Page 391 - Nutrition Counseling and Education Skills: A Guide for Professionals

School-aged children, 226–230
Scope of nutrition practice

evolving, 21–22
food and health survey results, 10–11
food habits or behaviors, origin of, 5–7
government public health initiatives, 8–10
introduction, 4–5
nutrition care process, 13–21
Scope of Practice Framework, 11–13
Scope of Practice Framework, 11–13
Secondary vs. primary questions, 67–68
Self-concept theory, 264
Self-efficacy (SE), 203–209
behaviors and activities, choice of, 205–206
cognitive appraisal of, 208
efficacy expectations, dimensions, 206
efficacy information, sources

actual performance, 207
modeling, 208
physiological and emotional states, 208–209
verbal persuasion, 208
efficacy/outcome expectations, difference, 205
measuring, 206–207
self-assessment, 212
Self-esteem enhancement, 312, 391
Self-liberation, 118–119, 120
Self-management programs, 184
Self-monitoring, 183–184
process, 130
records, 199t–200t, 200
Self-motivational statements, 150, 155
Self-reevaluation, 118
Self-reports, 327
Self-talk, 196. See also Cognition(s)
Sequencing questions, 69–70
Should statements, 198
Simulations, 306
16 Habits of Mind, 269, 270
Slang, 98
Slides, computer-based media, 343–344, 374
S.M.A.R.T System, 126
SMOG readability formula, 378t
Social cognitive theory, 254–255
Bandura and, 254
modeling, effects, 254
learned skills as mentor models, using, 255
Social liberation, 119
Social media, 376
Socratic method, 202
Stages of Change Model, 141, 186
Standards of Practice (SOPs), 12
Standards of Professional Performance (SOPPs), 12

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