Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CDR Exam > I E Education & communication (lots of subjective/situational Qs) > Flashcards

I E Education & communication (lots of subjective/situational Qs) Flashcards

0
Q

communication points to consider –>

A

1) assume differences until similarities are proven
2) emphasize description rather than interpretation or evaluation; get complete description rather than judge
3) avoid stereotyping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
1
Q

ineffective communication can result in?

A

incorrect diagnoses and noncompliance with treatment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is the personal zone (#)? when is that “utilized?”***

A

18” to 4 feet; when giving instructions or working closely

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

intimate zone

A

<18”; very close friends or business handshakes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

social zone

A

4-12 feet; most business interaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

public zone

A

> 12 feet; very formal interaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

a sign of respect is?

A

good posture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

when working with clients with limited English skills, what should you do?***

A
  • use common terms, avoid slang, acronyms, and short hand

- confirm to rules of grammar and use short, simple sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

if an interpreter is being used, who should you speak to?***

A

DIRECTLY to the client! (even if they don’t speak English and someone is translating)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

needs assessment for middle and upper income adults

A

goal-oriented; consider activities they can’t relate to as a waste of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

needs assessment for lower income adults

A

interests focus on costs and traditional food habits; oriented toward present and towards solving current problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

needs assessment for very poor adults***

A

SHORT TERM PLANNERS- HOW TO EAT NOW

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

needs assessment for adolescents***

A

relate to their interests; consider PEER PRESSURE and attitudes towards authority

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

needs assessment for elderly***

A
  • DECREASED ATTENTION SPAN (<30 minutes)
  • AUDIENCE PARTICIPATION
  • CAREFULLY CONTROL Qs to STAY ON TOPIC
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

goals and objectives should be based on?***

A

assessment of client knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

development of educational plans/design

A

(basically evaluate what’s out there…match to objectives, lesson plan, evaluate)

1) evaluate information available and match to objectives
2) organize into logical sequence
3) develop lesson plan
4) evaluate what you have developed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is a lesson plan?

A

written summary of info about a unit of instruction; includes objectives, content, sequence, activities, time allotted, references

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

posters, slides, movies assist in what types of instruction?

A

oral!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what are computers or programmed instruction materials good for?***

A

SUBSTITUTE for instructors in CERTAIN ASPECTS of the learning process: purely COGNITIVE or FACTUAL material

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

3 domains of learning**

A

1) cognitive
2) affective
3) psychomotor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

domain of learning: cognitive***

A

acquisition of KNOWLEDGE or subject matter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

domain of learning: affective***

A

acquisition of ATTITUDES & VALUES, SUBJECTIVE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

domain of learning: psychomotor***

A

acquisition of MUSCULAR SKILLS (exercises, food preparation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

objectives and difficulty of learning***

A

lower level objectives must be mastered before more complex learning can take place

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what question must you ask in relation to objectives and learning?***

A

is the level of learning APPROPRIATE based on the group’s prior learning and present ability?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what is positive reinforcement?***

A

REPETITION of a GIVEN BEHAVIOR; should be specific and immediate, (ex: meaningful attention or praise)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is avoidance learning?***

A

learn to escape from unpleasant consequences; AVOID future criticism by improving future performance (“I don’t want to get ___ again, so I will do ___ differently”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what is extinction?**

A

ABSENCE OF REINFORCEMENT following undesired behavior (IGNORE)- if extinction is continued, reduces undesired behavior and behavior will eventually disappear

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

key to helping transition to new behaviors

A

motivation + support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what type of learning provided the greatest retention?***

A

ACTIVE WAY- DO what you’re teaching!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

when you establish rapport, what do you encourage the client to do?***

A

express fears and concerns about changes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

how should you discuss problems?

A

descriptively (NOT evaluatively = judgmental)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what is clarification?***

A

pose a Q after an ambiguous client message; USED TO MAKE PREVIOUS MESSAGE EXPLICIT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what is active or reflective listening?***

A

PARAPHRASE or REPEAT BACK what was just said

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

clarification vs. active/reflective listening***

A
  • clarification: pose a Q after client speaks, make previous message explicit
  • active listening: paraphrase or repeat back
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

what is feedback?

