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BULLY FREE FOREVER
A COMPLETE GUIDE TO
BULLYING AND YOUTH ISSUES
''A MUST READ''
''THE PRIMER ON BULLYING''
There are a lot of books and magazine articlesabout Bullying on the market, but this is the first
that not only identifies all aspects of bullying, but offers practical programs for dealing with it.
Bully Free Forever is nothing less than a complete guide to dealing with a practice that has been
with us from the beginning of time. We have all at some timeexperienced our fair share of bullying
and to our shame, did little to stop it.
Bully Free Forever means just that. The irreversible damage done by bullying needs to stop.
Read this program, watch for, and correct, any of your own bullying behavior and tell your friends
about it . The more people understand this behavior, the sooner we will put an end to it.
Everyday 165,000 children miss school because they are too afraid. What makes this
program unique and a must read, is that it is the only one of its kind. Bully Free Forever is a
proactive approach that informs, educates and guides its readers. It has everything you need
to know about bullying, youth issues and a very important section on special needs. Parents
should check out the educational section that is designed for schools starting at grade one
through grade eight and demand that schools use this valuable educational tool to teach
their children how not to be bullies and spare children and their families the devastating
effects of a bullied child.
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WHAT IS BULLYING
Bullying is a parent's greatest fear regarding their child's safety.
Bullying causes 160,000 children to miss schoolevery day.
Bullying can lead to suicide.
Bullying is world-wide.
Bullying knows no ethnic nor economic boundaries.
BULLYING IN OUR SCHOOLS
The biggest lie a school can makeis to say ''we haveno bullying''.
Good schools reactto it.
Bad schools pretend that it does not exist.
Bullying escalates fromgrade three to grade five.
SCHOOLS RESPONSIBILITIES
To offer a safeand secureenvironment for its students.
To react immediately to a bullying incident.
To informthe parent regarding the incident.
To informthe parent the steps they are taking to ensurethe incident
will never occur again.
To have a bullying policy.
PROLOGUE
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This programis designed to informstudents, parents and teachers whatsteps
they can take to stop bullying in our schools.
THE FIRST STEP is to undestand that bullying cannotbe allowed to take place.
Bullying is to be considerd an act of assault, it is never justified, it is never
excused.
THE SECOND STEP is to understand that a bully is someonewho feeds off the
suffering and pain that they inflict on others. The bully looks for the most
vulnerable child (usually those with special needs, as they are the easiest to
victimize) and they enjoy every moment of their victim's melt-down. Only a true
sadistwould derive pleasure fromharming an innocent child while encouraging
others to enjoy the spectacle.
THE THIRD STEP is to realize that so-called experts haveno vision what a bully is.
These people do more harm than good to theie victims by continually offerinf
programs such as zero tolerance, or trying to rehabilitate the bully, never realizing
that they live to inflict pain.
We tend to think of bullying as boys using physicalcontact. Too many of us don't
see the danger of girls using exlusion and isolation as a means of bullying and
inflicting pain and sufffering. This was justa prelude to the advent of the internet
which now uses tools such as the social media, knowing that the internet provider
cannot be held responsiblefor whatthey post. Texting hurtfull messages is
skyrockiting and, like the internet, there is no one who is willing to assume
responsibility for monitoring whatis being said.
What we are trying to do is to tell everyonethat until they realize what bullying is,
and whatharm bullying is doing, our children will continue to be at the mercy of
the bully that is destroying young lives. If you take the time to read this program,
for the firsttime you may realize that you have in your grasp thec necessary tool
to protect your child beforethey look to suicide as the only way to put an end to
this torment, as so many of our innocent children have. The victim must be
protected at all times and the bully mustbe held accountable for their actions.
Notice of Disclaimer
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This programis the property of BULLY FREEFOREVER and cannot be usedor
reproducedby any person, company or organizationwithbeing purchasedby
the above organizationor without written consent of the above organization.
Any unauthorizedreproductionis subject tolegal action.
TABLE OF CONTENTS
Page 2 -Board-Staff.
Page-3 -Sponsorships.
Page-4- 5 -prologue.
Page-6-13 -Program Guide
Page-13-28 - Part-1-A complete informational guide to all aspects of bullying.
Page-28-35 -Part-2- Safe-At -School-Anti-Bullying- Policy.
page-35 -Parents rights if their child is a victim of bullying.
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MAKE YOUR SCHOOL A ROLE MODEL
Bully Free Forever is pleased to offer your schoolan opportunity to
become a benchmark for other schools in your community to follow.
Parents will want their children to attend your schoolas it will be a model
of how a schoolcan become bully free.
This programis unique in that it educates teachers, students and parents as
to every aspectof bullying, special needs bullying, cyber bullying , abuse,
peer pressureand suicide. For schools there is a safe-at-schoolanti-
bullying policy and an educational programfor grades one through grade
eight that teaches children how not to become bullies,
Your school will be role model in educating children on bullying and
bringing awareness to children on how decision making can affect their
everyday lives. Parents and students will know that under no circumstances
will bullying be tolerated in this school.
.
AREAS COVERED
All acts of bullying.
Cyber Bullying.
Homophobic Bullying.
Autism SpectrumDisorder.
Anti-Bullying SchoolPolicy.
School Bullying Educational Program.
Suicide.
Drugs.
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Alcohol.
Tobacco.
Peer Pressure.
Abuse.
Eating Disorders.
Sexuality.
WHO WILL BENEFIT FROM THIS PROGRAM.
Parents. Teachers-Schools-SchoolBoards-SpecialNeeds Parents.
This year bullying will affect 13 million children world-wide
Bullying knows no ethnic boundaries.
Bullying knows no economic boundaries.
Bullying can and often leads to suicide.
BULLY FREE FOREVER is unique in that it educates teachers, students and
parents as to every aspect of bullying, special needs bullying, cyber bullying
abuse, peer pressureand suicide. For schools there is a safe-at-schoolanti-
bullying policy and an educational programfor grades one through grade
eight that teaches children how not to become bullies,
Your school will be role model in educating children on bullying and
bringing awareness to children on how decision making can affect their
everyday lives. Parents and students will know that under no circumstances
will bullying be tolerated in this school.
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ACKNOWLEDGEMENTS
The Safe-At School Anti-Bullying Programwas awarded an
endorsementfrom the Ontario Principals Learning Foundation.
The section on Autism SpectrumDisorder was madepossible by the
kind permission of the AutismSociety of Edmonton.
The Today's Youth Issues section was madepossibleby the kind
permission of Fort Erie Youth Cares Program. This programwas
awarded a grant fromthe Federal Government of Canada's Crime
Prevention Program.
The Safe-At School Anti-Bullying Programwas awarded an
endorsementfrom the Ontario Principals Learning Foundation.
The section on Autism SpectrumDisorder was madepossible by the
kind permission of the AutismSociety of Edmonton.
The Today's Youth Issues section was madepossibleby the kind
permission of Fort Erie Youth Cares Program. This programwas
awarded a grant fromthe Federal Government of Canada's Crime
Prevention Program.
COLLABORATIONS
Bullying Must End.
Bullying information SupportGroup For Parents and teens.
Death To Bullying.
Rebecca's Stand AgainstBullying Group and Chat.
United AgainstRIP Trolls and Cyber Bullies.
Autism Parents Supportand Discussion Group.
Families With Autism.
Mental illness SupportGroup.
National Suicide Prevention Hotline.
Help Stop Child Abuse.
Dreamcatchers For Abused Children.
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SaveOne Survivor.
Be Safeon Social Network Sites
THIS PROGRAM IS UNIQUE IN THAT
For the firsttime schools and parents have access to a programthat is the only
one of its kind. Bully Free Forever informs, educates and guides everyone on all
aspects of bullying, and has an important section on special needs.
Schools need to check out the educational programthat is designed for grades
starting at gradeone through eight. This programteaches children how not to
become bullies sparing families the devastating effects of a bullied child.
Parents need to check out the section on Issues thatConcern Today's Youth. This
section has everything you need to know about suicide, abuse, peer pressureand
more.
BULLY FREE FOREVER hopes that together all of this information can help
lead to a safer, healthier environment at our schools which will in turn help create
a healthy future generation.
Your school will become a role model for all other schools in stopping bullying in
their schools.
PROGRAM REVIEW.
This programis a must read for every parent and teacher, it should be mandatory
in every school, becauseit explains everything about bullying, and how it can be
stopped.
There are a lot of programs and articles in magazines about bullying, but Bully
Free Forever is the firstthat not only identifies all aspects of bullying, but offers
practical solutions for dealing with it.
Bully Free Forever is nothing less than a complete guide to dealing with a practice
that has been with us since the beginning of time.
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Bully Free Forever means justthat. The irreversibledamage done by bullying has
to stop. Read this program, watch for, and correct any of your bullying behavior,
and tell your friends about this program.
The more people who understand Bully Free Forever the sooner we can put an
end to bullying.
Bully Free Forever is a programthat every parent mustdemand that every school
use to stop bullying. Itcontains an educational programfor grades one through
grade eight that teaches children how not to become bullies.
BULLY FREE FOREVER has compiled a programfor anyone involved in our
schools, including the students, teachers, staff and parents. This programis
divided into 2 sections
SECTION 1 BULLYING
Parts 1-3 Deals with all aspects of bullying and is designed to prevent
schoolbullying, which is becoming more of an epidemic each year. It contains
information on bullying and a one of a kind schoolpolicy that aims to rid schools
of bullying starting in grade 1 and fosters a safeschool environmentfor all ages.
The policy mixes a strictno tolerance approach with rules and punishment
guidelines, schools questionnaires used for needs assessments and evaluation
and classroomguidelines for all ages.
SECTION 2 TODAY'S YOUTH ISSUES
is an informationalguideline focusing on many of the ever evolving issues
that today’s youth face. Itis designed to educate anyoneinvolved with our youth
and is merely an introduction to these subjects. Theeight chapters include
suicide, drugs, alcohol, tobacco, peer pressure, abuse, eating disorders and
sexuality. All of these topics can be researched in more depth and should be kept
up to date as these issues change in time.
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'
STATEMENT OF INTENT:
This schoolis committed to providing a policy againstbullying and a place for our
students to learn and grow safefrom fear. We do not tolerate any formof
bullying at our school. If an act of bullying does occur, it will be addressed quickly
and effectively. We expect anyonewho witnesses an incident of bullying to report
the act to a staff member, under the promiseof full confidentiality.
