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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 40% of middle school kids have tried an E-cigarette (over 50% in high school). 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 offered as an additional unit to the Coordinated Approach to Child Health (CATCH) Middle School Program, and is part of the CATCH pre-K–8thgrade collection of healthy nutrition and physical activity programs. 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

Curriculum Goals and Rationale

The overall goal of CATCH My Breath is to prevent the initiation of E-cigarette use among preteen and teen 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.

Classroom Sessions

The CATCH My Breath Middle School Program (grades 6-8)consists of 12 lessons, 4 per grade level, that are approximately 35 minutes each. Each session includes a lesson plan with learner outcomes, a detailed outline of directions, and all materials including corresponding PowerPoint presentations. 

Educational Strategies Used:

  • peer-facilitated cooperative learning groups
  • large-group discussions
  • analysis of mass media
  • goal setting
  • 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.

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

6th Grade 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 E-cigarette Use

  • Identify negative consequences of E-cigarette use.
  • Describe the health hazards associated with 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.
  • Describe the harmful consequences of E-cigarette use.
  • Identify reasons why teens may begin using E-cigarettes.
  • Identify positive alternatives to using E-cigarettes.
  • Develop, practice and demonstrate refusal skills and smart exit strategies.

Session 3. Don't Let Them Lie and Win

  • Recognize situations and places that may be high risk for being offered an E-cigarette.
  • Recognize indirect and direct advertising pressure.
  • Discover the amount of money the tobacco and E-cigarette industry spends on advertising its products.
  • Describe the role of advertising dollars in E-cigarette use.
  • 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 messaging project (warning label) that addresses misconceptions and promotes the benefits of being E-cigarette-free.

Session 4. Your Life. Your Choice.

  • Analyze the safety of flavor chemicals and their role in E-cigarette marketing.
  • Review the covert methods that the tobacco and E-cigarette industry uses to attract new E-cigarette users.
  • Develop and present a messaging project (warning label) that addresses misconceptions and promotes the benefits of being E-cigarette-free.
  • Make a personal goal regarding E-cigarette use.

7th Grade 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 E-cigarette Use

  • Identify hazards of E-cigarette ingredients.
  • Describe the health hazards associated with E-cigarette use.
  • Describe nicotine as highly addictive.

Session 2. Making Our Own Choices

  • Identify the percentage of E-cigarette users in high school and middle school. Describe nonsmokers as the majority.
  • Describe nicotine as highly addictive.
  • Identify consequences of E-cigarette use.
  • Identify reasons why teens begin using E-cigarettes and positive alternatives.

Session 3. Don't Let Them Lie and Win

  • Recognize situations and places that may be high risk for being offered an E-cigarette.
  • Recognize indirect and direct advertising pressure.
  • 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 truthful explanation of what an E-cigarette is.

Session 4. Your Life. Your Choice.

  • Analyze the safety of flavor chemicals and their role in E-cigarette marketing.
  • Develop, practice and demonstrate refusal skills and smart exit strategies.
  • Develop and present a messaging project (advertising slogan) that addresses the misconception that the flavors are not harmful and promotes the benefits of being E-cigarette-free.
  • Make a personal goal regarding E-cigarette use.

8th Grade 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 E-cigarette Use

  • Identify hazards of E-cigarette ingredients.
  • Describe the health hazards associated with E-cigarette use.
  • Describe nicotine as highly addictive.
  • Identify 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.
  • Evaluate E-cigarette use in relation to their identity and goals.
  • Recognize situations and places that may be high risk for being offered an E-cigarette.
  • Develop and demonstrate refusal skills and smart exit strategies to use when offered an E-cigarette.
  • Identify reasons why teens begin using E-cigarettes and positive alternatives to E-cigarette use.

Session 3. Don't Let Them Lie and Win

  • Recognize indirect and direct advertising pressure.
  • 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 and present a messaging project (PSA) that addresses misconceptions while promoting the benefits of being E-cigarette-free.

Session 4. Your Life. Your Choice.

  • Analyze the safety of flavor chemicals and their role in E-cigarette marketing.
  • Develop and present a messaging project (PSA) that addresses misconceptions, while promoting the benefits of being E-cigarette-free.
  • Make a personal goal regarding E-cigarette use.
 

