| Preface |
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xxi | |
| New to the Fourth Edition |
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xxiii | |
| Key Features |
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xxxi | |
| Acknowledgments |
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xxxv | |
| Reviewers |
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xxxvii | |
| About the Authors |
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xxxix | |
| Part I Linking Research, Theory, And Practice: The Foundations |
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1 Nutrition Education for Today's Complex World |
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3 | (29) |
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3 | (1) |
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3 | (1) |
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3 | (1) |
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4 | (1) |
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4 | (4) |
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The Ultimate Goal Is to Improve Health and Well-being |
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4 | (2) |
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Dietary and Physical Activity Patterns Are Not Optimal |
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6 | (1) |
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Our Current Food System Is Not Good for the Planet |
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7 | (1) |
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Challenging Food Choice Environment |
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7 | (1) |
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Complex Information Environment |
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7 | (1) |
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Consumer Bewilderment and Concern |
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8 | (1) |
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The Challenge of Educating People About Eating Well |
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8 | (4) |
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Biological Influences: Do We Have Body Wisdom? |
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9 | (1) |
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Cultural and Social Influences |
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9 | (1) |
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Family and Psychological Factors |
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10 | (1) |
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Sense of Empowerment: Individual and Community |
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10 | (1) |
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Material Resources and the Environmental Context |
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11 | (1) |
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Marketing, Social Structures, and Policy |
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11 | (1) |
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A Contemporary Definition of Nutrition Education |
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12 | (6) |
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Is "Nutrition Education" an Accurate Term? |
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14 | (1) |
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Summary of a Contemporary Definition of Nutrition Education: The Three Components |
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15 | (1) |
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Vision of Professional Associations |
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16 | (2) |
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Nutrition Education Effectiveness What Do Nutrition Educators Do? Settings, Audiences, and Scope for Nutrition Education |
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18 | (4) |
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Settings: Where Is Nutrition Education Provided? |
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18 | (2) |
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Audiences for Nutrition Education |
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20 | (1) |
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Scope of Nutrition Education |
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21 | (1) |
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Nutrition Education Involves Many Disciplines |
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22 | (2) |
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Food and Nutrition Science Is Needed to Choose the Behavioral Focus and Content of the Intervention |
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23 | (1) |
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Psychology Is Needed to Provide Guidance on How to Motivate and Facilitate Behavior Change |
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23 | (1) |
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Education Theory Is Needed for Effective Design of Group Sessions, Interventions, and Materials |
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23 | (1) |
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Communication Principles Are Needed for the Effective Delivery of the Sessions, or Intervention |
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23 | (1) |
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Collaboration Is Needed to Provide Environmental Supports for Behavior Change |
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23 | (1) |
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Skills of the Nutrition Educator |
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23 | (1) |
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Focus and Scope of This Book |
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24 | (1) |
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Purpose and Overview of This Book |
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24 | (3) |
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Learning a New Vocabulary |
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26 | (1) |
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26 | (1) |
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27 | (1) |
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27 | (5) |
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2 Determinants of Food Choice and Dietary Change: Implications for Nutrition Education |
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32 | (33) |
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32 | (1) |
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32 | (1) |
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32 | (1) |
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Determinants of Food Choice and Diet-Related Behavior: An Overview |
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33 | (1) |
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Food-Related Determinants: Biology and Experience |
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33 | (8) |
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Biologically Determined Behavioral Predispositions |
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34 | (1) |
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35 | (2) |
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Learning from Social-Affective Context: Social Conditioning |
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37 | (4) |
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Summary of the Influence of Individual Experience with Food |
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41 | (1) |
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Person-Related Determinants |
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41 | (3) |
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Intrapersonal Determinants |
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42 | (2) |
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Interpersonal Determinants |
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44 | (1) |
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Social and Environmental Determinants |
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44 | (6) |
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44 | (3) |
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47 | (1) |
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48 | (2) |
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What Does All This Mean for Nutrition Educators? |
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50 | (4) |
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Knowledge or Nutrition Literacy Is Not Enough |
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50 | (1) |
