Topic 9- diverse populations

Question 1

Preschoolers (2-5 years old):

Answer 1

1) some causal reasoning and conceptual ability
2) no abstract generalizations or logical concepts

determinants of food behaviour: family, culture, illness

developmental factors: learn by exploring environment
-feel, touch, question, compare
-classify foods by colour & shape
-observe and model parents

Nutrition education:
-food-based activites
-play-based teaching
-minimize food as reward
-involve family

Question 2

Middle childhood (6 -12 years old)

Answer 2

developmental factors: cognitive, social and physical development
-begin to think causally and theorize why things happen
-understand food / function on health
-can accept adult viewpoints / guidance
-desire autonomy

nutrition education:
-fantasy characters / stories
-highlight immediate benefits
-foster self esteem
-handouts w pictures
-simple goal setting / self regulation

intervention:
-school / community based
-behvaioural intervention
-positive reinforcements for desired behaviour
-ignore undesirable behaviour
-physical activity

Question 3

Adolescent (13-19 years old)

Answer 3

1) abstract thinking develops
2) influenced by peers, concerend abt looks
3) independent (want autonomy)

Determinants of behaviour:
-decline on family food choices
-reliance on school food, fast food , convienence
-increased purchasing power (marketers use this)

Developmental factors:
-physical, cognitive and psychosocial changes
-reluctant to listen to family

nutrition education:
-focus on what they can control
-may discuss complex issues
-self regulation / goal setting
-adress peer influence / social norms
-respect their independence
-active teaching methods and include food
-MI : encourages critical thinking
-behavioural strategies
-consider multivariable outcome measures

specific intervention topics:
-media / peer based messages (reastaurants)
-role playing for problem behaviour
-food demos and taste tests
-direct them to helpful resources

Question 4

working with adults

Answer 4

1) make it relevant and worth their time
2) task / problem oriented

education:
-immediate, useful info
-safe learning environment (balance power)
-close w solution / action plan

Question 5

working with seniors

Answer 5

developmenta factors:
-loss of muscle / PAL
-change in taste and chewing
-decreased thirst, hunger and satiety cues

determinants of food behaviour: Physical, social , economic, cultural
-low income
-lonliness, depression impact appetite
-medications may alter appetite and nutrient absorption
-disibilities may impeded prep and food consumption

intervention:
-social life and supports
-mini nutritional assessment (MNA)
-make referral for food assistance

Question 6

what is a shared worldview?

Answer 6

beliefs, knowledge, traditions, values and behaviours that are developed, learned, shared and transmitted by members of a group

Question 7

where do majority of the immigrants in canada come from?

Answer 7

asia (58%)
-decline in USA / European and increase in more forein born people

Question 8

what factors contribute to barriers of effective communication with cultural groups?

Answer 8

1) clinical
-cultural incompetency
-unconscious bias

2) client factors
-limited language proficiency
-low health literacy
-low digital literacy

Question 9

what is cultural competance?

Answer 9

attitudes, skills, and levels of awareness that enable culturally respectful interactions
-understand and effectively interact with dif culture
-aware of own world view
-positive attitudes towards differences
-knowledge of differences

Question 10

what ways can educators work towards cultural competence?

Answer 10

1) cultural knowledge: learn abt worldviews
2) cultural awareness: aware of own bias/prejudice
3) cultrual sensitivity: aware of difference without assigning values
4) cultural competence: skills to allow us to understand and appreciate differences

Question 11

what are the negative impacts of a lack of self awareness?

Answer 11

1) ethnocentrism
2) blindly imposing culture
3) missed opportunities for intervention

Question 12

what does a culturaly appropriate educator consider?

Answer 12

1) cultural beliefs are reflected in determinants of behaviour change
2) cultural targeting creates culturally sensitive interventions

Question 13

what is cultural proficiency?

Answer 13

engaging in activities to improve cultural relations

Question 14

what is unconscious bias?

Answer 14

social sterotype about groups of people outside of ones conscious awareness

Question 15

what should be considered when working with interpreters?

Answer 15

1) language availibility
2) medical interpreters availible
-know medical and colloquial terms
3) phone interpreter availible
4) use professionals (not family)

Question 16

what factors contribute to health disparities?

Answer 16

social, behavioural, environmental, biological / genetic determinants:
gender, age, ethnicity, location, mental health, disease, SES, disability, education, literacy

Question 17

what should be considered when working with low literacy adults?

Answer 17

They read slowly, remebering 3-5 items at a time which may cause them to lose meaning
-do not understand implied information
-does not mean low intelligence
-cannot identify based on appearanced

Question 18

strategies for working with low literacy adults:

Answer 18

-know audience
-pretest material
-state objectives exactly
-focus on behaviour rather than facts
-present in variety of ways to increase learning
-use familiar examples
-actively engage
-frequently repeat

Question 19

How can you provide written materials for low literacy adults?

Answer 19

-use active voice (write how you speak)
-common words
-short words / sentences
-key info first
-enhance comprehension w typography, layout and summaries

Question 20

How can you provide visual materials for low literacy adults?

Answer 20

-should clarify text
-simple and clear
-use colour

Question 21

what is digital literacy?

Answer 21

capacity to assess, interpret and analyze info found and communicated in digital environments

Question 22

what are the LGBTQ components?

Answer 22

sexual orientation: romantic and sexual attraction
gender identity: personal sense of ones gender

Question 23

how can you increase nutrition education for people with disabilities?

Answer 23

-arrange physical environment to allow safe movement
-explore resources
-put emphasis on individual, not condition or disability

Question 24

what factors should be considered when working with an individual with mobility impairment?

Answer 24

-treat apparatuses as if they are a part of individuals body
-be at the physical level of client when communicating
-shake hands with fake limbs if needed

Question 25

what factors should be considered when working with an individual with hearing impairment?

Answer 25

-tap shoulder or wave to get attention
-speak clearly for lip readers
-do not shout, it can distort message
-look at client when interpreter is involved

Question 26

what factors should be considered when working with an individual with visual impairment?

Answer 26

-identify yourself
-make clear contrast for boundaries

Question 27

what factors should be considered when working with an individual with speech impairment (aphasia)?

Answer 27

-impairs expression, understanding, reading and writing of language
-can occur from strole, or develop slowly

Question 28

what factors should be considered when working with an individual with invidible disabilities?

Answer 28

-inquire about the reason for behaviour
-offer support or assistance

Question 29

what factors should be considered when working with an individual with different food styles?

Answer 29

-community values: cultural or societal sources
-small group values
-individual values: vegetarian, vegan, etc.

Question 30

what types of traditional therapies should you consider?

Answer 30

1) alternative medicine: used instead of conventional treatments
2) complementary: used w conventional treatments
3) functional: adresses underlying cause of disease