Personal mediator of behavior



You Are What You Drink

Behavioral goal: Adolescent girls will replace consumption of soda and other highly sweetened beverages with increased water consumption.

Educational goal: Enhance awareness, contemplation, and motivation in order to facilitate the ability to take action

General educational objectives: Adolescent girls will be able to

• Describe the risks of soda and other sweetened beverage consumption and the benefits of drinking water

• Evaluate their current consumption habits

• Identify barriers to increasing water consumption and ways to overcome them

• Express positive attitudes toward increased water consumption

• Develop action plans to increase consumption of water and reduce consumption of soda and other sweetened beverages

|Phase of Nutrition |Events of Instruction |Mediator of Behavior |Specific Educational Objectives for Mediator |Educational Strategies or Learning Experiences |

|Education and | |(Educational strategies) | | |

|Educational Goal | | | | |

|Pre-action phase | | |At the end of the session students will be |As students come into the room, they will be given a worksheet to use |

| | | |able to: |throughout the session. The first step on this worksheet will be to |

|Educational goal: Enhance | | | |recall/record personal beverage intake, including types and amounts of |

|awareness, contemplation, | | |Demonstrate a raised awareness of personal |beverages consumed. |

|and motivation (focus on | | |drink consumption practices | |

|why-to information) | | | | |

| |Gain attention |Sense of concern for |State the amount of sugar in beverages |Gain attention by guessing amount of sugar in Coke, Mountain Dew, Gatorade, |

| | |problem | |Snapple, Tropicana orange juice, and ruby red grapefruit juice. Volunteers |

| | |Increase sense of need or |Appreciate the large amount of sugar consumed|guess the amount of sugar in each beverage and scoop it into a bowl. |

| | |concern |in drinks | |

| | |Perceived personal risk |Analyze intake of sugar in personal drink |Using worksheet, calculate the amount of added sugar consumed already that |

| | |Self-assessment; |consumption, which increases belief about the|day. What does that mean in a week? In a year? Share findings. |

| | |personalizing risk |desirability of taking action | |

| | | | |Let the group know that girls aged 12 to 19 drink an average of 1.7 cans of |

| | | | |soda a day, which equals 621 cans a year! |

| |Present new material |Outcome expectations |Describe the risks of highly sweetened drink |Group brainstorms risks of consuming highly sweetened beverages. |

| |(building on prior |Increase awareness of |consumption | |

| |knowledge) |outcomes from drinking | |Provide scientific evidence for relationship between soft drink or |

| | |sweetened beverages and | |sugar-sweetened beverage intake each day and weight gain, dental caries, and|

| | |water | |lack of nutrients. |

| | | | | |

| | | | |Describe the benefits of water consumption as a substitute, such as cost, |

| | | |Describe the benefits of water consumption |fluoride for teeth, no calories, hydration, and enhanced performance. |

| | | | | |

| | | | |Create two lists on the board. |

| | |Personal norms |Appreciate the power they have to make |Compute money spent on drinks during one day, one week, and one year. |

| | |Increase awareness of how |choices in their lives | |

| | |personal choice affects | |In 1997, Americans spent $54 billion to buy 14 billion gallons of soda. |

| | |society | | |

| | | | |How do you feel about spending your money this way? You have the power to |

| | | | |choose to buy or not buy their products. |

| |Provide guidance |Perceived barriers and |Identify barriers to replacing sweetened |Divide into groups based on level of sweetened beverage consumption. |

| | |self-efficacy |drinks with non- or low- sweetened drinks |High-level consumers brainstorm together barriers to reducing consumption, |

| | |Recognition of barriers | |such as caffeine addiction, convenience, perceived perception of “cool,” |

| | |and how to overcome |Propose ways to overcome barriers |fitting in, etc. Low-level consumers brainstorm on ways to increase water |

| | |barriers | |consumption, such as cheap, available, carry water bottle, etc. |

| | | | | |

| | |Increased sense of mastery| |Small groups share their lists with the whole group. |

| | |of skills needed for |Describe easy ways to make better beverage | |

| | |healthy beverage choices |choices |Group discusses ways to make target behavior easier. |

|Action phase |Elicit performance and |Behavioral intention |State clear personal goals to reduce soda and|Develop action plans based on the fill-in contract forms. Ask students to |

| |feedback | |sweetened beverage consumption and/or |raise their hand if they will be able to decrease their sweetened drink |

|Educational goal: | |Goal setting |increase water consumption |consumption. Ask students to raise their hand if they will be able to |

|Facilitate the ability to | |Set goal for changing | |increase water consumption. Identify students unable to make a commitment |

|take action (focus on | |behavior and make a | |and address possible lingering barriers or other concerns. |

|how-to information) | |commitment to change | | |

Source: Shanahan, S., and J. Belasco. 2005, November. Session with adolescent girls in an after-school program. New York, NY.

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