FSCA NEWS

Jostens Foundation Community Involvement Grants Submitted: 7/8/2009

2009-07-09T10:44:00.001-04:00

Jostens Foundation Community Involvement Grants Submitted: 7/8/2009

Jostens supports strong communities and healthy children and families. The foundation’s main focus is to fund programs that help youth become healthy and productive adults.

Award amounts ranges from $500 -$10,000. Eligible applicants include tax-exempt organizations under Section 501(c)(3) or agencies that are members of the Federal, or any State, County or local Municipal government.

Deadline: August 25, 2009

Please contact The Jostens Foundation directly for more specific grant information and to apply: http://www.jostens.com/company/community

New study pinpoints difference in the way children with autism learn new behaviors

2009-07-08T22:48:00.001-04:00

Contact: Megan Lustig
mlustig@spectrumscience.com
202-955-6222
Kennedy Krieger Institute

New study pinpoints difference in the way children with autism learn new behaviors

Kennedy Krieger and Johns Hopkins researchers examine the brain basis of motor control, imitation and social function deficits

Researchers from the Kennedy Krieger Institute and Johns Hopkins University School of Medicine have collaborated to uncover important new insights into the neurological basis of autism. Their new study, published in the journal Nature Neuroscience, examined patterns of movement as children with autism and typically developing children learned to control a novel tool. The findings suggest that children with autism appear to learn new actions differently than do typically developing children. As compared to their typically developing peers, children with autism relied much more on their own internal sense of body position (proprioception), rather than visual information coming from the external world to learn new patterns of movement. Furthermore, researchers found that the greater the reliance on proprioception, the greater the child's impairment in social skills, motor skills and imitation.

Previous research has shown that children with autism have difficulty with motor skills, which appears to be associated with abnormalities in how the brain learns motor actions. To study the models formed in the brain when children with autism learn a new movement, researchers measured patterns of generalization as 14 children with autism and 13 typically developing children learned to reach using a novel tool. They then examined how well children were able to generalize what they learned in two separate ways – one that detected how much they relied on visual information to guide learning and one that detected how much they relied on proprioceptive information to guide learning.

"These findings can lead to important advances in methods for treating autism. Applying the knowledge gained in the current study, targeted interventions can be developed that enhance visuo-motor associations in children with autism as they learn new skills," said Dr. Stewart H. Mostofsky, study author and a pediatric neurologist in the Department of Developmental Cognitive Neurology at the Kennedy Krieger Institute. "If done early enough, this could help to improve development of motor, social and communicative skills in children with autism. Further, it could also improve their ability to understand social cues because the brain systems critical to forming internal models of behavior that guide our actions are also critical to developing an understanding of the meaning of those actions."

The study findings also provide support for observations from previous studies suggesting that autism may be associated with abnormalities in the wiring of the brain; specifically, with overdevelopment of short range white matter connections between neighboring brain regions and underdevelopment of longer distance connections between distant brain regions. The findings from this study are consistent with this pattern of abnormal connectivity, as the brain regions involved in proprioception are closely linked to motor areas, while visual-motor processing depends on more distant connections.

"These findings not only demonstrate why children with autism have difficulty learning motor skills, but also provide real insight into why these children have difficulty learning to interact with the world around them," said Dr. Reza Shadmehr, senior study author and Professor of Biomedical Engineering and Neuroscience at the John Hopkins University School of Medicine. "If the way their brain is wired is not allowing them to rely as much as typically developing children on external visual cues to guide behavior, they may have difficulty learning how to interact with other people and interpret the nature of other people's actions."

Potential next steps include the use of neuroimaging to investigate whether or not proprioceptive versus visual feedback is actually associated with abnormal patterns of structural and functional connectivity in the brain of children with autism. Additionally, researchers may study if patterns of motor learning can be altered to increase visual connections in specific regions of the brain. Through interventions such as cortical stimulation, biofeedback and behavioral approaches, researchers are looking to investigate if there is an improvement in children with autism's ability to rely on visual input to guide how they learn a range of behavioral skills.

###

This research was funded by grants from the National Alliance for Autism Research/Autism Speaks, the National Institutes of Health, and the Johns Hopkins University School of Medicine Institute for Clinical and Translational Research.

