Mental Illnesses Case Study Assignment

Mental Illnesses Case Study Assignment

Instructions/Descriptions

Mental Illnesses Case Study Assignment

[Order Now]

Lewis (2016) stated that Commination within an organization is essential. He also stated that knowing the audience that you are communicating with is just as important. Lewis (2016) stated you can communicate until you’re blue in the face, but if your message falls on deaf ears, then you’re just wasting your time and energy.

When communicating with different groups of people, the communicator needs to do research on what are the best ways to communicate with the audience before addressing the topic one is to discuss. The communicator then needs to tailor their presentation to fit the audience that they are presenting to. If the communicator is not able to tailor it to the specific group the message that they are trying to communicate will be lost on the audience.

I have chosen three audiences to convey the message “Don’t do drugs,” those audiences are Children, people with intellectual disabilities, and juveniles. With communicating this message I had to research what would be the best approach for each audience and tailor my message. The presentation and the delivery of my message will be very different between the three groups in order for it to be successful. Each group has a different vocabulary level and I needs to know what will grab their attention in order for them to actually pay attention to my message.

When relaying the message “Don’t do drugs” to children I tailored my message to be fitting for their age group. When talking to children within the age range of preschool to age seven I need to focus on my tone, I need to keep my tone calm and I have to focus on terminology that they would be able to understand. The less blank stares that I have the more informative it will be. I will discuss specifics on how drugs make a person feel, the risk of overdosing and the other long term damage that they could have if they participate in using drugs.

It is best to be knowledgeable in the topic that you are talking about, especially the types of drugs that you are talking about because children in this age group will have questions, and the main question will be “why?” Also, with this age group, any props that I may use within my presentation would have to be colorful and would have to be real life looking props. They would have to be able to see the real items in order to identify with them.

Talking to children within the age range of 8 years old and 12 years old, I would be more interactive, versus being informative. I would ask these children Open-ended non-judgmental questions and ask them how they feel about drug use and people that use them. This group is going to show me that they are actually listening to the information that I am communicating if they ask me questions. I need to keep this group interested by answering their questions and having them participate within my presentation. Kids within this age range are more receptive to the information if they are allowed to discuss their thoughts and views on the topic without judgment.

Discussing the topic “Don’t do drugs” with juveniles is touchy, one needs to be careful with the how one communicates this information. Young people usually have a curiosity about drugs, so being informational I think would be great, though, being overly informational will bore them and they will not pay attention at that point. One must also be conscious to realize that this age group also suffers from peer pressure are with or the desire to fit into a certain group or groups, therefore, tread lightly. I think that when talking about drugs with juveniles, it is also helpful to talk about mental illnesses and what could cause people to use drugs of certain type. Explanation and open discussion about anxiety, depression, boredom, and anger could be good talking tips for opening up conversation with the age group.

When communicating with people with intellectual disabilities, you need to know the limitations of the people that you are communicating with. The first step is to not assume that someone has an intellectual disability by the way that they speak. There are people with disabilities that talk slow, or have problems speaking, but intellectually they are as smart as anyone else. People that are disabled may have traits or fidgeting that help deal with their disability. When communicating with intellectual disabled people, knowing what they are able to understand and how they are able to communicate is the key to be able to address a topic of “Don’t do drugs” with them.

If they are limited in language, then I will need to tailor my communication and information to simple words that are easily understood. I would need to keep it simple and follow the rule that less is more for this type of audience. If they are of moderate intellectual intelligence then I could introduce more information and possible include them on the discussion on what their feelings are about drugs and using them. I believe that I would have to be clear on the types of drugs that I am communicating not to do, because they may have daily medications that I do not want to confuse them in considering that they should not take these drugs as well.

Communicating with different types of audiences is more about research and preparation. The communicator needs to know what type of audience they will have in order to be effective and getting a message across. Many people learn and listen in many different ways, therefore it is not likely to reach everyone with your message. Though, being concise, calm, and focused on the type of presentation that each audience will benefit from, one can successfully communicate with many types of people. Researching the type of audience that one will communicate with is key to delivering a meaningful and successful message.

Resources:

Lewis, J. (n.d.). Tips on Knowing Your Target Audience When Communicating Within an Organization. Retrieved September 14, 2016, from http://smallbusiness.chron.com/tips-knowing-target-audience-communicating-within-organization-36023.html.

Platt, W. (n.d.). Communicate with a Mentally Challenged Person. Retrieved September 14, 2016, from http://www.wikihow.com/Communicate-with-a-Mentally-Challenged-Person.

Talking to Your Child about Drugs. (n.d.). Retrieved September 14, 2016, from http://kidshealth.org/en/parents/talk-about-drugs.html.

Talking to Your Kids: Communicating the Risks. (n.d.). Retrieved September 14, 2016, from https://www.drugabuse.gov/publications/marijuana-facts-parents-need-to-know/talking-to-your-kids-communicating-risks.

Respond to the bold paragraph ABOVE by using one of the option below… in APA format with At least one reference…..

Ask a probing question.

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Expand on your colleague’s posting.

Mental Illnesses Case Study Assignment

RUBRIC Excellent Quality 95-100%   Introduction 45-41 points The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed. Literature Support 91-84  points The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed. Methodology 58-53 points With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached. Average Score 50-85% 40-38 points More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied. 83-76  points There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration. 52-49  points The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached. Poor Quality 0-45% 37-1 points The context and/or importance are lacking. There is no search history information supplied. 75-1 points There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references. 48-1 points There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached. Mental Illnesses Case Study Assignment Place the Order Here: https://standardwriter.com/orders/ordernow / https://standardwriter.com/

Mental Illnesses Case Study Assignment

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!