Provides a user-friendly guide for what to do and how to communicate about the harmful effects of illicit drugs and alcohol to children from elementary through high school. Organized in 6 major sections: 1) How This Book Will Help You? 2) What Substances Do Kids Use? 3) Why Do Kids Use Drugs? 4) How Do I Teach My Child About Drugs? 5) What If I Think My Child is Using Drugs? 6) Resources.
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SS/HS 5 Elements
Examines the social, environmental, advertising, and marketing influences that encourage youth and young adults to initiate and sustain tobacco use. Summarizes the latest findings on preventing tobacco use among youth and young adults.
Discusses the importance of positive youth development, community building, and youth involvement. Provides information about how you can put positive youth development principles into practice.
Summarizes a survey of American middle and high school students who were missing school and asked them why they skip and what they perceive the consequences to be.
Analyzes some of the most prominent mental health issues facing at-risk youth in order to provide youth workers with insight into the prevention and treatment of mental health challenges. Post-traumatic stress disorder, the risks and uses of psychotropic medications, and postpartum depression in teen mothers are discussed.
Provides a range of information on mental health including a section focused on positive mental health and how to promote resiliencefor adolescents.
Provides links to multiple hotlines, websites, and other resources for youth who are struggling with mental health issues and substance abuse.
Describes changes in the brain that occur during the adolescent years and the significance of this stage of development for life-long mental health. Particulary, discusses how the changes and differences from adults brains can explain, sometimes hazardous, adolescent behavior.
Responds to and recognizes the impact of trauma on many sectors in behavioral health and beyond. The paper introduces the concept of trauma and offers a framework for how organizations, systems, and service sectors can become trauma-informed.
Considers school policies that try to assist teachers in dealing with the variety of psychosocial and health problems that interfere with learning and performance. Cautions against fragmented supports for students and reviews the benefits of a "whole child" approach for improved outcomes.
Safe Schools / Healthy Students
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