YC Magazine Monroe County Fall 2013

October 2013

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www.monroehealth.org

Hunter safety

not just for hunters anymore

inside IMPORTANCE OF EYE EXAMS OUTFIT FOR SUCCESS ALTERNATIVE EDUCATION

BROUGHT TO YOU BY

OCTOBER 2013

FEATURES

2 From the Director 9 Faces in the Crowd 10 The Importance

4 Hunter Safety

of Eye Exams

6 14 It Takes a Village Alternative 18 Education

Outfit Your Child for Success

11 40 Developmental Assets 12 Assets in Action 20 Q&A 20 By the Numbers 22 Media Literacy: Tall Cop

In a Mainstream World

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PRODUCED IN CONJUNCTION WITH

COVER PHOTO BY Wandering Albatross Photography

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TO ADVERTISE OR CONTRIBUTE PLEASE CALL (423) 519-1160

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Monroe County Pride Survey Results Survey of 6, 8, 10, and 12th Graders April 2013 Nationally, students say Parental Disapproval is the #1 reason they don’t use alcohol or drugs.

Local students say that over 70% of their parents do NOT approve of underage alcohol use.

from the

director outh Connections

magazine is a project being introduced to our community from Monroe County Health Council. We

Keep talking Parents!

They hear you!

believe that supporting families and youth to be successful in

patty williford

82% of Youth

making healthy decisions and preventing harmful choices is

the most important activity that we can offer our

report being

community. This issue is the first of four that will be

Tobacco

sent home with students over the upcoming year. We are excited and proud of those local businesses that

FREE!!

88% DON’T USE ALCOHOL!!!

have chosen to support this effort and healthy families in Monroe County. We hope to add more partners in this and future endeavors.

68% say their friends don’t approve of Alcohol use!!

Monroe County youth are very special to our community and we are blessed to have a number of organizations and groups that support their healthy development and future. We would like to take this opportunity to thank our partners and board members of the Health Council for all of their support and ongoing efforts supporting our mission of “working to improve the quality of life for Monroe County residents through health programs and education.” ■

83% OF YOUTH ARE DRUG FREE!!

Encourage your kids to make good choices!

Applaud them when they do!

PATTY WILLIFORD, Director email: patty.williford@gmail.com phone: (423) 519-1160 Monroe County Health Council

Sweetwater City School Coordinated School Health

Playground Build Day

Milk Promotion Day

Cardio Cat

Sweetwater City Schools’ Walk to School Day monroehealth.org

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Caution

h u nti ng

s eas o n

ah e ad

H u nte r Safety: r o f t s u j t It’s no nymore! hunters a 4

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– by Ron Greenwood, Retired Hunter Safety Instructor hen hunter education programs started over half a century ago, one of the major goals was to teach teenagers how not to shoot each other.

To this day that remains one of the goals.

However, the curriculum for the hunter safety education programs has evolved to include many other components useful for hunters and non-hunters alike. The current curriculum has expanded to include other topics including:

What are some components of hunter safety education that can benefit any child?

» Hunter Responsibility » Identification and Operation

» A day in the outdoors begins with a comprehensive plan, including necessary equipment and clothing.

One misconception many people have is all hunters must wear hunter orange during the big game season.

Not so! Upland bird hunters, water fowl hunters, or varmint hunters are not required by law to wear orange. Parents may consider having everyone in the family wear hunter orange when participating in outdoor activities in an area where big game hunting is in season to be more visible to area hunters.

of Firearms

» Firearm Safety » Preparing for the Hunt and Outdoor Safety

» Shooting Skills Parents can utilize the components of hunter safety education programs to promote safety for their children whether they choose to hunt or not. The following questions can help parents create a framework for safety and enjoyment time in nature. Outdoor safety must be reviewed and practiced consistently year round. Following these safety tips can help families maximize the enjoyment the outdoors has to offer.

Who can benefit from hunter safety education?

In many states, children who are first time hunters must complete a state approved hunter safety program. Check state requirements each year to determine if your child is old enough to hunt based on current age regulations. Hunting and other shooting sports are popular year-round activities for many families but those who are not interested can also benefit from hunter safety programs.

Teens may be exposed to firearms in the homes of friends or in homes where they provide child care. Understanding the proper handling of guns and other hunting equipment may be necessary to prevent a tragic accident. Learning how to safely manage a situation involving a firearm is an important skill for anyone.

