Terms
      Using the Nutrition Education DESIGN Procedure for Planning Educational Activities and Environmental Supports
      Designing Direct and Indirect Educational Activities
      Designing Environmental Support Activities
      Designing Educational and Environmental Support Interventions
      Worksheets and Workbook
      Case Study: How the Design Procedure Links Theory and Research to Practice at Every Step
      Design Procedure in More Detail
      Step 1 Deciding the Behavior Change Goals for a Given Audience by Assessing Issues and Behaviors of Concern
      "Topics" Versus a "Behavioral Focus" as the Basis of Nutrition Education
      Why Conducting Assessments of Your Audience Is Crucial
      Involving Program Participants Enhances Motivation, Empowerment, and Effectiveness
      Who Is Your Audience?
      What Can You Learn About the Issues and Behaviors of Your Audience from Available General Sources?
      What Can You Learn about Issues of Concern for an Audience from Available General Sources?
      What Can You Learn about Behaviors of Concern for an Audience from Available General Sources?
      What Can You Learn About the Issues and Behaviors of Your Specific Audience?
      What Can You Learn about Your Specific Audience in Terms of Issues of Concern?
      Prioritize Issues of Concern
      What Can You Learn about the Behaviors of Concern of Your Specific Audience?
      Prioritizing the Behaviors or Practices: the Criteria
      Decide the Behavior Change Goals of the Program for Your Audience
      Worksheet for Prioritizing Behaviors, Actions, or Practice
      Behavior Change Goals: How Specific Is Specific?
      Behavior Change Goals Versus Behavioral Objectives
      Behavior Change Goals Versus Educational Objectives
      Behavior Change Goals Achievable in the Short Term and Long Term
      Behavior Change Goals May Serve Larger Value Goals
      Case Study: The DESIGN Procedure in Action
      Students Will Adopt Behaviors to Achieve Energy Balance and Improve Health
      Your Turn to Design Nutrition Education: Completing the Step 1 Decide Behavior Change Worksheet
      Questions and Activities
      References
      8. Step 2: Exploring Determinants of Intervention Behavior Change Goals
      Overview
      Chapter Outline
      Learning Objectives
      Exploring Your Audience and Their Environments
      Exploring the Social and Cultural Contexts of Your Audience
      Exploring Relevant Individual and Community Strengths or Assets
      Exploring Psychosocial Determinants of Behavior Change
      Theory Provides Guidance
      Exploring Potential Motivators of Behavior Change
      Exploring Potential Facilitators of Behavior Change
      Methods for Exploring Potential Psychosocial Determinants of Behavior Change
      Case Study: The DESIGN Procedure in Action
      -Step 2
      Your Turn to Design Nutrition Education: Completing the Step 2 Explore Determinants of Change Worksheet
      Determinants of Change as the Bridge Between Theory and Nutrition Education Practice
      Questions and Activities
      References
      9. Step 3: Selecting Theory and Clarifying Intervention Philosophy
      Overview
      Chapter Outline
      Learning Objectives
      Introduction: Preliminary Planning
      Selecting a Theory or Creating an Appropriate Model
      Theory in Sociocultural Context
      Theories Especially Useful for Motivating our Audiences
      Theories Especially Useful for Facilitating the Ability to Take Action
      Theories Useful for Both Motivating Audiences and Building Skills for Action
      Determinants in Common among Theories
      Examples of Models Combining Determinants from Relevant Theories
      Selecting or Constructing Your Intervention Theory Model
      Overall Conceptual Framework for Linking Determinants and Theory to Nutrition Education Practice
      Clarifying the Educational Philosophy of the Sessions or Intervention
      Helping and Educating: Who Is Responsible for the Problem and Who the Solution?
