Episodes
Tuesday Dec 20, 2022
Opioid Emergencies in K-12 Schools | Community and Legal Considerations | SDP199
Tuesday Dec 20, 2022
Tuesday Dec 20, 2022
On September 7, 2022, Wisconsin Senator Tammy Baldwin introduced bill S.4794 - Naloxone Education and Access Act (NEAA). This bill reauthorizes through FY2027, expands eligibility for, and otherwise makes changes to a grant program that supports access to medications that reverse opioid overdoses (e.g., naloxone). What might this mean for K-12 schools? WHAT IS AN OPIOID? Opioids are a class of drug prescribed by doctors to treat moderate to severe pain. Common types of opioids are oxycodone (Oxycontin), hydrocodone (Vicodin), morphine, and methadone (REMS, 2022). OPIOID USE DATA. According to the 2017 Final Report of the President’s Commission on Combating Drug Addiction and Opioid Crisis: In 2016, an estimated 239,000 adolescents aged 12 to 17 were current misusers of pain relievers (1.0% of adolescents), and 631,000 young adults aged 18 to 25 misused pain relievers in the past month (1.8% of young adults) … Among adolescents aged 12 to 17, 152,000 (0.6%) had a pain reliever use disorder in the past year, and 291,000 young adults aged 18 to 25 (0.8%) and 1.3 million adults aged 26 or older in 2016 (0.6%) had a pain reliever use disorder in the past year (p. 24). OPIOIDS IN SCHOOLS. Opioid use and overdoses are increasing in schools. In addition to user-exposure, second-hand exposure also poses risks, especially with fentanyl, a synthetic opioid, which is 50 to 100 times more potent than morphine (REMS, 2022). Per EducationWeek, “Citing concerns about student opioid use—and fentanyl specifically—a growing number of districts have equipped schools with naloxone, a drug that temporarily reduces the harmful effects of overdoses. The Los Angeles Unified School District became the latest to do so last month when it said it would stock the drug, and train qualified staff to use it, as part of a multiprong response to a “devastating epidemic of overdoses that are all too common in Los Angeles. [Other] districts—from Des Moines, Iowa, to Denver— have also stocked naloxone in recent years, some empowered by changes in state laws that make it easier to do so.” (Blad, 2022). SENATOR BALDWIN’S BILL. The bill would amend Section 545 of the Public Health Service Act and bring federal-level clarity and guidance to states regarding who can dispense reversal medication, where it can be placed, training, and immunity for using it in an attempt to benefit a suspected overdose person. Specifically, the NEAA would strike “for pharmacists to dispense a drug or device approved and cleared” and insert “that increase access to drugs and devices approved, cleared, or otherwise legally-marketed.” In other words, reversal drugs would be available to community-based distribution programs and there would be some type of “standing order” allowing for non-medical personnel to administer the reversal drug. CONSIDERATIONS FOR SCHOOLS. For some educators and community members, Naloxone on campus will signal a defeat against the invasiveness of opioids. Once Naloxone is stashed in AED cabinets - it’s there forever. Others will have more favorable perceptions that might center on saving lives. How will schools integrate opioid awareness and overdose prevention along with other alcohol and other drug (AOD) programs? Naloxone availability has been impacted by supply chain disruptions, but it’s typically about $25 per dose and there’s little incentive for someone to steal or misuse it. Naloxone could be placed in the AED cabinet, for example. A top concern for school officials will be legal ramifications of administering Naloxone. Would a student be permitted to administer it to another student? Who has discretion to use it? A guidance document from REMS (2022) states, “Identify, with general counsel, and inform the campus community about state Good Samaritan laws that provide immunity from arrest, charge, or prosecution for certain drug offenses for a person experiencing an overdose — or witnessing another person experiencing an overdose — who seeks medical attention.” So, it’s ultimately placing the risk upon the local board of education and the school’s insurer. Hopefully, Senator Baldwin’s proposed bill, or others like it, will align Naloxone with the standard for a non-trained person to be able to use a publicly-available AED to attempt to benefit a person encountering a heart attack. SOURCES: Blad, E. (2022, October 10). Why Districts Are Stocking Naloxone in Response to the Opioid Crisis. Education Week.; Preparing for Opioid-Related Emergencies for K-12 Schools and Institutions of Higher Education. Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA). (Retrieved 2022) SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 199 of The Safety Doc Podcast published on 12-20-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Dec 13, 2022
Tuesday Dec 13, 2022
Professional discretion and acting in the best interest of the child affords school district officials options to unravel the snags created by their own protocols and policies webs. What happens when a school district doubles down behind flawed policies? What recourse exists for parents? In this episode, Doc shares an authentic case study from his special education legal issues course. Would you ban a kindergarten student with epilepsy from attending school because of her doctor-prescribed CBD oil? THE CASE (The following is copied from Rogoway Law Group, 2018). “Brooke Adams is a five-year-old girl diagnosed with Dravet Syndrome, a rare and severe form of epilepsy. Brooke currently uses medicinal cannabis-derived CBD oil to significantly reduce the frequency of seizures and medicinal cannabis-derived THC oil as an emergency medication to quickly stop seizures once they start. Brooke obtains both oils pursuant to a valid recommendation from a licensed physician. The Rincon Valley Union School District refused to place Brooke on a District campus because it alleged that her medication is not permitted on a school campus or school bus under both state and federal law; instead, in April 2018, the District offered to Brooke an individualized educational program (“IEP”) that included only one (1) hour of home-based schooling each day.” SPECIAL EDUCATION DUE PROCESS HEARING. Under the Individuals with Disabilities Education Act (“IDEA”), schools are required to ensure that all children with disabilities have access to a free appropriate public education (“FAPE”) that emphasizes special education and related services designed to meet the child’s unique needs. When a parent believes that their child has been denied FAPE (in this case, the parents believed the school district was required to educate Brooke with her peers), they can pursue what is known as a “due process hearing” that compels the state’s department of education to investigate and then rule on findings of whether the school district violated the students procedural rights, failed to provide FAPE, and