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					                               Texas Association of Student Councils
                               Drug, Alcohol, Safety, and Health (D.A.S.H.)
                               Handbook for Students and Advisors
                               2004 Edition




TASC encourages local student councils to adopt and implement the statewide DASH program. This DASH handbook for
students and advisors is meant to guide and assist local councils in organizing their efforts in Drug, Alcohol, Safety and
Health education campaigns. TASC recognizes outstanding DASH programs. The DASH Report Form is available in the
current Advisors Resource Guide and also at www.tasconline.org




           Contents

           Part I - Purpose & Organization of a DASH Committee
                Overview ............................................................................................................................. 2
                The DASH Committee Within a Local StuCo .................................................................... 3
                Guidelines for Developing a DASH Program..................................................................... 4
                DASH Project Planning ..................................................................................................... .5
                Sample DASH Activity Calendar ....................................................................................... 7
                Publicizing DASH Activities .............................................................................................. 8

           Part II - Specific DASH Topics & Resources
                Alcohol and Other Drugs
                Alcohol Related Projects..................................................................................................... 9
                Tobacco............................................................................................................................. 11
                Other Controlled Substances............................................................................................. 12
                Safety
                Bicycle Safety ................................................................................................................... 15
                Driving Distractions .......................................................................................................... 16
                Emotional Safety............................................................................................................... 17
                Gun/Firearm Safety........................................................................................................... 20
                Occupant Protection .......................................................................................................... 22
                Pipeline Safety .................................................................................................................. 24
                Road Rage ......................................................................................................................... 25
                School Bus Safety ............................................................................................................. 26
                Water Safety ..................................................................................................................... 27
                Health
                Diet and Exercise ............................................................................................................. 28
                HIV/AIDS and Other STD’s ............................................................................................. 29




                                                                                -1-
PART ONE: PURPOSE AND ORGANIZATION
OF A D.A.S.H. COMMITTEE

PURPOSE
To encourage Student Councils to participate in projects which promote safety awareness.
To encourage Student Councils to participate in projects which are hoped to prevent drug, tobacco, and alcohol abuse.
To encourage Student Councils to conduct Health awareness campaigns with accurate up-to-date information and
education regarding health issues that impact adolescents.

SPONSORSHIP
The Texas Association of Student Councils sponsors the D.A.S.H. Issues Program in conjunction with the Texas
Education Agency. Funding for certain D.A.S.H. services is provided through TEA grants.

MEMBERSHIP
The school must be a member of the Texas Association of Student Councils to participate in the D.A.S.H. Program.
Membership in the Texas Student Safety Program or National Student Safety Program is not required to participate in the
D.A.S.H. Program.

AWARDS AND RECOGNITION

OUTSTANDING D.A.S.H. PROGRAM: Senior high schools receiving a minimum of 525 points on the Texas
Association of Student Councils participant evaluation form will receive an Outstanding Drug, Alcohol, Safety, and
Health (DASH) School Award from the Texas Association of Student Councils / Texas Education Agency and will be
recognized at the Texas Association of Student Councils Annual Conference each spring. See the DASH report form
published annually in the TASC Advisors’ Resource Guide for areas in which points can be achieved.
Contact the district student council president or the Texas Association of Student Councils, (512) 443-2100, for details
and report forms. The due dates are established by each student council district, usually in mid-March.


NATIONAL: National awards are given in several different areas each year. Safety Notebooks are sent by TASC District
Presidents to Lauralea Bauer at TEA if they are to be submitted for national judging. To be considered for a national
award the school must join NSSP:
                National Student Safety Program
                Allen Robinson, CEO
                800/896-7703
                http://adtsea.iup.edu/nssp




                                                           -2-
HOW TO ORGANIZE THE D.A.S.H. COMMITTEE WITHIN A LOCAL STUDENT COUNCIL
In adopting safety/drug/health education as one of the major student council activities, consider the following suggested
procedures.
Include in the student council constitution and bylaws a provision for a student D.A.S.H. committee. The function of the
committee is to determine what the committee can do to foster safe, healthy living in the school and community. The
committee chair should be a junior student appointed from the student council.
Establish an advisory committee, comprised of representatives of all school personnel groups (faculty, maintenance and
service staff, school bus drivers, etc.) who have an interest in safety, health and drug education. Faculty representation
might include safety and driver education teachers and health teachers. Also represented on the advisory committee might
be a student group whose activities involve some aspect of safety or health. For example, a student representative from
each club would be beneficial.
Following formation of the D.A.S.H. committee and the advisory committee, the next step is to survey the school-
community environment to discover the areas in which services may be performed. Local police, faculty leaders, etc.
should be included when the survey is conducted. Every school has safety problems that are peculiar to the local situation.
Local programs should be planned in terms of the needs of the school and community and should be designed to make use
of available community resources. The three most commonly used survey methods are: personal interview, checklist or
questionnaire, and observation. One or all of these methods might be used by a committee in surveying the school
environment. The local law enforcement, city council, or school board may have already conducted a survey and might be
willing to share what they learned.
After the D.A.S.H. committee identifies the problem areas with which it will deal, the next step is to formulate activities
which will help increase awareness of the problems and prevent them. Among several possible problem areas, one or
more of the following should be included:
       traffic safety,
       alcohol, tobacco, and other drug prevention and intervention;
       use of safety belts;
       school transportation;
       healthy lifestyle choices
       healthy nutritional choices
       fire prevention;
       water safety;
       school buildings and grounds;
       driver education;
       recreation.


Whatever the areas, activities should be chosen which can involve large numbers of students grades K-12 and the
community. D.A.S.H. is not a packaged program. Student councils should develop numerous original activities and
projects to demonstrate safe living to their student bodies and communities. Sample projects are located in this handbook,
along with resources to consult for more ideas.




                                                            -3-
GUIDELINES FOR DEVELOPING D.A.S.H. PROGRAMS:
The following steps are recommended for members of the D.A.S.H. committee to follow in designing projects that will be
suitable to the needs of the school and community. The basic steps to follow in designing a project suitable to the needs of
the school and community are: organize, survey, act, and evaluate.
Determine health/safety needs in these areas: school, home, community, farm, traffic, and recreational sites. Determine
needs through:
       surveys, safety questionnaires
       interviews - with principal, city officials, firefighters, law enforcement, EMS, etc. projects and checklists found in
        this handbook. observations by safety committee members
       study of statistics from the Department of Public Safety and Department of Health. committee members'
        inspections
When safety/health needs have been identified, the specific project should be selected according to:
       priority of safety needs as determined by the student council safety committee, the advisory committee, school
        administrators, and community advisors
       recommendation of .advisory committee to student safety committee. feasibility of project
       chances for impact of project upon unsafe conditions, habits, and policies
When you have selected a project, write a brief proposal describing it. The proposal will later be given to your principal
for his or her approval.
When you have selected a project, put it to work by following the steps listed below:
       select project chair, usually at least a month in advance
       determine how many safety committee members will be needed to work on the project and assign specific
        responsibilities
       set goals (develop a mission statement or objective) gear the project to the people you want to reach
       all projects should be designed to:
            1. address the problem
            2. let others know there is something they can do to solve the problem .
            3. suggest a solution
            4. implement the solution .
            5. be evaluated
       projects should be:
            1. informative
            2. attention getting
            3. humorous or serious
            4. interesting




                                                            -4-
GUIDELINES FOR ACTIVITIES:
     Develop an activity calendar
     Meet with the principal and student council sponsor and develop a plan of action.
     Participate regularly in school functions, local fairs, or exhibits by setting up a booth.
     As often as possible, invite guest speakers to attend assemblies and/or committee meetings. Each quarter, present
      at least one project on the elementary level.
     On a weekly basis sponsor at least one safety project, using the ideas on the following calendar or ideas of your
      own; set up fresh bulletin board displays; and plan publicity for the committee and it's activities. (see Section II)
     Modify the calendar for your particular school or location. Always obtain the PRINCIPAL’S permission.
     Develop a mission statement for each project.
     Resources are unlimited, but require work and strategy to obtain, plan ahead.
     Project themes are unlimited, use imagination, local and national events/holidays, etc. to launch projects

COORDINATING PROJECTS WITH OUTSIDE ORGANIZATIONS:
     Obtain the principal's approval, before engaging in projects with outside organizations.
     Develop plans outlining the project and distribute to everyone involved.
     Send a representative who is well informed and professional to explain your plan to the other organization and
      leave a hard copy of the proposal with the organization.
     To help promote a joint program, publicize by various means of communication.
     Contact appropriate community organizations and inform them of the project.
     Evaluate the project (Use the Evaluation of a Student Activity format included in the TASC Advisors’ Resource
      Guide and compressed below.


                                              Evaluation of a Student Activity
           Name of Project: ________________________________________________________________
           Chairperson: ___________________________________________________________________
           Date of Activity: __________       Location: ____________________________________________


           Purpose for and Description of Activity:


           Supplies Needed:




           Problems Encountered:




           Suggestions for Improvement:


           Signature:_______________________________________Date:_______________________

                                                           -5-
PRELIMINARY STEPS FOR DEVELOPING A D.A.S.H. PROJECT
          Plan ahead.
          Develop written proposal with specific activity timelines.
          Make an appointment with your principal and present your written proposal for the project. Ask the principal
           to review the proposal and approve it.
          If the project involves other schools, be sure to get permission from the superintendents and the appropriate
           Principal.
          Develop a list of community resource people who can be of assistance.
          Determine how many D.A.S.H. committee members will need to work on the project.
          Set up a timeline to show when each step should be completed.
          Assign specific responsibilities to each committee member who is participating.
          Arrange for advance publicity.



