Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!
| Foreword | p. xi |
| Preface | p. xiii |
| List of Contributors | p. xv |
| Introduction to Health Behavior Change for the Dental Practice | p. 3 |
| Health Care in the Twenty-first Century | p. 5 |
| The Opportunity in the Dental Setting | p. 6 |
| Adoption and Integration of Health Behavior Change | p. 8 |
| The Role and Responsibility of the Dental Professional | p. 10 |
| Coll... MORE | p. 11 |
| References | p. 12 |
| The Challenge of Behavior Change | p. 13 |
| Introduction | p. 15 |
| Behavior Change: Some Key Concepts | p. 15 |
| The Patient's Perspective | p. 16 |
| The Clinician's Perspective | p. 19 |
| Understanding Health Behavior Change | p. 24 |
| Social Cognitive Theory and Self-Efficacy Theory | p. 24 |
| The Health Belief Model | p. 25 |
| Theory of Planned Behavior | p. 27 |
| The Transtheoretical Model of Behavior Change | p. 28 |
| Self-Determination Theory | p. 30 |
| Summary | p. 32 |
| References | p. 32 |
| Communication and Health Behavior Change Counselling | p. 35 |
| Introduction | p. 37 |
| The Relationship between the Clinician and the Patient | p. 38 |
| Styles of Communication | p. 40 |
| Directing | p. 40 |
| Following | p. 40 |
| Guiding | p. 40 |
| Key Skills for Communicating about Health Behavior Change | p. 42 |
| Is the patient happy to talk with you about behavior change? | p. 43 |
| How are you asking questions? | p. 45 |
| How do you provide support? | p. 46 |
| How do you convey understanding? | p. 48 |
| How do you get information across? | p. 52 |
| How do you bring it all together? | p. 55 |
| Summary | p. 57 |
| Acknowledgments | p. 58 |
| References | p. 58 |
| Motivational Interviewing (MI) and Its Basic Tools | p. 59 |
| Introduction | p. 61 |
| What is Motivational Interviewing? | p. 61 |
| Research Evidence for MI | p. 62 |
| What Triggers Behavior Change? | p. 63 |
| Motivation and the Clinician-Patient Relationship | p. 64 |
| Definition of MI | p. 67 |
| "Spirit" of MI | p. 67 |
| Major Principles | p. 70 |
| Express Empathy | p. 70 |
| Develop Discrepancy | p. 71 |
| Roll with Resistance | p. 71 |
| Support Self-Efficacy | p. 71 |
| OARS: Basic Tools for Building Motivation to Change | p. 71 |
| Use Open-Ended Questions | p. 72 |
| Affirm Patients | p. 72 |
| Use Reflective Listening | p. 73 |
| Use Summaries | p. 75 |
| Elicit Change Talk | p. 75 |
| Evocative Questions | p. 76 |
| Decisional Balance or Pros and Cons Matrix | p. 76 |
| The Importance Ruler | p. 78 |
| Elaborating, Querying Extremes, and Looking Back and Forward | p. 78 |
| Exploring Goals and Values | p. 79 |
| Responding to Change Talk | p. 79 |
| Responding to Resistance | p. 80 |
| Enhancing Confidence | p. 83 |
| Strengthening Commitment | p. 87 |
| Negotiating a Plan for Change | p. 87 |
| Summary | p. 90 |
| References | p. 90 |
| Brief Interventions in Promoting Health Behavior Change | p. 93 |
| Introduction | p. 95 |
| Using a Patient-Centered Approach | p. 95 |
| Righting Reflex | p. 96 |
| Goals of Brief Interventions | p. 96 |
| Assessing Motives | p. 97 |
| Health History Form | p. 97 |
| Open-Ended Questions | p. 98 |
| Readiness Scales | p. 99 |
| Raising Awareness | p. 100 |
| Giving Information versus Raising Awareness | p. 101 |
| Conveying Understanding | p. 103 |
| Supporting Change | p. 104 |
| Encouraging Patient Problem Solving | p. 105 |
| Offering a Set of Strategies | p. 105 |
| Planning for the Change | p. 106 |
| Use of the Telephone for Brief Interventions | p. 107 |
| Use of Computers for Brief Interventions | p. 108 |
| Giving Brief Advice | p. 108 |
| When Brief Interventions Are Not Appropriate | p. 109 |
| Bringing It All Together | p. 109 |
| Summary | p. 110 |
| References | p. 111 |
| Implementation of Health Behavior Change Principles in Dental Practice | p. 113 |
| Introduction | p. 115 |
| Content of Change (the Objectives) | p. 116 |
| Context of Change (the Environment) | p. 117 |
| Process of Change (the Implementation Plan) | p. 118 |
| Micro-Environment: The Dental Visit | p. 119 |
| Easier than You Think | p. 119 |
| Patient Activation Fabric for the Dental Visit (Implementation Model) | p. 119 |
| "Your Patient Is Here" | p. 124 |
| Single Behavior Patient Scenario | p. 125 |
| Multiple Behavior Patient Scenario | p. 136 |
| Macro-Environment: The Practice Setting | p. 138 |
| Importance of Support | p. 138 |
| Overcoming Potential Obstacles to Practice Implementation | p. 139 |
| Practical Guidance for Beginners (or Non-Beginners) | p. 141 |
| Summary | p. 143 |
| References | p. 143 |
| Health Behavior Change Education | p. 145 |
| Introduction | p. 147 |
| History of Medical and Dental Education | p. 147 |
| In Medicine | p. 147 |
| In Dentistry | p. 148 |
| In Dental Hygiene | p. 149 |
| Currents Trends in Dental Care and Education | p. 150 |
| The Need for Change in Dental Education | p. 152 |
| Public Health Goals and Responsibilities | p. 152 |
| New Educational Initiatives and Methods | p. 152 |
| Theoretical Education | p. 153 |
| Pathology and Epidemiology of Diseases | p. 153 |
| Behavior as a Determinant of Health and Disease | p. 154 |
| Practical Education | p. 155 |
| Students | p. 155 |
| Continuing Education | p. 158 |
| Clinicians | p. 158 |
| Assessment of Health Behavior Change Education | p. 163 |
| Faculty | p. 163 |
| Students | p. 163 |
| Clinicians | p. 164 |
| Summary | p. 165 |
| References | p. 165 |
| Index | p. 169 |
| Table of Contents provided by Ingram. All Rights Reserved. |