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58 Cards in this Set
- Front
- Back
- 3rd side (hint)
Prochaska and DiClemente's Stages of Change.
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6 stages of change describing a client's readiness to change a behavior.
1. Precontemplation 2. Contemplation 3. Preparation 4. Action 5. Maintenance 6. Relapse |
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SMOG test
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Simple Measure of Gobbledygook - evaluates readability; focus is on number of syllables per word.
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Types of learning (3)
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Cognitive
Affective Psychomotor "CAP" |
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What stage of change is the client unaware of the problem requiring change?
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Precontemplation
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What stage of change is the client aware of the problem but not sure they are ready to change?
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Contemplation
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What stage of change is the client ready to change and beginning to think about how to change (but not yet actively making changes)?
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Preparation
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What stage of change is the client actively taking steps to address the problem?
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Action
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In what stage of change is the client's primary goal for change to address the problem been met and now the focus is on continuing the changes?
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Maintenance
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In what stage of change is the client discouraged or bored with the changes?
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Relapse
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Bloom's Taxonomy or Hierarchy of Cognitive Objectives
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6 levels of learning from simplest to difficult.
1. knowledge - recall of knowledge 2. comprehension - low level of understanding 3. application - use of info 4. analysis - breakdown info into parts 5. synthesis - assembling parts to make whole 6. evaluation - judge the value of part or whole |
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Affective domain educational readiness assessment (4)
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Receiving- willing to receive info
Responding - willing to be involved and learn info Valuing - student has belief in information Characterization - values have been internalized |
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Psychomotor domain of educational readiness assessment (6)
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Perception - aware of objects via senses
Set - willingness to learn Guided response - student is guided through activity Mechanism - displays beginning level of skill due to practice Complex overt response - skill over time Adaptation/origination - using skill in new situations. |
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What is conditioning? (Learning principle)
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Stimuli which normally do not cause a behavior, over time produces a behavior.
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What are rewards? (Learning principle)
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Motivators which reinforce particular behaviors.
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How long do you hold onto small purchase summaries?
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3 years
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1
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Punishment (learning principle)
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Causes a decrease in the behavior it follows. (can be a positive punishment, the presentation of an unfavorable event/outcome, or a negative punishment, in which a favorable event/outcome is removed.
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Hierarchy of needs (Maslow)
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Bottom - basic physiological needs
Safety and Security Social needs and belonging Esteem and status Top of pyramid - self-actualization |
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Attributing (response technique)
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Response technique in which the counselor describes strengths to motivate a client.
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Clarifying (response technique)
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Response technique that confirms the accuracy of perception of the client's answer.
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Empathy (response technique)
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Demonstrates to the client that you understand concerns or feelings.
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Directive (response technique)
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Encourages a client to discuss a concern which seems to be unacknowledged or avoided.
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If one unit (MLC) is requisitioning an item but shipping to another unit (station), what do you do with the shipping receipts?
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Send a COPY of the receipt document or message to the originator
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1
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Non-directive (response technique)
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Invites the client to proceed with their concerns or feelings; beneficial when the client contacts the counselor for help.
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Paraphrasing (response technique)
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Rephrasing a client's response for clarity.
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Probing (response technique)
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Attempt to gain the most information possible.
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Behavior modification
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Includes changing previous behavior or habits to new behaviors to achieve goals. Includes specific realistic goals, positive reinforcement, self-monitoring eating habits, and visual imagery.
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Formative evaluation
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occurs during design, plan, or implementation of program; aid in improving programs by identifying weaknesses.
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Summative evaluation
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evaluates results of a program after it is completely underway; analyze the achievement of program.
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Qualitative evaluations
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subjective, descriptive evaluations; looks for detail
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Quantitative evaluations
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produce numerical results; questionnaires or test.
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Correlational study
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Looks for a linear relationship between variables
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Longitudinal study
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Looks at variables over time
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Prospective study
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Looks at variable which is believed to lead to specific outcome
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Quantitative study
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Looks at numerical data/results
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Hypothesis
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States a probable outcome of a study; objective of research is to test the hypothesis
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Null hypothesis
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States that no relationship exists among the variables being tested. Research tries to reject the null hypothesis
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Dependent variable
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Variable outcome (i.e. blood pressure)
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Independent variable
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Variables which are believed to affect the dependent variable - the variable that is manipulated. (i.e. sodium intake)
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Random sample
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Drawn from the entire population; all having an equal chance of being chosen
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Stratified random sample
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Large group broken down into subgroups based on certain characteristics; subjects are then randomly selected from subgroups.
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Cluster sampling
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Samples larger group, then specific subgroups
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Bias
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Conscious or unconscious distortion of results by the researcher.
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Mean
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Average; scores added together and divided by the number of scores.
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Median
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Score at the middle of the distribution
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Mode
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Score which occurs most often.
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Standard deviation
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Amount a value deviates in relation to the mean of average; normal distribution = bell shaped curve
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Degrees of freedom
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N-1. N = number in sample
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Significance level
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Disproves the null hypothesis; indicates a found correlation or relationship that did not occur because of chance. i.e. 0.01 level = 1 in 100 times is due to chance)
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Chi-square test
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Used to prove relationship between 2 variables
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T-test
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Shows how far a statistic deviates from the mean and whether differences between means of groups are significant.
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The 4 parts of nutrition counseling include all of the following except:
a. nutrition assessment b. plan for treatment c. feedback d. intervention for change |
c. feedback
Four parts of nutrition counseling include nutrition assessment, plan for treatment, intervention for change, and evaluation. |
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A client states "Nothing works! I'll always be overweight." You reply with "You are frustrated with the methods you've tried in the past to lose weight." What type of response is this? Incorrect
a. attributing b. clarifying c. interpreting d. probing |
b. clarifying
Clarifying - confirms the accuracy of perception of the client's answer. |
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Frustrated with weight loss, a client with diabetes indicates after cutting calories to achieve a 1200 calorie diet all week, he rewards himself on weekends eating out without regard for carbohydrates or calories. You respond with "There may be a connection between your elevated A1c and your habits on the weekend." This is an example of which type of response? Correct
a. interpreting b. clarifying c. attributing d. probing |
a. interpreting
An interpreting response provides a possible explanation or connection between behaviors. |
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Which type of research has no specific goal and explores the unknown?
a. applied b. experimental c. quantitative d. basic |
d. basic
Basic research has no specific goal. |
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When evaluating the correlational relationship between exercise and resting blood pressure, which of the following describes the most significant correlation? Correct
a. -.9 b. .8 c. .1 d. -.2 |
a. -0.9
A correlation should be close to 1 or -1 to indicate significance; a correlation close to zero indicates little or no significance. |
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Which of the following types of research has a specific goal in mind or is seeking to answer a certain question?
a. basic b. quantitative c. qualitative d. applied |
d. applied
An applied research study involves an effort to answer questions, change concepts, etc. |
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Listing foods in the vegetable group of the Food Guide Pyramid is an example of which level of the Hierarchy of Cognitive Needs or Bloom’s Taxonomy?
a. comprehension b. knowledge c. application d. analysis |
b. knowledge
Knowledge is a recall of information. |
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Categorizing a list of foods by whether they contain carbohydrate is an example of which level of Hierarchy of Cognitive Needs or Bloom’s Taxonomy? Correct
a. knowledge b. comprehension c. psychomotor d. affective |
b. comprehension
Comprehension is a low level of understanding. |
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