PROPOSAL FOR A D.A.S.H. PROJECT (SAMPLE FORM)

Title of Project __________________________________________________________________________________
Mission Statement ________________________________________________________________________________
Number of students initiating project _________________________________________________________________
Target group ____________________________________________________________________________________
Resources used ___________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Description of project (Outline-Step-by-Step) __________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________




                                                          -6-
SAMPLE ACTIVITY CALENDAR

AUGUST and SEPTEMBER   Back-to-School; Freshman Orientation Awareness Project
                       Riding a Bus; Elementary Projects
                       Project Celebration
                       Parking Lot Safety
                       Begin Healthy Lunch Choices campaign
                       Internet Safety project
                       Safety Belt Honor Roll, Phase 1
                       Emotional Safety awareness campaign begins
OCTOBER                Red Ribbon Week; Posters, Flyers, Announcements
                       Fire Prevention Week; Home Checkup, School fire drill
                       Homecoming Safe & Sober: driving distractions such as cell phones
                       Safe Halloween; Be Seen, Candy Safety, Trick or Treat in the Elementary Schools
                       Hunting Safety
                       School Bus Safety Week
                       Breast Cancer Awareness Month
NOVEMBER               Thanksgiving; Safe & Sober Travel awareness: Coffee Stop, Windshield Wash
                       Veteran's Day; Coffee Stop, Windshield Wash, Winter Vehicle Preparation;
                       First Aid and Emergency Kit in Cars
                       Winter Driving Hazards Awareness
                       Great American Smoke-Out
DECEMBER               Christmas; Christmas Tree Fire Prevention, Safety Santa, Safe Toys,
                       Safe & Sober New Year’s Eve Awareness . National Lights on for Life Day
JANUARY                New Year's Health and Safety Resolution
                       Insurance Awareness Month; I/it is the Law"
                       National Safety Belt Honor Roll Survey (Phase II)
FEBRUARY               Safety Belt Awareness Project including child seats
                       Valentines Day
                       Save A Sweet Heart (SASH) and other Heart Healthy projects
                       UV Exposure in Tanning salons
                       STD’s and healthy life decisions
MARCH                  National Safety Belt Honor Roll Survey (Phase II)
                       Spring Break Safe & Sober campaign, Recreational Safety . Bicycle Safety Check;
                       Bicycle Rodeo ; skateboarding safety; Blood Drive; Kick Butts Day
APRIL                  Defensive Driving Week; Driving Safety Projects
                       National Home Improvement Week; Home Safety . Easter: Elementary Safety Projects
                       Organ Donor Month; Child Abuse Prevention Month; PROM Promise
MAY                    Memorial Day: Coffee Stop, Windshield Wash, Water Safety Projects
                       Project Graduation . Prom Promise
                       Buckle Up America Month
JUNE and JULY          Summer Recreational Safety Projects
                       Safe & Sober Boating Week . Healthy Summer Choices for a Safe & Healthy Future
                       Adult Protection Month




                                                      -7-
PUBLICITY: PITCHING YOUR STORY TO JOURNALISTS


Meet with the principal and student council sponsor and develop a plan of action.
Journalists want, and need, to hear from community members and officials. Contact them frequently.
Calls to JOURNALISTS YOU DON'T KNOW are very common. Call and ask the news desk ―what reporter should I
speak with regarding public health/youth/inner city/state finance/seat belt/alcohol problems/community zoning..."
If you reach an answering machine, leave a 15 second message laying out your story idea. Most reporters call back
quickly.
If you reach the reporter, make your pitch in 15 seconds. Tell the essence of the story theme, and identify yourself and
your group. ASK IF THE REPORTER WOULD BE INTERESTED IN DOING A STORY ON THE ISSUE.
If you get a BITE, talk about how to proceed. (Meet in person, send some info by fax or mail, invite reporter to a briefing
session with 3 or 4 experts, etc.)
If rejected (COMMON! KEEP GOING), ask why and ask if journalist would suggest a different reporter at the same
organization who might be interested. VERY FREQUENTLY, YOU'LL RECEIVE A REFERRAL TO ANOTHER
JOURNALIST ON THE STAFF.
Rejections can be because the reporter doesn't cover this subject, is too busy with other stories, just doesn't like the story,
feels she can't do it justice, or many other reasons which do not reflect on the validity of your story. BUT ASK ABOUT
ANY REJECTION AND UNDERSTAND WHY. You may need to modify your story.
KEEP TRYING. If the story is worthwhile, someone will be interested.
Editorial cartoonists and columnists are journalists too! Pitch something to them when it's appropriate.


USEFUL MEDIA OUTLETS OFF THE MAIN ROUTE - SPECIALTY OUTLETS OFTEN WORK BETTER
Meet with the principal and student council sponsor and develop a plan of action.
The BIG DAILY PAPER and the NETWORK TV STATIONS are important. But other outlets reach specific audiences,
and often reach them MUCH BETTER.
Minority outlets often carry much more credibility and are more thoroughly read by the minority members.
Though residents of smaller communities may watch big city TV and read the regional paper, they may more carefully
read their daily or weekly local paper.
ACCESS to specialized media outlets and local outlets is usually more readily available, especially with a phone call to
boost your written material.
High school, college and university newspapers and radio stations are often carefully read / heard. They reach an
important audience. Special attention is usually required for access.
Periodicals (Texas Highways, Texas Monthly, Driveline) which are published locally can be pitched.




                                                              -8-
 PART TWO: SPECIFIC D.A.S.H. TOPICS AND RESOURCES
Following are overviews of s topical areas DASH committees might want to include in their work, along with project
ideas and resources (web-based and others).
                Alcohol and Other Drugs                  Safety                            Health
                Alcohol Related projects                 Bicycle Safety                    Diet and Exercise
                Tobacco                                  Driving Distractions              HIV / AIDS and other STD’s
                Other Controlled Substances              Emotional Safety
                                                         Gun/ Firearm Safety
                                                         Occupant Protection
                                                         Pipeline Safety
                                                         Road Rage
                                                         School Bus Safety
                                                         Water Safety



ALCOHOL RELATED PROJECTS
By the time students reach the eighth grade, nearly 50%              Underage alcohol use is more likely to kill young people
have had at least one drink, and over 20% report having              than all the illegal drugs combined. Motor vehicle
been ―drunk‖ according to the National Institute on                  crashes are the leading cause of death of ages 15 to 20 as
Alcohol Abuse and Alcoholism                                         they are already at risk because of lack of driving
       Among 12th graders, almost 30% report                        experience. The rate of fatalities from 16 to 20 is more
        drinking on three or more occasions per month.               than twice the rate of 21 and older. The use of alcohol
                                                                     also contributes to:
       30% of seniors engage in ―binge‖ drinking – that
        is having 5 or more drinks on one occasion with                     Increase in Suicide -- Alcohol use interacts
        in the past two weeks.                                               with conditions such as depression and stress to
                                                                             contribute to suicide. This is the 3rd leading
       That 20% do so on more that one occasion.                            cause of death 14 – 25.
       More than 9% of students said they had attended                     Sexual assault -- Including rape this occurs
        class while drunk at least once during the past                      most often women in late adolescence and early
        school year.                                                         adulthood, usually on a date. In a survey 10% of
       It is believed that over 80,000 impaired drivers                     high school girls reported of being raped. The
        are on Texas roads each year.                                        research says that alcohol uses the offender, the
                                                                             victim, or both increases this likelihood.
       In 1998, 1,311 Texas youth under age 18 were
        arrested for driving while intoxicated, 7,444                       Risky behaviors -- Associated with high risk
        were arrested for underage drinking, and 5,971                       sex, having multiple partners, unwanted
        were arrested for public drunkenness.                                pregnancy, sexually transmitted diseases,
                                                                             including HIV/AIDS. The can also be victims
Apart from being illegal, underage drinking poses a high                     of theft, violence, injury and the date rape drugs
risk to themselves and others. Underage drinking cost                        GHB and Rohypnol for both male and females.
an estimated $53 billion dollars annually. Alcohol-
related traffic crashes is greater for drivers 16-20 than 21
and older. Adolescents are at risk for induced brain
damage and increased risk of developing alcohol abuse
or dependence later in life.




                                                               -9-
WHAT PARENTS CAN DO:
   Set a good example
   Make opinions known and start talks early.
   Set firm but reasonable rules. Explain the reasons and discuss the consequences for breaking them.
   Be consistent. Make it clear there is no alcohol at home, friends, anywhere.
   Get to know your child’s friends.
   Get to know the parents of their friends.
   Call parents who are giving parties and make certain alcohol is not being served.
   Be straightforward about the dangers of alcohol.
   Give your child the opportunity to call home for a ride from a party if alcohol is being served.
   Don’t be naive. Watch for signs of abuse, like dropping grades, sudden change in friends, or missing money.

WHAT COMMUNITIES CAN DO:
   Support strong and consistent enforcement of drinking laws, including those who provide alcohol to minors.
   Report all alcohol violations to the Texas Alcohol Beverage Commissions hot line. (888)THE-TABC.
   Provide secure, alcohol-free areas where youth can gather for social and recreational activities.
   Encourage retailers and restaurants to adopt policies to reduce alcohol sales to minors.
   Support school policies that prohibit student alcohol use on and off school property.
   Encourage schools to implement research-based prevention programs
   Work with elected officials to enact ordinances to reduce youth assess to alcohol.
   Invite youth to take a prominent role in developing community solutions to reduce under age drinking.
   Work with local media to increase public awareness.

WHERE TO GET HELP, INFORMATION:
   Call (877)9-NO Drug. or (877) 966-3784
   The Texas Commission on Alcohol and Drug Abuse operates 11 prevention Resource Centers across Texas. Call (888)
    PRC-TEXX
   The Texas Alcoholic Beverage Commission for posters and business cards. (512) 206-3220
   The US Department of Education – free copies of ―Growing Up Drug Free A Parent’s Guide to Prevention‖ Call (800)
    624-0100.
   Mothers Against Drunk Drivers – (800) GET-MADD
   Make A Difference: Talk to Your Child About Alcohol- 24 page booklet.

