Personal Safety & Injury Prevention Personal Safety & Injury Prevention

D.P.A. – Are you ready???D.P.A. – Are you ready???

Daily Physical Activity in Schools

CIRA Ontario

Active 2010

OPHEA

Personal Safety & Personal Safety &

Injury PreventionInjury Prevention

Grade Expectations

4 Apply decision-making and problem-solving skills in addressing threats to personal safety and injury prevention

Identify people and community agencies that can assist with injury prevention, emergency situations, and violence prevention

5 Explain how people’s actions can affect the feelings and reactions of others Apply strategies to deal with personal-safety and injury-prevention situations

6 Identify and describe appropriate methods for preventing and treating ailments Identify the responsibilities associated with caring for themselves and others Describe and respond appropriately to potentially violent situations relevant to themselves

7 Describe harassment and identify ways of dealing with it Identify people and resources that can support someone experiencing harassment

8 Analyse situations that are potentially dangerous to personal safety Identify support services that assist victims of violence, and explain how to access them

9 Describe specific types of physical and non-physical abuse Assess the impact of non-physical abuse on victims Identify the causes of abuse and violence Describe solutions & strategies to address violence in the lives of young people Explain how the school, the local community, and other community agencies are involved in

developing strategies to prevent or end the violence in young people’s lives Demonstrate effective personal strategies to minimize injury in adolescence

10 NONE

Recognizing Personal Safety & Recognizing Personal Safety & Injury Prevention situations:Injury Prevention situations:

SwarmingSwarming ThreateningThreatening BullyingBullying HarassmentHarassment Violence in the mediaViolence in the media AbuseAbuse Physical fightingPhysical fighting Violence in relationshipsViolence in relationships First aidFirst aid BabysittingBabysitting

But Don’t Forget:But Don’t Forget:

Internet violenceInternet violence

Cyber Bullying

Apply strategies….Apply strategies….

Anger managementAnger management

AssertivenessAssertiveness

Conflict resolutionConflict resolution

Decision-makingDecision-making

Identify People and Community Identify People and Community AgenciesAgencies

Parents/GuardiansParents/Guardians

TeachersTeachers

NeighboursNeighbours

Kid’s Help Phone (1-800-668-6868)Kid’s Help Phone (1-800-668-6868)

Local ServicesLocal Services

School Guidance departmentSchool Guidance department

Effective Strategies to Address Effective Strategies to Address Expectations:Expectations:

Case studies/ScenariosCase studies/Scenarios StoriesStories VideosVideos Role PlayingRole Playing Small group discussion followed by large Small group discussion followed by large

group sharinggroup sharing DON’T lecture!!!!!DON’T lecture!!!!!

What’s your perspective?What’s your perspective?

Feelings and Conflict Feelings and Conflict (Grade 5 OPHEA)(Grade 5 OPHEA)

Situation Will this hurt me or someone else?

What will happen if I do this?

Will it make me and my family proud?

Is this the right thing to do?

You are in a video store alone. There’s a game that you really want and you don’t have any money. “Should I take it?”The kids at your table want you to join in a food fight. “Should I?”You can imitate the way a new boy in the class talks. You know it will make all your friends laugh. “Should I?”Your Dad punishes your brothers for breaking the TV remote control. You know you did it. “Should I tell the truth?”

Understanding Perspectives:Understanding Perspectives:(The first step in conflict resolution)(The first step in conflict resolution)

Diverse interpretationsDiverse interpretations

Takes into consideration how all people Takes into consideration how all people

involved perceive the situationinvolved perceive the situation

No “right” or “wrong” answersNo “right” or “wrong” answers

CONFLICT RESOLUTIONCONFLICT RESOLUTION

CommunicateCommunicate

NegotiateNegotiate

MediateMediate

ArbitrateArbitrate

LitigateLitigate

LegislateLegislate

What is the Threat???What is the Threat???