Teens who enjoy the outdoors, but prefer activities other than hunting such as hiking, camping, fishing or rock climbing, may be sharing space where shooting sports are also occurring. Youth that have a comprehensive understanding of hunting regulations, outdoor safety and ethics are more likely to have positive experiences and less likely to be injured.

Parents are encouraged to contact their state department of Fish Wildlife and Parks for a detailed description of the current hunter safety curriculum. Here are some examples of information covered in the hunter education program that are pertinent if your child enjoys any activity in the outdoors:

» Regardless of the time of year your child is outdoors, it is important to have a flashlight or headlamp with new batteries. A head lamp with multiple light settings and a flashing red light is helpful to warn others of their presence, whether they are riding a bike to the playground or walking to a hunting blind before shooting hours. Your child should always carry a fresh supply of batteries in a water proof container with their equipment. Also consider purchasing equipment that utilizes the same type of batteries. Nothing can be more frustrating than needing to change out batteries that are AAA and your zip lock bag only contains AAs! » Many people who enjoy an outdoor adventure utilize both public and private lands. Whether hunting, fishing or hiking, gaining access to private land may start with a visit or phone call prior to the planned activity. Examples of sources of information regarding land ownership include FWP offices, sporting goods stores, Bureau of Land Management and Forest Service. » Before you head out with your daughter or son to enjoy the outdoors, work together to develop a detailed plan including where you are going, what equipment and supplies you will need, and when you expect to be back. ■

Where can I go to get more information?

In addition to the resources identified, there are many local community organizations and businesses that are happy to help your child have a positive experience in nature that will provide a foundation for a life in the great outdoors. www.tn.gov/twra/infoed.html

outfit

Your child

for

success Understanding learning styles to help children excel in education - by Charlene Kautzman, Center Director Sylvan Learning, Helena, Montana

ack-to-school is just around the corner, which means it’s time to pick out new clothes, shoes, backpacks and school supplies. As you outfit your child with the latest fashion styles, be sure you prepare for a successful school year by understanding your child’s personal “learning style.”

Just as there are many different fashions, there are also many different ways a child learns. Because each child is unique, with different learning styles and academic needs, it is important to personalize the learning process. Understanding a child’s learning style can help parents and teachers personalize instruction or homework to ensure peak performance in school and build a child’s self-confidence.

People learn in at least eight different ways, according to the Multiple Intelligences Theory: visually, verbally, physically, mathematically, musically, and naturalistically, through group activity or through quiet thinking time. When reading the following tips, keep in mind that a child may exhibit more than one of the following learning styles.

How does your child learn? ° Visual/Spatial learners enjoy photography, visual metaphors, puzzles, illustrations and story maps. Seeing a bar graph on the cost of school supplies, for instance, would be a better learning tool than hearing a list of prices read aloud. Students can make notes more visual using graphic organizers, color and shape to highlight concepts. Turn outlines into webs or trees or Venn diagrams. ° Verbal/Linguistic learners shine in activities such as

storytelling, public speaking, drama and journal writing. Give children journals to keep for one month. Encourage them to write detailed descriptions of what they see, taste, feel and hear. Use vocabulary cards by reading words aloud and reciting the definitions.

° Bodily/Kinesthetic learners learn best by doing. These learners thrive on hands-on experiments, field trips, body language, crafts and sports. Take a field trip to a local factory; then make a visual display of what was learned. For homework, tactile or kinesthetic learners can act out a history lesson to help remember important information. ° Logical/Mathematical learners tend to be better at problemsolving, coding, data collecting, money management and scientific models. Help your child create a budget sheet that itemizes every cent spent during a one-month period. Determine what category for school preparation drew the biggest expenses. ° Musical/Rhythmic students may play an instrument, sing, hum or tap during work or require background music while they study. Turn memorization exercises into rhythmic word play and set it to any musical style. This is a great way to memorize basic math facts. How do you know if a word is spelled with ie or ei? “I before E, except after C, or when sounding like A as in neighbor and weigh.”

° Intrapersonal learners work better alone, doing individual study, personal goal-setting and self-esteem activities. This type of student can write down one objective and record the steps to achieving it. This is great for the elementary student who is beginning to set monthly academic goals and the short-term weekly goals for reaching the desired results. ° Interpersonal learners work better in group activities, such as clubs, peer teaching, conflict mediation and active discussions.

