Handouts for Section 1 · 1. What is _____ ’s [your family member’s] favorite food? Your Answer (How you think they will answer): HANDOUT 1-1 (Question 1) The “Think You Know

Handouts forSection 1

1.W

hat

is__

____

____

____

____

____

____

____

____

____

____

_’s[y

our

fam

ily

mem

ber’s]

favo

rite

foo

d?

Your A

nswer

(How

you

think

the

y will ans

wer):

The “Think You Know Me?” Game

HANDOUT 1-1 (Question

1) Funded by the Pennsylvania (PA) Department of Public Welfare (DPW) through PA Nutrition Education Tracks, a part of USDA’s Supplemental Nutrition Assistance Program (SNAP).To find out how SNAP can help you buy

healthy foods, contact the DPW’s toll-free Helpline at 800-692-7462. This institution is an equal opportunity provider and employer.

2.H

ow d

oes

____

____

____

____

____

____

____

____

____

_ [y

our

fam

ily

mem

ber]

com

munic

ate

the

nee

d to

eat

? (H

ow d

oyo

u k

now

when

he

orsh

e is

hungr

y?)

Your A

nswer

(How

you

think

the

y will ans

wer):





3.H

ow d

oes

____

____

____

____

____

____

____

____

____

_ [y

our

fam

ily

mem

ber]

expre

ss a

n inte

rest

in a

par

ticu

lar

food

?

Your A

nswer

(How

you

think

the

y will ans

wer):





4.O

n a

vera

ge, h

owm

any

tim

es d

oes

____

____

____

____

____

____

____

____

____

_ [y

our

fam

ily

mem

ber]ch

ewhis

/her

foo

d be

fore

swal

low

ing

each

bite?

Your A

nswer

(How

you

think

the

y will ans

wer):





5.W

hat

is

____

____

____

____

____

____

____

____

____

__ ’s

[you

r fa

mily

mem

ber’s]

favo

rite

pla

ce to

eat

out an

d w

hy?

Your A

nswer

(How

you

think

the

y will ans

wer):





6.W

hat

is

____

____

____

____

____

____

____

____

____

__ ’s

[you

r fa

mily

mem

ber’s]

leas

t like

d fo

od?

Your A

nswer

(How

you

think

the

y will ans

wer):





7.H

ow o

ften

do

you thin

k__

____

____

____

____

____

____

____

____

____

[y

our

fam

ily

mem

ber]w

ould

w

ant to

hav

e fa

mily

mea

lsto

geth

er (num

ber

of tim

esper

wee

k) a

nd

why?

Your A

nswer

(How

you

think

the

y will ans

wer):





8.W

hat

is

____

____

____

____

____

____

____

____

____

__ ’s

[you

r fa

mily

mem

ber’s]

favo

rite

pos

itio

n to

bein

when

eat

ing?

Your A

nswer

(How

you

think

the

y will ans

wer):





9.W

hat

typ

e of

veg

e tab

les

does

_____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

[you

r fa

mily

mem

ber]

pre

fer?

— C

anned

,fr

ozen

, or

fres

h?

Your A

nswer

(How

you

think

the

y will ans

wer):





10.A

fter

a m

eal at

you

rhom

e, w

ho

does

the

mos

t cl

ean-u

p w

ork?

Your A

nswer

(How

you

think

the

y will ans

wer):





11.W

hat

is

____

____

____

____

____

____

____

____

___ ’s

[you

r fa

mily

mem

ber’s]

favo

rite

drink?

Your A

nswer

(How

you

think

the

y will ans

wer):





12.W

hat

is

____

____

____

____

____

____

____

____

___ ’s

[you

r fa

mily

mem

ber’s]

leas

t fa

vorite

drink?

Your A

nswer

(How

you

think

the

y will ans

wer):





13.W

hat

is

____

____

____

____

____

____

____

____

___ ’s

[you

r fa

mily

mem

ber’s]

favo

rite

snac

k fo

od?

Your A

nswer

(How

you

think

the

y will ans

wer):





RECIPE for Good CommunicationHANDOUT 1-2 (1)

Basic Commu -ni cation Skill

What is it about? Examples

RReflectiveListening

Reflective or active listening. In orderto truly hear what another person issaying, repeat back what you thinkthey said either exactly or in yourown words. By repeating or rephras-ing what the speaker said, the speak-er knows they have been heard.

Example 1: Parent/caregiver: I am making a big meal for din-ner, please be home on time. It’s important to me that we alleat together as a family. Child: So, what you are saying is thatit is important for me to be home on time because you aremaking a big meal and really want the family to be togetherand eat together as a family.Example 2: Child: I don’t want to eat that! What else is thereto eat? Parent/caregiver: So, you don’t like what I am makingand you want to know what else you can eat for dinner.

