The Child Advocate - March 2011

Child Advocate

e h T

March 2011 Issue 6, Volume 19

Keeping Our Kids Safe

Washington State PTA Convention Seattle Seattle Airport Airport Doubletree Doubletree Hotel Hotel

April 29-May 1, 2011

Inspiring Inspiring Keynote Keynote Speakers!

Speakers!

Time Time to to Bond Bond as as aa Team!

Team!

New New Ideas Ideas for for Your Your PTA! PTA!

Leadership Leadership Training Training Classes!

Classes!

Contents

Newly Newly elected elected PTA PTA board board members members should should attend attend for for aa seamless transition for your new leadership. seamless transition for your new leadership.

Early Early Bird Bird Registration Registration is is $150 $150 (3 (3 days) days) and and late late registration registration is is $190. $190.

Fee Fee includes includes all all materials. materials. Fee Fee does does not not include include meals meals or or housing. housing.

Join leadership training Register Online Join us us for for leadershipToday! training for for your your local local unit unit leadership leadership team team for for the the upcoming upcoming year! year! www.wastatepta.org

www.wastatepta.org www.wastatepta.org

On-line On-line registration registration available available soon soon on on the the WSPTA WSPTA website. website.

Registration Open For Emerging Minority Leaders Conference

Washington State PTA’s second Emerging Minority Leaders Conference will be held Friday, April 29th at the SeaTac Doubletree Hotel. In addition to inspiring speakers at the opening and closing sessions, attendees will choose up to four classes that have been selected as being of particular interest to minority parents.

There will also be a special presentation by Book-It All Over, a touring theater group. For more information and online registration, go to the WSPTA website: www.wastatepta.org

The

Child Advocate

a Washington State PTA parent involvement publication

Washington State PTA 2003 65th Avenue West Tacoma, WA 98466-6215 Website: www.wastatepta.org Email: wapta@wastatepta.org Phone: (253) 565-2153 or 1-800-562-3804 Fax: (253) 565-7753

VISION:

Earthquake Preparedness

3

Home Fires: 5 Life-Saving Tips to Teach 4

Your Kids Teen Drivers: Keeping Them Safe on

the Road

5

Safety Tips for Young Pedestrians

6

Preventing Sports Injuries

7

Poison Prevention: Steps to Take to

Prevent Accidental Poisoning

8

The Child Advocate is published online every month from September through

May by the Washington State PTA, 2003 65th Avenue West, Tacoma, WA 984666215, (253) 565-2153. Contributors are welcome. Call the State PTA office for guidelines. Whenever PTA is used it also refers to PTSA. PTA is a registered trademark of the National Congress of Parents and Teachers.

Scott Allen, Washington State PTA President Bill Williams, Washington State PTA Executive Director Karen Fisker-Andersen, Editor

“Making every child’s potential a reality.”

MISSION:

PTA is: n A powerful voice for all children, n A relevant resource for families and communities, and n A strong advocate for the education and well-being of every child.

The Washington State PTA accomplishes the mission of PTA by

• Speaking on behalf of children and youth in the schools, in the community, and before governmental bodies and other organizations that make decisions affecting children; • Supporting parents* in developing skills to raise, protect and advocate for their children; • Encouraging parent*, teacher, student and community involvement; • Promoting opportunities for positive outcomes for children; and • Being a financially stable, well-managed organization that promotes diversity, provides quality service, models best practices and values its members and employees. *Parent may include adults who play an important role in a child’s family life since other adults (grandparents, aunts, uncles, or guardians) may carry the primary responsibility for a child’s health, welfare, education and safety.

Earthquake Preparedness R

ecent events in Japan remind us that we also live in an earthquake zone and scientists agree that a major earthquake could also strike the Pacific Northwest at any time. This is a good time to review your family emergency preparedness plan and make sure you have plenty of food and water set aside in case of a natural disaster striking our area.

Talking To Your Kids About the Earthquake in Japan

Your children may be frightened by what they are seeing in the news about events in Japan. Parents should limit the amount of news they are watching with young children present.

If your children want to talk about what’s going on in Japan, explain to them that while it started with an earthquake, most of the destruction that took place was a result of the tsunami. Some kids might be fascinated by these natural forces and if they are, then encourage them to learn more by checking out books at the library. Other kids may not want to think about these events. If this is the case, then respect their wishes as well.

