page 99- Case Study: Pam Pam has been asked to develop a health education program for the local community in an affluent suburb just outside of a major metropolitan area. During her years in college, the only teaching method she experienced was lecture. She, therefore, develops and emulates a n intellectual lecture pre- sensation on the evils of drugs for the five parents of adolescents who are believed to have drug problems. When the parents seem uninterested in her approach, she is disappointed. One of the parents suggests she just sit clown and talk with them. Another parent, who is a physician, says they are all aware of the evils of drugs but need help in relating to their children. (See Case Studies Revisited page 18 1. ) Questions to consider: 1. Which method - lecture or small-group discussion - is most appropriate for Pam's lesson? Explain why. 2. How might the demographic make-up of the target population influence the selection of a method to address the objective?

Case Study: Meshah Meshah took a group of high school students to a comprehensive community health clinic to meet with the staff. 1l1e agenda was so full the students had little opportunity to ask questions. On the bus home, Meshah engaged the students in discussion a bout the football season. Unknown to Meshah, the students still had many questions about privacy issues, access to care, and the qualifications and training of staff. Many students were left with incorrect assumptions because of the lack of follow-up p. How could Meshah h have structured this visit more effectively? Questions to consider: l. How has over-planning the agenda negatively impacted the field trip experience? 2. What do you consider to be the objective of the field trip?

Page 135- Case Study: Pat Thomas, a school health educator, decides to have a debate on the issue of abortion. She asks for volunteers for the debate from the class. They select their position, and the debate follows in 1 week. The students provide excellent arguments on both sides of the issue. Pat feels good about the experience until she notices hostility among the students following the debate. Upon questioning the class she learns almost no one changes d his or her position in any way, and many feel upset that others will not change their position given the righteousness of their cause. What happened? What could improve the chances that learning will take place and students consider both sides? (See Case Studies Revisited page 182.)

Questions to consider: Do you believe the topic selected is developmentally appropriate for high school students? Why or why not?

the situations listed and reply to the four prompts in the instructions foreach situation.

Page 182- Meshah could haveclonea couple of thingsto makethefield trip more effective. Time could have beenbuilt intothe clay'sevents to allow forquestions, although if someone on-site is coordinating the visit, that might prove difficult to control. Another strategy might be to provide the students with a list of questions that they needto have answered bytheend of the visit. The designof the questions could require participants to meet specific people or experience targetedareas of the clinic. This could even be made into a type

of informational scavenger hunt to encourage active participation. Clearly, Meshah could have used thebus ride homeas a timeto processtheday's events and clarifyany points of confusion,although in fairnessto Meshah,

abus full of tiredor boisterous students mightnot be the optimal placeto

process information!A football discussion mightindeed be a sound plan,

savingthe post-visit processingor scavenger huntanalysis until thenext

classperiod. There is no one right wayto implement strategies, but the likelihood of success with any single method reliesheavily on the planning and

thought that precedes theactivity. (See page135.)

Page - 182 CaseStudy Revisited: Pam Pam needs help in her methods section. She needs to consider the educational level of her participants, review her objectives, and select more appropriate methods. She has selected an inappropriate method for the target population and has failed to take advantage of an excellent opportunity for small-group techniques.If Pam had considered the characteristics? adult learners and the fact that her target population is well-educated, she would have concluded that allowing the participants to identify the common concern and sharing ideas as theylook for solutions is a better strategy.

There is an arsenal of methods available to us in health education. It is important we consider the objectives first and then focus on the methods tomeet those objectiveswithin the context of the resources we have at our disposal. (See page 99.)