Exam 2 - Ch 5/6 Flashcards
Describe goal setting – what stage, and how many are appropriate
- Breaks down complex behavior changes utilizing small changes to improve on and client is able to take ownership of the goals
- Utilized during contemplation, preparation, and action stages
- 1-3 goals maximum
Define each part of the SMART Goals
- Specific – addresses what, why, when, and how
- Measurable – something that indicates clearly that the goal has been achieved
- Attainable – dependent on their actions, and under their control
- Realistic – something that is reasonable
- Time bound – an end point, or how long to do the behavior
Describe countering
- Technique used to exchange a problem behavior for a healthy response, so there is not a void when an individual stops a behavior outright
- Ex: foods that are acceptable or a healthier alternative: baked chicken in lieu of fried chicken
- Others include active diversions, physical activities, relaxation activities
Describe and list the 3 steps in completing a dietary analysis
1) Food intake data collection – what are they currently consuming
2) Data analysis – comparing to standard or measuring tool to know what needs to be changed
3) Interpretation – what does it mean, what needs to be improved?
Describe food intake data collection
- Collection of client assessment questionnaires, administrative data, medical history, and drug history
- Can include readiness questions, 24 hour recalls, food frequency, usual diet, dietary history interview
- Education interests
- Tailored to specific clientele: low income, pregnancy, pediatrics, disordered eating, gastric by-pass, gym, geriatric, young mothers, weight loss, cholesterol, DM
Describe an options tool
- Write each topic in a circle on paper and leave some blank, ask the client what else needs to be added to help client identify a specific area of focus
- Helps when client is having trouble narrowing in
What are the 6 food management tools?
- Meal replacements
- Detailed menus/meal plans
- Exchange list/CYF
- Myplate
- DASH
- Goal setting
Meal replacements
- effective and successful for weight loss, CVD reduction, and DM.
- Can be used for 1 or more meals/day. Controls portion size and food intake by being simple, clear, and reducing exposure to temptation.
- Less stress, fewer temptations, decreased time thinking about selecting and preparing food
Detailed menus/meal plans
- great for people that like structure, who may be overwhelmed with a new diagnosis, or frustrated by previous attempts.
- Plan should be designed based on food preferences and lifestyle patterns.
- Reduces the stress of making choices – tells them what to eat
Exchange list/CYF
- great for someone who wants structure but also freedom to choose.
- Provide them with meal plan of “how many” and “when.” they will determine which foods fit into the meal plan, allowing for flexibility.
- Ex options: choose your foods-diabetes, healthy food choices – weight loss, appendix C – exchange list.
- organized into 4 main groups: CHO, meat and meat subs, fats, alcohol
- Sometimes too complex for clients
MyPlate
- A website that provides individualized diets that consider age, gender, physical activity that is easy to understand and flexible.
- Helps to balance calories, increase intake of nutritious foods, limit foods with lower nutritional value.
- offers an online nutrition analysis
DASH
- for individuals with high blood pressure, but provides guidance for everyone.
- Easy to understand and flexible.
- Some foods may not be part of usual intake.
- Divided into 7 groups: grains, vegetables, fruits, dairy, protein, oils, legumes seeds and nuts
- Higher in fruit and vegetables, Lower limit of servings for the meat, poultry, and fish group.
- Low sodium intake (1500-2300 mg/day)
Identify behavior change strategies
- ABC’s of behavior (Social Cognitive Theory)
- Cue management (Stimulus control)
- Countering
- Reinforcement: Rewards
- Contracting
- Encouragement
- Goal setting
- Modeling
- Barriers counseling / Problem Solving
- Cognitive restructuring
Define and describe tracking methods and types
Journaling
* Procedures: provide training, use estimates, set meaningful and achievable goals, variety of record keeping, provide non judgy feedback.
* Increase self-awareness and provides a time out for decision making
* Most effective to record immediately before or after eating
* Factors to Consider: Food, Portion size, calories, macros, physical activity, time, place, presence of others, mood, thoughts, concerns, degree of hunger activities, health parameters
* Resistance increases with reqs for entries
* Provide a variety of ways to track
* Always review if them bring their record
Alternatives to Tracking:
* Brainstorm with client, box checking, cards, handheld device, use art, empty bowl, take pictures
Describe and list interactive educational experiences
- Client must get both content and application in education
- Experiences: grocery store tour, cooperative cooking, cafeteria meal, fitness trail walk with topic covered, trip to a gym, practice selecting foods, modified recipes, interpret food labels, create menus, measure/weigh portions, analyze blood glucose, role play
- Effective educational language – make your language neutral instead of using you, say people who…
- Linkage of Education Strategies:
o Knowledge/Beliefs: provide didactic education to increase awareness of risk + benefits.
o Skills: demonstration/ showing how to do a skill. Then let client and correct their errors.
o Intentions: goal setting
o Barriers: problem solving ways to overcome
o Self-Efficacy: help maintain well-being.
