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How to facilitate lifestyle change : applying group education in healthcare /
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. Concise, accessible, and easy-to-read, this new title in the popular...
| Clasificación: | Libro Electrónico |
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| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hokoken, NJ :
Wiley Blackwell,
2017
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| Colección: | How to (Chichester, West Sussex)
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Title Page ; Copyright Page; Contents; Foreword; Preface; Acknowledgements; Chapter 1 Introduction; 1.1 Overview; 1.2 The need for lifestyle change; Tobacco use; Unhealthy diet (and malnutrition); Insufficient physical activity; Alcohol; Raised blood pressure; Overweight and obesity; Hyperinsulinaemia/hyperglycaemia/hyperlipidaemia; Summarizing the need for lifestyle change; 1.3 Why group education?; 1.4 What is the evidence for group education?; The ROMEO study for people with type 2 diabetes; A peer support diabetes prevention programme.
- Comparing individual versus group therapy for obesity managementGroup education for couples to reduce their risk of cardiovascular disease; Self-management group programme for people with arthritis ; Group based 'treatment' for childhood obesity in a community setting; Workplace health promotion programme; People with serious mental health illness; References; Chapter 2 Behaviour change; 2.1 Introduction; 2.2 What is behaviour change?; 2.3 Why is behaviour change so important for lifestyle change?; 2.4 Behaviour change theory and models; 2.5 Behaviour change interventions.
- Developing behaviour change interventions2.6 Behaviour change techniques; Goal setting; Action planning; Stimulus control; Distraction; Social support; Visualization; Communication skills as a tool for behaviour change; Barriers to behaviour change; Possible challenges when working with healthcare professionals; References; Further reading; Chapter 3 What makes a good facilitator?; 3.1 The good facilitator; 3.2 Communication skills for a group facilitator; Establishing rapport; Active listening skills; Motivational interviewing in the group setting; Emotional intelligence.
- Importance of non-verbal communication 3.3 How do effective groups form?; Storming; Norming; Performing; Adjourning; 3.4 How do different people behave in groups?; The importance of using non-stigmatizing communication ; The facilitator as a role model; 3.5 And finally ... ; References; Chapter 4 Planning and organization; 4.1 Introduction; 4.2 What are the priorities for group education?; 4.3 Needs assessment; 4.4 Subject areas for group education; 4.5 Target participants; 4.6 Recruitment; Recruiting patient, service user and carer participants; Recruiting staff participants.
- 4.7 Preparing for a group education sessionWhere? Settings and venues; When?; What?; 4.8 How to deliver a training session; Group size; Teaching methods for target participants; Adult or child participants; Learning and teaching theory; Writing a lesson plan; References; Further reading; Chapter 5 Delivering the session; 5.1 Introduction; 5.2 Starting the session; Arriving at the venue and preparation time; Registration; Welcome and introductions; Housekeeping; Icebreakers; Exploring hopes, fears and expectations; Ground rules or agreement for working together; 5.3 Educational activities.