1.1. Read each situation cardRead each situation card

2.2. Discuss with your groupDiscuss with your group

3.3. Decide (by consensus) under which Decide (by consensus) under which heading it best fitsheading it best fits

4.4. Tape the card on the boardTape the card on the board

5.5. Complete all cardsComplete all cards

6.6. Be prepared to justify your decisionsBe prepared to justify your decisions

Decision-Making ProcessDecision-Making Process(Grade 6 onward)(Grade 6 onward)

1.1. What is the problem? What is the problem? “I”“I”

2.2. Options or alternatives Options or alternatives “D”“D”

3.3. Evaluate all alternatives or Evaluate all alternatives or

consequences consequences “E”“E”

4.4. Make a decision Make a decision “A”“A”

5.5. Reflect on/evaluate your decision Reflect on/evaluate your decision “L”“L”

BullyingBullying Is it a problem in your school?Is it a problem in your school?

I was called mean names, made fun of or teased in a hurtful way I was called mean names, made fun of or teased in a hurtful way 

Other students left me out of things on purpose, excluded me from their Other students left me out of things on purpose, excluded me from their

group of friends or completely ignored me group of friends or completely ignored me 

I was hit, kicked, pushed, shoved around or locked indoors I was hit, kicked, pushed, shoved around or locked indoors 

Other students told lies or spread false rumours about me and tried to Other students told lies or spread false rumours about me and tried to

make others dislike me make others dislike me 

I was made fun of because of my race or colour I was made fun of because of my race or colour 

I was made fun of because of my religion I was made fun of because of my religion 

Other students made sexual jokes, comments or gestures to meOther students made sexual jokes, comments or gestures to me

Have you been bullied?Have you been bullied?

Bullying BehaviourBullying Behaviour

According to HBSC…According to HBSC…

41% of students reported being involved in 41% of students reported being involved in social bullying (either as victim or bully)social bullying (either as victim or bully)

32% physical bullying32% physical bullying 18% had been called racist names18% had been called racist names 16% reported unwanted touching, grabbing 16% reported unwanted touching, grabbing

or pinchingor pinching 13% reported being involved in electronic 13% reported being involved in electronic

bullyingbullying 10% victimized by homophobic harassment10% victimized by homophobic harassment

Bullying Programs in SchoolsBullying Programs in Schools School-wide – code of conduct, positive and negative School-wide – code of conduct, positive and negative

consequences for students’ behaviour, staff meetings, consequences for students’ behaviour, staff meetings,

parentsparents

Classroom level – rules & routines, meetings with Classroom level – rules & routines, meetings with

parentsparents

Individual level – interventions, involvement of parentsIndividual level – interventions, involvement of parents

NTIP – PD Core Content – PD Core Content

Example – Olweus Bullying Prevention ProgramExample – Olweus Bullying Prevention Program

Dealing with BullyingDealing with Bullying

Grade 5 – Apply strategies to deal with personal-Grade 5 – Apply strategies to deal with personal-safety and injury-prevention situationssafety and injury-prevention situations

Grade 6 – Describe and respond appropriately to Grade 6 – Describe and respond appropriately to potentially violent situations relevant to potentially violent situations relevant to themselvesthemselves

Grade 7 – Describe harassment and identify ways Grade 7 – Describe harassment and identify ways of dealing with itof dealing with it

Dealing with BullyingDealing with Bullying Hold the anger Never get physical or bully backNever get physical or bully back Act brave, walk away, and ignore the bullyAct brave, walk away, and ignore the bully Use humourUse humour Talk about itTalk about it Use the buddy systemUse the buddy system Develop more friendships by joining clubs Develop more friendships by joining clubs

or sports programsor sports programs

Canadian Children's Rights CouncilCanadian Children's Rights Council

How Does Bullying Affect Learning?How Does Bullying Affect Learning?

Both victimized children and children who Both victimized children and children who bully are at risk for poor school functioning, in bully are at risk for poor school functioning, in terms of poor attitudes towards school, low terms of poor attitudes towards school, low grades, and absenteeism (Rigby, 2003; grades, and absenteeism (Rigby, 2003; Tremblay, 1999). Tremblay, 1999).

20-25% of frequently victimized children 20-25% of frequently victimized children report bullying as the reason for missing report bullying as the reason for missing school (Rigby, 2003). school (Rigby, 2003).

