COUNSELING at BMS and 4/5 Academy
·
Graduated from Bremen High School in
1971
·
Earned BS degree in Family &
Child Development from Auburn University in 1974
·
Completed MEd degree in Early
Childhood Education from Auburn University in 1976
·
Awarded EdS degree in Guidance &
Counseling from West Georgia College in 1978
·
Received EdS in Special Education
from West Georgia College in 1984
·
Member of Georgia School Counseling
Association
- Member of American School Counseling Association
- Member of National
Christian Counselors Association
- Member of American
Association of Christian Counselors
Equine
Therapy offered this summer by Willowbrook at Tanner.
For more information call 770-836-9551.
The Homeless
Prevention and Rapid Re-Housing act provides communities with money to help our
families that are facing homelessness, or are homeless already. We have a
Case Manager that works out of Carrollton and she is already interviewing folks
for assistance. Below you will find her contact information:
Homeless Prevention and Rapid
Re-housing Program
This money is being made available,
generally, for direct financial assistance, such as rental assistance, utility
payments, etc.
as well as housing
relocation and stabilization services. The
purpose is to assist eligible participants, who with HPRP assistance, can keep
or quickly obtain and, following HPRP assistance, sustain stable housing. There are many ways people can qualify for assistance
under this program. Families in danger of foreclosure on a mortgage are
NOT eligible. It is a
“case-management” style program. Those who receive help will create a
plan of improvement with the case-manager, and the plan will be monitored. Here is the contact person for Haralson County .
Give this name and phone contact information directly
to prospects for assistance, she will screen and determine who qualifies Case Manager for Haralson: Suzzette Moore Cell: 706.594.7596 Office:
706.884.2651
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repeating a grade |
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http://pbpinfo.com/links?ID=-1578517776&L=ENUEZ-28bb-d Article on
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SEPTEMBER 2007
Visit our new Web site with
updated features you will love!
PUBLISHER
Career Training Concepts, Inc.
3640
EDITOR
Janet King
Contact us at jking@careertrain.com or call
toll-free: 888-326-9229
When Popularity Isn't Enough!
Being popular isn't all it's cracked up to be. At least, that's what I've been told. Head cheerleaders, football quarterbacks, and the like, bruise, bleed, have their feelings hurt and their hearts broken, just like everyone else. But, teenage superstars are often isolated in their pain - unable to reveal the pain beneath their superficial perfection to get the help they need. Because these students seem so "together" and self-sufficient, adults may not pick up on signals that they are in trouble.
How can educators invite students to unmask and receive the help they need?
1. Don't be fooled by bravado - Push beyond pleasantries by asking students specific questions to determine if there is a problem that needs addressing.
2. Build a Student Support Network - Build a better community among educators and students through extra-curricular activities where fellow educators can watch for warning signs that a student is in trouble.
3. Address substance abuse issues - Introduce students to private and public subtance abuse counselors before there is a problem. Guest presentations and assembly programs are non-threatening venues for exposing students to these professionals.
4. Build a bridge between home and school - Create easy ways for parents to communicate with educators, administrators, and with their students. Offer helpful parenting information through newsletters or brochures.
Actually all students, not just popular ones, are at risk of running into problems without the notice of adults who care. But the role you play as an educator is an important one. You can help hurting students in ways no one else can. That's what makes being an educator so special, isn't it?
FUTUREFOCUS Spotlight
Step 2: Focus on Your Interests...What would you enjoy doing as a career?
Once students complete their Interest Inventory Scanforms, which are easily self-scored, they can create a personalized academic and career planning report online. The Interest Inventory Web Report function is accessed through your school password. (See our educator page to find your password if you've forgotten it.) Additionally, you will receive an email Student Advisement Report generated through Scanform processing within 2 business days of our receiving the scanforms by mail.
Hot Job Profile
Dietician
Job Description: Dieticians help improve their clients overall health through nutritional planning. Healthy eating habits can prevent and treat certain illnesses. They work in hospital settings, in the hospitality industry, in manufacturing, and in private practice.
Education Requirements: Most dietician jobs require at least a Bachelors in dietetics or a related area.
Earnings: The median wage for dieticians in 2005 was $44,940 per year.
Link to Job Description: Learn more about being a dietician.
Guidance Resource of the Month
If your state has adopted the 16 Careers Clusters for career guidance, CTC has created a comparison chart that will help you translate Career Direction Interest Inventory data to your state system. Email Janet King for a copy of this helpful resource.
Middle School Years – September 2007
Your child attends
school every day, is well
behaved in class, and
completes her homework.
Why aren’t her grades
better?
The answer may lie in
how she studies. Guide
your middle grader toward
developing excellent study skills
with these strategies.
Be active
Explain the difference between studying
and “active studying.” Reading her
textbook is studying; writing an outline
as she reads is active studying. Here
are
other ideas to share with your child: Jot
down facts and dates. Type class notes.
Highlight important points. Recite
vocabulary defi nitions, names, and math
formulas on tape, and play them back.
The more senses (hearing, touching,
seeing) your child uses, the
more she will remember.
Make choices
Help your youngster
decide where, when, and
how to study — depending
on how she learns best.
Does she focus better with
her door closed or open? Is
she inspired or distracted
by music? Can she concentrate
more after school or
after dinner? Is she more
productive studying alone
or with a buddy? Have her
try each way to see what
works better. Figuring out
her own studying style
will help her achieve her
best.
Daily update
Improve communication with your
middle grader by meeting him on
his own turf. Send him a daily e-mail
asking about his day (“What did you
do in science lab?” “What fundraiser
did the SGA decide on?”). His
re sponse will give you something to
talk about at dinner or bedtime.
Learning about
others
Help your child learn about different
cultures, and she’s likely to be more
tolerant of others. Ask your librarian
for teen books set in foreign lands,
or rent age-appropriate movies
fi lmed abroad. Bonus: If the movie
has subtitles, your youngster will get
reading practice, too.
Smoking stinks
Does your middle grader want bad
breath or yellow teeth? Probably not.
Tell him that’s what he’ll get from
smoking, and you’ll give him two
big reasons for saying no to cigarettes.
While parents worry about
future health issues, middle graders
may be more afraid of what can
happen right now.
Worth quoting
“Anything is possible, but you have
to believe.”
Lance Armstrong
Just for fun
Mom:
Why aren’t
you doing very well
in history?
Jillian:
Because the
teacher keeps asking
about things that
happened before I was born!
September
2007
© 2007 Resources for Educators, a division of Aspen Publishers,
Inc.
Study
smarts
Short
Stops
Stay on course
Have your child write out a weekly
study schedule. She can block out times
for each subject, quiz, or test. Encourage
her to monitor her schedule and
revise it as needed. Tell your middle
grader, “A schedule is a plan, not a contract.”
She’ll see that having an agenda
will keep her on the right track.
Keys
to success
You can set your middle grader up for success this
school year with some basic pointers. Show him this
checklist, and you’ll help him get off on the right foot:
■✓ I attend
school every day unless I’m sick, and I
get there on time.
■✓ I get 8–10
hours of sleep each night.
■✓ I eat a
healthy breakfast in the morning.
■✓ I pay
attention in class.
■✓ I write down
my assignments for each subject.
■✓ I start my
projects when I get them.
■✓ I complete
my homework
on time.
■✓ I read for
pleasure each
day.
race. After school, Brianna would read
the online version to see if anything new
had happened. We also watched a debate
on our local news station.
I encouraged Brianna to look at both
sides of the issues by reading what the
candidates said in speeches. We looked
up quite a few words in the dictionary,
such as “conservative,” “lobbyist,” and
“caucus.” By the time Election Day
rolled around, my daughter had
learned a lot about local government
and the election process.
And I was right there, learning
alongside her!
Hang the poster in his room to
remind him of his accomplishments.
■
Think of ways
your child can
assist others. Maybe he can help a
neighbor paint a fence or teach a
child to play basketball. Their
appreciation will provide a nice
boost to his self-esteem.
■
Look for
opportunities to praise
your youngster. If he hears, “You’re
not doing that right,” he’ll think,
“Why should I try?” Instead, fi nd
something good he did each day (“Look! You got fi ve problems
right!”). When you show that you believe in your middle
grader, he’ll believe in himself.
Charlie walks tall, has a spring in
his step, and is sure of his next move.
Colin is hesitant, treads cautiously,
and watches others before acting.
