My Snack Attack

Marissa Beck
Anna-Lisa Finger
Teachers College, Columbia University
 The Liberty Partnership
Program
• Provides academic and social supportive services to
intermediate, middle, junior or senior high school
students in need of assistance to complete their high
school education.

• The Liberty Program at Barnard College offers a

broad range of comprehensive services designed to
increase student motivation and enhance student
ability to complete secondary education and pursue
entry into post-secondary education or the work
force.

http://www.barnard.edu/liberty/
 The 5 W’s
• WHO: 30-35 High school students, age range
13-18 years
• WHAT: Academic and social tutoring and
support
• WHERE: Barnard College
• When: Mon-Thurs 3-6pm
• Why: Program encourages finishing high
school and provides motivation for college
 Needs Assessment
• SURVEYED STUDENTS:
• http://www.surveymonkey.com/s.aspx?sm=Q

• Preliminary visit to school informed us

about their after school snacks and
gave us insight into how we want to
organize the session
 Our Assessment …
Motivational readiness to change
Outcome expectation s  or beliefs .
Barriers
Values
Sensor y-affec tive food -re lated factors
Self -efficac y
Social no rms or peer pressur e
Cultural bel ief s an d identities
We did not observe a motivational readiness, pre­contemplation or any desire for change within the group. There was a level 
of dissatisfaction with body image as noted by the answers provided in the questionnaires; however, no motivational 
readiness seemed to accompany them.   
Current beliefs/motivation: High school kids are aware that Òhealthy foodÓcan benefit them; however, many believe that
Òhealthy foodÓcosts too much money and doesnÕttaste as good.
Potential motivators: New foods to taste and become familiar with, awareness that healthier foods are available AND donÕt
necessarily cost all that much more than unhealthy choices.
Unhealthy snacks are provided by The Liberty Program, itself. Snacks provided on 10/24/07: plain bagels, regular cream
cheese, juice, and Nutri-grain bars ($18). Other snacks include pizza ($30) and Chinese Food ($13). Money: most students
think that healthy food costs too much money. In addition, many students do not want to bring their own lunch because the
school cafeteria doesnÕtallow them to heat up foods, and ÒÉrice and beans does not taste good cold.Ó(Amanda, junior).
Lack of knowledge about the health-risks involved with eating highly refined and processed treats. No involvement in any
other after school activities or sports.
Cost is a huge factor upon making food choices.
Current motivation: the fast food they eat on their own or the snacks provided by the liberty program tastes better than
healthier options, such as fruits and vegetables.
Potential motivators: Exposure to foods within their budget that ARE healthy and taste good.
Current motivation: they do not think that healthier foods, such as whole grains, fruits and vegetables are within their budget
nor do they provide as many calories as fast food.
Potential motivators: Exposure to foods within their budget that ARE healthy and taste good.
Current motivation: peers eat the school lunch or eat fast foods around their school. It isnÕtÒcoolÓto bring your own lunch.
Everyone eats the snacks provided at the Liberty program, whether hungry or not.
Potential motivators: trying foods that we provideÑ sliced up fruits or vegetables with healthier dips like hummus or black
bean. Showing their favorite celebrities eating these items.
Most students are connected either to their familyÕs cooking or the processed foods/vending machines.
 Our Goals
• Behavioral goal: High school students (girls and boys) will become 
mindful eaters when it comes to snacks and their friends.
• Educational goal: Enhance comprehension and motivation to take
action of eating healthier snacks
• General educational objectives: High school students will be able to:
• Increase their knowledge about why to eat healthy after­school 
snacks
• Identify barriers to eating healthy snacks
• State intention to eat healthier snacks
• Identify how peer­pressure may play a role
 Theory Choice
• Theory of Planned Behavior
• Important in understanding the reasons for
certain food choices and dietary behaviors.
• Example: Eating snacks that both taste
good and are cheap seemed logical and
rational to this group. We therefore wanted
to tap into the students’ reasoning and
motivations.
 Mediators and Rationale
Mediator… Rationale…
Attitudes appreciate the effects of healthier
snacks
Outcome expectations Demonstrate understanding of the 
importance of eating new healthier 
snacks
Subjective and Descriptive norms Express that eating healthier 
snacks like fruits/veggies is COOL; 
identify misconcerptions
Perceived Behavioral Control  Assess ability to perform healthful 
(Self­efficacy) snacking practices
Behavioral Intention Assess personal intentions in 
eating healthier snacks and foods. 
 Lesson 1 Activities
• Healthier Snacks
• 24 hr recall
• Morgan Spurlock Clip
• Movie discussion
• Stand up game 24 hr
recall
• Barriers list 3
• Brainstorm how to
overcome barriers
• Goal Setting
 Preparing the Snacks

• Natural Peanut Butter on Whole Wheat Bread with slices of banana

• Whole Wheat Pita Pockets with Fresh Turkey, Spinach, Hummus and
or Guacamole
• Dried Fruit and Nut Trail Mix
• Flax Chips and salsa
• Carrots, cucumbers, celery (dips: salsa, hummus, guacamole)
• Clementines
• Bananas
• Beverage: WATER
 My 24 Hr Food Diary

Is this a typical day? Please circle one Yes/ No

Time Amount Description of Food or Beverage

 Morgan Spurlock Movie
• http://www.youtube.com/watch?v=pEM0T1Ar5Qo

• He does a fast food experiment, which

measures how long it takes for fast food to
decompose.
• Perceived Threat: Helped students recognize
the potential dangers of ingesting fast and
processed food-- especially as a snack.
 My Commitment

I will have at least one fruit or vegetable as a snack three times

this week.

