ArizonaStateUniversityCriteriaChecklistfor

SOCIALANDBEHAVIORALSCIENCES[SB]

RationaleandObjectives

Theimportanceofthesocialandbehavioralsciencesisevidentinboththeincreasingnumberofscientificinquiriesintohumanbehaviorandtheamountofattentionpaidtothoseinquiries.Inbothprivateandpublicsectorspeoplerelyonsocialscientificfindingstoassessthesocialconsequencesoflarge‐scaleeconomic,technological,scientific,andculturalchanges.

Socialscientists'observationsabouthumanbehaviorandtheiruniqueperspectivesonhumaneventsmakeanimportantcontributiontocivicdialogue.Today,thoseinsightsareparticularlycrucialduetothegrowingeconomicandpoliticalinterdependenceamongnations.

CoursesproposedforGeneralStudiesdesignationintheSocialandBehavioralSciencesareamustdemonstrateemphaseson:(1)socialscientifictheoriesandprinciples,(2)themethodsusedtoacquireknowledgeaboutculturalorsocialeventsandprocesses,and(3)theimpactofsocialscientificunderstandingontheworld.

SocialAndBehavioralSciences[SB]

Page2

Proposer:Pleasecompletethefollowingsectionandattachappropriatedocumentation.

ASU‐‐[SB]CRITERIA

ASOCIALANDBEHAVIORALSCIENCE[SB]courseshouldmeetallofthefollowingcriteria.Ifnot,arationaleforexclusionshouldbeprovided.

YES NO IdentifyDocumentationSubmitted

X 1.Courseisdesignedtoadvancebasicunderstandingandknowledgeabouthumaninteraction.

Appendix1‐HSC355SyllabusAppendix2‐OverviewofCourseAssignments

X

2.Coursecontentemphasizesthestudyofsocialbehaviorsuchasthatfoundin:

Appendix1‐HSC355SyllabusAppendix3‐WellnessPlanAssignmentAppendix4‐WorksiteWellness

•ANTHROPOLOGY•ECONOMICS•CULTURALGEOGRAPHY•HISTORY

•LINGUISTICS•POLITICALSCIENCE•SOCIALPSYCHOLOGY•SOCIOLOGY

ProgramCaseStudyAssignment

X

3.Courseemphasizes:a.thedistinctknowledgebaseofthesocialandbehavioralsciences(e.g.,sociologicalanthropological).

ORb.thedistinctmethodsofinquiryofthesocialandbehavioralsciences(e.g.,ethnography,historicalanalysis).

Appendix3‐WellnessPlanAssignmentAppendix4‐WorksiteWellnessProgramCaseStudyAssignment

X 4.Courseillustratesuseofsocialandbehavioralscienceperspectivesanddata.

Appendix4‐WorksiteWellnessProgramCaseStudySupplementalArticle

THEFOLLOWINGTYPESOFCOURSESAREEXCLUDEDFROMTHE[SB]AREAEVENTHOUGHTHEYMIGHTGIVESOMECONSIDERATIONTOSOCIALANDBEHAVIORALSCIENCECONCERNS:

•Courseswithprimarilyfinearts,humanities,literary,orphilosophicalcontent.

•Courseswithprimarilynaturalorphysicalsciencecontent.•Courseswithpredominantlyappliedorientationforprofessionalskillsortrainingpurposes•Coursesemphasizingprimarilyoral,quantitative,orwrittenskills.

SocialAndBehavioralSciences[SB]

Page3

CoursePrefix Number Title DesignationHSC 355 EatingforLifelongHealth SocialandBehavioral

Explainindetailwhichstudentactivitiescorrespondtothespecificdesignationcriteria.

Pleaseusethefollowingorganizertoexplainhowthecriteriaarebeingmet.

Criteria(fromchecksheet)

Howcoursemeetsspirit(contextualizespecificexamplesinnextcolumn)

Pleaseprovidedetailedevidenceofhowcoursemeetscriteria(i.e.,whereinsyllabus)

1.Courseisdesignedtoadvancebasicunderstandingandknowledgeabouthumaninteraction.

HSC355directsstudentstorecognizevariablesthatinfluenceeatingandactivitybehaviorsthroughoutthelifecycle.Referto:Appendix1:SyllabusCourseLearningObjectives4,6,7.Appendix2‐OvervewofAssignmentshighlightsareasofHSC355thatespeciallyadvancebasicknowledgeandunderstandingabouthumaninteraction.Appendix3‐Discussions:Studentslearnthat“connection”tooneanotherisamongthemostimportantfactorsintherapeuticbehaviorchange.Thus,studentsarerequiredtoenhanceconnectiontooneanotheronthediscussionboardbyaddressingeachotherbynameandclosingtheirpostswiththeirsignature.Furthermore,studentslearnaboutsocialdeterminantsofhealthandpracticeemphaticunderstandingofoneanotherthroughcasestudiesandinrespondingtooneanother’sposts.Studentsdistinguishbetweenfactsandthoughts,perceptionsandbeliefs.

Appendix1‐HSC355SyllabusAppendix2‐AssignmentsOverview,includingasummaryofcourseDiscussionsandtheDiscussionScoringRubric.

2.Coursecontentemphasizesthestudyofsocialbehaviorsuchasthatfoundin:SocialPsychologyandSociology

ThestudyofSocialPsychologyandSociologyarefoundedonscientificstudyofhowpeople’sthoughts,feelingsandbehaviorsareinfluencedbytheirthoughts,feelingsandbeliefs,includingtherealorimaginedinfluenceofotherpeopleandthephysicalenvironment(television,socialmedia,Internet,neighborhood,family,etc.).ThereadingsandassignmentsinHSC355reinforcetheseprinciples.Referto:Appendix1:SyllabusLearningObjective1,4,6,7.

Appendix1‐HSC355SyllabusAppendix2‐AssignmentsOverviewAppendix3‐WellnessPlanAssignmentAppendix4‐WorksiteWellnessProgramCaseStudyAssignment

Appendix2‐AssignmentsOverviewhighlightsareaswheresocialandbehavioralsciencesareespeciallyemphasized.NotethatthespiritofS&Bandemphasizedthroughoutthediscussionboardinbothtopicandassessmentofparticipation.Appendix3‐WellnessPlanAssignment,requiresstudentstoassesstheirownthoughtsandbehaviorsrelativetohealthanddevelopawellnessplanthatincludesasupportteam.Studentsre‐assesstheirprogressattheendofthecourse.Appendix4‐WorksiteWellnessProgramCaseStudyassignment,requiresstudentstoadvocateforindividualizationofaworksiteprogramthatmeetsAffordableCareActguidelinesbaseduponawarenessofsocialandbehavioraldeterminantsofhealth.Proposedinterventionsmustsupportedbyresearch.

3.Courseemphasizes:a.thedistinctknowledgebaseofthesocialandbehavioralsciences(e.g.,sociologicalanthropological).

ThefoundationsofHSC355supportsthe(1)Socialscientifictheoriesandprinciples,(2)Methodsusedtoacquireknowledgeaboutculturalorsocialeventsandprocesses,and(3)Theimpactofsocialscientificunderstandingontheworldasevidencedinthesyllabus(Objectives1,4,6,7),Appendix1,andassignments,Appendix2.Throughoutthiscourse,intrapersonalandinterpersonalrelationshipsareemphasizedintermsofcommunication,behavioralchoicesandbehaviorchange.

