Nutritional Counselling 800 Hours Advanced Diploma
Hello, I was wondering which institution accredits the nutrition aspect in the Nutrition Counseling diploma course. Thanks, Gerbrand
Thank you for your question.
Human Nutrition I, II and III are all accredited by the CMA (Complimentary Medicine Association). Its primary aim is to promote ethical, responsible, professional complementary medicine to the public and the medical profession. The CMA is totally dedicated to representing "the professional face of complementary medicine" and promoting research, education and knowledge in the field, to stimulate demand for the medicine of the 21st century and beyond. The CMA is great news for professional practitioners, ethical colleges and patients who demand and expect excellence in every aspect of treatment.
The Advanced Diploma itself is accredited by ACCPH, which is an independent professional body and register for counsellors, coaches, psychotherapists and hypnotherapists. All Accreditation of courses and training are of the highest standard and closely follow the level benchmarks set by Ofqual, the Open & Distance Learning Quality Council or similar bodies. ACCPH gives practitioners a very powerful professional platform to help market their skills, qualifications, website, blog and social media transparently to a targeted audience.
In addition to all the above, provided you select study option A when enrolling, your qualification will be endorsed and issued by an Ofqual approved organisation, whose recognised status with the UK government can be checked by potential employers or universities from anywhere in the world. The Office of Qualifications and Examinations Regulation (Ofqual), is a non-ministerial government department that regulates qualifications, exams and tests in England. Colloquially and publicly, Ofqual is often referred to as the exam "watchdog".
I hope that this helps you.
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Nutritional Counselling 800 Hours Advanced Diploma
Knowing how to advise people on their Food and Nutritional Needs is the first step in becoming a food and nutritional counsellor.
Counsellors need to have specialist knowledge in the area of nutrition, weight loss and children's nutrition. At the same time counsellors need to maintain and keep up-to-date with their professional counselling skills and practice.
The promotion of health in education is another rapidly expanding area and requires people who are very well versed in the knowledge and facts about nutrition, while at the same time being to demonstrate the importance of good counselling.
This course is suitable for:
- People seeking to develop counselling skills to use in conjunction with nutritional advice.
- People inspired to educate people about improving health through nutrition.
- Counsellors, fitness instructors, health professionals or life coaches looking to broaden and develop their skills.
- People with a passion for well-being
Three Modules within this course have been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" andCMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
The courses accredited are: Counselling Skills I BPS109, Introduction To Psychology BPS101 plus Therapeutic Nutrition BRE211 and can be chosen as elective modules to suit the areas you want to specialise in.
Lesson Structure: Advanced Diploma in Nutritional Counselling VRE014
This is a 900 hour course and requires the completion of 9 modules comprised of 5 Core modules and 4 Elective modules:
These Core modules provide foundation knowledge for the Advanced Diplomae in Nutritional Counselling.
Core Modules: (compulsory)
- Human Nutrition 1 BRE102
- Human Nutrition II BRE202
- Human Nutrition III BRE302
- Life Coaching BPS305
- Industry Project BIP000 - can be done at any time during the course
In addition to the core modules, students may choose and study any 4 of the following 10 modules.
- Counselling Skills I BPS109
- Introduction To Psychology BPS101
- Counselling Techniques BPS206
- Food Preparation - Foundations of Cooking BRE212
- Nutrition for Weight Loss BRE210
- Professional Practice in Counselling BPS207
- Therapeutic Nutrition BRE211
- Children's Nutrition BRE304
- Sports Nutrition BRE303
- Weight Loss Consultant BRE307
Please Note: each module in the Advanced Diploma in Nutritional Counselling is a short course in its own right, and may be studied separately.
WHAT'S IN THE COURSE MODULES?
The nine lessons are as follows:
- Introduction to Nutrition
- The Digestive System
- Absorption & Enzymes
- Energy Value and Foods
- Carbohydrates and Fats
- Vitamins and Minerals
- Nutrient Disorders
There are eight lessons is as outlined below:‑
- Cooking And Its Affect On Nutrition
- Food Processing And Its Affect On Nutrition
- Recommended Daily Intake Of Nutrients
- Planning A Balanced Diet
- Assessing Nutritional Status And Needs
- Timing Of Meals, And Needs For Special Groups
This course is divided into eight lessons as follows:.
