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66 Cards in this Set
- Front
- Back
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Counseling
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A process that assists people in learning about themselves, their environment and the methods of handling their roles and relationships
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Non-directive counseling
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-"client-centered"
-Humans are rational socialized, and realistic -"supportive not reconstructive" |
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Counselor characteristics with regards to non-directive counseling
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-Acceptance
-Congruence -Understanding -The ability to communicate acceptance, congruence, and understanding to the client |
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Transtheoretical Model (Stages of Change model)
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Identifies stages of change that individuals pass through before actualizing a change
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Motivational Interviewing
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An approach designed to "help clients build commitment and reach a decision to change
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Termination
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Changes maintained for 5 years
*last stage of stages of change model |
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Suggestions for Precontemplation
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-Provide additional information at this stage
-Pros need to outweigh the cons |
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Suggestions for Contemplation
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-Cognitive and effectiive self reevaluation
-Raising self awarenessS |
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Important for Preparation
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-Self liberation
-Behavioral goals |
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Important in Action and Maintanence
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-Behavior techniques of stimulus control
-Reinforcement management -Self-monitoring -Recipe modification -Social support of significant others -Coping responses for relapse |
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Motivational interviewing
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-Works well with people reluctant to change
-Change must come from within rather thsan from without *"Short term gratification at the expense of long term harm" |
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Principles of motivational interviewing
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-Express empathy
-Develop discrepancy -Avoid arguments -Roll with resistance -Support self efficacy |
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Deepest form of reflection
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To reflect feelings in a paraphrase that searches for the client's emotions behind the statement
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Reflective listening
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-A way of checking the meaning rather than assuming
-A guess/hypothesis is made |
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FRAMES
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-Feedback = relevant health info is given by the counselor
-Responsibility = personal responsibility for changes is emphasized -Advice = Must be clear -Menu = Can be given with advice that has a variety of alternative ways that changes could be accomplished -Empathy = This is emphasized and expressed -Self-efficacy = Reinforce positive thoughts and reinforce the ability to succeed |
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Benefit of goal setting
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It motivates because goals set a standard against which the client can compare a current with a new behavior
*goals should be --> clearly stated, reasonable, and attainable |
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Directive counseling
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Used to discuss unsatisfactory job performance (manager-employee relationship)
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Guidelines for directive counseling
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-Involving stage = Aim is to improve the staff members performance (keep remarks performance centered)
-Exploring stage = focuses on objective facts and clarifying issues -Resolving stage = employee states their side of the story and the manager paraphrases -Concluding stage = figure out consequences if changes are not made |
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Nutrition Counseling
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A supportive process, characterized by a collaborative couselor-patient relationship, in which to set priorities, establish goals, and create individualized action plans that acknowledge and foster responsibility for self-care to treat an existing condition and promote health
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Patient-Centered Counseling objectives
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-Increase the awareness of diet related risks
-Provide nutrition knowledge -Increase confidence to make dietary changes -Enhance skills to promote long term intake |
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Four steps of Patient-Centered counseling
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-Assess = Asking the client questions
-Advise = Should be personalized and validate what the client is stating -Assist = Dietitian provides nutrition info, corrects misunderstandings, addresses and validates feelings, and provides support -Follow-up = Evaluate and monitor progress |
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Nutrition intervention has
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-Goal setting = listening, accepting, clarifying, and helping clients find solutions to develop their own plan of action
-Goal identification = Goal should be specific, measurable, attainable, reasonable, and timely ***goals that are short term and challenging but attainable with effort are likely to be motivating and self satisfying -Goal importance = Find out how important it is to attain the goal -Goal analysis = Figure out the impact of physical, cultural, social, and cognitive environments will affect goals -Goal implementation = Patients should summarize their plans to check understanding and commitment |
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JCAHO
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Sets standars that are required to address quality-of-care issues in the health care environment
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Studies on Stage of Change Counseling
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-Significant change was only seen in the action stage
-Pathways to change approach did better in moving the action stage of better self-care, self-glucose monitoring, selecting low fat foods, and stopping smoking |
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Multicultural nutrition model factors
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-Multicultural awareness = dietitian needs to become aware with their own culture and determine if it is dominant or not
-Food and nutrition counseling knowledge = find out about other cultures by going to houses of worship,ethnic food stores, etc. -Nutrition counseling skills = One's ability to handle culturally appropriate interventions |
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Pre-School Aged children
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-Family and cultural factors have major influences on food
-Television and media also have influences -Dietary behaviors are learned away from home for many kids -30% cal from fat (less than 10% from sat. fat) -Determine quantity and frequency of eating patterns (diet histories may take longer at this age) |
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Goals of nutrition education in school aged children (6-12 yrs)
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-Cognitive learning (children learn how to select a healthful diet)
-Interventions which focus on specific behavior changes results in more effective changes than a general nutrition education approach -Dietitians can collaborate with after school member, athletic department, etc.to educate children |
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School aged children
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-Family, culture, and the body's physical composition greatly influence what is eaten
-Watched more TV and had fewer family meals = more overweight -Can become a "couch potato" -Need a healthy and quick breakfast -Experiments with new foods -Visual aids -Technology and internet for learning |
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Adolescents
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-Cognitive behavioral therapy
-High caloric intake for girls who recently began menstruation and became pregnant -Male atheletes -Female vegetarians |
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Elderly
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-Over 85 and older are more likely to be in nursing home --> limited function can lead to malnutrition
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Limited literacy
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-Hand paper to person upside-down
-Get them to read a word -Have them interact -"might say they forgot their glasses" -Avoid words such as "blood glucose" or "dietary cholesterol" -Sentences should be less than 15 words and use 1 to 2 syllable words |
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What helps learning?