Appendix1‐HSC355SyllabusAppendix2‐AssignmentsOverview

4.Courseillustratesuseofsocialandbehavioralscienceperspectivesanddata.

HSC355instructsstudentsregardingpersonalandsocialconstructsthatinfluencenutrition‐relatedbehaviors,andrequiresthatstudentscitecorrespondingliteraturethroughoutthecoursetosupporttheirwork.TwoexamplesaretheuseofthePredictiveIndex(PI),explainedinAppendix2,whichisabehavioralsurveyusedinDiscussion‐1andtheWorksiteWellnessProgramCaseStudy,Appendix4.ThePIdirectsstudentsinevaluatingtheirownpersonalitycharacteristicsrelatedtotheirchosencareerandtheCaseStudyrequiresstudentstoproposealternativeinterventionsbaseduponevidence.Anexampleofsupplementalreadingonsocialdeterminantsofhealthisprovided:http://content.healthaffairs.org/content/30/10/1852.full.html

Appendix2‐AssignmentsOverviewAppendix4‐WorksiteWellnessProgramCaseStudySupplementalReading

ARIZONA STATE UNIVERSITY  

SYLLABUS 

Course Information

Course Number HSC 355 / HSC 394 (Omnibus)

Course Title Eating for Lifelong Health

Credits 3 Credit Hours

Prerequisites NTR 100 or NTR 241

           Credit is allowed for only HSC 394/355 or NTR 450 or NTR 550

Co-requisites None

Faculty

Name: Christina Scribner

Office: None: Online

Phone: 303-949-1177

Email address: Christina.Scribner@asu.edu (Use course e-mail for classroom-

related correspondence)

Appointment hours: Arranged via email

Catalog Description

Explores the role of food and nutrition throughout the life span and how they impact

personal health and wellness.

Course Overview

This course introduces students to nutrition across the life span, highlights nutritional issues and gaps in 

knowledge or views that vary based upon a rapidly growing/changing body of scientific knowledge. 

Students identify nutrition support resources and recognize when a referral is warranted (scope of 

practice).

Learning Outcomes

At the completion of this course, students will be able to:

1. Identify sources of reliable nutrition information for consumers and professionals, determine the credibility of contemporary nutrition information and use this information to make evidence based decisions.

2. Identify the impact of maternal dietary choices and nutrient adequacy on the lifelong health of her offspring.

3. Compare the short and long term health implications of breastfeeding vs. formula feeding infants.

4. Evaluate the impact of family, friends, schools and other social/environmental factors on the food choices, nutrient adequacy and health of toddlers, children, and adolescents.

5. Identify the unique nutrient needs of adolescents and how their dietary choices impact their short and long term health.

6. Explain the relationship between dietary choices and other factors in maintaining optimal health throughout adulthood.

7. Recognize the physiologic and emotional changes that occur with aging and the interplay between these factors and dietary choices.

Course Topics & Grading 

Methods of Instruction

This course uses Blackboard™ for the facilitation of communications between faculty and

students, submission of assignments, and posting of grades. The course site can be

accessed at http://my.asu.edu or http://myasucourses.asu.edu.

Activities in this course include discussion/presentations; textbook and supplemental

readings; individual and group activities; and case scenarios.

Methods of Evaluation

Activity Number in Course Total Course Value

Syllabus Quiz 1 @ 10 points 10 (1%)

Discussion Boards 5 @ 20 points each 100 (14%)

Project 1 @ 150 points 150 (21%)

Case Study 1 @ 50 points 50 (7%)

Wellness Plan 1 @ 50 points 50 (7%)

Quizzes 12 @ 20 points each 240 (32%)

Exams 2 @ 50 points each 100 (14%)

Total Points 2 @ 50 points each 700

Summary of Assignments

Discussion Board Participation: To encourage class participation, an in-depth understanding of the material, and skill for problem solving, you will be required to submit responses to graded discussion topics. In some cases, you may need to do some research to answer the questions. Discussions require citation of sources.

Project: Analyze a current health news article found in print form or on the Internet. Evaluate the accuracy of the information provided in the article relative to the likely conclusions that a reader might take away from the article as compared to the evidence available in the scientific literature. Present your evaluation to your discussion group. Each member of your group will score your evaluation using a rubric and submit the score to your instructor. Your instructor will determine your final grade.

Case Study: Recognize barriers to participation in wellness programs. Use tools for prediction of weight loss based on diet and physical activity behavior change. Utilize background information from 2 articles about caloric intake and physical activity monitors as you work through a case study and make recommendations for meeting Affordable Care Act guidelines for a worksite wellness program.

Wellness Plan: You assess your personal attitudes and behaviors related to diet and physical activity that influence well-being. From this assessment, you create a plan for improving health and then reassess yourself at the end of the course.

Quizzes: Take timed quizzes over assigned readings. Your score will be the highest of two attempts. Questions are multiple-choice or true/false format. Quizzes are to be completed without outside resources (not open-book or open-note).

Exams: Take mid-term and semester-end exams over assigned readings. You are allowed one attempt. Exams cover the same material as quizzes but are not the same questions and may include short answer or essay questions. Exams are to be completed without outside resources (not open-book or open-note).

Scoring Rubrics

Rubrics are provided for all assignments. Rubrics provide explicit and descriptive assignment grading criteria. Utilize the rubrics to avoid guessing what your instructor is looking for in an assignment. When rubrics are used correctly they provide a consistent assessment tool with the least amount of subjectivity for students and instructors.

Grading

Grade Percentage Points Range

A+ 98 – 100% 686-700

A 93 – 97% 651-685

A- 90 - 92% 630-650

B+ 87 – 89% 609-629

B 83 – 86% 581-608

B- 80 – 82% 560-580

C+ 77 – 79% 533-559

C 70 – 76% 490-532

D 60 – 69% 420-489

E Below 60% 0-419

Grading Procedure

Grades reflect your performance on assignments and adherence to deadlines. Graded

assignments will generally be available within 1 week of the due date via the Gradebook.

