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Understanding and Influencing Consumer Behavior

Nutrition Education and Counseling

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Topics to be covered

Factors Affecting Food Consumption Theories of behavior change Client-centered counseling Family-centered counseling Transcultural counseling

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Topics to be covered

Factors Affecting Food Consumption Theories of behavior change Client-centered counseling

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Why Do People Eat What They Eat?

Discuss this in terms of Maslow’s Hierarchy of Needs--Figure 8-1, page 240 Boyle and Morris

Using Figure 8-2, page 241, provide examples of ways that each factor affects food consumption

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Theories of Behavior Change

Health Belief Model Thery of Reasoned Action

» Theory of Trying Consumer Information Processing Stages of Change Diffusion of Innovations

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Health Belief Model (Table 8-2, p. 247)

In order to change a behavior a person must believe he/she is:

Susceptible to illness Occurrence of condition will have a

serious impact on life

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Health Belief Model (con’t)

Following a particular set of health recommendations will be beneficial

Barriers to following to recommendations can be overcome

Recommendations will have psychological benefits

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What are examples of how one would use this model?

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Theory of Reasoned Action

Intentions are the best predictor of behavior

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Theory of Trying: A modification of Theory of Reasoned Action

See model in figure 8-3, page 249 Various factors influence the strenght of the

intention to try a new behavior» Attitudes toward success or failure

» Expectation of success or failure

» Attitude toward the process of changing

» Emotional response to the new behavior Past experiences with trying the new

behavior

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How might you apply this theory?

What techniques would you use to counsel a person who says “Well, I’ll try to reduce my fat intake, but my family will only eat fried foods.”

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Social Learning Theory

Central premise: Personal knowledge and beliefs, the beliefs of important others, and the physical and emotional environment influences what a person eats. A change in one of these factors has implications for the other factors.

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Social Learning Theory (con’t)

See Table 8-3, p 251 for concepts A strength of SLT if that it focuses on

behavior, rather than knowledge and attitudes The concepts, with their definitions and

implications, provide ways of addressing the physical and social environment, mastery of skills, self-monitoring, rewards and incentives, and small steps for goal completion.

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How Would You Apply This Theory?

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Diffusion of Innovation

Central premise:Most people do not change behavior easily or quickly. Some change earlier than others.

Very useful theory when planning an intervention addressing groups of people (macro level interventions).

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Diffusion of Innovation, Page 254, Figure 8-5

time

change

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Stages of Innovation

Knowledge--Individual is aware of innovation and has acquired some information about it

Persausion--Individual forms an attitude about the innovation--either in favor of or against it

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Stages of Innovation (con’t)

Decision--Individual performs activities that lead to either adopting or rejecting the innovation

Confirmation--Individual looks for reinforcement for his decision and may change it if he is exposed to counter-reinforcing messages

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Diffusion of Innovations

Innovations that are successful must meet certain criteria:

Compatible with existing value systems and lifestyles

Flexible Appear more advantageous than

previous practices

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Diffusion of Innovations (con’t)

Criteria (con’t) Reversible Low risk Perceived as having greater benefits

than costs

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Stages of Change

Central premise: Changes in eating patterns involve multiple steps and adaptation over time. These steps form a continuum. A person may or may not be ready to try to change at a given time. Education and counseling strategies must match stage person is at.

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Stages of Change

Very useful in individual counseling situations (micro-interventions)

As you counsel individuals in your community rotation, determine at what stage the person is.

Your approach should reflect that stage.

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Stages of Change

Stages: 1. Precomtemplation: unaware/not

interested 2. Comtemplation: thinking about

change 3. Determination or preparation:

becoming determined to change

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Stages of Change (con’t)

4. Action: Actively modifying habits 5. Maintenance: Maintaining new,

healthier habits 6. Relapse: Returning to old behavior

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How might you approach a person at each stage?

Precontemplation Comtemplation Determination Action Maintenance Relapse

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Relapse Prevention

Central premise: Addictive behaviors are habit patterns that have been overlearned. These habits can be changed through self-management or self-control, particularly through developing ways to change expectations of oneself.

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Skills one might develop to prevent relapse

Planning to order the low-fat entree at a restaurant

Planning what to eat at a party Not feeling guilty for eating a high-

calorie meal Taking a low calorie snack when

shopping

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Client-Centered or Non-directive Counseling

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Client-Centered Counseling

Client-centered counseling allows the client to take responsibility and to set goals that he/she can embrace.

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Methods to Acheive Client-Centered Counseling

Establish rapport with client Involve client--allow him/her to ventilate

problems Demonstrate empathy toward client Beaware of nonverbal behaviors that

assure client that you accept him/her

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Nonverbal Behaviors

Eye contact Posture Sitting across desk Leaning forward Phone ringing Looking at clock/watch Voice

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Methods to Acheive Client-Centered Counseling

(con’t)

Use empathetic statements to keep client talking

Explore problem to determine possible alternatives

Use open-ended questions» Begin with how, what, and why» Have you ever been on a diet ?vs How

have you tried to control your weight?

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Methods to Acheive Client-Centered Counseling

(con’t)

Use directives» “Talk about _____”» I want to know what you think about ---”» “Tell me more about -----”

Use encouragers» “yes, yes”, “ah ha”» Lean forward or nod your head» Remain silent after client finishes

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Consumer Information Processing (CIP)

Central premise: Individuals can process only a limited amount of information at one time.

This thery is very helpful when planning a nutrition class or deciding what information to share in a couseling session.

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CIP (con’t)

In order to be used nutrition information should be:

Available Considered useful Not confusing Tailored to the comprehension level of

the audience

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CIP (con’t)

Accessible at the time of decision making

Matched to the person’s past experiences

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Methods to Acheive Client-Centered Counseling

(con’t)

Practice active listening» Rephrase what client has said» “Let me see if I understand what you are

saying---” Practice self- monitoring--be aware of the

effect of your reactions Resolve--Agree with client on goals Closure--Make plans for next visit

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Family-Centered Counseling

Recognizes that the family unit is a system that is affected by the behavior and development of each member

The family is the constant in the client’s life, whereas the service systems and personnel within those systems may be involved episodically

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Family-Centered Counseling (con’t)

Empowers families by making them a partner in the decision-making process

Enables families by fostering their independence and existing skills and helping them to develop additional skills

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Primary Sources Used

Frankle and Owen. Nutrition in the community. Mosby, St. Louis, 1993.

Hertzler AA, Stadler KM, Lawrence R, Alleyne LA, Mattioli LD, Majidy M. Enpowerment: a food guidance process for cross-cultural counseling. J Family and Consumer Sciences, summer, 1995 45-50.

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Primary Sources (con’t)

Brownell J. Relational listening: fostering effective communication practices in diverse organizational environment. Hospitality and Tourism Educator. 6(4):11-16; 1994.

Boyle MA, Morris DH. Community Nutrition in Action an Entrepreneurial Approach. West Publishing, Minneapolis. 1994