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Don't Mention the Diet! A health promotion initiative to support healthy diet and lifestyle decision‐making by people with intellectual disability.

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Title: Don't Mention the Diet! A health promotion initiative to support healthy diet and lifestyle decision‐making by people with intellectual disability.
Authors: Martin, Anne‐Marie, Divane, Síle, Twomey, Sandra, O'Neill, Lucia, McCarthy, Joseph, Egan, Caroline, Dalton, Caroline, Caples, Maria
Source: British Journal of Learning Disabilities. Dec2021, Vol. 49 Issue 4, p475-481. 7p. 1 Diagram, 1 Chart.
Subjects: Lifestyles, Well-being, Individual development, Health occupations students, Diet, Health literacy, Decision making, Autonomy (Psychology), Natural foods, People with intellectual disabilities, Health promotion
Abstract: Accessible summary: People with intellectual disability have a right to have a say in how they want to liveInformation about the importance of healthy eating and drinking can be difficult to understandPeople with intellectual disability co‐produced an educational module around healthy eating and drinking and were actively involved in deciding what they wanted to learn about and planning how they would like to learnThis project helped people with intellectual disability to understand and make choices around their diet Background: People with intellectual disability have a right to be involved in and make decisions that affect them. This paper presents a health promotion initiative that was co‐produced with people with intellectual disability called Don't Mention the Diet! Evidence suggests this group experience challenges related to health literacy. Further, health promotion materials can be inaccessible. This project demonstrates how active involvement of people with intellectual disability in the design and provision of appropriate educational supports can assist them to make informed decisions about their diets and lifestyle. Methods: A collaborative patient and public involvement approach was adopted to ensure the development of a health promotion module that addressed the specific learning needs and knowledge gaps of students with intellectual disability in relation to diet and its impact on well‐being. An 8‐month module with a double‐helix structure intertwining educational and personal development elements was designed. Outcomes: Students who completed the module enjoyed its person‐centred and interactive approach. Equipped with information about the benefits of diet, exercise and other health‐related behaviours, they were empowered to make informed decisions on whether or not to adopt a healthy lifestyle. Conclusions: The education of students with intellectual disability was supported by tailoring the teaching methods to meet their learning abilities. Further, the inclusion of co‐designers with intellectual disability was key to ensuring the successful module design and delivery. Listening to the self‐identified health education needs and responding collaboratively resulted in an educational initiative that met student's needs. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Don't Mention the Diet! A health promotion initiative to support healthy diet and lifestyle decision‐making by people with intellectual disability.
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  Data: <searchLink fieldCode="AR" term="%22Martin%2C+Anne‐Marie%22">Martin, Anne‐Marie</searchLink><br /><searchLink fieldCode="AR" term="%22Divane%2C+Síle%22">Divane, Síle</searchLink><br /><searchLink fieldCode="AR" term="%22Twomey%2C+Sandra%22">Twomey, Sandra</searchLink><br /><searchLink fieldCode="AR" term="%22O'Neill%2C+Lucia%22">O'Neill, Lucia</searchLink><br /><searchLink fieldCode="AR" term="%22McCarthy%2C+Joseph%22">McCarthy, Joseph</searchLink><br /><searchLink fieldCode="AR" term="%22Egan%2C+Caroline%22">Egan, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Dalton%2C+Caroline%22">Dalton, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Caples%2C+Maria%22">Caples, Maria</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Learning+Disabilities%22">British Journal of Learning Disabilities</searchLink>. Dec2021, Vol. 49 Issue 4, p475-481. 7p. 1 Diagram, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Lifestyles%22">Lifestyles</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+development%22">Individual development</searchLink><br /><searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br /><searchLink fieldCode="DE" term="%22Diet%22">Diet</searchLink><br /><searchLink fieldCode="DE" term="%22Health+literacy%22">Health literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+foods%22">Natural foods</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+intellectual+disabilities%22">People with intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Health+promotion%22">Health promotion</searchLink>
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  Data: Accessible summary: People with intellectual disability have a right to have a say in how they want to liveInformation about the importance of healthy eating and drinking can be difficult to understandPeople with intellectual disability co‐produced an educational module around healthy eating and drinking and were actively involved in deciding what they wanted to learn about and planning how they would like to learnThis project helped people with intellectual disability to understand and make choices around their diet Background: People with intellectual disability have a right to be involved in and make decisions that affect them. This paper presents a health promotion initiative that was co‐produced with people with intellectual disability called Don't Mention the Diet! Evidence suggests this group experience challenges related to health literacy. Further, health promotion materials can be inaccessible. This project demonstrates how active involvement of people with intellectual disability in the design and provision of appropriate educational supports can assist them to make informed decisions about their diets and lifestyle. Methods: A collaborative patient and public involvement approach was adopted to ensure the development of a health promotion module that addressed the specific learning needs and knowledge gaps of students with intellectual disability in relation to diet and its impact on well‐being. An 8‐month module with a double‐helix structure intertwining educational and personal development elements was designed. Outcomes: Students who completed the module enjoyed its person‐centred and interactive approach. Equipped with information about the benefits of diet, exercise and other health‐related behaviours, they were empowered to make informed decisions on whether or not to adopt a healthy lifestyle. Conclusions: The education of students with intellectual disability was supported by tailoring the teaching methods to meet their learning abilities. Further, the inclusion of co‐designers with intellectual disability was key to ensuring the successful module design and delivery. Listening to the self‐identified health education needs and responding collaboratively resulted in an educational initiative that met student's needs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2021
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