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Nutrition Education Addressing Food-Related Motivating and Facilitating Determinants |
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51 | (1) |
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Nutrition Education Addressing Person-Related Motivating and Facilitating Determinants |
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51 | (1) |
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Nutrition Education Addressing Social and Environmental Determinants |
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52 | (2) |
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Implications for Competencies and Skills Needed by Nutrition Educators |
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54 | (3) |
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The Society for Nutrition Education and Behavior's Competencies for Nutrition Educators |
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55 | (1) |
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Academy of Nutrition and Dietetics Competencies |
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56 | (1) |
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57 | (1) |
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Biology and Personal Experience with Food |
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57 | (1) |
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Person-Related Determinants |
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57 | (1) |
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Social/Environmental Determinants |
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57 | (1) |
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Knowledge and Skills Are Not Enough |
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57 | (1) |
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Consequences for the Skills of Nutrition Educators |
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57 | (1) |
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58 | (1) |
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58 | (7) |
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3 An Overview of Nutrition Education: Motivation, Ability, and Support for Successful Behavior Change |
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65 | (37) |
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65 | (1) |
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65 | (1) |
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65 | (1) |
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Introduction: What Makes Nutrition Education Successful at Changing Behavior |
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66 | (2) |
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Elements Contributing to Nutrition Education Success |
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67 | (1) |
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Element of Success 1: Focusing on Behavior Change and Action |
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68 | (1) |
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Focusing on Specific Behaviors or Actions Is Crucial for Success |
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68 | (1) |
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Element of Success 2: Addressing the Influences OT Determinants of Behavior Change and Action |
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69 | (7) |
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Motivators of Behavior Change |
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71 | (1) |
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Facilitators of Change: "How-to" Knowledge and Skills |
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72 | (1) |
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Creating a Supportive Environment |
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73 | (1) |
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73 | (1) |
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Determinants in Ecological and Food History Context |
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74 | (1) |
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The Importance of Culture |
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75 | (1) |
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Element of Success 3: Using Theory as a Guide for Nutrition Education |
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76 | (12) |
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A Brief History of Using Theory for Behavioral Change |
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77 | (1) |
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77 | (1) |
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Theories Help Us Organize Determinants to First Motivate and Then Facilitate Action |
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77 | (1) |
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An Analogy: The Rider and the Elephant |
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78 | (1) |
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Case Study: What Influences the Behaviors of Alicia, Maria, and Ray? |
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79 | (2) |
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Theory as a Structured Guide or Tool |
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81 | (1) |
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Making Theory Explicit Is Extremely Useful |
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82 | (1) |
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Relationships Among Research, Theory, and Practice |
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83 | (1) |
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Key Features of Social Psychological Theory |
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83 | (2) |
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Basic Social Psychological Theory |
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85 | (3) |
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Element of Success 4: Using Theory- and Evidence-Based Behavior Change Strategies to Design Nutrition Education Activities |
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88 | (2) |
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Element of Success 5: Addressing Multiple Influences on Behavior Change with Sufficient Duration and Intensity-A Socio-Ecological Framework |
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90 | (1) |
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Changing Behaviors Through Gatekeepers |
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91 | (1) |
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Duration and Intensity of Intervention |
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91 | (1) |
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Putting It All Together: Conceptual Framework for Conducting Nutrition Education |
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91 | (5) |
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The Three Conceptual Components of Nutrition Education |
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91 | (2) |
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93 | (1) |
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93 | (3) |
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96 | (1) |
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Element of Success 1: Focusing on Behavior Change and Actions |
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96 | (1) |
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Element of Success 2: Addressing the Influences or Determinants of Behavior Change or Action |
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96 | (1) |
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Element of Success 3: Use Theory as a Guide for Nutrition Education |
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97 | (1) |
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Element of Success 4: Use Theory- and Evidence-Based Behavior Change Strategies to Design Nutrition Education Activities |
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97 | (1) |
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Element of Success 5: Address Multiple Influences on Behavior Change with Sufficient Duration and Intensity-a Socio-Ecological Framework |
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97 | (1) |
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97 | (1) |
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98 | (4) |
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4 Enhancing Motivation and Empowerment for Behavior Change and Action |
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102 | (35) |
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102 | (1) |
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102 | (1) |
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103 | (1) |
