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    Use of a non-dieting approach to support weight management patients to improve eating behaviours and dietary intake : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand
    (Massey University, 2017) Yovich, Franica
    Background/Aim: Overweight and obesity numbers continue to increase locally and internationally. It is well known that the ability to make and maintain dietary changes long-term is difficult for many individuals. In recent years, weight management focus has moved towards understanding the impact of psychological factors on managing weight and supporting related changes. This pilot study explored whether a non-dieting programme is an effective intervention for people within the hospital system classified as overweight and obese. Methods: Participants (n=31) were enrolled in a 28-week intervention study: 1-3 month normal diet run-in; 4-week group intervention programme; 24 weeks of follow-up including 3 individual follow-up sessions over 3 months. Data was collected at baseline, at the end of group sessions and at the individual sessions for anthropometry, behavioural and cognitive approaches to food, dietary intake and changes in eating habits. Results: Positive change was observed in emotional and external trigger eating style scores, decreasing from 2.67±1.04 and 3.06±.67 respectively at baseline to 1.98±.86 (P<0.002) and 2.56±.63 (P<0.001) at 6-month follow-up. Participants’ reported mean (±SD) intuitive eating level increased from 35.9±22.0 to 60.0±23.5 from baseline to end of intervention (P<0.000), increasing further at the 6-month follow-up (67.50±26.356) (P<0.001). Participant’s median [95%CI] confidence levels increased significantly after completing the group sessions, from 6.0 [5, 7.5] up to 8.0 [7, 9] (P<0.001, r=0.8) and confidence levels remained higher, 7.5 [5,8], at 6-month follow-up. Mean (±SD) weight did not change significantly during the study; 112.33±26.67 kg at baseline and 112.04±28.52 kg at 6-month follow-up. Conclusions: Group-based intuitive eating weight management programmes can support participants to start making changes to improve their food-related behaviour and lifestyle to improve wellbeing and health.
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    Moving from the I to we : effective parenting education in groups : a thesis presented in partial fulfilment of the requirements for the Master of Education (Adult Education) at Massey University, New Zealand
    (Massey University, 2010) Rumble, Claire
    Parenting education has a role to play in helping people positively parent and nurture their children to ensure children experience a warm and loving childhood and reduce the incidence of child abuse and neglect. However, there is no clear picture about the critical elements necessary for parenting education to succeed, specifically those elements which would ensure successful attendance, retention and positive learning outcomes for parents, particularly from ‘hard-to-reach’ families. To help parenting education providers plan effective programmes, this research investigated three programmes regarded as good exemplars of parenting education in New Zealand. There were:  Nurturing the Future, which delivers programmes to low socio-economic families on the West Coast of New Zealand;  the national SPACE programme which is delivered through early childhood sessions where mothers learn alongside their babies;  Te Aroha Noa parent educator model which is delivered within the context of Te Aroha Noa’s community development organization. A bricolage approach using multiple research methods was taken to collect data and stories from the organizers, facilitators and parents and included parent focus groups, semi-structured interviews with organisers and observations of the programmes being delivered. Analysing parents’ stories revealed that positive transformative learning and change occurred in group settings. Allowing parents to reflect and dialogue together in these social settings was more important in achieving learning and positive change than the programmes’ delivery methods and curriculum. The relationship skills of facilitators were critically important. Programmes were enhanced by both child development content (which resulted in deepening parents’ understanding of their children) and opportunities for parents to reflect on their own childhood and how this linked to the way they parented their children (which increased their understanding of themselves). All three programmes had overcome problems commonly reported by other parenting education programmes in the recruitment and retention of parents and in achieving short and long-term benefits. They achieved this by embedding their programmes within their communities, delivering the programmes in groups, weaving through other means of support and enriching them by continually consulting and involving the parents for whom they were intended. This is in contrast to many other parenting education programmes delivered in New Zealand which are universal programmes that have been developed without consulting the communities they are aimed at and which are delivered as short courses without multiple or ongoing methods of parent support.