General Topic Schedule

Summer 2015

Week Topics/Lessons Activities Assignments

Week

1

Nutrition in

Pregnancy &

Lactation

Infant Nutrition

Read Ch 1 & 2

Review Syllabus

Review Course

Assignments

Begin Project

Syllabus Quiz

DB 1

Quiz 1 – Ch 1

Quiz 2 – Ch 2

Week

2

Factors and the

Role of Parents in

Early Childhood

Nutrition

Adolescent

Nutrition

Vitamins and

Minerals in

Childhood

Read Ch 3

Read Ch 4

Read Ch 6

(pages199‐223)

DB 2

Wellness Plan Part 1

Wellness Plan Part 2

Quiz 3 – Ch 3

Quiz 4 – Ch 4

Quiz 5 – Ch 6

Week

3

Pediatric

Vegetarianism,

Childhood Obesity,

Food Allergies &

Celiac Disease

Dietary Guidelines

for Athletes,

Pediatric Diabetes,

Disordered Eating

Nutrition for Adults

- Chronic Disease

Read Ch 7 & 8

Study for Mid-

Term Exam (Ch

1, 2, 3, 4, 6, 7,

8)

Read Ch 9 & 10

Work on Project

DB 3

Quiz 6 – Ch 7

Quiz 7 – Ch 8

DB 4

Quiz 8 – Ch 9 & 10

Exam 1: Mid-Term

Exam

Week

4

Nutrition for Adults

– Physical Activity

and Weight

Management

Nutrition for the

Older Adult – Diet,

Lifestyle, Disease

and Pharmacology

Read Ch 11 & 12

Work on Project

DB 5

Worksite Wellness

Case Study

Quiz 9 – Ch 11

Quiz 10 – Ch 12

Week

5

Unique Nutrition

Issues Among

Older Adults

Nutrition and

Ethical Issues at

End of Life

Read Ch 13 & 15

Complete

Project

Project Presentation

Quiz 11 – Ch 13

Quiz 12 – Ch 15

Week

6

Watch Peer

Presentations

Evaluate Peer

Project Discussion

Project Peer

Presentations

Study for Exam

2 (Final Exam –

Ch 9, 10, 11,

12, 13, 15)

Evaluations

Wellness Plan Part 3

Wellness Plan Part 4

Exam 2 (Final)

Course Policies & Procedures 

Communicating With the Instructor

This course uses a discussion forum called "Ask Course Questions" for general questions

about the course. Prior to posting a question, please check the syllabus, announcements,

and existing posts. If you do not find an answer, post your question. You are encouraged to

respond to the questions of your classmates.

Email questions of a personal nature to your instructor or assigned TA. You can expect a

response within 48 hours.

Online Course

This course is offered in an online format as an I-course and also for ASU Online. It is an accelerated 7.5 week course. You will need access to Blackboard through ASU.

Email and Internet

Email is an official means of communication among students, faculty, and staff. Students

are expected to read and act upon email in a timely fashion. Students bear the

responsibility of missed messages and should check their assigned email regularly. This

course utilizes the Blackboard Messages system for course-related e-maii so you will

need to log in and check for messages regularly.

Course-related instructor correspondence will be sent via Blackboard Messages.

Campus Network or Blackboard™ Outage

When access to Blackboard™ is not available for an extended period of time (greater than

one entire evening) you can reasonably expect that the due date for assignments will be

changed to the next day (assignment still due by 11:59pm).

To monitor the status of campus networks and services, please visit the System Health

Portal.

Course Time Commitment

This three-credit course requires approximately 135 hours of work. Please expect to spend

around 18 hours each week preparing for and actively participating in this course.

Late or Missed Assignments

Notify the instructor BEFORE an assignment is due if an urgent situation arises and the

assignment will not be submitted on time. Published assignment due dates (Arizona

Mountain Standard time) are firm. Please follow the appropriate University policies to

request an accommodation for religious practices or to accommodate a missed

assignment due to University-sanctioned activities.

Late policy: All work is due by 11:59 pm on the due date. In order to avoid a grade penalty, students 

must submit assignments on time. You will lose 10% of the total possible points per day for every day 

your assignment is late past the due date. No late work will be accepted beyond 3 days after the due 

date. Accommodations will be made AHEAD of the due date for religious holidays and ASU athletic 

participation.   Late work is not accepted the last week of class.  NOTE:  Arizona does not change time 

like the rest of the US for daylight savings time.  Most of AZ (including ASU) is on MST all year long.  

Incomplete Grades: A course grade of “Incomplete” will be given only in extreme situations and only to 

students performing at 77% or above in the course.  Please visit 

http://www.asu.edu/registrar/forms/regforms.html under the Academic Record Forms section for 

the Incomplete Grade Request form. 

Extra Credit: No extra credit opportunities will be given. No make‐up quizzes will be given except under 

documented emergency circumstances or when written advance notice is given during the first two 

weeks of the semester (such as with religious holidays and ASU athletic team events).  In the event of an 

emergency (such as hospitalization) the student is required to provide specific written documentation, 

identifying the dates the student was unable to participate in the course (e.g., a doctor’s note written on 

professional letterhead). 

If you have a death in the family please contact the instructor to make arrangements. Please note that 

documentation of the death in the family must be provided (e.g., a funeral announcement, obituary, etc. 

Facebook memoriam pages will not be accepted).  

Submitting Assignments

All assignments, unless otherwise announced, MUST be submitted to the designated area of

Blackboard™. Do not submit an assignment via email.

Students have 7 calendar days to submit written justification to challenge a grade on an

assignment; if a written justification is not submitted within this timeframe, challenges to

grades will not be considered.

Drop and Add Dates/Withdrawals

This course adheres to a compressed schedule and may be part of a sequenced program,

therefore, there is a limited timeline to drop or add the course. Consult with your advisor

and notify your instructor to add or drop this course. If you are considering a withdrawal,

review the following ASU policies: Withdrawal from Classes, Medical/Compassionate

Withdrawal, and a Grade of Incomplete.

Grade Appeals

Grade disputes must first be addressed by discussing the situation with the instructor. If the

dispute is not resolved with the instructor, the student may appeal to the department chair

per the University Policy for Student Appeal Procedures on Grades.

Student Conduct and Academic Integrity

ASU expects and requires its students to act with honesty, integrity, and respect. Required

behavior standards are listed in the Student Code of Conduct and Student Disciplinary

Procedures, Computer, Internet, and Electronic Communications policy, ASU Student

Academic Integrity Policy, and outlined by the Office of Student Rights & Responsibilities.

Anyone in violation of these policies is subject to sanctions.

Students are entitled to receive instruction free from interference by other members of the

class. An instructor may withdraw a student from the course when the student's behavior

disrupts the educational process per Instructor Withdrawal of a Student for Disruptive

Classroom Behavior.

Appropriate online behavior (also known as netiquette) is defined by the instructor and

includes keeping course discussion posts focused on the assigned topics. Students must

maintain a cordial atmosphere and use tact in expressing differences of opinion.

Inappropriate discussion board posts may be deleted by the instructor.

The Office of Student Rights and Responsibilities accepts incident reports from students,

faculty, staff, or other persons who believe that a student or a student organization may

have violated the Student Code of Conduct.

Title IX

Title IX is a federal law that provides that no person be excluded on the basis of sex from

participation in, be denied benefits of, or be subjected to discrimination under any education

program or activity. Both Title IX and university policy make clear that sexual violence and

harassment based on sex is prohibited. An individual who believes they have been

subjected to sexual violence or harassed on the basis of sex can seek support, including

counseling and academic support, from the university. If you or someone you know has

been harassed on the basis of sex or sexually assaulted, you can find information and

resources at http://sexualviolenceprevention.asu.edu/faqs/students

Prohibition of Commercial Note Taking Services

In accordance with ACD 304-06 Commercial Note Taking Services, written permission must

be secured from the official instructor of the class in order to sell the instructor's oral

communication in the form of notes. Notes must have the note taker’s name as well as the

instructor's name, the course number, and the date.