For some kids, helping their parents build their family’s emergency preparedness kit is a fun project that can make them feel more secure about what would happen if an earthquake were to strike the Pacific Northwest. Another way kids can feel like they are doing something to help is to raise money to donate to the Red Cross or another aid organization.

The Child Advocate, March 2011

Talking To Your Kids About the Nuclear Problems in Japan

Older kids may have heard about the problems with the nuclear power plants in Japan and may be worried about radiation reaching the Pacific Northwest. The state Department of Health has stated that there isn’t ANY scenario involving the nuclear plants in Japan that would lead to health problems for people in Washington State.

Parents can explain to concerned older children that because Washington State is thousands of miles away from Japan, any radioactive elements in the jet stream would be thinned out by winds before it could reach us.

However, the state monitors our air and water for radiation and if we do experience any slight raise in radiaction levels, it will not be in quantities that will adversely affect health. It is not possible for heavier and more hazardous radioactive elements, such as uranium and plutonium, to travel the long distance from Japan to the west coast of the United States. For more information on this topic, go to the state Department of Heatlh website http://www.doh.wa.gov/Topics/japan2011.htm.

How to Prepare for an Earthquake

n n n

Place heavy objects, glass, and other breakables on lower shelves; Fasten shelves to walls; Anchor high or top-heavy objects;

3

Anchor overhead lighting or chandeliers using wire; Bolt down water heaters and appliances using flexible connectors; n Know how to turn off electricity, gas and water at main valves; n Develop a family emergency plan. This might include a place for reuniting if you get separated, and an out-of-state contact person. Be sure your children know what to do in case of an earthquake. (See information below, “What to do During an Earthquake.”) n Prepare an emergency kit which includes at the very minimum: a flashlight, a battery-operated radio, extra batteries, enough food and water to last 72 hours, a fire extinguisher, first aid kit, and medicine. For more ideas on emergency preparedness, go to http://www.emd.wa.gov/. n n

What to do During an Earthquake

you are until the shaking stops, then follow evacuation procedures and exit the building as carefully as possible.

Never use elevators since power may fail. Don’t use candles or matches during or after an earthquake due to possible gas leaks.

If you live in an area that may be vulnerable to a tsunami, know the evacuation route and where to find high ground.

What to do After an Earthquake

n

n

If you are inside, stay inside and move away from windows and overhead objects. Take immediate cover by dropping to the floor and crunching your body up, facing down, using your hands to cover your head and neck. The best places to “drop and cover” are under a heavy desk, table, bench or chair. If those aren’t available, seek cover in an inside doorway or against an inside wall. Face away from glass.

If you are outdoors, stay outdoors and “drop and cover” away from buildings and utility wires. In either case, stay covered and remain where

n

n

n

n n

Meet up with your family in the designated place identified in your emergency preparedness plan.

Be prepared for aftershocks and stay away from damaged buildings.

Check for injuries, but don’t attempt to move a seriously injured person unless they are in immediate danger of further injury.

Turn on your radio to receive the latest information and instructions from local authorities.

If you smell gas, shut off the main gas valve and leave the building.

Do not re-enter until officials say the building is safe.

Stay away from downed power lines.

If it is safe to return to your home, clean up any spilled medicine or shattered glass, and check for any other hazards. n

Home Fires

5 Life-Saving Tips to Teach Your Kids E very year, over 4,000 Americans die in home fires. Tens of thousands more suffer pain and lifetime disabilities from fire injuries. Tragically, young children are twice as likely to die in fires as adults. Parents and teachers can help reduce this toll by actively teaching fire safety to children as well as ensuring that appropriate preventative precautions have been taken at home.

Approximately 40% of all children in grades 1-8 have played with matches and lighters.

Teach children that matches and lighters are tools, not toys, for use by adults only.

Change the batteries on your smoke detectors when you change your clocks twice a year for daylight-savings time.

If you didn’t change your batteries on your smoke detectors earlier this month with the time change, then change them today. Test smoke detectors monthly.

There should be smoke detectors on every floor and next to every sleeping area. Be sure to follow the manufacturer’s recommendation regarding placement and installation, and replace them at least every 10 years, even if they are still working.

