530 THE JOURNAL OF SCHOOL HEALTH

BRAINSTORMING HEALTH PROBLEMS- A CREATIVE APPROACH

FRANK CALSBEEK, M.S., F.A.S.H.A. Dordt College, Sioux Center, Iowa

Health education for tomorrow must be relevant and meaningful to- day. It must equip the student with effective tools needed adequately to solve the complex health problems of the future.

The acquisition of health knowledge often holds a prominent place in the triad of objectives of health instruction. Generally, little attention has been given to the development of problem solving skills.

Brainstorming is a creative technique used in solving various kinds of problems. It is a technique that shows a good deal of promise in health instruction. With some practice it can become an exciting and produc- tive tool to be used by the students in solving health problems. Indeed, it can well become a tool which the complexity of tomorrow may demand.

The success of brainstorming is centered in the principle of deferred judgment. Parnes (3:521) notes that: “The principle of deferred judg- ment calls for deliberate deferment of judgment during idea-finding in order to prevent premature judgment from hampering imagination. Judgment is applied only after a wide variety of alternatives are listed.” Most people place value judgments on their ideas before presenting their idea to a group. Many creative thoughts have been lost simply because the person thought others would think their idea insignificant and of little value.

When practicing brainstorming, a group lists all the ideas that come to mind regarding the solution of a problem, without evaluating or judg- ing them in any way. One is to forget entirely about the quality of the idea. Meadow & Parnes (4:176) give clear evidence in their study of brainstorming that: “There is a positive cor- relation between quantity and quality of ideas.” Quantity and freedom of expression without immediate evaluation are the key points.

At first, the ideas that result from brainstorming seem quite conven- tional. Especially is this true of inexperienced groups. This is quite natural because these first ideas are simply the result of recalling past experience. The most imaginative ideas seem to come during the latter part of the session. Parnes (1:288) explains it this way: “. . . as a group brainstorms for longer stints of time, it begins to wax more imagi- native. It soon begins to run out of ideas that come from memory. At this point there is nothing left to do but to adapt, combine, and re-arrange thoughts-and thus to conceive new ideas. The members begin to see new and unusual relationships among their thoughts and experiences- which is the essence of creative thinking.”

The effectiveness of brainstorming has been dramatic. Osborn (5:299) relates an instance involving two groups of ten engineers. One group jointly applied brainstorming while the other group worked a t the problem individually, without using deferred judgment. “When sci- entifically assayed, the findings showed that the brainstorming method had produced 44% more worthwhile ideas than the solo method.” Meadow

Quantity only is stressed.

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and Parnes (4:176) also show the effectiveness of brainstorming in their study involving two groups of equated students, both untrained in the brainstorming technique. One of these groups received brainstorming instructions, the other group did not. Analysis of data indicate that significantly more good quality ideas (scored on uniqueness and usefulness) were produced by the group that had received the brainstorming instructions.

General Rules for Brainstorming Osborn (5:300-301) outlines four basic rules for effective group

1. Judicial judgment is ruled out, criticism of ideas must be withheld until later.

2. “Free-wheeling” is welcomed. The wilder the idea, the better; it it is easier to tame down than to think up.

3 . Quantity is wanted. The greater the number of ideas the more likelihood of winners.

4. Comhination and improvement are sought. In addition to con- tributing ideas of their own, participants should suggest how ideas of others can be turned into better ideas; or how two or more ideas can be joined into still another idea.

brainstorming :

.Yteps to Successful Brainstorming in the Health Classroom Select the problem. Problems should be chosen which are real and of particular concern to the age group with whom you are work- ing. Decide on the number of participants in each group. Beginners groups seem to function well with 4-10 members. With good leadership larger sessions could well be organized. The deferred judgment principle can also be used individually. .4sk j o r volunteers or appoint at least one recorder for each group. The function of the recorder will be to write in brief form all ideas as they are presented. Ideas may come too rapidly as the brainstormers gain experience. It may be necessary to have two recorders, each one jotting down every other idea.

D. Give instructiolzs clearly. Emphasize the deferred judgment prin- ciple and the need for quantity of ideas. You may want to point out some of the expected results. Encourage combination of ideas. State the problem and prime the students. Present a few questions that will stimulate group thinking along a variety of approaches. -1 session might well begin with the teacher saying something like this : “New automobiles are required by law to have seat belts. We’ve read about how many lives could be saved each year if people would only use them. Some insurance companies agree to pay double medical cost to those persons injured in an auto accident while wearing the seat belt. We’ve all seen announcements on television and heard jingles on the radio reminding and encourag- ing people to use this safety device. In spite of all this, many seat belts are never used.”

A.

Students could well assist in the selection process. I?.

C.

E.

532 THE JOUItNAl, OF SCIIOOL HEALTH

“No\v, what can we do to help establish the good habit of using the seat belt?’’ “Should we have windshield blinds that would be relracted only when the seat belt is fastened?” “124aybe we could have the service station attendant hand :t flyer to each customer with the slogan, ‘We cherish our customers- Use your seat belt-Come again soon’.’’ “Perhaps each traffic light should have a ‘fasten your seat. )At’ sign that would flash arid become visible when the traflic light is red and people are waiting for ii to change.” “Or what would you suggest?”

I?. Tzmt tlze class loose brainstorining. Record all ideas. Beginning sessions should last, from 8-10 minutes.

G. S t o p a i d ez~alciate all ideas that have been presented. The Ixain- storming group niay evaluate their own ideas or another group may Ije selected.

Even in the best brainstorming group it will IP impossible to reniove all inhibitory factors. Dunnett (6:37) observes that, “In spite ol‘ the stimulus of group hainstorming and our specific directive to avoid all criticism, it was :Lpparcnt Ihat these persons were inhibited simply by the presence of group niernlmx”

It may well be that the most efkctive application of the deferred judb’ment principle is within each individual. It> would appear wise to liegin using the group hrainstorming approach and then make a transi- tion to in& idual application. This transition should take place only after the princ.iple is fully appreciated and understood.

Brainstorming is a livcly method; i t can be fun; arid has appeal for students in h a l t h education. It provides a setting that recognizes in- dividual differences and human worth. All brainstorming part icipnuts who have anything to contribute can do so in a milieu that is nearly free of censiire and inockcry. Al~ove all, i t provides the health student \\ith thc golden opportunity to thinlc creatively.

REFERENCES 1.

2.

Harding, IIarold F. & Parries, Sidney J. A Source Book Fur Crentioe Thzrrkiicg. New York: C h ~ r l r s Scribner’s Sons, 1‘362. Y3;ainstorming New Ways t o Find New Ideas,” Time, 69, 7 : 90 (February 18) IVdI.

3 . Parties, Sidncy .T. “The Deferment-Of-Judgment Principle: A Clarification of the Literature,” I’sycholugzcal Reports, 12, 2: 521, 1963.

4. Meadow, Arnold & Pttrnes, Sidney J. “Effects of “Brainstorming” InsLruetions on Creative Problem Solving t)y Trained and Untrained Subjects,” JOZLrlld of Edzirntaonnl I’syrliology, 50, 4: 170, 1959.

Applaed Iwzunagann!ion, New York: Charles Scribner’s Sons, 1053. Dunnett. M.D.. Cnmo1)rll. J. & .Jaastad. Kav. “The Effect of Grour, Particinu-

5 . Oshom, Alex F. 6.

tion on ’Ihin&orrniig Effectiveness f & Two Indust rial Ssmples,” Joitriini of Applied Psyrhology, 47, 1: 37, 1903.