[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] Welcome everybody. I'm Laura Jones. I'm a co-executive director for Hudson Community First. We're so glad you're here.
[0:08] Hudson Community First is a local nonprofit that promotes positive youth development for all Hudson children by introducing them to the 40 developmental assets that will help them make better choices and grow up to be safer and more responsible.
[0:20] We want to welcome you to tonight's program, What You Don't Know and Why You Should, presented by the Hudson Police Department.
[0:26] government. This talk speaks to the asset of safety, where a young person feels safe
[0:30] at home, school and in the neighborhood. The funding for tonight's program and the rest
[0:34] of our community of care speaker series is possible with generous donations to our annual
[0:38] fund and Toast to Hudson fundraiser. We especially want to say thank you for contributions
[0:42] from Colleague Giving, Rosewood Hospitality and Cleveland Electric Labs as well as
[0:47] Tim and Amy Klepper, Ron and Lydia Harrington, Jason and Stephanie Cockreck, Jack and
[0:53] Becky Liske, Rick and Ellen Moulson, William and Cassandra Markwell and Mike and Marietta
[0:59] Markworth.
[1:00] The next community of care event will feature New York Times bestselling author Jessica Leahy
[1:04] sharing practical advice from her book, The Gift of Failure, How the Best Parents Learn
[1:09] to Let Go So Their Children Can Succeed.
[1:11] It will take place on August or, pardon me, April 21st at 7 p.m. in the Hudson Middle
[1:15] School Auditorium.
[1:17] I'd like you to help me welcome the Hudson Police Department.
[1:21] I will tell you I've heard this talk from them a couple of times.
[1:23] I know it's been updated for 2026, but last year I left just feeling how much our police
[1:30] department cares about our kids.
[1:32] There's awkward situations they'll talk about that if it happened in your family you'd
[1:36] probably want to hide them, but after you listen to them talk you learn that they just
[1:40] have so much insight and it's the type of thing they want to help your children
[1:43] through it so that it doesn't really end up impacting him too much.
[1:47] So with that, I'm going to pass the microphone and you're up first, okay.
[1:53] Hi, I'm Chief Perry Tabak. I appreciate everybody being here. I've got the easy gig tonight.
[1:58] I'm going to introduce my staff tonight and hopefully they're going to give you some good information.
[2:03] Who here has been to one of these presentations before? Anybody?
[2:07] So a couple of you, and like Laura had mentioned, you're going to leave here tonight with some new information
[2:12] Because what we've done with this program is every year we look for new trends or new things that we're seeing regarding these topics and so we'll change it and add the new information in because it isn't ever changing the world that we live in.
[2:27] So you will get some new updated information.
[2:30] My staff is pretty modest so they're never going to brag about themselves or background or training education and stuff like that.
[2:37] but these guys are all leaders amongst the other police officers in their peer groups.
[2:44] Just quick introduction so you get to know who some of these people are, but you got
[2:47] Sergeant Jim Curtin in the back, Jim. Jim is the newest addition to what we call special
[2:53] operations which encompasses the detective bureau, the school resource officers, and
[2:58] some other units in the police department that are in what you typically consider
[3:02] like the uniform patrol division, and that's where most of these guys are assigned
[3:05] to. Jim has done a lot in his career. He's a certified trainer for OPADA, which is the
[3:12] organization that regulates police training. He was a SWAT team, your team leader with
[3:20] Metro SWAT, as well as being, I think, the vice president of the OTOA, which is an organization
[3:26] in Ohio that is a SWAT organization. Jim's the newest member of the team, although
[3:31] So he was an SRO a few years ago, got promoted, went back to patrol, and now he's back with
[3:37] the unit.
[3:39] Officer Joe Giacomozza, one of our current school resource officers.
[3:43] Joe's also a certified trainer, subject matter expert in a lot of different areas.
[3:49] And he not only helps do some of the outreach training, but he also helps with the in-service
[3:55] training for the other patrol officers.
[3:58] Detective Tavis Campbell.
[4:00] He's one of our full-time detectives at the Hudson Police Department.
[4:04] Tavis, he wears a lot of different hats at the PD, but he specializes in a lot of our forensic stuff
[4:09] and computer stuff at the police department.
[4:12] And you'll see some of that expertise come out in his subject that he's talking about tonight.
[4:18] Officer Brian Loog, again, one of our current SROs.
[4:21] Brian's not only one of our SROs, but he's also on Metro SWAT.
[4:24] and he's also a certified instructor for OPADA.
[4:30] And then you have Officer Matt Price.
[4:33] Matt Price is also one of our full-time SROs.
[4:36] Matt's also on Metro SWAT and Matt is a subject matter expert
[4:40] in a bunch of different fields.
[4:41] He's also a negotiator for the SWAT team.
[4:44] So you've got a kind of wide background
[4:45] and these guys have a lot of training
[4:47] and hopefully comes through with this.
[4:49] One thing too is these guys are all parents, right?
[4:52] So when we sat down to look at this, the information that we wanted to give to the public and parents
[4:59] and stuff like that, we kind of sat down and said, okay, if we didn't know some of this
[5:03] stuff, what would we want to know?
[5:05] And so it's coming not only from police officers who are experts in different areas, but they're
[5:11] all parents.
[5:12] So hopefully you leave here with, even if it's one piece of information that
[5:16] didn't have that may help a situation that you encounter or prevent a situation from
[5:21] happening.
[5:21] So thank you for being here.
[5:28] All right, good evening everybody.
[5:31] We're going to start the night by talking a little bit about some of the things that we've been doing in the classrooms.
[5:37] Some of the things that we've also noticed that kind of worked.
[5:41] Obviously, you know, we can have the training, we can have the experience,
[5:44] but we're also learning from other parents as well, right?
[5:47] Your experiences, you know, parents that have maybe children that have been struggling with some things in their everyday life.
[5:56] So there are some things in here that you're going to go,
[5:59] oh yeah, why not?
[6:00] And then some things you're like, oh, maybe I'll try that.
[6:03] So that's what we're going to start you out with a little bit
[6:05] today, but first of all, the presentation goals,
[6:07] we're going to be understanding a little bit about some
[6:09] of the peer pressure and what we're talking
[6:10] with the kids in the class with.
[6:13] Some of the common substances
[6:14] that we're seeing throughout our schools are
[6:18] and not only, you know, public, private,
[6:21] just in the school district itself.
[6:22] health, risk recognition, prevention strategies, sex-dorsen and social media, promoting healthy
[6:30] communication and some of the legal consequences.
[6:33] So if your child gets in trouble, what are some of those consequences that are expected?
[6:41] So we all would love to wrap our kids up, right?
[6:45] That's how we start, right?
[6:46] We want to wrap them up before they get out that door.
[6:49] As they start growing up, though, we've got to start having a little trust of
[6:53] them kind of going out on their own you know and sometimes it's that first
[6:58] second child and then by that third one you're like all right don't hurt
[7:01] yourself you know just go just go out there but you know we when at the end
[7:06] of the day we want to protect our kids right that's for really what we're what
[7:09] we want and it really starts with that communication and you're gonna be
[7:14] hearing that a lot throughout this presentation is communication communication
[7:19] without that communication are they gonna feel comfortable coming to you
[7:24] so it's very important to, you know, kind of recognize that
[7:28] and try to figure out those strategies that will help them have trust in you to come to you.
