NOW I GET IT! Understanding The Adolescent Brain

Teenagers Shot for Developing Their Thinking

2011-02-09T15:44:00.000-06:00

This story really bothers me. I have debated if I want to blog about it knowing that my own biases and theories would seep in. But after some time, I thought "isn't that was blogging is all about, having my thoughts seep out?"

On Friday, January 28 2011, "according to authorities, Julie Schenecker [50 years old] confessed to killing her children for repeatedly talking back to her and being 'mouthy.' " Her children, [son, Beau, 13 and daughter, Calyx, 16] were shot as they both carried on with their daily routines on Thursday, January 27, 2011. The details of their crime are horrendous, something I don't want to cover here, but the mother's motivation seems like a common occurrence.

How many parents/caregivers complain about mouthy kids? How many times have you witnessed a public display of a teen talking back to an adult? How many times have you yourself thought "that kid is really pushing my buttons?" Adolescents are known to talk back, have strong opinions, test their boundaries, and question authority. It is all part of being an adolescent who is on the journey to adulthood.

During adolescent brain development, the youth develops their thinking. Five thinking areas have been identified: (1) reasoning / problem solving; (2) decision making / hypothetical situations; (3) processing information / efficiency. (4) expertise / use of experience; and (5) moral reasoning / social cognition. All of these areas move the adolescent from concrete thinking, as during young childhood, to more complex, analytical thinking. These areas need development so the adolescent becomes a thoughtful adult who is able to think beyond himself/herself and become a successful part of a community.

When I give a presentation I tell the audience a few things to keep in mind. First, being able to reason and problem solve (not math) is all about the adolescent's ability to come up with options, logical planning, and finding the reason to do things. Adults helping to build this sort of thinking need to guide the youth through a problem, not solve the problem for them.

Second, helping a youth with decision making skills is all about imagining hypothetical situations. It is the basis of the "pro and con list" that is very often suggested. Adolescents need to figure out what would happen if X happened versus what would happen if Y happened. Adults need to remember to ask the question, "What do you think would have happened if X?" but then SHUT UP and let the kid answer it. If you aren't getting an answer, then guided discussion is better than supplying the answer for them.

Third, their brains can only process certain level of information at one time. This is clearly seen in the blank faces of adolescents when asked a question and there is no quick response. Their brains are working on a response but can only do it so fast with the level of efficiency in their brains. Give them time to process and respond and don't assume they are being difficult when they don't answer the question right away.

Fourth, their ages determine how many experiences they have. A 12 year old only as 12 years of experience and you must remember that when assigning responsibilities. Be realistic for the amount of and kind of experiences that make them "experts" in different areas.

Finally, social cognition involves not only moral reasoning but impression formation (i.e. meeting new people), perspective taking (putting yourself in somebody's else shoes), and social conventions (laws, rules, guidelines, etc.). The toughest for adults to probably deal with is the understanding of social conventions. Why are things a certain way? Teenagers may say: "Why do I have to be home at 11pm when my friends can stay out to midnight?", "Why do I have to go to church when I don't believe in God anymore?", "I think my bedroom is clean enough." The problem is that adults think questioning of social conventions as being more argumentative and a direct question of their authority. What I like to tell the audience is that the adolescent is not becoming more argumentative just better at it.

Thinking development is a wonderful characteristic of adolescent brain development.. My use of the term "wonderful" may be a stretch for some of you in the heat of a stressful discussion with an adolescent, but having a kid talk back to me at least signifies that they were listening in the first place.

Obama Girls Don't Need Facebook

2011-02-09T13:59:00.000-06:00

First Lady Michelle Obama was interviewed this morning on the Today Show. Among the various questions Matt Lauer asked one included whether or not the Obama girls (Malia, 12 years old and Sasha, 9 years old) are on Facebook. Mrs. Obama responded that they are not and they don't need to be. The idea of do they NEED to be is such a refreshing look at the idea of social networking. Do kids really need to be on the internet talking to friends, making plans, joining groups, "dating," and spending time away from real life human interactions?

Mrs. Obama seemed to say that her daughters don't need that type of social interaction at THEIR AGE. [Facebook has a "rule" that no one under the age of 13 is allowed to have a Facebook account, but we know that rule is broken.] Luckily, due to the Secret Service restrictions, Mrs. Obama and the President can avoid the discussion with their girls about what age would be appropriate.

Research shows that techology is changing the structure and operations of the brain. Again, I reference a great book by Gary Small and his wife Gigi Vorgan, "iBrain: Surviving the Technological Alteration of the Modern Mind." This resource describes the brain areas affected and what that means for young brains as they develop. Moreover, Small and Vorgan do a wonderful job in highlighting the differences between "Digital Native" brains - those younger generations growing up in a technological world - and "Digital Immigrants" brains - those older generations who have had to learn and train on much of the technological advances.

One of the greatest findings in the book and also supported by other research is the fact that the younger the brain is exposed to large amounts of technology the greater the changes may be. I believe that the "use it or lose is" principle of brain development is affected by three factors: (1) the time something was introduced: (2) what was introduced; and (3) how much is being introduced.

