{"product_id":"counselling-skills-for-dietitians-isbn-9781118943809","title":"Counselling Skills for Dietitians","description":"The third edition \u003ci\u003eCounselling Skills for Dieticians\u003c\/i\u003e has been fully revised and updated to reflect the recent developments, research and interests in the field.  It explores the skills required for dietetic counselling, and includes frequent examples of dialogue from patient consultations, as well as exercises and activities so that the reader can undergo experiential learning relevant to their practice. \u003cbr\u003e \u003cul\u003e \u003cli\u003eIncludes examples from daily practice to illustrate the difficulties encountered by dietitians and demonstrate the application of counselling skills\u003c\/li\u003e \u003cli\u003eClearly explains theoretical models of accepted counselling practice underpinning the skills described\u003c\/li\u003e \u003cli\u003eHas been updated to include additional information on topics such as assertiveness skills and eating distress\u003c\/li\u003e \u003cli\u003eAddresses practical and psychological issues faced by dietitians and patients\u003c\/li\u003e \u003cli\u003eIncludes the latest research evidence for counselling skills in dietetic practice\u003c\/li\u003e \u003cli\u003eDraws upon research evidence, theory and experience from the fields of psychotherapy and counselling\u003c\/li\u003e \u003cli\u003eNow provides access to a range of supportive online material including videos of consultations, case studies and resources for trainers\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eForeword xiv\u003c\/p\u003e \u003cp\u003eAbout the authors xvi\u003c\/p\u003e \u003cp\u003ePreface to the third edition xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xx\u003c\/p\u003e \u003cp\u003eIntroduction xxi\u003c\/p\u003e \u003cp\u003eAbout the companion website xxv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1: Using a counselling approach in patient‐centred practice 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The dietitian 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe role of the dietitian 3\u003c\/p\u003e \u003cp\u003eUsing a prescriptive approach 4\u003c\/p\u003e \u003cp\u003eControl, compliance and responsibility 5\u003c\/p\u003e \u003cp\u003eChanging approaches to providing health care 5\u003c\/p\u003e \u003cp\u003eDeveloping a patient‐centred approach 7\u003c\/p\u003e \u003cp\u003eIntroducing counselling skills 8\u003c\/p\u003e \u003cp\u003eDeveloping a counselling approach 10\u003c\/p\u003e \u003cp\u003ePortrait of a dietitian using a counselling approach 10\u003c\/p\u003e \u003cp\u003eQualities for a dietitian to develop 11\u003c\/p\u003e \u003cp\u003eProviding care 12\u003c\/p\u003e \u003cp\u003ePersonal and professional development 12\u003c\/p\u003e \u003cp\u003eSelf‐awareness 13\u003c\/p\u003e \u003cp\u003eFrame of reference 13\u003c\/p\u003e \u003cp\u003eSelf‐worth 13\u003c\/p\u003e \u003cp\u003eReflective practice 14\u003c\/p\u003e \u003cp\u003eBenefits of reflective practice 14\u003c\/p\u003e \u003cp\u003eUse of the word ‘reflection’ 15\u003c\/p\u003e \u003cp\u003eDifferent approaches to counselling and psychotherapy 15\u003c\/p\u003e \u003cp\u003ePsychoanalytic approach 15\u003c\/p\u003e \u003cp\u003eBehavioural and cognitive approaches 16\u003c\/p\u003e \u003cp\u003eHumanistic approach 16\u003c\/p\u003e \u003cp\u003eTransactional Analysis 17\u003c\/p\u003e \u003cp\u003eSystemic therapy 17\u003c\/p\u003e \u003cp\u003eNeuro‐linguistic programming 17\u003c\/p\u003e \u003cp\u003eMindfulness 18\u003c\/p\u003e \u003cp\u003eOverview of the evidence concerning the use of communication skills in dietetic practice 18\u003c\/p\u003e \u003cp\u003eReferences 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The patient 22\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing a patient‐centred approach 22\u003c\/p\u003e \u003cp\u003eThe concerns