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CPHN > Chapter 7: Nutrition Education for Behavior Change > Flashcards

Chapter 7: Nutrition Education for Behavior Change Flashcards

1
Q

nutrition education goal

A

behavior change

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2
Q

include the dimension of behavior change or voluntary modification of dietary practices as intended outcome

A

nutrition education

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3
Q

successful nutrition education uses a systematic _____ and _____ that include a variety of activities to cause behavior change

A

approach and system

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4
Q

behavior change theories

the way a person behaves in a particular situation or condition

are the food choices and other food-and nutrition-related actions that people undertake to achieve intended effect of their own choosing

A

behavior

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5
Q

behavior change theories

is the goal of nutrition education where individuals/clients voluntarily and continuously adopt food choices and other food- and nutrition-related behavior conducive to health and well-being

A

behavior change

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6
Q

behavior change theories

a multi-level tool for promoting and sustaining risk-reducing behavior change in individuals and communities by distributing tailored and specific messages in a variety of communication channels

A

behavior change communication (BCC)

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7
Q

theories and models of dietary behavior and behavior change (3)

A

-knowledge-attitude-behavior model
-social psychological theories of health behavior and behavioral change
-social ecological model

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8
Q

theories and models of dietary behavior and behavior change

this model proposes that as people acquire knowledge in nutrition and health areas, their attitude change, which then lead to changes in behavior

A

knowledge-attitude-behavior model

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9
Q

elements/variables common to the behavior change concept

a danger or harmful event of which people may or may not be aware

A

threat

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10
Q

elements/variables common to the behavior change concept

emotional arousal caused by perceiving a significant and personally relevant threat

A

fear

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11
Q

elements/variables common to the behavior change concept

perception that a recommended response will prevent the threat from happening

A

response efficacy

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12
Q

elements/variables common to the behavior change concept

an individual’s perception of or confidence in the ability to perform a recommended response

A

self-efficacy

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13
Q

elements/variables common to the behavior change concept

something that would prevent an individual from carrying out a recommended response

A

barriers

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14
Q

elements/variables common to the behavior change concept

positive consequences of performing the recommended response

A

benefits

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15
Q

elements/variables common to the behavior change concept

what an individual thinks other people think they should do

A

subjective norms

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16
Q

elements/variables common to the behavior change concept

an individual’s evaluation or beliefs about a recommended response

A

attitudes

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17
Q

elements/variables common to the behavior change concept

an individual’s plans to carry out the recommended response

A

intention

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18
Q

elements/variables common to the behavior change concept

external or internal factors that help individuals make decisions about a response

A

cues to action

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19
Q

elements/variables common to the behavior change concept

when an individual reacts against a recommended response

A

reactance

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20
Q

theories and models of dietary behavior and behavior change

concerned with the understanding of how thoughts, feelings, and values affect nutrition-related choices and behaviors; and how interactions with others and with the social environment can influence how one behaves

A

social psychological theories

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21
Q

theories and models of dietary behavior and behavior change

goal is to facilitate individuals’ voluntary adoption of healthful behaviors by helping increase awareness and reduce barriers to action

A

social psychological approach

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22
Q

the social psychological approach emphasizes the following

people are creatures of their cultures and social contexts

A

power of the situation

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23
Q

the social psychological approach emphasizes the following

individuals construct their social world and have impact on it

facing the same situation, different people may react differently

A

power of the person

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24
Q

the social psychological approach emphasizes the following

people’s beliefs or cognitions about the world powerfully influences how they react to it

A

power of cognition

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25
Q

theories and models of dietary behavior and behavior change

nut educ is effective when it addresses the many levels of influences in behavior

for intentions or decisions to be translated into actions and for the actions to be maintained in the long term, a supportive social and physical environment is required

A

social-ecological model

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26
Q

theories and models of increasing awareness and enhancing motivation

A

-health belief model
-precaution adoption process model
-theory of changed behavior
-self-determination theory

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27
Q

theories and models of increasing awareness and enhancing motivation

people will take action when they experience a personal threat about a health condition and if the benefits of taking action outweigh the barriers, both actual and psychological