For example, research on the use of alcohol in young brains shows that there can be changes in the brain operations and structure. The research talks about the younger the child begins to use alcohol and the amount of consumption (i.e. daily, weekly, one glass, 5 glasses, etc.) will affect the brain. The adolescent brain continues to change and develop with a great period of development happening between the ages of 10 and 14. If they are using alcohol during a time when the brain is especially focused on the "use it or lose it" principle than what they are losing are certain parts of the brain that are damaged by alcohol.

Technology use is based on the same logical argument. Adolescents using multiple forms of technology at younger ages and for long periods of time strengthen those areas of the brain they need to successfully navigate this technological world but are losing some of the other skills that are not needed when playing video games, texting, surfing the net, and communicating on Facebook.

Some of the skills that my be lost are: (a) ability to read facial cues and other non-verbal signs; (b) understanding the concept of "personal space;" (c) the ability to empathize with people; (d) thinking in a deeper level of introspection or understanding; and (e) form a loving, intimate relationship with somebody they "like." While skills may be lost, others are surely gained. "Digital Native" brains can process information at a greater speed, are better at hand-eye coordination, improve perferial vision, and are exposed to a larger, global community full of different cultures, languages, and human relationships.

The point is knowing when it is AGE appropriate and BRAIN DEVELOPMENT appropriate for your kids to use technology, what forms of technology and how long they can use it.

Plasticity of the Brain can help Gabby Giffords

2011-01-26T14:39:00.000-06:00

In a great article written by David Brown of the Washington Post (Friday, January 21, 2011), he explains how victims of brain injuries have the capability to survive and thrive by the brain "healing" itself because of a characteristic known as neuroplasticity.

"The ability of the brain to compensate for damage by at least partly rewiring itself and assigning new tasks to undamaged regions is known as "neuroplasticity." It's one of the hottest topics in biology and an important one in medicine. Because of insights from functional magnetic resonance imaging and other technologies, scientists now realize that brain reorganization after injury is far more common and extensive than previously thought. They also know that neuroplasticity depends to a great degree on experience - which is to say, what the brain is forced to do in the critical weeks and months after it is injured."

Brown goes on to write:

"When an area with a specific function is destroyed, the brain first attempts to recruit nearby cells, which are often doing similar tasks, to change and perform the function of the destroyed cells. If that's not possible, because the destroyed area is so large and the nearest surviving cells are, in fact, doing something completely unrelated, the analogous area on the other side of the brain - the opposite hemisphere - takes on some of the tasks, with varying success.

These two strategies - recruiting nearby tissue and recruiting the mirror-image area in the other hemisphere - have different success rates depending on what functions have been damaged by stroke or, in Giffords's case, by a projectile."

The plasticity of the adolescent brain lends itself to great potential in growth and development. During this time, the teen brain is strengthening it's communication pathways as the myelination process intensifies (the coating of the neuron's axons with a fatty substance known as myelin). This process makes the brain more efficient in its messaging. Just like injured brains rewire their pathways, the adolescent brain is creating and rewiring their pathways through experiences. Thus, the experiences adolescents are participating in will impact how their brains become wired and how difficult it may be for their brains to rewire itself if it needs to change.

Top 8 Research Items in the Field of Adolescent Brain Development.

2011-01-26T14:05:00.009-06:00

Below is the list of the most exciting things I think researchers have discovered in the area of adolescent brain development. I am hoping somebody will let me know if I missed anything.

1) The prefrontal [PFC] cortex is still developing. The brain isn't complete just because the baby is born. In fact, it is just the opposite. Most of the brain still needs to develop after birth and well into many years to come. Jay Geidd, along with other researchers, have discovered that adolescence, starting around 10-11 years old and ending in a person's mid-twenties, is the key time for the development of the PFC.

2) The brain's plasticity [or the ability of the neurons to receive and learn new messages] allows for the brain to keep learning. I like to think of the brain's plasticity as linked to hope and potential, especially when I am working with groups that help at-risk youth. I think every kid can be helped. The trick, however, is finding out what will work, when it needs to be provided and who will do it. It may be a long, tricky road ahead for a young damaged brain, but the right combination of the three makes all the difference in the world.

3) The amygdala and the limbic system are powerful influences on the adolescent. The AMYGDALA, which is naturally larger in the male brain, is the center for strong emotional reactions. The LIMBIC SYSTEM, which contains the amygdala, is a multi-component system in the center of the brain and is known as the emotional response system. These items "drive" the adolescent brain until the PFC can "get behind the wheel" and regulate the emotional response.

4) Myelination of the axons intensifies. Axons are the communication "highways" between neurons in the brain. A fatty substance known as myelin coats the axons to make them more efficient and durable. This process intensifies during adolescence helping the teen brain become a better operator.

5) Puberty is separate from adolescent brain development. You can't blame everything on the hormones, even though they can be rowdy guests at the party. The relationship between brain development and neurotransmitters [neurological system] and puberty and hormones [endocrine system] is an interesting one when you take into consideration the purpose, need and timing of both.

6) There are three stages of adolescence (as defined by Lawrence Steinberg): early (10-13 years old); middle (14-17 years old); and late (18-21/25 years old). Within each stage there are changes in the biological, cognitive, and social spheres.

