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Instructional Plan and Presentation:

Loi Darden
September 14, 2015
Professor: Frances Fulcher

Instructional Plan:
Developing Coping Skills in Adolescents


Coping skills are those skills that we use to offset disadvantages in day to day life.
Coping skills can be seen as a sort of adaptation, such as the finely tuned hearing that many
visually impaired people develop.
Coping skills can be positive or negative. Positive coping skills help us get through
situations at nearly the same level as those who do not have the disadvantage. Negative coping
skills, however, may provide short-term relief or distraction, but ultimately worsen our

Phase I

Target Audience
cope in the stressful time of their lives.
adolescents and desire in helping them to

- New instructors especially parents with

and counsellors who are new in working with

children ages 10-21.

This course is designed for parents, educators

- Broad age range due to various

backgrounds and cultures.

Developing Coping
- No experience working with adolescents

Description of Course

Delivery Modality and Length of Course

1. Identify and develop character strength.

training program.

2. Promote positive communication and

Each week is a different approach to this

positive relationships.

for 4 hours per day and 3 days per week.

3. Helping adolescents relax and find

This course will take a six weeks process

successful ways in problem resolution.

classroom setting.

4. Develop a full toolkit of coping skills

This program is done face to face,


Phase II

Developing Coping Skills in Adolescents

1. Identify and develop character
2. Promote positve
communication and positive


3. Helping adolescents to relax

and find successful ways in
problem resolution.
4. Develop a full toolkit of
coping skills.

1. Build character strength in adolescents and

help them to recognize the character strength in
2. Describe the strategies used to build a
healthy, sociable environment and positive

3. Research ideas to develop activities that fit their

personality and interest making them relax and also
use scenarios given to brainstorm ways in which to
solve problems.
4. Demonstrate self-control and coping skills in
different situations.

Phase II

Rapid advances in technology have transformed the environment and

changed the way we learn by impacting the interpersonal
communication and collaboration.
power point/slide share

Educators should choose strategies that accomplish particular

educational objectives. From this perspective, instructional strategies
are tools available to educators for designing and facilitating learning.
Below are some instructional strategies from the traditional classroom:
discussion, lecture, self-directed learning, mentorship, small group,
project, collaborative learning, case study and forum.

Phase III

Strategies &

The goals and objectives

are achieved by utilizing
collaborative and
project-based learning
techniques that
challenge learners
critical thinking skills.

By using various
worksheets that present
real - life situations,
participants collaborate
to develop responses to
the situation.

This guides the learner

to a deeper
understanding of the
ways in which poor selfesteem and fear become
a barrier to achieving
full potential of life
coping skills.

Learning Methodology

Plan for Implementation

Length of course and

start date.
Individuals involved


Build Interest

Formative Assessment

The length of this course will be 4 hours per day with two 15
minutes break for 3 consecutive days per week for 6 weeks. The
starting time will be from 6 p.m. to 10 p.m. and the anticipated date
for course to begin is December 1, 2015 to January 12, 2016.
Individuals involved in the implementation of this course are the
facilitator and the learners.
Resources needed for this course are a computer and projector,
whiteboard and dry erase markers. Materials needed to be prepared
are the power point slides and handouts, case study with scenarios,
activity sheets, games, quiz and evaluation
This course will be communicated through the Universities and
communities as a prerequisite course for individuals who would
like to start their Bachelors in Education or Social Work and for
parents living in various communities who strive in helping their
children to cope in society.
To build interest and commitment in the plan the course will be
more of a student-centered with hands on activities and team
collaboration, resolving case studies and developing suitable
instructional strategies.
Participants will be selected based on their needs and field of study.
The formative assessment will be conducted throughout the
instructional design process. This will help to improve the design of
the course as we proceed in developing its success. The formative
assessment also identifies areas that might be misunderstood by the
learner or misrepresented by the instructor.

Schedule/Timeline: 6:00 p.m. -10:00 p.m.





Week One
Day One
6:00 9:30 p.m.
Two 15 mins. Break

Welcome and Introduction


Opening Exercise
Watch a short video on
Who am I?

Establish connection
between students and
getting to know me.

Day Two
6:00 9:30 p.m.
Two 15 mins Break

Pre-Activity Coping Skills

Learn about your stress

Individual Activity

Brief review of the

students general
knowledge of the subject
(knowledge check)

Day Three
6:00 9:30 p.m.
Two 15 mins. Break

Share information with class

of 1-3 of your major stress
and what strategies you use
to cope and if it works.


