Determinants of Eating Behaviour PDF

Determinants of Eating Behaviour Dr Lee Ching Li [email protected] Food Environment and Eating Behaviour NDT 2126  Lesson Outcomes At the end of this session, you should be able to: Describe an overview of the levels of determina...

Determinants of Eating Behaviour Dr Lee Ching Li [email protected] Food Environment and Eating Behaviour NDT 2126  Lesson Outcomes At the end of this session, you should be able to: Describe an overview of the levels of determinants of factors influencing eating behaviours and food choices Describe how these factors affect eating behaviour across the lifespan  Lesson Outcomes At the end of this session, you should be able to: Describe an overview of the levels of determinants of factors influencing eating behaviours and food choices Describe how these factors affect eating behaviour across the lifespan  Eating behaviour and the environment Environment The surroundings or conditions in which a person, animal, or plant lives or operates Interactions happen in an environment and socio-ecological models helps illustrate these interactions  Eating behaviour and the environment Socio-ecological models help us: Look beyond the individual self Understand the interactions across different levels of the environment Identify and reflect on the factors that influence people’s food choices and eating behaviours Recognise the need for mutual care and shared responsibility Identify barriers to, and promoters of, healthy eating that dietitians/nutritionists can help address Eating behaviour and the environment Knowledge Family Schools Policies and Laws Attitude Peers Workplaces Cultural practices Beliefs Social Neighbourhoods Social structures networks Eating behaviour and the environment Eating behaviour and the environment Plain water or Sugary beverage or Both Can you explain your choice from a socio-ecological perspective?  Lesson Outcomes At the end of this session, you should be able to: Describe an overview of the levels of determinants of factors influencing eating behaviours and food choices Describe how these factors affect eating behaviour across the lifespan  Eating behaviour and the lifespan Human lifespan The length of time for which a person lives Periods of human development over the lifespan Prenatal: Conception to Birth Infancy and toddlerhood: Birth to 2 years old Less defined and Early childhood: 2 years old to 6 years old stable values, Middle and late childhood: 6 years old to onset of puberty behaviours, and Adolescence: Onset of puberty to 18 years old social circles Emerging adulthood: 18 years old to 25 years old More defined and Early adulthood: 25 years old to 40 – 45 years old stable values, Middle adulthood: 40 – 45 years old to 60 – 65 years old behaviours, and Late adulthood: 65 years old onwards social circles  Eating behaviour and the lifespan Sensory- Beliefs, Social & Food choice Biologically affective norms, environmental and determined motivations attitudes, influences behaviours behavioral skills predispositions  Eating behaviour and the lifespan Sensory- Beliefs, Social & Food choice Biologically affective norms, environmental and determined motivations attitudes, influences behaviours behavioral skills predispositions  Eating behaviour and the lifespan Biologically determined predispositions Prenatal period Humans have genetic regions associated with taste, sensory, satiety Multiple genes interact with multiple environmental variables to produce the phenotype (e.g.- a person is more likely to prefer foods or meals with higher amount of fat, protein, or carbohydrate) Barker’s hypothesis of ‘fetal programming’ – adult-onset chronic diseases originates through fetal adaptations to undernourishment  Eating behaviour and the lifespan Biologically determined predispositions Older adults Ageing is associated with a decline in the body’s physiological functions, resulting in structural changes loss of lean mass and a relative increase in fat mass over time Aging is also associated with decline in appetite, taste and smell leading to Decreased food intake Poor food palatability Potential failure to develop sensory specific satiety  Eating behaviour and the lifespan Sensory- Beliefs, Social & Food choice Biologically affective norms, environmental and determined motivations attitudes, influences behaviours behavioral skills predispositions  Eating behaviour and the lifespan Sensory-affective motivations Infancy to early childhood – role of exposure Child is exposed first to breast milk/milk → gradual introduction of solid food Child becomes familiar to a food through repeated exposure to its taste, texture or appearance Exposure to different taste, textures, and appearance during weaning is important for: Development of food preference Lowering of food refusal (familiarization Impacts future food preference Food neophobia a normal part of the developmental stage of early childhood → Positive experiences with food (exposure) can help build healthy eating behaviour  Eating behaviour and the lifespan Sensory-affective motivations Toddlerhood onwards – role of social learning Young children rarely eat alone and tend to copy their main caregiver’s eating behaviour The person copied increases food acceptance Learning through observation or behavioural modelling (copying) Begins when a person has the attentional resources, an ability to retrieve memory, body’s motor control and motivation, to copy a particular person Eating behaviour influenced by main caretaker (e.g.