Encourage and empathize with eachother. Express appreciation for otherfamily members’ attempts to com-municate properly. Consider whatthey are trying to express to you byputting yourself in their “shoes.”

Parent/caregiver: “I am really happy you told me that youlike what I am planning to make for dinner tonight.Sometimes it’s hard for me to know that there are some foodsyou really like.”

Compromise and cooperate witheach other. Find ways to worktogether rather than fight.

Parent: “Here are some foods we have in the cupboard. If yougive me a hand cooking, I’ll let you choose what we have fordinner.”

“I” messages. Rather than focusingon the behavior of the other person,express your own feelings.

Practice; practice; practice. Goodcommunication is difficult to learn.It takes practice! It will feel uncom-fortable at first until you get thehang of it. Expect to take time to getit right and allow other family mem-bers time to get it right as well.

Engagement. If someone is speakingto you give them your whole atten-tion. It is difficult to really hearwhat someone is saying if you arenot paying attention.

Examples of poor “engagement”:

A son is telling his mother why he doesn’t like peas, but hismother is thinking about a television news story she heardabout how peas are good for you (instead of listening tochild).

Assuming what a parent is going to say, a daughter doesn’tbother paying attention to what a parent is actually saying.

EEncouragement

CCompromise & cooperation

I“I” Messages

PPractice

EEngagement

Parent: “I feel badly when I cook a big meal that won’t beeaten.”

Grandparent: “It makes me happy when what I cook isappreciated.”

Child: “I really like it when you make my favorite meal.”

Funded by the Pennsylvania (PA) Department of Public Welfare (DPW) through PA Nutrition Education Tracks, a part of USDA’sSupplemental Nutrition Assistance Program (SNAP). To find out how SNAP can help you buy healthy foods, contact the DPW’s toll-freeHelpline at 800-692-7462. This institution is an equal opportunity provider and employer.

Barriers to Effective CommunicationHANDOUT 1-2 (2)


© Monkey Business Images | Dreamstime.com

FRIDGE “Communication Challenge” cardsInstructions: Photocopy this sheet and cut along dashed lines.

HANDOUT 1-2 (3)

1a 1bWrite in your personal

diary while the other person talks to you.

Try to get the other person to be excited about having dinner together tonight.

2a 2bDiscuss what meals you

would like to plan for thisupcoming week.

Tell your Mom about all the soccer games, practices,

and snacks they need to bring for the next 2 weeks.

3a 3bYou are having an important

telephone conversation.

You want the other person to help you wash the

dishes even though they seem to be busy.

Funded by the Pennsylvania (PA) Department of Public Welfare (DPW)through PA Nutrition Education Tracks, a part of USDA’s SupplementalNutrition Assistance Program (SNAP). To find out how SNAP can helpyou buy healthy foods, contact the DPW’s toll-free Helpline at 800-692-7462. This institution is an equal opportunity provider and employer.

FRIDGE “Communication Challenge” cards (cont.)Instructions: Photocopy this sheet and cut along dashed lines.

HANDOUT 1-2 (3)

4a 4bYou are trying to get

input on what others want to eat for dinner.

You are playing with a ball and not really listening.

5a 5bYou want help getting

dinner ready.

You are watching TV and not paying attention to the person talking to you.

6a 6bYou need help putting

the groceries away.You are too busy

playing video games.


How did the conversation go?

The following questions will help your familymembers examine how you communicateand listen to each other’s views and valuesabout food.

• What happened as the conversation continued?

• How good a job did participants do inlistening to what each other had to say?

• How did family members feel during theconversation?

• How are family members “interdepen-dent” when it comes to food? In otherwords, how does what one family mem-ber says or does affect what other familymembers say or do?

Getting Practice Communicating about FoodHANDOUT 1-2 (4)

Introduction:

This activity is to help members of your fami-ly share their views about issues about foodthat may be challenging to talk about. Choosea food-related topic that is a challenging onefor your family to talk about. Either chooseone of the following topics or make up yourown.

Topics for discussion:

• What to choose for snacks.

• Limiting junk food in the house.

• Cooking at home versus getting take out or eating out.

• Eating dinner together as a family or eating on their own.

• Family members who are picky eaters or when a child goes on food jags (A food jag is when a child will only eatone food item meal after meal.)

• A family member chooses to be a vegetarian.

• A family member goes on a “fad diet.”

• Choose your own topic.

During your conversation:

Each person who speaks holds the ball ofstring while stating his or her problem orconcern. After stating their concern, theyhold on to part of the string and pass the ballto someone other than their neighbor. Aseach new speaker gets the ball of stringpassed to them, they first state briefly whatthe previous speaker said and then they sharetheir own point of view or experience. Aseach person gets a turn a web will form fromeach person holding their part of the string.