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Nutrition Education for Enhancing Motivation and Empowerment: Focus on Why to Take Action |
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103 | (1) |
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A Deeper Look at Theories of Motivation for Nutrition Education Success |
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104 | (1) |
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105 | (3) |
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Determinants of Behavior Change or Action According to the Model |
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105 | (1) |
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106 | (2) |
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Take-Home Message About the Health Belief Model |
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108 | (1) |
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Using the Health Belief Model in Nutrition Education to Enhance Motivation and Activate Audiences |
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108 | (7) |
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Increase Awareness of Risk, Concern, or Need |
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109 | (1) |
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Use Threat or Risk Effectively in Communications |
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109 | (1) |
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Address Perceived Benefits and Barriers |
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109 | (1) |
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109 | (1) |
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110 | (1) |
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Examples of Interventions Using the Health Belief Model |
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110 | (2) |
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The Case of Alicia: Using the Health Belief Model as a Tool |
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112 | (3) |
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Theory of Planned Behavior: The Reasoned Action Approach |
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115 | (4) |
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115 | (2) |
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117 | (1) |
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117 | (1) |
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Outcome Expectations-Beliefs About Expected Outcomes of Behavior |
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117 | (1) |
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Conflicting Attitudes: Ambivalence |
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118 | (1) |
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118 | (1) |
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Perceived Behavioral Control/Self-Efficacy |
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119 | (1) |
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The Behavioral Intention to Behavior Link |
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119 | (1) |
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Extensions of the Theory of Planned Behavior: A Focus on Additional Beliefs |
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119 | (6) |
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119 | (1) |
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Self-Depictions: Self-Identity and Self-Representations |
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120 | (1) |
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Extensions of Outcome Expectations/Expected Outcomes Behavior: A Focus on Feelings and Emotions |
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121 | (1) |
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From "I Intend" to "I Will": The Importance of Implementation Intentions |
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121 | (1) |
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122 | (1) |
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Understanding Jason and His Friends |
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122 | (1) |
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Evidence for the Theory From Research and Intervention Studies |
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122 | (2) |
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Global Values as Motivators of Food Choice and Dietary Behavior Change |
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124 | (1) |
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Take-Home Message About the Theory of Planned Behavior and Its Extensions |
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125 | (1) |
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Using the Theory of Planned Behavior in Nutrition Education to Enhance Motivation and Activate Audiences |
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125 | (6) |
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Designing Messages to Increase Beliefs About Expected Outcomes of Behavior and Attitudes |
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125 | (2) |
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Enhancing Positive Feelings |
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127 | (1) |
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Exploring Social Norms and Social Expectations |
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127 | (1) |
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Identifying Personal Moral Norms |
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127 | (1) |
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Increasing Self-Efficacy and Control: Overcoming Barriers and Difficulties |
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127 | (1) |
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Exploring Beliefs About the Self |
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128 | (1) |
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Recognizing Habits and Cultural Traditions |
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128 | (1) |
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Making Decisions and Resolving Ambivalences |
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128 | (1) |
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The Case of Maria: Nutrition Education Using the Theory of Planned Behavior |
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128 | (3) |
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131 | (2) |
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131 | (1) |
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The Theory of Planned Behavior/Reasoned Action Approach and Its Extensions |
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131 | (1) |
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Selecting Which Theory to Use for Enhancing Motivation |
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132 | (1) |
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133 | (1) |
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133 | (4) |
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5 Facilitating the Ability to Change Behavior and Take Action |
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137 | (43) |
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137 | (1) |
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137 | (1) |
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137 | (1) |
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Nutrition Education to Facilitate the Ability to Change Behavior: Focus on How to Take Action |
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138 | (1) |
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A Deeper Look at Theories for Facilitating Behavior Change for Nutrition Education Success |
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138 | (1) |
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138 | (12) |
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Personal Motivational Determinants: A Focus on Human Agency and Empowerment |
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141 | (1) |
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Determinants That Facilitate Behavior Change |
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142 | (3) |
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145 | (1) |
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Evidence from Research and Intervention Studies |
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145 | (2) |
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Resources for Facilitating Behavior Change |
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147 | (1) |
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Theory-Based Interventions Involving Group Sessions |
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147 | (1) |
