Page 376 - Nutrition Counseling and Education Skills: A Guide for Professionals

reinforcement schedules, 180
reinforcers, identification and types of, 178–180
self-management, 184
self-monitoring/record-keeping, effects, 183–184
food record, 183, 184t
techniques, 184
tools used, 184
Eating disorders. See Bulimia nervosa; Cognitive disorders
Educational evaluation, 314
Educational Foundation of the National Restaurant Association, 375
Educational planning
case challenge, 275
effective education, steps to, 277–278
learning domains, 286–296
learning groups in, 297–298
learning plan contents in, 297
needs assessment and, 278–281
anxiety, barrier to learning, 280
motivation, consequences, 279
need for learning, 278
questionnaires, purpose of, 280
performance objectives in, 281–286
conditions component, 284
criterion components, 284–286
Mager and written objectives, 281–282, 283t. See also Mager’s Three-Part System
performance component, 284
teaching vs. learning, 277
physical environment, 277
psychological environment, 277
Educational theory, 249
Education models, 249
Efficacy expectation dimensions, 206
Elicit-provide-elicit framework, 152
Emotional objectivity, 57–58
Emotional reasoning, 198
Empathic understanding, 139
Empathic vs. neutral communication, 34
Employee counseling, 158–159
Empowerment, 119
Enculturation, 85–86
Environmental reevaluation, 118
Environment, teaching/learning, 277
Equal vs. superior communication, 33–34
Ethnic groups, 38, 58, 83, 88, 89, 93, 99, 304, 319
ETHNIC model, 90–91
Ethnocentrism, 233
Evaluation
of behavioral change, 319
formative, 316–317
learning domains and, 289
levels of, 289
media/education materials for, 379–381

376