December 2012 Archives

The SUN School-Wide Movie is...

..."Penelope."

Tomorrow, we will have our annual school-wide movie. The purpose of a school-wide movie is to share a message of accpetance, friendship, compassion, empathy and respect with our students. As you know, the SUN (Stand UNited Against Bullying) initiative focuses its attention on teaching students how to treat each other and how to celebrate our differences. The ABC (Anti-bullying Coalition) has selected "Penelope" as tomorrow's school-wide movie.

The following excerpt has been taken from Common Sense Media (http://www.commonsensemedia.org/movie-reviews/penelope)

Born to a privileged family burdened by a curse, pig-nosed Penelope (Christina Ricci) will only get a human snout when she finds true love with one of her "own kind." Mindful of a scandal, her parents (Richard E. Grant and Catherine O'Hara) fake her death and lock her away until she's grown up, at which point they begin hunting for a suitable -- and, more important, willing -- mate. The "auditions" for a hex-breaking aristocrat begin straight away, but every time Penelope reveals herself, the men run off. One, disgraced after no one believes his tales of a monster on the loose, hires a muckraker named Lemon (Peter Dinklage), who hatches a plan to hire Max Campion (James McAvoy) -- a down-on-his-luck blueblood with a gambling problem -- to snag a picture that will sell lots of tabloids. But Lemon didn't bet on Max having a heart (not to mention a soul); soon, Penelope is unmasked, Max rejects her, and she's left to figure out what how to live happily ever after -- with and without the boy.

What families can talk about

Families can talk about how this movie is like a fairy tale. What does it have in common with more traditional "once upon a time" stories? How is it different? What lesson do Penelope and her family learn from their curse? Are the men's reactions to Penelope understandable or reprehensible? What shapes their expectations of how a woman ought to look?

Please let us know if you have any questions or concerns. (609) 468-6439.

 

Yesterday, a member of our HS staff sent a very thorough document out that focused on advice for dealing with tragedy. It also covered the topic of how to talk to kids about tragedy and violence. I thought I would share. Please contact the main office if you have any questions or concerns.

Dealingwtragedy_1.pdf

Dealing with Tragedy

I spent my weekend glued to the television wanting to leap into the TV and help in some way. I cannot even begin to imagine what the affected families and entire Newtown community must be going through. I hope that one small way to honor the 26 people who were killed senselessly is to continue to reassure our kids that they are safe and to do everything in my power to keep them that way.

Below is a great resource (link) that may help you with   any conversation with kids about the tragedy? It was originally written by the National Association for School Psychologists.

Talking to Children about Violence from the NASP

Posted on December 14, 2012

Talking to Children About Violence: Tips for Parents and Teachers

 High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.

 1. Reassure children that they are safe. Emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately.

 2. Make time to talk. Let their questions be your guide as to how much information to provide. Be patient. Children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. Some children prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.

 3. Keep your explanations developmentally appropriate.

■ Early elementary school children need brief, simple information that should bebalanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.

 ■ Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.

 ■ Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share
concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.

 4. Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.

 5. Observe children's emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child's level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of mental health professional if you are at all concerned.

 6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be misunderstood.

 7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don't push them if they seem overwhelmed.

 Suggested Points to Emphasize When Talking to Children

 ■ Schools are safe places. School staff work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.

 ■ The school building is safe because ... (cite specific school procedures).

 ■ We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.

 ■ There is a difference between reporting, tattling or gossiping. You can provide important information that may prevent harm either directly or anonymously by telling a trusted adult what you know or hear.

 ■ Don't dwell on the worst possibilities. Although there is no absolute guarantee that something bad will never happen, it is important to understand the difference between the possibility of something happening and the probability that it will affect our school.

 ■ Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.

 ■ Sometimes people do bad things that hurt others. They may be unable to handle their anger, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.

 ■ Stay away from guns and other weapons. Tell an adult if you know someone has a gun. Access to guns is one of the leading risk factors for deadly violence.

 ■ Violence is never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.

 NASP has additional information for parents and educators on school safety, violence prevention, children's trauma reactions, and crisis response at www.nasponline.org. ©2006, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814

 

I invite any parent or community member who has any questions or thoughts about school safety to reach out to me. I am happy to hear your thoughts and suggestions.

Know that our students mean the world to us, and that we will continue to do whatever it takes to keep them safe.

Inclusive Schools Week - Dec. 3-7 2012

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