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Theory-Based Interventions Involving Media |
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148 | (1) |
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Take-Home Message About Social Cognitive Theory |
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148 | (2) |
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Using Social Cognitive Theory in Nutrition Education to Facilitate Behavior Change |
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150 | (11) |
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151 | (1) |
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152 | (1) |
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Behavioral Capability: Building Food-and Nutrition-Related Skills |
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152 | (1) |
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Strengthening Self-Regulation/Self-Directed Behavior Change Skills |
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153 | (2) |
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Maintaining Change Through Skills in Self-Regulation or Self-Directed Change |
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155 | (3) |
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Environmental Supports for Change |
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158 | (1) |
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The Case of Ray: Nutrition Education Using Social Cognitive Theory |
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159 | (2) |
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The Health Action Process Approach: Building on Social Cognitive Theory |
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161 | (10) |
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162 | (1) |
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Moving from Intention to Behavior: Action Planning and Coping Planning |
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163 | (1) |
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Volitional or Action Phase |
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163 | (1) |
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164 | (1) |
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Stages of Change in the Health Action Process Approach |
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165 | (1) |
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Evidence from Research and Intervention Studies |
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166 | (4) |
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Take-Home Message About the Health Action Process Approach |
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170 | (1) |
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Using the Health Action Process Approach in Nutrition Education to Facilitate Behavior Change |
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171 | (1) |
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Designing Activities for the Phases of Behavior Change |
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171 | (1) |
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Focusing on Self-Efficacy and Planning |
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172 | (1) |
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Addressing Stage of Change |
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172 | (1) |
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172 | (1) |
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172 | (1) |
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Health Action Process Approach |
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172 | (1) |
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Selecting Which Theory to Use to Facilitate Behavior Change |
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172 | (4) |
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Summary Model and Framework for Nutrition Education Involving Both Motivators and Facilitating Determinants |
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174 | (1) |
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Nutrition Education to Enhance Motivation and Facilitate Behavior Change and Action |
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174 | (2) |
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176 | (1) |
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176 | (4) |
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6 Creating Environmental Supports for Behavior Change |
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180 | (35) |
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180 | (1) |
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180 | (1) |
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180 | (1) |
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Creating Environmental Supports to Make Individuals' Healthful Choices Easier |
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181 | (1) |
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181 | (1) |
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The Environment Affects What People Eat |
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182 | (1) |
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The Socio-Ecological Framework |
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182 | (3) |
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Levels of the Socio-Ecological Framework |
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183 | (1) |
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Using the Socio-Ecological Framework to Understand the Dynamic Relationships Across the Levels |
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184 | (1) |
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Building Environmental Supports Through Families and Social Networks |
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185 | (6) |
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186 | (2) |
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188 | (2) |
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Using the Socio-Ecological Framework to Design Interventions |
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190 | (1) |
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Building Environmental Supports Through Policy, System, and Environmental Approaches (PSEs) |
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191 | (2) |
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191 | (2) |
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Settings for Policy, Systems, and Environmental Supports |
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193 | (8) |
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193 | (2) |
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195 | (4) |
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199 | (1) |
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200 | (1) |
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201 | (1) |
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201 | (1) |
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Building Environmental Supports Through Partnerships and Collaborations |
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201 | (4) |
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Building Partnerships and Collaborations |
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202 | (1) |
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Community Capacity Building |
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203 | (2) |
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Building Environmental Supports Through Changing Laws |
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205 | (1) |
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A Logic Model Approach for Planning Nutrition Education |
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205 | (3) |
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208 | (1) |
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The Socio-Ecological Framework |
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208 | (1) |
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Family and Social Networks |
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209 | (1) |
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Policy, System, and Environmental Approaches |
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209 | (1) |
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Partnerships and Collaborations |
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209 | (1) |
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209 | (1) |
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A Logic Model Approach for Planning Nutrition Education |
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209 | (1) |
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209 | (1) |
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210 | (5) |
| Part II Using Research And Theory In Practice: Designing Theory-Based Nutrition Education |