- Problems With Eating
- Dental Problems
- Fibre and Bowel Diseases
- Different Ways of Eating
- Food Toxicity A
- Food Toxicity B
- Detoxification/Body Cleansing
- Consulting/Giving Advice
This course is approved by the Association of Coaching in the UK and qualifies you yo join that professional body.
- Introduction: Nature & scope of life coaching
- Individual perceptions
- A well-balanced life
- Coaching processes
- Coaching skills
- Coaching & physical well-being
- Coaching & psychological well-being
- Coaching success
- Review and adjustment
There are 10 lessons in this module as follows:
- Introduction to Child Nutrition
- Nutrition for Pre-Pregnancy
- Nutrition in Pregnancy
- Nutrition in Infants
- Nutrition in Childhood
- Nutritional Concerns
- Healthy Eating Behaviours
- Issues in Child Nutrition
- Childhood Obesity
There are 9 lessons as follows:
- Introduction to Human and Sports Nutrition
- Energy in the Athlete’s Body
- The Training Diet
- The Competition Diet
- The Athlete’s Body Composition
- Weight Management
- Training for Size and the Use of Sports Supplements
There are nine lessons in this course as follows:
- Understanding Obesity -Causes, genetics, lifestyle, exercise, eating habits, affect of pregnancy, medical conditions, diseases, water, changes at different stages of life (adolescence, menopause, etc). Evaluation of Weight status & Body Composition
- Nutrition Basics: revision of the basics, discussion of food sources, organic/inorganic, not just what you eat but how and when you eat, healthy digestion...
- Diets - Fads, Fiction and Fact: A review of a range of popular approaches to Weight Control – Starvation, Ketogenic Diets, Dieting. Crash diets, supplements, cleansing/elimination diets, Low carb diets, sweeteners, fat substitutes; Dangers
- Preventing Obesity
- Treating Obesity
- Modifying Eating Behaviour
- Restricting Calorie Intake
- Medical Conditions: Hormones, Drugs, Eating Disorders
- Planning a Diet
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and Juliette Harris. Your course fee includes unlimited tutorial support throughout from the teacher specialising in the module you are undertaking. Here are their credentials:
Iona Lister - Counselling
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Juliette Harris - Nutritional
BSc Hons Biology (University of Sussex)
Juliette has over 10 years experience in teaching and private tutoring. As an undergraduate, she contributed to published research on the behaviour of an endangered bat species, though her main areas of interest and specialisation are genetics and cellular biology. After 7 months in the rainforests & reefs of Central America, Juliette began her teaching career at prestigious private school, Brighton College. She soon returned to Central America, heading up a field-trip for A-level students. She has been private tutor & exam coach to a range of students with very diverse backgrounds, aptitudes and expectations.More recently, Juliette has enjoyed working with adults with learning difficulties and enormous barriers to education. Juliette currently splits her time between England and Bulgaria, where she works as a teacher and missionary.
Excerpt from the Course
NUTRITION DURING DISEASE
For most obese people, excess weight is not caused by poor diet and lack of exercise. There are, however, instances when obesity is caused by a specific medical condition or the medications taken to treat it.
Medication can cause obesity in several ways:
Metabolism changes: Some drugs can alter the body’s metabolism causing calories to be burned more slowly.
Corticosteroids: Corticosteroids are known to stimulate appetite while reducing the body's ability to absorb glucose, which can promote central obesity.
Beta-blockers: Beta-blockers can cause shortness of breath and fatigue, making it difficult for patients to exercise.
Calcium channel blockers: Calcium channel blockers taken for high blood pressure can cause users to retain water.
Antipsychotic medications: Drugs used to treat psychiatric conditions and mood disorders, like depression and bipolar disorder, are among those most closely associated with weight gain. Among the more common drugs associated with weight gain are quetiapine (Seroquel), olanzapine (Zyprexa) and risperidone (Risperdal).
