Health & Cultural Competency Assignment - PDF

Cultural Competency Assignment 3 blog posts Blog Post 1: 3/6 Blog Post 2: 3/27 Blog Post 3: 4/3 Submit link for each post Instructions and rubric on D2L Blog Post 1 – Background and History of the Food Culture Historical influences on the food culture Traditional foods...

Cultural Competency Assignment 3 blog posts Blog Post 1: 3/6 Blog Post 2: 3/27 Blog Post 3: 4/3 Submit link for each post Instructions and rubric on D2L Blog Post 1 – Background and History of the Food Culture Historical influences on the food culture Traditional foods eaten and the changes that have been made to traditional foodways over the years (this may repeat or expand on info discovered in #1) Common flavors in the cuisine How does the land/terrain of the country or tribe influence their food culture? How has either the dominant white culture or American culture influenced their food culture? Commonly prepared meals or dishes Eating behaviors – mealtimes, types of foods eaten at meals, rituals regarding meals, utensils used Blog Post 2: Social and Health Considerations Describe any health disparities common in the culture – chronic disease or illness, infectious disease, etc. Also discuss access to healthcare (i.e., is it available?). How can or do their foods/dishes promote good health? Describe common social practices of this culture. How can dietitians support the health and wellness of this culture and should they? Meaning, based on the cultural history, should dietitians work within this culture to support health and wellness? Why or why not? What suggestions do you have for dietitians who work with this community? Blog Post 3: Recipe Short blub (2-4 sentences) introducing the recipe. Tell its story. Photo (yes, you will need to cook this recipe AND take a photo of it) Recipe title Source (link) of the original recipe. If you make some changes/substitutions to it, please put “Adapted from…” Ingredient list Recipe instructions Helpful info for those who would like to make this recipe: tips, tricks, substitutions, etc Tips Use proper grammar and avoid choppy or run-on sentences. Do not just write one paragraph. Break it up, please. No cursing please. You may curse under your breath or around your friends or plants, but please keep language appropriate on the blog. Keep it professional but accessible. If you use a lot of jargon, you will lose readers. Use humor appropriately. Make it engaging with language, graphics, photos, etc. Use your creativity. I’m sure you have nugget of creativity somewhere. Use subheadings to keep the post organized. Best posts are no more than 750 words. If you are waxing on poetically about your food culture, you may want to edit it down a tad. Just sayin’. The same can be said for short posts. If you just provide the bare minimum and it’s rather short, think of how you can expand on the information. I don’t know about you, but I like to read and learn new things. CITE. CITE. CITE. At the end of each post (especially the first 2 posts), you should have a list of references where you pulled information from. Use AMA or APA citation format. If I gave you a book, yes, you need to cite this as well. Geez Louise. (And, I would appreciate the book to be returned after you are done using it.)  Weebly/Squarespace Where to Wix post? Blogger Wordpress Pick a culture from a cup… Chapter 2 Behavioral Change Models and Theories Motivational Interviewing Online Resource Introduction (bu.edu) Theory? What is that? Something suggested as a reasonable explanation for facts, a condition, or an event. Benefits of a theory or model Present a road map for understanding health behaviors Highlight variables (for example, knowledge, skills) to target in an intervention Supply rationale for designing nutrition interventions that will influence knowledge, attitudes, and behavior Guide process for eliciting behavior change Provide tools and strategies to facilitate behavior change Provide outcome measures to assess effectiveness of interventions Self-Efficacy Developed by Albert Bandura Part of many theories and models Definition: Confidence in ability to perform a specific behavior or task E.g. -- belief in ability to cook Confidence is sometimes more important that the skill Affects Individual choices Amount of effort put into a skill Views of barriers Willingness to pursue goals when faced with obstacles Building Self Efficacy Positivity Optimism Positive feedback Using success stories  Cognitive factors influence an Health Belief Model individual’s decision to make and maintain a behavior change. Health Belief Model A person is more likely to make a health behavior change when he or she operceives personal susceptibility to a disease or condition operceives the disease or condition as having some degree of severity, such as physical or social consequences obelieves that there are particular benefits in taking actions that would effectively prevent or cure the disease or condition operceives no major barriers that would impede the health action ois exposed to a cue to take action o has confidence in personal ability to perform the specific behavior (self-efficacy) Health Belief Model Examples A woman who loves to eat sweets may believe that she is susceptible to getting dental cavities, but if she perceives the adverse effect (severity) on her life to be minimal, then she will not have an