Benefits of Community Involvement: Advocacy Training Programs for Middle and High Schoolers

 We’ve written more than once about the importance of community involvement and parent engagement in schools for student success. But what if we reverse the scenario to talk about the importance of getting students out into the community?

How Can Community Involvement Impact Student Success?

Community involvement and service can help a student explore their interests, improve their character, show colleges and universities their commitment, and define their future ambitions. As a form of engagement, community activities and trainings can also leverage the desire to make a difference in the world to help students meet learning objectives and more[1]:

• Develop a connection to their community: Community involvement can promote a sense of connection to the school and the world around it including taking pride in and feeling a responsibility for the community.[2]
• Connect what you learn in school with the outside world: Students can learn to be respectful of others as well as developing their understanding of cultural diversity.[3]
• Enhance skills: Exposure to different situations can help students to develop skills in leadership, communication, working well with a team, and finding solutions for problems.[4]
• Become more self-aware: Students can learn about themselves and discover their personal strengths and weaknesses such as leading a team or planning an event as well as writing, communications and more.
• Increase social responsibility: Community service may make students more aware of and interested in issues such as health, hunger, social justice.

Programs to Explore

Here is just a sampling of teen advocacy training programs around the United States:

Be the Change Youth Training Program trains students 14-18 to make positive changes for teen health, develop leadership and advocacy skills, connect with other teen leaders from around the US and learn about policies that affect school-based health centers.

Taking Down Tobacco is a youth advocacy training program created in partnership with the CVS Health Foundation to educate, empower and engage youth in fighting against tobacco use.

Advocates for Youth offer a variety of trainings for teens including their Teens for AIDS Prevention’s step by step guide to implementing an HIV/STI prevention peer education program in your school, faith community, AIDS service organization, and community-based organizations.

SADDSpeaks is a national program for students equip, train and empower young leaders in advocacy, leadership, and public policy process around traffic safety. This program includes an online program as well as an on-site training in Washington, DC.

The National Center for the Victims of Crime offers extensive youth advocacy resources including publications around dating violence, victim services for teens, and gangs and witness intimidation.

Service Learning

Community service has been a part of educational systems for years, but service learning combines helping the community with academic objectives with the intention to balance emphasis on real issues with real learning. With a goal to get students involved and apply the experience to their academic and personal development, service learning takes civic responsibility to the next level.[5]

Service Learning can include working with the homeless directly in a soup kitchen or shelter environment or in a more indirect way such as research in the classroom about the hungry in the student’s community and a report or presentation to share their findings. It’s a way to help students gain hands-on experience learning about social issues and causes as well as develop problem-solving and critical thinking skills.[6] It’s an opportunity to keep the learning environment and approach fresh and interesting for topics that may be challenging and thought-provoking.

Pride Surveys offers opportunities for children to share their thoughts on their academic environment through our Pride Learning Environment Survey. The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. Browse the different types of scalable student surveys we offer and find out why Pride Surveys is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1] “What the Heck is Service Learning.” Retrieved 21 November 2017 at https://www.edutopia.org/blog/what-heck-service-learning-heather-wolpert-gawron

[2] “Benefits of Service Learning.” Retrieved 21 November 2017 at https://youth.gov/youth-topics/service-learning/what-are-benefits-service-learning

[3] “Benefits of Service Learning.” Retrieved 21 November 2017 at https://youth.gov/youth-topics/service-learning/what-are-benefits-service-learning

[4] Benefits of Service-Learning.” Retrieved 21 November 2017 at http://www.servicelearning.umn.edu/info/benefits.html

[5] “Definition of Service Learning.” Retrieved 21 November 2017 at http://www.uncfsu.edu/civic-engagement/service-learning/definition-of-service-learning

[6] “Benefits of Service-Learning.” Retrieved on 21 November 2017 at http://www.servicelearning.umn.edu/info/benefits.html

Strong Families, Strong Schools: Parent Involvement in Education

Why should parents get involved in their child’s education? Because parent engagement can make a dramatic difference for the academic success of children from test grades to attendance to homework completion to continued education.[1] By supervising, supporting and advocating, parents can be engaged in ways that ensure that their children have every opportunity for success.

Parent Engagement at Home

Being involved in your child’s learning not only helps them to achieve more academically, but it also offers you the fulfillment of making a difference in their education. Here are some simple steps that can add up to creating a positive learning environment at home.

– Read with your children and talk with them about the books and stories you’ve read.
– Talk with your child about school every day and what they are learning.
– Ask them to teach you something they learned to help solidify their understanding of the topic.[2]
– Set aside a specific time for homework assignments and sit down to discuss your child’s homework at least once per week while they work.
– Organize and monitor your child’s time to ensure it is used wisely.
– Advise the teacher of any issues at home that may affect the child’s school performance.
– Consider involving grandparents in their grandchildren’s education.[3]

Studies show that school climate is at its best at schools with involved parents.[4] Parents who are involved with their kids’ education also feel better about themselves and about the school itself and parents’ feelings about their child’s school, whether positive or negative, influence how they choose to get involved in activities.[5]

It’s important for family members to remain involved from all the way through the education process – from elementary school through high school.[6] With younger children, it may be easier to keep up with report cards and progress reports when parent signatures are required, not to mention having time to connect while driving the kids to school. But when students reach middle and high school, connecting with kids about their studies can become more challenging as communications, extracurriculars, jobs and even adolescence surface.

Parents’ greatest learning support occurs at home through regular communications and positive expectations.[7] While offering support and guidance at home is the first step in getting involved in a student’s academics, it’s certainly not the last.

Parent Engagement at School

Developing a relationship with your child’s teachers and keeping in touch with them often is the first step to becoming a more engaged parent at school. A 2007 study found that 78% of parents surveyed participated in a parent-teacher conference and 74% showed up to a class or school function.[8]  Becoming active in a school’s parent group is another key way to increase involvement. According to PTO Today, building parent involvement is the single most important thing that parent groups can do.[9] Here are a few ideas parents can use to contribute to a successful learning experience at school:

– Support and attend school activities like program, plays, and performances.
– Volunteer in the classroom or be a chaperone on field trips or for special events.
– Attend parent-teacher conferences.
– Vote in school board elections or run for office yourself.
– Participate in PTA/PTO or other parent organizations, clubs or committees.

