Nutrition Counseling: Final Exam

Front 1

Nutrition Education

Back 1

Any set of learning experiences aimed to promotevoluntary adoption of health promoting dietarybehaviors

Front 2

Nutrition Counseling

Back 2

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

Front 3

What are the 7 qualities of counselors considered to be the most influential (OKUN)

Back 3

1. self-aware

2. solid foundation of knowledge

3. ethical integrity

4 congruence

5. honesty

6. ability to communicate

7. culture awareness

Front 4

Why is important for counselors to understand their worldview?

Back 4

-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

Front 5

What are the benefits of using theoretical behavior change theories and models?

Back 5

-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

Front 6

Why does a high level of self-efficacy correlate positively with health behavior changes?

Back 6

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.

Front 7

identify and explain the six constructs of the health belief model

Back 7

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.

Front 8

What are the 5 stages of change in the transtheoretical model

Back 8

1. precontemplation

2. contemplation

3. preparation

4. Action

5. Maintenance

Front 9

Theory of Planned Behavior (Intention Influences behavior)

Attitude

Back 9

Attitude: favorable or unfavorable evaluations about a given behavior...influenced by our beliefs about the outcomes of our actions

Front 10

Theory of Planned Behavior

Subjective Norm (social pressure)

Back 10

reflect beliefs about whether significant others approve or disapprove of the behavior

Front 11

Theory of Planned Behavior

Perceived Behavior Control

Back 11

Internal – skills and abilities

External – social and physical environment

Front 12

TOPB

Social Cognitive Theory

Back 12

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

Front 13

TOPB

Reciprocal determinism

Back 13

Dynamic interacBon of a person, behavior and environment

Front 14

TOPB

Outcome expectations

Back 14

Beliefs about the likelihood and value of the consequences ofbehavioral choices

Front 15

TOPB

Self-regulation (control)

Back 15

Personal regulation of goal-directed behavior or performance

Front 16

TOPB

Behavioral capacity

Back 16

Knowledge and skill to perform a given behavior

Front 17

TOPB

Expectations

Back 17

Person’s beliefs about the likely outcomes or results of abehavior

Front 18

TOPB

Self-efficacy

Back 18

Beliefs about personal ability to perform behaviors that lead todesired outcomes

Front 19

TOPB

Observational learning

Back 19

Behavior acquisition that occurs by watching the actions andoutcomes of others’ behavior and media influences

Front 20

TOPB

Reinforcement

Back 20

Responses to a person’s behavior that increase the likelihoodof its recurrence

Front 21

TOPB

Facilitation

Back 21

Providing tools, resources, or environmental changes thatmake new behaviors easier to perform

Front 22

Self-Determination Theory

Back 22

How people accept or reject growthand responsibility

Amotivaiton: Non-regulation

Extrinsic Motivation: External Regulation and Integrated Regulation

Intrinsic Motivation: Internal Regulation

Front 23

Motivational Interviewing

Back 23

1. resist the righting reflex

2. understand and explore motivations

3. listen with empathy

4. empower the client

client and goal oriented

Front 24

How does MI counselor encourage a client to engage in change talk

Back 24

providing opportunities and encouragement , rather than making arguments for change

Front 25

explain three reasons why there could be distortions of a speaker's intended meaning

Back 25

-faulty encoding process (ability to express a thought)

-words are not properly heard

-decoding process is distorted (analysis of thoughts expressed)

Front 26

What are roadblocks to communication and why do they impede self-exploration?

Back 26

obstacles that counselors inadvertently put up that block self-exploration..counselors impose on views, feelings, opinions, judgements etc.

Front 27

What is the difference between sympathy and empathy?

Back 27

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"

Front 28

identify the two components of readiness to make a behavior change

Back 28

importance & confidence

Front 29

describe each of the four phases of the counseling interview process

Back 29

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

Front 30

Tailoring Intervention for

low importance

Back 30

explore values

look back (life in the past)

look forward (life in the future)

importance ruler

provide info/professional advice w/ permission

Front 31

Tailoring intervention for

low confidence

Back 31

explore past success

reframe past failures

explore strengths

explore support

brainstorm/hypothetical change

confidence ruler

Front 32

tailoring intervention for

preparing/ initiating change

Back 32

explore change options

change plan worksheet

exploring confidence in change plan

eliciting commitment

affirm

Front 33

While engaging in the goal-setting process, what are three messages a counselor should convey to a client?

Front 34

Define SMART Goals

Back 34

sensible/small

measurable

attainable

relevant

time based

Front 35

explain the ABCs of eating behavior and behavior chains

Back 35

A: Antecedents (stimulus, cue, trigger)

B: Behavior (response, often food focused)

C: Consequences (punishment, reward)

Front 36

Identify four factors to consider when guiding clients in the use of rewards.

Back 36

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.

Front 37

Explain the following behavior change strategies: cue management, countering, rewards, modeling, problem solving, contracting, and encouragement

Front 38

Explain why dietary changes can put a stress on relationships.

Front 39

What explanation has been given to explain the benefits of having social support for making lifestyle changes?

Front 40

Identify and explain the main components of mindful eating.

Front 41

What are four immediate determinants of a relapse?

Back 41

high risk situation

lack of coping skills

positive outcome expectations

reaction to a lapse

Front 42

Name and explain four covert antecedents of a relapse.

Back 42

1. apparently irrelevant decisions

2. Stess Level

3. Cognitions

4. Urges (sudden impulses to indulge) and cravings (subjective desires to experience an indulgence)

Front 43

Explain four reasons for working towards gaining cultural competence for health care professionals.

Back 43

Demographic Trends

Health Disparities

Quality Care

Legislative and Accreditation requirements

Front 44

LEARN model (developing cultural competence)

Back 44

Listen, Explain, Acknowledge, Recommend, Negotiate

Front 45

ETHNIC model (developing cultural competence)

Back 45

Explanation, Treatment, Healers Negotiate, Intervention, Collaboration

Front 46

Be familiar with the motivational and cross-cultural nutrition counseling algorithms

Front 47

Describe three communication styles. How is this information helpful for a group leader?

Front 48

advantages of group counseling

Back 48

emotional support, group problem solving, modeling effect, attitudinal and belief examples

Front 49

disadvantages of group counseling

Back 49

individual responsiveness, group member personalities, possibility of poor role models, meeting needs of all group members

Front 50

What is the purpose of open and closed groups

Back 50

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

Front 51

How does a group facilitator develop cohesive, well-functioning groups?

Back 51

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)

Front 52

Explain the three blocks of the Scope of Dietetic Practice Framework.

Back 52

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

Front 53

What is required for individuals to behave in an ethical manner?

Back 53

honesty, integrity, and fairness

supports and promotes high standards of professional practice

reports violations

responsibilities to the public, profession, and colleagues and other professionals

Front 54

Why do professional organizations develop codes of ethics?

Back 54

to protect clients, public, and profession

Front 55

What are some resources (ie. Numbers to call or apps to use) when in a potential suicide screening situation?

Back 55

1-800-273-8355

or 911

Suicide Safe App for health care providers