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-Continuous reinforcement after every correct response (seen in the early part of behavior)
-Variable or intermittent schedule of reinforcement is preferable (Seen later on) |
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Social cognitive theory
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-Uses modeling to show the outcomes of positive and negative behaviors
-Shaping can also be used when one may be given positive reinforcement for the correct portion and then assisted for the rest |
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The cognitive view...
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Sees learning as an active internal mental process of acquiring, remembering, and using knowledge rather than a passive process influenced by the external environment stimuli of behaviorists
***What the person already knows has a major influence on further learning |
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When does info enter working memory?
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As a person attends to something and thinks about it
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Long term memory
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A person organizes working memory and integrates it with info already stored in a network of interconnected neurons
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3 processes of long term memory
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-Encoding by attaching new info to other related memories
-Storage -Retrieval |
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Andragogy
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-Adults are seen as mutual partners in learning
-Adults seek what they consider important -Learning should be relevant to the person's needs -Problem-centered learning -Internal forces cause motivation -Dietitian is a facilitator of change |
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Teacher-centered approach
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-Assumes that the learners are passive and that they respond to stimuli in the environment (Skinner)
***Predominant approach to education |
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Learner-centered approach
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-Individuals are assumed to be proactive and to take responsibility for their actions (andragogy)
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Five stages in the innovation-decision process
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-Knowledge of the innovation
-Persuasion -Decision to adopt or reject -Implementation of the new idea -Confirmation of the decision |
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Innovations are more readily adopted if...
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They provide a relative advantage over current practices
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Software should allow the learn to engage in...
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-Sense making
-Process management -Reflection and articulation |
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Teaching
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-The educator's assessment of the need for knowledge and the use of techniques to transfer knowledge to another person
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7 Steps to planning effective education sessions
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-Assessing learning needs of the individual groups (preassessment)
-Writing performance objectives that are measurable and feasible -Determining educational content --Selecting methods, techniques, materials, and resources appropriate to the objectives -Implementing learning experiences (intervention) -Evaluating progress and outcomes performed continuously and reassessment of learning needs (postassessment) -Documenting the outcomes and results |
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Performance objectives
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-Precise statements about what will be learned
-Define the purpose of instruction -Helpful tools in planning, implementing, and evaluative learning -States the intended outcome -Objectives should focus on the person learning -Should not use "know", "appreciate", or "understand" -Clear and measurable |
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Three characteristics which improve writing skills
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-Performance
-Condition -Criterion |
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Domains of learning
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-Cognitive (knowledge and information) = involves the acquisition and utilization of knowledge or information and the development of intellectual skills and abilities
-Affective (attitudes and values) = Changes in attitudes, feelings, values, beliefs, appreciation, and interests -Psycho-motor (manual skills and performance) = the development of physical abilities and skills |
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Lectures
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-Passive method of informing and transferring knowledge from the teacher to the learner
-No guarantee the material is learned and remembered (least effective for adults) |
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Discussion
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-Promotes active participation by learners
-Participants examine their own thinking and internalize knowledge through the exchange of ideas and verbal responses -Facilitated in larger groups |
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Simulation
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-Real-life situations are active ways to develop learner knowledge, skills, behaviors, and competencies
-Role-playing -Can be used with cognitive, affective, and psychomotor objectives |
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Demonstration
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-Shows how something is done
-Explores processes, procedures, equipment operation, techniques, ideas, or attitudes -Uses cognitive and psychomotor objectives |
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Four steps of job instruction training
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-Preparation = prepares employee psychologically and intellectually
-Presentation = presents and explains the operation as the employee is expected to perform it -Learner performance = How much the employee has retained as he or she tries out the operation (can coach) -Follow up = The employee is left alone to complete the task |
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Sequence of instruction
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-General to specific
-Specific to general -Simple to complex -According to interest (familiar to unfamiliar), logic, or frequency of use of the knowledge or skill |
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Education evaluation consists of
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-A systematic appraisal of the quality, effectiveness, and worth of an educational endeavor
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Measurement
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-"Educational assessment" = doesn't detemine quality or worth**
-The process of collecting and quantifying data in terms of numbers on the extent, degree, or capacity of people's learning in knowledge, attitudes, skills, performance, and behavioral change |
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Evaluation
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-Based on the measurement of what people know, think, feel, and do
-Compares the observed value or quality with a standard or criterion of comparison |
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Formative evaluation
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-A systematic appraisal that occurs before or during the implementation of a learning activity for the purpose of modifying or improving teaching, learning, program design, or educational materials
-Criterion based ***qualitative |
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Summative evaluation
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-Considered final
-Appraises results, quality, outcomes, or worth using quantitative approaches |
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Norm- and Criterion-Referenced Methods
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-Norm = the group that has taken the test provides the norms for determining the meaning of each person's score
- Criterion = Ascertains the person's status in respect to a defined objective or standard *everyone can do well by attaining a minimum standard |
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Types of evaluation outcomes
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-Measurement of participant reaction to programs
-Measurement of behavioral change -Measurement of results -Evaluation of learning in the cognitive, affective, and psychomotor domains -Evaluation of other outcomes |
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Steps to select appropriate test items
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-Note the performance
-Check whether the performance is main intent or indicator -If covert, check for indicator behavior -Test for overt indicator in objectives |
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Types of outcomes
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-Physiological or biological measures
-Behavioral change based on self report -Diet-related psychosocial measures -Environmental or other measures of dietary behavior |
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%'s of where people get nutrition info
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-63% TV
-45% Magazines |
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% believe that physical activity is important
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67%
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% of people that believe there are foods that should never be eaten
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54%
-38% told what not to eat |