They would enjoy volunteering at a nursing home, women’s shelter or charity and documenting the experience in a journal. These students also do well with group learning in the classroom and often take the lead in projects. ° Naturalist learners tend to better understand ideas when they are related to a natural occurrence. These learners prefer outdoor activities (e.g., camping, gardening, hiking, bird-watching, etc).

As parents prepare their child for the school year, it’s important to remember that he or she will be better prepared for classes if parents and the school teacher both understand personal learning styles and use this knowledge to help the child excel in school and on homework. Parents should share their observations about their child’s learning style with their child’s teachers. It is important for parents to request accommodations for a child’s learning style when appropriate.

Young hands-on learners may do better if they are allowed to stand by their desks when working. These Bodily/Kinesthetic or Tactile learners need to be directly involved in learning and will fidget and find reasons to move. They tend to express emotions physically and become easily distracted if they are not allowed to move. It is important to help these learners find some appropriate ways for satisfying the need for movement without being a distraction in the classroom. Squeezing an eraser between thumb and fingers or moving toes up and down in his shoes can help Tactile learners concentrate.

Remember these learning preferences should not be seen as limiting. No one learns through only one channel, but knowing your child’s strength can help you help him or her to study effectively, especially when learning difficult material. Studies have shown that awareness alone can improve a student’s ability to learn.

For you to be truly effective helping at home, you also need to be aware of your own learning style. We all tend to want to share information in the way we learn it best. If you and your child have conflicting preferences for example, you are visual and your child is kinesthetic—you may find yourself saying, “Let me show you” while your child is saying “Just let me do it.” In order to resolve this conflict, you must always try to remember the student’s preference and try to present the assignment in those terms. ■ For more educational resources for children in pre-K through grade eight, please visit www.SylvanLearning.com.

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Being there is why I’m here.

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Check out who’s standing out in our community.

IS THERE SOMEONE YOU’D LIKE TO NOMINATE? Please email patty.williford@gmail.com and tell us why this individual has stood out in your crowd.

FACES IN THE CROWD

Leslie Summit

Leslie is an outstanding young woman who plays an important role in her family and is very active in her school, church, and community. She helps her family in many ways, especially when it comes to her baby twin sisters. Leslie is a member of the Sequoyah High School volleyball, golf, and twirling teams. Leslie is very active in her church’s youth ministry, The Tribe. She loves to help organize fundraisers for mission trips. Even though she is only a freshman in high school, Leslie has been serving her community for some time now. She has been a junior staff member at the local Boys & Girls Club. She helps with Team Lexi and is always willing to help with community projects and events.

Austin Cheek

Austin is a freshman at Tellico Plains High School. After a very trying year with his father passing away, he has kept the faith. He has overcome many obstacles in his way. He is very respectful and a great influence on his classmates. Austin is a member of the football team at Tellico and is always offering to lend a helping hand. Austin has had to grow up a little faster than most kids his age with taking on more responsibility and challenges.

He has one other brother and two sisters that he helps take care of.

Shelby Watson

Shelby is a student at Sweetwater Junior High School. She is very active in many clubs and community groups, including the school chorus, basketball, and archery team, Beta Club, WOC, and the Flying Eagles Tumbling group. She is active in CRAVE, First Assembly of God’s youth group. Shelby is also an Honors Student and works hard at everything she does.

Marilyn Parker

Marilyn is a wonderful influence on our communities. She is full of compassion for children and has a helping heart. Employed at the Boys and Girls Club of the Monroe Area, she goes above and beyond for her kids. Always volunteering herself and time to help others, Marilyn inspires others. As a yearly competitor of the Senior Olympics, she lives every day to the fullest and encourages others to never give up despite their challenges. Marilyn believes in and constantly encourages everyone around her.

Volunteer Federal

Volunteer Federal is more than just a local bank. They and their employees are always helping the community with various fundraisers and support for needed resources. From setting up their hot dog trailer at various community events to being avid supporters of Team Lexi and Childhood Cancer Benefits, they support the community and especially its children and youth.

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the

importance of

eye exams for

children - by Dr. Craig Wilkerson, Ophthalmologist Helena Eye Center, Helena Montana

s a parent, you may be wondering when the appropriate time is to schedule an eye exam for your child. Scheduling your child’s eye exam is just as important as wellness exams.