Coolish or Foolish? — Talking about Peer Pressure and Fruits and Vegetables

HANDOUT 1-3 (1)

Nutrition educators recom

mend as part of a healthy daily diet making half your plate fruits and vegetables.

Plea

se a

nsw

er the

5 ques

tion

s in

the

left

col

um

n —

abo

ut how

you

and

your pee

rs w

ould

res

pon

d to

the

follow

ing

pie

ce o

f adv

ice.

Write

dow

n y

our an

swer

sin

the

colu

mn that

bes

t fits

your role

in the

fam

ily

(i.e

., w

het

her

you

are

the

child,

par

ent, g

randp

aren

t, o

r ot

her

rel

ativ

e).

Questions about this

advice

The Youth (unde

r 18

)The Parent

The Grandparent

Another Fam

ily Mem

ber

Answ

ers from

the pe

rspe

ctive of…

Coolish

Foolish

Coolish

Foolish

Coolish

Foolish

Coolish

Foolish

Is this

adv

ice

Coo

lish

or

Fool

ish?

Circle “Coolish

” if you

agree

or “Foolish” is you

disag

ree.

If a

gro

up o

f yo

ur

clos

e fr

iends

wer

e to

geth

er w

hen

hea

ring

this

pie

ce o

f ad

vice

, how

do

you thin

k th

ey w

ould

rea

ct?

Giv

e an

exa

mple

of w

hen

you

rfr

iends

mig

ht fe

el it is

“co

ol”

to tak

e th

is a

dvic

e.

Giv

e an

exa

mple

of w

hen

you

rfr

iends

mig

ht fe

el it is

“not

cool

” to

tak

e th

is a

dvic

e.

Giv

e an

ide

a fo

r how

to

mak

eth

is typ

e of

adv

ice

mor

eac

cepta

ble

for

your

frie

nds

. Funded by the Pennsylvania (PA) Department of Public Welfare (DPW) through PA Nutrition Education Tracks, a part of USDA’s Supplemental Nutrition Assistance Program (SNAP).To find out how SNAP can help you buy



advice

The Youth (unde

r 18

)The Parent

The Grandparent

Another Fam

ily Mem

ber

Answ

ers from

the pe

rspe

ctive of…

Coolish

Foolish

Coolish

Foolish

Coolish

Foolish

Coolish

Foolish

Is this

adv

ice

Coo

lish

or

Fool

ish?

Circle “Coolish

” if you

agree


disag

ree.

If a

gro

up o

f yo

ur

clos

e fr

iends

wer

e to

geth

er w

hen

hea

ring

this

pie

ce o

f ad

vice

, how

do

you thin

k th

ey w

ould

rea

ct?

Giv

e an

exa

mple

of w

hen

you

rfr

iends

mig

ht fe

el it is

“co

ol”

to tak

e th

is a

dvic

e.

Giv

e an

exa

mple

of w

hen

you

rfr

iends

mig

ht fe

el it is

“not

cool

” to

tak

e th

is a

dvic

e.

Giv

e an

ide

a fo

r how

to

mak

eth

is typ

e of

adv

ice

mor

eac

cepta

ble

for

your

frie

nds

.

Coolish or Foolish? — Talking about Peer Pressure and Fried Foods

HANDOUT 1-3 (2)


mend choosing baked chicken (potatoes) more often than fried chicken (or French Fries).

Plea

se a

nsw

er the

5 ques

tion

s in

the

left

col

um

n —

abo

ut how

you

and

your pee

rs w

ould

res

pon

d to

this

pie

ce o

f ad

vice

. Write

dow

n y

our an

swer

s in

the

colu

mn that

bes

t fits

you

r ro

le in the

fam

ily

(i.e

., w

het

her

you

are

the

child,

par

ent, g

randp

aren

t, o

r ot

her

rel

ativ

e).

Funded by the Pennsylvania (PA) Department of Public Welfare (DPW) through PA Nutrition Education Tracks, a part of USDA’s Supplemental Nutrition Assistance Program (SNAP).To find out how SNAP can help you buy



advice

The Youth (unde

r 18

)The Parent

The Grandparent

Another Fam

ily Mem

ber

Answ

ers from

the pe

rspe

ctive of…

Coolish

Foolish

Coolish

Foolish

Coolish

Foolish

Coolish

Foolish

Is this

adv

ice

Coo

lish

or

Fool

ish?

Circle “Coolish

” if you

agree


disag

ree.

If a

gro

up o

f yo

ur

clos

e fr

iends

wer

e to

geth

er w

hen

hea

ring

this

pie

ce o

f ad

vice

, how

do

you thin

k th

ey w

ould

rea

ct?

