Rd Domain Iii - Counseling, Communication, Education & Research

Front 1

Prochaska and DiClemente's Stages of Change.

Back 1

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

Front 2

SMOG test

Back 2

Simple Measure of Gobbledygook - evaluates readability; focus is on number of syllables per word.

Front 3

Types of learning (3)

Back 3

Cognitive
Affective
Psychomotor
"CAP"

Front 4

What stage of change is the client unaware of the problem requiring change?

Back 4

Precontemplation

Front 5

What stage of change is the client aware of the problem but not sure they are ready to change?

Back 5

Contemplation

Front 6

What stage of change is the client ready to change and beginning to think about how to change (but not yet actively making changes)?

Back 6

Preparation

Front 7

What stage of change is the client actively taking steps to address the problem?

Back 7

Action

Front 8

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?

Back 8

Maintenance

Front 9

In what stage of change is the client discouraged or bored with the changes?

Back 9

Relapse

Front 10

Bloom's Taxonomy or Hierarchy of Cognitive Objectives

Back 10

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

Front 11

Affective domain educational readiness assessment (4)

Back 11

Receiving- willing to receive info
Responding - willing to be involved and learn info
Valuing - student has belief in information
Characterization - values have been internalized

Front 12

Psychomotor domain of educational readiness assessment (6)

Back 12

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.

Front 13

What is conditioning? (Learning principle)

Back 13

Stimuli which normally do not cause a behavior, over time produces a behavior.

Front 14

What are rewards? (Learning principle)

Back 14

Motivators which reinforce particular behaviors.

Front 15

How long do you hold onto small purchase summaries?

Back 15

3 years

Hint 15

1

Front 16

Punishment (learning principle)

Back 16

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.

Front 17

Hierarchy of needs (Maslow)

Back 17

Bottom - basic physiological needs
Safety and Security
Social needs and belonging
Esteem and status
Top of pyramid - self-actualization

Front 18

Attributing (response technique)

Back 18

Response technique in which the counselor describes strengths to motivate a client.

Front 19

Clarifying (response technique)

Back 19

Response technique that confirms the accuracy of perception of the client's answer.

Front 20

Empathy (response technique)

Back 20

Demonstrates to the client that you understand concerns or feelings.

Front 21

Directive (response technique)

Back 21

Encourages a client to discuss a concern which seems to be unacknowledged or avoided.

Front 22

If one unit (MLC) is requisitioning an item but shipping to another unit (station), what do you do with the shipping receipts?

Back 22

Send a COPY of the receipt document or message to the originator

Hint 22

1

Front 23

Non-directive (response technique)

Back 23

Invites the client to proceed with their concerns or feelings; beneficial when the client contacts the counselor for help.

Front 24

Paraphrasing (response technique)

Back 24

Rephrasing a client's response for clarity.

Front 25

Probing (response technique)

Back 25

Attempt to gain the most information possible.

Front 26

Behavior modification

Back 26

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.

Front 27

Formative evaluation

Back 27

occurs during design, plan, or implementation of program; aid in improving programs by identifying weaknesses.

Front 28

Summative evaluation

Back 28

evaluates results of a program after it is completely underway; analyze the achievement of program.

Front 29

Qualitative evaluations

Back 29

subjective, descriptive evaluations; looks for detail

Front 30

Quantitative evaluations

Back 30

produce numerical results; questionnaires or test.

Front 31

Correlational study

Back 31

Looks for a linear relationship between variables

Front 32

Longitudinal study

Back 32

Looks at variables over time

Front 33

Prospective study

Back 33

Looks at variable which is believed to lead to specific outcome

Front 34

Quantitative study

Back 34

Looks at numerical data/results

Front 35

Hypothesis

Back 35

States a probable outcome of a study; objective of research is to test the hypothesis

Front 36

Null hypothesis

Back 36

States that no relationship exists among the variables being tested. Research tries to reject the null hypothesis

Front 37

Dependent variable

Back 37

Variable outcome (i.e. blood pressure)

Front 38

Independent variable

Back 38

Variables which are believed to affect the dependent variable - the variable that is manipulated. (i.e. sodium intake)

Front 39

Random sample

Back 39

Drawn from the entire population; all having an equal chance of being chosen

Front 40

Stratified random sample

Back 40

Large group broken down into subgroups based on certain characteristics; subjects are then randomly selected from subgroups.

Front 41

Cluster sampling

Back 41

Samples larger group, then specific subgroups

Front 42

Bias

Back 42

Conscious or unconscious distortion of results by the researcher.

Front 43

Mean

Back 43

Average; scores added together and divided by the number of scores.

Front 44

Median

Back 44

Score at the middle of the distribution

Front 45

Mode

Back 45

Score which occurs most often.

Front 46

Standard deviation

Back 46

Amount a value deviates in relation to the mean of average; normal distribution = bell shaped curve

Front 47

Degrees of freedom

Back 47

N-1. N = number in sample

Front 48

Significance level

Back 48

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)

Front 49

Chi-square test

Back 49

Used to prove relationship between 2 variables

Front 50

T-test

Back 50

Shows how far a statistic deviates from the mean and whether differences between means of groups are significant.

Front 51

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

Back 51

c. feedback
Four parts of nutrition counseling include nutrition assessment, plan for treatment, intervention for change, and evaluation.

Front 52

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

Back 52

b. clarifying
Clarifying - confirms the accuracy of perception of the client's answer.

Front 53

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

Back 53

a. interpreting
An interpreting response provides a possible explanation or connection between behaviors.

Front 54

Which type of research has no specific goal and explores the unknown?
a. applied
b. experimental
c. quantitative
d. basic

Back 54

d. basic
Basic research has no specific goal.

Front 55

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

Back 55

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.

Front 56

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

Back 56

d. applied
An applied research study involves an effort to answer questions, change concepts, etc.

Front 57

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

Back 57

b. knowledge
Knowledge is a recall of information.

Front 58

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

Back 58

b. comprehension
Comprehension is a low level of understanding.