BE ACT LIVE HEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG PEOPLE

BE ACT LIVEHEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG

PEOPLE

Welcome• Thank you for taking our training. We’ve worked together with our partners to bring

you a world-class learning experience, including:

•The opportunity to learn actively, innovatively

•Experiential training on healthy nutrition (module 1), physical exercise (module 2), healthy choices (module 3) and drugs, medicine and pharmacovigilance (module 4)

• Interactive experience for you as trainers

• We wish you a great learning experience!

Objectives•Skills on nutrition, exercise, healthy choices, medicines , drugs and pharmacovigilance.

•Know the basic principles and the formation of a healthy lifestyle. Become aware of the importance of a healthy lifestyle, will analyse and develop responsible behaviours through self-education.

•Recognize the importance of self-awareness of healthy living needs in each stage of development, identifying these needs.

•Practise communication.

Objectives (continued)• Select information and produce materials which they will upload on

the project electronic platform about exploring a healthy attitude towards your own body.

• Accumulate correct information related to the proposed topics, update this information according to their development needs, this latter aspect being practised during the project and continued afterwards.

• Become aware of the problems that may arise during the training of adolescents in high school and will adjust the messages so that they are properly understood and applied by their peers using peer counselling methods.

• Practise and get familiar with the issues of the professional trainer’s ethics and you will practise the formation in a safe learning environment.

Introduction•Name•Nationality•Age• Interests•For you, what is the meaning/importance of nutrition?

The group rules•The students together with the trainers will set the group rules as follows:

•Listen actively. Respect others when they are talking.•Do not be afraid to respectfully challenge one another by asking questions but refrain from personal attacks. Focus on ideas.

•The goal is not to agree. It is to gain a deeper understanding.

•Note: please write down your ideas regarding our group rules.

The clear sky and rainbow•Please express your expectations and/or concerns, worries about your role and participation in this course

MODULE 1: HEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG PEOPLE

Aim:• The students will become aware of the importance of a healthy

lifestyle in connection with nutrition and will analyze their own nutritional models, forming responsible behaviours.

• The participants will get informed about healthy nutrition and the European legislation which defends the consumers’ rights.

http://eur-lex.europa.eu/browse/summaries.html

HEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG PEOPLE

Objectives:At the end of this session, the participants will be able to: 1. distinguish between risky and preventive behaviors in nutrition health;

2. identify the benefits of adopting a responsible behavior in nutrition health;

3. list the safety elements written on food labels, locate consumer protection services in the city / region in which they live;


Objectives:At the end of this session, the participants will be able to:

4. become aware of their own role in supporting and promoting a responsible behavior in nutrition health;

5. produce documents, movies, pictures illustrating the subject;

6. upload the documents they produced on the project platform.

The perception and representation of food, based on our senses and the choices we make every day have a significant impact on our health and well-being.

No food can bring itself all the nutrients the body needs. A balanced diet is a factor of longevity. The nutritionist Serban Damian supports the need of applying the following five rules for a healthy nutrition and a balanced lifestyle:


1. Choose seasonal and local foods2. Have breakfast every day.3. Eat adequate food.4. Always take into account the nutritional benefits.5. Find time to do physical exercise


Ten tips for a healthy lifestyle

• Create a balance in your own life - healthy relationships, a satisfactory school life, regular physical activity, all these affect the choices we make concerning food.

• Remember that moderation and the size of the portion are important – the rule is that if you eat healthily 90% of the time, you can devote the remaining 10% to any type of food that you like, even if it's not healthy.

• Drink water - the body is made up of 75% water, so be properly hydrated (about two litres of water a day).

• Eat a variety of fruit and vegetables (especially green leaf vegetables like lettuce, cabbage) and carbohydrates from whole grains such as brown rice and millet.


• Opt for lean meat or poultry and low fat free dairy products .•Choose low fat foods (saturated or hydrogenated oils). • Keep the fat total to 20-35% calories, with most fats coming from

vegetable oils, nuts, seeds and fish, etc. • Do not add more than one tablespoon of salt per day to cooked

foods. • Get used to reading the labels of packaged food - knowing the

ingredients and calories that a product has will help you make informed decisions on what to buy and eat.• Eat less sugar and processed foods and aim for a diet rich in freshly cooked foods.