of the patient 23\u003c\/p\u003e \u003cp\u003eThe feelings of the patient 24\u003c\/p\u003e \u003cp\u003eThe expectations of the patient 25\u003c\/p\u003e \u003cp\u003eThe nature of change 26\u003c\/p\u003e \u003cp\u003eChange has a ripple effect 26\u003c\/p\u003e \u003cp\u003eChange occurs in a number of ways 26\u003c\/p\u003e \u003cp\u003ePeople react and adapt to change in various ways 27\u003c\/p\u003e \u003cp\u003eChange is paradoxical, in that we both want it and do not want it 27\u003c\/p\u003e \u003cp\u003eChange can have implications of which we are not aware 27\u003c\/p\u003e \u003cp\u003eReactions to change 27\u003c\/p\u003e \u003cp\u003eShock 28\u003c\/p\u003e \u003cp\u003eRelease of emotion 28\u003c\/p\u003e \u003cp\u003eTalking about it 28\u003c\/p\u003e \u003cp\u003eAmbivalence 29\u003c\/p\u003e \u003cp\u003eBargaining 29\u003c\/p\u003e \u003cp\u003eDoubt about being able to cope 29\u003c\/p\u003e \u003cp\u003eBlame 30\u003c\/p\u003e \u003cp\u003eDistancing 30\u003c\/p\u003e \u003cp\u003eAdapting to change 30\u003c\/p\u003e \u003cp\u003ePatient satisfaction 31\u003c\/p\u003e \u003cp\u003eReferences 32\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The relationship between dietitian and patient 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCircumstances surrounding the dietitian’s relationship with the patient 33\u003c\/p\u003e \u003cp\u003eCore conditions for a helping relationship 34\u003c\/p\u003e \u003cp\u003eEmpathy 34\u003c\/p\u003e \u003cp\u003eAcceptance 37\u003c\/p\u003e \u003cp\u003eGenuineness 39\u003c\/p\u003e \u003cp\u003eIssues arising between patient and dietitian: power, dependency, transference and counter‐transference 40\u003c\/p\u003e \u003cp\u003ePower 40\u003c\/p\u003e \u003cp\u003eDependency 41\u003c\/p\u003e \u003cp\u003eTransference and counter‐transference 41\u003c\/p\u003e \u003cp\u003eThe working alliance 42\u003c\/p\u003e \u003cp\u003eA therapeutic bond 42\u003c\/p\u003e \u003cp\u003eGoals 43\u003c\/p\u003e \u003cp\u003eTasks 43\u003c\/p\u003e \u003cp\u003eFurther points to consider 44\u003c\/p\u003e \u003cp\u003eReferences 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Aspects of the helping process 45\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe dietitian’s concerns 46\u003c\/p\u003e \u003cp\u003eKeeping boundaries: how the dietitian can manage time, confidentiality and referral 46\u003c\/p\u003e \u003cp\u003eEstablishing a time boundary 47\u003c\/p\u003e \u003cp\u003eMaintaining confidentiality 47\u003c\/p\u003e \u003cp\u003eRecognising professional and personal limitations: when, how and where to make a referral 50\u003c\/p\u003e \u003cp\u003eRecognising the different developmental stages of the helping process 51\u003c\/p\u003e \u003cp\u003eStage 1: Listening to the patient’s story 51\u003c\/p\u003e \u003cp\u003eStage 2: Clarifying what the patient wants 52\u003c\/p\u003e \u003cp\u003eStage 3: Planning ways to achieve goals 54\u003c\/p\u003e \u003cp\u003eLooking at the psychological process of change 55\u003c\/p\u003e \u003cp\u003ePutting it into practice 55\u003c\/p\u003e \u003cp\u003eCoping with ambivalence 57\u003c\/p\u003e \u003cp\u003eIncorporating systemic awareness 58\u003c\/p\u003e \u003cp\u003eExamples of questions to ask about diet and the home situation 59\u003c\/p\u003e \u003cp\u003eHow to end 59\u003c\/p\u003e \u003cp\u003eSupport for the dietitian 61\u003c\/p\u003e \u003cp\u003eReferences 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Conducting a structured interview 62\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA framework for the interview 62\u003c\/p\u003e \u003cp\u003eBeginnings 63\u003c\/p\u003e \u003cp\u003eThe interview setting 63\u003c\/p\u003e \u003cp\u003ePreparing to provide a helping relationship 64\u003c\/p\u003e \u003cp\u003eOpening the interview 65\u003c\/p\u003e \u003cp\u003eForming first impressions 65\u003c\/p\u003e \u003cp\u003eMaking