The effectiveness of a social media intervention for reducing portion sizes in young adults and adolescents

open access journalAbstract Objective: Adolescents and young adults select larger portions of energy-dense food than recommended. The majority of young people have a social media profile, and peer influence on social media may moderate the size of portions selected. Methods: Two pilot-interventions examined whether exposure to images of peers’ portions of high-energy-dense (HED) snacks and sugar-sweetened-beverages (SSBs) on social media (Instagram) would influence reported desired portions selected on a survey. Confederate peers posted ‘their’ portions of HED snacks and SSBs on Instagram. At baseline and intervention end participants completed surveys that assessed desired portion sizes. Results: In intervention 1, Undergraduate students (N=20, Mean age=19.0y, SD=0.65y) participated in a two-week intervention in a within-subjects design. Participants reported smaller desired portions of HED snacks and SSBs following the intervention, and smaller desired portions of HED snacks for their peers. In intervention 2, adolescents (N=44, Mean age=14.4y, SD=1.06y) participated in a four-week intervention (n=23) or control condition (n=21) in a between-subjects design. Intervention 2 did not influence adolescents to reduce their desired reported portion sizes of HED snacks or SSBs relative to control. Conclusions: These preliminary studies demonstrated that social media is a feasible way to communicate with young people. However, while the intervention influenced young adults’ reported desired portions and social norms regarding their peers’ portions, no significant impact on desired reported portion sizes was found for HED snacks and SSBs in adolescents. Desired portion sizes of some foods and beverages may be resistant to change via a social media intervention in this age group

Systematic review and meta-analysis of strategies to increase vegetable consumption in preschool children aged 2-5 years

Background Most children do not meet daily recommendations for fruit and vegetable intake, and consumption of vegetables remains especially low. Eating habits track from childhood to adulthood hence establishing liking and intake of vegetables is important. Objective To identify the most successful strategies to enhance vegetable intake in preschool children aged 2–5 years. Design The research was a systematic review and a meta-analysis of published studies. A comprehensive search strategy was performed using key databases such as Medline, Embase, PsychINFO, EBSCO and CENTRAL. Articles published between 2005–January 2016, specifically with measured vegetable consumption were included. Results 30 articles and 44 intervention arms were identified for inclusion (n = 4017). Nine dominant intervention strategies emerged to promote vegetable intake in preschool children. These included; choice, pairing (stealth), education, food service, modelling, reward, taste exposure, variety and visual presentation. The meta-analysis revealed that interventions implementing repeated taste exposure had better pooled effects than those which did not. Intake increased with number of taste exposures and intake was greater when vegetables offered were in their plain form rather than paired with a flavor, dip or added energy (e.g. oil). Moreover, intake of vegetables which were unfamiliar/disliked increased more than those which were familiar/liked. Conclusions Repeated taste exposure is a simple technique that could be implemented in childcare settings and at home by parents. Health policy could specifically target the use of novel and disliked vegetables in childcare settings with emphasis on a minimum 8–10 exposures. The systematic review protocol was registered on the PROSPERO (number: CRD42016033984)

Understanding the science of portion control and the art of downsizing

Offering large portions of high-energy-dense (HED) foods increases overall intake in children and adults. This is known as the portion size effect (PSE). It is robust, reliable and enduring. Over time, the PSE may facilitate overeating and ultimately positive energy balance. Therefore, it is important to understand what drives the PSE and what might be done to counter the effects of an environment promoting large portions, especially in children. Explanations for the PSE are many and diverse, ranging from consumer error in estimating portion size to simple heuristics such as cleaning the plate or eating in accordance with consumption norms. However, individual characteristics and hedonic processes influence the PSE, suggesting a more complex explanation than error or heuristics. Here PSE studies are reviewed to identify interventions that can be used to downsize portions of HED foods, with a focus on children who are still learning about social norms for portion size. Although the scientific evidence for the PSE is robust, there is still a need for creative downsizing solutions to facilitate portion control as children and adolescents establish their eating habits

Determinants of Portion Size in Children and Adolescents: Insights from the UK National Diet and Nutrition Survey Rolling Programme (2008–2016)

Large portion sizes have been identified as contributing to overweight and obesity, particularly in children and adolescents. This study examined predictors of portion sizes of high energy snack foods eaten by children aged 1.5–18 years. Specifically, we examined whether portion sizes were adjusted for age, and what external features of the environment might be linked to large portion sizes. Portion sizes were derived from four-day food diaries that form the UK National Diet and Nutrition Survey. Diaries from 5942 children were examined and multilevel models were used to discover whether age, gender, location, time of day, household income, and watching TV while eating predicted portion sizes of savoury snacks, chocolate, confectionery and biscuits. Portion sizes of all the target foods were predicted by age. Boys had larger portions, and portion sizes were larger when target foods were consumed later in the day. Portion sizes were larger outside the home, for example in leisure venues, but the target foods were eaten more frequently in the home. As dietary patterns change to include more snack intake outside the home, these locations could be an important space to target for interventions for portion control

“I still put them on her plate”: A qualitative study exploring strategies implemented by parents to promote vegetable intake

This study explored strategies implemented by parents to encourage their children to eat vegetables, especially when children exhibit fussy eating. The study involved a mixed methods approach using semi-structured interviews with twenty parents of preschool children (aged 2-5 years) with a high and low level of food fussiness (established by questionnaire). All interviews were audio recorded, then verbatim transcribed and analyzed using thematic analysis. Thematic analysis revealed seven main themes with sixteen subthemes encompassing various vegetable promoting strategies. These included (1) Instructed knowledge, (2) Experiential learning, (3) Food manipulation, (4) Reinforcement, (5) Encouragement of autonomy (6) Commitment to a food ideal and (7) Inherent values. Parents used a range of methods to encourage their children to eat vegetables but there were no major differences by level of food fussiness. Parents talked about variable success in applying strategies even with the same child. Home based strategies were more diverse and personalized to the child than those tested in most research studies. Therefore, interventions to promote vegetable intake in preschool children will benefit from co-production with parents adopting a tailored approach to match the needs of the specific child

Developing a “baby translator” - validation study for future trials on maternal responsiveness to infant appetite cues

investigating infant communication during mealtime

The Future is Connected, Active, Supportive, and Flexible: Psychology Student Perceptions of Best Practice in Teaching and Learning

Background: The vast changes in the landscape of Higher Education in recent years present an important and timely opportunity to examine students’ perceptions of the future of teaching and learning in psychology. Objective: Across two studies, we examined psychology students’ perceptions of ‘best practice’. Method: We conducted two studies, a quantitative questionnaire which asked students about their preference for teaching and learning practices (n = 64) and a student-facilitated focus group study (n = 21) which explored perceptions of the future of psychology teaching and learning in more depth. Results: Study 1 showed that psychology students wanted to retain the practice of recording teaching sessions and online synchronous sessions that supported pre-recorded lectures. Study 2 added richness to these findings, showing how psychology students perceive ideal teaching and learning to mean that students are ‘connected’, learning is ‘active and authentic’, and teaching is ‘accessible and flexible’. Conclusion: Overall, while modality influences student perceptions of teaching and learning, the opportunity to forge connections, actively engage in teaching, and feel supported informed psychology student’s perceptions of best practice. Teaching Implications: Educators should consider how to integrate the connections, interactivity, and student support into their pedagogical practice, irrespective of teaching modality