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Workshop for professionals

The feeding relationship: an introduction to the possibilities in your setting

The feeding relationship: an introduction to the possibilities in your setting

Audience 

Clinicians, public health professionals, WIC, community health workers, dietitians, nutrition educators, child care workers, and administrative staff. Friends, students, parents.

Workshop description

Health and nutrition professionals tend to think in terms of food selection when solving eating, feeding, and growth problems. For them, a fundamental change in feeding relationship and eating competence education is thinking in terms of the how, not the what and/or how much of feeding and eating. This workshop introduces participants to a practical understanding of the Satter Feeding Dynamics Model (fdSatter) and the Satter Eating Competence Model (ecSatter) and illustrates how children and adults develop eating competence. Case examples addressing common child nutritional problems coach audience members in identifying feeding dynamics and eating competence issues in those problems. This workshop is an essential first step for agencies working toward a consistent approach to nutrition education based on feeding dynamics and eating competence principles. It addresses intervention, but briefly. To avoid resistance in incorporating feeding dynamics and eating competence principles in practice, staff benefit from understanding how much it helps to examine the how of feeding and eating.

Training mode

Lectures, discussion, video, case examples, role plays

Objectives

As a result of taking this introductory workshop, participants will:

  • Get a beginning understanding of the evidence-based principles of the Satter Feeding Dynamics Model (fdSatter) and the Satter Eating Competence Model (ecSatter)
  • Understand how to feed so children can gain eating competence
  • See examples of how behavioral issues cause or exacerbate common feeding problems: Child overweight, growth faltering, food refusal
  • Consider the next steps in integrating eating competence and feeding dynamics based interventions in routine practice

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