THE FINAL STEP:
If a student is expelled for bullying, our zero tolerance takes effect. This means
that the bully mustfind another schoolto attend, or they have to be
homeschooled. The victim mustbe made to feel safeand that this cannot take
place if the bully is allowed to return to the sameschool.
Bullies haveto asserttheir power. That is more importantto them than getting an
education. If they lose controlof the victim, they will need to exert moreforce to
re-establish their superiority. They haveto know who is in control, and that has to
be the schoolstaff. And the schoolstaff will need the supportof the parents and
the police.
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MISSION
Purpose
Goals
OUR MISSION:
Education-Awareness-Youth Issues
Our mission is to prevent bullying in our schools through educating our students
on the effects of bullying, the bully, the victim and the bystander. By making
students awareof their actions we can help schools become a safe place for
students to learn safe fromthe fear of bullying.
Purpose
The Bully Free Forever is established to be a charity whosepurposeis to help
students cope with bullying and today's youth issues through education and
awareness. Theprogramwill informstudents on all aspects of bullying. Will
provideschools with anti-bullying policy as well as a schooleducational program
for grades one through grade eight that teaches students how not to become
bullies. Bully Free Forever will inform students on how today's youth issues will
affect their lives and educate them on topics that include suicide, drugs, abuse,
eating disorders, peer pressure. sexuality.
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GOAL-1 -EDUCATION
Bullying starts and ends at schoolwhich is why we created a school
anti-bullying policy and a schooleducational programfor grades one
through grade eight that teaches children how not to become bullies.
GOAL-2-AWARENESS
This programcontains all the aspects of bullying so that children will
be aware of the actions and the consequences of bullying.
GOAL-3-Youth Issues
To educate students on issues they will face such as suicide, drugs,
abuse, eating disorders, peer pressure, eating disorders.
PROGRAM DESCRIPTION:
This programinvolves students, teachers, staff and parents. This programis
divided into 2 sections , SECTION -1 BULLYING, SECTION 2-TODAY'S YOUTH
ISSUES.
The first 3 parts of bullying explains in detail all the aspects of bullying, the acts,
the results and the consequences of the actions.Part-1 For thefirst time parents
will fully understand whatreally constitutes bullying, when it becomes assault,
when it becomes criminal assault Part-2 This partcontains out Safe-At-School-
Anti-Bullying Policy and an educational programfor grades one to grade eight
that teaches students how not to become bullies. Part-3 focuses on Autism
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SpectrumDisorder, the fastestgrowing development condition in the Western
world. New light is continually being shed on this problem, and wehave to
become better informed so we can identify them, understand their unique
condition, and help them. SECTION 2 This section is an informativeguideline
focussing on many of the ever-evolving issues thattoday's youth face. It is
designed to assistanyoneinvolved with our children. The eight chapters discuss
suicide, drugs, alcohol, tobacco, peer pressure, abuse, eating disorders, and
sexuality.
SECTION 1
PART-1 BULLYING
WE HAVE A SERIOUS PROBLEM IN OUR SCHOOLS
18% of children who worry about bullying said they would not talk to their
parents about it.
38% of disabled children worry aboutbeing bullied.
38% of young people havebeen affected by bullying.
41% of schoolchildren whom are bullied online do not know the identity of
the perpetrator.
41% of school staff witness at least one incident of bullying per week.
43% of students fear harassmentin the bathrooms at school.
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46% of children have been bullied at school.
58% of students in grades4-8 reported thatthey had mean or cruel things
said to them online.
65% of lesbian, gay and bi-sexual young people have experienced
homophobic bullying at school.
68% of teens agree that cyber-bullying is a serious problem with our youth.
80% of our youth feel that bullying is one of the biggest issues they will face
in school.
Sources:
Statistics on Bullying:
Stop Cyber Bullying:
Bullying Research Canada:
According to a national survey commissioned by Care.comInc., bullying and
cyber-bullying haveeclipsed kidnapping as the greatest fear that parents have
regarding their child's safety.
Source:
www.abilitypath.org/areas-of-development.
FACTS ABOUT BULLYING:
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There are about 160,000 children thatmiss school every day out of fear of
being bullied.
2.7 million students are bullied each year.
One in seven students is a bully or a victim of bullying.
Revenge for bullying is one of the strongestmotivations for school
shootings.
56% of all students consider bullying as an ongoing problem.
282,000 students arereportedly attacked in high schools each month.
sources
www.bullyingstatistics.org.
CYBER-BULLYING:
More than 50% of all adolescents have been bullied online.
More than 33% of young people have experienced cyber threats online.
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Over 25% have been bullied repeatedly through cell phones or internet.
Well over 50% do not tell their parents when cyber bullying occurs.
source-1-Safe Foundation.
INTRODUCTION TO BULLYING:
To understand the best way to stop bullying, you should examine the tools that
are in place to protect children fromthe acts of bullying.
THE UNITED NATION CHARTER OF RIGHTS FOR CHILDREN STATES THAT
Every child has the right to an education;
Every child has the right to be safe;
Children who are physically, mentally or socially handicapped shall be given
special treatment, education and care;
ACTION/RESPONSE:
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Bullying occurs when force is used to inflict pain on a victim without their
consent.
The root cause of bullying is the enjoyment of inflicting pain and torment.
Methods used to bully a victim; physical, psychological. verbal.
What is bullying? An act of assault.
How can bullying be stopped? Treat it for what it really is.
When bullying escalates to criminal assault then it becomes a criminal
offence.
When criminal offence occurs, law enforcement takes control of the
situation.
Fewer than 20% of cyber bullying incidents are reported to the police.
10% of adolescents have embarrassing or damaging pictures taken without
their consent by people using cell phones.
1 in 5 teens have sent or posted sexually suggestive photos of themselves
to others.
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source;
Hartford Country Examiner
BULLYING:
TYPES OF BULLYING:
CYBER-BULLYING:
HOMOPHOBIC-BULLYING:
SPECIAL NEEDS-BULLYING:
Bullying is found worldwideand knows no economic nor ethnic boundaries. Most
children will be subjectto one or more types of bullying at some point. The
effects of bullying range fromlow self-esteem, physicalillness, anxiety, post-
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traumatic stress disorder, celibacy and/or depression, which often leads to
suicidal thoughts or actions.
The effects on those who frequently witness bullying can be the feeling of
powerlessness, fear, guiltand empathy for the victims.
A schoolthat does not properly deal with bullies creates a climate of fear,
disrespect, lack of control and an environmentthat interferes with a student's
learning.
TYPES OF BULLYING
VERBAL:
Name calling.
Rumours.
Gossip.
Threats.
Sexual comments.
Jokes.
SOCIAL EXCLUSION
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Isolation.
Embarrassment.
Humiliation.
Intimidation.
PHYSICAL
Obscenegestures.
Hitting.
Kicking.
Shoving.
Sexual threats.
PSYCHOLOGICAL
Verbal.
Insults.
Slurs.
Sexual harassment.
Racial comments.
Threats.
DIRECT vs. INDIRECT
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Direct bullying is the obvious physicalor verbal attack wherethe bully initiates the
contact face-face..
Indirectbullying is less obvious, the bully either uses someone else to relay the
verbal or physicalattack, uses exclusion, or the spreading of rumours.
In the last decade the wide use of cell phones and social networking has made
cyber-bullying very effective.
TYPES OF SPECIAL NEEDS BULLYING
Physical-hitting/shoving/tripping.
Psychological-exclusion/intimidation/ignoring.
Verbal-taunts/slurs.
CYBER-BULLYING
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A NEW MENACE HAS TO BE STOPPED
The reasons teens give for Cyber-bullying are; to show off, or to be mean, to
embarrass someone, for fun and entertainment becausethey deserved it, and in
the majority of cases, to get back at someone. At firstglance, it does not seem
worsethan any other formof bullying. If that weretrue, why is Cyber-bullying
making headlines for causing people to kill themselves? Attacking someone
anonymously is cowardly and shameful. To do it until they feel compelled to take
their own lives is criminal.
Young children (sometoo young) text on their phones with schoolfriends or go
online to chat with others. They are too naive to know who and what is out there.
There is no such thing as privacy. Sending someonea revealing photo has even
come back to humiliate adults who should know better.
Until those in control of the sourceof communication children are using today are
forced to take responsibility for the abuse of their creations, someone has to
teach and protect our schoolchildren.
If other children refuse to believe and/or spread hurtful messages and photos, the
bullies will haveto come out of the shadows and be known for who and what
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they are. Then they can and will be prosecuted. Then those crying for help and
not being heard in time will havethe supportthey need.
END TO CYBER-BULLYING
Though cyber-bullying may be a recent addition to the dictionary, it is all too
familiar to students, and even parents and teachers.
In today's connected world, a student's life occurs as much on the internet as off
it. As described on Cyber Bullying.org,''the useof information and
communication technologies to supportdeliberate, repeated, and hostile
behavior by an individual or group, that is intended to harm others''and it has
become a big problem.
As social media becomes more and more a partof our lives, so to increases the
forums for cyber-bullying. However a SupremeCourt of Canada may justchange
the playing field. The courtruled in favour of a young girl, victimized on Face
book, allowing her identity to remain anonymous, a significantruling in the
protection of a child's privacy rights.
TYPES OF CYBER-BULLYING
These bullies seek to;
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Intimidate.
Control.
Manipulate.
Putdown.
Falsely discredit.
Humiliate.
These actions are;
Deliberate.
Repeated.
Hostile.
Embarrassing.
The use of electronic devices such as computers and cell phones used to inflict
psychologicaland/or social bullying takes many shapes and can be found in texts,
posts, blogs, emails and other networking websites.
Tactics may include the sending of text messages or images with the intention of
hurting someone. Itmay be the repetitive sending of unwanted messages which
may include inappropriatesexual remarks, racialremarks, threats, or false
statements, created to harass or humiliate the individual.
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The drastic increasein cyber-bullying is due in part because of the ease with
which today's attackers can do irreparable emotional damage while remaining
anonymous. Liketraditional social and psychologicalbullying, cyber-bullying
occurs twice as often with girls as opposed to boys, both as victims and bullies.
Internettools such as Face book, instant messaging and text messaging makeit
easy for bullies to solicit help fromothers who may have has no involvement with
the intended victim.
This formof bullying has resulted in many cases of suicide as a means of escaping
this formof brutality.
