Teaching Techniques: Psychological testing and assessment: Using Clinical interviews throughout the school year to assess and moniter narcotic use (Stotler. 2019)

1. Running head: TEACHING TECHNIQUES (STOTLER, 2019)
“Drug and alcohol education course followed by sporadic
‘communication feedback interviews throughout the students
school 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. It is said
that the [psychological] interview is a technique that promotes "self-sufficiency". (Henderson,
2008).
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

2. TEACHING TECHNIQUE (STOTLER, 2019) 2
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
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

3. TEACHING TECHNIQUE (STOTLER, 2019) 3
and criterion under the current authoritative and governing bodies of the state and federal
standardized school districts and school institutions.
Objectives
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.

4. TEACHING TECHNIQUE (STOTLER, 2019) 4
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.
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

5. TEACHING TECHNIQUE (STOTLER, 2019) 5
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
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.

6. TEACHING TECHNIQUE (STOTLER, 2019) 6
Resources
Galotti, K. (2017). Cognitive Development: infancy through adolescence.
2. Sage Publications; India, California. ISBN 978-1-4833-7917-3.
Henderson, G. (2008). Rehabilitation and the psych patient. Clinical Psychiatry News. 36.9. 59.
Retrieved February 6, 2019.
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.