Teaching Communication Skills by clinical interviewing and feedback assessment (drug use prevention teaching technique)

1. Running head: TEACHING TECHNIQUES NO. 2 Teaching Techniques No. 2 Communication Skills Jacob R. Stotler HLED-4030-40 Dr. Darrell Lang The University of Wyoming (February 2019)

2. TEACHING TECHNIQUE NO. 2 Communication skills 2 “Drug and alcohol education course followed by sporadic ‘communication feedback interviews throughout the student’sschool year’, the communication teaching technique”. It is found in scientific research that a major support for the framework of a child’s learning is due upon the student’s or child’s perception of the learning environment, this could be linked to the Piagetian theory of constant balance between assimilation and accommodation. (Lau, & Ng, 2014; Galotti, 2017). Therefore, establishing a healthy and enriched learning environment is a major focus of research (Lau & Ng, 2014). The resistance and conformity to the environment may be a serious factor regarding a child’s learning about drugs and alcohol, assessing and providing feedback about his may assist children to properly organize these life-factors. This base discovery about the young people’s sensitivity to the environment is very important, this is because the environment is something that is constantly changing and nearly or essentially inescapable. The drug and alcohol teaching method of communication that is being introduced is that of a “communication feedback method”, the method involves the following structure, basis, objectives, procedures and assessment. The teaching method of “communication feedback method” is a process that is conducted in an ongoing process throughout the year (school year) for persons 7 years – 12 years old. The communication method for drugs and alcohol prevention and education would be based on a process of education, assessment, feedback between teacher / clinician and student / child. Time needed The process would include a short class of educating children about having healthy habits and communicating with people within their environment, and in the later years (ages 11-12) the class could include avoiding dangerous habits, drug use and premature alcohol use. The children

3. TEACHING TECHNIQUE NO. 2 Communication skills 3 would then have a short interview with the clinician after the class, and these interviews would be conducted with the children that had taken the short 30-minute class sporadically throughout the year. The children would be asked to take a short form communication psychological assessment in which would tell the school, teacher or clinician the basic maturity, skills and effectiveness of the child’s current communication skills and habits By having a self-report data collection in a casual interview and having these interviews strategically placed throughout the year, this would give the clinician or the interviewer, or teacher, a contrivance to make the child feel heard within their current situation (practicing communication skills), assist in correcting any problems with the child’s current environment (practicing resourcefulness with the student), or understanding of their current environment (practicing malleability and guiding growth of psychology) and the child would also benefit in communication skills as they would be introduced to a solid approach to access resources and build communication skills through giving and receiving feedback about their understanding and situation. (In the older students 11-12) the feedback session would be regarding drugs and alcohol and the drug and alcohol class that they had taken previously. National standards that this technique is affiliated This technique would be affiliated and would need to be standardized under the APA if and for the use of any psychologist or licensed counselors were involved, as well as the method and “communication feedback” strategy and the preparatory class would need to fit the current rubric and criterion under the current authoritative and governing bodies of the state and federal standardized school districts and school institutions. Objectives

4. TEACHING TECHNIQUE NO. 2 Communication skills 4 The objectives of the “communication class” and the “communication feedback method” (for elder students 11-12 regarding drugs and alcohol) would be to assess and accommodate students on their knowledge of resources, abilities to communicate and communicate skills, such as resources currently used and how the child approaches each interview considering past interviews, and future interviews, giving the child feedback about their communication and receiving feedback about their communication resources and the type or approaches to communication that happens currently in their environment. Changes that could be made are such that of assisting the student to adopt better strategies (while giving and receiving feedback) to avoid drug and alcohol use, and/or to assist the student to help them change their approaches and communication systems in their “microsystem” environment in which they communicate and are communicated to the most (Lau & Ng, 2014). Materials and Preparation The preparations needed would be to organize the class (in elder students a small drug and alcohol awareness class) and educate these young people about the resources they have, to draw a definite connection between drugs and alcohol or the topic introduced to the younger students e.g. resources and promotion of good health, their support systems, structure and their educational institution and their ability and understanding of communication about drugs and alcohol and/or of good health practices and effective resourcing. Materials after the preparatory materials were established would be to design reliable and valid short form communication psychological assessment (SFCPA), and then to schedule the interviews throughout the year perhaps 3-4 interviews per year depending on the abilities of the child to adopt healthy communication applications.

5. TEACHING TECHNIQUE NO. 2 Communication skills 5 Materials needed: Drug and alcohol class materials, Clinician or teacher, the child and the (SFCPA) and directions for the child of what appropriate transactions of feedback entails. Procedures The procedures are stated thus, administer a drug and alcohol class or good-health promotion and resourcing class to current students and then assess these individuals by “communication feedback interviews”, and opportunities for the students to take the (SFCPA), and to make the minor or needed adjustments within the feedback interviews to educate the child about proper communication and communication resources and opportunities that they have in their personal “microsystem”, in life, in the institution, and in their home life. Making organized and upright feedback transactions individually with the students would be the basic procedure, sporadically throughout the school year, and essentially based upon the initial and short duration education class. Assessment The short form psychological assessment testing the current skills and communication of the individual / student, and would be based on communication clarity, understanding of essential communication skills, and perhaps assessment of self-reports or testing if any communication problems arise, and if the child has progressed in their communication abilities and strategies. The assessment and interview would test the health of the child’s communication strategies and knowledge of resources, their implementation of these resources and contrivances and also assessing progress made. Casually, the communication method would include the interviewer / teacher, or clinician to exchange conversation with the individual and test parts of the child’s current communication methods and current understanding of their place within drugs and alcohol or health and

6. TEACHING TECHNIQUE NO. 2 Communication skills 6 resourcing, and also to test how the child reports and communicates about their current environment. The assessment would be elementary though in detail and in proper psychological analyzation all of this criterion would be important to test for. The assessment would guide the “communication feedback approach” and the clinicians or teachers would be able to provide additional resources if necessary, this based on the self- reports from the student, or if any problems arise during the strategically placed interviews and communication feedback meetings throughout the year. The assessment would need to be designed and meet clinical standards for a reliable and valid psychological test, and the interviewer would need to meet proper and legal licensing and credential standards.

7. TEACHING TECHNIQUE NO. 2 Communication skills 7 Resources Galotti, K. (2017). Cognitive Development: infancy through adolescence. 2. Sage Publications; India, California. ISBN 978-1-4833-7917-3. Lau, J. & Ng, K. (2014). Conceptualizing the counselling training environment using Bronfenbrenner’s ecological theory. International Journal for the Advancement of Counseling; The Hague. 36. 4. 423-439. Retrieved February 6, 2019. DOI: 10.1007/s10447-014-9220-5.