Intentional & Unintentional injuries Lecture #8 CHS 485

Intentional / Unintentional injuries An injury is defined as "unintentional or intentional damage to the body resulting from acute exposure to thermal, mechanical, electrical, or chemical energy or from the absence of such essentials as heat or oxygen" . Injuries can be further classified based on the events and behaviors that precede them as well as the intent of the persons involved.

Schools have a responsibility to prevent injuries from occurring on school property and at school-sponsored events. In addition, schools can teach students the skills needed to promote safety and prevent unintentional injuries, violence, and suicide while at home, at work, at play, in the community, and throughout their lives. (CDC)

Unintentional injuries Unintentional injuries— such as those caused by burns, drowning, falls, poisoning and road traffic accidents— are the leading cause of morbidity and mortality among children in the United States. Each year, among those 0 to 19 years of age, more than 12,000 people die from unintentional injuries and more than 9.2 million are treated in emergency departments for nonfatal injuries.

Students with higher grades are significantly less likely to have engaged in behaviors such as: • Riding with a driver who had been drinking alcohol • Carrying a weapon • Being in a physical fight • Feeling sad or hopeless • Attempting suicide

What is Youth Violence? Youth violence is the intentional use of physical force or power to threaten or harm others by young people ages 10-24. It typically involves young people hurting other peers who are unrelated to them and who they may or may not know well. Youth violence can take different forms. Examples include fights, bullying, threats with weapons, and gang-related violence. A young person can be involved with youth violence as a victim, offender, or witness. Types of violence are homicide, suicide, assault, sexual violence, rape, child maltreatment, dating and domestic violence, and self-inflicted injuries.

How big is the problem?

Victims of violence are more likely to experience a range of problems not reflected in these estimates, including depression, post – traumatic stress disorder, cardiovascular disease and diabetes. The combined direct and indirect costs associated with violence include: expense related to medical care decreased property values disrupted social services lost productive reduced quality of life.

Protective Factors for the Perpetration of Youth Violence: Protective factors buffer young people from the risks of becoming violent. To date, protective factors have not been studied as extensively or rigorously as risk factors. Identifying and understanding protective factors are equally as important as researching risk factors. High IQ/ high academic achievement High educational aspirations Positive social orientation Popularity acknowledged by peers Highly developed social skills/competencies Highly developed skills for realistic planning Religious beliefs Risk Factors for the Perpetration of Youth Violence: A combination of individual, relationship, community, and societal factors contribute to the risk of youth violence. Risk factors are characteristics associated with youth violence, but they are not direct causes of youth violence. Individual Protective Factors Intolerant attitude toward deviance High IQ High grade point average (as an indicator of high academic achievement) High educational aspirations Positive social orientation Popularity acknowledged by peers Highly developed social skills/competencies Highly developed skills for realistic planning Religious beliefs Family Protective Factors Connectedness to family or adults outside the family Ability to discuss problems with parents Perceived parental expectations about school performance are high Frequent shared activities with parents Consistent presence of parent during at least one of the following: when awakening, when arriving home from school, at evening mealtime, or when going to bed Involvement in social activities Parental/family use of constructive strategies for coping with problems (provision of models of constructive coping)

School violence is a subset of youth violence School violence is a subset of youth violence. Acts of violence can disrupt the learning process and have a negative effect on students, the school itself, and the broader community. Examples of violent behavior include: Bullying Fighting (e.g., punching, slapping, kicking) Weapon use Cyberbullying Gang violence Where school violence occurs: On school property On the way to or from school During a school-sponsored event

According to CDC’s Youth Risk Behavior Survey (YRBS): Nearly 24% of students had been in a physical fight on school property one or more times during the 12 months before the survey. Nationwide, about 7% of students had not gone to school at least 1 day during the 30 days before the survey because they felt they would be unsafe at school or on their way to or from school.

Bullying Bullying is a type of youth violence that can result in physical injuries, social and emotional problems, and academic problems. The harmful effects of bullying are frequently felt by friends and families and can hurt the overall health and safety of schools, neighborhoods, and society.

Guidelines for schools to prevent Unintentional Injuries & Violence in Schools - All students have the right to learn in a safe and protective school environment. Preventing unintentional injuries, violence, and suicide in schools would help improve the learning environment. - Schools can teach students the skills needed to promote safety and reduce their risk for unintentional injuries, violence, and suicide throughout their lives.

Key principles for prevention programs Unintentional injury, violence, and suicide prevention programs for young people are most likely to be effective when they: Become a national priority and are reinforced by community-wide efforts in which school and community leaders, as well as families commit to implementing and sustaining unintentional injury, violence, and suicide prevention.

Topics: Anger management. Bullying. Dating violence. Gun safety. Personal safety (dealing with stranger). Pre-social behaviors. Recognizing signs and symptoms of people who are in danger of hurting themselves. Sexual assaults and rape. Essential Skills: *Techniques to avoid conflicts and fights. *What to do if someone is thinking about hurting him/herself. *What to do if someone is thinking about hurting others.

School health recommendations for preventing unintentional injury, violence, and suicide among young persons. The guidelines include recommendations related to the following eight aspects of school health efforts to prevent unintentional injury, violence, and suicide: A social environment that promotes safety A safe physical environment Health education curricula and instruction Safe physical education, sports, and recreational activities Health counseling, psychological, and social services for students Appropriate crisis and Emergency Response Involvement of families and communities Staff development to promote safety and prevent unintentional injuries, violence, & suicide. Encourage students' feelings of connectedness to school. Establish a climate that demonstrates respect, support, and caring and that does not tolerate harassment or bullying. 2. Activity supervise all students activities to prevent violence. Ensure that the school environment, including school buses is free from weapon. 3. Implement violence prevention curricula consists with national and state standards for health education. Use active learning strategies, interactive teaching methods, and protective classroom management to encourage students involvement in learning about violence prevention. Provide adequate staffing and resources, including budgets, facilities, staff development, and class time, to provide violence prevention education for all students. 4. Establish a written plan for responding to crises and disasters. Prepare to implement the school's plan in the event of a crisis. Have short-term responses and services established after a crisis. Have long-term responses and services established after a crisis. 5. Involve parents, students, and other family members. In all aspects of school life, including planning and implementing violence and suicide prevention programs and policies. Educate, support, and involve family members in child and adolescent violence and suicide prevention. Coordinate school and community services.

Key principles for prevention programs https://www.cdc.gov/violenceprevention/pdf/yv-factsheet508.pdf

https://youtu.be/YyDJafzuUK4

Extra Shots References Suggested Readings • Telljohann, Susan Kay, Cynthia Wolford Symons, and Beth Pateman. (2001) Health education: Elementary and middle school applications. New York: McGraw-Hill. Chapter 2 and 3. • The Centre of Disease Control (CDC) • Journal of School Health. Suggested Readings - Intentional & Unintentional Injuries * Guidelines for School Health Programs to Prevent ... - CDC ... https://stacks.cdc.gov/view/cdc/21064/cdc_21064_DS1.pdf https://www.cdc.gov/violenceprevention/pdf/yv-factsheet508.pdf

Life is 10% what happens to you and 90% how you react to it ... _ Charles R. Swindoll Best!