Tip:
Highlight text to annotate it
X
Welcome online friends. This module continues our discussion of abuse, specifically substance
abuse and also covers two additional issues of concern, youth violence and adolescent
and teen suicide.
You will recall from previous training that educators have specific responsibilities regarding
issues of child abuse.
Educators, also have responsibilities regarding substance abuse, youth violence, and suicide.
Please note, “The professional educator standards board shall [require] knowledge
and skill standards pertaining to recognition, initial screening, and response to emotional
or behavioral distress in students, including but not limited to indicators of possible
substance abuse, violence, and youth suicide. To receive initial certification… an applicant
must have successfully completed a course that includes [information in these areas]”.
The outline of our course of study in this module is recognition, screening, and response
to substance abuse, suicide, and youth violence.
Let’s begin with background information on substance abuse in Washington. According
to the Washington Department of Health, in 2006 about a third of 10th graders had used
marijuana. About 18% reported using marijuana consistently. Seven percent of 10th grade
students in Washington reported having used *** at least once.
For comparison, in 2006, 37% of 10th grade youth in the United States reported using
marijuana, and 6% ***.
According to the National Institute of Health, potential signs of substance abuse include
spending a lot of time alone, sudden loss of interest in preferred activities, poor
hygiene, extremely tired or sad, overly energetic or incoherent speech, extremely nervous or
cranky, excessive absence from school, and academic problems.
According to a report from the Center for Disease Control in 2003, suicide is the third
leading cause of death among children, teens, and young adults ages 10 to 24 in the United
States. About 4,000 young people die by suicide each year.
Almost 17 percent of high school students had seriously considered attempting suicide
and 16.5 percent of high school students had made a plan about how they would attempt suicide.
However, very few suicides, or suicide attempts, take place in schools. But many young people
who are at risk of suicide attend school and exhibit warning signs.
Suicide and other self-destructive behaviors rarely occur in the absence of recognizable
signs. Teachers can assess what is "normal" adolescent behavior and what may be an indication
that something is wrong. Pause this video now and read the list of potential signs of
suicide.
Youth and teens can be involved in different types of violence, including accidents, physical
and *** abuse, dating violence, ***, prostitution, homicide, bullying, and harassment.
There are different signs that accompany different kinds of violence, but often these are similar
to those observed with physical and *** abuse, substance abuse, or potential suicide.
Bullying and harassment are two forms of youth violence, which occur in and around the school
day. Those experiencing bullying and harassment cite different reasons, such as ethnicity,
gender, *** orientation, disabilities, religion, and others. Notice the table shows
that students sometimes use communication technologies, such as cell phones and the
internet, for harassment and intimidation.
Teachers are in a position to recognize warning signs for all of these issues because of their
day-to-day contact with students. Teachers are also in a position to observe potential
instances of student distress and report their concerns.
It could be that a student may feel threatened by the concern a teacher shows for potential
substance abuse, suicide, or violence. The student may become upset or deny that he or
she is having problems. Alternatively, a student may welcome adult intervention. If a teacher
observes or suspects a student is contending with these issues, it is important that the
teacher be consistent and firm, and ensure that the student gets the help that he or
she may need. If a teacher believes that the student is in imminent danger, it may be necessary
to remain with the student, contact the principal, or call 911.
However, in many instances, teachers will simply report their concerns in the same way
they would in situations requiring mandatory reporting. Teachers are responsible for communicating
their concerns to school support personnel, such as a counselor, principal, or school
nurse. Districts also have reporting policies that teachers follow. It is necessary that
new teachers familiarize themselves with these policies.
In this module we discussed the requirement that new teachers receive information relating
to youth substance abuse, violence, and suicide. We covered background statistics related to
these issues, and also identified warning signs and steps teachers take for assisting
students when they have concerns.