When meeting with their teachers, focus on how well your child is learning the subject matter, not just the graded outcomes. Reinforce the classroom teaching of a problematic subject by talking about it in new ways: “What’s your favorite part of the story? How would you change the ending?” or “How much would this sweater be with 25% off the price? What about one quarter of the price?” Let your child know that you are interested in them learning the subject matter, not just getting the grade, and be enthusiastic about gaining knowledge

Keep up with your child’s progress through their grades and report cards (or teacher meetings), but don’t only focus on success or failure. Encourage your children through poor performances, set improvement goals and reward achievement of those goals. Framing things in a positive light is more motivating to a child and can help them do better in the long run.

Think Bigger

Advocating for facility, program and equipment improvements with local school boards as well as with state and federal government can help to ensure your school has the resources they need to provide a first-rate education to every student. School surveys can be part of this advocacy when you ask the right questions. Developed with parents and caretakers in mind, the Pride Surveys Parent Engagement and Perception Survey covers everything from school and family involvement to academic achievement, general school life, student safety, and impressions about drug use. Parents will be able to engage easily with the data and use it in a variety of settings, such as PTA meetings, to help jumpstart discussions and boost engagement.

The Social, Emotional and Bullying Behavior Survey (SEBBS) collects data and delivers reports that assess middle school students’ bullying perceptions and problem behaviors that affect student engagement. With SEBBS, schools can discover underlying causes for unwanted conditions such as increased absenteeism, lower academic achievement, and increased substance abuse.

The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. Browse the different types of scalable student surveys we offer and find out why Pride Surveys is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1] “Involvement Matters: What to Tell Parents.” Retrieved 9 November, 2017 at https://www.ptotoday.com/pto-today-articles/article/399-involvement-matters-what-to-tell-parents.

[2] “Students Learn More If They’ll Need to Teach to Others.” Retrieved 9 November, 2017 at http://www.futurity.org/learning-students-teaching-741342/.

[3] “8 Ways to Get Grandparents Involved in Your Children’s Classroom.” Retrieved November 9, 2017 at https://www.huffingtonpost.com/lisa-carpenter/8-ways-to-get-grandparents-involved-in-your-childs-classroom_b_5701364.html.

[4] “Benefits of Parent Involvement in Education.” Retrieved November 9 , 2017 at https://www.verywell.com/teachers-benefit-from-parent-involvement-3288061.

[5] “Special Report/School Climate Urban Parents’ Views.” Retrieved November 9, 2017 at http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/School-Climate@-Urban-Parents’-Views.aspx.

[6] “Supporting Parent, Family, and Community Involvement in Your School.” Retrieved November 9, 2017 at http://www.pacer.org/mpc/pdf/titleipip/SupportingInvolvement_article.pdf.

[7] “Supporting Parent, Family, and Community Involvement in Your School.” Retrieved November 9, 2017 at http://www.pacer.org/mpc/pdf/titleipip/SupportingInvolvement_article.pdf.

[8] “Back to School: How Parent Involvement affects student achievement (full report).” Retrieved 8 November, 2017 at http://www.centerforpubliceducation.org/Main-Menu/Public-education/Parent-Involvement/Parent-Involvement.html.

[9] “Involvement Matters: What To Tell Parents.” Retrieved 9 November, 2017 at https://www.ptotoday.com/pto-today-articles/article/399-involvement-matters-what-to-tell-parents.

When you’re ready to go beyond just say no: How to talk to kids about drug use

Knowing when and how to talk to your kids about drugs, whether they may be using or not, is difficult. It takes courage to bring up student substance abuse risks – a challenging topic for many. Here are some tips to help make that conversation a little more comfortable.

By the Numbers

Let’s begin with some surprising numbers. According to the National Center on Addiction and Substance Abuse (CASA), 97% of high school students say that classmates drink, use drugs, or smoke. One in five 12- to 17-year-olds reports that more than half of their classmates drink alcohol and 18% say that most of their classmates use drugs.[1] Drugs are easy to come by, with 44% of high school reporting they know a classmate who sells drugs and 52% reporting that there is a place on school grounds or near the school where students go to drink, use drugs or smoke during the school day.[2] While these numbers seem alarming, and they are, most actual rates are much lower. One of the benefits of collecting data with Pride surveys is that you can show how these very high rates of perceived norms about classmates do not reflect the actual reported norms. This can be used as a teaching tool and a conversation with students about how many of them are not using drugs or alcohol. For example, Pride Surveys 2015–16 national survey results also shows around 42% of high school students use alcohol, and around 25% say they have used some sort of illicit drug.[3]

This problem isn’t limited to illegal substances. Almost 50% of teens believe that prescription drugs are safer than illegal street drugs.[4] The United States represents 5% of the world’s population and 75% of prescription drugs taken. 60% of teens who abuse prescription drugs get them free from friends and relatives.[5]

What Parents Can Do

If you haven’t already had a conversation with your kids about drugs, now is a great time to begin. First, don’t worry that asking about drug use may lead kids to try illicit substances. A UW Social Development Research Group study, published in the October issue of the Journal of Adolescent Health found no evidence that children will use the substance just because you asked.[6]

While there is no magic formula to preventing kids from trying drugs, parents can make a difference by being clearly anti-drugs. CASA learned that teens whose parents would not be extremely upset if their parents found out they smoke, drink or use marijuana are 8.5 times likelier to say it’s okay for teens their age to use pot as compared to teens who say their parents would be extremely upset (34% vs. 4%).

Parents have a strong influence on their teens, even if it doesn’t always seem that way. Talk openly with your children about the negatives of drug use and the positives of not experimenting. Remember to be a role model – even if that means being honest about your past drug or alcohol use and what you learned from those experiences.

When it comes to talking to children ages 8-12, KidsHealth recommends discussing drug use in an open non-judgmental way by asking them what they think about drugs.[7] Partnership for Drug-Free Kids suggests using headlines and celebrity addiction stories as teachable moments with your teens to show the consequences of alcohol and drug use.[8] In both cases, keeping an open dialogue in a safe, supportive environment is key to digging into this tough topic.

The Good News

The findings of a 2015 survey conducted by the National Institute on Drug Abuse, part of the National Institutes of Health, found that teen drug use has decreased for some substances, including cigarettes, alcohol, prescription opiate pain relievers, and synthetic marijuana.[9] The survey measured drug use and perceptions among students in 8th, 10th, and 12th grades.