Course Evaluation

Students are expected to complete the course evaluation. The feedback provides valuable

information to the instructor and the college and is used to improve student learning.

Students are notified when the online evaluation form is available.

Syllabus Disclaimer

The syllabus is a statement of intent and serves as an implicit agreement between the

instructor and the student. Every effort will be made to avoid changing the course schedule

but the possibility exists that unforeseen events will make syllabus changes necessary.

Please remember to check your ASU email and the course site often.

Accessibility Statement

Disability Accommodations: Qualified students with disabilities who will require disability

accommodations in this class are encouraged to make their requests to me at the beginning

of the semester either during office hours or by appointment. Note: Prior to receiving

disability accommodations, verification of eligibility from the Disability Resource Center

(DRC) is required. Disability information is confidential.

Establishing Eligibility for Disability Accommodations: Students who feel they will

need disability accommodations in this class but have not registered with the Disability

Resource Center (DRC) should contact DRC immediately. Students should contact the

Disability Resource Center on the campus that your class is being held. Campus-specific

location and contact information (https://eoss.asu.edu/drc/contactus) can be found on the

DRC website (http://eoss.asu.edu/drc). DRC offices are open 8 a.m. to 5 p.m. Monday –

Friday. Check the DRC website for eligibility and documentation policies.

Email: DRC@asu.edu

DRC Phone: (480) 965-1234

DRC FAX: (480) 965-0441

Technical Requirements & Support

Computer Requirements

This course requires Internet access and the following:

A web browser (use only Google Chrome or Mozilla Firefox)

Adobe Acrobat Reader (free)

Adobe Flash Player (free)

Microphone and speaker

Technical Support

This course uses Blackboard™ to deliver course content. It can be accessed through MyASU

at http://my.asu.edu or the Blackboard™ home page at http://myasucourse.asu.edu/.

To monitor the status of campus networks and services, visit the System Health Portal

at http://syshealth.asu.edu/ or via Twitter by following @ASUOutages.

To contact the help desk you have these options:

Website: assessed through the MyASU Service Center at http://my.asu.edu/service

Chat: assessed through the MyASU Service Center at http://my.asu.edu/service

Call toll-free at 1-855-278-5080

Student Success 

This is an online course. To be successful:

check the course daily

read announcements

read and respond to course email messages as needed

complete assignments by the due dates specified

communicate regularly with your instructor and peers

create a study and/or assignment schedule to stay on track

AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassification

HSC355

AssignmentsOverviewwithCourseLearningObjectives(CLO)andHealthyLifestylesCoaching(HLC)ObjectivesIdentified

ObjectivesthatespeciallysupporttherationalandobjectivesoftheSocialandBehavioralSciencesarehighlighted.DiscussionBoard:Thegoalofthediscussionboardistoencourageclassparticipation,anin‐depthunderstandingofthematerial,andskillforproblemsolving,youwillberequiredtosubmitresponsestogradeddiscussiontopics.Insomecases,studentsmayneedtodosomeresearchtoanswerthequestions.Discussionsrequirestudentstorecognizeprofessionalboundariesandconsiderthehostofreasonspeoplemakenutritionandphysicalactivitychoices,includingbehavioralandsocialfactors.Studentsarerequiredtocitesources.DiscussionBoardTopics:DB‐1:Studentsdiscusstheirscoresonthe“PredictiveIndex”survey.ThePIisadescriptivebehavioralassessmentthatwillprovideyouwithareportaboutbehavioraltraitsandwhatthosetraitsarelikelytomeanabouthowyouworkandwhattypesofroleyouarelikelytofindmostcomfortable.DB‐2:Studentschoosetodiscussamong3optionsrelatedtochildhoodeatingbehaviors(snacking,pickyeating,orfactorsleadingtoobesity)DB‐3:Studentsrecognizeourtheroleoftechnologyinhealthcareandchooseanutrition‐relatedapptodiscussrelativetousebyvariouslifecyclestages,safety,andeffectiveness.DB‐4:Studentschooseamong3optionsrelativetonutritionduringadolescenceandadulthood(FrequentTraveling,impactofInternetVideosofnutrition,bodyimageandhealth,ortheFreshman15.DB‐5:Studentschoosetodiscussriskof“orthorexia”(therigidorexcessivefocusonorapplicationoffoodrulesleadstodistress,impairment,illness,ordisruptionofnormalfunctioning)ordevelopingprofessionalboundaries.Throughoutthediscussionforum,studentlearningobjectivesfromtheHealthyLifestyleCoachingOutcomesinclude:

Recognizesdifferent,interrelatedfactorsthataffectclientsandtheirbehaviors. Expressesinsightstoclientsinwaysthatareusefulandmeaningful. Acknowledgesclientsuccessesandcapabilitiesforfuturegrowth. Evaluatetheimpactoffamily,friends,schoolsandothersocial/environmental

factorsonthefoodchoices,nutrientadequacyandhealthoftoddlersandchildren. Identifytheuniquenutrientneedsofadolescentsandhowtheirdietarychoices

impacttheirshortandlongtermhealth. Clarifythedifferencebetweenthoughts,feelingsandemotions. Helpclientstodiscoverforthemselvesthenewthoughts,beliefs,perceptions,

emotions,moods,etc.thatstrengthentheirabilitytotakeactionandachievewhatisimportanttothem.

AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassification Helpclientstoseethedifferent,interrelatedfactorsthataffectthemandtheir

behaviors(e.g.,thoughts,emotions,body,andbackground). Helptheclientidentifyandaccessdifferentresourcesforlearning(e.g.,books,other

professionals).

HSC355DiscussionForumScoringRubric

 DBOriginalPosting(12pointspossible)

Competency MeetsExpectations DoesNotYetMeetExpectations

DemonstratesSpecificityinResponse

(1point)

Postingrelatestothetopic

Postingappearstobepureopinionoronlylooselyrelatedtothetopic.

Citation

(2points)

Includesacitationutilizingoneofthe3E’s(ExpertOpinion,Example,Evidence)fromavalidsource.

Citations:UseAMAformatIncludesbothin‐textandafullreferenceattheendofyourposting.

Requiredcitationisincomplete,incorrect,ormissing.

SensitivityinThoughtsExpressed

(4points)

Responsereflects:

‐ Relationoftopictoauthor’s(your)personalexperienceorperspective.(Howhas/wouldthistopiclook/feeltoyou?)

‐ Evidenceofempathicunderstandingofanother(e.g.thepersondescribedinthecasestudy).(Howmightsomeoneelse’sperspectivebedifferentandwhy?)

‐ Recognizeswhatisknownandwhatisunknown.(Whatfurtherinformationwouldbehelpful,whatfactorsmightexplainbehaviors,etc.)

Responsefailstoreflectpersonalexperienceorvarietyofperspectivesbasedonother’sexperience,perspectiveorsocialconstructs.

Depth

(4points)

Discussatacriticallevel:

‐ Mayincludeyouropinionofthepointmentioned,whyyouholdthatopinion,howyouseethepoint.

‐ Identifiesconsistencies/inconsistencieswithwhatyouhavelearnedsofar.

‐ Recognizesimplicationsforthefuture.‐ Distinguishesbetweentrivialandsignificantissues.‐ Usesmetaphororanalogytohelppaintaverbal

picture.