Bullying ResourcesBullying Resources

Ontario Teacher’s FederationOntario Teacher’s Federation

Bullying Prevention ProjectBullying Prevention Project

www.safeatschool.cawww.safeatschool.ca

Bullying ResourcesBullying Resources

Canadian Safe Schools NetworkCanadian Safe Schools Network

Canadian Public Health AssociationCanadian Public Health Association

(Safe School Study and Toolkit)(Safe School Study and Toolkit)

Promoting Relationships & Eliminating Promoting Relationships & Eliminating Violence (PREV Net)Violence (PREV Net)

Olweus Bullying Prevention ProgramOlweus Bullying Prevention Program

Is it Harassment? Why or Why Not?Is it Harassment? Why or Why Not?(Grade 7)(Grade 7)

Making comments on the attractiveness of someone’s Making comments on the attractiveness of someone’s appearanceappearance

Slapping someone’s buttSlapping someone’s butt Putting an arm around someone who is hurt and cryingPutting an arm around someone who is hurt and crying Patting someone on the back after a job well donePatting someone on the back after a job well done Commenting on the size of breastsCommenting on the size of breasts Commenting on a “tight butt” or any physical aspect of Commenting on a “tight butt” or any physical aspect of

a person’s body, regardless of gendera person’s body, regardless of gender A male calling another male a fag because he doesn’t A male calling another male a fag because he doesn’t

like talking about female bodies or looking at sexually like talking about female bodies or looking at sexually exploitative magazinesexploitative magazines

A female calling a male a stud when she wants to get A female calling a male a stud when she wants to get his attentionhis attention

HarassmentHarassment

Any unwanted, uninvited remarks, Any unwanted, uninvited remarks,

gestures, sounds or actions of a gestures, sounds or actions of a

persistent nature that make you feel persistent nature that make you feel

unsafe, degraded, or uncomfortable.unsafe, degraded, or uncomfortable.

(Check your Board’s definition)(Check your Board’s definition)

Teacher’s NotesTeacher’s Notes(Grade 7)(Grade 7)

Consider the impact on the Consider the impact on the receiverreceiver, rather than the , rather than the intent of the senderintent of the sender

Do NOT blame yourselfDo NOT blame yourself Do NOT ignore it. It will not go away.Do NOT ignore it. It will not go away. Keep yourself safeKeep yourself safe

Teacher’s must consult Board’s Policy & Teacher’s must consult Board’s Policy & Procedures, Safe School PolicyProcedures, Safe School Policy

Parents, guardians, students and teachers have Parents, guardians, students and teachers have the right to contact police directlythe right to contact police directly

Other Resources:Other Resources:

Public Health Agency of CanadaPublic Health Agency of Canada

Thrive! (Lion’s Quest Canada)Thrive! (Lion’s Quest Canada)

OPHEA Curriculum Support DocumentsOPHEA Curriculum Support Documents

Canadian Red Cross (RespectED)Canadian Red Cross (RespectED)

““Quest for the Golden Rule” – (bullying-Quest for the Golden Rule” – (bullying-prevention software, gr. 2-5 classroom video prevention software, gr. 2-5 classroom video game involving role play)game involving role play)

ANGER HIT LIST Or Venom Ventors that work!

Cry. It’ll help discharge the tension, relax muscles.Exercise. Aerobics, jogging, running all focus our energy on one activity and help

dispel the tension.Work. Working hard lets us focus our energy to a specific task.Laugh. Humour deflects our anger and lets us relax.Write. It helps us discharge our feelings.Talk. Talk about what’s hurting, it’ll help you calm down.Play. Read, watch TV, play games, do a hobby; these are psychological sponges that

sop up stress.Solve the Problem. Direct your energy towards what’s wrong; it reduces the stress

because you anticipate relief.Punch. Hit your pillow, your bed, a punching bag; have a private blowout.Tune in. Music can be profoundly calming. Take a little time alone with a favourite

recording.Tune out. No activity at all. Brief rest periods like taking a huge sigh before responding

will help you feel calm.Look again. Stand in the shoes of the person you’re feeling angry with. Look at their

needs, beliefs, values, limitations.Argue. With yourself. Take the other person’s point of view; then express your own

point of view. Argue for both.