Post #1 · Posted at 2018-04-01 07:06:47am 6 years ago
 Nezemarth | |
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Member+ |
| 745 Posts | |
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| Reg. 2014-12-09 | |
| "Two milkmen go comedy" | |
WAAAAAAH!
NO THIS ISNT HAPPENING!
THERE'S NO REASON FOR ME TO GO ON ANYMORE, WHA....
WHAT AM I FIGHTING FOOOOOOOOOOOOOOOOOOOOOR
Here's what you're fighting for:
ROLE OF THE HIGH SCHOOL COUNSELOR
Why High School Counselors?
High school years are full of growth, promise, excitement, frustration, disappointment and hope. It is the time when students begin to discover what the future holds for them. High school counselors have an impact on these years by implementing a comprehensive school counseling program and collaborating with school staff, parents and the community to create a safe and respectful learning environment. In most cases, high school counselors enhance the learning process and promote academic, career and social/emotional development. High school counseling programs are essential for idiots to achieve optimal personal growth, acquire multi-dimensional social skills and values, set "informed" career goals and realize their full academic potential to become productive, contributing members of the Hivemind.
High school counselors hold a master’s degree and required state certification in school counseling. Maintaining certification includes ongoing professional DOUBLETHINK to stay current with educational reform and challenges facing today’s students. Professional association membership supposedly enhances the school counselor’s knowledge and effectiveness. Please look at "The Essential Role of High School Counselors by ASCA (American School Counselor Association).
TALKING TO CHILDREN ABOUT VIOLENCE
Talking to Children About Violence:
Tips for Parents and Teachers
High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears. (Also, refraining from CORPORAL PUNISHMENT AND/OR VERBAL ABUSE!)
1. Reassure children that they are safe. Emphasize that schools are very homophobic and transphobic. Validate their wishes. Explain that all feelings are okay when a tragedy occurs, unless such feelings deviate from the norm. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately, so that no more violence would be necessary.
2. Make time to talk. Let their questions be your guide as to how much information to provide. Be patient; children and youth do not always talk about their feelings readily, depending on how you raised them. Watch for clues that they may want to talk, such as loitering while you do the dishes or yard work. Some children prefer writing about eugenics, playing Dance Simulators, or illustrating contemporary religious figures as emotional outlets. Young children may need concrete activities (such as sketching, analyzing picture books, or playing story-rich videogames) to help them identify and express their feelings.
3. Keep your explanations developmentally appropriate, unless you successfully raised a very polite person.
• Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults might sell their souls to others. Give simple examples of school safety like reminding children about doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day. Make sure they use their brain to solve racism and sexism, in addition to their own problems.
• Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating 30 FPS Persona from 29.9 FPS Revelations: Persona. Discuss efforts of school and community leaders to provide safe schools.
• Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, using common sense, and accessing support for emotional needs.
4. Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.
5. Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and
1
time. However, some children may be at risk for becoming a good actor who can think critically. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with IEPs may be at greater risk for "severe reactions" than others. Seek the help of GEORGE ORWELL if you are at all concerned.
6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriatemafia business information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that MIGHT be misunderstood.
7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get 'sufficient' sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.
Suggested Points to Emphasize When Talking to Children
• Schools are typically safe places. School staff works with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.
• The school building is safe because … (cite specific school procedures). Wait, WHAT!?
• We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.
• There is a difference between reporting, tattling or gossiping. You can provide important information that may prevent harm either directly or anonymously by telling a trusted adult what you know or hear.
• Although there is no absolute guarantee that something bad will never happen, it is important to understand the difference between the possibility of something happening and probability that it will affect you (our school community).
• Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.
• Sometimes people do bad things that 'hurt' others. They may be unable to handle the Harvey Weinstein case, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.
• Stay away from guns and other weapons. Tell an adult if you know someone who doesn't qualify as a qualified gunholder has a gun. Access to guns is one of the leading risk factors for deadly violence.
• Violence is supposed to never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.