Inotherwords,thinkcriticallyandjustifyyourpositionand/orgiveenoughdetailthatallreadersunderstand.Donotsimplyrepeatwhathaspreviouslybeenpresented.

(Lengthofresponsevariesrelatedtotopic.Typicalpostingisapproximately1wordprocessingpageorabout250words.Youdonotlosepointsforgoingbeyond250pointswithapostthataddstounderstandingorknowledge.)

Postinglackscriticaldepthofconsideration.

CompletePost

(1point)

Addressesallpartsofthediscussiontopicwithproperspellingandgrammar.

Somepartsoftheassignmentareincomplete,notaddressed,orexhibitpoorspellingorgrammar.

AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassificationDBResponsePosting(8pointspossible)

Competency MeetsExpectations DoesNotYetMeetExpectations

DemonstratesSpecificityinResponse

(4points)

Postingisspecifictoanotherstudent’sdiscussionpostingby

‐ Addressingtheindividualbyname.‐ Mentioningdetailsorquotesfromtheoriginal

discussionposting,informationfromthecourse,assignmentorassignedreading/video.

‐ Providingevidencethatissupportedbycitation‐ Signingpostwithyourname(atleastfirstname)

Responsedoesnotaddresstheindividualbynameormentionspecificdetails/quotefromthestudent’soriginalposting.

Responselackscitationorauthorfailedtosignwithname.

Respectful,SubstantiveThoughtsExpressed

(2points)

Responsereflects:

‐ Thoughtful,sensitiveregardtothebackgroundandvaluesofothers.

‐ Inquiryforgreaterunderstanding,awareness,possibilitiesorclarity.

‐ Differentiationbetweenfactsandtheinterpretation,whatisunknown,identifiesdisparitiesbetweenthoughtsandfeelings.

‐ Ideasandpositionsthatareclearlyexplained.

Response:

‐ Appearstobepureopinionorunrelatedtothestudentrespondedto.

‐ Lackssensitiveregard.‐ Doesnotcontributesubstantiallyto

understanding,awareness,orclarity.

Depth

(1points)

Responsepostingisatleast4to5substantivesentenceslong.(Lengthofresponsevariesrelatedtotopic)

Responsepostingislessthan4substantivesentenceslong.

CompletePost

(1point)

Addressesallpartsofthediscussiontopicwithproperspellingandgrammar.

Exhibitpoorspellingorgrammar.

*************************************“InTheNews”Project:

This assignment involves analyzing a current nutrition-related health news article

intended for lay persons found in print form or on the Internet. Your task is to evaluate the accuracy of the information provided in the article relative to the likely conclusions that a reader might well take away from the article as compared to the evidence available in the scientific literature. You will present your evaluation to your discussion group. Each member of your group will score your evaluation using a rubric and submit the score to your instructor, along with posting both a comment regarding a “strength” and potential “weakness” of your health news evaluation. Your instructor will determine your final grade.

Alignment Standard: This assignment supports the student in identifying sources of reliable nutrition information for consumers and professionals, determining the credibility of contemporary nutrition information and using this information to make evidence based decisions. (CLO 1)

Assignment Learning Objectives: Critique the validity of nutrition news in the popular press or Internet, not from

government or recognized medical authorities (e.g NIH, CDC, etc.) Predict consumer responses to popular/contemporary/”breaking” health-related

nutrition news Identify potential sources of bias/inaccuracies related to nutritional health beliefs

AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassificationInthisisa4‐partassignmentstudents:1)ReadacurrenthealthnewsarticlefoundinprintformorontheInternetandshareyourinitialimpressionsusingatemplate.2)Researchinformationfromthearticlebaseduponscientificevidenceandmaintaincontactwithyourdiscussiongroupduringtheprocess.3)Evaluatetheaccuracyoftheinformationprovidedinthearticlerelativetothelikelyconclusionsthatareadermighttakeawayfromthearticleascomparedtotheevidenceavailableinthescientificliterature.Presentyourevaluationtoyourdiscussiongroupandcommentoneverygroupmembers’presentations.4)Evaluateeverypresentationwithinyourdiscussiongroup(includingyourown)usingarubric(ProjectScoringRubric)andsubmitthescoretoyourinstructorviagoogledocs.Yourinstructorwilldetermineyourfinalgrade.*************************************WorksiteWellnessCaseStudy:Theprimarygoalsofthisassignmentaretorecognizebarrierstoparticipationinwellnessprogramsandtobeintroducedto2toolsthatmaybeusedforpredictionofweightlossutilizingdietandphysicalactivitybehaviorchanges.Youwillutilizebackgroundinformationfromarticlesaboutcaloricintakeandphysicalactivitymonitorsasyouworkthroughacasestudyandmakerecommendationsforaccommodationsinaworksitewellnessprogramtomeetanindividual’sneeds.YouwillreviewAffordableCareActguidelinesforworksitewellnessprogramsandthenusecreativeproblemsolvingasyouproposestrategiestomeetanindividualemployee’sneedsrelatedtobehavioralandsocialfactorsthatimpactparticipationinaworksitewellnessprogram.Aftercompletingthecasestudyworksheet,youwillanswerquestionsandsubmittrue/false,multiplechoice,andshortanswerresponsesyourin"quiz"format.*************************************PersonalWellnessPlanThisisa4‐partassignment.1)Assessyourpersonalattitudesandbehaviorsrelatedtodietandphysicalactivitythatinfluencewell‐beingonthiscontinuum.2)Identifyareasforimprovementbaseduponyourassessmentandusethisformtocreateaplanforimprovinghealth,includingasupportnetwork.3)Reassessyourselfattheendofthecourseonthesamecontinuumtonoteanychangesorneedtomodifyyourplan.4)Writeaconclusion.

AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassificationAlignmentStandards:CourseLearningObjective(CLO)7;HealthyLifestylesCoaching(HLC)Objective8b,8c,8d,8e,8f,8g,8h

LearningObjectives:

Appraiseone’sowncurrentattitudesandbehaviorsrelatedtofoodandphysicalactivity

Identifypotentialunderlyingconcernsthatinfluencebehaviorsthatimpacthealth Recognizethefunctionalrelationshipbetweendietandphysicalactivitytoother

concerns Identifypotentialbarrierstomeetinggoals Developpersonalgoalsandidentifypotentialsourcesofsupportinmeetingthose

goals Monitorandevaluateabehaviorchangeplan

HSC355

PersonalNutritionandPhysicalActivityWellnessPlan

DescriptionofAssessmentActivity:Youassessyourpersonalattitudesandbehaviorsrelatedtodietandphysicalactivitythatinfluencewell‐being.Fromthisassessment,youcreateaplanforimprovinghealth,reassessyourselfattheendofthecourse,andwriteaconclusion.AlignmentStandards:CourseLearningObjective(CLO)7;HealthyLifestylesCoaching(HLC)Objective8b,8c,8d,8e,8f,8g,8h

LearningObjectives:

