 |
 |
ED’s OSHS Prevention News Digest Office of Safe and Healthy Students OCTOBER 14, 2011 VOLUME 6, NUMBER 47 In This Issue 1. U.S. ED’s IES’ NCES Releases Measuring Status and Change In NAEP Inclusion Rates of Students With Disabilities, Results 2007-09 2. U.S. ED’s IES’ NCES Releases a First Look Report on Dropout Prevention Services and Programs in Public School Districts: 2010–11 3. Data from the 2010 HHS’ SAMHSA NSDUH Survey Shows the Number of First Time Users of Marijuana Increasing; Growth in First Time Use of Prescription Pain Relievers and Ecstasy Stable 4. NIH’s National Institute on Aging (NIA) and the National Science Foundation Announce new Study--Gene Linked to Optimism and Self-Esteem 5. HHS' CDC Overweight and Obesity (Nutrition and Physical Activity) Update: Team Up to Improve Physical Activity in Schools 6. HHS’ SAMHSA Partner SPRC Announces “Understanding Risk and Protective Factors for Suicide: A Primer for Preventing Suicide 2011” 7. New Study “Exposure to Violence and Socio-emotional Adjustment in Low-Income Youth: An Examination of Protective Factors” From the American Journal of Community Psychology 8. The National Family Partnership Announces the 2011 National Red Ribbon Campaign October 23-31--"It's Up To Me To Be Drug Free” and the SAMHSA Sponsored Photography Contest The opinions expressed herein may not always reflect the views of the Office of Safe and Healthy Students or the US Department of Education, nor do they imply an endorsement. We hope that you find this information to be useful. If you think ED’s OSHS PREVENTION NEWS DIGEST would be helpful to a friend or colleague, please send them to this website<http://www.ed.gov/news/newsletters/listserv/preventioned.html> to: self enroll, change information, or unsubscribe. Contact Us: OSHS website<http://www2.ed.gov/about/offices/list/osdfs/index.html> If you have any questions or suggestions, please contact me at [log in to unmask]<mailto:[log in to unmask]>. David Quinlan Editor U.S. ED’s IES’ NCES Releases Measuring Status and Change In NAEP Inclusion Rates of Students With Disabilities, Results 2007-09 The report Measuring Status and Change In NAEP Inclusion Rates of Students With Disabilities, Results 2007-09<http://nces.ed.gov/nationsreportcard/pubs/studies/2011457.asp> has been released. This report from the National Center for Education Statistics (NCES) contains the findings of a study on the status of inclusion and changes in inclusion rates for the 50 states and the District of Columbia in 4th- and 8th-grade National Assessment of Educational Progress (NAEP) reading and mathematics assessments. The decision about whether a student with disabilities is included in NAEP is made by the school personnel most knowledgeable about the student. The percentage of students with disabilities who are not English Language Learners and who are assessed in NAEP varies across years within a grade and varies between grades. To compare the inclusion rates, regression analyses were used to estimate the relationship between characteristics of a student with disabilities (SD) and the probability that the student is included in the NAEP assessments. Using these probabilities, states’ inclusion rates of SDs in 2005, 2007, and 2009 NAEP assessments were compared. In addition, the states’ expected inclusion rates for each year, predicted by the regression model, were compared to the actual inclusion rates to provide the status of inclusion rates as starting points or context for interpreting the changes. Findings include: Most states showed no change in inclusiveness between 2007 and 2009 at either grade or in either subject. -In mathematics, there was no change in inclusiveness for 40 jurisdictions at grade 4 and 34 jurisdictions at grade 8. -In reading, there was no change in inclusiveness for 36 jurisdictions at grade 4 and 35 jurisdictions at grade 8. Among the states that did show change in inclusiveness between 2007 and 2009, the majority increased inclusiveness: -In mathematics, 10 out of 11 jurisdictions at grade 4 increased inclusiveness, and 16 out of 17 jurisdictions increased inclusiveness at grade 8. -In reading, 13 out of 15 jurisdictions increased inclusiveness at grade 4, and 16 out of 16 jurisdictions increased inclusiveness at grade 8. No state showed a decrease in inclusiveness for both grades and both subjects in all the comparison years. To read the full report, visit: http://nces.ed.gov/nationsreportcard/pubs/studies/2011457.asp. Additional resources for understanding the inclusion of students with disabilities in NAEP assessments, including frequently asked questions, details about the methodology used in this study, and copies of past reports, are available at: http://nces.ed.gov/nationsreportcard/studies/inclusion/ . This technical/methodological report is a product of the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education. ________________________________ U.S. ED’s IES’ NCES Releases a First Look Report on Dropout Prevention Services and Programs in Public School Districts: 2010–11 A new report from NCES found that during the 2010-11 school year, 76 percent of public school districts reported using academic failure to a large extent to identify students at risk of dropping out of school. Dropout Prevention Services and Programs in Public School Districts: 2010–11<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011037>, a First Look report from the Fast Response Survey System (FRSS) provides national data about how public school districts identify students at risk of dropping out, programs used specifically to address the needs of students at risk of dropping out of school, the use of mentors for at-risk students, and efforts to encourage dropouts to return to school. Key findings include: -Eighty-eight percent of districts with high school grades reported offering to students at risk of dropping credit recovery courses or programs, 72 percent reported offering smaller class size, 63percent early graduation options, and 55 percent self-paced courses for purposes other than credit recovery. -Eighty-four percent of districts reported regularly providing information to the receiving schools about the unique needs of individual at-risk students when students transition to a school at a higher instructional level (e.g., from middle school to high school). -Districts reported working with various entities to address the needs of students at risk of dropping out. Among those were child protective services (85 percent), community mental health agencies (73 percent), state or local government agencies that provide financial assistance to needy families (68 percent), churches or community organizations (54 percent), and health clinics or hospitals (50 percent). This First Look report is a product of the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education. To view the full report please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011037 ________________________________ Data from the 2010 HHS’ SAMHSA NSDUH Survey Shows the Number of First Time Users of Marijuana Increasing; Growth in First Time Use of Prescription Pain Relievers and Ecstasy Stable The estimated number of people using marijuana for the first time appears to be increasing, according to data from the 2010 National Survey on Drug Use and Health (NSDUH). More than 2.4 million persons ages 12 or older used marijuana for the first time in 2010, compared to the most recent low of 2.1 million in 2006. While the number of first-time nonmedical users of prescription pain relievers* continues to rival that of marijuana, the 2010 estimate of 2.0 million is significantly lower than most recent high of 2.5 million in 2003. The number of new ecstasy users has been increasing since 2005, reaching slightly more than 1.1 million in 2009. However, there was no significant change between 2009 and 2010. The number of new cocaine users, which had been decreasing steadily since 2001, has not changed significantly since 2008. Changes in initiation levels are often leading indicators of emerging patterns of substance use. Thus, these findings suggest that 1) marijuana use may be making a resurgence; 2) the growth in the misuse of prescription pain relievers and in the use of ecstasy may have slowed; and 3) there are no signs of growth in cocaine use in this population. *Use of pain relievers refers to the nonmedical use of prescription-type pain relievers and does not include over-the-counter drugs. SOURCE: Adapted by University of Maryland’s Center for Substance Abuse Research (CESAR) from Substance Abuse and Mental Health Services Administration (SAMHSA), Results from the 2010 National Survey on Drug Use and Health: Detailed Tables, 2011 (http://oas.samhsa.gov/NSDUH/2k10NSDUH/tabs/Cover.pdf ) ;and SAMHSA, Results from the 2004 National Survey on Drug Use and Health: Detailed Tables, 2005 (http://oas.samhsa.gov/NSDUH/2k4nsduh/2k4tabs/2k4TabsCover.pdf). Vol. 20, Issue 36 ________________________________ HHS' CDC Overweight and Obesity (Nutrition and Physical Activity) Update: Team Up to Improve Physical Activity in Schools Did you know that being physically active is good for students’ health and academic performance? Studies have shown that school-based physical activity can help improve academic performance, such as grades, test scores and better concentration and attention in the classroom. Youth ages 6 -17 need at least 60 minutes of physical activity every day. Most of the 60 minutes should be moderate or vigorous intensity, such as playing