A

info client gives back to you; lets you know what he knows and what he understands about what you’re saying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

what is empathizing?***

A

PUT YOURSELF IN THEIR SHOES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

psychological vs. physical environment

A
  • psychological = openness, encourage questions, informal, supportive
  • physical = comfortable temperature, lighting, chairs; maintain eye contact, little outside noise
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

written communication characteristics***

A

more FORMAL AND AUTHORITATIVE (vs. oral), even when email or text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

how is written communication interpreted?***

A

more ACCURATELY; used to keep records

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

reading level of materials for general population***

A

8th grade

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

reading level of materials for lower literacy population***

A

6th grade

42
Q

what is the SMOG index?***

A

gives GRADE LEVEL & finds average number of POLYSYLLABIC WORDS

43
Q

benefits of oral communication?

A

more personal, encourages 2-way communication

44
Q

most critical barrier to oral communication?***

A

POOR LISTENING SKILLS

45
Q

what is nutritional informatics?**

A

USE OF TECHNOLOGY IN SPREADING INFORMATION; intersection between nutrition + information + technology

46
Q

what is a leader’s job for a group?***

A

make sure that EVERYONE PARTICIPATES –> see I p.24 for list of specifics

47
Q

what is synergy?***

A

the GROUP’S PRODUCT/DECISION is SUPERIOR to what the most resourceful individual could have produced by WORKING ALONE (GROUP > INDIVIDUAL)

48
Q

when should evaluation be conducted?***

A

at the BEGINNING of EACH STEP of the educational process: 1) assessment 2) planning 3) implementation 4) evaluation

49
Q

steps of the educational process?***

A

1) assessment
2) planning
3) implementation
4) evaluation

50
Q

formative evaluation***

A

made DURING the course of the evaluation

51
Q

summative evaluation***

A

designed at the planning stage but CONDUCTED AT THE END

52
Q

formative vs. summative evaluation***

A
  • formative = DURING i.e. pre-test, can form class teaching around what the participants know
  • summative = AT THE END, “did we achieve what we planned?” –> i.e. post-test
53
Q

formative evaluation answers what question?**

A

“how should we do it?” - can alter education presentation/methods

54
Q

formative evaluation- example***

A

focus group, pre-test

55
Q

summative evaluation answers what question?***

A

did we achieve what we planned?

56
Q

example of a summative evaluation***

A

post-test

57
Q

formal evaluation: 2 types***

A

1) objective test

2) performance test

58
Q

formal evaluation: objective test is not good for what settings?

A

clinic or community

59
Q

formal evaluation: performance test***

A

client asked to COMPLETE A TASK based on learning objectives

60
Q

what is an informal evaluation?

A

unstructured observation of food selection and behaviors

61
Q

questions to ask for evaluation of effectiveness of educational plans –>

A

1) did it alter pt knowledge, behavior, attitude?
2) what is rate of lapse or relapse?
3) timeliness, appropriateness, accuracy? within budget?
4) meet specific targeted needs? quality of presentation?
5) were processes and outcomes documented?
6) what was the degree of growth?

62
Q

interviewing requires what types of skills?***

A

strong listening and verbal communication

63
Q

when does preparation occur?**

A

BEFORE MEETING the client!

64
Q

what is entailed within the preparation step?

A
  • collect background information- age, weight, height, diet hx
  • establish objectives for collecting information during the interview
65
Q

what is the FIRST STEP of interviewing FACE-TO-FACE?**

A

BUILD RAPPORT

66
Q

what types of questions should you use?

A

open-ended, non-judgmental

67
Q

open-ended Qs

A
  • broad, gives freedom in responding
  • gives chance to listen and observe
  • takes more time but less threatening
68
Q

closed Qs

A
  • more restrictive & limits answers
  • gives you control
  • less time
69
Q

primary vs. secondary Qs

A
  • primary = introduces new topics

- secondary = obtain more info, F/U

70
Q

neutral vs. leading Qs

A
  • neutral = preferred, no bias

- leading = reveals your bias

71
Q

funnel sequence Qs

A

begin with broad open questions and proceed to more restrictive ones

72
Q

closing step in interviewing**

A

SUMMARIZE for client to CHECK ACCURACY; tell client what will be done with info

73
Q

types of non-verbal communication***

A
  • kinesics
  • paralinguistics
  • proxemics
74
Q

what are kinesics?***

A

physical communication: eye contact, arms unfolded or folded, clenched fists or crossing legs