introductions 68\u003c\/p\u003e \u003cp\u003eFinding a starting point 68\u003c\/p\u003e \u003cp\u003eMiddles 69\u003c\/p\u003e \u003cp\u003eSetting the agenda 69\u003c\/p\u003e \u003cp\u003eAssessing motivation 71\u003c\/p\u003e \u003cp\u003eMaking a contract 72\u003c\/p\u003e \u003cp\u003eTaking a diet history 73\u003c\/p\u003e \u003cp\u003eGiving dietary advice 75\u003c\/p\u003e \u003cp\u003eMonitoring the relationship 79\u003c\/p\u003e \u003cp\u003eEndings 81\u003c\/p\u003e \u003cp\u003eAcknowledging the ending 81\u003c\/p\u003e \u003cp\u003eSummarising what has taken place 81\u003c\/p\u003e \u003cp\u003eWhat next? 82\u003c\/p\u003e \u003cp\u003eSaying goodbye 82\u003c\/p\u003e \u003cp\u003eAfter the interview 83\u003c\/p\u003e \u003cp\u003eReferences 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2: The skills 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Active listening 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe process of listening 87\u003c\/p\u003e \u003cp\u003eAttending: a way of demonstrating acceptance 88\u003c\/p\u003e \u003cp\u003eAttending is giving someone our attention as fully as we can 88\u003c\/p\u003e \u003cp\u003eA listener who conveys acceptance is someone who is safe to talk to 89\u003c\/p\u003e \u003cp\u003eBarriers to attending 90\u003c\/p\u003e \u003cp\u003eEye contact 90\u003c\/p\u003e \u003cp\u003eEnvironment 90\u003c\/p\u003e \u003cp\u003eEvents and emotions 90\u003c\/p\u003e \u003cp\u003eEchoes within 91\u003c\/p\u003e \u003cp\u003eAttending to non‐verbal communication 91\u003c\/p\u003e \u003cp\u003eVoice 91\u003c\/p\u003e \u003cp\u003eEye contact 92\u003c\/p\u003e \u003cp\u003eFacial expression 92\u003c\/p\u003e \u003cp\u003eAppearance 93\u003c\/p\u003e \u003cp\u003ePosture 93\u003c\/p\u003e \u003cp\u003eGesture 93\u003c\/p\u003e \u003cp\u003eDiscrepancies and incongruities 93\u003c\/p\u003e \u003cp\u003eDeveloping powers of observation 94\u003c\/p\u003e \u003cp\u003eDistinguishing between observation and interpretation 94\u003c\/p\u003e \u003cp\u003eManaging silences 95\u003c\/p\u003e \u003cp\u003eMirroring 96\u003c\/p\u003e \u003cp\u003eTouching 97\u003c\/p\u003e \u003cp\u003eReferences 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Ways of responding 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe effects of responding 99\u003c\/p\u003e \u003cp\u003eTypes of response 100\u003c\/p\u003e \u003cp\u003eLow‐risk responses 101\u003c\/p\u003e \u003cp\u003eModerate‐risk responses 101\u003c\/p\u003e \u003cp\u003eHigh‐risk responses 101\u003c\/p\u003e \u003cp\u003eVery high‐risk responses 103\u003c\/p\u003e \u003cp\u003eSelf‐disclosure 103\u003c\/p\u003e \u003cp\u003eThe purpose behind a response 104\u003c\/p\u003e \u003cp\u003eThe power of language 105\u003c\/p\u003e \u003cp\u003eUse of ‘we’, ‘you’ and ‘I’ 105\u003c\/p\u003e \u003cp\u003eLanguage of success or failure 106\u003c\/p\u003e \u003cp\u003eLanguage of doubt 106\u003c\/p\u003e \u003cp\u003eLanguage of negativity 106\u003c\/p\u003e \u003cp\u003eReflective responding 107\u003c\/p\u003e \u003cp\u003eThe technique of reflecting 108\u003c\/p\u003e \u003cp\u003eThe skill of reflecting 109\u003c\/p\u003e \u003cp\u003eFocusing on feelings 111\u003c\/p\u003e \u003cp\u003eMirroring language 112\u003c\/p\u003e \u003cp\u003eWhen to use reflective responding 113\u003c\/p\u003e \u003cp\u003eWhen reflective responding is not helpful 113\u003c\/p\u003e \u003cp\u003eReferences 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Making helpful interventions 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMoving towards a helping conversation 115\u003c\/p\u003e \u003cp\u003eHelpful interventions 116\u003c\/p\u003e \u003cp\u003eExamining attitudes 117\u003c\/p\u003e \u003cp\u003eProviding the core conditions when making a helpful intervention 118\u003c\/p\u003e \u003cp\u003eTiming and level of intervention 119\u003c\/p\u003e \u003cp\u003eWays to intervene 121\u003c\/p\u003e \u003cp\u003eAsking questions 121\u003c\/p\u003e \u003cp\u003eOpen questions 122\u003c\/p\u003e \u003cp\u003eClosed questions 123\u003c\/p\u003e \u003cp\u003eHighlighting paradoxes, discrepancies and inconsistencies 123\u003c\/p\u003e \u003cp\u003eConfronting absolutes 123\u003c\/p\u003e \u003cp\u003eChoosing a focus 124\u003c\/p\u003e \u003cp\u003eAddressing sensitive issues 125\u003c\/p\u003e \u003cp\u003eWhen the dietitian does not believe the patient 125\u003c\/p\u003e \u003cp\u003eHelping someone towards clearer thinking using CBT 126\u003c\/p\u003e \u003cp\u003eRecognising thoughts and distinguishing them from feelings 126\u003c\/p\u003e \u003cp\u003e‘What’s going through your mind when you think that?’ 126\u003c\/p\u003e \u003cp\u003eReferences 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Conveying a clear message: assertiveness in action 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCounselling skills and assertiveness 131\u003c\/p\u003e \u003cp\u003eWhat is assertive communication? 132\u003c\/p\u003e \u003cp\u003eDeveloping assertiveness 132\u003c\/p\u003e \u003cp\u003eSelf‐awareness and assertiveness 132\u003c\/p\u003e \u003cp\u003eSelf‐esteem and assertiveness 133\u003c\/p\u003e \u003cp\u003eCommunicating feelings 133\u003c\/p\u003e \u003cp\u003eAggression 133\u003c\/p\u003e \u003cp\u003ePassivity 134\u003c\/p\u003e \u003cp\u003eManipulation 134\u003c\/p\u003e \u003cp\u003eAdvantages and disadvantages of assertiveness 134\u003c\/p\u003e \u003cp\u003eAdvantages 134\u003c\/p\u003e \u003cp\u003eDisadvantages 135\u003c\/p\u003e \u003cp\u003eDelivering a clear message 135\u003c\/p\u003e \u003cp\u003ePreparation and reflection 135\u003c\/p\u003e \u003cp\u003eRehearsal 135\u003c\/p\u003e \u003cp\u003eDelivery 135\u003c\/p\u003e \u003cp\u003eExamples of assertiveness skills in practice 136\u003c\/p\u003e \u003cp\u003eWith a patient 136\u003c\/p\u003e \u003cp\u003eWith a GP practice manager 137\u003c\/p\u003e \u003cp\u003eConfronting difficult situations 138\u003c\/p\u003e \u003cp\u003eConfrontation from a colleague 139\u003c\/p\u003e \u003cp\u003eConfrontation from a patient 139\u003c\/p\u003e \u003cp\u003eConfronting a patient 140\u003c\/p\u003e \u003cp\u003eConfronting a colleague 141\u003c\/p\u003e \u003cp\u003eHandling criticism and praise 142\u003c\/p\u003e \u003cp\u003eCriticism 142\u003c\/p\u003e \u003cp\u003ePraise 144\u003c\/p\u003e \u003cp\u003eSupport with handling criticism and praise 145\u003c\/p\u003e \u003cp\u003eDealing with aggressive behaviour 145\u003c\/p\u003e \u003cp\u003eAssessing risks 146\u003c\/p\u003e \u003cp\u003eTaking care of yourself 146\u003c\/p\u003e \u003cp\u003eDefusing the situation 147\u003c\/p\u003e \u003cp\u003eBe A DEFUSER 147\u003c\/p\u003e \u003cp\u003eCoping with the after‐effects 148\u003c\/p\u003e \u003cp\u003eAn ABC for conveying a clear message 148\u003c\/p\u003e \u003cp\u003eReferences 150\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3: Putting skills into practice: further considerations 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Working with more than one person 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen others are in the room 153\u003c\/p\u003e \u003cp\u003eReasons for others to be present 153\u003c\/p\u003e \u003cp\u003eContext of the interview 154\u003c\/p\u003e \u003cp\u003eRisks and benefits of involving another person 154\u003c\/p\u003e \u003cp\u003eIssues to consider when others are present 155\u003c\/p\u003e \u003cp\u003eDynamics between those present 155\u003c\/p\u003e \u003cp\u003eAgendas of those present 156\u003c\/p\u003e \u003cp\u003eRelationships between those present 156\u003c\/p\u003e \u003cp\u003eLanguage and culture of those present 157\u003c\/p\u003e \u003cp\u003eMaintaining equity and creating structure and boundaries 158\u003c\/p\u003e \u003cp\u003eMaintaining equity 158\u003c\/p\u003e \u003cp\u003eCreating structure and boundaries 159\u003c\/p\u003e \u003cp\u003eFamily meetings 159\u003c\/p\u003e \u003cp\u003eExample 160\u003c\/p\u003e \u003cp\u003eWho is responsible for finding a solution? 