Purpose and rationale for selecting the lesson
The purpose of the lesson as discussed earlier is to equip family members, teachers, and patients’ with skills on cognitive behavior. This will assist the audience in using cognitive processes to alleviate suffering in patients with maladaptive behavior. The audience must be able to understand maladaptive behaviour, which is a condition that inhibits an individual from adjusting to some situations. This leads to an individual deliberately avoiding some situations due to fears and may end up in an individual not being able to perform some actions (Beck, 2007). The rationale behind the lesson is that individuals must be able to understand maladaptive behaviour in order to ensure that suffering in patients with maladaptive behavior is reduced. This is mainly because if the intended audience does not understand the condition then patient’s suffering will be propagated.
Another reason for this lesson is that a number of skills need to be imparted on the target audience of the lesson. These skills are imperative when it comes to dealing the condition, In addition to this; family members, teachers, and patients’ can help a great deal when it comes to assisting a patient with maladaptive behaviour. For example, once they have acquired skills on cognitive behavior they can be able to create routines, structures and opportunities that can assist a patient deal with their problem (Beck, 2007). They can also provide an opportunity for patients suffering from maladaptive behaviour to communicate their feelings as well as provide comfort for the patient. By being able to communicate their feelings openly then the patient’s fears can be critically evaluated in order to further understand the condition. This in turn can be used to encourage brave behavior.
The philosophical or theoretical basis for teaching approaches used in the lesson:
The selected target audience for the lesson is family members, teachers, and patients. In order to teach the lesson effectively it is important to select an appropriate approach (Cooper, 2006). One difference in the target audience that needs to be addressed in class is the relationship between the caregiver and the patient. As stated, some of the caregivers are family members while others are teacher. Both share different relationships with the patient. It is important to identify them because the plan and the content of the lesson depend on the type of audience handled by the trainer. In this case, there are two types of audiences operating in different environment. A family member will be dealing with a close relative. Family members often have to take the responsibility of taking care of their fellow siblings or next of kin when they are taken ill. On the other hand, a teacher or trainer will be dealing with a student who they are not related to. Therefore, as a teacher one must plan the lesson effectively to deal with these differences (Marzano, Marzano & Pickering, 2003).
When it comes to offering care to patients one of the main divisions in the target audience is the gender. Men and women will offer different forms of care. Therefore, one of the theoretical bases for teaching approaches used in the lesson is to teach both genders differently. This is mainly because men tend to be distant and unemotional when offering care. On the other hand, women tend to be very close and emotional with the patient. Therefore, while teaching the class the teacher must be able to understand that this two major difference will occur when it comes to delivery of care to a patient. For example, the male students in the class need to be encouraged to be closer to their patients in order to offer an opportunity for patients suffering from maladaptive behaviour to communicate their feelings as well as provide comfort for the patient as stated in the lesson rationale. This will help that male students offer the best care possible.
References:
Beck, A. (2007). Nature and relation to behavior therapy: cognitive therapy, 1(2): pp.184-200.
Cooper, J. M. (2006). Classroom teaching skills. Boston, MA: Houghton Mifflin Co.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, Va: Association for Supervision and Curriculum Development.
