{"product_id":"how-to-facilitate-lifestyle-change-isbn-9781118949917","title":"How to Facilitate Lifestyle Change","description":"\u003cp\u003eGroup work and patient education are vital aspects of improving health outcomes in all settings, by supporting patients and clients to manage their conditions, as well as to promote and support behaviour change for improved health.\u003c\/p\u003e \u003cp\u003eConcise, accessible, and easy-to-read, this new title in the popular \u003ci\u003eHow To \u003c\/i\u003eseries is designed to support nutritionists, dietitians, nurses and other healthcare professionals to facilitate healthy lifestyle change through group education.  \u003ci\u003eHow to Facilitate Lifestyle Change\u003c\/i\u003e covers the entire group education process, from initial planning, to delivery and evaluation.  Topics include agreeing aims and objectives and structuring a session, to considering practical aspects such as setting, managing challenging group members and participant expectations, as well as evaluating and refining a session plan for future use.  It also provides an overview of the key evidence base for group learning, relevant theories and models, peer support, and e-learning opportunities.\u003c\/p\u003e \u003cp\u003eIncluding case studies to illustrate the real-life application of each topic, practice points, helpful checklists, and a range of practical tips, \u003ci\u003eHow to Facilitate Lifestyle Change \u003c\/i\u003eis the ideal resource to support anyone involved in group patient education and facilitation of health behaviour change.\u003c\/p\u003e \u003cp\u003eForeword viii\u003c\/p\u003e \u003cp\u003ePreface x\u003c\/p\u003e \u003cp\u003eAcknowledgements xii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Introduction 1\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAmanda Avery\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 Overview 1\u003c\/p\u003e \u003cp\u003e1.2 The need for lifestyle change 1\u003c\/p\u003e \u003cp\u003e1.3 Why group education? 8\u003c\/p\u003e \u003cp\u003e1.4 What is the evidence for group education? 10\u003c\/p\u003e \u003cp\u003eReferences 17\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Behaviour change 21\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKirsten Whitehead\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Introduction 21\u003c\/p\u003e \u003cp\u003e2.2 What is behaviour change? 21\u003c\/p\u003e \u003cp\u003e2.3 Why is behaviour change so important for lifestyle change? 22\u003c\/p\u003e \u003cp\u003e2.4 Behaviour change theory and models 22\u003c\/p\u003e \u003cp\u003e2.5 Behaviour change interventions 25\u003c\/p\u003e \u003cp\u003e2.6 Behaviour change techniques 26\u003c\/p\u003e \u003cp\u003eReferences 41\u003c\/p\u003e \u003cp\u003eFurther reading 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: What makes a good facilitator? 43\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAmanda Avery\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 The good facilitator 44\u003c\/p\u003e \u003cp\u003e3.2 Communication skills for a group facilitator 46\u003c\/p\u003e \u003cp\u003e3.3 How do effective groups form? 54\u003c\/p\u003e \u003cp\u003e3.4 How do different people behave in groups? 57\u003c\/p\u003e \u003cp\u003e3.5 And finally… 61\u003c\/p\u003e \u003cp\u003eReferences 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Planning and organization 62\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKirsten Whitehead\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 Introduction 62\u003c\/p\u003e \u003cp\u003e4.2 What are the priorities for group education? 63\u003c\/p\u003e \u003cp\u003e4.3 Needs assessment 64\u003c\/p\u003e \u003cp\u003e4.4 Subject areas for group education 64\u003c\/p\u003e \u003cp\u003e4.5 Target participants 65\u003c\/p\u003e \u003cp\u003e4.6 Recruitment 65\u003c\/p\u003e \u003cp\u003e4.7 Preparing for a group education session 67\u003c\/p\u003e \u003cp\u003e4.8 How to deliver a training session 74\u003c\/p\u003e \u003cp\u003eReferences 80\u003c\/p\u003e \u003cp\u003eFurther reading 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Delivering the session 82\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVanessa Halliday\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1 Introduction 82\u003c\/p\u003e \u003cp\u003e5.2 Starting the session 82\u003c\/p\u003e \u003cp\u003e5.3 Educational activities 87\u003c\/p\u003e \u003cp\u003e5.4 Ending a session 107\u003c\/p\u003e \u003cp\u003eReferences 108\u003c\/p\u003e \u003cp\u003eFurther reading 108\u003c\/p\u003e \u003cp\u003eUseful websites 108\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Resources 109\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVanessa Halliday\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1 Introduction 109\u003c\/p\u003e \u003cp\u003e6.2 Resources for inclusive education 110\u003c\/p\u003e \u003cp\u003e6.3 Practical considerations when selecting which resources to use 110\u003c\/p\u003e \u003cp\u003e6.4 Types of resources 112\u003c\/p\u003e \u003cp\u003e6.5 General considerations when using resources 115\u003c\/p\u003e \u003cp\u003e6.6 Case studies 119\u003c\/p\u003e \u003cp\u003eReferences 123\u003c\/p\u003e \u003cp\u003eUseful websites 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Evaluation 125\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKirsten Whitehead\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Introduction 125\u003c\/p\u003e \u003cp\u003e7.2 What is evaluation? 