None listed
Conditions
Brief summary
Intuitive Eating (IE) is an approach to eating that is characterised by attunement to internal cues and the use of those cues as a guide for what, when, and how much to eat (Tribole & Resch, 2012; Tylka, 2006). IE posits that this attunement, a skill called interoceptive awareness, can foster an increased ability to adequately and compassionately meet one’s physical and psychological needs in a way that contributes to overall well-being. The IE framework endeavours to remove over-reliance on external cues, such as calorie tracking, and diet protocols, by encouraging an increased focus on internal cues. Cross-sectional research indicates that IE is a skill worth fostering, with considerable evidence for strong inverse relationships between IE and indices of disordered eating, including emotional eating, external eating, and binge-purge behaviours. Further, strong relationships with indicies of psychological health, including self-esteem, body image, and satisfaction with life have also been found (Lindaron et al, 2021).The IE framework is gaining popularity in health promotion in a variety of contexts (Boucher et al., 2016; Bush et al., 2014; Cole & Horacek, 2010), given longitudinal evidence that IE is protective against the development of disordered eating (Hazzard et al., 2021). The study seeks to explore whether or not a brief intuitive eating intervention may be an effective health promotion strategy for year 7 & 8 students in Aotearoa New Zealand. Key outcomes are feasibility and acceptability, so the research team is looking to gather feedback from both students and teachers to shape future iterations of the intervention which can be more robustly tested using a randomised controlled trial (RCT).
Interventions
The present study aims to evaluate a brief intuitive eating intervention adapted for adolescents using a single-arm crossover-style design. A non-randomised control group will be used. Allocation will be done on a convenience basis; upon their recruitment schools can select to take part in the first half of the term or the second half of the term based on their own scheduling preferences. The intervention will be facilitated face-to-face in four school classrooms (2 intervention, 2 non-randomise
The present study aims to evaluate a brief intuitive eating intervention adapted for adolescents using a single-arm crossover-style design. A non-randomised control group will be used. Allocation will be done on a convenience basis; upon their recruitment schools can select to take part in the first half of the term or the second half of the term based on their own scheduling preferences. The intervention will be facilitated face-to-face in four school classrooms (2 intervention, 2 non-randomised control) by a certified intuitive eating counsellor. In total, there will be 5x 1 hour sessions delivered weekly for five weeks. No homework or out-of-hours learning will be required. The in-class lessons will cover key intuitive eating skills and emotional regulation, and self-care tools, adapted from the evidence-based intuitive eating model (Tribole & Resch, 1995) and designed to fit within Aotearoa New Zealand's Health & Physical Education (HPE) curriculum. They will be a conducted as a series of interactive activities, including lecture-style lessons, group discussions, small group/paired activities, and creative worksheets. Adherence will be measured using session attendance checklists. The facilitator will use a scripted guide in all sessions to ensure framework adherence. Students will be in classroom groups of approximately 30 and will be provided with a student workbook designed for the purposes of this study to consolidate student learning.
Sponsors
Katie Babbott
Study design
Allocation
Non-randomised trial
Primary purpose
Prevention
Eligibility
Sex/Gender
All
Age
10 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Participants in this study are students and their teachers in English medium intermediate school settings. Schools are eligible for inclusion if they are located in the Auckland and Waikato regions of Aotearoa New Zealand and teach students aged 10-13 years.
Exclusion criteria
Exclusion criteria for data inclusion include the inability to understand English or read and respond for themselves.
Outcome results
None listed