Ninety percent of all information received and processed by the brain is visual. By having your child’s vision examined at an early age, you can discover and treat any small issues before they become larger problems later in life.

According to the American Optometric Association (AOA), infants should have their first comprehensive eye exam at the age of six months. In the absence of any abnormalities at the initial visit, the next eye exam should happen around the age of three and additional exams before they enter first grade; about age five or six and every two years after that. If your child is in need of eyeglasses or contact lenses, it’s vital to have annual exams.

Early eye exams also are important because children need the following abilities related to good eyesight for learning: ♦ Near vision ♦ Distance vision ♦ Binocular (two eyes) coordination ♦ Eye movement skills ♦ Focusing skills ♦ Peripheral awareness ♦ Hand-eye coordination

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Scheduling Eye Exams for Your Child Choosing an eye doctor and eye care facility that has experience with children’s eye exams and has the proper equipment for a child’s exam will make the experience a positive one for both parent and child.

Make sure the time you set up for your appointment is when the child is happy and alert. Your child’s age will determine how the exam is conducted. Generally the exams will include a case history, vision testing, determination of whether eyeglasses are needed, testing of eye alignment, an eye health evaluation and, if needed, prescription of eyewear.

It is vital for you to tell your eye doctor if your child has experienced or displayed any of the following: ♦ Delayed motor development ♦ Frequent eye rubbing ♦ Excessive blinking ♦ Failure to maintain eye contact ♦ Inability to maintain a gaze while looking at objects ♦ Poor eye tracking skills Be sure to mention if your child has failed a vision screening at school or during a visit to his or her pediatrician.

Your eye doctor also will want to know about previous eye problems and treatments your child has had, such as

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surgeries and corrective lenses. Be sure you inform your eye doctor about any family history of eye problems requiring vision correction, such as nearsightedness or farsightedness, lazy eye or any eye diseases.

Undetected vision problems can put children at a significant disadvantage. Make sure your child starts the new school year with great vision by scheduling a complete eye exam soon. ■

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40 developmental assets

Crowder Creations Creations Crowder

40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.

Youth Connections utilizes the 40 Developmental Assets Framework to guide the work we do in promoting positive youth development. The 40 Assets model was developed by the Minneapolisbased Search Institute based on extensive research. Just as we are coached to diversify our financial assets so that all our eggs are not in one basket, the strength that the 40 Assets model can build in our youth comes through diversity.

In a nutshell, the more of the 40 Assets youth possess, the more likely they are to exhibit positive behaviors and attitudes (such as good health and school success) and the less likely they are to exhibit risky behaviors (such as drug use and promiscuity). It’s that simple: if we want to empower and protect our children, building the 40 Assets in our youth is a great way to start.

Look over the list of Assets on the following page and think about what Assets may be lacking in our community and what Assets you can help build in our young people. Do what you can do with the knowledge that even through helping build one asset in one child, you are increasing the chances that child will grow up safe and successful. Through our combined efforts, we will continue to be a place where Great Kids Make Great Communities.

Turn the page to learn more! monroehealth.org

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assets in action

40 DEVELOPMENTAL ASSETS

15 Support

Zoey and Sophia at Softball Game

1. Family support: Family life provides high levels of love and support.

2. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

3. Other adult relationships: Young person receives support from three or more nonparent adults.

4. Caring neighborhood: Young person experiences caring neighbors.

5. Caring school climate: School provides a caring, encouraging environment.

6. Parent involvement in school: Parent(s) are actively involved in helping young person succeed in school.

Empowerment

3 Rural Vale Students Speak Out Against Tobacco Use

7. Community values youth: Young person perceives that adults in the community value youth.

8. Youth as resources: Young people are given useful roles in the community.

9. Service to others: Young person serves in the community one hour or more per week.

10. Safety: Young person feels safe at home, at school, and in the neighborhood.

Boundaries & Expectations

11. Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts.

12. School boundaries: School provides clear rules and consequences.

13. Neighborhood boundaries: Neighbors take responsibility for monitoring young people’s behavior.

14. Adult role models: Parent(s) and other adults model positive, responsible behavior.

15. Positive peer influence: Young person’s best friends model responsible behavior.

16. High expectations: Both parent(s) and teachers encourage the young person to do well.

Young Life

8 Teen Maze at Hiwassee College

Constructive Use of Time

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17. Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

19. Religious community: Young person spends one or more hours per week in activities in a religious institution.

20. Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week.

