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ED4ED User guide 11 11 2011

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USING THE ED4ED PROGRAM OF EDUCATION ABOUT YOUTH AND YOUTH RISK BEHAVIORS - CURRENT AND EMERGING TRENDS

USING THE ED4ED PROGRAM OF EDUCATION ABOUT YOUTH AND YOUTH RISK BEHAVIORS - CURRENT AND EMERGING TRENDS

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  • 1. Carrie Draher - AuthorContributing Program Authors – Lyndi Trost – Ken Tork – Leslie Block
  • 2. ORIGINAL DERIVATIVE LITERARY PUBLICATIONUS COPYRIGHT REGISTRATION 2008 - TXU1-620-389
  • 3. QUALITY AUDIO & VIDEO TOOLSFOR TODAY’S LEADERS ADDRESSING CURRENT and EMERGING YOUTH RISK BEHAVIOR TRENDS
  • 4. REVIEW/PREVIEW
  • 5. DOWNLOAD EDIT/PREPARE/PRESENT
  • 6. THE PASSIONATE ADVOCATEED4ED –OUR MISSION – OUR PASSION“Les passions sont les seuls orateurs qui persuadent toujours. Elles sont commeun art de la nature dont les règles sont infaillibles; et lhomme le plus simple quia de la passion persuade mieux que le plus éloquent qui nen a point.”The passions are the only advocates which always persuade. They are a natural art, the rulesof which are infallible; and the simplest man with passion will be more persuasive than themost eloquent without. – François de La Rochefoucauld Teaching The Essential Elements of Risk Behavior to Today’s Youth is an original• ED4ED – Education for Educators: literary work with derivative origins; a publication devoted to our mission: educating Ed4Ed is designed for all educators but especially for the lay educator, family and our youth about the dangers of various thrill seeking adolescent risk behaviors. friends of the victims of these deadly behaviors. Many who wish to “do something” to begin on a course of advocacy do not because of the difficulty involved researching and preparing a professional quality presentation. Ed4Ed fills the need for a high quality customizable presentation so that the advocate can focus on the message to be delivered and collaborate with others to the same end. Presenting passionately, fervently with a burning desire is indigenous, flowing naturally, effortlessly. Ed4Ed is a conduit. In addition, to the publication, Ed4Ed provides support and assistance to those who wish to “do something” through a yahoo support group. This simple network morphs into a collaborative environment, a virtual, tactical and technical war room! The concept of both the publication and creation of the network developed in direct response to the following needs: 1. The need for collaborative work among and support for all advocates. 2. The need to share materials, knowledge - fodder for inspiration, continual improvement to, and dynamic s of the work. 3. An effective way to breach barriers raised by institutions, private and public that have summarily dismissed the urgent need that parents press for youth risk awareness and intervention programs. 4. To overcome stigma. 5. To be heard!Individuals presenting their concerns to educators frequently experience a completedismissal at two levels, personal and academic. Too often passion and zeal is mistaken forpanic and histrionics; ill found assumptions can be maintained, falsely assuming thesedeaths, albeit tragic are of an isolated and/or bizarre nature; or worse an aberrant one. PAGE 1 ED4ED MISSION STATEMENT
  • 7. Here is the most formidable factor of many that boil down to overcoming one thing:ignorance. As lay educators we possess no initials after our names, we have no titles toclaim. Because we do not posses conventional credentials it may be assumed that thesubject of our intervention concern is not credible. As individuals we are dismissed - thusthe condition persists! The Ed4Ed program provides credible materials supported bycurrent, accurate, scientific data. When used by those who have been personally affectedby these behaviors they breach the walls and powerfully effect change: 1. Parents are the greatest influence in their child’s life before adolescence – Ed4Ed seeks to reach and teach these parents! 2. Among adolescents, family members, friends personally affected by the death and/or injuries of their children are the most influential in determining whether or not youth will engage in this behavior or persist in the activity. a. Over 99% of children reported that, they WILL heed the warning delivered by those personally affected. Their voices will be heard where others will not. b. Youth will respond – 99% will make a better choice.Those who have lost so much, crippled with grief powerless to change what happened intheir lives, are now the most powerful in affecting what happens in the life of others.Doctors Macnab’s and Andrew’s recent publication in a respected scientific journal ofmedicine empirically endorses our credibility.[http://injuryprevention.bmj.com/cgi/content/abstract/15/1/45]The risks that Ed4Ed addresses are risks that youth feel are relatively “safe” because theyEd4Ed – Fundamental Foundation Precepts:are misinformed or uninformed. They make logical deductions based on the bestinformation available. Their parents and educators may also be completely in the darkabout, or reluctant to address a new risk behavior, hoping that their youth will not learn ofit.Exposing the truth does not expose youth to dangerous risks. Quite the contrary is true.Informed youth make better choices. Believing that exposure to facts endangers youth is anabsolute fallacy and a deadly mistake! If our youth do not get answers from reliablesources, these curious minds will seek out alternate sources, among equally uninformedpeers, and potentially unreliable internet searches.In this digital age, we are a global society. Insulation or geographic isolation is noprotection! The most prevalent assumptions made among those strongly opposed toeducation outreach are two fold, false and outdated. These denial based assumptions effecta withholding of critical information. Their opposition is intended to keep their childrensafe but it merely makes them ignorant. 1. “My kids know better.” 2. “If I tell them about this behavior they will mimic it and then be in danger.” o The first assumption is invalid: Countless numbers of very intelligent children have died of ignorance. o Empirical studies refute the second one. PAGE 2 ED4ED MISSION STATEMENT
  • 8. At the conscious level these are diligent educators and devoted parents fervently seeking tosurround and protect their children from harm, keeping them safe and secure. But doesthis dogmatic denial stem from a deep unconscious subconscious? Is it more about theirneeds? Does it afford them more protection than it does the children? Does it satisfy theirneed to surround themselves with a sense of safety and security? While intellectuallyunderstandable, it is wholly unacceptable – and perhaps the single biggest battle and themost common one fought.Ed4Ed exists: TO SERVE ENABLE and ASSIST advocate educators as they discover theirThe Bottom Line:powerful voices; TO PROVIDE templates and a way to share work among all Ed4EdAssociates; a way to share it with professional educators and parents educating theirchildren.It is a stepping stone; helping hands to hold firmly as they step upon this most powerfulplatform. They speak mightily and passionately from personal experience. The success ofone inspires others like us, inspires our work, prompts others to join us in a collectiveadvocacy objective – KEEP KIDS SAFE – EDUCATE!All who wish to raise their voice in advocacy - should be able to so, boldly and confidently! PAGE 3 ED4ED MISSION STATEMENT
  • 9. DEDICATIONCOMMITMENT
  • 10. TABLE OF CONTENTSED4ED MASTER USER GUIDE Chapter 1: Overview & Review Guide Chapter 2: Slide Guide Chapter 3: Research & Resources/Indices
  • 11. ED4ED – OVERVIEW/REVIEWupdated/revised 11-11-2011Ed4Ed 3rd Edition User GuideWelcome to the Program!Simplicity is the key with our presentation programming.These presentations are complete and ready for use ineither Adobe Acrobat format, embedded with videos or inPowerPoint with published windows media video. Videosare also available in mpeg 4 format, if you are not using aWindows Microsoft Software.This file, The Ed4Ed User’s Guide takes the entirepresentation into an overview using a table format. Printthis file to paper for the best overview of our program. If you are not familiar with PowerPoint & ultimatelychoose to use that format, we encourage you to purchasean excellent instruction manual. It will greatly aid yourwork with our technical staff in the development processof your custom presentation creation. PowerPoint for Dummies [http://www.dummies.com/how-to/computers-software/ms-office/powerpoint/understanding-powerpoint.html].We welcome your comments and feedback on the guide to help us continue to refine and make it more userfriendly. (Please email me your feedback at cdraher@sbcglobal.net.)
