Counseling/Education

A client-centered counseling approach which elicits client motivation to change behavior by promoting change talk

motivational interviewing

R in “RULE”

resist the righting reflex

U in “RULE”

understand your clients motivation

L in “RULE”

listen

E in “RULE”

empower your client

OARS means…

open ended questions, affirmations, reflective listening, summaries

Used to help explain or predict a person’s behavior change by defining stages of change

transtheoretical model

Stage where an individual does not acknowledge the need for a behavioral change (TTM)

precontemplation

Stage where the individual acknowledges that there is a problem, but is not sure if they want to make a change yet (TTM)

contemplation

Stage where the individual has the determination to start making change, but may still run into some obstacles (TTM)

preparation

Stage where the individual has engaged in behavior for less than SIX MONTHS and shows strong willpower to continue the change (TTM)

action

Stage where the individual maintains the behavior for change for at least SIX MONTHS (TTM)

maintenance

folding arms across chest or moving chair away is nonverbal communication for this feeling:

avoidance

5 principles of Campinha Bacote cultural competency model

knowledge, awareness, skill, encounters, desire

learning about another culture’s GENERAL worldview from a native perspective, sharing experiences, identifying common ground (this does NOT involve collecting SPECIFIC cultural data)

cultural knowledge

this begins with self awareness of beliefs/stereotypes, willingness to learn from others and valuing differences (this focuses on SELF)

cultural awareness

learning how to assess ones values, beliefs, and practices in order to provide cultural competent services by developing cross-cultural interaction skills (this involves collecting SPECIFIC cultural data, and being able to ask open ended questions in a respectful manner)

cultural skill

participating in cross cultural interactions with other cultures (like events or holidays)

cultural encounter

motivation to want to engage in cultural competency improvement

cultural desire

eliciting response from listener about something observed or heard to understand what client knows/retained from session

feedback

response to make previous message more clear, following up to clarify meaning after client said ambiguous statement (may be close ended)

clarification

communication principle to encourage clients to voice concerns and feel comfortable

rapport

the ability to respond without giving advice, to make client feel hears, and consider yourself in their shoes

empathy

barrier to change which involves concern for how the behavior change with effect others in the group (traditions, eating out, ethnic foods)

social barrier

barrier to change which involves emotional/mental aspects for the CLIENT not others (image, self-esteem, locus of control, energy levels, payback potential)

emotional

a type of question that encourages the client to talk more, and expand on something that was said (usually begin with WHAT, HOW)

probing

a type of question that uses paraphrasing, summarizing, and is an effective way to lead to cooperation and acceptance by the client

understanding

question that involves assessing the information the client gave you and making a judgement, can involve giving advice

evaluating

4 elements of communication in nutrition education

source, message, channel, audience

4 E’s of nutrition education

excite, explain, expand, exit

for those with learning disabilities, it may be more effective to ___ rather than ___

teach, test

testing may be more effective for this population

older adults with a high motivation and education

assumes all behavior is learned and directly related to internal triggers (environmental stimuli leads to a reinforced behavior)

cognitive behavioral therapy

approach to this type of therapy may include targeting inaccurate thoughts/beliefs, keeping a diary to track behaviors, thoughts, and feelings

cognitive behavioral therapy

this theory focuses on understanding, predicting, and changing behavior, and that each behavior has a precedent that can reinforce the likelihood that a behavior will, or will not occur- emphasizes interactions between individual behaviors, the actions of others, and environmental factors

social cognitive theory

this theory believes the individual will be motivated to take action if they believe a negative health condition can be avoided or managed by taking the recommended actions

health belief model

young kids retain information best when the experience is:

directly hands on or sensory

two factors involved in the elaboration likelihood model of communication

motivation, ability to process

unexpected humor, meaningful or memorable information, culturally appropriate information, or relaying what the audience has to gain by taking action (or lose by not) can increase audience…

motivation

ensuring minimal distractions, presenting clear and straightforward information, and repetition can increase audience….

ability to process

lip tightening is nonverbal communication that can relay…

stress

a quivering lip, clenches fists, or crossing/uncrossing legs is nonverbal communication that can relay…

anxiety

These are disadvantages of the ____ style of learning

• passive learning

• difficult to assess learning

• experts may not always be good teachers

lecture

These are advantages of the ___ style of learning:

