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Report Assignment – CAUSES OF POVERTY
1.Topic for your self-improvement project – CAUSES OF POVERTY
3. Now it is time to explain at least three specific skills or techniques you learned during your research on your selected topic – you should include at least one skill, technique, or piece of support from each of your three sources. From each source, we are asking you two things – a list of key words or short phrases for the skills you found and then an explanation of those skills including a complete oral footnote for the source. You will find that these items may be useful in the preparation for your informative speech on this same topic. The key words or phrases may help you organize main points. Although this is a written report, we are practicing the oral footnotes that must be used in your speech to identify your sources for your audience.
Source #1
a. List the key words or short phrases for the skills you found in this source.
b. Explain these skills in a short paragraph including a complete oral footnote for
the source.
Source #2
a. List the key words or short phrases for the skills you found in this source.
b. Explain these skills in a short paragraph including a complete oral footnote for
the source.
Source #3
a. List the key words or short phrases for the skills you found in this source.
b. Explain these skills in a short paragraph including a complete oral footnote
for the source.
4. Describe how you plan to apply these concepts in your personal or professional life. Be specific, and include all of the skills or techniques you listed in #3.
Create a sample dialogue between two or more people demonstrating the skills or techniques you discussed in #3.Using the key words or phrases you created for question #3, identify these concepts by putting the name of the skill or technique in parentheses. Your sample dialogue should demonstrate all three of the skills or techniques you described in your answer for #3 in this assignment and should involve a minimum of five exchanges between the people involved. I.e., five exchanges = ten statements.
An example of ONE exchange- (You would need to add four more)
Topic: Coping with Criticism
Instructor: You really did not do a very good job on this assignment.
Student: I want to make sure I understand. You’re saying I did not do
a very good job (reflective listening). Could you help me understand
if it was the format I used or the length that was not very good?
(asking for additional information)
Sample Project Report
Sample Self Improvement Project Report
1. Topic for your self-improvement project: Engaging Children’s Cooperation in the Dental Environment through Effective Communication
2. What motivated you to choose this topic for your project? My future career motivated me to choose this topic for my project because I plan to work in a pediatric dental office.
3. Now it is time to explain at least three specific skills or techniques you learned during your research on your selected topic – you should include at least one skill, technique, or piece of support from each of your three sources. From each source, we are asking you two things – a list of key words or short phrases for the skills you found and then an explanation of those skills including a complete oral footnote for the source. You will find that these items may be useful in the preparation for your informative speech on this same topic. The key words or phrases may help you organize main points. Although this is a written report, we are practicing the oral footnotes that must be used in your speech to identify your sources for your audience.
Source #1
a. tell-show-do technique
b. While researching my topic I learned an important communication technique known as the “tell-show-do technique”. On the American Academy of Pediatric Dentistry’s Web site, I found a 2011 article entitled “Guideline on Behavior Guidance for the Pediatric Dental Patient”. The article states that the “tell-show-do is a technique of behavior shaping used by many pediatric professionals. The technique involves verbal explanations of procedures in phrases appropriate to the developmental level of the patient (tell); demonstrations for the patient of the visual, auditory, olfactory, and tactile aspects of the procedure in a carefully defined, nonthreatening setting (show); and then, without deviating from the explanation and demonstration, completion of the procedure (do).
Source #2
a. basic communication skills
b. A 2006 article entitled “Engaging Children cooperation in the dental environment“ on the website for the University of Kentucky College of Dentistry, emphasized that, in a professional relationship, the clinician (such a pediatric dentist or a member of the pediatric dental staff) should demonstrate three qualities:
1. Congruence-genuineness/honesty with the child;
2. Empathy- The ability to reverse roles and understand the experience from the child’s perspective;
3. Respect- Acceptance of the child and unconditional positive regard”
Source #3
a. immediate positive reinforcement
b. In another article I accessed on February 25th of this year, entitled “Managing the Pediatric Patient”, I learned the communication technique called “immediate positive reinforcement” used as a behavioral management technique. This article was found on the Dental Learning Network’s Web site which provides continuing education for dentists. The article explains the technique by saying “A key component of behavior guidance techniques is immediate positive reinforcement, both verbal and non-verbal, where the child is given positive feedback when they are exhibiting appropriate behaviors. It is very important that even with the extremely anxious, disruptive and uncooperative child, that any positive behavior is immediately rewarded. Learning theory states that behavior that is rewarded increases in frequency, while behavior that is punished or goes unrewarded decreases in frequency. Thus behavior shaping is new behaviors that develop by reinforcing successive approximations to a desired goal. Non-social reinforcers such as toys and stickers can also be used but they should always be given to the child by the dentist at the end of the appointment. The power of verbal praise should not be understated, especially for pre-school children.”
4. Describe how you plan to apply these concepts in your personal or professional life. Be specific and include all of the skills or techniques you listed in #3.