161\u003c\/p\u003e \u003cp\u003eWho is leading the consultation? 161\u003c\/p\u003e \u003cp\u003eGroup work 162\u003c\/p\u003e \u003cp\u003eGroup size 162\u003c\/p\u003e \u003cp\u003eGroup demographics 162\u003c\/p\u003e \u003cp\u003eGroup dynamics 162\u003c\/p\u003e \u003cp\u003eGroup process 163\u003c\/p\u003e \u003cp\u003eUsing counselling skills with a group 164\u003c\/p\u003e \u003cp\u003eReferences 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Coping with loss and bereavement 166\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow loss concerns dietitians 166\u003c\/p\u003e \u003cp\u003eThe need to grieve 168\u003c\/p\u003e \u003cp\u003eOur reactions to grief 168\u003c\/p\u003e \u003cp\u003eThe process of grieving 168\u003c\/p\u003e \u003cp\u003eHow the dietitian can help 169\u003c\/p\u003e \u003cp\u003eLoss of weight: a loss or a gain? 171\u003c\/p\u003e \u003cp\u003eLoss of self‐esteem 171\u003c\/p\u003e \u003cp\u003eLoss of health: living under threat of death 172\u003c\/p\u003e \u003cp\u003eLoss of appetite 173\u003c\/p\u003e \u003cp\u003eSupport for the patient and the dietitian 174\u003c\/p\u003e \u003cp\u003eReferences 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Developing cultural awareness 176\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is culture? 176\u003c\/p\u003e \u003cp\u003eCultural changes within dietetics and the NHS 177\u003c\/p\u003e \u003cp\u003eMove away from tradition and hierarchy 177\u003c\/p\u003e \u003cp\u003ePrevention of disease and the rise of nutrition 178\u003c\/p\u003e \u003cp\u003eGrowth of the profession and an increase in diversity 178\u003c\/p\u003e \u003cp\u003eIntroducing a patient‐centred approach 179\u003c\/p\u003e \u003cp\u003eEvidence‐based practice and CPD 179\u003c\/p\u003e \u003cp\u003eStress from change and limited resources 180\u003c\/p\u003e \u003cp\u003eDeveloping cultural awareness 180\u003c\/p\u003e \u003cp\u003ePrejudice and its development 181\u003c\/p\u003e \u003cp\u003eAttitudes and expectations 182\u003c\/p\u003e \u003cp\u003eEffect of prejudice on the helping relationship 182\u003c\/p\u003e \u003cp\u003eTowards more effective communication 183\u003c\/p\u003e \u003cp\u003eExample 183\u003c\/p\u003e \u003cp\u003eMaking introductions and establishing credentials 183\u003c\/p\u003e \u003cp\u003eLanguage 184\u003c\/p\u003e \u003cp\u003eBoundaries and goal setting 185\u003c\/p\u003e \u003cp\u003eSocial rituals and customs 186\u003c\/p\u003e \u003cp\u003eMaking effective use of an interpreter 186\u003c\/p\u003e \u003cp\u003eWho is the interpreter? 186\u003c\/p\u003e \u003cp\u003ePreparing for the interview 187\u003c\/p\u003e \u003cp\u003eWorking with an asylum seeker 188\u003c\/p\u003e \u003cp\u003eCoping with difficulties 188\u003c\/p\u003e \u003cp\u003eWays of building bridges 188\u003c\/p\u003e \u003cp\u003eReferences 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Working with parents and children 190\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChallenges for the dietitian 190\u003c\/p\u003e \u003cp\u003eThe needs of the child 191\u003c\/p\u003e \u003cp\u003eMeeting the family 192\u003c\/p\u003e \u003cp\u003eBackground 192\u003c\/p\u003e \u003cp\u003eInterview 192\u003c\/p\u003e \u003cp\u003eReflections 193\u003c\/p\u003e \u003cp\u003eConsiderations 193\u003c\/p\u003e \u003cp\u003eMaking a plan 194\u003c\/p\u003e \u003cp\u003eNext meeting 194\u003c\/p\u003e \u003cp\u003eSummary of how Sue worked with Peter 195\u003c\/p\u003e \u003cp\u003eWhen a child withdraws 195\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 196\u003c\/p\u003e \u003cp\u003eThe angry child 196\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 196\u003c\/p\u003e \u003cp\u003eThe well‐behaved child 