Self-Asphyxiation (Choking Game)

Presentation

The information used in this presentation was

obtained from several sources, including:– A presentation put together by staff members of

James Madison Middle School in Appleton, WI– Information from the following organizations:

• G.A.S.P. (Games Adolescents Shouldn’t Play)• D.B. (Dangerous Adolescent Behavior

Education) Foundation• S.A.D.D. (Students Against Destructive

Decisions)• C.D.C. (Centers for Disease Control and

Prevention)

Please Note:

The information presented may be disturbing; however, the goal is to present the truth behind this dangerous activity. If you feel that you need to leave the room during this presentation PLEASE DO SO.

Video available at: http://www.gaspinfo.com/en/involved.html

Statistics Involving the Choking Game

• A survey published in the journal Injury Prevention in 2009 found:– 68% of students had heard about the game – 45% knew somebody who played it – 6.6% had participated themselves – 40% of the students perceived no risk from

playing the game – Information that playing the game could result

in death or brain damage was reported as the most likely to influence their behavior

Statistics Involving the Choking Game

• On average, it’s estimated that 75% of middle school students already know about the Choking Game and most learn about it from their peers.

• However, peers do not discuss the dangers associated with the Choking Game.

Statistics Involving the Choking Game

• The Centers for Disease Control report dated February 14, 2008 recognized the “Choking Game” as a dangerous activity.

• It found that least 82 children and adolescents, aged 6 to 19 years old, have died as a result of playing the Choking Game from 1995 to 2007.

• The actual number of deaths is estimated to be much higher because it is assumed that many cases were not reported to the media.

Statistics Involving the Choking Game

• The age distribution for the Choking Game followed a normal distribution with a peak at age 13 years.

• This differs from the age distribution for suicide among those aged 6 to 19 years, which steadily increases with increasing age.

Should We Talk to Our Kids About the Choking Game?

Yes, awareness and education is the most probable way to prevent our students from participating in this deadly activity. We need to:

– Be proactive, before it becomes a problem in our community.

– Help kids “pass the test,” by making them aware of the dangers associated with the choking game

– Be aware of influences outside of the community, such as the internet

What are physical signs to look for?

• Bloodshot eyes / small red marks around the eyes

• Disorientation (after short periods of being alone)

• Marks on neck

• Any unexplained injury

• Chronic and/or severe headaches

• Clothing (which may conceal marks)

What to watch for at School:

• Classrooms, playgrounds, hallways, bathrooms.

• Technology Use (YouTube, computer use, IM’ing, etc…)

What to watch for around the house:

• Knots tied in room (ties, ropes, ribbon material, belts)

• Wear marks on bed posts, closet rods, etc. (Rafters in basements)

• Locked doors that are usually unlocked

• Extreme need for privacy

• Anything that a belt, tie, or ribbon material could go around to help cut off circulation

What else can we do?

• Kids will be secretive about self-asphyxiation and may even pretend they don’t know what you’re talking about if you ask.

• Persevere and let them know how dangerous it is.

What else can we do?• Risk taking is a safe and natural part of

growing up.

• Just like adults, for many kids and teens, risk taking is one way of relieving stress.

• Provide students with alternatives for safer risk taking.

• There are many activities like, skateboarding or rock climbing, which produce a safe natural endorphin or “high” for kids.

The SADD Teens Today 2004 study identified the following three broad categories of positive risk-taking:

• Life Risks

• School Risks

• Community Risks

The SADD Teens Today 2004 study identified the following three broad categories of positive risk-taking:

Life Risks

• Social – e.g. joining a club or group

• Emotional – e.g. asking someone on a date or sharing feelings with friends

• Physical – e.g. rock climbing

The SADD Teens Today 2004 study identified the following three broad categories of positive risk-taking:

School Risks

• Academic – e.g. taking an advanced placement course

• Athletic – e.g. trying out for a sports team

• Extracurricular – e.g. running for student council

The SADD Teens Today 2004 study identified the following three broad categories of positive risk-taking:

Community Risks

• Volunteering – e.g. helping the elderly or homeless

• Mentoring – e.g. working with younger children

• Leading – e.g. starting a group or organization

Parents and peers can help teens to take positive risks by:

• Modeling inclusive social behavior and coaching peer-to-peer social skills

• Identifying and discussing emotional reactions to issues or events

• Encouraging focus on academics and consideration of higher level courses

• Supporting club or activity membership and/or athletic participation

• Involving family and friends in community-service projects.

http://www.gaspinfo.com/

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