Using the Weight-Neutral Diabetes Counseling and Education Activities (7 CPEU)

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Recorded Webinar Series -watch on your schedule! Help your diabetes clients achieve glycemic control without obsessing about the scale. Led by Megrette Fletcher, MEd, RD, CDE, author of Diabetes Counseing and Education Activities: Helping Clients Without Harping on Weight (16 CPEUs).

Here, Megrette uses the most compelling and effective activities from her new book to help you understand exactly how to use the weight-neutral counseling approach with your diabetes clients. Set within a Motivational Interviewing counseling approach, you'll learn how to use weight-neutral terminology, and simplify complex topics using innovative language, analogies and concepts. Your confidence as a diabetes educator will soar after this hands-on series. As always, Megrette provides lots of dialogue, case studies and practical handouts you can use immediately with your clients. Below are the topics of each webinar.

Webinar 1: Embracing a Weight Neutral, Approach to Diabetes Care - This discussion is designed to help you really understand why understanding the Health At Every Size, HAES movement is important for diabetes care. It continues to offer suggestions on how to avoid common counseling pitfalls and it concludes with providing four points for bringing HAES into your MNT/DSMT program.

Webinar 2: The Insulin Knife: Part 1 - This handout and teaching activity explains the complexity of type 2 diabetes, without out it becoming confusing. If you have been looking for a way to talk about insulin production, insulin resistance, and diet, without weight loss, then the Insulin Knife will be a perfect activity to learn. This activity breaks type 2 diabetes into three questions, each answer builds on the next, providing a whole view of diabetes care.
The Insulin Knife: Part 2 - A Deeper look into insulin resistance - This activity build on the Insulin Knife handout. After presenting the Insulin Knife, many clients will have questions and will want to explore one of the three aspects of this concept in greater detail. The Insulin Knife: Part 2 focuses on the different factors that contribute to insulin resistance allowing you to unpack this concept with confidence.

Webinar 3: Thermostat: Understanding The Cause of Insulin Resistance - This handout and teaching activity explains the role of environment and lifestyle change and how blood sugar levels can shift as a result. Using a thermostat as an example, clients can raise and lower their carbohydrate levels by changing the many variables that contribute or improve insulin resistance.
How Much Work - A deeper dive into the diet - Is an activity that explores the last concept in the Insulin Knife, handout which is the question “How much work?” Breaking this question into four key concepts: distribution of calories, portions, carbohydrate load, and the glucose-blunting effects of a mixed meal, understanding lifestyle change is easier to grasp. In addition, this activity reinforces why restriction isn’t the answer for long-term diabetes care.

Webinar 4: Blood Sugar Rocket - This activity reviews the role of macronutrients and fiber in the diet. It explains in a simple way why some foods have little effect on blood sugar, while others make them rise? The blood sugar rocket activity explains this concept in an interactive, kinesthetic way. Using this model, you can teach have clients change their rocket’s direction by shifting food choices or change the distance traveled by shifting the amount of food consumed. It is a fun, easy to understand analogy that helps clients establish a more balanced diet.
Food Choices - Teaching Activity will help your clients that are confused AND afraid to expand their food and eating choices. Food exchanges and “those lists” have been a staple of diet culture, and when your client is a chronic-dieter causality this fear typically comes from years of dieting (or trying to diet, but feeling like a failure). Chronic dieter, or the partner of a chronic dieter, need nonjudgmental, weight neutral, education about food and nutrition choices that focus solely on how to nourish the body and not on weight or weight loss.

Webinar 5: Using Food labels - Many clients have considerable confusion regarding how to read and interpret nutrition labels. There are many reasons for this confusion, the primary is the belief that there is a diabetic diet, that they must choose specific foods (typically diet), that they can only have specific foods (typically diet, low fat, calorie modified). These beliefs come from society’s obsession with restrictive eating and the surrounding diet culture, which targets type 2 diabetes.
Hypoglycemia, Hunger, and Fullness with Diabetes - This handout using a hunger and fullness scale for diabetes care. This handout includes counseling dialog for clients who are at risk of hypoglycemia due to medication or may be experiencing hypoglycemic symptoms due to a poor diet.

Webinar 6: What About Weight -- Understanding the concept of weight neutrality is different than teaching this to clients. In this activity, you will explore how to help clients move aware from weight loss goals, and keep their attention clearly focused on behaviors that they believe are promoting health, blood sugar control, balance and well-being.
Inactivity and Exercise Resistance - Inactivity & Exercise is a surprisingly complex topic to discuss with patients. This activity reviews three basic issues including time management, benefits of exercise, and self-doubt about ability to exercise/activity.