HOMOPHOBIC-BULLYING
These victims face the second highest risk of being bullied due to the perception
of being of a different sexual orientation (gay/lesbian) and not wanting to risk
having this become known.
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These victims face the following forms of attack
VERBAL
Name calling.
Rumours.
Gossip.
Threats.
Sexual comments.
Jokes.
SOCIAL EXCLUSION
Isolation.
Embarrassment.
Humiliation.
Intimidation.
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PHYSICAL
Obscenegestures.
Hitting.
Kicking.
Shoving.
Sexual threats.
HOMOPHOBIC STATS
92% of GLBTQ students reported frequenthomophobic slurs.
84% reported being called names.
45% reported being verbally harassed.
39% reported being shoved-pushed.
64% reported feeling unsafeat school.
WHEN BULLYING BECOMES A CRIMINAL OFFENCE
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Assault.
Extortion.
Harassment.
Threats.
Intimidation.
Put in place a concrete plan of action for when bullying takes place; who the child
will talk to and what that person will do to help, and ensure the teachers are a
part of the plan. Provide the student with direct teaching of the acts of bullying.
PART-2
SAFE-AT-SCHOOL-ANTI-BULLYING-POLICY
SCHOOL ANTI-BULLYING EDUCATIONAL PROGRAM
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SAFE-SCHOOL- ANTI-BULLYING POLICY-
INTRODUCTION
The Anti-Bullying Policy and Guideline
An introduction to bullying and the Safe-School Anti Bullying Policy
Definition
Bullying can be defined as the use of aggression, intimidation and/or
cruelty with the deliberate intent of hurting another person verbally, physically or
emotionally. Bullying is never justified, nor is excusable as kids being kids, just
teasing or any other unjustrationalization. Bullying can be seen as a relationship
problem between one or more people, whereone uses the assertion of power
through aggression, physically or verbally to causea power differential between
the bully or bullies and the victim. These actions can be repeated over long
periods of time, or be shortin duration.
Bullying is found in countries around the world and knows no economic or
ethnic boundaries. Mostchildren will be subjectto one or more types of bullying
at some point. The effects of being bullied rangefrom low self-esteem, physical
illness, anxiety, post-traumatic stress disorder, celibacy, as well as depression
which can often lead to suicidal thoughts or actions. The effects on those who
frequently witness bullying can be the feeling of powerlessness, fear, guiltand
empathy for the victims. A schoolthat doesn’tproperly deal with bullies creates a
climate of fear, disrespect, lack of control and an environmentthat interferes with
students learning.
Types of Bullying
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Physical
The useof an aggressivephysicalaction to create an imbalance of power.
Physicalbullying often occurring in boys and tends to be swift and effective. It
generally consists of pushing, hitting, tripping, punching, and any other unwanted
physicalcontact.
Racism/Intolerance
Verbal or physicalthreats that use an individual’s beliefs as a bullying
tactic. These bullies userace, religion and sexuality/homophobia as their weapon.
Cyber bullying
The use of electronic devices such as computers and cell phones used to
inflict psychologicaland/or social bullying. This type of bullying takes many shapes
and can be found in texts, posts, blogs, emails, and other networking websites.
These tactics may include the sending of text messages or images with the
intention to hurt or embarrass an individual. Itmay be the repetitive sending of
unwanted messages which may include inappropriatesexual remarks, racial
remarks, threats or false statements created to harass or humiliate the individual.
The drastic increasein cyber bullying is in partbecause of the number of today's
youth that frequently use these technologies along with the fact that the bully can
remain anonymous. Liketraditional social and psychologicalbullying, cyber
bullying occurs twice as often in girls as opposed to boys, both as victims and
bullies.
Psychological /Social
Girls tend to use psychologicaland social bullying. These types of bullies
use gossip or group exclusion, combined with verbal abuseand is moredifficult to
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spotcompared to physicalbullying. This type of bullying includes threats,
gossiping, ignoring/exclusion and rumor spreading.
Sexual
This type of bullying can include the initiation of unwanted physical
contact or verbalcontact that uses unwanted sexual remarks. This type of bullying
is often found in connection with cyber bullying.
Verbal
The use of words to make unwanted threats. These bullies incorporate
other specific types of bullying; psychological, racismor sexualin a verbalcontext
in an threatening manner.
Direct vs. Indirect
Direct bullying is the obvious physicalor verbal attacks where the bully
initiates the contact face to face. Indirectbullying is less obvious, thebully either
using someone to relay the verbal or physicalattack, the useof exclusion or the
spreading of rumours. In thelast decade the wide use of cell phones and social
networking websites has created the indirect bullying tactic referred to as cyber
bullying.
Bullying/Assault
At what point does verbaland physicalbullying become assaultand when
does it become criminal assault?
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Assaultoccurs when physicalforceis intentionally applied to another
person without consentor by the act of threatening the useof force upon an
individual. Bullying can escalate to a criminal offence during physicalbullying,
verbal insults/threats, harassment, intimidation, extortion and derogatory slurs as
a person can fear for their safety. Any studentwho has committed an act of
assaultin the schoolwill be subjectto a criminal offencecharge.
Crimes of a moreserious nature are considered criminal and will lead to an
automatic school expulsion.
These crimes may include;
weapons possession
sexual assault
drugs or weapons trafficking
theft
providing alcohol to minors.
Safe-School Anti Bullying Policy
Introduction
The safe-schoolanti bullying policy is designed to prevent bullying from
appearing at your school. Itis designed to stop bullying incidents and educate
students, staff and parents. The anti bullying programis costefficient and focuses
on the constant education of the school along with swift consequences. Itis easy
to implement and can be modified to fit any educational environment. Most
bullying programs are"reactive" and deal with conflict resolution. These reactive
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approaches haveincluded; post incident treatment for the bully, conflict
resolution programs, studentexpulsion, or even nothing at all. Unfortunately
bullies feel the need to torment others, and this policy will enable schools to learn
and grow into safeenvironments without the fear of bullying. This policy is
“preventative” and requires a school wide effortthat focuses’ on changing the
behaviours of the students fromday one, as well as the way teachers, faculty and
parents deal with bullying.
The Statement of Intent
This schoolis committed to providing a policy againstbullying and to
providea place for our pupils to learn and grow safefrom fear. We do not
tolerate bullying at our school; all bullying is deemed completely unacceptable. If
an act of bullying does occur it will be addressed quickly and effectively. We
expect anyonewho witnesses an incident of bullying to report the act to a staff
member, under the promiseof full confidentiality.
Methods of PreventionandEducation
The schoolwill post a set of descriptiveschoolrules outlining rules and
consequences if an act of bullying occurs.
They will supply all students, teachers, staff and parents with copies of the
anti-bullying policy.
They will emphasize the importance of reporting bullying incidents and how
it makes the schoolsafer for everyone.
During the firstweek of school, conduct a seminar to introduce the policy
and havea law enforcement official detail whatconstitutes criminal assault
and its consequences.
The school will display a large poster in the schooldeclaring that the school
does not tolerate bullying.
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Needs Assessment
A needs assessmentwillhelp your schooldecide what areas need to be
concentrated on. A comprehensiveneeds assessmentshould involvestudents,
teachers, staff and parents. A staff and student survey should bedone at the
beginning of the schoolyear to determine each student’s knowledgeon bullying
and provideneeded information to carrying the anti-bullying policy. The most
helpful questions should be simple and yet providedetailed information.
some examples are
- Is there a lot of bullying in your school? - y/n
- Do students get teased at your schoolin mean ways - y/n
- Are staff at your schoolhelpful at stopping bullying - y/n
- Do students try to stop bullying - y/n
- Do you know how to stop bullying - y/n
- What gradewould you give your schoolfor stopping bullying - A B C D E
A similar survey should becreated to assess theknowledgeof the
student’s parents. The parents should be sentthe survey as well as a copy of the
schools bullying policy and mustbe signed and returned during the first month of
school.
The school should collect schooldata referring to past bullying incidents
as well to assess thespecific needs of the school. The school’s staff should make
changes they think are necessary to the survey depending on the situations they
feel need the mostattention.
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The staff should set measurablegoals that they feel are attainable for their
school. Setting these goals will help the staff design and maintain
interventions. Keeping stats of bullying incidents and comparing them to
the goals set by the schoolwill let the staff know whatareas need more
attention and if their goals are being met.
PARENTS RIGHTS IF THEIR CHILD IS A VICTIM OF BULLYING
You have the right to expect your schoolto havean effective bullying
policy.
You have the right to receive a copy of this program.
If a bullying incident involving your child occurs, you havethe rightto be
informed of the incident.
You have the right to attend a meeting with the principalto discuss the
details of the incident.
you have the right to know the outcome of the incident.
You have the right to know what steps have been taken to ensure the
incident will never happen again.
You have the right to ask for a reportfrom the schoolboard if you receive
no satisfaction fromthe teacher and/or the principal.
You have the right to seek legal advice if you have followed these steps and
received no satisfactory answers fromtheschoolboard.
You have the right to sue the schoolboard for gross negligence if neither
the principalnor the teachers handled the bullying incident in such a
manner that it will not recur.
SCHOOLS BULLYING RESPONSIBILITY
Itis the responsibility of a teacher ''to maintain under the direction of the
principal proper order and discipline in the teacher's classroomand while
on duty in the school grounds.
Therefore is a teacher observes incident's of bullying, it is the teacher's duty
to intervene.
The principal's duty makes it incumbent on him/her to preventphysicalor
mental harmto a student.
37. 37
If a bullying incident occurs it is the responsibility of the principal to notify
the parents of the incident.
Itis the responsibility of the principal to attend a meeting with the parents
to discuss the details of the incident.
Itis the responsibility of the principal to notify the parents of the outcome
of the incident.
Itis the responsibility of the principal to informthe parents what steps
he/she has taken to ensurethe incident will never happen again.
RESPONSIBILITY OF THE SCHOOL BOARD
The responsibility of a School Board is ''that of a reasonably carefulor
prudent parent. This includes the duty to protect students fromany
reasonably foreseeablerisk of harm.''(Roher 2007, p.20)
A School Board may be held liable if it did not do enough to protect a
student by not providing a safe environmentfor students.
A School Board must providethe school with a bullying policy.
A School Board has the power to establish policies and guidelines with
respect to disciplining students.
A School Board may be held liable when it has not established guidelines to
assistprincipals and teachers in disciplining bullies.
A parent has the right to ask for a report concerning a bullying incident if
they have received no satisfaction fromthe principal.
