Total time:

2 hours

Objectives:

* To discuss and examine basic nutritional needs
* To discuss and analyze personal eating habits
* To discuss methods for nutrition education

Resources:

* Jelliffe, Child Nutrition in Developing Countries, Chapter 2
* King, Nutrition in Developing Countries
* Werner, Where There Is No Doctor, pp. 107-130
* Attachment II-23-A, "Signs of Nutritional Status"
* Attachment II-23-B, "The Food Square"
* Attachment II-23-C, "Plant Protein Complimentarity"
* Attachment II-23-D, "Daily Dietary Guidelines"
* Attachment II-23-E, "Four Day Food Diary"
* Attachment II-23-F, "Nutrition Education Tools"

Materials:

Newsprint and felt-tip pens, "Favorite Food Lists" (developed by participants in Phase II: Session 20)

Trainer Notes

Copy Chapter 2, "The Human Diet," from Jelliffe's Child Nutrition in Developing Countries to distribute to participants as background reading material.

Trainer Notes

The following questions will help focus the discussion:

* What nutrients appear most in your favorite foods? Least?
* Are your food preferences beneficial, harmless or harmful to your health?
* Have your food preferences changed in nutritional value since childhood?

Trainer Notes

Point out that these guidelines offer one simple approach to determine the quality of daily diet.

Trainer Notes

Explain the recall practice as a way to spot-check the adequacy of the daily diet. The food square and daily dietary guidelines should be consulted to evaluate the day's diet.

Trainer Notes

Explain that the assignment should be done over a four-day period and should serve to familiarize participants with how well daily diets meet established dietary guidelines. Answer any questions about the activity. Collect the diaries when they are completed and be available to offer help whenever necessary.

Trainer Notes

The following questions will stimulate discussion:

* What do you think motivates people to improve their diets?
* Have you learned anything in this session that might lead you to improve your diet?
* Do you think some of the suggested concepts and tools can be applied successfully in your work as Peace Corps Volunteers?
* How do you plan to learn about local community foods and diets?
* Can you begin to think of ways appropriate technologies and nutrition can be used together?

Then, cite Jelliffe, King and Werner and Bower in the bibliography as resources for nutrition education.

GOOD

POOR

General appearance

Alert, responsive

Listless, apathetic

Hair

Shiny, lustrous, healthy scalp

Stringy, dull, brittle, dry, depigmented

Neck (gland)

No enlargement

Thyroid enlarged

Skin (face & neck)

Smooth, slightly moist, good color, reddish pink mucous membrane

Greasy, discolored, scaly

Eyes

Bright, clear, no fatigue

Dryness, signs of infection, increased vascularity, glassiness, thickened conjunctive

Lips

Good color, moist

Dry, scaly, swollen, angular lesions (stomatitis)

Tongue

Good pink color, surface papillae present, no lesions

Papillary atrophy, smooth appearance, swollen, red, beefy (glassitis)

Gums

Good pink color, no swelling or bleeding, firm

Marginal redness or swelling, receding, spongy

Teeth

Straight, no crowding, well-shaped jaw, clean, no discoloration

Unfilled caries, absent teeth, worn surfaces, mottled, malposition

Skin (general)

Smooth, slightly moist, good color

Rough, dry, scaly, pale, pigmented, irritated, petachia, bruises

Abdomen

Flat

Swollen

Legs, feet

No tenderness, weakness, or swelling, good color

Edema, tender calf, tingling, weakness

Skeleton

No malformations

Bowlegs, knock knees, chest deformity at diaphragm, beaded ribs, prominent scapulae

ENERGY FOODS

BODY BUILDING FOODS

Staple Foods

Protein Supplements

Examples:
Cereals and grains
(Wheat, rice, maize, sorghum, millet, etc.)
Starchy roots
(Cassava, potatoes, etc.)
Starchy fruits
(Banana, breadfruit, etc.)

Examples:
Legumes
(Beans, peas, groundnuts*, soyabeans*, etc.)
Nuts*
(Almonds, walnuts, cashews, hazel nuts, etc.)
Oil seeds*
(Sesame, sunflower, etc.)
Animal products
(Milk, meat, fish, eggs, insects, etc.)

Importance

Importance

All staple foods are cheap energy sources. Cereals are also cheap sources of protein, iron and the vitamin B-complex.

Combined with staples, these foods increase the quantity and improve the quality of the protein in the meal.
* Also valuable as an energy supplement, due to their high fat content.

PROTECTIVE FOODS

ENERGY STORAGE FOODS

Vitamin and Mineral Supplements

Energy Supplements

Examples:
Vegetables
(Dark green leafy vegetables, kale, leek, carrots, turnips, tomatoes, peppers, etc.)
Fruits
(Mango, orange, papaya, etc.)

Examples:
Pure fats
(Oils, butter, ghee, lard, etc.)
Fat-rich foods
(Nuts, oil-seeds, bacon, fatty meat, etc.)
Pure carbohydrates
(Sugar, honey, jaggery, etc.)

Importance

Importance

Provide vitamins A and C to the diet. Dark green leafy vegetables are also excellent sources of iron and the vitamin B complex.

These foods are low-bulk concentrated energy sources. Fat contains twice as much energy as carbohydrate.

Note:

These guidelines are not designed for pregnant or lactating women or young people under the age of four years. Check current resources.

Food

Day 1

Day 2

Day 3

Day 4

4-Day Total

Average

Legumes
Poultry
Fish
Meat

Grains

Dairy
Products

Vegetables (Color code: Dark, leafy greens and yellow/ orange)

Fruits

Nuts/Seeds

Miscellaneous