Help your child gain Charlie’s
confi dence, and you’ll give him a better
chance at succeeding in school —
and in life. Try these tips:
■
Surprise your
middle grader with a
poster of his best moments. Include award
ribbons, nice notes from teachers, and
pictures of him doing favorite activities.
© 2007 Resources for Educators, a division of Aspen Publishers,
Inc.
To provide busy parents with practical ideas
that promote school success, parent involvement,
and more effective parenting.
Resources for Educators,
a division of Aspen Publishers, Inc.
540-636-4280 • rfecustomer@wolterskluwer.com
www.rfeonline.com
ISSN 1540-5540
O U
R P U R P O S E
Middle
Years September 2007 • Page 2
Q & A
Middle school seems like a good
time to start giving my child an
allowance. Any suggestions?
Having an allowance lets your middle grader experience
fi rsthand the benefi ts — and pitfalls — of money
management.
How much to give your child depends on several factors,
including your income and the expenses you expect him to cover.
But any amount will help your middle grader learn money basics
like saving, planning ahead, and making good spending choices.
Go over what your youngster will use his allowance for (snacks,
movies, saving
toward big purchases). Then, help him develop a plan for how much
to put away
and how much to use each week. You can pass on your own
money-management
secrets by discussing how you make decisions on spending and
saving.
Confi
dent me!
Stay
involved
Their
own money
Keeping
current
Last fall my daughter Brianna
asked me how I planned to vote in the
up coming elections. She was particularly
interested in my choice for mayor. I was
impressed by her curiosity — and a little
embarrassed because I really didn’t
know much about the candidates.
I suggested that we
learn together
by following the
developments in
the news.
Each morning
we checked the
paper for information
on the mayoral
Parent
to Parent
Your child may act like she wishes
you would disappear sometimes. But
when it comes to school success, middle
graders still need their parents around.
Why?
When parents get involved in learning,
student achievement soars. Middle
graders score higher on
tests, turn in better
projects, and participate
more in
class if they know
their parents care.
When?
You can be
involved in your
child’s learning at any time of day. Talk
about homework while you’re making
dinner. Watch a documentary together
at night. Visit a museum on the weekend.
You’ll show your child that you
think learning is important.
Where?
Teachers will welcome your commitment,
whether you help in the classroom,
volunteer at evening events,
or simply support your own child
at home. Call or e-mail your middle
grader’s teachers to see what you can
do — in or out of school — to help.
Career
Direction Update
April 2007 – Comfort zones can become
mighty uncomfortable!
Janet’s
Message: Several years ago, I was a piano teacher. How I loved
accompanying my students through the developmental process from awkward
movements to awesome music as they learned to listen, think, and feel
musically. The hardest students to teach were perfectionists who were afraid of
making a mistake. I had to gently push them out of their comfort zones to help
them learn.
One learning theory
(see source below) states that we learn in four basic stages. Here’s how I
would describe them:
1. Unconscious incompetence
- You don’t know what you don’t know and you aren’t bothered by it either. You
are in your comfort zone but if you are going to learn, things are about to
change!
2. Conscious
incompetence – As you begin learning you realize there is a lot you don’t know!
You’ve moved out of your comfort zone and it is very uncomfortable.
3. Conscious competence
– You are learning. It is really hard, but you are getting it! You are still
uncomfortable, but you are determined to stay out of your comfort zone to learn.
4. Unconscious
competence – You have succeeded in learning so well that the task is no longer
difficult, it is almost natural to you. You are in a new comfort zone! Before
long you will have the confidence to start learning something new and the cycle
will begin again!
As you can see, in
order to learn any skill you must push past your comfort zone! Otherwise,
you’ll get mighty uncomfortable with your lack of knowledge and skill.
Career
Direction Spotlight: Step 3: The Career For You … Setting Your Goals
Having a career goal
is not enough because you need a plan to achieve your goal. The secret
to a successful plan is to stay focused on your goals and the values behind
them. This means that when you take a hard class or you have to start at the
ground level to work your way up, you will stay motivated by staying focused on
your end goal. You won’t always be “comfortable” in your career preparation,
but you will be moving in the right direction!
Hot Job
Profile: Building
Inspector
Job Description: Building inspectors
make sure that new construction or renovation projects meet local codes for
safety. Often inspectors specialize in one area of construction, such as
electrical, plumbing, or structural. Inspectors can be employed as civil
servants or they can be private contractors.
Education
Requirements:
Inspectors must pass certification requirements. Typically their craft is
learned through on-the-job training, but additional courses regarding
certification must be completed in technology school or online courses.
Earnings: On average,
inspectors earn $40,000 - $45,000 per year.
Link to Job
Description:
To learn more about being a building inspector, click here: www.bls.gov/oco/ocos004.htm
Guidance
Resource Link of the Month: CareerOneStop,
sponsored by the U.S. Department of Labor, publishes a quarterly e-newsletter
called Connections. To request your copy of this helpful resource, click
here: www.careeronestop.org/newsroom/newsroom.asp
Sponsor
–National Guard: In the National Guard, young soldiers
push past their comfort zones to accomplish amazing things by being
self-disciplined and working as a team. To learn more about the National
Guard: www.1800goguard.com/service/index.php
Sources: Howell (1982). An overview of
models, methods, and problems. In W. C. Howell & E. A. Fleishman (Eds.),
Human Performance and Productivity. Vol 2: Information Processing and Decision
Making.
Trondsen, E., & Vickery, K. (1997)
Learning on demand. Journal of Knowledge Management, 1(3), 169-180.
You
are receiving this newsletter because your school has previously requested
information or participated in the Career Direction program. CTC will never
share or sell your e-mail address. Do you have feedback? Contact us at jking@careertrain.com
or call toll-free: 888-326-9229 © 2007
WSB Special: “After the
Safe Sitter is a
medically accurate program that teaches boys & girls ages 11 to 13 how to
handle emergencies when caring for children. Anyone interested can call
770-838-8427 & speak to Suzanne Mock, Wellness Coordinator.
Tuesday, July 24th
9am to 4pm in the
March
2007 –To Thine Own Self Be True
Janet’s Message:
Hamlet said it best: “To thine own self be true.” The fact is that internal conflict
is the greatest conflict of all. And nothing causes us to fight battles in the
mirror like a conflict between our values and our responsibilities. Imagine
these inner-conflicts:
- I’d like to pursue an advanced degree, but I have a 60
hour-a-week job.
- I want to save money for retirement, but right now, I can
hardly make ends meet.
- I’d like to be on the cheerleading squad, but I have to work
afternoons to earn my car payment.
- I’d like to go to college, but the homework for college prep
classes takes too much time from my sports activities.
- I’d like to study oceanography, but I’d have to go to college
far away from home.
Ranking
our priorities, and understanding our values better doesn’t mean making
choices will be easier, but it means we have reason and purpose for the choices
we make. The things we value: money, time, relationships, accomplishment –
these are all important. The rub comes when we are forced to decide which is
MOST important.
Whatever
our age and stage in life, we must take a stand on the values we consider
important in order to make good decisions. Often, in living out our values we
are forced to move out of the comfortable and familiar and into an adventure! A
new career, a new lifestyle, a new set of friends, a new location, these are
changes that can be liberating if they help us line up our values and our
responsibilities. Being true to yourself takes courage, but the rewards can be
invaluable!
Career Direction Spotlight: The Career Direction Workbook
encourages students to explore the world of technology because the world is
getting more “high tech” every day. Students are shown how math, science, and
computer skills are a part of the work world, not matter what career they
choose. Today’s employees who refuse to learn and use the technology of their
industry are often left behind.
Hot Job Profile: Motor
vehicle production worker
Job
Description: Production workers, which account for the
majority of jobs in auto manufacturing plants, assemble parts to build motor
vehicles. Some workers perform a variety of tasks while others have routine
tasks. The work is done inside a factory and workers typically work on
shifts.
Educational
Requirements: On- the-job training can take few days to
several months and includes classroom time as well as supervised work under the
guidance of more experienced workers. With advanced training and experience,
production workers can advance to inspector or to more skilled production jobs.
Earnings:
On average, Motor Vehicle Production Workers earn $1,217 per week, which
translates to over $60,000 per year. Extensive benefit packages are often
available.
