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55 Cards in this Set
- Front
- Back
Nutrition Education |
Any set of learning experiences aimed to promotevoluntary adoption of health promoting dietarybehaviors |
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Nutrition Counseling |
An interaction in which the counselor focuses onclient experience, client feeling, client thought, andclient behavior with intentional responses toacknowledge, to explore, or to challenge Guiding a client toward a healthy nutrition lifestyleby meeting nutritional needs and solving problemsthat are barriers to change |
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What are the 7 qualities of counselors considered to be the most influential (OKUN) |
1. self-aware 2. solid foundation of knowledge 3. ethical integrity 4 congruence 5. honesty 6. ability to communicate 7. culture awareness |
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Why is important for counselors to understand their worldview? |
-to be respectful and have an understanding of other cultural outlook -allows a foundation for develop cultural sensitivity -different cultures might provide specific influences on why the client behaves the way he or she does |
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What are the benefits of using theoretical behavior change theories and models? |
-road map for understanding health behaviors -highlight variables to target in an intervention -supply rationale for designing nutrition interventions that will influences knowledge, attitudes, and behavior -guide for eliciting behavior change-provide tools and strategies to facilitate behavior change-provide outcomes measures to assess effectiveness of interventions |
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Why does a high level of self-efficacy correlate positively with health behavior changes? |
high confidence to perform a specific behavior: effects the amount put into a task, views of barriers, and willingness to pursue goals when faced with obstacles. |
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identify and explain the six constructs of the health belief model
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1. Perceived susceptibility - subjective perception of the risk of acquiring an illness or disease. 2. Perceived severity - feelings on the seriousness of contracting an illness or disease. 3. Perceived benefits - perception of the effectiveness of various actions available to reduce the threat of illness or disease (or to cure illness or disease). 4. Perceived barriers - feelings on the obstacles to performing a recommended health action. 5. Cue to action - stimulus needed to trigger the decision-making process to accept a recommended health action. 6. Self-efficacy - level of a person's confidence in his or her ability to successfully perform a behavior. |
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What are the 5 stages of change in the transtheoretical model |
1. precontemplation 2. contemplation 3. preparation 4. Action 5. Maintenance |
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Theory of Planned Behavior (Intention Influences behavior) Attitude |
Attitude: favorable or unfavorable evaluations about a given behavior...influenced by our beliefs about the outcomes of our actions |
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Theory of Planned Behavior Subjective Norm (social pressure) |
reflect beliefs about whether significant others approve or disapprove of the behavior |
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Theory of Planned Behavior Perceived Behavior Control |
Internal – skills and abilities External – social and physical environment |
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TOPB Social Cognitive Theory |
Provides a basis for understanding and predictingbehavior, explaining the process of learning, anddesigning behavior change interventions Dynamic interaction of personal factors,behavior and the environment Change in one of the above influences theothers (reciprocal determinism) Values and beliefs are key regarding self-efficacy and behavior change outcomes |
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TOPB Reciprocal determinism |
Dynamic interacBon of a person, behavior and environment |
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TOPB Outcome expectations |
Beliefs about the likelihood and value of the consequences ofbehavioral choices |
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TOPB Self-regulation (control) |
Personal regulation of goal-directed behavior or performance |
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TOPB Behavioral capacity |
Knowledge and skill to perform a given behavior |
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TOPB Expectations |
Person’s beliefs about the likely outcomes or results of abehavior |
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TOPB Self-efficacy |
Beliefs about personal ability to perform behaviors that lead todesired outcomes |
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TOPB Observational learning |
Behavior acquisition that occurs by watching the actions andoutcomes of others’ behavior and media influences |
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TOPB Reinforcement |
Responses to a person’s behavior that increase the likelihoodof its recurrence |
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TOPB Facilitation |
Providing tools, resources, or environmental changes thatmake new behaviors easier to perform |
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Self-Determination Theory |
How people accept or reject growthand responsibility Amotivaiton: Non-regulation Extrinsic Motivation: External Regulation and Integrated Regulation Intrinsic Motivation: Internal Regulation |
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Motivational Interviewing |
1. resist the righting reflex 2. understand and explore motivations 3. listen with empathy 4. empower the client client and goal oriented |
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How does MI counselor encourage a client to engage in change talk |
providing opportunities and encouragement , rather than making arguments for change |
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explain three reasons why there could be distortions of a speaker's intended meaning |
-faulty encoding process (ability to express a thought) -words are not properly heard -decoding process is distorted (analysis of thoughts expressed) |
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What are roadblocks to communication and why do they impede self-exploration? |
obstacles that counselors inadvertently put up that block self-exploration..counselors impose on views, feelings, opinions, judgements etc. |