EDUCATIONAL PROGRAM
Classroom Guidelines Grades 1-8
THE PURPOSE OF THESE LESSONS
This gradeby gradelesson guideline is a tool to teach the students what the
various acts of bullying areand how it affects the students and everyonein their
school.
VISUAL AIDS
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1. Posters - With the use of posters the students can see various acts of
bullying and how it can affect the victim.
2. Quizzes - At the beginning of the session there will be a quiz to determine
how much the students know aboutbullying. At the end of the session
there will be a quiz to determine how much the student they have learned
about bullying. This will enable the teacher to evaluate the programand to
make any changes that they deem necessary.
3. Role-Playing - The students can act out various scenarios of acts of bullying
to see the pain it can cause.
4. Research Projects - The students will be given bullying projects to do
bullying research on.
CLASS TIME
Class time for grades 1-4 will be up to 30 minutes or less due to the
attention span of younger students the teacher will evaluate how much time to
devote to the lessons. Class time for students in grades 5-8 can be up to 45
minutes.
GRADES 1-2
Goals
Help the students understand;
- how behaving in class leads to a happy and safe classroom
- the definition of bullying and how it affects friendships
- how to ask for help, who to ask and how to help others
- how to express themselves and be proud of themselves
39. 39
- how wrong bullying is and that bullies get in trouble
Lesson-1
Quiz
Materials Required
Paper-pencils
The teacher will write on the blackboard that bullying will not be tolerated
at this school.
The teacher will explain to the students that bullying can hurt and that it is
not right to hurt another student.
The teacher will arrangethe students into groups of four.
The teacher will ask each group to makea list of acts of bullying.
Lesson-2
Poster
Materials Required
Paper-Paint
Teacher will explain to the class what bullying is.
The teacher will arrangethe students into groups of four.
The teacher will have each group paint a picture of an act of bullying.
The teacher will place the pictures on the wall and will have each group
explain the act of bullying
Lesson-3
Role Playing
40. 40
The teacher will arrangethe students into groups of four.
The teacher will select an act of bullying and have the group act out a
scenario of performing that act on one of them.
The teacher will then explain what the act was and will explain the effect
that each act will have on the victim.
Lesson-4
Quiz
Materials Required
Paper-Pencils
The teacher will have a quiz to list the acts of bullying
The teacher will then explain what the acts were.
The teacher will thank all the students for doing so well and tell them for by
not bullying the classroomcan be a happy place to learn and play in.
The teacher will compare the results of firstquiz to the results of the
second quiz to determine how effective the lessons were.
If need be, the teacher may make any changes deemed necessary to the
program.
GRADES 3-4
Goals
Help the students understand:
- how to identify bullying and how it affects others, while introducing a zero
tolerance approach
- when, how and where to get help if needed
- how individually they can work together to create a bully free community and
have them discuss whatqualities they believe they can use to create this
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Lesson-1
The teacher will write on the blackboard that bullying will not be tolerated at this
school.
Quiz
Materials Required
Pencils-Paper
The teacher will explain to the class that bullying can generally be defined
as the use of aggression, intimidation, and/or cruelty with the deliberate
intent to hurt the victim whether it be physically or emotionally.
The teacher will assign a quiz to the students asking them to write a list on
what are the various acts of bullying.
The teacher will keep the results of the quiz to comparethe results with a
quiz to be assigned for the last class.
Lesson-2
Role Playing
The teacher will write on the blackboard.
Direct Bullying-Physical-Hitting, Kicking, Shoving.
The teacher will arrangethe class into groups of four and will assign to each
group what act to performa scenario on acting out the act and the result
of the act on the victim.
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The teacher will write on the blackboard.
Verbal Bullying - Taunting, Teasing, Racial Slurs.
The teacher will arrangethe class into groups of four and will assign each
group what act to performa scenario on acting out the act and the result of
the act.
Lesson-3
Posters
Materials Required
Posters-paint
The teacher will arrangethe students into groups of four and assign an act
of bullying that they are to paint a picture of.
The teacher will put a poster at a time on the wall and haveeach group
explain the act and how it would affect the victim.
Lesson-4
Role Playing
The teacher will write on the blackboard.
IndirectBullying – Physical; Getting a person to commit an act of assaulton
another person.
Verbal - Spreading rumors aboutanother person.
Non-Verbal- Deliberate exclusion froma groutor an activity, cyber
bullying.
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The teacher will arrangethe class into groups of four and assign each group
what act to performa scenario on acting out the act and them.
Lesson-5
Poster
Materials Required
Paper-Paint
The teacher will arrangethe class into groups of four and will assign
each group an act of bullying to paint a picture of.
The teacher will put a poster at a time on the wall and haveeach group
explain the act and how it would affect the victim.
Lesson-6
Quiz
Materials Required
Paper-Pencils
The teacher will assign a quiz to list.
What are different acts of Verbal Bullying.
What are different acts of Non Verbal Bullying.
The teacher will review the results of the firstquiz to the results of the second
quiz to determine how effective the lessons were. If need be, the teacher may
make any changes deemed necessary to improve the program.
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GRADES 5-6
Lesson-1
The teacher will write on the blackboard that bullying that bullying will not be
tolerated at this school.
The teacher will explain to the students that bullying can be defined as
the useof aggression, intimidation, and/or cruelty with the deliberate
intent to hurt the victim whether it it’s done physically or emotionally.
Quiz
Materials Required
Paper-pencils
The teacher will assign a quiz to list the acts of.
Direct Bullying.
IndirectBullying.
Cyber Bullying.
Lesson-2
Role-Playing
The teacher will hand out the results of the quiz and will list on the
blackboard the answers.
The teacher will arrange the class into groups of four and will assign a
particular act for each group to perform a scenario showing the act and the
effect on the victim.
Lesson-3
45. 45
Internet
The teacher will assign each student the task of preparing a report on.
Cyber Bullying.
The Short term Effect of Being Bullied.
The Effect on Bystanders.
The Effects of Bullying on Bystanders.
Lesson-4
Role Playing
The teacher will arrangethe class into groups of four and will assign a group
the task of acting out a scenario of one of the results of a particular act in
one of the reports.
The teacher will ask the group to discuss the act and the results of the act.
Lesson-5
Posters
Material required
Posters-Paint
The teacher will arrange the class into groups of four and will assign
each group the task of painting a picture of one of these bullying
acts.
The teacher will put each poster on the wall and have each group
explain what it is.
Lesson-6
Quiz
Materials Required
46. 46
Paper-Pencils
The teacher will assign a quiz to list the acts of.
Direct Bullying and IndirectBullying.
Cyber bullying.
The teacher will compare the results of the first quiz to the results of the
second quiz to determine how effective the lessons were. If need be the
teacher may make any changes deemed necessary to improve the program.
GRADES 7-8
Goals
- reiterate the definition of bullying and its effects of others
- teach them the strategies used to stop it
- teach them how to identify and deal with personaldifferences, and why it's not
fair to stereotype
- teach them how to positively criticize their own behaviors and how they can
change them
- promote the bully free classroomand how it continues after school
These senior students should take part in the anti-bullying policy with the
younger students fromthe very beginning of the schoolyear. When the junior
students see how the senior students act it reinforces the things the staff are
trying to teach and gives the young students visualevidence of how the policy
works.
Lesson-1
The teacher will write on the blackboard that bullying will not be tolerated at this
school.
Quiz
Materials Required
47. 47
Paper-Pencils
The teacher will explain to the class that bullying can generally be defined
as the use of aggression, intimidation and/or cruelty with the deliberate
intent of hurting another person verbally, physically or emotionally.
The teacher will assign a quiz to list the acts of.
PhysicalBullying, PsychologicalBullying and Social Bullying.
Lesson-2
Role Playing
The teacher will arrangethe class into groups of four and will assign a
particular act of bullying to act out a scenario to show the effect of the act
on the victim.
The group will explain how they would feel if this act was committed on
them.
Lesson-3
Internet
The teacher will arrangethe class into groups of four and assign a group to
do a research reporton.
Cyber Bullying.
Statistics on Teen Suicides Caused by Bullying.
Effects of Homophobia on Teens.
Report on Bullying Statistics in Schools.
The teacher will ask each group to read out the results of the research
project and to give their opinion of the results.
The teacher will have these projects put into the monthly newsletter.
Lesson-4
Quiz
48. 48
Materials Required
Paper -Pencils
The teacher will assign a quiz to list at what point does verbal-physical bullying
become assault and at what point does it become illegal.
Answers
Assaultoccurs two ways, firstly it is an assaultfor you to intentionally
apply forceto another person, directly or indirectly, when they do
not consent to that force.
Secondly, it is an assaultfor you to attempt, to threaten by act or
gestureto apply force to another person and that that person
believes on reasonablegrounds that you have the ability to apply
that force.
Lesson-5
Quiz
Materials Required
Paper-Pencils
The teacher will review the results of the quiz and give the students And
will write on the black board the answers to the quiz.
The teacher will explain to the students that the following bullying acts
constitute a criminal offenceand that is when the police are involved.
Assault.
Extortion.
Harassment.
Threatening.
Intimidation.
49. 49
The teacher will assign a quiz on what student infractions warrantmandatory
schoolexpulsion.
Possessing a weapon.
Using a weapon to cause or to threaten bodily harm.
Committing physicalassaulton another person that causes bodily harm.
Committing sexual assault.
Committing a robbery.
Giving alcohol to a minor.
Lesson-6
Quiz
Materials Required
Paper-pencils
The teacher will assign to the students a quiz to list the acts of.
PhysicalBullying.
PsychologicalBullying.
Social Bullying.
The teacher will compare the results of the first quiz to the results of the second
quiz to determine how effective the lessons were.
If need be the teacher may make changes if deemed necessary to improve the
program.
50. 50
PART-3
AUTISM SPECTRUM DISORDER
THE STORY OF AUTISM
Autism SpectrumDisorder (ASD) is the fastestgrowing development condition in
the Western world. Fifty years ago, it was considered rare, affecting 1 in every
10,000 children. In 2006 theestimate was 1 in every 110, today it is 1 in every 88-
an increase of nearly 25 percent- causing it to be referred to as the ‘’Western
disease’’. This new number means that autism is much more common as it was
thought to be only 5 years ago, affecting over 1,000,000 children in North
America.
