Learning Theory for the Teaching of Stress Management
- Identify the needs of
the audience (individual or group).
- Establish appropriate
goals and specific learning objectives for specific training sessions.
- Select appropriate content
to match goals, learning objectives and time available.
- Select appropriate teaching/learning
strategies based on age, educational level, occupation, interest of participants,
group size, length of training and training intervals, facilities and environment.
- Sequence instructional
strategies appropriately.
- Explain the importance
of establishing set, internal transition and pacing.
- Provide opportunities
for appropriate practice by participants.
- Explain the importance
of modeling.
- Demonstrate good presentation
skills.
- Analyze group dynamics
in simulated situations and identify strategies for handling specific situation,
i.e. slow learners and resistant group members.
- Evaluate understanding
and skills acquisition.
- Provide appropriate
reinforcement and feedback.
- Establish appropriate
levels of mastery.
- Select appropriate equipment,
audio-visuals, instructional materials and facilities.
- Evaluate training and
modify it based on evaluation.
- Establish a method for
follow-up to evaluate effectiveness of the program for future development.
- Explain the role of
behavior modification strategies in promoting life-style change.
- Apply motivational theory
in designing instructional strategies for use with specific types of groups
or individuals.
- Discuss the importance
of feedback and reinforcement in learning stress management coping skills.
- Identify how part/whole
learning is important in teaching relaxation skills.
- Explain the need for
proper timing and progression in teaching intervention strategies.
- Explain state-dependent
learning.