1. Personal Safety & Injury Prevention

2. D.P.A. – Are you ready??? Daily Physical Activity in Schools
CIRA Ontario
Active 2010
OPHEA

3. Personal Safety & Injury Prevention

4. Grade
Expectations 4
Apply decision-making and problem-solving skills in addressing threats to personal safety and injury prevention
Identify people and community agencies that can assist with injury prevention, emergency situations, and violence prevention 5
Explain how people’s actions can affect the feelings and reactions of others
Apply strategies to deal with personal-safety and injury-prevention situations 6
Identify and describe appropriate methods for preventing and treating ailments
Identify the responsibilities associated with caring for themselves and others
Describe and respond appropriately to potentially violent situations relevant to themselves 7
Describe harassment and identify ways of dealing with it
Identify people and resources that can support someone experiencing harassment 8
Analyse situations that are potentially dangerous to personal safety
Identify support services that assist victims of violence, and explain how to access them 9
Describe specific types of physical and non-physical abuse
Assess the impact of non-physical abuse on victims
Identify the causes of abuse and violence
Describe solutions & strategies to address violence in the lives of young people
Explain how the school, the local community, and other community agencies are involved in developing strategies to prevent or end the violence in young people’s lives
Demonstrate effective personal strategies to minimize injury in adolescence 10
NONE

5. Recognizing Personal Safety & Injury Prevention situations:
Swarming
Threatening
Bullying
Harassment
Violence in the media
Abuse
Physical fighting
Violence in relationships
First aid
Babysitting

6. But Don’t Forget:
Internet violence
Cyber Bullying

7. Apply strategies…. Anger management Assertiveness Conflict resolution
Decision-making

8. Identify People and Community Agencies
Parents/Guardians
Teachers
Neighbours
Kid’s Help Phone ( )
Local Services
School Guidance department

9. Effective Strategies to Address Expectations:
Case studies/Scenarios
Stories
Videos
Role Playing
Small group discussion followed by large group sharing
DON’T lecture!!!!!
TRUE stories!

10. What’s your perspective?

11. Feelings and Conflict (Grade 5 OPHEA)
Situation
Will this hurt me or someone else?
What will happen if I do this?
Will it make me and my family proud?
Is this the right thing to do?
You are in a video store alone. There’s a game that you really want and you don’t have any money. “Should I take it?”
The kids at your table want you to join in a food fight. “Should I?”
You can imitate the way a new boy in the class talks. You know it will make all your friends laugh. “Should I?”
Your Dad punishes your brothers for breaking the TV remote control. You know you did it. “Should I tell the truth?”

12. Understanding Perspectives: (The first step in conflict resolution)
Diverse interpretations
Takes into consideration how all people involved perceive the situation
No “right” or “wrong” answers

13. CONFLICT RESOLUTION
Communicate Negotiate Mediate Arbitrate Litigate Legislate

14. What is the Threat??? Read each situation card Discuss with your group
Decide (by consensus) under which heading it best fits
Tape the card on the board
Complete all cards
Be prepared to justify your decisions

15. Decision-Making Process (Grade 6 onward)
1. What is the problem? “I”
2. Options or alternatives “D”
3. Evaluate all alternatives or
consequences “E”
4. Make a decision “A”
5. Reflect on/evaluate your decision “L”

16. Bullying Is it a problem in your school?
I was called mean names, made fun of or teased in a hurtful way 
Other students left me out of things on purpose, excluded me from their group of friends or completely ignored me 
I was hit, kicked, pushed, shoved around or locked indoors 
Other students told lies or spread false rumours about me and tried to make others dislike me 
I was made fun of because of my race or colour 
I was made fun of because of my religion 
Other students made sexual jokes, comments or gestures to me

17. Have you been bullied?

18. Bullying Behaviour

20. According to HBSC…
41% of students reported being involved in social bullying (either as victim or bully)
32% physical bullying
18% had been called racist names
16% reported unwanted touching, grabbing or pinching
13% reported being involved in electronic bullying
10% victimized by homophobic harassment