also the remedy. The special education due process hearing essentially is a trial including lay and expert witnesses, exhibits, testimony, and briefs filed by the parties. Schools are always represented by an attorney, often via their errors and omissions insurance policy. Parents can retain an attorney or represent themselves. IS CBD OIL ILLEGAL IN SCHOOLS? This varies from state to state, but CBD oil is typically not illegal in schools. However, schools can create policies that ban CBD oil - including CBD oil prescribed by a physician. REASONS WHY DISTRICTS BAN CBD OIL. CBD oil is a slippery slope as it cannot, per federal law, contain more than .3 percent THC (tetrahydrocannabinol). Anything with more THC is considered a schedule 1 drug by the Drug Enforcement Administration and is federally illegal. CBD oil is not sold through typical state-regulated pharmacies. The purity and level of THC in the product is regulated by the manufacturers and sellers, not the FDA. The methods for measuring the level of THC might not be uniform across manufacturers. School staff can test if CBD oil contains THC, but they wouldn’t be able to determine the percentage of CBD. A school nurse, or designee, administering CBD oil that somehow contained more than .3 THC would be, in fact, committing a schedule 1 federal drug offense! A school nurse could lose his license! WHY IS THIS A PROBLEM? The Department of Education at the state level is unwilling to give clear guidance on the administration of CBD oil prescribed by a doctor. Instead, state agencies offer vague guidance and direct districts to consult their own legal counsel to inform a stance on the matter. DISCRETION AND ACTING IN THE BEST INTEREST. School officials had options to remedy this situation before it landed on the judge’s desk. One course of action would have been to modify the school’s board of education policy to permit the administration of CBD oil with a doctor’s order. Another plan might have involved working with the manufacturer of the CBD oil to become better informed, and confident in, the monitoring for THC in the end product. Ultimately, the state should have made a clear ruling affirming the use of CBD oil in school and to hold harmless staff for administration of CBD oil that might contain trace amounts of THC. What would you have done? RULING. The judge ruled that Rincon Valley Union School District had denied 5-year-old Brooke Adams a “free and appropriate public education” in the “least restrictive setting” — which federal special education law requires. Hooray, Brooke went to school! SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 198 of The Safety Doc Podcast published on 12-13-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Nov 22, 2022
Tuesday Nov 22, 2022
More youth are participating in Esports - and it’s nothing like the trope stereotype of “gamer kids” isolated in their basements, chomping on chips and sipping sodas while gaming online with other kids in similar grunge contexts. In this episode, Esports expert Mike Dahle will help to accurately inform us about school Esports, including how it’s in-person and team-centric, ways Esports hones skills for learning - from analytical problem solving to time management, and how Esports helps students consider STEM career paths. In fact, universities are providing scholarships for Esports athletes! ABOUT MIKE DAHLE. Mike Dahle is a Business Teacher at Elkhorn Area HS and President of the Wisconsin HS Esports Association, WIHSEA.org. He was a second-year teacher when he learned how far PC gaming had come since his younger gaming days when a student gave a presentation on the League of Legends World Championship. Ever since that presentation, his interest in esports has grown exponentially. He started one of the first state associations that has since grown to 125+ schools around the state, serves as a Board Member for the Milwaukee Esports Alliance, serves as a Board Member for the Interstate Scholastic Esports Alliance, and is constantly trying to push esports to the next level in the state of Wisconsin. WHAT DOES BOARD OF EDUCATION POLICY LOOK LIKE FOR ESPORTS. There isn’t a template for BOE policy for Esports. It’s often treated similar to other school clubs. Surprisingly, some districts have bypassed Esports due to the cartoonish guns in some of the games. It’s worth noting that high school trap shooting team numbers are at record highs in America. ARE ESPORTS INDIVIDUAL OR TEAM? Most games are team-based, and individual matches add into a team score. This happens in the game SUPER SMASH BROTHERS, for example. Think of it like batting order in baseball. Players are seeded so one school’s #5 player would compete against the #5 player from a different school. Esports can be played by teams within a state, but also between states. It depends upon how the league is structured. WHAT ARE THE MOST POPULAR ESPORTS? The top five popular titles are: Super Smash Bros, Rocket League, Fortnite, Valorant, and League of Legends. ARE ESPORTS ACCESSIBLE FOR STUDENTS WITH DISABILITIES? Yes! There is much flexibility in accommodating Esport players as long as the accommodation doesn’t afford them an unfair competition edge. In Milwaukee, for example, a company designs adaptive controllers. A high-ranked quadriplegic player uses a mouth-held device to game. Esports also require minimal travel. Students typically only leave their district if they are participating in a state-level competition. 3D PRINTING AND ESPORTS. The 3D printing community collaborates through sites such as “Thingiverse” to create different or adapted controllers, and Microsoft offers several adaptive controllers. BENEFITS OF ESPORTS FOR STUDENTS. Gamers gain useful skills from participating in esports that help them on a broader learning journey. Analytical problem solving, time management, collaboration, and teamwork are key. Video games can also help to improve visual perception, enhance memory, and lead to better focus and attention. Some students who participate in Esports had previously not participated in other extracurricular activities. DO SCHOOLS GIVE CREDIT FOR ESPORTS. In most instances, students do not receive “credit” for participating in Esports. There is no curriculum approved by DPI to this point, although there is discussion to develop a curriculum. There is an inaugural INTRO to ESPORTS class at UW (Wis)-Parkside this year. Some Wisconsin schools, including: Random Lake, Racine, and Montello, award a patch for varsity. ARE ESPORTS PART OF TRADITIONAL STATE ATHLETIC ORGANIZATIONS? This varies by state. In Wisconsin, the WIAA and WIHSEA are separate entities and, at present, do not collaborate. Playfly (an Esports business) partners with high school state associations in Washington and Arizona to provide students with the infrastructure to compete and learn. HOW DO SCHOOLS FUND ESPORTS? Esports has a very small funding footprint. Coaches are either unpaid volunteers or receive stipends ranging from $400 to $5,000. Compensation