About the Kennedy Krieger Institute

Internationally recognized for improving the lives of children and adolescents with disorders and injuries of the brain and spinal cord, the Kennedy Krieger Institute in Baltimore, MD serves more than 13,000 individuals each year through inpatient and outpatient clinics, home and community services and school-based programs. Kennedy Krieger provides a wide range of services for children with developmental concerns mild to severe, and is home to a team of investigators who are contributing to the understanding of how disorders develop while pioneering new interventions and earlier diagnosis. For more information on Kennedy Krieger Institute, visit www.kennedykrieger.org.

About the basic sciences at the Johns Hopkins University School of Medicine

The mission of the Institute for Basic Biomedical Sciences at the Johns Hopkins School of Medicine is to promote the fundamental research that drives advances in medicine. By fostering a unique and collaborative environment that bridges basic science and clinical research, the IBBS supports and encourages interdisciplinary interactions that lead to discovery and innovation and educates and trains future leaders in biomedical research.

Cell Phones: Neccesity or Luxury? [Teen Article]

2009-07-08T22:45:00.001-04:00

Cell Phones: Neccesity or Luxury? [Teen Article]

http://www.radicalparenting.com/2009/07/07/cell-phones-neccesity-or-luxury-teen-article/

FSCA Email Update ... July 2009

2009-07-08T15:43:00.001-04:00

FSCA Email Update ... July 2009

Trouble viewing this, see it online here

The FSCA 2009 Convention Program Proposal Committee was amazed at the number and quality of programs submitted for review. And, indeed, the resulting slate of program contributes to one of FSCA's critical missions -- bringing Florida school counselors with relevant professional development. See below to get a glance at this year's program titles or click here to see full descriptions.

FSCA 2009 Convention Program Titles:

"Passport To Peace" Character Education Program

A Picture is Worth a Thousand Words: Developing Effective Charts

A TEAM Approach to Career & Education Planning in Middle Schools

Accelerated Learning for the At-Risk Student

Accountability Measures: Use and Implementation

Age of Accountability: Gaining Support for Group Work in Schools

Alternative Counselor Connections Enhancing Student Success (ACCESS)

An Innovative Approach to Peer Mentoring : "Circles & Codes"

Answering the Cry for Help: Suicide Prevention Education

Books That Make a Positive Difference and How You Can Become Published!

Building Resiliency to Change Lives

Career and Technical Education: It's Not Your Father's Wood Shop!

College Prep: It's Elementary

Confronting Death in the School Family

Connections: Families and Schools Supporting Our Youth

Daily Check In Check Out Program for Individual Students

Debunking the Myth of the Model Minority: Counselors as Advocates for Asian Students

Dying to Live: Non-Suicidal Self-Injury

Engaging Parents

FBI -SOS (Safe Online Surfing) Internet Challenge

Florida Education Update: Enhancing School Counselor Leadership

Generation Sext: Instant Messages, Permanent Consequences

Get the "Royal Treatment" for CHOICES and ePEP Updates

Grief Groups In Schools

Guarding Kids Against High Tech Trouble

Helping Students Build Futures: Career Development Strategies for School Counselors

Hispanics in the USA: Academic Strength through Diversity

How Counselors can be a Positive Influence on Sexual Minorities

Increasing Parental Involvement in Urban Schools

Intimate Danger: Strategies for Counselors Addressing Dating Violence

Keep It Brief

Know How 2 Go: A Student Access Program

Learn by Doing: "Excellerated" Learning

Legal and Ethical Issues in Working with Minors in Schools

Peer Mediation: Bridge to Success

Practical Approach for Counselors to Set Goals and Measure Results

Practical Strategies to Promote Positive Parent and School Relationships

School Counselor Accountability: A MEASURE of Student Success

Spreading the Word about Character Education

Strategies That Build Rapport, Connections, and Motivate Students to Stay in School

Strategies to Empower Parents To Empower Children

Targeting Boys: Strengths to Facilitate Help-Seeking in Our Schools

Ten Innovative Ways to Enhance your High School Counseling Program

Texts and Tweets and Blogs, Oh My! Counseling Students with Technology

The Best Antidote to Violence: Transforming a School's Climate and Culture

The Internet "Shift": What YOU Need to Know!

Utilizing an Accountability Measure throughout the School Counseling Internship Experience

What do You Want to be When You Grow Up?

Working with Autism Spectrum Disorders in the School

Year One Progress: A $1,200,000 Grant to Improve 9th Grade Success

Other News ..

FSCA's Communications Team is putting the final touches on the August 2009 issue of the Florida School Counselor Magazine. In addition to being available online, this special Back to School issue will be printed and mailed to all FSCA members. So if you receive this email and are not yet a member, join now so you too will be included in the mailing.