A

health belief model

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28
Q

health belief model concepts

individual’s view of the likelihood of developing the condition or disease

A

perceived susceptibility

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29
Q

health belief model concepts

individual’s view of how serious the condition and its consequences are

A

perceived severity

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30
Q

health belief model concepts

individual’s view of what will be gained by changing the specific behavior

A

perceived benefits

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31
Q

health belief model concepts

factors such as cost, inconvenience, and time that make it difficult for the individual to change the behavior

A

perceived barriers

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32
Q

health belief model concepts

events that trigger the individual to take action

A

cues to action

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33
Q

health belief model concepts

individual’s confidence in the ability to take action

A

self-efficacy

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34
Q

theories and models of increasing awareness and enhancing motivation

people’s decision to adopt a new precautionary behavior in response to a risk depends on individuals’ stage of awareness

A

precaution adoption process model

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35
Q

the precaution adoption process model

stages (4)

A

stage 1: unaware of the issue
stage 2: unengaged by issue
stage 3: deciding to act or not
stage 4: those whose decision has been made

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36
Q

theories and models of increasing awareness and enhancing motivation

individuals’ behaviors are determined by their intentions, which in turn are influenced by attitudes, social norms, and perception of control over the behavior

A

theory of planned behavior

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37
Q

theories and models of increasing awareness and enhancing motivation

people are likely to take action if they expect the action will lead to outcomes they desire; if other people they value think it is a good idea; and if they feel they have some control over taking action

A

theory of planned behavior

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38
Q

theory of planned behavior - concepts

perceived likelihood of taking a given action

A

behavioral intentions

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39
Q

theory of planned behavior - concepts

favorable or unfavorable judgments about a given behavior

A

attitudes

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40
Q

theory of planned behavior - concepts

beliefs about the outcomes of performing the behavior

A

outcome expectations

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41
Q

theory of planned behavior - concepts

emotional response to the idea of performing the behavior

A

affective attitudes

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42
Q

theory of planned behavior - concepts

beliefs that people who are important to the group either approve or disapprove of them performing a behavior

A

subjective norms

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43
Q

theory of planned behavior - concepts

beliefs about people’s attitudes or behaviors with regard to the behavior

A

descriptive norms

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44
Q

theory of planned behavior - concepts

perceptions of how much control people have over the behavior

A

perceived behavioral control

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45
Q

theories and models of increasing awareness and enhancing motivation

proposes that individuals have innate psychological needs for autonomy, competence, and relatedness

A

self-determination theory

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46
Q

theories and models of increasing awareness and enhancing motivation

focus is to facilitate internalization of motivation and autonomous enactment of behaviors

A

self-determination theory

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47
Q

theories and models of facilitating the ability to take action (3)

A

-social cognitive theory
-self-regulation/self-efficacy models
-transtheoretical model and stages of change construct

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48
Q

theories and models of facilitating the ability to take action

result of personal, behavioral, and environmental factors that influence each other

A

social cognitive theory

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49
Q

theories and models of facilitating the ability to take action

self-regulation model is also called

A

self-efficacy or health action process models

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50
Q

theories and models of facilitating the ability to take action

emphasized that becoming motivated to initiate a behavior requires a different mindset and set of tasks from maintaining a behavior once an individual has started taking action

A

self-regulation/self-efficacy models

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51
Q

theories and models of facilitating the ability to take action

2 phases of self-regulation/self-efficacy model

A

pre-action phase and action phase

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52
Q

theories and models of facilitating the ability to take action

emphasizes that individuals are at different stages in terms of their readiness to engage in health- or food-related behavior

A

transtheoretical model and stages of change construct

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53
Q

transtheoretical model stages

no intention to take action within the next 6 months

increased awareness, sense of risk, understanding

A

pre-contemplation

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54
Q

transtheoretical model stages

intends to take action within the next 6 months

recognition of ambivalence but increased appreciation for benefits of behavior confidence

