Chapter 7: Nutrition Education for Behavior Change Flashcards
1
Q
nutrition education goal
A
behavior change
2
Q
include the dimension of behavior change or voluntary modification of dietary practices as intended outcome
A
nutrition education
3
Q
successful nutrition education uses a systematic _____ and _____ that include a variety of activities to cause behavior change
A
approach and system
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
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
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)
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
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
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
10
Q
elements/variables common to the behavior change concept
emotional arousal caused by perceiving a significant and personally relevant threat
A
fear
11
Q
elements/variables common to the behavior change concept
perception that a recommended response will prevent the threat from happening
A
response efficacy
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
13
Q
elements/variables common to the behavior change concept
something that would prevent an individual from carrying out a recommended response
A
barriers
14
Q
elements/variables common to the behavior change concept
positive consequences of performing the recommended response
A
benefits
15
Q
elements/variables common to the behavior change concept
what an individual thinks other people think they should do
A
subjective norms
16
Q
elements/variables common to the behavior change concept
an individual’s evaluation or beliefs about a recommended response
A
attitudes
17
Q
elements/variables common to the behavior change concept
an individual’s plans to carry out the recommended response
A
intention
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
19
Q
elements/variables common to the behavior change concept
when an individual reacts against a recommended response
A
reactance
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
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
22
Q
the social psychological approach emphasizes the following
people are creatures of their cultures and social contexts
A
power of the situation
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
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
25
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
social-ecological model
26
theories and models of increasing awareness and enhancing motivation
-health belief model
-precaution adoption process model
-theory of changed behavior
-self-determination theory
27
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
health belief model
28
health belief model concepts
individual's view of the likelihood of developing the condition or disease
perceived susceptibility
29
health belief model concepts
individual's view of how serious the condition and its consequences are
perceived severity
30
health belief model concepts
individual's view of what will be gained by changing the specific behavior
perceived benefits
31
health belief model concepts
factors such as cost, inconvenience, and time that make it difficult for the individual to change the behavior
perceived barriers
32
health belief model concepts
events that trigger the individual to take action
cues to action
33
health belief model concepts
individual's confidence in the ability to take action
self-efficacy
34
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
precaution adoption process model
35
the precaution adoption process model
stages (4)
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
36
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
theory of planned behavior
37
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
theory of planned behavior
38
theory of planned behavior - concepts
perceived likelihood of taking a given action
behavioral intentions
39
theory of planned behavior - concepts
favorable or unfavorable judgments about a given behavior
attitudes
40
theory of planned behavior - concepts
beliefs about the outcomes of performing the behavior
outcome expectations
41
theory of planned behavior - concepts
emotional response to the idea of performing the behavior
affective attitudes
42
theory of planned behavior - concepts
beliefs that people who are important to the group either approve or disapprove of them performing a behavior
subjective norms
43
theory of planned behavior - concepts
beliefs about people's attitudes or behaviors with regard to the behavior
descriptive norms
44
theory of planned behavior - concepts
perceptions of how much control people have over the behavior
perceived behavioral control
45
theories and models of increasing awareness and enhancing motivation
proposes that individuals have innate psychological needs for autonomy, competence, and relatedness
self-determination theory
46
theories and models of increasing awareness and enhancing motivation
focus is to facilitate internalization of motivation and autonomous enactment of behaviors
self-determination theory
47
theories and models of facilitating the ability to take action (3)
-social cognitive theory
-self-regulation/self-efficacy models
-transtheoretical model and stages of change construct
48
theories and models of facilitating the ability to take action
result of personal, behavioral, and environmental factors that influence each other
social cognitive theory
49
theories and models of facilitating the ability to take action
self-regulation model is also called
self-efficacy or health action process models
50
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
self-regulation/self-efficacy models
51
theories and models of facilitating the ability to take action
2 phases of self-regulation/self-efficacy model
pre-action phase and action phase
52
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
transtheoretical model and stages of change construct
53
transtheoretical model stages
no intention to take action within the next 6 months
increased awareness, sense of risk, understanding
pre-contemplation
54
transtheoretical model stages
intends to take action within the next 6 months
recognition of ambivalence but increased appreciation for benefits of behavior confidence
contemplation
55
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
action
56
transtheoretical model stages
changed overt behavior more than 6 months
self management and relapse prevention skills
maintenance
57
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
diffusion of innovation
58
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
diffusion of innovation
59
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
precede and proceed planning models
60
theories and models for promoting supports for action
is the predisposing reinforcing enabling causes in educational diagnosis and evaluation
precede
61
theories and models for promoting supports for action
is the policy, regulatory, and organizational constructs in educational and environmental development
proceed model
62
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
individual
63
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
individual
64
materials and methods - nut educ models (classification of nut educ methods)
gathering of 2 or more people with a common interest
groups
65
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
community
66
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
group