The FSCA Forums is growing in numbers and in activity. Check it out at:
http://fla-schoolcounselor.groupsite.com/discussion/forums

FSCA is also now on Twitter:
http://twitter.com/myfsca

The FSCA News Blog is updated almost daily. Recent headlines include:

Certification Bonus Payments
Achievement Gaps
2010 School Counselor of the Year Nomination
New Bully Prevention Recommendations Released
State University System Regional Admissions Workshops
Power to Learn - PS 119 Fifth graders become Internet Smart!
Number of Florida Schools Earning 'A's Climbs To All Time High
Sexting, Cyberbullying, Online Predators...
Crash Course for Parents
PA-07-180: School-based Interventions to Prevent Obesity (R01)
Impact Evaluation of the U.S. Department of Education's Student Mentoring Program

Visit http://www.fla-schoolcounselor.org/news/ to check it out now. Also, you can receive email updates if you like by subscribing here.

You received this message because you have subscribed to the FSCA news list. To unsubscribe, go to http://www.fla-schoolcounselor.org/list.htm

Florida School Counselor Association
P.O. Box 752
Safety Harbor, Fl 34695-0752

Phone or Fax: (888) 785-8611

Email: fsca@fla-schoolcounselor.org

Florida School Counselor Association, © 2006-2009
Proud Division of the American School Counselor Association
Contact FSCA

Certification Bonus Payments

2009-07-08T11:14:00.001-04:00

The Department of Education has issued the following memorandum regarding the Certification Bonus Payments for Dale Hickam Excellent Teaching Program. The memorandum may be viewed at:

http://info.fldoe.org/docushare/dsweb/Get/Document-5442/dps-2009-116.pdf

Achievement Gaps

2009-07-07T13:36:00.001-04:00

On Tuesday, July 14, the National Center for Educational Statistics (NCES) will release the report "Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress." This report analyzes Black-White achievement gaps at the national and state levels and the changes in these gaps over time, using NAEP scores.

At 9:30 a.m. via a live webcast, there will be a round table discussion with expert panelists to discuss factors influencing the achievement gaps, the state perspectives on closing the gaps, and prospects for the future. To view the report and watch this webcast live on July 14, visit http://nces.ed.gov/nationsreportcard

NAEP is administered by the National Center for Education Statistics within the Institute of Education Sciences.

2010 School Counselor of the Year Nomination

2009-07-07T00:54:00.000-04:00

http://surveys.timberlakepublishing.com/asca//TakeSurvey.asp?SurveyID=31Kmo30I7m2KG

School Counselor of the Year Nomination The School Counselor of the Year program, presented by Naviance and the American School Counselor Association (ASCA), is open to full-time practicing school counselors in U.S.-based schools who've completed at least five years of service as a school counselor. Nominees must be an ASCA member and must be practicing school counselors at the time of the awards ceremony (January 2010). U.S.-based schools includes all schools operated by the U.S. Department of Defense, U.S. Department of State and other U.S. agencies. 2009 School Counselor of the Year finalists may not re-apply for three years; 2009 semi-finalists may re-apply at any time. Nominations close on July 17, 2009.

New Bully Prevention Recommendations Released

2009-07-03T22:46:00.001-04:00

New Bully Prevention Recommendations Released

By WINK News

Story Created: Jul 2, 2009 at 2:44 PM EDT

Story Updated: Jul 2, 2009 at 7:47 PM EDT

At a middle school in Wisconsin, students perform in front of a class - in what is called ‘social improvisation’. In the performance, one student is bullied, while others stand around and watch, or giggle…

http://www.winknews.com/features/education/49709687.html

State University System Regional Admissions Workshops

2009-07-03T13:32:00.001-04:00

The Board of Governors Office and the State University System (SUS) Admission Directors are pleased to announce that the annual SUS Admissions Tour will continue this year. The tour will convene as follows:

FSU Sept. 2 FIU Sept. 8

UNF Sept. 3 FAU Sept. 9

UCF Sept. 4 NCF Sept. 10

USF Sept. 11

At each workshop, school counselors will have an opportunity to received timely information needed to advise students on postsecondary options available to them. School counselors will also be able to interact with the presenters and ask specific questions and gather information about admissions and other related postsecondary topics. Registration information and an agenda for each session will be available by August 1st at http://www.flbog.org/admissiontour. If you have any questions or need additional information regarding the tour, please e-mail admissionstour@flbog.org

Power to Learn - PS 119 Fifth graders become Internet Smart!