A

contemplation

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55
Q

transtheoretical model stages

intends to take action within the next 30 days and has taken some behavioral steps in this direction

builds skills and social support

A

action

56
Q

transtheoretical model stages

changed overt behavior more than 6 months

self management and relapse prevention skills

A

maintenance

57
Q

theories and models for promoting supports for action

emphasizes that different innovations vary in their diffusion and adoption and they are adopted by different individuals and spread at different rates

A

diffusion of innovation

58
Q

theories and models for promoting supports for action

this theory can be used in nutrition education by
1. pointing out the innovation’s benefits (monetary value, convenience, time saving) to the individual, community, and society;
2. by making sure that the innovation is easy to understand or use;
3. by providing plenty of opportunities for trying out the innovation (free samples or introductory sessions)
4. through sharing of experiences of others who used the innovation

A

diffusion of innovation

59
Q

theories and models for promoting supports for action

provide a series of steps or phases in the planning, implementation, and evaluation process of health behavior change programs

A

precede and proceed planning models

60
Q

theories and models for promoting supports for action

is the predisposing reinforcing enabling causes in educational diagnosis and evaluation

A

precede

61
Q

theories and models for promoting supports for action

is the policy, regulatory, and organizational constructs in educational and environmental development

A

proceed model

62
Q

materials and methods - nut educ models (classification of nut educ methods)

a single person, existing as just one member or part of a larger group

A

individual

63
Q

materials and methods - nut educ models (classification of nut educ methods)

utilized for purposes of secondary and tertiary prevention

considered to be less appropriate for primary prevention focusing on large populations because of cost-effectiveness

A

individual

64
Q

materials and methods - nut educ models (classification of nut educ methods)

gathering of 2 or more people with a common interest

A

groups

65
Q

materials and methods - nut educ models (classification of nut educ methods)

a specific group of people, often living in a defined geographical area; and arranged in a social structure according to relationships that the community has developed over a period of time

A

community

66
Q

materials and methods - nut educ models (classification of nut educ methods)

approaches are usually utilized when a number of persons are present in one setting at the same time

can be used in different settings: school, workplace, organizations

for primary, secondary, and tertiary

A

group

67
Q

materials and methods - nut educ models (classification of nut educ methods)

large number of people but non-specific amount or number

approaches focusing on whole populations most of the time utilize mass media to maximize coverage of the intended populations

primary prevention

A

mass/population

68
Q

types of nut educ methods

a 2-way interaction thru which a client and a trained counselor interpret the results of nutrition assessment, identify individual nutrition needs and foals, discuss ways to meet those goals, and agree on next steps

A

nutrition counseling

69
Q

types of nut educ methods

objective: to translate to the client the physician’s diet prescription in simple, easily understandable terms; to explain the kind and amount of food to be prepared in specific ways; and bring out a desired change in behavior into practices that are appropriate and acceptable to client

A

nutrition counselling

70
Q

types of nut educ methods

an informal and voluntary gathering of individuals whether in person, through conference call or through a website to exchange ideas, information, and suggestions on needs, problems, and subjects of mutual interest

A

group discussion

71
Q

types of nut educ methods

defined by sociologists as agencies of communication that transmit information, education, news, and entertainment to mass audiences

channels: television, radio, or newspaper that are targeted for large audiences

A

mass media

72
Q

types of nut educ methods

application of marketing principles and techniques to analyze, plan, execute, and evaluate programs that are designed to advance a social cause or idea

A

social marketing

73
Q

social marketing approaches

use of branding tactics with a consistent bundle of promised benefits

A

product-driven approaches

74
Q

social marketing approaches

use of social norms to inform people about the actual frequency of behaviors among groups they care about in order to create salient social pressure

A

consumer-driven approaches

75
Q

social marketing approaches

positioning of products as an alternative to the competition

A

market-driven approaches

76
Q

an organized activity aimed at communicating information and/or instructions to improve the intended audience’s performance or help attain a required level of knowledge or skill

A

training

77
Q

nut educ - materials

written teaching aids that may or may not be published

A

print materials

78
Q

nut educ - materials

teaching aids that are less textual but more graphic, uses pictures, illustrations, charts, and figures