Help individuals to open

up to each other and
realize that they are not
alone. (Learning from
each other)

Week Two
Day One
6:00 9:30 p.m.
Two 15 mins. break

Problem Solving

Group Activity

Strategizing instrumental
action planning

Work together as a team to

resolve scenarios by
developing positive
strategies to effectively
adjust ones thoughts and

Day Two
6:00 9:30 p.m.
Two 15 mins. break

Managing your feelings:

4 Steps process for helping
adolescents managing their

Discussion/ Group

Learners will name the

feelings, accept feelings,
express their feelings and
choose a healthy way to
take care of themselves.

Day Three
6:00 9:30 p.m.
Two 15 mins. break

Information seeking &

requesting the right help
when needed.

Whole class and group

use of technology device

This enables learners to

read, observe and choose
the right persons to ask for

Week Three
Day One
6:00 9:30 p.m.
Two 15 mins. break

Social isolation by
withdrawal, concealment and
advoiding others.

Group Activity and Role


Isolation is a form of
depression that leads to
stress and can cause
abnormal thinking and

Day Two
6:00 9:30 p.m.
Two 15 mins. break

Anger Management

Individual and Worksheet Identify things or people

that makes them angry or
upset and learn how to
develop control and
develop people skills.

Day Three
6:00 9:30 p.m.
Two 15 mins. break

Distress Tolerance

Listening to different
types of music and

Teaches individuals to
learn how to make it
through a bad situation.

Week Four
Day One
6:00 9:30 p.m.
Two 15 mins. break

Stress Relievers I


Help learners to identify

negative ways adolescents
used to relieve stress.

Day Two
6:00 9:30 p.m.
Two 15 mins. break

Stress Relievers II

Group Work/Technology

Research these negative

ways and present the
effects it cause on the

Day Three
6:00 9:30 p.m.
Two 15 mins. break

Stress Relievers III

Discussion and

List activities or strategies

that can encourage teens
in your life to try that is
suitable for them.

Week Five
Day One
6:00 9:30 p.m.
Two 15 mins. break

Healthy Relationships

Group activity

This enables the learner to

identify the various types
of relationship and
demonstrate how you can
build a healthy one.

Day Two
6:00 9:30 p.m.
Two 15 mins. break

Getting involved

Individual /worksheet
and discussion

Get adults to open up and

be volunteers for task to
be done.

Day Three
6:00 9:30 p.m.
Two 15 mins. break

Eating right and living


Group activity and


Give learners an
understanding of
unhealthy foods that are
used to curb depression

Week Six
Day One
6:00 9:30 p.m.
Two 15 mins. break

Relax I


Identify your needs and

wants. Find a distractor
and try not to spend all
your time and energy on
your problems.

Day Two
6:00 9:30 p.m.
Two 15 mins. break

Relax II


Help individuals try to

make good use of their
leisure time.

Day Three
6:00 9:30 p.m.
Two 15 mins. break

Relax III


Develop a new freedom

skills for daily living and
breathe a breath of fresh

Phase IV
Evaluation Strategy
An initial evaluation will be conducted at the end of the course that will give an idea of
how the attendees reacted to the information provided; was it helpful? Is it easy to understand?
What did the participants take away from the training that will help them? What would the
participants add or want to learn more of? This initial evaluation will be done as a group activity
on the last day of the course.
In addition, participants will be given a short quiz to measure what they have learned.
This is a short ten question quiz that will be completed at the end of each weeks lecture. This
quiz will be created by the facilitator. Defintion:
A learner evaluation is a high level of
success that is accomplish through which
the learner
is able atofollow
meet instructional
To evaluate a change
in behavior
up questionnaire will need to be distributed to
goals and objectives.
the participants at their individual location
of practice whether at home or on the job. Questions
To determine the success level a learner
has achieved
by participating
in knowledge, do they have the resources
that pertain to what they learned,
how they
are using the
to use the knowledge taught, and Characteristics:
what suggestions do you have to improve the training? This
questionnaire will be distributed 3-5 months
after the completion of training.
Evaluation which takes place
after an instructional
intervention has been

Evaluation that generally takes place before or
Evaluation Instrument
a project's implementation.
To improve the project's
design and performance.
Provides feedback so program
personnel can impove it

To gather data which
allows the effectiveness to be determine and


Provides a summary at the end of the
program and determine its effectiveness.



Evaluation & Future Design Use

The information received through these evaluations will help inform future decisions
regarding this course. If necessary, changes to the course content, delivery methods and activities
could be made as a result of data gathered through evaluation. Also, depending on the results of
the various evaluation methods, a decision could be made to make the course the cornerstone of
a larger, departmental training curriculum or completely abandoned.

Brown, A., & Green, T. (2011). The essentials of instructional design: Connecting fundamental