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Teaching tech: Neurofeedback / Neurotherapy for use in Ecological Momentary Assessment use to teach against risky decision making (Stotler, 2019)
- 1. Running head: TEACHING TECHNIQUES Teaching Techniques Refusal Skills (Teaching Techniques) Jacob R. Stotler Utilizing MHealth technology and ecological momentary assessment journals for the use of building refusal skills pupil youth, grades 7-12
- 2. TEACHING TECHNIQUE 2 Teaching technique by nuanced telehealth and MHealth data / ecological momentary assessment applications The teaching technique being presented is that of utilizing smartphone technology and/or MHealth technology and health APP journals to instigate records and build research based self report records of how juvenile youth grades 7-12 utilize coping skills and apply “refusal skills” in their every day life. This idea comes from numerous psychological approaches to properly teach children the importance of refusal factors, and the value of personal coping skills regarding drugs, alcohol and other deviant behaviors, and giving them an outlet to express their understanding of their health and psychological approach by an “MHealth / telehealth diary.” A “mobile health screener” smartphone APP is being creating for soldier deployment in the department of defense. This is being done for numerous reasons, though one of the strong reinforcing factors behind implementing such program is the “ease of accessibility” and “ease of confidentiality,” as well as technological means of record and assessment is a “preferred method over other modalities” in which is associated with MHealth, telehealth, and ecological momentary assessment of “out of the laboratory” data gathering. These kinds of health processes are needed in the field, and especially so when clinical presence is not possible (Bush, Skopp, Smolenski, Crumpton & Fairall, 2013). Another available asset of the momentary ecological assessment that is provided within the domains of MHeatlh APPS and self-monitoring telehealth technology is that the reports can be “on the spot,” this minimizes recall bias and provides a means of accurizing the report measures and details involved in the self-report process (Ameringen, Khalesi, Pullia, & Patterson, 2016).
- 3. TEACHING TECHNIQUE 3 The application of this techniques would involve orientating the pupils to learn the program, implementing the program and then presenting the data and information found by the students. The 5-steps relevant to this program and the processes are such that: 1. Establish and teach the meaning of the course to the students – the youth would be exposed to the idea of health promotion class as a form of health education in an “extracurricular” type class that promotes for refusal skills against deviant behaviors during school and outside of school. 2. The students would be instructed and orientated to be able to use and make daily records on the relevant health-app which is available on their smart phone. “2/3 of Americans own a smart phone” (Ameringen, Khalesi, Pullia, & Patterson, 2016). The APP is connected to other mobile device health applications such as if the child has a “fit bit” or an electronic health device that measures normal day functioning and vital signs. Even such that of the mobile EEG devices that function through mobile health apps could be conglomerated with the app. “The EEG as an outcome measure enables the implementation of a variety of sophisticated techniques to identify and characterize connectivity network between different brain regions” (Pascuel-leone, Caterina, Freitas, Oberman, Horvath & Halko, 2011). The app is essentially an accommodation to these people to accurately and timely make health and behavioral record in the form of ecologic momentary assessment, in which integrates the students current emotions, relevant health data from wearable devices, and tracks and records the student’s self reports about confrontations, and recordable occurrences or incidences which involves their personal experiences (in the real world). These records thus regarding refusal skills to drugs, alcohol and deviant
- 4. TEACHING TECHNIQUE 4 behaviors. The children are advised and taught through the class to utilize the APP as a health journal and behavioral journal to their experiences with potentially deviant circumstances and promoted to record their refusal techniques and experiences (outside of the classroom / laboratory) to illustrate the strategies and circumstances that they have experienced and essentially overcome. 3. The students would be assisted in the class to understand and utilize refusal factors, such as escaping the “hot circumstance”; thinking about one’s actions before making decisions, making record about new circumstances or “unusual circumstances” in which they needed refusal skills, and utilizing resources to escape deviant or potentially threatening experiences with peers or otherwise. 4. The students would be exposed to the layout and purpose of making the records, as well as they would be met with examples from previous classes, and given an overview of potential goals of the program. The students would be exposed to the agenda of the program on the administration side of the “electronic / tele-health journal keeping and ecological momentary assessment,” in which explains that the “data gathered,” and the reports made by students would be further appreciated into the class. The administrators would propagate that at the end of each week – when all reports were in from the students that the most reoccurring situations from student reports would be covered as the headline of the class teaching; the class would be able to talk about these “common occurrences,” in an “in the classroom” setting. The students would also be advised that other health data is relevant such as their accelerometer, health tracker, heart rate monitors, blood pressure and even applicable and mobile EEG device. The students would be advised or informed that all health data can become relevant and/or is
