Personal Safety & Injury Prevention. D.P.A. – Are you ready??? Daily Physical Activity in Schools...
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Transcript of Personal Safety & Injury Prevention. D.P.A. – Are you ready??? Daily Physical Activity in Schools...
Personal Safety & Injury Prevention Personal Safety & Injury Prevention
D.P.A. – Are you ready???D.P.A. – Are you ready???
Daily Physical Activity in Schools
CIRA Ontario
Active 2010
OPHEA
Personal Safety & Personal Safety &
Injury PreventionInjury Prevention
Grade Expectations
4 Apply decision-making and problem-solving skills in addressing threats to personal safety and injury prevention
Identify people and community agencies that can assist with injury prevention, emergency situations, and violence prevention
5 Explain how people’s actions can affect the feelings and reactions of others Apply strategies to deal with personal-safety and injury-prevention situations
6 Identify and describe appropriate methods for preventing and treating ailments Identify the responsibilities associated with caring for themselves and others Describe and respond appropriately to potentially violent situations relevant to themselves
7 Describe harassment and identify ways of dealing with it Identify people and resources that can support someone experiencing harassment
8 Analyse situations that are potentially dangerous to personal safety Identify support services that assist victims of violence, and explain how to access them
9 Describe specific types of physical and non-physical abuse Assess the impact of non-physical abuse on victims Identify the causes of abuse and violence Describe solutions & strategies to address violence in the lives of young people Explain how the school, the local community, and other community agencies are involved in
developing strategies to prevent or end the violence in young people’s lives Demonstrate effective personal strategies to minimize injury in adolescence
10 NONE
Recognizing Personal Safety & Recognizing Personal Safety & Injury Prevention situations:Injury Prevention situations:
SwarmingSwarming ThreateningThreatening BullyingBullying HarassmentHarassment Violence in the mediaViolence in the media AbuseAbuse Physical fightingPhysical fighting Violence in relationshipsViolence in relationships First aidFirst aid BabysittingBabysitting
But Don’t Forget:But Don’t Forget:
Internet violenceInternet violence
Cyber Bullying
Apply strategies….Apply strategies….
Anger managementAnger management
AssertivenessAssertiveness
Conflict resolutionConflict resolution
Decision-makingDecision-making
Identify People and Community Identify People and Community AgenciesAgencies
Parents/GuardiansParents/Guardians
TeachersTeachers
NeighboursNeighbours
Kid’s Help Phone (1-800-668-6868)Kid’s Help Phone (1-800-668-6868)
Local ServicesLocal Services
School Guidance departmentSchool Guidance department
Effective Strategies to Address Effective Strategies to Address Expectations:Expectations:
Case studies/ScenariosCase studies/Scenarios StoriesStories VideosVideos Role PlayingRole Playing Small group discussion followed by large Small group discussion followed by large
group sharinggroup sharing DON’T lecture!!!!!DON’T lecture!!!!!
What’s your perspective?What’s your perspective?
Feelings and Conflict Feelings and Conflict (Grade 5 OPHEA)(Grade 5 OPHEA)
Situation Will this hurt me or someone else?
What will happen if I do this?
Will it make me and my family proud?
Is this the right thing to do?
You are in a video store alone. There’s a game that you really want and you don’t have any money. “Should I take it?”The kids at your table want you to join in a food fight. “Should I?”You can imitate the way a new boy in the class talks. You know it will make all your friends laugh. “Should I?”Your Dad punishes your brothers for breaking the TV remote control. You know you did it. “Should I tell the truth?”
Understanding Perspectives:Understanding Perspectives:(The first step in conflict resolution)(The first step in conflict resolution)
Diverse interpretationsDiverse interpretations
Takes into consideration how all people Takes into consideration how all people
involved perceive the situationinvolved perceive the situation
No “right” or “wrong” answersNo “right” or “wrong” answers
CONFLICT RESOLUTIONCONFLICT RESOLUTION
CommunicateCommunicate
NegotiateNegotiate
MediateMediate
ArbitrateArbitrate
LitigateLitigate
LegislateLegislate
What is the Threat???What is the Threat???
