Topic 4: Empowering Participants
“The greatest good you can do for another is not just
to share your riches but to reveal to him his own.”
- Benjamin Disraeli
Nevada WIC C.A.R.E.S.
Contents:
Key messages for Champions ………………………………………….
2
Activities for staff ……………………………………………………………
5
Ideas for facilitated conversations with staff …………………..
10
Sample script ………………………………………………………………….
11
Observation guide …………………………………………………………..
14
Self observation guide ……………………………………………………..
15
Handouts …………………………………………………………………………
16
References/Resources ……………………………………………………… 19
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Key Messages for Champions
The Nevada WIC C.A.R.E.S. approach focuses on helping participants adopt positive health and
nutrition behaviors for themselves and their families. This positive approach highlights participants’
capacities, strengths and needs, rather than their problems, risks or negative behaviors. This section
will explore strategies to empower participants, helping them to make improvements in their own
families’ health and wellness. Below are key messages to help staff understand the benefits of
empowering participants and strategies to help build confidence and motivation to change.
What is empowering?
Empowering is the act of helping participants realize their own inner power and confidence to make
positive behavior changes in their lives. All humans want to feel good about themselves and believe
that positive change is possible. Each participant must decide for themselves what positive health
changes would work for their families. Our role is to help explore what changes might be important
and feasible and how to go about making those changes. We support this process by encouraging
our participants’ belief in themselves and their abilities. In this relationship the WIC staff member
may be the expert on nutrition but the participant is the expert about their lives and what will work
best for them. This partnership is at the core of the C.A.R.E.S. approach.
Ways to empower participants
Affirmations: Affirmations acknowledge participant’s strengths, efforts and skills.
Asking permission: Asking permission before sharing information or strategies is a simple way to
communicate respect and empower the participant.
Asking for input, ideas and solutions from the participant: Your participants are the experts on their
own lives. They know what strategies will work best in their own lives.
Offering choices: Humans like control. Offering choices allows the participant to feel in control. You
help by offering strategies but ultimately what they choose is up to them.
Helping strategize small achievable targets: Helping participants think through small achievable
steps with realistic time frames will help build confidence. Small successes will build confidence as
participants work towards larger goals.
Express confidence in them: Voicing your confidence in the participant’s ability to change will
increase the likelihood that they will change.
Why focus on the positive?
One goal of nutrition education is to help participants feel confident to adopt healthy behaviors.
Traditionally, nutrition education messages have focused on identifying deficiencies or what
participants are doing wrong. This approach often causes participants to feel bad about themselves
and doubt their ability to make changes. By focusing on positive messages, nutrition education has
the power to help build participants confidence and their belief that positive changes are possible.
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What is an affirmation?
Affirmations are statements that highlight participants’ inner strengths and positive efforts. This
allows participants to see themselves in a positive way, helping to build their self-confidence.
Affirmations usually take the form of genuine supportive and reinforcing statements. In general,
“you” statements are more powerful than “I” statements. Affirming participants’ efforts to adopt a
behavior will build motivation to continue that behavior. When someone sees us in an affirming light,
we often strive to maintain that image that they have of us. You can affirm participants’ efforts even
if they have not yet been successful. This will help them to keep trying.
Some examples include:
“You’ve been working hard on that.”
“You want the best for him.”
“Look how well she is growing with your breast milk.”
“You have been very persistent about trying to have family meals. You don’t give up.”
“You are creative about sneaking in the vegetables into his meals.”
Why affirm?
Builds rapport with participants
Allows the participant to feel heard and appreciated
Builds trust and increases openness between the counselor and participant
Reinforces specific behaviors and encourages participants to further explore the change
process
Builds self-confidence
Normalizing affirmations
Sometimes empowering a participant involves letting them know that what they are feeling or
thinking is normal. This type of affirmation lets the participant know that they are not alone and
reduces their anxiety.
Some examples include:
“I’ve heard that from lots of moms.”
“You’re not alone. Other parents tell me the same thing.”
Reframing difficulties or failures
Making lasting health and nutrition-related changes is difficult. Most people try several times before
they are successful. This may cause participants to give up and stop trying if they feel their efforts are
not enough. By helping the participants look at the situation differently, you can help them feel
empowered to keep trying.
Example of reframing failure:
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Participant: “I’ve been on diets so many times before and I always gain the weight back.”