Teach Kids to Get Out Safely:

1 Know two ways out of every room, Second story bedrooms should have be equipped with an emergency escape ladder.

4

2 Feel the door before opening. If door isn’t warm then it is safe to open. If the door is hot, then use an alternate escape route.

3 Crawl low under smoke and get out fast. NEVER hide from the smoke and NEVER go back inside for ANYTHING. 4 If clothing catches fire, teach kids to “Stop, Drop and Roll.”

STOP where you are. Don’t run. DROP to the ground. ROLL over and over to smother the flames. Cover your face with your hands.

5 In an apartment, always use the stairways, never the elevators in an emergency situation. Go to a designated family meeting place once outside. n

a Washington State PTA parent involvement magazine

Teen Drivers:

Keeping Them Safe on the Roads

T

eenagers make up just seven percent of Washington’s driving population, but are responsible for 14 percent of the fatal collisions.

(National Highway Traffic Safety Commission) In July 2001, a Graduated Driver’s License law in Washington State went into effect that requires that parents spend an additional 50 hours of behind-the-wheel driving time with teenagers before they can get a license. These new license provisions also limit the number of other teens that can drive with a newly licensed teen driver, and impose limits on late-night driving as well.

The Graduated Driver’s License law was supported by the Washington State PTA in an effort to help keep our young drivers safe on the roads when they still have little experience and can be easily distracted. Expect your teenagers to follow these laws and reinforce their importance in household conversations.

Driving with teenagers, even after they have taken driver’s education classes, can be a very stressful experience. However, your patience and persistence in assuring your teen has a lot of extra experience behind the wheel will help your teen be a better driver.

Start your driving experiences in a big parking lot on a day when there is little or no traffic in the parking lot. Use this location to allow your student to get used to the car and its controls, practice turning corners,

The Child Advocate, March 2011

and changing lanes, and park properly. Once the new driver is comfortable with these maneuvers, she or he ready to get some experience on a quiet road with very little traffic and no children present.

Before the Drive

Talk to your teen drivers about where they are driving before starting the drive. Remind them about keeping their speed as they merge into traffic and any other instructions you think would be beneficial to them before starting. Once they are behind the wheel and in traffic there is little time to explain why they should do something, so it’s helpful to discuss some of this ahead of time. For example, when you tell your teen to check her blind spot, she needs to know immediately that this means to make a quick turn with her head to make sure she didn’t miss anything when she looked in her mirrors.

Talk to your teen drivers about anticipating events that could take place.

For example, if they are driving through a neighborhood and a ball rolls across the road, explain that they need to slow down because it’s highly likely that a child will jump out in front of them in pursuit of the ball.

Another example, if they are merging onto a busy road, they need to anticipate the car in front of them suddenly stopping in response to difficulties in merging into heavy traffic.

During the Drive

It’s not uncommon for new drivers to forget the directions to places.

5

Later, you can discuss the dangers of drugs and alcohol in a different setting and situation, but parents should avoid punishing a teen who calls for a ride when one is needed.

Avoiding Other Distractions

When so much of their concentration is focused on their driving, they may forget to turn when they should. Parents riding with new drivers should remind teenagers of turns well in advance. For example, tell your teen that he will need to turn right at the next light. This will give him time to process the information before he gets to the light, so he doesn’t need to make any last minute lane changes to make a turn.

When you feel your stress level getting to the point where you may start yelling, ask your student driver to pull over when it’s safe, for example, into the next driveway, or on a smaller road, or if you are already on a smaller road then just pull over to the side of the road. This will allow you to catch your breath, offer some calm instructions, and regroup.

Texting & Driving

Require that your teens turn off their phones while they are driving.

Suggest that they tell their friends that if they don’t hear right back from them it’s because they are driving. Be a good role model for your teens and turn off your own phone before you put the key in the ignition as well.

Drinking & Driving

Alcohol and drugs never mix with driving. Tell your teens that you expect them to call you if they are ever in a situation where they may be tempted to drive or ride in a car driven by someone who has had something to drink. If you receive this type of call, make sure you praise your teenager’s courage for making this tough call and avoid lecturing your teen for the decisions that led to this event.

