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[null,"1.","Record Nr.",null,"UNINA9910143410703321"]
[null,null,"Titolo",null,"Science, society, and the supermarket [[electronic resource] ] : the opportunities and challenges of nutrigenomics / / David Castle ... [et al.]"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, N.J., : Wiley-Interscience, c2007"]
[null,null,"ISBN",null,"1-280-72142-1"]
[{"$nulls":4},"9786610721429"]
[{"$nulls":4},"0-470-05550-2"]
[{"$nulls":4},"0-470-05549-9"]
[null,null,"Descrizione fisica",null,"1 online resource (177 p.)"]
[null,null,"Disciplina",null,"612.3"]
[null,null,"Soggetti",null,"Nutrition - Genetic aspects"]
[{"$nulls":4},"Functional genomics"]
[{"$nulls":4},"Nutrient interactions"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"SCIENCE, SOCIETY, AND THE SUPERMARKET; CONTENTS; Preface; Acknowledgments; 1 NUTRITIONAL GENOMICS: OPPORTUNITIES AND CHALLENGES; 1.1 Introduction; 1.2 What is Nutritional Genomics?; 1.3 Methodology and Approach of this Book; 1.4 Opportunities and Challenges for Nutrigenomics; 1.4.1 Improved health; 1.4.2 Personalized dietary advice; 1.4.3 Improved diet; 1.4.4 More development of health-enhancing food products; 1.4.5 Consumer empowerment; 1.4.6 Reducing health disparities; 1.4.7 Health care savings; 1.5 Challenges and a Road Map of This Book; References"]
[{"$nulls":4},"2 THE SCIENCE OF NUTRIGENOMICS AND NUTRIGENETICS2.1 Introduction; 2.2 The Scientific Context; 2.2.1 Nutrigenomics; 2.2.2 Nutrigenetics; 2.3 The Case of MTHFR; 2.4 Room for Improvement; 2.4.1 Study design; 2.4.2 Epigenetics; 2.4.3 SNPs and haplotypes; 2.4.4 Dietary intake assessment; 2.4.5 Biomarkers; 2.4.6 Susceptibility and predictions; 2.4.7 Analytical and clinical validity; 2.4.8 Clinical utility; 2.5 Science and Technology Assessment; 2.6 Conclusion; References; 3 THE ETHICS OF NUTRIGENOMIC TESTS AND INFORMATION; 3.1 Introduction; 3.2 Ethical Principles"]
[{"$nulls":4},"3.3 Nutrigenomics Testing in the Clinical Setting3.3.1 Informed "]
[{"$nulls":4},"consent; 3.3.2 Confidentiality; 3.3.3 Secondary information; 3.3.4 Families; 3.3.5 Genetic testing of children and adolescents; 3.4 Use of Nutrigenomics Information for Research; 3.5 Use of Nutrigenomics Information by Private Third Parties; 3.5.1 Insurance; 3.5.2 Employment; 3.5.3 Legal and social responses to fears of discrimination; 3.6 Conclusion; References; 4 ALTERNATIVES FOR NUTRIGENOMIC SERVICE DELIVERY; 4.1 Introduction; 4.2 Considerations for Nutrigenomic Service Delivery; 4.2.1 Strength of the science"]
[{"$nulls":4},"4.2.2 Regulatory environment4.2.3 Human resource capacity and professional competence; 4.2.4 Funding policy; 4.2.5 Professional politics and culture; 4.2.6 Consumers and patients; 4.3 Four Alternative Models; 4.3.1 Consumer model; 4.3.2 Health practitioner model; 4.3.3 Blended models; 4.3.4 Public health model; 4.4 Conclusion; References; 5 NUTRIGENOMICS AND THE REGULATION OF HEALTH CLAIMS FOR FOODS AND DRUGS; 5.1 Introduction; 5.1.1 Genetic tests, service delivery, and genetic antidiscrimination; 5.2 Food Categories: Functional Foods, Nutraceuticals, Medicinal Foods, and Dietary Supplements"]
[{"$nulls":4},"5.2.1 Functional foods5.2.2 Nutraceuticals; 5.2.3 Medical or medicinal foods; 5.2.4 Dietary supplements; 5.3 Health-Related Claims Associated with Foods Compared to Drugs; 5.3.1 Structure-function claims; 5.3.2 Health claims; 5.3.3 Medical food claims; 5.3.4 Disease risk reduction claims; 5.4 Nutrigenomic Information and the Regulation of Foods Compared to Drugs; 5.4.1 The regulation of foods; 5.4.2 The regulation of drugs; 5.5 Food and Drug Regulations in Japan, the United States, and Canada; 5.5.1 Japan; 5.5.2 United States; 5.5.3 Canada; 5.6 Conclusion; References"]
[{"$nulls":4},"6 NUTRIGENOMICS: JUSTICE, EQUITY, AND ACCESS"]
[null,null,null,"Sommario/riassunto","The new science of nutrigenomics and its ethical and societal challengesGene-diet interactions--which underlie relatively benign lactose intolerance to life-threatening conditions such as cardiovascular disease--have long been known. But until now, scientists lacked the tools to fully understand the underlying mechanisms that cause these conditions. In recent years, however, strides in human genomics and the nutritional sciences have allowed for the advancement of a new science--dubbed nutrigenomics. Although this science may lead to personalized nutrition and dietary recommendatio"]
[null,"2.","Record Nr.",null,"UNINA9910963114103321"]
[null,null,"Autore",null,"Dryden Windy"]
[null,null,"Titolo",null,"Learning from mistakes in rational emotive behaviour therapy / / Windy Dryden and Michael Neenan"]
[null,null,"Pubbl/distr/stampa",null,"Hove, East Sussex ; ; New York, : Routledge, 2012"]
[null,null,"ISBN",null,"1-136-59757-3"]
[{"$nulls":4},"1-283-59008-5"]
[{"$nulls":4},"9786613902535"]
[{"$nulls":4},"0-203-35693-4"]
[{"$nulls":4},"1-136-59758-1"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (305 p.)"]
