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TEAM Mission Statement:
Uniting educators, students, and law enforcement to promote the use of good decision making skills and the prevention
of crime by providing out youth with essential information and skills needed to succeed.
The Teaching Educating, And Mentoring (T.E.A.M.) School Liaison Program is a school-based “law related” education program taught by specifically trained law enforcement officers. T.E.A.M. is proactive effort to make schools and communities safer, promote responsible citizenship, and encourage positive character traits.
The curriculum at elementary school provides students with a thorough understanding of laws and their responsibility as a citizen to obey laws. T.E.A.M. is flexible and adaptable to virtually all classroom settings. Each lesson is approximately 30 to 45 minutes in length and can be used as a stand alone program for assemblies or special events, or can be instructed in a consecutive sequence. Working together, the police officer, the classroom teacher, and the school official decide when it is most appropriate to incorporate a T.E.A.M. lesson that will assist in classroom instruction.
In 1998, T.E.A.M. was developed by the Michigan Department of State Police, in collaboration with public and private school curriculum experts. The most widely implemented school health education curriculum Michigan Model was used as the basic foundation to create the T.E.A.M. School Liaison Programs.
The T.E.A.M. School Liaison Program’s goal is to unite educators, students, and law enforcement to play an integral part in preventing crime. The philosophy is that while working together as a team we can create relationships and be united in protecting children from becoming victims of crime.
LESSON 1: WHY DO WE HAVE RULES AND LAWS?
Designed to help familiarize students with basic rights and discuss safety awareness by understanding the importance of rules and laws.
LESSON 2: I WILL STAY SAFE
Designed to provide the students with information concerning safety and how to avoid dangerous situations.
LESSON 3: DRUGS ARE DANGEROUS
Designed to provide students with the necessary information about how drugs can harm them.
LESSON 4: FIRE SAFETY IS IMPORTANT TO ME
Designed to provide students with positive information concerning fire safety.
LESSON 5: LET’S STOP AND THINK ABOUT GUN SAFETY
Designed to provide students with key gun safety rules, as well as help them develop anti-victim prevention strategies.
LESSON 6: THE INTERNET: STAY SAFE AND HAVE FUN
Designed to provide students with information that the Internet is a fun and educational tool, but can also be dangerous.
LESSON 7: FEELING SAFE AND SECURE
Designed for students to understand the importance of being prepared for emergency situations and how they may be able to help when an emergency situation develops.
T.E.A.M. instructors also provide standalone T.E.A.M lessons to kindergarten, first, and second grade students upon requests from a teacher or school administrator.
These lessons are the following:
LESSON 1: I KNOW MY “BIG 5: SAFTEY RULES”
Designed to help acquaint the students with some very basic safety rules.
LESSON 2: WHAT IS “911?”
Designed to make students aware of how and when to call for help. Through an interactive exercise the concept of using a telephone to dial the 911 emergency operator will be practiced.
LESSON 3: SOMEONE SPECIAL, SOMEONE SAFE-THAT’S ME
Designed to provide information to the students on traffic, bicycle, and pedestrian safety.
LESSON 4: I HAVE A PLAN
Designed to assist students to learn important fire safety habits that can protect them.
LESSON 5: LET’S LEARN ABOUT GUN SAFETY
Designed to provide young people with important gun safety rules.
LESSON 6: COMPUTERS AND YOU
Designed to provide students with a better understanding of how a computer works and its purpose.
LESSON 7: GET READY, GET SAFE
Designed to acquaint elementary school children with basic ways to recognize, prepare, and feel safe when faced with an emergency situation.
The Department’s T.E.A.M. instructors are Lt. Steven Lutz, Sgt. Braxton Ditty, and Officer Scott Tyson.
Most of you know what alcohol looks like, how it is packaged, and how it makes you feel. Perhaps something you didn’t know is that alcohol is a drug. Its scientific name is ethyl alcohol and it is classified as a depressant, the same drug class as a barbiturate or tranquilizer. Alcohol is unique because it is legal for adults to buy and drink and is widely accepted in our culture. In fact, alcohol is the most popular drug among youth and adults in our country.
