Page 370 - Nutrition Counseling and Education Skills: A Guide for Professionals

Caloric needs, 239t
Campinha-Bacote model, 91
Carbohydrate counting, 18, 129, 279, 284, 285, 316, 377
Cardiovascular diseases (CVDs), 167, 188, 236, 239, 276, 323, 386
Catharsis, 118
CBT. See Cognitive-behavioral therapy (CBT)
Characterization level, 291t, 293
Charts, stationary media, 367
Checklist, oral presentations, 347
Children

life span counseling of, 222–230
preschool-aged, 223–226
school-aged, 226–230
ChooseMyPlate, 229, 236, 256, 260, 276, 370, 371
Chronic care model, 240
Chronic diet-related diseases, 239–241
education strategies, 240

electronic medical record, use, 240
self-management concept, barriers, 240
metabolic syndrome, 239
specialty care strategies, 240–241
nutrition intervention recommendations, 241t
treatment models, 239
chronic care model, 240
Classical conditioning, 168–169
animal study/research (Pavlov)
conditioned response/stimulus, 169
unconditioned response/stimulus, 169
responses to, types, 169
Client autonomy, honoring, 143
Client-centered approach. See Nondirective counseling
Client change talk, 149–150
Closed vs. open question, 65–66, 67t
Coaching, teaching method, 308
Code of Ethics, 12, 25
Cognition(s), 195–197
behavior modification, phases
making changes, 203
recognizing, 199–201
definition, 194, 195
perceptions, influence on behaviors, 196
positive/negative/neutral, types, 196
restructuring/self-assessment, 197
self-talk, examples, 196
stream of consciousness in, 195
Cognition-rational/linguistic learning theory, 258
Cognitive appraisal, 209
Cognitive-behavioral therapy (CBT), 194–195
assumptions, 195
bulimia nervosa, treatment for, 194
fundamental proposals, 194
problem-oriented, approach, 195

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