Counselor: “So it sounds like you have been able to take some weight off in the past but have
trouble keeping it off. You have lots of experience in figuring out what does and doesn’t work for
you. This experience can help us figure out what will work best for you.”
Asking permission
Asking permission before offering unsolicited advice takes only a few seconds but helps empower the
participant by giving them the choice about whether or not to accept the information.
Some examples include:
“I have some strategies that have worked for other mothers. Would you like to hear them?”
“Would it be helpful to hear about some of the benefits of breastfeeding?”
“I have some new recipes that use the beans you get from WIC. Would you like to see them?”
“Can I share some information with you?”
Exploring participants’ goals and dreams
Exploring your participants’ motivations for adopt healthy behaviors will help you target your
conversations and empower your participants. What motivates one person may be very different
from what motivates someone else. Helping the participant see the connection between their hopes
and dreams and healthy nutrition behaviors will help to build importance for adopting those
behaviors. As an example, many parents dream that their child has a bright and successful future. As
WIC counselors, we can use this desire to reinforce the fact that small actions now can make a lasting
impact on their child’s future eating habits.
Asking for input, ideas and strategies
Because our participants are experts about their own lives, asking them about what would work best
within their own lives will increase the likelihood that the strategies will be successful.
Some examples include:
“What are some things you could try?”
“What’s worked for you in the past?”
Empowering words – Emphasizing personal choice
If people feel like they are being forced to change, they will become resistant. Substituting negative
words like “you should” or “you must” with empowering words lets the participant know that what
they change and how they choose to go about it is their choice. Some examples might include:
“One option you might consider…”
“Perhaps ________ may work for you.”
“I have found that ____________works for some participants. Would that work for you?”
“This may or may not work for you, but some people find that ________.”
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Activity 1: Finding strengths and affirmations
Introduction:
Explain to staff that this exercise is about identifying strengths and affirmations to use with
participants.
Ask: Why is it important to affirm our participants?
Possible answers:
o Builds rapport with participants
o Allows the participant to feel heard and appreciated
o Builds trust and increases openness between the counselor and participant
o Encourages participants to continue the behavior
o Builds self-confidence
Review the definition and samples of affirmations from the Key Messages section
Activity: Finding strengths and affirmations
Ask staff to work in groups of 3 or 4.
Hand out the following sheet that contains three scenarios with WIC participants.
For each scenario, ask staff to discuss what strengths or qualities the participant may have and
then to create one or two affirmations from those strengths.
After the groups have had a chance to finish all three scenarios, read each scenario and have
staff share some of their ideas for strengths and affirmations.
Suggestion: Practice an example together before staff work in groups.
Example: A participant is reports that she smokes. She knows it isn’t good for her but is fed up with
people nagging her about it. At some point she will stop, but not yet. She is under lots of stress with
her job and with taking care of her three kids and smoking helps to relieve her stress. She feels guilty
and does not smoke around the kids much. She will quit when she is ready.
1. Participant Strengths: (examples of possible responses)
She knows that smoking isn’t good for her.
She does not smoke around the kids.
She is independent and wants to do things her way.
2. Affirmations: (examples of possible affirmations)
You will know the right time to quit for you.
You are taking steps to protect your children from second hand smoke and will quit smoking
when you are ready.
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Finding strengths and affirmations
For each situation described below, write down the strengths or qualities you observe in the
participant and then form one or two affirmations based on those strengths. Try to use “you”
language for the affirmation.
1. A participant is telling you about her struggles to get her 3-year old son to eat vegetables. She has
tried offering the vegetables repeatedly but he just pushes them around his plate and tries to hide
them in his napkin. The only vegetable he eats without a fight is carrots so she makes carrots often.
She wishes he would start liking more vegetables. She knows they are important for his health and
growth. She tries to eat the vegetables herself but this hasn’t seemed to help.
1. Participant Strengths:
2. Affirmations:
2. A woman arrives at WIC who is pregnant for the first time. She explains that she is not sure
whether she will breastfeed or not. She has been reading about the health benefits of breastfeeding
in her baby books but is getting conflicting advice from friends, family and her doctor. Some of her
family members and friends have talked about pain and other difficulties involved with breastfeeding.
She wants to wait to make a decision until she can sort out all the facts.