Everyday you see people on the road applying make-up, eating, reading a piece of paper or jotting down a note. The radio can also be a distraction to drivers. Explain to your teen that every time her eyes are not on the road even for a few seconds, she won’t see a car stopping quickly in front of her or any number of potential life-threatening situations.

If your student needs to read a map or wants to change the radio station, teach him (and model it yourself) to do this while he is stopped at a red light. Applying make-up and eating should never happen when a person is behind the wheel in traffic. These activities are only safe when stopped and parked. This is also the only safe time to make phone calls or texts.

Teenagers can be distracted by their friends. When friends are in the car, teens are more likely to drive faster then they normally do, follow the car in front of them too closely, not wear their seat belts, and are generally sloppier in making lane changes. Explain to your students that this type of behavior will result in loss of car privileges, and be willing to followthough with this if needed.

If young drivers see another vehicle weaving in traffic, driving unusually fast or slow, making sudden starts or stops or driving erratically in some way, they should steer well clear of that vehicle because the driver may be under the influence of alcohol or another drug. n

Safety Tips For Young Pedestrians K ids are impulsive and energetic. They’re far too interested in a ball, a dog, or a friend across the street when they enter traffic. Even if you’ve taught your children safe street crossing rules, they have difficulty following the rules every time. It’s best to find safe play areas for them away from driveways and streets whenever possible.

Make sure your students follow the safest route when they are walking to and from school. If possible, coordinate the children on your block or in your apartment complex so they all walk together to and from school.

Remind your children to always use crosswalks and to look both directions before crossing the street—even if they have a green light to walk. They should STOP at the edge of the curb, LOOK left, right and left again to see if there are any cars coming, LISTEN to see if they hear any cars coming, then proceed to walk across the street while they are still looking and listening. Make sure your student learns to make eye contact with drivers who are waiting at the intersection. If the driver seems distracted or doesn’t appear to be aware that there are pedestrians present, teach your children to be patient and make sure the driver sees them.

Parents often think their children have more skills than they actually possess. Don’t over-estimate your children’s abilities to remember traffic safety rules. Remind them often about these safety rules.

6

Encourage your students to wear outer clothing that is bright or has reflective markings. This helps drivers see pedestrians on those gray, rainy days when there is limited visibility.

Students should also be aware of their surroundings. They should never take shortcuts through alleys, parking lots or through the woods. Also encourage them to be cautious of vehicles, such as a van, that pull up and park on the street just ahead of where they are walking.

Finally, all papers need to be securely placed in book bags or backpacks, so they don’t get blown into the street and into the path of an approaching car. n

a Washington State PTA parent involvement magazine

Preventing Sports Injuries N

ot all sports injuries can be prevented, but the following measures can help prevent some of the most prevalent injuries.

Proper Stretching and Warming Up

Student athletes should stretch their muscles prior to physical activities. Hold the stretch for 30 seconds without bouncing and repeat each stretch two or three times.

In addition to stretching, athletes should participate in warm-up activities. Warm-up activities might include walking, slowly jogging or generally doing a sport slowly at first for 5 to 10 minutes.

Safety Equipment

Athletes should always use safety equipment such as helmets, mouth guards and pads as appropriate for their particular sport. Safety equipment should be worn during all practices and games. This equipment can reduce the number of broken bones, sprains, and head injuries in student athletes.

If students use city streets to run on, they should wear bright colors so they are easily spotted by passing motorists.

Hydration and Nutrition

It’s important for student athletes to stay hydrated during physical activity. The best fluid for student athletes is simply water. In the summertime, staying hydrated is extremely important to prevent heat exhaustion.

Good eating habits is also important in preventing injuries. Students who participate in athletics where weight might become an issue, such as wresting or gymnastics, may need special attention in this area.

