This document describes three models for developing and conducting psychoeducational groups: experiential learning exercises, structured learning exercises, and patient education. Experiential learning exercises focus on interpersonal skills through activities like role plays. Structured learning exercises teach specific skills through demonstration and practice. Patient education uses a classroom format to transmit information through lectures, videos, and homework assignments. While presented separately, the models can be blended to provide interactive and informative psychoeducation.
34. Farmers field school ( ffs group dynamics) A Series of Lectures By Mr. A...Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This presentation was prepared for students at Massey University, New Zealand studying the paper: Introduction to Professional and Ethical Practice in different learning contexts.
34. Farmers field school ( ffs group dynamics) A Series of Lectures By Mr. A...Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This presentation was prepared for students at Massey University, New Zealand studying the paper: Introduction to Professional and Ethical Practice in different learning contexts.
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Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
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Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
A guide to take you through how to use the training materials for the PMSD Roadmap.
Includes a collection of all of the Top Facilitation Tips used in the training materials, which can be used to provide guidance when running the training sessions, and also as tips for the participants themselves.
Tips created by Lindsay Berresford.
Last updated 21/06/12
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
Experiential learning takes place when a person involved in an activity looks backs and evaluates it and uses this information to perform another activity.
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
Six Traditional Training MethodsLearning ObjectivesAfter readi.docxwhitneyleman54422
Six Traditional Training Methods
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the purposes, procedures, strengths, and limitations of the following training methods:
· ■ Lectures, lecture/discussions, and demonstrations;
· ■ Games and simulations; and
· ■ On-the-job training (OJT).
· ■ Describe the types of learning objectives for which each method is most suited.
· ■ Identify the various audiovisual (AV) options and their strengths and weaknesses.
CASE INSURING TRAINING SUCCESS AT FARMERS1
Farmers Insurance has developed a strategic plan to support company growth, productivity and leadership. A cornerstone to this plan is intensive training. While the depth and scope of all the training programs is far too much to list here we can provide a summary of their approach to providing more immersive and extensive learning opportunities for their employees. The key seems to be blending a variety of methods and delivery systems that are aligned with the goals of the program (which are tied to the strategic plan), and the needs of the potential trainees.
Most of the programs blend instructor-led and online training modules, with coaching sessions. They can also include reading and self-study components. Instructor-led classroom activities contain the typical lectures and discussions, but are interspersed with hands on activities such as role-plays, role modeling, case analysis, and business games.
The use of technical innovation doesn’t stop with online systems. Farmers has a new 58,000-square-foot campus in Grand Rapids, MI, where they incorporate technology into the classroom experience. Multiple projection surfaces allowing a 360-degree view of the materials being presented combine with interactive whiteboards that allow trainers to move the “front of the room” to the center middle of the training space. Tablets (such as iPads) are used not only in remote locations, but also in the classroom. They are used to disseminate handouts, exercise instructions, and the like. Videos are also downloaded to the trainee for things like immediate feedback of skill practice sessions, as well as storage and replay of training videos.
OVERVIEW OF THE CHAPTER
This chapter provides a basic understanding of traditional training methods in terms of their strengths and limitations related to cost, suitable learning objectives, and other factors related to their effectiveness. In Chapter 7, we will discuss the same issues as they relate to electronic training. Most of the methods discussed in this chapter would be delivered via the classroom. A recent survey of more than 400 companies across all major industries shows that instructor led, classroom training is the most frequent mode of delivery. When the instructor is either on-line or live, this accounts for about 70 percent of the training being delivered. About 60 percent of this (or 42 percent of the total) occurs with a live instructor.2
MATCHING METHODS WITH OUTCOMES
The mat.
