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'So What Are You Going to Eat?' : = Insights from a Simple Foods and Intuitive Eating Workshop Series.

Record Type:	Electronic resources : Monograph/item
Title/Author:	'So What Are You Going to Eat?' :/
Reminder of title:	Insights from a Simple Foods and Intuitive Eating Workshop Series.
Author:	Atkinson, Daniel James.
Description:	1 online resource (328 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: B.
Contained By:	Dissertations Abstracts International84-05B.
Subject:	Health education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29395107click for full text (PQDT)
ISBN:	9798357548504

'So What Are You Going to Eat?' : = Insights from a Simple Foods and Intuitive Eating Workshop Series.
Atkinson, Daniel James.

'So What Are You Going to Eat?' :Insights from a Simple Foods and Intuitive Eating Workshop Series. - 1 online resource (328 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2022.

Includes bibliographical references

This qualitative study is situated at the intersection of nutrition education, food literacy (Vidgen & Gallegos, 2014), intuitive eating (Tribole & Resch, 2012), and understandings of the health implications of regularly consuming ultra-processed foods (Monteiro, 2009). In this thesis I explore the perspectives and experiences of seven parents and caregivers from a vulnerable population who participated in a 12-part workshop series (held in a kitchen-equipped community facility in a large Ontarian city). The workshops, which focused on a novel healthy eating framework called 'Simple Intuitive Eating' (SIE), revolved around discussing SIE, practicing cooking techniques, tasting resultant foods, and collectively sharing challenges and strategies related to living healthily in a contemporary urban environment. I co-facilitated these workshops alongside a registered dietitian (with whom I also co-created SIE and the workshop curriculum). In this critical case study (Flyvbjerg, 2011), I asked: 1) How do workshop participants make sense of SIE?; and 2) What supports and barriers are operative for participants with regards to eating simply and intuitively? Data sources included pre-, post-, and three-month-post-workshop interviews with participants; video of workshop sessions; participants' journals; and my field notes and post-workshop audio debriefs. Significant themes were identified in the data using theoretical sampling and constant comparative methods (Lincoln & Guba, 1985). Velardo's (2015) model of food literacy was useful in interpreting participants' views on SIE. SIE also interfaced with participants' preferences for 'real' foods, and underscored the roles of trust and ethical sensibility in food literacy. I adapted Castro et al.'s (2016) articulation of patient-centredness, participation and empowerment to a workshop context so as to interpret participants' experiences with regards to SIE and the workshops themselves. Some participants employed a strategy of 'muddling through' (Lindblom, 1959) in navigating complexities of SIE, changing old habits, and home-cooking. Supports and barriers identified in terms of practicing SIE included: economic, temporal, sociocultural-familial and culinary dimensions; awareness, sensation and hunger; habit and addiction; stress, exhaustion and convenience; acquiring food; and exercise, mobility and other coincident health challenges. Findings supported embodied dimensions of food literacy. Implications from this research are provided for food researchers, health practitioners, pedagogues and policymakers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798357548504Subjects--Topical Terms:

559086
Health education.
Subjects--Index Terms:

Critical food educationIndex Terms--Genre/Form:

542853
Electronic books.

'So What Are You Going to Eat?' : = Insights from a Simple Foods and Intuitive Eating Workshop Series.
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500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: B.
500 $a Advisor: Pedretti, Erminia.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2022.
504 $a Includes bibliographical references
520 $a This qualitative study is situated at the intersection of nutrition education, food literacy (Vidgen & Gallegos, 2014), intuitive eating (Tribole & Resch, 2012), and understandings of the health implications of regularly consuming ultra-processed foods (Monteiro, 2009). In this thesis I explore the perspectives and experiences of seven parents and caregivers from a vulnerable population who participated in a 12-part workshop series (held in a kitchen-equipped community facility in a large Ontarian city). The workshops, which focused on a novel healthy eating framework called 'Simple Intuitive Eating' (SIE), revolved around discussing SIE, practicing cooking techniques, tasting resultant foods, and collectively sharing challenges and strategies related to living healthily in a contemporary urban environment. I co-facilitated these workshops alongside a registered dietitian (with whom I also co-created SIE and the workshop curriculum). In this critical case study (Flyvbjerg, 2011), I asked: 1) How do workshop participants make sense of SIE?; and 2) What supports and barriers are operative for participants with regards to eating simply and intuitively? Data sources included pre-, post-, and three-month-post-workshop interviews with participants; video of workshop sessions; participants' journals; and my field notes and post-workshop audio debriefs. Significant themes were identified in the data using theoretical sampling and constant comparative methods (Lincoln & Guba, 1985). Velardo's (2015) model of food literacy was useful in interpreting participants' views on SIE. SIE also interfaced with participants' preferences for 'real' foods, and underscored the roles of trust and ethical sensibility in food literacy. I adapted Castro et al.'s (2016) articulation of patient-centredness, participation and empowerment to a workshop context so as to interpret participants' experiences with regards to SIE and the workshops themselves. Some participants employed a strategy of 'muddling through' (Lindblom, 1959) in navigating complexities of SIE, changing old habits, and home-cooking. Supports and barriers identified in terms of practicing SIE included: economic, temporal, sociocultural-familial and culinary dimensions; awareness, sensation and hunger; habit and addiction; stress, exhaustion and convenience; acquiring food; and exercise, mobility and other coincident health challenges. Findings supported embodied dimensions of food literacy. Implications from this research are provided for food researchers, health practitioners, pedagogues and policymakers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Health education. $3 559086
650 4 $a Food science. $3 3173303
650 4 $a Adult education. $3 543202
650 4 $a Home economics education. $3 3283311
650 4 $a Nutrition. $3 517777
650 4 $a Education policy. $3 2191387
653 $a Critical food education
653 $a Embodied literacy
653 $a Food literacy
653 $a Intuitive eating
653 $a Nutrition education
653 $a Ultra-processed foods
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 84-05B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29395107 $z click for full text (PQDT)