A

visual materials

79
Q

nut educ - print materials

bound small publication commonly having less than 20 pages with a light cardboard cover

A

booklet

80
Q

nut educ - print materials

illustrative and colorful printed material about a certain object, product, or service

A

brochure

81
Q

nut educ - print materials

distorted presentation of a person, type, or action

commonly a salient feature or characteristic of a subject is seized upon and exaggerated; or features of animals or vegetables are substituted for parts of a human being

A

caricature

82
Q

nut educ - print materials

a drawing intended to be humorous or a series of drawings that tell a story

A

cartoon

83
Q

nut educ - print materials

a combination of graphic and pictorial visualization of the relationship between facts or ideas

main purpose is to present facts in a visual form

A

chart

84
Q

nut educ - print materials

include information of a topic; symbols and diagrams can also be illustrated

A

wall chart

85
Q

nut educ - print materials

accompany teacher’s verbal explanation to help in formal education

A

teaching charts

86
Q

nut educ - print materials

a series of 10-12 large pages of pictures or figures that are bound together at the top and shown one by one to tell a story or give a message

A

flipchart

87
Q

nut educ - print materials

a display or picture made up of different kinds of materials

A

collage

88
Q

nut educ - print materials

consists of series of adjacent drawn images, usually arranged horizontally, that are designed to be read as a narrative or in chronological sequence

A

comics

89
Q

nut educ - print materials

a sequence of drawings in boxes that tell an amusing story, typically printed in a nnewspaper, magazine, or book

A

comic strips

90
Q

nut educ - print materials

bound collection of strips telling a single story or series of different stories

A

comic books

91
Q

nut educ - print materials

summary of significant, useful, and evidence-based information about a particular issue to correct misunderstanding or misconceptions

A

fact sheet

92
Q

nut educ - print materials

a series of small rectangular pieces of thick paper with simple illustrations and a few words or phrases; used one at a time and held in the hand in front of the class or group of students

A

flashcards

93
Q

nut educ - print materials

small handbill widely distributed; advertising circular for mass distribution

A

flyers

94
Q

nut educ - print materials

printed paper handed out for publicity or information; one which supports a talk or lecture with summaries or other information

A

handout

95
Q

nut educ - print materials

separate sheet of printed matter, often folded but not stitched; useful in supplements to demonstration

A

leaflet

96
Q

nut educ - print materials

periodical publication containing articles and illustrations, typically covering a particular subject or area of interest

A

magazine

97
Q

nut educ - print materials

large painting on walls in public buildings or wooden fences which can be seen by many people

A

murals

98
Q

nut educ - print materials

discusses current or recent information of either general interest in daily periodicals or a specific topic in weekly papers or special features

A

news article

99
Q

nut educ - print materials

printed paper of no longer than 4-8 pages for a special interest group/organization or about a specific topic or theme

A

newsletter

100
Q

nut educ - print materials

unbound printed publication with or without paper cover

not periodical and contains information or arguments baout a single subject

A

pamphlet

101
Q

nut educ - print materials

non-projected image reproduced on paper or similar opaque material to raise awareness and share information; sometimes called flat pictures, which refers to its 2-dimensional quality

A

photograph

102
Q

nut educ - print materials

a visual medium attached to a wall which presents a message in bright, bold colors with text short enough for a passer-by to read at a distance

A

poster

103
Q

nut educ - print materials

a type of visual medium which can be read and understood quickly without any spoken word

A

single-glance poster

104
Q

nut educ - print materials

a type of visual medium where it needs time to look at the variety of pictures and options

A

stop-and-study poster

105
Q

nut educ - print materials

an announcement of an event, performance, or other news or publicity item

A

press release

106
Q

nut educ - audio materials

are teaching aids that can be heard

A

audio materials

107
Q

nut educ - audio materials

message sung to a lively tune from 30 secs to 1 min

A

jingle

108
Q

nut educ - audio materials

briefly 30 secs to 1 min long

catchy advertisement, presents information or educational messages fitted into the melody of popular tunes or film songs