The side effects of a few drugs include appetite stimulation. Tranquillizers, anti-depressants and some diabetic medications can increase appetite therefore lead to weight gain. Some medications influence nutrient absorption through various mechanisms, including transit time of food through the digestive tract, pH and bile acid activity as examples.
Weight gain caused by prescribed medication can be very upsetting and sometimes weight loss can be very difficult. Where people gain weight after starting a particular medication, it is very important that they discuss this with their doctor and they should on no account stop taking their medication.
DRUGS AND HORMONES PRESCRIBED FOR WEIGHT MANAGEMENT-
In addition to the effect medications may have on causing weight gain, there are also medications that may assist with weight loss. Obesity medication and weight loss drugs refer to all medications and hormones, which reduce or control weight. These drugs alter one of the fundamental processes of the human body, weight regulation, by reducing appetite, altering metabolism, or reducing the absorption of calories. The side effects of obesity drugs vary and may include headaches, restlessness or nervousness, insomnia, diarrhoea or constipation. There have been reports of people experiencing high blood pressure, seizures and even strokes but these incidences are extremely rare. The potential side effects to a person’s health are a real risk which should be considered, therefore it is recommended that anti-obesity drugs only be prescribed for obesity where it is hoped that the benefits of the treatment outweigh its risks. People should be fully informed before making a decision which drugs is best for them. The following table shows a range of medications used in the treatment of obesity, their mechanism of action and the advantages and disadvantages of each type of medication.
SOLUTION - FOCUSED COUNSELLING
A recent trend in the counselling profession is to help the client find solutions to their problems and to help them view their future optimistically. This differs to traditional counselling where the focus is on gaining insight into the origin of client’s problems.
Solution-focused counselling emphasises the strengths and resources of the client rather than their deficits. It entails a respectful partnership between the counsellor and the client, using a conversational process to help the client to identify goals and exceptions to their current difficulties. It also emphasizes credit over blame and success over failure.
This style of therapy was initiated by Steve de Shazer in the late 1970s. He, and other therapists, including Michelle Weiner-Davis, William O’Hanlon and Insoo Kim Berg, believed that clients were better able to manage their difficulties by focusing on the future, rather than the past and present. They felt that the traditional therapists’ intensive exploration of their clients’ problems was slow, wasteful, and possibly even counterproductive. In their view the intense focus on problems merely highlighted the client’s perceived inadequacies, often causing the client to be overwhelmed and pessimistic about their ability
to initiate change.
The underlying philosophy is that people create constructs that represent their world or parts of it. These constructs are developed through life experiences, and what others say about the individual and how others behave towards them. They are strongly influenced by day to day conversations with others. Our constructs are maintained through the stories we tell ourselves as a result of these interactions. Therefore, conversation is seen as having a central role in this form of therapy. Solution-focused counselling is more concerned with developing opportunities rather than identifying them, and with managing problems rather than exploring and understanding them.
The view of clients is such that they are seen as having the resources within themselves to resolve their problems. The therapist empowers the client by encouraging them to feel competent to resolve their own problems. If a client is too focused on the past then the therapist will attempt to steer them away from it.
This type of therapy is not concerned with underlying deep issues but only to help the client to understand them to the point that they can see them more clearly and in a more organized way. It is more concerned with how clients are able to deal with problem situations. Only the successful parts of the past are to be brought forward. From this standpoint it can be seen as a means of forming an image of a brighter and better future by exploring the best of what has gone before and which already exists.
STRATEGIES USED IN SOLUTION-FOCUSED COUNSELLING
Solution-focused counselling generally follows a specific sequence:
1. Engaging the client 2. Constructing pathways for change 3. Generating creative solutions
1/ Engaging the client The solution-focused counsellor seeks to engage the client by listening and channelling the flow of conversation. The counsellor is curious, open, inquisitive, and above all, positive. It is important that the counsellor adopts the client’s world and in so doing, this ought to lessen the client’s resistance. It also means that the counsellor can demonstrate an understanding of the client's world.
