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    B Sách Kidpower

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    kidpewer &> teaching book #1 Use Your Power To Prevent and Stop Trouble How to use your body and voice to take charge of safety Show me how tough ou are, little brother! Nay? ay No thanks. , Not today. og 7 Irene van der Zande relationsafe ‘Huts FoR E.On SAFETY AND SUCCESS Illustrations, editing, and design by Amanda Golert kidpewer Use Your Power To Prevent and Stop Trouble How to use your body and voice to take charge of safety Irene van der Zande lustrations, editing, and design by Amanda Golert Copyright And Permission To Use Information Copyright Information ‘Kidpower Teaching Book 1: Use Your Power To Prevent and Stop Trouble, How to use your body and voce to take charge of safety. © 2007, 2014, and 2016, All content in this bok is copyrighted {o author lene van der Zand, Kidpower Teenpower Fullpower Intemational founder and exocutve ‘rector. No part ofthis publication may be reproduced in any form or by any electranic or mechanical ‘means, incuding information and retrieval systems, without prior writen permission ofthe author or her designated representative, Reproduction Information Prior written permission must be abtained for reprolicing sny par ofthis publication in any for However, a wealth of resoureas including some articles and handouts fom this book are available for fie on the Kidpowecorg website, For information about how to aban permission for ciferent kinds ‘of content use, please wait wn kidpowerorg or contact the author at safety@kidpowecorg, Use of Content for Personal Learning or for Teaching Others \With proper acknowledgement, readers ae encouraged to use knowledge from the Kidpower ‘Teenpower Fullpower programs about self protection, confidence-buldng, advocacy, personal safety, positive communication, cild protection, leadership, team-building, and se-defense strategies and kl in their personal ives and professional activites. We ask that readers tell people about Kidpower Teenpower Fulpover Intemational when they use any examples, ideas, stores, language, and/or practices that they learned from our program, and let ‘others know how to veach our organzaton, Please note that permission to use content from our copyrighted programs verbally and in person 's NOT pesission to publish ar duplicate any par of this content in any written or gjital form in Printor ure, includ i alas sun ar, research papers videos, newsletters, books videos, podeats, websites, te: Tes uses require separate permission as described above Restrictions Uniess people or agencies have an active agreement with Kidpower Teenpowe Fullpower Internationa, they ae not authorized to represent themselves or glve the appearance ef representing themselves as working under ou organization’ auspices, This means that individuals and groups must have an active certification or agreement with our organization to be authorized to teach, promote, oF ‘rganize workshops or other presentations using the Kidpower Teenpower,Fulloower program nares, workshop names, reputation, or credentials, Plee vst wi kidpowecorg or e-mail safetyBkidpower. ‘1g about our instructor cerfietion and center development programs. ability Disclaimer Each situation is unique, and we can make no quarantee about the safety or eflactiveness of the content or techniques described in thi material. We do not accept lability for any negative ‘consequences from use ofthis materi Kidpower Teenpower Fulloower International Office 831-426-4407 or (USA) 1-800-467-6997 Email salety@kidpowerorg Web page wwkidpowerorg ‘Address RO. Box 1212, Santa Cruz, CA 95061, USA Table of Contents HowTo Us Ths Cram, 4 Inteducton- Using Our Power Stay Safe Kidpomer's Underlying Pinciple ‘ Join Us in Maing The Kidomer Put ey Fist Commitment 7 ‘Make The Kdpower Protection Promise SECTION 1 INTRODUCTION. Awareness, Calm, and Respetul Confidence ‘Beare, Calm, Respectful and Confident 10 Stay Aware Calm, Respect And Confident “ ‘kil Pracice Coaching Guide Using Your Awareness, (alm, and Respectful Confidence. 2 SECTION 2 INTRODUCTION. Moving fay From Trouble. The Leaving Stay anne 2h The Walk Avay Power Story. 