NETA Wellness Coach flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Andragogy

Knowles' model of adult learning assuming learners are self-directed, bring experience, are problem-centered, and need to know why content matters.

Transformative learning

Mezirow's theory that a disorienting dilemma plus critical reflection and discourse reshapes a learner's assumptions and perspective rather than simply adding knowledge.

Kolb's learning cycle

Four-stage model: concrete experience, reflective observation, abstract conceptualization, and active experimentation; learning is strongest when all four are engaged.

Self-efficacy sources

Bandura ranked mastery experience as strongest, followed by vicarious modeling, verbal persuasion, and interpretation of physiological and emotional states.

Readiness to learn

An andragogical assumption that adults become ready to learn when a life role or developmental task creates a felt need for the knowledge.

Open questions

Questions that cannot be answered yes or no and invite elaboration, description, or feeling, giving the speaker room to explore rather than just confirm.

Complex reflection

A reflection that goes beyond restating content to name underlying feeling or meaning, or to hold two sides of an ambivalence at once.

OARS microskills

Open questions, affirmations, reflections, and summaries; the core communication set used to guide helping conversations and sustain engagement.

Righting reflex

The helper's urge to immediately correct, advise, or argue for change; it tends to provoke counter-argument and reduce the client's own motivation.

Summary as transition

A summary collects key content, links it to earlier material, and signals a shift to a new topic or to planning.

Empathic listening

Listening to understand the speaker's meaning and feeling, confirming understanding before offering solutions, and suspending judgment during the exchange.

Stages of change

Transtheoretical Model sequence: precontemplation, contemplation, preparation, action, maintenance; interventions should match the person's current stage.

Decisional balance

Weighing perceived pros and cons of changing versus staying the same; the balance typically shifts toward change as a person moves toward action.

Reciprocal determinism

Bandura's principle that personal factors, behavior, and environment continuously influence one another, so change can start at any of the three points.

Health Belief Model

Explains behavior through perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy; barriers often dominate decision-making.

Theory of Planned Behavior

Attitudes, subjective norms, and perceived behavioral control shape intention, and intention is the most proximal predictor of actual behavior.

COM-B model

Behavior occurs only when capability, opportunity, and motivation are all sufficient; identify which component is deficient before selecting an intervention.

Relapse in TTM

A return to an earlier stage treated as normal recycling rather than failure; the model expects it and uses it to reassess triggers and coping skills.

MI spirit

Four elements of motivational interviewing: partnership, acceptance, compassion, and evocation, replacing expert instruction with collaborative exploration of the client's own reasons.

Four MI processes

Engaging, focusing, evoking, and planning, generally sequential; jumping to planning before engaging and evoking tends to increase resistance.

Change talk (DARN)

Client statements favoring change: desire, ability, reasons, and need; these are preparatory and should be evoked and reflected rather than argued for.

Mobilizing change talk

Commitment, activation, and taking-steps statements; this CAT category predicts actual behavior better than preparatory DARN talk.

Sustain talk

Statements favoring the status quo, expressing the other side of ambivalence; expected and normal, not equivalent to resistance or opposition.

Rolling with resistance

Responding to discord by reflecting, amplifying, or shifting focus instead of confronting; arguing back predicts dropout and stronger sustain talk.

Elicit-Provide-Elicit

Information-sharing sequence: ask permission, offer information briefly and neutrally, then ask for the client's reaction and interpretation.

Importance and confidence scales

Zero-to-ten ratings that separate how much a client wants change from how able they feel, directing attention to the lower dimension.

SMART goals

Goals that are specific, measurable, achievable, relevant, and time-bound; specificity and a deadline make progress observable and adjustable.

Goal-setting theory

Locke and Latham's finding that specific, difficult-but-attainable goals with feedback and commitment outperform vague do-your-best instructions.

Implementation intentions

If-then plans that link a specific cue or situation to a chosen action, automating initiation and improving follow-through on intentions.

Process versus outcome goals

Process goals target controllable behaviors such as walking frequency; outcome goals target results like weight and depend on factors outside the client's control.

Coping planning

Anticipating high-risk situations and pre-selecting a specific response, which outperforms motivation alone for maintaining behavior under stress.

Abstinence violation effect

All-or-nothing interpretation of a single lapse that escalates guilt and predicts full relapse; reframing lapses as learning data reduces the risk.