LINKS – ALLIANCE AGAINST UNDERAGE DRINKING
    Al-Anon and Alateen
    Alcohol Free Kids
    Center for Safe Communities and Schools
    Center for Substance Abuse Prevention
    Facts on TAP
    The Century Council
    Higher Education Center for Alcohol and Other Drugs
    Join Together Online
    Leadership to Keep Children Alcohol Free
    Mothers Against Drunk Driving
    MADD: Protecting You/Protecting Me
    National Capital Coalition to Prevent Underage Drinking
    The National Clearinghouse for Alcohol and Drug Information
    National Council on Alcoholism and Drug Dependence, Inc.
    National Drunk and Drugged Driving Prevention Coalition
    National Institute on Alcohol Abuse and Alcoholism
    National Institute on Drug Abuse
    Society for Prevention Research
    Students Against Destructive Decisions
    Texans Standing Tall
    Texas Alcohol Beverage Commission
    Texas Commission on Alcohol and Drug Abuse
    2young2drink.com

                                                         - 10 -
SUGGESTED PROJECTS:
   Shattered Dreams
   Fatal Vision Goggles
   DWI wrecked vehicle for display
   Project Graduation, Prom, and Homecoming parties
   Prom Promise
   Red Ribbon Week
   Grim Reaper
   Hands against Drunk Driving
   Posters, locker tags, book marks, assemblies, PSA’s

TOBACCO
Tobacco contains nicotine, an addictive drug. Tobacco                 oral and laryngeal cancer than are nonsmokers. Studies
smoke also contains more than 4,000 chemical                          have also linked smoking with the development of
compounds, including at least 43 cancer-causing                       cancer in distant organs—that is, in organs not directly
compounds. Forms of tobacco that are smoked—                          exposed to the smoke, such as the bladder, pancreas,
cigarettes, pipes, and cigars—cause lung cancer,                      kidney, stomach, liver, and uterus. Smoking also causes
emphysema, and other respiratory diseases. Smoking                    health problems in nonsmokers. Each year about 3,000
also contributes to coronary heart disease and, in                    nonsmoking adults die of lung cancer as a result of
pregnant women who smoke, low birth weight of                         breathing the secondhand smoke from others’ cigarettes.
newborns. Chewing tobacco and inhaling snuff causes                   Emphysema, the chronic narrowing and clogging of the
cancer of the mouth, nose, and throat and can lead to                 airway passages in the lung, is the most common chronic
nicotine addiction.                                                   lung disease. Its victims are almost exclusively smokers;
Cigarette smoking causes nearly 90 percent of all lung                it very seldom occurs in nonsmokers. However, not all
cancer cases. Inhaled tobacco smoke, from cigars and                  smokers are susceptible to this disease; only 20 percent
pipes as well as from cigarettes, also comes into direct              of heavy smokers will develop it.
contact with the tissues of the mouth, throat, and larynx,            Tobacco," Microsoft® Encarta® Online Encyclopedia
or voice box. Several studies have estimated that                     2004
smokers are four to five times more likely to develop

ANTISMOKING ACTIONS IN THE UNITED STATES
In light of the disease risks associated with tobacco products and their associated high health-care costs, many individuals
and health organizations have lobbied for public policy changes that would change the way tobacco products are
regulated, manufactured, marketed, and sold in the United States. In November 1998 the tobacco industry and the
attorneys general of 46 states, along with representatives of the public health field and lawyers representing smokers,
announced an agreement that bans outdoor cigarette advertising and the use of cartoon characters in advertising, a practice
that may attract young people to smoking. The agreement also requires tobacco companies to pay $206 billion during the
next 25 years to fund antismoking public education programs, smoking cessation programs, tobacco-related medical
research, and reimbursement to states for some of the health-care costs associated with treating smokers.
Although the tobacco settlement provides tobacco companies with some protection against further suits brought by states,
it leaves open the possibility of lawsuits brought by individual smokers and their families for smoking-related health
problems or deaths. Such suits have had mixed results in the United States. In several cases, juries relieved the tobacco
companies of all responsibility, while in others, juries awarded individual smokers and their families millions of dollars in
compensation for their losses.
Representatives of the tobacco industry have long denied that smoking is addictive or a serious health risk. But in late
1999 Philip Morris (now known as Altria), the nation’s largest cigarette maker, publicly acknowledged that smoking is
addictive and causes life-threatening health problems. This action was considered a move to protect the company from
future lawsuits by people who started smoking in recent years but claim they were unaware of the risks.
Scientific classification: Tobacco plants belong to the nightshade family, Solanaceae. Common tobacco is classified as
Nicotiana tabacum and wild tobacco as Nicotiana rustica.
http://encarta.msn.com/text_761562287___16/Tobacco.html
                                                             - 11 -
RESOURCES
www.cdc.gov/tobacco
Center for Disease Control – Tobacco Information and Prevention Source (TIPS)
www.cdc.gov/tobacco/edumat.htm
Educational materials
www.lungusa.org/tobacco
American Lung Association
www.tobaccofreekids.org
www.tobaccofree.org
Empowering smokers to quit successfully – Motivating youth to stay tobacco free
Educational video (grades 7-12), motivational talks (grades 7-12 and colleges), quitting tips, message to youth, message to
adults, The Foundation for a Smokefree America, Resources for researching questions, current anti-smoking news, cool
anti-tobacco websites, speaking up.
www.pmusa.com/home.asp
Phillip Morris USA – Health issues: cigarette smoking and disease, addiction, quitting smoking, low tar cigarettes,
smoking and pregnancy, secondhand smoke, Surgeon General reports
Free brochure ―Raising Kids Who Don’t Smoke‖
http://www.cancer.org/docroot/PED/ped_10_4.asp
American Cancer Society – Great American Smokeout



OTHER CONTROLLED SUBSTANCES
Statistics show that drug prevention activities are                           Improving social skills such as decision making,
working, and student council members can take pride in                         communication, and assertiveness help,
their efforts. However, the price of abusing controlled                        especially during the late elementary and middle
substances is high. Student Councils should be actively                        school years.
involved in the prevention of drug abuse.                                   Helping students develop refusal skills.
According to ERIC digests there is evidence that some                       Helping students understand the risks and short
strategies are ineffective: scare tactics, providing only                      and long term consequences of drug use.
information on drugs and their effects, self-esteem                         Establishing protective factors such as creating
building, large assemblies, and didactic presentation of                       situations in which students can help others,
material have not been shown to be particularly                                interact with positive peers, set goals, and be
effective.                                                                     challenged to live up to their potential.
                                                                      Student Councils should be certain to check school and
Because the majority of youth experiment with                         district guidelines before embarking on a project. They
substances, ATOD prevention needs to target all                       can seek out experts within the school community
students. Since risk factors are present years before                 including health teachers as well as researching to ensure
initiation, prevention activities must begin in elementary            their information is current and correct.
school and continue to be reinforced.
                                                                      The internet is one of the best sources for finding up to
Effective drug abuse prevention may include the                       date statistics. Use a search engine and search for drug
following:                                                            abuse + teenagers + (the year).
       Helping students realize that use of drugs is not
        the norm for teens. Student surveys and opinion
        polls help students understand actual use rates.




                                                             - 12 -
Resources include the following:                                      Sample projects dealing directly with Prevention of drug
       US Department of Health and Human Services                    abuse includes the following:

       The National Institute on Drug Abuse                          Distribute brochures and flyers pertinent to the topic.
                                                                      You can order many of these free at
       Partnership for a Drug Free America                           http://store.health.org/catalog/top.aspx.
       Partnership for a Drug Free Texas                             Hang posters regarding the prevention of drug abuse.
       National Council on Alcoholism and Drug                       Go to:
        Dependency                                                    http://store.health.org/catalog/results.aspx?h=publication
                                                                      s&topic=124.
       Texas Department of Health
                                                                      Information distributed in the school cafeteria is
       Texas Commission on Alcohol and Drug Abuse                    generally effective. Try handing out only one sheet per
       National Clearinghouse for Alcohol and Drug                   table. Most of the time students will reach for the
        Information                                                   information, read it aloud, and discuss it.