30 Line Up Foner 3M The Moving Ot Of Reach Stony. 8 Martin Uses Hi Asessment Powee a7 Stal Pace Coaching Guide, Moving ut OF Reach 1 SECTION 3 INTRODUCTION. Being Powerful with Your Body and Voie. 56 Yell Leave, and Get Help Yu are Scared s7 The Big Kid Boing Say toy. 8 Jenny Uses Her Body And Voc To Be ate, o ‘tll Pactc Coaching Guide, How oelland un wet Help 8 Stil Pace Coaching Guide. The Arm Grab Esape...76 SECTION 4 INTRODUCTION. Many Ways Of Using 9 Your PowerTo Be Safe Difeent Powers le tays Safe With Hs Body When Hei Ray Kdpower Means Put eet Fist {Using Our Personal Power. The ig Sister Sto The Public Bathroom Stary Safety with Cas ‘enti On Purpose. PRNDIK.. eee Koma Salety Signals For Everyone, Everyhere Tel Prevent nd Soe Problems Kidpower Safety Signals For Taking Charge OF Our Feelings, Words, And Bois KidpowerSafetyPowers or Bulding Better Relationships Kijpomer Sale Signal ower For Taking Charge fw Sate... ‘Kidpower Salt Signals Fr Hel Buuntes With People We Kaw. Understanding ssertve Adora So Others Wil Listen to You More and Bother You Les. ‘The Power Of Posve Pact... Kijponer'7 Keyser Teaching Sey ils To Everyone, Every 7 Kidpower Strategies fr Keeping Your Cid Safe Kipower Series For Al Ages and Aiities Kidpower Teaching Books Seis Aetnouledgemens, ‘both Author. - bautThe srt 88 ” 108 m6 26 134 15 6 a7 148 we 150 451 158 186 157 158 159 160 161 161 How To Use This Curriculum ‘You are joining 2 global community of caring adults who use the Kidpower curiculum to prepare young people tobe safe rom bullying, abuse, abduction, another vslence. Since 1989, Kkfpower bas followed beet practices in teaching provention skills by being: upbeat, sils-based: emotionally safe relevant to diferent ages, cultures, and ife situations trauma-informed and inclusive of kids with isabiltes ‘The cartoon-ilustrated socal stores and coaching guides in our Kidpower Teaching Books sorias make it eay for readers to use "People Safety" curriculum with chileren and youth n their classrooms, Youth programs, and families. By "People Safety”, we mean sil and svategis fr being safe with and around all people, including those we know and those we don’t—and even being safe and kind with our own thoughts and feelings toward ourselves and others. These social-emotional tool help to ‘empower people of all ages and abiities to take charge of thei own emotional and physieal safety; to tedvocete for themselves and others; and to develop heslthy relationships thet add joy and meaning to theirlves. Instead of using fear to dcuss violence prevention, we make it fun to learn to stay safe though our Kicpower Positive Practice Teaching Method. Dwelling on the bad things that can happen does not mabe Kids safer ~itust makes ther scared, Learning and practicing how to prevent safety problems in 2 joyful way helps to reduce anxiety and increase confidence and competence Gotting Started Because ait ladeship ester to hid protectin, the Kidpower Underlying Pincpo on page {provide reminders abut how our actions ex acts can ae the safety ofthe cicron mou ae. Now, youcon make the Kidpower Pat Safty Fst Comment on page with eer Kd nd th Yours Fay, chacs the Kigpowe roectton Promise on page 80 make sire tht your row thoy ean count on you for hep Thess for your sient re vied int ifeent Sectors. Fach Sacton star ith an Ivodecton or As that neste purpose oth sls bing covered auetnes fr teaching the lesson, and suggestion for how to integrate sil proces who reaing te explanation and Stories Hving stunts pyscaly proce Sil and atively rehearse wht to Jo Uwough ol plays Fes prepare tum to app tone osons to thrown bes ‘tthe top of many ofthe pages, you wl seo sal for lassong thse lnguage for younger ‘hildrn hoa Wore lita both an aduk ose by ora eal or ledsons wth more comple language and stunson fr cer cron who ate more independent ee sno con, the content Walle or ethor age aoup, We often find tat no mater what age cron ae, they enjoy reading Mf the extoons {tthe topo the fist page foreach explanation o story there bea shorinodution in ali Rood the sores ours your own word o daca he toons, which are most sa-expanstony Act out some oe example shown capt the conten tobe relevent forthe ages, bitin ae fe Stations of your students Mary Sections als