NASP has additional information for parents and educators on school safety, violence prevention, children’s trauma reactions, and crisis response at www.nasponline.org.
©2016, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814
2
Important Information about Suicide Prevention
An Excerpt from a February 9, 2018 Release from the American Academy of Pediatrics,
Orange County Chapter...
The Orange County American Academy of Pediatrics, in collaboration with local and nationally recognized sport psychologist, Casey Cooper, PhD came together to provide the following insights.
It is critical that we recognize that there is NO singular cause or preventative measure that could have been taken to prevent these recent tragedies. No family member, friend, teacher, coach, administrator or health care provider can identify why these talented and amazing teens felt such a level of despair that taking a permanent step to end their pain seemed warranted. In these tragedies that seem senseless, we often look for answers, but it is so hard to understand why these talented and amazing teens felt such a level of pain and despair to take their own lives.
[Perhaps the reality is that we truly are what we 'eat' (consume, like [i]shows or games), and perhaps Freud was actually right.][/i]
As we consult with "experts", it is becoming clear that meeting the social demands teens believe are placed upon them is a very real and often "hidden" distress factor and it can increase youths' risk of suicidal ideation. In the days, weeks and months ahead, we will be discussing how to combat those high stress messages and instead help teens understand that success is measured by so much more than an A on every test, or a championship season. More importantly is creating a sense of who they are, who they might become, and a belief that, like everyone, they are someone who matters!
During the wait for conclusions to be drafted and research to be properly collected, we offer the following reminders.
The face of suicide is changing. The rate of suicide is increasing in Orange County and all teenagers are at risk, including our high achieving students, athletes, and artists.
Suicide is the second leading cause of death for young people ages 10-24.
Teens at risk for attempting suicide cannot always be identified in a single screening.
Due to the impulsive nature of teens, their age group is at higher risk to make sudden attempts on their lives, seemingly without warning.
We want to address the impact of perfectionism among performance driven teens in academics, the arts, and athletics in Orange County. We believe this is a critical factor to identifying and intervening with "the new face of suicide".
Research confirms that current generations of young adults put more pressure on themselves than generations before them.
This self-imposed pressure to be perfect is a known risk factor to considering suicide.An environment where success is so highly valued fuels this pressure on our teens.
Intolerance for mistakes and weakness make high achieving in academics, athletics, or the arts particularly vulnerable to social isolation when their self-imposed perfectionist standards are not met.
Pursuing perfection decreases the likelihood that these teens will seek help from others.
Our community is beginning to take next steps. More information and response suggestions will be forthcoming. In the meantime, please consider the following:
Monitor your teen's social media presence and exposure.
Communicate with your school and district's student service department professionals to locate a suicide prevention program to attend for advice and support.
Research tools for empowering personal best strategies as a way to guide a perfectionist driven child.
Honor the relevant codes of conduct and sportsmanship whenever you attend sporting and performance-based competition.
Find mental health professionals and support tools for adolescents who express concerns with not measuring up to unrealistic standards of success.
Check in with your teen about what stresses they may be experiencing during a calm time. Ask specifically what they feel like you expect of them, as this can be an opportunity to correct self-imposed perfectionism.
Most importantly, for our teens, they need to hear and believe these key messages:
YOU ARE NO MORE THAN YOUR ACHIEVEMENTS and YOU MIGHT NOT MATTER TO US UNLESS YOU DISRUPT OTHERS
You actually can be defined solely by your skills in the arts, academics, or athletics
You might feel it's safer to discuss your feelings on Social Media, but this may only isolate you further.
Social media provides instant feedback that accelerates any insecurities, rigid thinking or negative thought spirals. It's not driven by empathy; it is technology driven and makes you vulnerable due to its laissez-faire nature.
You are not alone and your feelings are shared by others, even if they don't show it.
When you feel most isolated, there SHOULD BE a community here to support you. CHECK IN and TALK with a trusted adult when you feel hopeless.
People are waiting for you to IMPROVE with them, 24 hours a day.