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215 | (218) |
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7 A Systematic Approach to Designing Nutrition Education: The DESIGN Procedure |
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217 | (18) |
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217 | (1) |
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217 | (1) |
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217 | (1) |
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The Importance of a Systematic Process for Designing Effective Nutrition Education |
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218 | (1) |
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Using the Nutrition Education DESIGN Procedure for Planning Educational Activities and Environmental Supports |
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219 | (1) |
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Designing Direct and Indirect Educational Activities |
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219 | (1) |
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Designing Environmental Support Activities |
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219 | (1) |
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Designing Both Educational and Environmental Support Interventions |
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220 | (1) |
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The DESIGN Procedure Integrates Several Disciplines for Effective Nutrition Education |
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220 | (3) |
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Education Skills for the Nutrition Educator |
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222 | (1) |
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The Nutrition Education DESIGN Procedure as Coaching |
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223 | (1) |
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Overview of the Nutrition Education DESIGN Procedure for Planning Theory-Based Nutrition Education |
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223 | (11) |
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The Tasks and Products of the DESIGN Procedure |
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224 | (1) |
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Systematic Approaches Similar to the DESIGN Procedure |
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225 | (1) |
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226 | (1) |
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A Case Study: How the DESIGN Procedure Links Theory and Research to Practice at Every Step |
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226 | (5) |
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DESIGN Procedure Workbook and Modules for You to Use |
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231 | (3) |
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234 | (1) |
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234 | (1) |
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234 | (1) |
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8 Deciding Behavior Change Goals of the Intervention: Step 1 |
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235 | (22) |
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235 | (1) |
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235 | (1) |
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235 | (1) |
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Deciding on the Behavior Change Goals for a Given Audience or Population by Assessing Health Problems to Solve and Current Behaviors |
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236 | (2) |
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"Behavior Change Goals" Versus "Topics" as the Basis of Nutrition Education |
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236 | (1) |
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Why Conducting Assessments of Your Audience Is Crucial |
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237 | (1) |
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Involving Participants Enhances Motivation, Empowerment, and Effectiveness |
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237 | (1) |
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238 | (1) |
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What Are the Health Problems to Solve of Your Audience? Prioritize |
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239 | (2) |
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What Do General Sources Tell You About the Potential Health Problems to Solve for Audiences Similar to Yours? |
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239 | (1) |
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What Are the Health Problems to Solve for Your Specific Audience? |
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240 | (1) |
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Prioritize and Select Health Problems to Solve |
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241 | (1) |
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What Are the Current Behaviors of Your Audience That Contribute to the Problems to Solve? |
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241 | (5) |
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What Do General Sources Tell You About the Behaviors of Audiences Similar to Yours That Contribute to the Health Problems? |
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241 | (1) |
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What Are the Behaviors of Your Specific Audience That Contribute to the Identified Health Problem to Solve? |
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242 | (2) |
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Prioritizing the Behaviors: The Criteria |
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244 | (2) |
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What Are Some Positive Behaviors of the Audience That Can Be Strengthened? |
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246 | (1) |
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Decide the Behavior Change Goals of the Program for Your Audience |
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247 | (5) |
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Prioritizing Behaviors or Actions in Practice |
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248 | (1) |
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Behavior Change Goals: How Specific Is Specific? |
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248 | (2) |
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Behavior Change Goals Versus Behavioral Objectives |
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250 | (1) |
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Behavior Change Goals Versus Educational Objectives |
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251 | (1) |
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Behavior Change Goals Achievable in the Short Term and Long Term |
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251 | (1) |
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Behavior Change Goals May Serve Larger Value Goals |
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251 | (1) |
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Completing The Nutrition Education DESIGN Procedure Step 1: Decide Behavior Module |
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252 | (1) |
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Case Study: The Nutrition Education DESIGN Procedure in Action-Step 1: Decide Behavior |
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253 | (1) |
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253 | (1) |
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254 | (1) |
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255 | (2) |
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9 Exploring Determinants of Intervention Behavior Change Goals: Step 2 |
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257 | (16) |
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257 | (1) |
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257 | (1) |
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257 | (1) |
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Understanding Your Audience and the Context of Their Lives |
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258 | (3) |
|
Exploring the Social and Cultural Contexts of Your Audience |
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259 | (2) |
|
Exploring Relevant Individual and Community Strengths or Assets |
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261 | (1) |
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Exploring Psychosocial Determinants of Behavior Change |
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261 | (9) |
