University of Alaska Fairbanks
College of Rural and Community Development
Interior – Aleutians Campus
RURAL NUTRITION SERVICES
Course Syllabus
INTRODUCTION TO RURAL NUTRITION COUNSELING
RNS 210
SPRING SEMESTER, 2010
SYLLABUS
TITLE: Introduction to Rural Nutrition Counseling
NUMBER: RNS 210
CREDITS: 2
PREREQUISITES: Successful completion of RNS 105 “Nutrition Science for the
Generations” or permission of instructor.
LOCATION: Group meetings at Harper Building, Great Room, Fairbanks,
Audio-conference 1-800-570-3591, Student PIN 4084119.
MEETING TIMES: Intensive 1 - Day 1 & 2, 9:00 AM – 5:00 PM (1 hour lunch break)
Audio conference weekly, 9:00 – 10:00 AM
Intensive 2: Day 1, 9:00 AM – 5:00 PM (1 hour lunch break)
COURSE CONTACT HOURS: 28 lecture hours.
INSTRUCTOR: Sarah McConnell, MSW, LCSW
TEACHING TEAM:
Elder, Marjorie Attla: Allakaket, Galena
Counselor, Miriam Titus, BSW: Minto, Fairbanks
CONTACT INFO:
Office: 125, Harper Building, Fairbanks
P.O Box 756720
Fairbanks, AK. 756720
907-474-6080/ 1-888-474-5207 X 9
907-474-5208 (fax)
ffssm@uaf.edu
REQUIRED READINGS:
Basic Nutrition Counseling Skill Development, Kathleen Bauer & Carol Sokolik,
Wadsworth, Belmont, California, 2002.
Course Manual including, but not limited to: Daily Meal Planning Guide; Nutrition Ecogram; and Motivational Interviewing Articles.
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RECOMMENDED READINGS:
Becoming Naturally Therapeutic, Jacquelyn Small
Elements of Counseling, Meier, Scott T. and Susan R. Davis
COURSE DESCRIPTION: Identification and exploration of issues relevant to rural nutrition
counseling services with focus on development of understanding and skills necessary for the
effective delivery of culturally competent services. Opportunities for development of basic rural
nutrition counseling skills with emphasis on integration of Alaska Native values and principles;
and strategies that facilitate positive individual, family, and community wellness through healthy
lifestyle choices.
COURSE GOALS:
1. To develop an understanding of the issues relevant to the development and delivery
of basic rural nutrition counseling services.
2. To develop an understanding of the similarities and differences between Alaska
Native and mainstream concepts of counseling.
3. To facilitate the development of entry-level rural nutrition counseling skills
4. To promote the ability to identify, develop, and implement appropriate Alaska Native
and/or mainstream healing strategies that build on the strengths of the individual,
family, and community.
LEARNING OUTCOMES:
1. Student will demonstrate the ability to build a counseling relationship, including
listening skills, responding to feelings and content, use of open ended questions, and
self-awareness, by role-play in class or on videotape.
2. Demonstrate understanding of the importance of connecting with the “client’s” cultural
values and worldview, as shown by identifying own cultural values, worldview and
traditional activities; identifying own strengths by completing a self-assessment; and
using Alaska Native traditions to meet wellness goals, as a homework assignment.
3. Demonstrate the ability to conduct a basic assessment, gathering information by the
use of listening and open ended questions, set goals, engage in on-going assessment of
progress, and goal maintenance by role-play.
4. Demonstrate beginning self-awareness in a counseling context by completion of inclass and homework exercises.
5. To understand and demonstrate appropriate use of self, including boundaries, referrals,
and ethical conduct, in a rural setting.
6. Student will demonstrate application of nutrition science knowledge in a counseling
setting.
INSTRUCTIONAL METHODS: Lecture by instructor and teaching team, class
discussion, experiential learning, role play, in class use of counseling tools, and video
resources. In person in classroom and by audio conference.
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TENTATIVE COURSE CALENDAR
(May be changed by instructor based on student needs and educational
opportunities.)