First Steps to Reduce Substance Abuse in Your School

Student substance abuse has been a national issue for decades because of its impact on schoolchildren and learning. While adolescents are not the only demographic to deal with drug use, “data repeatedly shows that students and youth more commonly use alcohol and drugs than any other age group.”[10] Student drug use surveys provide essential information about the pervasiveness and destruction associated with substance use among school-aged youth and offer schools and decision-makers a wealth of information. It’s essential to evaluate the current state of substance abuse in your students to help your school create appropriate programs and assess their efficacy over time.

For over thirty years, Pride Surveys has been helping schools collect data on teen substance abuse perceptions and drug use trends in their communities through scalable survey products
. We offer multiple drug free community survey options as well as student risk perception surveys designed to help assess teen substance abuse and risk, including our student surveys for grades 4-6, grades 6-12, and our supplemental surveys like the Drug-Free Community Survey Supplement. Please contact us online or call (800) 279-6361.

[1]  “National Survey on American Attitudes on Substance Abuse XVII: Teens.” Retrieved on 18 October 2017 at https://www.centeronaddiction.org/addiction-research/reports/national-survey-american-attitudes-substance-abuse-teens-2012

[2]  “National Survey on American Attitudes on Substance Abuse XVII: Teens.” Retrieved on 18 October 2017 at https://www.centeronaddiction.org/addiction-research/reports/national-survey-american-attitudes-substance-abuse-teens-2012

[3] “Pride Surveys Questionnaire for Grades 6 thru 12 Standard Report: 2015-2016 Pride National Summary.” Retrieved 18 October, 2017 at http://www.pridesurveys.com/customercenter/us15ns.pdf?24559c

[4] “International Statistics.” Retrieved on 18 October, 2017 at http://www.drugfreeworld.org/drugfacts/prescription/abuse-international-statistics.html

[5] “11 Facts About Teens and Drug Use.” Retrieved on 18 October, 2017 at https://www.dosomething.org/us/facts/11-facts-about-teens-and-drug-use

[6] “Testing the Question-Behavior Effect of Self-Administered Surveys Measuring Youth Drug Use.” Retrieved on 18 October at http://www.jahonline.org/article/S1054-139X(17)30327-0/fulltext

[7] “Talking to Your Kids About Drigs.” Retrieved 18 October, 2017 at http://kidshealth.org/en/parents/talk-about-drugs.html.

[8] “Preventing Teen Drug Use: How to Talk With Your Teen.” Retrieved on October 18, 2017 at https://drugfree.org/article/how-to-talk-with-your-teen/

[9] “Drug Use Trends Remain Stable or Decline Amongst Teens.” Retrieved on October 18, 2017 at http://www.drugabuse.gov/news-events/news-releases/2015/12/drug-use-trends-remain-stable-or-decline-among-teens

[10] “Student Drug Use.” Retrieved October 18, 2017 at  http://www.ccsa.ca/Eng/topics/Monitoring-Trends/Student-Drug-Use/Pages/default.aspx

Adolescent Body Angst: Middle School Kids & Self Esteem

It’s a shared human experience: adolescence and puberty, and all the challenges that go with them as our bodies develop and change. Body image not only affects how we see ourselves, but it also affects how we interact with others and how we behave. Under ideal circumstances, kids develop realistic body images, but not all circumstances are ideal in today’s youth climate. It’s even more perplexing being a tween in a selfie society where peer pressure is no longer limited to friends and classmates but also now includes social media with idealized, often air-brushed images.

Adolescence most commonly refers to the time we transition from children to adults between the ages of 13 and 19.[1]  Puberty, on the other hand, can hit as early as eight or 10 for girls and 10 or 11 for boys. Girls often experience their growth spurt and changes in body shape in the early teen years. Boys typically begin their development around 10 or 11, peaking at around age 14.[2]

Adolescence can be a time of confusion, embarrassment, and discovery, and can bring up issues of individuality and self-identity.[3] A rapidly changing body can cause worry as physical development often occurs before mental, social, and emotional maturity.[4] This disconnect can lead to discomfort in their own skin compounded by the social need to fit in and not be too tall, too short, too thin, or too fat.

Why Is Body Image and Self-Esteem Important?
Body image is how you see yourself when you look in the mirror or when you picture yourself. Having a positive one means you have a clear, true perception of your body, while a negative one gives you a distorted view.[5] Self-esteem is about how much you value yourself and how you feel others value you. It’s important because how a child feels about themselves can affect their behavior and mental health.

People with high self-esteem usually feel more in control of their lives and understand their strengths and weaknesses. Low self-esteem can lead to depression. A 2014 national student behavior survey from the Abuse and Mental Health Service Administration reported that as many as 2.8 million adolescents in the United States between the ages of 12 and 17 experienced at least one depressive episode during that year alone.[6] As depression manifests, it can negatively impact students’ social development and their success in school.[7]

Anxieties over body issues are not limited to what we see on the scale and in the mirror. In the 2015-16 Pride National Summary of Questionnaires for grade 6 – 12 student surveys, 25.9% of respondents reported being overweight. Of these, 35% reported using alcohol, 18.8% reported using marijuana, and 2.7% said they’d used meth.[8]

Girls and Boys Struggle with Body Image
Boys don’t typically talk about body image issues as much as girls might, but that doesn’t mean they don’t have them. A study of adolescent boys, published in JAMA Pediatrics, reveals that nearly 18% of boys are highly concerned about their weight and physique.[9] Boys can struggle with eating disorders, too. But parents and doctors may overlook them, even if they are watchful of such problems in girls.