for coaches and persons managing leagues is inconsistent across schools. Esports is generally under-funded when compared to compensation for coaches or people who oversee school clubs. Twitch channel and affiliate program generates $2.50 per subscriber. SPONSORS at the local level (Wisconsin) include: Spectrum Industries from Eau Claire, Bug Tussel Wireless, and Allstate insurance agents. Jolly Good Soda sponsors Random Lake. There are no state-level sponsors for Esports in Wisconsin. It is difficult for Esports groups to obtain a bank account or PayPal. Some schools host fundraiser invitationals. The “Extra Life” www.extra-life.org gaming marathon is a 24-hour charity event that raises money for children’s hospitals, including Children’s Hospital of Wisconsin. It was held on November 5, 2022. POST HIGH SCHOOL OPPORTUNITIES AND CAREERS. There is a significant and growing collegiate scene for Esports with various organizers, including The National Association of Collegiate Esports (NACE). Students might receive scholarships. Post-secondary institutions have dedicated facilities and faculty, and the universities that recognize Esports as a varsity level program enable players to compete for a national championship. In less formal settings, Esports might be thought of similar to intramural sports, or be student-run club level teams, like Rec Well or Student Life. Collegiate teams can compete in other leagues. Universities feature Esports as a recruitment tool. ESports might have a similar influence for K-12 open enrollment. Beyond gaming, players maximize Esports to develop their own business acumen - complete with social media marketing, analytics, coaching, blogs, analyzing competition film, networking, and IT infrastructure. Being an Esports player or working in an Esports league as an analyst, IT, etc., has parallels to an internship in marketing and IT. WHAT SHOULD PARENTS AND SCHOOL LEADERS KNOW ABOUT ESPORTS? Esports is broadly popular, but specifically offers opportunities for a school’s under-represented students. For some students, Esports is the only extracurricular activity they participated in during their school career. And there’s evidence to suggest that playing Esports improved student’s grades and attendance. Esports aligns with the CDC’s themes for School Connectedness. At Arrowhead Union High School (Wisconsin), 60-70 students stay after school on Fridays to play Esports. Parents drop off TVs and students even play under tables. Esport players are voluntarily participating in-person with their peers. They are not sitting at home in their basement. Esports participants learn play-by-play announcing, media coaching, post-game interviewing, and public speaking skills. Esports has helped students obtain scholarships. One student received a 60% scholarship. He was an athlete on the autism spectrum. “If you leverage this program correctly, you can do a ton with it.” The National Association of Esports Coaches and Directors works to serve, legitimize, and advance Esports at all levels https://www.naecad.org/about-naecad. Mankato University (MN) presented at the NAECAD conference. It’s ranked as the top school for broadcasting. An Esport player's next step could be to form a broadcasting club, or to pursue a career in broadcasting - perhaps by attending Mankato University. MORE THINGS SCHOOLS SHOULD CONSIDER ABOUT ESPORTS. Some games include cartoon guns, a disqualifying feature per some school districts. Student data privacy is a concern. What is on the networks? Is there an in-game chat feature, and if so, how do we turn it off? The Esports launching software can present challenges. The games themselves are efficient, but the system to access the game can be buggy. Schools should create separate Esports logins on computers and also toggle settings so Esports can’t be accessed until after 2PM. Esports is inclusive, and also an equity-oriented activity. You don’t need expensive gear and to pay a sports fee to participate. You also don’t have to rent expensive facilities. Esports increase opportunities for students both as players as well as other niche roles, such as announcing, communications, web design, and IT. There isn’t a Name-Image-Likeness (NIL) prohibition clause in Esports. Although it is rare, a high school Esports player could enter into paid sponsorship deals - and by doing so, wouldn’t have to forfeit their eligibility to play Esports. Esports can be included in the school district’s DPI 5-year Pupil Nondiscrimination report as increasing extracurricular opportunities for students. It is particularly inclusive for students with disabilities or students without the financial means to participate in activities that have higher barriers to entry for personal equipment costs, facility rentals, and participation fees. Esports teams can consist of a mixed-gender roster. Consider formal club recognition for Esports to facilitate a funding account in your school district’s fiscal chart of accounts. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 195 of The Safety Doc Podcast published on 11-22-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Friday Nov 11, 2022
Friday Nov 11, 2022
Can I make a citizen’s arrest? What are the implications of taking matters into your own hands? How might you defend your decision to a judge or jury? The Safety Doc welcomes the Legalman to this episode to address those questions and to delve into the Legalman’s perspectives, juries, voting, political propaganda, and government overreach. ABOUT THE LEGALMAN. Legalman’s website states, “Forget left v right. This is the truth about the system from a man who knows. The Quash (podcast) is hosted by a lawyer with 30 years of experience. He unmasks the absurd false narratives we've been immersed in 24/7 since birth and laughs at them. There's a reason nothing about the system ever makes any sense. You've been lied to your whole life. But that ends now. Learn more at https://the-quash.captivate.fm/ CAN I MAKE A CITIZEN’S ARREST? Per the Village of Bayside, Wisconsin website, “Wisconsin doesn’t actually have a specific statute regarding citizen’s arrests, but such arrests are covered by common law or judge-made law. Those laws allow citizens to make arrests under one of two conditions. The first is when a citizen has probable cause to believe that the person they are arresting has committed a felony. The second is when someone witnesses a misdemeanor and the misdemeanor is a breach of the peace. Generally, we don’t advise making citizen’s arrests. We do advise calling police and staying on the scene if it’s safe, but safety is paramount. If someone is wielding a knife or attacking someone, he or she may just as easily attack you. Some exceptions apply, particularly when the perpetrator is going to flee. For example, if you see a child being kidnapped and can block the kidnapper’s car from getting away with the child, it may be worth the risk. In addition to safety concerns, you also face legal risks when making a citizen’s arrest. The