  • 12. Ed4Ed – Improved Navigation Using “Touchstone Technology & Hyperlinked FootersInside the presentations [in all formats] at the bottom of each and every slide in the presentation there are twofooters, each embedded with hyperlinks. When in active presentation view mode, full screen view (the slidesare running in a presentation style, full screen) these footers will operate as follows: “Individual Slides – Right Click” [footer, far left, bottom corner of each slide]. These allow the user to return jump around within the presentation using a single [right] mouse click. You will activate the “pull down window” where there is a menu you may scroll up or down and from within the window, using a left click access any slide number/titlein the program, switch programs, launch videos, or access any other open program or to end the slideshow. Youcan jump from slide to slide and use only what you wish.This is a great option if you are using the presentation to supplement your own work. No need to edit orcustomize – simply toggle between your preferred formats & bring up Ed4Ed as needed, using specific slides orvideos.”Section Navigation” – Left Single Click”: This is the footer at the bottom center. Itappears on each and every slide and will always take you back to slide #6 – This isone of two “Touchstone” slides. (Access the second touchstone slide in the presentation, using “Ed4Ed ProgramVideos” section, which will always take you to slide #7 where you can choose from all program videos.)Using Slide #6 - Touchstone ApplicationNavigating to Sections &Individual Videos:Access any section of thepresentation [and access allvideos]. Use this footer locatedat the bottom center of eachslide. It will always return you toslide number 6, where you can“Section Jump” straight to thedesired section and/or any video.The program’s sections aredisplayed in a graphic tableformat. Next to the image of thesection is the section name.Single click on the section nameand you will go directly to thefirst slide in that section. PAGE 2 Ed4ed overview/review – chapter 1; master user’s guide
  • 13. Video Touchstone/ Slide #7 Here are all videos in the program, in a table view. Select the desired hyperlink on this slide [the title of the video, to the right of the video image]. You will jump directly to the slide where you can activate that video. Access This Slide by using either footer. Using the footer, “Individual Slides – Right Click” access the pull-down window, select “Slide 7”, titled “Video”. Using the “Section Navigation” touchstone, slide #6’s hyperlink, select the title “Ed4Ed Program Videos”It is no longer necessary to know how to edit and re-design custom slides and create custompresentations, copying and pasting slides from Ed4Ed. Simply switch the view and proceed.Plan and select what sections, or individual slides and/or video you wish to use ahead of time,by using the slide by slide review of all program slides using the “Slide Guide” chapter [Chapter2] of the User Guide. PAGE 3 Ed4ed overview/review – chapter 1; master user’s guide
  • 14. VISIT OUR WEBSITE: WWW.ED4ED4LL.COM & WATCH THE 25 MINUTE VIDEO INTRODUCTION OF OUR “CHOKING GAME” MATERIALS. (MORE VIDEOS, ADDRESSING THE OTHER RISKS OUR PROGRAM PROFILES ARE IN PRODUCTION – STAY TUNED) Access & download “Ed4Ed Complete” through our Website or follow the steps outlined below. access the documents directly from their “cloud storage” using these links – or you may go directly to “ED4ED COMPLETE @ BOX.NET”:HTTPS://WWW.BOX.NET/SHARED/OV7INPEQYE 1. Download the User Guide https://www.box.net/shared/evyixhithr (the document you are now viewing – review your options) 2. Download Adobe Presentation[s] (Adobe Acrobat format[s]) https://www.box.net/shared/akts57aee1 *file size 112.7MB https://www.box.net/shared/akts57aee1 **file size 51.2MB I suggest that a new user downloads the Adobe Acrobat Presentation file, review it and then if you think you’d like to use the program or any part of it using PowerPoint proceed to the PowerPoint instructions [bullet 3]. The files in the above two links are the PowerPoint converted into an Adobe format. *Videos embedded. While it is not appreciably smaller than the matching PowerPoint Presentation I believe it is a more user friendly review of the presentation and it is in a universal format and can be presented as is. To use the videos, as they are embedded in this file, you must download the video files associated with it, which are in a windows media format. They are located in “Ed4Ed 11-11-11” https://www.box.net/s/zoo45glybjr0bt80qgnp [a sub folder of the standard presentation file folder]. The Adobe Presentation is also available in A MUCH SMALLER FILE, **without embedded videos/with hyperlinks for online viewing, without special effects or slide transitions. You do not need to have Microsoft PowerPoint to view it and you do not need any Microsoft applications – i.e. windows media player to view videos. You may instead, follow the hyperlinks within this version of the presentation (these links are also provided in this document, Chapter 2, “Slide Guide”). If you choose to use these videos and wish an alternate format, other than windows media, they are available for download as well in mp4 files: https://www.box.net/shared/cjqxoxa4hc. If you do not have the free Adobe Acrobat software you may get it here: http://get.adobe.com/reader/ 3. Download FULL POWERPOINT PRESENTATION LOCATED HERE - HTTPS://WWW.BOX.NET/SHARED/CJQXOXA4HC DOWNLOAD REDUCED FILE SIZE POWERPOINT: https://www.box.net/s/jilcslxa4gfqp8c4ebiv Excludes embedded video provided [internet online] hyperlinks instead. File size 51.5MBPowerPoint is great, but sharing a presentation in PowerPoint requires many little executable files to be in a folder WITH thepresentation [created to retain functional links in the file share process]. For this reason, the presentation is said to be “published”and must be placed in its own folder – that sub-folder at Box.net is titled “Ed4Ed 11-11-11” – direct link to subfolder:HTTPS://WWW.BOX.NET/S/ZOO45GLYBJR0BT80QGNP FOLDER SIZE 261.2MB The Adobe format’s primary advantage is that it is easier todownload and manage 1 large file vs. 1 large folder [with dozens of files inside]. Make sure you get all these little files within thisfolder. Without them, your presentation will not work properly.All of Ed4Ed’s data is based on hundreds of pages of research and resources, substantiating the information within our program.You may preview, review and download this data. (Use the Research Index Guide in Chapter 3 of the Ed4Ed User’s Guide).FULL TEXT DOWNLOAD OF RESEARCH & RESOURCES: HTTPS://WWW.BOX.NET/SHARED/2RN9O0C0UO PAGE 4 Ed4ed overview/review – chapter 1; master user’s guide
  • 15. ED4ED – SLIDE GUIDEupdated/revised 11-11-2011User Guide Chapter 2
  • 16. PRESENTATION SLIDE GUIDEThe Presentation Slide Guide on the following pages is in a table format. Itconsists of 3 columns and 88 rows.The first column references the slide number. The second column displaysan image of the slide. The third column is for notes.There are 88 rows, one foreach slide in the presentation.Through reviewing this slideguide the presenter selects theslides desired and generatesspeaking notes. Speaking notes are easilygenerated through a thoroughreview of the research and resources provided at box.net.The notes for each slide begin with a section designation allowing easy useof the Touchstone Section Navigation Slide (detailed in the previouschapter – Review/Overview). PAGE 2 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 17. # Slide Image Notes11 SECTION 1: INTRODUCTION2 SECTION 1: INTRODUCTION3 SECTION 1: INTRODUCTION PAGE 3 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 18. # Slide Image Notes SECTION 1: INTRODUCTION BEGIN YOUR PRESENTATION BY ADVISING VIEWERS THAT THIS PROGRAM INCLUDES CONTENT THAT MAY BE DISTURBING; SUGGEST PREARRANGE SUPPORT AND GUIDANCE COUNSELORS TO BE MADE AVAILABLE FOR ANY YOUTH IN ATTENDENCE WHEN DELIVERING YOUR PRESENTATION. DIRECT THE YOUTH TO SIMPLY GO TO THE BACK OF THE ROOM WHERE A COUNSELOR, NURSE, TEACHER OR PARENT WILL ESCORT THEM FROM THE PRESENTATION.4 NOTE PRESENTATION SLIDES 12, 13, 15, 18, 30, 82 & 84: ACTUAL 911 AUDIO [SLIDE #12]; VIDEO & AUDIO PHYSIOLOGY FACTS [SLIDE 13]; UTUBE VIDEO OF YOUTH ENGAGING IN ASPHYXIAL BEHAVIOR [SLIDE#15]; IMAGES OF INJURED & DECEASED VICTIMS [SLIDE 30]; VIDEO W/PHOTOS OF INJURED & DECEASED VICTIMS [SLIDE #18]; PERSONAL STORIES OF GRIEF & LOSS [SLIDES 82 & 84]; WHILE DISTURBING GRAPHIC IMAGES, AUDIO AND VIDEO, STORIES OF PERSONAL GRIEF AND LOSS ARE EFFECTIVE TEACHING AIDS ILLUSTRAING HOW DEADLY THESES “GAMES” ARE. SECTION 1: HYPERLINKS TO ALL PROGRAM MATERIALS & SUPORT NETWORKS • INTRODUCTION OF HOST ORGANIZATION WELCOMING YOU TO PRESENT • INTRODUCTION OF YOURSLEF AND YOUR STORY5 • SUPPLEMENT YOUR INTRODUCTION WITH VIDEO SUCH AS A TRIBUTE TO YOUR CHILD. IF YOU ARE USING THIS PRESENTATION AS A SUPPLEMENT TO YOUR OWN, TOGGLE, USING THE HYPERLINK (BOTTOM LEFT TO SWITCH TO ANY CUSTOM PRESENTATION YOU HAVE CHOSEN TO DESIGN. SECTION 1: "TOUCHSTONE SLIDE" • USE THIS SLIDE TO JUMP BY SECTION TO DESIRED SLIDES6 • RIGHT CLICK ON ANY SLIDE IN PRESENTATION VIEW FOR A NAVIGATION WINDOW TO JUMP TO ANY SLIDE PAGE 4 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 19. # Slide Image Notes SECTION 1: INTRODUCTION • "TOUCHSTONE VIDEO SLIDE"7 • ALL VIDEOS ARE HYPER LINKED TO THE SLIDE IN WHICH ACTIVE LINKS TO EITHER AN INTERNET VIEW OR AN EMBEDDED VIEW ARE AVAILABLE SECTION 1: INTROCUATION • INTRODUCTION TO ALL PROGRAM RISK BEHAVIORS8 • PROGRAM PREMEISE EMPHASIS: IGNORANCE IS KILLING OUR KIDS9 SECTION 1: INTRODUCTION PAGE 5 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 20. # Slide Image Notes10 SECTION 2: “THE CHOKING GAME” SECTION 2: “THE CHOKING GAME”11 SECTION 2: “THE CHOKING GAME” • ONLINE VIDEO VIEW:12 http://www.onetruemedia.com/otm_site/view_shar ed?p=7867d75c0c16c6ad102f8e PAGE 6 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 21. # Slide Image Notes SECTION 2: “THE CHOKING GAME” • ONLINE VIDEO