197\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 197\u003c\/p\u003e \u003cp\u003eOverprotective parents 197\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 198\u003c\/p\u003e \u003cp\u003eAggressive parents 198\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 198\u003c\/p\u003e \u003cp\u003eThe absent parent 198\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 199\u003c\/p\u003e \u003cp\u003eThe dying child 199\u003c\/p\u003e \u003cp\u003eGuidelines for handling this situation 199\u003c\/p\u003e \u003cp\u003eReference 200\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Working with difficulties in physical and mental health 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMinority needs as part of society 201\u003c\/p\u003e \u003cp\u003eEffect on patient and dietitian 202\u003c\/p\u003e \u003cp\u003eThe patient 202\u003c\/p\u003e \u003cp\u003eThe dietitian 203\u003c\/p\u003e \u003cp\u003eResources for the dietitian to develop 203\u003c\/p\u003e \u003cp\u003eInternal resources 203\u003c\/p\u003e \u003cp\u003eExternal resources 204\u003c\/p\u003e \u003cp\u003ePhysical difficulties 204\u003c\/p\u003e \u003cp\u003eHearing 205\u003c\/p\u003e \u003cp\u003eSight 205\u003c\/p\u003e \u003cp\u003eSpeech 206\u003c\/p\u003e \u003cp\u003eMobility and movement 207\u003c\/p\u003e \u003cp\u003eAppearance 207\u003c\/p\u003e \u003cp\u003eInvisible disabilities 208\u003c\/p\u003e \u003cp\u003eMental health 208\u003c\/p\u003e \u003cp\u003eRecognising anxiety and depression 208\u003c\/p\u003e \u003cp\u003eHow the dietitian can help 209\u003c\/p\u003e \u003cp\u003eHelping those with eating distress: disordered eating and eating disorders 211\u003c\/p\u003e \u003cp\u003eHearing suicidal thoughts: how can I bear it? 217\u003c\/p\u003e \u003cp\u003eMaintaining confidentiality when making a referral 218\u003c\/p\u003e \u003cp\u003eReferences 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4: Areas for personal and professional development 221\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Developing self‐awareness 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy self‐awareness is important 223\u003c\/p\u003e \u003cp\u003eWays to develop self‐awareness 224\u003c\/p\u003e \u003cp\u003eTime for ourselves 224\u003c\/p\u003e \u003cp\u003eBecoming more mindful 224\u003c\/p\u003e \u003cp\u003eSelf‐esteem 225\u003c\/p\u003e \u003cp\u003eWays to build self‐esteem 226\u003c\/p\u003e \u003cp\u003eAcknowledgement 226\u003c\/p\u003e \u003cp\u003eTips for building self‐esteem 227\u003c\/p\u003e \u003cp\u003eCoping with stress 227\u003c\/p\u003e \u003cp\u003eWays to unwind 229\u003c\/p\u003e \u003cp\u003eKeeping a reflective diary 231\u003c\/p\u003e \u003cp\u003eReferences 231\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Giving and receiving support 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen support is needed 233\u003c\/p\u003e \u003cp\u003eKnowing your limits 234\u003c\/p\u003e \u003cp\u003eSupporting yourself 235\u003c\/p\u003e \u003cp\u003eReflecting on practice 235\u003c\/p\u003e \u003cp\u003eCreating a dialogue 235\u003c\/p\u003e \u003cp\u003eBuilding a support network 236\u003c\/p\u003e \u003cp\u003eAsking for support 237\u003c\/p\u003e \u003cp\u003eTips for asking for support 237\u003c\/p\u003e \u003cp\u003eGiving support 238\u003c\/p\u003e \u003cp\u003eTips for giving support 239\u003c\/p\u003e \u003cp\u003eGiving constructive support 239\u003c\/p\u003e \u003cp\u003eSupport from training, assessment and monitoring 240\u003c\/p\u003e \u003cp\u003eTraining in communication skills 241\u003c\/p\u003e \u003cp\u003eTraining in counselling skills 242\u003c\/p\u003e \u003cp\u003eSupportive peer discussion 243\u003c\/p\u003e \u003cp\u003eMaking arrangements 243\u003c\/p\u003e \u003cp\u003eManaging the session 243\u003c\/p\u003e \u003cp\u003eSupervision 244\u003c\/p\u003e \u003cp\u003ePersonal counselling 244\u003c\/p\u003e \u003cp\u003eWhat does counselling involve? 