WHATIS AUTISM
51. 51
Autism is a complex development disability that affects a person’s ability to
communicate and interact with others. The new theory of autismsuggests that
the brains of people with autismare structurally normal but deregulated,
meaning the symptoms of the disorder might be reversible. The theory suggests
that autism is a brain developmental disorder caused by impaired regulation of a
bundle of neutrons in the brain stem that processes sensorysignals fromallareas
of the body.
THE MAIN AREAS OF DIFFICULTY ARE
Impairmentin social interaction.
May include
Limited use and understanding on non-verbal
Communication such as facial expressions and gestures.
Difficulties forming and sustaining friendships.
Lack of seeking to shareenjoyment, interests and activities with people.
Difficulties with social and emotional responsiveness.
Impairmentin communication
May include.
52. 52
Delayed language development.
Difficulties in initiating and sustaining conversations.
Stereotyped and repetitive use of language
such as repetitive phrases from television.
Limited imaginative or make-believe play.
RESTRICTIVE AND REPETITIVE INTERSTS, ACTIVITIES
AND BEHAVIOURS.
May include.
Unusually intense of focused interests.
Repetitive useof objects, such as lining up toys.
Adherence to non-functionalroutines such as
t
travelling the sameway every day.
53. 53
Unusualsensory interests such as sniffing objects, foods
or staring at moving objects.
Sensory sensitivities, including avoidance of everyday sounds.
Unusual or severely limited interests.
POSSIBLE SIGNS OF AUTISM SPECTRUM DISORDERS:
Trouble with pointing or making meaningful
gestures by year 1.
Cannot speak one word by 16 months.
Cannot combine two words by 16 months.
Does not smile.
Does not respond to their name.
Noticeable delays in language or social skills.
54. 54
Avoids making eye contact
Strongly resists changes in routine.
Has problems with, or is not interested in playing with toys.
At times seems to be hearing impaired.
Has problems interacting with other children or adults.
SECONDARY PROBLEMS:
Neurological disorders, including epilepsy.
Gastro-intestinalproblems.
Anxiety and depression.
Children with ASD develop motor language, cognitive and social
skills at different rates fromother children at their age.
AUTISM SPECTRUM DISORDER IS NOT;
55. 55
Infectious.
Contagious.
Caused by vaccines.
Caused by parental behaviour or parenting style.
Source: National Alliance for Autism Research; Autism SpectrumAustralia;
Autism Enigma Production Inc.
FACTS ABOUT AUTISM:
Autism now affects 1 in every 88 children.
Autism costs an average family $60,000per year.
There is no medical curefor autism.
Source: Autism Speaks
THE MYSTERY OF AUTISM:
56. 56
Some 20.000 Canadians areliving with autism.
By the time autism is diagnosed, usually around age3,the besttime for
treatment has passed.
Autism is more common than pediatric cancer ,juvenilediabetes, and
HIV/AIDS combined.
SPECIAL NEEDS BULLYING:
Autism SpectrumDisorder is the resultof a problem that occurs during
pregnancy when a malfunction occurs during the complex development of the
brain, resulting in children born with sensory problems such as noisecausing
pain and panic attacks.
These children will have difficulty in schoolas their brain will pick up every
noise in the classroomand cannotdifferentiate the teacher’s voice fromother
noises.
Having difficulty forming friendships will makethem the favourite target of
bullies whosetorment will not cease until the victim has a melt-down.
58. 58
AUTISM SPECTRUM DISORDER CONSISTS :
OF 5 MAIN TYPES;
1- Classic autism; The most severe form, causing significant language delays,
social, communication challenges and intellectual disability.
2- Asperser's syndrome; Milder form, with somesocial challenges and unusual
behaviours and interests. Can be socially awkward and lack empathy.
3- Nonspecific pervasivedevelopmental disorder; Shows somebut not all of
the symptoms of classic autism.
4- Ret syndrome; Marked by poor head growth, it leads to poor verbalskills
and repetitive movements.
5- Childhood disintegrativedisorder; Develops in children who haveno
symptoms. Can stop talking and socializing.
Source; www.daileymail.com
Of all the main types of ASD, the type that has the highestrate of bullying
incidents is Asperser's syndrome.
59. 59
Children with Asperser's generally havedifficulties in the following areas;
Communication:
Spoken language-May have difficulty putting thoughts into words, may
speak loudly, may correctthe language of others, may take what seems
to be a long time to react to a question.
Understanding of language-May have difficulty understanding others,
may havedifficulty with humor, sarcasm, idioms, abstractlanguage, etc.
Non-verbal understanding of others-May not remember faces or
understand body language, may not be aware of commonly understood
social rules.
Non-verbalself-expression-May notmakeeye contact, may stare, may
make unusualfacial expressions or grimaces, may stand to close.
Social Relationships:
Often havedifficulty maintaining relationships with peers of sameage.
May not understand the give and take of socialrelationships.
May not understand that others have different thoughts or feelings, or
have a different point of view.
Restrictive, Repetitive, Interests, Routines, Rituals, or Motor
Mannerisms.
May flap hands, rock body, etc.
May insiston doing things in a certain order
May talk about only one subject
Additional Common Difficulties:
Anxiety disorders, including generalized anxiety disorders, phobias,
panic attacks or obsessivecompulsion disorder.
60. 60
Sensory irregularities-over-sensitiveor under-sensitiveto sound, light,
touch, smell or taste, including difficulties with balance and awareness
of his/her body in the space it occupies.
Difficulty with change of any kind, transition fromone activity to
another, new situations, surprises, disappointments.
Organization- may havedifficulty managing personalbelongings,
homework planning, etc.
Motor difficulties- may have difficulty learning to print or write.
Attention problems-may havedifficulty knowing what he/sheis
supposed to be focussing on, may have difficulty maintaining focus.
Depression-some children become depressed at an early age, some express
itself in sadness, crying, sleep difficulties, withdrawing, self-abusive behavior
or aggression.
Typical Positive Qualities of Children with Asperger's:
Intelligent and creative.
Committed and loyal in relationships.
Logical thinkers.
Advanced knowledge in their areas of interest.
Precise attention to detail.
May have excellent rote memory.
DIFFERENCES:
61. 61
Each child diagnosed with Autism SpectrumDisorder is different and each
child will be affected differently. An approach which works for onechild may
not work for another. Children with ASD may:
Withdraw or be demanding.
Excel academically or havesevere learning disabilities.
Withdraw in the face of fear, or become more aggressive.
Display repetitive movements or not display any.
Autism SpectrumDisorder is a complex disorder and behaviour is often
misunderstood. Whatlooks like laziness, disrespector willful defiance may
actually be:
Difficulty understanding whathas been asked.
Difficulty changing fromone activity to the next.
Inability to figure out how to do whathas been asked.
Children with ASD may appear to be more competent then they actually are.
Over time they often make significantadvances in their development and
behaviour. However, the disorder is a lifelong one and it limits the child’s
functioning and his/her ability to learn and behavein typical ways.
While there is no curefor ASD, weshould be helping affected children live full
and happy lives, and we should also work with teachers and parents to bring
out the best in them.
62. 62
BULLYING STATISTICS:
According to a survey of parents by the Interactive
Autism Network and John Hopkins University researchers;
61% of kids with Asperser’ haveexperienced bullying.
In comparison 37 of children with ASD have experienced bullying.
30% had experienced physicalbullying.
About 50% of parents reported that schoolmates deliberately tried to
trigger autistic meltdowns in their children.
Bullies tend to pick victims they know their class mates wontdefend.
Teasing was the most common formof bullying.
73% of their kids experienced taunts.
Almost half of ASD kids havebeen deliberately ignored by peers.
63. 63
47% havebeen called names.
Source; Yahoo News Canada
A child with ASD because he/she behaves differently, is vulnerable to being
excluded, to verbalabuseand to other forms of bullying by peers. The bullying
can be extremely subtle, such as making a noisewhich bothers him/her.
Sensitivities to sound can make this situation intolerable.
SUGGESTIONS FOR INTERVENTION:
PREVENTION
Alert all schoolstaff to the child’s vulnerability to exclusion, verbal
abuse, being taken advantage of and other forms of bullying.
Encouragesympathetic classmates to make efforts to include the
student, or even better, promote the development of a circle of friends.
64. 64
Arrange a presentation for the class about ASD and how the student’s
can be supportive(with the parent’s and student’s permission).
Monitor peer interactions closely, in the classroomas well as outside. A
high percentage of bullying occurs in the classroom.
The child may have difficulty explaining the bullying situation, the
sequence of events, etc.
Providevisualclues, for example, take the child to the gym, have
him/her show you what happened, act it out.
Provide Physical Protection:
Put in place a concrete plan of action for when bullying takes place: who
the child will talk to and whatthat person will do to help, and ensure
that the teachers are partof the plan. Provide the students with direct
teaching of the acts of bullying.
Provide Emotional Protection:
Let the child know that you believe him/her. Children with ASD seldom
lie.
Reassurethe child that you will help him/her and that it is ok to ask for
help.
Children with ASD may need intensive help with bullying all throughout
school.
Children with ASD may need intensive help throughoutschool.
65. 65
SOURCE-THIS SECTIONWAS MADE POSSIBLE WITH THE KIND PERMISSION OF
THE AUTISM SOCIETY OF EDMONTON
WHAT EVERY PARENT SHOULD KNOW IF THIR CHILD IS THE VICTIM
OF BULLYING AND WHAT THEIR RIGHTS ARE.
PARENTS RIGHTS:
AS A PARENT YOU HAVE RIGHTS:
If your child has been the victim of a bullying incident at your schoolyou have
certain rights to ensurethe safety of your child at that school.
The following list contains whatyour right
Have the right to ask for a copy of the policy.
Have the right to have your child attend schoolsafefrom fear of
bullying.
66. 66
Have the right to expect your schoolto havean anti-bullying policy.
Have the right to know if your child is the victim of a bullying incident.
Have the right to ask for a copy of the incident.
Have the right to attend a meeting with the principal to discuss the
incident.
Have the right to know the outcome of the incident.
Have the right to know what steps are being taken to ensure it will not
happen again.
Have the right to meet with the schoolboard if you receive no
satisfaction.
Have the right to seek legal advice if you receive no satisfaction from the
schoolboard.
EDUCATION-SAFETY
Common Law has long held that the responsibility of School Boards,
administrators and teachers is ‘’’ that of a reasonably carefulor prudentparent.
67. 67
This includes the duty to protect students fromany foreseeable risk of harm,’’
(Rohmer 2007, p20).