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Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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3. Patient Education- Used mostly for transmitting information and more of a traditional classroom instruction model.While these models are presented independently, they can be blended to provide more interactive and informative psychoeducational groups.<br />Experiential Learning Exercises<br />0197485Functions:Experiential Learning Exercises are used to help participants improve communication skills, examine relationships, better understand their reactions to events and learn how to better problem solve.General Format:1] A brief introduction to the objectives and tasks. 2] The experiential learning exercise. 3] A discussion of the group process.4] A review of the learning process.Structures:The development of the exercises directly supports the identified learner outcome.<br />Included in this section are a series of examples of experiential learning exercises.<br />Icebreaker- Finders<br />Icebreaker- Guess Who<br />Communication and Problem Solving- A Murder Mystery<br />Relationships –Personal Characteristics<br />Personal Values –Individual Characteristics<br />Understanding Stress- Stress Index Scale<br />Some additional resources for this type of exercise can be found in the following books:<br />Jones & Pfeiffer (2004). Annual Handbook for Group Facilitators, John Wiley Publishers <br />Forbes-Green, S. (1983). The Encyclopedia of Icebreakers. University Associates: USA.<br />Simon, Howe, Kirschenbaum (1995) Values Clarification. Warner Books<br />AVP, (2002). Alternatives to Violence. Alternatives To Violence.<br />left83185Functions:Structured Learning Exercises are used to help participants learn specific skills, effectively cope with interpersonal relations and manage their anger.Structures:The structured learning exercises usually contain a didactic presentation, followed by a demonstration/practice session and often a homework assignment. General Format:A brief didactic presentationFacilitator demonstration of the skillDescription of the steps involved in the skillParticipant practice with feedbackHomework of practicing the skills between sessions<br />Included in this section are a description of the principles behind structured learning exercises and a review of the methodology for developing structured learning exercises.<br />Functions of Structured Learning<br />The YAVIS Patient<br />Steps in a Skill Building Session<br />Guidelines for Modeling a Skill<br />Task Analysis<br />Hints for Teaching a Skill<br />Example of a Structured Learning Exercise<br />FUNCTIONS <br />The Structured Learning Exercises [SLE] approach to Psychoeducation uses a behaviorally oriented method to teach individuals a variety of specific day-to-day skills. For example SLE are used to teach skill like “How to Start a Conversation” , “How to Say No When Someone Ask You for Money”, of “How to Negotiate a Conflict. With Another Person.”<br />Arnold Goldstein best describes the values of this approach in his books on “Structured Learning Therapy.” Goldstein describes the differences individuals seen in private practice and those that often are treated in the public sector. He discuss the differences between these two types of individuals in terms of cultures, values and cognitive styles. In this comparison Goldstein identifies a YAVIS and Non-YAVIS individuals. And how the differences between those types of clients can impact on therapy.<br />Y____________________<br />A____________________<br />V____________________<br />I_____________________<br />S___________________<br />Structure<br />Structured Learning Exercises are taught using a variety of mediums and some variation in methodology. There are learning tapes and videos, as well as workbooks for individuals. The groups are structured more like a classroom setting than a traditional group therapy session. The sessions are often sequentially arranged so that one skill provides a foundation for the following skill.<br /> <br />SAMPLE OF STEPS USED IN A SKILL BUILDING SESSION:<br />Description of the skill to be demonstrated<br />Discussion of why that skills important and how it can be used<br />Facilitator demonstration of the skill<br />Participant discussion of the skill<br />Participant practice of the skill with feed back from other participants<br />Facilitator review of skill<br />Skill demonstration assignment<br />GUIDELINES FOR MODELING OF SKILLS<br />Use at least two demonstrations, one at regular speed and the next showing each of the steps<br />Select situations relevant to person<br />All displays should have a positive outcome<br />Modeling should depict all steps correctly sequenced<br />Focus on one skill at a time<br />Comparative Models- Patient Education<br />68580228600Functions:Patient Education programs provide information on medication, healthcareStructures:Most Patient Education programs resemble a traditional classroom setting. They often have a large didactic component and frequently are accompanied by workbooks and even homework assignmentsExample of Format:An “Advanced Organizer” which is an overview of the topic including goals and activitiesDidactic presentation often with:ExamplesQuestion periodsVisual aidsA summary reviewing the key pointsAn assignment for the next session<br />Included in this section are <br />Descriptions of functions and structures of patient education groups<br />Hints on developing a lesson plan<br />An example of an advanced organizer<br />Hints for presenting content <br />How to use teaching strategies<br />A sample lesson plan<br />Patient Education<br />Functions: <br />Patient Education programs are used to teach individuals and their families how to cope with mental illness. Other topics frequently taught in patient education programs are medications, health awareness and smoking cessation. The approach places a large focus on teaching individuals methods to help manage their symptoms and often focuses on recovery.<br />Structures:<br />Example: Advanced Organizer“Today we are going to discuss how various factors can impact on our emotions. Like today on my way driving to work, another driver cut me off and I almost ended in a ditch and spilled my coffee all over me. Then when I got out of the car to come into the building I stepped into a huge water puddle. As I walked into the building Mr. Faulks asked me a question and I almost took his head off. And, I thought how much like what we talk about in here is like what I just experienced this morning.