1. Participant Strengths:
2. Affirmations:
3. A participant is explaining that his 2 year old daughter still using the bottle. Dad reports that she
will take juice in the sippy cup but cries when the milk is not in the bottle. He tells you that he knows
how important milk is to the development of strong bones and teeth so he wants to make sure she
gets enough milk. He thinks eventually she will grow out of the bottle and start using the cup more.
1. Participant Strengths:
2. Affirmations:
Activity adapted from David Rosengren
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Activity 2: Giving advice
Introduction:
Explain to staff that this exercise is about offering advice to participants in a way that
empowers them to accept and use it.
Ask: What are some things we can do when we offer advice that will help participants to
accept and use our suggestions?
Possible answers might include:

Finding out what they already know or want to know; ask for their solutions
first

Asking permission before giving advice

Offer practical suggestions (the “how to”)

Offering only a few suggestions or pieces of information at a time

Using neutral language instead of “you should” or “you must”

Checking back in to see if the advice makes sense or would work for them
Activity: I can fix that!
Ask staff to get into pairs (or groups of three if there is an uneven number).
Hand out the following sheet that contains three examples of advice a WIC counselor may
give.
For each advice statement, ask staff to discuss among themselves what might make the
participant resistant to taking this advice.
Ask staff to fix the advice. It may mean rewording the advice, adding something or removing
something. Explain that for some, they may need to start over entirely. If they want to collect
information from the participant, have them write down what questions they would ask.
After the groups have had a chance to fix the advice, read each advice statement and have
staff share some of their ideas.
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I can fix that!
Below are three bits of advice that need fixing. Review the advice and decide what about the
advice might make the participant resistant to taking it. Then try to rewrite the advice so that the
participant will be more likely to accept it. Think about ways to empower the participant, giving
them a feeling of control and self-sufficiency.
1. “He really does need to eat more fruits and vegetables and less processed snacks. He is
already above the growth curve. And it will probably get worse. If he doesn’t develop the healthy
habits now, you are setting him up for a future of being overweight and unhealthy.
The Fix:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. “I know your prenatal vitamin makes you nauseous but you have to take it every day. It could
be very dangerous for the baby if you don’t. You want a healthy baby don’t you? It is very
important for you to find a way to do it.”
The Fix:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. “She really should not be on the bottle at this age. Actually, she should have been off about 6
months ago. That is the recommended age. If you don’t wean her from the bottle soon – there
could be dangerous consequences. She could develop painful tooth decay. She could develop
ear infections. She could develop obesity. This is very serious.”
The Fix:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Activity adapted from David Rosengren
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Activity 3: Using the ruler to assess and build participant confidence
Explain to staff that this exercise is about practicing the ruler tool to measure a participant’s
confidence about making a particular behavior change and using other open-ended questions
to build their confidence.
Explain how to use the ruler:
Ask: “On a scale of 1 to 10, where one is not confident and 10 is very confident, how confident
are you that you could make this change if you decided to?”
Ask: “Why are you at a _____ and not a 0?”

Ask this even if the number is low. This will make the participant talk about reasons
why they are confident – what resources or supports they already have.
Ask what would have to happen for their confidence to go up a few points. This helps you to
identify barriers to confidence that you can help them explore.
Other questions to help build a participants confidence
Ask about past successes
 What have you done successfully in the past that was like this in some way?
 What support did you have?
 What can you learn from that time to use in this situation?
What qualities do you have that will help you succeed?
How might you go about it, in order to succeed?
After explaining the concepts above, ask the staff to work in pairs (or in 3’s where one person is the
speaker, one person is the counselor, and one person is the observer). The speaker’s topic is “One
thing in my life that I would like to change but I am not sure if I can (or have the ability to do it, or have
the time/energy to do it.)”
Rotate roles so that each person will have a chance to be the counselor.
The counselor uses the ruler and the additional questions to bring out confidence talk in the speaker.
They may use additional questions, affirmations, and reflections to keep the speaker talking. Remind
staff to refrain from direct advice giving and to try to stick to using questions and other skills to draw
out ideas and responses from the speaker. At the end of the conversation have the counselor offer a
summary that includes the speakers change and confidence talk.
If an observer is used, have them listen for confidence talk from the speaker. Have them write down
examples of confidence talk and which questions or skills brought about the most change talk from the
speaker. Have them share their observations with the speaker and counselor before switching roles.
