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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 | |