No one method fits all clients
 Individuals vary in how they learn, process
and use information
 Clients are at varying stages of readiness
to change behaviors
 Interaction that engages the client is
most effective
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Engages the client
 Provides opportunity for questions and
feedback
 May be individual or group sessions
 Helps client identify individual goals or
important issues
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Individual participant-centered nutrition
counseling must be used at:
› Certifications and Mid-Certifications
› High-Risk Counseling with RD
Client-centered nutrition education
 Motivational interviewing
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Group education techniques may be used
for low-risk contacts at follow-up visits
Facilitated Group Discussion
 Interactive Nutrition Activities
 Demonstrations
 Group Classes
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Client-centered nutrition education
› Involves participant in decision making and
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problem solving
Focuses on the client’s needs
Uses the Stages of Change model for behavior
change
Requires time to establish rapport with client
Most effective when discussions with client
are ongoing
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Pre-contemplation
› Unaware of problem or unwilling/discouraged
when it comes to changing

Contemplation
› Acknowledges there is a problem but not quite
ready to make a commitment to change

Preparation
› Ready to change in the near future. Needs to
develop a plan to succeed

Action
› Actively engaged in change
› Requires great commitment of time and
energy

Maintenance
› Reviews progress made during action phase
› Struggles to prevent relapses
› Needs to identify problem areas and obtain
support
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Motivational Interviewing:
› Helps client explore and resolve uncertainty
› Focuses on the client’s needs
› Uses the Stages of Change model for behavior
change
› Focuses on areas of conflict between values
and actions
› Requires time to establish rapport with client
› Most effective when interactions with client
is ongoing

Facilitated Discussion
› Discuss a specific topic, share questions and
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knowledge with others
Focuses on client’s needs
Develops relationships between clients
Clients learn from one another
Requires members to be familiar with topic
Requires skill development of staff
Group may get “side-tracked”
Breastfeeding Support Groups
 New Parents Group
 Mothers of Toddlers Group
 New Mothers-to-Be Group
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Engages client in activities such as:
› Games
› Art projects with nutrition theme
› Word Puzzles
› Storytelling
› Find the answer quiz
Address multiple learning styles
 Develop skills
 Fun
 Some clients may not feel comfortable
interacting in group

Involve clients in actions that reinforce
new skills
 Attracts and holds attention
 Easily understood
 Convincing
 Clients must be present to benefit from
experience
 Mishaps may occur

How to mix formula
 How to use/clean a breast pump
 Using a specific food
 Cooking demonstrations
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Focuses on a specific topic
 Led by a qualified staff person
 Clients participate in set activities during
class
 Time for questions and answers included
 May be uncomfortable for some clients
 Less flexibility
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The importance of Vitamin D
 Developmental stages of infant feeding
 Menu planning
 Shopping on a budget
 Choosing healthy snacks
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Can be designed to meet most components
of effective nutrition education
 Used for secondary low risk nutrition
education
 Market as event, not a class
 Reduces staff burnout
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Baby Shower –for pregnant women and
breastfeeding promotion
 Kicking It with WIC—Physical activity
 Fruit and Vegetable Parade
 Brushing Buddies
 Pyramid Circus
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