Try some of the following project ideas:
http://www.drugfreeamerica.org/Templates/Help_For_Teens.asp?ws=PDFA&vol=1&grp=Home
Go to Teens and look for handouts such as the following:
http://www.council-houston.org/problem.htm
       Are drugs really that bad for you?
       How can I tell if a friend has a drug problem?
       So what do you do when a friend is abusing drugs?
http://talktofrank.com/azofdrugs/frankreports/drugslaw.aspx
       Do You Think You Might Have a Problem with Alcohol or other Drugs?
http://165.112.78.61/SteroidAlert/Steroidalert.html
       Drugs and the Law
Use facts from this site to develop a handout on the danger of steroids. Also look for activity ideas.
Develop programs to take to middle and elementary school classes. Look at www.drugabuse.gov/JSP/JSP.html for ideas
regarding the NIDA Junior Scientist Program.
Develop materials to take to after school programs or to Boys and Girls Club. The Children’s Drug Safety Manual is an
excellent resource. Find it at http://safetypub.com//cdsm.htm.
                                                Table of Contents for this manual:
                                 Chilling Statistics                  Marijuana-What’s the Big Deal?
                                 ―The Everyday Drugs‖                 Emergency Number
                                 Getting Help                         Steroids-Stay Drug Free
                                 Warning Signs                        Suicide: A Side Effect
                                 Breathing Other’s Smoke              Crack: Don’t Shatter Your Life
                                 True or False:                       Word Scramble Game
                                 Hidden Word Game                     About Marijuana (True or False)
                                 It’s a Coloring Contest              Parent-Teen Contract ―For Life‖
                                 It’s a Drawing Contest               Emergency Numbers/Personal Directory


Create a lesson to take to elementary schools to help students develop refusal skills. Go to
http://education.indiana.edu/cas/tt/v3i3/peerpress.html an activity on Feeling Peer Pressure.
Prepare a puppet show which could be presented at a day or evening performance for elementary students. You can
download the script, songs, and music for We Have POIPUS at http://www.wehavepoipus.org/, or write your own script.
Explore Health: Addictions: Substance Abuse: Prevention for numerous resources and activities:

                                                             - 13 -
http://dmoz.org/Health/Addictions/Substance_Abuse/Prevention/.
Contact your ISD’s central office to ask if student council members may be members of district wide committees
developing policy on ATOD abuse.
Partner with your school nurse to publicize information available in the nurse’s office.
Provide a business card sized handout with emergency numbers on it. Include ATOD hotline numbers. Always check to
be certain hotline numbers are still good before publishing them. Some that are currently active include the following:
                Al-Anon Family Group Headquarters                          1-800-425-2666
                Drug Help                                                  1-800-378-4435
                National Drug and Alcohol Treatment and Referral Hotline 1-800-662-4357
                Find additional hotline numbers at http://medschool.umaryland.edu/womenshealth/links/hotlines.html
                Be sure to check to ensure numbers are current and working.
Take recent statistics to your school administration, school board, or local community groups to stress the need for
effective school and community prevention programs. Good sources include the following:
        www.whitehousedrugpolicy.gov/drugfact/index.html
        www.whitehousedrugpolicy.gov/statelocal/tx/
Contact the superintendent’s office in your school district to ask what local district committees might address health
education issues as they relate to drug abuse. See if you one or more student council members can serve as members of
that committee.
Create a handout, a video for in school news or write an article for your school paper regarding the risks of drug use.
RED RIBBON WEEK
Sample activities include the following:
Distribute red ribbons to students, ensuring that they understand what the ribbon represents.
Sponsor ―Hugs, not Drugs‖ and encourage students to bring in their favorite stuffed animal or to donate stuffed animals to
a local crisis center.
Sponsor a ―Slam Dunk—Drugs are Junk‖ contest at a pep rally.
Design Red Ribbon Week banners to hand in prominent locations.
Hand out red suckers to students who sign a banner saying, ―Lick the drug problem at _ H. S.‖
Have daily intercom messages that highlight campaign activities or share facts regarding the problem of drugs.
Send high school students to elementary and middle schools to talk with students about the reasons they stay drug free.
Develop and play drug awareness games at school such as trivia contests, Who Wants to Be a Millionaire, and bingo.
Look for additional activities at www.tcada.state.tx.us/redribbon/redschool.html.
Look for additional activities under Emotional Safety which address belonging, decision making, and goal setting




                                                                  - 14 -
BICYCLE SAFETY PROJECTS
As today’s youth begin to explore the independence associated with bike riding and motorized toys such as scooters it is
of the utmost importance to stress the safety issue dealing with riding. If more children were taught about safety
precautions, the statistics for accident related injuries would decrease. There are many issues that should be dealt with on
this subject. One of the most important is that of safety attire.
Bike helmets prevent injury to the head and brain. The head is the most commonly injured part of the body in bike
crashes. By wearing a bike helmet, you are decreasing the risk of head injury.
Below are the answers to several frequently asked questions concerning bicycle safety dealing with helmets and bicycle
riding in general.
What kind of helmet should I buy my child?
Look for the label that says the helmet meets U.S. Consumer Product Safety Commission (CPSC) Standards or those
developed by ASTM, SNELL or ANSI that is fitted for your child's head size.
My children think it is "uncool" to wear a bike helmet. How can I get them to wear them while riding their bikes?
There are several ways to get children to wear helmets.
Begin early. Have your child wear a helmet as soon as they begin riding a bike ó this way it becomes a habit!
Wear a helmet yourself. Children learn best by watching you. Be a positive role model!
Reward your kids for wearing a helmet. Praise them or give them special treats when they wear their helmets without
having to be told. Have them choose their own helmet and decorate it.
Are hand signals important when bike riding?
Yes. Hand signaling is very important. You are sharing the road with other vehicles and must let them know where and
when you are turning and stopping.
Should my child's bike have reflectors or a light?
Both. Reflectors and a light are very important, especially when riding at dusk. Reflectors should be on both wheels, and
on the back of the seat. A light can be mounted on the handlebars. Keep in mind, night riding is not allowed in Ohio
unless a bicycle has reflectors and a light.
What is the proper clothing for bike riding at dusk, on cloudy days or at night?
White or light-colored clothing are easiest to see. Neon strips placed on clothing may also help the cyclist to be seen at
night or at dusk. Night riding should not be allowed for young children and youth, especially where there is high-speed
traffic.
The National Highway Traffic Safety Administration (NHTSA)
The NHTSA Website is loaded with useful information on Bicycle safety including checklist and activities. The Website
includes links that will offer more information when learning and teaching about bicycle safety to students.
SAMPLE PROJECTS FOR TEACHING BICYCLE SAFETY:
Coloring Pages: Many of these can be downloaded from the Internet. Young children just learning to ride bicycles need
to learn from the beginning about the importance of being safe. Since children like to color, they can have fun while they
learn. This is an easy way to get the message across to them. Coloring sheets can cover issues from the importance of
wearing helmets to being safe while riding in traffic areas.
Brochures: Brochures from the Department of Traffic Safety and AAA are free if you just contact the organization.
These are good to use when talking to older students about bicycle safety.
Demonstrations: Some organizations such as the Department of Traffic Safety will come to your campus and do a
demonstration for bicycle safety. Students love this because it is a hands on activity for them as well as a learning activity.
The demonstrations are age appropriate from beginners to advanced.
Bookmarks: Bookmarks are a good tool to use with any safety issue. These are easy to make and easy to distribute. The
students on a committee can design the bookmarks and make them. Once made the bookmarks can simply be put in the
library on the circulation desk for easy access to students. Librarians love this as well.


                                                            - 15 -
Locker Notes: This is an easy project where all students can be reached quickly. The members of the DASH Committee
make locker notes that simply read something dealing with bicycle safety. They can color them and decorate them. The
notes are then slipped into the lockers on morning before school.


DRIVING DISTRACTIONS
The National Highway Traffic Safety Administration has estimated that driver distractions are responsible for 25 to 30%
out of the 63 million vehicle crashes each year and 4,300 per day. Distractions while driving include changing the radio
station, inserting a tape or CD, reaching into the glove compartment, talking to a passenger, or attending to a small child
or infant.
Common Distractions are:
       Adjusting radio, cassette or CD player
       Passengers
       Moving objects in vehicle
       Using/dialing a wireless phone
       Eating and drinking while driving
       Personal grooming
       Adjusting vehicle controls
       Smoking while driving
Outside distractions include:
       Accidents
       Vehicles stopped by police
       Friends in other vehicles
       Roadside advertising
       New Construction
Many of these accidents are caused by technology based distractions. Since we are in a continual technology revolution,
new innovations can cause divided attentions if used improperly while operating a motor vehicle.
Most new vehicles come equipped with the latest CD, cassette, AM/FM sound systems. These can be upgraded the
multiple CD players and complicated sound systems and add to that cell phones. On board navigation systems may even
pose more complications.
Distractions can be a greater issue for new drivers. Cell phones are the leading cause of distractions. In a NHTSA test of
drivers in a controlled track, 70% of those punching in unfamiliar 10-digit numbers crossed into another lane and took
more than 15 seconds to make the call. Cell phones increase the chance of getting into a crash by 400%. Hands free
features help but you are still involved in conversation not driving concentration. A survey of 837 with cell phones,
almost half drifted or swerved into another lane, 23% tailgated, 21% cut someone off and 18% nearly hit another vehicle.
Suggestions are:
       Pull off the road and stop in a safe place before using the phone
       When the phone rings, let the voice mail pick it up.
       Become familiar with the phone before using it on the road.
       Install hands-free devices
       If possible turn off the cell phone
       Pre-program frequently call numbers.
       Suspend all conversations when approaching heavy traffic areas, road construction, severe weather, or heavy
        pedestrian traffic areas.