What you should eat everyday: Whole grains: Eat 140-224 g of whole grains daily (2x3 bread

slices). These include whole grain flour, oats, corn, brown rice. A slice of

bread or half a cup of rice, pasta or oats are the equivalent of 28 grams of whole grains. Avoid refined white flour.

Vegetables: Eat at least three portions of colourful vegetables. Raw or lightly cooked (steamed or sautéed) are the best. 30-60 g means a portion of vegetables. Remember- white fruit and vegetables stimulate immunity, the yellow ones stimulate digestion, the red ones circulation, the green ones are detoxifying, and the purple ones are good for longevity stimulation.


• Fruit: Eat at least one cup of fruit a day, especially fruit rich in vitamin C such as citrus fruit and fruit rich in antioxidants such as berries. Again, raw fruit are the best and richest in nutrients. A medium apple means a portion/ cup.

• Milk: Teenagers and adults should consume three portions of calcium-rich dairy products such as milk, yogurt or cheese, all fat free. A portion is a cup of milk or yogurt or 45 grams of natural cheese. If you cannot eat dairy products, you can get calcium from dark leafy vegetables (such as broccoli, turnips, spinach) or almonds.

• Protein: For an adequate protein intake, consume between 140 and 168 grams of lean meat, poultry or fish per day. Eggs, nuts, seeds, dried beans and peas (lentils) also bring nutrients and can replace meat.


7 clues to realise that you have an unhealthy diet1. You do not usually eat various fruits and vegetables every day.2. You grab your breakfast. Bagels, pancakes, pastries, fried eggs with

ham or sweets are some of the worst decisions you could make when you think of breakfast.

3. You consume carbonated drinks daily, without limiting yourself to one glass, occasionally.

4. The daily menu is based on meat and dairy products. You must know that all animal products contain saturated fats, which when consumed in excess, favour the formation of aterom plaques that prevent blood flow and predispose to heart attack. In addition, when the meat is roasted carcinogenic substances are formed but also trans fats that raise bad cholesterol and lower the good one, thus favouring heart diseases.


5. The daily menu is based on meat and dairy products.You must know that all animal products contain saturated fats, which when consumed in excess, favor the formation of aterom plaques that prevent blood flow and predispose to heart attack.

6. You consume too much salt.7. You consume too much refined sugar.

All these unhealthy habits that you have formed in your life can affect your health later, and can develop the so-called "Western diseases”.


• Activity no. 1: A day in my life

Aim:The participants will understand the importance of promoting the concept of healthy lifestyle through healthy eating.

Working time:50 minutes

Materials:flipchart sheets, A4 paper, markers

Steps:1. Invite the participants to think of a day in their lives.


2. Ask the participants to write down on a piece of paper all the food they have eaten in a day, step by step, directing them to the analysis of the following activities: at school, when they have fun, on trips, on birthdays/anniversaries, and so on3. Ask the participants to individually classify for 10 minutes a day's activities, completing the table below with the name of the activity:

Healthy eating behaviours vs Risky eating behaviours 4. Once they have done this, divide the participants into four groups.

5. Ask the participants to discuss in their group about the activities they do in one day and decide together with the group members if they have placed them correctly in the table.6. Give flipchart sheets to each team.


5. Ask the participants to discuss in their group about the activities they do in one day and decide together with the group members if they have placed them correctly in the table.

6. Give flipchart sheets to each team. 7. Explain to the participants that each team will have to

complete only one table with healthy eating behaviours and risky eating behaviours of the group they belong to.

8. Restore the circle and ask a representative of each team to present the result of the team work in front of the others.


What is diggestion? – see the Human Digestive System movie and the distributed materials

Our digestive system goes through 9 basic steps:1. Teeth2. Saliva3. Tongue4. Esophagus5. Stomach6. Liver/Gall Bladder

MODULE 2 “HEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG PEOPLE

7. Pancreas8. Small Intestine9. Large Intestine-

• www.teacherssource.com and sciencebobstore.com


• Enzyme is a protein created by an organism that increases the rate at which chemical reactions occur.

