Teaching Plan

Cognitive behavioral Distortions

Guided Imagery

Learner Content Outline Methodology Time Evaluation

Outcomes Frame

1. Learner will Examples of current application PowerPoint 10 Learner

recite their of guided imagery—sports presentation on minutes reiterated basic
understanding of psychology, cancer, HIV. benefits of positive understanding
the connection thinking: lower rate of mind-body
between our of depression, better connection—in
thoughts, coping during stress explanation or
feelings, and and illness. example.
behaviors.
“Lemon, loss and OR
love”--visual Learner gave
imagery exercises. valid examples
of how the mind
and body are
connected.
Review, discussion,
and/or role-play of
2. Learner will be Definition of cognitive errors. the 10 most Learner stated
able to recite one cognitive errors. 20 one way in
way in which Examples of the ten most minutes which his/her
positive thinking common cognitive errors. thinking can
can improve  All or Nothing thinking affect their
one’s outlook on  Overgeneralization outlook on life
life and ones  Mental Filter and/or on their
decisions  Disqualifying the decisions.
Positive
 Jumping to Conclusions
 Magnification or
Minimization
 Emotional Reasoning
 Should Statements
 Labeling and
Mislabeling
 Personification

Teaching Plan
Cognitive behavioral Distortions
Guided Imagery
Cognitive behavioral Distortions continued

Learner Outcomes Content Outline Methodology Time Frame Evaluation

3. Learner will be able Review cognitive Role-play with 10 minutes Learner stated one
to recite one way in errors in volunteer, or if example of a
which negative thinking healthcare adequate audience cognitive
can have health decisions participation, ask distortion in
consequences. to give few which they can
examples of faulty personally relate.
thinking.

Printed handout Learner

4. Learner will with images of the understands that
understand that feelings ten cognitive feelings are not
are not facts. distortions. facts.

Teaching Plan
Protection from opiate overdose:
Street users to pain medication patients
Naloxone administration and rescue breathing

Learner Outcomes Content Outline Methodology Time Evaluation

Frame
1. Learner will What is overdose? Discussion over 10 minutes Learner stated three
understand when they PowerPoint examples of
are more vulnerable Predispositions for presentation. increased
to an overdose an overdose. vulnerability to
overdose.

2. Learner will Signs and

reiterate signs and symptoms of Video and discussion 7 minutes Learner reiterated
symptoms of an overdose. signs and symptoms
overdose. of an overdose

3. Learner will Rescue breathing Know what the Learner demonstrated

demonstrate rescue and naloxone acronym SCARE 20 minutes rescue breathing and
breathing and demonstration ME stands for: not counting naloxone
administer naloxone taught by Harm Stimulation return demo. administration.
IM or intranasal. Reduction Call 911
Coalition, Airway
Pittsburgh. Rescue breathing
Evaluate
Muscular injection
Evaluate again
 Teaching Plan
Sexually transmitted disease
Safe sex negotiation
Why/when to obtain HIV testing

--Accomplished through--
Motivational Teaching Plan
Stages of Change
Motivational Interviewing

Learner Outcomes Content Outline Methodology Time Frame Evaluation

Learner will be able to Definition of The Transtheoretical 20 minutes Learner stated one
look at a stages of Cost Benefit Model: example from each
change diagram, and Analysis. Figure Stages of Change box of the decisional
from this discuss what from Sobell et al, Source: DiClemente balance chart (cost
each stage means. 1996. and Prochaska 1998 benefit analysis)
Learner will be able
to reiterate in their
own words:

“Success, moreover,
Role-playing with is defined not just
Learner will be able to resistant client who by changing the
appreciate the benefits Decisional doesn’t want to stop 10 minutes behavior but by any
of changing and not balance using, or movement toward
changing. technique as a role-playing with change, such as a
means to make resistant client who shift from one stage
decisions. sees a lapse in drug of readiness to
use as a failure another.”
Make it clear that (group vote). Prochaska and
this model does DiClemente, 1998
not assume
treatment
willingness