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Tabla de contenidos provista por Syndetics

• Preface(p. v)
• Section 1 Communication Skills(p. 1)
• Chapter 1 Expanding Scope of Nutrition Practice(p. 3)
• Introduction(p. 4)
• Origin of Food Habits or Behaviors(p. 5)
• Government Public Health Initiatives(p. 8)
• Food and Health Survey Results(p. 10)
• Scope of Practice Framework(p. 11)
• Nutrition Care Process(p. 13)
• Evolving Scope of Practice in Nutrition(p. 21)
• Chapter 2 Communication(p. 24)
• Introduction(p. 25)
• Communication Defined(p. 26)
• Interpersonal Communication Model(p. 27)
• Verbal and Nonverbal Communication(p. 30)
• Diversity(p. 40)
• Listening Skills(p. 41)
• Chapter 3 Interviewing(p. 47)
• Introduction(p. 48)
• Nutrition interviews(p. 49)
• Preemployment Interviews(p. 54)
• Conditions Facilitating Interviews(p. 55)
• Parts of the Interview(p. 60)
• Responses(p. 71)
• Closing the Interview(p. 76)
• Chapter 4 Communication and Cultural Competence(p. 81)
• Introduction(p. 82)
• Cultural Diversity(p. 83)
• Cultural Processes(p. 85)
• Diversity in the Workplace(p. 87)
• Cultural Competence Models(p. 90)
• Cultural Competence in Counseling(p. 91)
• Limited Literacy(p. 103)
• Section 2 Counseling for Health Behavior Change(p. 107)
• Chapter 5 Stages and Processes of Health Behavior Change(p. 109)
• Introduction(p. 110)
• Transtheoretical Model/Stages of Change(p. 111)
• Stages of Change(p. 113)
• Processes of Change(p. 118)
• Decisional Balance(p. 121)
• Self-efficacy(p. 122)
• Goal Setting(p. 123)
• Nutrition Intervention(p. 129)
• Nutrition Monitoring and Evaluation(p. 130)
• Documentation(p. 131)
• Electronic Communication(p. 132)
• Chapter 6 Person-Centered Counseling(p. 136)
• Introduction(p. 137)
• Using Theories and Models(p. 138)
• Nondirective Counseling(p. 138)
• Motivational Interviewing(p. 140)
• Applications(p. 155)
• Motivation(p. 155)
• Coal Setting(p. 156)
• Health Belief Model(p. 157)
• Directive Counseling(p. 158)
• Chapter 7 Counseling for Behavior Modification(p. 165)
• Introduction(p. 166)
• Classical Conditioning(p. 168)
• Operant Conditioning(p. 169)
• Modeling(p. 171)
• Changing Eating Behaviors(p. 172)
• Self-Monitoring(p. 183)
• Self-Management(p. 184)
• Social Support(p. 185)
• Applications(p. 185)
• Chapter 8 Counseling for Cognitive Change(p. 192)
• Introduction(p. 193)
• Cognitive-Behavioral Therapy(p. 194)
• Cognitions(p. 195)
• Self-Efficacy(p. 203)
• Relapse Prevention(p. 209)
• Models and Theories of Change(p. 217)
• Chapter 9 Counseling Through the Life Span(p. 220)
• Introduction(p. 221)
• Prenatal and Pregnant Women(p. 221)
• Infants up to 2 Years of Age(p. 222)
• Preschool Children, Age 2 to 5 Years(p. 223)
• School-Age Children, Age 6 to 12 Years(p. 226)
• Adolescents, Age 13 to 19 Years(p. 230)
• Family Counseling(p. 234)
• Adults, Age 20 to 64 Years(p. 236)
• Adults, Age 65 Years and Older(p. 237)
• Managing Chronic Diet-Related Diseases(p. 239)
• Section 3 Education Skills(p. 245)
• Chapter 10 Principles and Theories of Learning(p. 247)
• Introduction(p. 248)
• Learning(p. 248)
• Behavioral Learning Theories(p. 250)
• Social Cognitive Theory(p. 254)
• Cognitive Theories(p. 256)
• Memory(p. 256)
• Transfer of Learning(p. 262)
• Andragogy(p. 263)
• Learning Styles and Teaching Styles(p. 267)
• Diffusion of Innovations(p. 270)
• Technology as a Learning Tool(p. 271)
• Chapter 11 Planning Learning(p. 274)
• Introduction(p. 275)
• Environment for Teaching and Learning(p. 277)
• Steps to Effective Education(p. 277)
• Conducting a Needs Assessment(p. 278)
• Developing Performance Objectives(p. 281)
• Domains of Learning(p. 286)
• Determining the Content of Learning Plans(p. 297)
• Organizing Learning Groups(p. 297)
• Chapter 12 Implementing and Evaluating Learning(p. 301)
• Introduction(p. 302)
• Selecting Techniques and Methods(p. 302)
• Techniques for Different Domains of Learning(p. 307)
• Task Analysis(p. 309)
• Job Instruction Training(p. 310)
• Sequence of Instruction(p. 312)
• Evaluation of Results(p. 314)
• Types of Evaluation and Outcomes(p. 318)
• Data Collection Techniques(p. 324)
• Reliability and Validity(p. 327)
• Lesson Plans and Program Plans(p. 328)
• Documentation(p. 330)
• Chapter 13 Delivering Oral Presentations(p. 334)
• Introduction(p. 335)
• Preparation of an Effective Presentation(p. 336)
• Components of an Effective Presentation(p. 337)
• Implementation of an Effective Presentation(p. 342)
• Evaluation Methods(p. 351)
• Adaptations(p. 351)
• Chapter 14 Using Instructional Media(p. 358)
• Introduction(p. 359)
• Benefits of Visual Media(p. 359)
• Planning Use of Visual Media(p. 360)
• Art and Design Principles(p. 361)
• Asynchronous or Synchronous Learning(p. 364)
• Types of Visual Media(p. 365)
• Numeracy and Literacy Considerations(p. 377)
• Purchasing Prepared Media Materials(p. 379)
• Chapter 15 Facilitating Group Learning(p. 384)
• Introduction(p. 385)
• Groups and Teams Defined(p. 386)
• Stages of Group Development(p. 387)
• Characteristics of Group and Team Dynamics(p. 389)
• Groupthink(p. 393)
• Group and Team Leadership(p. 394)
• Characteristics of an Effective Team(p. 394)
• Managing Small Groups and Teams(p. 396)
• Group Facilitation Skills(p. 397)
• Facilitator and Participant Functions and Roles(p. 401)
• Paradox of Group Dynamics(p. 403)
• Problem Solving and Decision Making(p. 403)
• Meetings as a Function of Group Dynamics(p. 404)
• Appendix Reference(p. 409)
• Index(p. 434)