      Other Considerations
      Articulating the Intervention's Perspectives on How Food and Nutrition Content Will Be Addressed
      Clarifying the Intervention's Perspectives on Use of Educational Resources from a Variety of Sources
      Thinking About Yout Needs and Approach as a Nutrition Educator
      Conclusions
      Case Study: The DESIGN Procedure in Action
      Your Turn to Design Nutrition Education: Completing the Step 3 Select Theory and Clarify Philosophy Worksheet
      Questions and Activities
      References
      10. Step 4: Indicating Objectives: Translating Behavioral Theory into Educational Objectives
      Overview
      Chapter Outline
      Learning Objectives
      Translating Behavioral Theory into Nutrition Education Activities Through Objectives
      Writing Educational Objectives for Determinants of Behavior Change Goals
      Educational Objectives Are Based on Determinants from Theory
      Considerations in Writing Educational Objectives
      General Educational Objectives
      Specific Educational Objectives
      Ensuring Educational Objectives Engage Participant Thinking, Feeling, and Doing
      Writing Educational Objectives That Reflect the Desired Complexity of Learning
      Case Study: The DESIGN Procedure in Action
      Your Turn to Design Nutrition Education: Completing the Step 4 Indicate General Objectives Worksheet
      Questions and Activities
      References
      11. Step 5: Generating Educational Plans: A Focus on Enhancing Motivation for Behavior Change and Taking Action
      Overview
      Chapter Outline
      Learning Objectives
      Framework for Creating Theory-Based Nutrition Education Activities
      Low-Income Audiences
      Translating Behavioral Theory into Educational Practice: Determinants, Behavior Change Strategies, Educational Activities, and Educational Plans
      Clarifying Terms
      Relationship of Behavior Change Strategies to Determinants and Behavior Change
      Selecting Behavior Change Strategies
      Relationship of Behavior Change Strategies to Educational Activities
      Gaining Audience Interest and Engagement
      Information Versus Learning Experiences
      Creating Opportunities for Active Participation and Learning
      Using Behavior Change Strategies to Create Educational Activities to Enhance Motivation for Behavior Change
      Summary Table of Behavior Change Strategies and Educational Activities
      Behavior Change Strategies and Educational Activities for the Theory Determinant of Risk Perceptions
      Behavior Change Strategies and Educational Activities for Theory Determinant of Positive Outcome Expectations or Perceived Benefits
      Contents note continued: Behavior Change Strategies and Practical Educational Activities for the Theory Determinants of Perceived Barriers and Self-Efficacy
      Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Affective Attitudes/Emotions
      Behavior Change Strategies and Practical Educational Activities for the Theory Determinant Food Preferences
      Behavior Change Strategies and Practical Educational Activities for the Theory Determinants of Social Norms and Descriptive Norms
      Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Beliefs about the Self
      Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Habits and Routines
      Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Behavioral Intentions
      Using Determinants and Behavior Change Strategies to Guide Development of Practical Educational Activities: The Food, Health & Choices Curriculum
      Organizing and Sequencing Educational Activities for Delivery with the 4 Es: The Educational or Lesson Plan
      Sequencing Your Session or Other Communication Venue with the 4 Es
      Sequencing by the Transtheoretical Model's Stages of Change
      Exploring Other Audience Characteristics and Intervention Resource Considerations
      Identifying Relevant Audience Characteristics
      Practical and Intervention Resource Considerations
      Generating the Educational Plan: The Nuts and Bolts
      Start with the Planning Matrix Tool to Create an Outline for Each Session
      Generate the Final Educational Plan(s): Teaching Format Ready for Delivering to Your Audience
      Case Study: The DESIGN Procedure in Practice
      Session Title, Behavior Change Goal, and General Educational Objectives
      Educational Plan: Using the Planning Matrix Tool to Outline the Session
      Educational Plan: Developing a Teaching Format for Delivering the Session
      Your Turn to Design Nutrition Education: Completing the Step 5 Generate Educational Plans Worksheet
      Session Title, Behavior Change Goal, and General Educational Objectives
      Using the Planning Tool to Outline Each Education Plan
      Educational or Lesson Plan: Developing a Teaching Format for Delivering the Session
      Pilot Testing the Educational Plan
      Educational Plans in Practice
      Questions and Activities
      References
      12. Step 5: Generating Educational Plans: A Focus on Facilitating the Ability to Change Behavior and Take Action
      Overview
      Chapter Outline
      Learning Objectives
      Facilitating the Ability to Change Behavior and Take Action: An Overview
      Translating Behavioral Theory into Educational Practice: Determinants, Behavior Change Strategies, and Educational Activities
      Building Food- and Nutrition-Related Knowledge and Skills: Enhancing Behavioral Capability
      Behavior Change Strategies and Educational Activities for the Theory Determinant of Knowledge and Cognitive Skills
      Behavior Change Strategies and Educational Activities for the Theory Determinant of Affective Skills
      Behavior Change Strategies and Educational Activities for the Theory Determinant of Behavioral Skills
      Strengthening Self-Regulation (Self-Directed Change) Processes and Personal Agency
      Case Study: The DESIGN Procedure in Action
      -Step 5
      Session Title, Behavior Change Goal, and General Educational Objectives
      Educational Plan: The Planning Matrix for Designing the Session
      Educational Plan: Teaching Format for Delivering the Session
      Your Turn to Design Nutrition Education: Completing the Step 5 Generate Educational Plans Worksheet, with a Focus on Taking Action
      Session Title, Behavior Change Goal, and General Educational Objectives
      Sequencing Activities Is Important: The 4 Es
      Educational Plan: Using the Matrix Tool to Outline Sessions
      Educational Plan: Developing a Teaching Format for Delivering the Session
      Pilot Testing the Educational Plan
      Educational Plans in Practice
      Questions and Activities
      References
      13. Step 6: Nail Down the Evaluation Plan
      Overview
      Chapter Outline
      Learning Objectives
      Introduction: Why Evaluate?