Link
to Job Description: www.bls.gov/oco/cg/cgs012.htm
Guidance Resource Link of the Month: www.teachermovie.com
Educators are a special breed! There is a common, beautiful
thread connecting us – love for children and love for learning. This month’s
link celebrates YOU and the choices you have made to make a difference in the
lives of children. To see more of the work of the producers of The
Teacher Movie, visit: www.healingtodayschildren.com
Sponsor – National Guard: The National Guard is a great source for
students to get the money they need to help pay for a college education or vocational
training program. Together with monthly drill pay, the Guard offers a generous list
of federal and state education benefits that can help pay school tuition and
bills. For more information about the Guard’s tuition assistance benefits, visit:
www.1800goguard.com/education/college.php
You are receiving this
newsletter because your school has previously requested information or participated
in the Career Direction program. CTC will never share or sell your e-mail
address. Do you have feedback? Contact us at jking@careertrain.com
or call toll-free: 888-326-9229 © 2007
Latest Drug in Middle School - Dusting
First, I'm going to tell you a little about me and my family. My name is
Jeff. I am a Police Officer for a city which is known nationwide for its crime
rate. We have a lot of gangs and drugs. At one point we were #2 in the nation
in homicides per capita. I also have a police K-9 named Thor. He was certified
in drugs and general duty. He retired at 3 years old because he was shot in the
line of duty. He lives with us now and I still train with him because he likes
it. I always liked the fact that there was no way to bring drugs into my house.
Thor wouldn't allow it. He would tell on you. The reason I say this is so you
understand that I know about drugs. I have taught in schools about drugs. My
wife asks all our kids at least once a week if they used any drugs. Makes them
promise they won't.
I like building computers occasionally and started building a new one in
February 2005. I also was working on some of my older computers. They were full
of dust so on one of my trips to the computer store I bought a 3 pack of DUST
OFF. Dust Off is a can of compressed air to blow dust off a computer. A few
weeks later when I went to use one of them they were all used. I talked to my
kids and my two sons both said they had used them on their computer and messing
around with them. I yelled at them for wasting the 10 dollars I paid for them.
On February 28 I went back to the computer store. They didn't have the 3
pack which I had bought on sale so I bought a single jumbo can of Dust Off. I
went home and set it down beside my computer. On March 1st, I left for work at
10 PM. Just before midnight my wife went down and kissed Kyle goodnight. At
5:30 am the next morning Kathy went downstairs to wake Kyle up for school,
before she left for work. He was propped up in bed with his legs crossed and
his head leaning over. She called to him a few times to get up. He didn't move.
He would sometimes tease her like this and pretend he fell back asleep. He was
never easy to get up. She went in and shook his arm. He fell over. He was pale
white and had the straw from the Dust Off can coming out of his mouth. He had
the new can of Dust Off in his hands. Kyle was dead.
I am a police officer and I had never heard of this. My wife is a nurse
and she had never heard of this. We later found out from the coroner, after the
autopsy, that only the propellant from the can of Dust off was in his system.
No other drugs. Kyle had died between midnight and 1 AM.
I found out that using Dust Off is being done mostly by kids ages 9
through 15. They even have a name for it. It's called “dusting”. (A take off
from the Dust Off name.) It gives them a slight high for about 10 seconds. It
makes them dizzy. A boy who lives down the street from us showed Kyle how to do
this about a month before. Kyle showed his best friend. Told him it was cool
and it couldn't hurt you. It's just compressed air. It can't hurt you. His best
friend said so.
Kyle was wrong. It's not just compressed air … It also contains a
propellant called R2. It's a refrigerant like what is used in your
refrigerator. It is a heavy gas. (Heavier than air.) When you inhale it, it fills
your lungs and keeps the good air, with oxygen, out. That's why you feel dizzy,
buzzed. It decreases the oxygen to your brain, to your heart. Kyle was right.
It can't hurt you. IT KILLS YOU.
The horrible part about this is there is no warning. There is no level
that kills you. It's not cumulative or an overdose; it can just go randomly,
terribly wrong. Roll the dice and if your number comes up you die. IT'S NOT AN
OVERDOSE. It's Russian Roulette. You don't die later. Or not feel good and say
I've had too much. You usually die as you're breathing it in. If not, you die
within 2 seconds of finishing "the hit." That's why the straw was
still in Kyle's mouth when he died. Why his eyes
were still open. The experts want to call
this huffing. The kids don't believe its huffing. As adults we tend to lump
many things together. But it doesn't fit here. And that's why it’s more
accepted. There is no chemical reaction, no strong odor. It doesn't follow the
huffing signals. Kyle complained a few days before he died of his tongue
hurting. It probably did. The propellant causes frostbite. If I had only known.
It's easy to say, “Hey, it's my life and I'll do what I want”…But it
isn't. Others are always affected. This has forever changed our family's life.
I have a hole in my heart and soul that can never be fixed. The pain is so
immense I can't describe it. There's nowhere to run from it. I cry all the time
and I don't ever cry. I do what I'm supposed to do but I don't really care. My
kids are messed up. One won't talk about it. The other will only sleep in our
room at night. And my wife, I can't even describe how bad she is taking this. I
thought we were safe because of Thor. I thought we were safe because we knew
about drugs and talked to our kids about them.
After
Kyle died another story came out. A probation Officer went to the school system
next to ours to speak with a student. While there he found a student using Dust
Off in the bathroom. This student told him about another student who also had
some in his locker. This is a rather affluent school system. They will tell you
they don't have a drug problem there. They don't even have a Dare or Plus
program there. So rather than tell everyone about this "new" way of
getting high they found, the school hid it. The probation officer told the
media after Kyle's death and they, the school, then admitted to it. I know that
if they would have told the media and I had heard, it wouldn't have been in my
house.
We need to get this out of our homes and school computer labs. Using
Dust Off isn't new and some "professionals" do know about. It just
isn't talked about much, except by the kids. They all seem to know about it.
April 2nd was 1 month since Kyle died. April 5th would have been his 15th
birthday. And every weekday I catch myself sitting on the living room couch at
2:30 in the afternoon and waiting to see him get off the bus. I know Kyle is in
Heaven but I can't help but wonder if I had died and went to Hell.
PARENTS PLEASE MONITOR YOUR KIDS TO KEEP THEM SAFE FROM THIS UNNECESSARY
DEATH!
|
|
The Choking Game is
DEADLY for Teens!
|
The Choking Game
By Julie
Rosenbluth, MPH, CHES for American Council
For Drug Education
You may have seen
in recent headlines citing the death of several young children and teens caused
by “the Choking Game”. Also known as the “pass out game”, “dreaming”, “pass
out”, or “ghost”, you might even remember it or something like it from your
childhood, as the concept has been around for a while. The primary goal is to
cause a friend to literally choke or lose breath and feel a consciousness
altering experience or a “high”. You may have thought it was a harmless game
played at sleep-over parties or play dates but what you didn’t know is how
dangerous and possibly deadly this game could get.
What Is It
The Choking Game,
as it has come to be called, is a game children play by compressing a friend’s
chest or squeezing their neck to cut off the flow of oxygen. In the first step,
the person being choked will feel light-headed due to the reduced blood flow, and
lack of oxygen to the brain, causing a perceived “high”. Once the pressure to
the chest or neck has been lifted the surge of blood back into the brain
creates a perceived “rush”.
The recent deaths
and brain damage cases in the media are the result of the “game” gone awry.
According to experts, a child playing this game could lose consciousness within
a minute and die in as little as 2-4 minutes as the weight of their body
further constricts blood and oxygen to the brain.
Deaths or brain
damage can occur when children try to induce the high by themselves. In many of
these cases, children are constricting themselves with ties or belts. When the
flow of oxygen is cut off they unintentionally pass out leaving no one to
loosen the “noose” they have created and save them. The risk of brain damage or
death is compounded when there is no one to relieve pressure, reintroduce the
flow of oxygen and restore a child to consciousness. When first discovered
these cases are often marked a suicide when in fact these children had no
intention of killing themselves and were just “playing a game”.
Even children who
play the game among friends are still at risk for permanent brain damage, harm
to the retina, accidental fall from passing out, and death. In addition, if the
child’s partner accidentally squeezes a small group of nerve cells in the neck,
the heart can come to a complete stop.
Whose Doing It
The age range of
kids who most often participate in this behavior is 9-14 years. Many pre-teens
and teens participate in this lethal game out of curiosity -- not rebellion,
depression or anger. The game may be played by kids who are not outwardly
at-risk --students who may do well in school, and are close with their
families. To many kids, the Choking Game seems like a harmless way to get a
rush.
Sign and Symptoms
Parents and
counselors should be on the look-out for:
- Reports of severe headaches;
- Marks on the neck;
- Bloodshot or red eyes;
- Raspy breath; and
- (For parents) Belts, bags, ties
found around the house and closed doors or an unusual need for privacy.
Parents should
also pay attention to the web sites their child may be visiting. Look out for
sites that include the words “Passout,” “Blackout,” “Space Monkey,” “Space
Cowboy,” “Knockout,” “Gasp,” or “Rising Sun.” Also check web blogs or chat
rooms where children may be discussing the game.
What You Can Do
1. Teach students
that this is not a game and that it’s extremely dangerous. Kids are fascinated
by the fact that they can self-induce this type of high without using drugs.
They know that it’s risky and dangerous -- that’s part of the allure of the
game -- but few know that it can be deadly.
2. Educate
parents of the warning signs to look for.
3. Monitor school
bathrooms, playgrounds, closets or closed classrooms, and other opportunities
where students have to be alone together and could play the game
4. Understand
that risk taking is a safe and natural part of growing up. Just like adults,
for many kids and teens, risk taking is one way of relieving stress. Provide
students with alternatives for safer risk taking. There are many activities
like, skateboarding or rock climbing, which produce a safe natural endorphin or
“high” for kids.
The SADD Teens
Today 2004 study research identified the following three broad categories
of positive risk-taking. (To view the full release of the study visit http://www.sadd.org/teenstoday/survey04.htm)
Life Risks
- Social – e.g. joining a club or
group
- Emotional – e.g. asking someone on a
date or sharing feelings with friends
- Physical – e.g. rock climbing
School Risks
- Academic – e.g. taking an advanced
placement course
- Athletic – e.g. trying out for a
sports team
- Extracurricular – e.g. running for
student councils
Community Risks
- Volunteering – e.g. helping the
elderly or homeless
- Mentoring – e.g. working with
younger children
- Leading – e.g. starting a business
or charity
The choking game is
something that is not well-known and is often not talked about. Kids will be
secretive about it and may even pretend they don’t know what you’re talking
about if you ask. Persevere and let them know how dangerous it is.
Don’t let them
take their lives into their own hands
The
Sheriff’s
Offi ce
Sheriff
Don Hunter
How
Can I Learn More?
Guidance Channel Online:
”Choking Game: Information
and Tips for Parents”
http://www.guidancechannel.com
Connect With Kids:
“The Choking Game- What Parents
Need to Know”
http://www.connectwithkids.com
Teen Choking Game Newsletter
prevention tips and advice
http://www.teenchokinggame.com
The
Collier County Sheriff’s Offi ce
3301
Tamiami Trail Bldg J
239.774.4434
Collier
County Sheriff’s
Youth
Relations Bureau
239.793.9260
www.colliersheriff.org
In
an EMERGENCY call,
9-1-1
Form
# 443 - 1/2006 - 1141
Why
Is THIS Game Different?
Parents and other adults may remember
engaging in this activity or
experimenting with
hyperventilation as children...
kids today are in
more danger because:
Children
are using ligature devices
AND
They are
playing the game alone
How
Can I Talk To My Child?
Treat discussion of this like that of any other
high-risk behavior, like
smoking, alcohol and
drugs. For example, when
talking about drugs,
you could say, “Some kids think
they can
‘get high’ without using drugs
or alcohol by
hyperventilating or putting
pressure on their
chest or neck. This can be just
as dangerous
and some kids have actually
died doing it.”
If you suspect your child of participating in
this activity, engage them in
an immediate
discussion regarding the
life-threatening
dangers and consequences. If
you think
children are playing this game
or have any
questions, contact the Collier County
Sheriff’s
Offi ce Youth Relations Bureau
at 793.9260 or
your child’s Youth Relations
Deputy assigned
to their school.
> An account of a near-fatal incident of a teen
playing the "choking game" was published in the March 28, 2007 issue
of the New York Times (see Teenager Casts Light on a Shadowy Game, below).
>
>
>
> In 2002, a representative from NH EMSC reported
two (and possibly more) deaths due to a game referred to as "space
monkey" or "space cowboy" in middle school-aged boys. She asked if states had any experience in
addressing the phenomenon.
>
>
>
> Several responses indicated that states were
aware of the practice. While much of the
literature equates it with autoerotic asphyxia or suicide, many responders
emphasized the distinctions. The goal of the practice was to achieve a high
rather than sexual gratification or suicide.
>
>
>
> Information for Parents
>
>
>
> Guidance Channel E-Zine for April, 2007 has
information for parents on the "choking game"
>
> http://www.guidancechannel.com/default.aspx?index=1878&cat=13
>
>
>
> Collier
County Sheriff's office
>
> The choking game: Deadly child's play
[brochure]
>
> http://www.colliersheriff.org/assets/PDF/choking.pdf
>
>
>
> Teen Choking Game Website
>
> http://www.teenchokinggame.com/
>
> This collection of printable information for
parents and teachers, news stories, reports and a "press kit".
>
>
>
> The Dylan Blake Foundation
>
> This information was collected by a mother
whose 11 year old son died while playing the "choking game".
>
> http://www.dylan-the-boy-blake.com/Foundation_Mission.html
>
>
>
> News Coverage
>
>
>
> 'Suffocation Games' Among Kids Turn Fatal
>
> By Wendy Koch,
>
> July 19, 2005
>
> http://www.usatoday.com/news/nation/2005-07-19-suffocation-games-on-ri
> se_x.htm
>
>
>
> Q&A Dangers of "Choking Games"
Dr. Thomas Andrew Answers Viewers'
> Questions on Dangerous Childhood Game
>
> ABC News, August 3, 2005
>
> http://abcnews.go.com/2020/Health/story?id=989844
>
>
>
> Choking Game Fatal To Teens
>
> WSBTV-2
>
> http://www.wsbtv.com/news/7330174/detail.html
>
>
>
> Teenager Casts Light on a Shadowy Game
>
> by Kirk Johnson
>
> New York Times, March 28, 2007
>
> http://www.nytimes.com/2007/03/28/us/28risk.html?ex=1177041600&en=be22
> 8bcb8aad9384&ei=5070
>
> A teen survivor speaks out against the game to
other teen students
>
>
>
> Flirting with disaster: Parents fear son died
while playing a most dangerous game.
>
> by Jennifer Nejman
>
> Daily Record, January 18, 2002.
>
> (available on request)
>
>
>
> From the Literature
>
>
>
> Senanayake MP, Chandraratne KA, de Silva TU,
Weerasuriya DC.
>
> The "choking game":
self-strangulation with a belt and clothes rack.
>
>
>
>
> Urkin J, Merrick J.
>
> The choking game or suffocation roulette in
adolescence.
> International Journal of Adolescent Medicine
and Health. 2006 Apr-Jun;18(2):207-8. No abstract available.
>
>
>
> Gicquel JJ, Bouhamida K, Dighiero P.
>
> [Ophthalmological complications of the
asphyxiophilic "scarf game" in
> a 12-year-old child] Journal Français d'Ophtalmologie. 2004 Dec;27(10):1153-5. French.
>
> Service d'Ophtalmologie, CHU de Poitiers, rue
de la Miletrie, BP 577,
> 86021
> PURPOSE: To report a first case of Terson-like
syndrome associated with asphyxiophilic practices in an adolescent. METHODS: A
12-year-old boy was referred for decreased visual acuity in his right eye. His
father had been diagnosed 3 weeks before with subarachnoidal hemorrhage. Fundus
examination showed a dense preretinal hemorrhage in the right eye suggestive of
Terson syndrome. RESULTS: Angio-magnetic resonance imaging eliminated aneurysm
and arteriovenous malformation from the diagnosis. After questioning the boy
further, he reported that he had participated in the "scarf game", a
very popular (but lethal) asphyxiophilic practice in middle school, some hours
before he noticed a sharp drop in the visual acuity of his right eye. After 2
months of follow-up, he recovered 20/20 vision in his right eye. CONCLUSION:
Retinal hemorrhages are quite rare in children. When the cause is not clear
(subarachnoidal hemorrhage, arteriovenous malformation, shaken baby syndrome),
it must be determined whether the patient has participated in the asphyxiophilic
"scarf game" in order to prevent its lethal consequences.
>
>
>
> Chow KM.
>
> Deadly game among children and adolescents.
> Annals of Emergency Medicine. 2003
Aug;42(2):310. No abstract available.
>
>
>
> Shlamovitz GZ, Assia A, Ben-Sira L, Rachmel A.
>
> Suffocation roulette": a case of recurrent
syncope in an adolescent boy.
>
> Annals of Emergency Medicine. 2003
Feb;41(2):223-6.
>
> Department of Pediatrics, Dana Children's
Hospital, Tel Aviv Sourasky
> Medical Center, Ramat Aviv, Israel.
gilshla@netvision.net.il
>
> We present the case of a 12-year-old boy
admitted with a complaint of recurrent syncopal episodes. A careful history
taking revealed the cause of the syncopal episodes to be a dangerous game
played by adolescents called "suffocation roulette." We believe that
recognition of this game as a possible cause of syncopal events, together with
prompt educative intervention, might prevent adolescent morbidity and mortality
and also might eliminate the need for unnecessary medical investigations.
>
>
>
> Le D. Macnab AJ.
>
> Self strangulation by hanging from cloth towel
dispensers in Canadian schools.
>
> Injury Prevention. 7(3):231-3, 2001 Sep.
>
> OBJECTIVE: To investigate a local "epidemic"
of incidents of strangulation by hanging from continuous cloth towels in
dispensers. METHOD: The coroner's office in all provinces and territories were
contacted. Five cases of hanging from continuous cloth towels in Canadian
schools were identified and reviewed. RESULTS: There were four deaths, and one
near-death, all males age 7 to 12. Two cases were attributed to a "choking
game" that provides a sensation (impending loss of consciousness)
described as "cool". In three cases, the child was alone at the time.
All deaths were due to strangulation from hanging and all occurred in school
washrooms. One child (playing with two friends) recovered after admission to an
intensive care unit. Towel dispensers were removed from the two index schools.
In one province the Ministry of Education encouraged removal of towel
dispensers from all schools and education of students of the dangers of
"choking games". CONCLUSIONS: Thrill seeking from partial
asphyxiation appears to underlie these incidents. Awareness of such cases
should prompt appropriate education strategies to highlight the serious
consequences of this form of risk taking behavior in young males. In
>
NEW Grief & Loss Support Group
Students who have had a death or terminal
illness with someone they love are invited to participate in a new support
being offered by Sandra Hopkins.
Registration forms are available from the Counselor.
For more information call 404-869-3086, or email to Barbara_moore@vnhs.org , or visit www.vnhs.org
Practicum student to assist Guidance & Counseling
Department
Mrs. Hopkins is
currently working on her add-on certification in Guidance & Counseling at
the
Mrs. Hopkins’ practicum
will enable us to offer many more services to our students than ever before
because we’ll actually have 2 professionals instead of 1. We are very excited
about all the new possibilities this offers our students. Additional services
will be posted on this website as soon as they are available.
Welcoming a NEW COUNSELING RESOURCE to this area!
Center for New Beginnings
770-356-2912
www.parentsforeverofwestgeorgia.com
·
Emotional, sexual, or
physical abuse
·
Divorce
·
Domestic violence
·
Abandonment issues
·
Natural disasters
·
Witnessing violence
·
Loss of a loved one
·
Combat/war
·
Adult children of
alcoholics
·
Families & children-
substance abuse issues
·
Any distressing event
·
Trauma resolution therapy
·
Comprehensive parenting
classes
·
Parents forever of West
Georgia
·
Anger Management
·
Drug & alcohol
assessments
·
Counseling sessions
* Students, Parents, & Teachers will ALL be asked to
sign the “SMS Anti-Bullying Pledge”.
EQ: What are some facts I should know about Bullying?
- Bullying usually begins in elementary
school, peaks in middle school, & diminishes, but does not disappear,
in high school.
- It is most common in grades 6-10.
- 90% of 4th – 8th
graders report being victims.
- Bullying can happen at any age with
both sexes.
- Bullying behavior may be defined as a criminal act if the bully is 12
years or older.
- Bullying
can have devastating long-term effects on its victims!
Suicide
Absenteeism
Low grades
Low self-esteem
High dropout rate
Mental health issues
- The
only common factor among school shooters is that they all reported having
been bullied previously!
EQ: What is Bullying?
- Bullying
in its truest form is comprised of a series of repeated intentional cruel
incidents, involving the same children, in the same victim and bully
roles. However, bullying can consist of a single interaction.
- In determining whether an offense
constitutes bullying, 3 primary considerations are:
- Relationship
of the victim & the bully
(Usually not friends; Power difference);
- Intent
of the interaction
(To put the victim in some sort of distress; Show of power &
superiority);
- Offense
itself (Some actions
alone are violent enough to warrant a Bullying classification).
EQ: What are the 3 different kinds of Bullying?
1.
Physical bullying is most common for boys.
·
Pushing,
·
Tripping,
·
Hitting
2.
Relational bullying is most common for girls.
·
Ignore
·
Exclude
·
Avoid
·
Convince
others to do the same
3.
Verbal bullying is the most common form among both sexes.
·
It
includes teasing, taunting, mocking, spreading rumors, name-calling, gossip,
& lies.
·
Also
includes notes written on walls or passed to others.
·
Email, chat rooms, text messaging, & phone
hang-ups are also included.
EQ: What should I know about Bullies?
·
33%
male bullies grades 6-9 have criminal convictions by age 24.
·
60% of all identified bullies have a criminal
conviction by age 24.
·
Bullies
usually have particular behavior & personality traits:
- Aggressive behavior patterns
- Desire to dominate others
- The need to feel in control, to win
- No sense of remorse for hurting
another child
- A refusal to accept responsibility
for their own behavior
- Parents of bullies often support
their child’s aggressive behavior toward other children; These parents
often bully their own children.
EQ: What can I do if I am being bullied?
- Remember that bullying is common &
widespread…You’re NOT the only one!
- Remember bullying is not permanent!
- Understand several facts about
bullies:
- Bullies are often lonely, insecure
people.
- Many times those bullying have been
targets of someone else’s bullying behavior.
- Bullies usually want desperately to be
accepted by the crowd.
- Sometimes others join in the bullying
only because they are afraid of becoming a target of the bully if they
don’t.
- Sometimes the reason a bully is
putting you down is to try to build himself up.
- Sometimes the bully is actually jealous
of you.
- Bullies tend to loose their popularity
& social status as classmates mature & are able to see their
behavior for what it is.
- If at all possible, tell someone else about your
experience.
- Try to blend in with others. (Bullies
tend to pick on those who stand out as “different” or who are isolated
- Tell
a school official
- Get actively involved with
extracurricular activities
- Use specific responses to deal with
the bully:
- Laugh along to show it doesn’t bother
you
- Change the subject to distract the
bully & interrupt his behavior
- Roll with the punch (Agree with what
he said & expand on it so that you
gain the upper hand. This can make a bully look & feel foolish.)
- Be assertive & confront his
behavior
- Learn “verbal self-defense”:
Ex:
Say, “It
really hurts my feelings when you _________. I would never say or do anything
to hurt or embarrass you. I really want us to be friends. I don’t mind teasing,
but ______ really hurts & should be off limits. Okay?”
- Ask, “Have I done anything to hurt you that I need to apologize for? If
not, what is it about you that makes you want to hurt someone like
me?” (This will often help them realize what they’re doing. It also
helps put it in perspective for those looking on, so often times others
will come to your defense)
- Give the bully permission to tease you
- Act like you don’t care
- Act like you can’t remember the
bully’s name
- Go along with the insult
- Make the bully’s insults seem foolish
- Anticipate the bully’s putdown so
you’ll be prepared to respond
- Avoid fights by staying in well
supervised areas
EQ: What can I do if I witness bullying?
1.
Refuse
to join in
2.
Walk
away when bullies are acting up
3.
Distract
the bully to interrupt the bullying behavior
4.
Report
any bullying you see
5.
Speak
out
6.
Stand beside
the bully’s target
7.
Work
with others to reduce bullying
EQ: What can I do if others think I’m a bully?
1.
Learn
to watch my own behavior
2.
Remain
silent or walk away if I feel myself being tempted to tease someone
3.
Talk
to a trusted adult
4.
Seek
other help such as counseling
5.
Get
active to improve my own self-image
6.
Apologize
7.
Become
an Anti-Bully
“If you are aware of
bullying…
And you don’t do
anything to try to stop it…
YOU are
just as GUILTY as the bullies!”
Community
Service Learning
These are all ways of recycling books. I checked this particular one years ago and am glad to know it is still around. (www.bookcrossing.com ) You leave books in public places for others to enjoy. There is a tracking ID number when you register online. Can even get others response,etc.
Also, Brother's Brother Foundation Educational Program (www.brothersbrother.org ) takes in children's books and textbooks on all topics and distributes them to schools and people in need in 28 countries.
Also mentioned was organizing a book swap or donating to Goodwill.(www.goodwill.org)
|
Do Something Today : |
5 Ways to Make Halloween Matter
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BRICK
is back...and better than ever!
Are you a world-changer? Do you want to win up to $25,000 in grants and scholarships? Apply for the BRICK Awards online at www.dosomething.org/brick for your chance to win big. The deadline is Dec 1, 2006. Good luck! |
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Do
Something Clubs
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Do
Something About...
Teen Homelessness
Approximately 3.5 million people are homeless in
the Child Hunger
38.2 million people-including 14 million
children-live in households that experience hunger or the risk of hunger.
That represents more than one in ten households in the Drug Abuse
49,000 Estimated number of U.S. adults who died in 2005 of heart or lung disease associated with inhaling secondhand smoke according to the Surgeon General. Excerpt from 2005 Poetry Slam winner Untitled
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Social
Networks for Good?
We know you love AIM, MySpace, and Facebook. So we're on there. Check us out and become our friend...click one of the logos below.
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Does
your school have a community service club? Is it really lame? Start a Do
Something Club today! All you need is at least five members to form a club -
that means 5 people from your school signed up with Do Something online. No
fees! No silly uniforms! You just gotta do two community change projects over
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As your
child approaches the teen years and becomes more independent, staying connected
may seem like more of a challenge. But it's as important as ever - maybe even
more so now.
While
activities at school, new interests, and a burgeoning social life become more
important to your growing child, you are still home base, providing love,
guidance, and support.
And that
connection to you will provide a sense of security and build the resilience
your child needs to roll with life's ups and downs.
What to
Expect
Your
preteen may act as if your guidance isn't welcome or needed, and even seem
embarrassed by you at times. This is when kids start to confide more in peers
and request their space and privacy - expect the bedroom door to be shut more
often.
As
difficult as it may be to swallow all these changes, try not to take them
personally. They're all signs of your child's growing independence. You're
going to have to loosen the ties and allow some growing room. But you don't
have to let go entirely. You're still a powerful influence - it's just that
your preteen may be more responsive to the example you set rather than the
instructions you give. So practice what you'd like to preach, just preach it a
little less for now.
Modeling
the qualities that you want your preteen to learn and practice - respectful
communication, kindness, healthy eating, and fulfilling everyday
responsibilities without complaining - makes it more likely that your son or
daughter will comply.
What
You Can Do
Small,
simple things can reinforce connection. Make room in your schedule for special
times, take advantage of the routines you already share, and show that you
care.
Here are
some tips:
- Family Meals: It may seem
like drudgery to prepare a meal, particularly after a long day. But a
shared family meal provides valuable together time. So schedule it and
organize it just as you would any other activity. Even if you have to pick
up something pre-made, sit down together to eat it. Turn off the TV and
try to tune out the ringing phone. If it's impossible to do every night,
schedule a regular weekly family dinner night that accommodates your
child's schedule. Make it something fun, and get everyone involved in the
preparation and the cleanup. Sharing an activity helps build closeness and
connection, and everyone pitching in reinforces a sense of responsibility
and teamwork.
- Bedtime and
Goodnight:
Your child may not need to be tucked in anymore, but maintaining a
consistent bedtime routine helps your preteen get the sleep needed to grow
healthy and strong. So work in some winding-down time together before the
lights go out. Read together. Go over the highlights of the day and talk
about tomorrow. And even if your preteen has outgrown the tuck-in routine,
there's still a place for a goodnight kiss or hug. If it's shrugged off,
try a gentle hand on the shoulder or back as you wish your child a good
night's sleep.
- Share Ordinary
Time:
Find little things that let you just hang out together. Invite your
preteen to come with you to walk the dog. Invite yourself along on his or
her run. Washing the car, baking cookies, renting movies, watching a
favorite TV show - all are opportunities to enjoy each other's company.
And they're chances for your child to talk about what's on his or her
mind. Even riding in the car is an opportunity to connect. When you're
driving, your preteen may be more inclined to mention a troubling issue.
Since you're focused on the road, he or she doesn't have to make eye
contact, which can ease any discomfort about opening up.
- Create Special
Time:
Make a tradition out of celebrating family milestones beyond birthdays and
holidays. Marking smaller occasions like a good report card or a winning
soccer game helps reinforce family bonds.
- Show Affection: Don't
underestimate the value of saying and showing how much you love your
preteen. Doing so ensures that your child feels secure and loved. And
you're demonstrating healthy ways of showing affection. That said, your
son or daughter may start to feel self-conscious about big displays of
affection from you, especially in public. Your child may pull away from
your hug and kiss, but it's not about you. Just reserve this type of
affection for times when friends aren't around. And in public, find other
ways to show that you care. A smile or a wave can convey a warm send-off
while respecting boundaries. Recognize out loud your child's wonderful
qualities and developing skills when you see them. You might say,
"That's a beautiful drawing - you're really very artistic" or
"You were amazing at baseball practice today - I loved watching you
out there."
- Stay Involved: Stay involved
in your preteen's expanding pursuits. Getting involved gives you more time
together and shared experiences. You don't have to be the Scout leader,
homeroom mom, or soccer coach to be involved. And your child may want to
do more activities where you're not in charge. That's OK. Go to games and
practices when you can; when you can't, ask how things went and listen
attentively. Help your child talk through the disappointments, and be
sympathetic about the missed fly ball that won the game for the other
team. Your attitude about setbacks will teach your preteen to accept and
feel OK about them, and to summon the courage to try again.
- Stay
Interested:
Stay interested and curious about your preteen's ideas, feelings, and
experiences. If you listen to what he or she is saying, you'll get a
better sense of the guidance, perspective, and support needed. And
responding in a nonjudgmental way means your child will be more likely to
come to you anytime tough issues arise.
Reviewed
by: D'Arcy
Lyness, PhD
Date reviewed: January 2006
You've
lived through 2 AM feedings, toddler temper tantrums, and the
but-I-don't-want-to-go-to-school-today blues. So why is the word
"teenager" causing you so much anxiety?
When you
consider that the teen years are a period of intense growth, not only
physically but morally and intellectually, it's understandable that it's a time
of confusion and upheaval for many families.
Despite
some adults' negative perceptions about teens, they are often energetic,
thoughtful, and idealistic, with a deep interest in what's fair and right. So,
although it can be a period of conflict between parent and child, the teen
years are also a time to help children grow into the distinct individuals they
will become.
Understanding
the Teen Years
So when,
exactly, does adolescence start? The message to send your kid is: Everybody's
different. There are early bloomers, late arrivals, speedy developers, and
slow-but-steady growers. In other words, there's a wide range of what's
considered normal.
But it's
important to make a (somewhat artificial) distinction between puberty
and adolescence. Most of us think of puberty as the development of adult sexual
characteristics: breasts, menstrual
periods, pubic hair, and facial hair. These are certainly the most visible
signs of impending adulthood, but children between the ages of 10 and 14 (or
even younger) can also be going through a bunch of changes that aren't readily
seen from the outside. These are the changes of adolescence.
Many
kids announce the onset of adolescence with a dramatic change in behavior
around their parents. They're starting to separate from Mom and Dad and to
become more independent. At the same time, kids this age are increasingly aware
of how others, especially their peers, see them and they're desperately trying
to fit in.
Kids
often start "trying on" different looks and identities, and they
become acutely aware of how they differ from their peers, which can result in
episodes of distress and conflict with parents.
Butting
Heads
One of
the common stereotypes of adolescence is the rebellious, wild teen continually
at odds with Mom and Dad. Although that extreme may be the case for some kids
and this is a
time of emotional ups and downs, that stereotype certainly is not representative of
most teens.
But the
primary goal of the teen years is to achieve independence. For this to occur,
teens will start pulling away from their parents - especially the parent whom
they're the closest to. This can come across as teens always seeming to have
different opinions than their parents or not wanting to be around their parents
in the same way they used to.
As teens
mature, they start to think more abstractly and rationally. They're forming
their moral code. And parents of teens may find that kids who previously had
been willing to conform to please them will suddenly begin asserting themselves
- and their opinions - strongly and rebelling against parental control.
You may
need to look closely at how much room you give your teen to be an individual
and ask yourself questions such as: "Am I a controlling parent?,"
"Do I listen to my child?," and "Do I allow my child's opinions
and tastes to differ from my own?"
Tips
for Parenting During the Teen Years
Looking
for a roadmap to find your way through these years? Here are some tips:
Educate
Yourself
Read
books about teenagers. Think back on your own teen years. Remember your
struggles with acne
or your embarrassment at developing early - or late. Expect some mood changes
in your typically sunny child, and be prepared for more conflict as he or she
finds his or her way as an individual. Parents who know what's coming can cope
with it better. And the more you know, the better you can prepare your child.
Talk to
Your Child Early Enough
Talking about
menstruation or wet dreams after they've already started means you're too late.
Answer the early questions your child has about bodies, such as the differences
between boys and girls and where babies come from. But don't overload your
child with information - just answer their questions.
You know
your child. You can hear when your child's starting to tell jokes about sex or
when attention to personal appearance is increasing. This is a good time to
jump in with your own questions such as:
- Are you
noticing any changes in your body?
- Are you having
any strange feelings?
- Are you sad
sometimes and don't know why?
A yearly
physical exam is a great time to bring up these things. A doctor can tell your
preadolescent child - and you - what to expect in the next few years. The exam
can serve as a jumping-off point for a good parent/child discussion. The later
you wait to have this discussion, the more likely your child will be to form misconceptions
or become embarrassed about or afraid of physical and emotional changes.
Furthermore,
the earlier you open the lines of communication on these subjects, the better
chance you have of keeping them open throughout the teen years. Give your child
books on puberty written for kids going through it. Share memories of your own
adolescence with your child. There's nothing like knowing that Mom or Dad went
through it, too, to put your child more at ease.
Put
Yourself in Your Child's Place
Practice
empathy with your growing child. Help your child understand that it's normal to
be a bit concerned or self-conscious. Tell your child it's OK to feel grown-up
1 minute and like a little child the next.
Pick
Your Battles
If
teenagers want to dye their hair, paint their fingernails black, or wear funky
clothes, it may be worth thinking twice before you object. Teens want to shock
their parents and it's a lot better to let them do something temporary and
harmless; leave the objections to things that really matter, like tobacco,
drugs
and alcohol.
Maintain
Your Expectations
Teens
will likely act unhappy with expectations their parents place on them. However,
they usually understand and need to know that their parents care enough about
them to expect things from them. Appropriate grades, behavior, and adherence to
the rules of the house are important standards to maintain. If parents have
appropriate expectations, teens will likely try to meet them.
Inform
Your Teen - and Stay Informed Yourself
The teen
years often are a time of experimentation, and sometimes that experimentation
includes risky behaviors. Don't avoid the subjects of sex, or drug, alcohol,
and tobacco use; discussing these things openly with your child before he or she is
exposed to them increases the chance that your teen will act responsibly when
the time comes.
Know
your child's friends - and know your child's friends' parents. Regular
communication between the parents of adolescents can go a long way toward
creating a safe environment for all the children in a peer group. Parents can
help each other keep track of the kids' activities without making the kids feel
that they're being watched.
Know
the Warning Signs
A
certain amount of change may be normal during the teen years, but too drastic
or long-lasting a switch in a child's personality or behavior may signal real
trouble - the kind that needs professional help. Watch out for one or more of
these warning signs:
- extreme weight
gain or loss
- sleep
problems
- rapid, drastic
changes in personality
- sudden change
in friends
- skipping school
continually
- falling grades
- talk or even
jokes about suicide
- signs of
tobacco, alcohol, or drug use
- run-ins with
the law
Any
other inappropriate behavior that lasts for more than 6 weeks can be a sign of underlying
trouble, too. You may expect a glitch or two in your child's behavior or grades
during this time, but your A/B student shouldn't suddenly be failing, and your
normally outgoing kid shouldn't suddenly become constantly withdrawn. Your
child's doctor or a local counselor, psychologist, or psychiatrist can help you
find proper counseling.
Respect
Your Child's Privacy
Some
parents, understandably, have a very hard time with this one. They may feel
that anything their child does is their business. But to help your teen become
a young adult, you'll need to grant some privacy. If you notice warning signs
of trouble, then you might want to invade your child's privacy until you get to
the heart of the problem. But otherwise, it's a good idea to back off.
In other
words, your teenager's room and phone calls should be private. You also
shouldn't expect your teen to share all thoughts or activities with you at all
times. Of course, for safety reasons, you should always know where your child
is going, what they're doing, and with whom, but you don't need to know every
detail. And you definitely shouldn't expect to be invited along!
Monitor
What Your Child Sees and Reads
Television
shows, magazines and books, the Internet
- kids have access to tons of information. Be aware of what your child is
watching and reading. Don't be afraid to set limits on the amount of time spent
in front of the computer or the TV. Know what your child is learning from the
media and who he or she may be communicating with over the Internet.
Make
Appropriate Rules
Bedtime
for a teenager should be age appropriate, just as it was when your child was a
baby. Reward your teen for being trustworthy. Does your child keep to a 10 PM
curfew? Move it to 10:30 PM. And does a teen always have to go along on family
outings? You decide what your expectations are, and don't be insulted when your
growing child doesn't always want to be with you anymore. Think back. You
probably felt the same way about your
mom and dad.
Will
This Ever Be Over?
As your
child continues to progress through the teen years, you'll notice a slowing of
the highs and lows of adolescence. And, eventually, you'll have an independent,
responsible, communicative child. So remember the motto of many parents with
teens: We're going through this together, and we'll come out of it - together!
Reviewed
by: Barbara P.
Homeier, MD
Classes Offered in
·
Phonics
·
Comprehension
·
Vocabulary
·
Study
Skills
·
Speed
·
Lifelong
Love of
For More Information or
to Register Call 800-964-8595
Club Hero would
like to target 15 SMS students who we fell could most benefit from a program
like this. Interested
parents need to call the Middle School Counselor,
Parenting
Newsletter from the Counselor
·
How to Help
with Research Projects
·
Ways to
Improve Critical Thinking Skills
·
Effective
School Conferences
ParenTalk
Adolescence
Keeping the Lines of
Communication Open
- 14 Tips for Parents with Teens, by Evelyn Petersen
- Communication Barriers, by Kathleen McCoy, Ph.D.
- Talking So Your Teen Will Listen, by Kathleen McCoy, Ph.D.
- When Your Teen Is Driving You Crazy, by Kathleen McCoy, Ph.D.
- Why Teens Are So Critical, by Kathleen McCoy, Ph.D.
- Keeping Close By Making Happy Family Memories, by Kathleen McCoy, Ph.D.
- Keeping Close Through Adolescence and Beyond, by Kathleen McCoy, Ph.D.
- Getting Teens To Open Up and Talk, by Evelyn Petersen
- Tips on
Communicating with Adolescents and Teens, by Evelyn Petersen
- Dealing
Effectively with Moody Teenagers, by Evelyn Petersen
Socializing and Body Image
- How To Help Your Teen's Body Image, by Charles Wibbelsman, MD
- Eating Disorders, by Charles Wibbelsman, MD
- Who Is At Risk For Eating Disorders, by Kathleen McCoy, Ph.D.
- Teenage Acne Angst, by Evelyn Petersen
- Acne: Causes and Cures, by Charles Wibbelsman, MD
- Boys Delayed Puberty: How To Ease Fears, by Charles Wibbelsman, MD
- When Your Daughter Is Worried About Her Breast Size, by Charles Wibbelsman, MD
- Talking To Your Daughter About Menstruation, by Charles Wibbelsman, MD
- What to Do About Your Shy Teenager, by Kathleen McCoy, Ph.D.
- Helping Your Teen to Find a Positive Peer Group, by Kathleen McCoy, Ph.D.
Talking about Sex
- Talking With Your Teen About Love: When Is It Real?, by Kathleen McCoy, Ph.D.
- What Teens Really Need to Know About Sex, by Kathleen McCoy, Ph.D.