[7:37] So some of the warning signs, some of us have heard from, you know, friends, family,
[7:42] some of us might be experiencing it.
[7:44] It's those typical signs that we see that sometimes we have to try to pay attention for,
[7:50] you know, and I understand that every day it's fast.
[7:52] lives are fast, where we're busy, we're moving around,
[7:55] we're working, we're trying to raise our family.
[7:58] Some of those warning signs are common things
[8:00] that we've seen, right?
[8:01] The sudden change in behavior, it's very common
[8:05] when we have a kid that is starting to get in trouble
[8:09] or starting to kind of veer off of what their norm is.
[8:13] It's usually that sudden change, something's going on.
[8:16] It could be something as simple as bullying.
[8:19] It could be something as simple as getting
[8:20] peer pressured and something. The physical signs, not, you know, not dressing the way
[8:27] that they normally would dress. You know, usually they, you know, have a certain style
[8:32] that they like. Now they're not exactly, you know, gearing towards that. They're kind
[8:37] of just waking up, wanting to just, you know, go about the day. School performance
[8:41] is a huge thing. Watching their grades, we've seen that where that dip has really,
[8:48] You know taking a dive in their grades and that's something obviously to pay attention for sometimes like I'm good
[8:53] I'm just you know struggling in math class. That's fine. That could be a very good possibility
[8:58] But if you start seeing maybe another class starting to trend down, that's something that now you're going okay
[9:04] Something else could be wrong here. We need we need to we need to try to communicate with each other and see what exactly is going on
[9:11] Social changes obviously they could be having issues with friends
[9:15] and sometimes financial
[9:19] So, whenever we're figuring out the factors that contributed to this, we're obviously
[9:26] finding peer pressure and desire to fit in is kind of that leading cause if they're
[9:32] getting into any drugs, alcohol, anything of that.
[9:35] So that's something to always pay attention for to communicate with your children about
[9:40] what we're doing in the schools as SROs, with DARE, with our Internet safety classes.
[9:48] is we're talking about that peer pressure.
[9:51] We're communicating the kids about how can we deal
[9:54] with those peer pressure?
[9:55] How can we deflect?
[9:57] How can we change the subject?
[10:00] How can we communicate with our parents
[10:02] if we feel like someone's trying to peer pressure me
[10:05] into something?
[10:06] So that's something that we are actively talking
[10:09] with the children about anytime we get a chance
[10:11] to be in the classroom.
[10:14] Fun fact though, like when we talk about peer pressure
[10:18] and we talk about, you know, alcohol and drugs specifically, you know, a lot of kids,
[10:24] when you talk with them, they say, well, is that something that all these kids are doing?
[10:29] We're actually finding that it's not something that kids, kids are actually, you know, resisting
[10:36] this at most. They really are. But sometimes they feel that other kids are doing it
[10:43] more, so that kind of brings them, getting them peer pressured into it.
[10:47] So it's really communicating with them, and we do this a lot, is communicating with them
[10:51] saying, listen, a lot of kids are resisting this.
[10:54] They know the health concerns that come along with these risky choices, and really communicating
[11:02] in that way, and communicating in the fact of giving them those choices.
[11:06] What are your choices?
[11:08] How are we deciding, you know, our choices of what to do, and then what are we
[11:12] after we're assessing it, how are we responding to it?
[11:15] So those are some of the strategies that we're using
[11:18] that could also get reinforced at home.
[11:23] So understanding the peer pressure side of things,
[11:27] something that we communicate with our high school kids
[11:31] is that they're one of their main complaints is,
[11:34] hey, how come I can't have more kids in the car
[11:36] with me at 16 years old or when I get my license?
[11:40] And it's because of these type of facts
[11:42] and it's trying to communicate to them that hey,
[11:45] this is the reason why.
[11:47] You can get distracted a lot.
[11:48] You can get peer pressured into playing that music loud,
[11:53] getting distracted, and then bad things can happen.
[11:56] So we talk with our high school kids
[11:59] about this anytime we get a chance.
[12:04] Countering, this is kind of where us
[12:07] as a village kind of help, right?
[12:09] It's creating that self-esteem.
[12:12] It's teaching those assertive skills.
[12:14] We do that a lot in DARE, where we do role-playing and we're trying to teach them, hey, if this
[12:20] was the situation, get in that group with your peers, what are some of the strategies
[12:25] that you can use?
[12:26] And then they're learning off of each other, like, oh, okay, I could do this, I could
[12:29] do that.
[12:30] And then they're going and they're role-playing it and then they're showing their peers
[12:33] how they can resist and how they can, you know, respond in a responsible way.
[12:39] So, a lot of times we try to get them to learn off of each other.
[12:45] Encouraging healthy friendships, sometimes those parents are really involved, right?
[12:50] It's trying to figure out, hey, are they with responsible kids of their peers?
[12:55] Are they hanging out with responsible ones and addressing it if you find out that,
[13:00] you know, maybe they're getting peer pressured in a negative way from those other peers.
[13:06] Setting clear expectations and limits is very important.
[13:10] The second we start, you know, shying away from that, you know, we can set clear expectations
[13:15] and then all of a sudden we're making one exception and then we're making another.
[13:19] We're kind of moving that goalpost and they realize that.
[13:22] And then they start moving it even more.
[13:24] That's something that we see a lot with kids who start kind of going down that road
[13:31] is that the goalpost kept moving and then they started moving the goalpost.
[13:34] And then it was difficult for the parent to try to get that goalpost back.
[13:39] So sticking to those clear expectations is important.
[13:45] Providing alternatives and then not being afraid to seek professional help.
[13:49] Sometimes when we're communicating with our families, they say, oh, I saw that sooner.
[13:56] I don't know why I didn't.
[13:57] It's a very common response.
[14:02] We're all sometimes afraid to say, when do I get help?
[14:06] Should I get it now or no, this is just an anomaly,
[14:09] maybe we hold off.
[14:10] Sometimes just go with that gut feeling
[14:13] that if I need some intervention now,
[14:16] we need professional help, just go with it.
[14:21] And communication, again, communicate,
[14:24] communicate, communicate.
[14:26] Very, very important for them to want to come to you.
[14:32] With that, we're going to move over to Officer Brian.
[14:37] Where's he at?
[14:38] And he's going to talk a little bit about some of those common substances that we've been
[14:41] seeing.
[14:46] So, hi.
[14:47] I'm Officer Brian.
[14:50] Officer Joe has this wonderful QR code right here.
[14:55] And throughout the presentation, it will pop up a couple of times and you can scan
[15:00] QR code with your camera on your phone and then you can type in a question and he'll get
[15:05] it and you can either leave your information on there or remain anonymous and we'll be able
[15:11] to maybe at the end answer some of those questions and if not we can, you know, get back to you
[15:16] on some of those questions. You've got a specific question about anything especially
[15:19] when Detective Tavis Campbell goes through because he is very technical.
[15:23] So, common, understanding common substances, we're going to take a look at what we are
[15:30] seeing in the schools and in the community.