VIEW:13 http://www.onetruemedia.com/shared?p=75f454f8 cdaedc38ea3bff&skin_id=1703&utm_source=otm& utm_medium=text_url SECTION 2: “THE CHOKING GAME”14 SECTION 2: “THE CHOKING GAME” ONLINE VIDEO VIEW:15 http://www.onetruemedia.com/shared?p=75f454f8cdaedc 38ea3bff&skin_id=1703&utm_source=otm&utm_medium= text_url PAGE 7 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 22. # Slide Image Notes SECTION 2: “THE CHOKING GAME”16 SECTION 2: “THE CHOKING GAME”17 SECTION 2: “THE CHOKING GAME” ONLINE VIDEO VIEW:18 http://www.onetruemedia.com/shared?p=88a2103556aea0 c90d7307&skin_id=1604&utm_source=otm&utm_medium= text_url PAGE 8 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 23. # Slide Image Notes SECTION 2: “THE CHOKING GAME”19 SECTION 2: “THE CHOKING GAME”20 SECTION 2: “THE CHOKING GAME”21 PAGE 9 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 24. # Slide Image Notes SECTION 2: “THE CHOKING GAME”22 SECTION 2: “THE CHOKING GAME”23 SECTION 2: “THE CHOKING GAME”24 PAGE 10 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 25. # Slide Image Notes25 SECTION 3: EMO26 SECTION 3: EMO27 SECTION 3: EMO PAGE 11 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 26. # Slide Image Notes28 SECTION 3: EMO29 SECTION 3: EMO30 SECTION 3: EMO PAGE 12 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 27. # Slide Image Notes31 SECTION 4: PHARM PARTIES32 SECTION 4: PHARM PARTIES33 SECTION 4: PHARM PARTIES PAGE 13 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 28. # Slide Image Notes34 SECTION 4: PHARM PARTIES35 SECTION 4: PHARM PARTIES36 SECTION 4: PHARM PARTIES PAGE 14 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 29. # Slide Image Notes37 SECTION 4: PHARM PARTIES38 SECTION 4: PHARM PARTIES39 SECTION 4: PHARM PARTIES PAGE 15 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 30. # Slide Image Notes40 SECTION 5: INHALANTS41 SECTION 5: INHALANTS42 SECTION 5: INHALANTS PAGE 16 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 31. # Slide Image Notes43 SECTION 5: INHALANTS44 SECTION 5: INHALANTS SECTION 5: INHALANTS – “BATH SALTS” NEW TO THE PROGRAM [11-11-2011] IS SOMEWHAT OF A CROSSOVER DRUG – IT IS AVAILABLE OVER THE COUNTER & MAY BE45 INGESTED SMOKED (INHALED) OR SNORTED – DETAILED EFFECTS OF THIS AGENT DETAILED IN SLIDE #39 – IN “PHARM PARTY” SECTION ABOVE. PAGE 17 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 32. # Slide Image Notes46 SECTION 5: INHALANTS47 SECTION 5: INHALANTS48 SECTION 6: STATISTICS PAGE 18 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 33. # Slide Image Notes49 SECTION 6: STATISTICS50 SECTION 6: STATISTICS51 SECTION 6: STATISTICS PAGE 19 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 34. # Slide Image Notes52 SECTION 6: STATISTICS53 SECTION 6: STATISTICS54 SECTION 6: STATISTICS PAGE 20 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 35. # Slide Image Notes55 SECTION 6: STATISTICS56 SECTION 6: STATISTICS57 SECTION 6: STATISTICS PAGE 21 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 36. # Slide Image Notes58 SECTION 6: STATISTICS59 SECTION 6: STATISTICS60 SECTION 6: STATISTICS PAGE 22 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 37. # Slide Image Notes61 SECTION 6: STATISTICS62 SECTION 6: STATISTICS SECTION 6: STATISTICS - 82 REPORTED HERE – DUE TO THE FOLLOWING STUDY LIMITATIONS: “The "choking game" is defined as self-strangulation or strangulation by another person with the hands or a noose to achieve a brief euphoric state caused by cerebral hypoxia. Participants in this activity typically are youths (1). Serious neurologic injury or death can result if strangulation is prolonged. In recent years, news media reports have described numerous deaths among youths attributed to the choking game. Because no traditional public health dataset collects mortality data on this practice, CDC used news media reports to estimate the incidence of deaths from the choking game. This report describes the results of that analysis, which identified 82 probable choking-game deaths among youths aged 6--19 years, during 1995--2007. Seventy-one (86.6%) of the decedents were male, and the mean age was 13.3 years. Parents, educators, and health-care providers should become familiar with warning signs that youths are playing the choking game (2). Death certificates lack the detail necessary to distinguish choking-game deaths from other unintentional strangulation deaths. Therefore, CDC identified probable choking-game deaths from 1) a LexisNexis* search63 in November 2007 of newspaper reports since the 1970s and 2) reports on two choking-game--awareness websites,† which were created in 2005 and 2006. Deaths of children listed on the two websites but not matched by LexisNexis newspaper reports were included in the assessment only if subsequent Internet searches located news media reports (e.g., from television stations) of the incidents confirming that the deaths met the case definition. For consistency, case characteristics were obtained only from news media reports. A case was defined as a death, described in a news report, resulting from self-strangulation or strangulation by another person as part of an activity with elements of the choking game (also known as the "blackout game," "pass-out game," "scarf game," "space monkey," and by other names). Deaths were excluded if reports included any mention of autoerotic asphyxiation, a practice of choking oneself during sexual stimulation that is usually engaged in by teen-aged or adult males (1). Deaths also were excluded if reports noted that the medical examiner ruled the death was a suicide or of undetermined intent coupled with no mention of elements of the choking game, or if the age of the decedent was missing from news reports. Cases were restricted to youths aged <20 years who were residents of the United States. Following are two examples of cases of choking-game deaths.” [FULL TEXT QUOTE FROM 1ST PAGE OF STUDY] PAGE 23 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 38. # Slide Image Notes SECTION 6: STATISTICS – THIS SLIDE REFLECTS HOW OUR DATA [COLLECTED WITHIN THE SAME STUDY PAREMETERS THAT WERE USDED BY THE CDC] SHOWS MUCH GREATER NUMBERS [IN THE TCG CATEGORY] BUT IS CONSISTENT WITH & SUPPORTS THE PATTERN/TREND OF VICTIM AGES – AND INCIDENTS’ RISE64 & FALL WITHIN THE AGE/GENDER RANGE OUR STUDY SUGGESTS THAT MORE OF THE 5,101 DEATHS REFERENCED IN THE 2008 REPORT [INITIALLY REPORTED IN AN EARLIER STUDY USING DATA FROM 1990-2004 – RELEASED IN 2006, PRECEDED/PROMTED THE CONDUCTION OF THE STUDY RELEASED IN 2008 SEE SLIDE 69 BELOW] WERE THE RESULT OF TCG SECTION 6: STATISTICS65 A DIRECT SIDE BY SIDE NUMERICAL REVIEW OF FINDINGS IN THE 95-2007 STUDY SECTION 6: STATISTICS – SURVEY INFORMAL – SCIENTIFIC66 SURVEY REFLECTED IN THE MACNAB/ANDREWS STUDY (BELOW) PAGE 24 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 39. # Slide Image Notes67 SECTION 7: RESEARCH & RESOURCES68 SECTION 7: RESEARCH & RESOURCES69 SECTION 7: RESEARCH & RESOURCES PAGE 25 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 40. # Slide Image Notes70 SECTION 7: RESEARCH & RESOURCES71 SECTION 7: RESEARCH & RESOURCES72 SECTION 7: RESEARCH & RESOURCES PAGE 26 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 41. # Slide Image Notes73 SECTION 7: RESEARCH & RESOURCES74 SECTION 7: RESEARCH & RESOURCES75 SECTION 7: RESEARCH & RESOURCES PAGE 27 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 42. # Slide Image Notes76 SECTION 7: RESEARCH & RESOURCES77 SECTION 7: RESEARCH & RESOURCES78 SECTION 8: ENDORSMENTS PAGE 28 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 43. # Slide Image Notes79 SECTION 8: ENDORSMENTS80 SECTION 8: ENDORSMENTS81 SECTION 9: PRESENTATION CONCLUSIONS PAGE 29 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 44. # Slide Image Notes82 SECTION 9: PRESENTATION CONCLUSIONS SECTION 9: PRESENTATION CONCLUSIONS ONLINE VIDEO VIEW:83 http://www.onetruemedia.com/shared?p=88a2ee6d5d4a62 1ed96e25&skin_id=1604&utm_source=otm&utm_medium= text_url84 SECTION 9: PRESENTATION CONCLUSIONS PAGE 30 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 45. # Slide Image Notes SECTION 9: PRESENTATION CONCLUSIONS ONLINE VIDEO VIEW:85 http://www.onetruemedia.com/shared?p=9281e8d1331025 a04d50f8&skin_id=801&utm_source=otm&utm_medium=te xt_url86 SECTION 9: PRESENTATION CONCLUSIONS87 SECTION 9: PRESENTATION CONCLUSIONS PAGE 31 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 46. # Slide Image Notes88 SECTION 9: PRESENTATION CONCLUSIONS (SECTION 10 REPRESENTED ON THE SECTION TOUCHSTONE SLIDE IS A NAVIGATIONAL AID TO SLIDE #6, WHICHCONNECTS QUICKLY TO ALL THE VIDEOS (SLIDE #7.) PLEASE EXPLORE THE NEW PRESENTATIONS IN BOTH FORMATS. ILOOK FORWARD TO YOUR INPUT. THANK YOU!As always, we are at your service! Do not hesitate to contact us.Carrie Draher, Ed4Ed Directorcdraher@sbcglobal.netLyndi Trost, Ed4Ed Directorl_trost@yahoo.comKen Tork, Ed4Ed Outreach Directorktork@yahoo.comLeslie Block RN CEN ENCARE, Ed4Ed Injury Prevention Specialist/Medical Liaisonernursescare@charter.net PAGE 32 ED4ED Presentation Slide Guide – User Guide Chapter 2
  • 47. RESEARCH & RESOURCE INDEXCHAPTER 3 i. Table of Research & Resources: This table is color coded. Yellow is for Choking Game related research, Green is for Inhalant use research, Blue is for Pharm Party related research, Purple includes general medical and scientific research as to risk and youth risk behaviors. Access the sources in one of two ways. Use the hyperlink within the table for an online (www) access, or using the source code reference in the research table, go to our cloud storage folder and preview and/or download the research. If the document in the table does not have a source id assigned, the item is a resource and does not have a hard copy file uploaded into cloud storage. OPTIONAL DOWNLOAD - RESEARCH & RESOURCES: HTTPS://WWW.BOX.NET/SHARED/2RN9O0C0UO ii. TEACHER’S LESSON GUIDE – TAKING THE MESSAGE TO YOUTH AT ANY AGE. YOU’RE THE BOSS OF YOU – AN ORIGINAL STORY BY CARRIE DRAHERiii. Ed4Ed Brochure – Print and Distributeiv. Program Directors – Our stories, why we do what we do.