Giv

e an

exa

mple

of w

hen

you

rfr

iends

mig

ht fe

el it is

“co

ol”

to tak

e th

is a

dvic

e.

Giv

e an

exa

mple

of w

hen

you

rfr

iends

mig

ht fe

el it is

“not

cool

” to

tak

e th

is a

dvic

e.

Giv

e an

ide

a fo

r how

to

mak

eth

is typ

e of

adv

ice

mor

eac

cepta

ble

for

your

frie

nds

.

Coolish or Foolish? — Talking about Peer Pressure and Sugar

HANDOUT 1-3 (3)


mend limited amounts of sugar sweetened beverages.

How

do

you t

hin

k yo

ur

pee

rs w

ould

res

pon

d to

this

pie

ce o

f ad

vice

. W

rite

dow

n y

our

answ

ers

in t

he

colu

mn t

hat

bes

t fits

you

r ro

le in t

he

fam

ily

(i.e

.,w

het

her

you

are

the

child,

par

ent, g

randp

aren

t, o

r ot

her

rel

ativ

e).

Funded by the Pennsylvania (PA) Department of Public Welfare (DPW) through PA Nutrition Education Tracks, a part of USDA’s Supplemental Nutrition Assistance Program (SNAP).To find out how SNAP can help you buy


Role Playing Scenarios for the FOOD FIGHT! A Role Reversal activityInstructions: Photocopy this sheet and cut along dashed lines.

HANDOUT 1-4 (1)

SCENARIO 1: A caregiver is disappointedwhen a planned family meal falls apart. Itturns out that the child ate pizza follow-ing afterschool activities and has noappetite for the family dinner. The childloves pizza and complains that there aretoo many foods he hates to eat at home.Why can’t we have more pizza at home?

SCENARIO 2: Son is mad because he alwayshas to eat his vegetables. Dad thinks he istoo picky.

SCENARIO 3: Mom is frustrated wheneveryone wants different foods at meal-time. Frequent food fights occur.

SCENARIO 4: Mom is concerned becauseher daughter always skips breakfast.

SCENARIO 5: Child is unhappy because hisgrandparent never asks him his opinionfor meal planning.

SCENARIO 6: Child is frustrated that hisgrandparent rarely purchases vegetablesand fruits.


1.We agree as a family to work harder in communicating with one another. As part of ourfamily life, we will use RECIPE ingredients in the following ways: [RECIPE = Reflectivelistening; Encouragement; Compromise and cooperation; “I” Messages; Practice; andEngagement]:

2.Everyone needs to feel they have an equal chance to talk. We will help to make this possible by:

3.Everyone has their favorite foods. At the same time, it’s important to eat healthfully. In our family, we will try to eat healthfully and respect individual differences by doingthe following:

Sharing Visions — How We Communicate as a FamilyHANDOUT 1-5


“Take Out” activity: Using your new communication skills at homeInstructions for family members: Use the following table to write down how you are using or practicing theRECIPE communication skills at home. If you haven’t started yet, write the ways you plan to use what you learnedat home. Use the back of the page if necessary. Please be prepared to share your new communication experienceswith other program participants.

HANDOUT 1-Take Out

Basic Commu -ni cation Skill

What is it about?

RReflectiveListening

EEncouragement

CCompromise & cooperation

I“I” Messages

PPractice

EEngagement

Give 1 or 2 examples of how your family is using (or will use) this skill when communicating at home.

Reflective or active listening.When a listener repeats orrephrases what the speaker said,the speaker knows they havebeen heard.

Encourage and empathize witheach other. Let the speaker thatyou appreciate their attempts tocommunicate and you reallywant to hear what they have tosay.

Compromise and cooperate witheach other. Find ways to worktogether rather than fight.

“I” messages. Rather than focus-ing on the behavior of the otherperson, express your own feel-ings.

Practice; practice; practice. Goodcommunication is difficult tolearn. It takes practice! Expect totake time to get it right and allowother family members time to getit right as well.

Engagement. If someone isspeaking to you, give them yourwhole attention. It is difficult toreally hear what someone is say-ing if you are not paying atten-tion.

Funded by the Pennsylvania (PA) Department of Public Welfare (DPW) through PA Nutrition Education Tracks, a part of USDA’s Supplemental Nutrition Assistance Program (SNAP).To find out how SNAP

can help you buy healthy foods, contact the DPW’s toll-free Helpline at 800-692-7462. This institution is an equal opportunity provider and employer.

Documents

Handouts for Section 1 · 1. What is _____ ’s [your family member’s] favorite food? Your Answer (How you think they will answer): HANDOUT 1-1 (Question 1) The “Think You Know