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| Dedication | |
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| Preface | |
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| Acknowledgments | |
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| Challenges for Dietetics Professionals | |
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| Origins of Food Habits or Behaviors | |
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| Food Knowledge and Beliefs | |
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| Health Beliefs | |
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| Adherence to Diet Changes | |
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| Nutrition Care Process | |
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| Communication | |
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| Effective Communication Defined | |
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| Interpersonal Communication Model | |
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| Verbal and Nonverbal Communication | |
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| Listening Skills | |
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| Negotiation | |
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| Communicating with Legislators | |
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| Interviewing | |
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| Nutrition Interviews | |
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| Preemployment Interviews | |
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| Conditions Facilitating Interviews | |
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| Parts of the Interview | |
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| Responses | |
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| Closing the Interview | |
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| Counseling | |
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| Nondirective Counseling | |
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| Counseling Processes | |
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| Directive Counseling | |
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| Nutrition Counseling | |
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| Nutrition Counseling | |
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| Nutrition Care Process | |
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| Documentation | |
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| Studies on Stages of Change in Counseling | |
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| Expanding Roles for Dietetics Practitioners | |
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| Counseling for Behavior Modification | |
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| Classical Conditioning | |
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| Operant Conditioning | |
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| Modeling | |
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| Changing Eating Behaviors | |
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| Self-Monitoring | |
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| Self-Management | |
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| Social Support | |
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| Applications | |
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| Counseling for Cognitive Change | |
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| Cognitions | |
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| Self-Efficacy | |
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| Relapse Prevention | |
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| Models and Theories of Change | |
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| Cross-Cultural and Life-Span Counseling | |
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| Workplace Diversity | |
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| Health Disparities in Diverse Population Groups | |
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| Culture and Acculturation | |
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| Cultural Competence in Counseling | |
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| Counseling Throughout the Life Span | |
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| Limited Literacy | |
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| Motivating Clients and Employees | |
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| Motivation of Clients | |
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| Motivation of Employees | |
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| Principles and Theories of Learning | |
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| Learning | |
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| Behavioral Learning Theories | |
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| Social Cognitive Theory | |
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| Cognitive Theories | |
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| Memory | |
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| Transfer of Learning | |
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| Andragogy | |
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| Learning Styles and Teaching Styles | |
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| Diffusion of Innovations | |
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| Technology as a Learning Tool | |
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| Planning Learning | |
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| Environment for Teaching and Learning | |
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| Steps to Effective Education | |
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| Conducting a Needs Assessment | |
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| Developing Performance Objectives | |
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| Domains of Learning | |
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| Determining the Content of Learning Plans | |
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| Organizing Learning Groups | |
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| Implementing and Evaluating Learning | |
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| Selecting Techniques and Methods | |
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| Techniques for Different Domains of Learning | |
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| Task Analysis | |
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| Job Instruction Training | |
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| Sequence of Instruction | |
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| Evaluation of Results | |
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| Types of Evaluation and Outcomes | |
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| Data Collection Techniques | |
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| Reliability and Validity | |
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| Lesson Plans and Program Plans | |
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| Documentation | |
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| Group Facilitation and Dynamics | |
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| Characteristics of an Effective Team | |
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| Stimulating Change in Teams and Groups | |
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| Cohesiveness in Groups | |
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| Informal Work Groups | |
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| Managing Groups | |
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| Paradox of Group Dynamics | |
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| Synergy | |
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| Group Participation in Decision Making | |
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| Creating and Delivering Effective Oral Presentations and Workshops | |
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| Preparation of an Effective Presentation | |
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| Components of an Effective Presentation | |
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| Implementation of an Effective Presentation | |
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| Evaluation Methods | |
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| Adaptations | |
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| Planning, Selecting, and Using Instructional Media | |
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| Benefits of Visual Media | |
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| Planning Visual Media | |
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| Art and Design Principles | |
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| Asynchronous or Synchronous Learning | |
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| Kinds of Visual Media | |
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| Purchasing Prepared Media Materials | |
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| Giving Presentations | |
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| Evaluating Results | |
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| Counseling Guidelines-Initial Session | |
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| Nutrition Diagnostic Terminology | |
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| Nutrition Intervention Terminology | |
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| Nutrition Monitoring and Evaluation Terminology | |
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| Index | |