2009-07-01T20:37:00.001-04:00

http://www.powertolearn.com/in_your_community/new_york_city/events.shtml?196

Number of Florida Schools Earning 'A's Climbs To All Time High

2009-06-26T16:13:00.001-04:00

Florida schools experienced their most successful year to date according to the 2009 school grades results released. Driven by a significant increase in the number of “A” grades, more than three quarters of all public schools are considered to be high performing (receiving either an “A” or “B”), the largest number yet since the inception of school grades. The results also indicate that the number of schools earning an “F” decreased to its lowest point in three years.

Of Florida's 2,954 graded public schools earning "A" through "F" grades this year:

1,822 earned an "A" (62 percent), an increase of 237 schools compared to last year.
495 earned a "B" (17 percent), a decrease of 47 schools compared to last year.
420 earned a "C" (14 percent), a decrease of 145 schools compared to last year.
173 earned a "D" (6 percent), an increase of 18 schools compared to last year.
44 earned an "F" (1 percent), a decrease of 1 school compared to last year.

Sexting, Cyberbullying, Online Predators...

2009-06-26T12:47:00.000-04:00

Interested in finding out more about these topics? Here’s how—download version 7.0, the newest version of the NetSmartz Tweens, Teens, and Parent/Community presentations at www.NetSmartz.org/Presentations.

These presentations are revamped and better than ever! Check out our:

Eye-catching graphics and images to aid comprehension
Tween and Teen presentations timed for their attention span
Long and short versions of the Parent/Community presentation to fit any schedule
Coverage of the latest tech trends
More conversational speaker notes
Increased audience engagement
Augmented presenter’s notes, including new FAQs and glossary

Once you’ve downloaded the presentations, share your feedback. Help us make even more improvements by filling out the survey you’ll receive with the links to the presentations.

Having troubles downloading the presentations? Send me an e-mail (lnathan@ncmec.org) with your complete address and I’ll send you a copy of the presentations on CD.

Crash Course for Parents

2009-06-26T11:28:00.000-04:00

Crash Course for Parents
Generation M: Teens and Technology

Digital Technology 101 offers guidance and advice on how to monitor some of the most popular communication tools used by teens today. You may have heard about them on television news or relented to your teen’s wishes to buy the latest and greatest gadgets. But have you had an opportunity to learn exactly what your teen already knows about digital technologies?

http://www.theantidrug.com/advice/teens-today/teens-and-technology/crash-course-for-parents.aspx

PA-07-180: School-based Interventions to Prevent Obesity (R01)

2009-06-24T18:49:00.001-04:00

http://www.grants.nih.gov/grants/guide/pa-files/PA-07-180.html

School-Based Interventions to Prevent Obesity (R01) 2009 Submitted: 6/22/2009

National Institutes of Health – School-Based Interventions to Prevent Obesity (R01)

The National Institutes of Health offers funding for School-Based Interventions to Prevent Obesity to encourage the formation of partnerships between academic institutions and systems for the implementation of school-based interventions that reduce the prevalence of obesity.

Eligible applicants include public/state and private controlled institutions of higher education, nonprofit organizations, Tribal Governments, or faith-based and community organizations.

Deadline: July 6, 2009

Please contact National Institutes of Health directly for more specific grant information and to apply: http://www.grants.nih.gov/grants/guide/pa-files/PA-07-180.html

Impact Evaluation of the U.S. Department of Education's Student Mentoring Program

2009-06-24T12:32:00.000-04:00

The latest quick review from the WWC evaluates a study of the Student Mentoring Program (SMP), a federal grant program that matches participants with an adult or peer mentor to discuss academics, relationships, and future plans. The study, Impact Evaluation of the U.S. Department of Education’s Student Mentoring Program, examined the effects of the program on students’ interpersonal relationships, academic outcomes, and delinquent and risk behaviors. See how the WWC rated this study by visiting http://ies.ed.gov/ncee/wwc/publications/quickreviews/studentmentoring/index.asp.