impetus to change. A man may believe that eating a plant-based diet will reduce his cholesterol level (benefits), but he may feel it is too inconvenient to change his food pattern (too many barriers) or feel incapable of taking the necessary steps to make the change (low self-efficacy). Health Belief Model  Health Belief Model Health Belief Sample Client Intervention Possibilities Construct Statements Perceived “I worry about my Educate on disease risk and link to diet; compare to an established susceptibility chances of standard. developing high blood Example: “The American Heart Association recommends keeping pressure.” blood pressure below 120/80 mm Hg. Your blood pressure is 148/110.” Perceived “Well, I have high Discuss disease impact on client’s physical, economic, social, and severity blood pressure, but I family life. Show graphs and give statistics. Clarify consequences. feel fine.” Example: “High blood pressure increases risk of developing a stroke.” Perceived “Eating more salads Provide role models and testimonials. Imagine the future. Specify benefits would be good for my action and benefits of the action. health.” Example: “Eating more plant foods can be good for lowering your blood pressure.”  Health Belief Model Health Belief Sample Client Intervention Possibilities Construct Statements Perceived “I worry about my Educate on disease risk and link to diet; compare to an established susceptibility chances of standard. developing high blood Example: “The American Heart Association recommends keeping pressure.” blood pressure below 120/80 mm Hg. Your blood pressure is 148/110.” Perceived “Well, I have high Discuss disease impact on client’s physical, economic, social, and severity blood pressure, but I family life. Show graphs and give statistics. Clarify consequences. feel fine.” Example: “High blood pressure increases risk of developing a stroke.” Perceived “Eating more salads Provide role models and testimonials. Imagine the future. Specify benefits would be good for my action and benefits of the action. health.” Example: “Eating more plant foods can be good for lowering your blood pressure.” Transtheoretical Model (Stages of Change) Commonly abbreviated as TTM Behavior change as a process Core constructs oStages of change oProcesses of change oDecisional balance oSelf-efficacy TTM: Overview TTM: Motivational Stages Begin at any of the stages Move backward and forward Normal to relapse TTM: Motivational Stages Description of Motivational Stages Precontemplation The client has no intention of changing within the next 6 months and resists any efforts to modify the problem behavior. Contemplation Clients recognize a need to change but are in a state of ambivalence. Perceived barriers (e.g., unacceptable tastes, economic constraints, or inconvenience) are major obstacles to change. Preparation Preparers have identified a strong motivator, believe the advantages outweigh the disadvantages of changing, and are committed to take action in the near future (within the next 30 days). They may have taken small steps to prepare for a change (e.g., making an appointment with a nutrition counselor). Action Clients have altered the target behavior to an acceptable degree for 1 day or up to 6 months and continue to work at it. Although changes have been continuous, the new behaviors should not be viewed as permanent. Maintenance The client has been engaging in the new behavior for more than 6 months and is consolidating the gains attained during previous stages. The new behavior has become a habit, and the client is confident that the behavior will persist. The client needs to work to modify the environment to maintain the changed behavior and prevent a relapse. Termination Clients are not tempted to relapse and are 100 percent confident that the behavior will continue. TTM: Motivational Stages Precontemplation: no awareness that a problem exists, denial of a problem, blaming others for the problem, awareness of the problem but unwillingness to change, or feelings of hopelessness after attempting to change Contemplation: long-term health benefits of the change do not compensate for the short-term real or perceived costs. Preparation: willing to problem solve, explore goals, and take some practical steps toward change (e.g., trying a new recipe or tasting some new foods). Action: the most common time for relapse to occur is between 3 and 6 months in the action stage. Maintenance: lifetime of maintenance, not termination, should be the ultimate goal for many new nutrition and exercise behaviors because relapse temptations are strong and prevalent TTM: Processes of Change Identify potentially effective messages and intervention strategies to facilitate a client's movement through the motivational stages. General guidelines: Cognitive (thinking-related) and affective (feeling- related) strategies tend to be more effective in the early stages. Behavioral (action-oriented) strategies are more likely to meet client needs in the later stages. Reassess  TTM: Cognitive and Affective Experiential Processes I NT E RVE N TI ON S T RAT EG Y D ES CR IP T IO N E XA M P L E S Consciousness Raising (Learn the facts) Increase awareness of the causes, consequences, and available Increase understanding through nutrition education, observations, treatments regarding a problem to help the client formulate a decision to and personal feedback about