Appraiseone’sowncurrentattitudesandbehaviorsrelatedtofoodandphysicalactivity Identifypotentialunderlyingconcernsthatinfluencebehaviorsthatimpacthealth Recognizethefunctionalrelationshipbetweendietandphysicalactivitytootherconcerns Identifypotentialbarrierstomeetinggoals Developpersonalgoalsandidentifypotentialsourcesofsupportinmeetingthosegoals Monitorandevaluateabehaviorchangeplan

Instructions:

Overthesemesterwearestudyinghealthbehaviorsthatincludefoodandactivitybehaviorsthataffectwell‐being.Inthisassignment,youwilluseinformationbasedonyourownlifetocreateawellnessplanthatemphasizesnutritionandphysicalactivity.The“IndicatorsofaHealthyRelationshipwithFoodandActivity”formisanadaptedversionof“IndicatorsofRecovery:NormalizedFood,Weight,andActivityRelatedBehaviors”foundinEatingDisorders:NutritionTherapyintheRecoveryProcess,1991,byReiffandReiff.Thetopicscoveredinthisform(Part1)andinthewellnessplan(Part2)areutilizedbymanytreatmentprogramsandamongprofessionalsthatworkwithindividualsthatstrugglewithenergybalance.

Assessmentsusedbyhealthcoachesaretypicallymuchbriefer.However,researchsuggeststhatmanyindividuals(professionalsandstudentsalike)inthehealth‐relatedfieldspersonallystruggleintheirownattitudesrelatedtofoodandactivity.Iencourageyoutoengage,tothink/reflectdeeply,asyoucompleteeachsectionofthisassignment.Thisassignmentisnotanattemptto“callout”students,butisanattempttoencourageyoutoidentifyyourownconsciousandunconsciousbeliefsandbehaviors.Yourrecognitionmayultimatelymoveyouinahealthierdirection.Furthermore,thereisnosubstituteforhaving"stoodinsomeoneelse'sshoes"forfacilitatingempathyandcoachingothers,aslongasyoudonot“project”yourexperienceontoothers.Thisassignmentmayinfact,furtheryourunderstandingofthechallengesofmanagingfearofnotbeinggoodenough,offailure,oranxiety.Ifyouhavenotbeeninanyofthesesituations,itmaybedifficulttoexplaintheprofoundintrapersonal(withinyou)andinterpersonal(betweenyouand

others)interactionsthatoccur.Personalchallengeswitheatingoractivitylevelisnotnecessaryinordertofacilitatechangewithinothers,butanindividualwhohasstruggledandchangedmayofferanexceptionallyempatheticeartotheirclients.

Healthgoalsaredevelopedasaresultofidentifiedneeds.Thisisa4‐partassignmentinwhichyouwillassessyourcurrentattitudesandbehaviorstowardfood,developawellnessplan,andwriteaconclusion.

Part1.(5points)Completethe“IndicatorsofaHealthyRelationshipWithFoodandActivity”formtoself‐assessyourcurrentattitudesandbehaviors.Asshownintheexamplebelow,theclientassessedtheircurrentattitudesandbehaviorsregardingfood/eatingandactivityonacontinuumfrom0(suggestingimmediateattention)to10(suggestinghealthy,butimperfect)byusingan“X”.Whilethispartoftheassignmentis“only”worth5points,Iurgeyoutotakeyourtimewiththis,contactmeforclarificationasneeded,andanswerashonestlyaspossible.Part1setsthestagefortherestoftheassignment.Self‐assessmentisempoweringandpromotesbeinghonestandtakingpersonalresponsibility.

Theformwillbeusedmorethanonce,whichallowsyou(representingtheclient)totrackchange.YouwillcompletethisformagaininPart3tonoteanychanges.YoualsosubmityourresultsviaGoogleDocstofacilitateyourinstructorinreportingclass‐widechangesbacktostudents.Yourpersonalresultsareconfidential!

Identifyanareaofconcernthatyoua)believewarrantsattentionandb)arewillingtosetagoaltowardachieving.

Part2.(30points)CompletetheHSC355WellnessPlanworksheet.ThisWellnessPlanwasadaptedfromanationaltreatmentprogramthatyourinstructorcoordinatespatientcarewith.

Part3.(5points)Completethe“IndicatorsofaHealthyRelationshipWithFoodandActivity”formagaintoassessyourattitudesandbehaviors6weekslater.Usea“O”toidentifywhereyouareonthecontinuumthistime.UpdatetheformusedinPart1sothatweseeanychangesclearly!

Part4.(10points)WriteaConclusionBasedonSummativePrompts

Writeaconclusion(about1wordprocessingpageor250words)byrespondingtooneormoreofthesummativepromptsbelow.ThepromptsreflectcorecompetenciesoftheInternationalCoachingFederationsupportedbytheASUhealthylifestylescoachingprogramastheyrelatetoyourexperiencewiththisassignment.

Howdidthisassignment:

Supportgoingbeyondthetextintermsofinvokinggreaterunderstanding,awarenessandclarityaboutissuesrelatedtofoodandactivity?(8b)

Assist you in identifying underlying concerns and disparities between thoughts, feelings, and action (8c)

Helpyoudiscoverthoughts,beliefs,perceptions,andemotionsthataffectyourhealth?(8d) Strengthenyourabilitytotakeactionandachievewhatisimportanttoyou?(8d) Inspirecommitmenttoshiftviewpointandfindpossibilitiesforaction?(8e) Identifyinterrelatedfactorsthataffectyourbehaviors(thoughts,emotions,body,

background)?(8f) Provideanexampleandexperiencewithastrategythat(future)clientsfindusefuland

meaningful?(8g)

Identifyyourpersonalareasofstrengthvs.areasforgrowththatmaybeimportantinyourcareer?(8h)

Note:Whileitmaybedifficultforsomepeopletoidentifypersonalhealthinformation(PHI)withinthecontextofacourse,thisactivityisimportantforbothyourpersonalgrowthanddevelopmentofprofessionalskill.Iamaskingforyourtrustinprotectingyouinsubmissionofthisassignment,whichincludeselementsofPHI,sothatyoumayfullyengageinthislearningopportunity.

ThefollowingpoliciesapplytoyoursubmissionofPHIwithinthisassignment:

AsRequiredByLaw.Yourinstructorwilldiscloseprotectedhealthinformationaboutyouwhenrequiredtodosobyfederal,stateorlocallaw.

Research.YourinstructormaydiscloseyourPHItoresearcherswhenaninstitutionalreviewboardorprivacyboardthathasreviewedaresearchproposalandestablishedprotocolstoensuretheprivacyofyourinformationhasapprovedtheirresearch

HealthRisks.Yourinstructormaydiscloseprotectedhealthinformationaboutyoutoagovernmentauthorityifwereasonablybelieveyouareavictimofabuse,neglectordomesticviolence.Wewillonlydisclosethistypeofinformationtotheextentrequiredbylaw,ifyouagreetothedisclosure,orifthedisclosureisallowedbylawandwebelieveitisnecessarytopreventorlessenaseriousandimminentthreattoyouoranotherperson.

PHIandGrading.Yourparticipationwillinfluenceyourgradetotheextentthatyoudemonstrateself‐assessmentthatshowsdepthofthoughtandcriticalself‐evaluationpertheWellnessPlanRubricbelow.

