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EMO And Other Lifestyle Choices Awareness Program By: Arlette Ngoubene, Karen Hansen, Marc St. Laurent, & Rosemary Waterman Lehigh University PURPOSE The following presentation will • explore the EMO lifestyle. • present an awareness/intervention program that addresses the middle school community. • promote the positive creative elements of EMO and increase awareness of potential risks while developing healthy life styles. EMO History • Emo is short for Emotional and comes from a genre of music known as emotional punk • First band was Rites of Spring, in Washington DC. 1984 • By mid 1990’s Emo movement became commercialized,mainstream, and well known through MTV • 1998 article in Teen People dubbed Emo the hip new fashion EMO Profile Fashion is critical Emo old style — traditionally a quasi-punk look of dark clothes, piercings, and dyed hair Emo now- the indie fashion of thrift-store clothing, small t- shirts with random prints, horn-rimmed nerd glasses, and Converse sneakers. Hair cuts that typically cover one eye EMO Profile • Music is ‘emotional punk’ also called punk music on estrogen (urbandictionary.com) – Sunny Day Real Estate and their hit album Diary (this is THE album) • Characterized by teenage angst- feelings of despair, dark hearts, melancholy, depression • Emo kids write poetry that expresses their despair and strong negative emotions • Emo could be considered a cyber teenage cult Emo Gone Wrong • Cutting • Suicidal thoughts • Requirement of being thin- since you are too sad to eat • Self harming behavior encouraged as a means of building status within the group- a competition to self- harm through teen websites • Quizzes to discover how EMO you are- higher points for attempts at suicide and scars from cutting • Secret and encourages recruiting members Emo-ism: if we didn’t have enough to worry about • Because of the emotional and androgynous component to emo kids there is a backlash • Emo bashing is rampant on the internet- particularly for males • Album out called Fuckemos • Considered effeminate, lacking in virility and gays- emo fags Want more? • http://www.peak.sfu.ca/the-peak/2006-1/issue8/fe- emo.html • http://www.dailymail.co.uk/pages/live/articles/news/ne ws.html?in_article_id=400953&in_page_id=1770 • http://iml.jou.ufl.edu/projects/Spring03/Seawell/fashion .htm • http://www.coolnurse.com/self-injury.htm • http://www.mrcranky.com/movies/constantine/89.html EMO news clip • The How Emo Are You Quiz based on The Emo Song PREVENTION PROGRAM MISSION STATEMENT To educate and encourage healthy choices by empowering students, teachers and parents with information and strategies regarding unhealthy practices of some in the EMO community such as self-harm. •Talking about something removes its mystery. •Knowledge is a powerful weapon against poor decisions. •Teens want to look and feel good. •Young people need to learn the vocabulary and healthy ways to express their emotions and to deal with others and to get what they want without succumbing to peer pressure. •Healthy relationships with adults in a child’s life are good models for healthy relationships with others. •Membership in a group provides the opportunities for a sense of belonging some students need and therefore won’t look for elsewhere. Theoretical Orientation • Bronfenbrenner’s Ecological Systems Theory: children’s development occurs within the context of an environmental system PROGRAM OUTLINE 1. Educate teachers and provide a middle school advisory curriculum to heighten student EMO awareness and teach healthy life choices. (primary prevention) 2. Hold a parent café, teaching parents about EMO and related unhealthy behaviors. (secondary prevention) 3. Develop an after school club for all students while specifically targeting students presenting “at-risk behaviors”. (tertiary prevention) STUDENT GOALS • To develop awareness and understanding about EMO, therefore, removing some of its mysterious allure and reducing the misconceptions about it. • To develop confidence and skills in order to make good decisions without succumbing to negative peer pressure. • To make healthy lifestyle choices. SCHOOL GOALS • Bring EMO to the surface for the entire middle school community. • Provide a means for teachers to identify kids at risk. • Provide teachers with the tools to talk to kids. INSTRUCTIONAL CONSIDERATIONS/LIMITATIONS • Following teacher training to implement the advisory program, the whole school will follow the program simultaneously. • Utilization of the Advisory Program. • These lessons will allow teachers to identify students with risky beliefs and behaviors for follow-up. • Counselor will be available as an advisor to teachers as needed. • Fear of isolating/alienating fringe groups. CLASSROOM GUIDELINES • Advisory classes are composed of a maximum of 12 students with a consistent teacher. • Establish confidentiality pacts before the first lesson. • All participation is valuable. Establish rules for respecting divergent opinions. • Follow-up on unanswered questions and unfinished dialogues. CURRICULUM OVERVIEW Students who complete these 5 weeks will… • have knowledge of EMO. • have new strategies for dealing with uncomfortable situations. • have scripts to use with teachers and peers to help them deal with difficult topics effectively. • have some understanding of eating disorders and healthy living. • have some knowledge of suicide, self-harm, and how to deal with them. LESSON HIGHLIGHTS Lesson 1: Introduction to EMO • Brainstorming- what do we know about EMO? • What do we want to know about EMO? • Discussion of belonging to a group- is it important? Lesson 2: Peer Pressure • Definition • Positive and negative examples • Coping with negative pressures via strategies and role plays Lesson 3: Express Yourself • Celebration of music and creative arts • Explore how the different the type of music affects our emotions through poetry and drawing • Discuss how musical and other artistic endeavors are personal taste- is there good or bad art? Lesson 4: Suicide/Self-harm • Definitions/warnings and critical signs • Safety plan discussion • How to reach out! • Referral resources • On-line goodies and support (that are moderated and pre-approved) Lesson 5: Healthy Living • Discuss behaviors that promote and degrade personal health • Discuss a variety of guidelines for healthful living • Prepare guidelines for personal health and well-being • Define eating disorders and their effects SAMPLE LESSON PLAN • Healthy Living Lesson.doc POST ADVISORY CLUB • Purpose: To provide support/social group for the students who are self-harming, susceptible to this, or other interested students. • Objectives: – Discussions related to themes explored during advisory class – Organize events of interest for the entire student body Examples: poetry night, battle of the bands/music appreciation, fashion show EVALUATION Click me!
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