• Protein is a substance composed of macromolecular chains of amino acids and encoded by a gene. Each protein has its unique amino acid sequence determined from the nucleotide sequence of the gene.

• Insulin is secreted from the pancreatic hormone Langerhans cells with a role in regulating blood glucose levels.

• Cholesterol it is an essential structural component of animal cell membranes that is required to maintain both membrane structural integrity and fluidity.

• Carbohydrates (sugars) are essential nutrients and essential for normal functioning of the human body.


• The fats are mixtures of simple and mixed esters of glycerol with saturated or unsaturated fatty acids.

• The essential role of fat is that of the reserve of fuel for the body (fat burning it releases energy at the cellular level) as well as structural components of cell membranes.

Avoid products with trans fats, which are represented by hydrogenated vegetable oils from the food industry fast food and junk food (snacks, chips, cookies) and in confectionery, in double refined and refined oils used in cooking, in margarine and other products.


Here are some of the phrases misleading from the food labels:

100% naturalMultigrainWithout added sugarWithout sugarZero trans fatsWithout fatFrom natural fruitWithout cholesterol


In conclusion, nutrition includes everything that surrounds us, our actions, the places we go to, regardless of country or culture.

To sum up, we list the five laws of digestion that govern the process of nutrition (Steve Meyerowitz).

1. QUANTITY: In general, mankind (the adult population), along with the improvement of food products, eat twice more than nature asks them[Benjamin Franklin, 1706-1790, writer, inventor, scientist);

2. FREQUENCY: Greed is the source of all our infirmities and the primary cause of most diseases. The natural health of our body is destroyed by an immoderate diet (Nathanial Burton, from 1824 to 1887, leading preachers of New England);


3. AWARENESS OF EATING: Be careful what you eat, both physically and mentally. Be careful what you allow to enter inside you (Swami Satchidananda, 1914 -2002, one of the famous Indian religious teachers, spiritual master);

4. THE RULE OF THE SEQUENCE OF FOOD: Due to food excess, thousands of people die (Benjamin Franklin);

5. THE FOOD CHEMISTRY: Just like the warehouses which are full of supplies and where mice may hide , the bodies of the people who eat a lot are full of diseases (Diogenes, 412-323 BC, Greek philosopher).


• Activity no. 2: I eat to live vs. I live to eat

Aim:The participants will identify the benefits of adopting a responsible behavior in nutrition health.


Materials:A4 sheets, pens, flipchart sheets and markers

Steps1. Explain to the group that they will have to identify various risky and responsible behaviors.2. Divide the group into three teams.3. Each team will write on the flipchart sheet the following:

HEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG PEOPLE Team 1: WHAT WE KNOW - the participants should write

down what risky behaviours for nutrition health they know.

Team 2: WHAT WE DON’T KNOW - the participants should write down the arguments that might persuade a colleague, who is in a risky situation, to choose a responsible eating behaviour.

Team 3: WHAT WE HAVE LEARNED – the participants should write down the benefits of adopting responsible eating behaviours that maintain our health.


4. Ask each team to designate a representative to come in front of the group to present the result of the team work.

5. After 3 presentations ask the teams to rank the most important common risky and responsible behaviours.


Activity no. 3: Consumer protection and its role in maintaining the nutrition health of the population

Aim:The participants will identify on the website the consumer protection services at national and European level, related to nutrition health issues and they will present them.


Materials:PC and Internet network, Power Point


Steps: 1. Divide the participants into groups

2. Explain to each team that they will have to make a PPT presentation of the consumer protection services in their country and at the European level. Working time- 25 minutes3. After this, ask each team to identify a health issue addressed in particular to the youth, which the consumer protection solves and which they consider to be important. 4. Then ask each team to create a slogan to promote consumer protection services in high school.5. Ask each group to present the result of the team work.


Activity no. 4: My role

Aim:The participants will become aware of their own role in supporting and promoting responsible eating behaviour for health maintaining.