basketball, jumping rope, dancing, playing tag, walking, and running. Parents, teachers, school principals and other school staff can team up to improve physical activity in schools in a variety of ways: -Join a school health council, if one exists. If none exist, begin by working with the superintendent or principal to create a health council at the school or district level. - Assess your school’s physical activity policies and practices through School Health Index<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&101&&&http://www.cdc.gov/healthyyouth/cshp/index.htm?s_cid=govD_dnpao_117&source=govdelivery>, an assessment and planning tool. Schools also can use this tool to improve physical activity policies and practices. -Increase the amount of time students spend in physical education or increase the quality of the physical education class. See Strategies to Improve Quality Physical Education<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&102&&&http://www.cdc.gov/HealthyYouth/physicalactivity/pdf/quality_pe.pdf?source=govdelivery>. -Provide recess every day for at least 20 minutes for elementary school students. -Incorporate physical activity breaks into the classroom. -Participate in Walk to School Day and support ongoing walk and bike to school programs. -Include more moderate to vigorous physical activity in afterschool programs. More Information--Many tools and resources exist to help improve physical activity in schools: School Health Guidelines to Promote Healthy Eating and Physical Activity<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&105&&&http://www.cdc.gov/healthyyouth/npao/strategies.htm?s_cid=govD_dnpao_118&source=govdelivery> CDC Physical Activity<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&106&&&http://www.cdc.gov/physicalactivity/?s_cid=govD_dnpao_119&source=govdelivery> Youth Physical Activity<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&107&&&http://www.cdc.gov/healthyyouth/physicalactivity/index.htm?s_cid=govD_dnpao_120&source=govdelivery> The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&108&&&http://www.cdc.gov/healthyyouth/health_and_academics/pdf/pape_executive_summary.pdf?source=govdelivery> CDC Podcast on Adolescents and Physical Activity<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&109&&&http://www.cdc.gov/healthyyouth/podcast/index.htm#6?s_cid=govD_dnpao_121&source=govdelivery> CDC Physical Activity Guidelines Toolkit<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&110&&&http://www.cdc.gov/HealthyYouth/physicalactivity/guidelines.htm#1?s_cid=govD_dnpao_122&source=govdelivery> CDC Childhood Obesity<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&111&&&http://www.cdc.gov/obesity/childhood/index.html?s_cid=govD_dnpao_123&source=govdelivery> The Physical Education Curriculum Analysis Tool (PECAT)<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&112&&&http://www.cdc.gov/healthyyouth/PECAT/index.htm?source=govdelivery> Let’s Move<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&113&&&http://www.letsmove.gov/get-active?source=govdelivery>! The National Physical Activity Plan<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&114&&&http://www.physicalactivityplan.org?source=govdelivery> CDC Overweight and Obesity Social Media Tools<http://links.govdelivery.com:80/track?type=click&enid=bWFpbGluZ2lkPTE0NjQxOTQmbWVzc2FnZWlkPVBSRC1CVUwtMTQ2NDE5NCZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTEyNzY2NzY0NDQmZW1haWxpZD16aGswQGNkYy5nb3YmdXNlcmlkPXpoazBAY2RjLmdvdiZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&115&&&http://www.cdc.gov/obesity/resources/multimedia.html?s_cid=govD_dnpao_124&source=govdelivery> ________________________________ NIH’s National Institute on Aging (NIA) and the National Science Foundation Announce new Study--Gene Linked to Optimism and Self-Esteem Why can some people make it through difficult times with little trouble while others crumble under the same circumstances? A new study suggests that the answer lies—at least in part—in your genes. Scientists have long known that people with certain psychological traits, or resources, can fare better in challenging situations. Three of the most widely studied psychological resources—optimism, self-esteem and mastery (the feeling that you can master your environment and achieve what you want)—are good predictors of a person’s physical and psychological health. These 3 resources have been shown to help people weather stressful events and beat back depression. Because these psychological resources tend to run in families, scientists had suspected a genetic component. Earlier studies found evidence that particular variants, or alleles, of the OXTR gene might be linked to stress-related traits and other psychological characteristics. OXTR