Other Considerations

Rest. Avoid overtraining by making sure your young athletes have some rest days built into their schedules. n

Consider cross training. For example, yoga or pilates can improve flexibility or strength training and varying forms of aerobic conditioning can improve safety in most sports. n

Cool down. Young athletes should be encouraged to cool down after workouts in the same way they warmed up. Walking or slowly jogging for 5 to 10 minutes followed by stretching after a workout is a good habit. n

Start slow. If your student athletes are starting a new sport, encourage them to slowly build up to the required training by starting to work out well in advance of when the sport begins. For students who participate in track, for example, building up to the required workouts will help eliminate painful shin splints. n

The Child Advocate, March 2011

Good sportsmanship. One of the best ways to prevent sports injuries is to encourage young athletes to play by the rules. Sports are by nature, competitive, but overly aggressive behavior puts others at risk and shouldn’t be tolerated by coaches, parents or referees. n

Ice and elevate for injuries. If your student experiences pain during a workout, he should stop, then apply ice for about 20 minutes and elevate the injured the injured area. This should be repeated as needed. Students should not be encouraged to play through pain. Consult a doctor if needed following an injury. n

Allow time to heal. When student athletes are injured, be sure to follow the doctor’s instructions and allow the athletes time to heal properly. Following an injury, stretching and warming up and cooling down are extremely important. n

Head injuries. If student athletes sustain a head injury in a game or practice, they should not be allowed to go back into the game or practice, even if they say they feel better. State law requirs students to be checked out by a physician after they have received a head injury. n

Annual physicals. Schools require students to receive annual physicals by their pediatrician to participate in school sports. Even if this is not required (such as at recreational clubs), young athletes should have annual physical exams before they participate in sports. n n

7

Poison Prevention

Steps Parents Can Take to Prevent an Accidental Poisoning

A ccording to the Washington Poison Center, poisonings are the leading cause

3. Take the child and poison to a phone and call the Washington State Poison Control Center (1-800-222-1222). Be prepared to give the child’s age, weight, and product’s name. The poison center will ask other pertinent questions.

4. Follow the poison center’s directions. Never give the child anything (even Ipecac) without first calling the poison center.

of death in Washington State, surpassing car crashes and falls.

Every year the nation recognizes the 3rd week in March as, “National Poison Prevention Week.” The Washington Poison Center urges all Washington citizens to use this week as a reminder to be cautious with poisons.

Tips for Preventing Accidental Poisonings:

Lay the groundwork early. Even preschoolers can understand basic concepts about benefits and importance of taking medicines as prescribed. n Don’t have just one conversation; reinforce the message every time you dispense medicine to your children. n Look for teachable moments. Consider the number of TV pain relief ads, for example; you won’t have to wait until your children are sick to talk about taking medicines. n NEVER refer to medicine as candy. n Before visiting a doctor or pharmacist, encourage your children to ask about medical treatment. n Have the health professional talk directly to your children about how to take the prescribed or over-the-counter medicine; make sure the professional uses words your children can understand. However, parents should always maintain responsibilty for dispensing medicine to their children. n Be a good role model. Take your own medicine in a safe, effective way. n Safely dispose of outdated or unneeded medications. n Poisoning can be caused by common household items, such as medicines, aspirin, vitamins, sleeping bills, hygiene products, cleaning products, and some plants. n Funny-smelling breath, burns in or around the mouth, sweating, stomachache, nausea, dizziness, unconsciousness, and convulsions are some warning signs of poisoning. n

What to do if you Suspect a Poisoning?

1. Stay calm. Keep the child calm.

2. Look into the child’s mouth. Remove any remaining pills, pieces of plant, etc.

The Child Advocate, March 2011

Younger Children

Store poisons out of your children’s reach, and in child-proof cabinets and drawers. n Always keep poisons in their original containers; NEVER store them in other bottles. n Put “Mr. Yuk” stickers on all poisons, and teach your children that they mean “poison--stay away!”

Mr. Yuk stickers are available to purchase on the Washington Poison Center website www.wapc.org. n Ask the pharmacist to put childproof caps on all medications, and try to buy over-the-counter medications with child-proof tops. n Keep Syrup of Ipecac at home, but never use it without instructions from the poison control center. n Lead, often found in paint from old houses, is also poisonous. n Have the Washington State Poison Center’s phone number handy (1-800-222-1222). n

Older Children

When you think of poisoning, you rarely think of older children, however the risk is present even for older children. When kids are more independent, they may decide when they have a headache or a cold, they will simply take the medicine themselves. Parents need to be vigilant about explaining proper dosing to their children or teenagers who are home alone during the after-school hours.

Without parental instruction, kids sometimes think that if two pills are the proper dose, then they will take four since they have a really big headache. Parents need to remind their teenagers the importance of following the directions on all medicines, including vitamins and herbal supplements, and the dangers associated with not following dosing instructions. n

8