the behavior. make a change. Dramatic Relief (Experiencing and Either positive or negative emotional arousal can influence a decision to Personal testimonials, media campaigns, stories, and role playing expressing feelings) make a behavior change. can move people emotionally. Environmental Reevaluation (Notice effect Realizing the impact of an unhealthy behavior on others can encourage Empathy training, documentaries, or testimonials can encourage on others) change. reevaluation of an unhealthy behavior. Self-Reevaluation (Create a new self-image) Involves emotional (feeling) and cognitive (reasoning) self-appraisal of Values clarification activities, healthy role models, or imagery can how a healthy behavior fits into an individual’s self-image encourage reassessment of a desired image. Social Liberation (Notice public support) Awareness of social support or advocacy for healthy opportunities Social support could include salad bars, calorie data on menus, or encourages adopting a new behavior. neighborhood walking paths. TTM: Decisional Balance Movement from stage to stage is influenced by the client’s view of the pros and cons of making a behavior change Pros are the individual’s beliefs about the anticipated benefits of changing (Example: eating vegetables will decrease cancer risk). Cons are the costs of behavior change (e.g., undesirable taste; inconvenience; and monetary, physical, or psychological costs). TTM: Decisional Balance Precontemplation stage cons outweigh pros → decision to not change an unhealthy food habit. Contemplation stage pros and cons in balance → reflecting the client’s ambivalence and confusion Progress from preparation through maintenance pros of change increase and the cons decrease  TTM: Behavioral Processes Intervention Strategy Description Examples Consciousness Raising Increase awareness of the causes, Increase understanding through nutrition (Learn the facts) consequences, and available treatments education, observations, and personal regarding a problem to help the client feedback about the behavior. formulate a decision to make a change. Dramatic Relief Either positive or negative emotional arousal Personal testimonials, media campaigns, (Experiencing and can influence a decision to make a behavior stories, and role playing can move expressing feelings) change. people emotionally. Environmental Reevaluation Realizing the impact of an unhealthy Empathy training, documentaries, or (Notice effect on others) behavior on others can encourage change. testimonials can encourage reevaluation of an unhealthy behavior. Self-Reevaluation (Create a Involves emotional (feeling) and cognitive Values clarification activities, healthy role new self-image) (reasoning) self-appraisal of how a healthy models, or imagery can encourage behavior fits into an individual’s self-image reassessment of a desired image. Social Liberation (Notice Awareness of social support or advocacy for Social support could include salad bars, public support) healthy opportunities encourages adopting a calorie data on menus, or neighborhood new behavior. walking paths. TTM: Self-efficacy Research indicates that self-efficacy tends to decrease between the precontemplation and contemplation stages. Contemplation stage may begin to realize the challenges of adopting a new behavior, which may be seen as daunting. Progress through the action and maintenance stages self-efficacy gradually increases  individual’s health behavior is Theory of Planned Behavior directly influenced by intention to engage in that behavior Theory of Planned Behavior Three factors affect behavioral intention: 1. Attitude favorable or unfavorable evaluations about a given behavior Strongly influenced by beliefs about the outcomes of actions (outcome beliefs) and how important these outcomes are to the client (evaluations of outcomes). Examples: "Eating whole grain foods will increase my energy levels” and “Having high energy levels is extremely important to me.” 2. Subjective norm reflects beliefs about whether significant others approve or disapprove of the behavior. Determined by two factors: Normative beliefs: the strength of our beliefs that significant people approve or disapprove of the behavior Motivation to comply: the strength of our desire to comply with the opinions of significant others. Theory of Planned Behavior 3. Perceived behavioral control: an overall measure of the client's perceived control over the behavior Control beliefs: influenced by presence or absence of resources supporting or impeding behavioral performance Control factors: can be internal factors (e.g., skills and abilities) or external factors (e.g., social or physical environmental factors). The impact of each resource to facilitate or impede the desired behavior is referred to as perceived power of the variable. Social Cognitive Theory provides a basis for understanding and predicting behavior, explaining the process of learning, and designing behavior change interventions. there is a dynamic interaction of personal factors, behavior, and the environment, with a change in one factor capable of influencing the others (known as reciprocal determinism).  