      What Should Be Evaluated? Types of Evaluation
      Formative Evaluation or Pilot Testing
      Outcome Evaluation: Outcomes in the Short, Medium, and Long Term
      Process Evaluation
      Linking the Evaluation Plan to Intervention Design
      Planning the Outcome Evaluation
      Clarifying the Outcomes That Will Be Evaluated
      Specifying Data Collection Methods and Instruments or Tools for Outcomes
      Evaluating Effects on Determinants of Change: Outcomes Achievable in the Short Term
      Evaluating Effects on Intervention Behavior Change Goals: Medium-Term Outcomes
      Behavioral Instrument Design: Making Them Cognitively Appropriate and Motivating
      Evaluating Effects on Physiological Parameters: Long-Term Outcomes
      Selecting or Creating Evaluation Tools for Your Intervention
      Designing Behavioral Evaluation Tools for Low-Literacy Audiences
      Constructing an Appropriate Evaluation Plan to Measure Outcomes and Impacts
      Conducting Evaluations Ethically: Informed Consent
      Planning the Process Evaluation
      Process Evaluation to Understand How the Intervention was Implemented
      Process Evaluation Data to Understand the Link Between Implementation and Outcomes
      Use of the Process Data
      Case Study: The DESIGN Procedure in Action
      -Step 6
      Outcome Evaluation
      Process Evaluation
      Your Turn to Conduct Nutrition Education: Completing the Step 6 nail down evaluation plan Worksheet
      Questions and Activities
      References
      14. Using the DESIGN Procedure to Promote Environmental Supports for Behavior Change and Taking Action
      Overview
      Chapter Outline
      Learning Objectives
      Introduction: Promoting Social, Policy, and Environmental Supports for Intervention Behavior Change Goals
      Step 1 Deciding Program Behavior Change Goals for Audience by Assessing Issues and Behaviors of Concern
      Who Is Your Audience?
      What Can You Learn about the Issues and Behaviors of Your Audience from Available General Sources?
      What Can You Learn about the Issues and Behaviors of Your Specific Audience?
      Decide on the Behavior Change Goals of the Program for Your Audience
      Step 2 Exploring Environmental Supports for Behavior Change
      Interpersonal Social Environment
      Environmental Settings: Institutional- and Community-Level Support
      Sectors of Influence: Policy, Social Structures, and Systems
      Methods for Conducting the Policy, Systems, and Environment Analyses
      Step 3 Selecting Program Components and Appropriate Theory
      Select How Many and Which Components
      Select Appropriate Theories and Approaches for Promoting Social, Policy, Systems, and Environmental Supports for Action
      Step 4 Indicating Environmental Support Objectives for the Behavior Change Goals of the Program
      Writing General Environmental Support Objectives: The Case Study as Example
      Writing Objectives Specific to Each Level or Sector
      Step 5 Generating Plans to Increase Interpersonal Social Support
      Making Existing Networks More Supportive
      Developing New Social Networks That Are Supportive of Change
      Creating Informational Supports for Program Behavioral Goals
      Step 5 Generating Plans for Institutional-and Community-Level Policy, Systems and Food Environment Activities
      Food Policy, Systems, and Environmental Activities in Schools
      Policy, Systems, and Food Environment Activities in Workplaces
      Policy, Systems, and Food Environment Activities in Communities
      Designing Community-Level Activities
      Step 5 Generating a Sequenced Plan for Implementation
      Case Study As Example of Sequenced Plan
      Step 6 Nailing Down the Evaluation Plan
      Evaluating Interpersonal-Level Social Support
      Evaluating Policy, Systems, and Environmental Supports at Multiple Levels
      Summary
      Case Study: The DESIGN Procedure in Practice
      Your Turn: Completing the Six-Step DESIGN Worksheets
      -A Focus on Social, Policy, Systems, and Environmental Supports
      Questions and Activities
      References
      pt. III RESEARCH AND THEORY IN ACTION: DELIVERING NUTRITION EDUCATION IN PRACTICE
      15. Delivering Nutrition Education Effectively in Group Settings
      Overview
      Chapter Outline
      Learning Objectives
      Delivering Nutrition Education Effectively: The Nuts and Bolts
      Communicating with Your Audience: Basic Principles
      Communication Source Characteristics
      Message Characteristics
      Receiver or Audience Characteristics
      Communications in Social Context
      Understanding and Applying Learning Theory: Learning Approaches and Learning Styles
      Understanding Learning Theory