  • 48. TableCHAPTER 3; Subsection i
  • 49. 1 OF 9 ED4ED RESEARCH INDEX 1 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # TCG - Self 1 Wilkipedia Encyclopedia world wide web internet home page http://www.wilkipedia.org 7 1 2009 Asphyxiation http://medheadlines.com/20 choking game more common and TCG - Self 08/11/26/choking-game- 2 medheadlines - fox news 11 26 2008 deadly than parents know Asphyxiation more-common-and-deadly- than-parents-know http://www.atikokanprogress. students get a front row look at ca/articles/1984/1/students- TCG - Self 3 the deadly hazards of the Smith, jessica atikokan progress canada get-a-front-row-look-at-the- 10 6 2008 Asphyxiation choking game deadly-hazards-of-the-choking- game deadly choking game spreads to TCG - Self http://www.news.ninemsn.co 4 savage, jay national news nine 9 13 2008 australia Asphyxiation m.au/article.aspx?id=561809 http://www.chicagotribune.co conference draws attention to TCG - Self 5 kusmer, ken the chicago tribune m/news/chi-ap-in- 9 9 2008 child death reviews Asphyxiation childdeaths,0,5831631.story http://www.guidancechannel. TCG - Self rosenbluth, mph, ches american council for 6 the choking game com/default.aspx?index=187 7 27 2008 Asphyxiation drug education; guidance channel ezine online 8&cat=13 hanging injuries and TCG - Self http://www.emdeicine.medsca 7 ernoehazy, william jr. md. Facep 7 16 2008 strangulation Asphyxiation pe.com/article/826704 dying for a high the "choking TCG - Self 8 directions for mental health inc. http://www.healthehurt.com 7 9 2008 game" epidemic Asphyxiation http://www.featuresblogs.chic TCG - Self deardorff, julie; julies health club, the chicago 9 choking game a dangerous risk agotribune.com/features_julie 6 15 2008 Asphyxiation tribune shealthclub/2008/06/15 summary of: unintentional strangulation deaths from the tcg - self 10 "choking game" among youths ed4ed - Summary document n/a 2 15 2008 asphyxiation aged 6-19 years united states 1995-2007 unintentional strangulation http://www.cdc.gov/mmwr/pr deaths from the "choking game" TCG - Self 11 cdc mmwr eview/mmwrhtml/mm5706a1 2 15 2008 among youths aged 6-19 years Asphyxiation .htm united states 1995-2007 TCG - Self prairie view prevention services inc. leading http://www.prairieview.net/ch 12 the choking game 12 20 2008 Asphyxiation the way oking%20Game.htm http://forensicnursingcourses TCG - Self 13 the choking game forensic nursing chronicles blog .com/blog/2007/03/choking- 3 23 2007 Asphyxiation game.html http://parenthelpcenter.com/ teen agers - play the choking TCG - Self articles/2007/07/24/teenage 14 parent help center com 7 24 2007 game for fun Asphyxiation rs-play-choking-game-for- fun/index.html TCG - Self neumann-potash, linda r.n., m.n.; california 15 the choking game http://www.caapa.org 9 2006 Asphyxiation pediatrician fall 2006 the passout game a choking game http://www.healthleader.utho TCG - Self raine, meredith; the university of texas health 16 gains popularity among us uston.edu/archive/neurology/ 5 10 2006 Asphyxiation science center at houston health leader children and teens 2006/passoutgame-0510.html true points: a newsletter for the TCG - Self the student leadership training program, casa 17 http://www.sltp.info 5 1 2006 parents of studen leaders Asphyxiation inc. volume 2, issue 5 lynch, daryl a. m.d. the childrens mercy the choking game - a deadly TCG - Self http://www.childrens- 18 hospital, adolescent shorts volume 8 - number 5 2006 game is resurfacing Asphyxiation mercy.org 3 - may/june 2006 TCG - Self http://www.cbc.ca/fith/choki 19 the choking game - warning signs cbc news: the fifth estate 3 15 2006 Asphyxiation nggame/examiner.html secondary trauma: the forgotten TCG - Self pennyslvania psychological association, http://www.papsy.org/public/ 20 3 1 2006 family Asphyxiation psychological news march 2006 newsletters/march06.html http://www.psychentral.com/ TCG - Self 21 Choking game isnt childs play klume, sandra psych central com blog blog/archives/2006/02/21/c 2 21 2006 Asphyxiation hoking-game.isnt-childs-play HUMAN RELATIONS MEDIA THE tcg - self human relations media - leaders in educational http://humanrelationsmedia.c 22 2006 CHOKING GAME asphyxiation publishing om/ED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 50. 2 OF 9 ED4ED RESEARCH INDEX 2 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # http://www.dphhs.mt.gov/new TCG - Self montana department of health and human 23 the fainting game sevents/newsrelease2005/jul 7 2005 Asphyxiation services y/faintinggame.shtml TCG - Self http://www.centerforyouth.or 24 choking game overview borgman, dean center for youth studies org 3 1 2004 Asphyxiation g/page.aspx?id=304103 http://www.preteensagerstoda self destructive behaviors - dying TCG - Self y.com/article/self-destructive- 25 PRE-TEENAGERS TODAY 2002 for a thrill Asphyxiation behaviors/dying-for-a-thrill- 4021/ self strangulation by hanging from http://www.injuryprevention.b TCG - Self 26 cloth towel dispensers in macnab, a.j. m.d. injury prevention bmj com mj.com/cgi/content/abstract 2001 Asphyxiation canadian schools /7/3/23/ hageman, m.d., faap, fccm illinois chapter, http://www.ohioaap.org/paren choking game: dangerous childs TCG - Self 27 american academy of pediatrics ohio t-education/choking- 2001 play Asphyxiation association of american physicians game.php http://www.archives.southcoa TCG - Self 28 the choking game SOUTHCOAST TODAY NEWS sttoday.com/daily/12-00/12- 2000 Asphyxiation 31-00/e051.R7.htm TCG - Self 29 Silent Victims Org world wide web internet home page http://www.silentvictim.org Asphyxiation TCG - Self http://www.abcnews.go.com/2 30 ABC NEWS n/a - reference only Asphyxiation 020/health/story?id=989844 ALLEGENY HEALTH TCG - Self http://www.achd.net/pr/pubs 31 n/a - reference only DEPARTMENT Asphyxiation /htm/choking.htm american family practice TCG - Self 32 n/a - reference only https://www.theabfm.org medicine Asphyxiation http://www.amjforensicmedici american journal of forensic TCG - Self ne.com/pt/re/ajfmp/home.ht 33 Andrew, T.A.; Fallon, K.K. m;jsessionid=JB4pyzyCFqV9H 12 28 2007 medicine The Choking Game Asphyxiation Wc0yhhHJ8tCcbhBrYYGyTFS Tn2DzvYgLWBNR7FK!136317 TCG - Self 34 APEAS n/a - reference only http://www.jeudufoulard.com Asphyxiation TCG - Self http://www.cantonschools.org 35 CANTON SCHOOLS n/a - reference only Asphyxiation /current/choking game.html Center for Youth Studies TCG - Self http://www.centerforyouth.or 36 n/a - reference only Organization Asphyxiation g/page.aspx?id=304103 TCG - Self http://www.thedbfoundation.c 37 DYLAN BLAKE FOUNDATION world wide web internet home page Asphyxiation om/index.html TCG - Self 38 Gasp world wide web internet home page http://www.gaspinfo.com Asphyxiation http://www.Ncbi.nlm.nig.gov/ Choking Game, Rage Among US TCG - Self Andrew, Thomas M.D. Interview with bio 39 pubmed/1156991?dopt=abstr 3 26 2007 Teens, Evokes Deep Concern Asphyxiation medicine act TCG - Self 40 national safety councl world wide web internet home page http://www.11thhour.org Asphyxiation TCG - Self 41 play inc world wide web internet home page http://www.playinc.info Asphyxiation risky business: the choking game TCG - Self SUBSTANCE ABUSE AND MENTAL HEALTH http://family.samhsa.gov/mo 42 a family guide Asphyxiation SERVICES ADMINISTRATION nitor/choking_game.aspx TCG - Self http://teensuicidetalk.com/? 43 why teens play the choking game Teen Suicide Talk Asphyxiation p=75 http://www.lifescript.com/Bod 44 what is emo style emo lifescript com y/Style/Shopping/What_Is_E 12 1 2008 MO_Style.aspx http://www.nowpublic.com/ta 45 emo is killing our kids Emo yorkshire soul, (user i.d.), now public com 9 8 2008 g/emo/news http://www.gather.com/viewA 46 emo: teen phenomenon exposed emo steib, chris; life script com rticle.jsp?articleId=28147497 5 31 2007 7016330 self-mutilating teens embed pins, http://www.anythingtostopthe 47 emo - self harm cox, lauren; abc news medical unit 12 9 2008 needles in skin pain.comED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 51. 3 OF 9 ED4ED RESEARCH INDEX 3 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # http://iml.jou.ufl.edu/projects 48 the lowdown on emo emo - self harm world wide web internet home page /Spring02/Laferrera/ http://www.selfinjury.com/ind 49 s.a.f.e. emo - self harm world wide web internet home page ex.html coming to terms with the non boyd, carl j.; mccabe, sean e.substance abuse http://www.substanceabusepo 50 medical use of prescription Pharm Party treatment, prevention, and policy 2008, 3:22 11 18 2008 licy.com/contents/3/1/22 medications doi:10.1186/1747-597x-3-22 http://www.drugrehabthatwork PRESCRIPTION DRUG 51 Pharm Party drug rehab that works com s.com/PRESCRIPTION_DRUG_A 2 6 2009 INFORMATION BUSE_FAQ.HTM http://www.teendrugabuse.us teen drug abuse over-the-counter 52 Pharm Party teen drug abuse us /over-the- 9 26 2008 drug abuse counter_drug_abuse.html http://www.abovetheinfluence drug facts: prescription .com/facts/drugs-prescription- 53 Pharm Party above the influence com 9 26 2008 medication abuse otc.aspx?id=search_effectsOT C12h# http://www.drugfree.org/NotI 54 teen culture: the lingo Pharm Party drugfree org 9 26 2008 nMyHouse/cultural_lingo.aspx not worth the risk - even if its ncpie: national council on patien information http://www.talkaboutrx.org/n 55 Pharm Party 9 26 2008 legal and education ot_worth_the_risk.jsp http://www.theantidrug.com/ prescription drug abuse; over-the- 56 Pharm Party parents the anti drug com drug-info/prescription- 9 26 2008 counter drugs dangers_otc_drugs.asp http://www.pages.com/hub/t 57 the truth about pharm parties Pharm Party davidson, lela 9 24 2008 he_truth_about_pharm_parties http://www.citizen- dangers from painkiller fentanyl 58 Pharm Party ostendorff, jon, citizen-times com times.com/apps/pbcs.dll/artic 9 11 2008 loom in wnc le?aid=/20080911 http://www.newscienctis.com abuse of prescription drugs fueled /article.ns?id=mg19025544.2 59 Pharm Party new scientis magazine issue 25544 page 6 6 6 2008 by online recipies 00&feedID=drugs- alcohol_rss.20 anoshiravani, arash m.d.; ammerman, seth 60 club drugs Pharm Party m.d. f.s.a.m california pediatrician - fall 2006 http://www.caapa.org 2006 volume 2655 pg 23 http://www.connectwithkids.c 