Signature_____________________Date_______________

Witness _____________________ Date_______________

 Lesson 2 and Activities
• Commitment/ Goal Sheet review
• Benefits of eating healthy
• Movie Shaq’s Big Challenge/Rxns
• Group Activity Myth/Fact debate
• Friends can help you eat healthier snacks
• Correct Misconception
• Stand up activity (insert statements)
• Influence of Friends (Video) url
• Healthy Snack handout/ Clementines
• Evaluation
Healthy Snacking
• It is OK to snack!
• Why?
• Because snacks can be an important for energy,
vitamins and minerals.

• BUT-- those snacks need to be ones that have the

nutrients, vitamins and minerals that your body
NEEDS.

• WHAT DO YOU THINK THOSE NUTRIENTS,

VITAMINS, and MINERALS ARE?
 Nutrients in healthy snacks
BODY PROB… TRY EATING… WHY…
Feeling hungry? Apple, Peas, Pears Foods with FIBER are 
more bulky and help us 
feel fuller for longer
Want strong teeth and  Low or no­fat: Milk,  Body needs CALCIUM 
bones? Cheese, Yogurt and Vitamin D for strong 
bones
Want nice skin, hair  Carrots, celery,  The body needs colorful 
and nails? tomatoes VEGETABLES to 
maintain proper growth
Like to play sports? Banana, raisins The body needs 
POTASSIUM for 
maintaining heart­beat 
and regulating fluid and 
muscle function
Want to have proper  Nuts and seeds PROTEIN provides the 
sexual development? building blocks for growth. 
ZINC is necessary for 
healing and sexual 
development.
Why are people unable to eat
healthier snacks?
• People may be eating more during a meal or
snack because of larger portion sizes.
• This results in increased calorie consumption.
• If the body does not burn off the extra calories
consumed from larger portions, fast food, or
soft drinks, weight gain can occur.

"CDC: Factors Contributing to Obesity"

 What is a healthy snack?
• One that contains little or no sugar, little
or no salt (sodium), no white flour and
no saturated or trans fat.
Normal vs. Diseased Artery
 MOVIE: Shaquille O'Neal's
Obesity Challenge
Jul. 31, 2007

SOURCE: http://abcnews.go.com/search?searchtext=obesity&from=10&to=19&type=video
 Reactions and Questions. . .
• What are some of the reasons why
these kids were able to feel better about
themselves?
• Do you think it only has to do with
eating healthier snacks?
• How do you think they needed to
change the way they thought?
 GROUP ACTIVITY

Myth or Fact debate

• Visit www.teenweightwise.come for more information
 Stand-up activity:
Agree, Disagree, Unsure
I believe that if my friends ate healthier snacks, I would, too.
I believe that my friends have a major impact on my snack choices
I believe that my family would want me to eat healthier snacks
I believe that I don’t have the confidence to eat healthy snacks on my own
I believe that I CAN eat better snacks and influence my friends to do so too
I believe that since my friends are eating unhealthy snacks,
it is causing me to gain weight
I believe that celebs like Shaq, JLo, and Madonna eat healthy snacks
I believe I am taking care of my body when I eat fruits and vegetables as a snack
I believe that eating unhealthy snacks is cool and eating healthy snacks is not cool
I believe that I need 5-13 servings of Fruits and Veggies per day
I didn’t know that this was the recommendation, but now that I do,
I will make more of an effort!
I believe that I will try to eat healthier snacks after
my session with Anna-Lisa and Marissa!!
 MOVIE: Obesity Among
Friends, July 26th 2007

SOURCE: http://abcnews.go.com/search?searchtext=obesity&from=10&to=19&type=video
 How Healthy are
YOUR SNACKS?

• Remember snacking
shouldn’t be about
just grabbing
anything at anytime.
• Get into good habits
of regular snacks at
regular times.
 Our “take home” message
• Outcome expectations
• Meeting audience was essential in our lesson plan design
• Seemed hopeless to change their food behaviors and attitudes towards the
food they are currently eating
• BUT - we learned that we could change their behaviors/attitudes- not on a
grand scale as hoped; one clementine at a time
• Difficult to design lesson plans
• Audience was stubborn, not extremely receptive as one would like
• Successful can mean that even one person is affected by the lesson and is
willing to change
• Learn from your mistakes
• Experience helps for future lessons
• Always have an alternate plan: if plan A does not work, defer to plan B
• Technical difficulties means: MOVE ON!