codes for the receptor for oxytocin, a hormone that contributes to positive emotion and social bonding. Dr. Shelley E. Taylor and Shimon Saphire-Bernstein of the University of California, Los Angeles, and their colleagues set out to determine if these OXTR alleles might also contribute to optimism, mastery and self esteem. The scientists asked 326 volunteers to complete questionnaires that measured the 3 psychological resources and also assessed depressive symptoms. The researchers analyzed the DNA from the participants’ saliva to find variations in the OXTR gene. The study was funded by NIH’s National Institute on Aging (NIA) and the National Science Foundation. As reported on September 13, 2011, in the Proceedings of the National Academy of Sciences, the researchers found that people who had 1 or 2 copies of the OXTR gene with an “A” (adenine) allele at a particular location tended to have more negative measurements than those with 2 copies of the “G” (guanine) allele. People with an A allele were less optimistic, had lower self-esteem and felt less personal mastery than people with 2 G alleles. In addition, the A allele was linked to higher levels of depressive symptoms. Follow-up analyses suggested that the effects of OXTR variants on depression are largely mediated by the gene’s influence on psychological resources. The scientists say their findings are the first to link OXTR directly to specific psychological resources. But the gene itself is far from the only factor influencing these traits. "Some people think genes are destiny, that if you have a specific gene, then you will have a particular outcome. That is definitely not the case," says Taylor. “This gene is one factor that influences psychological resources and depression, but there is plenty of room for environmental factors as well.” The researchers are now planning studies to search for additional genes that might work with OXTR to affect behavior and responses to stress. For more information, please visit: http://www.nih.gov/researchmatters/september2011/09262011optimism.htm ________________________________ HHS’ SAMHSA Partner SPRC Announces "Understanding Risk and Protective Factors for Suicide: A Primer for Preventing Suicide 2011" Risk and protective factors play a critical role in suicide prevention. For clinicians, identifying risk and protective factors provides critical information to assess and manage suicide risk in individuals. For communities and prevention programs, identifying risk and protective factors provides direction about what to change or promote. Many lists of risk factors are available throughout the field of suicide prevention. This paper provides a brief overview of the importance of risk and protective factors as they relate to suicide and offers guidance about how communities can best use them to decrease suicide risk. Contents: -What are risk and protective factors? -Risk factors are not warning signs. -What are major risk and protective factors for suicide? -Why are risk and protective factors important? -Using risk and protective factors in the strategic planning process -Key points about risk and protective factors for suicide prevention -Additional resources -Further reading -References What are risk and protective factors? Risk factors are characteristics that make it more likely that individuals will consider, attempt, or die by suicide. Protective factors are characteristics that make it less likely that individuals will consider, attempt, or die by suicide. Risk and protective factors are found at various levels: individual (e.g., genetic predispositions, mental disorders, personality traits), family (e.g., cohesion, dysfunction), and community (e.g., availability of mental health services). They may be fixed (those things that cannot be changed, such as a family history of suicide) or modifiable (those things that can be changed, such as depression). Researchers identify risk and protective factors by comparing groups of individuals who have died by (or attempted or contemplated) suicide with a group of similar individuals who have not died by (or attempted or contemplated) suicide. If a specific characteristic is found more often in those who died by suicide than in the comparison group, then a risk factor for suicide may have been discovered. Likewise, if a specific characteristic is found more often in members of the comparison group, but not in the suicide group, then a protective factor may have been discovered. For the complete document, please visit: http://www.sprc.org/library/RandPPrimer.pdf SOURCE: Suicide Prevention Resource Center, & Rodgers, P. (2011). Understanding risk and protective factors for suicide: A primer for preventing suicide. Newton, MA: Education Development Center, Inc. The