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Role of the K-12 Educator

Those Who Can, Teach

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Fatalities

Each day in the United States, more than 4 children die as a result of child abuse in the home.

Most of the children who die are younger than six years of age.

More children (age four and younger) die from child abuse and neglect than any other single, leading cause of death for infants and young children.

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Child abuse is a very serious problem in every community nationwide.

Child abuse knows no boundaries. It happens in every class, race, ethnic group, educational, and economic group. No family is immune.

A report of child abuse is made – on average - every 10 seconds.

Child Abuse

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Types of Child Abuse

Neglect – 63%

Physical – 19%

Sexual – 10%

Emotional – 8%

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Stressors associated with the child

An unwanted child A child that is different; handicapped A crying, irritable child A hyperactive child A child that reminds the parent or someone they

do not like A low birth-weight child

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Stressors associated with the parent

Abused as a child Single parent Spouse uninvolved

and critical or gone much of the time

Divorce Alcohol or other drugs Low self-esteem Isolation

Emotional immaturity Postpartum

depression Unrealistic

expectations Unemployment Financial stress Mental illness Family pressure

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Reporting of Abuse

Approximately 3.5 million reports of possible abuse are made to child protective service agencies each year.

The actual incidence of abuse and neglect is estimated to the three times greater than the number reported to authorities.

An estimated 920,000 victims of abuse were substantiated after investigation by child protective services.

Nine in 10 Americans polled regard child abuse as a serious problem, yet only 1 in 3 reported abuse when confronted with an actual situation.

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What should I do about it?

Report It!

Report It!!

Report It!!!

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What to do

Be open and understanding. Don’t try to conduct an investigation yourself. Let the child talk as much as he or she wishes. Understand that the child is probably having mixed

feelings. Believe the child. Explain what you will do next to help them.

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Reporting the abuse

Report the abuse or your suspicions of abuse.

Counselor, SAFE coordinator, administrator

School Resource Officer Division of Child and Family Services

UNDER FLORIDA LAW, A TEACHER HAS A LEGAL OBLIGATION TO REPORT SUSPICION OR KNOWLEDGE OF CHLD ABUSE.

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DRUGS THAT IMPAIR

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Costs to Society

1985—$49.8 billion [$49,800,000,000] 1992—$97.7 billion [$97,700,000,000] 1998—$143.4 billion [$143,400,000,000] 2002—$180.9 billion [$180,900,000,000]

The four primary contributors to this increase were: the epidemic of heavy cocaine and methamphetamine

use the HIV epidemic an eightfold increase in state and Federal incarcerations

for drug offenses a threefold increase in crimes attributed to drugs

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Central Nervous System Depressants

Alcohol Rohypnol Anti-Anxiety Tranquilizers (Valium, Xanax) Barbiturates Muscle Relaxants Benadryl Buspar Vicks 44E (OTC) Uni-tussin DM (OTC)

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General Indicators

Drunken Behavior Uncoordinated Drowsy Sluggish Disoriented Thick Slurred Speech Ptosis (Droopy Eyes)

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Central Nervous System Stimulants

Cocaine Methamphetamine Venlafaxine (Effexor) Dextroamphetamine (Dexedrine, Adderall) Buproprion (Wellbutrin) Dexedrine Biphetamine Desoxyn

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General Indicators

Restlessness Talkative Euphoria Exaggerated Reflexes Bruxism (Grinding of the teeth) Body Tremors Loss of Appetite Runny Nose

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Hallucinogens

Peyote (derives from a specific cactus) Psilocybin (derives from a mushroom) LSD MDA MDMA (Ecstasy) Many others

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General Indicators

Hallucinations Dazed appearance Body Tremors Uncoordinated Perspiring Disorientation Paranoia Chemical Odor

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Phencyclidine (PCP)

Ketamine Angel Dust Hog Wet Sherm Embalming Fluid

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General Indicators

Perspiring Repetitive Speech Confused Possibly Violent or Combative Blank Stare Incomplete Verbal Responses Muscle Rigidity Warm to Touch Increased Pain Threshold

