Amy Bridges, MS, RD, LDN Kaplan University Instructor

Instructor contact info Course materials Course outcomes Course Calendar Grading criteria/scale/rubrics Late policy Seminar information Projects Discussion boards

 Introduce Yourself Take the opportunity to share something about yourself and get to know your instructor and classmates.  Interactions In this unit we will cover Chapters 1, 4 and 6 of King: Nutrition Therapy Advanced Counseling Skills, 3rd edition. You will also read the Online Communications Guidelines and Kaplan Library Presentation under Course Home.  Discussion We will discuss the personality styles and the effect personality has on counseling.  Seminar We will discuss the course, policies, and our self-identified personal limits and boundaries regarding nutrition counseling.

 Unit Outcomes:  Identify conditions for building counseling relationships  Identify the themes behind the five common counseling theories  Explain how personality affects the counseling relationship  Discuss competencies needed for effective nutrition counseling

 Introduction to the history and evolution of nutrition therapy

 Nutrition Counseling skills began evolving more than 35 years ago  People decided to take responsibility for their own health and seek nutrition care outside the hospital setting

 1970s - The first significant body of research on the helping skills emerged  1980s - Nutrition research & literature broadened the generally accepted scope of nutrition counseling practice even more to include a strong emphasis on behavior modifications

 1990s - Dietetics was in transition, many of these new helping and psychotherapy skills were being integrated into all counseling settings  Nutrition Therapy and Medical Nutrition Therapy were coined  Mid 2000s - There was a general awareness that nutrition therapy was no longer just dissemination of nutrition information and food lists  More counseling skills were expected by clients and professional peers

 Pertinent ethical guidelines to counseling:  Maintain confidentiality  Recognize your limitations  Seek consultation  Treat the client as you would like to be treated  Be aware of individual differences  Be aware, respectful, and sensitive to cultural and ethnic differences

 Empathy  Genuineness  Self-Disclosure  Respect or Warmth or Positive Regard

It is estimated there are more than 45 different therapy models or theories with 5 or so being the most commonly used

1. Patients do not keep initial appointments 2. Patients do not return for follow-up appointments 3. Physician conveys to patient that “diet probably won’t help” 4. Patients are not motivated 5. Patients do not receive insurance reimbursement

 Presents information about personality development and style

 A person’s personality develops based upon the 6 major factors described in the Personality Development Model  Factors are divided into internal and external categories

 Self-worth Levels  Biophysical Influences  Personal Style Preferences

 Traumatic Experiences  Social Teachers  Environmental Systems

 Director/Behavioral (Action)  Thinker/Cognitive (Analysis)  Socializer/Affective (Expressive)  Relater/Interpersonal (Harmony)

 Introduction to new terms about competency in nutrition counseling

Competence means you are doing a good job taking care of your patients or clients according to the expectation of your profession and peers

Reasons for a formal competence assessment include: Evaluating individual performance Evaluating group performance Meeting regulatory standards

 Competency Statement  Behavioral Criteria  Validation Methods  Evaluation of Performance

 Direct Observation  Return Demonstration  Verbal testing/Interview/Feedback  Written Test/Quiz  Documentation/Chart Review  Computer Demonstration/Simulation  Role-Play/Role Reversal  Case Study/Scenario/Competency Station