Tip: Write the ruler and additional questions on a flip chart to help staff with the exercise.
After the exercise ask staff to share their experience.
How do they feel now about making the change?
Which were the most successful questions for them?
How could they use these techniques with participants?
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Activity adapted from MINT
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Ideas for a facilitated conversation with staff: Ways to empower participants
Let staff know that this discussion will be about affirming and empowering participants.
Ask staff to remember a time when they received a deeply meaningful compliment from
someone they trusted and respected.
o Ask: How did it feel?
o Ask: What made the compliment meaningful to them?
Ask: What are some strengths we see in our participants?
Ask: How can we affirm those strengths?
Ask: What does the word empower mean to you?
o Possible answers (you may get a wide variety of answers): to give power to; to help
build self-confidence; to convince someone they have power; to authorize or allow
Share: Part of our job at WIC is to help participants discover their inner confidence to make
positive changes in their lives. It is their job to decide if they will change and what the change
will be. Our role is to help them explore for themselves what changes might be important or
possible and how to go about making those changes. This is a powerful role.
Ask: What are some things we can do to help a participant feel confident in their ability to
adopt healthy behaviors and feel strong enough to make them.
o Possible answers: give them affirmations; provide them with strategies; get them to
talk about why it is important; ask them for their ideas and solutions; ask them what
would work in their own lives.
Share: All people want to feel good about themselves and believe that positive change is
possible.
Ask: What are some reasons we want parents to feel good about themselves?
o Possible answers: they will feel like they can make the change; they will see
themselves in a positive way and that may influence their actions; they will be more
receptive to our counseling.
Share: We all need to be affirmed. We can do this for ourselves and for each other.
Ask staff to take a piece of paper and make a list that includes:
o All of the things they have accomplished
o Their strengths and things they are good at
o Their positive attributes and qualities
Ask: What are some things you feel when you look over this list?
o Possible answers: proud, confident, strong
Ask: What are some ways that we can affirm each other at WIC?
Summarize the conversation
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Sample Script
The following sample of a WIC appointment is adapted from the Oregon WIC Listens resources.
Ask staff to play the parts of the CPA or certifier, and the mom. Give them the script ahead of
time to read through to prepare. Explain that they do not need to read the words in (italics).
Those are notes for the facilitator.
Explain to the staff that we will be role-playing the middle of a WIC appointment to demonstrate
effective ways to affirm and empower the participant, helping them develop self-confidence.
Ask staff to jot down any examples of techniques they hear the CPA using that would empower
the participant.
Read the scenario and have the volunteers complete the role play.
After the role play, have staff share their feedback about the interaction:
 What were some things the CPA did well in this scenario?
 What were some of the ways the CPA empowered the participant?
 Where did the CPA affirm the participant?
Infant Certification – Sample Script
Scenario: Participant is a postpartum mom who was on WIC during her pregnancy and is exclusively
breastfeeding. Her infant is one month old. Check-in and weighing and measuring have been
completed and the CPA has just completed the nutrition assessment. The participant and CPA are
beginning the nutrition education.
CPA: Thank you for filling out the questionnaire and answering all of my questions. This helps to give
us a clearer picture of your eating and the baby’s health and nutrition. So far, we have identified
three areas for discussion: getting a breast pump, infant feeding and the adequacy of breast milk.
(Show filled in circle charts) These match the concerns many mothers have about breastfeeding and
infant feeding. (normalizing – making mom feel normal to have these concerns) What else should I
add to this list?
Mom: I think that is everything.
CPA: OK. For the breast pump, I will introduce you to our breastfeeding counselor as soon as we
finish up here and she will talk to you about our pump program so we can save that to the end.
Which of these other items would you like to discuss?
Mom: I’d like to talk more about the breast milk. I want to be sure Sheena is getting everything she
needs.
CPA: What have you heard about nutrition in breast milk? (finding out what mom already knows)
Mom: I guess it is supposed to have everything that the baby needs.
CPA: What would it look like if Sheena was not getting enough nutrition in her breast milk? (asking
mom for her input)
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Mom: She probably wouldn’t be healthy or grow and gain weight well.
CPA: Very true! We’ve talked about her good health already but I also have her growth charts here.
Would you be interested in looking at them? (asking permission before sharing information)
Mom: Yes, that would be good.
