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Objective To relate the use of identified processes that college women use to eat enough fruits and enough vegetables to their stages of readiness to change and their fruit and vegetable (F/V) intakes. Method A cross-sectional assessment of college women 18–24 years of age (n = 236) was conducted to assess stage of readiness to eat F/V. Use of seven processes, earlier confirmed in a separate sample of college students the same age (health concerns, self-reevaluation, social liberation, health commitment/action, interpersonal control, external reinforcement and helping relationships) was compared with stage of change for F/V and 3 days of dietary intakes. Results In these young college women, use of self-reevaluation, a cognitive process for change, peaked in the preparation stage for both F/V. Use of health commitment/action, a post-action process including counter-conditioning, peaked in those in action/maintenance for F/V. Weight concerns related to the counter-conditioning processes women used to eat more fruit. Conclusion Health practitioners should focus on weight management, appearance and health benefits of eating fruits and vegetables for this demographic group.

Childhood obesity is a major health problem. Effective strategies are necessary to promote healthy eating in toddlers. The Nutrition Education Aimed at Toddlers project examined rural, low-income caregivers' knowledge, attitudes, mealtime practices, and dietary intake before and after a nutrition program. A convenience sample of 38 families participated in the study; 19 attended classes, and 19 did not. Six months after the lessons, no significant differences were found between groups; however, the resultant dietary, feeding knowledge, attitudinal, and behavioral data provide a valuable description regarding a hard to reach, high-risk population. However, caregivers' perceptions about feeding their toddlers differed from their reported dietary intakes of dairy, fruits, and vegetables. It appears that knowledge is insufficient to change eating habits. Identification of the issues that prevent caregivers in providing proper feeding is needed for a lasting change of eating habits.

The Healthy Toddlers (HT) curriculum, a series of 8 weekly lessons available in English and Spanish, was designed to promote the development of healthy eating habits at an early age through effective nutrition and parenting education. Curriculum content was based on topics of interest to parents and research indicating that although most mothers knew that it was important to feed their children healthy food, they needed strategies and skills to help them accomplish this goal. Healthy Toddlers used a learner-centered approach, based on the Social Cognitive Theory, which addresses both cognitive and environmental influences on behavior. The curriculumwas developed and field tested with 628 families over 3 years in Colorado, Michigan, and Wisconsin. The data gathered are in the process of being analyzed. The HT curriculum emphasized the roles of mothers and toddlers during feeding; that is, mothers determine what the toddler is offered to eat and where and when he eats, and the toddler decides whether and how much he eats. Key concepts in lessons

Description: Parenting issues are being raised in federally funded nutrition education classes. Without the skills to effectively implement new nutrition information, parents are hindered in their attempts to make positive food and physical activity changes with their children. Healthy, Happy Families is a unique curriculum that can be used with nutrition education or as a stand-alone series to address parenting skills around child feeding. Evaluation: Using a retrospective survey, 77 Englishspeaking and Spanish-speaking parents showed significant improvement in nurturance (P

The growth and survival of nutrition education programs funded by the federal government depend on their ability to address the needs of clients and to measure the impact of progranis on clients. When working with linlited-income populations such as the Expanded Food and Nutrition Education Prograni (EFNEP),' Family Nutrition Program (FNP),? Special Supplemental Nut r i t ion Program for Women, Infants and Children (WIC), Head Start, and other comnlunity health programs, nutrition educators search for ways to assess clients' knowledge and behaviors. Such an instrument must be resented in an interesting, timeand cost-effective manner wi th low respondent burden for clients, possibly with low-literacy skills. Furthermore, typical survey questionnaires can be intimidating to clients ' 7

Background The number of overweight children in America has doubled to an estimated 10 million in the past 20 years. Establishing healthy dietary behaviors must begin early in childhood and include parents. The Healthy Toddlers intervention focuses on promoting healthy eating habits in 1- to 3-year-old children utilizing the Social Cognitive Theory and a learner-centered approach using Adult Learning principles. This Healthy Toddlers Trial aims to determine the efficacy of a community-based randomized controlled trial of an in-home intervention with economically and educationally disadvantaged mothers of toddlers. The intervention focuses on: (a) promoting healthy eating behaviors in toddlers while dietary habits are forming; and (b) providing initial evidence for the potential of Healthy Toddlers as a feasible intervention within existing community-based programs. Methods/Design This describes the study protocol for a randomized control trial, a multi-state project in Colorado, Michigan, and Wisconsin with economically and educationally disadvantaged mother-toddler dyads; toddlers are between 12 and 36 months. The Healthy Toddlers intervention consists of eight in-home lessons and four reinforcement telephone contacts, focusing on fruit, vegetable, and sweetened beverage consumption and parental behaviors, taught by paraprofessional instructors. Healthy Toddlers uses a randomized, experimental, short-term longitudinal design with intervention and control groups. In-home data collection (anthropometric measurements, feeding observations, questionnaires, 3-day dietary records) occurs at baseline, immediately following the intervention, and 6 months after the intervention. Main toddler outcomes include: a) increased fruit and vegetable consumption and decreased sweetened beverage consumption; and b) improved toddler-eating skills (self-feeding and self-serving). Main parent outcomes include: a) improved psychosocial attributes (knowledge, attitudes, self-efficacy, feeding style) related to child feeding; b) provision of a more positive mealtime physical environment (turning off the TV); and c) creation of a more positive mealtime social environment (sitting down together for meals). Discussion If this project is successful, the expected outcomes are that the intervention will be effective in helping toddlers develop healthy eating skills that contribute to improve overall health and development and to the prevention of obesity. Trial registration Current Controlled Trials ACTRN12610000981022