• information is direct/logical

• good for large groups

• can stimulate discussion afterwards

• may contain experiences that inspire

lecture

Time consuming is a disadvantage of ____ style of learning

brain storming

Change strategy that encourages the repletion of behavior, and getting meaningful attention (praise) from a supervisor or authority figure is:

reinforcement

change strategy that reinforces small steps towards a behavior that finally build up to the final behavior is:

shaping

change strategy that demonstrates a behavior to imitate is:

modeling

change strategy where one learns to avoid undesirable consequences or avoid criticism is called:

avoidance

type of objective that measures intellectual processes such as:

• knowing

• perceiving

• recognizing

• thinking

• conceiving

• judging

• reasoning

cognitive

type of objective which measures feeling, emotion, attitude, appreciation, and value

affective

type of objective which measures a behavior/skill

psychomotor

type of evaluation at the end of a program that provides information on the effects of that program

outcome

type of evaluation that measures information such as

• how many people came

• how many people participated

• did the program work, or not?

process

____ are used to measure outcomes

determinants

remodeling experiences based upon what the learner already knows

cognitivism

learning through adaptation to the environment

cognitive development

learning is an active process where learners construct new ideas and/or concepts based on past and current knowledge

constructivism

blooms taxonomy of learning domains for educational activities

cognitive, affective, psychomotor

kind of question that is restrictive and offers RD less control, limiting possible answers

closed ended

type of question that is broad and gives the client more freedom to respond

open ended

these questions do not reveal biases of the RD

neutral

these questions introduce a new topic

primary

this type of marketing promotes behavior change for the benefit of individuals in society (public health campaigns) to increase the acceptability of ideas or practices

social

cognitive domain: to recall information

remember

cognitive domain: to transcribe/describe/summarize

understand

cognitive domain: to bring to a new context

apply

cognitive domain: to decipher or scrutinize using knowledge

analyze

cognitive domain: to make value judgements using criteria

evaluate

cognitive domain: to create

synthesize

client speech that favors movement towards a goal, expressing desire even if they haven’t changed yet (I wish, I want to)

change talk

this type of communication expresses ambivalence, favoring status quo by highlighting barriers and pointing out difficulties

sustain talk

a ______ ________ determines the needs and readiness of learners based on their sophistication level

situational assessment

these types of learners are young children, or adults lacking knowledge of the topic being addressed and require a thorough introduction and background

inexperienced

these types of learners may be teachers, or patients/clients who have been previously educated and only require emphasis or review on materials

moderately experienced

these types of learners could be professionals receiving training in their unique field (like an RD attending a NFPE seminar)

very experienced

principle of MI that verbally reflects understanding of clients, and clarifies meaning, feeling, or experience

express empathy

principle of MI which compares/contrasts present and desired behaviors

develop discrepancy

principle of MI which prevents attempting persuasion or (keyword)

avoid argumentation

principle of MI which affirms the clients freedom of choice, and tells the client that their reluctance is normal

roll with resistance

principle of MI that affirms their ability to make a change

support self-efficacy

what yields the highest memory retention rate?

active participation

order in which we retain information from worst to most

hears, sees, says, does

the best examples of an educational objective are ___ and communicate _______

specific, how students will achieve it

model of behavior change that involves personal, interpersonal, institutional, community, policy, and systems level of influence on change, and is often used for disease prevention programs

social ecological

the nutrition education goal of enhancing knowledge to improve diet and decrease the risk of developing chronic disease is most appropriate for which age group?

adults

the nutrition education goal of creating positive attitudes about healthy eating, demonstrating how healthy eating can help in the development of a positive body image, and encourage them to value the importance of food and other lifestyle factors that can prevent common nutrition-related problems is best for which age group?

adolescents

the nutrition education goal of enhancing knowledge, skills, and attitudes about broad, contemporary food/nutrition topics is best for which age group?

school-aged children

the nutrition education goal of creating positive attitudes towards food, encouraging acceptance of healthy foods, and promoting understanding of the relationship between food and health is best for which age group?

preschoolers

DESIGN procedures for creating nutrition education programs

Decide behaviors, explore determinants, select theory based model, indicate objectives, generate plans, nail down evaluation

self-efficacy is a component of the _____, while collective efficacy speaks more to the _____

health beleif model, social cognitive theory

a ____ is a trigger promoting the engagement in a health promoting activity and is part of the _____

cue to action, health belief model

a conceptual model for nutrition education program planning, including program inputs, focus, activities (outputs) and outcomes

logic model

Techniques such as….

• limiting audience participation at first

• using a lecture format

• citing your credentials and experience

……would be best for what type of audience?

very experienced

behavior theory that explains how subjective norms, attitudes, perceieved control, and behavioral intention impact action

theory of planned behavior