61 pharm parties Pharm Party seith, robert, cwk network om/tipsheet/2005/250_oct12 10 12 2005 /party.html greater dallas coucil on alcohol & drug abuse http://www.gdcada.org/statist 62 dxm (dextromethorphan) Pharm Party 7 12 2005 org ics/dxm.htm selected prescription drugs with http://www.nida.nih.gov/Drug 63 Pharm Party national institute on drug abuse gov 4 1 2005 potential for abuse Pages/DrugsofAbuse.html http://www.usatoday.com/ne 64 drug abuse today Pharm Party usa today ws/health/2003-12-29- 12 29 2003 drug_abuse-cover_xhtm http://www.abovetheinfluence .com/facts/drugs/- 65 Above the influence Pharm Party n/a - reference only otc.aspx?id=search_effectsOT C12h http://www.abovetheinfluence 66 Above the influence Pharm Party n/a - reference only .com/facts/drugs- inhalant.aspx Community Anti Drug Coallition 67 Pharm Party world wide web internet home page http://www.cadca.org of America http://www.drugfree.org/Files 68 DRUG FREE ORGANIZATION Pharm Party table of commonly abused drugs /Table_of_Commonly_Abused_ Drugs http://www.nlm.nih.gov/medli 69 MEDLINE PLUS Pharm Party prescription drug abuse neplus/prescriptiondrugabuse. html http://www.ncsconline.org/wc 70 National center for state courts Pharm Party ncsc state by state review /CourTopics/StateLinks.asp?i d=24 NATIONAL COUNCIL ON PATIENT http://www.talkaboutrx.org/in 71 Pharm Party world wide web internet home page INFORMATION AND EDUCATION dex.jsp http://www.drugabuse.gov/Pu 72 fun drugs Pharm Party national institute on drug abuse gov blished_Articles/fundrugs.htm lED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 52. 4 OF 9 ED4ED RESEARCH INDEX 4 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # NATIONAL INSTITUTE ON ALCOHOL AND http://pubs.niaaa.nih.gov/pub 73 alcohol alert Pharm Party ALCOHOL ABUSE lications/aa59.htm 74 national institute on drug abuse Pharm Party world wide web internet home page http://www.drugabuse.gov http://www.drugabuse.gov/Cl 75 clug drug alert Pharm Party National institute on drug abuse ubAlert/ClubDrugAlert.html http://www.drugabuse.gov/Re 76 mdma ectasy Pharm Party National institute on drug abuse searchReports/MDMA/MDMA4 .html http://www.nida.nih.gov/drug 77 drugs of abuse information Pharm Party NATIONAL INSTITUTE ON DRUG ABUSE pages.html NATIONAL INSTITUTE ON DRUG ABUSE FOR http://teens.drugabuse.gov/fa 78 drug abuse facts for teens steroids Pharm Party TEENS cts/facts_ster2.asp drug abuse facts for teens NATIONAL INSTITUTE ON DRUG ABUSE FOR http://teens.drugabuse.gov/m 79 Pharm Party hallucinogins TEENS om/mom_hal1.asp partnership for a drug free 80 Pharm Party world wide web internet home page http://www.drugfree.org America http://kap.samhsa.gov/produ SUBSTANCE ABUSE AND MENTAL HEALTH 81 GHB advisory Pharm Party cts/brochures/advisory/pdfs/ SERVICES ADMINISTRATION GHB-Advisory.pdf SUBSTANCE ABUSE AND MENTAL 82 HEALTH SERVICES Pharm Party world wide web internet home page http://ncadi.samhsa.gov ADMINISTRATION SUBSTANCE ABUSE AND MENTAL HEALTH http://ncadi.samhsa.gov/govp 83 the truth about meth Pharm Party SERVICES ADMINISTRATION ubs/PHD861 SUBSTANCE ABUSE AND MENTAL HEALTH http://ncadi.samhsa.gov/govp 84 drugs of abuse information Pharm Party SERVICES ADMINISTRATION ubs/rpo926 http://ncadi.samhsa.gov/seas SUBSTANCE ABUSE AND MENTAL HEALTH 85 prescription drugs of abuse Pharm Party onal/prescriptiondrugs/defaul SERVICES ADMINISTRATION t.aspx NIDA Research Report Series – methamphetamine abuse & 86 Pharm Party national institute of drug addiction Methamphetamine Abuse and addiction research report series Addiction http://www.theaddictiontreat 87 The Addiction treatment Center Pharm Party world wide web internet home page mentlisting.com Brain drug warning: prescription http://www.nutramed.com/br 88 Pharm Party The brain center medication abuse ain/drug_abuse.htm http://www.usa.gov/Citizen/T 89 prescription drugs of abuse Pharm Party USA GOVERNMENT opics/Health/Prescription_Dr ugs.shtml 90 USA Pharmacist Com Pharm Party world wide web internet home page http://www.uspharmacist.com http://www.inhalants.org/abo 91 about inhalants inhalants national inhalant prevention coalition 12 23 2009 ut.htm http://www.inhalant.org/abus 92 what is inhalant abuse > abusable inhalants inhalant org 9 26 2008 able.php http://www.inhalant.org/inhal 93 what is inhalant abuse inhalants inhalant org 9 26 2008 ant what is inhalant abuse > abysabke http://www.inhalant.org/slang 94 inhalants inhalant org 9 26 2008 > slang for inhalants .php http://www.drugrehabthatwork 94 what is a pharm party? Pharm Party drug rehab that works com 10 24 2008 s.com/pharm_party.htm what is inhalant abuse > warning http://www.inhalant.org/warn 95 inhalants inhalant org 9 26 2008 signs ings.php the silent epidemic: teens and http://www.teendrugabuse.us 96 inhalants teen drug abuse us 9 26 2008 the use of inhalants /inhalants.html http://www.drugabuse.gov/Re research report series inhalant volkow, nora d. m.d. director of national 97 inhalants searchReports/Inhalants/Inha 2008 abuse institute on drug abuse gov lants4.html http://www.emergency.com/i 98 Emergency com inhalants inhalants nhalant.htmn http://web19.epnet.com.prox 99 EPNET inhalants n/a - reference only y.1i.svu.edu:2048/deliveryPri ntSave.asp http://www.drugabuse.gov/In 100 inhalant alert inhalants NATIONAL INSTITUTE ON DRUG ABUSE halantsAlert drug abuse facts for teens NATIONAL INSTITUTE ON DRUG ABUSE FOR http://teens.drugabuse.gov/m 101 inhalants inhalants TEENS om/mom_inhal4.asp the 2009 statistical abstract of http://www.census.gov/comp 102 health studies US Census beureo 2 1 2009 the united states endia/statab various stimulant drugs show continuing gradual declines meyer, patti; serwach, joe; monitoring the http://www.monitoringthefutu 103 health studies 12 11 2008 among teens in 2008, most illicit future org re.org drugs hold steadyED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 53. 5 OF 9 ED4ED RESEARCH INDEX 5 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # http://www.drugfree.org/porta the partnership responds to 2008 partnership for a drug-free america drugfree l/about/newsrelease/2008_m 104 health studies 12 11 2008 monitoring the future survey org onitoring_the_future_survey_2 008 drug abuse warning network, d.a.w.n.: u.s. department of health and human 2006: national estimates of drug- 105 health studies services substance abuse and mental health http://www.Dainfo.sanhsa.gov 8 1 2008 related emergency department services administration visits http://www.nimh.nih.gov/heal national insisute of mental health-publication 106 teenage brain: a work in progress health studies th/publications/teenage-brain- 6 26 2008 no. 01-4929 a-work-inprogress.shtml suicide trends amonth youths and http://www.jama.ama- jama. 2008;299(3):283-284 doi: 107 young adults aged 10-24 years health studies assn.org/cgi/content/full299/ 6 11 2008 10.1001/jama.299.3.283 united states, 1990-2004 3/283 adolescent health e-newsletter http://www.health.state.mn.u 108 health studies minnesota mdh department of health 4 1 2007 april 2007 s/youth/ williams county youth health risk www.co.williams.oh.us/family williams county family and chidren first 109 behavioral survey fall 2006 - health studies %20first/williams%20final%2 2 2007 council - partnerships for success released february 2007 0report%202-607.pdf http://www.camh.net/news_e the 2007 osduhs mental health vents/news_release- canadian center for disease addiction and 110 and well-being report executive health studies and_media_advisories_and_ba 2007 mental health summary ckgrounders/execSummaryM H2007_english_final.pdf office of statistics and programmin, national 10 leading causes of death by age center for injury prevention and control, cdc 111 health studies http://www.cdc.gov 2006 group, united states - 2004 national center for health statistics, vital statics system http://www.pbs.org/wgbh/pag inside the teenabe brain: 112 health studies pbs frontline news es/frontline/shows/teenbrain 2006 interviews; deborah yurgelun-todd /interview/todd.html positive risk-taking cuts alcohol http://www.sadd.org/teenstod 113 health studies students against destructive decisions org 11 29 2004 and drug use among teens ay/survey04.htm office of statistics and programmin, national center for injury prevention and control, cdc 114 cdc injury research agenda health studies http://www.cdc.gov 2001 national center for health statistics, vital statics system 115 American academy of pediatrics health studies n/a - reference only http://www.aap.org 116 american journal of public health health studies n/a - reference only http://www.ajph.org 117 Canada News & Reporting health studies n/a - reference only http://www.canada.com 118 CDC health studies main http://www.cdc.gov http://www.cdc.gov/about/org 119 CDC health studies about anization/cio.htm http://www.cdc.gov/HealthyY 120 CDC health studies healthy youth by topic outh/az/index.htm http://www.cdc.gov/InjuryViol 121 CDC health studies injury violence & safety enceSafety/ http://www.cdc.gov/ncipc/dui 122 CDC health studies ncipc p/duip.htm http://www.cdc.gov/ncipc/fac 123 CDC health studies ncipc fact sheets tsheets/children.htm http://www.webappa.cdc.gov/ 124 cdc health studies ncipc mortality rate sasweb/ncipc/mortrate10_sy. html COALITION AGAINST 125 INSTITUTIONALIZED CHILD health studies world wide web internet home page http://www.caica.org ABUSE http://www.connectwithkids.c 126 CONNECT WITH KIDS health studies world wide web internet home page om/ CONNETICUT PREVENTION 127 health studies world wide web internet home page http://www.ctprevention.org NETWORK DATA RESOURCE CENTER FOR http://www.childhealthdata.or 128 CHILD AND ADOLESCENT health studies world wide web internet home page g HEALTH http://www.answers4families. 129 answers 4 families org health studies world wide web internet home page org 130 EDUCATION WEEK health studies world wide web internet home page http://www.edweek.org http://web19.epnet.com.prox 131 EPNET health studies n/a - reference only y.li.suv:2048?DeliveryPrintSa ve.asp International society for violence 132 health studies world wide web internet home page http://www.isvip.org/ & injury preventionED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 54. 