San Jose State University
NUFS 124 – Disordered Eating & Nutrition Therapy
Department Nutrition, Food Science & Packaging
READING HOMEWORK
Upon completing the reading assignment, identify 3 points of discussion to be brought up in class. These points of discussion could be questions, comments, observations or other ideas that could spur discussion. These thoughts are to be typed, in Times New Roman font size 12, double-spaced and turned in at the start of class.
TEAM PRESENTATION
Part 1
Students are to come to class having conducted a critical and detailed review of their topic and prepared to present what they found to their teammates. Each student must use at least three references, at least one of which will be a peer reviewed research study in his/her preparation for this class meeting. Other sources could include government, hospital, university or nationally recognized institutions.
Upon completion of each individual presentation, a 15-minute presentation will be created to present to the class.
Part 2
As a group, teach the class your topic. Presentations are to be 15 minutes and should be based on current scientific evidence. Each team member shall provide information on a topic pertaining to the team’s topic. The presentation should flow and duties for the introduction and conclusion should be divided between team members.
Each member is to provide one short answer question for the class to complete upon listening to the presentation. See Part 3.
Each member is to complete the Team Member Participation grading sheet and submit it on the day of presentation. Grading should be completed individually and accurately reflect level of participation, commitment and interest of your teammates in this project.
Part 3
Each team member will develop one content question pertaining to their topic that will be answered in writing by students. Responses to the questions are due the following class meeting. When developing the content question, consider 2-3 main ideas the presentation conveys. Select one idea and formulate a question that would take a paragraph to answer.
Presentation Answers: Students in the audience are to answer the questions for credit due at the start of the next class meeting. Answers are to be typed, in Times New Roman font size 12 and double-spaced, demonstrating mastery of the material and writing skills.
TOPICS FOR PRESENTATION
Of the topics listed below, consider the following subtopics
when planning your presentation, if appropriate:
Etiology/psychopathology
Pathophysiology
Diagnosis
Treatment/intervention
Recovery
ED in men
Pica
Diabulimia
ED in female athletes
ED in male athletes
ED and drug abuse
Binge eating disorder/obesity as an ED
Binge eating disorder and gastric bypass
Food addict
ED and drug therapy
Orthorexia
Nocturnal eating
ED in pre-teens
Media literacy for the prevention of ED
Activity (exercise) disorder
Prevention programs
Eating disorders during pregnancy
ED as they are associated with alcohol use and abuse
Rumination
ED in older adults
LGBTQ
EVALUATION OF THE ORAL PRESENTATIONS
The instructor will evaluate the assignment based on the following criteria:
- Adherence to time guidelines
- Organization of presentation/preparedness
- Clarity and evidence of understanding the material as evidenced by information presented and ability to answer questions
- Effectiveness of oral presentation (delivered without excessive reliance on notes)
- Adequate review of scientific research
- Ability to define/demonstrate practical application of the material
- Effective use of visual aids/ability to interest audience
- Ability to work well with team members
- Contribution to group introduction, conclusion and Q & A
Student's Name______Topic______
Please provide your: content question, this grading sheet & Team Member Participation grading sheet on the day of your presentation
1. Adherence to assignment guidelines (time, content, based on scientific evidence, content question quality)
poor below average average above averageexcellent
0-5 6 7 8 9-10
2. Organization of presentation/preparedness
poor below average average above averageexcellent
0-1 2 3 4 5
3. Clarity and evidence of understanding the material
poor below average average above averageexcellent
0-5 6 7 8 9-10
4. Effectiveness of oral presentation (delivered without excessive note reading)
poor below average average above averageexcellent
0-1 2 3 4 5
5. Ability to define/demonstrate practical application of material
poor below average average above averageexcellent
0-5 6 7 8 9-10
6. Effective use of visual aids/ability to interest audience
poor below average average above averageexcellent
0-1 2 3 4 5
7. Ability to work well with team members
poor below average average above averageexcellent
0-1 2 3 4 5
8. Contribution to group intro, conclusion and Q & A
poor below average average above averageexcellent
0-5 6 7 8 9-10
GRAND TOTAL POINTS______/ 60
Student's Name______
Team Member Participation Grading Sheet: Team member’s name______
1. Did team member make him/herself available for meetings?
not at allaveragenearly all the time
0 1 2
2. Did team member contribute to presentation content?
not at allaveragenearly all the time
0 1 2
3. Did team member contribute to presentation visual aid?
not at allaveragenearly all the time
0 1 2
4. Was team member prepared for meetings with agreed upon information gathered?
not at allaveragenearly all the time
0 1 2
5. Was team member a valuable participant in the project?
not at allaveragenearly all the time
0 1 2
Please elaborate on your answer:
Team Member Participation Grading Sheet: Team member’s name______
1. Did team member make him/herself available for meetings?
not at allaveragenearly all the time
0 1 2
2. Did team member contribute to presentation content?
not at allaveragenearly all the time
0 1 2
3. Did team member contribute to presentation visual aid?
not at allaveragenearly all the time
0 1 2
4. Was team member prepared for meetings with agreed upon information gathered?
not at allaveragenearly all the time
0 1 2
5. Was team member a valuable participant in the project?
not at allaveragenearly all the time
0 1 2
Please elaborate on your answer:
Respect Your BodyDay
Purpose: The purpose of this assignment is to contribute to Respect Your Body Day in a meaningful and relevant way. Details to be developed in class.