Webinar 7: Blood Sugar Experiments - Using The Meter - These counseling dialogs look at seven different situations that would benefit from blood glucose monitoring including: Getting a Meter, Elevated A1c, Not Testing, Blood Sugars All Over The Place, Blood Sugars Patterns, Experiments, Experiments 2 - alcohol, Experiments 2 - Dinner and Experiments - Hunger/Fullness
Liver Sponge - Explaining Hepatic glucose Release —Teaching activity explains how to teach and counsel a client to understand the Dawn phenomenon, Somogyi effect, Exercise and Alcohol and the role of the liver in diabetes care.

"The handouts, the free e-book with client/counselor dialogue, and the verbal dialogue and tips on the webinars were all very useful. I greatly enjoyed the series."
-Sheri Jonsson, MS, RDN, CDE, NBC-HWC, Ellsworth, KS

7 CPEU / CEU
Seven webinars. Recorded (on-demand)--immediately after purchase you'll be given the links to access all seven. Watch on your time! See below for suggested learning codes and PI's.

PRICE: $79.00

Availability: Available for download now

Course Specifics

Continuing Education Specifics

Performance Indicators and Learning Needs Codes

Webinar Series - Recorded--watch on your schedule! This webinar pack will show you how to use a weight-neutral counseling approach effectively with your diabetes clients. (Now with a FREE eBook "A Professional Guide to Embracing a Weight-Neutral Approach for Type 2 Diabetes" for a limited time!)

Order includes a free copy of the ebook "A Professional Guide to Embracing a Weight- Neutral Approach for Type 2 Diabetes"

LNCs

Performance Indicators

(1000) Professional Skills
(1130) Verbal communication skills, presentations
(3020) Assessment of target groups, populations
(4000) Wellness and public health
(5190) Diabetes mellitus
(5370) Weight management, obesity
(6000) Education, Training, and Counseling
(6020) Counseling, therapy, and facilitation skills
(6030) Education theories and techniques for adults