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Psychosocial Theory Provides Guidance |
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|
261 | (1) |
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Exploring Audience Motivators |
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262 | (2) |
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Exploring Potential Facilitators of Behavior Change |
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|
264 | (1) |
|
Methods for Exploring Potential Psychosocial Determinants of Behavior Change |
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|
265 | (5) |
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Completing the Nutrition Education DESIGN Procedure Step 2: Explore Determinants Module |
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270 | (1) |
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Case Study: The Nutrition Education DESIGN Procedure in Action-Step 2: Explore Determinants |
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270 | (1) |
|
Determinants of Change as the Bridge Between Theory and Nutrition Education Practice |
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271 | (1) |
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271 | (1) |
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272 | (1) |
|
10 Selecting Theory and Clarifying Intervention Philosophy and Content: Step 3 |
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273 | (18) |
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273 | (1) |
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273 | (1) |
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273 | (1) |
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274 | (1) |
|
Selecting and Adapting an Appropriate Theory-Based Model |
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274 | (7) |
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Psychosocial Theory in Sociocultural Context |
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275 | (1) |
|
Psychosocial Theories Especially Useful for Motivating Our Audiences |
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275 | (1) |
|
Theories Especially Useful for Both Motivating Audiences and Facilitating the Ability to Take Action |
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276 | (1) |
|
Summary Integrated Theory-Based Model for Nutrition Education |
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277 | (2) |
|
Constructing Your Intervention Theory-Based Model |
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279 | (2) |
|
Clarifying the Educational Philosophy of the Sessions or Intervention |
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281 | (3) |
|
Helping and Educating: Who Is Responsible for the Problem and Who Is the Solution? |
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281 | (2) |
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283 | (1) |
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Articulating the Intervention's Perspectives on How Food and Nutrition Content Will Be Addressed |
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284 | (1) |
|
Clarifying the Intervention's Perspectives on Use of Educational Resources from a Variety of Sources |
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285 | (1) |
|
Thinking About Your Needs and Approach as a Nutrition Educator |
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286 | (1) |
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286 | (2) |
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Completing the Nutrition Education DESIGN Procedure Step 3: Select Theory-Based Model Module |
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288 | (1) |
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Case Study: The Nutrition Education DESIGN Procedure in Action-Step 3: Select Theory-Based Model and Clarify Philosophy and Content |
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289 | (1) |
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289 | (1) |
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290 | (1) |
|
11 Indicating Objectives: Translating Behavioral Theory into Educational Objectives: Step 4 |
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291 | (17) |
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291 | (1) |
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291 | (1) |
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291 | (1) |
|
Translating Behavioral Theory into Nutrition Education Activities Through Objectives |
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292 | (2) |
|
Writing Educational Objectives for Theory-Based Determinants to Achieve Behavior Change Goals |
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294 | (4) |
|
Educational Objectives Are Based on Determinants from Theory-Based Models |
|
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294 | (1) |
|
Considerations in Writing Educational Objectives |
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294 | (1) |
|
General Educational Objectives |
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295 | (1) |
|
Specific Educational Objectives |
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295 | (3) |
|
Ensuring Educational Objectives Engage Participants' Thinking, Feeling, and Doing |
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298 | (8) |
|
Writing Educational Objectives That Reflect the Desired Complexity of Learning |
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|
298 | (4) |
|
The Affective Domain in Nutrition Education |
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302 | (4) |
|
Completing the Nutrition Education DESIGN Procedure-Step 4: Indicate Objectives Module |
|
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306 | (1) |
|
Case Study: The Nutrition Education DESIGN Procedure in Action-Step 4: Indicate Objectives |
|
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306 | (1) |
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307 | (1) |
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307 | (1) |
|
12 Generating Educational Plans-A Focus on Enhancing Motivation for Behavior Change and Action: Step 5 |
|
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308 | (34) |
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308 | (1) |
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|
308 | (1) |
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309 | (1) |
|
Framework for Creating Theory-Based Nutrition Education Activities: The Importance of Behavior Change Strategies |
|
|
309 | (2) |
|
Audiences from Low-Resource Communities |
|
|
311 | (1) |
|
Translating Psychological Theory into Educational Practice: Determinants, Behavior Change Strategies, and Educational Activities to Enhance Motivation |
|
|
311 | (2) |
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312 | (1) |
|
Selecting Behavior Change Strategies |
|
|
312 | (1) |
|
The Relationship of Behavior Change Strategies to Educational Activities |
|
|
312 | (1) |
|
Gaining Audience Interest and Engagement |
|
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313 | (2) |
|
Information Versus Learning Experiences |
|
|
313 | (1) |
|
Creating Opportunities for Active Participation and Learning |
|
|
314 | (1) |
|
Using Behavior Change Strategies to Create Educational Activities to Enhance Motivation for Behavior Change: A Catalog of Strategies |
|
|
315 | (15) |
|
Catalog of Behavior Change Strategies and Educational Activities for Enhancing Motivation |
|
|
315 | (1) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinants of Perceived Risk and Negative Outcomes of Current Behavior |
|
|
315 | (4) |
|
Behavior Change Strategies and Educational Activities for Theory Determinant of Perceived Benefits [ Expected Positive Outcomes of Behavior Change] |
|
|
319 | (2) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Perceived Barriers [ Expected Negative Outcomes of Behavior Change] |
|
|
321 | (1) |
|
Behavior Change Strategy: Reflection on Expected Emotions From Performing the Behavior: Positive and Negative |
|
|
322 | (1) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant Food Preferences |
|
|
322 | (1) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Attitudes Toward Targeted Behavior Change Goal(s) |
|
|
323 | (1) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Perceived Norms |
|
|
323 | (2) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Self-Depictions |
|
|
325 | (1) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Self-Efficacy/Perceived Behavior Control |
|
|
325 | (1) |
|
Behavior Change Strategies and Practical Educational Activities for the Theory Determinant of Behavioral Intention |
|
|
326 | (3) |
|
Using Determinants and Behavior Change Strategies to Guide Development of Practical Educational Activities: The Food, Health & Choices Curriculum |
|
|
329 | (1) |
|
Organizing and Sequencing Educational Activities for Delivery with the 4 Es: The Educational Plan |
|
|
330 | (3) |
|
Sequencing Your Group Session or Other Intervention Venue With the 4 Es |
|
|
331 | (2) |
|
Exploring Other Audience Characteristics and Intervention Resources |
|
|
333 | (1) |
|
Identifying Relevant Audience Characteristics |
|
|
333 | (1) |
|
Practical and Intervention Resource Considerations |
|
|
333 | (1) |
|
Generating an Educational Plan: The Nuts and Bolts |
|
|
333 | (3) |
|
The Outline for a Single Session |
|
|
333 | (1) |
|
Start with a Planning Tool to Create an Outline for Each Session |
|
|
334 | (1) |
|
Generate the Final Educational Plan(s): Narrative Teaching Format Ready for Delivering to Your Audience |
|
|
335 | (1) |
|
Generating the Final Educational Plan(s) for Internet/Technology-Based Intervention |
|
|
336 | (1) |
|
Completing the Nutrition Education DESIGN Procedure Step 5: Generate Plans Module |
|
|
336 | (2) |
|
Session Title, Behavior Change Goal, and General Educational Objectives |
|
|
336 | (1) |
|
Sequencing Activities Is Important: The 4 Es |
|
|
336 | (1) |
|
Completing the Planning Matrix Tool to Outline Each Education Plan |
|
|
337 | (1) |
|
The Educational Plan: Developing a Teaching Format for Delivering the Session |
|
|
337 | (1) |
|
Pilot Testing the Educational Plan |
|
|
338 | (1) |
|
Case Study: The Nutrition Education DESIGN Procedure in Practice-Step 5: Generate Plans: Focusing on Motivation |
|
|
338 | (2) |
|
Session Title, Behavior Change Goal, and General Educational Objectives |
|
|
339 | (1) |
|
The Educational Plan: Using the Planning Matrix Tool to Outline the Session |
|
|
339 | (1) |
|
The Educational Plan: Developing a Teaching or Narrative Format for Delivering the Session |
|
|
339 | (1) |
|
Educational Plans in Practice |
|
|
339 | (1) |
|
|
|
340 | (1) |
|
|
|
340 | (2) |
|
13 Generating Educational Plans-A Focus on Facilitating the Ability to Change Behavior and Take Action: Step 5 |
|
|
342 | (31) |
|
|
|
342 | (1) |
|
|
|
342 | (1) |
|
|
|
343 | (1) |
|
Facilitating the Ability to Change Behavior and Take Action: An Overview |
|
|
343 | (1) |
|
Translating Psychological Theory into Educational Practice: Determinants, Behavior Change Strategies, and Educational Activities to Facilitate Behavior Change |
|
|
343 | (4) |
|
Initiating Behavior Change Through Action Goal Setting/Action and Coping Planning |
|
|
347 | (3) |
|
Behavior Change Strategy: Action Goal Setting/Action Planning [ Implementation Intentions] |
|
|
347 | (3) |
|
Building Food- and Nutrition-Related Knowledge and Skills: Enhancing Behavioral Capability |
|
|
350 | (5) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Knowledge and Cognitive Skills |
|
|
350 | (2) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Affective Skills |
|
|
352 | (2) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Behavioral Skills |
|
|
354 | (1) |
|
Enhancing Self-Efficacy in the Behavior Change Process |
|
|
355 | (2) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Action Self-Efficacy |
|
|
355 | (1) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Coping Self-Efficacy |
|
|
356 | (1) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Recovery Self-Efficacy |
|
|
356 | (1) |
|
Strengthening Self-Regulation Processes or Action Control |
|
|
357 | (8) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Self-Regulation/ Action Control |
|
|
357 | (8) |
|
Fostering Behavioral Supports for Self-Regulation |
|
|
365 | (3) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Social Support |
|
|
365 | (1) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Reinforcements |
|
|
365 | (1) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Cues to Action |
|
|
366 | (1) |
|
Behavior Change Strategies and Educational Activities for the Theory Determinant of Collective Efficacy/Empowerment |
|
|
366 | (2) |
|
Completing the Nutrition Education DESIGN Procedure Step 5: Generate Plans Module |
|
|
368 | (2) |
|
Session Title, Behavior Change Goal, and General Educational Objectives |
|
|
368 | (1) |
|
Sequencing Activities Is Important: The 4 Es |
|
|
368 | (1) |
|
The Educational Plan: Using the Matrix Tool to Outline Sessions |
|
|
368 | (1) |
|
The Educational Plan: Developing a Teaching or Narrative Format for Delivering the Session |
|
|
369 | (1) |
|
Pilot Testing the Educational Plans |
|
|
370 | (1) |
|
Case Study: The Nutrition Education DESIGN Procedure in Action-Step 5: Generate Plans, Focusing on Facilitating Behavior Change or Action |
|
|
370 | (1) |
|
Session Title, Behavior Change Goal, and General Educational Objectives |
|
|
370 | (1) |
|
Educational Plan: The Planning Matrix for Designing the Session |
|
|
370 | (1) |
|
The Educational Plan: Teaching or Narrative Format for Delivering the Session |
|
|
370 | (1) |
|
Educational Plans in Practice |
|
|
370 | (1) |
|
|
|
371 | (1) |
|
|
|
371 | (2) |
|
14 Nail Down the Evaluation Plan: Step 6 |
|
|
373 | (31) |
|
|
|
373 | (1) |
|
|
|
373 | (1) |
|
|
|
373 | (1) |
|
Introduction: Why Evaluate? |
|
|
374 | (1) |
|
|
|
375 | (1) |
|
Outcome Evaluation: Outcomes Achievable in the Short, Medium, and Long Term |
|
|
375 | (1) |
|
|
|
376 | (1) |
|
Planning the Outcome Evaluation |
|
|
376 | (1) |
|
Evaluating Determinants of Behavior Change |
|
|
376 | (1) |
|
Evaluating Behavior Changes Made or Actions Taken |
|
|
377 | (1) |
|
Evaluating Health Outcomes to Solve |
|
|
377 | (1) |
|
Methods for Evaluating Outcomes |
|
|
377 | (12) |
|
Linking Outcomes, Methods, and Instruments/Questions |
|
|
378 | (1) |
|
Methods to Evaluate Effects on Determinants of Behavioral Change: Short-Term Outcomes |
|
|
379 | (5) |
|
Methods to Evaluate Effects on Intervention Behavior Change Goals: Medium-Term Outcomes |
|
|
384 | (3) |
|
Making Behavioral Instruments Cognitively Appropriate and Motivating |
|
|
387 | (1) |
|
Methods to Evaluate Effects on Problems to Solve: Long-Term Outcomes |
|
|
387 | (1) |
|
Criteria of Effectiveness |
|
|
388 | (1) |
|
Assuring Appropriate, Reliable, and Valid Evaluation Tools for Your Intervention |
|
|
389 | (4) |
|
|
|
389 | (1) |
|
|
|
389 | (1) |
|
|
|
390 | (1) |
|
|
|
390 | (1) |
|
Cognitive Testing: Readability and Understandability |
|
|
390 | (1) |
|
|
|
390 | (1) |
|
Validating and Pilot Testing Instruments |
|
|
391 | (1) |
|
Examples of Validation Studies of Instruments |
|
|
391 | (1) |
|
Designing Behavioral Evaluation Tools for Low-Literacy Audiences |
|
|
391 | (1) |
|
Collecting Evaluation Data Pre- and Post-Intervention |
|
|
392 | (1) |
|
Constructing an Appropriate Evaluation Plan to Measure Outcomes |
|
|
393 | (4) |
|
|
|
393 | (3) |
|
Quasi-experimental Designs |
|
|
396 | (1) |
|
Nonexperimental Designs to Provide Practice-Based Evidence |
|
|
396 | (1) |
|
|
|
396 | (1) |
|
|
|
396 | (1) |
|
Qualitative Evaluation Designs |
|
|
396 | (1) |
|
Ethical Considerations When Conducting Evaluations With People |
|
|
397 | (1) |
|
Planning the Process Evaluation |
|
|
397 | (2) |
|
Process Evaluation to Understand How the Intervention Was Implemented |
|
|
397 | (1) |
|
Process Evaluation Data to Understand the Link Between Implementation and Outcomes |
|
|
398 | (1) |
|
Use of the Process Evaluation Data |
|
|
399 | (1) |
|
Completing the Nutrition Education DESIGN Procedure Step 6: Nail Down Evaluation Module |
|
|
399 | (1) |
|
Case Study: The Nutrition Education DESIGN Procedure in Action-Step 6: Nail Down Evaluation |
|
|
400 | (1) |
|
|
|
400 | (1) |
|
|
|
400 | (1) |
|
|
|
401 | (1) |
|
|
|
401 | (1) |
|
|
|
401 | (3) |
|
15 Using the Nutrition Education DESIGN Procedure to Create Environmental Supports for Behavior Change Goals |
|
|
404 | (29) |
|
|
|
404 | (1) |
|
|
|
404 | (1) |
|
|
|
404 | (1) |
|
Introduction: Why Creating Environmental Supports Complements Educational Plans |
|
|
405 | (1) |
|
Overview of Environmental Supports |
|
|
405 | (2) |
|
Step 1: Decide Behavior - the Behavior Change Goal for the Environmental Support |
|
|
407 | (1) |
|
|
|
407 | (1) |
|
Identify the Problems to Solve |
|
|
407 | (1) |
|
Reflect on Audience Behaviors |
|
|
407 | (1) |
|
Choose Behavior Change Goal |
|
|
407 | (1) |
|
Step 2: Explore Determinants - What Enables or Hinders Enacting the Behavior Change Goal |
|
|
408 | (4) |
|
Explore Your Audience's Current Environment |
|
|
408 | (3) |
|
Choose an Environmental Support to Create |
|
|
411 | (1) |
|
Connect Environmental Support to Education |
|
|
411 | (1) |
|
Step 3: Select Theory-Based Model-Simple Logic Model for Developing Environmental Supports |
|
|
412 | (9) |
|
Create a Simple Logic Model |
|
|
412 | (8) |
|
|
|
420 | (1) |
|
Apply an Ecological Sustainability Lens |
|
|
420 | (1) |
|
Step 4: Indicate Objectives - for Environmental Supports |
|
|
421 | (1) |
|
Specify Environmental Change Objectives |
|
|
421 | (1) |
|
Step 5: Generate Plans - for Your Environmental Support |
|
|
421 | (2) |
|
Create Environmental Support Plans |
|
|
421 | (2) |
|
Step 6: Nail Down Evaluation - for Your Environmental Supports |
|
|
423 | (2) |
|
Plan Evaluation for Your Environmental Support |
