Term
| Types/domain of learning: cognitive |
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Definition
| acquisition of knowledge or subject matter |
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| Types/domain of learning: affective |
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Definition
| acquisition of attitudes and values |
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| Types/domain of learning: psychomotor |
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Definition
| acquisition of muscular skills (exercises, cooking) |
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Definition
| Low lvl objectives require mastery b4 more complex learning can happen |
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Definition
| encourages repetition of a behavior (meaningful immediate attention from supervisor) |
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Definition
| learn to escape from unpleasant consequences (avoiding future criticism by changing future behavior) |
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Definition
| reduce undesired behavior by ignoring it (no reinforcement) - behavior will eventually dissapear. |
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Term
| What eases transition to new behaviors? |
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Definition
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Term
| What permits the greatest retention by the learner? |
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Definition
| Active involvement/participation |
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Term
| Describe problems rather than evaluate because the latter... |
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Definition
| puts clients on the defensive |
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Term
| Offer alternatives provisionally rather than... |
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Definition
| dogmatically (commanding) |
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Term
| Empathy allows you to respond without |
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Definition
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Term
| Reading level of materials for public? |
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Definition
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Term
| Reading level of materials for low literacy groups? |
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Definition
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Term
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Definition
| gives grade level for text |
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Term
| gives grade level for text |
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Definition
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Term
| Most critical barrier in PO communication skills? |
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Definition
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Term
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Definition
| the intersection between nutrition, information, and technology |
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Term
| Skills to develop as a group leader |
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Definition
| Guide discussion and interactions in a non-particapatory way |
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Term
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Definition
| the groups odt (decision) is superior to what the group's most resourceful individual could have produced alone |
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Term
| Steps of the educational process |
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Definition
| assessment, planning, implementation, evaluation of outcomes |
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Term
| types of educational processes: formative |
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Definition
| "how should we do it?", focus groups, pre-tests, frequent revision based on feedback that guides the rest of the process |
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Term
| types of educational processes: summative |
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Definition
| designed at planning stage but conducted at end. Post-test. "Did we achieve what we planned?". Final grade |
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Term
| When can evaluation strategies be developed? |
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Definition
| Once objectives are established. |
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Term
| Formal evaluation strategies |
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Definition
| objective test or performance test |
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Term
| Informal evaluation strategies |
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Definition
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Term
| Potential evaluation points |
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Definition
| alter behaviors/attitudes, within budget or not, growth amount, met needs or not, timeliness or not |
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Term
| What 2 skills must be strong in interviewing? |
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Definition
| Listening and verbal communication |
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Term
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Definition
| collect pt info, determine what to ask, build rapport, ask questions |
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Term
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Definition
| use open ended non judgemental questions. Primary questions may have secondary ones based on pts response |
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Term
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Definition
| start with broad questions and proceed to more restrictive ones |
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Term
| Counselor's responses to client - evaluation |
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Definition
| NOT problem solving. "If you eat too much ice cream, i suggest you stop buying ice cream." |
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Term
| Counselor's responses to client - reassuring |
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Definition
| Prevents client from discussion/working through feelings. "Don't worry about making changes... it just takes time." |
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Term
| Counselor's responses to client - uunderstanding |
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Definition
| Best way to respond. Re-state what client said w/in your own frame of reference. "You seem to be saying that... " |
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Term
| What does the motivational interviewing acronym OARS stand for? |
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Definition
| Open ended questions, affirmations, reflective listening, summary |
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