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FSHN 428- Exam 2
| Question | Answer |
|---|---|
| basic concepts of info giving (2) | find out what they know, don't argue |
| effective delivery of information (3) | ask permission, don't lecture, chuck-check-chunk |
| pregnant woman who smokes... | "is it ok if I share some concerns?" not "every time you inhale, you are harming your baby" |
| How to word things when giving advice | avoid "you could, I think", instead say "might, consider" |
| context & sharing information | "need to know" vs. "nice to know" |
| most people are what kind of learners? how should you teach them? | concrete sequential, least to most complex |
| who else could you invite when sharing information? | the person who prepares meals |
| advice is... | providing POSSIBLE solutions to problems |
| 3 steps for providing advice | identify the problem, explain the need for change, explain benefits of change |
| FOCUS | first try to draw ideas, offer ideas, concise, use a menu, solicit client's thoughts about the plan |
| dialogue approach to teaching | listen, affirm response, inter-disperse information w/ open ended questions |
| listening is... | more than just waiting for your turn to speak again |
| what type of questions? | who what when where and how (not why) |
| 3 basic counseling responses | providing skills, enhance understanding, relationship building |
| DOVE | defer judgement, offbeat, vast, expand on other ideas (*broadening awareness) |
| what type of decision making are we trying to elicit? | self-directed |
| nutrition counseling is a ___ profession | helping |
| "pat" solutions | don't do this! |
| ideal helpers (name 5) | respectful, nonjudgemental, good listener, caring, willing to say what they think, ethical, knowledgable, believe what they practice, honest, flexible, optimistic, empathetic, understanding |
| what influences food behaviors (8) | taste, health, culture, social, media, economics, availability, psychological |
| clients require assistance when they... (6) | lack knowledge, skills, motivation, resources, have anxiety, need help setting goals |
| SMART | specific, measurable, attainable, realistic, time-oriented |
| OARS | (active listening) open ended questions, affirmation, reflections, summarizations |
| 3 of Gordon's 12 roadblocks | agreeing, analyzing, probing too much |
| when doing reflections, ID the ___ ___ | affect word |
| 4 levels of reflection | simple, complex, amplified, double-sided |
| complex reflection | infers greater meaning |
| amplified reflection | pushes on the absolute statement (client may back away from the absolute) |
| double-sided reflection | acknowledges there are two sides to the issue |
| affirmations are not | generalized praise or compliments |
| affirmations | statements of acknowledgement of the client success and his or her strengths |
| 3 types of summarization | collect thoughts, linking, transition |
| transition summarization | switch to another topic or change direction |
| linking summarization | link elements of present conversation to what was said previously |
| client centered therapy | positive regard from others = positive self regard = self actualization |
| strategies of client-centered (4) | goal setting, positive thoughts, confidence, environment conducive to change |
| Client centered created by | Carl Rogers |
| CBT created by | Aaron Beck |
| Cognitive Behavioral Theory | ID dysfunctional thoughts and replace with reality-based thoughts |
| strategies of CBT | reverse negative self talk, goal setting, cognitive restructuring, decatastrophizing |
| hunger scale CBT | 1-10 scale, if 2 don't eat if 7 then do |
| Prochaska's Stages of change model | precontemplation, contemplation, preparation, action, maintenance |
| precontemplation | don't know there is a problem and/or don't want to change |
| contemplation | contemplating change within 6 months or a year |
| preparation | getting information, finalizing a strategy (~30 days) |
| action | trying to reach your goals |
| maintenance | (and relapse) provide coping strategies, progress, empowerment |
| self-sabotage | common problem during maintenance (all foods fit in moderation) |
| 3 motivational levels | compliance, identification, internalization |
| compliance motivation level | lowest; responding to an external force |
| identification motivation level | middle; value relationship with counselor and want to please them |
| internalization motivation level | highest; internal desire to adhere |
| if relapse isn't the problem, what is? | the person's reaction to the situation |
| 6 steps to stop relapse | stop behavior early, stay calm, reaffirm vow to change, analyze, take charge, ask for help |
| maintenance tools (3) | self-monitoring, planning, setting boundaries |
| health belief model | behavior will change if seriousness is high, benefit is high, barriers are low |
| physical setting communication | don't want physical barrier but also don't want too informal (roundtable) |
| Context communication | may be distracted (Maslow’s hierarchy) |
| Personality communication | both quiet could be bad |
| White coat syndrome | BP goes up just b/c it’s getting measured, intimidating |
| Deference behavior communication | say yes to medical professional b/c medical professional is the authority |
| Socio-cultural differences communication | Asian children look down as a sign of respect |
| When do use confrontation/challenging? And how | differences between stated and actual behavior, use double-sided reflection |
| #1 model for interventions | motivational interviewing |
| MI was inspired by | Carl Rogers client-centered |
| MI also works well with what? (2) | cognitive and stages of change |
| Rollnick and Miller | client centered directive method for enhancing intrinsic motivation to change behavior (MI); originated in addiction counseling |
| Rollnick and Miller goal | from ambivalence to readiness to change |
| Goal of motivational interviewing | facilitate informed, deeply contemplated and internally motivated choices (not necessarily to change behavior) |
| Client centered APPROACH | draws from CCT; client and coach are equal partners, safe environment for change |
| RULE | MI resist the righting reflex, understand client’s motivation, listen to client, empowerment (self-efficacy) |
| MI spirit (4) | collaboration, autonomy, evocation, compassion |
| Readiness ruler | 1-10 (5 or 6= not sure if ready to change) |
| Questions to ask when at 5 or 6 on readiness ruler (2) | what would it take to get to a higher number, what could be a problem? |
| goal setting using confidence ruler (4) | how important is change, confidence in change, why this level, barriers |
| MI session | involving phase, exploration phase, negative aspects of target, explore values, educate, resolving, goals |
| MI involving phase | establish rapport, agenda |
| MI exploration phase | assess current dietary intake |
| MI explore values | what’s important to you? |
| MI resolving phase | assess readiness to change |
| MI if not ready… | empathize with ambivalence |
| MI if low confidence...(3) | explore past successes, ID support networks, summarize ambivalence |
| 3 communication styles, which is MI? | guiding, directing, following (MI= guiding) |
| stage I MI, what to do? | not ready (1-3); acknowledge, raise awareness |
| stage II MI, what to do? (2) | unsure (4-7); acknowledge doubts, encourage weighing pros and cons |
| 3 approaches to exploring ambivalence | find/explore change talk, evocative questions, using summarization (tipping the balance) |
| DARN-C | (guiding questions/change talk) desire, ability, reasons, need, commitment |
| Mobilizing language | (change talk) ‘I plan to’ is less committed than ‘I am going to’ |
| Elements of change talk (3) | specific behavior, client derived, present tense |
| Looking back/forward | before problem arose; when problem will be solved (change talk) |
| Better term for resistance | sustain talk |
| Types of resistance | passive, active |
| Passive resistance | worst, won’t come up with ideas, feel compelled to pick yours (deference) |
| Active resistance | “yes, but…” |
| Dealing with resistance (4) | use reflections, agree with twist, shift focus, siding with negative |
| Reframing | change obstacles into opportunities |
| Unpacking | using listening skills to uncover information |
Created by:
melaniebeale
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