Preventing Violence Substance Abuse and Suicide in Schools
Preventing Violence, Substance Abuse, and Suicide in Schools Promoting Healthy Interactions
Elizabeth Suddath Director of Prevention Services Oklahoma State Department of Education 405 -521 -2106 elizabeth. suddath@sde. ok. gov
What’s the Problem: Do we need prevention in our schools?
Do We Need Prevention? Bullying • 40% to 80% experience bullying at some point in their school career • 14% report being bullied electronically • 22% of bullying victims actually report being bullied • 82% who identify as LGBTQ+ were bullied Suicide • Rates are increasing every year for youth ages 10 -24 (41% in OK since 2006, females 73%) • From 2011 to 2015, there were 497 suicides among Oklahoma youth ages 10 -24 • Partner violence is leading associated circumstances Violence • • • 1. 5 million high school students experience dating violence Females ages 16 -24 experience the highest rate of IPV- triple the national average Violent behavior typically shows between the ages of 12 and 18 Substance Abuse • • • 10% of Oklahoma youth 79% of children and adolescents in OJA group homes have substance abuse problems 80% of youth who need substance abuse services are not receiving
Healthy Relationship Promotion A Public Health Model of Promoting Healthy Behaviors
How Do They Connect? 73% report using alcohol in the last 30 days, compared to 36% of students not in an abusive relationship. Half of youth who have been victims of both dating violence and rape attempt suicide, compared to 12. 5% of nonabused girls and 5. 4% of nonabused boys. 42% report depression compared to 27% of students not in an abusive relationship. Students who report being in an abusive relationship… Being physically or sexually abused makes teen girls 6 times more likely to become pregnant and twice as likely to get a STI. Oklahoma Youth Behavioral Risk Survey Oklahoma State Department of Health Youth who engaged in high rates of self-reported bully perpetration during middle school were almost 7 X more likely to self-report engaging in physical TDV perpetration four years later in high school. 31% engage in high-risk sexual behavior vs. 16% of students not in abusive relationships.
The Good News- School Connectedness • Students are more likely to have academic success and exhibit healthy behaviors when they feel more connected to school. • School connectedness was found to be the strongest protective factor for both boys and girls to decrease • • • substance use, school absenteeism, early sexual initiation, violence, and risk of unintentional injury • In this same study, school connectedness was second in importance, after family connectedness, as a protective factor against emotional distress, disordered eating, and suicidal ideation and attempts. CDC- STRATEGIES FOR INCREASING PROTECTIVE FACTORS AMONG YOUTH
The Good News
Teaching Healthy Relationships • Teaching healthy relationships and healthy interactions is something that is important at every age. • The earlier we can introduce topics in an age appropriate manner, the higher the likelihood of reducing negative health outcomes • Strategies can be broken up into: • • Pre-k and K 1 -3 4 -6 Secondary
Pre-K & Kindergarten: Healthy Interactions Concepts Competencies Implementation Students can: Demonstrated by: Example: q Identify thoughtful and caring behaviors in families. q How do you communicate how you feel in an unsafe situation? q Who is an adult that you trust in your life? q Reading a book about a child experiencing stress and asking students to respond with how they would react and who they would go to for help. q Identify appropriate ways to express feelings. q The ability of the student to understand that there are many different emotions, not just happy, sad, and angry. q Each feeling should be expressed in a healthy way. q Having students act out different types of emotions and explaining situations they might be feeling those emotions. q Read scenarios and have students demonstrate the healthy and the unhealthy way to react in that situation. q Demonstrate how to show respect and caring towards classmates. q How do you show respect for others? q Class guidelines/agreements that promote healthy interactions and respect. q Sharing, noticing when someone is sad, no yelling at a classmate, etc. q Explain the importance of personal boundaries and respecting others’ personal boundaries. q What is a boundary? q How do you know your boundaries? q Videos and picture books related to personal space. q Student understands the difference between healthy and unhealthy touch. q What are examples of touch that is okay? q How do we know when touch is not healthy? q Books regarding healthy touches. q Community partner who works with children who can present on the subject
Activity • Video