6 OF 9 ED4ED RESEARCH INDEX 6 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # JOURNAL OF AMERICAN 133 health studies world wide web internet home page http://www.jama.ama-assn.org MEDICINE KANSAS SCHOOL BASED POLICE 134 health studies world wide web internet home page http://www.kasro.org OFFICERS KEEP KIDS HEALTHY - http://www.keepkidshealthy.c 135 health studies world wide web internet home page pediatricians guide om 136 KIDS HEALTH ORG health studies world wide web internet home page http://kidshealth.org/ 137 LEGACY OF HOPE health studies world wide web internet home page http://www.legacyofhope.com http://www.medicalnewstoday 138 MEDICAL NEWS TODAY health studies world wide web internet home page .com 139 MEDLINE health studies world wide web internet home page http://www.medline.com 140 MEDSCAPE health studies world wide web internet home page http://www.medscape.com National Alliance on Mental 141 health studies world wide web internet home page http://www.nami.gov Illness NATIONAL ASSOCIATION OF 142 health studies world wide web internet home page http://www.nasponline.org SCHOOL PSYCHOLOGIST 143 national education association health studies world wide web internet home page http://www.Nea.org National Institute of Mental 144 health studies world wide web internet home page http://www.nimh.nih.gov Health health matters from the new york http://health.nytimes.com/he 145 health studies New York Times times alth/guides/index.html NORTH DAKOTA HEALTH ALERT 146 health studies world wide web internet home page http://www.ndhan.gov NETWORK http://www.parentingteens.co 147 Parenting teens com health studies world wide web internet home page m http://www.pediatricnews.co 148 PEDIATRIC NEWS health studies world wide web internet home page m/ http://www.pedsforparents.co 149 PEDS FOR PARENTS health studies world wide web internet home page m 150 PHYSICIANS ORGANIZATION health studies world wide web internet home page http://www.physorg.com SafetyLit—injury 151 health studies world wide web internet home page http://www.safetylit.org/ prevention/intervention SCIENCE MUSEUM OF 152 health studies world wide web internet home page http://www.smm.org MINNESSOTTA search engine guide com - health http://www.searchengineguid 153 health studies world wide web internet home page pages e.com/pages/Health/ 154 Southeastern Regional Council health studies world wide web internet home page http://www.sectrac.org DAWN - Case Reports Substance SUBSTANCE ABUSE AND MENTAL HEALTH http://www.DAWNInfo.samhsa. 155 Abuse and Mental Health Services health studies SERVICES ADMINISTRATION gov Administration 2007 TEACHERS BRIDGE 156 health studies world wide web internet home page http://www.teacherbridge.org ORGANIZATION http://www.thepassagegroup.c 157 THE PASSAGE GROUP health studies world wide web internet home page om http://www.traumaticbraininj 158 TRAUMATIC BRAIN INJURY health studies world wide web internet home page ury.net http://www.tweensandteensne 159 TWEENS AND TEENS NEWS health studies world wide web internet home page ws.com/ 160 Us Department of Health & health studies world wide web internet home page http://www.hhs.gov Human Services 161 WELL SPHERE health studies world wide web internet home page http://www.wellsphere.com World health http://www.who.int/violence_i 162 organization—violence & injury health studies world wide web internet home page njury_prevention/en/ prevention http://info.med.yale.edu/chld 163 Yale University health studies world wide web internet home page stdy/parentsfirst/index.html health matters for teens from the health studies http://well.blogs.nytimes.com 164 New York Times new york times for teens /tag/teens us department of health and human services state injury indicators report centers for disease control and prevention 165 health studies http://www.cdc.gov 7 1 2007 third edition - 2004 data national center for injury prevention and control TCG - Self Asphyxiation - Survey USA/Canada; Asphyxial games or "the choking A J Macnab; M Deevska; F Gagnon; W G http://injurypreven tion.bmj. TCG - Self 166 game": a potentially fatal risk Cannon; T Andrew; Department of Pediatrics, com/cgi/content/ abstract/ 2009 Asphyxiation behaviour University of British Columbia, Vancouver, 15/1/45 British Columbia, Canada; Chief Medical NINDS Cerebral Hypoxia TCG - Self Cerebral Hypoxia Information Page: National http://www.ninds.nih.gov/disor 167 5 7 2009 Information Asphyxiation Institute of Neurological Disorders and Stroke ders/anoxiaED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 55. 7 OF 9 ED4ED RESEARCH INDEX 7 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # Study Shows Inhalants a Gateway Drug for 168 CADA - Sponsored by National inhalants Many Teens: Trends in Adolescent Inhalant www.inhalants.org 3 19 2009 Use: 2002-2007, http://www.examiner.com/x- "Is Your Child Interested in EMO 1221-Louisville-Parenting- 169 EMO Lousiville Examiner 2 23 2009 Hairstyle or Dress" Examiner~y2009m2d23-Is-your- child-interested-in-emo- http://emodanger.co.cc/selfinju 170 What is Emo? EMO Emo Danger.com Parent Support Website 2 23 2009 rycutting.htm Federal Register /Vol. 70, No. 245 The FDA Notice of Proposed Rulemaking 171 /Thursday, December 22, 2005 / Pharm Party n/a 12 22 2005 (notice) of Restrictions on OTC Meds Proposed Rules 75993 http://www.kstatecollegian.com Study reveals hike in choking for TCG - Self Debra Bolton, K-State extension agent with the 172 /2.2762/study-reveals-hike-in- 7 7 2008 Pleasure Asphyxiation Kansas Family Partnership choking-for-pleasure-1.221212 Phenylpropanolamine (PPA) http://www.fda.gov/cder/drug/ 173 Pharm Party FDA: Center for Drug Evaluation & Research 12 22 2005 Information Page infopage/ppa Find Youth Information About Find Youth Information Page Directory to http://www.findyouthinfo.gov/c 174 Health Studies 4 1 2009 Risks Multiple Youth Risks & Information f_pages http://online.wsj.com/article/S Just Say No....to Smarties? Faux B123750945477390601.html? 175 Health Studies The Wall Street Journal 3 20 2009 Smoking Has Parents Fuming mod=article-outset- box#printMode Youth Information by Category of http://www.findyouthinfo.gov/c 176 Risk and Age Groups: Resource Health Studies Find Youth Information (GOV) 4 1 2009 f_pages/programtool Listing Hyperlinks Department of Neurology, Stanford University Cerebral Hypoxia: Some New TCG - Self Medical Center, Stanford, California 94305 177 Approaches and Unanswered n/a 8 1 1990 Asphyxiation The Journal of Neuroscience, August 1990, Questions 70(8): 2493-2501 Forum Highlight: Rural Coalition http://www.cadca.org/Coalition 178 Tackles Growing Prescription Pharm Party CADA Article 2085 1 29 2009 sOnline/article.asp?id=2085 Drug Abuse Problem What Is EMO: What You Need to Know to http://emodanger.co.cc/selfinju 179 Emo & Online Postings EMO 2 24 2009 Protect Your Children rycutting.htm What Is EMO: What You Need to Know to http://emodanger.co.cc/suicide. 180 EMO & Suicide EMO 2 24 2009 Protect Your Children htm Brain changes, not hormones, http://archive.southcoasttoda 181 explain many adolescent Health Studies SOUTHCOAST TODAY NEWS y.com/daily/12-00/12-31- 12 31 2000 behaviors 00/e05li127.htm Language Matters: Unintentional TCG - Self ARCH PEDIATR ADOLESC MED/VOL 163 (NO. http://www.archpediatrics.co 182 Strangulation, Strangulation 1 1 2009 Asphyxiation 1), JAN 2009 m/ Acitvity and "The Choking Game" http://www.snopes.com/medi 183 PPA Advisory Alert Pharm Party The Snopes Report 11 30 2008 cal/drugs/ppa.asp TCG - Self http://emedicine.medscape.com 184 Respiratory Acidosis eMedicine: Multiple Authors (refer to article) 11 2 2009 Asphyxiation /article http://www.pioneerlocal.com/ Experts share possible child 185 Health Studies Pioneer Local - Evanston IL News evanston/news/1464940,ev- 3 6 2009 suicide keys childsuicide-030609-s1.articleED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 56. 8 OF 9 ED4ED RESEARCH INDEX 8 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # SafetyLit: Injury Research and Language matters: Unintentional Prevention Literature Update - TCG - Self SafetyLit: Injury Research & Prevention 186 strangulation, strangulation Abstract 1 11 2009 Asphyxiation Literature activity, and the"choking game". Detailshttp://www.safetylit.or g/citations/index Choking Game - Breath Control TCG - Self http://www.liveleak.com/view 187 Live Leak Com 10 30 2009 Play can KILL Asphyxiation ?i=a4e_1256959804 William Ernoehazy Jr, MD, FACEP, Medical Hanging Injuries and TCG - Self http://emedicine.medscape.c 188 Director, Emergency Department, Ed Fraser 7 16 2008 Strangulation Asphyxiation om/article/826704 Memorial Hospital, Florida What Is EMO: What You Need to Know to http://emodanger.co.cc/about 189 EMO - About Me (Author) EMO 2008 Protect Your Children me.htm Jean-Pierre Le Bachelet - EMO What Is EMO: What You Need to Know to http://emodanger.co.cc/tragice 190 EMO Death Parents Speak Out Protect Your Children xamples.htm; Are teenage brains really different http://health.howstuffworks.c 191 from adult brains? The Whole Health Studies How Stuff Works Com 4 1 2009 om/teenage-brain.htm Brain Atlas Medical Rescue Team South Authority (MRTSA) Investigates "The Choking Game": Paramedic TCG - Self MRTSA Baldwin Township PA (local supporters 192 Josh Stuart at jstuart@mrtsa.com, www.mrtsa.com 5 13 2009 Asphyxiation of Education - Resource Contact) visit www.mrtsa.com or www.medicjoshsriskyteenbehavior prevention.org The NREPP : a searchable online registry of mental health and 193 Health Studies Find Youth Info GOV http://www.findyouthinfo.gov 2009 substance abuse interventions for youth and 194 dupliate Respiratory Acidosis doc The National Survey on Drug Use 195 and Health & Inhalant Use: Fewer inhalants NSDU n/a 3 23 2009 Youth Sniffing Glue Are your students ‘playing’ "The 196 Choking Game"? 