                                                           - 16 -
DASHBOARD DRIVING – A CRASH DIET
From breakfast burritos to burgers and fries, eating on the run has become part of everyday life. French fries on the lap,
drink in one hand, sandwich in the other while the knees do the steering. Eating and driving is dangerous and messy.
Suggestions are:
       Leave a little early and allow time to stop and eat.
       If traveling with someone, take turns driving and eating
TURNING KNOBS MEANS TURNING YOUR HEAD
Knobs, switches, buttons and controls you can adjust, switch on or off, turn up or down can make travel comfortable and
fun. Inserting a CD or searching for a radio station makes it six times more likely to get into an accident. As you look
down for 2 seconds to choose a CD or adjust climate you have traveled 176 feet, half the length of a football field.
Suggestions are:
       As the passenger to adjust controls
       Take advantage of normal stops to adjust controls
       With more complex devices, take time to stop in a safe place.
       Pre-load and select stations and CD’s.
INSIDE DISTRACTIONS SUGGESTIONS:
    Be sure children are properly and safely buckled up. Give them books games or other items to occupy them.
       Use pet carriers or portable kennels to limit pets’ ability to roam.
       Avoid arguments and minimize distracting emotional conversations


EMOTIONAL SAFETY
Emotional safety is created by the process of developing                Students need a learning environment that enables them
fundamental social and emotional competences in                         to achieve their academic, personal and social potential,
students. Is it worth the effort? You can’t have student                and schools should strive to create a caring and
achievement without having students in schools where                    supportive community in which students feel both
they feel respected, encouraged, and supported in making                physically and emotionally safe. Student Councils can
responsible decisions. Safe, caring learning environments               take a primary role in helping create this kind of school
which provide opportunities to build social and emotional               climate and culture.
competencies are shown by research to create greater
attachment to schools and lessen risky behaviors. Student               A safe school environment includes the following:
engagement in positive activities in and out of the                      Physical safety which is freedom from threats and
classroom is one of the most effective ways to create                   physical harm, aggression, injury and damage to
those competencies. That kind of student engagement is                  property
the heart of an effective student council.                               Emotional safety which includes freedom from
                                                                        rejection, ostracism, social exclusion, isolation, mocking,
       Emotional Safety Issues                                         taunting, name-calling, sarcasm, racially or sexually
                                                                        abusive comments, and humiliation.
The first warning sign that a student will drop out of
school is non-attendance; the second is lack of affiliation.            Student councils can address all of these issues through
As our population grows and changes, more students do                   activities which create a sense of belonging because
not feel a connection with the school and more come to                  students are encouraged to know each other and to be
school dealing with a myriad of personal problems that                  involved, activities which create a sense of ownership of
are overwhelming to them. School can be the one stable,                 the school, activities which inform students and staff
constant, safe place in their lives. If students don’t feel             about the dangers of lack of safety, and activities which
safe and they don’t feel they belong, they won’t learn.                 seek to build the emotional intelligence of students and
                                                                        staff.


                                                               - 17 -
Resources include the following:
Help Increase the Peace Program Manual (410-323-7200)
Violence Prevention Skills Lessons and Activities published by the Society for Prevention of Violence
Conflict Resolution Activities for Secondary Students by Ruth Perlstein and Gloria Thrall
Students Against Destructive Decisions
National Crime Prevention Council http://www.ncpc.org/ncpc/ncpc See contents page on 12 Things to
do
The Center for Physically and Emotionally Safe Schools http://www.createpesse.com/bullying.html
National Organization for Youth Safety http://www.noys.org/
Teaching Tolerance Organization www.teachingtolerance.org

Sample projects dealing directly with emotional safety include the following:

Sponsor a freshman orientation complete with information on tradition, mixers, dress code style code,
information on how to get involved, team building activities, etc.

Host a leadership workshop for organization leaders. Conduct activities that teach goal setting, project
planning, and ways to get more students involved.

Organize welcome activities for new students.

Conduct staff appreciation activities that include opportunities for student council members to get to
know staff. They could include some of the following:
        A mixer
        Shared baked potato or sundae parties
        Time to share student council goals and objectives

Conduct a Mix It Up program. Find plans at www.teachingtolerance.org.

Plan skits for pep rallies that do not include embarrassing freshmen.

Go to elementary schools and teach them how to prevent bullying. Share information from ―What Kids
Can Do.‖ http://www.createpesse.com/whatcankidsdo.html.

Create a PSA that teaches students how to get help. For example, show an example of a student who is
thinking of suicide and goes to a friend. The friend says, ―This is bigger than I can handle. I want you to
go with me to talk with an adult who can help. If you won’t go with me, I’ll go alone. I know you may
be angry, but I can live with your being angry. I can’t live with something happening to you if I did
nothing.‖

Create a staff trivia contest so students can get to know their teachers better.

Plan service projects in which all students are invited to participate.

Plan service contests at school in which students decorate doors, collect teddy bears, or gather canned
food. Share with them the way the items were used. Write thank you notes. Build the climate in which
students want to participate for the intrinsic value rather than just a prize. If you need to have a prize to
get them involved, give a prize.

Create crime prevention coloring books or lessons for elementary classes or for after school groups such
as Boys and Girls Club. See www.nationalsave.org/main/samples.php for ideas.

Survey your student body to find out what their top issues are regarding emotional safety. Then plan
projects based on this and/or take it to your administration.


                                                     - 18 -
         Create handouts regarding sexual harassment and how to handle it. Pass them out at lunch.
         Here is an example:

                        SEXUAL HARASSMENT IS ILLEGAL
Sexual Harassment means “any unwelcome sexual advances or requests for sexual
favors or any conduct of a sexual nature.”
                            Examples of SEXUAL HARASSMENT:
                             UNWELCOME SEXUAL ADVANCES
                              UNWANTED HUGS OR TOUCHES
                             SUGGESTIVE OR LEWD REMARDS
                             REQUESTS FOR SEXUAL FAVORS
                RETALIATION FOR COMPLAINING ABOUT SEXUAL HARASSMENT
             DEROGATORY OR PORNOGRAPHIC POSTERS, PICTURES, OR DRAWINGS

   If you experience or witness sexual harassment, report it immediately to a counselor or principal.
   If sexual harassment has occurred, the administration will take appropriate action. That action may
    include the following
                                           Oral/written warning
                                           Assignment to ISS
                                            Placement in AEP
                                               Legal action

                                      Make our school harassment-free!

                                 (This is a message from your student council)



Get involved in your school’s character education program.

Create a ―Do the Right Thing‖ campaign. Throughout the year put up posters, make PSA’s, provide invitations to
be involved, and distribute handouts on doing the right thing.

Establish a president’s club or a council with a representative of each organization to discuss how all organizations
can work together to provide opportunities for all student to be involved.

Write an article for your school paper each month sharing ways students can be part of organizations and service
projects.

Ask for monthly meetings to discuss student concerns with administrators. Ask for input from the student body and
share with them the outcomes of the discussions.

Plan lock-in’s for your council so that members can really get to know each other.

Get council members to sign up as ―lunch buddies‖ for new students.

Create business sized cards to distribute to students that include hotline numbers such as the following:
Texas Child/Adult Abuse                                 1-800-1646
Texas Runaway Hotline                                   1-888-580-4357
Safe School Helpline                                    1-800-418-6423
Suicide Hotline                                         1-800-784-2433

Sponsor a Random Acts of Kindness projects. For ideas go to www.actsofkindness.org/ You’ll find special days,
weeks, lesson plans to share at schools and other children’s groups, etc.

Plan a BIONIC week or activity in which you promote the message ―Believe it or not, I can,‖ or ―Believe it or not, I
care.‖
                                                    - 19 -
Check with your school district administration to see if students can be members of such committees as the
Safe and Drug Free School Committee. If so, perhaps a student council member can sit on the committee.

Take lessons into elementary or middle schools or after school programs such as Champions or Boys and
Girls Club.
     ―I’ve got me and I’m glad‖—a lesson plan designed for third grade
    www.csee.net/LessonPlans.asp?id=8

     ―Creative Coloring‖—a lesson plan designed for 8th grade
    www.csee.net/LessonPlans.asp?id=1

     ―Flirting vs. Sexual Harassment‖—lesson plan designed for 8th grade
    www.csee.net/LessonPlans.asp?id=6

Use a meeting to share the humor triangle with your student council. Discuss this to see how you can
incorporate this knowledge into stuco activities.

There are all sorts of evaluations you can use with the activities sponsored by the student council. The DASH
committee could go through the questions on The Program and Activity Assessment Tool thinking about any
one project or about the student council program as a whole to consider whether or not the program/activity
gives opportunity for participants to learn, to express themselves, to feel a sense of belonging, and to make a
contribution. There is also a section in the evaluation instrument in which the adult support of the program
can be evaluated. You might consider sharing this with your principal. The form is available at
www.uwex.edu/ces/4h/paat/instrument/p-instrument.html

William Glasser says that all people have four basic needs once they meet their needs for food, clothing, and a
place to live. They need love and belonging, freedom (ability to make choices), power (opportunity to make a
difference, feel important), and fun (not just pleasure). Take time during a lock in or training meeting to
evaluate whether or not your council offers a chance for all members to have these needs met.


GUN/FIREARM SAFETY
Nearly two-thirds of firearm-owning parents with          These facts point to some significant gaps – gaps
school-age children believe they keep their firearm       that hundreds of children fall through every year. In
safely away from their children. However, one study       2002, nearly 800 children ages 14 and under were
found that when a gun was in the home, 75 percent         treated in hospital emergency rooms for
to 80 percent of first- and second-graders knew           unintentional firearm-related injuries. In 2001, 72
where it was kept.                                        children died from those injuries.

Few children under age 8 can reliably distinguish         Nothing outweighs the loss or serious injury of a
between real and toy guns or fully understand the         child. Storing firearms safely and reducing their
consequences of their actions. Yet children as young      accessibility are essential steps in protecting our
as age 3 are strong enough to pull the trigger of         children. To find out more about how to protect your
many handguns.                                            children, explore the following links.

Student Councils can participate in activities that promote awareness of gun/firearm safety. Depending upon
local cultures, the need for such involvement may be minimal or may be very great indeed.

