Instructors should note the major themes that were examined in Parts 1 & 2. An instructor has to do intensive research; a good product doesn't happen overnight. How well you know your subject once the research is completed, will determine how effective you will be on the platform. Don't be the rookie who puts off until the last minute the important time that is necessary in doing thorough research.
When studying materials and methods of secondary education, one of my professors, Dr. Walters, made this poignant statement: "Know your subject and teach it." Sounds simplistic, but it's not as simple as it sounds. If you know your subject then you are prepared to teach it. An instructor should know his material without reading from a script or notes. He should be able to walk into a classroom with stage presence, and, as the Aussies say, "get stuck into it" immediately. The class will know at once if your're just 'winging it' or if you know your stuff. Don't just dust off your notes. Learn the material and reherse it if need be. And have your electronic and other equipment ready to go.
When writing a lesson plan on Combat Stress, consider the following:
Look at how soldiers from countries other than the U.S. handled the stress of combat. Look at the notes, photo studies and commentary in Parts 2&3 of the Combat Stress webpages.
What was involved that allowed some soldiers to handle the stress better than others? Did certain types of terrain, weather conditions, diseases, age of the soldier, where he grew up, his family and friends, affect his performance? Was he influenced by siblings or a father who was serving or had previously served?
Was the soldier self-conscious about his personhood and situation in the field; was he comfortable with other men in all situations?
Was the soldier a team player or a 'lone ranger.'
Also, explore the homefront the soldier left behind: what are his/her concerns about what is going on there?