197 dupe of reference #187 “Choking Game” Awareness and TCG - Self 198 Participation Among 8th Graders MMWR Weekly Vol. 59 / No. 1 www.cdc.gov/mmwr 1 15 2010 Asphyxiation — Oregon, 2008 http://emodanger.co.cc/what 199 Emo Danger: What We Can Do EMO Emo Danger.com Parent Support Website 2 24 2009 canwedo.htm What Does an "emo" Kid Look http://emodanger.co.cc/ident 200 EMO Emo Danger.com Parent Support Website 2 24 2009 Like ifyemo.htm http://www.healthline.com/ga TCG - Self 201 Hypoxia - Definition Health Line Com lecontent/hypoxia- 4 1 2009 Asphyxiation 1?print=true Study: Fewer U.S. teens sniffing http://www.arcamax.com/hea 202 inhalants National Survey on Drug Use and Health 3 17 2009 glue lthtips/s-513825-944850 4/ http://www.findyouthinfo.gov Youth Info GOV: Search Program /cf_pages/programtool- 203 Health Studies USA GOV - Resource Descriptions by Keyword search.cfm?searchpagequery= risky+behavi...ED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 57. 9 OF 9 ED4ED RESEARCH INDEX 9 OF 9 Ed4Ed File Research Report Title topic source / author SOURCE DOC HYPERLINK mo day year Reference # TCG - Self http://emedicine.medscape.c 204 Respiratory Alkalosis eMedicine: Multiple Authors (refer to article) 2 12 2009 Asphyxiation om/article/301680 TCG - Self The Autoerotica Syndrome in 205 Asphyxiation Mark Clark n/a 11 16 2009 Young Males [AeA] FDA Releases Warning: http://www.fda.gov/cder/drug 206 phenylpropanolamine Pharm Party FDA: Center for Drug Evaluation & Research 11 6 2000 /infopage/ppa/advisory.htm hydrochloride http://www.telecomassociatio Choking Game - Video News TCG - Self Dan Baldwin, Editor & Publisher 207 n.com/pubs/chokinggamerep 10 31 2009 Archive Asphyxiation telecomassociation.com ort/video.asp http://emodanger.co.cc/denia 208 What is Emo? For Those In Denial EMO Emo Danger.com Parent Support Website 2 2009 l.htm http://emodanger.co.cc/realli 209 What is Emo? Stephanies Story EMO Emo Danger.com Parent Support Website 2 2009 festory.htm http://en.wikipedia.org/w/ind TCG - Self 210 Fainting Game: Wilkepedia Wikipedia Org ex.php?title=Fainting_game& Asphyxiation printable=yes Trends in Adolescent Inhalant National Survey on Drug Use and Health 211 inhalants http://oas.samhsa.gov 3 16 2009 Use: 2002 to 2007 (NSDUH) 212 The Mental Health & Wellbeing of Ontario Students [full text Health Studies CAMH: Center for Addiction & Mental Health http://www.cam 2008 Canadas Study Released in 2008] h.net Find Youth Info.Gov - Search by http://www.findyouthinfo.gov 213 Health Studies US Government Find Youth Info GOV 2009 Protective Factors - Individual /cf_pages/programtool-pf.cfm P. K. CHATTOPADHYAYA Surgeon, RUPTURE OF THE THYROHYOID TCG - Self Subdivisional Hospital Kalimpong, District 214 MEMBRANE CAUSED BY n/a 1976 Asphyxia Darjeeling Indian Journal of Otolaryngology ACCIDENTAL STRANGULAT Volunle 28, No 3, September 1976 215 duplicate of reference 199ED4ED MASTER PORTFOLIO https://www.box.net/shared/ov7inpeqye  FOR DOCUMENT RETRIEVAL
  • 58. Teacher’s Lesson Guide – Taking The Message to Youth of All AgesCHAPTER 3; Subsection ii
  • 59. Follow Up Note:This is an easy introduction to any discussion withyour kids at any level. Ask them to teach you!Listen and you will learn so much! A 10 minute chatmight very well save that child’s life. A ten minutechat with parents empowers them to chat with their youngster andsave the life of their child! Who doesn’t have 10 minutes for that!The book isn’t finished – I haven’t completed the illustrations – so I’vejust typed it up in a narrative and hope you’ll adopt my story –pattern one similar to it –and share this very important message.Every time I tell this story – my heart aches because I know of atleast one little boy that needed to share this story with his Mom andDad…they didn’t get the chance - because they didn’t know. While aformal book is not ready to add to the programming, I can’t allowthat to delay getting this message out to you and your family andperhaps saving your child’s life!Don’t let the age of the child dissuade you. These risks are not!Death has and will continue to claim them all the same! Don’t letthat happen. Don’t let uncertainty about how to address thiswithout alarming a child affect you. Keep them Safe – Educate!Best regards,Carrie Drahercdraher@sbcglobal.netFull Time Career Mom & Grandma of more for 28yrsAuthorYou’re The Boss of You!Education for EducatorsTeaching The Essential Elements of Risk Behavior To Today’s Youth
  • 60. A common problem surrounding this subject and addressing it with our children isthe initial broaching of the subject of risk – where to start. Sit on a rug at‘story time’ and any other very informal grouping. I’ve sat, cross legged my eyelevel with their bright twinkly eyes - their sharp minds and quick wits. As wechat I am enchanted. The lesson teaches itself – easy! I encourage parents andteachers to do this with their kids too. The following approach has worked forme with the children of others, and my Grandchildren too. There is absolutely NOAGE THAT YOU CANNOT ADDRESS THIS ISSUE WITH – from age 4 and up – I’vehad nothing but success. Here’s how I usually start…
  • 61. YOU’RE THE BOSS OF YOU!
  • 62. I have grandchildren, and use them as an example. I like toshow the kids pictures of my grandchildren. I pass thepicture around and we share a few more stories…Then I tell them about my oldest grandson, Jaylen and whathe told me when I went to see him for his birthday. Jaylentold me about a friend of his that asked him to play a gamehe didn’t know about.Jaylen’s friend asked him to play with his breath ‘cause itwould make him feel dizzy. He didn’t want to be dizzy ‘causehe got dizzy on a carnival ride once and it made him throwup.He didn’t want to feel dizzy and he didn’t want to get sick.Jaylen’s friend (Jaylen is 7) told Jaylen it was ok, ‘cause theirolder brother said it was ok. His friend told him that hecould make himself dizzy by playing with his breath, bybreathing in and out really fast. ‘[I demonstrate how Jaylenshowed me, - he had been shown – panting a little like adog. Jaylen thought of his dog Tails – and the thought thatmaybe this would be ok – Tails – Tails didn’t get dizzy orthrow up when he did that…Jaylen began to wonder.Jaylen’s friend was trying to convince him it was ok. He toldJaylen that all they did was play with their breath and thenone of them would push on the other’s chest, pushing all theair out. One of the kids said that his big brother’s friend,pushed a little on his neck and that made him feel dizzy.Jaylen didn’t think any of these were good idea. Jaylenwasn’t sure so he asked me and boy was I glad he did! What do you think?
  • 63. More questions and answers about why it isn’t a good ideaensue:•Air-we need it to live. Playing with something like that isn’t agame!•Breathing really hard in and out, doesn’t give our bodies timeto really get any of the air because it doesn’t stay in our bodieslong enough.•Jaylen’s dog, Tails didn’t get sick, because panting is normalfor a dog that’s the way they perspire, that’s the way theysweat. But it’s not normal for us and it’s not good for us either.•When humans do this we don’t get to use the air because it isbreathed out too quickly.•What happens if you don’t get enough air? Our hearts andour brains won’t work right.(Covering basics about what the brain and the heart do and how theywork together and air is the most important thing to make it all workright. Then we discuss our chests, and what is inside it, beneath it. )“What is in your chest?Your heart!It isn’t good to let somebody push on your chest is it? What is underthere? Our chests protect our hearts! Pushing really hard on yourchest is the same as squeezing your heart! That’s’ not good, is it?What about pushing on your neck? (Remember, Jaylen didn’t thinkthat was a good idea either – he wasn’t sure but it just didn’t “feel”right.) Trust your feelings too. If it doesn’t feel right – just cause youdon’t know why – doesn’t mean you’re not right. Trust yourself.Now - ‘cause I’m older, I know some very good reasons why it isn’t agood idea. But what do you think? Why? More Question and Answer Time Here
  • 64. In our necks is a very important tube, an air way, and itputs air in our bodies and we already know that not gettingair is bad, right? And, if we don’t get enough air, our heartswon’t work, right?If our hearts don’t work, what happens?Did you know that our necks also let messages go from ourbrains to our hearts? Did you know that these messagestell our whole body what to do?Most importantly it tells our hearts what to do.What happens if you unplug a lamp? It doesn’t workbecause you took away the wire that gave it the electricity,(its message to the lamp so it could light up.) Puttingpressure on your neck stops messages from your brain andwon’t let them get to your body. Ok, what happens if messages don’t get from your brain to your body? What happens when that pressure stopsmessages that need to get from your brain to your heart? It is just like the electricity for the lamp. If you stop the electricity from getting to the lamp, it won’t work! Its really super, duper important not to play with your breath or let anyone or anything, push on our necks or our chests! It’s never, ever safe! Why?More Q&A: Summary & review the previousdiscussions to see what they have retained, what theywill take away from our talk.
  • 65. I end with the basicsOk – so, if you’re not sure about something – better to besure before you make a decision – until you know more --just say no! -- And you have that right – ‘cause…..Why?.....“Cause….You… (Here they chime in with: --by this time theyare chanting it with me! ) “YOU’RE THE BOSS OF YOU!” AND then (I conclude and stress)Now, what else is super important to know? It is superimportant to tell an adult about something that doesn’t feelright – cause it might hurt your friends or even your olderbrother or sister – they’re not always right – they could bewrong – not you. They might not know all the stuff we know– cause we’ve got to stop and think and talk about it today -and they might not believe you even if you tell them whatyou’ve learned!Older kids sometimes think they know it all, just ‘causethey’re older. Just because you’re younger they may thinkthat you don’t know what you’re talking about. But you do!You know! Now you know for sure what a risk is – andeven if you’re not sure – play it safe until you find out more.AND, Now that you know it too, you can help. When thereis danger, what do you do? You get help! Who can help?(Finish up with names of the people they can talk to addyourself too.)