The city of Phoenix provides the background information above on its website,
http://phoenix.gov/FIRE/firearms.html


                                                       - 20 -
           Children and Gun Safety                            handling a gun who is drunk or under the
There is no one correct age at which parents                  influence of drugs, they should leave and
should talk with their children about guns. The               immediately call 9-1-1. According to gun
parent should be the judge of that. A good time,               experts, if a child finds a gun in an unsupervised
however, is when the child starts acting at                   situation, they should:
gunplay or starts asking questions. The parent                         1. STOP - DON'T TOUCH
 should answer the questions. Be honest and                            2. LEAVE THE AREA
open. Once the mystery surrounding guns is                             3. TELL AN ADULT
gone, potential incidents can be avoided.                     Children should be taught to never point any
Because of the popularity of firearms, children               weapon, real or otherwise, at others. This
are likely to encounter guns in their lives. Many             includes BB guns, toy guns, water pistols, darts,
do so without parental supervision. Even if you               toy bow and arrow sets, etc. They should not
do not own a gun, a child could come in contact               point a weapon at the TV set, pets, birds or
with a gun at a neighbor's house or when                       other animals. They should never let someone
playing with friends. Children need to know                   point a gun at them, and should leave if it
what to do when exposed to firearms.                          happens.
Unfortunately, they develop wrong ideas and                   Gun shots are not necessarily loud. If a child
impressions about firearms from what they view                hears a "popping" sound, the sound of a
on television. Much of gun use on TV is                       firecracker, or what appears to be gunfire, they
 inaccurate and untrue.                                       should not go outside to investigate. Do not
On television, firearms are handled with little               assume everything is okay. Seek protection and
safety in mind. Children often see movie stars                 notify the police. Adults who own firearms tend
who seem invulnerable to bullets. The viewing                 to hide them from their children. It becomes
public never sees the tremendous damage a                     shrouded in secrecy. When children discover
bullet can inflict. One shot can kill. Children               guns, they like to mimic what they see on
 need to understand the difference between                    television. They point and shoot. In some cases,
pretend and real life. Firearms come in all sizes             a child too young to pull the trigger, turns it
and shapes. The words "gun", "rifle", "machine                around, points it at his face, and squeezes the
 gun", "shotgun" and "pistol" create various                  trigger with his thumbs. Many guns are not
images among children. Children are curious                   equipped with a safety lock mechanism,
about firearms and will seek them out naturally.              increasing their danger.
They need to understand that a little gun is just             Most kids are interested in guns. Parents should
as dangerous as a big gun. They also need to                  explain firearm use to their children, much like
understand the difference between a toy gun                   they would with matches...to remove the
such as a cap gun or squirt gun, and a real gun               mystery surrounding it. Why? Letting a child
such as a pistol or shotgun.                                  shoot a gun under adult supervision will teach
Children should never handle firearms unless                  him the immense power and danger of its use. A
parents say it is all right and then do so only in            child will learn to respect firearms, not be
the presence of a responsible adult. They should              misguided by what is seen on television.
never "show and tell" firearms to friends.                    Children can be taught the basic rules of gun
Children should be taught that if they find a gun             use, even with a pellet gun or a .22 caliber
or ammunition, they should immediately tell an                 firearm, in a controlled setting.
adult or call the police. If they see someone

                                        Adults and Gun Safety
The essentials to proper firearm handling include knowing the basics of firearm safety, being able to void
out distractions and being able to concentrate on sight alignment and trigger control. Gun use for self
protection must be a reflex...one brought about through practice.
According to firearms experts, one should not buy a gun immediately after being victimized in a crime.
Citizens need to understand that "getting even" with a criminal is not a good reason for owning a firearm.
Trying to get even after a crime means that the gun owner will be angry, frustrated, scared, etc...and will
be unsafe handling a firearm.
Adults who own guns need to be reminded of the basic rules of firearms and the safe storage of guns and
ammunition. Guns are not intelligent; they are a piece of cold steel with the potential to inflict great

                                                     - 21 -
bodily harm. A qualified gun handler is one who is well versed and trained in the fundamentals of
firearms.
A firearm should never be left loaded and unattended. Don't store it loaded in the dresser drawer.
Catastrophe awaits. This means that if one wants to keep a loaded gun at their bedside, it should be
unloaded and put away in the morning in a locked cabinet or safe, or stored with a trigger or cable
lock. Adults should treat all firearms as if they are loaded all the time, even if the action is open or the
clip is empty. Don't squeeze the trigger to "see" if it is loaded. This is the most common cause of
unintentional gun shot wounds. One should never point the muzzle of a firearm at someone unless they
intend to kill or destroy.
Don't let the muzzle inadvertently drop or point at others. Don't handle firearms when under the influence
of drugs or alcohol. This includes over-the-counter cough preparations and allergy medications. Don't
practice with a firearm if you feel ill, have a cold, or have an ear ache.
Guns and ammunition should always be stored separately. Ammunition should be stored in a metal
container, such as an ammo box. It should be kept in a cool, dry area with little temperature change. The
garage is not a good location because of wide temperature fluctuations.

Texas Parks & Wildlife provides a downloadable brochure, Hunting Firearm Safety in Texas, with
references and resources. http://www.tpwd.state.tx.us

The National Rifle Association sponsors the Eddie Eagle GunSafe program for children, grades pre-K
through 4. http://www.nrahq.org/safety/eddie/

OCCUPANT PROTECTION
Traffic Crashes are still the leading cause of unintentional injury deaths in the U.S. Despite advances in
highway and vehicle design, and increased restraint use, the number of adults and children who die and
are injured each year in crashes is unacceptable and in many cases preventable.
Only diseases like cancer, heart disease, and stroke kill more people than motor vehicles. (In 1998,
41,471 Americans died in traffic crashes and over 3 million were injured.)
While no safety system is 100% effective in all crash circumstances, many of these deaths and injuries
could have been prevented with proper use of seat belts and child restraint systems.
The proper use of these restraint systems can become confusing because of the different types and designs
of these restraint systems. If the public has difficulty with these systems often they will either use them
improperly or not at all.
http://publicsafety.tamu.edu/index.aspx?page=1120


WHAT IS THE MISSION OF THE OCCUPANT PROTECTION DIVISION?
The mission of Occupant Protection Division is to provide national leadership in planning and developing
traffic injury control programs in the areas of safety belt and child safety seat use, and automatic occupant
protection systems (e.g. airbags).
WHAT'S NEW IN THE OCCUPANT PROTECTION?
Buckle Up America - Safety Belts and Rural Communities (posted 05-28-04)
Rural Americans face greater risk of being injured or killed in a traffic crash than those who live and
commute in urban areas. The facts are: only 21 percent of the population live in rural areas in this
country, yet 39.5 percent of the total vehicle miles traveled are on rural roads. In 2002, rural traffic
crashes accounted for 60 percent of the total fatalities on our Nation’s highways.1
Misuse of Child Restraints (posted 2/04/04)
This report presents the results of a study that measured the current level of misuse of child restraint
systems among the general public. The project focused specifically on forms of misuse that can be
expected to raise the risk of injury to a child in the event of a crash. The study collected data on 5,527
children under 80 lbs in six States.


                                                    - 22 -
May 2003 Click It or Ticket Safety Belt Mobilization Evaluation Final Report (posted 02-05-04)
Click it or Ticket (CIOT) is an intense, short duration, safety belt paid advertising and high visibility
enforcement program. The CIOT May 2003 Mobilization involved nearly $25 million dollars of
purchased media. Law enforcement agencies in 44 of 45 states reported issuing more than 500,000 belt
use citations during a two-week period beginning on May 19th and ending on June 1st. June, 2003
observations as compared with 2002 indicated increased belt use among front seat occupants of passenger
vehicles in 40 states and the District of Columbia.
Economic Burden of Traffic Crashes on Employers – Costs by State and Industry, and by Alcohol and
Restraint Use (posted 1-15-04)
Employers pay for injuries that occur on- and off-the-job. The report provides employers with the specific
costs of motor vehicle crash injuries by state and by industry type and includes estimates of alcohol
involvement and restraint non-use. Motor vehicle crash injuries on- and off-the-job cost employers about
$60 billion annually in 1998-2000. Off-the-job injuries to workers and their dependents represent one-
third of those costs. Although motor vehicle injury costs to employers vary widely by state and industry,
this report demonstrates that increasing restraint use and reducing alcohol impaired driving have the
potential for significant cost savings. This report updates the national estimates of employer costs of
crashes presented in NHTSA's 1996 report ―What Do Traffic Crashes Cost? Total Cost to Employers by
State and Industry.‖
Link to Buckle Up America Site.
Buckle Up America Organization is operated for NHTSA by the Academy for Education Development.
This site contains tools to support the Buckle Up America campaign including program planners, Click
newsletter, talking points creator and research.
http://www.nhtsa.dot.gov/people/injury/airbags/


LINKS
The following links provide several resources to occupant protection programs.
Government Offices
National Highway Traffic Safety Administration
Texas Department of Transportation
Texas Engineering Extension Service - Public Safety and Security
Texas Department of Public Safety
International Association of Chiefs of Police
Occupant Protection
Texas Department of Health-Safe Riders
Texas Cooperative Extension-Rural Passenger Safety
National Child Passenger Safety Board
Buckle Up Texas
Other Resources
www.dot.state.tx.us/kidsonly/safetyPg/schoolneighbor/photoseatblt.htm
      coloring page
      facts page
www.syndistar.com/browse/safety
      multimedia information
www.nsc.org/airbag.htm
      National Safety Council – airbag and safety belt campaign

                                                  - 23 -
www.buckleupamerica.org
      ―Click It or Ticket‖
www.nhtsa.dot.gov/kids/research/seatbelt/
        ―Vince and Larry’s Seat Belt Room‖ – fact sheet, proper usage, links to car seat usage, airbag
        safety, drinking and driving, crash testing grounds
Project idea: Save Your Ugly Face. Posters reminding students to buckle up were made and displayed
throughout the school building. Photographs of students making ugly faces were taken and displayed
throughout the building, containing the words, ―Save Your Ugly Face. Wear Your Seatbelt.‖
Project idea: Dollars for Safety. While students leave for lunch, the DASH committee distributes a one
dollar bill to the first fifty people seen wearing their safety belts. The giveaway generates lots of talk in
the hallways about the importance of wearing safety belts.
Project idea: Picture Doing It. Pictures were taken of various students putting on their seatbelts. Each
picture was attached to a sheet of paper with the slogan, ―I saw (NAME) doing it.‖ The posters were then
hung around the building. A larger poster was hung in the hallway with the theme, ―Picture Doing It –
Buckle Up!‖
Project idea: If You Love Someone. Handouts reminding students, faculty and staff to wear their
safety belts along with candy hearts were distributed during lunch hours to as many as possible. This
project is especially effective during the week of Valentine’s Day.



