1 / 22

911 for Teachers

911 for Teachers. Tyler Anderson, Sara Gray, Kaitlin Kirby, Crystal Perez Welander. Activity. Whomp’em. Special Health and Safety Concerns. Adolescence is a trying time and many students struggle to make a healthy transition into adulthood.

jin
Download Presentation

911 for Teachers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 911 for Teachers Tyler Anderson, Sara Gray, Kaitlin Kirby, Crystal Perez Welander

  2. Activity Whomp’em

  3. Special Health and Safety Concerns • Adolescence is a trying time and many students struggle to make a healthy transition into adulthood. • Some of the common health risk behaviors that typically emerge are eating disorders, substance abuse, sexuality and pregnancy, and depression and suicide.

  4. Depression & Suicide • By age 15 girls are twice as likely as boys to have experienced a major depressive episode. • Adolescent depression often co–occurs with other disorders such as anxiety, disruptive behavior, eating disorders or substance abuse. It can also increase the risk of suicide.(National Institute of Mental Health, 2009) • Suicide accounts for 21 percent of deaths in ages 15-19 (www.866teenlink.com, 2009) • In 2007, 14.5 percent of U.S. high school students reported that they had seriously considered attempting suicide during the 12 months preceding the survey. (Center for Disease Control, 2009)

  5. Adolescent Sexuality & Pregnancy • In 2007, 48 percent of high school students had ever had sexual intercourse, and 15 percent of high school students had had four or more sex partners during their life. • In 2007, 39 percent of currently sexually active high school students did not use a condom during last sexual intercourse. • Each year, approximately half of the 19 million new STD infections are among youth aged 15 to 24. • In 2002, 12 percent of all pregnancies, or 757,000, occurred among adolescents aged 15-19. (Center for Disease Control, 2009)

  6. Substance Abuse • Characterized by repeated or obsessive use or misuse of substance; the substance becomes the focus in life; dependence can form. • NSDUH reports decline: 8.2 to 6.7 percent in drug use and 5.6 to 4.3 percent in alcohol use in adolescents from 2002 to 2007. • In 2007 15.9 percent of adolescents used alcohol and 9.5 used drugs. 5.4 percent of adolescents using alcohol and 4.3 percent using drugs meet criteria for substance abuse. • Deaths attributed to adolescent drug use were 22.3 per 100,000 people and deaths attributed to adolescent alcohol consumption were 44.9 per 100,000 in 2006. • Depressants and stimulants effect body and brain function.

  7. Eating Disorders • 95% of the American population with eating disorders is between 12 and 25 years old (SCDMH, 2006) • Anorexia is among the top three chronic illnesses among adolescents (SCDMH, 2006) • In 2006 31.9% of youth, ages 2-19, were at or above the 85th percentile of the 2000 BMI-for-age growth charts (Ogden et al., 2008) • 15% of 11 to 13 year olds see themselves as overweight, and 80% of 13 year olds have attempted to lose weight (SCDMH, 2006)

  8. Anorexia Video Vignette Anorexia Commercial (School Project) Website: http://www.youtube.com/watch?v=rNxb9ynwNlk

  9. Effects of Eating Disorders on Student Learning • Poor nutrition negatively impacts student learning and academic achievement (Symons et al., 1997; CDC, 2009) • Side effects of malnourished children: irritability, apathy, low energy, physical inactivity, difficulty concentrating • Anorexic and bulimic students are at greater risk for infections • Obese students may suffer from long-term physical complications, as well as psychological and social consequences

  10. Identification • Physical signs: • Observable symptoms in appearance or smell • Behavior (energy and habits) • Social signs: • Who they hang out with and how they interact • Their words (verbal and written) • Emotional signs: • Mood and temperament

  11. Directly Addressing the Problem • Know signs and symptoms of each issue. • Each will have unique symptoms • These will be discussed in detail in the workshop • Classroom guidance lessons • Gives counselors direct access to larger number of students • Good way to implement school wide curriculum

  12. Directly Addressing cont. • Talk to the student and his or her family • A relationship should already be in place • Talk to the student first • The teacher-student-family relationship is crucial, to both academics and health issues

  13. Directly Addressing cont. • If you suspect a student is struggling, refer the student to the school counselor or psychologist. • Every school should have a protocol. The workshop will look at that district’s protocol • The counselors rely on teacher input, as they do not see the students as much as teachers do

  14. Directly Addressing cont. • Addressing health and safety issues through the curriculum must be done carefully, if at all, so as not to trigger anything. • Research shows the need but lack of curriculum to address health and safety issues • New York Times article about eating disorder books for young adults

  15. Activity Bull Ring

  16. Indirectly Addressing the Problem • Meeting the legitimate needs of the students (Maslow’s hierarchy of needs) • Creating a warm, welcoming environment and developing meaningful relationships (School connectedness)

  17. Maslow's Hierarchy of Needs

  18. School Connectedness • School connectedness is: • the belief by students that adults and peers in the school care about their learning as well as about them as individuals. • the degree to which adolescents • (a) feel their teachers treat students fairly, • (b) feel close to people at school, and • (c) feel part of their school.

  19. Six Strategies to Increase School Connectedness(Center for Disease Control, 2009) • Create decision-making processes that facilitate student, family, and community engagement; academic achievement; and staff empowerment. • Provide education and opportunities to enable families to be actively involved in their children’s academic and school life. • Provide students with the academic, emotional and social skills necessary to be actively engaged in school.

  20. Six Strategies to Increase School Connectedness cont. • Use effective classroom management and teaching methods to foster a positive learning environment. • Provide professional development and support for teachers and other school staff to enable them to meet the diverse cognitive, emotional, and social needs of children and adolescents. • Create trusting and caring relationships that promote open communication among administrators, teachers, staff, students, families, and communities.

  21. Taking It to the Streets… • Brainstorm: think of one specific way you could either directly or indirectly reduce the risk of special health and safety concerns in your classroom or school.

  22. References Ogden, C.L., Carroll, M.D., and Flegal, K.M. (2008). High body mass index for age among US children and adolescents, 2003-2006). Journal of American Medical Association, 299(20), 2401-2405. Simons, J.A., Donald, B.I., and Drinnien, B.A. (1987). Maslow’s hierarchy of needs. Retrieved June 7, 2009 from University of Hawaii, Honolulu Website: Http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm Symons, C.W., Cinelli, B., and James, T.C. (1997). Bridging student health risks and academic achievement through comprehensive school health programs. Journal of School Health, 67(6), 220-227. ERIC Document Reproduction Service No. EJ551364. Retrieved from ERIC via EBSCOhost. Van Wagner, K. (2009). Hierarchy of needs: The five levels of maslow’s hierarchy of needs. Retrieved June 7, 2009, from About.com Website: http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm Anorexia commercial (school project). (2007). Retrieved June 7, 2009, from YouTube Website: http://www.youtube.com/watch?v=rNxb9ynwNlk Dealing with risky behaviors and other challenges. (2009). Retrieved June 7, 2009, from US Department of Health and Human Services Website: http://www.4parents.gov/index.html Eating disorder statistics. (2006). Retrieved June 9, 2009, from South Carolina Department of Mental Health Website: http://www.state.sc.us/dmh/anorexia/statistics.htm Healthy youth! Sexual risk behaviors. (2009). Retrieved June 7, 2009, from Center of Disease Control Website: http://www.cdc.gov/HealthyYouth/sexualbehaviors/index.htm Healthy youth! Strategies for increasing protective factors among youth. (2009). Retrieved June 7, 2009, from Center for Disease Control Website: http://www.cdc.gov/HealthyYouth/AdolescentHealth/connectedness.htm Healthy youth! Student health and academic achievement. (2009). Retrieved June 6, 2009, from Center for Disease Control Website: http://www.cdc.gov/healthyyouth/health_and_academics/index.htm Suicide facts. (2009). Retrieved June 6, 2009, from 866.teenlink.org Website: http://www.866teenlink.org Suicide facts at a glance. (2008). Retrieved June 6, 2009, from Center for Disease Control Website: http://www.cdc.gov

More Related