Intuitive Eating, 4th Edition (CHES)

CHES Competencies: 

1.1.1 Define priority populations to be assessed

1.2.1 Identify sources of secondary data related to health

1.2.3 Review related literature

1.2.4 Identify gaps in the secondary data

1.3.1 Identify data collection instruments

1.3.2 Select data collection methods for use in assessment

1.3.3 Develop data collection procedures

1.4.1 Identify and analyze factors that influence behaviors

1.4.2 Identify and analyze factors that impact health

1.4.3 Identify the impact of emerging social, economic, and other trends on health

1.5.1 Identify and analyze factors that foster or hinder the learning process

1.5.2 Identify and analyze factors that foster or hinder knowledge acquisition

1.5.3 Identify and analyze factors that influence attitudes and beliefs 

1.5.4 Identify and analyze factors that foster or hinder acquisition of skills

1.6.3 Assess the effectiveness of existing health education/promotion programs and interventions 

2.3.11 Apply ethical principles in selecting strategies and designing interventions

2.4.3 Organize health education/promotion in a logical sequence

3.3.3 Assess readiness for implementation 

Advanced MCHES Competencies:

1.1.4 Apply theories and/or models to assessment process

2.3.3 Apply principles of evidence-based practice in selecting and/or designing strategies/interventions

3.2.3 Identify training needs of individuals involved in implementation 

3.3.2 Apply theories and/or models of implementation 

4.3.1 Identify existing data collection instruments 

Upon completion of this course, practitioners will be able to:

1. Explain how interoceptive awareness is associated with Intuitive Eating and why it is called a superpower.

2. Describe and give an example of the principle of Honor your health with gentle nutrition.

3. Identify which attitude research has shown that people must adopt to eat intuitively.

4. Clarify why once a person has lost a large amount of weight, their metabolism is still blunted and they cannot afford to take in as much energy as predicted for a person their new size.

5. Name the first and most important principle of Intuitive Eating, according to the authors.

6. Contrast a person’s thoughts and behaviors between stages 3 and 5 of becoming an Intuitive Eater.

7. Describe how neuropeptides affect our appetite, willpower, hunger cues, and moods.

8. Identify, according to cellular researchers Nicolaidis and Evan, which parameter generates a person’s hunger signal.

9. Compare how a person feels on the classic hunger scale when they are at two versus seven.

10. Contrast the words a person uses with the following eating voices: Food Police, Nutrition Informant, and Diet Rebel.

11. List three problems with a person trying to achieve perfection as it relates to eating and weight.

12. Counsel clients on three ways to increase their pleasure with eating.

13. Describe the research to clients and colleagues why using a person’s BMI is not a proxy indicator of health.

14. Give two reasons why nutrition is discussed last in the Intuitive Eating program.

15. Contrast three elements of American versus Italian eating habits that influence satisfaction and hunger.

16. Counsel parents and give three strategies on how to raise their children as intuitive eaters.

17. Describe four additional Intuitive Eating counseling strategies to use with patients with eating disorders.

18. List the three p’s of learning to be an Intuitive Eater and tell why each is important.

19. Define self-compassion and give three examples.

20. Identify the first step in respecting your body as outlined by the authors, and state two reasons it is important.