Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Ace Health Coach > Psychology > Flashcards

Psychology Flashcards

You may prefer our related Brainscape-certified flashcards:
ACE ® Health Coach flashcards
1
Q

Art of living

4 aptitudes

A
  • Ability to enjoy- broaden leisure activities, remove barriers
  • ability to choose- understand options and fit
  • keep developing- ‘growth needs’, challenges
  • see meaning- worth in their life, value in accomplishment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Health coach 2 mindset

A
  • draw out potential, enable, develop, reflect, strategy oriented
  • help client find solutions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

2 necessary ingredients to coach success

A
  • coach knowledge

- client readiness level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

4 competencies w/ in emotional and interpersonal arena

A
  • self awareness
  • self regulation
  • empathy (aware others emotions)
  • social skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Disc model for personality traits

4 personality types

A

Dominant. Inspiring

Cautious. Supportive

Outgoing, people oriented, reserved, task oriented

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Task oriented

People oriented

A

T- talk about what they think or how things are done

P- talk what they feel, or how things seem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Trans theoretical model of behavior change

Pc-Pam

A 
- precontemplation
Contemplation
Preparation
Action
Maintenance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Declarative self statement

Interrogative self statement

A
  • extrinsic- ‘I will stick to my food plan’

- intrinsic- ‘will I stick to my food plan’ open ended/guiding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

5 waves of trust

A
  • self
  • organizational
  • societal
  • relationship
  • market
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Health coaches guide clients through:

A 
Goal setting
Education
Motivation
Programming
Support
Progression
Referrals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

‘3 musts’ trap

A
  • must do well or I’m no good
  • others must treat me well or they are no good
  • must get what I want
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Cognitive behavior therapy

A-B-C model
D

A
  • how people react is not based on event, but how event is viewed

A- activating event
B- beliefs about event
C- emotional/ behavioral consequence of beliefs
D- (coach) dispute/ challenge/ question beliefs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

‘Step D’
Examine evidence
Shades of grey

A
  • examine for belief vs. assuming (what are the facts)
  • partial success, not 0 or 100
  • would you say that to a friend?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

10 cognitive directions

A
  • all or nothing
  • over generalization
  • negative filter
  • discounting positives
  • jumping to conclusions
  • emotional reasoning (I feel…so it must be true)
  • definitive statements
  • labeling, self deprecating
  • excessive blame
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

7 step problem solving model

A
  • identify problem
  • goal selection
  • generate options
  • consequence/effect
  • decision making
  • action
  • evaluate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Grow model

A
  • Goal- define clearly
  • Reality- details of situation
  • Options- open ended questions
  • What/how/when- smart goal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Smart goals

A 
Specific
Measurable
Attainable
Relevant
Time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Neuron linguistic programming

A
  • neuro- mind/body interaction
    -linguistic- thinking expressed trough language
    -programming- study of patterns in thinking/behavior
    (Unhelpful thoughts create obstacles)
    -rapport building + questioning to help client see through perception of reality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Behavioral modification

A
  • modify old ways of eating
  • small consistent steps
  • environmental/ situational control of eating
  • self-monitoring
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

eating and activity patterns affected by

A 
friends/ family
culture
finances
current health status
work
cope/connect/celebrate scenarios
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

ecological perspectives

sio-ecological model

A

interrelationship between individuals and the environment in which they live and work and examine the many levels at which individuals are influenced
-both support and barriers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

interpersonal effects (fat friends)

A

57% increase if friend gained weight
40% if sibling
37% in spouse
(whether lived nearby or not)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

socio ecological model

IISCP

A

interpersonal-prior experience
interpersonal-family (daycare/elderly)
school- sidewalks, cafeteria portion/selection
community-cultural values/norms
public policy-local food, healthcare opportunities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

health belief model

A

persons health beliefs influence decisions about behavioral change
-address and correct beliefs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

self determination theory (1)
autonomous

controlled

A
  • feel as if acting of own free will

- because they feel pushed by external forces

26
Q

self det theory (2)