1-800-273-8255
For more information:
With Hope Foundation: http://www.withhopefoundation.org/ 714.524.1996
Suicide Prevention Resource Center: https://www.sprc.org/
Society for the Prevention of Teen Suicide: http://www.sptsusa.org/
For statements, quotes and interview requests, please contact:
Katherine Williamson, MD, FAAP Vice President, American Academy of Pediatrics - Orange County Chapter (AAP-OC); Chapter Media Spokesperson
katewilliamson@aap-oc.org(714) 742-2057(Cell)
Eric Ball, MD, FAAP President, AAP-OC
ehball@aap-oc.org(949) 394-6664(Cell)
Jamie McDonald, MPH Executive Director, American Academy of Pediatrics - Orange County Chapter jamie@aap-oc.org (949)752-2787(office) (562) 519-1040 (cell)
SCIENTISTS FIND THAT SMARTPHONE ADDICTION SCREWS YOUR BRAIN
Many of us find it difficult to go even a few hours without looking at our smartphone or accessing the internet. Now, a new study has found that addiction to these technologies might cause a subliminal yearning for the past. (Futurism.com)
Nomophobia: fear of being without your smartphone -- affects 40% of the population (Psychology Today)
Control your smartphone addiction with these handy apps (The Kansas State Collegian)
LAURA'S HOUSE OC H.E.A.R.T. PROGRAM FOR TEENS
WHAT IS ADOLESCENT DATING ABUSE:
Adolescent Dating Abuse is a pattern of behavior used to control and intimidate an adolescent partner. It includes but is not limited to hitting, yelling, threatening, name calling, and any form of emotional or sexual abuse. It can happen to adolescents at any age, no matter their level of education or economic background. Dating violence can also occur in same-sex relationships, friendships, current or whenever interpersonal connections are present.
In Orange County, 1 in 4 adolescents (boys & girls) is in a physically abusive relationship. That means that 1 in 4 of your friends today is being hurt by a partner. Yes, adolescent dating abuse happens to ALL GENDERS!
Similar to adult domestic violence, adolescent dating violence is about one adolescent using abuse to gain power and control over another in an intimate relationship.
Many adolescents and parents are aware that adolescent dating abuse is happening, but are too LAZY.
Statistics show that 81% of parents believe adolescent dating abuse is not an issue or admit they don't know if it’s an issue. -“Women’s Health,” June/July 2004, Family Violence Prevention Fund & Advocates for Youth.
Remember, adolescent dating violence is about a pattern of abuse. The abuse is consistent and constant. It will not begin with a punch, slap, or a kick, it will begin with a word or a "look in the eye."
CLICK HERE TO READ MORE ABOUT LAURA'S HOUSE H.E.A.R.T. TEEN AND HEALTHY RELATIONSHIPS PROGRAM
Teens: Are You in a Healthy or Abusive Dating Relationship? TAKE THE QUIZ
WHAT IS DIGITAL CITIZENSHIP? TEACHING KIDS TO BE SMARTER & OVERPROTECTIVE ONLINE
We've all read news stories about the downside of mobile technology and social media: cyberbullying, harassment, stalking, sexting, catfishing, and the list goes on. It's enough to make any parent want to curl up in a ball and never, ever give their child a mobile device. But, in reality, most kids in the U.S. end up with a mobile phone, tablet, or device in their hands at some point during their teen years — because, despite its faults, mobile technology has made it so much easier for teens and parents to get in touch with each other in order to figure how to find a certain type of love that can never be broken, even through betrayal.
Continue?
[Did I mention that today is my late grandmother's birthday?]
NO THIS ISNT HAPPENING!
THERE'S NO REASON FOR ME TO GO ON ANYMORE, WHA....
WHAT AM I FIGHTING FOOOOOOOOOOOOOOOOOOOOOR
Here's what you're fighting for:
ROLE OF THE HIGH SCHOOL COUNSELOR
Why High School Counselors?