2.1 Utilizes appropriate communicationmethods and skills to meet the needs ofvarious audiences.
2.1.2 Identifies barriers to effective communication.
2.1.3 Tailors message to meet the needs of the target audience.
2.1.4 Uses a variety of media to deliver information.
2.1.5 Observes non-verbal cues and responds appropriately.
2.1.7 Delivers information and opinions in a respectful and professional manner.
2.1.8 Delivers accurate and credible messaging.
3.1.4 Communicates clear performance expectations.
3.1.6 Takes an active role in sharing information and knowledge
3.2.5 Educates the employer and the public on the role of, and the benefits of receiving care from a RDN and DTR.
3.2.6 Communicates with policy makers to influence decisions that impact advancement of the profession.
3.3.1 Educates the customer on the availability of nutrition services.
3.3.4 Engages in active discussions with others to establish a method to best meet and serve the needs of the customer and the population.
4.1.4 Demonstrates effective, appropriate and timely consultation with experts and others.
5.2.5 Instructs or advises others on the use of clinical information systems, nutrition informatics tools and other technology topics.
5.4.2 Uses standardized terminology to describe nutrition assessment data, nutrition diagnoses, nutrition interventions and nutrition monitoring and evaluation.
6.1.7 Evaluates, documents and communicates quality improvement outcomes.
6.2.2 Demonstrates knowledge of research instruments and tools (e.g., surveys, interview tools) to support research initiatives.
6.3.11 Applies research/evidence-based findings to improve practice, service delivery and health and nutrition of customers.
7.1.4 Takes action on identified risk to self, staff, customer, public and organization.
7.2.11 Applies knowledge of hygienic food preparation practices and causes of foodborne illness in food preparation.
7.2.3 Communicates the role of sustainable food practices and food insecurities for populations.
7.2.4 Identifies and analyzes insecurities in food and water system.
7.2.5 Develops, implements and adheres to policies and procedures to optimize food and water safety.
7.2.7 Identifies and implements risk management and environmental safety principles to enhance public safety and reduce risk to self, staff, customers, public and organization.
7.3.2 Develops, implements and maintains policies and procedures to address infection prevention and control.
7.3.3 Increases awareness of infection prevention and control for self, staff, customer, public and organization.
8.1.2 Applies knowledge of food and nutrition as well as the biological, physical and social sciences in practice.
8.1.5 Applies medical nutrition therapy in disease prevention and management.
8.2.1 Assesses the physical, social and cultural needs of the individual, group, community or population
8.2.3 Implements individualized services to reflect customer-centered approach as it pertains to the customers physical, social, cultural, institutional and economic environment.
8.3.2 Implements a plan for continual professional improvement.
8.3.3 Takes action to address deficiencies to enhance practice.
8.3.4 Enhances knowledge to foster career advancement.
8.3.5 Keeps abreast of changes in practice and within practice environments that affect scope of practice.
8.3.6 Keeps abreast of current nutrition and dietetics knowledge and trends.
8.3.7 Integrates new knowledge and skills into practice.
8.4.5 Uses counseling techniques to promote behavior changes in food preparation.
9.1.3 Identifies and analyzes factors that influence behavioral change.
9.1.4 Evaluates factors that influence the learning process and skill building.
9.1.5 Assesses, evaluates and applies educational theories.
9.2.1 Assesses learning needs of the individual or target group.
9.3.2 Develops and/or selects a variety of learning activities based on a plan of action and outcomes, and the needs of the individual, group, community and population.
9.4.1 Assesses current knowledge and skills of the individual, group, community and population.
9.4.2 Selects and uses appropriate content and teaching methods to meet individual and group needs.
9.4.3 Takes into consideration special needs and disabilities and provides accommodations.
9.4.4 Adjusts education plan to meet the needs of the individual, group and population.
9.4.5 Implements an individualized teaching plan in order to promote, maintain and enhance nutritional health and learning.
9.4.6 Uses socially and culturally appropriate strategies in order to respect diverse cultures and values.
9.4.8 Evaluates the impact of the individuals learning and new knowledge and skills.
9.5.2 Writes new items to be used in data collection for evaluation of learning.
9.5.3 Develops procedures for standardized use of instruments.
9.5.5 Analyzes and synthesizes evaluation data to recommend and make modifications to program.
9.6.1 Determines and applies counseling theories, psychological methods and strategies that empower customers to make changes.
9.6.4 Assesses customers readiness to change when applying specific counseling strategies.
9.6.5 In collaboration with the customer, develops counseling or coaching goals.
9.6.6 Assists with resolution of barriers to achieving counseling and coaching goals.
9.6.7 Determines if further action is required as follow-up to counseling and coaching.
10.2.6 Effectively communicates findings and nutrition diagnoses to clients and the health care team.
10.2.9 In collaboration with the client and interdisciplinary team (including NDTRs), selects and implements current and evidence-based nutrition interventions and patient education.
10.3.3 Verifies with the patient that he/she engaged in a third-party informed consent process (if referral was obtained by a third party).
10.4.3 Evaluates, educates and counsels on the interrelationship and impact of pharmacotherapy on nutrient absorption.
10.5.1 Uses a systematic approach to record keeping.
11.3.1 Adheres to the code of ethics of the profession.
12.1.1 Promotes nutrition programs and resources to address issues of food security, nutritional health and overall health and wellness.
12.2.1 Identifies determinants of health and their influence on population health status.
12.2.7 Utilizes applicable databases to analyze and assess variables associated with the target population.
12.3.2 Applies community-based and population-based models and theories in the development of programs and/or interventions.
12.3.3 Takes into consideration any population and environmental disparities (health, availability, finances, access) when developing programs.
12.3.4 Collaborates with community partners to design the program.
12.3.6 Prioritizes goals and objectives based on level of importance and the ability to change the health problem.
12.3.7 Documents social and epidemiological findings and the availability, accessibility, timetable, budget implications and allocation of the programs priority goals and objectives.
12.3.8 Assesses the compatibility of the program goals and objectives with those of the organization and its administration and adjusts accordingly.
12.3.9 Identifies measurable outcomes and indicators for evaluation plan.
12.4.2 Collaborates with community partners to implement programs based on the assessed needs, values, beliefs, limitations and strengths of the population.
12.4.4 Identifies and implements strategies for reaching individuals and populations in collaboration with stakeholders.
12.4.5 Provides nutrition information and education to the community.
12.4.6 Applies and integrates the Nutrition Care Process to meet the complex needs of the target population.
12.5.1 Develops or contributes to an evaluation process and/or cost-benefit analysis to determine the effectiveness and outcomes of the program.
12.5.4 Develops recommendations considering evaluation data, needs of the population, trending data, cost-benefit analysis and funding source.
12.5.5 Presents evaluation findings, outcomes and recommendations to stakeholders to promote change and/or substantiate program.
13.2.2 Evaluates and incorporates individual and target group needs and requirements in order to develop menu items.
13.3.1 Leads the development of budget preparation in accordance with generally accepted accounting principles.
13.3.2 Implements a reliable system for budgets and financial records maintenance that adheres to generally accepted accounting principles.
14.1.10 Advocates and allocates resources to increase staff skills, considering the best interests of the public.
14.1.8 Communicates process changes to staff, customers, vendors and other stakeholders.
14.2.7 Negotiates payment and reimbursement for customers/patients in order to promote access to care.
14.4.6 Establishes, communicates and measures performance expectations of staff.

*NOTE: This program expires November 5, 2021. You have until that date to complete your CPEUs.

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