WellnessPlanRubric

Competency DoesNotYetMeetExpectations

MarginalPerformance

MeetsExpectations

Part1IndicatorsofaHealthyRelationshipWithFoodandActivity

Numerousareasofself‐assessmentareincomplete

(0points)

Acouplepartsoftheassessmentareincomplete

(3points)

Completedallpartsoftheassessmentandsubmittedasdirected.

(5points)

Part2DemonstratesDepthofThoughtinDevelopmentofPersonal

Severalpartsoftheplanseemtobehastilycompleted,areincompleteandlackclarity

Partsoftheplanseemtobehastilycompleted,arepartiallycompleteorotherwiselackclarity.

“SMART”goal(s)givenforWellness.IdentifiesSupportPerson(s),PotentialBarriers,Toolsand

WellnessGoal(s)

(0points)

(22points)

Strategies

(30points)

Part3IndicatorsofaHealthyRelationshipWithFoodandActivity

Numerousareasofself‐assessmentareincomplete

(0points)

Acouplepartsoftheassessmentareincomplete

(3points)

Completedallpartsoftheassessmentandsubmittedasdirected.

(5points)

Part4ConclusionfromSummativePrompt

Concludingresponseisincompletelackssubstantialsupport.(0points)

Concludingresponseismostlycompletebutlackingdetailandsupport.(8points)

Concludingresponseisthoughtfullydetailedandsupported.

(10points)

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Update8/2015

WorksiteWellnessProgramCaseStudy(50points)Theprimarygoalsofthisassignmentaretorecognizebarrierstoparticipationinwellnessprogramsandtobeintroducedto2toolsthatmaybeusedforpredictionofweightlossutilizingdietandphysicalactivitybehaviorchanges.Youwillutilizebackgroundinformationfrom2articlesaboutcaloricintakeandphysicalactivitymonitorsasyouworkthroughacasestudyandmakerecommendationsforaccommodationsinaworksitewellnessprogramtomeetanindividual’sneeds.YouwillreviewAffordableCareActguidelinesforworksitewellnessprogramsandthenusecreativeproblemsolvingasyouproposestrategiestomeetanindividualemployee’sneedsrelatedtobehavioralandsocialfactorsthatimpactparticipationinaworksitewellnessprogram.CourseLearningOutcomesupportedbythisassignment:1. Identifysourcesofreliablenutritioninformationforconsumersandprofessionals,

determinethecredibilityofcontemporarynutritioninformationandusethisinformationtomakeevidencebaseddecisions.(CLO1)

2. Explaintherelationshipbetweendietarychoicesandotherfactorsinmaintainingoptimalhealththroughoutadulthood.(CLO6)

Youwillsubmityouranswerstoquestionsbelowina“quiz.”Questionswillbepresentedinmultiplechoice,true‐false,andshortanswerformat.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Read4backgroundarticles:1. Farewelltothe3,500‐CalorieRule‐Today'sDietitian...2. ConsumerMonitorStudies‐PhysicalActivityandHealth3. WhereHealthDisparitiesBegin:TheRoleOfSocialAndEconomicDeterminants—

AndWhyCurrentPoliciesMayMakeMattersWorse4. HealthyPolicyBrief:WorkplaceWellnessPrograms.CaseHistoryDebbieworksasadiettechatalocalhospital.Debbiedescribesherselfasingenerallygoodhealth,althoughshehasalong‐termhistoryofbattlingwithherweight.Atage47,Debbie’scurrentweightis183poundsat5’7”tall.CalculateDebbie’sBMI .AccordingtotheBMICalculator,Debbie’sheightandweightputherinthe (underweight,normalweight,overweight,obese)BMICategory.(YoumaybenefitbyreviewingtheuseofBMIathttp://www.nhlbi.nih.gov/health/educational/lose_wt/bmitools.htm)ArecentbloodtestshowedDebbie’sglycosylatedhemoglobin(HbA1c)tobe6.2.(VisittheNationalDiabetesInformationClearninghouseathttp://diabetes.niddk.nih.gov/dm/pubs/A1CTest/tointerpretDebbie’sstatusrelatedtodiabetes.)WhatdiagnosiswillDebbiereceivebasedonthisbloodtest? (normal/pre‐diabetes/diabetes)

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Debbiedoesnotknowofanyfamilyhistoryofdiabetesandsheexpressesdoubtthatthisdiagnosisisaccurate;sheexplainsthatalthoughsheprovideda“fastingbloodsample”shewenttoabirthdaypartyluncheonthedaybeforethebloodtest.Explain:a)whattheHbA1ctestmeasures b)howaccuratethemeasureis c)factorsthataffectaccuracy andd)specifically,whetherornotDebbie’smealthedaybeforethebloodtestlikelyaffectedtheresults Debbieisasinglemotherof2sons,aged12and15years.Theyliveinasmall,lowincome,urbancommunitywherefoodaccess(afull‐scalegrocerystore)is1.5milesfromtheirhome.Likeotherpeopleinherneighborhood,Debbiedoesnothaveacar.Shewalks5minutestocatchabustoworkaboutahalfanhourbeforehersonsleaveforthebusstoptogotoschool.Shewalksafewblocksfromthebusstoptogettothehospitalwheresheworks.Debbie’semployerhasimplementedawellnessprogramthataimsatincreasingmotivationbyofferingapositiveincentiveintheformofahealthinsurancepremiumrebateforthoseemployeeswhomeetaweight/BMIbenchmark.TherebatemoneyinherpaycheckwouldmakeasignificantdifferencetoDebbie’slowincome.Debbiecurrentlyexceedstheweight/BMIbenchmark.Employeeswhodonotmeetthebenchmarkcangettherebateby:1. Participatinginaweightcontrolprogramthatinvolvesacalorie‐controlleddietand

lunchtimewalkingprogramorganizedbythehospitalor2. Completinganonlineeducationalweightcontrolprogram.Debbierecognizesthatshewouldbenefitfromparticipatinginthedietandlunchtimewalkingprogrambecauseitcombinesdietwithexercise,aswellasprovidingherwithmuchneededsocialtime.However,Debbiefeelsshemustchoosetheonlineprogramsbecause,althoughshewantstoloseweight,sheneedsherlunchhourtodoherdailyerrands(includingfoodshopping)sothatshecanbehomeforherkidsafterwork.SinceDebbietakesthebusdaily,shegroceryshopsnearlyeverydaysothatshecanmoreeasilycarryhergrocerieshome.Debbiedoesn’tknowwhereshe’dgetthefooditemslistedonthesuggestedmealplanforweightlossorhowshe’dpayforwhatshedescribesastwodifferentgrocerylists,oneforherandoneforherboys.

ViewtheFoodAccessResearchAtlas(http://www.ers.usda.gov/data/fooddesert).Gotothemap(http://www.ers.usda.gov/data‐products/food‐access‐research‐atlas/go‐to‐the‐atlas.aspx)andmakenoteofwhichregions/statesappearstohavethelargestspanoflow‐income(LI)andlow‐access(LA)? (formoreinformationaboutfooddesserts,seeDefinitionofaFoodDesert.(http://apps.ams.usda.gov/fooddeserts/fooddeserts.aspx)BasedonDebbie’ssituationabove,wouldyoudescribeDebbieaslivinginafooddesert? Explain

Priortoenteringeitherofthewellnessprograms,employeesarerequiredtosetreasonableweightlossgoalsduringapersonalmeetingwithahealthcoach.