Jamie Vollmer - Educational Speaker: Nostesia

2009-06-23T14:05:00.000-04:00

http://www.jamievollmer.com/nostesia.html

A Closer Look at the Principal-Counselor Relationship

2009-06-21T21:21:00.001-04:00

The report, “A Closer Look at the Principal-Counselor Relationship,” shares the findings of the survey, which showed a strong agreement among principals and counselors about the most important characteristics of these relationships — communicating openly, sharing ideas, sharing information, including school counselors on leadership teams, jointly setting goals, mutual trust, mutual respect, sharing a vision, sharing decision making and a collective commitment to equity and opportunity. Here are the survey’s key findings:

· Principals and counselors both ranked communication and respect as the two most important elements in the principal-
counselor relationship.

· Principals and counselors both saw time as being the biggest barrier to collaboration between them.

· Principals had a better match between their perceptions of how important an element is to a successful principal-counselor relationship and the extent to which they saw that element as being present in the principal-counselor relationships within their own schools. When elements were rated as important, principals tended to rate them as being more present than did counselors.

· When asked what one thing they would change that would lead to an improved principal-counselor relationship within their own schools, both principals and counselors most frequently mentioned communication, followed by respect/understanding.

· Principals and counselors agreed that the most important activities for a counselor to engage in to improve student outcomes are helping to promote student personal growth and social development, and helping students with career planning.

· While both principals and counselors agreed that supportive administrative tasks are less important for counselors to engage in to improve student outcomes, principals saw these tasks as taking up less of counselors’ time than counselors said they took.

· Both principals and counselors saw state test scores as the area where gaps between subgroups most needed to be addressed in their schools.

· When asked about the roles of principals and counselors in education reform efforts, both principals and counselors most often said that the role of the principal is to be a leader and the role of the counselor is to be an advocate.

http://www.connection-collegeboard.com/09june/advocacy_8.html

The hard dilemmas facing migrant families

2009-06-19T10:20:00.001-04:00

Florida's approximately 20,000 documented migrant students face dual challenges to receiving high-school diplomas and continuing to college, The Tallahassee Democrat reports. The economic realities that push their parents to frequently move for work, combined with the English-only state assessment tests, make a hurdle many can't overcome. If they do graduate and pursue higher education, the financial strain often pulls a family downward, since additional part-time jobs or extra hours in fields at subsistence wages can't lift migrant families to financial stability. Though many migrant parents want to save their kids from the same life, they're stuck. Lori Rodriguez of the Florida Department of Education says most migrant children are first-generation English speakers, and usually their parents are illiterate in their native tongue. "These parents can't even read what's sent home to them [in Spanish]," she explains. "For those of us who are from educated families -- it's very difficult to understand." Rodriguez believes a first step is communication. States with large migrant communities must have better outreach, stressing the need to stay in one district for their children rather than bounce around to where work takes them.
Read more: http://www.tallahassee.com/article/20090612/BREAKINGNEWS/90611019/Money++policies+obstacles+for+migrant+students+in+Florida?s+education+system

United We Serve

2009-06-18T23:26:00.001-04:00

The President has said that the challenges America faces are unprecedented, and that we need to build a new foundation for economic growth in America. The Administration has begun this work with dramatic new investments in education, health care, and clean energy, but we cannot do this alone here in Washington. Economic recovery is as much about what you're doing in your communities, as what we're doing in Washington – and it’s going to take all of us, working together. Serve.gov makes it easy for you and all Americans not only to find ways to serve in your communities, but also to create and promote your own service projects.

This summer, President Obama is calling on all of us – young and old, from every background, all across this country – to participate in our nation’s recovery and renewal by serving in our communities. From June 22 to September 11, United We Serve will begin to engage Americans from coast to coast in addressing community needs in education, health, energy and the environment, and community renewal.

http://www.serve.gov/

mathematics remediation

2009-06-18T12:51:00.000-04:00

Memorandum that clarifies issues related to the implementation of section 1008.30(3), Florida Statutes, as revised in 2008 by Senate Bill 1908, regarding mathematics remediation. It provides updated information on district high school mathematics course options related to the statutory requirement that high school students be offered opportunities to remediate prior to high school graduation.

As high school counselors discuss course options with students, it is important to explain the differences between entry and exit expectations for Mathematics for College Success and Mathematics for College Readiness and to inform students of which postsecondary courses they most likely will be prepared for when they get to college. Since Mathematics for College Readiness is aligned with a college level mathematics course in The Florida College System, it should be considered college preparatory rather than remediation. It is a mathematics course option that meets high school graduation requirements. Therefore, the high school mathematics remediation option, Mathematics for College Success, should be made available to those students who do not meet the State Board of Education defined cut score of 72 on the CPT and indicate an interest.