1.1. Read each situation cardRead each situation card
2.2. Discuss with your groupDiscuss with your group
3.3. Decide (by consensus) under which Decide (by consensus) under which heading it best fitsheading it best fits
4.4. Tape the card on the boardTape the card on the board
5.5. Complete all cardsComplete all cards
6.6. Be prepared to justify your decisionsBe prepared to justify your decisions
Decision-Making ProcessDecision-Making Process(Grade 6 onward)(Grade 6 onward)
1.1. What is the problem? What is the problem? “I”“I”
2.2. Options or alternatives Options or alternatives “D”“D”
3.3. Evaluate all alternatives or Evaluate all alternatives or
consequences consequences “E”“E”
4.4. Make a decision Make a decision “A”“A”
5.5. Reflect on/evaluate your decision Reflect on/evaluate your decision “L”“L”
BullyingBullying Is it a problem in your school?Is it a problem in your school?
I was called mean names, made fun of or teased in a hurtful way I was called mean names, made fun of or teased in a hurtful way
Other students left me out of things on purpose, excluded me from their Other students left me out of things on purpose, excluded me from their
group of friends or completely ignored me group of friends or completely ignored me
I was hit, kicked, pushed, shoved around or locked indoors I was hit, kicked, pushed, shoved around or locked indoors
Other students told lies or spread false rumours about me and tried to Other students told lies or spread false rumours about me and tried to
make others dislike me make others dislike me
I was made fun of because of my race or colour I was made fun of because of my race or colour
I was made fun of because of my religion I was made fun of because of my religion
Other students made sexual jokes, comments or gestures to meOther students made sexual jokes, comments or gestures to me
Have you been bullied?Have you been bullied?
Bullying BehaviourBullying Behaviour
According to HBSC…According to HBSC…
41% of students reported being involved in 41% of students reported being involved in social bullying (either as victim or bully)social bullying (either as victim or bully)
32% physical bullying32% physical bullying 18% had been called racist names18% had been called racist names 16% reported unwanted touching, grabbing 16% reported unwanted touching, grabbing
or pinchingor pinching 13% reported being involved in electronic 13% reported being involved in electronic
bullyingbullying 10% victimized by homophobic harassment10% victimized by homophobic harassment
Bullying Programs in SchoolsBullying Programs in Schools School-wide – code of conduct, positive and negative School-wide – code of conduct, positive and negative
consequences for students’ behaviour, staff meetings, consequences for students’ behaviour, staff meetings,
parentsparents
Classroom level – rules & routines, meetings with Classroom level – rules & routines, meetings with
parentsparents
Individual level – interventions, involvement of parentsIndividual level – interventions, involvement of parents
NTIP – PD Core Content – PD Core Content
Example – Olweus Bullying Prevention ProgramExample – Olweus Bullying Prevention Program
Dealing with BullyingDealing with Bullying
Grade 5 – Apply strategies to deal with personal-Grade 5 – Apply strategies to deal with personal-safety and injury-prevention situationssafety and injury-prevention situations
Grade 6 – Describe and respond appropriately to Grade 6 – Describe and respond appropriately to potentially violent situations relevant to potentially violent situations relevant to themselvesthemselves
Grade 7 – Describe harassment and identify ways Grade 7 – Describe harassment and identify ways of dealing with itof dealing with it
Dealing with BullyingDealing with Bullying Hold the anger Never get physical or bully backNever get physical or bully back Act brave, walk away, and ignore the bullyAct brave, walk away, and ignore the bully Use humourUse humour Talk about itTalk about it Use the buddy systemUse the buddy system Develop more friendships by joining clubs Develop more friendships by joining clubs
or sports programsor sports programs
Canadian Children's Rights CouncilCanadian Children's Rights Council
How Does Bullying Affect Learning?How Does Bullying Affect Learning?
Both victimized children and children who Both victimized children and children who bully are at risk for poor school functioning, in bully are at risk for poor school functioning, in terms of poor attitudes towards school, low terms of poor attitudes towards school, low grades, and absenteeism (Rigby, 2003; grades, and absenteeism (Rigby, 2003; Tremblay, 1999). Tremblay, 1999).
20-25% of frequently victimized children 20-25% of frequently victimized children report bullying as the reason for missing report bullying as the reason for missing school (Rigby, 2003). school (Rigby, 2003).