have indi and gtoup Sk Practice Coaching Guides that sho how 0 tse Kejpowo’s Poste rate Teaching Method to demonstrate and coach yur stents tobe soccesh in rehearing the ls na in and interesting way. When you sr rl paying, stch bertwoen being youre ie tacher/eaunselr andthe person cosng th cis boudors. “The Append presents ou KidpowerSaety Signals, wth simple getires that can be integrated into mary ofthe lesions, aswel a articles abot chi protection and our Kicpower Poste Practice Teaching Method Final please remember hat teaching safety sils requis an ongoing convertion arl practic, nat jista Ghote lezen, Lock for opporuntesn daly ace to rnorce thes sls by coaching Wd {o use themand by modeling ving thom yours ritontacapy nts Aussi ot KidpowerTemponer False Intensol® waidpowor.on Fo Introduction - Using Our Power to Stay Safe! Welcome to Kidpower! At the beginning ofa Kidpower workshop for younger children, we ‘sometimes ask, “What is power?” Our young students will often give answers lke, “Being able to hit and kick ... magical powers ... being big and strong” ‘Then, we ask, “Do YOU have power?" They are not always sure, so ‘we give examples about what they can do, such as, "Do you have the power to think? ..o move your bodies? ..toask for what you do want and to say what you do not want?” When they nod their heads, we say, “That's GREAT! Because Kidpower teaches kids— and people who used to be kids—which means everybody—to use the power we already have tostay safe!” Even older kids tend to think of power as being able to fight—or to have power over someone else, We encourage them to think of how each person has many different kinds ‘of power—and of our having power with others and within ourselves—rather than over anyone. We do have physical self-defense lessons in a different book about this part of our curriculum, However, real fights are dangerous, and these skills are for emergencies only. ‘The everyday safety skills covered in this book can help to prevent fights—as well as to cope with other difficult or dangerous situations, School teachers tell us that they see their students using Kidpower skills right away, speaking up to set boundaries, leaving rather than getting into a conflict, and getting help ‘when they cannot solve problems on thetr own. They find that practicing these skills can be an effective management tool for dealing with unsafe or disrespectful behavior. One kindergarten teacher used Kidpower's Positive Practice Method in her classroom after alittle boy had kicked another in the crotch. The teacher coached both boys to practice their Stop Power, their Hands Down and Feet Down Power to not hit or kick, and their Walk ‘Away Power to leave. This teacher reported that, later, she noticed the boy who had gotten kicked begin to bother the boy who had kicked him. Tis time, instead of kicking, he made his fence and set his boundary. The other litle boy, who had meant no harm, immediately stopped! “I got to see the fight that didnt happen!” the teacher said later. With appreciation for your commitment to the safety and well being of young people, Drone Irene van der Zande, Executive Director and Founder Kidpower Teenpower Fullpower International Aptian ofkidpomeeomnponerulperiniematons* wankidponecan Ferpemisiontocay cote sltythidpowneony SS Kidpower’s Underlying Principle ‘The safety and well-being of a child are more important than anyone's embarrassment, inconvenience, or offense. EMBARRASSMENT. ‘Sorry Mom. | You are getting so Sorry, Uncle George, Shedoern! | Yrouripivariee around here me get ive grendna wont chug | becoming a beautiful To choose when we Bene He" rightrow.he | "wom cwemea ave kisses. cone _gets to choose. ‘great big kiss! ook at the photos S N from our tpl ia INCONVENIENCE. ad, Tneed 10 Just a second, son! Please let me put | | talk to you This is Hey Carl, Til have to gyeything downer] chout ny Safety’ eahivou back leer Momvny! that heppened uy Thaves problem! OFFENSE Please do not touch T know you feel you are safe to drive, yeti tut feel worved about how much What pretty hort her hal. She youve had to drink Please let me have 7 ‘he keys, and Tl drive us al home. ci] 6 ‘pub ep epee gems epoca fr penny. te ety eipo a) Join Us in Making