Social Cognitive Theory Concept Definition Implications for Interventions Reciprocal Dynamic interaction of the person, Consider multiple behavior change strategies determinism behavior, and the environment Motivational interviewing Social support Behavioral therapy (for example, self-monitoring, stimulus control) Change environment Outcome Beliefs about the likelihood and value of Provide taste tests expectations the consequences of behavioral choices Educate about health implications of food behavior Self-regulation Personal regulation of goal-directed Provide opportunities for decision-making, self-monitoring, goal setting, (control) behavior or performance problem solving, and self-reward Stimulus control Behavioral capacity Knowledge and skill to perform a given Provide comprehensive education, such as cooking classes behavior Show clients how to properly shop to meet their personal nutritional goals Expectations A person’s beliefs about the likely Motivational interviewing outcomes of a behavior Model positive outcomes of diet and exercise Self-efficacy Beliefs about personal ability to perform Skill development training and demonstrations behaviors that lead to desired outcomes Small, incremental goals and behavioral contracting Social modeling Verbal persuasion, encouragement Improving physical and emotional states  Social Cognitive Theory Concept Definition Implications for Interventions Observational Behavior acquisition that occurs by Demonstrations learning watching the actions and outcomes of Provide credible role models, such as others’ behavior, and media influences teen celebrities who practice good health behaviors Group problem-solving session Reinforcement Responses to a person’s behavior that Affirm accomplishments increase the likelihood of its recurrence Encourage self-initiated rewards and incentives Offer gift certificates or coupons Facilitation Providing tools, resources, or Alter environment environmental changes that make new Provide food, equipment, and behaviors easier to perform transportation Social Cognitive Theory Example of reciprocal determinism: a change in the environment (husband develops high blood pressure) produces a change in the individual (motivation to learn about food choices to help husband) and a change in behavior (increase intake of fruits and vegetables). Key personal factors include values and beliefs regarding outcomes of a behavior change and self-efficacy. Behavior change may occur by observing and modeling behaviors and using self-regulating behavior change techniques (e.g., journaling or goal setting). Environmental changes may include buying new cooking equipment or altering types of food available in the home.  Cognitive Behavioral Therapy behavior is learned, and by incorporates components altering the environment or of cognitive therapies and internal factors, new behavioral therapy. behavior patterns develop. Cognitive Behavioral Therapy Negative self-talk and irrational ideas are self-defeating learned behaviors and the most frequent source of people’s emotional problems. Cognitive therapies help clients achieve the following: Learn to distinguish between thoughts and feelings Become aware of ways in which their thoughts influence feelings Critically analyze the validity of their thoughts Develop skills to interrupt and change harmful thinking Clients are taught that harmful self-monologues should be identified, eliminated, and replaced with productive self-talk. Cognitive Behavioral Therapy: Techniques to improve positivity Relaxation training and therapy Mental imagery Thought stopping Meditation Biofeedback Stress management Social support Cognitive restructuring Systematic desensitization Behavioral Therapy Premise of behavioral therapy: many behaviors are learned, so it is possible to learn new ones. The focus is not on maintaining willpower but on creating an environment conducive to acquiring new behaviors. Three approaches to learning form the basis for behavior modification: Classical conditioning: focuses on antecedents (stimuli, cues) that affect food behavior Operant conditioning: based on the law of effect, which states that behaviors can be changed by their positive or negative effect Modeling: observational learning (e.g., learning by watching a video or demonstration, observing someone else, or hearing a success story) Behavioral Therapy: Examples Classical conditioning: Stimuli to eat – smelling food, watching TV Clients are encouraged to identify and eliminate cues to problem behaviors (e.g., removing the cookie jar from the kitchen counter). Operant conditioning: Generally a positive approach to conditioning is applied (e.g., reward for achieving a goal). The change in diet itself can be the reward (e.g., alleviation of constipation by an increased intake of fluids and fiber). Behavioral Therapy Counseling strategies that incorporate behavioral modification approaches include goal setting self-monitoring relapse prevention Solution Based Therapy Concentrate on solutions that have worked in the past and identify strengths Rather than focusing on discovering and solving problems during sessions, the counselor looks for an exception to the normal course of action (e.g., the one time the client was able to positively cope). By investigating the accomplishment, no matter how small, the counselor and client can develop adaptive strategies. Language (solution-talk) guides solution-focused therapy. The aim is for clients to use solution-oriented language, in which they speak about what they can do differently what resources they possess what they have done in the past