From SNEB Get Active, Get Involved, Make a Difference I look forward to serving as President of the Society for Nutrition Education and Behavior (SNEB) and continuing the momentum from previous leadership. I just returned from attending the 2014 Society for Nutrition Education and Behavior annual conference ‘‘Nutrition Education Impact: Local to Global’’ and am excited that nutrition educator actions, programs, and research are making a difference and impacting outcomes at all levels. A common theme that I gleaned from both the formal presentations and informal conversations is that the greatest impact occurs through collaboration. Getting involved and connected contributed to the success of programs and professional goals. This is an exciting time to be involved with nutrition education and behavior change programs. We can make an impact and improve the nutrition and wellness environment, as demonstrated by several articles in this issue

of the journal. Weller et al1 have developed a survey to measure ‘‘Green Eating Behaviors’’ in college students. Bontrager Yoder et al2 reported increases in access and consumption of fruit and vegetable in students who participate in Farm to School programming. Kushida and Murayama3 reported increasing vegetable consumption in workplace cafeterias through a transtheoretical intervention model that increased access to nutrition information. We can have a greater impact by joining forces with others who have similar goals. Membership and active participation in SNEB is one pathway to get involved, and it benefits not only the individual but also enhances programming outcomes. As a new member/first-time attendee to the SNEB 2014 conference stated, ‘‘I came [to the conference] to learn more about nutrition education . I was doing my own thing before I came. At the conference, I was able to

connect with others doing similar education.’’ Get active, get involved, and make a difference through nutrition education and programming. Kendra Kattelmann, PhD, RD, LN 2014–2015 President, Society for Nutrition Education and Behavior

REFERENCES 1. Weller KE, Greene GW, Redding CA, et al. Development and validation of green eating behaviors, stage of change, decisional balance, and self-efficacy scales in college students. J Nutr Educ Behav. 2014;46:323-332. 2. Bontrager Yoder AB, Liebhart JL, McCarty DJ, et al. Farm to elementary school programming increases access to fruits and vegetables and increases their consumption among those with low intake. J Nutr Educ Behav. 2014;46:340-348. 3. Kushida O, Murayama N. Effects of environmental intervention in workplace cafeterias on vegetable consumption by male workers. J Nutr Educ Behav. 2014;46:349-357.

From JNEB Mirror, Mirror on the Wall . . am I not so fat after all? Body image speaks to us as that little voice that says you look good, or maybe it's time to exercise, or this dress makes you look fat. Just as this image is not the same from person to person, it isn't the same for any one person all the time. Body image is linked to self-worth and self-respect, so when we feel down on ourselves, we may feel that we look overweight as well. How we feel about our body also influences how likely we are to eat a healthy diet or exercise. This is why it is so important for nutrition educators and researchers to consider body image as we try to motivate people in these behaviors. Lynch and Kane1 explore what body image means to one segment of our population that has a higher prevalence of being overweight – African American women. What they report is that the words themselves have different meanings

than the health care and education professionals intend. Being overweight may not mean you are too fat. The other side of this issue is the body image we have of other people. Is overweight too fat when we look at the woman across the room? Do we think they shouldn't be eating a snack or taking the elevator? Robinson et al2 look at obesity bias among health and non-health students, finding that these biases were similar in both groups. They suggest that the training of our students should include some curricula to reduce this bias. Perhaps our curricula also should include some training for our own self-image and acceptance. For instance, in Project YEAH, Kattelmann et al3 include activities in their curriculum for college-aged adults to examine body image, improve size acceptance, and consider overall health. This program may provide us with much-

needed resources to broaden our program objectives and research. Karen Chapman-Novakofski, PhD, RD, LDN Editor-in-Chief

REFERENCES 1. Lynch EB, Kane J. Body size perception among African American women. J Nutr Educ Behav. 2014;46:419-424. 2. Robinson EL, Ball LE, Leveritt MD. Obesity bias among health and nonhealth students attending an Australian university and their perceived obesity education. J Nutr Educ Behav. 2014;46:397-402. 3. Kattelmann KK, White AA, Greene GW, et al. Development of Young Adults Eating and Active for Health (YEAH) Internetbased intervention via a community-based participatory research model. J Nutr Educ Behav. 2014;46:S10-S25.

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