You are addressing a group of nutritional counseling interns in a training session

You are addressing a group of nutritional counseling interns in a training session

You are addressing a group of nutritional counseling interns in a training session 150 150 Peter

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:

The stage of change this client is in, and how you determined that.
How her stage of change could affect her willingness to learn.
How you would establish rapport with her, and why you would do it in that way.
3 counseling skills that would be appropriate for this client, and why.
2 cognitive behavioral techniques that could help in her situation, and why.
How you would educate this client on normal versus excessive exercise.

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.

Template for the slides below.
https://kapextmediassl-a.akamaihd.net/healthSci/NS420/1804A/NS420_U6_Template.pptx

Instructions for how to do a voice-over

You will use 12 slides, as follows: (Follow along on your template)

Title slide, with the title of your presentation and your name, course name, and section.
Introductory slide, where you give a brief overview of her case. This must include only 4-6 features of her case. Do not describe them on the slide; use only a word or short phrase for each. You will discuss them in the voice-over.
Name the stage of change you believe Josephine is in, then bullet point at least 3 reasons you have categorized her in that way and discuss them in the voice-over.
Bullet point at least 3 ways you would establish rapport with her, and discuss them on the voice-over as well as why you chose them for her.
Name a counseling skill, then bullet point at least 2 reasons you chose it, then discuss the reasons on the voice-over.
Name a second counseling skill and do the same.
Name a third counseling skill and do the same.
Name a cognitive behavioral technique you would use for her, then bullet point (and discuss on the voice-over) at least 2 reasons it could help.
Name a second cognitive behavioral technique and do the same.
Bullet point at least 2 concepts you would cover with Josephine to help her understand how normal exercise differs from excessive exercise, and explain how you might discuss them with her on the voice over.
Active listening: This slide will be a demonstration to the interns of how 3-4 rounds of active listening might go with Josephine. You may play both Josephine and the counselor if you wish, or you may draft a friend or family member to play Josephine. Don’t forget to change Josephine’s name to protect her anonymity. And if you play both parts, be sure to identify who is speaking each time it changes. (Or you can have some fun and use a different voice for her.)
Create a script to use, in which she starts out by saying,”I just don’t know what I can do. My mom is making me fat, and I have to eat what she cooks.”
Then write what you as the counselor would say to reflect her feeling back to her and show that you understand. (Please be sure you have read the section on active listening in the textbook.)
Follow that with what you imagine her response would be to what you said.
Respond back to her, once again using active listening.
Continue until she has resolved enough of her emotion to start brainstorming possible solutions with you.

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.

References: Your textbook will be one, but you will also need to use at least one other. The textbook is entered in proper APA style for you already, but you will need to add page numbers. Your second reference will also need to be in APA style.

Requirements 

Your presentation must be 10-18 minutes in length.
It should be well ordered, logical, and unified, as well as original and insightful. It should have an academic/professional tone, express a clear viewpoint and clear purpose, display exceptional content, organization, and style, and lead the audience to a dynamic and supported conclusion.

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.

APA Demystified in Five Minutes