Materials:Flipchart sheets, markers

•


Steps:1. Write on a flipchart sheet the discussed topic - My role in supporting and promoting a responsible eating behaviour for health maintaining.2. Divide the participants into 6 groups, each examining the topic from one of the following perspectives:• Group 1: Describe the responsible eating behaviours for health maintaining (use verbs in the present tense indicative, use senses- what you smell, what you taste, what you touch, what you see, what you hear or what you feel inside you).• Group 2: Compare what is similar and what is different between promoting and supporting such a behavior on a flipchart sheet with 4 dials (similar, different, promote, support).• Group 3: Analyze - say how you can support and promote responsible behaviours.


• Group 4: Associate - what are you thinking of? What are the short and medium- term effects? Why would I get involved? (Two dials on the flipchart – what are you thinking of?, why would I get involved?• Group 5: Apply - what could your role be? Who can you help? (two dials on the flipchart sheet- what could your role be? Who can you help?)• Group 6: Argue - for or against and list a number of reasons in support of statements of involvement. (two dials on the flipchart sheet, pros / cons, in each dial list the arguments about the involvement in the project about healthy eating). I get involved in supporting a responsible eating behavior for health maintaining. I promote a responsible eating behavior.


• 3. Ask each team to come in front of the group and present the material which they have elaborated, by designating a different representative.

• 4. Display all flipchart sheets on the walls of the classroom. Make the gallery tour with the students. Ask students to make a summary of what they have seen and heard.


Learning to eat is learning to become human (Ted.com)• Nutrition in the first year of life and certainly in the next few years is very

important. • In the first 6 months of life, mother's milk is the best food that can be given• Mixed feeding (breast milk + milk powder) is recommended only when

there are real signs of an insufficient lactation:• The baby does not gain weight;• The baby urinates in small quantities and the urine smells strongly;• The stool is scanty, hard, dry, greenish;• The baby is crying after each breastfeeding.


• Terms of diversification:• Healthy baby (in the first month of life the child is called new-born,

infant is the child from the 2nd month to month 12);• the baby must support his head well, must be dynamic, curious;

babies will not be fed in a reclined or semi-reclined position; • introducing the new food gradually, 1-2 teaspoons per day at the

beginning of the meal, the amounts are to be increased progressively up to the full replacement of that meal; it is preferable to begin diversification with the lunch meal;


• multiple new foods are not to be introduced simultaneously;• two meals of the same food are not to be offered just because the

baby receives it with pleasure as this affects the nutritional balance of the infant; between two newly introduced food there must be at least a 24 hours free interval (ideally, 2-3 days); in case of intolerance, the food that caused it could be easily identified;

• the food must be prepared without salt (up to the age of 1 year), vegeta, spices (to be avoided also after 1 year age); but aromatic herbs in small quantity (parsley, dill, thyme, lovage, basil, etc.) can be added;


• the food will be mashed, up to the appearance of the teeth and then finely chopped to facilitate the process of mastication and jaw development;

• all the food is administered by spoon, bottle feeding is solely for the milk.• Vegetables• The meat• The egg• Fruit• Cow cheese• Natural yogurt:


• Until the age of 1 year and after that the number of meals recommended is 5, comprising three main meals and two snacks. The morning and evening meals are based on milk.

• By the age of 2, food needs decrease, the appetite becomes cranky (the baby refuses food that he used to gladly receive), however, it's important to maintain the main meal schedule.

• Quantities of food are variable, it is important that all the principles are maintained and to avoid overfeeding the infant. If your child's daily caloric intake exceeds the body's needs, its storage in adipose tissue will take place, which will determine the weight change, the infant becomes overweight or even obese


• In the first 24 months of life, there will be added extra Vitamin D (Vitamin D3, Dea), 2 drops daily (prophylactic dose);

• For a harmonious development, it is essential, along with a correct nutrition, also sport. So, since the age of 2 weeks for those born in spring, summer and autumn, respectively 3 weeks for those who were born in winter going out is recommended, initially, for short periods of 10-15 minutes, which grow progressively, until it reaches the minimum of 3 hours daily.

