Parents were asked to report on the frequency of their child��s c

Parents were asked to report on the frequency of their child��s consumption of selected food items selleck chemicals llc in a typical week during the preceding 4weeks, outside the school canteen or childcare meal provision settings, using the following response options: ��never/less than once a week��, ��1-3 times a week��, ��4-6 times a week��, ��1 time per day��, ��2 times per day��, ��3 times per day��, ��4 or more times per day�� or ��I have no idea��. Frequencies of intake were assessed without quantifying portion sizes. Dutch eating behavior questionnaire (DEBQ) (child-reported) In the DEBQ, a 33-item questionnaire (reliability: r=0.87-0.90), three types of eating behavior can be identified in children: eating in response to negative emotions (emotional eating), eating in response to the sight or smell of food (external eating) and eating less than desired to lose or maintain body weight (restraint eating).

In all three types of eating behavior, the appropriate self-regulating mechanism of food intake is diminished or lost. Children could answer the questions with ��never��, ��almost never��, ��sometimes��, ��often�� or ��very often�� as response alternatives [56]. Statistical methods Population characteristics and participation and drop-out rates were statistically analyzed using PASW Statistics Program version 19.0.0 (SPSS Inc, IBM, IL, USA). Participation information was examined for the baseline (2010) and first follow-up (2011) survey period, for each examination module separately.

Consent-percentage and drop-out proportion were calculated as the percentage of children with informed consent on the total number of eligible children and the percentage of children with informed consent who finally did not participate to the test, respectively. Information on family structure was dichotomized: a traditional family structure included children living with both biological parents; all other family types were categorized as non-traditional. Parental education was evaluated according to the ISCED classification (level 0 ��pre-primary education��, 1 ��primary education��, 2 ��lower secondary education��, 3 ��upper secondary education��, 4 ��post-secondary non-tertiary education��, 5 ��first stage of tertiary education��, 6 ��second stage of tertiary education��) [57]. Sample size calculations, performed with the SAS System, indicated that a population of 500 children would allow to calculate correlation coefficients with 95% confidence within a 0.

10 confidence interval of the true correlation coefficient of the population. This sample size additionally Batimastat allows to observe a 10% increase in fat content with 95% confidence and 80% power. Also, this sample size allows to perform multiple regression analysis with BMI as dependent and stress as independent variable, adjusted for 6 covariates (i.e.

Performance objectives Performance objectives are listed in Table

Performance objectives Performance objectives are listed in Table 1. Examples of performance objectives for clinical reasoning were choosing the correct patient profile, administering questionnaires, and adopting a hands-off approach in the case of acute low back pain with a favourable natural course. In relation to self-regulation, find more information the physical therapists were to regularly reflect on the content of their work, judge their actual performance and react on the basis of that assessment. For quality managers, performance objectives included initiating a quality improvement project in their practice. Planning, preparing and managing the quality improvement project should include establishing a practice structure and a practice culture that facilitate guideline adherence.

Table 1 Performance objectives for physical therapist and practice quality managers Creating change objectives We combined performance objectives with determinants to create matrices of change objectives, the specific targets for the intervention. Excerpts of the matrices are included in Table 2, and examples of change objectives are included in this section. For physical therapists to decide to improve adherence, social norms and self-efficacy were important determinants. The intervention, therefore, would have to help therapists ��Recognize that patients are not extremely negative about the hands off policy or the activating approach�� and ��Express confidence in applying guideline adherent care even when the patient prefers non-adherent care��.

At the practice management level, change objectives were related to knowledge, self-efficacy and skills for general management, monitoring, motivation and advocacy. The quality manager intervention would therefore have to bring managers to ��Name and explain the steps of a quality improvement plan��, ��Express confidence in developing and preparing for a quality improvement project�� and ��Demonstrate skills in the ability to involve colleagues in the setting of attainable goals��. Table 2 Change objectives for the individual physical therapist (PT) and practice quality manager (PQM; selection) Theory-informed behavior change methods and practical applications Based on the change objectives, we used the next 3�C4 months to match theory-informed intervention methods to the change objectives for therapists and managers and to formulate practical applications.

An intervention method (also referred to as behavior change technique [21]) is a theoretically and empirically supported process for effecting behavior change in individuals, groups, or social structures. A practical application is the way a method is GSK-3 delivered to match the context of the priority population. An overview of methods and applications with reference to the theories from which they are derived is presented in Table 3.