-          Draw on suitable accessible guidelines (ADG, NRV’s)

-          Focus on food safety (preparation, limit takeaway, avoid certain foods i.e. raw/cold meats, raw eggs, certain fish)

-          Consider socio-economic status, cultural norms,  (talk will need to be tailored to ensure that participants have the necessary access, finances, education to implement your recommendations. ACKNOWLEDGE what the individual's position/needs are and adapt talk to fit the audience)

-          Avoid overwhelm (first-time pregnancy, focus on clear simple actionable messages)

-          Provide opportunities for discussion and feedback from participants (to ensure that your session is useful, relevant and there is no ambiguity, address concerns/anxieties)

-        Role of peer pressure – may impact how much alcohol they drink / nutrient-poor, energy-dense foods 

-        Explain how eating a balanced diet can impact their mental health and physical health - Can help them feel better about themselves; get better in their sport/fitness activity of their choice

-        Provide easy, budget-friendly recipes for meals and snacks that they can make quickly but are not boring/bland meals

-        Give them easy, simple, straightforward messaging to avoid overwhelming them with information

-        Focus on adding in fruits, vegetables, grains into their diet, rather than saying that they can’t/shouldn’t have lollies, chips, chocolate, alcohol

-        Ask them beforehand what they struggle with in preparing healthy food, and what support they need/how they want to receive the support 

-        Consider socioeconomic status:

o   Even if people are at university, doesn’t necessarily mean they are high SES so think about the access/lack of access they may have to foods 

-        Consider religious/cultural beliefs:

o   E.g. Muslims need to have halal-certified foods

o   Cultural values may be that the whole family eats together 

o   Ask and understand what the major complication is when it comes to food choices e.g. accessibility, time, money

·       Incorporate foods that are accessible to them and their region. As well as, common foods that they normally cook with rather than introducing a food item/s that are hard to find

·       Present the Aboriginal and Torres Strait Islander Guide to Healthy Eating to provide the daily portion and examples of the different food groups

o   Communicated through print materials e.g. handouts, posters 
·       Discuss the risks associated when not consuming a nutritious and balanced diet

o   Indigenous Australians have higher levels of diet related diseases, compared to non-Indigenous e.g. diabetes, heart disease and obesity

·       Throughout the session participants are encouraged to ask any questions/queries they have 

o   This will help the educator understand if the message has been understood

-        Explain that nutrition can influence both their physical health and their mental well being.

-        later, converse with them to understand what type of diets they have followed in the past.

-        Ask them to explain the challenges and difficulties they face when they try to eat healthy, that can include, accessing information on what products are healthy, accessibility, geographical location, money, or cultural restrictions. 

-        Don’t try to remove things from their diet, rather, try to incorporate more healthy nutrients in their diet and gradually remove the unhealthy ones.

-        Provide them with visual representation of how much nutrients they should consume a day in a pamphlet so that they can keep it.

-        Discuss the risks of common habits, such as drinking, smoking, and sugar consumption

-        Consider their English and provide translators upon request.

-        Consider cultural beliefs in foods, e.g. if they eat halal food or strictly vegetarian food and avoid asking them to change their diet, rather, help them improve it.

-        Conclude with: discussion and allow them time to ask you questions.

 

- Asking the females about the challenges they have faced and what they have done to overcome them. Discuss any socioeconomic issues and the environment they live in determining whether it is an issue as to why they are suffering from malnutrition. 

- Discuss medication that may be taken to improve their nutritional status. Consider ways to try and increase their nutrients and implementing more food in their diet is crucial. Compromising instead of taking away and demanding changes in their diet is necessary. Any dietary requirements or cultural considerations and beliefs such as fasting or not eating specific food/animals is important. 

- Concluding, list opportunities and allow the audience to ask questions and provide feedback on each question is important. 

 

-       Identify the typical health concerns of this age group and see if possible to draw on the experiences of the audience – Open up about own experiences or background knowledge to allow trust. 

-       What do they know, some popular health beliefs or understandings they may have

-       What are the benefits of choosing healthy options and how will the cause a positive impact on their health? Can they relate this to their exiting circumstance?

-       What are the risks of not adhering to nutritional recommendations? E.g diagnosed diabetic continuing to have a high sugar diet without effective management?

-       Provide scientific knowledge/facts/information demonstrating the evidence of nutritional value has to health

-       Clear language and communication methods including visuals and examples. Printed information, easily attainable written information – less emphasis on digital literacy.

-       Identify possible barriers someone in this age group might face and work through possible solutions e.g physical ability to cook, make trips to the supermarket.

·      Begin session by asking residents what they find challenging about sustaining a nutrient dense diet. 

·      Have each resident provide their name whilst giving their input. 

·      Avoid referencing scientific jargon.

·      Run information sessions in small groups/individually or in their friendship groups. 

·      Ensure where session takes place is in a quiet environment with no background noises, distractions and has appropriate seating for them to be sitting in. 

·      Allow for regular ‘question time’ to take place. 

·      Using humour, display what an ideal full day of eating should look like through a video. 

·      Continually reinforce information that has been given to portray key points.  

·      Try and converse with them to understand what their current dietary patterns are.

·      Get residents to write down any beliefs or values they may have in regards to what food they consume (doing this in a private manner so they are not embarrassed). 

·      Have inviting body language – smile, use hand gestures. 

·      Provide information in simply lay terms with clear visuals to guide their knowledge further. 

·      Have a pamphlet covering all the information in the session so they have their own refence to look back on. 

·      Pamphlet should also convey encouraging information rather than discouraging undesirable behaviours. 

·      Talk directly about foods rather nutrients through visuals. 

·       Have each resident provide their name whilst giving their input to provide an inclusive and comfortable environment. 

·       Avoid referencing scientific jargon and use more simple language and terms so that it isn’t confusing or challenging for them. 

·       Run information sessions in small groups/individually or in their friendship groups to create a comfortable environment and increase the likelihood of them sharing and asking questions. 

·       Ensure where session takes place is in a quiet environment with no background noises, distractions and has appropriate seating for them to be sitting in. 

·       Allow for regular ‘question time’ to take place so that information can be reinforced or clarified in different terms. 

·       Using humour, display what an ideal full day of eating should look like through a video. Humour will lighten the mood and 

·       Continually reinforce information that has been given to portray key points.  

·       Try and converse with them to understand what their current dietary patterns are to understand the underlying issues in their diet and direct the focus of the session. 

·       Get residents to write down any beliefs or values they may have in regards to what food they consume (doing this in a private manner so they are not embarrassed). 

·       Have inviting body language – smile and use hand gestures to show residents you are approachable, warm and welcoming. 

·       Provide information terms with clear visuals to guide their knowledge further. Visuals may be easier for the residents to comprehend as they are not required to read information.  

·       Have a pamphlet covering all the information in the session, so they have their own refence to look back on. 

·       Pamphlet should also convey encouraging information rather than discouraging undesirable behaviours to avoid confusion and rising anxiety about the fact they may not be eating the best. 

·       Talk directly about foods rather nutrients, as residents may not have extensive knowledge on nutrients or be able to comprehend what nutrients are reflected in specific foods.