HIGH PRESSURE GAS PIPELINE SAFETY PROGRAM
This program is presented and sponsored by the Danielle Dawn Smalley Foundation. Visit their website
at www.smalleyfnd.org to get an understanding of why this program is needed and how it related to the
DASH program..

Gas pipelines are the safest and most efficient way to transport our nation’s energy needs. However if a
leak or rupture occurs, dangerous and explosive gases are released into the air.

The Smalley Foundation wants student council members to be armed with information that can help keep
them safe in the event they encounter a pipeline related accident. It is also hoped that student councils
will share this safety information with fellow students, faculty, friends and family.

Order and view the free program, then decide how you can put the information to good use:

  1 Present the program to your student body before or after school, or work with school safety
     coordinator to determine other options. A VOICED DVD DISK OR VHS TAPE IS AVAILABLE
     TO USE.

  2. The program can also be used outside school at civic functions such as Lions Club, PTA.

  3. Locate Pipelines in your school district and call the 800 number to verify they are correct.

  4. Request brochures from the Smalley Foundation to distribute to local residents.

PLEASE CONTACT THE SMALLEY FOUNDATION TOLL FREE 1-866-401-2800 TO GET THIS
PROGRAM OR EMAIL YOUR REQUEST TO SMALLEY-BOB@EV1.NET.




                                                   - 24 -
ROAD RAGE
Violent aggressive driving is clearly on the rise. What is the difference between aggressive driving and
road rage? Aggressive driving is a traffic offense or combination of offenses such as following too
closely, speeding, unsafe lane changes, failing to signal when changing lanes, and other forms of
negligent or inconsiderate driving. The trigger is often being late, rush hour congestion or accumulated
stress earlier in the day, loud music, and overuse of the horn, tailgating, and changing lanes with out
signaling.
Road rage is a criminal offense. When a traffic incident escalates into a very serious situation it becomes
road rage. It is usually the result of the over reaction to a traffic incident. The violent act ranges from
physical confrontation to an assault with a motor vehicle or possibly a weapon.
Studies show that the public is actually more fearful of aggressive drivers than it is of impaired rivers.
Unsafe driving should be reported by using #77. It is estimated that over 1,800 violent road behaviors is
reported each year. It is often call the Mad Max Syndrome. Simple incidents are often the trigger point.
Who are aggressive drivers?
       High risk drivers who take out frustrations on anyone at anytime.
       Run stop signs and red lights, speed, tailgate, weave in and out of traffic, pass on the right, make
        improper and unsafe lane changes, make hand and facial gestures, scream, honk, and flash their
        lights.
How can you avoid being the victim?
       Don’t offend
       Don’t cut off – give plenty of room
       Use turn signal to show intentions
       Don’t drive slowly in the left lane – move over and let others pass.
       Don’t tailgate – drivers get angry when you follow too close.
       Don’t do obscene gestures – that makes you a player and the situations can escalates.
       Don’t take traffic problems personally
       Don’t block the right hand turn lane or block the passing lane.
Don’t Engage: one angry diver cannot start a fight unless another is willing to participate.
       Steer clear: give lots of room.
       Don’t pull off the road and settle the dispute
       Avoid eye contact
       Get help – call police on your cell phone, go to convenience store, police station, or even a
        hospital.
Adjust your attitude:
       Forget winning
       Put yourself in the other driver’s shoes
       Create a relaxing and comfortable environment in your car. Example – play relaxing music.
SAMPLE PROJECTS FOR ROAD RAGE:
   Posters
       Information and fact sheets to students, faculty, and Driver’s Education classes.
       Guest speakers – Example – DPS
RESOURCES:
www.drivers.com                                             www.roadragers.com
www.co.dane.wi                                              www.aaafts.org
                                                   - 25 -
SCHOOL BUS SAFETY
450,000 yellow school buses provide transportation service daily nationwide;
23.5 million elementary and secondary school children ride school buses daily throughout the United
States, twice a day;
That's about 47,000,000 student trips daily -- before adding an estimated 5,000,000 more for activity trips
daily; Approximately 54% of all K-12 students in the country ride yellow school buses;
This equals about about10 billion individual student rides, or 20 billion boardings and deboardings,
annually.
America spends an average of $493 per regular Ed. child for transportation annually;
America spends an average of $2,460 per special needs child for transportation annually;
Slightly more than 46,000 school buses were manufactured during the 12 months of the 1998-99 school
year;
350 pupil transportation delegates are appointed by the chief school officer in each state meet for a week-
long conference once every five years to review and rewrite minimum standards and specifications for
safe operation;
Three-point seat belts are required by federal law on all newly manufactured small school buses under
10,000 lbs. nationwide.
The national school bus accident rate is 0.02 per 100 million miles traveled;
The National Highway Traffic Safety Administration reports that 96% of the estimated 8,500 to 12,000
children injured in school bus accidents annually are considered minor (scrapes, bumps, bruises, etc.)
NHTSA calculated that 4% of the school bus-related injuries to children -- about 350 to 475 annually --
are serious (i.e. broken bones or worse) based on the medical community's widely accepted AIS or
Abbreviated Injury Scale.
Meanwhile, an average of 11 children are fatally injured inside school buses annually. About 15 children
are fatally injured as pedestrians in the loading & unloading zone around school buses annually.
That's better than 200% improvement from 75 school bus fatalities in 1975; it is still not good enough.
RIDING THE BUS
School bus transportation is safe. In fact, buses are safer than cars! Even so, last year, approximately 26
students were killed and another 9,000 were injured in incidents involving school buses. More often than
not, these deaths and injuries didn't occur in a crash, but as the pupils were entering and exiting the bus.
Remember these safety tips:
       Have a safe place to wait for your bus, away from traffic and the street.
       Stay away from the bus until it comes to a complete stop and the driver signals you to enter.
       When being dropped off, exit the bus and walk ten giant steps away from the bus. Keep a safe
        distance between you and the bus. Also, remember that the bus driver can see you best when you
        are back away from the bus.
       Use the handrail to enter and exit the bus.
       Stay away from the bus until the driver gives his/her signal that it's okay to approach.
       Be aware of the street traffic around you. Drivers are required to follow certain rules of the road
        concerning school buses, however, not all do. Protect yourself and watch out!
Other resources
       www.nhtsa.dot.gov/kids/bussafety
        www.ncbussafety.org
         Learn about the danger zone, tips for parents and students, resources for teachers, safety games,
safety videos, and more.

                                                      - 26 -
WATER SAFETY
Regardless of where someone lives, it is important that they be taught basic water safety rules. Regardless
of whether the person lives near the Gulf of Mexico, a lake or pond, or simply has a pool in the back yard,
the dangers of drowning or being seriously injured is present. By being taught basic water safety, many
accidental drownings or injuries can be prevented.
Below are answers to several frequently asked questions concerning water safety in different areas.
Is it safe to leave my young child alone in the bathtub for a few minutes?
No! Never leave a young child alone in the tub. It takes less than an inch of water and a few minutes for a
child to drown. If you must leave, take your child with you.
What is the basic rule of thumb for leaving children alone near water?
A child should never be left alone or out-of-eye-sight in or near a pool, spa, bathtub or any other body of
water. Swimming lessons do not make a child "drown-proof."
Is it safe to swim during a storm?
No. It is not safe to swim during storms and/or lightning. Exit the water quickly and safely and seek
shelter.
Is it safe to jump into unknown quarries, lakes or ponds?
No. It is not safe to jump into an unknown body of water. You are at risk for drowning when you:
        Are not sure how deep the water is.
        Overrate your swimming skills.
        Know the depth of the water before you jump or dive in. Oftentimes, rocks, logs or other objects
         are not seen, and can cause injury.
Is it safe to swim alone?
No. Use the buddy system when you are swimming or diving. If there is an emergency, there is someone
to get help.
What can I do to stop children from coming into the backyard pool when an adult is not present?
Make sure your pool is enclosed on all four sides.
Use fencing that a child can not easily climb over.
Latches and pool gates should be placed out of reach of young children.
What safety aids should be kept by the pool for emergencies?
A telephone with emergency numbers.
A first aid kit.
Reaching and throwing aids, known as life preservers, should be kept on either side of the pool.
What other safety measures should my family take to avoid a drowning in our pool or other bodies
of water?
Cardiopulmonary resuscitation (CPR) is a technique to learn, especially if you have a pool in your
backyard. For more information about CPR training, call the local Red Cross in your home area.
What should my family know about safe boating?
Be familiar with the boat.
Never go out on a boat unless there is someone on board who knows how to handle it.
Always wear a properly fitted life jacket with a flare, mirror and whistle attached.


                                                      - 27 -
      When water-skiing, always have at least two people in the boat: one to drive and the other(s) to watch the
      skier.
      All boat owners and their families should take a boat handling and safety course. For more information,
      contact the Boating Safety and Consumer Information line at (800) 368-5647. If you have a local Coast
      Guard, they are willing to help as well.


