Page 377 - Nutrition Counseling and Education Skills: A Guide for Professionals

and nutrition monitoring, 19
of oral presentations/workshops, 351
purpose of, 315–316
results, 314–318
summative, 317
types, 318–319
Evaluative vs. descriptive communication, 31
Evidence Analysis Library, ADA, 19
Evocation, 143
Exercise behavior changes, 176
Experience theory, 264–265
Exploration phase, 60
Exploring stage, 160
Extinction, 252

F

Facebook, 25, 376, 385
Face-to-face communication, 25, 28
Facilitation conditions

participants and facilitators, role, 401–402
group task and social roles, 401t–402t

skills in, 347–350
avoiding acknowledgment of facilitator’s preferences, 400
discouraging wisecracks, 400
encouraging silent members, 399
facilitator preparation, 397
guiding and encouraging interaction, 398–399
helping group stay on topic, 400
overly talkative participants, control of, 399
reinforcement, 399
relieving social concerns, 398
side conversation, avoidance, 400
tolerating silence, 398

False thoughts, 198, 199t, 202
Feedback, communication, 28
Feelings, interviews and, 71
FFQ. See Food frequency questionnaire (FFQ)
Flip charts media, 371–372
Focus groups, 404
Food & Health Survey, 10
Food and Agriculture Organization (FAO), 9
Food behaviors. See Food habits
Food frequency checklist, 53
Food frequency questionnaire (FFQ), 51–52, 86, 132, 324
Food habits, 5–7

attitudes (physiological/psychological), influence, 6
cultural influences, 6
food choices, influencing factors/effects, 6

changes in, motivating variables, 7f
healthy diet, outcomes, 9
nutrition counseling/education, goal, 5–6
Formal groups, 387

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