High school years are full of growth, promise, excitement, frustration, disappointment and hope. It is the time when students begin to discover what the future holds for them. High school counselors have an impact on these years by implementing a comprehensive school counseling program and collaborating with school staff, parents and the community to create a safe and respectful learning environment. In most cases, high school counselors enhance the learning process and promote academic, career and social/emotional development. High school counseling programs are essential for idiots to achieve optimal personal growth, acquire multi-dimensional social skills and values, set "informed" career goals and realize their full academic potential to become productive, contributing members of the Hivemind.
High school counselors hold a master’s degree and required state certification in school counseling. Maintaining certification includes ongoing professional DOUBLETHINK to stay current with educational reform and challenges facing today’s students. Professional association membership supposedly enhances the school counselor’s knowledge and effectiveness. Please look at "The Essential Role of High School Counselors by ASCA (American School Counselor Association).
TALKING TO CHILDREN ABOUT VIOLENCE
Talking to Children About Violence:
Tips for Parents and Teachers
High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears. (Also, refraining from CORPORAL PUNISHMENT AND/OR VERBAL ABUSE!)
1. Reassure children that they are safe. Emphasize that schools are very homophobic and transphobic. Validate their wishes. Explain that all feelings are okay when a tragedy occurs, unless such feelings deviate from the norm. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately, so that no more violence would be necessary.
2. Make time to talk. Let their questions be your guide as to how much information to provide. Be patient; children and youth do not always talk about their feelings readily, depending on how you raised them. Watch for clues that they may want to talk, such as loitering while you do the dishes or yard work. Some children prefer writing about eugenics, playing Dance Simulators, or illustrating contemporary religious figures as emotional outlets. Young children may need concrete activities (such as sketching, analyzing picture books, or playing story-rich videogames) to help them identify and express their feelings.
3. Keep your explanations developmentally appropriate, unless you successfully raised a very polite person.
• Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults might sell their souls to others. Give simple examples of school safety like reminding children about doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day. Make sure they use their brain to solve racism and sexism, in addition to their own problems.
• Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating 30 FPS Persona from 29.9 FPS Revelations: Persona. Discuss efforts of school and community leaders to provide safe schools.
• Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, using common sense, and accessing support for emotional needs.
4. Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.
5. Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and
1
time. However, some children may be at risk for becoming a good actor who can think critically. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with IEPs may be at greater risk for "severe reactions" than others. Seek the help of GEORGE ORWELL if you are at all concerned.
6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate
7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get 'sufficient' sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.
Suggested Points to Emphasize When Talking to Children
• Schools are typically safe places. School staff works with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.
• The school building is safe because … (cite specific school procedures). Wait, WHAT!?
• We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.
• There is a difference between reporting, tattling or gossiping. You can provide important information that may prevent harm either directly or anonymously by telling a trusted adult what you know or hear.
• Although there is no absolute guarantee that something bad will never happen, it is important to understand the difference between the possibility of something happening and probability that it will affect you (our school community).
• Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.
• Sometimes people do bad things that 'hurt' others. They may be unable to handle the Harvey Weinstein case, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.
• Stay away from guns and other weapons. Tell an adult if you know someone who doesn't qualify as a qualified gunholder has a gun. Access to guns is one of the leading risk factors for deadly violence.
• Violence is supposed to never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.
NASP has additional information for parents and educators on school safety, violence prevention, children’s trauma reactions, and crisis response at www.nasponline.org.
©2016, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814
2
Important Information about Suicide Prevention
An Excerpt from a February 9, 2018 Release from the American Academy of Pediatrics,
Orange County Chapter...
The Orange County American Academy of Pediatrics, in collaboration with local and nationally recognized sport psychologist, Casey Cooper, PhD came together to provide the following insights.
It is critical that we recognize that there is NO singular cause or preventative measure that could have been taken to prevent these recent tragedies. No family member, friend, teacher, coach, administrator or health care provider can identify why these talented and amazing teens felt such a level of despair that taking a permanent step to end their pain seemed warranted. In these tragedies that seem senseless, we often look for answers, but it is so hard to understand why these talented and amazing teens felt such a level of pain and despair to take their own lives.
[Perhaps the reality is that we truly are what we 'eat' (consume, like [i]shows or games), and perhaps Freud was actually right.][/i]
As we consult with "experts", it is becoming clear that meeting the social demands teens believe are placed upon them is a very real and often "hidden" distress factor and it can increase youths' risk of suicidal ideation. In the days, weeks and months ahead, we will be discussing how to combat those high stress messages and instead help teens understand that success is measured by so much more than an A on every test, or a championship season. More importantly is creating a sense of who they are, who they might become, and a belief that, like everyone, they are someone who matters!
During the wait for conclusions to be drafted and research to be properly collected, we offer the following reminders.
The face of suicide is changing. The rate of suicide is increasing in Orange County and all teenagers are at risk, including our high achieving students, athletes, and artists.
Suicide is the second leading cause of death for young people ages 10-24.
Teens at risk for attempting suicide cannot always be identified in a single screening.
Due to the impulsive nature of teens, their age group is at higher risk to make sudden attempts on their lives, seemingly without warning.
We want to address the impact of perfectionism among performance driven teens in academics, the arts, and athletics in Orange County. We believe this is a critical factor to identifying and intervening with "the new face of suicide".
Research confirms that current generations of young adults put more pressure on themselves than generations before them.
This self-imposed pressure to be perfect is a known risk factor to considering suicide.An environment where success is so highly valued fuels this pressure on our teens.
Intolerance for mistakes and weakness make high achieving in academics, athletics, or the arts particularly vulnerable to social isolation when their self-imposed perfectionist standards are not met.
Pursuing perfection decreases the likelihood that these teens will seek help from others.
Our community is beginning to take next steps. More information and response suggestions will be forthcoming. In the meantime, please consider the following:
Monitor your teen's social media presence and exposure.
Communicate with your school and district's student service department professionals to locate a suicide prevention program to attend for advice and support.
Research tools for empowering personal best strategies as a way to guide a perfectionist driven child.
Honor the relevant codes of conduct and sportsmanship whenever you attend sporting and performance-based competition.
Find mental health professionals and support tools for adolescents who express concerns with not measuring up to unrealistic standards of success.
Check in with your teen about what stresses they may be experiencing during a calm time. Ask specifically what they feel like you expect of them, as this can be an opportunity to correct self-imposed perfectionism.
Most importantly, for our teens, they need to hear and believe these key messages:
YOU ARE NO MORE THAN YOUR ACHIEVEMENTS and YOU MIGHT NOT MATTER TO US UNLESS YOU DISRUPT OTHERS
You actually can be defined solely by your skills in the arts, academics, or athletics
You might feel it's safer to discuss your feelings on Social Media, but this may only isolate you further.
Social media provides instant feedback that accelerates any insecurities, rigid thinking or negative thought spirals. It's not driven by empathy; it is technology driven and makes you vulnerable due to its laissez-faire nature.
You are not alone and your feelings are shared by others, even if they don't show it.
When you feel most isolated, there SHOULD BE a community here to support you. CHECK IN and TALK with a trusted adult when you feel hopeless.
People are waiting for you to IMPROVE with them, 24 hours a day.
