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Transcript of TEENAGERS ARE FROM URANUS
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FROM A PARENT’S PERSPECTIVE:
18 WAYS PARENTING TODDLERS
IS LIKE PARENTING TEENSSource: Chris Jordan, alphamom.com
Who said this (slightly paraphrased)?
I wish there was no age between 13 and20, because nothing happens duringthose years but getting girls pregnant,embarrassing your family, stealingembarrassing your family, stealing
and fighting.
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“I would there were no age betweenten and three and twenty…
For there is nothing in the betweengbut getting wenches with child, wronging
the ancientry, stealing, fighting.”
William Shakespeare (1564‐1616)William Shakespeare (1564 1616)The Winter’s Tale, Act III, Sc. iii
ONE PERSON’S EPIPHANY IS ANOTHER PERSON’S MESS ON THE BATHROOM FLOOR.
Arthur Fry, inventor of the Post‐it note.
From Wikipedia, the free encyclopedia
Archimedes Thoughtful by Fetti (1620)
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WHAT WERE YOUTHINKING?THINKING?
TEENAGERS ARE DIFFERENT
1. Teens are shifting from concrete thinking to abstract thinking at varying degrees
2 Ri k ki i d i ll2. Risk taking increases dramatically3. Preoccupation with appearance4. Peer approval becomes extremely
important5. Sleep depravation is more likely6. Difficulty in interpreting nonverbal cues
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TEENAGERS ARE DIFFERENT, CONTINUED
7. Problems in shifting from one activity to another or inhibiting undesirablegbehaviors
8. Impulsivity9. Emotions dominate over reason10. Planning and organization skills are not yet
fully developed11. Decision making happens at a different
level
SLEEP DEPRIVATION AND ADOLESCENTSAccording to a Mayo Clinic monograph, adolescents need about 9 hours of sleep peradolescents need about 9 hours of sleep per night to maintain optimal daytime alertness. Around the onset of puberty, there is a change in circadian rhythms in which the time the child falls asleep naturally shifts for 8 or 9 tochild falls asleep naturally shifts for 8 or 9 to 11 p.m. or later. More than 90% of teens reported sleeping less than 9 hours, and 10% reported sleeping less than 6 hours a night.
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ADOLESCENT BRAIN DEVELOPMENT AFFECTS
BEHAVIORBEHAVIOR
Some structures influencing teen behavior include the amygdala, insula, and prefrontal cortex.
The Amygdala is often referred to as the “Fight or Flight” center of theor Flight center of the brain. All sensory input passes through the amygdala as well as social/emotional inputsocial/emotional input. In addition to “Fight or Flight” it influences drives for food and sex.
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A DEMONONSTRATION OF HOW IT FEELSWHEN THE AMYGALA IS STIMULATED
Deborah Yurgelen‐Todd studied 18 teens an 16 adults, asking them to identif the emotionsidentify the emotions from pictures of adult
faces. The teens had numerous errors whilethe adults did not.Source: PBS Frontline, One Reason Teens Respond Differently to the World: Immature Brain Circuitry
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The Insula is often described as the “wellspring of social emotions” ranging from love to disgust. It reads body states like attraction or anxietyattraction or anxiety, and then helps prompt the appropriate action.
PREFRONTALCORTEX
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PREFRONTAL CORTEX“Executive Function” area of brainwhere rational thoughtwhere rational thought, consideration of possible outcomes and consequences, initiation, inhibition, planning, p gorganization, and control of emotions occur.
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MICHAEL NERNEY, FROM THE COLLABORATIVE.US
8 Components of Executive Functioning
1. InhibitionThe ability to stop one’s own behavior,Managing impulsivity2. Shifting Attentionthinking flexiblythinking flexiblychanging gearsCooper‐Kahn, J. & Dietzel, L. (2008). Late, Lost, and Unprepared. Bethesda, MD: Woodbine House
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8 Components of Executive Functioning
3. Emotional ControlIdentifying thoughts and feelingsIdentifying thoughts and feelingsModulating responses over feelings by using rational thought 4. Initiationbeginning a taskbeginning a taskproblem solving
Cooper‐Kahn, J. & Dietzel, L. (2008). Late, Lost, and Unprepared. Bethesda, MD: Woodbine House
8 Components of Executive Functioning
5. Working MemoryTh bilit t h ld i f ti i i dThe ability to hold information in mind to complete a task6. Planning & OrganizationSystematically managing current and future‐oriented task demands
Cooper‐Kahn, J. & Dietzel, L. (2008). Late, Lost, and Unprepared. Bethesda, MD: Woodbine House.