      Implications for Learning Approaches: Active and Cooperative Learning
      Understanding Learning Styles: Kolb's Model
      Understanding and Applying Instructional Design Theory
      Understanding Instructional Design Theory
      Applying Instructional Design Theory-Teaching Around the Cycle
      Creating Environments for Learning
      Lewin on Group Dynamics
      Creating Safe Learning Environments Conducive to Change
      Understanding Group Dynamics in Nutrition Education Sessions
      Methods of Instruction/Teaching: Practical Ways to Activate Learning and Enhance Behavior Change
      Instructional Methods for Implementing Learning Experiences
      Conducting the Group Sessions: From Sequencing Instruction to Nuts and Bolts of Delivery
      Opener
      Session
      Conclusion: Closure and Action Planning
      Co-Leading Group Sessions
      Contents note continued: Case Example Illustrating Integration of Psychosocial Behavior Change Theory and Educational Learning and Instructional Design/Teaching Theories
      Delivering Nutrition Education Workshops
      Summary
      Questions and Activities
      References
      16. Media Supports and Other Channels for Nutrition Education
      Overview
      Chapter Outline
      Learning Objectives
      Introduction
      Using Supporting Visuals in Group Sessions and Oral Presentations
      Types of Supporting Visuals
      Design Principles for Preparing Supporting Visuals
      Guidelines for Using Supporting Visuals with an Audience
      Developing and Using Written Materials
      Planning the Printed Piece
      Making Your Printed Materials Motivating and Effective
      Educational Activities Using a Variety of Channels
      Planning the Activity
      Guidelines for Nutrition Education Through Various Channels
      Mass Media and Social Marketing Activities
      Nutrition Mass Media Communication Campaigns
      Social Marketing
      Designing Social Marketing Activities
      Implementing Social Marketing Activities
      Comparing Social Marketing and Nutrition Education
      Using New Technologies
      Devices
      Tools For Devices
      Individualized Messages
      Advanced Technology with Youth
      Summary
      Questions and Activities
      References
      17. Working with Diverse Age, Cultural, and Literacy Population Groups
      Overview
      Chapter Outline
      Learning Objectives
      Introduction
      Working with Children and Youth
      Preschool Child
      Middle Childhood and Adolescence
      Adolescents' Thinking, Concerns, and Behaviors with Respect to Food, Nutrition, and Health
      Methods for Delivering Nutrition Education Appropriately to Children and Youth
      Adult Learner
      Characteristics of Adult Learners
      Stage of Life and Roles
      Methods for Delivering Educational Strategies Appropriately to Adults: Making Learning Meaningful
      Facilitated Group Dialogue as an Educational Tool
      Working with Diverse Cultural Groups
      Understanding Cultural Sensitivity and Cultural Competence of Nutrition Educators
      Appropriate Design Principles and Delivery Methods for Nutrition Education for Culturally Diverse Audiences
      Strategies for Developing and Delivering Culturally Sensitive Interventions for African American Audiences
      Strategies for Developing and Delivering Culturally Sensitive Interventions for Hispanic/Latino Audiences
      Low-Literacy Audiences
      Appropriate Delivery Methods for Low-Literacy Audiences
      Visuals For Low-Literacy Audiences: An Illustration Using Myplate
      Groups that Differ by Food-Related Lifestyle Factors
      Summary
      Questions and Activities
      References
      18. Nutrition Educators as Change Agents in the Environment
      Overview
      Chapter Outline
      Learning Objectives
      Introduction
      Keeping up with Nutrition Education Research and Best Practices
      Helping to Shape the Profession
      Who They Are
      Getting to Know Them and Vice Versa
      Ethics in Nutrition Education: Maintaining Credibility
      Sponsorship of Nutrition Education Programs and Professional Activities
      Conflicts of Interest
      Participating in Community Coalitions
      Food Policy Councils
      Local Wellness Policy
      Nutrition Education Networks
      Community Coalitions
      Advocating for Nutrition and Nutrition Education
      Written Communications
      Testimony, Hearings, and Forums
      Helping to Shape Legislation
      Educating Policymakers in Government
      Why Educate Elected Government Officials?
      Who Are Your Elected Officials?
      Get to Know Them and Let Them Get to Know You
      You Can't Do Everything, but You Can Do Something
      Questions and Activities
      References.
    Session Timeout
    New Session