Research from the American Psychological Association reports that girls become aware of the role physical appearance plays in how they’re perceived, and received, by others as early as age nine, when their self-esteem peaks before plummeting drastically.[10] The distorted reality of magazines and social media can exacerbate typical body image issues to the point of angst in your middle-schooler as eating disorders, low self-esteem, and depression have become the most common mental health problems in girls.[11]

Is your tween stressed about their body image? An estimated 7 million girls and 1 million boys struggle with an eating disorder.[12]

Here are some warning signs[13]:
-Reluctant to look in the mirror
-Spending more time alone in his room
-Having disordered eating habits: refusing indulgent foods, becoming very picky, eating secretively, or bingeing
-Putting herself down in a range of ways, especially about how she looks
-Preferring to wear loose clothes, to hide either a full or a fragile figure

What Parents Can Do
-If you haven’t already had curious questions, begin talking with your children at age eight or nine about how their body will be changing.
-Always encourage your children to talk with you about the physical and emotional changes they are experiencing. Keeping the dialogue going can help your child feel more comfortable discussing questions about their changing body and feelings.
-Focus on being healthy, not weight or personal appearance. Pursuit of perfection or a perfect weight is not healthy for pubescents as the body rapidly changes and often fills out haphazardly.[14]
-Listen to their concerns and take them seriously. Disregarding feelings of being “different” or that something is wrong may cause your teen to stop sharing.
-Create lifelong healthy habits by planning nutritious meals together and talking about drinking enough water. Sharing a physical activity together like hiking, climbing, boating – or even a family walk – can set up lasting activities.
-Be a role model. We all have moments where we are frustrated with our own weight or fitness but your sons and daughters will pick up on how you talk about your body and issues with it.

Pride Surveys offers opportunities for children to share their thoughts about what may be worrying or upsetting them through our student surveys. The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. Browse the different types of scalable student surveys we offer and find out why Pride Surveys is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1] “All About Adolescence.” Retrieved 6 October, 2017 at https://www.psychologytoday.com/basics/adolescence

[2] “What’s Normal for Teen Development.” Retrieved 6 October, 2017 at https://www.extension.umn.edu/family/families-with-teens/resources-parents/whats-normal-for-teen-development/biological-and-physical-changes/

[3] “All About Adolescence.” Retrieved 6 October, 2017 at https://www.psychologytoday.com/basics/adolescence

[4]  “What’s Normal for Teen Development.” Retrieved 6 October, 2017 at https://www.extension.umn.edu/family/families-with-teens/resources-parents/whats-normal-for-teen-development/biological-and-physical-changes/

[5] “What is Body Image.” Retrieved 6 October, 2017 at  https://www.nationaleatingdisorders.org/what-body-image

[6] “Major Depression Among Adolescents.” Retrieved on 6 October, 2017 at http://www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adolescents.shtml

[7] “Recognizing Signs of Depression in Students.” Retrieved on 6 October, 2017 at http://www.pridesurveys.com/index.php/blog/signs-of-depression-in-students/#_ftn2

[8] “Student Survey for Grades 6-12.” Retrieved 6 October, 2017 at http://www.pridesurveys.com/index.php/pride-student-survey-for-grades-6-12/

[9] “Prospective Associations of Concerns About Physique and the Development of Obesity, Binge Drinking, and Drug Use Among Adolescent Boys and Young Adult Men.” Retrieved 6 October, 2017 at https://jamanetwork.com/journals/jamapediatrics/fullarticle/1766495

[10] “Developing: A Reference for Professionals.” Retrieved 6 October, 2017 at http://www.apa.org/pi/families/resources/develop.pdf

[11] “Sexualization of Girls is Linked to Common Mental Health Problems in Girls and Women–Eating Disorders, Low Self-Esteem, and Depression; An APA Task Force Reports.” Retrieved 6 October, 2017 at http://www.apa.org/news/press/releases/2007/02/sexualization.aspx

[12] “Developing Healthy Eating Habits.” Retrieved 6 October, 2017 at https://med.nyu.edu/child-adolescent-psychiatry/news/csc-news/2015/developing-healthy-eating-habits

[13] “What Your Tween Sees in the Mirror.” Retrieved 6 October, 2017 at http://www.scholastic.com/parents/resources/article/health-nutrition/what-your-tween-sees-mirror

[14] “What Your Tween Sees in the Mirror.” Retrieved 6 October, 2017 at http://www.scholastic.com/parents/resources/article/health-nutrition/what-your-tween-sees-mirror

How Do Natural Disasters Impact Our Children?

Whether you live in one of the states hard-hit by Hurricanes Harvey and Irma or not, it’s difficult to ignore what a natural disaster might mean for your family. In the aftermath of the devastating power of these hurricanes or the recent fires, floods, and earthquakes occurring all around us, it’s common for adults to be scared, but what about children? Not surprisingly, children react in their own way when disasters happen.

The Center for Disaster Philanthropy reminds us that “children are not just little adults —especially in response to disaster.”[1] Each one of us responds to stress differently. Peter Levine, a psychological trauma theorist, explains that “any overwhelming and distressing experience” can cause trauma.[2] Numbness or denial from the shock of a sudden and overwhelming event can give way to symptoms that include guilt, depression, and anxiety. According to the American Psychological Association, long-term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea.[3] Children may have sleeping or eating issues or revert to thumb-sucking or bed-wetting. Some adults and children may find it difficult to move on from these feelings, and that’s where a professional therapist or counselor can help.

The National Child Traumatic Stress Network Children (NCTSN) explains that children will react differently to a natural disaster and its aftermath depending on their age, developmental level, and prior experiences. Some will withdraw, while others will have angry outbursts. Others will become agitated or irritable. Parents, teachers, and caregivers need to be sensitive to each child’s coping style.[4]

Using age-appropriate books can be an excellent way to discuss any anxiety or worry children may be feeling related to an approaching disaster. There are fantastic options – from picture books that can be read together to more school-age alternatives – that may help children understand an impending danger and how to cope with the feelings it is bringing up.

Letting a child know that it is all right to be upset about something bad that happened is imperative. Even those not in the path of a natural disaster may experience troubling feelings or worry when hearing about what could happen to others. School-age children can feel directly affected by difficult news.[5] Take the opportunity to talk about a story they’ve seen on tv and to reassure them. Remember that kids are observant, so they’re taking cues from adults. No matter their age – preschool to high school – they’ll mirror the way the adults around them act.[6]

What Can Parents Do to Help Children After a Disaster?

Remember when the flight attendant reminds us to put on our oxygen mask first? That’s so we can take care of others. When dealing with the aftermath of a hurricane, flood or fire, it’s important to remember that children will look to adults to know how to cope so self-care is critical to the well-being of the family. To be able to give children what they need, parents must take time to react privately if they feel overwhelmed or helpless.

