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Program Overview

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Millions of children are being exposed to nicotine through E-cigarettes. In some states over 50% of high school kids have tried an E-cigarette. Large numbers of American children will become addicted to nicotine, placing them at risk for becoming a regular tobacco user. That’s a death sentence. Let’s change that.

CATCH My Breath is a prevention program that will provide your students with the skills to resist peer pressure and media influences to try E-cigarettes. The sessions can be taught during a normal class period, during homeroom, student enrichment time, after-school, or at church.

CATCH My Breath is part of the CATCH coordinated school health programming. To learn more about CATCH programs, materials, and training, visit the CATCH Global Foundation website (http://catchinfo.org/).

Keep Kids Clean From E-cigarettes

  • The general public is ill-informed about E-cigarettes, and the tobacco/vaping industry doesn’t want anyone to become better informed. What's worse, the industry spreads misinformation. Kids are highly curious about E-cigarettes. And they are after the flavor.
  • E-cigarette vapor contains nicotine and toxic carcinogenic chemicals like formaldehyde. 
  • Nicotine is more harmful to young, developing brains than mature adult brains. Young brains are also far more vulnerable to nicotine addiction than adult brains.
  • Because they are new, nobody is 100% certain how harmful E-cigarettes are. Parents need accurate information to best guide their children.

    Why experiment with our children’s health? It’s time for teachers, nurses and counselors to save the day!

 

Toxins Page 4

Classroom Sessions

The CATCH My Breath High School Program includes four sessions (grades 9th-12th) that are approximately 35-40 minutes each. Each session includes a lesson plan with learner outcomes, a detailed outline of directions, and all materials including corresponding PowerPoint presentations. The use of peer group facilitators ensures cultural appropriateness for students across socioeconomic groups, cultures, ethnicities, and regions in the United States. In addition, same-age peers are more likely than teachers or outsiders to speak the same “peer language” and have the same perspective as the students.

Educational Strategies Used:

  • Peer-facilitated cooperative learning groups
  • Large-group discussions
  • Analysis of mass media
  • Goal setting

CATCH My Breath activities were designed to influence social and psychological factors related to youth E-cigarette use by:

  • Disrupting the norm held by youth that most teens smoke E-cigarettes
  • Developing skills to resist peer pressure and advertising pressure to use E-cigarettes
  • Understanding how advertising is designed to undermine credible health information
  • Creating favorable non-smoking attitudes and beliefs about E-cigarettes

 

Curriculum Goals and Rationale

The overall goal of CATCH My Breath is to prevent the initiation of E-cigarette use among adolescents. The program is designed to help students:

  • Discover that non-use of E-cigarettes is the norm for adolescents
  • Identify reasons why young people might start using E-cigarettes
  • Recognize the subtle, and not so subtle, messages in E-cigarette advertising
  • Practice skills for resisting peer pressure and advertising pressure to use E-cigarettes
  • Decide on their personal reasons not to use E-cigarettes and set goals for future non-use

The intended outcomes are to ensure that students will:

  • Resist their own curiosity, peer and advertising pressure to experiment with E-cigarettes
  • Understand that E-cigarettes are addictive, unhealthy, and not as popular as they think
  • Influence friends and peers not to use E-cigarettes

 

Is CATCH My Breath Research-Based?

CATCH My Breath is a best-practice-based program that was modeled after an evidence-based program called the Class of 1989 Study with elements derived from the Coordinated Approach to Child Health (CATCH) Program. Both the Class of 1989 and CATCH were NIH-funded research studies, and both demonstrated positive and statistically reliable research results. The Class of 1989 formally studied two communities with a school-based tobacco prevention program and showed strong effects in reducing smoking among students in grades 6 through 12. CATCH studied children in grades 3 through 12. This program showed strong effects in improving student dietary intake and physical activity and, in later versions, in preventing child obesity. Although not formally tested in an NIH randomized trial, CATCH My Breath was modified from the Class of 1989 tobacco prevention program and was designed to be added to the CATCH portfolio of school health programs. The same child health researchers who worked of Class of 1989 and CATCH have created the CATCH My Breath program.

CATCH My Breath was informed by new scientific literature on the rise in the use of E-cigarettes in the United States, as well as the emerging science regarding the harmful consequences of E-cigarette use by preteens and teens. Dr. Steven Kelder is the lead developer of CATCH My Breath and served on the editorial team for the July 2016 Surgeon General Report on E-cigarettes.

 

Scope & Sequence

In each session, students will:

Session 0. Peer Group Facilitators

  • Elect 4-5 Peer group facilitators from each class, enough for 1 per 5 students.
  • Note that one week before Session 1, teacher will train the Peer group facilitators.

