Page 385 - Nutrition Counseling and Education Skills: A Guide for Professionals

acquiring learner’s attention, ways, 258
asking questions, focus, 259
cognition–rational/linguistic learning theory, 258
cognitive perception theory, 256
cognitive restructuring, 258
consumer information processing theory, 258
types

long-term. See Long-term memory
working, 259
Mental filter, 198
Metabolic syndrome, 239
Mind reading, 198
Modeling, 168, 171–172
in employee training programs, benefits, 172
learning characteristics, 171
shaping behavior, parents, role models to children, 171
Model of relapse, 210–214
high-risk situations
coping vs. failure to cope, 213–214, 215f
defined, 213
examples, 212
identification/assessment, 213
lapse vs. relapse, 213–214
situational/environmental factors, role, 211–212
relapse process, cognitive-behavioral model for, 210f
Models/theories of change, 188–189
Monitoring and evaluation, nutrition, 19
Motivation, 155–156, 266, 279
Motivational interviews (MIs)
ambivalence, 141–142
behavior change, obstacles to, 141
communication skills, 151–154
confidence of patient, assessment, 152
elicit–provide–elicit, 152
making changes, 152–154
counselor approaches, 150–151
empathic understanding, 143
guiding style, 151
for diabetes care, 141
microskills, 145–150
client change talk, 149–150
OARS, 145–150
by Miller, William, 140
principles, 144–145
RULE (Rollnick), 144
spirit of, 142–143
counselor behaviors/elements, 142
techniques, prevention of overweight, 155
Multicultural awareness, 99–100
Multicultural nutrition counseling, 102–103
“MyPlate”, 8, 8f, 101f, 221, 271, 282

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