It may be important to correct misunderstandings and reassure children. Some may be afraid that a disaster will come to their community. Take time to talk about the natural hazards that are local, and teach them some simple ways to keep themselves safe.[7] Let them know if there are dangers that children can prepare for, or reassure them that some events will not come to their area. If your family has a disaster kit (or needs one), kids can help put it together or help choose one item they would take along. Preparedness instruments such as FEMA’s Disaster Fact Sheet’s for Kids that share specifics and tools for before and after can help children find power in a powerless situation.[8]

It will take time for children to mentally and emotionally recover from a disaster, and everyone needs to express their stress in different ways to cope. The NCTSN has an excellent resource for caregivers working with teens dealing with trauma or death.[9] This tool can facilitate a non-judgmental conversation that considers the teen’s point of view.

Routine can be a coping mechanism for both adults and children after a trauma. Look for ways to re-establish some regular tasks and schedules that were in place before the crisis. Tell the same bedtime stories, try to eat some of the same foods, and use or replace favorite blankets or toys. This will help both the children and the parents.[10] Reassure children that they are loved and that they can talk openly about anything worrying or upsetting them.

Pride Surveys offers opportunities for children to share their thoughts about what may be troubling them through our student surveys. We take the guesswork out of the surveying process to ask the difficult questions. Browse the different types of student surveys we offer and find out why Pride Surveys is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1] “Issue Insight: Children.” Retrieved 19 September, 2017 at http://disasterphilanthropy.org/issue-insight/children/

[2] “The Trauma That Arises from Natural Disasters.” Retrieved 19 September, 2017 at https://www.psychologytoday.com/blog/somatic-psychology/201004/the-trauma-arises-natural-disasters

[3] “Trauma.” Retrieved 19 September, 2017 at http://www.apa.org/topics/trauma/

[4] “Natural Disasters.” Retrieved 19 September, 2017 at http://www.nctsn.org/trauma-types/natural-disasters

[5] “Helping Children Cope with Disasters and Traumatic Events.” Retrieved 19 September, 2017 at http://www.med.umich.edu/yourchild/topics/disaster.htm

[6] “Help Kids Cope After Natural Disasters.” Retrieved 19 September, 2017 at http://www.wfmynews2.com/news/local/good-morning-show/help-kids-cope-after-natural-disasters/474226914

[7] “Children as Victims of Natural Disasters.” Retrieved 19 September, 2017 at https://ag.purdue.edu/extension/eden/disasters/child%20victims.pdf

[8]  “Disaster Fact Sheets for Kids-Ready Kids (English).” Retrieved 19 September, 2017 at https://www.fema.gov/media-library/assets/documents/34288

[9] “Helping Teens with Traumatic Grief: Tips for Caregivers.” Retrieved 19 September, 2017 at http://www.nctsn.org/sites/default/files/assets/pdfs/helping_teens_with_traumatic_grief_caregivers_final.pdf

[10] “Children as Victims of Natural Disasters.” Retrieved 19 September, 2017 at https://ag.purdue.edu/extension/eden/disasters/child%20victims.pdf

Should Students Have a Reasonable Right to Online Privacy?

Because they grew up in a digital age, it would seem like kids today would be so-called digital natives: able to navigate the challenges of cyber living with ease but it’s not quite that simple. Young people are immature and can be impulsive. Caught in a digital paradox of wanting to share their private lives publicly while keeping themselves safe and secure is tricky. Parents need to embrace their use of technology while also schooling children in balancing privacy and discretion.

While the right to privacy itself is not spelled out in the Constitution, the Supreme Court has agreed that several amendments protect our privacy. We have rights that protect our privacy when it comes to being suspected of a crime, making decisions about our bodies and living our lives without interference from the government. This includes the public schools. Students do have fewer privacy rights inside school than outside[1]. This includes the right of the school to search students without a warrant if they have “reasonable grounds for suspecting that the search will turn up evidence that the student has violated… either the law or rules of the school.”[2] Logically, this ability also includes a student’s online presence, so the same rule applies: if you don’t want someone else to see it, don’t put it in your locker or on the Internet.

The Selfie Generation is Savvier than You Think

Most parents worry that their kids are not managing their online reputation successfully through social media or other outlets, but most teens are well-aware of the need to keep things private. 56% find it easy to set privacy controls, according to a joint study by Pew Research Center and the Berkman Center for Internet Society. Using privacy settings in social media is the primary tool that teens use to hide their personal information. 60% of teen Facebook users keep their profiles private, and girls are more likely to have a private profile than boys (70% vs. 50%).[3]

Personal Data Privacy

Schools collect a huge amount of data about their students, and they are required to share that information more often than you might expect. The Buckley Amendment also called the Family Education Rights and Privacy Act (FERPA), is the most visible federal protection for student data privacy in that it protects the confidentiality of student files while giving students the right to see their records.[4] FERPA was amended in 2002 through the US Patriot Act to require schools to turn over information about immigrant students to the INS.[5] One provision of No Child Left Behind obligates high schools to turn student contact information over to military recruiters unless parents or students explicitly opt out of the release.[6] So schools do share student information, but the goal is to do so with keeping privacy protected when possible.

What Schools Can Do

The Children’s Internet Protection Act (CIPA), signed into law by President Clinton in 2000, requires that school districts develop an Internet safety plan “incorporating the use of filtering or blocking technology on computers with Internet access.”[7] This means the schools and libraries must make a good faith effort to block images that are obscene, pornographic or are harmful to minors. FERPA also requires that personally identifiable student information cannot be disclosed without written consent except studies, audits and programs related to federal legal requirements and health and safety emergencies. So if there is a natural disaster, FERPA might allow for the disclosure of student information to find and ensure the safety of students in that town.

Ask and Get Answers

When it comes to online safety, some degree of privacy must go out the window. Arming your child with information and asking them questions is the best way to keep up with their online presence. Ask them what games apps and social platforms they use. Are these geared toward kids or can adults and children interact? If so, have a candid conversation about dealing with strangers online. Would they send pictures and share their last name or address with a stranger offline? Then they shouldn’t do that online either. Friend or follow them to keep up with what they post. Setting rules about how and when devices can be used will also help keep you aware of how they are spending their time online.

