Table 1 Summary of treatments received by the two groups
From: The effectiveness of a stage-based lifestyle modification intervention for obese children
Week | Intervention group | Control group | |||||
|---|---|---|---|---|---|---|---|
| Â | Nutritional counselling NPG for the Management of Childhood Obesity | Additional activities | Nutritional counselling Standard treatment for the management of childhood obesity | ||||
Topic | Contents/activities | Behavioural change technique(s) | Aerobic session (parents & children) | Hands-on activity (children) | Sharing is Caring (parents) | ||
0 | Increase awareness | • Increase awareness of childhood obesity • Discuss the risks and complications of obesity • Discuss the pros and cons of weight reduction • List and discuss barriers to modification of fat/fruit/vegetable intake and PA • Establish readiness to change | Consciousness raising Decisional balance |  |  |  | 1. Decrease daily caloric intake by 500–1000 kcal from current level 2. Macronutrient distribution (carbohydrates: 50–60%; protein: 15–20%; fat: 25–30%) 3. Eat more fruits and vegetables |
1–4 | Set goals | • Discuss energy balance • Provide personally tailored information about recommended fat/fruit/vegetable intake and PA • Set specific goals for changes in fat/fruit/vegetable intake and PA (e.g., consume less fried food) • Create a plan for fat/fruit/vegetable intake and PA change | Self-re-evaluation Environmental re-evaluation Goal setting | Low-intensity aerobic exercise |  |  | |
5–8 | Be positive | • Encourage the family/social group to support the child • Focus on self-management skills • Provide personalized information using self-help materials • Provide guidance on the duration, intensity, and frequency of activities (only PA) | Self-liberation Stimulus control |  |  |  |  |
9–12 | Identify challenges | • Review behaviours that have helped the child adhere to fat/fruit/vegetable intake modification • Praise the child or adolescent for being physically active |  | Medium-intensity aerobic exercise |  |  |  |
13–16 | Be consistent | • Focus on problem solving • Teach the child how to identify and address relapse • Maintain diet and PA changes • Recommend more challenging dietary changes if the patient and family are motivated | Problem solving Reinforcement Management |  |  |  |  |
17–20 | Situation management | • Encourage the parents and child to anticipate and plan for potential difficulties/barriers (e.g., maintaining dietary changes on vacation, at school, and at restaurants) | Problem solving Counterconditioning | High-intensity aerobic exercise | Healthy food preparation. | Sharing experiences |  |
21–24 | Maintaining changes | • Encourage the patient to ‘recycle’ if he/she has a lapse or relapse • Identify strategies to help the patient remain physically active • Increase his/her confidence in his/her ability to remain physically active • Encourage family/social group to support the child | Helping relationship Dramatic relief Environmental evaluation |  |  |  |  |