Health Psychology Team Presentation Guidelines
Psy 3521, Jeff Ratliff-Crain
A
major part of applied health psychology deals with providing people with
information that will affect their health and lives.
This requires effectively reaching people and providing information
in a way that will get their attention and get it incorporated into their
lives. This is often a
difficult task because the behaviors that are most likely to affect health
are also ones that tend to be most tenaciously held.
The focus of your presentation will be on a particular
health-affecting behavior including its links to health and ways to alter
it. You will be expected to
discuss the issue, underlying mechanisms, prevention, promotion, etc., as
appropriate.
The
groups’ role is to summarize information from research articles,
relating that information to other course material, with a focus on
approaches for changing these behaviors, reasons for doing so, and
barriers against being successful. Non-presenting
students will receive either an article or will be referred to appropriate
background reading in the textbooks—therefore, non-presenting students
will have at least basic knowledge about the topic before
you present. Presenters will
use additional articles/materials in order to flesh out the discussions.
Presentations
will take 40-50 min. of a class period, so you will need to be succinct.
Presentations
should be backed by available literature and a written outline of the
presentation and bibliography will be turned in at the time of the
presentation. Presentations are worth 100 pts. and students in the
class will be responsible for information presented. Because these
are group projects, grades will be based on the group’s final
presentation. I
recognize, however, that there are at times group members who fail to pull
their own weight.
There will also be a mechanism by which group members will evaluate
their own and others’ contributions and these evaluations will be taken
into account for final grades (worth 20% of your presentation grade).
Presentation
topics are listed
in your syllabus. The topics can be done in a number of ways. I would
suggest narrowing topics as much as possible.
Possible
presentation topics:
·
Cancer prevention
·
Compliance in a chronic illness
(e.g., diabetes or asthma)
·
Safer sex behaviors
·
Healthy eating (preventing
obesity)
·
Promoting exercise
·
Alcohol, tobacco, or other drug
prevention
Attendance
is expected on presentation days:
Fri.
Apr. 24,
Mon.
Apr. 27, Wed. Apr. 29, Fri. May 1
Mon. May 4, Wed. May 6
Some
things to note:
§
Presenters will be
able to assign readings of reasonable length and with appropriate notice
to the class. Be sure to arrange this one week in advance.
§
Attendance during
presentations is expected.
§
Team members should
meet with me outside of class to discuss their topic and how they will
approach their presentation.
§
I am expecting each
person to rehearse their talk with their partners. A partner rehearsal
sheet will be distributed and will be handed in at the time of the
presentation.
§
Any
overheads or hand-outs need to be ready for duplicating 48 hours in
advance of the presentation and be of reasonable length (that is, consider
how much is really necessary for everyone to have their own copy
of).
Grading:
I.
An "average" (C) speech should meet the following standards:
A. Is of appropriate type for topic (e.g.,
persuasive, informative, etc.)
B. Is close to time limit.
C. Uses speaking as only means of communicating (in
other words, no use of demonstrations, visuals, hand-outs, etc.)
D. Exhibits reasonable communicative competence in
delivery.
E. Is reasonably free from grammatical or
pronunciation errors.
F. Is ready for presentation on day assigned.
II. The "better than average" (B) speech should meet
all of
A. Exhibits sound organization: A clear purpose and a
clear thesis supported by main ideas that are easily identified.
B. Is intellectually sound in developing a topic of
worth with adequate evidence.
C. Clearly includes relevant discussion of underlying
mechanisms.
D. Meets the needs, interests, and beliefs of the
intended audience.
E. Appropriately uses visuals, hand-outs, etc.
F. Demonstrates skill in gaining group understanding
of difficult concepts or in winning agreement from group.
G. Establishes good rapport with audience through
style and delivery.
III. The "superior speech" (A) not only meets the
foregoing standards but:
A. Establishes excellent rapport with the
audience.
B. Constitutes a genuinely individual and
creative contribution by the speaker to thinking of the audience.
C. Demonstrates reliability of ideas and
arguments through excellent documentation, persuasive evidence, and/or a
variety of supporting materials.
IV.
Speeches classified as "below average" (D) are deficient in
several of the factors required for the "C" speech.
V.
Speeches classified as "failures" (F) are speeches that are not
given or that are deficient in most of the factors required for the
"C" speech.
SPEECH
EVALUATION FORM
Names of
speakers:
Topic:
|
|
N
D +/- C
+/-
B +/- A |
|
Timing
(within limit?) |
0
1 2 3
4 5 6
7 |
|
Presentation
style: Pronunciation & Grammar (clear and
correct?) |
0
1 2 3
4 5 6
7 |
|
Delivery (clarity, smoothness, etc.) |
0
1 2 3
4 5 6
7 |
|
Use
of material, other than speaking, for bringing topic across |
0
1 2 3
4 5 6
7 |
|
Clarity
of purpose of talk |
0
1 2 3
4 5 6
7 |
|
Clarity
of concepts (gets confusing w/related material?) |
0
1 2 3
4 5 6
7 |
|
Skill
in explaining/defining concepts |
0
1 2 3
4 5 6
7 |
|
Documentation
of ideas & arguments (sounds like they made it up, or like they
have good back-up material that was presented clearly) |
0
1 2 3
4 5 6
7 |
|
Appropriateness
for audience (too low, too high, for people other than those
present) |
0
1 2 3
4 5 6
7 |
|
Development
of topic |
0
1 2 3
4 5 6
7 |
|
Application
of attitude change techniques |
0
1 2 3
4 5 6
7 |
|
Discussion
of underlying importance or mechanisms |
0
1 2 3
4 5 6
7 |
|
Rapport
with audience (eye contact, boring, too technical vs. lively,
energetic, uses ideas that catch attention) |
0
1 2 3
4 5 6
7 |
|
Creativity |
0
1 2 3
4 5 6
7 |
Strongest aspects of presentation:
Weakest aspects of presentation:
Other suggestions:
PRACTICE EVALUATION FORM
Rate your
presentation partner(s) on their practice presentation. Be critical, not
cruel. The goal is to help each other develop your presentations. Telling
someone they did "fine" won't be of much help-- Note WHERE can
they improve.
Name of
speaker:
Name of rater:
_________________________________
Presentation
topic:
|
|
Needs Improvement Average
Excellent |
|
Timing (within limit?) |
0 1
2 3
4 5 |
|
Presentation
style: Pronunciation & Grammar (clear
and correct?) |
0 1
2 3
4 5 |
|
Delivery (clarity, smoothness,
etc.) |
0 1
2 3
4 5 |
|
Use of material, other than speaking, for
bringing topic across |
0 1
2 3
4 5 |
|
Clarity of purpose of talk |
0 1
2 3
4 5 |
|
Clarity of concepts (gets confusing
w/related material?) |
0 1
2 3
4 5 |
|
Skill in explaining/defining concepts |
0 1
2 3
4 5 |
|
Documentation of ideas & arguments
(sounds like they made it up, or like they have good back-up
material that was presented clearly) |
0 1
2 3
4 5 |
|
Appropriateness for audience (too low,
too high, for people other than those present) |
0 1
2 3
4 5 |
|
Development of topic |
0 1
2 3
4 5 |
|
Application of attitude change techniques |
0 1
2 3
4 5 |
|
Discussion of underlying importance or
mechanisms |
0 1
2 3
4 5 |
|
Rapport with audience (eye contact,
boring, too technical vs. lively, energetic, uses ideas that catch
attention) |
0 1
2 3
4 5 |
|
Creativity |
0 1
2 3
4 5 |
Strongest
aspects of presentation:
Weakest
aspects of presentation:
Suggestions: