Question for each of the following topics were developed: (a) what infants and children up to age 3 should eat, (b) how parents decide what to feed their children, (c) knowing when a child has been sufficiently fed, (d) parental control over a child's eating behaviors, (e) concern about overweight in children, (f) using food to influence behavior, (g) parent involvement in physical activity with the child, and (h) preferred methods for learning about child health issues (McGarvey et. al 2006). Furthermore, participants were invited to share experiences related to feeding their child that was outside of these general categories.
An analysis of the data provided three main commonalities to all four groups. A lack of awareness of the relationship between increased physical activity and health, the effects of the use of food to influence behavior, concern over a loss of parental control over feeding when a child starts child care or school and finally, the data revealed perspectives specific to each group on age appropriate food and infant satiety.
Reliability and Validity
Data analysis involved the audio taping and transcription of each focus group, omitting the names of the participants. Printed transcriptions were then provided to two additional independent researchers for analysis. Categories of participant responses were organized and researchers discussed and resolved issues around the conceptual framework and the credibility of the categorized major themes. The...
Theoretical/Conceptual Framework No conceptual or theoretical framework was clearly identified. However, the authors do focus on patient-centered care within an evidence-based practice framework. Research/Study Design The research design is described as being descriptive and is therefore phenomenological. The authors use a focus group model, and operationalize the definition of the term focus group. A focus group for the purposes of this study is defined as a small group and has as its objective
Action PlanIntroductionIn order to improve community communication and relationships at Chicago Academy High School in Chicago Public Schools in Chicago, Illinois, it is important to develop an action plan that incorporates the principles of negotiation put forth by Fisher and Ury. To begin with, it is essential to create a safe and inviting environment where all stakeholders feel welcome to participate in the conversation. This involves setting up physical space
Next, the facilitator will pose an introductory question that will stimulate brainstorming by engaging students in the "why" of their involvement in the group (Bouassida et al., 2006). Next a transitory question will lead to examination of the problem at hand, where the members of the group attempt to answer key questions including (1) what is the foundation of the problem (2) what tools are available to solve the
Group Counseling for Jake Green Group Description The group will be designed for children suffering from Attention Deficient Hyperactivity Disorder (ADHD). The group will be for young children aimed at focusing on self-awareness. The children will be taught self-management skills like positive self-talk techniques and self-soothing behaviors. All this is aimed at improving their social skills and improve interactions with others. Having a group of ADHD children will allow Jake to
In understanding further that the session referenced is focused on imparting ways in which group members may improve their own lives, group members additionally view John not as a friend but as an enemy capable only of passing judgment upon them. Leader Interventions and Potential Outcomes At this point, in viewing the severe lapse in productivity due to power structure and lack of trust within the group, it is clear that
Group counseling helps to advance self understanding and awareness which may combat repressive tendencies. Teaching coping skills in a group setting can help participants to develop needed tools and stimulate psychological growth (Lambie & Sias, 2009). Participants in group counseling also learn positive interpersonal/social skills that can be generalized beyond the hospital setting and applied in daily living (Shechtman, 2004). Cancer patients learn to adapt to novel social situations and
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