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93 Cards in this Set
- Front
- Back
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**Nutriton Education |
combination of -educational strategies -environmental support -VOLUNTARY adoption of food choices ect. |
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Nutrition Counseling |
guiding a client toward a healthy nutrition lifestyle by meeting needs solving problems |
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**Factors of food choice (10) |
-tast and preference -health -knowledge -convenience and time -culture/religion -social influence -media -economics -availability -psychological |
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most important factor of food choice |
test and preference (more likely to listen if high stress on taste) |
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examples of economics (5) |
-transportation access -cooking facilities -refrigeration -grocery store options -availability of healthy food choices |
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**Effective counselor |
-self aware -knowledge -ethical integrity -congruence -communication -awareness -humor -honest & genuine -flexible -optimistic & hopeful -respect, value and care -empathy |
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Phase 1 |
building a relationship |
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Phase 2 |
Facilitating postive action |
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Nutrition Counseling Program |
-preparation -explnation -assessment -intervention -evaluation of client -conclusion -self-evaluation of counselor |
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**3 stages of counseling session |
1. involving 2. exploring 3. resolving |
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involving stage |
-greeting -comfort -small talk |
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**Exploration Stage |
-understand problem **-assess readiness to take action -educational activities |
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Resolving Stage |
-determined by patients motivation
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Resolving Phase Level 1 |
Precontemplative Not ready to change |
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Resolving Phase Level 2 |
Unsure, low confidence |
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Resolving Phase Level 3 |
motivated, confident, ready |
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Resolving Phase Level 1 Goal |
-raise doubt -raise awareness of problems -give support |
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Resolving Phase Level 2 Goal |
-raise awareness of benefit -explore past success -support networks |
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Resolving Phase Level 3 Goals |
-praise -collaborate -clarify goals |
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Nutrition Counseling Goals |
-lifestyle awareness -healthy lifestyle decision making -take appropriate action |
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stages of skill development |
-motivation -learning -awkwardness |
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stages of skill development |
-conscious awareness -automatic response -proficiency |
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counseling intent def |
rationale for selecting a particular response |
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counseling focus def |
placement of emphasis in a response |
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**counseling intents |
-acknowledge -explore -challenge |
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**Roadblocks and when they occur |
counselors put up that block patient self-exploration impose own views, feelings, opinions, judgments |
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**empathy def |
true understanding of another's unique perspective and experience w/o judging, criticizing or blaming allows us to feel compassion |
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reflection steps |
1. identify feeling 2. reflect that feeling to patient 3. match intensity to patient 4. respond to feeling of client |
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**legitimation |
normalizing "anyone would feel that way" |
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Respect |
"im impressed" |
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**partnership |
"i want us to work together" |
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mirroring |
repeat statement back to client |
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**paraphrasing |
"what i hear you're saying is..." "let me see if i understand correctly" |
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**Health belief model |
perceived... -susceptibility -severity -benefits -barriers -cues to action -self efficacy |
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**perceived susceptibility |
-perceive the disease and consequences |
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**perceived benefits |
believe there are benefits in taking action |
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perceived barriers |
no major barriers that would impede |
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**cues to action |
be exposed to a cue to take action |
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**self-efficacy |
have confidence to perform |
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**transtheoretical model stages (5) |
1. precontemplation 2.contemplation 3. preparation 4. action 5. maintenance |
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**precontemplation |
no interest in change with the next 6 months |
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**contemplation |
knows change is needed but doesnt want to change |
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preparation |
knows change is needed and take action in the next 30 days |
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action |
taken action for 1 day to 6 moths |
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maintenance |
taken action for over 6 months |
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trans model pro |
beliefes are changing |
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trans model con |
the cost is high |
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trasn model success? |
i dont need to change to maybe i should change |
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3 factors affecting behavioral change |
1. attitude 2. subjective norm 3. perceived behavioral control |
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cognitive behavioral therapy |
no negative talk lots of positives |
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behavioral therapy |
new behavior can be learned |
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solution focused therapy |
look at solutions that have worked for them in the past |
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RULE |
1. resist the righting reflex 2. understand and explore motives 3.listen w/ empathy 4. empower the client |
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**resist the righting reflex |
-excuse and arguing -"yes, but" |
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understand the explore motivations |
allow client to explore and see discrepancy |
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listen w/ empathy |
show acceptance and understanding |
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empower the client |
-stress importance of client -change talk |
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OARS |
open ended questions affirmations summaries reflective listening |
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**Food management tools |
-meal replacements -detailed menus and meal plans -exchange list for weight management -mypyramid or dash food plan |
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meal replacement |
-used for nut interventions -shakes, bars, portion controlled frozen meals -adv. portion size clear and simplify |
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detailed menus and meal plans |
-grocery list, menus, recipes -meets preference and lifestyle |
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exchange list for weight management |
-structure but freedom -organized in the 4 groups |
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myplate |
-balance calories -inc intake for nut dense -limit lower dense nut |
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dash diet |
-low sodium -additional food groups -HTN patience |
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Journaling |
-tracking method -provides time out |
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journal guiding |
-training -estimates -goals -record keeping options -nonjudgmental feedback |
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food diary |
-foods consumed -portion size -calories and fat grams -physical activity log |
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**ABC's of behavior |
A-antecedent B-behavior C-consequence |
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cognitive restructuring |
change behavior patterns by changing destructive thinking patterns |
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**patient w.o support |
-locate a distent buddy -join clubs or organizations -locate a social support group -take classes |
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help patients overcome social pressure |
-role playing -microanalysis of the scenario -mental imagery |
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high risk situations |
-negative emotions -interpersonal conflict -social pressure -positive emotional stress |
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keys to nut education (7) |
1. know audience 2. determine education philosophy 3. design interventions 4. establish goals 5. provide instructional planning 6. develop media materials 7. conduct evaluations |
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**Adult learner assumptions (6) |
1. relevancy-oriented (why, what, how) 2. autonomous & self directed learners 3. bring experience and knowledge 4. practical 5. task centered and problem oriented learners 6. intrinsically motivated |
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theory driven intervention |
systematically used to design, implement and evaluate |
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theory informed intervention |
partial use of theory base |
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grounded theory intervention |
qualitative data from the audience |
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**social marketing |
target audience |
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ABC's of objectives |
A-audience B-behavior C-condition |
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**never evers |
-apologize -wrong names -gimmicks -ridicule -compress presentation -would brought more materials -never tell what you forgot -read lengthy text -sloppy handouts -not complete schedule -go past time |
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**ICIC |
interesting clear informative concise "i see, i see" |
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**communication styles |
submissive assertive aggressive |
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**submissive |
-emotionally dishonest -indirect -self-denying -inhibited |
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assertive |
-emotionally honest -direct -self enhancing -expressive |
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aggressive |
-emotionally dishonest -direct -self enhancing at expense of another -expressive |
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factual questions |
assist in obtaining additional details |
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explanatory questions |
aid in the search for the reasons and explanations |
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justifying questions |
challenge previous procedures and new considerations |
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leading questions |
focusing and adv an idea |
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theoretical questions |
introduce another idea or redirect |
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alternative questions |
make a choice |
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exploratory questions |
exploring new areas |
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O*RID |
-objective -reflective -interpretive -decisional |