If you or your child would like to submit a picture that represents one of the 40 Developmental Assets, please email patty.williford@gmail.com with a picture and the number of the asset the picture represents.

Not all pictures are guaranteed publication.

22 Commitment to Learning

21. Achievement motivation: Young person is motivated to do well in school.

22. School engagement: Young person is actively engaged in learning.

23. Homework: Young person reports doing at least one hour of homework every school day.

24. Bonding to school: Young person cares about her or his school.

25. Reading for pleasure: Young person reads for pleasure three or more hours per week.

Kimberly with Volcano Project

Positive Values

26. Caring: Young person places high value on helping other people.

27. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty.

28. Integrity: Young person acts on convictions and stands up for her or his beliefs.

29. Honesty: Young person “tells the truth even when it is not easy.”

30. Responsibility: Young person accepts and takes personal responsibility.

31. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.

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Broadway Dreams Performing Arts Camp

Social Competencies

32. Planning and decision making: Young person knows how to plan ahead and make choices.

33. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills.

34. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. Resistance skills: Young person can resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.

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Fort Loudon State Historic Park

4H Animal Programs

Positive Identity

37. Personal power: Young person feels he or she has control over “things that happen to me.”

38. Self-esteem: Young person reports having a high self-esteem.

39. Sense of purpose: Young person reports that “my life has a purpose.”

40. Positive view of personal future: Young person is optimistic about her or his personal future.

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iT TAKES

A VILLAGE - James Buscher, Engager of Youth

small placard hangs in our office, sporting the old cliché, “It takes a village to raise a child…” This truism is then followed by the statement, “but no one ever tells you where this village is, or how to get there.” This plaque rings true on two levels, the first being the overt message that a community must rally around a child to raise him or her into a healthy, well-adapted adult. The second message, buried beneath the faux-gold lettering, isn’t quite so obvious. The humorous second half of the statement speaks to the common misconception that someone else, somewhere else is responsible for creating an environment where our children will succeed.

We all seem to agree wholeheartedly that it takes an entire community to raise a child, and then we immediately tell schools, churches, and other institutions to be that community while we watch from the sidelines.

This is not the way to build a culture of youth engagement and inclusion. This is not the way to create an environment that provides youth with the tools they need to thrive. It takes parents, grandparents, aunts and uncles, young adults and retirees volunteering to be the gears of the village that will churn out engaged, active and healthy adults.

A broad spectrum exists here. There are handfuls of uber-engaged parents and adults, who show up at every football game, choir concert, chess tournament, mathlete competition, and volunteer in the

classroom. Then there are those who show up occasionally or don’t show up at all. This larger group of marginally involved adults exists for a variety of reasons; they may not feel comfortable or welcomed at the school, they may work difficult hours, they may not know where or how to plug in, or they may not recognize how important their involvement is to the community. Whatever the reason, and however valid that reason may appear, the truth is that youth in every community need adults to show up.

Studies show that when schools, families and community groups work together to support children through their school years, youth thrive. With active adult involvement youth are more likely to earn higher grades, attend school regularly, have better social skills and emotional health, and graduate to pursue postsecondary education. When community engagement is modeled for youth by the adults with whom they interact, students become more engaged. A student with a consistent adult mentor is more likely to become a mentor either in that moment or years down the road.

Yes, it takes a village. But that village is not a group of institutions. The village is comprised of individuals with overlapping and interlacing relationships. These relationships have formative power, but seem

to carry less and less weight in the minds and lives of adults. Youth need adults in their lives, and not just their parents. Whether you’re a businessman, a congresswoman, a lawyer, a mechanic, or a cashier, whether you have children or not, there are ways to get involved and make our community and a child’s life better for it.

Donating a small portion of your time can have big results in the life of a child.

Volunteer with your local church youth group, or become a Big Brother or Big Sister.

Parents, you can contact your child’s school and volunteer in the classroom, or coach a Little League baseball team. Take your child out to lunch every now and then, and show up at their events. Business owners, consider hosting youth-friendly activities one night a month and encouraging your fellow business owners to do the same. When you find positive ways to build a caring and mentoring relationship with a child, you make two lives better, theirs and yours. When adults rally around these opportunities to inject positive influence into the lives of youth, the whole community succeeds.