Teachers and principals are placed in a position of trustthat carries with it
numerous responsibilities. When children attend schoolor schoolfunctions, it is
they who must care for the children’s safety and well being. In order to teach,
schoolofficials mustprovidean atmosphere that encourages learning.
School Shootings.
Since Newtown there havebeen 28 students killed in our schools.
Gun violence is erupting in U.S. schools at the rate of 3 per month.
Total deaths over the last 14 months is 28.
In the first 6 weeks of school13 schools were forced to have a lock-down.
50% of schoolshootings have culminated in
1death-7 suicides-33 assaults.
YOUTH SUICIDE
The second leading cause of deaths in youth 10-14 years old./
For every 1 suicide there will be 140 attempting it.
Each day there are 5400 suicideattempts by youth grades 7-12.
1 in every 6 students will consider suicide.
1in every 12 will attempt it.
PART-4
TODAY'S YOUTH ISSUES:
68. 68
Chapter 1
Suicide
Clues topotential suicide;
How you can help –
Listen and hear. Of vital importance to a person in an emotional crisis is to
have available someone who will listen and hear what he or she is saying.
Avoid false reassurances that“everything will be okay” and never demean
suicidal expressions. Don’t bejudgmental or moralizing.
Be supportive. Communicate your concern.
Be sensitiveto the relative seriousness of thethoughts and feelings.
Inquiredirectly about thoughts of suicide. IF wedon’t respond to student’s
suicidal thoughts, they may interpret our reactions as not caring. Suicide is
a topic that makes us all uncomfortable, but we must face it with open,
honest communication. When a person speaks of clear-cut self -destructive
plans, the situation is usually much more serious. Take any suicidal
complaint seriously, even if expressed in a calm voice.
Trustyour own judgment. If you do believe someone is in danger of
suicide, act on your beliefs. Don’tlet others mislead you into ignoring
suicidal signals. Be an alarmist.
69. 69
Tell others. Share your knowledgewith the counselor and/or school
psychologist. Don’tworry aboutbreaking confidence. You may haveto
betray a secretto savea life.
Stay with a suicidalperson. Don’tleave a suicidal person alone if you think
there is immediate danger. Call upon whoever is needed: do not try to
handle everything alone.
Be awareof previous attempts. A student who has made a previous
attempt is at high risk to try again. If you are awarethat a student has
made a previous attempt, tell the counselor and/or psychologist. Make
surethey know.
What to look for;
Verbal Signs:“I wish I were dead”. “No one cares whether I live or die”.
“Things would be better if I weren’there”.
BehavioralClues: Alcohol or drug abuse, previous attempts, giving away
possessions, making a will, sudden change in behavior (e.g. quiet student
becomes talkative, friendly student becomes quiet), significant drop in
grades, risk taking behavior resulting in accident or injuries.
Situational Clues: End of serious relationship, divorceor death of a parent,
family financial difficulties, moving to a new location (or other stresses
among family members).
70. 70
Syndromatic Clues: Social isolation, depression, disorientation and changes
in sleeping and/or eating behaviors, dissatisfaction (e.g. constant
complaining and helpless-hopeless feelings).
Common stressors experiencedby adolescents whoattempt suicide;
Breakup with a boyfriend or girlfriend
Trouble with sibling
Change in parents’ finances
Loss of a friend
Trouble with a teacher
Change of school
Injury or illness
Failing grades
Increased arguments with friends
Questions concerning suicide;
1. Does almost everyoneat least think of suicide during his/her lifetime?
2. Is there a certain time of the year when more suicides occur- for example,
at holiday times?
3. Do losses of loved ones or relationships have much to do with youth
suicide?
4. Will teenagers talk about their suicidal thoughts?
5. What methods do adolescents use most often than females:
6. Can students who talk about suicide be classified as low-risk?
7. Has the rate of youth suicide really increased that much, or is it justbeing
publicized more widely:
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8. Is there a certain type of student who is at risk for suicide:
9. How should someone respond to a suicidal student?
10.Why do drugs and alcohol play such a large role in youth suicide:
11.Can the suicideof one adolescent “trigger” the suicide of another”
12.May a student who runs away be at the risk for suicide?
13.Will adolescents who are prevented fromkilling themselves once keep
trying until they succeed?
Answers concerning suicide;
1. Yes. Everyonegives it some thought.
2. No. There is a slight increase in the spring, but there is no one times of
the year, such as Christmas, when a disproportionatenumber of suicides
occur.
3. Yes. Students who have experienced numerous losses may feel helpless
and hopeless and turn to suicide. We also must take the breakup of
adolescent romanceseriously, becausesuch breakups often precipitate
suicide attempts.
4. Yes. If someoneprovides them with an opportunity to do so they trust.
The key is to let them talk and reflect their feelings. Their suicidal
thoughts should not be dismissed or minimized.
5. Guns account for approximately 60% of adolescent suicides. Gun safety
programs and convincing families not to have guns accessible in the
home are keys to prevention.
6. No. Students who talk about it are at risk. If they do not receive prompt
attention, they may act out their suicidal thoughts.
7. The rate has increased 300% sincethe 1950’s.
8. No. There is no type. Depression has long been associated with youth
suicide. Recently, emphasis has also been placed on conductdisorders
and substanceuseas associated problems.
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9. Respond openly, honestly and directly. Let the student know that you
care. Give him or her permission to talk about suicidal thoughts.
10.Drugs and alcohol impair contact with reality and contribute to a
teenagers acting on suicidal thoughts. Alcohol and drugs arealso
depressants and make young people further depressed.
11.Yes. Adolescents are more likely to imitate the suicide of another than
adults. Factors believed to be involved are impulsively,
impressionability and striving for recognition or glamorization through
suicidal actions.
12.Yes. Research has shown thatfrom 20% to 25% of adolescents who run
away attempt suicide.
13.No. Most attempts are situational in nature. The adolescent who is
stopped and who gets professionalhelp is unlikely to try again.
Levels of suicide interventionandspecific activities;
Primary Prevention
Annual in-servicetraining session for all secondary schoolfacility,
emphasizing the warning signs and referralprocedures with handout.
Annual training provided to counselors and nurses.
Training provided to teachers in subjects such as health, psychology and
sociology.
Curriculumpresentations to students in selected subjects.
Presentations to student groups.
Community and schoolbased presentations for parents emphasizing
mental health and suicide prevention.
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Articles written on suicide prevention published in local papers and district
newsletter, sentto each parent.
Group counseling provided weekly to approximately 350 “at risk”
secondary students.
Establishment of teen help line programs.
Secondary Intervention
Assessmentof the severity level of the students’ suicidal thoughts or
actions.
Notification of the parent of a suicidal student.
Activities to assistfaculty and students through the grieving process
immediately following a suicide, and to minimize the contagion effects of the
suicide.
Responses to media attention that encouragedownplaying the suicide
method employed and instead publicize whereto get help.
Contact with the parents of the student who committed suicide, to offer
sympathy, carefor surviving siblings and coordination of services between
the schooland family.
Tertiary Intervention
Long-termfollow-up of those who have been affected by the suicide of a
friend or relative.
Awareness of anniversary dates of losses and the birthdays of significant
others who have committed suicide, and provision of supportto those who
need it at thosedifficult times.
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Major symptoms of depression
Withdrawalfromfriends and activities.
Loss of joy in life and a bleak outlook for the future.
Changes in sleeping and eating habits.
Preoccupation with death.
Increased somatic complaints.
Concentration problems with regard to schoolwork.
Frequent mood changes.
Uncharacteristic emotional or rebellious outbursts.
Low self-esteem and lack of confidencein abilities and decision making
capabilities.
Significant weight loss or gain.
Decreased attention to physicalappearance.
Chapter Two
What are drugs?
Drugs aresubstances taken to change the way that the mind or body
works. Thereare four categories of drugs;
1. Stimulants
2. Depressants
3. Hallucinogens
4. Cannabis
Sevenmajor reasons why people take drugs;
People try drugs outof curiosity.
People use drugs becausethey feel emotional pressures likeloneliness or
depression.
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People use drugs becausethey feel pressured by the people around them.
People use drugs becausethey want to fit in with friends.
People use drugs becausethey are easy to get.
People use drugs becausethey used them before.
People use drugs becausethey do not feel right without them. They are
drug dependent.
Drug facts
Over 60% of all people killed in drunk driving accidents are teenagers.
Traffic accidents are the leading cause of teenage deaths.
Over half of all children in grade7 have tried alcohol or someother drug
and over 90% by grade 12.
Alcoholism, between the ages of 9 and 12, once unheard of, is becoming
increasingly common.
Addiction is hereditary. Studies show that sons of alcoholic fathers have a 4
to 5 times greater chance of becoming alcoholics themselves.
Alcohol and tobacco arethe two mostused drugs by young people. Boys
are generally bigger drug users than girls, with the exception of tobacco.
Girls will say more often that they smokeregularly. Over half of all traffic
accidents resulting in death involve alcohol.
After alcohol and tobacco, marijuana is the most widely used drug by both
young people and adults.
Marijuana
How it affects you……
Your perceptions of time and space change. Time may seem to pass slowly
and distances become distorted.
Your balance may become impaired.
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You might feel outgoing and talkative and laugh more.
You might not be able to remember things that justhappened. Itmay be
harder to think clearly and performcertain tasks, like homework.
If you’repregnant, the more cannabis you smoke, the morelikely your baby
will have problems, such as; low birth weight.
Marijuana is made fromthe dried leaves and flowering tops of the plant.
Cannabis is sometimes morepowerfultoday than it was 20 years ago
because growers havedeveloped plants that contain more THC than
before.
Marijuana, hash and hash oil all come fromthe same plant called “cannabis
sativa”. All three contains THC, a chemical that changes the way you think,
feel and act.
THC is shortfor “delta-9-tetrahydrocannabinol”. Itis responsiblefor the
“high” that changes a person’s mood and perception.
Cannabis can be smoked or eaten but it can’t be taken with a needle
because it doesn’t dissolvein water.
A common slang name for a marijuana cigarette is a joint. Street names;
pot, hash, weed, dope, honey oil(hash oil), ganja.
When cannabis is smoked, the THC reaches the brain faster than when it is
eaten.
People who usecannabis everyday and quit suddenly may have problems
sleeping or become anxious, irritable or nervous withoutthe drug. They
may also have an upset stomach. These symptoms, if they occur, rarely last
more than a few days.