5 categories IM, InR, IdR, IntR, ExR

A

intrinsic motivation- enjoy activity, autonomous/most effective
integrated regulation- integrated into self concept (I am a runner)
identified regulation-activity helps reach meaningful goal (feels autonomous, personal values)
interjected regulation-they think they should but don’t really want to
external regulation-solely from outside pressure (least likely to succeed)

27
Q

3 factors guide human development

A

autonomy- people like to feel they have choices
competence- like to feel they have some skill/improving or lose motivation
connection-feel bond to others, motivational

28
Q

self efficacy

operant conditioning

A

-belief a person can perform a task
> situation or behavior specific
>especially low with precontemplators/contemplators
-relation between behavior and consequence
>walk with friend=enjoy time w/ friend=emotional reward= may become autonomous

29
Q

self regulation/ control

4 ideals

A

1- self control is a limited resource (adjust environment to limit occasions for self control (limit junk food)
2- habits are comfortable and require little control (people can only tolerate small disruptions in routine before experiencing stress)
3- coping w/ stress requires self control (limited)
> try to enact change during periods of low stress (after holidays)
4- self control is renewed daily-highest in morning

30
Q

actual issue w/ overweight people trying to lose weight

A
  • diets impossible to follow

- unrealistic goals

31
Q

false-hope syndrome

planning fallacy

A

-tendency to set unrealistic goals

-people underestimate time/energy/resources necessary to complete given task
>habits take time (small manageable goals)

32
Q

stress

emotional eating

A
  • # 1 reason people abandon plan/program
  • triggers anxiety/anger/sadness
    coping w/ stress becomes more important than program

-eating caused by stress

33
Q

lapse

relapse

A
  • short term disruption in program (oops)
    -return to former behavior (give up)
    > lead to failure/guilt > deplete self control > motivational collapse
34
Q

key to early stages of change

A
  • need information of negatives of not changing
  • life-style change is only way
  • overly ambition= ensure set realistic goals
35
Q

environmental cues

A

-have clients become aware of cues
>give away or stash junk food
>put fruit in the open
> buy new gym clothes

36
Q

increase self-efficacy

A
  • logs
  • comparable role models (in real life or articles)
  • advise on what to wear, where to go, gym norms (create level of comfort)
37
Q

regular physical activity can

A

reduce: depressions, stress, anxiety
improve: mood, energy levels
> help clients find enjoyable activities

38
Q

when clients get hooked on exercise they:

A
  • perform the activity
  • reduce stress
  • increase energy for self-control (meditation, positive self-talk)
39
Q

self monitoring

A

-one of most important tools
>need way to track food and activity
1. increases awareness
2. link w/ coach outside of apt
3. evaluating success and challenges (trigger)
4. positive reinforcement, increase self-efficacy, physical evidence

40
Q

problem solving:

cognitive restricting requires-

A

-must be client driven
-consciously changing way one perceives or thinks about something
>requires-develop awareness automatic thought, self talk, counterproductive thoughts
-thoughts related to exercise? (teased as a kid)
- time and practice to change
-make exercise appealing

41
Q

programs should last

A

16-24 weeks for best chance success

42
Q

abstinence violation effect

A
  • blame themselves for lapse and fall into a relapse because of ‘all or nothing’ concept of thinking
43
Q

life style/ weight management groups

A
  • proven more effective whether client says they prefer or not (peer support/ motivation/ info
  • weekly homework
  • ensure discussions aren’t one sides/ stay on track
44
Q

wellness factors

EIS EPS

A
  • emotional - express emotion w/ comfort
  • intellectual- lean and analyze for healthy conditions
  • social- develop satisfying relationships
  • environmental- appreciate and improve external conditions
  • physical- achieve healthy lifestyle
  • spiritual- seek meaning and purpose
45
Q

operant conditioning

A
  • behavior influenced by consequences

- examines learning process by looking at relationships between antecedents, behaviors, consequences