CPA: OK…here is her length compared to other infants her age. This dot is today’s weight and this
mark is her birth length. You can see that she is right near the middle of the normal range and that
she has grown 1 ½ inches since birth. How does that look to you?
Mom: That looks good.
CPA: I think so also. Now if you look at her weight for age, you can see how she compares to other
girls at age one month and that she has gained 2# since birth.
Mom: Does that mean she is getting enough to eat?
CPA: Yes, it is a very good indication. If we put her weight and length together, this compares her to
herself rather than to other babies. This set of lines is the typical range and you can see that she is
right in the middle. What do you think about that? (checking back in after sharing information)
Mom: Would that be the average?
CPA: Yes, her weight matches her length very well.
Mom: I’m glad to see that. I guess she is doing OK and probably doesn’t need any formula or other
foods right now.
CPA: That sounds right. She is doing very well and you are taking good care of her! (affirmation)
You’re feeding her when she is hungry and stopping when she is full. (affirmation – reinforcing
behavior) As she gets older and her tummy gets larger, the frequency of feedings will change but as
long as you are following her cues, she will be fine!
Mom: That’s good. I’m glad I don’t need to give her formula.
CPA: Any other questions about the breastmilk?
Mom: Should I be giving her vitamins or water?
CPA: What did your doctor recommend? (checking about what she already knows before sharing
information)
Mom: He didn’t think she needed anything besides breast milk.
CPA: What did you think? (asking for her opinion)
Mom: It would be easier to just stick with breast milk.
CPA: I agree! (affirming her response) Breast milk only is best for her at this age. What is your plan
for introducing baby foods? (asking for her ideas)
Mom: I think I will wait until 4 to 5 months like I did with my other children.
CPA: You are holding off on solids until she is ready. That is the best thing for her. (affirmation)
When she gets closer to 6 months, she will probably be ready to try some new flavors and textures
with baby foods. I do have some new information on the introduction of solids if you are interested.
(Asking permission)
Mom: Yes.
CPA: How long do you think you will breastfeed Sheena?
Mom: I think I will try to go to about a year.
CPA: That would be wonderful! You are really giving her a great start (affirmation). I’m going to put
that into your record and we’ll check back with you at future visits to see how everything is going. Do
you have any other questions before we get you that breast pump?
Mom: No.
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CPA: Then it’s time to get you connected with Susie who is our breastfeeding specialist! Before we
leave the office, I wanted to let you know that I am certifying both you and Sheena on WIC until
Sheena turns one year to help you breastfeed as long as you want to.
Mom: OK.
CPA: You will continue getting the full breastfeeding food package that started after you let us know
that you were breastfeeding only. At 6 months old, Sheena will begin getting baby foods in her
package. What questions do you have about using the WIC EBT card?
Mom: I haven’t had any problems with it.
CPA: That’s great! Be sure and let us know if you have any problems. As for future appointments, we
will need to weigh and measure Sheena again when she is 6 months old and we will send you that
appointment in the mail. Your next appointment will be in 3 months, when we will have you come in
for one of our nutrition education classes.
Mom: great.
CPA: What other questions do you have about future appointments?
Mom: Nothing else.
CPA: I’ll make a note on your card about the next appointments and your EBT card will be loaded
while you talk to Susie about breast pumps. I know you will be able to continue successfully
breastfeed Sheena! (expressing confidence) Thank you so much for coming in today! It was nice to
see both of you.
Mom: Thanks. Goodbye.
Stop here and ask the discussion questions above.
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Observation Guide: Empowering the participant
Option 1: Observe staff. Note areas where staff did well empowering the participant and areas
where C.A.R.E.S. skills can be used to help empower the participant further.
Option 2: Have staff observe each other and use this form to note areas where they do well. Have
them share specific feedback with each other about strengths they saw. Encourage sharing
strategies.
Comments and examples
Qualities
Affirming the participant
Asking the participant for their input,
ideas and solutions
Asking permission to share information
Offering choices
Asking questions to follow up after
sharing information
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Self Observation Guide: Empowering the participant
Each time you use techniques to empower the participant and takes steps to help build their
self confidence to make healthy changes, note the skills you used. Collecting successful
strategies will help you use them in the future with other participants.
Save this sheet to remind you of successful strategies and share them with your co-workers.
Successful strategies –
give yourself a star!
Write down successful strategies to help empower the participant to
make healthy changes.
