Increasing Fiber for Better Health
12A-5
Increasing Fiber for Better Health
Behavioral goal: Senior citizens will increase intake of high-fiber foods.
Educational goal: Enhance motivation and facilitate the ability to take action for increasing fiber consumption
General educational objectives: At the end of the session, participants will be able to
· Understand the importance of fiber in the diet
· Identify the health benefits associated with eating high-fiber foods
· Understand inexpensive and convenient ways to increase daily fiber intake
· Prepare healthful, high-fiber recipes
· State intention to consume a variety of foods that are high in fiber
· Set goals of increasing high-fiber foods, which are accessible, at meals and snacks
12A-5
Phase of Nutrition Education andEducational Goal / Events of Instruction / Mediator of Behavior
(Educational strategies) / Specific Learning Objectives for Mediator / Learning Experiences, Messages, or Content
Pre-action phase
Educational goal:
Enhance awareness, contemplation, and motivation (focus on information on why to take action) / Gain attention / At the end of the session participants will be able to: / Gain attention by administering a fiber self-assessment tool (will discuss later in the session).
Perceived threat
Increase salience of threat / Describe the risks of not eating adequate fiber in the diet / Discuss the symptoms of a low-fiber diet (hemorrhoids, constipation, diverticulosis, and so on).
Present new material (building on prior knowledge) / Outcome expectations
Health benefits or pros of behavior / Discuss the benefits of consuming adequate fiber in the diet and the risks of low-fiber intake based on scientific evidence / Discuss the function that fiber has in the body.
Fiber demonstration with beans in a jar to demonstrate how fiber acts in the body
Emphasize how fiber works in the prevention of disease such as heart disease, lowering high cholesterol, and cancer—provide strong scientific evidence.
Clarify misconceptions regarding fiber consumption (gas, bloating, etc.).
Personal risk
Self-assessment; personalizing risk / State the amount of fiber needed each day
Analyze own intake compared with a standard / Discuss amount needed for good health (20–35 grams daily).
Have participants refer to fiber assessment to see how much fiber they consume and to see how well they are currently doing.
Provide guidance / Barriers/self-efficacy
Overcoming barriers / Understand where fiber is found
Identify barriers in obtaining high-fiber foods, such as convenience and accessibility issues / Have a conversation about what foods are good sources of fiber—show on the projector different sources of fiber.
Discuss the availability of fiber-rich foods in their lives and surrounding communities.
Behavioral capability
Knowledge and skills / State ways to overcome barriers: describe high-fiber foods and recipes / Propose ways that high-fiber foods can be added to the diet and/or substituted for other food items—provide handouts; show display of fiber-rich foods.
Be able to prepare an easy high-fiber meal that tastes good / Demonstrate, with participation, the preparation of bean salad recipe made from easily accessible items (bring all demonstration materials and ingredients).
Action phase
Educational goal:
Facilitate the ability to take action (focus on how-to information) / Elicit performance and feedback / Behavioral intention
Values clarification; behavioral intention / State intention of adding a high-fiber food item to each meal / Facilitate a group discussion about why they think fiber is important for health and disease prevention and if they feel they will increase the fiber in their diet.
Goal setting
Action plans / Set goals for eating more high-fiber foods / Provide a simple contract for individuals to sign indicating their intention to eat more fiber each day. Have another senior sign as witness.
Tsagarakis, I., and C. Calabrese. 2005. Session presented at a senior center congregate meal program. New York, NY.