46
Q

antecedents

stimulus control

A
  • stimuli that precede a behavior and signal likely consequence
  • can be manipulated in environment to maximize likelihood of desirable behaviors
47
Q

response consequences

PNEP

A

-presentation, non-concurrence, removal of positive or aversive stimuli

  • Positive reinforcement- positive stimuli- increase likelihood
  • negative- removal or avoidance of aversive (negative)stimuli
  • extinction- positive stimuli following behavior is removed
  • punishment- introducing aversive stimulus following undesirable behavior (increase fear/ decrease joy)
48
Q

personality traits

  • self motivation
  • conscientiousness
A
  • reflective of one’s ability to set goals, monitor progress, self-reinforcement
  • represents individuals tendency to be dutiful and organized
49
Q

cognitive factors

  • health perception
  • locus of control
  • perceived barriers
A

-knowledge, attitude, belief variable (negative barrier)
-belief in personal control over health outcomes
> positive indicator of unsupervised adherence
-lack time, demonstrate negative relationship to activity- program adherance

50
Q

belief continuum (4 steps)

A
  1. external event takes place
  2. client/s thought (often irrational or distorted)
  3. emotional reaction to belief about the event
  4. response behavior
    (thinks about weight loss plan/ failed in past/ will fail again/ cant do it/ gives up)
51
Q

transtheoretical model of behavioral change (TTM)

core components

A
  • stages of change
  • processes of change
  • decision balance
  • self-efficacy
  • temptations to relapse
52
Q

(1st component TTM)

stages of change

A

precontemplation- not even considering
contemplation- weighing pros and cons
preparation- some form of activity
action- regular physical activity under 6 mos
maintenance- physical activity for more than 6 mos

53
Q

(second component TTM)

process of change

A

(table 3-1 pg 60)

-identify which stage client in, try to advance to next stage

54
Q 
(3rd component TTM)
self efficacy (pt 1)
definition, predictor
A
  • belief in own ability to be physically active and to maintain healthy nutrition
    -strongly related to adoption/ consistency
    participation self efficacy
    -most important predictor-past program experience
55
Q 
self efficacy (pt II)
2 aspects
A
  • temptation, (situational) confidence (inversely related)

- reaction to temptation good sign of likelihood to move forward in stages of change or not

56
Q

(4th component TTM)

Decisional balance

A

-numbers of pros and cons perceived for adopting/ maintaining activity program

57
Q

Healthy belief theory

A
  • commitment based on perceived threat regarding a health problem, as well as pros and cons of adopting behavior
58
Q

perceived threat

influenced by:

A
  • perceived seriousness of health problems/ severity of potential consequences
  • perceived susceptibility- likelihood of developing above perceived health problem
  • cues to action, (events) symptoms, health info (more often reminded, more likely to engage)
  • Barriers vs Benefits
59
Q 
self efficacy (pt3)
influence:
A

(belief in own ability to accomplish)

  • past experience
  • vicarious experience- others success/ especially if person is similar/ relatable
  • verbal persuasion- feedback, motivation
  • clients self appraisal- perceive elevated heart rate as positive or negative
  • appraisal of emotional state- poor mood can relate to poor adherence
  • imaginary experience- visualized themselves unable to complete task
60
Q 
self efficacy (pt4)
3 important participation principles
A
  • task choice- high self efficacy = choose challenging tasks
  • effort- high SE = max effort
  • persistence- high SE = overcome ostacles
61
Q

Theory of reasoned action (TRA)
subjective norms

social cognitive theory

A
  • intent to perform is related to actual performance
  • subjective norms- individual believes what other think about his/her ability and decision + personal attitude + SE = form intention
  • understanding interaction between individual, environmental, behavior
62
Q

Self Trust (CIRI)

A
  • Capabilities
  • Integrity (commitments, stand for something)
  • Results (take responsibility, finish strong)
  • Intent (clear motive, consistent behavior)

Ace Health Coach (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions