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101 Cards in this Set
- Front
- Back
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Abuse
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–child’s physical or mental health is seriously endangered, resulting from something a parent or other responsible person does or fails to do
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Neglect
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– failure to provide adequate food, clothing, shelter, medical care, education or supervision for a child.
-adult deprives child of conditions necessary for normal development |
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Sexual Abuse
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committing, or allowing to be committed, any illegal sexual act involving the child, including incest, rape, fondling, indecent exposure, prostitution, or use in sexually explicit visual material.
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Physical Abuse
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adult inflicts or allows infliction of physical injury
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Sexual Abuse
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- adult utilizes or permits others to utilize child for sexual gratification
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Emotional Abuse
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mental/emotional harm inflicted through acts of omission (failure to love/support) or commission (chronic detrimental remarks and attitude)
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Indiana State law mandates reporting of suspected child abuse and neglect to Child Protective Services
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-Reporting in good faith frees reporter from liability
-Willful failure to report opens individual to criminal and civil liability |
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Schools typically designate a contact or liaison person to complete reporting
Individual is in no way relieved of responsibility by notification to liaison |
Disagreement as to whether abuse has occurred should be turned over to Child Protective Services
Reporting is a request for investigation not an accusation of bad parenting |
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If worried about whether or not to report, error on the side of the child
Chart facts not opinions Avoid generalizations and give specific examples |
Not necessary to interview parent, if do so keep interview short, ask how injuries occurred, do NOT verbally attack or accuse or comment on credibility of story
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Munchausen’s Syndrome by Proxy
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-Usually female care giver
-Ploy to get attention, sympathy for adult -Mysterious symptoms, causation, etc. |
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Caretaker’s Behavioral Indicator’s of Emotional Maltreatment
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-Rejecting – refusal to acknowledge presence, devaluing, belittle, treat coldly/differently from other children
-Ignoring – take little or no interest in child or his/her activities, seem not to care, diminishes identity, self worth -Terrorizing – threaten, blame, use as scapegoat, ridicule, induce fear in, destroy possession’s, harshly criticize |
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Isolating
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– cut off from normal social experiences, limit freedom, prohibit friendships/other outside attachments
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Sexual Harassment
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unwanted sexually oriented attention that makes a person feel uncomfortable or threatened
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Denying Emotional Responsiveness
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fail to provide care in sensitive and responsive manner
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Corrupting/Exploiting
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teach socially deviant patterns of behavior, demand or reward delinquent acts or sexual promiscuity, use for advantage or profit, allow/encourage substance abuse
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Identify behaviors
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overly aggressive, demanding, overly compliant eager to please or passive, or self destructive cringes/jumps at noises, movements, etc.
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Identify physical indicators
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unexplained bruises, welts, burns, oral/dental injuries, fractures, bite marks, etc.
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Identify emotional indicators
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depressed, apathetic, withdrawn, developmentally/ mentally delayed, fearful/wary of authority
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More than half of school age children report examples of sexual harassment when asked
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Sexual jokes or verbal comments about victim
Inappropriate touching, grabbing, pinching Sexual gestures, staring, isolation of victim Grafitti, “dirty notes” or pictures, hang up/obscene calls Pulling another person’s clothes off or pulling your clothes off in front of them inappropriately |
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More girls than boys are victims
Sexual harassment may begin very early in schools Most school sexual harassment is student-to- student (80% +) |
Flirting and harassing are not the same thing
Teachers must be aware, listen/watch, confront, and intervene |
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If intervention does not occur
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Victim may withdraw, lose self esteem, motivation or willingness to attend
Perpetrator believes behavior is acceptable and continues or escalates activities |
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Plan what to do
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Avoid being alone with the harasser
Tell, ask (with another person present), write a letter requesting harasser to stop (if stops probably unintentional, if not stop may be harassment) |
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How do I, as an individual, minimize Sexual Harassment?
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-Keep a record of what occurred, when and where and was said or done, how you felt, save evidence (notes, pictures/drawings, etc.)
-Plan what to do |
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Report the harassment
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tell/talk to an adult, determine additional action with advice (additional reporting, formal complaint, police action)
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As A Teacher
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give educational information and presentations, rule reminders, class discussions (feelings, consequences, appropriateness, etc.)
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You have the means to stop it
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Never join in
Tell the harasser to stop Say how you feel Help the victim get away Leave with the victim or just leave |
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Appropriate Consequences may include
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Counseling
Research and/or presentations Reflective opportunities |
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What Are Drugs?
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Drugs are substances/chemicals (other than food) that alter the structure or function of the body or mind when introduced (ingested, inhaled, injected, or absorbed) into the body
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Drug effects depend on:
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-Dose (amount) administered
-Potency (strength) of the drug -Biologic variability (gender, weight, age) |
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Legal
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drugs which are not illegal by federal, state or local laws; those which can be purchased over the counter (OTC) or with a prescription; those that comply with specified regulatory standards
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Illegal
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drugs which are illegal by definition of law; those that cannot be purchased over the counter or by prescription; those which do not comply with stated regulatory standards (controlled substances
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Signs of drug use or misuse usually fall into one or more of four general groups
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Signs of drug use or misuse may also include:
Seeing actual drugs or drug paraphernalia Identification with drug culture |
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Physical signs of Drug Use
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physical deterioration of body, watery eyes; weight loss; needle marks; shaking; profuse sweating
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Behavioral signs of Drug Use
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noticeable changes in temper, discipline, performance; cheating, stealing
Social signs - change in friendships; isolation; desire to fit in at any cost |
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Psychological signs of Drug Use
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lack of motivation; heightened/ diminished mental capabilities; perception disorders; depression; suicidal tendencies
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Drug Classification:
Depressants |
depress or decrease the activity of the body systems especially the circulatory, respiratory and central nervous systems
Alcohol, Barbiturates, GHB, Rohypnol, sedatives… Reduce/slow brain signals to parts of the body |
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Drug Classification:
Narcotics/Opiates |
acts on central nervous system to relieve pain (may produce pleasurable, dreamlike euphoric state) depresses/alters mood and behavior
Codeine, Heroin, Morphine, Opium, Oxycodone Relieves pain, numbs body sensations |
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Drug Classification:
Hallucinogens |
cause altered or distorted perceptions of reality and/or feelings; may depersonalize people and experiences; may increase emotions
LSD, Ecstasy, PCP, Ketamine… Change feelings and perception of reality |
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Drug Classification:
Inhalants |
changes brain chemistry, affects circulatory, respiratory, nervous systems, may create memory loss, hallucinations, aggressiveness, suffocation, cardiac arrest
Household items/cleaners, gases breath Slows down brain processes |
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Drug Classification:
Cannabis Sativa (hemp plant) |
marijuana, hashish, and hashish oil all come from the cannabis plant; use changes brain messages affecting sensory perception and coordination
Marijuana, Synthetic THC, hashish cannabis sativa (hemp) |
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Drug Classification:
Stimulants |
Caffeine, Nicotine, Ritalin, Cocaine, Methamphetamine, Amphetamines
Increase alertness and energy stimulate or increase the activity of the body systems particularly the circulatory, respiratory and central nervous systems |
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Effects:
Cannabis Sativa (hemp plant) |
Mental effects – short term memory loss, altered perceptions and critical thinking
Physical effects – loss of coordination, calm euphoria and/or anxiety, increased heart rate, loss of energy, dry throat, couph, increased appetite |
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Effects:
Stimulants |
Physical: higher blood pressure, pulse, and temperature, shaking, death
Behavior: agitated, giddy, can’t sleep, not hungry |
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Effects:
Depressants |
Physical: anxiety, shaking,
can’t sleep, death Behavior: slurred speech, disorientation, wobbly walk, bad memory |
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Effects:
Hallucinogens |
Physical: drowsiness, heart
problems, high temperature Behavior: Over-aware of stimuli; paranoia or anxiety; unable to make judgments, remember events, or feel pain |
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Effects:
Narcotics |
Physical: shallow breathing, convulsions, coma, death
Behavior: sleepy, giddy, sighing, slurred speech, disorientation, wobbly walk, trouble remembering |
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Effects;
Inhalants |
Physical: drowsiness, heart problems, high temperature
Behavior: Trouble remembering, slurred speech, wobbly walk |
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Effects:
Cannabis |
Physical: hungry, sleepy
Behavior: giddy, heighten senses, lower ability to make good choices, paranoia, lack of motivation |
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Reasons Why People Use Illicit Drugs
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Curiosity
Escape Boredom Rebellion Conformity Availability Peer Pressure Experimentation |
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Reasons For Not Using Illicit Drugs
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Cost
Fear Health Religion Conformity Non-availability Personal Convictions Too much to lose |
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Alcohol
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acts as a depressant first slows thinking and inhibitions, then coordination, then involuntary body functions
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Alcohol’s affect on people has similarities but also depends on how fast the alcohol was consumed, body weight, past drinking experience, current mood, etc.
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Alcohol is directly absorbed into the blood stream and is oxidized at a constant rate A can of beer (12 oz.) a glass of wine (4 oz.) and a shot of distilled liquor (1.5 oz.) have approximately the same amount of alcohol
Alcohol provides extensive calories & few nutrients |
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Tobacco
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considered a stimulant increasing heart rate, blood pressure, etc. and has no positive effects
Smoking causes or contributes to heart disease, stroke, lung cancer, asthma, Chronic Obstructive Pulmonary Disease, bronchitis, etc. |
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Most people start using tobacco between (12-18) Every day more than 3,000 young people begin smoking
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Most people addicted to smoking want to quit but can’t due to nicotine addiction and tolerance
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Resistance Skills:
Avoid |
harmful, unhealthy, unpredictable people and situations or actions
Walk away, stay away from, evade |
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Resistance Skills:
Use Assertive Refusal |
Say “No” and continue saying “No”.
State position simply, briefly and firmly Don’t feel obligated to explain yourself further or say “No, thanks” |
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Resistance Skills:
Suggest Alternatives or Use Delaying Tactics |
Be a role model, influence others to choose responsible behavior – let’s play basketball, go to a movie, hang out at the gym
Use positive reinforcement for good choices – you’re good at art Not now, I’m busy, I have things to do, I have to go |
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Resistance Skills:
Use body language that matches your response |
When you say ‘No’ shake your head back and forth
When you suggest alternative leave to do what you suggested |
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Friendship
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relationships between two people, involving mutual trust, support, respect, and liking. A Friend is a person you know, like, and trust. A Friend can be a family member, neighbor, teacher, and adult, a child, or a peer!
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How to Make Friends
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To have good friends you must be a good Friend!
Learn something about them and their background Introduce yourself, meet their family Get to know them and find out their interests, see what you have in common Spend time with them, have fun, go places, do things you both like Share with them (thoughts, ideas, toys) |
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How to Make Friends
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Good friends can last a life time.
Building good friendships takes time and effort A balanced friendship is important – each person must give and receive from the other Getting to know your friend’s family and their other friends can help you know them better Changing friends is part of growing up. Friends may move away, break a confidence, lose interest, meet new friends, encourage wrong actions, etc. It is alright to get new friends and give up old ones |
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Types of Families
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Nuclear
Extended Blended, reconstructed, step Adoptive Foster Single parent Communal Same sex parent |
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Nuclear/Traditional Families
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Consists of a mother, father, and their biological child or children. The size of the family does not matter.
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Extended Families
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Consists of parents, children, and their close relatives who live together or in close proximity to each other
Modern Family |
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Blended, Reconstructed, or Step Families
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A family consisting of two previously married parents and the children of their former marriages and/or their current marriage.
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Adoptive Families
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One or two parents who adopt (legally take responsibility for) one or more children who are not their biological children.
Foster’s Home For Imaginary Friends |
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Foster Families
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A family consisting of one or two parents who assume temporary care of a child or children while the legal system determines what is in the best interests of the child/children.
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Single Parent Families
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One parent alone who cares for one or more children without the help of another parent.
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Same Sex Families
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A family consisting of two parents of the same sex who have (partially biological) or adopt children into their family.
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Communal Families
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A family consisting of multiple adults who may or may not be related but all of whom are responsible for and take care of any and all children.
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Family Life
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Common attributes of strong families:
Good communication Shared responsibilities Unconditional love and affection |
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Family Life - Attributes
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Good communication – often/frequent, direct (talk to one another not at one another), effective (say what you mean and mean what you say)
Verbal – appropriate use of words, inflection, volume, tempo Nonverbal – appropriate use of facial expression (eyes, mouth), gestures (hands, arms, legs), posture (upright, slouching, withdrawn), spatial distance (close, far) Problem Solving/Responsible Decision Making (recognition, analysis, understanding, evaluation |
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Family Life – Attributes
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Shared Responsibility - responsibilities, duties, obligations, charges, or tasks
Providing a secure space/home Respect of/for authority, for family members, and others Shared work ethic, delayed gratification and sense of values |
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Family Life - Attributes
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Unconditional love and affection – sense of belonging/companionship/friendship, noticeable reassurance and comforting, affection directed specifically, frequently
Display – demonstrate through words, touch, attitude, trust, help/assistance, care for, share Protect – stand up for, guard, shelter, defend, attend to, show partiality toward Encourage – be proud of, give help/support, foster/facilitate, show kindness/compassion, indicate interest in |
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Physical Fitness
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The ability for the entire body to work together effectively and efficiently to maintain good health and perform activities necessary to carry out daily living with minimal effort or injury
Divided into 5 parts Cardiovascular respiratory endurance (heart and lung) Muscular strength Muscular endurance Body composition Flexibility |
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Cardiovascular respiratory endurance
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efficient delivery of oxygen to the muscles by means of the heart, lungs, and circulatory system
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Muscular strength
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– ability of a muscle to contract and produce work, how much you can push, pull, or lift
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Muscular endurance
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– ability of the muscles to contract for a long time or repeatedly, how long you can hold the contraction
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Body composition
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body weight distribution of percentage of muscle and fat
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Flexibility
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ability of the body, especially joints, to move through a full range of motion
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Benefits of Physical Fitness
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Weight control improved self-esteem
Improved sleep Improved physical and mental health performance Reduced blood pressure and blood cholesterol levels |
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Benefits of Physical Fitness
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Reduced heart rate
Improved cardiovascular endurance Improved muscular strength, muscular endurance, and flexibility. Reduced stress and tension |
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The F.I.T.T. Method
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Frequency – the number of times in a week you exercise
Intensity – the amount of effort or speed put into a specific exercise, how hard you work Type – the kind of exercise (cardio respiratory works heart and lungs, resistance training works muscles) Time – the number of minutes/hours you exercise in one setting |
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Exercise Tips
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REMEMBER: Rest is very important, exercising too frequently and too intensely can overwork your body
The harder/longer you exercise, the more you should allow your body to rest to replenish it’s energy between sessions Ideally consider every other day so that you have 1 day to rest before intense or extensive exercising |
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Facts
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Type 2 diabetes, once called "adult onset" diabetes, high blood pressure, and high cholesterol, once thought to be age-related, are now diagnosed in children and teens.
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Facts
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One quarter of U.S. children spend 4 hours or more watching television daily.
More than 10 percent of children between the ages of 2 and 5 are overweight, double the proportion since 1980. |
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Facts
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Adults 18 and older need 30 minutes of physical activity on five or more days a week to be healthy; children and teens need 60 minutes of activity a day for their health.
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Asthma
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#1 cause of Absenteeism due to Chronic Illness
Can be Outgrown |
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Asthma Causes
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-Inability to Participate
-Health Problems |
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Asthma is Caused by
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-Muscle Construction
-Inflammation -Clumps of Mucus |
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Asthma Can be Made Worse:
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-Exercise
-Colds -Allergies -Seasonal Changes -Irritants (can be Perfume) -Smoke |
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Asthma Symptoms
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-Wheezing and Coughing
-Short Breath |
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Asthma Medications:
Bronchodialators |
-Relax Airways
-Inhalant -Relieves Symptoms already occurring -Do not affect Inflammation |
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Asthma Medications:
Anti-Inflammatories |
-Reduce Swelling
-Inhalant -Taken Daily to Prevent Symptoms |
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Seizure Disorders
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Drief Disruptive Electric Impulse in the brain
-Staring -Movement -gran mal convulsions Can be medicated for prevention Should teach your whole class about seizures |
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Call EMS if:
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-it's their first Seizure ever
-the seizure lasts more than 5 minutes -If there are multiple seizures occurring in succession. |
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During Seizures:
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-Be Calm
-Make Sure child stays safe -Be reassuring -Turn Child on side -loosen clothing for Breathing if needed |
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Types of Seizures:
Absence |
-Disconnected for a few seconds
-No first Aid -Looks like tuning out or daydreaming -Repeat information |
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Types of Seizures:
Partial (Simple) |
-Changes in hearing, sight
-Twitching |
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Types of Seizures:
Complex Partial |
-Involuntary Motions
-Confusing You should: -Gently Redirect -Protect Child -Help Reorient |
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Types of Seizures:
Grand Mal (Tonic Clonic) |
-Not Concious, won't remember
-Low breathing |