- 5. TEACHING TECHNIQUE 5 presentable information with the idea of utilizing refusal skills and making long term decisions such as avoiding circumstances and peer pressure. This approach to learning and teaching refusal skills is necessary and effective upon several different levels of psychology such as biofeedback, neurofeedback strategies, solution-based coping, problem based coping, Cognitive behavioral approaches, group integration strategies, and the method of teaching by “learn to teach” methods. 5. The students, each week would be presented the “most common or persistent occurrences relevant to the program” as well as they would be presented with concomitant health data that may illustrate on a more complex dimension – the effects and impact that these circumstance shave on a person’s life and the manipulation of health that is involved in putting forth “good refusal strategies” as protective skills to drugs and alcohol and deviance in general. The pupils would be able to “share journals” and health data in a populated class setting. Time needed The time needed would be the measures of time that it would take the pupils to record their daily experiences on the APP or with their guardian onto the app or website. The students would also need to be have an open segment of time at the end of each week for about 30 minutes to an hour, in which could take place in a setting coupled to extracurricular activities, at sports practice, ballet practice, or “Health APP meeting” as is comes as an invitation from the school hosting the program. National standards that this technique is affiliated The national health standards relevant are such that of Standard 1: “health promotion and disease prevention.” Standard 2 “analyzation of the influence of family, peers, culture,
- 6. TEACHING TECHNIQUE 6 technology and other health related factors.” Standard 3 “demonstration of the ability to access valid information….and services to enhance health.” Standard 4 “ability to use interpersonal communication skills to enhance health…” Standard 5 “demonstration of ability to use decision making skills….” Standard 6 “students must demonstrate the ability to use goal-setting skills…” Standard 7 “students to demonstrate the ability to practice health-enhancing behaviors and avoid health risks.” Standard 8 “students to demonstrate the ability to advocate for….health”. Objectives and Procedures The objectives are to provide the pupils higher tier education opportunities to utilize health, refine health and learn and teach from community trade and vision – the most optimal and helpful refusal skills, while endowing that health information and health states are important factors and giving attention to “in the moment” faculty to best cope and use refusal skills in the real word for personal and community benefit. Materials and Preparation Relevant materials would be such that of any relevant or applicable and accessible health mobile technologies and health apps, as well the uniquely engineered “tele-health ecological momentary assessment APP,” that includes assessment features and accessible daily diaries in relevance to their use and understanding of refusal skills, and how to implement these strategies. Other materials needed would be the accessibly of the data recorded, and data organization methods in which involve matching times of separate health APPS and records with the person’s other available data, and/or statistical and data integration that illustrates the commonality and similarity between self-reports of all of the individuals involved. Assessment
- 7. TEACHING TECHNIQUE 7 The assessment strategy to the program would simply be that of taking and observing records to assure that those assigned to the program are in fact fulfilling their duties in filling out their daily journal, making records when relevant and participating in the program whatsoever. The other assessment processes would involve assuring that all of the pupils in the program participated and were active in the presentations and group talks which take place every week, and assuring that if any negative or degenerate reports of involvement in drugs, or alcohol or deviant behaviors is relevant that those respondents or participants or students are accurately accommodated by professional intervention.
- 8. TEACHING TECHNIQUE 8 References Ameringen, M.V., Khalesi, Z., Pullia, K. & Patterson, B. (2016). There is an app for that! The current state of mobile applications (apps) for DSM-5 obsessive-compulsive disorder, posttraumatic stress disorder, anxiety and mood disorders. Bush, N., Skopp, N., Smolenski, D., Crumpton, R., Fairall, J. (2013). Behavioral screening measures delivered with smartphone App: psychometric properties and user preference. The Journal of Nervous and Mental Disease. 201. (11). P. 991-995. DOI: 10.1097/NMD.0000000000000039. Pascual-Leone, A., Freitas, C., Oberman, L., Hrvath, J., Halko, M., Eldaief, M……Rotenberg, A. (2011). Characterizing brain cortical plasticity and network dynamics across the age-span in health and disease with TMS-EEF and TMS-fMRI. Brain Topgr. 24. P. 302-315. Retrieved Febraury 26, 2019 from https://link.springer.com/content/pdf/10.1007%2Fs10548-011-0196-8.pdf . DOI: 10.1007/s10548-011-0196-8.