that worked Client Centered Counseling Humans are basically rational, socialized, and realistic, and there is an inherent tendency to strive toward growth, self-actualization, and self- direction. People realize their potential for growth in an environment of unconditional positive self-regard. Clients discover within themselves the capacity to use the relationship to change and grow, thereby promoting wellness and independence. Motivational Interviewing Definition: a collaborative conversation style for strengthening a person’s own motivation and commitment to change Motivation: state of readiness to change that can be altered and influenced by others. Motivate clients to change and move toward the action stage MI is particularly useful in the early stages of behavior change Motivational Interviewing Motivation external forces (“Lose weight or you can’t be in my wedding”) intrinsic (internal) factors tied to specific values (“I want to be a good role model for my children”) Motivational Interviewing Partnership: a collaborative approach in the search for ways to achieve behavior change is essential for MI. The expertise of both the counselor and the client should be respected. The counselor appears curious during interactions with a client while exploring various angles of behavior change. Motivational Interviewing Acceptance: components of acceptance include the following: Absolute worth: the understanding that each person has equal dignity Affirmation: pointing out specific skills a client already possesses to provide a confidence boost that behavior change is possible Autonomy: recognizes that decisions to change always need to come from the client Accurate empathy: demonstrated when counselors take an active interest in their clients and attempt to understand their perspective. Empathy communicates acceptance, which facilitates change. Motivational Interviewing Compassion: involves genuine concern for the suffering of others. Clients feel worthy when counselors value their well-being. Evocation: the counselor’s responsibility is to help clients evoke their intrinsic motivation (evocation) and to bring about change. In MI, it is assumed that individuals have an intrinsic desire to do what is truly important to them. Spending counseling time trying to convince a client to change or too much time educating a client will not likely lead to a decision to change.  Motivational Interviewing - Skills Encourage clients to make their own appraisals of the benefits and losses of an intended change. Do not rush clients into decision-making. Describe what other clients have done in similar situations. Give well-timed advice emphasizing that the client is the best judge of what can work. Provide information in a neutral, non-personal manner. Do not tell clients how they should feel about a medical or dietary assessment. Present choices. Clarify goals. Failure to reach a decision to change is not a failed consultation. Make sure clients understand that resolutions to change break down. Expect commitment to change to fluctuate, and empathize with the client’s predicament. Motivational Interviewing - Skills O Open-ended questions A Affirmations R Reflective listening S Summaries MI – OARS – Open Ended Questions Open-ended questions: used to explore and gather information from the client’s perspective These questions are unlikely to be answered with “yes or no” or a few words. They usually begin with the words what, how, or tell me and tend to elicit change talk. MI – OARS - Affirmations Affirmations: this technique recognizes client efforts and strengths and provides another source of motivation. Pointing out a job well done or persistence in the face of numerous obstacles reminds clients that they possess inner qualities that make behavior change possible. Focus on specific behaviors, avoid use of the word I, and highlight non-problem areas. Example: “You are providing a healthy food environment in your home” rather than “I am happy you decided not to buy soda anymore.” Affirmations can come from your clients by asking them to describe their strengths, past successes, and best efforts. MI – OARS – Reflective Listening & Summary Reflective listening: entails using basic listening skills, interpreting the heart of your client’s message, and reflecting the interpretation back to your client. Reflective listening shows interest and expresses empathy Act "as a mirror," reflecting back your understanding of the client's intent or your interpretation of the underlying meaning Summaries: summarize periodically throughout an MI session to help organize thoughts, reinforce change talk, clarify discrepancies, provide links during the session, or transition to a new topic  MI – 4 Processes ENGAGE FOCUS EVOKE PLAN MI – Process → Engage Engaging: defined as “the process of establishing a mutually trusting and respectful helping relationship” (Miller and Rollnick, p. 40) Show warmth; appear curious; and use nonthreatening, open-ended questions. Listen carefully to understand the client’s story and use reflective listening to demonstrate that what the client has to say is important. The engaging process should include the following activities: Establish the reason for the client’s visit Provide an overview of what the client can expect Ask permission to explore the client’s thoughts and feelings about a possible change MI – Process → Focus