Children and Juveniles Case Study

Children and Juveniles Case Study

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Children and Juveniles Case Study

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To be successful in communicating your message, a careful analysis of your anticipated audience is a critical component (PlainLanguage.gov, n.d.).  No matter who the audience, the speaker must present the information in a way that is relatable and communicates why the topic should matter to the participant. Incorporating methods which involve the audience and “talk with” rather than “talk at”, allowing them to share and apply the information received will have the greatest impact.  To illustrate, options of how to present the message “don’t do drugs” will be given for three different audiences: children, juveniles, and pregnant women.

The key focus for programs with both children and juveniles is an interactive learning environment.  Working with elementary school children could begin by first providing education, creating the “why” behind not doing drugs. Within classrooms, utilizing worksheets, video, and activity-based lessons would prove most effective for this age, who learn more by doing and experiencing.

After providing the why, the next step would be to engage children in prevention strategies.  One method would be to assign student teams who would create prevention videos to be entered into a contest and judged by their peers as well as a panel of experts.  From there a partnership with the local news stations where the winners’ video could serve as a public service announcement during October which is substance abuse prevention month (White House, 2015).  Collaboration between students and community professionals creates mutual buy-in for a community problem.

Presenting the message to middle school and high school will prove more challenging.  When adults provide information, they must also be open to and willing to acknowledge that students may be more knowledgeable in some components of the topic; therefore, it may be beneficial to first establish the students’ baseline of knowledge (PlainLanguage.gov, n.d.). Two options would be to have (1) students work in groups to complete a quiz about the forms of drugs, methods of use, nicknames, and effects or (2) show a picture of a drug and have students provide the information in a group setting.  The next step could be initiating a dialogue about their experiences, perceptions of peers who are doing drugs, and what strategies do they use to resist.

Marijuana is especially popular with this age group with the common argument that it less harmful than alcohol, doesn’t have lasting impacts, or only affects the user.  Strategies for making the message real to this population would be to invite a guest speaker to share their personal story of how drugs impacted them; reading real news stories and engaging students to be “the jury” discussing appropriate sentences or showing before and after pictures of meth users.  Another activity that might have an impact is having a student debate with teams who will research and then present both for and against the legalization of marijuana.

Finally, with pregnant women, the goal would be to provide education on the effects of doing or being around drugs on their unborn baby, strategies for how to leave an environment where drugs are being used (whether cigarettes or illegal forms), and how to refuse substances.  Pregnant mothers who are not showing yet and adjusting to the limitations of pregnancy may struggle with this issue more than mothers who are further along. Others may offer substances which could harm the baby, not realizing that a woman is expecting.

Unlike the other education platforms previously discussed, pregnant women are most receptive to this information in a one on one interaction especially with their health care provider (Nolan, 2009). This population respects the recommendations made by medical professionals when the information is given in a language that is free of medical jargon paired with the encouragement to ask questions.

References:

Plainlanguage.gov. (n.d.).Identify and write for your audience. Federal Plain Language Guidelines. Retrieved from http://www.plainlanguage.gov/howto/guidelines/bigdoc/audId.cfm

Nolan, M. L. (2009). Information giving and education in pregnancy: A review of qualitative studies. The Journal of Perinatal Education, 18(4), 21–30. http://doi.org/10.1624/105812409X474681

White House (2015). October declared substance abuse prevention month.  Retrieved from https://www.whitehouse.gov/prevention-intro.

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.

Children and Juveniles Case Study

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. Children and Juveniles Case Study Place the Order Here: https://standardwriter.com/orders/ordernow / https://standardwriter.com/

Children and Juveniles Case Study

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