How to Facilitate Lifestyle Change

Amanda Avery, RD, Senior Fellow of the Higher Education Academy and Assistant Professor in Nutrition and Dietetics, Division of Nutritional Sciences, The University of Nottingham, UKVanessa Halliday, PhD, RD, Senior Fellow of the Higher Education Academy and Lecturer in Public Health, School of Health and Related Research (ScHARR), The University of Sheffield, UKKirsten Whitehead, PhD, RD, Senior Fellow of the Higher Education Academy and Associate Professor in Dietetics, School of Biosciences, Division of Nutritional Sciences, The University of Nottingham, UK

• Foreword viiiPreface xAcknowledgements xiiChapter 1: Introduction 1Amanda Avery1.1 Overview 11.2 The need for lifestyle change 11.3 Why group education? 81.4 What is the evidence for group education? 10References 17Chapter 2: Behaviour change 21Kirsten Whitehead2.1 Introduction 212.2 What is behaviour change? 212.3 Why is behaviour change so important for lifestyle change? 222.4 Behaviour change theory and models 222.5 Behaviour change interventions 252.6 Behaviour change techniques 26References 41Further reading 42Chapter 3: What makes a good facilitator? 43Amanda Avery3.1 The good facilitator 443.2 Communication skills for a group facilitator 463.3 How do effective groups form? 543.4 How do different people behave in groups? 573.5 And finally… 61References 61Chapter 4: Planning and organization 62Kirsten Whitehead4.1 Introduction 624.2 What are the priorities for group education? 634.3 Needs assessment 644.4 Subject areas for group education 644.5 Target participants 654.6 Recruitment 654.7 Preparing for a group education session 674.8 How to deliver a training session 74References 80Further reading 81Chapter 5: Delivering the session 82Vanessa Halliday5.1 Introduction 825.2 Starting the session 825.3 Educational activities 875.4 Ending a session 107References 108Further reading 108Useful websites 108Chapter 6: Resources 109Vanessa Halliday6.1 Introduction 1096.2 Resources for inclusive education 1106.3 Practical considerations when selecting which resources to use 1106.4 Types of resources 1126.5 General considerations when using resources 1156.6 Case studies 119References 123Useful websites 123Chapter 7: Evaluation 125Kirsten Whitehead7.1 Introduction 1257.2 What is evaluation? 1257.3 Why evaluate? 1267.4 What to evaluate? 1267.5 Who should evaluate? 1347.6 How to evaluate: tools and methods 134References 148Further reading 149Useful websites 149Chapter 8: Managing group interaction and how to overcome challenges 150Vanessa Halliday8.1 Introduction 1508.2 Facilitating group interaction 1508.3 Cultural sensitivity in group education 1528.4 How to manage discussion of sensitive subjects 1538.5 Avoiding challenging situations 1548.6 Working with group members that exhibit behaviours that you find challenging to manage 1548.7 Answering questions and maintaining your credibility when challenged 1578.8 Managing the use of mobile devices 1598.9 Timekeeping 1608.10 Getting people to attend 1618.11 Group dynamics 1628.12 Working with co‐facilitators 163References 165Further reading 165Chapter 9: Personal development in group facilitation skills 166Amanda Avery9.1 Introduction 1669.2 Reflection 1679.3 Peer observation 1679.3 Additional training needs 172References 174Index 175