  • 66. Now, I know – sometimes its hard to help peoplewhen they don’t know they need it – cause it maythink you’ll get someone in trouble or that you’ll bein trouble. That’s just not the case here. This isn’tthe same a “tattling” – this is a case where its reallyimportant to tell it like it is – and its best if you tellan adult – your Mom or Dad or your teacher anyadult you feel comfortable talking to.Would you hesitate to tell an adult if your friend wasplaying in a busy street and you see a big carcoming and your friend refuses to believe you andwon’t move? Of course not! Anybody would go andget help! It’s really important to tell an adult in thiscase too. And what’s more - if you tell me or any ofthe grownups here with us today – if you tell us sowe can help your friend stay safe, well – here’s ourpromise to you – so you won’t feel even a little bituncomfortable doing the right thing and getting help- we’ll ‘zip-it’. Promise!(I make a zipping motion across my mouth – turn animaginary key – and then toss it over my shoulder.)I promise, they won’t be in trouble. I just wantthem to be safe, like you are now. I want them toknow the facts so that they can stay safe and helpothers stay safe too, just like you!
  • 67. Ed4Ed – Materials for PrintPrint & Distribute - BrochureCHAPTER 3; Subsection iii
  • 68. Ed4Ed WORKING TOGETHER TO MAKE THE WORLD SAFER FOR OUR KIDS Education for our Educators We exist to serve you & your community. If you are a DYI Quality Audio Video Teaching type (do it yourself) our materials are ready for you Aids - Research & Resources,to plug & play or edit & create your own. We welcome Powerful Presentations—Tooldirection & parameters to develop a custom program Kits for Today’s Youthfor your area, presented by our Outreach Director,Ken Tork. Our team operates on a strictly volun- Ken Tork Leaders Addressing currentteers basis. We give our time, our talents, work Outreach Director Youth Risk Behaviorsproduct freely, always, accepting only sponsorship kltork@yahoo.comfrom your organization for actual travel costs in-curred by our presenter, Ken. For more information, Lyndi Trostfree technical support & access to all materials visit Information Technology/Networkwww.ed4ed4all.com. Director NEW for our Educators: trosts_a_l@yahoo.com CHOKING GAME - ED4ED -CHAPTER VIDEO #1 FREE DVD AT PRESENTATION Leslie Block, RN CEN ALSO UPON REQUEST Injury Prevention E-MAIL TO CONTACT@ED4ED4ALL.COM Specialist ONLINE VIEWING AT WWW.ED4ED4ALLCOM ernursescare@charter.net FREE MPEG4 —DOWNLOAD ANYTIME HTTPS://WWW.BOX.NET/SHARED/STATIC/ AQMRFJFJVGJJ63BTP2NR.MP4 Carrie Draher Program Author, Creative Director cdraher@sbcglobal.net KEEP THEM SAFE! Our children playing deadly games EDUCATE! ED4ED FOR ALL IGNORANCE KILLS FREE for ALL ALWAYS! WWW.ED4ED4ALL.COM
  • 69. will choose better. A long history of school Do you know what ”Huffing” or “Dusting” is? based educational intervention programs haveALL YOUTH WILL TAKE RISKS! (Use of common household cleaners, office allowed our youth to make better decisions. supplies—atypical inhalants)? Believing that exposure to facts endangersCALCULATED RISKS, BASED ON youth is an absolute fallacy & a deadly mistake!ACCURATE INFORMATION, AL- Informed Youth Make Better Choices If our youth do not get answers from reliableLOW YOUNG HIGHLY ANALYTI- Like us, youth sources, these curious minds will seek outCAL MINDS TO LEARN, EXPAND, make logical de- alternate sources, among equally uninformedGROW! The adolescent mind is peers, internet search engines, internet social ductions based on“hardwired” for risk taking. Like their bod- networking groups and U-Tube Videos.ies, their minds too are maturing. Risk be- the best informa- ED4ED OFFERShavior is just part of that maturation proc- tion available to TATIONS, PRESEN- QUALITY AUDIO The typical teen that falls victim to theseess. Risks present challenges to youth. deadly games is a high achiever, an “A/ B” them. When par- VIDEO AIDS AYouth gain confidence, expand their reach, MULTI MEDIA student, captain of the football team, a ents and youth TOOK KIT . “good kid”and scope, grasp new physical skills andmake intellectual gains, as they grow into leaders are both with bad in- in the dark, or reluctant to address a formation.successful adults.YOUTH WHO TAKE RISKS ARE new risk behavior (hoping that their IN THENOT THE SAME AS “YOUTH AT youth will not learn of it— certain that DIGITAL AGE OF THE WORLD WIDE WEBRISK”. The risks that Ed4Ed address are risks their child “knows better”) youth can WE ARE A GLOBAL SOCIETY.that youth feel are relatively “safe” because they easily make tragic errors in judg- INSULATION OR ISOLATION WHETHER GEOGRAPHIC ORare misinformed and/or uninformed and their ment. PROTECTIVE IS NOT EFFECTIVE.parents and youth leaders are also in the dark.Have you heard of “The Choking Game”, Do you EXPOSING THE TRUTH DOES NOTknow what a “Pharm Party” is (OTC abuse)?, What EXPOSE OUR YOUTH TO DANGER- Ed4Ed - Education for Educatorssigns and signals should you look for when your OUS RISKS. QUITE THE CON- FREE for ALL ALWAYS!child, involved in counter culture or fringe groups TRARY IS TRUE. Informed(a teen’s right of passage) is in dangerously deep? youth make better choices. Like WWW.ED4ED4ALLCOM adults, when they know better they ALONG WITH “A-B-CS” AND “1-2-3” TEACH ABOUT RISK. GIVE THEM GOOD INFORMATION TO MAKE BETTER CHOICES.
  • 70. PROGRAM DIRECTORSED4ED USER GUIDE
  • 71. On a beautiful evening in May, 2005 as my husband and I headed home, ourcell rang. The first words my daughter, Heather, spoke were "Mom, I needyou here so bad. Braden hung himself in his closet." That was myintroduction to the dreadful risky behavior known as "The Choking Game". Atthe time, I knew nothing about it. Bradens death certificate lists the cause ofdeath as suicide as is the case with so many other kids who have died fromthis activity. And like the other kids who have perished as a result of TCG,he never intended to die. Braden was my 13 year old grandson and hisdeath changed our lives forever. As a result of his death, I have LYNDI TROST, ED4ED DIRECTORattempted to do whatever I can to educate about the dangers of thisactivity. I created stop-the-choking-game.com, a web site dedicated to gathering data andinforming parents, educators and kids about TCG. The site was later merged with a Canadian website, deadlygameschildrenplay.com which is now the web portal for the non-profit associationGames Adolescents Shouldnt Play, www.gaspinfo.com. I am also a moderator of a Yahoosupport group, supportgroupforthosethatlostachildtothechokinggame. In addition, I now serve asthe Network Director of Ed4Ed. I am a wife, mother of 7 grown children, grandmother of 8 and aretired software developer. My husband and I live in Palmer, Alaska.On October 28, 2006, I was traumatically introduced to “The Choking Game” when I found my 15year old son, hanging lifeless from his boy scout repelling rope. For reasons I will never fullyunderstand he was successfully resuscitated. Beyond my wildest hopes he also woke up from his coma. Levi survived. He did not suffer permanent brain damage or death. I do not understand why or how, but I knew from the start what I was to do with this unexpected gift. Immediately following his accident I served as an associate director with GASP until 2007, along side Lyndi Trost. In 2008 I published the educational curricula “Ed4Ed”. As I began the launch sequence for this project, Lyndi graciously agreed to share her talents and serve as Associate Director. Together we serve others through this publication and a CARRIE DRAHER - ED4ED AUTHOR yahoo support group. We maintain an online document storage site that allows the materials to be available freely, conveniently accessedand broadly distributed. We make sure the publication is kept current through quarterly statistical,research and resource updates. In 3 years I have traveled to 49 US States & to Paris France,traveling over 40,000 miles in outreach work. Lyndi and I provide personal and virtual technical,tactical, as well as private/personal support to grieving family members wishing to promoteeducation about youth risk behaviors. I am a mother and a wife. My husband and I live in Wichita,KS. We have 2 daughters and one son and four grandchildren. I have been a full time Mom for 20years. I worked 10 years before that assisting in medical/legal research, trial preparation andpresentations. I am and will remain a devoted volunteer, pursuing risk education for all childrenand their parents for as long as God grants me breath with which to speak. ED4ED PROGRAM DIRECTORS’ BIOGRAPHIES
  • 72. Ken Tork, Ed4Ed Outreach Coordinator,has been an Associate Member of our team since April of2008. He is in a unique position to travel as he owns his owncompany and sets his own hours. He has offered to take thework out on the road. Like many of the advocates hechooses to speak publicly, presenting educationalprograms. In November he accepted the challenge of takingthe Ed4Ed Program to others, instructing users how to getthe most out of the program and add it to their “war chest”of injury prevention education tools.A few words from Ken: “Our family has experienced ahorrible tragedy. We lost our son Kevin Monday night March30th 2009 to a craze that has invaded our children’s lives, it is called “the choking game”...Our hearts have been destroyed by this loss and when I was at a point where I could not goon when I had reached the bottom of my pain I suddenly felt his love come into my heartand pull the pieces together and I felt him giving me a message. And that message was:‘Dad I need to let people know about this. There are other kids just like me that are beingreached online and at school and are thinking of trying this. You have to stop it. I didn’tmean to die, I didn’t mean to hurt you and mama and Kelly. I’m so sorry but it’s up to younow to let people know’. And my soul was surrounded with his love.”Ken’s blog site is http://forkevinssake.com/ • Leslie Block, RN CEN Ed4Ed Injury Prevention Specialist Leslie joined us in January of 2010. She will serve us with 20+ years of injury prevention work and expertise gained in her work as a certified Emergency Room Nurse for 20+ years too. She is the “go to gal” for medical questions, anatomy, physiology, etc. She is also our key liaison with medical professionals. Leslie is also the creator and author of another blog that is dedicated to the prevention of injuries in adults and children ER Nurses Blog Spot: http://ernursescare.blogspot.com/ . ED4ED PROGRAM DIRECTORS’ BIOGRAPHIES
  • 73. ORIGINAL DERIVATIVE LITERARY PUBLICATIONUS COPYRIGHT REGISTRATION 2008 - TXU1-620-389

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