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The focus in my advocacy leadership plan is vaping at the high school level, grades 9-12. Vaping has become a big focus in the education system, within the last few years. A recent study by the Indiana Health Department indicated that students in middle and high school are smoking less, but nicotine addiction is still incredibly high (Bennett II, 2022). Roughly 13.1% of middle and high school students in the U.S. reported using e-cigarettes, in the last 30 days (Bennett II, 2022). Vaping effects of the ASCA behavior standards, including B-SMS 2 (self-control/self-discipline) and B-SMS 7 (effective coping skills) (American School Counseling Association, 2019). Nicotine addiction, nicotine withdrawals symptoms, future drug use, and depression have all been found to correlate with the use of nicotine (Centers for Disease Control and Prevention, 2022).

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According to the executive director of Drug Free Howard County Council for Substance abuse Prevention, one of the best tools against nicotine use is education (Bennett II, 2022).

My Stop the Vape program will involve several educational interventions to help students either never start to vape or to stop if they currently are.

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The first level of intervention that I would do involves classroom lessons over vaping education. At this level, I would go to each classroom and present a lesson over the many effects that vaping can have on physical and mental health, finances, and other aspects of their lives.

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This video would be known during the classroom lesson and a discussion would follow.

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Read full article

Amy Taylor, Chief of Community Engagement at Truth Initiative discusses the Youth Vaping Epidemic and the Innovative Free, Digital Learning Experience with Resources to Help Young People Quit #PaidForContent

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Read full article Amy Taylor, Chief of Community Engagement at Truth Initiative discusses the Youth Vaping Epidemic and the Innovative Free, Digital Learning Experience with Resources to Help Young People Quit #PaidForContent

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Developed by Hopkins One Voice Coalition. Retrieved from https://www.health.state.mn.us/communities/tobacco/ecigarettes/schools/engagement.html#messaging

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Small group interventions can be utilized to address specific needs of students (American School Counseling Association, 2019).  I would analyze discipline/referral data to identify students that administration know are currently vaping, or have vaped in the past. I would put these students in small groups for further interventions. Among topics discussed would be why they started vaping, why they use it or what emotions do they feel before/after, and alternative coping skills to utilize instead. Activities, worksheets, and media would be utilized in these small groups.

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Graphic utilized in vaping education curriculum, developed by Community in Crisis.

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This resource could be utilized in a small group or individual setting and includes media resources and activities.

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As an educator, you can play an active role in fighting the teen vaping epidemic. FDA research suggests that when teachers talk about the health consequences of e-cigarettes and schools enforce anti-vaping policies, students may be less likely to vape. Use these resources to start an honest conversation with your class and help to change social norms at your school.

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As an educator, you can play an active role in fighting the teen vaping epidemic. FDA research suggests that when teachers talk about the health consequences of e-cigarettes and schools enforce anti-vaping policies, students may be less likely to vape. Use these resources to start an honest conversation with your class and help to change social norms at your school.

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By December 16, 2022, the amount of students who vape will decrease by 40% from 13% to 5%.

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M 1: Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being (American School Counseling Association, 2019).

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B-SMS 2: Demonstrate self-discipline and self-control  (American School Counseling Association, 2019).

B-SMS 7: Demonstrate effective coping skills when faced with a problem (American School Counseling Association, 2019).

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Parents' role is to continue anti-vaping education, hold the students responsible at home, and have a no-vaping/smoking policy at home.  Parents will be given an informational packet to help them understand the roles of the program and how they can support it at home.

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Teachers' roles include looking for signs of use, notifying the counselor/admin team, and periodically reminding students about anti-vaping education. Teachers will provide additional support, in addition to the counselor, to students who are struggling with addiction by being a constant, supporting factor in their lives.

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A counselor's role is to provide students with education, skills, and resources to help them quit vaping or never start in the first place.  The counselor will conduct the Stop the Vape program in the school.

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The principal's role is to utilize an education stance, not a punitive/punishment-based system for vape use and to allow the counselor to run an educational program about vaping.

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The school-board/administrations role is to enact a smoke-free campus policy that includes vaping and create a school-wide vaping/smoking curriculum that has to be taught every year.

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American School Counseling Association.  (2019). The ASCA National Model: A Framework for School Counseling Programs, fourth edition (4th Edition). American School Counselor Association. https://mbsdirect.vitalsource.com/books/978-1-929289-61-5

Bennett II, J. (2022). Teen vaping tackled by schools, state. Retrieved by  https://www.kokomotribune.com/news/teen-vaping-tackled-by-schools-state/article_7742f8fe-9430-11ec-a8bb-f36624293f5a.html#:~:text=According%20to%20the%20state%20health,of%20their%20tobacco%2Dfree%20policies.

Centers for Disease Control and Prevention (CDC). (2022). Smoking & Tobacco Use. https://www.cdc.gov/tobacco/basic_information/e-cigarettes/Quick-Facts-on-the-Risks-of-E-cigarettes-for-Kids-Teens-and-Young-Adults.html?s_cid=OSH_emg_GL0001&gclid=Cj0KCQjwgMqSBhDCARIsAIIVN1V8SS4wQlFzmLcmm5ysXE0Y7BnIGReVGEB3osqSdtgrNP0oxSz3J2IaAhsFEALw_wcB

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Individual counseling sessions may be utilized if deemed necessary by the counselor/student, for further support.

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The final step includes analyzing data throughout the designated time and at the goal date to see if there has been a  decrease in reported usage and if the program goal was reached. Data will be gathered through discipline referrals