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8 Components of Executive Functioning
7. Organization of Materialsordering work play and storage spacesordering work, play, and storage spacesmanaging materials8. Self‐Monitoringmonitoring one’s own performance
l i fevaluating performance
Cooper‐Kahn, J. & Dietzel, L. (2008). Late, Lost, and Unprepared. Bethesda, MD: Woodbine House
BRAIN DEVELOPMENT DOES NOT OCCUR ATDOES NOT OCCUR AT
THE SAME TIME OR PACE IN DIFFERENT REGIONS
OF THE BRAINOF THE BRAIN
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MYELINATION
White fatty cells called myelin wrap y y paround the axon of a neuron. This greatly increases the speed of impulses traveling through the axon. i h h i iIt is what causes the increase in
“white matter.”
SYNAPTIC PRUNING
The process in which unused brainThe process in which unused brain cells (neurons) are eliminated as a normal part of development (use it or loose it). This increases the efficiency of the remaining cells to transmit neural impulses.
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Dendrite
Node ofR i
Axon Terminal
Soma Ranvier
NucleusMyelin Sheath
Schwann Cell
ADOLESCENT DECISION MAKING
Research by Abigail Baird, Ph.D.Professor of Psychology, Vassar College
25 adults and 25 adolescents asked a series of “Is it a good idea or a bad idea to…?” while in fMRI tube. Questions included things like “biting a light bulb” and “setting your hair on fire” vs. “eating a salad ” All subjects gave correcteating a salad. All subjects gave correct answers, but teens took much longer to respond to bad ideas and the fMRI’s showed activation in the amygdala and insula (no thought required) in adults and the cortex (thought required) in teens.
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Following clip from the Universityof Minnesota Symposium “Trends in Adolescent Brain Development: Implications for Youth Practice and
Policy” 2012Dr Abigail BairdDr. Abigail Baird
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ADOLESCENT RISK TAKINGResearch by Laurence Steinberg, Ph.D.His work demonstrates how the Reward Processing S t th t i l ti kiSystem that involves sensation seeking, peer approval, and reward/pleasure seeking develops around puberty, ahead of the Cognitive Control System which consists primarily of executive functions. The Cognitive Control System is not complete until early adulthood. Greatest imbalance at 14‐17. Vulnerability is further increased by the presence of peers because they activate the Reward Processing System during adolescence.
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MYTHS ABOUT TEEN RISK‐TAKING
1. Adolescents are irrational or reason about i k i f d t ll diff trisks in fundamentally different ways
2. Adolescents do not perceive risks where adults do
3. Adolescents are less risk‐averse than adults
Source: A Social Neuroscience Perspective on Adolescent Risk‐Taking, ScienceDirect.com, Developmental Review 28 (2008) 78‐106
FACTS ABOUT TEEN RISK‐TAKING
1. Adolescents are as knowledgeable, logical, reality based, and accurate as adults in the ways in which they think about risky activity, butin which they think about risky activity, but engage in significantly higher rates of risky activity.
2. Accidents and self‐inflicted injuries account for nearly half of all fatalities of American youth, a much higher percentage than children or adultsmuch higher percentage than children or adults.
3. Over $1 billion is spent in US annually on public education programs in health, sex and/or abstinence education, driver education, etc., that do not work or are unproven.
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STEINBERG RECOMMENDS:
Rather than attempting to change how teens view risky behavior, a more profitable strategy might focus on limiting opportunities for immature g ppjudgment to have harmful consequences. More than 90% of all American high school students have had sex, drug, and driver education, yet large portions still have unsafe sex, binge drink, smoke cigarettes and drive recklessly Teen risk taking is tocigarettes, and drive recklessly. Teen risk‐taking is to some extent inevitable. More effective strategies might include: 1. Raising the price of cigarettes
RECOMMENDATIONS, continued
2. More vigilant enforcement of laws related to sale of alcohol to minors.
3. Raising the driving age.4. Expanding adolescents access to mental health
and contraceptive services.