As youth culture has grown and certain sectors have created “silos” to serve that culture, it has become increasingly easy to think that someone else, somewhere else is taking care of our youth. It’s easy to look at schools, the local library, the YMCA, or churches and see that they have special youth programing. It’s easy to then conclude that the youth in our communities are being well cared for. It’s easy to let someone else build programs for rowdy high school and middle school students. But that’s not all those students need. They need you, a caring adult, to build a relationship with them and show up to be a part of their village. ■

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For Monroe county citizens to empower and support Increased movement, fitness, and health for them and their children. Monroe County Health Council will be offering free fitness classes and events, as well as health tips.

FIND US on FACEBOOK for more info!!! www.facebook.com/pages/ Monroe-on-the-Move

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MONROE MONROE MONROE COUNTY COUNTY COUNTY

Madisonville Library Madisonville MadisonvilleLibrary Library “Something for Everyone” “Something “Somethingfor forEveryone” Everyone” www.madisonvillelibrary.org www.madisonvillelibrary.org www.madisonvillelibrary.org 423-442-4085 423-442-4085 423-442-4085 Mention MentionAd Adfor forfree freegift gift Mention Ad for free gift

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Rule 31 Listed Family & Civil Mediator

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17

Alternative

education

in a mainstream world

- by Craig Crawford, Principal

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hat makes an alternative student? This is a great question with no common answers. Students choosing alternative pathways come from a variety of backgrounds and circumstances. The one common theme is they have struggled in the traditional high schools for some reason. The National Alternative Education Association lists the following: “under-performing academically, possessing learning disabilities, displaying emotional or behavioral issues, being deliberate or inadvertent victims of the behavioral problems of others, displaying a high risk of potential expulsion, suspension, or dropping out of school, and/or displaying the need for individualized instruction.”

Alternative education often carries the stigma of being the “bad” or “troubled” kids. This is simply not true. Comprehensive high schools, or traditional high schools, are built to serve a great many students as efficiently as possible. Alternative students may not learn in this manner. They are often times some of the brightest students, but their style of thinking and learning does not match with that of a comprehensive high school. They require more hands-on, experiential learning than can be offered in a setting that needs teachers to maximize seating capacity.

Within an alternative setting you will find teachers who are better able to approach lessons from different angles which engage a variety of learning styles for students at varying ability levels. Alternative education is not a “one size fits all” approach.

It becomes individualized as each student comes from their own special set of circumstances and carries their own specialized skill set. While a teacher in a traditional high school is preparing for over 100 students per day, an alternative setting allows a much smaller instructor to student ratio, thus increasing the ability for differentiated instruction to occur.

The National Dropout Prevention Center states, “One primary indicator of a student’s level of detachment and disengagement from school academically is absenteeism.” This seems to be a fairly obvious observation: students not in school are less likely to be learning than those in the school. There needs to be an examination of the cause of the absenteeism. Schools often look at how attendance impacts academics, but perhaps there should be an examination of how academics impacts attendance. The modern day ‘three Rs’ of education are rigor, relevance and relationships.

Students need to feel someone cares about their situation. If a student is struggling and perceives there is no hope of “getting it,” their motivation for coming to class will disappear.

Many colleges and universities are beginning to recognize that conformity to one style of learning is reducing the number of students they can serve. For example, some colleges and universities now offer students the opportunity to take one class at a time versus a course load of several. These classes are taught over a shorter period, but allow students to focus on that subject and then move on. One college explains students “get undivided attention from faculty while truly understanding what they learn through focused, intensive learning. Class sizes are kept small, which fosters a more meaningful academic experience. The results are better relationships between professors and students and greater retention of both academic and real-world lessons. Through focus and hands-on experience, students take an engaged, active role in their education.” You will note the terms “relationships, hands-on, and meaningful.” These are hallmarks of alternative learning.

Alternative learners are simply that, alternative. They do not fit into the industrial model of education that successfully serves most students. They require more individualized approaches, but are just as capable as any other students. ■

Protective Factor Data Protective factors are individual or environmental characteristics, conditions, or behaviors that reduce the effects of stressful life events. These factors also increase an individual’s ability to avoid risks or hazards, and promote social and emotional competence to thrive in all aspects of life, now and in the future.