What kind of problems does drug abuse cause?
Drug abusecauses health problems and can lead to sickness and physical
damage to our body. Smoking marijuana or tobacco may cause cancer.
Abusing alcohol can causedamage to the liver. Sniffing drugs can ruin the
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inside of your nose. Drugs taken with needles can cause infections, serum
hepatitis or collapsing veins. Even more frightening is the possibility of
contracting AIDS associated with needles. These are only a few of the
health risks thatare related to the useof drugs.
Drug abusecan cause personal/socialand mental problems. Itcan lead to
problems of addiction and loss of motivation. Many will turn to drugs to
avoid normalfeelings of being depressed. Onceyou are in the habit of
using drugs, it is hard to stop the habit. When a drug user’s body gets so
used to a drug that it cannot function without it, it’s “physically dependent”
on the drug. Without the drug, the user will go through “withdrawal”.
Withdrawalcan be uncomfortableor it can be very painful. Not all drugs
are physically addicting
A person can be emotionally addicted to drugs beforea physicaladdiction
occurs. Emotional addiction makes it very difficult for the person to view
his/her drug useobjectively. Even though their drug useis replacing things
that used to be importantin their lives, they do not recognizeit as abuse
since there are no physicalsymptoms. The transition of values might seem
like a natural changein their life, or the person may not realize that the
drugs havestarted to become more important than other things.
Tips on being drug free
Make a personalcommitment to live drug- free. This can be a silent pledge
to yourself or a formalpledge between you and a group of your peers.
Find friends who wantto live drug-free. Establish friendships with those
people. Join a prevention youth group. Seek supportfor your choice and
help others.
Saying “NO” to drugs means saying “YES” to drug-freealternatives:
something positiveand drug-free, especially during weekends and holidays.
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Find a good role model who doesn’tuse drugs. Itcan be a family member,
a popular celebrity or someone such as your favorite teachers or sports
coach. Role models must believe in a no-userule about alcohol and other
drugs for minors, and also model appropriatebehavior themselves.
Develop a strong relationship with your parents. Let them know what
concerns you have. Talk about the drug issue. They want to be partof your
lives, so why not let them in.
Learn up-to-dateand accurate adversehealth effects of alcohol and drugs
(non-medicinal purposes) on the body. Being well informed will makeit
easier to say “NO” to drugs.
Practice techniques of resisting peer pressure. Role-play these with a
younger brother or sister, a friend or an adult. This will help you to react
negatively without hesitation in a real-life situation.
Look at the long term consequences of your actions. Ask yourself these
two questions which will help you say “NO”.
“Would me saying “YES” to my friends request breaking the law”? and
“Would I do this in frontof my parents, teachers or other responsible
adults in my life”?
Be an individual. This means not going along with the crowd when they do
something you don’tagree with. Be a thermostat, not a thermometer:
grab control of your environmentbefore it controls you.
Be proud of your drug-freechoice and realize that you are great justthe
way you are.
Chapter Three
Alcohol
Uses of Alcohol
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Alcohol is one of the more readily available drugs. Itis a depressant, a drug
that slows down the central nervous system. Theactive ingredient in alcohol is a
chemical called ethyl alcohol, which taken in large doses are poison to the body.
When a person drinks, theliver filters alcohol from the blood streamand
eliminates it fromthe body. The liver can filter about one ounce of alcohol per
hour. If someonedrinks more than an ounceof alcohol per hour, the person
becomes intoxicated or drunk.
People are consuming alcohol at a younger age each year. Today, the
averageage of those starting to use alcohol is 12.5. Research shows that the
younger a person is when he or she starts to drink alcohol, the greater are the
chances that the person will develop into a chronic alcoholic. Alcoholismin
adolescence develops very rapidly, with some teenagers becoming alcoholics
within six months after taking their firstdrink.
Negative Effects of Alcohol Use;
Damage to brain and liver cells.
You say things you don’tmean or wish you hadn’t said.
Arrest, if boughtor used under age or while driving.
Dependence on alcohol to relax.
Alcoholism.
Slurred speech, slowed reflexes.
Expensive.
Impaired thinking.
Nausea, vomiting.
Loss of non-drinking friends.
Liver damage (cirrhosis of the liver)
Inflammation of the stomach
Weakening of heart muscle
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Cancers of the esophagus, mouth, pharynx, larynx, liver; possiblecause of
breastand colorectal cancer
Loss of brain cells
How alcohol affects you
Too much alcohol can causea hangover-headache, nausea, shakiness and
even vomiting afterwards.
Alcohol use increases the risk of high blood pressureand related illness for
both men and women. It may increase the risk of breastcancer in women.
People who havebeen drinking heavily may have withdrawalsymptoms
when they stop drinking or cut down. The symptoms may include
nervousness, sleep problems, tremors (the“shakes”), seizuresand
hallucinations.
Short termeffects
People may feel more calm and relaxed
They may be more talkative and less shy
They may feel warmand their skin may be flushed
Alcohol fact sheet
Myth: Alcohol is not really a drug.
Fact: Alcohol is a serious and potentially dangerous drug. Many people die every
year from alcohol poisoning. (overdose), as wellas from consequences of long
term, heavy drinking.
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Myth: Beer and wineare not as bad as “hard” alcohol
Fact: The effects of alcohol do not depend on whether the drink is beer, wineor
liquor, but on how much a person drinks, the situation in which drinking takes
place, over what period of time and other factors. One standard sizebeer or one
glass of wine has roughly the same amount as one mixed drink.
Myth: The people with real alcohol problems live on skid row.
Fact: Mostpeople with alcohol problems are ordinary people fromevery walk of
life. They hold jobs, go to schooland have families. People who drink even
relatively low amounts of alcohol can experience problems that affect their
families, friends, co-workersand others. Impaired driving crashes or work related
injuries are examples.
Drinking Influences
Social Pressure: Pressurefromfamily members, friends, rolemodels or
other peers who drink alcohol.
Advertising Pressure: Advertising links drinking alcoholwith attractive
people, lifestyles and attitudes.
Rebel: You want to defy authority and take a risk
Experimenting: You wantto see what it is like.
Dealing with Stress: Some people get used to drinking when they get
stressed out, but drinking puts extra stress on your body.
Drinking and driving
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The term “Blood Alcohol Concentration” or BAC refers to the amountof
alcohol in a person’s body. BACcan be determined by measuring the weight of
alcohol in a fixed volume of blood. BAC can also be measured in a person’s
breath by using an instrumentcalled a “breathalyzer”. Breath tests are justas
accurate as blood tests for measuring BAC. BAC is important becauseit relates to
how much you drink, how strongly alcohol affects you, how much greater the risk
you face on the road and how close you are to breaking the law.
Chapter Four
Tobacco
Tobacco Facts
Tobacco is the legal consumer productthat kills when used exactly as
intended.
There is no safelevel of tobacco consumption
About 3,000 in Ontario die annually frominhaling other people’s smoke.
Tobacco advertising is banned in Canada
A pack per day costa cigarette smoker approximately $2,190 per year.
Ittakes a teenager less than 5 cigarettes to be addicted to nicotine.
The equivalent of one tree is burned for every 300 cigarettes
manufactured.
Childrenand Tobacco:
Most smokers in Canada start before the age of 18 as children, who are
initiated into tobacco addiction on averageat age 12.
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13 is the averageage at which teens start smoking on a daily basis.
75% of young smokers becomeaddicted users beforeage 17.
Children under age 19 resulting in retail sales of cigarettes worth more than
an estimated $400 million in Canada annually consume2 billion or more
cigarettes each year.
Most stores will sell cigarettes to minors according to Canadian surveys that
test retailer compliance with tobacco restraintlaws.
18,000 to 20,000 outof every 100,000 smokersnow age15 will die from
tobacco related diseases before they reach age 70---about8 times the total
number of deaths projected for this group from other drug abuse, car
accidents, suicide, murder and AIDS allcombined.
Statistics tell the story:
Experimentation with tobacco is estimated to have occurred by age 12 for
one half of Canadian schoolchildren.
Incidenceof regular smoking in the 15 to 19 year old age group has
declined from27.6% in 1966 to 16% in 1991 in Canada, but the numbers
stay alarmingly high despite the advances in tobacco use prevention. In
1991, 116,000(12%) of males and 181,000(20%) of females in that age
segment were regular smokers. When even younger smokers areadded in,
the number of kids addicted to tobacco productrises to 400,000---oneout
of about every 8 Canadian children smokes.
Girls are now morelikely to smokethan boys. In 1966, girls madeup only
34% of smokers aged 15 to 19. Today they compromise60% of that group.
In households whereboth parents smoke, 33% of teens aged 15-19 also are
smokers. In households with oneadult smoker this percentage drops to
21%, and with no adult smokers to 13%.
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Pre-indicators of ayoung smoker:
Lower self esteem
Poor academic record
Less physically active
Working partor fulltime
Smoking peer group
Smoking parents or siblings
Lower income family
Less educated family
Tobacco Advertising
The World Health Organization estimates that tobacco will prematurely kill
200 million people, who are now children, and eventually wipe out 500 million in
the world. By age 12, half of Canada’s children haveexperienced with tobacco.
On average, in Canada young people firststart smoking daily at age 13, and 75%
of young smokers becomeaddicted by age 17. Of all smokers, 90% startbefore
the age of 20.
Tobacco advertisements arebanned in Canada. Tobacco companies
continue to spend big bucks to push their products. For example, one tobacco
company sponsors a number of jazz festivals throughoutthe country that bear
the cigarette brand’s name. In 1991, itis estimated that the Canadian tobacco
industry spentmore than 80 million dollars on advertising and promotions. The
tobacco industry relies upon the promotion of special events to attract new teen
“addicts” in order to survive.
Currenttobacco ads target Women, Minorities, Children and other groups.
Tobacco companies do this by associating cigarettes with popular themes such as
risk taking, glamour, sex and financial and personalsuccess. Themodels in
cigarettes ads are portrayed as cool, beautiful and smart. The real story is: Janet
Ashman, Lucky Strike’s former cover girl, has had her larynxremoved due to
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throat cancer. Wayne McLaren, the former Marlboro Man, has died of lung
cancer. David Gorlitz, former Winston model has suffered a stroke.
Smoking is still growing around the world. Itis likely to increase by about
2% per year through at least the next decade. The bottom line is: You are the
target because the tobacco industry thinks they can take advantageof you. Do
you want this to continue? Be Aware!