A

radio plug/spot

109
Q

nut educ - audio materials

segment of content intended for broadcast on air with a host and designed to interest the listeners

A

radio shows

110
Q

nut educ - audio materials

stored information using electronic equipment which can be seen or heard later

A

recording

111
Q

nut educ - audio materials

a complex electronic instrument with a magnetic tape used to store a message

A

tape recorder

112
Q

nut educ - audio materials

an acetate or plastic ribbon coated on one surface with a layer of magnetically iron oxide particles

A

magnetic tape

113
Q

nut educ - audio materials

audio file that is compressed to enable digital storage and transmission

A

mp3

114
Q

nut educ - audio materials

acoustic performance that is broadcasted on air to convey a message through a real-life setting

A

radio drama

115
Q

nut educ - audio materials

digital audio or video file or recording usually part of a themed series that can be downloaded from a website

A

podcast

116
Q

are teaching aids that can be both seen and heard

A

audiovisual materials

117
Q

nut educ - electronic-based materials

a system of teaching and learning wherein the subject matter to be discussed is programmed in an organized and logical manner and presented with the use of computer

A

computer-assisted presentation

118
Q

nut educ - electronic-based materials

stand-alone computer learning activities which reinforce material introduced and taught by the teacher

A

computer-based education

119
Q

nut educ - electronic-based materials

web-based objects that allow students to visually understand and virtually interact with phenomena that they learn in the classroom

A

interactive learning object

120
Q

a graphic representation degines to explain the way a variable works

a pattern, plan, representation, or description designed to show the structure or workings of an object, system, or concept

A

models

121
Q

the process of enabling people to increase control over and improve their own health

moves beyond a focus on individual behavior and progresses toward a wide range of social and environmental interventions

A

health promotion

122
Q

designed to benefit and protect individual people’s health and quality of life by addressing and preventing the root causes of ill health, not just focusing on treatment and cure

A

health promotion

123
Q

3 key elements of health promotion

A

good governance for health

health literacy

healthy cities

124
Q

health promotion requires policy makers across all government departments to make health a central line of government policy

A

good governance for health

125
Q

people need 5 action areas

-develop healthy public policy
-create supportive environments for health
-strengthen community action
-develop personal skills
-reorient health services

A

ottawa charter

126
Q

is a process by which a community identifies its needs or objectives, gives priority to them, develops confidence and will work at them, finds resources (internal and external) to deal with them, extends and develops cooperative and collaborative attitudes and practices in the community

A

community organization

127
Q

community organizing - stages

process of assessing and defining needs, opportunities, and resources involved in initiating community health and nutrition action programs

A

stage 1: community analysis

128
Q

community organizing - stages

establish a core planning group and select a local organizer, choose an organizational structure, define the organization’s mission and goals, clarify roles and responsibilities

A

stage 2: design and initiation

129
Q

community organizing - stages

puts the designed plan into action

generate broad citizen participation, develop a sequential work plan, use comprehensive and integrated strategies, integrate community values into the programs

A

stage 3: implementation

130
Q

community organizing - stages

program at this point has experienced some degree of success and has weathers through implementation problems

organization and program is gaining acceptance in the community

A

stage 4: program maintenance-consolidation

131
Q

community organizing - stages

continuous assessment is part of the monitoring aspect in the management of the program

formative evaluation is done to provide timely modification of strategies and activities

A

stage 5: dissemination-reassessment

132
Q

network and alliance building

extending the outreach of the resources in different ways to increase the effectiveness of the porgramme

A

networking

133
Q

network and alliance building

the process of selecting the most effective members for the team and bringing these members together; alliance members may consist of individuals, organizations, businesses, or other groups

A

alliance building

134
Q

network and alliance building

a collective undertaking among people, institutions, and organizations towards specific concern, a way of generating suitable strategies to sustain the program that will allow the alliance to perform

A

alliance building

135
Q

network and alliance building

provides the groundwork for developing strategies

A

alliance’s goal statement

CPHN (22 decks)

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