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Narcotic Analgesic

Morphine Heroin Codeine Fentanyls Demerol Methadone Opium

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General Indicators

Nodding Off Droopy Eyelids Depressed Reflexes Dry Mouth Facial Itching Low, Raspy Speech Fresh Puncture Marks

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Inhalants

Volatile Substances Glue, Toluene Paint Gasoline

Aerosols Hairsprays Insecticides Spray Paint

Anesthetic Gasses Nitrous Oxide Ether Chloroform

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General Indicators

Disorientation Confusion Slurred Speech Possible Nausea Possible residue of substance on face, hands,

clothing. Loss of Muscle Control

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Cannabis

Marijuana Hashish Hash Oil Marinol Dronabinol

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

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What should I do about it?

Report It!

Report It!!

Report It!!!

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Why should I report it? Liability

Overdose Personal

Health and Welfare The student may be suffering from something non

drug related head trauma, diabetic reaction, etc.. Safe School Environment

People abusing drugs are not in full control of their actions

Safety of other students and staff Help a kid in trouble

Yes, by turning a kid in there will be consequences Reporting substance abuse opens the doors for that

kid to get help.

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How should I report it?

Escort Student to the Student Administration Office.

Contact office and request administrator escort the student to office. Telephone / Intercom Note to office

It is strongly recommended that you do not let the student out of your sight.

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BULLYING

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Anatomy of bullying

Starts verbal teasing and put-downs

Progresses to physical

Hitting and threatening increase through elementary and peaks in middle school

Verbal abuse remains constant throughout

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Characteristics of Bullies

Often attention seekers, concerned with their own pleasure

Blame the victim for the bullying behavior Have a need for power and control (the same

characteristics seen in domestic violence perpetrators)

Have little empathy for their victims Lack support of adults and children who find them

unappealing and often reinforce their sense of worthlessness

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Bullies Tend To...

Achieve little in school Leave school early Be in trouble with the law Perform below potential Abuse their partners and children Become violent parents/guardians Female bullies become mothers of bullies

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Characteristics of Victims

Typically physically weaker than their peers Often have a distinguishing feature such as:

overweight physically small having a disability

Homosexual, or perceived as such Often shy, sensitive, cautious, anxiously or insecure Low self esteem Blame themselves and believe it’s their fault

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Victims

Everyday 160,000 children stay home from school because they are afraid of being bullied

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Victim—signs

Torn clothing

Bruises

Withdrawal

Running home to use bathroom

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Locations

Areas where little or no adult supervision:

hallways locker rooms restrooms cafeterias playgrounds buses and bus stops

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Bystanders

Students become desensitized to abuse when appears to be condoned

Less likely to empathize More likely to join in Has more powerful effect than violent video

games and movies

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Administrators

Buy into belief bullying normal Children better working out problems on own Victim bring on self Discipline victim for fighting

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Teachers

Underestimate importance

See it as normal part of growing up

70% students feel teachers handle episodes of bullying poorly

Teachers sometimes feel powerless to stop bullying

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Ways for Teachers to Reduce the Threat of School Violence

Supervise students carefully Get to know students well so you can see

potential warning signs Report any violence or potential violence Establish a classroom environment of respect

and kindness Learn to defuse conflict in face-saving ways Involve students in peer counseling and decision

making DO NOT COLLUDE

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SUICIDE

"But the unhappy truth is that sometimes being a teenager is less fun than being dead."

Christian Slater in Pump Up the Volume

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Those at Greatest Risk

Suicide rates are typically highest among adolescents, those at mid-life, and the very old.

Adolescents are still developing emotionally at a time when they may frequently face difficult pressures at home and at school.

Suicide is the third leading cause of U. S. adolescent death.

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Other Risk Factors

The Center for Disease Control and Prevention (CDC) indicates that males are four times more likely to die from suicide than females.

Females are more likely to attempt suicide than males.

Those with a family history of suicide, who are involved in substance abuse, and those who have made previous attempts are at greatest risk.

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Younger Children

A recent study by the CDC found an increase of suicides in young children ages 5-14 (also in those 75 and older).