67
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
mass/population
68
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
nutrition counseling
69
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
nutrition counselling
70
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
group discussion
71
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
mass media
72
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
social marketing
73
social marketing approaches
use of branding tactics with a consistent bundle of promised benefits
product-driven approaches
74
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
consumer-driven approaches
75
social marketing approaches
positioning of products as an alternative to the competition
market-driven approaches
76
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
training
77
nut educ - materials
written teaching aids that may or may not be published
print materials
78
nut educ - materials
teaching aids that are less textual but more graphic, uses pictures, illustrations, charts, and figures
visual materials
79
nut educ - print materials
bound small publication commonly having less than 20 pages with a light cardboard cover
booklet
80
nut educ - print materials
illustrative and colorful printed material about a certain object, product, or service
brochure
81
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
caricature
82
nut educ - print materials
a drawing intended to be humorous or a series of drawings that tell a story
cartoon
83
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
chart
84
nut educ - print materials
include information of a topic; symbols and diagrams can also be illustrated
wall chart
85
nut educ - print materials
accompany teacher's verbal explanation to help in formal education
teaching charts
86
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
flipchart
87
nut educ - print materials
a display or picture made up of different kinds of materials
collage
88
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
comics
89
nut educ - print materials
a sequence of drawings in boxes that tell an amusing story, typically printed in a nnewspaper, magazine, or book
comic strips
90
nut educ - print materials
bound collection of strips telling a single story or series of different stories
comic books
91
nut educ - print materials
summary of significant, useful, and evidence-based information about a particular issue to correct misunderstanding or misconceptions
fact sheet
92
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
flashcards
93
nut educ - print materials
small handbill widely distributed; advertising circular for mass distribution
flyers
94
nut educ - print materials
printed paper handed out for publicity or information; one which supports a talk or lecture with summaries or other information
handout
95
nut educ - print materials
separate sheet of printed matter, often folded but not stitched; useful in supplements to demonstration
leaflet
96
nut educ - print materials
periodical publication containing articles and illustrations, typically covering a particular subject or area of interest
magazine
97
nut educ - print materials
large painting on walls in public buildings or wooden fences which can be seen by many people
murals
98
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
news article
99
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
newsletter
100
nut educ - print materials
unbound printed publication with or without paper cover
not periodical and contains information or arguments baout a single subject
pamphlet
101
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
photograph
102
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
poster
103
nut educ - print materials
a type of visual medium which can be read and understood quickly without any spoken word
single-glance poster
104
nut educ - print materials
a type of visual medium where it needs time to look at the variety of pictures and options
stop-and-study poster
105
nut educ - print materials
an announcement of an event, performance, or other news or publicity item
press release
106
nut educ - audio materials
are teaching aids that can be heard
audio materials
107
nut educ - audio materials
message sung to a lively tune from 30 secs to 1 min
jingle
108
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
radio plug/spot
109
nut educ - audio materials
segment of content intended for broadcast on air with a host and designed to interest the listeners
radio shows
110
nut educ - audio materials
stored information using electronic equipment which can be seen or heard later
recording
111
nut educ - audio materials
a complex electronic instrument with a magnetic tape used to store a message
tape recorder
112
nut educ - audio materials
an acetate or plastic ribbon coated on one surface with a layer of magnetically iron oxide particles
magnetic tape
113
nut educ - audio materials
audio file that is compressed to enable digital storage and transmission
mp3
114
nut educ - audio materials
acoustic performance that is broadcasted on air to convey a message through a real-life setting
radio drama
115
nut educ - audio materials
digital audio or video file or recording usually part of a themed series that can be downloaded from a website
podcast
116
are teaching aids that can be both seen and heard
audiovisual materials
117
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
computer-assisted presentation
118
nut educ - electronic-based materials
stand-alone computer learning activities which reinforce material introduced and taught by the teacher
computer-based education
119
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
interactive learning object
120
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
models
121
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
health promotion
122
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
health promotion
123
3 key elements of health promotion
good governance for health
health literacy
healthy cities
124
health promotion requires policy makers across all government departments to make health a central line of government policy
good governance for health
125
people need 5 action areas
-develop healthy public policy
-create supportive environments for health
-strengthen community action
-develop personal skills
-reorient health services
ottawa charter
126
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
community organization
127
community organizing - stages
process of assessing and defining needs, opportunities, and resources involved in initiating community health and nutrition action programs
stage 1: community analysis
128
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
stage 2: design and initiation
129
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
stage 3: implementation
130
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
stage 4: program maintenance-consolidation
131
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
stage 5: dissemination-reassessment
132
network and alliance building
extending the outreach of the resources in different ways to increase the effectiveness of the porgramme
networking
133
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
alliance building
134
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
alliance building
135
network and alliance building
provides the groundwork for developing strategies
alliance's goal statement