When mom told me she was exclusively breastfeeding I affirmed her
to make her feel proud of her decision. (“It is important to you to
help protect Kayla’s health and breastfeeding is a gift that will last a
lifetime.”)
When talking about what solid foods to start with, I asked her what
she had heard already and then asked permission to share some
information about infant feeding.
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ARS: Affirming
O
(Supporting Self-Efficacy/Confidence)
Goals
1. To engage and connect with the client.
2. To provide support and to minimize resistance.
Key Elements
1. Seek out opportunities to affirm, compliment, and reinforce the client sincerely.
2. Make supportive statements that emphasize your confidence in the client’s ability to change.
3. Focus on successes and efforts. Have clients talk about their past and current successes.
4. Stay positive! Your belief in the client’s ability to change can also significantly influence outcome.
Avoid
1. Insincerity.
2. Discounting concerns or the difficulty in changing.
Sample Statements
“Keep it up; you’re doing great”
“You’ve been working really hard.”
“I applaud your efforts, and I know you can do it.”
“You’ve done a great job of managing your weight gain during your pregnancy.”
“I can see that you’re taking really good care of your baby.”
“I really appreciate how hard you’ve worked to ______.”
“You really have some good ideas for how you might change.”
“You seem pretty committed. I’m confident that you can do this.”
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Clerical Affirmations to Support Breastfeeding
Help support breastfeeding mothers!
Here are a few affirmation statements you can use:
“It looks like you are doing really well with breastfeeding!”
“Breastfeeding is such a sweet way to express your love.”
“Your baby does best with just breastfeeding for the first six
months; you can find out more from your WIC nutritionist.”
“Dad, you must really be proud of her for breastfeeding so well!”
“Have you talked to your WIC nutritionist about how you can continue
breastfeeding while going back to work/school?”
“Your baby looks very healthy and happy. He must really enjoy breastfeeding.”
“Have you talked with your Breastfeeding Peer Counselor?”
“Did you know the new food packages support breastfeeding?”
 Fully breastfeeding moms get the most food with cheese, canned
fish, beans and peanut butter…PLUS a $10 for fruits and vegetables
 Fully breastfeeding babies get baby food meats and larger amounts
of baby fruits and vegetables
You can make a difference in families’ lives.
STAFF TOOL 4.09 UT DOH WIC
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Offering Nutrition Education
Explore --- Offer --- Explore
Explore: Ask what the client knows or what they would like to know
What do you know about weight gain during pregnancy?
What have you heard about breastfeeding?
What concerns—if any- do you have about ____________?
When it comes to feeding your baby, what would be most helpful to
know more about?
Offer: Offer information in a neutral, nonjudgmental manner
The WIC program suggests…
The American Academy of Pediatricians recommends…
Other parents have found…
What we generally recommend at WIC…
Emphasize Choice!
“And I recognize that it is your choice to_________________.”
Explore: Ask about the participant’s thoughts, feelings, and reactions
What do you think about this information?
Based on these ideas for feeding, what could you see yourself doing?
In terms of quitting smoking, what concerns you the most?
If you made a change in this part of your life, how might that be a good
thing for your baby?
Larson Sturtevant Consulting, LLC
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References / Resources
Books
Kellogg, M. (2006). Counseling Tips for Nutrition Therapists, Volume I & II. Philadelphia, Kg
Press.
Rollnick, S., Miller, W., Butler, C. (2008). Motivational Interviewing in Health Care. New York,
the Guilford Press.
Rosengren, D. (2009). Building Motivational Interviewing Skills: A practitioner workbook. New
York, the Guilford Press.
Presentations / Training Manuals
Nevada WIC Cares. Presented by Dana Sturtevant, M.S. R.D. Larson Sturtevant Consulting LLC.
Motivational Interviewing: Resources for Trainers. Motivational Interviewing Network of
Trainers. Updated: November 11, 2008. Available from www.motivationalinterview.org.
Websites
Oregon WIC Listens
www.oregon.gov/DHS/ph/wic/docs/orwl/
Touching Hearts, Touching Minds Website, Pam McCarthy and Associates
www.touchingheartstouchingminds.com
California WIC Program
http://www.cdph.ca.gov/programs/wicworks/Pages/WIC-LocalAgencyResources.aspx
WIC Works Resource System
http://wicworks.nal.usda.gov
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