The kidpewer Put Safety First Commitment! “I WILL put the safety and well-being of myself and others ahead of anyone’s embarrassment, inconvenience, or offense - including my own!” Amul of hpowerosnpoueFllpows natn” weiner Foxpemison sop. cnt sayehpewscom Make The kidpewer Protection Promise Imagine the impact if all caring adults discussed this message with ‘each young person in our lives—and convinced them that we mean itt “You are VERY important to me! If you have a safety problem, T want to know. Even if [seem too busy. Or might feel upset. Or don’t understand at first. Even if someone we care about will be upset. Even if you promised not to tell. Even if it is embarrassing. Even if you made a mistake. Please tell me, and I will do everything in my power to help you.” B Aponte eee lpoerntanaonl* sewlhpmacar fr pein py. eet seyipner og SECTION 1 INTRODUCTION Awareness, Calm, and Respectful Confidence Purpose ‘+ To help children understand the ciferences between attitudes that are more safe and less safe, ‘+ Toshow what aware, calm, respectful, nd confident body language, fecal expressions, gestures, tone of voice, and words look and sound lke, + Togjve individual children the opportunity to practice siting, waking, and/or moving in ways that are more safe rather than less safe. *+ To ive ciléon practice in spliting ther attention so that they ae able o goin one direction and till notice what fs happening around them, in Mind Studies have shown people wil isen to you more and bother you less when you are aware, calm, respectul, and confident. Just walking or moving assertively looking around, acting like you know lubere you are going, and staying calm in potently cificut stations can prevent most problems, Some kids associate acting tough with being powerful. this happens, you can say, “It’s great that you low how to fight to protect yourself, But acting tough can male t sem like you are looking for a fight. And that can lead to troublel So keep yout facial expressions and body language peaceful anc calm when you ae practicing.” How to Integrate Strategies and Skills 1. Bea role model. When showing kids what you want them to do, be sue to look and sound aware, confident, calm, and confident yourself. Point out when you ae using your own awareness in daly life—by seeing what students are doing, for example, 2. Practice the sis shown. At any point during any ofthe stories, you can coach your students ta act cut the skil that the characters are using to stay safe. In this section, you ean direct them even in the middle of the story by saying, “Everybody sit tal Relax your shoulders! Look around!” Be sure to use the individual and Group Practice Coaching Guides described on pages 22 to 24 3. Emphasize the safety strategies being used. You can tll students to repeat the strategy the charactors using to stay safe. For example, you can have students use the Stay Aware Power Safety Signal on page 146 by pointing towards their eyes and repeating, "Stay Aware!” = ‘Apubtcaon ol idpomerYeenpomeFallpomentemtinal* muw.kidpomtcon Ferperminson io capycnttsefeyehidponecon — ® Be Aware, Calm, Respectful, and Confident = ® Awareness means really seeing everything that is around you, and confidence means believing in yourself. People will bother you less and lsten to you more when you are looking around; acting calm, respeciful, and confident; and staying in control of your body. ‘WORRIED a FACE Bee aie BENT HANDS IN POCKETS: TAKING SMALL STEPS 1. Stuartis not paying attention and looks scared. This is less safe. 10 Api of peepee fpr womigoriny Fr eminem EYES LOOKING STRAIGHT TAKING REGULAR STEPS ~~ 2. Stuart looks aware and strong, This is more safe. -Aliction of ipower enperepowe eat wamyowsog fr pamisionwcopy. cont sateytigoner ang — 1 & Be Aware, Calm, Respectful, And Confident ® ant Face $f BODY OUT OF CONTROL 3, Mariah is acting angry. She looks like she wants to fight. Ths is less safe. 12. Apubiticn ot tidomeseenpomer fumes inemaonst® war kidpnec on forpemiion copy tnt saleyidpaner.o) n THINKING, NOT YELLING BODY IN CONTROL, 4, Mariah looks calm, respectful, and confident. This is more safe. ‘Apubeaon ipower eeapeme Flower ntemtion|* wmkidpowe.on Forpomicionto opycntntsitoyeridpowerony — 