Smoking is a negative peer pressuresituation. The main reason young
people begin smoking is because their peers do and that’s not a good reason to
do anything. The negative effects of smoking are permanent. The real way to act
grown-up is to act responsibly, and smoking is not acting responsibly. Remember
that you can always justsay No!
Preventing TobaccoProblems
Tobacco is an extreme health hazard and an important “gateway drug”. It
serves as an entry point to a lifestyle that eventually or perhaps concurrently,
includes the use of alcohol and other drugs that havethe potential for abuse. All
tobacco useis harmful, even if you do not die fromit. Tobacco smokeis also
harmfuluse is harmfulto developing fetuses and to non-smokers. Theaverage
age at which people begin smoking is estimated at between 12 and 14. Oneof
three who continue to smokein adulthood will die prematurely fromsmoking
related illnesses. Itis important to start early on tobacco prevention, because the
tobacco industry starts early in aiming it’s six billion a year advertising and
promotional programs atchildren. Children are the targets of their business
minds as they attempt to replace smokers who die or quit with new and younger
ones. Advertisers know that nearly all-first useof tobacco occurs beforehigh
schoolgraduation and that children are the chief sourceof new customers. Their
main purposeis to recruit young customers. Tobacco advertising haveplayed on
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the vulnerability by portraying a positive image of smokers. They portray smokers
as extremely attractive young men and women having a great time in outdoor
and glamorous settings. The smokers areslender. They are engaged in healthy
activities and are independent which is what adolescents are striving to become.
Smoking is presented as self-enhancing: Itrelaxes people, leads to fun and
adventurein life, and makes you attractive-important to adolescents, who are
maturing physically and thinking about sexual relationships.
So Why Do People Smoke?
People start smoking becausethey see it as meeting certain needs.
Tobacco is portrayed in advertising as a way to be cool; a grown-up thing to do;
an attractive, sexy and glamorous activity; a way to have fun; a way to be
comfortable with other people and a way to enhance self-image. People also
startsmoking because they are curious aboutthe effects of tobacco, because
they believe it will alter their mood, and because smoking is forbidden, and they
want to rebel or defy their parents.
The AddictionProcess
The dangers of this drug are underestimated. Children should be told that
nobody starts chewing or smoking tobacco, or using any other drug, expecting to
get addicted. Everyonebelieves that he or she can get the benefits without the
harm. This belief is wrong-dead wrong. Regular usesoon results in addiction.
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Five stages intobaccouse;
1. The stage of forming attitudes, beliefs and expectations about what you get
fromsmoking.
2. The stage of trying smoking, which means the firsttwo or three times that
cigarettes are used.
3. The stage of experimentation, which involves repeated but irregular use.
4. The stage of regular use, which means at least twice a week.
5. The stage of dependence.
Changes Your Body Goes Through When You Quit
Within20 minutes of last cigarette:
Blood pressuremay drop to normal level
Pulse rate drops to normallevel
Skin temperature of hands, feet increases to normal
8 hours
Carbon monoxide level in blood drops
Oxygen level in blood increases
24 hours
May reducechance of heart attack
48 hours
Nerve endings may regroup
Ability to smell and taste enhanced
72 hours
Bronchial tubes relax, if undamaged will make breathing easier
Lung capacity increases
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2 weeks to3 months
Circulation improves
Walking becomes easier
Lung function may increaseup to 20%
1 month to9 months
Coughing, sinus congestion, fatigue, shortness of breath may decrease
markedly over a number of weeks
Potential for cilia to regroup in lungs, increasing ability to handle mucus,
clean the lungs, reduce infection
Body’s overallenergy level increases
5 years
Lung cancer death rate for averagesmoker (one pack a day) decreases from
137 per 100,000 to 72 per 100,000
10 years
Precancerous cells are replaced
Other cancers-such as thoseof the mouth, larynx, esophagus, bladder,
kidney and pancreas decrease(there are50 chemicals in tobacco smoke
that cause cancer)
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Chapter Five
Peer Pressure
Students are faced with inevitable peer pressure, so it is not a question of
justsaying “no”; it is a matter of how to refusesituations with which they feel
uncomfortable. You often hear about children and peer pressure, butweshould
recognizethat conformity is a problemfor all age groups in this culture. Many
adults drink, usedrugs, and engage in many other activities justto be accepted by
their peers.
One person may often be right when somebody else is wrong, and that it
takes unusualcourageto stick to your guns when you’rein a definite minority.
Will you give in when everyoneelse says you’rewrong? In other words, willyou
give in, in order to be liked and included, or will you insiston your own opinion?
When do you give in? When do you insist?
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One task of school-aged children is to learn that it is okay to believe ad act
differently fromone’s friends. Children are learning this skill when they resist
peer pressure. The pressuremay besomething illegal, like drugs or stealing;
something dishonest, like lying or cheating; or due to differentvalues like partying
or status clothes. In dealing with peer pressure, a direct approach usually works
best. Four approaches are: be blunt, refer to a parent, get an ally and bargain.
Be blunt
One way to combat pressureto do something illegal is to call it by its legal
term.. For example, if a friend wants you to take a candy bar without
paying for it, reply, “ you’recrazy”. That is shoplifting. I could get arrested
for shoplifting. I can do without that kind of trouble, and then leave.
Refer toa parent
Another way to resistillegal acts is to say, “ I can’t do that. My dad (mom)
would ground me”. If the friends say that they would not find out, repeat,
“You don’tknow my dad, he finds out everything. He would be very
angry”, and again leave. Some parents agree to supportany excuse or
reason kids give why they can’t do something illegal or questionable.
Get an ally
Peers often try to make others feel as though everyoneelse does “it”
whether “it” is smoking or cheating on a test. With this approach a child or
teen names someone else who won’tdo “it”. For example, “ I’mnotgoing
to. It’s not right. Terry and I are going to do…………instead”.
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Bargain
If a child has something (an item or skill) the other child needs or wants, he
or sheuse it to bargain.
Peer Influences
Everyonewants to have friends. A peer is a friend that you sharecommon
things with. A peer group is a group who shares common things. Having friends
is necessary and an importantpart of learning to be an adult.
As you get older, you begin to spend more time with people your own age.
Then you startto keep company with different groups of friends (peer groups) in
and out of school. “Fitting in” to a group is very important. Your peer group gives
you feelings of belonging, identity and it offers you support. Your peer group also
affects your decision-making and puts pressureon you to be the sameas the
others in the group.
Most of the time you probably don’t even realize that your friends have
such an effect on your thoughts and actions. Group pressures can behelpful but
sometimes they are not. When it comes to smoking, drinking and using drugs,
some of you will try them because your friends aretrying them. Itis not easy to
say “no” when you are afraid. These will be hard situations for you to deal with.
Just remember that you can think and act for yourself. You can makeyour
own decisions and avoid problems. You can help your friends and they can help
you. Together, you can make the right choices about drugs and alcohol.
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Chapter Six
Abuse
Sexual Abuse
Physical Indicators of Sexual Abuse
Physicalcharacteristics may suggestthat a child has been or currently is a
victim of sexual abuse, however lack of physicalfindings only means that the acts
did not leave any physicalevidence. A child, depending on their age, may be the
victim of an ongoing series of sexual acts and do not exhibit any physicalsigns.
Possible signs include;
Difficulty in walking or sitting
Torn, stained, or bloody underwear
Genital/anal bruises o bleeding
Frequent urinary tractor yeastinfections
Pain when urinating
Pregnancy
Loss of appetite
Chronic unexplained sorethroats
Behavioral Indicators of Sexual Abuse
Fear:
The most common initial reaction. For that reason the child who expresses
fear ( and/or anxiety) for no apparent reason should be viewed with
caution.
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Inability totrust:
Because of the betrayal that the child has suffered at the hands of an adult,
and becausethe child has been made to feel helpless by the adult, the child
becomes severely limited in his ability to trust. This deficit of trust may
impair his futurerelationships in many ways.
Anger and Hostility:
Children are rarely able to express their anger toward an assailant, and as a
result it is often displaced onto others. However, in somecases (usually
those that involve extra familial abuse) the child does find an opportunity
to release her anger toward the abuser.
Inappropriate Sexual Behavior:
Sexually abused children may attempt to show or tell others what
happened by doing or acting out what was doneto them. A child may also
attempt to gain a senseof mastery over the trauma by repetition of the
events in a symbolic form. For example: child victims of sexual assault
(especially male victims) may attempt to undo their feelings of helplessness
by doing to other children what was done to them---a manifestation of
“identification with the aggressor”.
Depression:
Because of not being able to express their feelings of helpless rageof for
what was doneto them, abused children may become clinically depressed,
showing signs of emotional constriction and flat or bland affect, and so
forth.
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Guilt or Shame:
Since young children are by nature egocentric, they may mistakenly accept
responsibility for other people’s actions towards them: this tendency,
when added to the molester’s attempts to shiftblame onto the victim,
often results in the child’s experiencing intense feelings of guilt for what
has happened.
Problems inSchool:
A sudden drop in schoolperformancemay be a symptomof sexual abuse;
even so, in some cases performancedoes not falter becausethe child may
find security in the structureof the schoolenvironment.
Somatic Complaints:
Many sexually abused children internalize their trauma and may
demonstratevaried somatic disorders such as headaches or stomachaches
that have no organic cause.
SleepDisturbances:
Frequently, sexually abused children experience difficulty in sleeping, fear
of sleeping alone, nightmares, or even terrors.
Eating Disorders:
Some victims of sexual abuse exhibit eating disorders as evidenced by a
sudden marked increase or decrease in appetite or the hoarding of food. A
clinician should be especially observantwhen treating anorexia or bulimia
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in adolescents becausethose symptoms may mask trauma caused by
sexual assault.
Phobic or Avoidant Behavior:
Child victims may display a wide rangeof avoidant behaviors from
agoraphobia to schoolphobia to the fear of someone who even slightly
resembles the molester in appearance.
Regressive Behavior:
Children may become regressiveas a resultof sexual trauma. Hence, cases
of regression thatare not readily explained should be checked carefully for
possibleevidence of abuse.
Self Destructive Behavioror Accident-Proneness:
These may become outlets for the child’s feelings of guilt or shame. Many
molesters’ children feel damaged or worthless, and their acting out takes
this form.
Running Away:
Older children and adolescents may attempt to cope with sexual abuse by
running away fromhome.
When is it Rape?