[null,null,"Classificazione",null,"PSY036000"]
[null,null,"Disciplina",null,"616.89/14"]
[null,null,"Soggetti",null,"Rational emotive behavior therapy"]
[{"$nulls":4},"Psychotherapy"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Learning from Mistakes in Rational Emotive Behaviour Therapy; Copyright; Contents; Preface; PART I: General mistakes; 1 Exploring for too long your clients' expectations of REBT and their previous experiences of therapy; 2 Developing the therapeutic relationship first; 3 Not setting or keeping to a therapeutic agenda; 4 Not being active and directive; 5 Not wanting to intervene in your clients' problems without knowing the `big picture' first; 6 Believing you need to understand the past before you can deal with the present"]
[{"$nulls":4},"7 Wanting to give your clients opportunities to express themselves in their own way instead of through the REBT model8 Listening passively; 9 Not ensuring that your clients have answered the questions you have asked; 10 Not interrupting rambling or verbose clients; 11 Being verbose yourself; 12 Failing to obtain feedback; 13 Avoiding confrontation; 14 Not working collaboratively; 15 Not adopting a problem-orientated focus; 16 Failing to keep your clients on track; 17 Not checking your clients' understanding of REBT terminology; 18 Not developing a shared vocabulary"]
[{"$nulls":4},"19 Trying to teach `B`-'C' thinking while struggling unsuccessfully to abandon `A'-`C' language20 Not socializing your clients into REBT in the first or early sessions of therapy; 21 Not teaching the `ABC' model in a clear way; 22 Being didactic with clients who would profit more "]
[{"$nulls":4},"from Socratic dialogue and vice versa; 23 Being insufficiently repetitive in teaching REBT concepts; 24 Not explaining the purpose of an intervention; PART II: Assessment mistakes; 25 Allowing your clients to provide too much detail about the activating event; 26 Accepting your clients' vagueness in describing `A'"]
[{"$nulls":4},"27 Allowing your clients to talk compulsively about their feelings28 Not obtaining a problem list; 29 Not asking for a specific example of the target problem; 30 Readily assuming that an irrational belief is your clients' problem; 31 Failing to intervene to make imprecise emotional `C's precise; 32 Not explaining why disturbed feelings are unhealthy/unhelpful and why non-disturbed feelings are healthy/helpful; 33 Pressurizing your clients to be exact about their feelings; 34 Treating frustration as a `C' instead of an `A'"]
[{"$nulls":4},"35 Generalizing from an emotional `C' when you need to be specific, and being specific when it is important to generalize36 Focusing on a behavioural `C' instead of using it to find an emotional `C'; 37 Becoming obsessive in searching for the critical `A'; 38 Challenging inferences instead of waiting to dispute uncovered irrational beliefs; 39 Pursuing theoretical inferences instead of clinically significant ones; 40 Not realizing that your clients' target emotion has changed; 41 Not noticing that your clients have provided you with a `C' instead of an inference; 42 Not clarifying the `it'"]
[{"$nulls":4},"43 Using theory-driven questions in assessing irrational beliefs when open-ended questions would be more productive for your clients and vice versa"]
[null,null,null,"Sommario/riassunto","\"Mistakes are often an inevitable part of training; Learning from Mistakes in Rational Emotive Behaviour Therapy encourages the trainee to pinpoint potential errors at the earliest possible stage in training, helping them to make fast progress towards becoming competent REBT practitioners.Windy Dryden and Michael Neenan have compiled 111 of the most common errors, explaining what has gone wrong and how to put it right, and have divided them into eight accessible sections:general mistakesassessment mistakesgoal setting mistakesdisputing mistakeshomework mistakesdealing with client doubts, reservations and misconceptionsworking through mistakesself maintenance.Learning from Mistakes in Rational Emotive Behaviour Therapy is an indispensible guide for anyone embarking on a career in the REBT field\"--"]