Isabel Thayer ithayer 28 March 2014 Division of Responsibility As explained by Ellyn Satter, the Division of Responsibility is a list of concepts

designed to help parents and children work together to make feeding and meal times more pleasant. For parents, the main idea is to the what, when, and where of providing food. For children, the responsibility is to choose how much to eat and whether to eat. One of the most important things for parents to remember is that children should not be forced to eat, nor should they be bribed, cajoled, threatened, or any of the like treatments in order to get food into them. Children and infants have an instinctual trigger that lets them know when they have had enough to eat; this is why they may stop eating in the middle of a snack. Another very important idea is that you should have family meals regularly, even if it is only at dinner time. Family meals contribute to encouraging children to try a variety of foods, as well as to the mental peace and happiness of the family as a whole. Also, family meals will allow your children to observe proper table manners and meal time behaviors. Something that is thoroughly discussed by Satter is the matter of a childs weight. Is your child eating too much or too little? Do you believe that he or she is over or under weight? Satter explains that children will grow how they should and eat as much as they should in order to grow, and we should not interfere with that process. If you try to interfere with the diet of a child that you believe to be overweight, you could scare that child away from eating, or else that child may end up bingeing on forbidden food when it is offered, which, in a diet that has much interference, would be extremely rarely. In all, the main point of the Division of Responsibility is to remind parents that they do not bear the full responsibility of what their child eats. A lot of that is up to the child.

Case-scenario Application: Scenario 1 Jamess parents are not following Satters guidelines. They should not be forcing James to eat, nor should they be worried about his weight. According to Satter, James will grow as he needs to and eat how he should eat to grow at that rate. Personal Experience In my own home growing up, my mom always prepared dinner and my family would always eat together. As Satter explains as part of the Division of Responsibility, this is a very important part of feeding for several reasons. My mom made sure that we had a variety of foods on the menu every night, and that the menu itself varied from day to day and week to week. My siblings and I were encouraged to try many new foods and to develop good table manners. However, sometimes we were told that we had to finish everything on our plates. If Satters guidelines had been followed completely, this would be considered negative. We, as children, should not have been forced to eat food that we were not hungry for.

This paper represents my own written work. Isabel Thayer.

Section V. Feeding Paper Grading Rubric 1. Content (17 pts.)

Were the different responsibilities of the parent and the child clearly stated in the students own words? Outstanding/ Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
a.

Did the student provide enough details or explanation for the target audience to understand the division? Outstanding/ Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
b.

Did the student identify which characteristics of Satters Division were or were not present in the scenario? Were the students recommendations consistent with Satters? [There is no need to restate the scenario.] Outstanding/ Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
c.

Did the student describe at least one relevant personal experience or observation to demonstrate understanding of the characteristics of the Division of Responsibility? Outstanding/ Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
d.

2. Clear Expression of Ideas (8 pts.)

Is the paper convincing? Is it concise? [It should not have formal Introduction or Conclusion paragraphs.] Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
a. b. Is there a logical progression of ideas? Clear organization with smooth transitions? Is it polished? Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)

3. Mechanics (10 pts.) (1 free grammar or spelling error)

Did the student include name and headings for each section? Is the paper the correct length not less than 1.5 pages nor more than 2.5 pages? Was it saved and submitted correctly? Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
a.

Do direct quotes only make up a small portion of the paper? Is the paper free of misspelled words? Are plurals and possessives used correctly? Is it grammatically correct? Is there agreement between pronoun and antecedent? Does the paper have consistent voice throughout? Definitely (4 pts.) Mostly (3 pts.) Somewhat (2 pts.) Not Really (1 pt.) Not at All (0 pts.)
b. c.

Did the student include the grading rubric with the assignment? Yes (1 pt.) No (0 pts.) Did the student type the statement, This paper represents my own written work? Yes (1 pt.) No (0 pts.)

d.