      SAMPLE PROJECTS FOR TEACHING WATER SAFETY:
      Water Safety Coloring Sheets: Again, this is one of the easiest projects you can do. Safety coloring
      sheets can be downloaded free from sites on the Internet. Once downloaded, you can add additional safety
      messages if needed before running off the coloring sheet for the students.
      The Internet is a valuable source for finding fun and up-to-date material to use when teaching about safety
      issues. Many of the websites, like those listed below, will cover materials that can be printed and
      reproduced to use as well as links to other helpful Internet sites.
      BIBLIOGRAPHY AND RESOURCES
      http://www.childrenscolumbus.com/Patient_Family/health/listing.cfm?cid=t&id=48
      http://www.nhtsa.dot.gov/people/injury/pedbimot/bike/Bikeability/index.htm
      http://www.cpsc.gov/kids/kids.html




      DIET AND EXERCISE
      In today’s fast moving world, diet and exercise are very important in the health of today’s youth. A
      healthy lifestyle is dependent on the choices a person makes, on what a person eats, how they exercise,
      and the way they look at life. The quality of life depends on these every day choices. By teaching children
      at a young age about appropriate choices, they are able to stay healthy and fit through eating right and
      exercising.
      The DASH Committee has the responsibility of getting the message out to today’s youth that healthy
      choices are the wise choices in life. There are many organizations that are available to provide
      information for students to use as they spread this message. A few of these organizations include:
             The American Heart Association
             The Texas Department of Health – Bureau of Nutritional Services
             The Texas Department of Health – Bureau of Women and Children
             The Texas Department of Health – Bureau of Clinical and Nutritional Services
             The National Cattleman’s Beef Association


      In today’s world, we cannot fail the youth by passing up the opportunity to teach them how to live a
      healthy life. Simple projects can be done to accomplish this goal. The following is a list of specific areas
      that can be touched upon when teaching about Diet and Exercise. The website for the topics below is
      http://www.familydoctor.org. Once at the website click on the tab for parents and kids.

        FABULOUS FOOD
All About What Vitamins and Minerals Do                            Food Allergies
Being Safe in the Kitchen                                          Food Poisoning
Botulism                                                           How to Read a Recipe
Caffeine Confusion                                                 Is Dieting OK for Kids?
Eating for Sports                                                  Learning About Proteins
Egg Allergy                                                        Learning About Proteins, Carbohydrates, Calories, and
Figuring Out Food Labels                                           Fat
                                                          - 28 -
Nut and Peanut Allergy                                                The Food Guide Pyramid
Ready, Set, Breakfast!                                                When Snack Attacks Strike
School Lunches                                                        Why Drinking Water Is the Way to Go
Take a Look at Cooking

KEEPING FIT AND HAVING FUN
Be a Fit Kid
Body Mass Index (BMI)
I Don't Like Sports, So How Can I Stay Fit?
It's Time to Exercise!
Playing It Safe With Sports Safety
Sports Physicals
Taking the Pressure Off Sports Competition
What Being Overweight Means
What Kids Say About: Weight
What's the Big Sweat About Dehydration?
What's the Right Weight for Me?
Why Exercise Is Cool

WONDERING ABOUT WEIGHT
Be a Fit Kid
Body Mass Index (BMI)

SAMPLE PROJECTS FOR TEACHING DIET AND EXERCISE:
Brochures: Each of the organizations listed above has an abundance of material readily available for those who contact
them. Brochures can be sent home not only to reach the students but the parents as well. Brochures can deal with topics
ranging from having a healthy heart, good foods for a healthy start, answers to questions about dairy products, fruits and
vegetables, healthy weight for children, the food pyramid, etc.
Posters in Cafeterias: This is a good place to put posters with health facts on them. Students need to be reminded that
healthy eating choices have an impact on a healthy life.
Guest Speakers: Guest speakers from the Texas Department of Health, local doctors, and the American Heart
Association are a good way to get messages to students during assemblies. School nurses are also a good contact for
talking to the student body.


BIBLIOGRAPHY AND RESOURCES
http://www.globallifestyle.net/
http://familydoctor.org/288.xml
http://familydoctor.org/children.xml


HIV / AIDS AND OTHER STD’S
Teenagers and young adults account for nearly half the cases of STD’s in the US although they make up just a quarter of
the sexually active community, partially because of their high level of curiosity and sexual experimentation. They are
particularly high risk because part of being a teenager is taking a risk. Since teens are drawn to risk, scare tactics are not
effective. Teens need information, connectivity, strong goals, and decision making skills to help them avoid high risk
behavior. Peers in student councils can organize many activities to help prevent the behavior which leads to HIV and
other STD infections.
Student Councils must be cautious in the methods used to address these issues. They should be certain to check school and
district guidelines before embarking on a project. There are usually adults within the school or district whose expertise


                                                             - 29 -
and guidance can be used when students consider their possibilities in specific STD/HIV/AIDS education. It is essential
to have the principal’s approval on all projects of this nature.
On the other hand, any activity which creates a sense of belonging or teaches goal setting and problem solving skills can
be conducted, and these may have the most positive long reaching effects.
The internet is one of the best sources for finding up to date statistics. Use a search engine and search for HIV + aids +
STD’s + teenagers + (the year).
Resources include the following:
       Center for Disease Control and Prevention
       US Department of Health and Human Services
       American Social Health Association
       Texas Department of Health
       The National AIDS Clearinghouse


Sample projects dealing directly with HIV/aids and STD’s include the following:
HIV transmission game: Go to                                         www.bgsu.edu/colleges/edhd/FCS/SHOP/abstinence.ht
www.advocatesforyouth.org and look under lesson                      ml.
plans for the HIV transmission game.                                 Encourage students to become politically aware and to
Distribute brochures and flyers pertinent to the topic.              lobby government to support policy that will help
Many of these can be found at                                        decrease the incidence of STD’s, HIV and aides.
www.tdh.state.tx.us/hivstd/commsvcs/default.htm. Look                Students can also lobby for effective treatment for those
under educational materials.                                         infected. They can research ways this can be done at
Information distributed in the school cafeteria is                   www.texasaids.net.
generally effective. Try handing out only one sheet per              Invite speakers to your school. Students can find
table. Most of the time students will reach for the                  speakers through health departments, local family crisis
information, read it aloud, and discuss it. Look for the             centers, and your school nurse. They should be certain
handout entitled ―Why Should I Wait?‖ at                             to research the school’s policy on outside speakers
                                                                     before inviting one
.




                                                            - 30 -
Distribute information sheets about ―Myths /Facts about STD’s.‖ That information could include the following:
                                                    Myths/Facts about STD’s
          Myth: STD’s are minor diseases.
          Fact: Untreated STD’s can become major problems, causing sterility, damage to unborn children, even death.
          Myth: If symptoms go away on their own, you’re cured.
          Fact: Symptoms may come and go, but the disease stays and, unless treated, often gets worse.
          Myth: You can treat STD’s yourself.
          Fact: Home remedies don’t work and often are dangerous.
          Myth: You can get STD’s from toilet seats, doorknobs, or hot tubs.
          Fact: STD’s are almost always sexually spread. Take precautions to reduce your risk.
          Myth: You can get AIDS by donating blood.
          Fact: You can’t. Blood banks use sterile, disposable needles, new tests, and other precautions.
          Myth: You always know when you have an STD.
          Fact: Some STD’s don’t show symptoms until they are serious. If you are sexually active, get regular checkups.
           This includes an HIV test.
                               (This information was taken from 2004 AIDS Partnership, Michigan.)




Distribute fact sheets with current statistics. You could title it: Think it Can’t Happen to You? Check Out the
Numbers. A good source for current statistics is www.nationalcoalition.org/stat.html. Look under Teens and Sex. A
sample handout might include the following information:
Think It Can’t Happen to YOU? Check Out the Numbers:
An estimated 18% of girls who are 15 years old will have a baby before age 20.
In 2002 it was estimated that 3.2 million tens under the age of 15 were living with HIV.
85 percent of the 1 million teen pregnancies per year in the U. S. are unplanned.
Half of all American youth will have contracted an STD by age 25.
Sexually active girls are more than three times more likely to be depressed than are girls who are not sexually active;
sexually active boys are more than twice as likely to be depressed as are those who are not sexually active.
Sexually active girls are nearly three times more likely to attempt suicide than are girls who are not sexually active;
sexually active boys are eight times more likely to attempt suicide than are boys who are not sexually active.
68% of teens are unconcerned about STD’s.
19 million teens are infected with STD’s per year.
Statistics taken from the National Coalition for the Protection of Children and Families website 6/8/2004.


Take recent statistics to your school administration, school board, or local community groups to stress the need for
effective school and community prevention programs. Again, you can use many of the statistics found in Teens and Sex
at www.nationalcoalition.org/stat.html. You may want to stress information regarding depression and suicide as well. A
sample information sheet could include the following statistics:
Contact the superintendent’s office in your school district to ask what local district committees might address health
education issues as they relate to HIV/aids and STD’s. See if you one or more student council members can serve as
members of that committee.
Create a handout, a video for in school news, or write an article for your school newspaper regarding the HIV/aids risks
resulting from activities such as tattooing and body piercing.




                                                              - 31 -
                       About this DASH Handbook
The DASH Handbook was last revised in 1996. A supplement was issued in 2002.
This current DASH Handbook has been revised and re-organized by a committee
of student council advisors:

             Pat Finch, Boswell HS, Ft. Worth
             Debby Taylor, Cooper HS
             Vicki Long, St. Mary’s Catholic School, Orange
             Terry Hamm, Bastrop HS

Special thanks to Lauralea Bauer, Texas Education Agency in Austin, who has
devoted countless hours to supporting advisors and students involved in safety
education.



                           Please Send Suggestions to:
                       Texas Association of Student Councils
                        1833 South IH-35, Austin, TX 78741

                                Phone: 512-443-2100
                                 Fax: 512-442-3343
                                www.tasconline.org




Texas Association of Secondary School Principals               Non Profit Org.
Texas Association of Student Councils                          US Postage Paid
1833 South IH-35, Austin, TX 78741                             Austin, Texas
Phone: 512-443-2100                                            Permit No. 1894

CHANGE SERVICE REQUESTED




                                        - 32 -

				
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