Fourth Amendment restricts unreasonable searches and seizures, and you could be prosecuted for depriving someone of their constitutional rights. You could also face a civil lawsuit for false imprisonment, assault, or battery.” JURY TRIAL - THE LAST BASTION OF HOPE? In episode #43 of The Quash, the Legalman explains how the jury trial is a piece of the political structure of this country. How has the jury American trial changed over time, and what obstacles are between a citizen and impartial legal due process? What are the differences between what most people perceive as impartial justice and actual court-delivered “justice” as observed by a lawyer with 3 decades of experience? FULLY INFORMED JURY ASSOCIATION. Legalman urged people to increase their knowledge about jury trials, noting that, as an example, learning from Fully Informed Jury Association, www.fija.org might empower jurors’ awareness of their right to refuse unjust law. As stated on FIJA’s website, “We will be looking at numerous aspects indicative of the health or lack thereof of jury systems nationwide. We will evaluate the rules as officially spelled out, as well as their functionality in practice, of juries at the federal level, in all fifty states, and in Washington, D.C. with respect to each of these jury health indicators.” People can subscribe, at no cost, to obtain emails from FIJA centering on what’s happening in and around their community. HOBBES’ LEVIATHAN. Government overreach is a theme in The Quash podcasts, and it was also depicted in Doc’s book, School of Errors - Rethinking School Safety in America. Doc wrote about the Hobbes’ Leviathan (1651) and the social contract. Hobbes’ premise was that people functioned optimally with some basic level of a “sovereign” to facilitate order. But, Hobbes also opined that it was predictable human nature that the governed would progressively surrender their rights (and freedoms) in exchange for progressively more control from the government. Or, the people in power would be unwilling to relinquish it. “To Hobbes, people are plagued by these two forces: the desire for power and everyone else’s annoying desire for power. Everyone would be all for power struggles if they could just concentrate on conniving, but watching your back is a pain in the neck (it would be centuries before Sartre sputtered that “hell is other people,” but surely this is a precursor). A few people enjoy constant drama, but most would rather be left alone if they can’t have all the pie. Therefore, power tends to coalesce into a formal government because most people can’t be bothered to micromanage their power relationships to everyone and everything around them—they would rather outsource that headache, thank you very much (School of Errors, 2019).” SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 193 of The Safety Doc Podcast published on 11-11-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Wednesday Oct 19, 2022
Wednesday Oct 19, 2022
Presenting on PBS TV entails luck, months of preparation, and confidence. Entrusted as a topic ambassador sets forth high expectations - not to mention standing before a live audience. I delivered two school safety presentations on PBS TV: School Safety in America: Rhetoric vs Reality (2019) and School Security and Crisis Preparedness (2013). In this episode, I will explain how I received an offer to present on PBS; show preparation; things that happen the day of the broadcast; giving the presentation - including the techy podium; rules and tips for a successful televised show; what happens immediately following the show - it’s not what you might think; what PBS does with the presentation - from close-captioning to syndication; and how people around the nation responded to me in days and even years after I was TV. HOW TO GET AN OFFER TO PRESENT ON PBS. I was a school administrator on December 14, 2012. That was the day of the Sandy Hook Elementary School massacre. It was a watershed moment in school shootings due to the young age of the students. Media coverage swarmed to the community of Newtown, Connecticut, and wagged microphones at anyone who would speak. After that adrenalized day, parents and educators sought empirical guidance on school safety. There wasn’t a clearinghouse presentation - an impartial expert attempting to frame, in layman’s language, the phenomena of school security and how and why schools prepare for crisis situations - what are the ingredients to their plans and are we as powerless to interrupt disasters as was implied by the media. So, I contacted my local PBS affiliate, pitched the idea of a school safety special, and the folks in charge issued the green light. I would assemble and deliver PBS’s first school safety special. SHOW PREP. Where to begin, right? My show was scheduled for May so I had roughly 5 months to craft my presentation. I spent hundreds of hours developing outlines, PowerPoint slides, rehearsing, and having member checks evaluate my content and delivery. I also contacted parents of children killed or injured in acts of school violence. My presentation would be tight and punchy, but I had to read the room. I would not stir grieving parents. Instead, they served as member checks, to point to the line in the sand. The show wasn’t about the students, teachers or parents - but they were all wedded to the topic. DAY OF THE SHOW. I arrived 3 hours before air time. Phase one is acclimating to the studio and receiving coaching on the various knobs, screens, and lights on the massive podium. Next, I signed waivers. Then it was time for the dry run in an empty hall. Other than sound checks, I spoke softly to preserve my voice. Some last-minute adjustments to font sizes, too. About 30 minutes before the show, the doors opened and people claimed seats. I made small talk with the host and the presentation was locked from future changes. THE PRESENTATION - RULES & TIPS. Stay behind the podium and look at the real-time display embedded in the lectern to track your presentation. It was OK to periodically step left of the podium. It was never appropriate to look over your shoulder and point to the big screen in front of the audience. That might mess up the camera crew and the people at home were fed from different angles from the person in the third row. Watch the timer on the podium, colored lights up in the booth, and friends in the audience strategically placed to cue me on time markers. Hitting the allotted time was not only necessary, but going long would limit the ability for syndication. 60 minutes. WHAT HAPPENS AFTER THE SHOW | NOT WHAT YOU MIGHT THINK! The end of the show isn’t the actual end of the show. Off camera, the presenter answers questions from the audience and this can go on for an hour or more. I even went out for an impromptu late supper with audience members! DOES PBS RERUN THE PRESENTATION? Yes. After the live presentation, PBS edits, closed-captions, and submits the show for a TV Parental Guidelines rating. The presentation is then premiered and available for syndication by affiliate networks. My shows continue to air on PBS stations - especially following a sentinel school safety event. In addition, the shows are available to view at no cost at PBS.com. RESPONSES TO MY PRESENTATIONS. People have emailed, called, and met me in person to share their thoughts about my shows. School leaders, board of education members, and school safety directors convey that the content validates their efforts toward sensible school safety. Parents share personal stories. Others inform me of their research and lines of inquiry, such as a relationship between food additives and violence. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 191 of The Safety Doc Podcast published on 10-19-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Sep 27, 2022