Curious about how your student understands his or her digital citizenship and online privacy rights? Want to help them be more mindful about their digital footprint? Pride Surveys takes the guesswork out of the surveying process to ask these and other questions. First, we provide your school with the scientifically reliable and valid surveys of your choice. Once the surveys are complete, we handle the input and preliminary analysis of the raw data and then provide decision-makers with an innovative electronic dashboard. Here, they have a comprehensive and easy-to-understand view of the school’s data, which enables them to begin the process of interpretation and action planning.

Browse the different types of student surveys we offer and find out why Pride is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1] “Excerpts from the Supreme Court Opinions on Student Searches.” Retrieved 11 September, 2017 at http://www.nytimes.com/1985/01/16/us/excerpts-from-supreme-court-opinions-on-student-searches.html?pagewanted=all&mcubz=1

[2] “Your Fourth Amendment Rights.” Retrieved 11 September, 2017 at http://judiciallearningcenter.org/your-4th-amendment-rights/

[3] “Teens Care About Online Privacy Just Not the Same Way You Do.” Retrieved 11 September, 2017 at https://psmag.com/social-justice/teens-care-about-online-privacy-just-not-the-same-way-you-do-58289#.5tsvvf560

[4] “Family Education Rights and Privacy Act.” Retrieved 11 September, 2017 at https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

[5] “Recent Amendments to Family Educational Rights and Privacy Act Relating to Anti-Terrorism Activities.” Retrieved 11 September, 2017 at https://www2.ed.gov/policy/gen/guid/fpco/pdf/htterrorism.pdf

[6] “Policy Guidance – Access to High School Students and Information on Students by Military Recruiters.” Retrieved 11 September, 2017 at https://www2.ed.gov/policy/gen/guid/fpco/hottopics/ht-10-09-02a.html

[7] “Child’s Internet Protection Act.” Retrieved 11 September, 2017 at  https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

How to Talk to Your Students About Cyber Security and Cyber Bullying

According to one recent study, an incredible 25% of teenagers say that they have been a victim of repeated bullying on their cell phone, on the Internet or both.^[1] When you open that number up to all young people from adolescence to their early 20s, it jumps to an unfortunate 52%.^[2]

To make matters worse, more than half of the young people who responded to one survey said that they never talk to their parents when they become the victims of these types of incidents. This is a large part of why talking to your students about cyber bullying and cyber security in general is so important – oftentimes schools are the first line of defense when these types of events start to unfold.^[3]

Knowledge is Power

When discussing cyber bullying with your students, it’s important to make them aware of a few problems that they may not even realize are going on. Cyber bullying isn’t merely limited to negative interactions or hurtful messages on social media and instant messengers.^[4] It can also involve things like impersonation, where one student posts comments under the guise of another’s identity in an attempt to make them look bad.

Cyber stalking is also a very serious issue, where social media is often employed to continually follow or harass victims. Sharing secrets with large groups of people and trolling (firing immature or mean comments at a victim repeatedly) are also very common on the web.

Part of making sure that your discussion with students is as valuable as possible involves making them aware of just what types of aggression they may face. Knowing as much as you can about cyber bullying in all its forms will also help school leadership keep a more watchful eye over their student body.

Establishing a Plan for Prevention

From day one, it is essential that teachers and school administrators create a safe and supportive environment for their students.^[5] This involves not only establishing a no-tolerance policy for bullying in the classroom, but also implementing a rewards system for students who show kindness and respect to their peers. Calling attention to positive behavior early on can have a profound impact on students who may not respond well to threats and other forms of punishment.

The Pride Surveys Approach

In an educational setting, cyber bullying and cyber security in general are complicated topics that will require a lot of discussion moving forward. Rest assured that this is an issue that most organizations will face at some point – learning more about it today puts you in a better position to help prevent it from happening at your school tomorrow.

To find out more about these important topics, or to purchase a school-level student survey in order to gain superior visibility into your own organization, please contact Pride Surveys today.

[1]“School Bullying Statistics Show the Severity of the Problem.” Retrieved 18 August, 2017 at https://nobullying.com/school-bullying-statistics-show-the-severity-of-the-problem/

[2]“Cyber Bullying Statistics 2014.” Retrieved 18 August, 2017 at https://nobullying.com/cyber-bullying-statistics-2014/

[3]“Students are Smarter than Their School Cybersecurity.” Retrieved 18 August, 2017 at http://www.itbusiness.ca/news/students-are-smarter-than-their-schools-cybersecurity/93278

[4]“The 8 Types of Cyberbullying.” Retrieved 18 August, 2017 at https://sites.google.com/site/jointheupstanders/the-8-types-of-cyberbullying

[5]“Create a Safe and Supportive Environment.” Retrieved 30 May, 2017 at https://www.stopbullying.gov/prevention/at-school/build-safe-environment/index.html#Create a Safe and Supportive Environment

DFC Grant Information

Drug-Free Communities (DFC) Support Program Grant: An Overview

Community-based coalitions can benefit greatly from a Drug-Free Community (DFC) Support Program Grant, but eligibility determination and the application process can initially seem daunting. Keep reading for a wealth of DFC Grant information, including how it can help nonprofits, which coalitions are eligible to apply, and how to get started with the application process.

What is a DFC Grant?

The purpose of the DFC Support Program grant is to “establish and strengthen collaboration among communities, public and private non-profit agencies, as well as federal, state, local, and tribal governments to support the efforts of community coalitions working to prevent and reduce substance abuse among youth.”^[1]

In addition, the DFC Support Program grant is also intended to work to “reduce substance abuse among youth and, over time, reduce substance abuse among adults by addressing the factors in a community that increase the risk of substance abuse and promoting the factors that minimize the risk of substance abuse.”^[2]

The DFC defines youth as those 18 years and younger for the purpose of this grant.^[3] In 2014, about 1 in 4 middle school and high school students lived in a community with a Drug-Free Community funded coalition.^[4]

How Can a DFC Grant Help My Community?

$8,750,000 in funding is available annually, which is split up into approximately 70 grants, each with a maximum of $125,000 for up to five years. After the first five-year cycle, a coalition may re-apply for a second and final five years of funding.^[5]

With this funding, in addition to the non-federal funding that coalitions receive, the SAMHSA (Substance Abuse and Mental Health Services Administration) recommends a five-step framework for addressing substance abuse in a community:

• 1. Assess Needs: What is the problem, and how can I learn more?
• 2. Build Capacity: What do I have to work with?
• 3. Plan: What should I do and how should I do it?
• 4. Implement: How can I put my plan into action?
• 5. Evaluate: Is my plan succeeding?^[6]

Because the DFC grant is intended for coalitions who are working long-term to reduce substance abuse in several sectors of a community, it does not fund after-school programs, youth mentoring programs, sports programs, treatment services/programs/facilities, drug courts, construction, or landscaping and neighborhood revitalization projects.^[7]

Does My Organization Qualify for a DFC Support Program Grant?