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What is the difference between sympathy and empathy? |
empathy: true understanding of another's unique perspective and experience without judging, blaming, or criticizing "what i feel as you"sympathy: "what i feel towards you" |
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identify the two components of readiness to make a behavior change |
importance & confidence |
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describe each of the four phases of the counseling interview process |
Involving: Intros, identify long term behavior change objectives, rationale for recommend diet, set agenda Exploration/ Education: educational activities, assess past, explore problems, skills, and resources, nonjudgemental feedback, elicit clients response, readiness to change Resolving: tailor intervention Closing: support self-efficacy, review, restate goals, express appreciation, and arrange follow-up |
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Tailoring Intervention for low importance |
explore values look back (life in the past) look forward (life in the future) importance ruler provide info/professional advice w/ permission |
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Tailoring intervention for low confidence |
explore past success reframe past failures explore strengths explore support brainstorm/hypothetical change confidence ruler |
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tailoring intervention for preparing/ initiating change |
explore change options change plan worksheet exploring confidence in change plan eliciting commitment affirm |
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While engaging in the goal-setting process, what are three messages a counselor should convey to a client? |
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Define SMART Goals |
sensible/small measurable attainable relevant time based |
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explain the ABCs of eating behavior and behavior chains |
A: Antecedents (stimulus, cue, trigger) B: Behavior (response, often food focused) C: Consequences (punishment, reward) |
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Identify four factors to consider when guiding clients in the use of rewards. |
Rewards should be individualized. Rewards should be well defined - what and how much. Rewards should be timed to come after the behavior, not before. Rewards should be given as soon as possible after the behavior is accomplished. |
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Explain the following behavior change strategies: cue management, countering, rewards, modeling, problem solving, contracting, and encouragement |
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Explain why dietary changes can put a stress on relationships. |
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What explanation has been given to explain the benefits of having social support for making lifestyle changes? |
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Identify and explain the main components of mindful eating. |
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What are four immediate determinants of a relapse? |
high risk situation lack of coping skills positive outcome expectations reaction to a lapse |
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Name and explain four covert antecedents of a relapse. |
1. apparently irrelevant decisions 2. Stess Level 3. Cognitions 4. Urges (sudden impulses to indulge) and cravings (subjective desires to experience an indulgence) |
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Explain four reasons for working towards gaining cultural competence for health care professionals. |
Demographic Trends Health Disparities Quality Care Legislative and Accreditation requirements |
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LEARN model (developing cultural competence) |
Listen, Explain, Acknowledge, Recommend, Negotiate |
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ETHNIC model (developing cultural competence) |
Explanation, Treatment, Healers Negotiate, Intervention, Collaboration |
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Be familiar with the motivational and cross-cultural nutrition counseling algorithms |
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Describe three communication styles. How is this information helpful for a group leader? |
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advantages of group counseling |
emotional support, group problem solving, modeling effect, attitudinal and belief examples |
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disadvantages of group counseling |
individual responsiveness, group member personalities, possibility of poor role models, meeting needs of all group members |
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What is the purpose of open and closed groups |
Open Groups: support groups where participants are encourage to participate, but there is no commitment to a set number of sessions Closed Groups: does not allow new members after first meeting allow for greater bonding and provide suitable environment for behavior change |
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How does a group facilitator develop cohesive, well-functioning groups? |
1. establish an open, warm environment and productive leader-participant relationships 2. Balance facilitator-generated and group-generated info 3. design problem-solving strategies 4. provide the opportunity for group members to practice new skills 5. positive role models and pacing to keep the group motivated 6. ask for evaluation and feedback (and act on it) |
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Explain the three blocks of the Scope of Dietetic Practice Framework. |
Block One: Foundation Knowledge code of ethics, body of knowledge, education, autonomy, and service Block Two: Evaluation Resources: used in conjunction w/ relevant state, federal, licensure laws Block three: Decisional Aids resources, practice guidelines, best available evidence, and practice based evidence |
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What is required for individuals to behave in an ethical manner? |
honesty, integrity, and fairness supports and promotes high standards of professional practice reports violations responsibilities to the public, profession, and colleagues and other professionals |
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Why do professional organizations develop codes of ethics? |
to protect clients, public, and profession |
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What are some resources (ie. Numbers to call or apps to use) when in a potential suicide screening situation? |
1-800-273-8355 or 911 Suicide Safe App for health care providers |