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Update8/2015

Becomeacquaintedwiththefollowingtoolsforpredictingweightloss:

TheBodyWeightSimulatorDr.KevinHall’slaboratoryattheNationalInstituteofHealthinvestigateshowmetabolismandthebrainadaptinresponsetoavarietyofinterventionstodietandphysicalactivity.(IfyouwishtolearnmoreaboutDr.Hall’sresearchseeNIHResearch:TheHumanEnergyCrisis)EnterthefollowinginformationintoTheBodyWeightSimulator:BaselineInformation:Weight183pounds,Female,Age47,5’7”tall,Moderateactivity(enteranactivityfactorof1.4).WhatisDebbie’srecommendedbaselinecaloricintake? kcal/dayNext,clickthetab“SetYourGoalWeight”andenteragoalweightof150poundstobeachievedinthenext6months(180days).IfDebbieattemptstolosetheweightwithdietalone,howmanycalorieswouldshebeconsumingperday? .Yourecognizethatthereareseriousdisadvantagesofconsumingacalorieintakethatisthislow,e.g.dissatisfaction,foodpreoccupation,fatigue,andriskfornutritionaldeficiencies.Debbiewouldliketomeethernutritionalneedsbydietaloneandsoyourecommendadietof1650caloriesperday.Nowclickthe“SpecifyaLifestyleChange”tabtodeterminehowmuchDebbie’sphysicalactivitywouldneedtochangeinordertoaccomplishherweightlossgoalofgoingfrom183poundsto150poundsin180daysconsuming1650kcals.Tip:clickonly“FirstChange”andstarton“day1.”Thentogglebetweenthelevelsofphysicalactivitywhileyouwatchthe“TabulatedData”chartbelowuntilyoureachthegoalweightin180days. AssumeDebbiestayedwithhermealplanandphysicalactivity,losingthe33poundsin6months.Ifshemaintainedthislevelofphysicalactivity,approximatelywhatcaloricintakewouldsupporthernewweightof150pounds?YouwillbeabletodetermineanapproximaterangeofcaloriesusingtheTabulatedDatachart. Now,gobackandusethe“TabulatedData”tabtopredictDebbie’sweightlossfromthebeginning:30daysintotheprogramwouldbeapproximately pounds60daysintotheprogram: pounds;90daysintotheprogram: pounds;120daysintotheprogram: pounds;150daysintotheprogram: pounds.Next,usethePenningSingleSubjectWeightChangePredictorestimatingexpectedweightloss,http://pbrc.edu/research‐and‐faculty/calculators/sswcp.ViewthevideotutorialfortheJavaapplicationWeightLossCalculator.EnterDebbie’sinitialinformation(47yearoldfemale,67”,183pounds,caloricintakeof1650calories).Clickonthegraphandenteratimeof6months.

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Update8/2015

AccordingtoPenning’sCalculator,Debbie’spredictedweightlossisasfollows:30days/4weeksintotheprogramwouldbeapproximately______pounds60days/8weeksintotheprogram: pounds;90days/12weeksintotheprogram: pounds;120days/16weeksintotheprogram: pounds;150days/20weeksintotheprogram: pounds;(Ifyouclickthe“options”tab,youwillseethe3500kcalpredictioninbluecontrastedwiththePenningcalculationinred.)WhatwouldDebbie’sweightbeafter2yearsifshemaintainedherrestrictedintakeof1650caloriesutilizingdatafromPenningWeightChangePredictor?(Tip,clickthegraphtochangethetimeperiodfrom6monthsto2years) .Whatistheprimaryreasontheestimatedweightsaredifferentwhenusingthesetwoprograms? Describe:a)limitationsofthe3500calorieruleandb)benefitsofthenewdynamicweightlosspredictioncalculators. (Thisquestionisworth6pointsonthequizsobesureyoucorrectlyidentifyatotalofatleast6limitations/benefits.)Debbie’sfamilyresponsibilitiesandfinancialsituationposebarrierstoherparticipationinthehospital’sexerciseanddietprogrambutshestillwantstotrytoloseweight.Inthiscase,itseemsthatthosewhomightbenefitmostfromenhancedservicesandforwhomtheeconomicrewardswouldbemostmeaningfulareleastabletotakeadvantageoftheincentivesofferedbythewellnessprogram.AssumeyouareinapositiontoadvocateforDebbie.VisitHealthyPolicyBrief:WorkplaceWellnessPrograms.Brainstormandbrieflydescribeatleast2strategiesthatyoucouldapproachthewellnessprogramcoordinatorwiththatwouldsupportDebbie’sneedsand/orhelpherovercomethebarrierstoparticipationinthewellnessprogram.ExplainhowyourideasaresupportedbytheAffordableCareActasalternateideas/suggestionstothecurrentprogramtomeetDebbie’sneeds.

1. 2.

(Eachofyourideasareworthupto5pointsonthequiz.Iamlookingforyoutospecificallyexplain2differentstrategiesthatcouldbeofferedtoDebbietomeetherneeds,basedontheprovisionsoftheACA.Supportyoursuggestedapproacheswithcitations.Forexample,youmightciteastudywhereasimilarstrategyhasbeenemployed.Thinkasahealthcoachmightandcomeupwithideasthatthehospitalmightagreetooffer.ThecitationsyouprovidearethetypeofinformationthatsupportyourinterventionsuchaswhatyouwouldpresenttothewellnessplanadministratorifyouwereadvocatingonDebbie'sbehalf.)Afterfillinginyourresponses,youarereadytocompletetheWorksiteWellnessCaseStudy“quiz”.Youwillbeaskedaseriesofmultiplechoice,true/false,andshortanswerquestionsworthupto50pointsthatcorrespondtothisassignment.

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Update8/2015

MoreResources:1. Webb,Densie.Farewelltothe3,500‐calorierule,Today'sDietitian,26(11),36.2014

availableathttp://www.todaysdietitian.com/newarchives/111114p36.shtml2. HealthPolicyBrief.Workplacewellnessprograms.HealthAffairs.2013.Accessat

www.healthaffairs.org/healthpolicybriefs/brief_pdfs/healthpolicybrief_93.pdf3. VoigtK,SchmidtH.Wellnessprograms:athreadtofairnessandaffordablecare.

HealthCareCostMonitor.TheHastingsCenter.2010.Accessathttp://healthcarecostmonitor.thehastingscenter.org/haraldschmidt/wellness‐programs‐a‐threat‐to‐fairness‐and‐affordable‐care/on8November2013.

4. VolkJ,CorletteS.Premiumincentivestodrivewellnessintheworkplace:areviewoftheissuesandrecommendationsforpolicymakers.GeorgetownUniversityHealthPolicyInstitute.2012.Accessathttp://www.rwjf.org/content/dam/web‐assets/2012/02/premium‐incentives‐to‐drive‐wellness‐in‐the‐workplace