75% take part in some type of sports.

89% of youth are involved in church or a synagogue.

98% of Youth make good grades most of the time.

56% take part in school activities!

82% report that their parents talk about the dangers of alcohol and drugs with them 95% report that parents set clear rules!

Create opportunity for youth to engage in monroehealth.org Protective Factors to protect health!! | YC MAGAZINE | OCTOBER 2013

19

Q A

BY THE

NUMBERS

Q. My kids are in middle and high school

and don’t seem to have “traditional” learning styles. Do you have ideas on helping them learn study habits that will make homework time easier?

A. Getting the kids to understand the term “homework” needs to be addressed from the start. Students need to know that working “outside the classroom environment” will create responsibility and accountability skills they will need down the road if heading off to college and into professional jobs. This is quite the statement to make to a middle and early high school student, but it sets the course for developing independent study skills. Telling your student to set aside a time (not early after school...they need a break...and not late, as to afford a good night’s rest) and keeping to this schedule will eventually develop into “a constant time frame” and habit in itself. When it comes to homework, there is no “Traditional” style about it...it’s still homework and having your student understand “because” instead of “why” will set the tone.

-Marty, High School Art Teacher

A. All people learn differently, some by reading, some by watching, and some by doing, as well as several other styles. I think the key is not to focus on the learning style your child is best at, but to explore, work, and improve on the style they may not be as strong. Here are some ideas that can help: • Having a certain place to study is great, but research shows that if a child (or adult) is left to move around and study in different areas they can retain much more information (not in front of the television though).

• Try different ways to study. This is called mixed practice. For example, if you are learning new vocabulary terms, have your child read through both the term and its definition, then read the definition and then the term. After they have done that a few times, quiz your child by reading your child the definition and ask them to give you the correct term, then reverse that, state the term and have them respond with the correct definition.

• Create their own test covering the material they are studying, and then take their own test and correct their own mistakes.

Regardless of the child, studying is hard work for both child and parent. Many kids are not always ready to put the kind of work into as is needed, although if good habits are formed early, say 5th, 6th and 7th grade or earlier, they are going to set themselves up for great success not only in school but life.

-David, Middle School Science Teacher

???

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OCTOBER 2013

63%

Youth who drink alcohol and say that they initially got the alcohol from their own or their friend’s home. (teendrugabuse.us)

10,000

Number of gallons of saliva the average human produces in a lifetime. (funinlife.wordpress.com)

2500

Number of lefties who die each year using products designed for righties. (funinlife.wordpress.com)

160,000

Estimated number of children who miss school each day out of fear of attack or intimidation by other students. (bullyingstatistics.org)

42%

Teenagers whose parents talk to them on a regular basis about the dangers of drug use are 42% less likely to use drugs than those whose parents don’t. (teendrugabuse.us)

20%

In any given year, only 20% of children with mental disorders are identified and receive mental health services. (nami.org)

If you have a question that you would like our help with, please send it to patty.williford@gmail.com. We cannot guarantee all questions will be published; however we will do our best to respond to all submissions. |

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The Club for Busy People  24/7 Access to OVER 2000 locations  Personal Training Programs  Unlimited Tanning  Nutrition Coaching  Safe & Friendly Environment  State of the Art Facility  Group Classes Weekly

Learning Shouldn’t

at 3 o’clock!

For more information, please call (423) 442-6770 or visit bgcmonroearea.org monroehealth.org

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YC MAGAZINE

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OCTOBER 2013

21

media literacy

Tall Cop Says

stop!

Things Aren’t Always As They Seem -by Jermaine Galloway, 2009 JJDP Law Enforcement Officer of the Year

Drug and alcohol abuse has been a problem for a very long time. Substance use takes many forms including youth experimenting, abuse and addiction. What we know is that drugs are being abused at an alarming rate. Underage drinking in some communities is a rite of passage and, in other cases, adults don’t realize their kids are consuming substances.

Today you can walk into your child’s room and see a container, a logo on a shirt, a can that looks like an energy drink, a bracelet with a certain color combination or even a simple pair of shoes and think nothing about it. That is the problem. In today’s society, many of these items might be associated with the drug world. Now the first thing that we all need to understand is that drugs, and their meaning, are all person-specific. Just because someone is displaying a logo or identifying with certain products doesn’t mean that they use or abuse drugs. However, the difficult part for adults is to identify what the meaning is and why the child is choosing to wear or display it.