Tuesday Sep 27, 2022
Many people with disabilities use a service animal in order to fully participate in everyday life. Dogs can be trained to perform many important tasks to assist people with disabilities, such as providing stability for a person who has difficulty walking, picking up items for a person who uses a wheelchair, preventing a child with autism from wandering away, or alerting a person who has hearing loss when someone is approaching from behind (USDOJ, Civil Rights Division, Disability Rights Section). How do schools address service animals for students? Is it common? What if it’s a comfort animal? In this episode, we step through a fabricated case study of a student bringing a “comfort” animal to school. WHAT IS A SERVICE ANIMAL? Under the Americans with Disabilities Act (ADA), a service animal is defined as a dog, or other animal, that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person's disability. It is almost a certainty that a school district has a board of education (BOE) policy about service animals. WHAT IS AN EMOTIONAL SUPPORT ANIMAL (ESA)? An ESA is defined as an animal that alleviates one or more identified symptoms or effects of a person’s disability. An emotional support animal (pig, chicken, snake, sugar glider, etc.) is recognized as a reasonable accommodation for a person with a disability under the federal Fair Housing Act and may be a reasonable accommodation under Section 504 of the Rehabilitation Act (1973). An ESA, also referred to as an “assistance” animal, is not a pet according to the U.S. Department of Housing and Urban Development (HUD); however, no special training is required for an animal to be considered an ESA. What is necessary is that the person with an ESA has a disability and the ESA mitigates the impact of the disability. BOE policy is less consistent for ESAs. Some school districts don’t have an ESA policy. HOW DO YOU KNOW IF IT’S A SERVICE ANIMAL - PERMISSIBLE INQUIRY. In situations where it is not obvious that the dog or animal is a service animal, the individual may be asked only two specific questions: (1) is the dog/service animal a service animal required because of a disability? And if yes, (2) what work or task has the dog/service animal been trained to perform? If either response is “no”, the animal is only permitted as an emotional support animal (ESA). Requesting any documentation for the service animal, requiring that the animal demonstrate its task, or inquiring about the nature of the person's disability is not permitted. PEGGY THE COMFORT PIG CASE STUDY. You’ve just read a letter from the parents of Carol, a student transferring to your district next month from another school district in Wisconsin. She is a student with disabilities and receives special education services. A copy of her current IEP was included with the letter. Carol has both an educational and medical diagnosis of autism and is identified as meeting Other Health Impaired (OHI) criteria by her current district due to anxiety. She also has a comfort animal, a small pig, with her full-time at school. Per the parents’ letter, the pig helps to keep Peggy calm. Her IEP documents that since she has brought the pig to school (a year ago), she has exhibited fewer aggressive behaviors and is engaging for longer periods of time on academic work. Her IEP states that she is permitted to have the pig with her at all times and during all school functions. The parents’ letter also notes that the current district wasn’t well-informed of the benefits of comfort animals and that the parents want to make sure that your district will fully comply with supporting the comfort pig. The parents are asking for your school’s policy on comfort animals as they couldn’t locate one on the policy page of the district’s website. They have cited the following legal case as backing for their right of their daughter to have a comfort animal at school: In Alejandro v. Palm Beach State College, District Judge Donald M. Middlebrooks ruled in favor of a student’s right to be accompanied on campus, in residence halls, and to classes by a psychiatric service dog, which was trained to respond to the onset of anxiety attacks the student experienced as a result of Post Traumatic Stress Disorder. The ruling stated that any potential harm or disruption caused by the presence of the service dog was minimal in comparison to the benefit experienced by the student, and, therefore, its presence was considered a reasonable accommodation. Pig image #3961588 on Pixabay free to use under Pixabay License. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 188 of The Safety Doc Podcast published on 09-27-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Sep 06, 2022
Tuesday Sep 06, 2022
James David Dickson, managing editor of Michigan Capitol Confidential, wrote an article about Michigan House Bill 6171, introduced in June (2022) by Representative Gary Eisen. The proposed bill reads: “Beginning with the 2022-2023 school year, the board of a school district or intermediate school district or board of directors of a public school academy shall ensure that each school operated by the board or board of directors develops or adopts and implements a policy that prohibits the use of personal cellular devices by pupils enrolled in the school during the scheduled school day when the pupil is at school.