Ebooks To Compliment This Course
The engaging world of the human psyche is thrown open in this deep and intriguing ebook. Multiple case studies help the reader explore this fascinating subject in depth.
by the Staff of ACS
Counselling Handbook eBook course online. Full of interesting case studies, this ebook is a wonderful introduction to the complex world of the human psyche. Expand your mind and learn about what makes people tick.
Are you a good listener? Hone your skills by learning popular counselling theories and techniques.
You will learn about:
- Listening skills
- Non-verbal communication
- Influencing skills
- Defense mechanisms
- Our perception of others
- Convariance theory
- Lay epistemology
(and many more such things that may not make sense now but will by the end of the book).
1. Where can counselling be used?
2. How to see behind the mask.
3. Emotions and attitudes.
4. How to communicate better when all you have is words.
5. Theory versus practice.
6. Diffusing difficult situations.
7. Golden rules or tips.
Extract from book:
We don’t know for sure how much of our communication is non-verbal. Estimates vary from 50% to the 80%. Non-verbal communication becomes more significant, the more mixed the messages are. So if a person is saying one thing, but their body is saying something else, we will tend to pay more attention to what their body is saying to us. Most of us are aware that this is a sign of attempted deception.
Meharabian (1971) carried out a study to see how people decide if they like each other. They looked at facial expressions and spoken words. Participants had to listen to a recording of a female saying one word “maybe” in three tones of voice – neutral, like and dislike. The subjects were then shown photographs of a female face with three expressions – neutral, like and dislike. They were asked to guess which emotion the person in the photograph, the person on the recording and both together were experiencing.
The participants were more accurate in guessing the emotion of the photographs than the voice at a ratio of 3:2. Meharabian also carried out another study where participants had to listen to nine words. Three showed liking (dear, thanks, honey), three showed disliking (brute, terrible, don’t) and three showed neutrality (oh, maybe, really). The words were spoken in different tones. The participants were asked to guess the emotions behind the words. They found that tone carried more meaning than the word.
They concluded that:
■Without seeing and hearing non-verbal messages, there can be more chance of misunderstanding.
■A lot of communication does come through non-verbal communication, but we are still unsure as to the exact amount.
■When we are not sure about a particular word, we pay more attention to non-verbal communication.
■When we do not trust a person, we pay more attention to non-verbal communication.
There are many myths about body language. For example, crossing your arm means defensiveness, covering your mouth means you are lying and so on. But we should rely more on other factors such as:
■Clusters of factors (showing more signs of non-verbal communication).
■Non-verbal behaviour at the time a question is asked, particularly if the question is embarrassing or difficult.
■Situations where the other person may not be trying to control their non-verbal behaviour.
As we said above, it is important to consider your own non-verbal communication. BUT not to such an extent that you try to control it all the time, which can make it appear false or give mixed messages from you.
Discover a better understanding of food and nutrition, what to eat and what to avoid. Human Nutrition is an ideal introductory text for students and anyone else interested in learning how diet and harm or help human health.
by the Staff of ACS Distance Learning
Human Nutrition eBook course online. It's surprising how little most people know about the human body and how it works. If we all spent just a small amount of time educating ourselves, we would save years in terms of health problems and hundreds of pounds otherwise spent on health care.
Throughout history there has been a vast array of nutritional claims and dietary advice. For example, there is evidence of dietary regimes involving fasting as far back as in Ancient Greece and many examples since of diet being used either to restrict intake to lose weight or to act as a cure for a medical complaint. This book will give you the background necessary to understand these theories and make better choices for yourself.
Chapter 1 The Digestive System -Everyone is different
Nutrition and nutrients
General health recommendations
Examples of serving size
Chapter 2. Modyfying Diet for a Particular Lifestyle or Genetic Disposition
Chapter 3. Foods and Nutrition
Why do we need to know the nutritional content in foods?
Nutrients provided by the five food groups
Chapter 4. Nutrition and Health Disorders
How diet may affect skin
Diet and our bones, joints and muscles
Nutrition and the heart
Diet and the respiratory system
Diet and the urinary system
Diet and the digestive system
Diet and the brain/mental
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