Sadly, alcohol is also one of the most deadly drugs available to our youth today. The leading cause of death among teens in this country is alcohol-related traffic accidents. Alcohol also causes heart disease, high blood pressure, liver damage, brain damage, and many other health problems.
Once alcohol is absorbed into the blood stream, it acts upon the central nervous system like a depressant, affecting speech, vision, and coordination. The physical effects of alcohol depend on many factors, including the amount of alcohol consumed over time, the emotional state and body weight of the drinker, the concentration of the drink, and the amount of food in the stomach at the time of consumption.
Smaller doses of alcohol may cause euphoria and a mild relaxed feeling. Intoxication occurs when higher doses are taken. Responses to higher doses of alcohol are varied: it may make some people feel more outgoing and giddy, while others will feel depressed, aggressive, or hostile. Physical responses to increased doses of alcohol include altered perception, impaired judgment, loss of coordination, staggered walk, blurred vision, bloodshot eyes, slurred speech, dizziness, nausea, and vomiting. An overdose of alcohol can cause unconsciousness, respiratory failure, and death.
Alcohol is an addictive drug. The medical term for this addiction is called alcoholism. Research suggests that alcoholism may be a genetic predisposition, and that a child of an alcoholic parent runs many times the risk of becoming an alcoholic. Alcoholism strikes all age groups; about ten percent of the population will develop the disease.
Tobacco is used in many forms, including cigarettes, cigars, pipe tobacco, chewing tobacco, and snuff. Cigarettes are the most common type of tobacco used by teens, followed by chewing tobacco and snuff. Studies of school age children indicate that initiation of daily smoking (not occasional use) is highest among junior high school students (about ages 12-14).
Many harmful ingredients in tobacco, such as nicotine, carbon monoxide, and hydrogen cyanide are absorbed into the body through the lungs. Nicotine, the addictive substance in tobacco, is so toxic that it has been used as an insecticide.
Tobacco acts both as a stimulant and a depressant. A beginning smoker will experience euphoria, lightheadedness, giddyness, dizziness, elevated heartbeat and respiration rates, and a tingling sensation in the hands and feet. A chronic smoker will suffer from a diminished sense of smell and taste.
Not everyone who begins smoking will become addicted; however, when users give up smoking, withdrawal symptoms such as restlessness, nervousness, sleeplessness, sweating, reduced heart rate and blood pressure, inability to concentrate, compulsive eating, headaches, and irritability can occur. These physical withdrawal symptoms last for about one to three weeks.
Medical problems associated with smoking tobacco are normally the result of long-term use. Some of the many health hazards of tobacco are heart disease, cancer, lung disease, obstructive pulmonary and bronchial disease, gum and jawbone deterioration, gastrointestinal disease, eating disorders, and allergic reactions. The use of smokeless tobacco, such as chewing tobacco and snuff, can be as dangerous as smoking, causing mouth lesions and cancer.
Following alcohol, marijuana is the second most popular drug with youth. It consists of the leaves, flowers, stems, and seeds of the cannabis plant, which are dried and chopped into small amounts. Marijuana can also be found as Sinsemilla, the potent flowering tops of the female marijuana plant.
Commonly referred to as grass, pot, weed, Acapulco Gold, ganja, and smoke, marijuana is usually sold and stored in small plastic bags, aluminum foil, or small rolled cigarettes. Marijuana is usually smoked in hand-rolled cigarettes called “joints,” and has a strong, pungent odor when smoked. Once the marijuana cigarette is partially smoked, it is often held by a small clip called a “roach clip.” (Roach clips are made from many items, such as tweezers or electrical clips.) The leaves can also be smoked in small wooden pipes or water-filled pipes called “bongs.” And finally, marijuana can also be blended into food, then cooked and eaten, most often in brownies.
Marijuana is smoked in small pipes or rolled into cigarettes which are sometimes held by “roach clips”.
Paraphernalia associated with marijuana includes pipes, bangs, rolling papers, plastic bags, roach clips, “stash boxes” (decorative boxes designed to conceal and store marijuana), and eye drops and breath fresheners used to cover up signs of use of the drug.
Common ways to store and conceal marijuana.
