POCKET GUIDE - Bright Futures - American Academy of Pediatrics

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Nutrition Tools 68 Bright FUTURES ■ ■ sTraTegies for healTh Professionals To PromoTe healThy eaTing behaViors, ConTinued sTraTegies aPPliCaTions/QuesTions Offer feedback and reinforce successes. Show interest to encourage continued behavior change. general strategies Ask the child or adolescent about changes in eating behaviors at every visit. Emphasize to the child or adolescent the consumption of foods rather than nutrients. Build on positive aspects of the child’s or adolescent’s eating behaviors. “How are you doing in changing the way you eat?” For example, say, “drink more milk, and eat more cheese, and yogurt” rather than “you need more calcium.” “It’s great that you’re eating breakfast. Would you be willing to try cereal, fruit, and toast instead of bacon and doughnuts 4 days a week?” Focus on “how to” instead of “why” information. Share behaviorally oriented information (eg, what, how much, and when to eat and how to prepare food) rather than focusing on why the information is important. Provide counseling that integrates realistic behavior change into the child’s or adolescent’s lifestyle. Discuss how to make healthy food choices in a variety of settings. “I understand that your friends eat lunch at fast-food restaurants. Would it help you to learn how to make healthier food choices at these restaurants?” Talk about how to choose foods in various settings such as fast-food and other restaurants, convenience stores, vending machines, and friends’ homes.
■ ■ sTraTegies for healTh Professionals To PromoTe healThy eaTing behaViors, ConTinued sTraTegies aPPliCaTions/QuesTions Provide the child or adolescent with learning experiences and skills practice. Introduce the concept of achieving balance and enjoying all foods in moderation. Make recordkeeping easy, and tell the child or adolescent that you do not expect spelling, handwriting, and eating behaviors to be perfect. Make sure that the child or adolescent hears what you are saying. Make sure that you and the child or adolescent define terms in the same way to avoid confusion. When assessing food intake, keep in mind that a child’s or adolescent’s portion size may not be the same as a standard serving size. Practice problem-solving and role-playing (eg, having the child or adolescent ask the food server to hold the mayonnaise). “Your food record shows that after having pepperoni pizza for lunch yesterday, you ate a lighter dinner. That’s a good way to balance your food intake throughout the day.” “Be as accurate and honest as you can as you record your food intake. This record is a tool to help you think about how you eat.” “What are you planning to work on before your next appointment?” Discuss the definition of words that may cause confusion, such as “fat,” “calories,” “meal,” and “snack.” Use food models or household cups and bowls to clarify serving sizes. 69 Bright FUTURES Nutrition Tools
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T H I R D E D I T I O N P O C K E T
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American Academy of Pediatrics Depa
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Bright Futures: Nutrition v Bright
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viii Bright FUTURES Bright Futures:
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x Bright FUTURES today many familie
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■■ infanCy oVerView infancy is
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■ Does your baby receive anything
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physical Activity ■ Discouraging
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■ Are you taking or do you plan t
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■ What vitamin or mineral supplem
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■ Are you worried about having en
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Screening and Assessment ■ if pos
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Page 31 and 32: ■ introducing iron-fortified, sin
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Page 35 and 36: oral health ■ Assess eating behav
Page 37 and 38: ■■ early Childhood oVerView ear
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Page 43 and 44: teaching Children About Food ■ of
Page 45 and 46: 15 monThs Interview Questions ■ A
Page 47 and 48: ■ Describe your child’s mealtim
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Page 61 and 62: Screening and Assessment growth and
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POCKET GUIDE - Bright Futures - American Academy of Pediatrics

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