Focusing: the goal is to establish a clear direction that allows development of achievable goals. Invite the client to focus on a topic for the session. The following questions can help select a focus: “Which of the options would you like to work on first?” “You have mentioned several concerns this afternoon. Which one would you like to cover today?” MI – Process → Evoke Evoking: once there is a focus on a particular change, the counselor elicits the client’s ideas and feelings about why and how the change can occur. The evoking process includes the following activities: Assess readiness to change Explore ambivalence if there is not a clear commitment to change Evoke language from the client about change MI – Process → Evoke, con’t Change talk: statements by the client that indicate an argument for change Preparatory change talk: indicates that the client is thinking about a change but is not making a solid commitment. Can be remembered with the acronym DARN: desire, ability, reasons, and need statements. Mobilizing change talk: statements that clearly express or imply action to change behavior. Can be remembered with the acronym CATS: commitment, activation, and taking steps. Sustain talk: talking ourselves into continuing the current behavior; indicates that change is unlikely to occur. The client expresses a desire, ability, reason, or need to keep performing the undesirable behavior.  Evoking Change Talk Preparatory Change Talk (DARN): Client expresses motivations for change without stating or implying specific intent or commitment to make a change. Desire: Statements regarding preference for change. I want to lose weight. I would like to lose weight. I wish I could lose weight. I hope to lose weight. Ability: Statements about self-perceived ability. I might be able to drink less soda. I could drink less soda. I didn’t always drink soda. Reasons: Statements about the benefits of change. Describes a specific if–then motive for change. If my blood sugars were better controlled, then I would feel better. Eating more vegetables would be better for my health. Need: Statements expressing an imperative for change without specifying a particular reason. I need to eat more fruit. I ought to eat whole grains. I have to start keeping food records. Mobilizing Change Talk (CAT): Client expresses or implies action to change. Commitment: Statements reflect a clear intention to change. I am going to start exercising. I will use a meditation tape tonight. I plan to eat a salad at lunch or dinner every day. Activation: Statements signal a movement toward change. I am ready to change my eating behavior. I am willing to try whole grains. Taking Steps: Statements describe an action already taken toward change. This week I started keeping food records. I am not eating after 8:00 p.m. MI – Process → Plan DEVELOP COMMITMENT FORM A PLAN OF ACTION TO CHANGE Evoking Change Talk Encourage clients to clarify important goals vocalize change talk explore the potential consequences of present behavior Evoking Change Talk Ask questions to gain a better understanding of what is important to clients. The following are some examples of useful questions for clients who are making DARN statements: “What are you hoping our work together will accomplish?” “What ideas do you have for getting your A1c levels below 7?” “What are the problems with your current diet?” “Most people considering a behavior change have reasons not to change and reasons to change. What are the reasons you have for considering change?” Evoking Change Talk Evaluate importance and confidence: this technique usually involves two questions— 1. Clients are asked to rate on a scale of zero to ten (with ten being the highest) the importance of the behavior change (for example, increase intake of fruits and vegetables). 2. Clients are asked to rate again on the same scale their confidence in making a change. Follow-up questions explore the client's answers (Examples: “Why did you choose the number four and not two?” “What would you need to get to the number seven instead of four?”)  MI Guide Engage Introduce self and role. “What brings you here today?” “What are you hoping to get out of this appointment?” Summarize and let the client know the allotted time for the appointment. Focus “If it’s all right with you, I have a sheet of paper with different changes that clients often make. What is appealing to you, if anything, as a change you might be interested in making?” Evoke “Why did you select that particular change?” “How would that change make your life better?” “How interested are you in making that change on a scale from 0 to 10, with 0 being not at all interested and 10 being very interested? Why did you select that number?” Reflect and summarize change talk. Plan “How might you go about making that change?” “Would you be interested in hearing other strategies that have worked for clients attempting to make that same change?” Offer ideas. “Which of these strategies, if any, interest you?” “How do you see that fitting into your life?” “How confident are you that you can make that change on a scale from 0 to 10, with 0 being not at all confident and 10 being very confident? Why did you select that number?” “What might keep you from following through with your plan? What ideas do you have for overcoming those barriers?” Summarize change talk, highlighting the client-selected behavior change.