Download the KnowBullying App
Parents and caregivers who spend at least 15 minutes a day talking with their child can build the foundation for a strong relationship, and help prevent bullying. KnowBullying, a new mobile app by SAMHSA, encourages dialogue between you and your children and helps you start a conversation.
KnowBullying by SAMHSA includes:
- Conversation Starters: Start a meaningful discussion with your child.
- Tips: Learn ways to prevent bullying.
- Warning Signs: Know if your child is affected by bullying.
- Reminders: Find the right time to connect with your child.
- Social Media: Share tactics and useful advice.
- Section for Educators: Prevent bullying in the classroom.
The KnowBullying app is available for Android™ and iPhone®. It is a free resource for mobile devices provided by SAMHSA, in conjunction with the StopBullying.gov Federal partnership.
Put the power to prevent bullying in your hand.
Preventing Hot Car Deaths
Please see the related article from CrimeWire about statistics and how you can help prevent hot car deaths.
Marriage and a Baby Carriage
According to a recent survey by The National Campaign to Prevent Teen Pregnancy, most teens aspire to get married and most plan on having a child—in that order. New public opinion survey data released recently by The National Campaign shows that 43% of those age 12-17 say they plan on having a child; 24% do not. Non-Hispanic white teen and Hispanic teens are more likely than non-Hispanic black teens to say they plan on having a child.
Three-quarters of teens (74%) plan on getting married; just 7% do not. The average age teens plan on getting married is 25; the age they plan to have their first child is 26.
The full results of the survey can be found http://thenationalcampaign.org/resource/survey-says-june-2014
Teen pregnancy rates for Floyd County and the state of Georgia 2012 teen pregnancy statistics
Early Reading Proficiency in the United States
The Annie E. Casey Foundation 2014
Reading proficiency rates have improved over the past decade, but large gaps remain across states and key demographic groups. Given the changing demographics of the United States, in order for our nation to
remain competitive, we must build on our successes and make certain that all children, including children of color and immigrant children, are reaching this critical milestone. At the same time, increasing reading proficiency for low-income children in the early years can ensure that they are on track to gain the educational credentials they will need to earn a family-supporting wage and move up the income ladder.
Research points to the need to make certain that children are physically healthy so they can be present and learning every day, socially and emotionally on track and exposed to as much language as possible in
the early years to increase their chances of meeting this important milestone. To do this, we must encourage and support parents, families and caregivers to be co-producers of good outcomes for their children. This means ensuring that families are economically stable, emotionally healthy and actively
engaged in children’s learning every day.
We must hold schools and policymakers accountable to support results-driven solutions to transform low-performing schools into high-quality learning environments. Communities must work with schools to ensure that more children show up at school ready to learn, attend school every day and maintain their learning over the summer months. Finally, we must work together to develop a coherent system of early care and education that aligns, integrates and coordinates what children experience from birth through age 8.
New Research – Recognizing and Responding to Suicide Risk
A study exploring the relationship between stigma (discomfort dealing with someone expressing suicidal thoughts) and suicide warning signs by comparing reactions to hypothetical incidents found that, although participants recognized the signs of imminent suicide risk as easily as they recognized the signs of imminent heart attack risk, they were significantly (1) less comfortable in responding to suicide risk, (2) less sure about how to respond to suicide risk, and (3) less hopeful that their response to suicide risk would be helpful compared to heart attack risk.
The research revealed that people “were significantly less likely to access emergency services for a seriously suicidal individual in comparison to someone suffering a heart attack, instead choosing to talk with family and friends first.” Of note is the finding that people with a personal or family history of suicidal behavior were no more likely to respond appropriately to suicide risk than people with no personal or family history of suicidal behavior.
The authors suggest that this research demonstrates that it is important to train individuals to recognize imminent suicide risk, as well as to respond to that risk by calling 911 or taking the person at risk to an emergency room.
Rudd, M. D., Goulding, J. M., & Carlisle, C. J. (2013). Stigma and suicide warning signs. Archives of Suicide Research 17(3), 313-318.
Actions You Can Take Right Now If a Student is Being Bullied
Educators address many nonacademic barriers to learning—and one of the biggest issues faced by students is bullying behavior. Incorporating a full-scale bully prevention program into a school is an expensive and time-consuming commitment. Fortunately, efficient and cost-effective solutions are available in Dr. Cricket Meehan’s The Right to Be Safe: Putting an End to Bullying Behavior.
In recognition of National Bullying Prevention month, we wanted to share some highlights from Dr. Meehan’s book that you can be use when working with young people.
If you work in a school or youth program, you may have wondered what you can do right now to help a child who has been bullied. Dr. Meehan recommends specific actions, including the following:
- Offer support in private to the child who has been bullied. Children often worry about “losing face” if adults rescue them in a public manner.
- Ask the student for the facts about the bullying behavior and assure the child that the conversation will be confidential. Keep in mind that the student may find it difficult to talk about the facts.
- Back up the student’s experience by talking to others who know the student. These people may be other students and adults who work in your building.
- Reassure the student that the bullying behavior is not his or her fault.
- Let the student know that you are there to support him or her. Emphasize that the student is being brave to share the facts.
- Find out what will help the student feel safe, then help the student develop an action plan.
- Communicate the details of the action plan to other staff members.
- Involve the student’s parents or guardians and offer them concrete ways to be supportive.
Dr. Meehan explains that bullying behavior always involves an imbalance of power and control—and that power does not have to be in the form of physical strength. Power can come in many other forms, including social status, popularity, intellectual level, sports ability, talent, and social skills.
The Right to Be Safe also debunks many of the common myths about students who bully, including
- Myth: Children who bully are loners. Fact: Children who bully often have large groups of friends.
- Myth: Children bully because they want attention. Fact: Power and control are primary motivators for students who bully.
- Myth: Children who bully have low self-esteem. Fact: These students are skilled at manipulating social relationships.
- Myth: Bullying is just kids being kids. Fact: Abusing other people is not normal. Research shows that 60 percent of kids who bully others have at least one criminal conviction by the time they are 24 years old.
- Myth: Only boys bully. Fact: Girls are just as likely to bully their peers. Girls are more likely to engage in relational bullying.
Bullying and Suicide indicators in Floyd County