TemplatePresentation.pptVIP

Knowledge does not always translate into safe behavior. Preteens must have the knowledge AND the skills to make smart decisions even if the parent or caregiver is not around to remind them of what to do. If parents have not set a good example in the past, it is not too late to start . Parents will want to have their child’s safety decision-making intact before they become teenagers and spend less time with them directly. * Middle school is very different environment from elementary school. Preteens have multiple teachers, must manage their time and tasks more independently. They develop more logical, concrete thinking. Peer groups take on a more importance. More kids attend the middle school and previous friendship networks can change. This is a time of rapid change in all these areas. Hagan JF, Shaw JS, Duncan PM, eds. 2008. Bright Futures: Guidelines for Health Supervision of Infants, Children and Adolescents, Third Edition. Elk Grove Village, IL: American Academy of Pediatrics. * Recent focus group findings found that many preteens had driven vehicles when supervised by older siblings, relatives or parents. In rural communities, many children drive tractors and other motorized farm equipment . They are not unfamiliar with car functions. Safe Kids Worldwide, 2008 focus groups. * Our findings at the pilot groups were that the preteens were good listeners and participants. They were eager to repeat back what they had learned. * Parents can set up scenarios asking: What would you do if none of the kids in the carpool were wearing seat belts but you wanted to? How could you remind me to put on my seat belt if I forget? What would you do if the carpool driver smelled like beer? Parents can help the preteen develop the necessary words and also set up alternative plans for getting home safely. * Ask parents to take a minute and visualize the answers to the questions. Challenge them to develop a plan to ask important safety questions in the future of