Weekly Spark, September 30, 2011 ________________________________ New Study “Exposure to Violence and Socio-emotional Adjustment in Low-Income Youth: An Examination of Protective Factors” From the American Journal of Community Psychology U.S. youth witness and experience an alarming amount of violence. Adolescents and young adults 12–24 years of age are more likely to be exposed to violence than any other individuals in any other age group. These traumatic experiences have been connected to both short- and long-term psychological and behavioral consequences. A study published this May in American Journal of Community Psychology investigated the potential moderating effects of school climate, participation in extracurricular activities, and positive parent-child relations on associations between exposure to violence (i.e., witnessing violence and violent victimization) and adolescent socio-emotional adjustment (i.e., internalizing and externalizing problems). The study used a sample of 391 low-income youth, 13–17 years of age. The data used in the study was collected during the mid-to-late 1990s in Milwaukee, Wisconsin as part of an evaluation of an anti-poverty program. Parents and children were interviewed individually at home. Teachers were mailed surveys which they completed and returned. The study found that high levels of participation in extracurricular activities and positive parent-child relations seemed to function as protective factors, weakening the association between exposure to violence and externalizing behaviors. However, significant associations still remained despite these positive factors. The study’s authors explain, “This finding suggests that exposure to violence may have a serious negative influence on youth behavior problems in ways that are not easily overcome by generally positive factors that have been found to reduce adjustment problems to insignificant levels in the context of other stressors.” Contrary to prediction, school climate did not moderate associations between exposure to violence and externalizing behaviors. Again, the authors point to the serious negative influence of exposure to violence. School climate, which usually provides protection against socio-emotional adjustment problems, may not provide the same protection when it comes to exposure to violence. Furthermore, none of the hypothesized protective factors moderated the association between exposure to violence and internalizing problems. To explain these finding authors point to other studies that suggest internalizing problems may be more difficult to overcome than externalizing problems. Children may need additional protective factors, along with psychological consultation, to overcome internalizing problems resulting from exposure to violence. For the complete document, please visit : Protective Factors for Low-Income Youth Exposed to Violence<http://promoteprevent.us2.list-manage.com/track/click?u=86ee0d82faaa9aa97b3df6265&id=f7e0bf1f07&e=4bdc6e2bf8> SOURCE: National Center for Mental Health Promotion and Youth Violence Prevention, Safe Schools Healthy Students, September 2011 Newsletter from The American Journal of Community Psychology DOI 10.1007/s10464-011-9440-3, Authors: Cecily R. Hardaway, Vonnie C. McLoyd, and Dana Wood ________________________________ The National Family Partnership Announces the 2011 National Red Ribbon Campaign October 23-31--"It's Up To Me To Be Drug Free” and the SAMHSA Sponsored Photography Contest This year's theme for the 2011 National Red Ribbon Campaign is " It's Up To Me To Be Drug Free” For complete details about the campaign please visit: www.nfp.org<http://www.nfp.org> or www.redribbon.org<http://www.redribbon.org>. The National Family Partnership also announces a National Contest based on this particular theme, which HHS’ SAMHSA is sponsoring. Here's how it works: Students (K-12) bring the Red Ribbon message home to parents. Together, they decorate their front door, mailbox or fence with this year's theme: "It's Up To Me To Be Drug Free." Parents (must be 18 years or older) take a photo and upload it on www.redribbon.org/contest<http://www.redribbon.org/contest> or www.facebook.com/redribbonweek<http://www.facebook.com/redribbonweek> between now and October 31st. From Nov. 1-15th, they get everyone they know to vote for their entry. Ten winners (one in each of the HHS regions) who receive the most votes in each region will receive an iPad2 and $1,000 for their K-12 school. For further information and to download the Red Ribbon Planning Guide, please visit: http://nfp.org/userfiles/file/PlanningGuide-NFP_2011.pdf . The planning guide has information about this year’s campaign message, ideas for celebrating Red Ribbon in the community, media templates and more.