Page 372 - Nutrition Counseling and Education Skills: A Guide for Professionals

cultural competence models, 90–91
cultural diversity, 83–84

and cultural identity, 83
cultural processes, 85–86

acculturation and assimilation, 86
enculturation and intercultural variation, 85–86
influence on person’s identity/behavior, 85
diversity in workplace, 87–90
benefits, 88
challenges, 87–88
changing patterns of immigration (2005–2010, U.S.), 87f
management, 89–90
limited literacy, 103–104
assessment tools, 104
identifying illiterate clients, approach, 104
“teach-back” method, 104
Community-level educational program, 249
Complex overt response level, 294t, 295, 296
Computer-based learning, 365, 374–375
Concluding stage, 161–162
Conditioned response (CR), 169
Conditioned stimulus (CS), 169
Confrontational responses, 75
Consciousness raising, 118, 119–120
Consensus, guidelines, 392–393
Contemplation stage, 114t, 115, 141
Content analysis, 337
Contracts, 180–181
Copyright and permission, 364
Cost-benefit analysis, 121t
Counseling. See also Directive counseling; Nondirective counseling
definition, 138
interview, stages, 159–162
outcomes, measure of, 162
Counseling, cultural competence in
cultural assessment, 92
family relations, understanding, 99
food/nutrition counseling knowledge, 100–102
health disparities in diverse population, 93–94
eating behaviors in LGBT populations, study, 94
interventions, reduced risk of diabetes, 94t
in obese population, survey, 93
health practices, understanding, 96–97
diseases/illness, causes (beliefs), 97
in Mexico (hot/cold foods), 96
in non-American cultures, 96
multicultural awareness, 99–100
counselors, key proficiencies to be learned, 100
nonverbal behavior, understanding, 97–98
nutrition counseling skills, 102–103
in culturally diverse groups, strategies, 102t
services of translator, need for, 103

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