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Unit outcomes addressed in this assignment:
Course outcome assessed/addressed in this assignment:
NS420-1: Apply professional nutritional counseling skills to a client session.
“Student’s work thoroughly meets all of the following criteria: Student identifies and justifies stage of change, based on Josephine’s behavior. Student describes how to establish rapport and how that method is specific to Josephine’s needs. Student applies two cognitive behavioral techniques and discusses how they are appropriate to Josephine’s situation. Student describes three counseling skills and why they are appropriate for Josephine. Student demonstrates effective active listening by accurately reflecting Josephine’s emotion back to her, not giving direct advice immediately, placating her, or dismissing her emotion.”
GEL-1.03: Demonstrate college-level communication through the oral delivery of original materials in Standard English.
Mastery level: “Student oral communication uses Standard English and includes a highly developed and sustained viewpoint and purpose. Communication is highly ordered, logical and unified. Oral delivery techniques, including word choice and oral expressiveness, display exceptional content, organization, and style, while leading the audience to a dynamic and supported conclusion.”
Imagine yourself in the role of a Nutrition Counselor and Josephine is your client. Josephine is a 20-year-old female who is present for purging disorder, an “Other Specified Feeding or Eating Disorder” (OSFED).She currently teaches salsa lessons at the community college and is in her last semester of college. She reports she is living at home and the food her mom prepares is not the healthiest because her mom is from Honduras and her father is from Guatemala, so the food is prepared differently. She indicates she has been thin all her life, although she has struggled to maintain her weight since going through puberty, and since she is a salsa instructor, she has to remain fit. She reports she feels very guilty if she has consumed fried foods during the day, but since that is the way her mom primarily cooks, she feels awful to tell her mom to stop cooking that way. She reports if she does consume too much fried foods or junk food, she will run at least 2-3 miles that day or else force herself to vomit, but all the food does not come out. She reports sometimes if she has a later class, she will not eat dinner or only eat 1 meal per day. She has tried counting calories, but then she gets so mad at herself for having more than 1200 calories it causes her to exercise more, which then leads her to feeling exhausted. She indicates she is on no medication, but does take a multivitamin when she remembers. She indicates she has gone from 110 pounds to 125 pounds over 5 years and wants to be back down to 110 or even less. She also had gone to the doctor and he was quite concerned with her lab values. She has provided you a 24 hour meal record:
1-6” corn tortilla
½ cup fried beans cooked with peppers, onions and oil
½ cup rice
1 cup no sugar added orange juice
1 slice of whole wheat bread
2 slices turkey
1 small apple
2- 6” tortillas
Beef with onions, peppers cooked in oil
Tomato, onion, pepper salad (made with oil and lime juice)
2 cups of rice
Height: 5’2” Weight: 117 pounds (based on your scale in the office)
Albumin (visceral protein stores)
Questions for Unit 6:
You are addressing a group of nutritional counseling interns in a training session. Josephine has given you written permission for this because as a student herself, she appreciates the value of education and training, as long as she can remain anonymous.
The students have completed the coursework for their degree in nutrition, so they have read about the Stages of Change model and about counseling and cognitive behavioral techniques. They also are familiar with what constitutes normal versus excessive exercise.
Your goal is not to teach those concepts to them, but rather to help them understand how to apply them in a practical situation. You will discuss the following concepts with them:
Next you will demonstrate how you would use active listening with this client to help her get past her feeling of helplessness about how her mother cooks so she will be ready to brainstorm possible solutions to her dilemma with you.
This will be a PowerPoint presentation with voice-over. When you create a PowerPoint slide, be sure to follow the 6X6 rule described in your textbook. (No more than 6 lines; no more than 6 words per line). Use a word or very short phrase for each point. You will explain and discuss in the voice-over.
You will use 12 slides, as follows: (Follow along on your template)
TIP: Do not placate her or dismiss her emotion. No advice until she has resolved enough of her emotion to be ready to brainstorm with you.
The audio qualities of the presentation should include minimizing background noise, using clear enunciation and excellent word choice and oral expressiveness, and speaking fluently (without “and then,’ “um,” etc.).
Please watch this short video for an overview of APA style.
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