|
|
423 | (2) |
|
Plan Evaluation for Behavior Change Goal |
|
|
425 | (1) |
|
Plan Evaluation for Problem to Solve |
|
|
425 | (1) |
|
Evaluate What Was Challenging |
|
|
425 | (1) |
|
Case Study: Nutrition Education DESIGN Procedure: Environmental Supports Plans in Practice |
|
|
425 | (4) |
|
Taking Control: Eating Well and Being Fit Program Overview |
|
|
426 | (1) |
|
Taking Control: Eating Well and Being Fit Program Family Activities |
|
|
426 | (3) |
|
DESIGN Procedure: Environmental Supports Plans |
|
|
429 | (1) |
|
|
|
429 | (2) |
|
|
|
431 | (1) |
|
|
|
431 | (2) |
| Part III Research And Theory In Action: Delivering Nutrition Education In Practice |
|
433 | (140) |
|
16 Delivering Nutrition Education Effectively in Group Settings |
|
|
435 | (29) |
|
|
|
435 | (1) |
|
|
|
435 | (1) |
|
|
|
435 | (1) |
|
Delivering Nutrition Education Effectively in Practice |
|
|
436 | (1) |
|
Communicating with Your Audience: Basic Principles |
|
|
437 | (5) |
|
Communication Source Characteristics |
|
|
437 | (2) |
|
|
|
439 | (1) |
|
Receiver or Audience Characteristics |
|
|
440 | (1) |
|
Communications in Social Context |
|
|
441 | (1) |
|
Integrating Learning Theory and Learning Styles into Your Educational Plans |
|
|
442 | (2) |
|
Understanding Learning Theory |
|
|
442 | (1) |
|
The Power of Active and Cooperative Learning |
|
|
443 | (1) |
|
Understanding Learning Styles: Kolb's Model |
|
|
443 | (1) |
|
Integrating Instructional Design Theory Into Your Educational Plans |
|
|
444 | (3) |
|
Building on Instructional Design Theory |
|
|
445 | (1) |
|
Using Principles of Good Instruction: The Importance of Sequencing Learning Experiences |
|
|
445 | (1) |
|
Integrating Instructional Design Theory with Learning Theory: Teaching Around the Cycle - Similarity to the 4Es |
|
|
446 | (1) |
|
Creating Environments Conducive for Learning |
|
|
447 | (5) |
|
|
|
447 | (1) |
|
Creating Learning Environments Conducive to Change |
|
|
448 | (2) |
|
Understanding Group Dynamics in Nutrition Education Sessions |
|
|
450 | (2) |
|
Practical Methods for Implementing Your Educational Plans |
|
|
452 | (3) |
|
Lecture: Sage on the Stage |
|
|
452 | (1) |
|
Active Learning Through Activities and Learning Tasks |
|
|
453 | (1) |
|
|
|
453 | (1) |
|
|
|
454 | (1) |
|
Demonstrations, Including Cooking Demonstrations |
|
|
454 | (1) |
|
|
|
455 | (1) |
|
Facilitated Group Discussion: From Sage on the Stage to Guide on the Side |
|
|
455 | (1) |
|
Making Delivery of Your Educational Plan Engaging and Effective by Integrating Psychosocial Behavior Change Activities with Education and Communication Principles |
|
|
455 | (1) |
|
Conducting the Group Session: The Nuts and Bolts |
|
|
455 | (6) |
|
|
|
458 | (1) |
|
The Session - Explain and Expand |
|
|
458 | (2) |
|
Co-leading Group Sessions |
|
|
460 | (1) |
|
Closure and Action Goal Setting/Action Planning - Exit |
|
|
460 | (1) |
|
Delivering Nutrition Education Workshops |
|
|
461 | (1) |
|
|
|
461 | (1) |
|
|
|
462 | (1) |
|
|
|
462 | (2) |
|
17 Media Supports and Other Channels for Nutrition Education |
|
|
464 | (48) |
|
|
|
464 | (1) |
|
|
|
464 | (1) |
|
|
|
464 | (1) |
|
|
|
465 | (1) |
|
Using Supporting Visuals in Your Educational Intervention Group Sessions |
|
|
465 | (7) |
|
Types of Supporting Visuals |
|
|
466 | (3) |
|
Design Principles for Preparing Supporting Visuals |
|
|
469 | (2) |
|
Guidelines for Using Supporting Visuals with an Audience |
|
|
471 | (1) |
|
Developing and Using Written Materials Effectively to Support Your Educational Plans |
|
|
472 | (5) |
|
Planning the Stand-Alone or Supporting Printed Piece |
|
|
472 | (1) |
|
Making Your Printed Materials Motivating and Effective |
|
|
473 | (4) |
|
Developing and Delivering Educational Activities Using a Variety of Channels |
|
|
477 | (5) |
|
|
|
477 | (1) |
|
Guidelines for Delivering Nutrition Education Through Various Channels |
|
|
477 | (5) |
|
Using New Technologies for Nutrition Education |
|
|
482 | (14) |
|
|
|
485 | (1) |
|
|
|
486 | (8) |
|
Nutrition Education Intervention Studies Using a Combination of Electronic Technologies |
|
|
494 | (1) |
|
The Process of Developing Electronic Technology-Based Nutrition Education |
|
|
495 | (1) |
|
Social Marketing Activities |
|
|
496 | (10) |
|
|
|
498 | (1) |
|
|
|
498 | (1) |
|
Focus on Intended Audience Members' Wants and Needs |
|
|
498 | (1) |
|
Segmentation of the Audience |
|
|
499 | (1) |
|
|
|
499 | (1) |
|
Key Elements in Planning Social Marketing |
|
|
499 | (1) |
|
Designing Social Marketing Activities |
|
|
500 | (1) |
|
Implementing Social Marketing Activities |
|
|
501 | (1) |
|
Comparing Social Marketing and Nutrition Education |
|
|
502 | (4) |
|
|
|
506 | (1) |
|
|
|
506 | (1) |
|
|
|
507 | (5) |
|
18 Working with Diverse Age, Cultural, and Literacy Population Groups |
|
|
512 | (44) |
|
|
|
512 | (1) |
|
|
|
512 | (1) |
|
|
|
512 | (1) |
|
|
|
513 | (1) |
|
Working with Children and Youth |
|
|
513 | (13) |
|
|
|
513 | (4) |
|
Middle Childhood and Adolescence |
|
|
517 | (3) |
|
Adolescents' Thinking, Concerns, and Behaviors with Respect to Food, Nutrition, and Health |
|
|
520 | (3) |
|
Methods for Delivering Nutrition Education Appropriately to Children and Youth |
|
|
523 | (3) |
|
|
|
526 | (6) |
|
Characteristics of Adult Learners |
|
|
526 | (1) |
|
|
|
527 | (1) |
|
Methods for Delivering Educational Strategies Appropriately to Adults: Making Learning Meaningful |
|
|
528 | (3) |
|
Facilitated Group Dialogue as an Educational Tool |
|
|
531 | (1) |
|
Working with Diverse Cultural Groups |
|
|
532 | (10) |
|
Developing Your Cultural Competence and Humility as a Nutrition Educator |
|
|
534 | (2) |
|
Creating Culturally Appropriate Nutrition Education Sessions or Interventions |
|
|
536 | (1) |
|
Culturally Appropriate Interventions Can Involve Surface Structure and Deep Structure |
|
|
536 | (1) |
|
Integration of Cultural Considerations and Psychosocial Theories of Behavior Change |
|
|
537 | (1) |
|
Cultural Tailoring Through Adaptations of Evidence-Based Interventions |
|
|
538 | (2) |
|
Culturally-Based Interventions |
|
|
540 | (1) |
|
Developing Your Culturally Appropriate Sessions or Interventions |
|
|
541 | (1) |
|
Delivering Your Culturally Appropriate Interventions and Materials |
|
|
541 | (1) |
|
|
|
542 | (5) |
|
Appropriate Delivery Methods for Low-Literacy Audiences |
|
|
543 | (4) |
|
Visuals for Low-Literacy Audiences: An Illustration Using MyPlate |
|
|
547 | (1) |
|
Groups That Differ by Food-Related Lifestyle Factors |
|
|
547 | (1) |
|
|
|
548 | (1) |
|
Considerations of Age and Development Level |
|
|
548 | (1) |
|
Considerations of Culture and Literacy Level |
|
|
549 | (1) |
|
|
|
549 | (1) |
|
|
|
550 | (6) |
|
19 Nutrition Educators as Change Agents in the Environment |
|
|
556 | (17) |
|
|
|
556 | (1) |
|
|
|
556 | (1) |
|
|
|
556 | (1) |
|
|
|
557 | (1) |
|
Keeping up with Nutrition Education Research and Best Practices |
|
|
557 | (2) |
|
Helping to Shape the Profession |
|
|
559 | (2) |
|
|
|
560 | (1) |
|
Getting to Know Them and Vice Versa |
|
|
560 | (1) |
|
Ethics in Nutrition Education: Maintaining Credibility |
|
|
561 | (2) |
|
Sponsorship of Nutrition Education Programs and Professional Activities |
|
|
562 | (1) |
|
|
|
562 | (1) |
|
Participating in Community Coalitions |
|
|
563 | (1) |
|
|
|
563 | (1) |
|
Local School Wellness Policy |
|
|
563 | (1) |
|
|
|
564 | (1) |
|
Advocating for Nutrition and Nutrition Education |
|
|
564 | (4) |
|
|
|
564 | (1) |
|
Testimony, Hearings, and Forums |
|
|
564 | (2) |
|
Helping to Shape Legislation |
|
|
566 | (2) |
|
Educating Policymakers in Government |
|
|
568 | (2) |
|
Why Educate Elected Government Officials? |
|
|
568 | (1) |
|
Who Are Your Elected Officials? |
|
|
568 | (1) |
|
Get to Know Them and Let Them Get to Know You |
|
|
569 | (1) |
|
You Can't Do Everything, but You Can Do Something |
|
|
570 | (1) |
|
|
|
571 | (1) |
|
|
|
571 | (2) |
| Part IV Nutrition Education Design Procedure Workbooks And Case Study |
|
573 | (111) |
|
Nutrition Education DESIGN Procedure Workbook: Educational Plans |
|
|
575 | (23) |
|
Nutrition Education DESIGN Procedure Workbook: Educational Plans - Abbreviated Version |
|
|
598 | (2) |
|
Nutrition Education DESIGN Procedure Workbook: Environmental Support Plans |
|
|
600 | (17) |
|
Nutrition Education DESIGN Procedure Case Study: Educational Plans |
|
|
617 | (44) |
|
|
|
618 | (8) |
|
Step 2: Explore determinants |
|
|
626 | (3) |
|
Step 3: Select theory-based model |
|
|
629 | (7) |
|
Step 4: Indicate objectives |
|
|
636 | (3) |
|
|
|
639 | (17) |
|
Step 6: Nail down evaluation |
|
|
656 | (5) |
|
Nutrition Education DESIGN Procedure Case Study: Environmental Support Plans |
|
|
661 | (23) |
|
|
|
662 | (5) |
|
Step 2: Explore determinants |
|
|
667 | (4) |
|
Step 3: Select theory-based model |
|
|
671 | (3) |
|
Step 4: Indicate objectives |
|
|
674 | (2) |
|
|
|
676 | (4) |
|
Step 6: Nail down evaluation |
|
|
680 | (4) |
| Glossary |
|
684 | (9) |
| Index |
|
693 | |
