Page 389 - Nutrition Counseling and Education Skills: A Guide for Professionals
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Pavlov, Ivan, 168
Pedagogy, 263
Performance objectives, 281–286
Personalization, 198
Person-centered counseling
applications, 155
MI techniques, prevention of overweight, 155
approaches
directive, 158–162
nondirective, 138–140
FRAMES, 154
goal setting, 156
HBM and, 157
health behavior, influencing factors, 137
introduction, 137
motivation, 155–156
self-motivation, evoking, 155
motivational interview and, 140–154
nutrition/dietetics professional, role, 137
theories and models, 138
counseling, importance/outcomes, 138
nutrition counseling strategies, 138
Persuasion, 270, 271
PES system, 17, 17t
Portion distortion, 52
Positive reinforcers, 251
Poster, stationary media, 367
“Power of positive thinking”, 203
Precontemplation, 141
Preemployment interviews, 54–55
Preparation stage, 114t, 116
Presenter’s style, 352–354
Privacy of Identifiable Health Information, 132–133
Private health information (PHI), 132
Probing responses, 72–74
Problem-centered learning, 265–266
Problem-solving interventions, 129
Problem solving methods
brainstorming, 403
focus groups, approach, 404
nominal group process, 404
Program analysis, 336–337
Psychomotor learning domain, 293–296
Puzzle boxes, 169
Q
Questions
classification
advantages/disadvantages, 67t
neutral and leading, 68
open and closed, 65–66
primary and secondary, 67–68
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