I plan to apply these concepts in my professional life several times a day. I will use reflective listening (congruence, empathy, and respect) to gain a child’s trust and help the child become comfortable while at the dentist. I will use the “tell-show-do” technique to help the child patient better understand the procedure to eliminate any fears or anxieties they may have as well as building a relationship with that child that will enable them to relax and enjoy coming to the dental office. Lastly, I will use the “immediate positive reinforcement” technique by letting the child know that good behavior will be rewarded. By doing so, the child will more than likely want to behave as best they can in order to receive a reward. I plan to use all of these techniques in my professional life not only to make my career easier, but to hopefully make a difference in a child’s life.
5. Create a sample dialogue between two or more people demonstrating the skills or techniques you discussed in III. Identify these concepts by putting the name of skill or technique in parenthesis. Your sample dialogue should demonstrate all three of the skills or techniques you described in your answer for III in this assignment and should involve a minimum of five exchanges between the people involved.
Dental professional: Hey Tommy! (Smiling) Glad you came to see us today. You have such a handsome smile! Today we’re going to introduce your smile to some new friends that will help keep that smile bright and strong. My name is Carlie and this is Dr. Bob, he’s a dentist. We’ve got some really cool tools that we’re going to use to give your smile a bath and if you’re really good we’ll let you pick something out of the secret treasure chest (Immediate Positive Reinforcement)! How’s that sound?
Tommy: I’m scared a little bit but that sounds okay. What kind of tools will Dr. Bob use?
Dental Professional: There’s no reason to be scared! We’re going to make sure you have lots of fun! Dr. Bob is just going to peek inside your mouth and we’ll explain everything we’re going to look at before we do anything (Reflective Listening). First we’ll use what we call Happy Air (showing Tommy the Nitrous Oxide nose piece). It’s magic air that only you get to breathe while you’re visiting us! It makes you feel silly! And we will also use Mr. Thirsty (showing Tommy the suction handpiece). Mr. Thirsty is a thirsty little tool and you’re smile is going to get to meet him today, too! (Tell-show-do)
Tommy: Wow! Those are some really cool tools! I like Mr. Thirsty. If I’m good do I still get to get something out of the treasure chest before I leave?
Dental Professional: You sure do! If you do a good job, what about I let you get TWO things out the treasure chest? That’ll be a secret just between you and me, okay? (Smiling) (Reflective Listening, Immediate Positive Reinforcement)
Tommy: I’m going to be extra good!
Dental Professional (during procedure): Tommy, you remember Mr. Thirsty, right (showing Tommy the suction handpiece)? He’s been sitting over here and I think he’s getting really thirsty! We’re going to squirt some water in your mouth. Will you let Mr. Thirsty get a drink? (Tell-show-do, reflective listening)
Tommy: (giggling) Mr. Thirsty wants to drink out of my mouth? That’s silly! Tell Mr. Thirsty he can drink if he wants to!
Dental Professional: Alright, here comes Mr. Thirsty open really wide! (tell-show-do)
Dental Professional: (after procedure). You did a great job, Tommy! You’re such a big boy! The treasure chest is right over there. Let’s go open it up and you can get to pick two surprises out! Thank you for being such a great patient today! We’re looking forward to seeing you again! (Immediate Positive Reinforcement, Reflective Listening)
MY SOURCES:
Topic: CAUSES OF POVERTY
Source #1
Source: website
Name of the source: Global Development Research center (G.D·R·C)
Name of article or webpage: Causes of Poverty. A GDRC compilation of articles on the causes of poverty and related issues
Date: Accessed on October 6th
Credibility of the source: The Global Development Research Center is an independent nonprofit think tank that carries out initiatives in education, research and practice at scales that are effective
.
Source #2
Source: website
Name of the source: The European Anti-Poverty Network.
Name of article or webpage: “causes of poverty and inequality”
Date: Accessed on October 6th
Credibility of the source: The European Anti Poverty Network (EAPN) is an independent network of non-governmental organizations (NGOs). EAPN has consultative status with the council of Europe, and is a founding member of the social platform (platform of European social NGOs) hence confirming its credibility
Name of the source: UNICEF Millennium Development Goals
Name of article or webpage: Poverty- eradicating extreme poverty and hunger
Date: Accessed on October 6th
Credibility of the source: The article was created by the United Nations Children’s Fund which is a United Nations Program, and it is one of the members of the United Nations Development Group and its Executive Committee
3. Supporting material found within the sources
Information from Source #1
In an article accessed on October 6 entitled ‘Causes of Poverty’ A GDRC compilation of articles on the causes of poverty and related issues ) on the global development research center learnt that there are acute causes of poverty which include Warfare, Agricultural Cycles, Droughts, Flooding and Natural Disasters. There are also entrenched factors of poverty which include Colonial Histories, Centralization of Power, Corruption Environmental degradation and Social Inequality.
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