125\u003c\/p\u003e \u003cp\u003e7.3 Why evaluate? 126\u003c\/p\u003e \u003cp\u003e7.4 What to evaluate? 126\u003c\/p\u003e \u003cp\u003e7.5 Who should evaluate? 134\u003c\/p\u003e \u003cp\u003e7.6 How to evaluate: tools and methods 134\u003c\/p\u003e \u003cp\u003eReferences 148\u003c\/p\u003e \u003cp\u003eFurther reading 149\u003c\/p\u003e \u003cp\u003eUseful websites 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Managing group interaction and how to overcome challenges 150\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVanessa Halliday\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 Introduction 150\u003c\/p\u003e \u003cp\u003e8.2 Facilitating group interaction 150\u003c\/p\u003e \u003cp\u003e8.3 Cultural sensitivity in group education 152\u003c\/p\u003e \u003cp\u003e8.4 How to manage discussion of sensitive subjects 153\u003c\/p\u003e \u003cp\u003e8.5 Avoiding challenging situations 154\u003c\/p\u003e \u003cp\u003e8.6 Working with group members that exhibit behaviours that you find challenging to manage 154\u003c\/p\u003e \u003cp\u003e8.7 Answering questions and maintaining your credibility when challenged 157\u003c\/p\u003e \u003cp\u003e8.8 Managing the use of mobile devices 159\u003c\/p\u003e \u003cp\u003e8.9 Timekeeping 160\u003c\/p\u003e \u003cp\u003e8.10 Getting people to attend 161\u003c\/p\u003e \u003cp\u003e8.11 Group dynamics 162\u003c\/p\u003e \u003cp\u003e8.12 Working with co‐facilitators 163\u003c\/p\u003e \u003cp\u003eReferences 165\u003c\/p\u003e \u003cp\u003eFurther reading 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Personal development in group facilitation skills 166\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAmanda Avery\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 Introduction 166\u003c\/p\u003e \u003cp\u003e9.2 Reflection 167\u003c\/p\u003e \u003cp\u003e9.3 Peer observation 167\u003c\/p\u003e \u003cp\u003e9.3 Additional training needs 172\u003c\/p\u003e \u003cp\u003eReferences 174\u003c\/p\u003e \u003cp\u003eIndex 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAmanda Avery\u003c\/b\u003e, RD, Senior Fellow of the Higher Education Academy and Assistant Professor in Nutrition and Dietetics, Division of Nutritional Sciences, The University of Nottingham, UK\u003c\/p\u003e \u003cp\u003e\u003cb\u003eVanessa Halliday\u003c\/b\u003e, PhD, RD, Senior Fellow of the Higher Education Academy and Lecturer in Public Health, School of Health and Related Research (ScHARR), The University of Sheffield, UK\u003c\/p\u003e \u003cp\u003e\u003cb\u003eKirsten Whitehead\u003c\/b\u003e, PhD, RD, Senior Fellow of the Higher Education Academy and Associate Professor in Dietetics, School of Biosciences, Division of Nutritional Sciences, The University of Nottingham, UK\u003c\/p\u003e \u003cp\u003eGroup work and patient education are vital aspects of improving health outcomes in all settings, by supporting patients and clients to manage their conditions, as well as to promote and support behaviour change for improved health.\u003c\/p\u003e \u003cp\u003eConcise, accessible, and easy-to-read, this new title in the popular \u003ci\u003eHow To \u003c\/i\u003eseries is designed to support nutritionists, dietitians, nurses and other healthcare professionals to facilitate healthy lifestyle change through group education.  \u003ci\u003eHow to Facilitate Lifestyle Change\u003c\/i\u003e covers the entire group education process, from initial planning, to delivery and evaluation.  Topics include agreeing aims and objectives and structuring a session, to considering practical aspects such as setting, managing challenging group members and participant expectations, as well as evaluating and refining a session plan for future use.  It also provides an overview of the key evidence base for group learning, relevant theories and models, peer support, and e-learning opportunities.\u003c\/p\u003e \u003cp\u003eIncluding case studies to illustrate the real-life application of each topic, practice points, helpful checklists, and a range of practical tips, \u003ci\u003eHow to Facilitate Lifestyle Change \u003c\/i\u003eis the ideal resource to support anyone involved in group patient education and facilitation of health behaviour change.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989379891429,"sku":"NP9781118949917","price":55.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118949917.jpg?v=1761783885","url":"https:\/\/k12savings.com\/products\/how-to-facilitate-lifestyle-change-isbn-9781118949917","provider":"K12savings","version":"1.0","type":"link"}