21. Bullying Programs in Schools
School-wide – code of conduct, positive and negative consequences for students’ behaviour, staff meetings, parents
Classroom level – rules & routines, meetings with parents
Individual level – interventions, involvement of parents
NTIP – PD Core Content
Example – Olweus Bullying Prevention Program

22. Dealing with Bullying
Grade 5 – Apply strategies to deal with personal-safety and injury-prevention situations
Grade 6 – Describe and respond appropriately to potentially violent situations relevant to themselves
Grade 7 – Describe harassment and identify ways of dealing with it

23. Dealing with Bullying Hold the anger Never get physical or bully back
Act brave, walk away, and ignore the bully
Use humour
Talk about it
Use the buddy system
Develop more friendships by joining clubs or sports programs
Canadian Children's Rights Council

24. How Does Bullying Affect Learning?
Both victimized children and children who bully are at risk for poor school functioning, in terms of poor attitudes towards school, low grades, and absenteeism (Rigby, 2003; Tremblay, 1999).
20-25% of frequently victimized children report bullying as the reason for missing school (Rigby, 2003).

25. Bullying Prevention Project
Bullying Resources
Ontario Teacher’s Federation
Bullying Prevention Project

26. Bullying Resources Canadian Safe Schools Network
Canadian Public Health Association
(Safe School Study and Toolkit)
Promoting Relationships & Eliminating Violence (PREV Net)
Olweus Bullying Prevention Program

27. Is it Harassment? Why or Why Not? (Grade 7)
Making comments on the attractiveness of someone’s appearance
Slapping someone’s butt
Putting an arm around someone who is hurt and crying
Patting someone on the back after a job well done
Commenting on the size of breasts
Commenting on a “tight butt” or any physical aspect of a person’s body, regardless of gender
A male calling another male a fag because he doesn’t like talking about female bodies or looking at sexually exploitative magazines
A female calling a male a stud when she wants to get his attention

28. Harassment (Check your Board’s definition)
Any unwanted, uninvited remarks, gestures, sounds or actions of a persistent nature that make you feel unsafe, degraded, or uncomfortable.
(Check your Board’s definition)

29. Teacher’s Notes (Grade 7)
Consider the impact on the receiver, rather than the intent of the sender
Do NOT blame yourself
Do NOT ignore it. It will not go away.
Keep yourself safe
Teacher’s must consult Board’s Policy & Procedures, Safe School Policy
Parents, guardians, students and teachers have the right to contact police directly

30. Other Resources: Public Health Agency of Canada
Thrive! (Lion’s Quest Canada)
OPHEA Curriculum Support Documents
Canadian Red Cross (RespectED)
“Quest for the Golden Rule” – (bullying-prevention software, gr. 2-5 classroom video game involving role play)

31. Or Venom Ventors that work!
ANGER HIT LIST
Or Venom Ventors that work!
Cry. It’ll help discharge the tension, relax muscles.
Exercise. Aerobics, jogging, running all focus our energy on one activity and help dispel the tension.
Work. Working hard lets us focus our energy to a specific task.
Laugh. Humour deflects our anger and lets us relax.
Write. It helps us discharge our feelings.
Talk. Talk about what’s hurting, it’ll help you calm down.
Play. Read, watch TV, play games, do a hobby; these are psychological sponges that sop up stress.
Solve the Problem. Direct your energy towards what’s wrong; it reduces the stress because you anticipate relief.
Punch. Hit your pillow, your bed, a punching bag; have a private blowout.
Tune in. Music can be profoundly calming. Take a little time alone with a favourite recording.
Tune out. No activity at all. Brief rest periods like taking a huge sigh before responding will help you feel calm.
Look again. Stand in the shoes of the person you’re feeling angry with. Look at their needs, beliefs, values, limitations.
Argue. With yourself. Take the other person’s point of view; then express your own point of view. Argue for both.