Before first class session, read Nutrition Counseling, page 2 and pages 8 – 21 (“Case
Study” on p. 21 NOT required)
Intensive 1: Day 1 and Day 2, Harper Building, 9:00 AM – 5:00 PM
(Pick-up 8:15 AM, Breakfast 8:30 AM, Lunch 12:30 – 1:30, Dinner 5:00,
Shuttle back to hotel after dinner)
Day 1: Rural Nutrition Counseling -- Beginning
Introductions: Teaching Team and Students
Opening and Elder’s guidance
Discussion:
 What is a “counselor”? What is “nutrition counseling”?
 What are the nutrition-related problems that come up in your work or life in your
community?
 Why learn about counseling in the context of the Rural Nutrition Services
Program?
Me as counselor - What skills do I have? What skills do I want to learn or improve?
Developing nutrition counseling skills:
 Listening
 Self-awareness, values, culture, worldview
“Stories Given, Stories Shared” DVD
 Non-verbal communication
 Building a helping relationship
 Open-ended and Closed questions
Practice:
 Intake Role Play
 Wraparound Nutrition Self-assessment
 “Typical Day” p. 67 in Text
 Nutrition Ecogram
Homework: Read Nutrition Counseling, pages 29 - 37
My Worldview Paper – (reference pp. 17 & 18 in textbook)
A one-page paper describing your worldview and your thoughts on how your worldview
may support or be a challenge in rural nutrition counseling.
Homework, Due 2/03
Day 2:
Opening, Check-In, Elder guidance
Developing nutrition counseling Skills:
 Connecting with the client:
o Empathy
o Trust
o Respect
o Hope
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 Roadblocks to Communication
 Ethics: Trust, Confidentiality, Boundaries, Referral
 Summarizing
 Setting Goals as Measurable Outcomes
Practice:
 Daily Meal Planning Guide
 Nutrition Goal Setting
 Or “A Typical Day”
Issues in Rural Counseling:
 Nutrition Counseling affects the whole person
 Stress - stressors and stress management
 Crisis, and grief:
o Crisis
o Grieving and healing — healthy, traditional ways
o Feelings, debriefing
 Self-care
Homework: Read Nutrition Counseling, pages 38 - 48
Write “Nutrition Counseling in my Community” - A one-page paper describing your
community’s needs for nutrition counseling and how you may help meet these needs.
What are the supports and challenges to nutrition counseling in your community?
Due 2/04
“Take Home” Homework Project Due at beginning of Intensive 2 – “Alaska Native
Traditions for Wellness”
Identify an individual, family or group in your community that will agree to work with
you on one of their nutrition or healthy-weight goals.
Work with them to state their goal in measurable terms (How will you know you are
making it to the goal?).
Make a plan with them to use Alaska Native traditional activity and/or nutrition to
achieve their goal.
Follow the plan for at least four weeks.
Check-in with them each week, and track progress toward the goal.
Meet to assess – how did it go for them? Do they want to continue or make changes? Did
using a traditional activity or nutrition make a difference to them?
Report your experience on the form provided, or in a two-page essay format.
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AUDIO CONFERENCES – Seven Weekly 9:00 – 10:00 AM, Beginning the week
after Intensive 1
Call-in 1-800-570-3591, student PIN 4084119
Students are expected to participate in discussion.
“Nutrition interview” assignments should be done with a volunteer and last at least
15 minutes. You may “interview” the same person or different people for each
assignment. Follow the format provided in your Course Manual, reflect on the skills
you used, what you did well, and what you want to improve. Please ask your
volunteer for feedback that you can include. A form is provided to guide your
summary report, and a skills “check list” is also available (p. 282 in text). For those
wanting a guideline, expectations for your written summary are more than ½ page
and less than two pages, with your responses to all questions.