National Academic Standards met by CATCH My Breath for grades 6–8

Health Education Standards (Grades 6–8)

  • Understands how various messages from the media and other sources impact health practices
  • Understands how peer relationships affect health
  • Knows how communication techniques can improve family life (e.g., talking openly and honestly with parents when problems arise)
  • Knows appropriate ways to build/maintain positive relationships with peers, parents, and other adults
  • Knows how refusal and negotiation skills can be used to enhance health
  • Knows the short- and long-term consequences of the use of alcohol, tobacco, and other drugs
  • Knows community resources to assist people with alcohol, tobacco, and other drug problems

English/Language Arts Standards (Grades 6–8)

Listening and Speaking

  • Plays a variety of roles in group discussion
  • Asks questions to seek elaboration and clarification of ideas
  • Conveys a clear main point when speaking to others and stays on the topic being discussed
  • Makes oral presentations to the class

Viewing Media (Advertising) (Grades 6–8)

  • Knows that people with special interests and expectations are the target audience for particular   messages or products in visual media
  • Understands techniques used in visual media to influence or appeal to a particular audience

Life Skills (Grades 6–8)

Thinking and Reasoning

  • Identifies alternative courses of action and predicts likely consequences of each
  • Examines alternatives for resolving local problems and compares the possible consequences of each
  • Identifies situations in the community and in one’s personal life in which a decision is required
  • Predicts the consequences of selecting each alternative
  • Takes action to implement the decision, when appropriate

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

Standards are taken from Kendall j and Marzano R, Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education, 3d ed. Aurora, Colo.: Mid-continent Research for Education and Learning (MCREL), 2000

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

Health Education (Grades 6-8)

(1)  Health information. The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to:

    (C)  compare immediate and long-range effects of personal health care choices such as personal and dental hygiene

(4)  Health information. The student comprehends ways of researching, accessing, and analyzing health information. The student is expected to:

    (B)  use critical thinking to research and evaluate health information.

(5)  Health behaviors. The student engages in behaviors that reduce health risks throughout the life span. The student is expected to:

    (B)  examine social influences on drug-taking behaviors

    (C)  describe chemical dependency and addiction to tobacco, alcohol, and other drugs and substances

    (E)  identify ways to prevent the use of tobacco, alcohol, drugs, and other substances such as alternative activities

    (H)  identify and describe strategies for avoiding drugs, violence, gangs, weapons, and other harmful situations

(7)  Influencing factors. The student recognizes how relationships influence individual health behaviors including skills necessary for building and maintaining relationships. The student is expected to:

    (B)  explain ways of maintaining healthy relationships such as resisting peer pressure to engage in unsafe behavior

    (C)  practice conflict resolution/mediation skills

    (D)  describe strategies such as abstinence for communicating refusal to engage in unsafe behaviors

    (E)  describe methods for communicating important issues with parents and peers.

(8)  Influencing factors. The student comprehends how media and technology influence individual and community health. The student is expected to:

    (A)  identify and analyze various media and technologies that influence individual and community health such as computer software and the World Wide Web

(11)  Personal/interpersonal skills. The student analyzes information and applies critical-thinking, decision-making, goal-setting and problem-solving skills for making health-promoting decisions. The student is expected to:

    (A)  seek the input of parents and other trusted adults in problem solving and goal setting

    (B)  demonstrate the use of refusal skills in unsafe situations

    (C)  explain the impact of peer pressure on decision making

    (D)  compare the risks and benefits of various health behaviors such as choosing not to smoke

    (E)  identify the possible health implications of long-term personal and vocational goals

Common Core Standards met by CATCH My Breath Middle School

Speaking and Listening: Comprehension and Collaboration (Grade 6)

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-LITERACY.SL.6.1.D
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.6.3
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Speaking and Listening: Presentation of Knowledge and Ideas (Grade 6)

CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Speaking and Listening: Comprehension and Collaboration (Grade 7)

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.7.1.B
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Speaking and Listening: Presentation of Knowledge and Ideas (Grade 7)

CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Speaking and Listening: Comprehension and Collaboration (Grade 8)

CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Speaking and Listening: Presentation of Knowledge and Ideas (Grade 8)

CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-LITERACY.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 

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CATCH My Breath Acknowledgements

A Program and Curriculum for Grades 6 through 8 to keep our youth breathing free from nicotine.

No E-Cigarettes Allowed

The University of Texas Health Science Center at Houston (UTHealth) School of Public Health in Austin
UT MD Anderson Cancer Treatment and Prevention 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, Joey Walker, Cassie Davis, Elizabeth McDonald, Susan Luton, Kathleen Case, Dale Mantey, Allison Lazard, Duncan Van Dusen, Emily Burgess, Katie Stone, Brooks Ballard, Laura Aavang and Kat Sisler

Pipes

 

 

Comments

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Excited to teach CATCH program in my Middle School Curriculum looks engaging, informative and student initiated with critical thinking skills

kathy b - 3 months ago

Can't wait to make this curriculum a success in our schools and implement a health community.

Rosalie T - 3 months ago

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