Table 2.
Structure and Revisions for Game-Based Feedback Statements Regarding Vegetable Parenting Practices
| Tested feedback | Revised feedback | ||||
|---|---|---|---|---|---|
| Vegetable parenting practice | Softener | “What” statement | “Why” statement | Statement | Main revisions |
| C1. Guilt | Oh no! | This laid on the guilt. | You want [Child's Name] to eat veggies because it will make [him/her] healthy, not because it will make you happy. | Oh no! This might make [Child's Name] feel guilty. You want [Child's Name] to eat veggies because it will make [him/her] healthy, not because it will make you happy. Instead, be a role model and show [CHILD'S NAME] that you enjoy veggies. | Effective alternative added, mommy guilt removed (“might” added) |
| C2. Anger | Oops! | You lost your temper and got angry. | If you get angry, [Child's Name] might get angry right back. Then the meal is sure to be a disaster. | Uh oh! You lost your temper and got angry. Using this tone might cause anger in [CHILD'S NAME], raising tension for everyone. It might take several attempts; try again at a later meal. | Effective alternative added, inevitability removed, explanation clarified |
| C3. Force | Oops! | This was demanding. | Take some deep breaths and try again when you are both calmer. | Oops! This was demanding. Statements like these can cause [CHILD's NAME] to not like veggies. Take some deep breaths and try again in a few minutes when you are both calmer. | Effective alternative clarified, explanation added |
| C4. Threat | Oh no! | You used a threat to get [Child's Name] to eat. | If you serve the veggies with threats, you'll leave a bad taste in his/her mouth that lasts a long time. | Oh no! You used a threat to get [Child's Name] to eat. Linking food to punishment can have lasting, damaging effects on a child. If [NAME] is upset, acknowledge it and then calmly move on to a positive topic. | Effective alternative added, explanation clarified, colloquialism removed |
| C5. Begging | Uh oh. | You begged [Child's Name] to eat. | If you're begging, you already lost this round. Now [Child's Name] has learned the magic power of “no.” | Uh oh. You begged [Child's Name] to eat. If you're begging, you have lost control of the situation. You can avoid this problem by approaching meals as an opportunity to share time together. | Effective alternative added, casual language removed |
| C6. Pressure | Oh no! | This put pressure on [Child's Name] to eat. | Try to humor [Child's Name] into eating instead of insisting. | Oh no! This pressured [CHILD'S NAME] to eat. This can cause [CHILD'S NAME] to eat because [he/she] feels [he/she] must and not because [he/she] is learning to like veggies. You may have more luck if you talk to [CHILD'S NAME] about why veggies are healthy. | Effective alternative added, explanation added, casual and vague language removed |
| C7. Bribe | Uh oh. | This was a bribe. | Eating veggies should be its own reward. The reward is enjoyable flavors and good health. | Uh oh. This was a bribe. One bribe will lead to another, and then [CHILD's NAME] will eat for the bribe instead of learning to like veggies. Next time, tell [CHILD'S NAME] that veggies will give [him/her] energy to play. | Effective alternative added, explanation modified |
| C8. Neutral | This combination of facial expression, voice tone and statement neither helped nor hurt you. | The statement was not as supportive as it could have been, but you did choose an appropriate voice tone and facial expression. | Not bad! You used a great voice and face, but you could have chosen a better statement. Keep up the tone, but next time try role modeling enjoying veggies. | Effective alternative added, softener added, succinct language | |
| E1. Involvement | Awesome! | This turned mealtime into a group activity. | It also transformed eating veggies from a necessary thing to a fun group activity. | Awesome! You turned mealtime into a group activity. It also transformed eating veggies from a chore into something fun to do together. | Vague language removed |
| E2. Support | Excellent! | You showed [Child's Name] you care about [him/her] when you said this. | Listening is a form of caring. So is serving veggies. Doing them together helps [Child's Name] understand that. | Excellent! You showed [Child's Name] you care about [him/her] when you said this. Listening is a form of caring, and this helps [Child's Name] understand that you care about [him/her] during meals. | Grammar corrected, succinct language |
| E3. Encouragement | Excellent! | You asked [Child's Name] to eat veggies because they are appealing. | Praising good choices is a great way to be sure [Child's Name] makes those choices again. | Excellent! You asked [Child's Name] to eat veggies because they are appealing. Praising good choices is a great way to be sure [Child's Name] makes those choices again. | No change |
| E4. Reason | Good job. | This explained that veggies are healthy in an understandable way. | Now [Child's Name] will understand that food that is good for [him/her] can also taste good. | Good job. This explained that veggies are healthy in an understandable way. Now [Child's Name] might understand that it is important to try food that is good for [him/her]. | Broadened to match game choice |