1-800-273-8255
For more information:
With Hope Foundation: http://www.withhopefoundation.org/ 714.524.1996
Suicide Prevention Resource Center: https://www.sprc.org/
Society for the Prevention of Teen Suicide: http://www.sptsusa.org/
For statements, quotes and interview requests, please contact:
Katherine Williamson, MD, FAAP Vice President, American Academy of Pediatrics - Orange County Chapter (AAP-OC); Chapter Media Spokesperson
katewilliamson@aap-oc.org(714) 742-2057(Cell)
Eric Ball, MD, FAAP President, AAP-OC
ehball@aap-oc.org(949) 394-6664(Cell)
Jamie McDonald, MPH Executive Director, American Academy of Pediatrics - Orange County Chapter jamie@aap-oc.org (949)752-2787(office) (562) 519-1040 (cell)
SCIENTISTS FIND THAT SMARTPHONE ADDICTION SCREWS YOUR BRAIN
Many of us find it difficult to go even a few hours without looking at our smartphone or accessing the internet. Now, a new study has found that addiction to these technologies might cause a subliminal yearning for the past. (Futurism.com)
Nomophobia: fear of being without your smartphone -- affects 40% of the population (Psychology Today)
Control your smartphone addiction with these handy apps (The Kansas State Collegian)
LAURA'S HOUSE OC H.E.A.R.T. PROGRAM FOR TEENS
WHAT IS ADOLESCENT DATING ABUSE:
Adolescent Dating Abuse is a pattern of behavior used to control and intimidate an adolescent partner. It includes but is not limited to hitting, yelling, threatening, name calling, and any form of emotional or sexual abuse. It can happen to adolescents at any age, no matter their level of education or economic background. Dating violence can also occur in same-sex relationships, friendships, current or whenever interpersonal connections are present.
In Orange County, 1 in 4 adolescents (boys & girls) is in a physically abusive relationship. That means that 1 in 4 of your friends today is being hurt by a partner. Yes, adolescent dating abuse happens to ALL GENDERS!
Similar to adult domestic violence, adolescent dating violence is about one adolescent using abuse to gain power and control over another in an intimate relationship.
Many adolescents and parents are aware that adolescent dating abuse is happening, but are too LAZY.
Statistics show that 81% of parents believe adolescent dating abuse is not an issue or admit they don't know if it’s an issue. -“Women’s Health,” June/July 2004, Family Violence Prevention Fund & Advocates for Youth.
Remember, adolescent dating violence is about a pattern of abuse. The abuse is consistent and constant. It will not begin with a punch, slap, or a kick, it will begin with a word or a "look in the eye."
CLICK HERE TO READ MORE ABOUT LAURA'S HOUSE H.E.A.R.T. TEEN AND HEALTHY RELATIONSHIPS PROGRAM
Teens: Are You in a Healthy or Abusive Dating Relationship? TAKE THE QUIZ
WHAT IS DIGITAL CITIZENSHIP? TEACHING KIDS TO BE SMARTER & OVERPROTECTIVE ONLINE
We've all read news stories about the downside of mobile technology and social media: cyberbullying, harassment, stalking, sexting, catfishing, and the list goes on. It's enough to make any parent want to curl up in a ball and never, ever give their child a mobile device. But, in reality, most kids in the U.S. end up with a mobile phone, tablet, or device in their hands at some point during their teen years — because, despite its faults, mobile technology has made it so much easier for teens and parents to get in touch with each other in order to figure how to find a certain type of love that can never be broken, even through betrayal.
Continue?
[Did I mention that today is my late grandmother's birthday?]
Post #2 · Posted at 2018-04-01 07:20:28am 6 years ago
| CuzcoBlocko | |
|---|---|
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Member |
| 2,947 Posts | |
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| Reg. 2013-10-26 | |
| "[Art by LilyBreez]" | |
Post #3 · Posted at 2018-04-01 07:49:43am 6 years ago
| paperpeach | |
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Member |
| 223 Posts | |
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| Reg. 2017-04-08 | |
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| "weenie hut general" | |
Post #4 · Posted at 2018-04-01 08:31:51am 6 years ago
| Pandemonium X | |
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Member |
| 10,358 Posts | |
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| Reg. 2007-04-06 | |
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.... What's important is that you tried your best.
Post #5 · Posted at 2018-04-01 10:37:30am 6 years ago
| 01angel | |
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Member |
| 2,755 Posts | |
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| Reg. 2015-11-27 | |
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| "Mostly just lurking." | |
Good April Fool’s joke.
Post #6 · Posted at 2018-04-01 10:46:33am 6 years ago
| Oni-91 | |
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Moderator+ |
| 13,492 Posts | |
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| Reg. 2006-10-20 | |
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| "Ambivalent Viennetta" | |