“Today when we talk about managing our emotions we are going to be discussing:How different factors can influence our present emotional statesWe are also going to be discussing how to distinguish what is happening in the “here and now” from what it is that is influencing how we are feeling.“I have a short, 10 minute, film to help dramatize this issue and then we will have the rest of the session to talk about factors that can impact on our emotions and how to better manage our here and now emotional states.“Before I start are there any questions?” Patient education programs are conducted in a classroom like setting. There is often a formal lesson plan prepared by a clinician/teacher. The lesson plan can include informational handouts, films or even homework assignments. <br />Hints on Developing a Lesson Plan <br />Advanced Organizers<br />Starting off the session with an advanced organizer helps prepare learners for the main part of the presentation. An advanced organizer is often described as a conceptual framework that helps learners prepare for the main part of the lesson to follow. Metaphorically it is described as an ”intellectual scaffolding.”<br />The advanced organizer starts with something to prompt the learners interest. That prompt can be a story, maybe a joke, cartoon or even a recent incident the learners are familiar with. But, in someway the prompt needs to relate to the lesson plan.<br />The advanced organizer then contains a description of the goals and a highlighting of the importance of the goals. After a description of the goals, there is a brief description of how the session will proceed. And finally the advanced organizer gives learners a chance to ask any clarifying questions before the main part of the presentation begins. <br />Hints on Developing a Lesson Plan- continued<br />Presentation of the main body of the instruction“What you say or do is less important than what people learn.”“When the topic gets too heated talk more slowly. If it becomes a little to dry “punch it up” by changing your volume and rate of speech.”Hints for presentation of the contentIt is important that we use terms and concepts that can be easily understood by the learners. When presenting technical information review definitions and give at least two examples to help clarify the new terms. Try not to lecture for more than 5 minutes at a time without having some way to involve the learners in the discussion. This can be done by asking participants general questions or if they can give an example of what you are describing.At the end of each section summarize what has been discussed and then segue into the next section. Be modest in how much information can be retained in one session.It is easier for learner to understand what is being said if you use shorter sentences, speak slower than usual and repeat key points.Hints for instructional strategies:Remember people have different learning styles. Some people learn by listening, others by seeing and still others by doing. Use a variety of instructional methods to meet these different learning styles.Pre-test all of your media and have film, video or slide show ready to immediately start when necessary. It is easy to lose a group when the film has 5 minutes of credits before the story actually begins. Do not surprise learners with a strategy. Let them know what you want them to be doing and why.Preface the strategies with what you want the learners to focus on and what you will expect them to do at the end of the exercise. [Example: We are going to look at a 10 minute file and at the end of the file I want you people to talk about what really was making Howard mad, how those feeling might have influenced his reactions toward Ginger and how he could have better managed his “here and now” feelings.]KNOW YOUR LEARNERS! Match the media to the learners’ styles. This might be a simple as not showing a video of simple country life to individuals who have spent their lives in the country or a presenting a highly technical program to learners that are not familiar with the material. For example pharmaceutical companies have some very good videos on medications and mental illness, but the intended audience is physicians and nurses not individuals receiving mental health services. <br />Summary of the Session<br />The summary of a session can be the important phase of the learning. It is your opportunity to highlight key points, answer any remaining questions and prepare learners for the next session.<br />Example of a Lesson Plan <br />GoalsContentMethodTimeAdvanced OrganizerGoals and overview of courseParticipant introductions and expectationsGoal 1:Section 1Goal 2:Section 2Goal 3: Section 3SummaryReview of Key PointsQuestions and responsesWhat is to be covered next sessionModifying exercise for population<br />Example of a Lesson Plan <br />GoalsContentMethodTimeAdvanced OrganizeReview of number of mentally inmates with substance abuse disorders Case example describing complications of co-occurring disordersGoals and overview of courseParticipant introductions and expectationsBrief lecture with 5 item quizCase study General question and answer 10 minutesGoal 1: Describe the differences between a psychiatric disorder and substance abuseSection 1What is meant by a psychiatric disorder?Focus on Axis I disordersDescription of “course of disorder”What is meant by substance abuse?Definitions and examples of abuse and dependencyDidactic with flip chart showing onset of disorder and impact on functioning over time. [chart 1]Didactic presentation with definitions15 minutesGoal 2: Review the potential impacts of substance abuse on psychiatric disordersSection 2How substance abuse can negatively impact on the way people feel.The impact of substance abuse on psychiatric conditions. Focus on age of onset, number of psychiatric episodes and decrease in support and options.Question answer period on some of the “day to day” negative impacts of substance abuse.Review of chart 1 with heightened areas showing impacts of substance abuse.Goal 3: ] Compare and contrast their options for change.Section 3The decision balance chartExamples of benefits and costs of continued useExamples of benefits and costs of stopping useDecision Balance ChartGroup discussionSummaryReview of Key PointsSubstance abuse negatively impacts on individuals who also have a psychiatric condition.Onset, frequency, severityChange is ultimately up to the personAssignment for next week{complete personal Decision Balance Worksheet]What is to be covered next sessionAsk participants to describe how they think substance abuse can impact on a psychiatric conditionAsk for questionsDistribute balance Worksheet Reinforce it will be for participants personal use and not shared with group.<br />