Audio 1: Importance of Culture in Counseling
Read Nutrition Counseling, pages 57 – 66 before audio
Audio 2: Readiness for Change
Read Nutrition Counseling, pages 66 - 78 before audio
Elder interview & written summary Due before next Audio
Audio 3: Assessment/Learning from the Client
Read Nutrition Counseling, pages 88 - 93 before audio
Nutrition Readiness for Change interview & written summary Due before next Audio
Audio 4: Goal Setting and Planning
Read Nutrition Counseling, pages 93 - 105 before audio
Nutrition Assessment interview & written summary – Due before next Audio
Audio 5: Nutrition Referral
Read Nutrition Counseling, pages 116 - 126 before audio
Nutrition Goal Setting interview & written summary – Due before next Audio
Audio 6: Community Supports and Challenges
Read Nutrition Counseling, pages 126 - 133 and page 190 before audio
Nutrition Referral Resource written list - Due before next Audio
Audio 7: Nutrition Counseling as Outreach
Read Nutrition Counseling, pages 140 - 150 before audio
Nutrition Ecogram interview & written summary Due before next Audio
April Date TBA: Make-up Audio if needed
Read Nutrition Counseling, pages 181 – 190 and 191 – 197, and Course Manual materials
on Motivational Interviewing before class Intensive 2
“Take Home” Homework Project – “Alaska Native Traditions for Wellness” (see
above, and in Course Manual for further detail)
Due 05/12
Intensive 2: Day 1, Harper Building
Opening and Check-in
Review of nutrition counseling skills used
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How do skills required in your community differ from the book? How are they the same?
Intro to Motivational Interviewing
Skill practice
Nutrition Counseling Role Play –
Due in class Intensive 2, Day 1
COURSE POLICIES:
1. As stated in Catalog, attendance is required at all class time. In the event of an
emergency, please contact the instructor – an equivalent make up assignment may be
possible.
2. Students are expected to be familiar with the Student Code of Conduct (2008 – 2009
UAF Catalog, p. 83) and to follow it.
3. Students are expected to actively participate in the classroom sessions, role plays,
small group activities, any field trips, and completion of all assignments.
4. Please turn off your cell phones during class time.
5. During class time, network access is to be used for class-related work only.
GRADING POLICY: Letter grade A-F, absolute scores. Assignments submitted after
the due date may receive a lower grade. Contact the instructor if your assignment will be
late.
90-100% = A
80-89% = B
70-79% = C
60-69% = D
59% and below = F
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EVALUATION:
Grades will be earned based on the following percentages:
Value
Assignment
5%
Wraparound Nutrition Assessment –
Due in class Intensive I, Day 1
5%
Nutrition Ecogram –
Due in class Intensive I, Day 1
10%
My Worldview Paper –
Homework, Due Intensive I, Day 2
5%
Daily Meal Planning Guide –
Due in class Intensive I, Day 2
5%
Nutrition Goal Setting –
Due in class Intensive I, Day 2
10%
Nutrition Counseling in my Community Paper Due Intensive I, Day 3 (next class beginning this day)
5%
Elder interview & written summary Due before Audio 2
5%
Nutrition Readiness for Change interview & written summary Due before Audio 3
5%
Nutrition Assessment interview & written summary – Due before Audio 4
5%
Nutrition Goal Setting interview & written summary – Due before Audio
5
5%
Nutrition Referral Resource written list Due before Audio 6
5%
Nutrition Ecogram interview & written summary Due before Audio 7
15%
Final Project – Alaska Native Traditions for Wellness
Due Intensive II, Day 1
15%
Nutrition Counseling Role Play –
Due in class Intensive II, Day 1
100%
Total
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SUPPORT SERVICES
Instructor will be available for help at class as time permits. Instructor is available by
telephone, email, or fax, if students need help completing their take home assignment.
Students are expected to inform Instructor of any special needs at the first class session.
Additional support services are available through Interior-Aleutians Campus, 1-888-4745207. Further support services may be available through Math Hotline, Writing Center,
and Library Services, with detailed information available from instructor if needed.
DISABILITY SERVICES
The Office of Disability Services implements the Americans with Disabilities Act
(ADA), and insures that UAF students have equal access to the campus and course
materials. They provide services such as interpreting, educational assistants, note taking,
and exam accommodations. The instructor will work with the Office of Disabilities
Services (203 WHIT, 474-7043) to provide reasonable accommodation to students with
disabilities.
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