245\u003c\/p\u003e \u003cp\u003eWho seeks counselling? 246\u003c\/p\u003e \u003cp\u003eReferences 247\u003c\/p\u003e \u003cp\u003eIndex 248\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJudy Gable\u003c\/b\u003e worked as a dietitian for many years, specialising in paediatrics in the 1970s and diabetes research in the 1980s. In the early 1990s she established the course in communication skills for dietetic students at King’s College and during the next ten years also facilitated introductory courses in counselling skills and assertiveness for dietitians. She continued to work as a counsellor in primary care until 2010.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTamara Herrmann\u003c\/b\u003e has worked for many years as a GP\/Community dietitian and during this time developed her interest in obesity, eating disorders and communication skills. Tamara now works in private practice as a registered dietitian and registered psychotherapist.\u003c\/p\u003e \u003cp\u003e\u003ci\u003e“Counselling Skills for Dietitians should be studied by student dietitians and registered dietitians alike and has a well-deserved place in all departments of nutrition and dietetics and university libraries. It will also be of great value to registered nutritionists and other clinicians and researchers involved in nutrition counselling”\u003c\/i\u003e From the foreword by \u003cb\u003eKevin Whelan, Professor of Dietetics, King's College London.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDietitians need to use advanced communication skills as well as technical expertise in order to assess clients′ needs, identify their problems and help them to manage their diet and lifestyle. This book is designed to help dietitians to develop the approach and communication skills most effective in helping others.  In view of the ever increasing emphasis on lifestyle change and preventive measures in health care, it is intended that \u003ci\u003eCounselling Skills for Dietitians\u003c\/i\u003e will also benefit a wider range of health professionals.\u003c\/p\u003e \u003cp\u003eThe third edition of this thought-provoking and useful text has been fully revised and updated to reflect the recent developments, research and interests in the field.  It explores the skills required for dietetic counselling, and includes frequent examples of dialogue from patient consultations, as well as exercises and activities so that the reader can undergo experiential learning relevant to their practice.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eCounselling Skills for Dietitians\u003c\/i\u003e, third edition: \u003c\/p\u003e \u003cul\u003e \u003cli\u003eIncludes examples from daily practice to illustrate the difficulties encountered by dietitians and demonstrate the application of counselling skills;\u003c\/li\u003e \u003cli\u003eClearly explains theoretical models of accepted counselling practice underpinning the skills described;\u003c\/li\u003e \u003cli\u003eHas been updated to include additional information on ways to address issues of concern when working with more than one person at a time and topics such as assertiveness skills and eating distress;\u003c\/li\u003e \u003cli\u003eMakes reference to evidence based practice and cultural changes;\u003c\/li\u003e \u003cli\u003eAddresses practical and psychological issues faced by dietitians and patients\u003c\/li\u003e \u003cli\u003eNow provides access to a range of supportive online material including videos of consultations, case studies and resources for trainers\u003c\/li\u003e \u003c\/ul\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47988998406373,"sku":"NP9781118943809","price":74.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118943809.jpg?v=1761782371","url":"https:\/\/k12savings.com\/products\/counselling-skills-for-dietitians-isbn-9781118943809","provider":"K12savings","version":"1.0","type":"link"}