| Description |
xii, 186 pages ; 22 cm |
| Contents |
Machine generated contents note: 1.1.Overview, / Amanda Avery -- 1.2.The need for lifestyle change, / Amanda Avery -- 1.3.Why group education?, / Amanda Avery -- 1.4.What is the evidence for group education?, / Amanda Avery -- References, / Amanda Avery -- 2.1.Introduction, / Kirsten Whitehead -- 2.2.What is behaviour change?, / Kirsten Whitehead -- 2.3.Why is behaviour change so important for lifestyle change?, / Kirsten Whitehead -- 2.4.Behaviour change theory and models, / Kirsten Whitehead -- 2.5.Behaviour change interventions, / Kirsten Whitehead -- 2.6.Behaviour change techniques, / Kirsten Whitehead -- References, / Kirsten Whitehead -- Further reading, / Kirsten Whitehead -- 3.1.The good facilitator, / Amanda Avery -- 3.2.Communication skills for a group facilitator, / Amanda Avery -- 3.3.How do effective groups form?, / Amanda Avery -- 3.4.How do different people behave in groups?, / Amanda Avery -- 3.5.And finally..., / Amanda Avery -- References, / Amanda Avery -- |
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Contents note continued: 4.1.Introduction, / Kirsten Whitehead -- 4.2.What are the priorities for group education?, / Kirsten Whitehead -- 4.3.Needs assessment, / Kirsten Whitehead -- 4.4.Subject areas for group education, / Kirsten Whitehead -- 4.5.Target participants, / Kirsten Whitehead -- 4.6.Recruitment, / Kirsten Whitehead -- 4.7.Preparing for a group education session, / Kirsten Whitehead -- 4.8.How to deliver a training session, / Kirsten Whitehead -- References, / Kirsten Whitehead -- Further reading, / Kirsten Whitehead -- 5.1.Introduction, / Vanessa Halliday -- 5.2.Starting the session, / Vanessa Halliday -- 5.3.Educational activities, / Vanessa Halliday -- 5.4.Ending a session, / Vanessa Halliday -- References, / Vanessa Halliday -- Further reading, / Vanessa Halliday -- Useful websites, / Vanessa Halliday -- 6.1.Introduction, / Vanessa Halliday -- 6.2.Resources for inclusive education, / Vanessa Halliday -- |
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Contents note continued: 6.3.Practical considerations when selecting which resources to use, / Vanessa Halliday -- 6.4.Types of resources, / Vanessa Halliday -- 6.5.General considerations when using resources, / Vanessa Halliday -- 6.6.Case studies, / Vanessa Halliday -- References, / Vanessa Halliday -- Useful websites, / Vanessa Halliday -- 7.1.Introduction, / Kirsten Whitehead -- 7.2.What is evaluation?, / Kirsten Whitehead -- 7.3.Why evaluate?, / Kirsten Whitehead -- 7.4.What to evaluate?, / Kirsten Whitehead -- 7.5.Who should evaluate?, / Kirsten Whitehead -- 7.6.How to evaluate: tools and methods, / Kirsten Whitehead -- References, / Kirsten Whitehead -- Further reading, / Kirsten Whitehead -- Useful websites, / Kirsten Whitehead -- 8.1.Introduction, / Vanessa Halliday -- 8.2.Facilitating group interaction, / Vanessa Halliday -- 8.3.Cultural sensitivity in group education, / Vanessa Halliday -- 8.4.How to manage discussion of sensitive subjects, / Vanessa Halliday -- |
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Contents note continued: 8.5.Avoiding challenging situations, / Vanessa Halliday -- 8.6.Working with group members that exhibit behaviours that you find challenging to manage, / Vanessa Halliday -- 8.7.Answering questions and maintaining your credibility when challenged, / Vanessa Halliday -- 8.8.Managing the use of mobile devices, / Vanessa Halliday -- 8.9.Timekeeping, / Vanessa Halliday -- 8.10.Getting people to attend, / Vanessa Halliday -- 8.11.Group dynamics, / Vanessa Halliday -- 8.12.Working with co-facilitators, / Vanessa Halliday -- References, / Vanessa Halliday -- Further reading, / Vanessa Halliday -- 9.1.Introduction, / Amanda Avery -- 9.2.Reflection, / Amanda Avery -- 9.3.Peer observation, / Amanda Avery -- 9.3.Additional training needs, / Amanda Avery -- References, / Amanda Avery |
| Summary |
Group 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. -- |
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Concise, accessible, and easy-to-read, this new title in the popular How To series is designed to support nutritionists, dietitians, nurses and other healthcare professionals to facilitate healthy lifestyle change through group education. How to Facilitate Lifestyle Change 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. -- |
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Including case studies to illustrate the real-life application of each topic, practice points, helpful checklists, and a range of practical tips, How to Facilitate Lifestyle Change is the ideal resource to support anyone involved in group patient education and facilitation of health behaviour change. --Book Jacket |
| Notes |
Includes general bibliographical references and index |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Lifestyles -- Health aspects
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Group work in education
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Lifestyle change -- group education
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lifestyle change -- health care
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Health promotion
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| Author |
Whitehead, Kirsten
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Halliday, Vanessa
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| ISBN |
9781118949917 (paperback) |
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1118949919 |
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