In low doses, marijuana can induce restlessness, a dreamy state of relaxation, red or bloodshot eyes, and increased appetite. Stronger doses can cause shifting sensory images, rapidly fluctuating emotions, a loss of self-identity, fantasies, and hallucinations or image distortions.
Anything that emits fumes or that is in an aerosol form can be inhaled by your child to produce a high. There are many types of inhalants, including nitrous oxide (laughing gas), amyl nitrite (poppers, snappers), and butyl nitrite (rush, bolt, locker room, bullet, climax). Also included in this group are aerosol sprays (e.g. spray paint and cleaning fluid), and hydrocarbons such as gasoline, glue and paint thinner. The fumes from many household products can be inhaled to produce a high, such as lighter fluid, hair spray, whipped cream cannisters, typewriter correction fluid, paint, and nail polish remover.
The effects of inhalants on your child’s body depend on which type of inhalant has been taken. Solvents and aerosol sprays decrease the heart and respiratory rates and impair judgment. Amyl and butyl nitrite cause rapid pulse, headaches, and involuntary passing of urine or feces. Other immediate effects of inhalants include nausea, sneezing, coughing, nosebleeds, fatigue, lack of coordination, and loss of appetite. Long-term use may result in weight loss, electrolyte imbalance, muscle fatigue, hepatitis or brain hemorrhage. Repeated sniffing of concentrated vapors over time can permanently damage the brain, nervous system, lungs, and nasal passages.
Deeply inhaling vapors or using large amounts over a short period of time may result in disorientation, violent behavior, unconsciousness, or death. High concentrations of inhalants can cause suffocation by displacing the oxygen in the lungs or by depressing the central nervous system to the point that breathing stops.
Cocaine is produced as a white chunky powder and is often called coke, blow, white, snow, snort, flake, nose candy, hubba, or cane. It is said most often in aluminum foil, plastic or paper packets, or small vials. Cocaine is usually chopped into a fine powder with a razor blade on a small mirror or some other hard surface, arranged into small rows called “lines,” then quickly inhaled (or “snorted”) through the nose with a short straw or rolled up paper money. It can also be injected into the blood stream.
Cocaine paraphernalia, including scales dealers use to weigh the drug, and mirrors and razor blades used for preparing the drug before inhaling
Paraphernalia associated with inhaling cocaine include mirrors, razor blades, straws, and rolled paper money, while paraphernalia associated with injecting the drug include syringes, needles, spoons, and belts, bandanas or surgical tubing used to constrict the veins. Scales are used by dealers to weigh the drug. Sometimes substances such as baking soda or mannitol are used to “cut” cocaine in order to dilute the drug and increase the quantity of the drug for sale.
Cocaine powder is sold in plastic bags, glass vials, or in small cellophane or paper packets
The high from a typical inhaled dose of cocaine lasts for about 20 minutes. During this time your teenager may appear very alert, confident, energetic, and stimulated; physical signs include dilated eyes and a runny nose, and little or no appetite. The high from cocaine is followed by profound depression, an intense desire for another dose of the drug, mental fatigue, restlessness, and irritability. An overdose of cocaine can cause extreme agitation, respiratory failure, heart failure, or death.
Crack and rock cocaine are forms of cocaine that are extremely addictive and very dangerous. (Crack and rock cocaine are nearly identical drugs, hence they will be referred to as crack only.) Crack has quickly become a major problem in this country because it is inexpensive, readily available, and highly addictive. Crack comes in white to tan pellets and is sold in small vials. It is smoked in glass pipes and makes a crackling sound when it is smoked. Paraphernalia associated with crack includes glass pipes called “base” pipes, homemade pipes, and small vials used to store the drug.
Crack is absorbed into the blood stream through the lungs in just a few seconds. If your teenager is using crack, he or she will temporarily appear euphoric, extremely alert, and highly energetic. Other symptoms include dilated pupils, loss of appetite, elevated heart rate, elevated respiration rate, and higher body temperature. The high lasts only a few minutes, leaving an intense depression called a “crash” and an immediate desire for more of the drug. The severe addiction associated with crack stems not only from a desire for the euphoria of the high but a desire to escape from the “crash” following the high. Prolonged use of crack can cause extreme irritability, depression, paranoia, convulsions or death.
For more information on these drugs and others please visit the following websites: