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<p>Foreword viii</p> <p>Preface x</p> <p>Acknowledgements xii</p> <p><b>Chapter 1: Introduction 1<br /> </b><i>Amanda Avery</i></p> <p>1.1 Overview 1</p> <p>1.2 The need for lifestyle change 1</p> <p>1.3 Why group education? 8</p> <p>1.4 What is the evidence for group education? 10</p> <p>References 17</p> <p><b>Chapter 2: Behaviour change 21<br /> </b><i>Kirsten Whitehead</i></p> <p>2.1 Introduction 21</p> <p>2.2 What is behaviour change? 21</p> <p>2.3 Why is behaviour change so important for lifestyle change? 22</p> <p>2.4 Behaviour change theory and models 22</p> <p>2.5 Behaviour change interventions 25</p> <p>2.6 Behaviour change techniques 26</p> <p>References 41</p> <p>Further reading 42</p> <p><b>Chapter 3: What makes a good facilitator? 43<br /> </b><i>Amanda Avery</i></p> <p>3.1 The good facilitator 44</p> <p>3.2 Communication skills for a group facilitator 46</p> <p>3.3 How do effective groups form? 54</p> <p>3.4 How do different people behave in groups? 57</p> <p>3.5 And finally… 61</p> <p>References 61</p> <p><b>Chapter 4: Planning and organization 62<br /> </b><i>Kirsten Whitehead</i></p> <p>4.1 Introduction 62</p> <p>4.2 What are the priorities for group education? 63</p> <p>4.3 Needs assessment 64</p> <p>4.4 Subject areas for group education 64</p> <p>4.5 Target participants 65</p> <p>4.6 Recruitment 65</p> <p>4.7 Preparing for a group education session 67</p> <p>4.8 How to deliver a training session 74</p> <p>References 80</p> <p>Further reading 81</p> <p><b>Chapter 5: Delivering the session 82<br /> </b><i>Vanessa Halliday</i></p> <p>5.1 Introduction 82</p> <p>5.2 Starting the session 82</p> <p>5.3 Educational activities 87</p> <p>5.4 Ending a session 107</p> <p>References 108</p> <p>Further reading 108</p> <p>Useful websites 108</p> <p><b>Chapter 6: Resources 109<br /> </b><i>Vanessa Halliday</i></p> <p>6.1 Introduction 109</p> <p>6.2 Resources for inclusive education 110</p> <p>6.3 Practical considerations when selecting which resources to use 110</p> <p>6.4 Types of resources 112</p> <p>6.5 General considerations when using resources 115</p> <p>6.6 Case studies 119</p> <p>References 123</p> <p>Useful websites 123</p> <p><b>Chapter 7: Evaluation 125<br /> </b><i>Kirsten Whitehead</i></p> <p>7.1 Introduction 125</p> <p>7.2 What is evaluation? 125</p> <p>7.3 Why evaluate? 126</p> <p>7.4 What to evaluate? 126</p> <p>7.5 Who should evaluate? 134</p> <p>7.6 How to evaluate: tools and methods 134</p> <p>References 148</p> <p>Further reading 149</p> <p>Useful websites 149</p> <p><b>Chapter 8: Managing group interaction and how to overcome challenges 150<br /> </b><i>Vanessa Halliday</i></p> <p>8.1 Introduction 150</p> <p>8.2 Facilitating group interaction 150</p> <p>8.3 Cultural sensitivity in group education 152</p> <p>8.4 How to manage discussion of sensitive subjects 153</p> <p>8.5 Avoiding challenging situations 154</p> <p>8.6 Working with group members that exhibit behaviours that you find challenging to manage 154</p> <p>8.7 Answering questions and maintaining your credibility when challenged 157</p> <p>8.8 Managing the use of mobile devices 159</p> <p>8.9 Timekeeping 160</p> <p>8.10 Getting people to attend 161</p> <p>8.11 Group dynamics 162</p> <p>8.12 Working with co‐facilitators 163</p> <p>References 165</p> <p>Further reading 165</p> <p><b>Chapter 9: Personal development in group facilitation skills 166<br /> </b><i>Amanda Avery</i></p> <p>9.1 Introduction 166</p> <p>9.2 Reflection 167</p> <p>9.3 Peer observation 167</p> <p>9.3 Additional training needs 172</p> <p>References 174</p> <p>Index 175</p>

<p><b>Amanda Avery</b>, RD, Senior Fellow of the Higher Education Academy and Assistant Professor in Nutrition and Dietetics, Division of Nutritional Sciences, The University of Nottingham, UK</p> <p><b>Vanessa Halliday</b>, PhD, RD, Senior Fellow of the Higher Education Academy and Lecturer in Public Health, School of Health and Related Research (ScHARR), The University of Sheffield, UK</p> <p><b>Kirsten Whitehead</b>, PhD, RD, Senior Fellow of the Higher Education Academy and Associate Professor in Dietetics, School of Biosciences, Division of Nutritional Sciences, The University of Nottingham, UK</p>

<p>Group work and patient education are vital aspects of improving health outcomes in all settings, by supporting patients and clients to manage their conditions, as well as to promote and support behaviour change for improved health.</p> <p>Concise, accessible, and easy-to-read, this new title in the popular <i>How To </i>series is designed to support nutritionists, dietitians, nurses and other healthcare professionals to facilitate healthy lifestyle change through group education.  <i>How to Facilitate Lifestyle Change</i> covers the entire group education process, from initial planning, to delivery and evaluation.  Topics include agreeing aims and objectives and structuring a session, to considering practical aspects such as setting, managing challenging group members and participant expectations, as well as evaluating and refining a session plan for future use.  It also provides an overview of the key evidence base for group learning, relevant theories and models, peer support, and e-learning opportunities.</p> <p>Including case studies to illustrate the real-life application of each topic, practice points, helpful checklists, and a range of practical tips, <i>How to Facilitate Lifestyle Change </i>is the ideal resource to support anyone involved in group patient education and facilitation of health behaviour change.</p>

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