“Do No Harm: to yourself, to others or your future.”


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Healthy Respect is a curriculum for children and youth. Healthy Respect received high marks from independent professional evaluators at top area educational institutions, including Queens College, Seton Hall University, Rutgers University, and New York Medical College. The program employs an outcome evaluation that scientifically measures the effects of Healthy Respect through rigorously developed pre-program and post-program surveys of participants and a comparison group. This approach permitted the curriculum designers to track changes in program participants’ knowledge and attitudes in the areas targeted by the program: and then through the use of a comparison group, assess which changes may be attributable to Healthy Respect.

An independent research article, states that Healthy Respect “has had a significant positive impact on students in terms of attitudes toward avoiding risky behavior such as smoking, drugs, and teen sex by helping students weigh risks and benefits and develop self-confidence and assurance. Thus, the research article concludes, Healthy Respect has great potential to save school systems and communities substantial costs that are associated with teen pregnancy and sexually transmitted infections.

Another study team, working with student surveys before and after the program, reported on changes in attitudes in student attitudes in three in three areas:

1) the percentage of students reporting turn high school diploma as a goal;

2) the percentage of students who comes abstinence is the only 100 percent effective way to avoid getting a sexually transmitted infection

3) the percentage of students who report that abstinence is the only totally effective way to avoid getting pregnant.

HEALTHY RESPECT WHAT OTHERS ARE SAYING


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Healthy Respect speaks to them about who they are, their hopes, goals and dreams, their relationship with others. How to put things in perspective and in a hierarchy, prioritizing their needs. Fern Eisgrub, Director of Curriculum, Yonkers Public Schools

I know among me and my friends who were in the program in high school, we had such a respect and knowledge of abstinence and making healthy as think the Healthy Respect program really prepared me for the situations that gods from drugs, sex alcohol tobacco. This experience has really helped me in college. Student & Dean’s Leaphomore at Syracuse University

“I am going to tell my fellow principals, you need to get involved in this program. It’s an excellent opportunity to give your students a way to build strong relationships and to develop character.”Rocco Grassi, Principal. Gorton High School

“I think that this is a great program and that if it… became a model for other school districts around the country, I think that would be very good.”-Yonkers Mayor Philip A. Amicone

“I think that there’s a majority of students that would love to have the strategies to say no, and the abstinence program gives them those types of strategies so they can continue positive relationships but they don’t have to go to the extent that may cause undue concerns in the future. Bernard Pierorazio, Superintendent, Yonkers Public Schools

“As a teacher, I had been experiencing a particularly distressing spate of misbehaviour among my youngest students and felt at a complete loss as to how to most effectively engage with them to inspire a sincere change rather than rely on harsh disciplinary measures and forced obedience out of a sense of fear.
It was in searching online and enquiring through parent groups and youth advocacy channels that I came across the Healthy Respect Risk Avoidance Programme and felt called to explore it as an option.
From the first session, I began to see how my tone and language with my students could be modified to appeal to them more sincerely. I was able to better identify which of my own behaviours were actually creating barriers rather than making connections to better guide them.
This curriculum has definitely enhanced my teaching and I see a very real change in the students’ language and behaviour as I learn to better treat with them, see the world from their perspective, and give them the tools needed to make healthier, life-enhancing and productive choices.” Trinidad & Tobago Secondary School Educator.