Role of the K-12 Educator

1. Role of the K-12 Educator Those Who Can, Teach

2. Fatalities • Each day in the United States, more than 4 children die as a result of child abuse in the home. • Most of the children who die are younger than six years of age. • More children (age four and younger) die from child abuse and neglect than any other single, leading cause of death for infants and young children. c goehring

3. Child Abuse • Child abuse is a very serious problem in every community nationwide. • Child abuse knows no boundaries. It happens in every class, race, ethnic group, educational, and economic group. No family is immune. • A report of child abuse is made – on average - every 10 seconds. c goehring

4. Types of Child Abuse • Neglect – 63% • Physical – 19% • Sexual – 10% • Emotional – 8% c goehring

5. Stressors associated with the child • An unwanted child • A child that is different; handicapped • A crying, irritable child • A hyperactive child • A child that reminds the parent or someone they do not like • A low birth-weight child c goehring

6. Abused as a child Single parent Spouse uninvolved and critical or gone much of the time Divorce Alcohol or other drugs Low self-esteem Isolation Emotional immaturity Postpartum depression Unrealistic expectations Unemployment Financial stress Mental illness Family pressure Stressors associated with the parent c goehring

7. Reporting of Abuse • Approximately 3.5 million reports of possible abuse are made to child protective service agencies each year. • The actual incidence of abuse and neglect is estimated to the three times greater than the number reported to authorities. • An estimated 920,000 victims of abuse were substantiated after investigation by child protective services. • Nine in 10 Americans polled regard child abuse as a serious problem, yet only 1 in 3 reported abuse when confronted with an actual situation. c goehring

8. What should I do about it? • Report It! • Report It!! • Report It!!! c goehring

9. What to do • Be open and understanding. • Don’t try to conduct an investigation yourself. • Let the child talk as much as he or she wishes. • Understand that the child is probably having mixed feelings. • Believe the child. • Explain what you will do next to help them. c goehring

10. Reporting the abuse Report the abuse or your suspicions of abuse. • Counselor, SAFE coordinator, administrator • School Resource Officer • Division of Child and Family Services UNDER FLORIDA LAW, A TEACHER HAS A LEGAL OBLIGATION TO REPORT SUSPICION OR KNOWLEDGE OF CHLD ABUSE. c goehring

11. DRUGS THAT IMPAIR c goehring

12. c goehring

13. Costs to Society • 1985—$49.8 billion [$49,800,000,000] • 1992—$97.7 billion [$97,700,000,000] • 1998—$143.4 billion [$143,400,000,000] • 2002—$180.9 billion [$180,900,000,000] The four primary contributors to this increase were: • the epidemic of heavy cocaine and methamphetamine use • the HIV epidemic • an eightfold increase in state and Federal incarcerations for drug offenses • a threefold increase in crimes attributed to drugs c goehring

14. Central Nervous System Depressants • Alcohol • Rohypnol • Anti-Anxiety Tranquilizers (Valium, Xanax) • Barbiturates • Muscle Relaxants • Benadryl • Buspar • Vicks 44E (OTC) • Uni-tussin DM (OTC) c goehring

15. General Indicators • Drunken Behavior • Uncoordinated • Drowsy • Sluggish • Disoriented • Thick Slurred Speech • Ptosis (Droopy Eyes) c goehring

16. Central Nervous System Stimulants • Cocaine • Methamphetamine • Venlafaxine (Effexor) • Dextroamphetamine (Dexedrine, Adderall) • Buproprion (Wellbutrin) • Dexedrine • Biphetamine • Desoxyn c goehring

17. General Indicators • Restlessness • Talkative • Euphoria • Exaggerated Reflexes • Bruxism (Grinding of the teeth) • Body Tremors • Loss of Appetite • Runny Nose c goehring

18. Hallucinogens • Peyote (derives from a specific cactus) • Psilocybin (derives from a mushroom) • LSD • MDA • MDMA (Ecstasy) • Many others c goehring

19. General Indicators • Hallucinations • Dazed appearance • Body Tremors • Uncoordinated • Perspiring • Disorientation • Paranoia • Chemical Odor c goehring

20. Phencyclidine (PCP) • Ketamine • Angel Dust • Hog • Wet • Sherm • Embalming Fluid c goehring

21. General Indicators • Perspiring • Repetitive Speech • Confused • Possibly Violent or Combative • Blank Stare • Incomplete Verbal Responses • Muscle Rigidity • Warm to Touch • Increased Pain Threshold c goehring

22. Narcotic Analgesic • Morphine • Heroin • Codeine • Fentanyls • Demerol • Methadone • Opium c goehring

23. General Indicators • Nodding Off • Droopy Eyelids • Depressed Reflexes • Dry Mouth • Facial Itching • Low, Raspy Speech • Fresh Puncture Marks c goehring

24. Inhalants • Volatile Substances • Glue, Toluene • Paint • Gasoline • Aerosols • Hairsprays • Insecticides • Spray Paint • Anesthetic Gasses • Nitrous Oxide • Ether • Chloroform c goehring

25. General Indicators • Disorientation • Confusion • Slurred Speech • Possible Nausea • Possible residue of substance on face, hands, clothing. • Loss of Muscle Control c goehring

26. Cannabis • Marijuana • Hashish • Hash Oil • Marinol • Dronabinol c goehring

27. General Indicators • Very Bloodshot Eyes • Body Tremors • Odor • Disoriented • Relaxed Inhibitions • Difficulty in Divided Attention • Impaired perception of time and distance • Paranoia c goehring

28. What should I do about it? • Report It! • Report It!! • Report It!!! c goehring

29. Why should I report it? • Liability • Overdose • Personal • Health and Welfare • The student may be suffering from something non drug related head trauma, diabetic reaction, etc.. • Safe School Environment • People abusing drugs are not in full control of their actions • Safety of other students and staff • Help a kid in trouble • Yes, by turning a kid in there will be consequences • Reporting substance abuse opens the doors for that kid to get help. c goehring

30. How should I report it? • Escort Student to the Student Administration Office. • Contact office and request administrator escort the student to office. • Telephone / Intercom • Note to office • It is strongly recommended that you do not let the student out of your sight. c goehring

31. BULLYING c goehring

32. Anatomy of bullying • Starts verbal • teasing and put-downs • Progresses to physical • Hitting and threatening increase through elementary and peaks in middle school • Verbal abuse remains constant throughout c goehring

33. Characteristics of Bullies • Often attention seekers, concerned with their own pleasure • Blame the victim for the bullying behavior • Have a need for power and control (the same characteristics seen in domestic violence perpetrators) • Have little empathy for their victims • Lack support of adults and children who find them unappealing and often reinforce their sense of worthlessness c goehring

34. Bullies Tend To... • Achieve little in school • Leave school early • Be in trouble with the law • Perform below potential • Abuse their partners and children • Become violent parents/guardians • Female bullies become mothers of bullies c goehring

35. Characteristics of Victims • Typically physically weaker than their peers • Often have a distinguishing feature such as: • overweight • physically small • having a disability • Homosexual, or perceived as such • Often shy, sensitive, cautious, anxiously or insecure • Low self esteem • Blame themselves and believe it’s their fault c goehring

36. Victims Everyday 160,000 children stay home from school because they are afraid of being bullied c goehring

37. Victim—signs • Torn clothing • Bruises • Withdrawal • Running home to use bathroom c goehring

38. Locations Areas where little or no adult supervision: • hallways • locker rooms • restrooms • cafeterias • playgrounds • buses and bus stops c goehring

39. Bystanders • Students become desensitized to abuse when appears to be condoned • Less likely to empathize • More likely to join in • Has more powerful effect than violent video games and movies c goehring

40. Administrators • Buy into belief bullying normal • Children better working out problems on own • Victim bring on self • Discipline victim for fighting c goehring

41. Teachers • Underestimate importance • See it as normal part of growing up • 70% students feel teachers handle episodes of bullying poorly • Teachers sometimes feel powerless to stop bullying c goehring

42. Ways for Teachers to Reduce the Threat of School Violence • Supervise students carefully • Get to know students well so you can see potential warning signs • Report any violence or potential violence • Establish a classroom environment of respect and kindness • Learn to defuse conflict in face-saving ways • Involve students in peer counseling and decision making • DO NOT COLLUDE c goehring

43. SUICIDE "But the unhappy truth is that sometimes being a teenager is less fun than being dead." Christian Slater in Pump Up the Volume c goehring

44. Those at Greatest Risk • Suicide rates are typically highest among adolescents, those at mid-life, and the very old. • Adolescents are still developing emotionally at a time when they may frequently face difficult pressures at home and at school. • Suicide is the third leading cause of U. S. adolescent death. c goehring

45. Other Risk Factors • The Center for Disease Control and Prevention (CDC) indicates that males are four times more likely to die from suicide than females. • Females are more likely to attempt suicide than males. • Those with a family history of suicide, who are involved in substance abuse, and those who have made previous attempts are at greatest risk. c goehring

46. Younger Children • A recent study by the CDC found an increase of suicides in young children ages 5-14 (also in those 75 and older). • CDC found a 127 % increase in suicides among the 5-14 age group between 1980 and 1995. c goehring

47. Suicidal Threats • A suicidal individual may make an outright statement which may suggest intent. For example, a student may say, “I wish I had never been born,” or “Everyone will be better off when I am gone.” • A popular assumption is that individuals who threaten suicide never do it. This is not true and all threatsmust be taken seriously. c goehring

48. Self Destructive Behaviors • A suicidal urge may be evidence by sudden participation in dangerous activity such as high speed or reckless driving or unsafe sex. • Alcohol and drug abuse often accompany adolescent suicide. c goehring

49. What Can You Do? If a student or someone you know mentions suicide, even casually, take it seriously. If someone doesn’t mention suicide, but whose behavior has you concerned, it is not unreasonable to ask if they are thinking of doing something serious to themselves. Don’t keep the threats a secret, and don’t think that the individual can handle it on their own. c goehring

50. A Cry For Help • Remember that most suicide attempts are a cry for help. The individual is seeking help from the pain they are experiencing. • Help comes from listening. You can make a special effort to be there and be of support to the individual • Most important of all, know your limitations. Unless you are trained to do so, do not attempt to manage a person’s suicidal tendencies by yourself. c goehring