Session 1. Consequences of Smoking E-cigarettes

  • Describe the health hazards associated with E-cigarette use.
  • Identify negative consequences of E-cigarette use.

Session 2. Making Our Own Choices

  • Identify the percentage of E-cigarette users in high school and middle school and describe nonsmokers as the majority.
  • Analyze how nicotine addiction would affect their personal identity or goals.
  • Identify reasons why teens may begin using E-cigarettes.
  • Identify positive alternatives to using E-cigarettes.

Session 3. Don't Let Them Lie and Win

  • Discover the amount of money the tobacco and E-cigarette industry spends on advertising its products.
  • Recognize the covert methods that the tobacco and E-cigarette industry uses to attract new E-cigarette users.
  • Analyze some of the propaganda techniques tobacco and E-cigarette companies use to sell their brand of E-cigarette.
  • Develop a social media post that addresses misconceptions and promotes the benefits of being E-cigarette-free.

Session 4. Places, Situations, Skills

  • Analyze the safety of flavoring chemicals and their role in E-cigarette marketing.
  • Recognize situations and places that may be high risk for being offered an E-cigarette.
  • Develop, practice and demonstrate refusal skills and smart exit strategies.
  • Present social media post that addresses misconceptions and promotes the benefits of being E-cigarette-free.
  • Make a personal goal regarding E-cigarette use.

National Academic Standards met by CATCH My Breath for High School

Working with Others (Grades K–12)

  • Contributes to the overall effort of a group
  • Uses conflict-resolution techniques
  • Displays effective interpersonal relationship skills
  • Demonstrates leadership skills (e.g., peer group facilitators)

Self-Regulation (Grades K–12)

  • Sets and manages goals
  • Considers risks
  • Demonstrates perseverance
  • Maintains a healthy self-concept
  • Restrains impulsivity

 

Common Core Standards met by CATCH My Breath High School

Speaking and Listening: Comprehension and Collaboration (Grades 9-10)

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Speaking and Listening: Presentation of Knowledge and Ideas (Grades 9-10)

CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

Speaking and Listening: Comprehension and Collaboration (Grades 11-12)

CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Speaking and Listening: Presentation of Knowledge and Ideas (Grades 11-12)

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)
 

TEKS (Texas Essential Knowledge and Skills) met by CATCH My Breath High School

Health Education (Grades 9-12)

(2)  Health information. The student researches and analyzes information in the management of health promotion and disease prevention. The student is expected to:

      (B)  design health promotion materials

(3)  Health information. The student recognizes the importance and significance of the reproductive process as it relates to the health of future generations. The student is expected to:

      (C)  analyze the harmful effects of certain substances on the fetus such as alcohol, tobacco, other drugs, and environmental hazards such as lead

(4)  Health information. The student investigates and evaluates the impact of media and technology on individual, family, community, and world health. The student is expected to:

      (A)  analyze the health messages delivered through media and technology

(5)  Health information. The student understands how to evaluate health information for appropriateness. The student is expected to:

      (D)  demonstrate decision-making skills based on health information.

(6)  Health behaviors. The student assesses the relationship between body structure and function and personal health throughout the life span. The student is expected to:

      (A)  examine the effects of health behaviors on body systems

(7)  Health behaviors. The student analyzes the relationship between unsafe behaviors and personal health and develops strategies to promote resiliency throughout the life span. The student is expected to:

      (A)  analyze the harmful effects of alcohol, tobacco, drugs, and other substances such as physical, mental, social, and legal consequences

      (C)  develop strategies for preventing use of tobacco, alcohol, and other addictive substances

      (D)  analyze the importance of alternatives to drug and substance use

      (E)  analyze and apply strategies for avoiding violence, gangs, weapons, and drugs

      (G)  analyze the relationship between the use of refusal skills and the avoidance of unsafe situations such as sexual abstinence

(16)  Personal/interpersonal skills. The student synthesizes information and applies critical-thinking, decision-making, and problem-solving skills for making health-promoting decisions throughout the life span. The student is expected to:

      (A)  identify decision-making skills that promote individual, family, and community health

      (D)  associate risk-taking with consequences such as drinking and driving

English Language Arts (Grades 9-12)

(26)  Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

 

CATCH My  Breath
Acknowledgements

A Program and Curriculum for High School to keep our youth breathing free from nicotine.

Developed by

The University of Texas Health Science Center at Houston (UTHealth) School of Public Health in Austin

The University of Texas MD Anderson Cancer Center
Michael & Susan Dell Center for Health Living
CATCH Global Foundation

Written and directed by Steven Kelder, MPH, PhD with support from:

Megan Grayless, Alexandra Haas, Cassie Davis, Kathleen Case, Dale Mantey, Duncan Van Dusen, Brooks Ballard, Laura Aavang and Kat Sisler

No E-Cigarettes Allowed

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