“ At school” means in a classroom, elsewhere on school property, or on a school bus or other school-related vehicle.” Per Dickson, HB 6171 shows the faults of the “There Should Be A Law” mentality. Dickson wrote a compelling piece skewering the bill - and this episode will spelunk those, and other, rabbit holes for and against banning cellphones in school, with 7 reasons to not ban cellphones and 7 reasons to ban them. REASONS NOT TO BAN CELLPHONES (1) CELLPHONES ARE PART OF LEARNING. Cellphones are inseparable from learning. By 2007, educators conceded that cell phones could play an important part in learning. Universities started using text messages to reach out to students, and a survey released by Cingular Wireless indicated that parents believed text messaging helped to improve communications with children (Loveless, 2022). (2) SCHOOL SAFETY. School safety is enhanced by cell phones. Although phone-based danger reporting or incident notification apps are not nearly as effective or reliable as purported by their enthusiastic vendors, they hold much potential for the future of personal safety. If each student’s phone was viewed the same way we view smoke detectors, it would be unthinkable to remove them from our schools. (3) SINGULARITY IS INEVITABLE. Banning cellphones is an update to the 1970s argument to ban calculators. Schools are slow to infuse technology into curriculum and operating systems. Today, kids flash an electronic ticket on their phone to attend their school’s sporting event. Futurist Ray Kurzwel predicts that something known as ‘singularity’ will happen around the year 2045. Singularity is a merging of the human brain with computers and AI. It might be a form of neuralink. At that point, will school require students to disconnect their links during instructional time, to remove their slim 3D projection goggles, etc.? In 20 years, cellphones will be a relic of the past. (4) COMMUNICATIONS. Be it text, email, or call, the cellphone makes communication efficient and reliable. I remember a 1990 computer lab where logging in via modem speed and bringing up text-only email once or twice a day was considered cutting-edge mass communications. (5) NAVIGATION. GPS and navigation apps, such as What3Words and Waze, help students navigate the campus and have an enhanced comprehension of their surroundings. With the What3Words app, rescuers could respond to a 3 meter by 3 meter square area where the student - or the student could share their location as a gathering point for teammates getting off a bus for a competition. (6) IMPOSSIBLE TO ENFORCE. Schools are operating short-staffed and enforcing cellphone violations is not a realistic expectation of time-strapped staff or administration. BOEs won’t be able to undo bad state policy. And, Policing cellphones damages school connectedness. And, what are the consequences for breaking this law? (7) PROTECTION. Cameras provide evidence, especially when deep fakes can shame or destroy a person. In 2021, an allegedly crafted fake video of Pennsylvania high school cheerleader Madi Hime vaping resulted in her being kicked off the cheerleading squad. The student’s mother contacted the police, sparking an investigation, and involvement of legal counsel. As deepfake technology becomes easier and cheaper to use, these types of “alleged” claims will overwhelm school staff and local police departments. Having the option to present recorded video might help in one’s defense. REASONS TO BAN CELLPHONES (1) OVER-RELIANCE ON TECHNOLOGY. Cellphones are integrated into most information-storing and retrieving aspects of our lives. Any kid attending school in the 1970s remembers that pocket calculators were prohibited in most schools. The argument against electronic calculators was that the student wouldn’t be motivated to learn the intricacies of the math equations - but rather, the sequence of formulas - which were also becoming more integrated into shortcuts in the calculators. “You won’t always have a calculator with you to figure out the slope of a tangent line,” teachers said. In 1984, I wore a scientific calculator watch on my wrist. The banning of cellphones today was the banning of personal learning technology devices (tablets, iPads) ten years ago. And while we think cell phones as learning tools in schools is a new idea, it’s important to remember that a school in Brooklyn began distributing cell phones to students way back in 2008! (2) DISTRACTION. Social media companies employ psychologists and human behavior experts in order to hone their sites to be as addictive as possible. And everyone, not just kids, spend arguably “too many” hours a day interacting with their phones. But instead of flat out banning cellphones, they could be parked during certain instructional times, or incorporated into the teaching / learning tool process. The app ‘Poll Everywhere” can be used for students to vote on a topic. It enables most students to participate and works around the groupthink of one or two students stating an answer and the rest of class falls in line with the claim. Imagine a class topic about household chemicals. Students capture photos of chemicals found in their phones. These photos are transmitted to the classroom’s online site. In the following lesson, the teacher and students discuss how to classify the chemicals - as medical supplies, detergents, fuel, discretionary, and so on. (3) BULLYING. Cyberbullying is real and is an unsavory side effect of social media. The 2019 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 16 percent of students in grades 9–12 experienced cyberbullying. (4) RECORDING INSTRUCTION - PROPRIETARY MATERIAL. Most schools purchase curriculum packages for hundreds of thousands of dollars and adhere to strict protocol for not sharing proprietary learning materials. This was tested during online instruction during the pandemic. In addition, would a school want students to record and post intruder drill protocols or other sensitive information? (5) DEEP FAKES. The integrity of instruction is at stake. A cellphone makes it exponentially easier for a student to create a deep fake of school staff saying something that would land them in hot water. Schools are way behind the curve with figuring out how to respond to deep fakes. Banning phones might limit the opportunities for deep fakes. (6) EQUITY. Equity was an argument against one-to-one electronic tablets or iPads for students. Only the affluent students would be able to afford the technology. And then, BOEs adopted 1:1 policies and funded devices for all students. Most students have 1:1 devices. It would be a similar BOE action to bring forth 1:1 cell phones. (7) SINGULARITY - As mentioned earlier, humans and AI will merge at some more invasive level - and probably within the next 20 years. We’ve already achieved the first few steps of singularity with our cell phones. But with singularity comes a great push to store our knowledge ‘in the cloud.’ This is known as cognitive offloading and was written about in great detail in the book The Velocity of Information - Human Thinking During Chaotic Times (2022). If we become out-of-balance dependent on going to our phone as the arbiter for each decision in our life, we are at risk for being unable to figure things out if the Internet fails - perhaps due to hacking, solar flare, EMP, etc. Counter this by integrating phones with real-world applications. Use the GPS on the phone for a scavenger hunt in the authentic environment of a park or school grounds. SOURCES FOR THIS BLOG POST. Loveless, B. (2022). Using Cell Phones as Learning Tools. https://www.educationcorner.com/cell-phones-learning-tools.html; Dickson, James David. (2022). Michigan bill would ban cellphones on school buses, in class. https://www.michigancapitolconfidential.com/news/michigan-bill-would-ban-cell-phones-on-school-buses-in-class SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 185 of The Safety Doc Podcast published on 09-06-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Thursday Aug 11, 2022