- If Your Teen Is Having Sex . . ., by Kathleen McCoy, Ph.D.
- Talking With Your Teen About Birth Control, by Kathleen McCoy, Ph.D.
Talking about Drugs
- Teenage Drinking and Driving, by Evelyn Petersen
- Peer Pressure and Your Teen, by Kathleen McCoy, Ph.D.
- Talking About Drugs & Alcohol, by Kathleen McCoy, Ph.D.
- If Your Child Is Using Drugs, by Evelyn Petersen
- Questions To Ask Yourself If You Suspect Drug Use, by Charles Wibbelsman, MD
- The Effects of Smoking Marijuana, by Charles Wibbelsman, MD
Privacy, Stress, Rebellions
and Setting Limits
- Hypochondria, by Charles Wibbelsman, MD
- Teens and Privacy, by Charles Wibbelsman, MD
- Teens & The "Wrong Crowd", by Charles Wibbelsman, MD
- Is Your Teen Growing Up Too Fast?, by Charles Wibbelsman, MD
- Teen Stress and Stomach Distress, by Charles Wibbelsman, MD
- Helping Your Teen Control Stress, by Kathleen McCoy, Ph.D.
- Is Your Teen Tired All the Time?, by Charles Wibbelsman, MD
- Setting Limits for Your Teen, by Kathleen McCoy, Ph.D.
- Teen Rebellion: What's Normal What's Not, by Kathleen McCoy, Ph.D.
- A Teenager's Greatest Worry, by Charles Wibbelsman, MD
- Disciplining Your Teen With Love and Common Sense, by Kathleen McCoy, Ph.D.
- Coping with a Diffficult Teen, by Evelyn Petersen
- Spanking Teens, by Evelyn Petersen
Discussions on Suicide
- When Your Teen Is Accident Prone, by Kathleen McCoy, Ph.D.
- Signs of Teenage Depression, by Kathleen McCoy, Ph.D.
- Suicide: The Vital Warning Signs, by Kathleen McCoy, Ph.D.
- Suicide Awareness, by Evelyn Petersen
Dealing with Divorce
- Teens And Divorce, by Kathleen McCoy, Ph.D.
- Explaining Divorce, by Vicki Lansky
- Advice for Families Experiencing Divorce, by Evelyn Petersen
High School and Beyond
- When Your Teen Has Trouble In School, by Kathleen McCoy, Ph.D.
- The Myth of Learning Disabilities, by Thomas Armstrong, Ph.D.
- Making Any School Subject Come Alive for Your Adolescent, by Thomas Armstrong,, Ph.D.
- Helping Teens Find Summer Jobs, by Evelyn Petersen
- Teaching Good Financial Habits, by Kathleen McCoy, Ph.D.
- When Should Your Teen Begin to Plan for College? by Kathleen McCoy, Ph.D.
- What do Colleges Want? by Kathleen McCoy, Ph.D.
(per OCGA 16-6-3)
·
If
you have sexual intercourse with any person under the age of 16 years, you will
have committed statutory rape.
·
A
person 21 years of age or older convicted of statutory rape shall be imprisoned
for a minimum of 10 and up to 20 years.
·
A
person age 17-20 convicted of statutory rape shall be imprisoned for 1 to 20
years.
·
If
the victim is 14 or 15 years of age and the person convicted is no more than 3
years older than the victim, the person shall be guilty of a misdemeanor.
·
It
does not matter if you are a male or a female.
·
It
does not matter if you are unaware of the victim’s age.
·
It
does not matter if the sex is consensual.
The dates for Club/Character Education
are:
·
September 26 - Respect
·
October 17 - Responsible
·
November 20 - Reliable
·
December 19 –
Self-Motivated
·
January 18 - Persevere
·
February 13 - Tolerant
·
March 19 - Honest
·
ADHD
·
Careers
·
Teenage Issues, Problems &
Concerns
Parents are invited to check these materials out through the Media
Center.
·
Associated
Counselors – Shawn Skalin & Jeanette Broyles – (770)830-1300 (child,
adolescent, adult)
·
Mitt
Moorehead – (770)834-4843 (marital, individual, & family)
·
Margo Bernard
– (770)836-0576
·
Suzanne M.
Fischer (706)235-6990
·
Estes Home
Tutoring Service – (770)562-4213
·
Rebecca
Roller – (770)403-7781
·
Dennis
Herindine – (770)949-9675
·
Rene Griffin
Smith – (770)832-6609 (eating disorders)
·
Haralson
Counseling Center – Terrell McBrayer – (770)537-0098
·
Diane &
Cliff Garrison – (770)646-9005 (Christian)
·
Mental Health
– (770)537-2367
·
Patty Harmon
– (770)832-7721
·
Liberty
Counseling - Judy Bishop & Rick Madden – (770)836-1137; 834-1772
·
The
Neuropsychiatric Clinic of Atlantis-Villa Rica - Randy T. Warner (678)840-8446
·
Stephanie
Collin – (770)646-9686
·
Family
Counseling & Educational Clinic – (770)832-7721
·
Kenneth
McGowan – (770)830-7168
·
Transpersonal
Counseling – (770)834-6393
·
Anchor
Hospital – (770)991-6044
·
Inner Harbour
Outpatient Services – (678)838-9336
·
Fred Richards
– (770)834-8143;4415
·
Becca Anastoos
– (770)836-1803
·
Dick
Maierhofer – (770)832-9637
·
Care
Connection Crisis Center – 1-800-338-6285
·
Carroll
Save-A-Life – (770)832-0256
·
Carrollton
Institute of Individual & Family Therapy – (770)830-7177
·
Comprehensive
Services – (770)830-9125
·
John
Cornelieson – (404)705-2494
·
Reba Bishop –
(770)646-5955 (post abortion)
·
Christian
Counseling – (770)537-1816
·
IFFY –
(770)836-9551; Marsha 838-8909; Daniel 824-2421
Frequently
Used Telephone Numbers
Parents who are
interested in having a BHS student to tutor their child can contact
Bremen
Keith
Robinson , (A private carrier operating independently)
provides transportation services for students 2-12 grades. The cost for transporting a student to & from school is
$40 per week for the 1st child & $25/week for additional
children in the same household. Transportation to & from ballgames can also
be arranged. Call 770-537-6244 home, or 770-714-6244 cell.
Bunny Patch Family Daycare
Brenda Brown offers
transportation to & from Bremen
City Schools
TOP
Growing
Up Involves
Academic
Development
Understanding
Change
Expanding our
Hearts and Minds
o
School
Counselors help parents, students, and staff
o
Gain
perspective on their lives
o
Explore
options
o
Make
decisions
o
Resolve
problems
o
Take action
o
Personal
Counseling
o
Group
Counseling
o
Classroom
Presentations
o
Crisis
Intervention
o
Educational
Planning and Placement
o
Career
Education and Planning
o
Academic
Monitoring
o
Standardized
Testing
o
Providing
Referrals
o
Scheduling
During the
school year, the middle school counselors…
o
Offer small
group counseling sessions
o
Orient
students regarding their future school experiences
o
Regularly
review students’ academic progress and files
o
Administer
standardized tests
o
Meet with the
block teachers regularly
o
Identify
special needs students
o
Help in
acclimating new students to the school
o
Serve as a
support person to teachers for specific problems
o
Maintain
relationships with local referral agencies
o
Process
schedule changes
o
Provide lists
of private professional tutors, high school tutors, and
outside counselors.
I encourage
you to call me or come in and visit (an appointment is appreciated). I am here to help!
What
Middle School Counselors Do...
- Being
very active, yet easily fatigued due to rapid physical growth.
- Searching
for their own unique identity, turning more toward their peers rather than
to their parents for ideas and affirmation.
- Extremely
sensitive to comments from others.
- Relying
heavily on friends to provide comfort, understanding and approval.
Middle School
Students’ Developmental Needs
Middle school is an exciting, yet challenging time for students,
their parents and teachers. During this passage from childhood to adolescence,
middle school students are characterized by a need to explore a variety of
interests, connecting their learning in the classroom to its practical
application in life and work; high levels of activity coupled with frequent
fatigue due to rapid growth; a search for their own unique identity as they
begin turning more frequently to peers rather than parents for ideas and
affirmation; extreme sensitivity to the comments from others; and heavy
reliance on friends to provide comfort, understanding and approval.
Meeting the
Challenge
Middle School
Counselors Implement the Counseling Program by Providing:
