Teachers or counselors can reinforce taught concepts in spontaneously arising situations (Knaus, 1974, 1977a, 1977b, 2004; Knaus & Haberstroh 1993). For example, asking a student to use a coping skill in a problem situation, when the student does not know the skill, is generally impractical. On the other hand, once the student has learned and practiced an REE concept, promptinga student to use a tested coping strategy, can prove productive. This application prompting method shows students that they truly do have choices in how they respond to problem situations, and can experience a sense of reward from applying a new REE taught skill.
The 30 second and 5 minute versions should grow naturally out of the 5 second version. In 30 seconds, there’s enough time to talk about how you’ll achieve what you described in 5 seconds, or provide specifics of the 2 or 3 most significant things about how the effect described in the 5 second pitch will be achieved. Provide the next level of detail down, adding in just enough interesting detail that the listener can get a clearer picture of your idea, and gain a deeper and more nuanced understanding of what you’re proposing. If you can’t distill down what you’re doing in 5 and 30 second versions, don’t worry too much about the 5 minute version: odds are you won’t get many people to listen to you for that long.