teachh1g (Abhr Ht 1980, pp. 35-73): (1. ) Learning is both nn intcllccr,wl and emotional proces!:i. Help Lhe family hancllc the affective componen ts of learning for sustained behavior ; (2) Leaming is facilitated when experience hns meaning. Focus learning on the family's meanings, concerns and situalecl p<Jssibilities; and (3) Leaming is :m individual matter. Ensure mastery by woddng 011 the family's current capabilities ~u1d potential s. Learning is an Intellectual and Emotional Process Bci. tig ;iware Lha L family member s as pc Tsons are integrated beings, a change io hm,,, they think about something or in their understanding of the situation will affect how they feel about that situation and the need to ch;in1,;e i L A change in beliefs or pe1·sonal meanings will affect emotions. Likewise, a shift in emotional oullook opens new ways of t J1i11king_ about siluali01 1s (Bmrncr ancl Wrubel, p. J83). To illustrate, the nurse C. 'ln motivate Lbe family to desire change by incrci:ising the salic11cc of thi;: problem through chi1J1J!,C in Lhe family's cognition (e. g. broadenin g ils knowledge base to m()dify pcrc:cplicm of the problem) and volition (e. g. developin g the necessary skills). 17. xperientiall y, s11ppc,r-t as an interven tion need to focus on fcc Ungs or emotions that i11tcrfcre with I lie fomily's feeling of"bcing in control" orl11esit ualion du1·i11g the change process (Mnglay:i 1988). The family needs to be aware of, acknowledge and analyze the source of i;ucb fee. lings of insecu1ity, anxiety, fe;ir. guilt, resentment or apathy in order to lrnnsform lh<iir energies into possibilities for clrnnge. Support makes Lht: family feel thnt the nurse is available and accessib le (_physically, psycholo~ica Uy or emotionall y) to provid P the necessary affirmation, reassurance, feedback and rc. ;source to regain s1rc J1g1h nnd refine newly developed skills to handle the barriers or blocks to sustained actiom;. Illness experie111:cs uf long duratiun (e. g., i:ar<liai: problem, mental illness all(] rel~trdation ) arc examples of such situations that c1tn deplete the family's emotional reserves if suppor1in! interventions are not carried out. Five general methods and techniques are discussed here as examples of bow to teach attih1des oi: help the f,u11ily handle the affective i;omponen ts of teadting-learning situations (Abbott, pp. 50-55; Benner and Wrul Jcl, pp. 165-168): 1. Provide luforn1ati. on to Shape Attitudes. Formal heliefs about health. choosinp,henlth and planning for health are shaped and changed by infom1ation wliich ure 11ot 11ecessarily restricted Loornltin,-ritlea langunge. Prom u phenomenologic. :a 1 pci:speclivc. ;, sensorimotor information through nctn,11 perc. :cplunl experience of Lhe sensation gives the b~sl information about thc situation. What a pernon/ family actually secs. h<'nrs,,c;me]ls, touches or feels influences his/her/its perc. :eplion and altitudes towar<ls a particul;rrobjccl, person orevenl. Experiendng health as hodilysens,1tions of"fccling good and strong" c. nn be a powerful first step in making healthy choicc5 of proper rest·. good nutrition, regulnr cxen:i:-;e and recreation. Rcframinl!, n :-. ituation by keeping the family members think about its understanding of the cu. n·cnl situation can open up new a11ernalives. rt require:; gelling in touch with the mcani. Jig :, an<l conc;crns thi H 11re st::ike in the situation. Foi· example. a fomily can be moliv::itccl to help the pregnant mother recoguize the need for re~ular prenalal c:heck-up by providin g t J1c nc<. :e. s:mry information l'egardfog the implication of the signs and sympl Dms as..:xpc:rienc. ;cd by the pregna11t men1bc1· and the consequence of failure lo lake the approprialc actions. Relaling :;rn::h c C)ns;cquences lo the prcgna 11t mother's meanings and concerns about being ;1 healthy, happy person, a produclive, caring mother ima n responsihle, lrwing wife. can lielp the family reframc the sihiation for her. 99 