CDC found a 127 % increase in suicides among the 5-14 age group between 1980 and 1995.

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Suicidal Threats

A suicidal individual may make an outright statement which may suggest intent. For example, a student may say, “I wish I had never been born,” or “Everyone will be better off when I am gone.”

A popular assumption is that individuals who threaten suicide never do it. This is not true and all threats must be taken seriously.

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Self Destructive Behaviors

A suicidal urge may be evidence by sudden participation in dangerous activity such as high speed or reckless driving or unsafe sex.

Alcohol and drug abuse often accompany adolescent suicide.

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What Can You Do?

If a student or someone you know mentions suicide, even casually, take it seriously. If someone doesn’t mention suicide, but whose behavior has you concerned, it is not unreasonable to ask if they are thinking of doing something serious to themselves.

Don’t keep the threats a secret, and don’t think that the individual can handle it on their own.

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A Cry For Help

Remember that most suicide attempts are a cry for help. The individual is seeking help from the pain they are experiencing.

Help comes from listening. You can make a special effort to be there and be of support to the individual

Most important of all, know your limitations. Unless you are trained to do so, do not attempt to manage a person’s suicidal tendencies by yourself.

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PARENTAL INVOLVEMENT

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their child will be safe at school, both physically and emotionally.

all children will be treated fairly regardless of race, creed, national origin, economic status, gender, or age and that each child will be treated as an individual.

the staff is experienced and trained in child development.

any negative or cruel behavior among students or between students and staff will not be tolerated.

Parents have the right to know that…

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be treated with courtesy by all members of the staff.

participate in meaningful parent-teacher conferences to discuss their child’s school progress and welfare.

visit schools and classes. know that they can approach a staff member

with a concern and that the staff member will listen carefully and will do everything possible to address the issue.

Parents have the right to…

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Parents are a Child’s First Teacher

The more involved they are in your student’s education, the more likely your student is to succeed in school.

Research shows that parent support is more important to school success than a student’s IQ, economic status, or school setting.

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Performance of Children Is Influenced by Attitudes of Parents

The children whose parents showed a high level of interest (regardless of social class) had higher scores in tests at age 8 and 11

The scores of those children whose parents showed little interest deteriorate

The children with interested parents pull ahead of the rest whatever their initial starting ability

DOUGLAS (1958)

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Not “Them vs. Us”

Do you share aims/goals with parents? What is important to parents?

When do they tell you? What is important to you?

When do you tell parents? Do you treat parents as co-educators? How do you work with parents to achieve these

aims/goals?

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Positive Assumptions Yield Positive Results:

Assume ALL parents love their children. They are unavailable or absent for a variety of other reasons.

Assume ALL children can learn.

Assume all families want a positive school experience for every child. Trust them; assume they will work to ensure that positive experience from their end.

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Positive Assumptions Yield Positive Results:

Trust begets trust. Understand that parents bring their children to school with a “sense” of trust and an assumption that educators are there because they want to help children learn. Use that trust as a starting point for developing productive school/home partnerships.

Don’t assume parents understand how to help their child or to even know that their child needs help.

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COMMUNICATE, COMMUNICATE, COMMUNICATE…You can never do too much:

Begin by always making parents feel welcome. Never underestimate the power of a smile, an open door, and a friendly greeting.

Commit to two-way communication. Give

parents the information you need them to have as well as the information they want and need. Take time to listen to their suggestions and answer their questions.

Make communicating a priority from the very beginning of the school year.

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To work with parents in poverty the teacher must:

address parents with mutual respect understand the use of casual register understand the way discipline is used in

the home be knowledgeable of the way time is

viewed be aware of the role of education in their

lives

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Each child is living the only life he has—the only one he will ever have. The least we can do is not diminish it.

--Bill Page

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Homework

Go to acp.ocps.net

Click on Your Portfolio (left sidebar)Click on Role of the Teacher

Task 27: Parent ConferenceTask 28: In-class scenarios (will get credit when

completion of the course – case studies address the in-class scenarios)

Task 29: Mentor Contact log