13. ‘ Stay Aware, Calm, Respectful, And Confident "Awareness" means paying attention to what is happening around you. "Calm" ‘means being peaceful with your face, words, and body. “Respectful” means treating someone or something like they have worth. “Confidence” means believing it yourself. ee, Lookin DOWN rleepons floss” wnmlpnon For pombe cy. ® Stay Aware, Calm, Respectful, And Confident LOOKING AROUND NORMAL STEPS 2. Kyle is aware and confident. This attitude is more safe. ‘A publication of ipower eenpeweulpoweneratonl” warkidpowecon Fr pesmision copy conta saletyidponecon — 15 # Stay Aware, Calm, Respectful, And Confident ‘ HEAD IN THE cLoups 3. ila is daydreaming. She is thinking about other things, and she is not looking ‘around. This attitude is less safe. 16 a yubiatien ot tienerToenpon Felner ntratonl? working For pemision copycontct soy oboe ory Stay Aware, Calm, Respectful, And Confident wz LOOKING AROUND NBR, 1007 ov ven UP AND READY TO MOVE 4. Lilais thinking about where she is going and what is going on around her. She is aware of the people, animals, cars, and other things around her. This attitude is more safe. Apu ttépaarepene flyover wmdidowray frpemicintocpanbasiyeigonsion — 17 ® Stay Aware, Calm, Respectful, And Confident i STARING EVES 5. Marle Claire is feeling very angry. She has a tense face and is ready to getina fight. Ths attitude is less safe. 1B Apubicatin of domes Toopomerfulporernamatonl® wa kipowa.o ox prison copy sont saletytdpome i Stay Aware, Calm, Respectful, And Confident i LOOKING. AROUND 6. Marie Claire calms herself down. Even if she is feeling angry inside, she can take a breath, relax her body, and act calm. This attitude is more safe. ‘A ubation ot atgorr Teenpome fll nternatonl* womidpowory Fo pemision We cop.cntn soeyetdgowerang — 19 i Stay Aware, Calm, Respectful, And Confident i HUNCHED SHOULDERS WORRIED FACE Mm L HANDS IN POCKETS FEET TOGETHER J 7. Martin is feeling very worried and scared. He is trying to make his body small. This, attitude is less safe. 20. Apubicavan ci tidpsnertexnpomerfllpomerinteratins!” mwnkidpome ar Fe pronto copy. conta sydney iD ‘Stay Aware, Calm, Respectful, And Confident is ‘STANDING TALL 4 un HANDs I SIDES STANDING READY 8. Martin stands up tall and relaxes his shoulders. Even if he is fe he can look calm, aware, and confident on the outside. This attitud. ‘A pubition of igoner Tempore Fulpowrinttional® wuwukidpuscory Fr poison ecopcnta salatyhidpomeron — 2D Skill Practice Coaching Guide Using Your Awareness, Calm, and Respectful Confidence Purpose + Togjve students practice in walking ina way thats less lily to have ether people bother them, uiile noticing what is happening around them. Keep in mind Children sometimes focus so mach on one piece ofthe practice (ke tuning their heads), that they forget to walk in normal way so coach children to help them be successful when practicing, Individual Pract ‘The following dcectons are ilustrated on page 23. Introduetion: “Let's practice walking with awareness, cal, and respectful confidence” 1. Have your student stand in front of you with a porzon helping you (or a chal) 8-10 feet away for the eld to walk to a8 destination. 2. Say, You are going to walk to person/chair with avareness, elm, and respectul confidence. Rememlber ta make your walk tl, handsfree, look where you are going, and aso look back at me because | am gaing to do something sill, Go ahead!” 3. When your student starts walking, coach if needed. Make sure the chilis really turing their head 10 ook around, You can coach by saying, "Put your head up .. Suaighten your back. Take regular steps .. Look back at me . Look where you are going.” (Nate: Do not give all ofthis feedback at ‘once, Correct one or wo things ony to start with) 4, Chack to s0e ifthe child is ally being aware of you, by doing something funny (Ike standing ‘on ane leg or waving) for them to look a. Once your student has arrived atthe person/chai, ‘ak "What did do?" I they didn't notice, say, "Thats ok. That is why wo ae practicing! Lets ty ‘agunl” Let your student pcectice again from the start and coach ther to realy tur and look at you vile you do something sly agai. Group Practice The following dtections are illustrated on page 24 Introduction: “People will bother you less and listen to you moreif you act calm, aware, and respectully confident.” 