Respect Your Body Day
Will occur in March or April
Specifics TBD
We will participate in an interactive tabling event on campus
COUNSELING ASSIGNMENT
Purpose: The purpose of this counseling assignment is to practice interviewing skills, identify and practice effective counseling strategies, identify counseling techniques that are effective and to devise a plan to improve counseling skills that need further development.
1) In pairs, videorecord a mock 12-15minute counseling session (10 points). In Presentation Groups, you should be a “counselor” for one person and a “client” for another. Submit video to Canvas or on a thumb drive.
- As the client: pick a change you are thinking about making, or something you are struggling with or excited about. Consider trying to break a habit or creating a new habit that you think is worth starting. Maybe you are trying to eat more fruit or vegetables, fit more physical activity into your day, begin an exercise program, get more sleep, quit smoking, or improve a relationship with a parent or sibling. Pick a real issue for you. Plan to ask a personal question of your counselor. Notify your counselor of your issue to be discussed at least two days before the session.
- As the counselor: Write the questions/comments you will use to: open the session, gather data and identify the problem/change desired, obtain a commitment and close the session. Be sure to identify questions or prompts that will demonstrate mirroring, clarification, unpacking meaning and assessing confidence. Feel free to refer to this plan as the session unfolds. Think about how you might answer a personal question, or what tact you will take if you meet with resistance.
If the client’s purpose for the meeting is appropriate, start by gathering height, current weight, usual weight and a 24-hour diet & exercise recall.
2) Critically review the session when you were the counselor and examine how well you used the counseling techniques discussed in class. Document this using the Counseling Session Feedback Form(10 points) and Counseling Session Feedback Table(10 points) below.
- First, critique how well you opened the session using the prompts provided in the Counseling Session Feedback Form. Check whether you accomplished the task well or not well. Continue critiquing how well you gathered data, identified the problem, obtained a commitment, closed the session and demonstrated good communication skills.
- Then complete the Counseling Session Feedback Table. Write down 15 or so key statements or questions you made and categorize them as to what type of statement they were. If there were comments made by your client that you did not act on when you had the opportunity, record them as well.
3) Write a 1-2 page description of; 1) what you did well, 2) what you did not do well and 3) how you could improve your counseling session. (20 points)
4) Complete the Client Participation Grading Sheet for your Client.
Turn in Counseling Session Feedback Form (10 points), Counseling Session Feedback Table (10 points), your 1-2 page paper (20 points), recorded video session on thumb driveor uploaded to Canvas (10 points) and Client Participation Grading Sheet in class on the date due.
1
Counseling Session Feedback Table
Counselor Name______Client Name______
Key statements or questions / Questions:
Open (O)
Closed (C) / Unpacking Meaning (U)
Mirror (M)
Clarification (C) / Assess Confidence (AC) / Resistance (R)
Personal Questions (P) / Missed opportunity – in what way?
Ex: “Can you tell me a little bit more about why it is important to you to get your mom to stop pestering you about…” / U, C
1
Counseling Session Feedback Form
Counselor Name: ______Client Name:______
1. Opening the Session Well Done Improvements Needed
Rapport established with client______
Purpose of visit explained______
Openness demonstrated verbally______
Openness demonstrated non-verbally______
Appropriate eye contact maintained______
Appropriate physical distance from
client maintained______
Empathetic and nonjudgmental______
Confident and competent______
Comments:______
______
2. Gathering Data and Problem Identification
Accurately identified problem______
Obtained problem definition from client______
Confirmed client’s view of problem and used this
as a guide in setting goals and planning changes______
Necessary information obtained ______
Confronted cognitive inaccuracies: ______
Confronted incongruencies in client’s behavior,
thoughts, or feelings ______
Comments:______
3. Obtaining a CommitmentWell Done Improvements Needed
Interventions helped define client’s own goals______
Assessed likelihood change will happen______
Confronted potential obstacles ______
Homework assigned (Contract for change obtained)______
Comments:______
______
4. Closing the Session
Signaled end of session comfortably______
Session summarized (by client or counselor)______
Received feedback that client reached closure______
Appropriate plans made for follow-up (N/A)______
Comments:______
______
5. Communication Skills
Listened attentively______
Interpreted verbal communications accurately______
Interpreted body language accurately______
Asked for clarification appropriately______
Used open-ended questions effectively______
Gave appropriate listening responses “encouragers”______
Client resistance appropriately handled______
Client’s emotional and intellectual level accurately
assessed throughout the session______
Counselor expressed or withheld feelings effectively______
Comments:______
______
Client Participation Grading Sheet:
Client Name______
1. Did your client make him/herself available for the session?
not at allaveragenearly all the time
0 1 2
2. Did your clientcome prepared with a change to discuss?
not at allaveragenearly all the time
0-1 2-3 4
3. Was your client a valuable participant in the project?
not at allaveragenearly all the time
0-1 2-3 4
Please elaborate on your answer:
1