75
Q

what do these things mean:

  • direct eye contact
  • lowering eyes
  • arms folded across chest
  • clenched fists
  • crossing and uncrossing legs
A
  • direct eye contact = attentiveness
  • lowering eyes = preoccupation
  • arms folded across chest = dislike, avoidance
  • clenched fists = anxiety, anger
  • crossing and uncrossing legs = anxiety
76
Q

what is paralinguistics?***

A

how the client’s message is delivered/SPEECH

77
Q

what do these things mean:

  • hesitations, stuttering
  • whispering
A
  • hesitations, stuttering = sensitivity, anxiety

- whispering = difficulty in disclosing

78
Q

what are proxemics?***

A

personal space

79
Q

what do these things mean:

  • moves away
  • moves closer
  • sits behind or next to an object
A
  • moves away = discomfort
  • moves closer = seeking more interaction
  • sits behind or next to an object = seeks protection
80
Q

what should you do about non-verbal behavior?***

A

CONFRONT the BEHAVIOR –> ex: bunched up client with a frown- let him know you’re on his side and ask why he is there

81
Q

steps with non-verbal communication if person seems closed off***

A

1) CONNECT FIRST, establish rapport

2) LET HIM TALK

82
Q

responses: evaluation***

A

JUDGMENT, offering of advice, NOT PROBLEM-SOLVING (ex: if you eat too much ice cream, I suggest you stop buying it)

83
Q

responses: hostile**

A

uncontrolled anger, may ANTAGONIZE OR HUMILIATE CLIENT (ex: Maybe you are not losing weight because you aren’t trying hard enough)

84
Q

responses: reassuring**

A

MAY MAKE IT DIFFICULT TO SOLVE CLIENT’S PROBLEM OR DISCUSS FURTHER, PREVENTED FROM WORKING THROUGH FEELINGS (ex: Don’t worry about it! It takes time = BAD response)

85
Q

responses: probing***

A

ATTEMPT TO CLARIFY OR GAIN MORE INFO (ex: Can you tell me more about that?)

86
Q

responses: understanding**

A

recreate person’s message in your own frame of reference - “You seem to be saying that….”

87
Q

responses: hostile vs. reassuring vs. probing

A
  • hostile = antagonize, humiliate client
  • reassuring = “Don’t worry about…” is bad; hard to solve problems or work w/ feelings
  • probing = attempt to gain more info
88
Q

the method of instruction is based on what?

A
  • size of group

- educational and motivational aspects of group’s members

89
Q

small group discussion educational session is best for what?

A

clinical setting; 3-5 people with similar needs

90
Q

what does a small group discussion entail?**

A

lecture + some interaction

91
Q

what type of educational session is best for a large group?***

A

lecture

92
Q

what is a lecture?**

A

ONE WAY flow of info, presents a LARGE AMOUNT OF INFO in a SHORT time period

93
Q

what is motivational interviewing?***

A

helps CLIENTS RECOGNIZE and RESOLVE their OWN PROBLEMS

94
Q

what is the goal of MI?***

A

INCREASE MOTIVATION so clients can express RATIONALE for CHANGES THAT NEED TO BE MADE

95
Q

when do people make behavioral changes?**

A

WHEN THEY ARE READY TO CHANGE

96
Q

MI foundation skills***

A 
OARS:
open-ended Qs
affirmations
reflective listening
summaries
97
Q

MI: open-ended Qs

A

informational gathering to move conversation along

98
Q

MI: affirmations

A

instill hope, statements of appreciations of strengths (ex: Deciding to take the stairs instead of the elevator shows how determined you are)

99
Q

MI: reflective listening

A

repeat what was said or paraphrase

100
Q

MI: summaries

A

enhances understanding - “So what I hear you are saying is…”

101
Q

what does the stages of change model of counseling determine?***

A

client’s CURRENT STAGE (make you more able to adapt intervention)

102
Q

what do you need to do with employee training and orientation?**

A
  • DOCUMENT

- orientation checklist w/ date & content

CDR Exam (34 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions