Table 2 Families Improving Together for Weight Loss Theoretical Essential Elements
Theory | Essential Element | Description |
|---|---|---|
SCT | Self-Monitoring | Parents and adolescents monitor their caloric intake, energy expenditure, and weight, using a tool of their choice. |
SCT | Goal Setting | Parents and adolescents set specific weight-loss goals together weekly, including intake, expenditure, and sedentary behavior goals. |
SCT | Self-Regulation Skills | Parents and adolescents learn to identify personal barriers, substitute healthier alternatives, and provide positive reinforcements. |
SDT & FST | Communication Skills | Parents and adolescents use positive communication strategies, including reflective listening, problem-solving, and shared decision-making, to discuss weight-loss behaviors. |
FST | Parental Monitoring and Limit Setting | Parents monitor and track adolescent self-monitoring and goals, set limits with adolescents around weight loss behaviors, and monitor implementation of family rules and rewards for adhering to weight-loss behaviors. |
SCT, SDT, & FST | Social Support | Adolescents use strategies for eliciting social support for weight-loss behaviors from parents. Parents provide adolescents with social support for weight-loss behaviors. |
SDT | Autonomy Support | Adolescents have choices and are provided with opportunities to give input. Parents seek input from adolescents and negotiate rules and behavior changes together. Families engage in shared decision-making. |
SCT | Self-Efficacy | Adolescents and parents have opportunities to practice and successfully master weight loss strategies. |
SDT | Motivation | Families provide input and build confidence in changing adolescent weight-loss behaviors. |
Cultural Tailoring | Adaptation to Cultural Issues | Families develop action plans for resolving cultural barriers to weight loss and parenting skill development as appropriate. |