Chapter 2 Flashcards
Behavior
An action that can be observed, measured, and modified.
Type 2 Diabetes
A long-term metabolic disorder that is characterized by high blood sugar, insulin resistance and relative lack of insulin.
Self-efficacy
The certainty of one’s ability to accomplish a particular task.
Motivational Interviewing (MI)
A collaborative, client-focused method of guiding a client toward a self-identified motivation for change.
Stages of change
The series of temporal stages of readiness that a person progresses through during the behavior change process.
Pre-contemplation
In denial, or ignorant, that a change is necessary, possible, or worth the effort within the next six months.
(Not ready for change. “I won’t.” Or “I can’t.”)
Contemplation
Contemplate making a change in the next six months but reluctant to commit.
(Thinking about change. “I might.”)
Preparation
Committed to make a change in the target behavior within 30 days; engaged in preparation activities.
(Preparing to make the change. “I will.”)
Action
Engaged in changed behavior for less than six months; new behavior is not fully stabilized.
(Taking action to change. “I’m doing ___ now.”)
Maintenance
Sustaining their new, healthy behavior for more than six months.
(Maintaining positive behaviors. “I’ve been doing.”)
Process of change
The strategies and techniques that can influence an individual’s transition from one state of change to the next.
Experiential processes
Influence behavior indirectly by focusing on thoughts, perceptions; or feelings that an individual might have about the target behavior.
Behavioral processes
Focus on active strategies and influence behavior directly by manipulating environmental, social, or situational cues to encourage the desired behavior.
Consciousness raising (Experiential process)
Getting the facts.
Increasing information about self and if the unhealthy, undesired behavior, and/or potential new behavior.
Dramatic relief
(Experiential behavior)
Invoking Emotions.
Experiencing and expressing emotional reactions to the idea of continuing the unhealthy behavior, and to the idea of initiating a change.
Self-reevaluation
Creating new self-image
Rethinking one’s self-image to include the possibility of a successful behavior change.
(Help client identify core values, healthy role models, and visualizing reaching and maintaining the change.)
Environmental reevaluation
(Experiential process)
Realizing the effect on others.
Reflecting on how one’s current behavior affects the physical environment and people around them to include those they care about.
(Ask client to consider others, increase empathy.)
Social liberation
(Experiential process)
Noticing societal acceptance.
Increasing awareness of how the healthy, desired behavior is supported by society.
(How is the change valued in their community and society at large. Bridge motivational need for sense of connection.)
Self-liberation
(Behavioral process)
Committing with confidence.
Committing to take action with the belief that change is possible.
(Account for need for autonomy and competence.)
Helping relationships
(Behavioral change)
Establishing relationships where one feels safe to share personal challenges and receive support such as encouragement and guidance.
(Helping clients connect to social groups.)
Counterconditioning
(Behavioral change)
Making substitutions.
Finding healthier alternatives for unhealthy behaviors.
Reinforcement management
(Behavioral process)
Using rewards and feedback strategically to reinforce positive behavior and acting on one’s values.
(Helping clients celebrate small and big successes)
Stimulus control
(Behavioral process)
Managing the environment.
Avoiding stimuli that trigger the unhealthy behavior and intentionally creating cues that trigger the healthy behavior.
(Restructure environment to remove and overcome stimuli.)
Self-determination theory (SDT)
A general theory of human motivation that suggests a person is motivated to change by three basis psychological needs of autonomy, competence; and relatedness.
Motivation
The reason(s) one has for behaving in a certain way.
Intrinsic motivation
The drive to execute behaviors that are driven by internal or personal reward.
Extrinsic motivation
The drive to perform certain behaviors based on external factors such as praise, recognition, and money.
Autonomy
The need for self-governance and control over one’s own behavior and goals.
Competence
The basic need to feel a sense of mastery and operate effectively and capable in one’s actions, within the environment.
Relatedness
The basic need to feel a sense of belonging and connection to others.
Minimize pressure
(Autonomy supportive behavior)
Help client
-minimize self-imposed pressure (ex. Focus on process-oriented goals instead of outcomes)
-minimize perceived pressure (ex. Family)
-set and communicate realistic expectations
Avoid controlling behavior
(Autonomy supportive behavior)
-Coach client to be an active participant in goal-setting
-Avoid using guilt or shame
-Minimize the use of external rewards
Acknowledge clients feelings
(Autonomy supportive behavior)
-Allow client to express their emotions & feeling
-Listen with empathy
-Validate feelings
Provide structure and routine
(Competence-supportive behavior)
Be consistent with structure and routine of training sessions so clients know what to expect
Encourage clients to adopt routines in their exercise regimen
Provide optimal level of challenge
(Competence-supportive behavior)
-Matching skill level with task difficulty to provide opportunities for success
-Encourage performance goals that are challenging yet feasible
-Break down complex movements into manageable parts
Provide opportunity to learn & master new skills
(Competence-supportive behavior)
-Teaching proper physical techniques
-Teaching proper mental techniques (where/what to focus on, coping with failed reps)
Providing feedback
(Competence-supportive behavior)
-Providing constructive and informative feedback
-Providing effective praise to reinforce positive behaviors