Bullying ResourcesBullying Resources
Ontario Teacher’s FederationOntario Teacher’s Federation
Bullying Prevention ProjectBullying Prevention Project
www.safeatschool.cawww.safeatschool.ca
Bullying ResourcesBullying Resources
Canadian Safe Schools NetworkCanadian Safe Schools Network
Canadian Public Health AssociationCanadian Public Health Association
(Safe School Study and Toolkit)(Safe School Study and Toolkit)
Promoting Relationships & Eliminating Promoting Relationships & Eliminating Violence (PREV Net)Violence (PREV Net)
Olweus Bullying Prevention ProgramOlweus Bullying Prevention Program
Is it Harassment? Why or Why Not?Is it Harassment? Why or Why Not?(Grade 7)(Grade 7)
Making comments on the attractiveness of someone’s Making comments on the attractiveness of someone’s appearanceappearance
Slapping someone’s buttSlapping someone’s butt Putting an arm around someone who is hurt and cryingPutting an arm around someone who is hurt and crying Patting someone on the back after a job well donePatting someone on the back after a job well done Commenting on the size of breastsCommenting on the size of breasts Commenting on a “tight butt” or any physical aspect of Commenting on a “tight butt” or any physical aspect of
a person’s body, regardless of gendera person’s body, regardless of gender A male calling another male a fag because he doesn’t A male calling another male a fag because he doesn’t
like talking about female bodies or looking at sexually like talking about female bodies or looking at sexually exploitative magazinesexploitative magazines
A female calling a male a stud when she wants to get A female calling a male a stud when she wants to get his attentionhis attention
HarassmentHarassment
Any unwanted, uninvited remarks, Any unwanted, uninvited remarks,
gestures, sounds or actions of a gestures, sounds or actions of a
persistent nature that make you feel persistent nature that make you feel
unsafe, degraded, or uncomfortable.unsafe, degraded, or uncomfortable.
(Check your Board’s definition)(Check your Board’s definition)
Teacher’s NotesTeacher’s Notes(Grade 7)(Grade 7)
Consider the impact on the Consider the impact on the receiverreceiver, rather than the , rather than the intent of the senderintent of the sender
Do NOT blame yourselfDo NOT blame yourself Do NOT ignore it. It will not go away.Do NOT ignore it. It will not go away. Keep yourself safeKeep yourself safe
Teacher’s must consult Board’s Policy & Teacher’s must consult Board’s Policy & Procedures, Safe School PolicyProcedures, Safe School Policy
Parents, guardians, students and teachers have Parents, guardians, students and teachers have the right to contact police directlythe right to contact police directly
Other Resources:Other Resources:
Public Health Agency of CanadaPublic Health Agency of Canada
Thrive! (Lion’s Quest Canada)Thrive! (Lion’s Quest Canada)
OPHEA Curriculum Support DocumentsOPHEA Curriculum Support Documents
Canadian Red Cross (RespectED)Canadian Red Cross (RespectED)
““Quest for the Golden Rule” – (bullying-Quest for the Golden Rule” – (bullying-prevention software, gr. 2-5 classroom video prevention software, gr. 2-5 classroom video game involving role play)game involving role play)
ANGER HIT LIST Or Venom Ventors that work!
Cry. It’ll help discharge the tension, relax muscles.Exercise. Aerobics, jogging, running all focus our energy on one activity and help
dispel the tension.Work. Working hard lets us focus our energy to a specific task.Laugh. Humour deflects our anger and lets us relax.Write. It helps us discharge our feelings.Talk. Talk about what’s hurting, it’ll help you calm down.Play. Read, watch TV, play games, do a hobby; these are psychological sponges that
sop up stress.Solve the Problem. Direct your energy towards what’s wrong; it reduces the stress
because you anticipate relief.Punch. Hit your pillow, your bed, a punching bag; have a private blowout.Tune in. Music can be profoundly calming. Take a little time alone with a favourite
recording.Tune out. No activity at all. Brief rest periods like taking a huge sigh before responding
will help you feel calm.Look again. Stand in the shoes of the person you’re feeling angry with. Look at their
needs, beliefs, values, limitations.Argue. With yourself. Take the other person’s point of view; then express your own
point of view. Argue for both.