• In conclusion, a correct nutrition in the first year of life, with exclusive breastfeeding for the first 6 months and a corresponding diversification will ensure a harmonious development that will be maintained after the age of 1 year, being the most important foundation stone in the subsequent evolution of the child’s nutrition.


Activity no. 5: Your food historyAim:• Participants will identify their food history and will formulate effective arguments in transmitting messages to promote health through responsible food behaviors.

• Working Time• 45 minutes• Materials• PC, Internet, PowerPoint presentation, download on the project platform.


Steps:• Divide the participants into two groups and explain what they have

to do. Group no. 1 – “Education” – will identify educative suggestions in the informative material that will be given to Paula; Group No. 2 – “Dilemmas" – will identify, in the material provided, the dilemmas of Paula, who is a young mother. Starting from this round, two subgroups of two persons each are formed to work on the age stages: 1-3 years, 3-6 and 6-18.

• Explain to the participants that the task of each group is to identify as many arguments that could persuade the young woman in the dilemmatic situation to receive "Education" so that she could develop a responsible behaviour as a future parent towards the child’s nutrition.


• Ask each group to designate a representative.• Ask each representative to present the arguments identified by his team.Processing:Questions that may be addressed to the participants:• How receptive do you think the teenager would be to the identified

arguments?• Have you ever faced a similar dilemma in your group?• What is the role of health education in this context?• Suggest to the group to identify parents’ dilemmas and their needs of

education, similar to those faced by teenagers.


WorksheetDilemma• a. Paula is in the final year of high school. She has a 7-month- old

baby. The nurse told her she must start nutrition diversification. What arguments do you think Paula would react to, so as to adopt responsible behavior? Think and formulate Paula’s dilemmas, in order to help her to identify the real problems.

• b. Education – this worksheet should be built in the group work in order to help Paula, on the basis of the informative material.


•Activity no. 6: What I know and what I don't knowAim:•The participants will identify possible solutions to some nutrition problems and related to health education necessary to kids and teenagers suffering from diabetes.

•Working time•45 minutes•Materials Use this document in PDF format – Guide for the child and adolescent with diabetes, link: www.sweetland.ro/documente/GhidDiabetic.

•PC, Internet and PowerPoint presentation. The products will be uploaded on the educational platform.


Steps:• Divide the participants into groups.• Distribute to each group a problematic situation to be analysed.• Explain to the participants that they should identify possible causes

of the issue analysed and think of possible solutions for solving it.• Ask each team to present the solutions identified.• Discuss the causes and possible solutions to each problematic

situation under review, so that the conclusion should illustrate how a child or young person with diabetes can live as ordinarily as possible.


Processing:Questions that may be addressed to the participants:• Have you experienced similar situations in your practice? What other

types of diseases have special diet needs? How did you act?• What are the resources that you need to implement the identified

solutions?• What are the obstacles involved?• What determines access to health services? What are the characteristics

of health services that contribute to increasing access to them?• How visible/ known are such services in the community in which you live?


Different dimensions of the food:• Food as identity• Food as survival• Food as status• Food as pleasure• Food as community• Food as humanity


•Activity no. 7: It’s holiday – I’m the host.Aim:•The participants divided into dyads, will identify possible solutions in the case of holiday meals. They will identify nutrition and health education issues for children and teenagers.

•Time•45 minutes•Materials•PC, Internet, and PowerPoint presentation. The products will be uploaded on the educational platform.


Steps:• 1. Divide the participants into working groups.• 2. Distribute to each group a problematic situation to be analysed –

holiday menus for different moments (New Year, Christmas, Easter, anniversary, events – wedding, christening, party etc.).

• 3. Explain to the participants that they should identify all aspects, outfit, organising and presenting food at the table, their order, music, invitations, floral arrangements, possible issues, the budget etc.; to think at the possible solutions to solve the situation.


• 4. Ask each team to present the identified solutions and to illustrate with images what they proposed.

• 5. Discuss with the whole group; after each presentation, the participants can make additional comments.

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BE ACT LIVE HEALTHY FOOD CHOICES AND GUIDELINES FOR YOUNG PEOPLE