Bipartisan Safer Communities Bill | Biggest Impacts on School Safety | SDP182
Thursday Aug 11, 2022
Thursday Aug 11, 2022
Doc highlights what has changed in school safety since the May 24, 2022, Robb Elementary School shooting that ended the lives of 19 students and 2 teachers in Uvalde, Texas. He interprets how schools will be impacted by the Bipartisan Safer Communities Act (signed into federal law July, 2022). Doc peruses each website to critically evaluate and assign ratings to the existing and “new” school safety clearinghouse websites. BIPARTISAN SAFER COMMUNITIES ACT: Per Everytown.org, the bill will purportedly enhance background checks for buyers under 21; support state red flag laws; disarm domestic abusers; clarify who must run a background check; crack down on gun trafficking; fund community violence intervention; invest in mental health services; and provide school safety funding. We will examine some of the centerpieces of the school safety section of the bill. (1) ANOTHER (and competing?) SCHOOL SAFETY RESOURCES WEBSITE. The bill installed schoolsafety.gov as the “official” repository for best practices in school safety. It will be situated at the Department of Homeland Security. However, this action is confusing because the U.S. Department of Education, Office of Safe and Supportive Schools, already has the robust and updated Readiness and Emergency Management for Schools Technical Assistance Center, or REMS. And, REMS TA has a “toolbox” feature that allows schools across the country to upload forms, job descriptions, tabletop exercises, organizational charts, and more - to be curated, easily-searched, and freely shared. These are from-the-field tools. (2) MORE MENTAL HEALTH DOLLARS TO SCHOOLS. Expanded reimbursement for schools billing Medicaid for Individualized Education Plan (IEP) mental health services. And, $500 million each for the School Based Mental Health Services Grant Program and the School Based Mental Health Service Professionals Demonstration Grant. The expected outcome is hiring and training more staff, but this doesn’t seem to be a problem that will be solved by more funding as school staffing shortages haven’t been ameliorated by increased pay and bonuses. In August of 2022, Des Moines Public Schools offered a $50,000 bonus to teachers who planned to retire but are willing to work another year. Also, grants are temporary. They are intended to start the ball rolling, not to keep the ball rolling. Professionals will hesitate to accept even well-paying grant-funded positions. (3) EXPAND ACCESS TO JUVENILE MENTAL HEALTH RECORDS. Thorough reviews of potential gun buyers under the age of 21 will require implementing a new protocol for checking juvenile records. This implies access to a student’s school records - specifically, discipline, disability, or mental health records. These are areas strongly protected by the Individuals with Disabilities Education Act (IDEA) and Family Education Rights and Privacy Act (FERPA). This is a can of worms and will vary greatly per perceived discretion and authority to make a subjective summary decision based upon a student’s records. Schools might counter by pushing more behavioral events “off the books” by a practice known as ‘abeyance agreements.’ GLARING OVERSIGHTS FROM THE BILL: LOCKED DOORS AND REGULATED DEVICES. Absent from the school section of the bill was a requirement that schools lock their doors during instructional time. This decision continues to be defaulted to the states. Kentucky (2020) requires that schools lock their doors. Recently California, Wisconsin, Florida, and Massachusetts have taken steps toward stronger emphasis on “best policy” to require doors to be locked. However, most school districts’ board of education policies or handbooks continue to use the term “should lock doors” instead of “must lock doors.” It’s clear this is done to dodge accountability and liability. In addition, school safety devices or apps continue to be unregulated and able to be marketed and purchased by schools without some standard of testing and pilot trials. Think of Underwriters Laboratories, but for school safety. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 182 of The Safety Doc Podcast published on 08-12-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Mar 01, 2022
Tuesday Mar 01, 2022
Guest William Wesley Lee Jarvis returns to the show to discuss "Normal Box Theory" and how it applies to how people, and societies, in identifying the illusion of priorities. What is "thinking in averages?" Why is perception of normality everything? What are counter-processes and fixes? How do we analyze processes of culture relative to box theory? What are the range of consequences of "the law" interfering with "individual will?" NORMAL BOX THEORY. Imagine a typical cardboard box. Now imagine that everything inside of the box is what humanity considers normal and safe. Rather than thinking of a sliding scale of good or bad, the “normal box” plainly communicates what is good and safe as well as what is bad and evil. What’s inside of the box is determined by some sort of authority or by majority. The contents of the box are constantly changing - perhaps subtle adjustments, or, as in times of great uncertainty, there might be a substantial change to what is deemed worthy of the box. PROBLEM WITH BOX THEORY. The box is finite. When something is added, something must be removed. Lee suggests that the staunch binary status of box-or-no-box should allow for people to “think in averages” where there are no normal or abnormal or limitations to the box. In Lee’s nuanced interpretation, “you just let people be, treating those that harm others as problems once they make problems.” PERCEPTION OF NORMALITY IS EVERYTHING. Lee explains that “people dislike what they think is “different” and go out of their way to be a busy-body to force their perception of normality on others. This is most likely due to simple mental survival mechanisms to thin the herd, it enhances the “bullying nanny” in everyone to report people not wearing masks in their homes, For example, real-live 24/7 thought police and other such nonsense. It can turn adults into kindergartners, because people lose a sense of themselves and their limits. This also enhances culture wars and group conflict, which is very profitable for most of the modern world.” GOVERNMENT COMPETENCY AND THE SOCIAL CONTRACT. It was Thomas Hobbes’ book Leviathan, written in 1651, that described the delicate balance between just-enough government and individuals’ free will. The book’s tenets are clearly evident today as governments have extracted concessions from their citizens for the sake of safety. The most controversial permanent program under the Patriot Act is the "National Security Letters" program, which lets the government demand communications records from telecom