First -Third: Healthy Interactions Concepts Competencies Implementation Students can: Demonstrated by: Example: q Describe and practice situations that require polite and empathetic responses such as please, thank you, and I’m sorry. q Understanding that others have feelings and being able to respond to another student’s feelings. q Have students role play scenarios and how to appropriately and empathetically respond. q The interdependent nature of relationships relies upon appropriate expression of emotions with others. q Knowing that there are different types of emotions and appropriate ways of expressing each emotion. q Give students “emotion books” with an illustration of an emotion, have students identify emotion and an appropriate response when feeling that emotion. q Identify problem-solving strategies. q Understanding the process of working through a problem thinking through the beginning, middle, and end. q “Human Knot” have students in a small group make a human knot by connecting their arms. Students must problem solve and discover how to undo their knot without letting go of hands. q Explain why bullying is harmful and how to respond. q Ability to define bullying and why it is harmful. q Understanding that others have feelings and how teasing or bullying might make them feel. q Brainstorm “what makes a good friend”. q Lead a class discussion on what is a healthy relationship and how that should apply to all relationships q Have students identify who they would go to for help if they did not think they were being treated well.
Fourth-Sixth: Healthy Interactions Concepts Implementation Students can: Example: q. Identify characteristics of self-respect and of someone who has high selfesteem. q. Worksheet on “core characteristics” of self-respect. q. Clearly identify personal boundaries and respecting another person’s personal space. q“Know your personal line” game q. Have students measure each others comfort with how close someone gets to them. q. Describe the importance of self-control and ways to manage anger. q. Demonstrate self-regulation. q. Brain breaks and how to use them on your own time q. Classroom yoga q. Demonstrate appropriate strategies for responding to bullying behavior and how to prevent bullying. q. Show bullying video and have group discussions
Secondary Concepts Students can: q. Explain the purpose of friendship in different stages of the life cycle, and describe how friends can support one another in making healthy decisions. q. Define the characteristics of healthy relationships, dating, committed relationships, marriage, and family q Describe how mental and emotional health can affect health-related behaviors q Evaluate effective strategies for dealing with stress q Demonstrate effective and respectful advocacy strategies in support of the needs and rights of others q Describe the emotional effects of breaking up in a dating relationship. q Define sexual harassment and sexual violence and the effects of those on an individual, school, and community. q Clearly identify consent and identify situations that cross others’ boundaries
Activity • Inclusion walk: • Take a step forward if: • • • If you have gone to this school for more than one year If this is your first year at this school You like to go to the movies You like to hang out with friends You like to eat pizza If you sometimes have rough days If you have every been bullied If you have ever bullied someone If you know someone who has experienced an unhealthy relationship If you have felt fear or anxiety while at school If you are a student trying to make it through to graduation
Outline of Program Session Topics Session 1 Introduction to healthy relationships • What do you know about healthy relationships • What are relationships today? • What are relationships like in this school? Session 6 Getting help • How to help a friend • Leaving an abusive relationship Session 2 Learn about yourself • Personality quiz (how does your personality affect relationships in your life) • Self-care • Healthy communication Session 7 Ending relationships • How to break up in a healthy way • How to deal with rejection • Gender stereotypes Session 3 Dating • Dating partner expectations • Setting boundaries • Media’s impact on relationships Session 8 Sexual violence • Sexual violence definition • Consent Session 4 Teen dating violence • Dating abuse • Power and control • Warning signs of an unhealthy relationship Session 9 Sexual violence cont. • Sexual violence definition • Consent • Wrap-up questions Session 5 Teen dating violence: • Why do people abuse? • Effects of abuse Session 10 Student projects
Student Project
Elizabeth Suddath Director of Prevention Services Oklahoma State Department of Education 405 -521 -2106 elizabeth. suddath@sde. ok. gov
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