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Strong communication skills are vital for dietetics professionals. Building on the success of prior editions, this Fifth Edition shows how to take advantage of scientific models, theories, and strategies to communicate with clients, convincing them to make more healthful food choices. Moreover, the text offers plenty of activities and case studies to help readers put their communication skills into practice. This Fifth Edition covers all American Dietetic Association competencies in communication. New case studies highlight current issues such as cultural sensitivity. Also included are new student activities, discussion questions on key communication issues and problems, and a guide to online resources. A companion Website offers additional case studies.
Betsy B. Holli, EdD, RD, LDN Professor Emeritus, Department of Nutrition Sciences, Dominican University, River Forest, Illinois Julie O'Sullivan Maillet, PhD, RD, FADA Professor and Associate Dean Academic Affairs and Research, University of Medicine & Dentistry of New Jersey, School of Health Related Professions, Newark, New Jersey Judith A. Beto, PhD, RD, LDN, FADA Professor and Chairperson, Department of Nutrition Sciences, Director, Didactic Program in Dietetics, Dominican University, River Forest, Illinois Richard J. Calabrese, PhD Professor, Department of Communication, Dominican University, River Forest, Illinois
Table of Contents
|Challenges for Dietetics Professionals||p. 1|
|Origins of Food Habits or Behaviors||p. 2|
|Food Knowledge and Beliefs||p. 3|
|Health Beliefs||p. 4|
|Adherence to Diet Changes||p. 6|
|Nutrition Care Process||p. 7|
|Effective Communication Defined||p. 13|
|Interpersonal Communication Model||p. 13|
|Verbal and Nonverbal Communication||p. 15|
|Listening Skills||p. 25|
|Communicating with Legislators||p. 28|
|Nutrition Interviews||p. 35|
|Preemployment Interviews||p. 37|
|Conditions Facilitating Interviews||p. 37|
|Parts of the Interview||p. 42|
|Closing the Interview||p. 55|
|Nondirective Counseling||p. 64|
|Counseling Processes||p. 65|
|Directive Counseling||p. 77|
|Nutrition Counseling||p. 84|
|Nutrition Counseling||p. 85|
|Nutrition Care Process||p. 86|
|Studies on Stages of Change in Counseling||p. 99|
|Expanding Roles for Dietetics Practitioners||p. 99|
|Counseling for Behavior Modification||p. 105|
|Classical Conditioning||p. 107|
|Operant Conditioning||p. 108|
|Changing Eating Behaviors||p. 110|
|Social Support||p. 120|
|Counseling for Cognitive Change||p. 130|
|Relapse Prevention||p. 143|
|Models and Theories of Change||p. 151|
|Cross-Cultural and Life-Span Counseling||p. 158|
|Workplace Diversity||p. 159|
|Health Disparities in Diverse Population Groups||p. 161|
|Culture and Acculturation||p. 163|
|Cultural Competence in Counseling||p. 164|
|Counseling Throughout the Life Span||p. 171|
|Limited Literacy||p. 187|
|Motivating Clients and Employees||p. 196|
|Motivation of Clients||p. 198|
|Motivation of Employees||p. 200|
|Principles and Theories of Learning||p. 214|
|Behavioral Learning Theories||p. 215|
|Social Cognitive Theory||p. 218|
|Cognitive Theories||p. 220|
|Transfer of Learning||p. 226|
|Learning Styles and Teaching Styles||p. 230|
|Diffusion of Innovations||p. 232|
|Technology as a Learning Tool||p. 233|
|Planning Learning||p. 237|
|Environment for Teaching and Learning||p. 239|
|Steps to Effective Education||p. 239|
|Conducting a Needs Assessment||p. 240|
|Developing Performance Objectives||p. 242|
|Domains of Learning||p. 246|
|Determining the Content of Learning Plans||p. 255|
|Organizing Learning Groups||p. 255|
|Implementing and Evaluating Learning||p. 260|
|Selecting Techniques and Methods||p. 261|
|Techniques for Different Domains of Learning||p. 266|
|Task Analysis||p. 267|
|Job Instruction Training||p. 268|
|Sequence of Instruction||p. 270|
|Evaluation of Results||p. 271|
|Types of Evaluation and Outcomes||p. 276|
|Data Collection Techniques||p. 280|
|Reliability and Validity||p. 282|
|Lesson Plans and Program Plans||p. 283|
|Group Facilitation and Dynamics||p. 291|
|Characteristics of an Effective Team||p. 292|
|Stimulating Change in Teams and Groups||p. 294|
|Cohesiveness in Groups||p. 294|
|Informal Work Groups||p. 299|
|Managing Groups||p. 300|
|Paradox of Group Dynamics||p. 307|
|Group Participation in Decision Making||p. 310|
|Creating and Delivering Effective Oral Presentations and Workshops||p. 316|
|Preparation of an Effective Presentation||p. 317|
|Components of an Effective Presentation||p. 319|
|Implementation of an Effective Presentation||p. 322|
|Evaluation Methods||p. 329|
|Planning, Selecting, and Using Instructional Media||p. 337|
|Benefits of Visual Media||p. 338|
|Planning Visual Media||p. 338|
|Art and Design Principles||p. 339|
|Asynchronous or Synchronous Learning||p. 342|
|Kinds of Visual Media||p. 343|
|Purchasing Prepared Media Materials||p. 354|
|Giving Presentations||p. 356|
|Evaluating Results||p. 356|
|Counseling Guidelines-Initial Session||p. 361|
|Nutrition Diagnostic Terminology||p. 365|
|Nutrition Intervention Terminology||p. 369|
|Nutrition Monitoring and Evaluation Terminology||p. 372|
|Table of Contents provided by Ingram. All Rights Reserved.|