[15:33] So obviously there's a lot more to cover, but this is primarily what we see.
[15:38] Vaping, both nicotine and marijuana, alcohol and then prescription drugs.
[15:47] So e-cigarettes and vapes.
[15:50] I
[15:57] don't know if you know, but I know a lot of students don't realize this, that the
[16:02] product on the right has 41.3 to 68 milligrams of nicotine.
[16:11] The product on the left has 25 milligrams of nicotine.
[16:16] The average cigarette is 10 to 12 milligrams of nicotine.
[16:24] So, a lot of adults and kids think that this is a safe alternative to a cigarette.
[16:32] Take a look at the nicotine levels.
[16:36] Now, your body absorbs nicotine differently depending on it.
[16:40] There's a whole lot of factors, personal factors that have to do with how much your
[16:44] body absorbed nicotine, but 41 milligrams of nicotine.
[16:54] Just some examples.
[16:55] Some of them are refillable.
[16:56] Some of them are not refillable.
[16:57] Well,
[17:00] these are actually an example of stuff that we've confiscated off of kids.
[17:05] This is a THC vape pen.
[17:08] That's the cartridge on the left, your left, and it's replaceable, and it's very, very
[17:14] small, very easy to conceal.
[17:19] We see those.
[17:22] The marijuana available today has a significantly higher THC level than the marijuana that was
[17:30] available in the past. And just so everybody knows with the new marijuana laws and all
[17:35] that it is illegal to possess or use marijuana under the age of 21. Sometimes the kids think
[17:41] well it's legal and oh maybe I can use one I'm 18. Got to be 21.
[17:50] This ban went into
[17:51] effect in around October of last year.
[17:57] You see how like these products are all made
[18:00] to look like kids candy.
[18:03] So if you look closely it's what hubba-bubba, wild cherry, and Delta
[18:10] 9, Delta 8, stuff in the jars, candy.
[18:17] You can't purchase this anywhere but a state-certified
[18:24] marijuana facility. These used to be available at gas stations. The new law says you can
[18:32] only get this in one of those state certified facilities. If you see candy in your kid's
[18:40] room or if they're driving in the car and the label is not quite right, you're looking
[18:46] at something that, you're like, oh, that label's not, take a look at the packaging.
[18:51] Because at first glance, you could easily mistake that for candy.
[18:56] And that's got very potent levels of THC in it.
[19:02] We're going to shift gears real quick back to vapes.
[19:06] I put this slide in here because all
[19:12] those chemicals, and I can't pronounce most of
[19:14] them, have been found in THC and regular nicotine vape dispensers.
[19:23] I don't know.
[19:24] I did not do very well in chemistry.
[19:25] Can
[19:35] you guys see the orange?
[19:38] Okay, so the orange compounds have been restricted by the FDA.
[19:43] And they're still in those vape pens,
[19:45] so these kids are potentially putting into their lungs.
[19:51] So if you're having a conversation, we're talking about communication.
[19:54] When you're having a conversation with your kids about this kind of stuff,
[19:58] that it is not a safe alternative to cigarettes.
[20:01] It delivers so much more nicotine than cigarettes do.
[20:04] and then look at all the chemicals they're putting in their bodies.
[20:12] These are at the high school.
[20:16] So they're in strategically placed areas in the high school.
[20:20] They do detect kids using vapes.
[20:24] And basically how it works, a vape detector goes off,
[20:27] the school administration gets a text message that a vape detector has gone off,
[20:33] they know the location of where that vape detector goes off,
[20:36] and then they start looking at cameras.
[20:38] cameras. And Officer Matt, how many cameras are in the high school?
[20:44] So if you're talking
[20:44] to your kids, you know, and you're discussing the dangers of vaping, there's also consequences
[20:50] and the high school is set up to detect the vapes and then you're always on camera.
[21:00] I like this slide as well. True or false? I think A is pretty good. We're seeing a
[21:06] decline in opioid use. We're moving in the right direction. Unfortunately, we're still
[21:14] more people are dying from drug overdoses than they are from car crashes.
[21:24] All these statements
[21:24] are true.
[21:29] D's better. Rates are dropping for high school seniors reporting using opioids
[21:33] for non-medical reasons. So some of these were trending in the right directions, but
[21:38] they're all still pretty high.
[21:44] We're talking about communication. You got to have these
[21:47] conversations with the kids. You've got to. Because you might have your prescription drugs
[21:54] locked up, you know, they're not accessible to the kids, but kids don't stay, you know,
[22:02] in our houses. They're visiting friends, relatives, grandma and grandpa. They have
[22:08] access to this stuff. So you've got to talk to your kids.
[22:16] That's section there
[22:17] about common substances.
[22:20] If you guys have any questions, scan that QR code,
[22:23] and we'll try to answer them.
[22:25] And I'm gonna turn it over to Detective Campbell.
[22:28] Thank you, Brian.
[22:31] Okay, I like to start by apologizing a little bit,
[22:35] because I get to talk about some of the dark, scary stuff
[22:37] that goes on on the Internet.
[22:39] Before I apologize for that, which I've already done,
[22:41] I do always want to reach out and tell you guys,
[22:44] the hardest working people we have in our agency
[22:46] see are school resource officers.
[22:49] They're in every school.
[22:50] I rarely see them.
[22:52] When they're done with the school year,
[22:53] they're doing safety city or they're doing training
[22:56] and then they're back in the school year
[22:57] and they're back in the schools.
[22:59] And there's a limited number of them
[23:01] and they seem to be everywhere all at the same time.
[23:03] So I wish we could have a whole bunch more of them.
[23:05] I know I could never be a school resource officer
[23:07] because I can't work that hard.
[23:09] So thank you guys.
[23:10] Again, my name is Tavis Campbell.
[23:12] I'm a detective.
[23:12] Can you guys hear okay?
[23:13] Is that the right temperature or right volume there?
[23:16] I'm a detective so I don't get the exposure that these guys are, they're kind of celebrities
[23:21] in the school.
[23:22] They show up to a room, everybody pays attention, I show up and they're like who's that guy?
[23:26] If you see me, it's probably not a great day, but most of the time I'm back at the
[23:30] police department and I'm around computer monitors.
[23:35] I've been in law enforcement for about 25 years, a little over 25 years, most of
[23:39] my law enforcement career, I've had a focus on some type of digital forensics.
[23:43] And the reason for that is criminals constantly use digital tools, cell phones.
[23:50] They're on computers.
[23:51] They have tablets.
[23:52] They're using skimmers, vehicles nowadays, all digital forensics.
[23:56] They use these to commit crimes.
[23:58] So somebody needs to investigate that and that's kind of where my passion comes in.
[24:02] So I do some peer review coaching for a couple organizations and volunteer my time to
[24:07] further digital forensics.
[24:10] Communication is going to be the key thing here, as we've talked a couple of times now.
[24:16] Because of what I do, my neighbors do know me well enough now.
[24:20] And my kids are teenagers, like the chief said.
[24:23] I've got kids, too.
[24:24] I've got a middle schooler and I've got a high schooler.
[24:26] And the neighbors around me, their kids are a little younger.
[24:29] So they're all getting to that age where they get that question, can I have a cell
[24:32] phone?
[24:33] Can I have a cell phone?
[24:34] Well, they know I do cell phone and digital forensics.
[24:37] Hey, Tavis, what about this?
[24:38] Hey, Tavis, what about this?
[24:40] Hey, Tavis, what about this?
[24:41] So I'm constantly getting asked what my recommendations are
[24:45] for all the different questions
[24:46] that you all have to deal with,
[24:48] that we have to deal with,
[24:49] that our parents didn't have to deal with,
[24:51] and nobody gave us a manual to say,
[24:54] how old is it?
[24:55] Should I give my kid a phone?
[24:57] What are they allowed to do on the phone?
[24:58] How do I monitor what they do on the phone?
[25:00] So we're gonna kind of go over some of that stuff.
[25:02] Hopefully I can help you out a little bit tonight,
[25:04] not scare you too bad.
[25:06] So here's a couple of analogies.
[25:08] These are my beliefs.
[25:10] Would you allow your kid to drive a car?
[25:13] No lessons.
[25:14] I'm going through teaching my daughter to drive right now,
[25:16] and it's a little terrifying.
[25:18] But we're learning, right?
[25:19] You take them to the parking lot.
[25:21] We drive slow, real slow.
[25:24] There's a little screaming and a little sweating,
[25:26] but we start it slow, right?
[25:28] Would you do that for a kid?
[25:29] No.
[25:30] You teach them how to drive.
[25:32] If anybody here likes to camp, you know,
[25:34] you take your kid out into the middle of the woods,
[25:36] drop them off with a pack of matches and say,
[25:38] hey, I'm gonna pick you up at the end of the weekend.
[25:40] Good luck, love camping.
[25:41] No, you teach them how to camp, right?
[25:44] Same thing with cell phones.
[25:47] No matter how hard we try, at some point in time,
[25:51] our kids are gonna be on a device.
[25:54] They're gonna have social media at some point in time.
[25:57] So my theory is, let's teach them.
[26:01] What's the right way to teach them?
[26:03] What's the right way to be on social media?
[26:05] What's the responsible way to be on social media?
[26:08] So some of the things I recommend are,
[26:11] let's start them off on the right foot, talk early.
[26:16] If you haven't already, it's never too late.
[26:18] Start talking to them about this.
[26:20] This is that open communication.
[26:22] And I know sometimes it's hard
[26:23] because your kids come from school.
[26:25] Hey, what'd you do today?
[26:26] Nothing.
[26:28] How are you doing?
[26:29] Fine.
[26:30] How was practice?
[26:31] Good.
[26:32] You know, it's tough.
[26:33] They don't want to talk to you,
[26:34] But you got to keep having those dialogues, right?
[26:37] That's just what you have to do with teenagers.
[26:40] Establish those boundaries and expectations.
[26:43] Boundaries for me, there are no cell phones in bedrooms.
[26:47] There's a charging station downstairs.
[26:50] Night time, that's where they go.
[26:53] There's no Chromebooks in bedrooms.
[26:56] So those are those boundaries.
[26:58] If you have social media, I know your username,
[27:01] I know your password.
[27:03] Those are those boundaries that you set early on.
[27:07] And then we talk about, what's it a responsible person on social media?
[27:13] Just get to them before they get in that digital world.
[27:16] Because Lord knows we don't want somebody else teaching them that.
[27:19] And there's plenty of people online that would like to teach them.
[27:23] So these are the most common social media platforms that kids are using as it stands right now.
[27:31] And other than Google Docs, that's the order
[27:34] in their popularity, YouTube's number one.
[27:38] And if anybody here has kids, we all know,
[27:40] man, they sit there on the YouTube,
[27:42] and they just flip those little reels
[27:44] over and over and over again, consuming that media.
[27:47] Screen times is important,
[27:48] try to limit them to that stuff.
[27:50] Snapchat, I'm gonna go into Snapchat here a little bit,
[27:53] show you a couple of the hidden dangers there.
[27:55] TikTok, I mean, there's some parental controls
[27:59] in there, not many, just like Snapchat,
[28:00] kind of useless. Instagram, most of our sex torsion cases are coming out of
[28:06] Instagram right now. We're gonna go into that a little bit deeper. Google Docs, and
[28:12] I know this one always kind of shocks people, but Google Docs is one of the
[28:17] biggest social media or at least communication platforms for your kids.
[28:22] And the reason for that is because they all have it on their school
[28:27] devices. So what they do is they open up a Word doc or a Google doc and they start typing.
[28:33] They share that with all their friends in their grade or in their classroom or the six
[28:38] kids that they want to talk to. And then they can use that Google doc and they can
[28:42] edit it together just like a chat room. Well you need to make sure you know. I know
[28:47] Dr. Cockley is back here somewhere. They can see it all. The schools can see everything
[28:53] everything that goes on in those Google Docs. And that's something you need to let your
[28:56] kids know. Hey, we know you guys talk on your Google Docs. You're talking about homework.
[29:01] Don't do anything dumb on there, because there are school consequences for some of the things
[29:06] that have happened. And unfortunately, I've had to be part of some of those school consequences.
[29:10] So Google Docs is a little bit of a weird one. So let's talk about Snapchat a little
[29:14] bit.
[29:17] If you didn't know, this is kind of like those old spy movie notes. This
[29:22] message is going to self destruct in, you know, two seconds after you read it.
[29:26] Right out of the gate, Snapchat is set up 24 hours after that sent, it's gone.
[29:33] So you let your kids have Snapchat, you're not going to read their messages.
[29:38] And they're smart, too.
[29:39] These kids are smart.
[29:40] They have AI now to tell them how to set this stuff up so their parents don't see
[29:43] stuff.
[29:44] They can set it to delete that message after it's been viewed.
[29:48] So, even if you're a good parent, you're staying on top of that stuff, they can delete it very quickly.
[29:57] This is called My Eyes Only.
[30:01] They can hide media in here. So, let's say you allow them to have Snapchat.
[30:06] My recommendation is you do not set my eyes only. So, there's a pin passcode there.
[30:13] They can set that up. The parental features in Snapchat. They don't allow you to disable this.
[30:19] They don't care. They want you to use this type of stuff. That's how they monetize their platform.
[30:24] And let's say you get on your parents' phone or your kid's phone and you're like,
[30:27] Like, oh, they set the pin, but I bet you I know what it is
[30:29] and you put the pin in incorrectly,
[30:31] takes a picture of you.
[30:36] Tell you how I know this.
[30:37] I do all of our digital forensics.
[30:40] I got a phone one day.
[30:41] I asked the officer, I said, do you do anything with this?
[30:43] Nope, I need to know that.
[30:45] Have you altered this in any way?
[30:47] Nope, okay, good.
[30:48] So I download the phone, the bad guy's phone,
[30:51] and all of a sudden there's a police officer's face
[30:54] on that phone and I'm like, oh,
[30:56] didn't touch the phone, did ya?
[30:57] It wasn't him, it wasn't him.
[31:00] Something to be aware of though, so we're going to go over some of the case trends here.
[31:09] Sex distortion is a big one.
[31:10] This is a large problem on social media.
[31:15] The big media companies are trying to combat this.
[31:18] It's very tough.
[31:19] That's why we talk to you and we talk to your kids about it.
[31:22] So, Officer Logan I talked to all the sixth grade, all the seventh grade, and all the eighth grade
[31:28] about sex distortion this last year.
[31:30] And I think it's something that we're probably going to do every single year.
[31:35] So, sex distortion is an online crime.
[31:38] This is when an adult threatens a minor, coerces them into either providing sexually explicit images,
[31:45] videos, something of that nature, and then they're typically going to turn around
[31:50] and they're going to ask for money.
[31:52] That's generally how this happens
[31:54] You're gonna have to talk to your kids about this and I strongly encourage it
[31:58] And it's gonna be an uphill battle because what are they gonna tell you, you know, oh, I'm careful
[32:03] I'm I don't friend anybody on snap that I don't know. I'm not gonna fall for that
[32:08] I'm not that stupid. I wouldn't send pics to anybody and
[32:12] The excuses keep going on and on you'd need to stay on and we need to communicate again
[32:17] We talk about communication over and over again, so let's talk about how this happens
[32:21] So, sex distortion, as I said lately, we've seen a ton on Instagram.
[32:25] It's going to start on one of these platforms.
[32:27] So this is Discord over here.
[32:29] It's a big gaming platform where they like to talk and chat in big groups called servers.
[32:34] Facebook, not so much.
[32:36] That's kind of the old people social media, so you don't see too many kids on there
[32:39] and Instagram.
[32:40] So these conversations start on Instagram, and then they generally jump off of Instagram.
[32:46] And the reason they jump off these media platforms
[32:49] is because the platforms are trying to combat this.
[32:52] So they have filters and they have AI bots
[32:55] that are going through all these chats
[32:57] and trying to find the sex distortion.
[33:00] So what they usually do is they jump off
[33:01] to like telegram or signal or iMessage to go one-on-one.
[33:07] So the bait generally starts, they get a message,
[33:12] hey, I think you're cute, or hey, don't I know you?
[33:16] It's just that person out of the blue that says, hey, I know you and you this is where you talk to your kids
[33:23] And I talked to my daughter who's on Instagram. I'm like how many people have reached out to you that you don't know
[33:28] She goes a few so it's happening over and over again
[33:32] And they try to engage them and usually what happens is
[33:37] They send an image hey, this is me if it's a teenage boy, which is what the majority of these are
[33:44] it's a pretty girl in a semi-state of undress.
[33:48] Don't you think I'm pretty?
[33:50] I think you're great.
[33:52] And what happens next?
[33:54] Then they start saying, hey,
[33:58] send me something.
[34:00] You know, and this doesn't happen overnight.
[34:03] It can happen over two weeks
[34:05] where they start gaining the rapport of your kid
[34:08] and they start asking, the flattery keeps going,
[34:10] they're looking at your friends.
[34:11] Oh, I saw Sophia did this.
[34:13] they are very smart, and this is a big enterprise.
[34:16] So once they gain that trust, that's where they ask
[34:19] that photo of them in a state of nudity,
[34:22] or performing some sexual act.
[34:24] Once they have that media, they spring this trap.
[34:29] This is an actual message that came
[34:31] from a sex distortion case.
[34:34] So send me $500 from your cash app,
[34:37] or I'm gonna ruin your life.
[34:39] All your friends are gonna see your pics.
[34:41] Your life's going to be over if I don't get my money.
[34:44] And they generally send you a picture of all your friends and family.
[34:51] They usually focus on grandmas, grandpas, cousins, like people in your family,
[34:57] something that's really going to be impactful for them.
[34:59] And then they're going to ask you to send money.
[35:02] Cash app, Google, Apple Pay, Zelle, Venmo.
[35:07] And I mean, I don't know about you, my kids have very limited access to any, they don't
[35:13] have any of these platforms to give that money over.
[35:16] So they're going to start asking for other things like gift cards.
[35:19] I know of a case in Hudson where a kid was riding his bicycle to Street'sboro to buy
[35:23] gift cards for scammers and riding his bicycle back.
[35:27] That's how bad it was because he was terrified that this stuff was going to be sent out
[35:31] and the guys are absolutely ruthless on it.
[35:35] So, these are some of the risks of being victimized that we really worry about the kids.
[35:39] And we're going to talk about how to combat that.
[35:41] But out of all these, I'm telling you right now, lost their reputation.
[35:46] Kids are terrified, you know, what's this going to do to me at school?
[35:50] They're not going to want to tell anybody.
[35:52] And that's where we need to make sure that we're telling them you need to talk
[35:56] to us.
[35:57] They are terrified of all these.
[35:59] Suicidal ideation.
[35:59] That's a, that's a big one, uh, social isolation and then of course, emotional trauma.
[36:06] So close to home here, uh, this is James Woods in 2022 is contacted on Instagram by a scammer
[36:12] with a fake profile 24 hours later, 24 hours.
[36:16] He was dead.
[36:19] This kid committed suicide.
[36:20] He was just an American kid, man.
[36:23] Right next door here, streetsboro, right over there.
[36:27] And James said, I think in the bottom there always gives me goosebumps, you know, he said he felt like he was stuck in an unavoidable loop for the rest of his life.
[36:35] We're talking about a kid here, man. He did not know. He didn't have the wisdom to know.
[36:41] And I don't know that his parents talked to him about it. From what I understand, they did.
[36:45] But we need to communicate with our kids because 24 hours, this kid went from normal to often himself because of sex distortion.
[36:57] I double click there.
[36:59] So the other one is down in Columbus, Brayden Marcus.
[37:04] Same exact thing, 15.
[37:06] Mother said he was having an amazing weekend of football, just a football player, back in
[37:11] 2021.
[37:13] 24 hours later, he died by suicide.
[37:16] Turns out, sex torsion.
[37:20] They think their lives are over.
[37:22] This is going to ruin me.
[37:23] My friends are never gonna talk to me again. I'm never gonna get to play in the football team
[37:26] I'm gonna be embarrassed forever when you and I all know, okay, this is a bump in the road
[37:32] We can get through this, but we need to be talking to our kids about this. It's it's no joke
[37:38] Okay, so we're being sex-storted. What do I do now? I
[37:43] would harp on
[37:45] Tell a trusted adult and that trusted adult thing is kind of important because they might not trust
[37:53] us to freak out because I'm a parent sometimes I don't react appropriately when my kids tell
[38:00] me something they did so maybe they you can take and talk to your aunt I know you love
[38:05] your aunt but whoever it is maybe it's a school resource officer maybe it's a principal that
[38:12] you like tell anybody a trusted adult that is the number one thing that I'm gonna say
[38:18] here. The next one is don't panic, we're going to stop talking to them, but if you have this at home
[38:24] we're going to block that. And the last one is if we can preserve evidence, great. But most importantly
[38:32] let's get them to communicate with us about this stuff. Preserving the evidence can help us later,
[38:37] that helps me. Most of these scammers are in Southeast Asia. Some of them are in India,
[38:45] but most of them are coming out of Southeast Asia.
[38:48] I have not had any personally that I've been able
[38:51] to prosecute here in the United States.
[38:54] We do work with the FBI,
[38:55] and they've had a couple of cases locally,
[38:57] but for the most part, this is all overseas.
[39:04] And then I think as Joe was talking about,
[39:06] don't ever hesitate to seek that professional help.
[39:11] So this is something a little bit new.
[39:13] National Center for Missing and Exploited Children
[39:16] is an agency that we work with.
[39:18] and their number one issue that is starting to pop up
[39:23] is this generative artificial intelligence.
[39:26] I just call it AI.
[39:27] This is what they call it.
[39:29] This is a huge problem that's starting to pop up
[39:31] in our schools.
[39:34] So basically everybody here knows what AI is.
[39:37] We're all living in the same world.
[39:40] But what can happen is you can tell AI
[39:43] to make you something.
[39:45] I want you to make this.
[39:46] and just based on your words, it makes a picture.
[39:50] And then it makes an amazingly realistic picture.
[39:53] I used it in my presentation here.
[39:56] This is a couple of years old.
[39:58] There's the prompt that I told that to make.
[40:00] And this is old.
[40:01] This is old technology here.
[40:03] It looks a lot better nowadays if I redid this.
[40:05] I put in there a couple of words.
[40:07] It generates that image.
[40:09] Same thing.
[40:11] You know, I put in a few words.
[40:12] It pops up.
[40:14] We'll go a little further here.
[40:16] I told it to make Joe Bald.
[40:19] I know you're sensitive about that.
[40:21] I'm sorry. I'm sorry.
[40:24] So why should I be concerned as a parent?
[40:27] And this is the reason.
[40:28] AI is being used to create
[40:30] sexually explicit and nude images
[40:32] using innocuous photos
[40:34] using these Nudify apps.
[40:37] This is that part right.
[40:38] I'm sorry. We kind of scary a little bit
[40:40] of what's going on out there today.
[40:42] But it's good to know.
[40:43] So the first one, they're using these tools
[40:46] tools to create the fake social media accounts that are reaching out to our kids.
[40:51] I literally had a case this last week where we looked into a kid's device because things
[40:57] were happening and they asked for our assistance and I looked at all the different followers
[41:01] and all the accounts that are surrounding this social media account.
[41:06] The images on there were amazingly accurate.
[41:09] We found one image where a person was holding a phone and they only had three fingers.
[41:13] Boom.
[41:14] That was our AI.
[41:15] everything else looked amazing.
[41:16] I mean, you cannot tell the difference
[41:18] between a real photo and these.
[41:20] And these scammers are using these social media platforms,
[41:25] generating these images over and over
[41:26] to make it look like a normal social media account.
[41:28] So when they reach out to your kid and say,
[41:30] hey, I think you're really cute,
[41:31] hey, just look at my profile
[41:33] and they're going through these photos,
[41:35] they can have it made look like
[41:36] they're sitting on Hudson's Green.
[41:38] It's absolutely terrifying.
[41:40] So we wanna make sure
[41:41] that they know who they're talking to.
[41:45] This is actually probably one of the scariest ones for me
[41:47] because the sex torsion that we just talked about,
[41:51] they had to send an image for that sex torsion to happen.
[41:55] Now they're using the innocuous images
[41:56] that are posted online
[41:58] and they're making sexually explicit photos
[42:01] and then they're using those to sex sort the kids
[42:03] right out of the gate.
[42:04] So they don't even have to send the image.
[42:06] Can I see why I apologize here?
[42:10] Bullying is probably the number one out of all of this.
[42:13] Kids are kids.
[42:14] They do things and they think that they're funny.
[42:16] So they'll go use an image of a friend
[42:20] and they'll put it on social media
[42:21] or they'll text it to their friend group
[42:23] and say, hey, look at what Billy was doing
[42:25] when in reality it's an AI generated image.
[42:30] So what can I do as a parent?
[42:33] That's a lot of stuff that I just gave you there.
[42:36] There's actually a tool that you can use
[42:38] and this is called Take It Down
[42:39] and this is by NecMec,
[42:41] National Center for Missing Exploited Children.
[42:42] And that QR code right there takes you to it, or you could just Google it if you wanted to.
[42:49] So let's say one of our kids sends an image of themselves in a state of nudity or in dress
[42:54] or performing a sexual act. You can go to that website and you can go to take it down.
[43:00] And what they'll do is they'll take a digital thumbprint of that video or that image
[43:06] and they'll upload that to their database and they'll give that to all the big participating platforms.
[43:12] And if anybody else has that, they take that, they take that image down.
[43:16] So how it works,
[43:20] sort of the chief said I was doing the technical stuff here.
[43:22] Nothing is uploaded to Necmac.
[43:25] You are not sharing the image or video, you're not uploading it to another website.
[43:32] It stays on your device.
[43:33] So what they do, every image, every media file has a bunch of zeros and ones.
[43:39] What they do is on your phone, they take this and they run it through this little
[43:43] algorithm. All those zeros and ones that make up your photo are run through the algorithm
[43:48] and then it gives you this value. This is called a hash value. It's something pretty
[43:52] regular that we use in digital forensics and a lot of IT sources. So what they do
[43:58] is they take that hash value, you share it with NECMEC, and then they give it to
[44:04] all the participating platforms. So if you were to upload that image, and that bad
[44:08] That guy had it on his Instagram account.
[44:11] Metta, who owns Instagram, would go,
[44:13] hey, that's that file.
[44:15] It's got that digital fingerprint.
[44:17] They shut that account down, they take that image down,
[44:20] and then they actually generate something called a cyber tip,
[44:22] which eventually if the suspects in Hudson
[44:24] would be forwarded to me in Hudson
[44:26] and we would investigate.
[44:28] So I just want to be clear.
[44:29] Take it down as one of the best tools out there.
[44:32] If you accidentally share something and you keep it,
[44:35] this is that preservation part that we talked about,
[44:38] it can be taken down.
[44:43] So what do I do?
[44:44] How do I monitor my kids' devices?
[44:47] There's a couple different ways to do it,
[44:48] and I could probably do a one-week class for parents
[44:53] on how to monitor your kids' devices,
[44:55] and I still wouldn't cover all those scenarios.
[44:58] So the first one you're going to have...
[45:00] We're going to have one of two different devices. You're either going to have a Google
[45:03] device or you're going to have an Apple device. Those are really the only two options out there.
[45:08] So operating system based monitoring. That means this comes baked into your phone when
[45:14] you get it and you turn it on the first day. Apple family and Android family link. I'm
[45:20] an Apple guy. That's just the phone that my kids wanted to use so I by default get
[45:25] to use Apple. It's good for regulating things like screen time or if they can install applications.
[45:34] You can lock that down. You can manage their contacts. You can manage overnight contacts,
[45:42] you know, who's their emergency contact. That's really kind of the global things that
[45:46] these tools allow you to do. They're kind of getting into the if there's risky photos
[45:52] those being sent, they'll send you a notification,
[45:55] hey, do you really think you should be sending that?
[45:57] But I know my daughter has gone like this before
[46:00] and it flags it and says, hey, that's a risky photo,
[46:02] don't send that stuff.
[46:03] So it's not 100% accurate.
[46:05] So those are good tools to use kind of as your baseline.
[46:10] Now, if you wanna go a little bit deeper
[46:12] and you're willing to pay a little bit of money,
[46:14] you can go into the third party applications.
[46:17] So I have experience with BARC.
[46:19] And I have to kind of give you a caveat here.
[46:23] I'm not endorsing any of these.
[46:24] I don't know the prices on them.
[46:26] And every single one of these is going to be work.
[46:30] Because every time a phone updates their operating system,
[46:34] something breaks.
[46:35] Every time Apple says, aha, you can't do that,
[46:38] something breaks.
[46:39] So you gotta be staying up on it.
[46:40] I will say it is hard work, okay?
[46:43] And Google is your friend.
[46:45] So if something breaks and you got a question,
[46:47] ask Google.
[46:48] Nowadays, you can ask chat GPT and it's pretty good as well.
[46:52] So what these are good for is kind of monitoring the social media and content of what your
[47:00] kids are doing.
[47:01] So you can put on, you know, for bark, you can do keywords, groups, some will be sexual
[47:08] nature, you could do profanity, suicidal ideation, you can turn all those flags on
[47:14] and it will send you alerts.
[47:18] It'll monitor the social media.
[47:20] Some of them allows you to control social media a little bit.
[47:22] It's a lot more granular and it gets into the phone
[47:25] and sends you notifications.
[47:27] Whereas the operating system-based ones
[47:29] will not send you those notifications.
[47:32] They'll send you the screen time requests
[47:33] over and over and over,
[47:35] but they're not gonna send you the notifications
[47:37] on what they're doing.
[47:40] And I put, this is a little older one,
[47:42] I didn't update this.
[47:44] When you start reading those text messages, good luck.
[47:47] It's hard to read what your kids say.
[47:50] Sometimes it's hard to understand what they're saying when they're talking to you and calling
[47:53] you bruh for the 30th time today.
[47:57] But Google's your friend.
[47:59] When you're looking at stuff and you're like, I don't know what this means.
[48:03] Google it.
[48:04] And usually somebody on there will explain it to you.
[48:07] I wouldn't do it on a work computer, but Google it, okay?
[48:10] Okay, all these words up here are things that I've had to look at and go, what does this
[48:15] mean?
[48:16] One of the ones I just learned about, if you see a bowl of noodles, pretty benign, right?
[48:22] Noodles?
[48:23] Why are you asking me for noodles?
[48:24] Maybe like ramen, you know?
[48:26] That's a short term for noodles.
[48:29] Noodles, noodles.
[48:31] So if you see somebody asking for a bowl of noodles, they're not asking for dinner.
[48:39] This is, again, this stuff will all be available later, too.
[48:42] This is a QR code that just comes back to some of the resources.
[48:47] I personally use a social media contract for my kids.
[48:51] My kids are on Snapchat.
[48:53] Much to my dismay.
[48:55] They do have, one of them's got Instagram.
[48:59] We have contracts, and these are the things that I lay out.
[49:03] We sign those contracts.
[49:05] In that QR code are those contracts that have places to write down user names, passwords.
[49:12] I'd like to say that I invented all this.
[49:14] No, I stole this stuff from somebody else too.
[49:16] Somebody else smarter than me.
[49:18] But I encourage you to do that if you're going to give your kids those options.
[49:21] If you have any questions, make sure you use that QR code there and submit them to me.
[49:26] I'll do the best I can.
[49:27] I'm not an expert on all of it, but I definitely try there.
[49:31] So I'm going to hand this off to Officer Price,
[49:35] and he's going to talk to you about the legal consequences.
[49:36] Thanks for your time tonight.
[49:39] Thank you, Tevis.
[49:42] Okay, so everybody in the room take a collective like deep breath for a second, okay, because
[49:49] obviously these guys throw a lot at you and it's a lot of, some of it's probably shock
[49:55] and all, but at the same time it's a lot to take in.
[49:58] Great stuff, but at the same time, I know as a parent you've got to kind of take a
[50:03] minute and be like, okay, none of this stuff has happened, just deal with it when we
[50:07] get there.
[50:08] So I'm the end, so we'll make this, I'll try and make it quick.
[50:14] When we talk about legal consequences for our kids,
[50:18] generally as a police department and with some accounting juvenile court,
[50:22] we try everything in our power to make sure that kids don't end up in the court system.
[50:27] We have a diversion program that myself and the other two SROs will run.
[50:33] Basically it's like a probation period where kids are kind of required to report into us.
[50:39] They do a lot of things under contract like you have to go to school, you have to go to appointments,
[50:45] you have to meet with us, you have to go to some training, that kind of thing.
[50:51] And I think we have found over time, it's a great program.
[50:54] Kids really respond well to it.
[50:56] It's that first initial scare like, okay, if I don't straighten out now,
[51:00] then I'm going to end up in Summit County Juvenile Court. So we've been, we've been
[51:05] really blessed with that. So I'm going to talk about open communications. Again,
[51:10] QR code, we're probably not going to have a whole lot of time to answer questions
[51:13] at the end, but we will be here afterwards and we can talk, but we are
[51:17] going to actually take all the questions and post them online and
[51:22] answer them. So back to talking about open communication. So open
[51:28] communication fosters an open and non-judgmental line of communication with your team. That
[51:33] is really hard to do as a parent. I'm a father of three, all girls, and I now have three
[51:38] grandchildren. So I am doing this whole thing all over again. It's not easy. Make them
[51:44] feel comfortable discussing experiences, concerns, and peers. Sometimes that's opening up
[51:50] to your own experiences. I mean, that's our own thing, right? We don't want them
[51:53] to make the mistakes that we made. So, trying that earlier is the better, talk with your
[51:59] kids every day. When I say earlier is the better, 9, 10 years old, don't be afraid to
[52:06] just start kind of say, hey, what do you know? Because you're going to find out they
[52:10] know more than you do, or they may know something that you're like, wow, how did you know that?
[52:15] Where did you hear that? And guess what I'm going to tell you, the bus is a scary
[52:18] place. So keep that in mind. And talk with them every day. That's sometimes hard because
[52:25] like Detective Campbell said, we get fine, okay. One thing that I've done is I tell my
[52:33] kids about my day, which kind of becomes interesting because they want to know about
[52:37] my day now because I'm not saying my day is interesting but it's, hey, what happened
[52:40] at school dad? And then they kind of are like, okay, well, I'll tell you about my
[52:46] day and you can tell me but so it's it's just trying to figure out what the what
[52:50] the secret cheat code is circle
[52:55] of trust right I'm not dating myself I hope
[52:59] anybody doesn't know what this is we can talk about it later so yes circle of
[53:05] trust so open communication talked about that just trying to let them feel like
[53:13] you have an open-door policy if they want to come in and talk they can come
[53:15] I'm going to talk.
[53:17] Establishing boundaries.
[53:18] Sometimes that conversation is sort of like what we have
[53:21] with the kids at school.
[53:22] Listen, this is between us.
[53:24] I'm not going to go out and tell other people,
[53:26] but at the same time, if you say something that's going
[53:28] to put me in fear or something that I got to worry
[53:30] about with you, like if we need to go find someone
[53:32] to talk to, we're going to go do that, okay?
[53:36] But establishing those boundaries and telling them that.
[53:40] Consistency, trying to do it every day.
[53:43] Not every day, every weekend.
[53:45] Sunday dinner, I don't know how many of us still do Sunday dinner.
[53:48] I try to do Sunday dinner with my kids.
[53:51] Hey, come home, tell me your stories, tell me what's going on in your life.
[53:54] If we need to figure something out, we can figure it out then.
[53:57] Respecting their privacy, that is super hard.
[54:02] I came from the age of let's take the door off, right?
[54:05] If you didn't have your door taken off in school, you guys are really good.
[54:10] But, nowadays, they live online, they go off into their rooms and we never see them again,
[54:16] but they're just on their phones, on their iPads, doing all the things that they do.
[54:21] Respecting that privacy helps in the end when you have to say, hey listen, open up to me,
[54:26] let's talk about this.
[54:27] Let me see your device, okay, and we're going to touch on what that's like.
[54:33] Building confidence.
[54:34] You know, if they make a good decision, tell them.
[54:37] Like, let them know, hey, that's awesome.
[54:40] I'm proud of you that you said no.
[54:42] I'm proud that you didn't do that.
[54:43] I'm proud you didn't take the bait.
[54:45] I'm proud that you made a good decision.
[54:48] Building that confidence goes a long way
[54:50] because then they want to come to you
[54:51] and they want to tell you those things.
[54:54] Emotional support.
[54:56] Like I told you guys, I'm a dad of three girls.
[55:00] There's a lot of crying in my house.
[55:02] Sometimes there's still a lot of crying in my house but emotionally I'm just there.
[55:08] I can't get mad, I try to be sad with them, sometimes I cry with them, but being that
[55:15] emotional support and being that person that they want to come to, that's all that makes
[55:19] a difference in the world.
[55:21] Encouraging independence, giving that open-ended, you can make a decision, I'm here if you
[55:27] fall.
[55:27] That's always how we've been.
[55:30] Model trustworthy behavior. Kind of showing them, hey, listen, I'm going to trust you
[55:36] with my information. I want you to trust me with yours. Sometimes that's hard to do.
[55:41] Hey, dad screwed up today, like, bad. You know, my daughters all know. Chief's mad
[55:48] at me today. I did something wrong. They're like, well, what'd you do? So, never terrible,
[55:53] but it does foster that you know trustworthy behavior and that way that communication comes through
[56:00] Understanding perspectives. This is the hardest thing to do
[56:05] These kids are so smart and so in tune with
[56:09] everything political and life and and they they have opinions and it's really good for us to try and understand them
[56:17] Even though we may be on the completely opposite end of everything
[56:21] I'm a police officer. I have very different views than some of my daughters that are on a different end, but we talk and we're able to communicate without judgment. And that's really the hardest part. But in the end, we're still family. We still come together in the end.
[56:35] Okay, last and not least crisis response. When that panic button gets pushed, you guys got to be ready. Detective Campbell showed you guys about take it down. Awesome thing to have.
[56:48] maybe it's just coming to the police department
[56:50] and talking to one of us.
[56:52] Maybe it's even picking up the phone
[56:53] and calling one of the SROs.
[56:55] We're in all the schools, just call the school and say,
[56:58] hey, can I speak to one of the SROs?
[56:59] They'll get you in contact with us.
[57:01] We're always there.
[57:02] We're always open to just even if you have questions,
[57:06] like, hey, I don't understand this
[57:07] and we can get you an answer, okay?
[57:15] So a very smart teacher here at the middle school
[57:17] loaned me this thing that she does every year
[57:21] with her kids in health class.
[57:24] She lets them say, I wish my parents knew, okay?
[57:29] Our kids have voices.
[57:30] I think sometimes we forget that.
[57:32] Sometimes that gets lost.
[57:33] But it's real important for us as parents
[57:35] to be able to listen to those voices
[57:36] and actually hear what they have to say.
[57:40] I wish my parents knew they were too reactive
[57:43] and did not outburst or avoid the problem.
[57:46] be calm please. I don't know how many of us got yelled at our parents when we were young,
[57:52] but kids don't like that.
[57:56] Okay. I wish my parents knew how to respect my personal boundaries,
[58:01] like closing my door or leaving my room or knocking before they come in. Father of three
[58:08] girls. I learned the value of knocking on the door before I come in because you want
[58:12] to set them off. That definitely makes them unhappy when you're not knocking.
[58:20] I wish
[58:21] I wish my parents knew that my worth isn't in my report card.
[58:24] I'm a graduate of Hudson High School.
[58:26] I went all the way through K-12.
[58:29] I know the pressure that these kids are under.
[58:31] I've seen it firsthand.
[58:33] They are much, much more than their report cards.
[58:36] And I think that's something we all have to understand
[58:38] and not probably take into effect because they're awesome.
[58:41] Every one of these kids that we deal with on a regular basis are awesome
[58:44] regardless of what their grades are.
[58:47] So I
[58:54] wish my parents knew I put on a fake smile every day
[58:56] and act like I'm okay.
[58:59] This is a perfect one.
[59:00] It's okay to not be okay.
[59:02] It's hard to get kids to understand that sometimes.
[59:05] I know that we have a lot riding on them
[59:07] and we want them to be happy,
[59:08] but if you're not okay, talk to me.
[59:10] Tell me about it.
[59:11] Let me help you be okay.
[59:12] And if I can't, we'll figure out somebody who can
[59:14] or we'll figure out what we need to do to get you there.
[59:21] I wish my parents knew how to give me time
[59:23] to process certain things.
[59:26] Kids are like this now.
[59:27] I think they like to sit and mull over things
[59:28] things where we're just like give me an answer.
[59:34] I wish my parents knew how not to turn everything
[59:36] I say into a lesson. We all do that one, right? Like, you're going to learn a lesson today.
[59:46] Okay. So real quick summary. Once you guys have awareness, education, prevention, monitoring
[59:53] and supervision, healthy communicating and seeking professional health, our children
[59:58] really truly and honestly
[1:00:00] In our opinions, in us, we just want them to be heard and we want them to be loved and
[1:00:04] I know you guys want the same. So, thank you. Again, there's the QR code. We appreciate you
[1:00:11] guys being here. I'm going to let Laura kind of take over. But thank you for your time.
[1:00:19] Thank you so much, Hudson Police Department. Hopefully you learned a lot. I would also
[1:00:23] like to thank HCTV who filmed. So, if you are leaving and you're like, I wish all
[1:00:27] my friends heard this. It will be out on HCTV in a few days and we'll try and put it
[1:00:34] on our website as well so you can go to HCTV or go to Hudson Community First website and
[1:00:39] find the video and you could go back on and see some of the information if it went
[1:00:44] too fast for you or anything as well. So thank you again for coming. We appreciate
[1:00:47] it.
[1:01:04] And I've said in years past and I didn't
[1:01:06] say it this year but when we went in to talk, I went in to talk to Perry about
[1:01:09] potentially doing some sort of presentation, bringing someone in and asked if they wanted
[1:01:13] to have a table at bringing in something from another police department. He's like,
[1:01:17] we want to be the ones doing it. Are you kidding? We want to talk to our parents any chance
[1:01:21] we get. So we appreciate all that they do. Thanks.