Body art education: the earlier, the better.
Using the major format identified for successful prevention and intervention work, five "W" questions: what, why, whom, where, and who, plus one: how, this article first summarizes the current body art literature. Then, educational strategies specifically regarding the topic of tattoos and body piercing are presented for school nurses. These strategies can be used to create applicable, realistic information for young students before they are faced with decisions related to body art. The school nurse might be the first and only credible source of information the students receive related to body art in an education/health environment. Curriculum emphasis is on the decision making leading up to the action, and the major purposes, rather than on the markings or jewelry associated with procurement. Reducing decisional conflict while promoting positive development in the areas of empowerment, self-esteem, and maturing can help achieve stronger informed decision making.
['Armstrong|Myrna L|ML|', 'Tustin|Jane|J|', 'Owen|Donna C|DC|', 'Koch|Jerome R|JR|', 'Roberts|Alden E|AE|']
D000293:Adolescent D000294:Adolescent Behavior D046288:Body Piercing D002648:Child D003657:Decision Making D006266:Health Education D007722:Health Knowledge, Attitudes, Practice D006801:Humans D011209:Power, Psychological D012309:Risk-Taking D012573:School Nursing D012649:Self Concept D013334:Students D013653:Tattooing
tattoos body piercing adolescence education early education elementary middle school