1. Model while you explain, "Right where you are, sitll so you look confident and cam. Look around and pause to male sue the group is copying you. 2, "Now keep your bedies tal and calm and canfident, Usa your awareness by looking around. Can you see the clock or any other objec in the room)?” Pause to let your students find the clock, “and can you see the window (or any other objec in the room” (Note: Do not point or tun your head towards the abject you want them to be aware of instead lt them practice using their awareness to find it) 3. "Now am going to walk around behind you. Your job isto tum your heads to look at me so that | can't sneak up an you.” Start walking behind the children, Coach them if necessary to turn and look and keep their baies tall When they show you that they saw what you were doing, say "Good ob 22 rpubiiavontridpanetenpoweflpoweritmaind® wwokidpome oy Fe proison cay, coin aly ehidpower.ory Individual Skil Practice Coaching Guide: Walking with Awareness, Calm, and Respectful Confidence 1.Eaplain na very sein ay what you want your sludent to doand where you want them oo. You are going to walk to way, look back et me postin rom cons SS okay 2, stat waving once your student stars walking, nd cach the stufenttolok back atyou needed. Remember to look beck a mel Yt Greta over there with ‘areness, cal, and | respectful confidence, On 3 en student getsto hee denon ak them what youvtere ding and te show you wht you di. _—— What was T doing? You were waving! >, 4. Praise your stat odo th proce. 00d job! ‘ey ci ON) ty ‘Apubiatio of tidpowerTeenpowerFllpswerinwniterl” wm idsowscom For pemsion to cop.cntatfeheipoworoy — 2B {Group Skill Practice Coaching Guide: Using Awareness, Calm, and Respectiul Confidence 1. Coach cident ital and Iokcalm and especialy |] 2-Coah children to se therawareessto ee diferent conten. Specicbjetsnthe room. ‘Now keep your bois tal and calm and Right where you ae, sit respectfully confident and use your awareness ‘all nd ean ond ook By looking around, an you See the eck? respectfully confident. 0 3.23 objects. Make sure students are praccing using thelr awareness, sod not point or turn your head towards theobjectyou want them tobe aware ct. Gen you see () the window? 4. start walking slowly around the group Coach clen—[.Coach students if needed to enp ther awareness while tbe amare of you by trang ther heads and bodies. youwolk round them, Now a going come erund behind ( Tan nde your ‘awareness! Go0d job! and your ja 0 tun Fo look at me yn nat I can't sneak up on you. 24 SECTION 2 INTRODUCTION Moving Away From Trouble Purpose ‘+ To help children understand that assessing when someone is not acting safely and leaving in & calm way can be 2 powerful eel-protaction ststegy 1+ To ive children practic in how to mave aut of reac, + Toshow chlchen how to take charge oftheir personal space in line and other crowded situations, Keep in Mind Both kids and adults will often stay too near someone who is geting more and more upset, This can lead toa fight andor someone getting hur. There ae times hen tis important to use conflict resolution strategies, o st clear bounds, an to say what they want and don't want, There are ‘other times whee itis safest for everyone to know how to just get up and move aay from 3 potential problem with awareness, calm, and espectil confidence, even fit less convenient to do to. ‘Almost every chld has experienced! being pushed, crawled, or poked vile waiting inline. Most students also feel very protective about their place inline, and itcan be very hard fr them not _— reach from someone Now let's esi! Practice if T step towards you ea really quickly. Your job is to move 2 ‘ut of reach really quickly, Ready Youre acest your stating posi 6. Mae sure the cil is ready to move andthe ake one big step qui} towards the student. they move back fom | yous, "Gocd jbl Your body knew exact what od the student leans bac, y,"Woice how your body wants to step back, Go abe. Goo” Practice again wth the student so the an move back wen you lunge forward Good job! Your wow! body knew exactly hat 10 dl vo » One fost says Ca