Fit WIC Childhood Obesity Prevention Project

1. Fit WICChildhood Obesity Prevention Project Inter Tribal Council of Arizona, Inc. WIC Program October 2001 Discuss how the project plan was developed and is being implemented. Discuss how the project plan was developed and is being implemented.

2. Project PlanFocus on Feeding Relationship Staff Training on Parenting Aspects of Feeding Discussion Groups with WIC Caregivers Nutrition Activities for WIC Kids New assessment and educational materials Local agency project Calendar on Feeding Children

3. Thinking About You Activity Think back to an experience you had eating with your family. Share your experience. Describe what happened, what you thought about it, how you felt, what you did.

4. Thinking about WIC families What experiences do WIC families have about food? How do their personal experiences influence the way they feed their children?

5. What are some feeding practices WIC families use?

6. Feeding is Parenting What does this mean?

7. What goals do we portray to our parents? Raise a healthy and successful child Raise a well-nourished child Raise a child who is not fat Raise a child who won�t get heart disease, cancer or diabetes

8. Our goals should be to raise a child who� Likes eating and feels good about it Is interested in food Likes being at the table Relies on internal hunger cues and fullness to know how much to eat Enjoys many different foods Can try new foods and learn to like them Can turn down foods politely Can make do with less than favorite foods

9. Children Know How to Eat and Grow

10. Relax about Feeding Children

11. The Division of Responsibility Parents are responsible for what foods are provided, when they are provided and where they are eaten. Children are responsible for how much and whether they eat.

12. What are caregivers responsible for?

13. Caregivers are responsible for: Controlling what food comes into the house Making and presenting meals Insisting that children show up for meals Making meals pleasant Teaching children to behave at the table Regulating timing and content of snacks Making other rules (no standing at the refrigerator door, no candy before dinner, etc.)

14. What are caregivers not responsible for?

15. Parents are not responsible for: How much children eat Whether the child eats How the child�s body turns out

16. Children Know How Much to Eat Growth of child is in genetic blueprint Child needs support and acceptance and to be fed lovingly and reliably with appropriate foods

17. Growth Reflects Your Child�s World Best to look at child�s growth over time Good indicator of how child is doing medically, nutritionally, emotionally and in the feeding relationship Examples: P. 36 Growth at extremes is OK

18. Restricting Intake/Forcing Food Example on P. 46. My examples.

19. Big and Small Children Regulate Big children should be allowed to eat as much as they want Small children should be allowed to eat as little as they like Trying to control it makes things worse

20. How Much Should Children Eat?

21. We shouldn�t say how much a child should eat. We don�t need to know how much a child should eat. Children have finely tuned mechanisms that tell them how much they should eat How much do children eat?

22. Eating Varies Eating and needs vary from child to child Eating and needs vary from day to day in the same child

23. How to Feed Toddlers The caregiver is in charge of the menu. Serve three meals and planned snacks. No asking for food or drink between meals Time snacks appropriately. Child should be included in family meals. Let toddler choose what and how much to eat from what is offered. Let child eat as much or as little as she wants. Don�t press food on child.

24. How to Feed Toddlers Present foods in a way that child can handle. Let child eat in her own way. Don�t force or entice child to eat something she doesn�t want. Don�t make her clean her plate. Make meals pleasant. Talk and pay attention to toddler. Turn televison off.

25. Choose Food that will help toddler eat well�but don�t cater Serve soft, moist food that is easy to chew. Serve new or disliked food with something your child likes. Always put bread on the table. Offer another starchy food such as potatoes, tortillas, rice, noodles Have favorite foods sometimes Don�t force child to eat anything.

26. Signs of too much parental control Stay at the table to eat something Clean her plate Eat everything before dessert Get by on three meals a day

27. Too little structure or limits Give snack or food whenever child wants Allow child to behave badly at table Prepare special food for child Short order cook Allow milk or juice whenever child wants

28. Common skirmishes P.365-73 I�m not eating I�m not hungry Now I�m hungry I don�t like that I want cereal please See what a good eater I am? I want to do it myself

29. Feeding the Preschooler (3 to 5 yrs old) Same as toddler, learning more Initiative Self-awareness Wants to please and imitate you Playful

30. Why Structured Mealtimes? Give child love, food and mastery expectation Know they are going to be fed Learn to like a variety of nutritious foods Sociability of family table Learn social skills

31. Make Meals Pleasant Turn off the television Include child in mealtime conversation Don�t criticize or judge child Don�t allow child to interrupt adult conversation Don�t try to entertain child by singing, playing games, etc.

32. Other Recommendations Teach child to behave at meals Tell child to stop the behavior then ignore him If it doesn�t stop, excuse him from the table Cook with child, grow a garden For the joy of it, not to teach or get him to eat Makes children more willing to taste it

33. Preschooler Problems P.405-15 The Child who is cautious about food. The child who loves to eat. The fat child. The vulnerable child.

34. How can this feeding relationship approach be used with WIC families?

35. Counseling on Feeding Relationships Sometimes participants have other priorities in their life Its OK to take care of other needs first List clues that may let you know a participant isn�t ready for counseling in this area.

36. Counseling on Feeding Relationships Sometimes participants are ready for counseling, but might not be ready to make the change. What clues would let you know if a participant was ready to make a change?

37. How to Set Limits with Children Make rules about eating Be consistent with the rules Say No and stick with it Don�t give in to whining or crying Offer alternatives and solutions Set a good example

38. Materials and Care Plans