Self-Asphyxiation (Choking Game) Presentation

1
Self-Asphyxiation (Choking Game) Presentation
2

• The information used in this presentation was
• obtained from several sources, including
• A presentation put together by staff members of
  James Madison Middle School in Appleton, WI
• Information from the following organizations
• G.A.S.P. (Games Adolescents Shouldnt Play)
• D.B. (Dangerous Adolescent Behavior Education)
  Foundation
• S.A.D.D. (Students Against Destructive Decisions)
• C.D.C. (Centers for Disease Control and
  Prevention)

3
Please Note

• The information presented may be disturbing
  however, the goal is to present the truth behind
  this dangerous activity. If you feel that you
  need to leave the room during this presentation
  PLEASE DO SO.

4
(No Transcript)
5
Video available at http//www.gaspinfo.com/en/inv
olved.html
6
Statistics Involving the Choking Game

• A survey published in the journal Injury
  Prevention in 2009 found
• 68 of students had heard about the game
• 45 knew somebody who played it
• 6.6 had participated themselves
• 40 of the students perceived no risk from
  playing the game
• Information that playing the game could result in
  death or brain damage was reported as the most
  likely to influence their behavior

7
Statistics Involving the Choking Game

• On average, its estimated that 75 of middle
  school students already know about the Choking
  Game and most learn about it from their peers.
• However, peers do not discuss the dangers
  associated with the Choking Game.

8
Statistics Involving the Choking Game

• The Centers for Disease Control report dated
  February 14, 2008 recognized the Choking Game
  as a dangerous activity.
• It found that least 82 children and adolescents,
  aged 6 to 19 years old, have died as a result of
  playing the Choking Game from 1995 to 2007.
• The actual number of deaths is estimated to be
  much higher because it is assumed that many cases
  were not reported to the media.

9
Statistics Involving the Choking Game

• The age distribution for the Choking Game
  followed a normal distribution with a peak at age
  13 years.
• This differs from the age distribution for
  suicide among those aged 6 to 19 years, which
  steadily increases with increasing age.

10
Should We Talk to Our Kids About the Choking Game?

• Yes, awareness and education is the most
  probable way to prevent our students from
  participating in this deadly activity. We need
  to
• Be proactive, before it becomes a problem in our
  community.
• Help kids pass the test, by making them aware
  of the dangers associated with the choking game
• Be aware of influences outside of the community,
  such as the internet

11
What are physical signs to look for?

• Bloodshot eyes / small red marks around the eyes
• Disorientation (after short periods of being
  alone)
• Marks on neck
• Any unexplained injury
• Chronic and/or severe headaches
• Clothing (which may conceal marks)

12
What to watch for at School

• Classrooms, playgrounds, hallways, bathrooms.
• Technology Use (YouTube, computer use, IMing,
  etc)

13
What to watch for around the house

• Knots tied in room (ties, ropes, ribbon material,
  belts)
• Wear marks on bed posts, closet rods, etc.
  (Rafters in basements)
• Locked doors that are usually unlocked
• Extreme need for privacy
• Anything that a belt, tie, or ribbon material
  could go around to help cut off circulation

14
What else can we do?

• Kids will be secretive about self-asphyxiation
  and may even pretend they dont know what youre
  talking about if you ask.
• Persevere and let them know how dangerous it is.

15
What else can we do?

• Risk taking is a safe and natural part of growing
  up.
• Just like adults, for many kids and teens, risk
  taking is one way of relieving stress.
• Provide students with alternatives for safer risk
  taking.
• There are many activities like, skateboarding or
  rock climbing, which produce a safe natural
  endorphin or high for kids.

16
The SADD Teens Today 2004 study identified the
following three broad categories of positive
risk-taking

• Life Risks
• School Risks
• Community Risks

17
The SADD Teens Today 2004 study identified the
following three broad categories of positive
risk-taking

• Life Risks
• Social e.g. joining a club or group
• Emotional e.g. asking someone on a date or
  sharing feelings with friends
• Physical e.g. rock climbing

18
The SADD Teens Today 2004 study identified the
following three broad categories of positive
risk-taking

• School Risks
• Academic e.g. taking an advanced placement
  course
• Athletic e.g. trying out for a sports team
• Extracurricular e.g. running for student council

19
The SADD Teens Today 2004 study identified the
following three broad categories of positive
risk-taking

• Community Risks
• Volunteering e.g. helping the elderly or
  homeless
• Mentoring e.g. working with younger children
• Leading e.g. starting a group or organization

20
Parents and peers can help teens to take positive
risks by

• Modeling inclusive social behavior and coaching
  peer-to-peer social skills
• Identifying and discussing emotional reactions to
  issues or events
• Encouraging focus on academics and consideration
  of higher level courses
• Supporting club or activity membership and/or
  athletic participation
• Involving family and friends in community-service
  projects.

21
http//www.gaspinfo.com/
22
Questions ???Please take a minute to fill out
the questionnaire.