The memorandum may be viewed at:

http://info.fldoe.org/docushare/dsweb/Get/Document-5428/sb1908HSMC.pdf

Mental Health Needs of Low-Income Children With Special Health Care Needs - Issue Brief No. 9

2009-06-18T12:48:00.002-04:00

Mental Health Needs of Low-Income Children With Special Health Care Needs

CHIRI™ Issue Brief No. 9

Children with special health care needs (CSHCN) comprise 13.9 percent of all children in the United States. Nearly 22 percent of households with children include at least one child with a special health care need. Early intervention has been shown to minimize the impact of mental health problems in children and significantly reduce the need for more costly interventions. This Issue Brief summarizes a Child Health Insurance Research Initiative (CHIRI™) study that compared the prevalence of mental health problems among CSHCN to family perceptions of mental health needs.

http://www.ahrq.gov/chiri/chiribrf9/chiribrf9.htm

Grant Information: Resources to Get You Started | Edutopia

2009-06-18T12:48:00.001-04:00

http://www.edutopia.org/grant-information

FTCE - Urgent Need for Pilot Test Participants

2009-06-16T21:35:00.000-04:00

Eligible pilot test participants include students, those certified within the last three years, or individuals with a degree in the pilot test field. Current certification in the pilot test field is not required, but you should have an applicable background including coursework or experience in the pilot test field.

Thank you for your continued contributions to and assistance in the development of the Florida Teacher Certification Examinations (FTCE). We are entering the final stages of development for the Guidance and Counseling PK-12 test and we must request your assistance once more.

Unfortunately, a number of early registrants did not attend the pilot test sessions they had signed up to attend. We are now in critical need of additional examinee responses for the items currently being administered on pilot test forms. To meet this need, Pilot Testing Registration for Guidance and Counseling PK-12 has been re-opened until June 20, 2009.

How You Can Help

Please share this pilot test information with faculty, teachers, and colleagues who are preparing juniors, seniors, or graduate teacher education students, and degree holders in the pilot test subject areas to inform them that registration has been re-opened to increase participation. Please encourage all those who have registered to complete the pilot test.

There are many advantages to participation (test taking experience, gift cards) which have been outlined in previous emails. An equally significant reason to participate is that pilot testing offers an opportunity to play an essential role in the development process. The success pilot testing is especially crucial given that the recently developed test items cannot be administered on operational test forms without appropriate pilot test data.

Pilot Test Registration

Online 2009 FTCE registration is open now. Online pilot test registration and additional information are available at our FTCE Program Web site.

Please contact the Aaron Graczyk at the Evaluation Systems FTCE program office with any questions at (413) 256-2893.

Thank you,

Emily Moreau
Evaluation Systems
Pearson

Rigorous Academic and Social Supports Key to Student Improvement

2009-06-16T21:28:00.001-04:00

http://www.ihep.org/assets/files/programs/pcn/Roadblocks.pdf
Without strong academic and social supports, many historically disadvantaged students will be unable to meet more rigorous academic standards, according to Removing Roadblocks to Rigor from the Pathways to College Network. To build up academic and social supports for students at all levels, the report recommends that education leaders take the following actions: enhance training and make more efficient use of school counselors; infuse principles of adolescent development into training programs for teachers and principals; provide more incentives for teachers to engage with students in meaningful ways; make assessments a priority; and pay special attention to how social relationships within institutions foster emotional support and academic achievement. Pathways to College Network, 4/09

OJJDP Promotes Internet Safety

2009-06-15T16:54:00.000-04:00

OJJDP Promotes Internet Safety

June is National Internet Safety Month. The purpose of this observance is to raise awareness of the dangers to which children may be exposed on the Internet and ways in which they can be protected from them.

Online safety is everyone's responsibility. Parents need to be vigilant about their children's use of the computer and cell phone. Teachers need to promote responsible Internet usage by students. Internet safety organizations need to help youth develop the decision-making skills needed to use the Web safely. Only through such coordinated efforts can we maximize the benefits of the Internet, while minimizing its dangers.

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) supports a number of programs and activities designed to raise awareness about the importance of online safety and to help protect children and youth from online exploitation and victimization.

Resources:

To obtain further information about OJJDP supported initiatives to promote Internet safety, visit:

The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of Justice Programs in the U.S. Department of Justice.

Subscribe or unsubscribe to JUVJUST and OJJDP News @ a Glance.

Browse past issues of JUVJUST.