- mother, father) Maternal feeding behaviours related to children's food responsiveness (i.e., their interest in and desire for foods), enjoyment of food, and food fussiness.  Eating behaviour and the lifespan Sensory-affective motivations Early childhood onwards – role of social learning Eating behaviour influenced by peer group Peer group: A group of people of approximately the same age, status, and interests Peer groups share similar environments: Childcare Kindergarten School College, University Workplace Interest groups (e.g.- gym friends, gaming friends) Resistance to peer influence increases with age  Eating behaviour and the lifespan Sensory-affective motivations Early childhood onwards – role of social learning Eating behaviour influenced by media Media: The main means of mass communication (broadcasting, publishing, and the internet) regarded collectively. Exposure to content that centers on unhealthy food and beverages contribute to the adoption of habits that diminish health Certain eating-related social media content was associated with body image concerns and disordered eating  Eating behaviour and the lifespan Sensory-affective motivations Infancy to childhood – role of associative learning Associations formed in several ways: Flavour-Flavour Learning (FFL): Repeated pairing of a new or disliked food with a familiar and liked taste, leads to acceptance of the food in absence of the liked taste Flavour-Nutrient Learning (FNL): New foods are paired with high-energy dense ingredients (e.g.- fat), to enhance post-ingestive satiety signals, exploiting children’s natural preference for energy-densed foods Contamination: Association of a new food with a disliked food Reward: Association of a food with a praise  Eating behaviour and the lifespan Sensory-affective motivations Infancy to childhood – role of associative learning Parenting style affects food preference formation: Authoritarian Authoritative Permissive Parent places high demands Parent controls child eating Parent indulge the child, on the child and controls behaviour but more communicative setting no restrictions on their behaviour; less with the child; sets clear limits when acceptable and communicative responding to child’s food preference unacceptable behaviour. and mood (e.g.- child can control own behaviour but parents respond when child expressed deviant behaviour) Child has lowered dietary Child eating behaviour and Child is over-reliant on variety when the parent is dietary variety responds hedonics for making food not around. best to authoritative choices parenting style.  Eating behaviour and the lifespan Sensory- Beliefs, Social & Food choice Biologically affective norms, environmental and determined motivations attitudes, influences behaviours behavioral skills predispositions  Eating behaviour and the lifespan Beliefs, norms, attitudes, skills Infancy to early childhood First categorization: Food vs non-food As the individual grows older, food is organized into: Taxonomic categories e.g.- fruits, vegetables, meat Thematic categories of items that commonly co-occur e.g.- fish and chips, noodles and soup Script categories of items that play similar role e.g.- breakfast foods Evaluative categories e.g.- healthy or unhealthy, good or harmful, delicious or disgusting  Eating behaviour and the lifespan Beliefs, norms, attitudes, skills Adulthood Middle-aged adults are likely to consider altering food choices for health reasons when first sign of chronic diseases appear Individuals are more likely to change their eating behaviour if their intention is supported by their attitude, subjective norms, and perceived behavioural control At midlife, individuals live in families i.e.- when families share meals, patterns of food choice are established through negotiation Positive family food interactions ( eating together, making decisions) have positive effect on the family's diet quality Older adults Living alone – challenges preparing nutritious meals for one person Decreased autonomy of food selection  Eating behaviour and the lifespan Sensory- Beliefs, Social & Food choice Biologically affective norms, environmental and determined motivations attitudes, influences behaviours behavioral skills predispositions  Eating behaviour and the lifespan Social and environmental influences Adulthood Independent individuals interact with factors at the macro-level (environment) and this affects their food choices and eating behaviour Natural environment, e.g.- vegetable garden outside the home Built environment, e.g.- grocery stores, restaurants Social-cultural environment, e.g.- religious fasting Economic environment, e.g.- household food budget Informational environment, e.g.- food nutrition labels  Obesity is a major health problem Is the solution to simply eat less and move more?  Lesson Outcomes Are you able to: Describe and overview of the levels of determinants of factors influencing eating behaviours and food choices? Describe how these factors affect eating behaviour across the lifespan?