Client-Centered Nutrition Education is a style of education that encourages participants to play an active role in their own learning and allows staff to act as a guide or a facilitator. CCNE provides opportunities for group discussion, incorporates hands-on activities and, best of all, allows participants to share experiences and provide social support to each other. CCNE makes the learning experience more fun, engaging, and meaningful, not only for participants, but also for staff.
Texas WIC Resources
Facilitating with Confidence Module
Use the link above to download the full module. Individual handouts and activities from the module can be downloaded using the links below.
- Facilitating with Confidence Module Trainer’s Notes (PDF)
- Know Your Role as the Facilitator (PDF)
- Be Comfortable with Delivering the Message (PDF)
- Handling Challenging Situations (PDF)
- Be Approachable as a Facilitator (PDF)
- Become Okay with Space and Time (PDF)
- Keeping the Conversation Client Centered (PDF)
- Additional Resources (PDF)
- CCNE Group Class Facilitation Self-Audit Checklist (PDF)
Lesson Development Tools
- CCNE Lesson Template (MS Word)
- Self-Paced and Bulletin Board Lesson Worksheet (MS Word)
- Nutrition Education/Health/Breastfeeding Fair Template (MS Word)
- Staff Competencies for Conducting Group Education (PDF)
- CCNE Planning Checklist (PDF)
- CCNE Evaluation Checklist (PDF)
Client Centered Nutrition Education Toolkit Documents
Below are selected documents from each module of the CCNE Toolkit. For more information, see full toolkit.
Module 1: Introduction to Client Centered Approach
Module 2: Foundations of Nutrition Education
Module 3: Fostering a Positive Learning Environment
Module 4: Creating Learning Opportunities in Nutrition Education
- Structure of a Lesson (PDF)
- CCNE Lesson Template (MS Word)
- Tips for Writing Learning Objectives (PDF)
- Ideas for Icebreakers (PDF)
- Choosing Appropriate Activities (PDF)
- Developing Discussion Questions (PDF)
- Final Summary and Evaluation (PDF)
Module 5: Hands-on Learning, Observation, and Practice for Staff
Check schedules and memos for upcoming CCNE learning opportunities.
How much flexibility is allowed during CCNE classes?
During client centered classes, lesson plans shall be followed with some flexibility to address client centered concepts or techniques. Addressing client concerns and questions brought up in the class is encouraged. However, reasonable attempts should be made to redirect the conversation to keep the class focused.
Example: During a child class about feeding vegetables to children, participants bring up potty training. Since this is a concern of the parents, it is acceptable to allow participants to share ideas for a few minutes. However, after validating the participant concerns, it is best for the instructor to attempt to redirect the conversation back to child feeding by saying something like “We began today talking about ways to get children to eat vegetables, what other ideas do you have?”
Many tips on effectively managing classroom discussion are included in Module 3 of the new CCNE video and also in the CCNE Toolkit, specifically in the Troubleshooting Guide for Classroom Management document in Module 3.
Who can teach CCNE classes?
Anyone who teaches classes at WIC may teach client centered classes. It is the responsibility of the WIC Director to ensure staff has had adequate training on the class content and skills needed.
What if my local agency develops a new client centered class?
Please discuss with your state agency partner. The CCNE template was developed as a tool for lesson development, and is strongly recommended for all new lessons. All nutrition education requires adequate planning, and the CCNE template guides the nutrition educator through the steps of developing the resources, objectives, activity/discussion questions, and evaluation. An alternate method for writing a streamlined “hot topics” style discussion lesson is also provided in the CCNE Toolkit. “Hot topics” lessons are intended to be taught by advanced instructors and must have the following at a minimum: a main topic, an objective, at least 3 discussion questions, and an evaluation question.