companies without even going through the surveillance court for approval first. PEOPLE DON’T QUESTION THE RULES. Lee notes that, “Not only are bad rules made without due diligence, but they are also embraced and cherished by much of the population. It only makes the “Wealth equals Power equals Corruption” dynamic worse as people profit from the conflagration of incompetence which leads to more waste and corruption. In other words, people want to be governed, the government grows, and it becomes too large and cumbersome to be effective. The “box” is stuffed with tangled rules. CHICKEN AND EGG. It’s a bit of a chicken and an egg problem, to counter this you need sane and reasonable people in governance, to make laws devoid of proactive discrimination, to focus people on flowing with individual will, to not interfere with the will of another unless another is harming them, and if the situation becomes where one wishes to be harmed by another in some way, then that person in the dominating interpersonal position is responsible for the actions and care of the submissive person, to ensure responsibility is metered out fairly to limit abuse from drugs or any contract or job, to ensure people are innocent until proven guilty, which means if good capable people are in governance then incompetence and corruption would be mitigated. And yes jobs and contracts have their own rules and balanced-out responsibilities. If you handwave away people’s basic responsibilities to each other, to do no harm to each other, to ensure a stable environment, then you get what we have now, a legal system that allows any law to be “for your protection” to be enacted and then enforced with punitive measures and opportunities for others to report “non-compliers” because the system is desperate for money to maintain the system.” FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. The content here is for informational purposes only. Please consult with your safety professional regarding the unique needs of yourself or your organization.This is episode 171 of The Safety Doc Podcast published on 03-01-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Jan 25, 2022
Tuesday Jan 25, 2022
In March 2020, you awoke to find that the government deemed you essential or nonessential. Over-the-road (OTR) haulers, or truck drivers, were deemed essential. But as the arrival of healthcare workers was celebrated with fire engine parades, truck drivers were spared recognition and told to shift into overdrive and deal with peeled back restrictions, including letting drivers with learner’s permits drive without their Commercial Drivers License (CDL) and changing hours of service guidelines so truckers could drive longer than they would be allowed to otherwise. In other words, truckers were directed to stretch themselves, and not just absent parades, but in a landscape of closed waysides, truck stops, restaurants -- while being told to stay in their cabs when picking up or delivering their cargo. Being a trucker before the pandemic meant choosing a profession under-appreciated by the public. During the pandemic, finite truckers were unfathomably treated as expendable. IN THIS EPISODE. Doc interviews former trucker Jonathan Burger to discuss the state of OTR haulers before the pandemic, at the onset of the pandemic, and now in 2022. Jonathan will talk about OTR haulers access to toilet facilities, restaurants, and places to park when they sleep. In addition, Jonathan will bring awareness to lesser known aspects of trucking including new Electronic Logging Device (ELD) mandates, negative behaviors within the trucker workforce, hazard pay (lack of), and lumpers. Doc and Jonathan consider how government and society might better demonstrate appreciation from truckers - the seemingly forgotten essential workers. ABOUT JONATHAN BURGER. Jonathan Burger has a YouTube channel focused on Second Amendment activism/advocacy. His channel is called Guns N BBQ as he periodically tosses in content about his hobby of barbecuing. He is a former armed security officer and corrections officer turned truck driver. Jonathan drove truck for just over 5 years before going blind. Shortly after losing his vision he decided to start a YouTube channel. Jonathan remains well-connected to the OTR hauler community and understands the lesser-understood nodes along the OTR hauler network. PRE-2020 STATE OF TRUCKING. Jonathan reminds us that the trucking industry had challenges prior to the pandemic. Overnight parking was particularly difficult to find and even booking ahead didn’t necessarily secure a spot for the rig. Fewer businesses were allowing truckers to park in their lots due to the poor behavior of some in the industry who would leave behind trash. IMPACT OF 2017 ELD MANDATE. On January 23, 2022, Grace Dean of Business Insider wrote an article titled: Truckers say an electronic device that measures the hours they drive each day sometimes leaves them stranded just 30 minutes from home. While truckers had maintained paper logging records for decades, electronic logging devices went into effect in 2017 for most rigs. The logs track when truckers drive and take breaks, but the system is inflexible. Jonathan offered an example of a trucker taking a break in the parking lot near a warehouse. A few minutes into the mandated break, someone asks the driver to move his truck to the end of the lot, perhaps a hundred feet away. When the truck begins to move, the ELD resets the break. Ultimately, the purpose of ELDs was to prevent fatigued drivers from being on the roads - so ELDs make sense, but in their current incarnation, they seem to be too restrictive. PANDEMIC RELAXED TRUCKING RULES WITHOUT SUPPORT TO TRUCKERS - LUMPERS CASH IN AS DRIVERS TOLD NOT TO UNLOAD THEIR FREIGHT. On March 13, 2020, the US government made an emergency relief declaration that allowed OTR drivers with expiring licenses to continue working, eliminated the 30-minute break requirement during 11 hours driving, and relaxed the 60/70-hour rule. However, neither federal or state governments took action to support truckers. Arizona opened two shuttered waysides with limited hours - so that was at least something. But, no hazard pay for truckers, no National Guard deployed to keep open waysides and supply food, showers, and basic care to truckers. County fairgrounds could have been temporarily opened for truckers, right? There were no hero parades for truckers - even as wait times increased for truckers to unload and they were told to stay in their rigs, cubed away from the world. BROWN BAG BOOST CAMPAIGN. Doc and Jonathan pondered items that might go into a brown bag that would be given, as a sign of support, for truckers at waysides or scales. Items included a thank you note, chunky soup, socks, plastic utensils, and 3D printed air vent diffusers. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. ENDORSEMENTS. This is episode 168 of The Safety Doc Podcast published on 01-25-2022.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com