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STEINBERG’S EVIDENCE BASED THEORYABOUT ADOLESCENT RISK‐TAKING
Risk‐taking increases between childhood and adolescence due to changes in the brain’s “socio‐emotional system” that lead to reward seeking, especially in the presence of peers. It declines between adolescence and adulthood due tobetween adolescence and adulthood due to changes in the “cognitive control system” which occur gradually from adolescence to young adulthood.
IMPLICATIONS FOR PRACTICE1. Teen’s knowledge of risks/consequences
often does not impact decisions2 Since teens know what to say they may2. Since teens know what to say, they may
present as a “wolf in sheep’s clothing” 3. Caregivers need to be made keenly
aware of the above in chaperone training4 Monitoring and verification are crucial4. Monitoring and verification are crucial5. The most effective intervention should
be group based and should be interactive rather than didactic
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IMPLICATIONS FOR PRACTICE6. Attention to peer influences is crucial7. Reducing risk of recidivism for many teens
remaining home or returning home may g g yrequire limiting opportunity through a continuum of restrictions ranging from house arrest with electronic monitoring to strict curfews.
8. In residential placements, a program model incorporating positive peer pressure elements should be considered
OCCAM’S RAZORALSO KNOWN AS THE LAW OF PARSIMONY
A ti h th th th tAmong competing hypotheses, the one that makes the fewest assumptions should be selected (i.e. the simplest hypothesis that explains all of the data is usually best).
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THE DSM‐IV‐TRAND ADOLESCENT BRAIN DEVELOPMENT
The concept of asymmetrical development of regions of the brain is not considered to be a mental disorder because it is part of normal development and is adaptive in terms of adolescents developing the skills necessary to transition to adult roles. The danger lies in attaching other diagnoses to the g g gnormal behaviors that accompany the behaviors resulting from the limbic system (“reward processing system”) developing ahead of cortex (“cognitive control system”).
DIAGNOSTIC CRITERIA FOR VARIOUSMOOD DISORDERS THAT CAN ALSO BE
ATTRIBUTED TO ADOLESCENT BRAIN DEVELOPMENT
1. Depressed or irritable moodp2. Insomnia or hypersomnia3. Diminished ability to concentrate4. Excessive involvement in high risk behaviors5. More talkative than usual6 Increase in goal directed activity (including sexual6. Increase in goal directed activity (including sexual
activity)7. Distractibility
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INCREASE IN RATE OF DIAGNOSIS OF BIPOLAR DISORDER IN ADOLESCENTS
A study published in the Archives of General Psychiatry (Moreno et al., 2007) found a 40 fold increase in the di i f i l i d i hild d d ldiagnosis of Bipolar Disorder in children and adolescents from 1994 to 2003 and the frequency of this diagnosis now approaches the rate of diagnosis for all adults. Bipolar historically has been seen as an acute disorder with no remission for over half of the patients. Now, in spite of new drugs to treat the disorder it is viewed as a chronicdrugs to treat the disorder, it is viewed as a chronic disorder. Some researchers attribute the increase to greater awareness while others say that the term has became a catchall applied to “almost any explosive, aggressive child.”
DRUGS COMMONLY USEDTO TREAT BIPOLAR DISORDER
1 Mood stabilizers: Lithium Depakote Tegretol Trileptal1. Mood stabilizers: Lithium, Depakote, Tegretol, Trileptal2. Antidepressants: Prozac, Paxil, Zoloft3. Atypical antipsychotics: Zyprexa, Abilify, Risperidone,
Geodon, Clonzapine
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MODE OF ACTION OFATYPICAL ANTIPSYCHOTICS
This class of drugs is believed to be effective d i i l i hdue to its impact on neural transmitters such as dopamine and serotonin, i.e., Resperidone is believed to inhibit the dopamine receptors in the limbic system and excite the frontal cortex, while Wellbutrin boosts dopamine more in thewhile Wellbutrin boosts dopamine more in the cortex than the limbic system which, theoretically inhibits pleasure seeking and increases cognitive control in both cases.
Dale E. WarrenChief Juvenile Probation Officer, Erath County
254 965‐1475254 965‐[email protected]