onstating pron, ” 54 epson ime Tenpene pelos wm pow an for pension py. contact fein Individual Skil Practice Coaching Gui feering Out Of Reach {pin the problem, ‘Suppose Kyle knows that I am someone. who pushes other people, What's going to hoppen if he walks right next tome? \ He is going to ‘et pushed! \Y \ =e 1] 10) 2 teplin what your students geing to prac. Instead of coming close to eden gag over aut of my reach by wa ineehee crowd ne 10 ry Coach te cd walk aound you —reenng out at reach awareness calm, and respetul canine, Notice how moving out of reach helps you stay awey from people who might bother you \ sds the same spat. 4. coxa your student to keep thor awareness, calm and respect confidence throughout the whole prac, even then hey have walked pasty, Keep your awareness when ‘you get past me in ease T ‘ry to sneak up on you. —~' < siley tip Ferma waranty 5S SECTION 3 INTRODUCTION Being Powerful with Your Body and Voice Purpose + Toshow children how using thelr voles and bockes can help them to escape from scary or dangerous situations ‘+ Togiva students the opportunity to practice yelling loudly, setting a boundary, and running to.get ‘away from someone and to get help, ‘To give children the opportunity to practice pling away from someone who ishing onto their Keep in Mind Pople who are trying to bether ar hurt other people do nat want ta get caught, Using loud voice and moving quickly and fereefully can scare this person away ~ and call attention tothe problem from ‘other pepe wo can help, Unless they have practiced, even very vocal and outgoing children can freeze or become very quiet whon they need tobe loud with their voices and sttong with their bodies to keep themselves safe, Instend of just sereaming when they ae seared, chien are more likely to get help if they yell ina clear messages such ax: "NOI or “STOPI" of "I NEED HELPI" Your students wl follow your les. Yelling can fel hard and emberrasing at fst. Many people need to practice themelves before they feel comfortable teaching others. You can practice by yoursel at home or out in nature, How to Integrate Strategies and Skills 1. Bea role model. When you ae readin the pars about yeling in the stories or doing the practices, yeas loudly as you would want your students to yal f they were in danger. Show how to yell foualy ow from your belly, and shor rather than drawn out 2. Practices the skill shown, Coach your student to act out the sil thatthe characters are using to ‘stay safe dating the sifferent stories. In this section, you can dect them by saying, "Everybody, take a big breath of sir and let it our again. Now, fom your ball lets hear a bg strong and clear, ‘STOPI" ., "NOF*... "HELP Be sue ta use the Individual and Group Practice Coaching Guides described on pages 73 0 78. 3. Emphasize the safety strategy being used. As these come up inthe stories, you can also coach students to use the Calm Down Power, Hands and Feet Down Power, and Stop! Power Safety Signals on page 147 Gentes Teed Ser 56 spetten stor tnporssulponsitnaonl* wrwkipwtan Frpmlsento apy nat yon, ® Yell, Leave, and Get Help If You are Scared = ® {If something or someone scares you, you can use the power of your voice and body to get away and to get to an adult who can help you. You can run, yell, and make sure people know that you have a safety problem. Here are some examples of how this can make a difference. 1. kid pushes Jordan. He is scared. By yelling, Jordan is using the power of his voice. ‘Apucaton of idporTeenpome flyer ntnainl* wmwaidyonecong Ferpemision i capycntatsateyeridpowerony — SZ a Yell, Leave, And Get Help If You Are Scared @ Twill help you. 2. Because he has a safety problem, Jordan runs to his teacher and asks for help. 5B guetiaionoidpometexnpowefllpomeitenationd” wwwidpome oy Fe peonsion ay, cmact sayin) Yell, Leave, And Get Help If You Are Scared 3. Adog barks. Elise is scared. By yelling, Elise surprises the dog so it stops barking athe Yell, Leave, And Get Help If You Are Scared Tneed help! Twill help you. 4, Elise can tell the dog firmly to stop. She can back away and go to her mom for help. 50 ApubtcaionsttidponrteenpenerFljorntraon* wait on Forpemision to

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