This grant is available to coalitions that are addressing youth substance abuse in their communities. Eligible coalitions are ones that have existed for at least six months and have never received a DFC grant (or they have but there was a lapse in funding), or have concluded their first 5-year cycle of funding and are applying for their second 5-year cycle.

Coalitions that meet the following qualifications may apply for a grant:

• 1. The coalition must include a representative from each of the following sectors, and an individual who is a member of the coalition may serve on the coalition as a representative of only one sector category:
• a. Youth (18 or younger)
• b. Parent
• c. Business
• d. Media
• e. School
• f. Youth-serving organization
• g. Law enforcement
• h. Religious/Fraternal organization
• i. Civic/Volunteer groups (meaning a local organization committed to volunteer efforts, not a designated coalition volunteer)
• j. Healthcare professional or organization (primary care, hospital)
• k. State, local, or tribal governmental agency with expertise in the field of substance abuse
• l. Other organization involved in reducing substance abuse
• 2. The coalition must be aiming to address multiple drugs of abuse
• 3. The coalition must have been in operation for at least six months at the time of the submission of the application
• 4. There must be a cash or in-kind match of funding to the coalition, which will ensure that the coalition is self-sustaining once federal funding is withdrawn. This amount will increase of the course of the two five-year cycles of funding
• 5. While the DFC Support Program doesn’t make funding decisions based on geographic location, there cannot be multiple DFC recipients within the same zip code unless there is a Letter of Cooperation between the two coalitions applying for funding, explaining how the two coalitions plan on working together

Applications are screened by the ONDCP (Office of National Drug Control Policy) in conjunction with the SAMHSA (Substance Abuse and Mental Health Services Administration) to ensure that the applicant meets all of the necessary qualifications, which can be found in detail on page 12 of the FOA (Funding Opportunity Announcement) here.

How Does the Application Process Work?

DFC grant applications will be due in March 2018. Check the SAMHSA website for the FOA, which will be released in early January of 2018, with funding decisions being announced in August and September.^[8] Reading through last year’s requirements is a good way to prepare.

Within 60 days of the application deadline, applicants must also send the PHSIS (Public Health System Impact Statement) to the appropriate state and local health agencies.^[9] Applicants must also comply with E.O. 12372 if their state(s) participates, and these are also due no later than 60 days after the application deadline.^[10]

How Should My Coalition Prepare?

With the deadline in early 2018, there is a lot of time left for DFC grant preparedness before the FOA is released. One unique aspect of SAMHSA’s Strategic Prevention Framework is that the planning process is data-driven. If you are unsure of how to collect the necessary data for your coalition, Pride Surveys can help. We have been helping nonprofits and coalitions collect data to secure and maintain critical funding for over three decades.

For more information, see the surveys we offer. Pride Surveys can help your coalition determine if it is eligible for a DFC Grant, as well as aid ongoing efforts to collect data once you are funded. To learn more, give us a call today at or contact us online.

[1]“Drug-Free Communities (DFC) Support Program.” Retrieved 30 May, 2017 at https://www.samhsa.gov/grants/grant-announcements/sp-17-001

[2]Ibid.

[3]Ibid.

[4]“Drug Free Communities Support Program.” Retrieved 1 June, 2017 at https://obamawhitehouse.archives.gov/ondcp/Drug-Free-Communities-Support-Program

[5]“Drug-Free Communities (DFC) Support Program.” Retrieved 30 May, 2017 at https://www.samhsa.gov/grants/grant-announcements/sp-17-001

[6]“Applying the Strategic Prevention Framework.” Retrieved 1 June, 2017 at https://www.samhsa.gov/capt/applying-strategic-prevention-framework

[7] “Drug Free Communities Support Program.” Retrieved 1 June, 2017 at https://obamawhitehouse.archives.gov/ondcp/Drug-Free-Communities-Support-Program

[8]Ibid.

[9]“Drug-Free Communities (DFC) Support Program.” Retrieved 30 May, 2017 from https://www.samhsa.gov/grants/grant-announcements/sp-17-001

[10]Ibid.

Teenage Prescription Drug Abuse

Teenage Prescription Drug Abuse: Facts, Myths, and Statistics

Prescription drug abuse is on the rise, and in the United States, the misuse of prescription opioids was recently declared an epidemic.^[1] After marijuana and alcohol, prescription drugs are the most commonly abused drugs among Americans aged 14 and older.^[2]

Prescription drug abuse among teens is an important issue in schools today, and in order to help students, it is first important to understand why teens abuse these drugs, how they obtain them, and the dangers associated with their misuse.

What Is Prescription Drug Abuse?

Prescription drug abuse is any use of a prescription medication unintended by the prescribing doctor.^[3] This can include use by someone to whom the medication was not prescribed, as well as the misuse of the medication by the person to whom it was prescribed. Common reasons for the abuse can include taking the medication to relieve real pain, as a study aid, or simply to get high. The recreational use of these drugs can lead to physical dependence and addiction, even in teens. In fact, addiction usually begins when a person is young.^[4]

Myths, Debunked

Many teens abuse prescription drugs with the belief that they are safer than illegal drugs, and do not pose as much of a health concern. In reality, taking prescription medications without a doctor’s guidance poses serious health risks, including addiction, and even death.^[5]

Because a medical professional prescribes them, it can seem like prescription drugs are safe, however, doctors take important health concerns into account before prescribing medications, including a person’s weight to determine dosage, other medications the patient is using that might react poorly with the prescription and possible side effects.^[6]

A common misconception among teens is that sharing prescription medications is legal, and therefore has less severe consequences than underage drinking or marijuana use. In reality, teens should know that it is just as illegal to take medications that are not prescribed to them as it is to drink underage or use any other illegal “street drugs.”^[7]

Another widespread teen prescription drug abuse myth is that these illicit prescription drugs are purchased from dealers on the street. For the majority of teens, this is untrue – seven in ten teens steal, buy, or simply ask for prescription medication from family or friends who were legally prescribed these medications by a physician.^[8]

Prescription drug abuse among teens is often normalized, and many teens believe that many of their peers are using prescription drugs recreationally. In reality, only one in every five teens admits to having taken medications not prescribed to them.^[9] While this is a large number, it is not a majority.

Prescription Drug Abuse Statistics: The Numbers

With a few of the most common myths surrounding teenage prescription drug abuse dispelled, here are the facts:

Abuse and misuse of prescription drugs starts early: the average age for first time nonmedical prescription drug use is 13-14.^[10] Among teens who abuse opioid medications, seventy percent of them combine the pills with other substances, the vast majority with either marijuana or alcohol.^[11]

However, many teens who abuse and misuse prescription drugs do not do so with the intent of getting high. The most abused category of medications is amphetamines, followed by tranquilizers, then opioids, and finally sedatives, according to a 2016 study by the National Institutes of Health.^[12]

Among teens, fifty percent believe that prescription drugs are a safer option than other illegal drugs.^[13] And, more than before, teens are less educated than they were in prior years on the dangers of prescription medicine misuse – teens today believe that there are fewer risks associated with prescription drug abuse than teens in 2009.^[14]

Why Teens Use Prescription Drugs

The most common motive among teens that misuse prescription drugs is their use as a studying tool, with one in four teens believing that prescription drugs not prescribed to them can be used as a study aid.^[15][16] Amphetamines with brand names such as Adderall, Ritalin, and Concerta are often prescribed to teens diagnosed with ADHD as a necessary drug to help them function normally in school. But, because so many teens are prescribed these medications and have safe and legal access to the drugs, it is easy for those who are not prescribed the medications to procure them from friends.

Though studying is the number one reason that teens claim to use prescription drugs, a lower GPA is associated with teen abusers.^[17] Teens also misuse prescription drugs for other reasons, and these reasons differ among boys and girls. Boys are more likely to abuse medications in order to get high, while girls are more likely to use them to study and to lose weight.^[18]

Several risk factors can contribute to a teen’s likeliness to abuse drugs or alcohol.^[19] These include:

• • Depression
• • Low self-esteem
• • Aggressive behavior
• • Social isolation and rejection
• • Low supervision at home
• • Poverty
• • Easy access to drugs in home or among friends

If one or more of these risk factors is present in a teen, it is especially important that they are properly educated on the dangers of prescription drug abuse, and to provide proper support if the child is already struggling with the issue.

Identifying Teen Prescription Drug Abuse in Your Community

Teen prescription drug misuse is a widespread problem facing adolescents in communities across the nation, and in order to help them avoid or stop their misuse and abuse, it is first important to understand the extent of the problem and the perceptions surrounding it. Educators and administrators can learn more about prescription drug abuse in their communities through the use of surveys, which provide critical insight into teens’ motives, habits, and attitudes towards the issue.

At Pride, we offer scientifically reliable survey products that can help your school identify and address how prescription drug abuse affects your students. Ready to learn about your options? Give us a call at or contact us online to find out why you should partner with Pride for your student surveying needs.

[1]“Understanding the Epidemic.” Retrieved May 23, 2017, from https://www.cdc.gov/drugoverdose/epidemic/

[2]“Prescription Drugs.” Retrieved May 23, 2017, from https://teens.drugabuse.gov/drug-facts/prescription-drugs

[3]“Prescription Drug Abuse.” Retrieved May 23, 2017, from http://www.mayoclinic.org/diseases-conditions/prescription-drug-abuse/basics/definition/con-20032471

[4]“What to Do If Your Teen or Young Adult Has a Problem with Drugs.” Retrieved May 23, 2017, from https://www.drugabuse.gov/related-topics/treatment/what-to-do-if-your-teen-or-young-adult-has-problem-drugs

[5]“Q&A on Prescription Drugs.” Retrieved May 23, 2017, from http://headsup.scholastic.com/teachers/straight-talk-on-prescription-drugs-worksheet

[6]“Appropriate Prescribing of Medications: An Eight-Step Approach.” Retrieved May 26, 2017 from http://www.aafp.org/afp/2007/0115/p231.html

[7]“Prescription Drugs Fast Facts.” Retrieved May 26, 2017 from https://www.justice.gov/archive/ndic/pubs5/5140/5140p.pdf

[8]“Myth Busters: 6 Myths about Teens and Prescription Drug Abuse.” Retrieved May 22, 2017, from http://www.bemedwise.org/documents/TAP2009_MythBusters.pdf

[9]Ibid.

[10]“Prescription Drug Abuse Statistics.” Retrieved May 22, 2017, from http://www.drugfreeworld.org/drugfacts/prescription/abuse-international-statistics.html

[11]“Teens Mix Prescription Opioids with Other Substances.” Retrieved May 23, 2017, from https://www.drugabuse.gov/related-topics/trends-statistics/infographics/teens-mix-prescription-opioids-other-substances

[12]“Monitoring the Future 2016 Survey Results.” Retrieved May 22, 2017, from https://www.drugabuse.gov/related-topics/trends-statistics/infographics/monitoring-future-2016-survey-results

[13]“Prescription Drug Abuse Statistics.” Retrieved May 22, 2017, from http://www.drugfreeworld.org/drugfacts/prescription/abuse-international-statistics.html

[14]“Teen Influencer Workshop.” Retrieved May 23, 2017, from http://www.bemedwise.org/abuse-prevention/teen-influencer

[15]“Prescription Drugs.” Retrieved May 23, 2017, from https://teens.drugabuse.gov/drug-facts/prescription-drugs

[16]“Prescription Drug Abuse Statistics.” Retrieved May 22, 2017, from http://www.drugfreeworld.org/drugfacts/prescription/abuse-international-statistics.html

[17]“Prescription Drug Abuse Statistics.” Retrieved May 22, 2017, from http://claad.org/rx-drug-abuse-stats/

[18]“Prescription Drugs.” Retrieved May 23, 2017, from https://teens.drugabuse.gov/drug-facts/prescription-drugs

[19]“Narconon International.” Retrieved May 23, 2017, from http://www.narconon.org/blog/drug-addiction/study-finds-most-alcohol-drug-abuse-starts-teen-years/