It is common to walk into some local stores and see brands and logos that at a street level are commonly associated with drug and/or alcohol use. However, to the untrained eye, these items may be viewed by adults as “just a teen thing.” Some of these logos include marijuana leaves, drug terms, identifiers, and pictures. In other cases, the information and terms are hidden within seemingly harmless logos, pictures, acronyms, and color combinations. There are also locally based stores that seem to be popular with minors that sell alcohol and drinking game type items.

Many of these stores will display the logos right in front of you. Logos and clothing items will be in the store window, on a mannequin, or a phrase listed on a sign. I have always said, “you can’t stop what you don’t know.” If you are aware of these logos and indicators, they will stand out like a neon sign in a dark room. Another frequent trend that I see is one of these drug related logos highlighted in the entry way of the stores.

So why are clothing and stores so important? Identification is the key. We all identify ourselves (good or bad) in a certain way. Ask yourself this: why do people wear uniforms? Why are there patches, logos and terms associated with certain groups?

Identification! A logo is much more than a logo. It is the face of an organization, the colors, or design that EVERYONE identifies with. When talking alcohol and drug related clothing, it is the same thing. Youth are speaking to us in a non-verbal way. Can you figure out what they are saying?

DYK

The inventor of the flushing toilet was Thomas Crapper. (funinlife.wordpress.com)

DID YOU KNOW?

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As a parent it is imperative for you to figure out the “nonverbal” influences. Spend time talking to your kids and going to the places they go. Walk into those retail stores your kids frequent. See what they are looking at and wearing. If you don’t understand what something means, search for it on the internet.

(Type in the word followed by “Drugs, Tobacco or Alcohol.”)

You can’t always rely on the internet however. There are many things that could be school-based, area-based or region-based.

Pay attention, stay active and ask questions. ■

• Test Your Knowledge • Who is the Insane Clown Posse?

What do the colors red, green, and yellow together sometimes represent?

Shoes, belts, and hats often have concealment pouches for what purpose?

What does DGK stand for?

Why are ping pong balls sometimes sold in stores in the alcohol section?

What is Sizzurp?

Flip flops are sold with what type of paraphernalia imbedded in the soles of them?

For the answers to these and other important questions regarding drug and alcohol culture among teens, please search on the internet or contact our office.

A typical lightning bolt is 50,000 degrees fahrenheit, which is hotter than the surface of the sun. (funfunnyfacts.com)

Watermelon is actually a VEGETABLE, most closely related to cucumbers, pumpkins & squash. (womens-place.com)

Are You Above The Influence?

More than 1.8 MILLION teens have declared that they are!

National “Above the Influence” Day Challenge October 17, 2013 Join us on Facebook | Instagram | Twitter for National “Above the Influence” Day – October 17 Take pictures of you and your friends displaying the ATI Arrow drawn on your hands, legs, shoes, skateboard or some other cool place, showing that you live “Above the Influence.” Then, tag them #ATIDay2013. We’ll pull them into our social media board on Facebook to showcase each and every one of you!

Find out more at facebook.com/AboveTheInfluence

Services Offered:

Monroe County Health Department Team

WIC Birth /Death Certificates CSS/HUGS/CHAD

2013

Immunizations STD Testing

East Tennessee Region

EPSDT Physicals Family Planning

Outstanding Health Department of the Year

Health Education Voluntary Acknowledgment of Paternity

Monroe County Dental Clinic We accept most dental insurance including Tenncare and provide income based services.

We provide services for school aged children.

3469 New Hwy 68 Madisonville, TN 37354 (423) 442-8828

We offer Nitrous Oxide “laughing gas.�

Dining

with Diabetes FREE Classes being offered quarterly throughout the year.

Call UT Extension at 423-442-2433 A program designed for people with diabetes and their family members.

A four class series includes learning how to manage diabetes, food demonstrations, and tasting of healthy foods.

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OCTOBER 2013

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Monroe County Diabetes Support Group Your diabetes care is in your hands For more information, call Jordan at 423-442-3993 Or email at Jordan.guff@tn.gov

Meetings include guest speakers and discussion Meets on the 4th Tuesday of the month from 1-2pm

at the Cora Veal Center 144 College Street Madisonville

The most effective way to reach Monroe County families.

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