7) There are gender similarities and gender differences in the brain. Given that everything is "normal" and they are healthy brains, a few similarities between male and female brains are: (a) both develop from the back to the front; (b) both brains need water; (c) both can be damaged by the stress hormone, cortisol; and (d) both brains need "good" fats such as Omega 3 to help with the myelination process. The differences are: (a) the male brain is typically larger than the female brain (but it doesn't mean they are smarter); (b) the female brain receives more blood flow to the front of the brain; (c) the male brain has a larger amygdala while the female brain has a larger hippocampus; and (d) the female brain uses both sides of the brain to process language while the male brain uses only one side.

8) The use of technology can have a profound impact on how the brain develops. A book I highly recommend to everyone who wants to learn more about this is "iBrain: Surviving the technological alteration of the modern mind" by Gary Small and GiGi Vorgan. The younger generations' brains do not operate like the brains of older generations because the skills and tasks they are learning through the use of technology.

Me and My PFC {Prefrontal Cortex}

2011-01-24T11:24:00.000-06:00

Ahh, the teen years. Love'em? Hate'em? I wouldn't want to relive them. People have heard me say that there would be no amount of money large enough that you could give me to go back to high school. Don't get me wrong. I have some wonderful memories of those years, but when the miserable, self-doubting, low self-esteem, social weirdo, troubled-soul memories creep in, they win out. I can't imagine being the kid I was then in today's schools, cultures, and environments. I wonder what would happen to me - what kind of an adult I would grow up to be.

The main job of "adolescence" for all teens is to figure out who they are and who they want to be. These questions could be referring to the BIG questions like what is the meaning of life. Or these questions could just refer to the present day dilemmas at school juggling friends, foes and things parents just don't understand.

As young children, boys and girls think in very concrete terms with much of their thoughts focusing on the here and now and what effects them. I call it the "3 foot circle." Picture a child standing in a circle that has a diameter of three feet. Anything outside of the circle is not on her/his "radar" and does not matter unless somebody makes a point of bringing it to their attention - into their circle. In adolescence, the circle widens, but the child is still the most important thing at the center. The circle not only got larger, but for the first time in the child's life she/he is able to think in more complex terms and take other things (people, thoughts, opinions, options, etc.) into consideration. This change comes as the PREFRONTAL CORTEX [PFC] develops, which may not be fully completed until a person's mid-twenties.

As noted in an earlier blog, the [PFC] has been known as the CEO of the brain because it is the control center for regulating thoughts and emotions. It helps in planning, logical processing, controlling impulses, anticipating consequences, and balancing risks and rewards. Some researchers believe that it is also the location of human conscience, regulating the ability to tell right from wrong. All of these skills are part of cognitive development.

"Adolescence is a time for developing a new sense of self and identity along with the cognitive ability to imagine oneself in the future in ways that can create positive emotions (picturing oneself as highly successful) as well as linked to negative affective appraisals (imagining the consequences of failure or humiliation)...most importantly, many of these more complex-emotional experiences are happening for the first time in adolescence." [Dahl, R. (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Annals of New York Academy Sciences, 1021, p.21-22]

Interestingly there is a gender difference in the PFC. In the female brain, the PFC is larger than the male's, receives more blood flow, and develops earlier than in the male brain. Some researchers would say that the earlier the development of the PFC makes the child more mature or gives them the capability of higher level thinking than other children. Moreover, with girls/women have larger PFCs that are replenished with more blood flow (and thus more oxygen) some would say that women tend to use this area more often and provides them with skills of being expert multi-taskers, super human planners, verbal problem solvers, and being (over-) analytical.

Doesn't really matter who's is bigger, but what does matter is that each PFC is given the ability to develop and blossom the best it can. Just like there are wonderful ways to nurture early brain development, there are certain things to help in the healthy development of the adolescent brain, specifically focusing on the PFC. My top three ways are:
1) Brains need water, so put a bottle of water in front of the adolescent every chance you get. Stick one in their closet, backpack, under their bed, next to their soda, by their computer, in their car. They should always be thinking W A T E R to help them think and to help their changing bodies grow.
2) Brains need sleep. The quick and dirty fact about teens and sleep is that they are probably not getting enough. Their sleep cycle changes with puberty in so that they literally do not start feeling sleepy until later at night. But with the need to get up early for school, their brains (and bodies) are not getting the rest they need. Let the kid sleep in the car, take a short nap in the afternoon, sleep a couple of hours later on the weekend, or take "zone time" just to sit with eyes closed and do nothing.
3) Brains need diverse stimulation. Again, the quick summary on this one is that the healthy development of a brain area is dependent on it getting used. If the brain is bombarded with only one kind (or a few kinds) of stimulation (i.e. video games) then that is what they will become an expert at. Now this is not all bad. Any skilled professional from carpenters to pianists, sports stars to authors & actors, will tell you that practice is what made them good. But the more "well-rounded" the stimulation the better the brain will grow "all-around" and develop in healthy ways. So give your kid some time on the video game, but then kick her outside to throw the ball around. Tell him to put down his tuba and try a few dance steps. Let them sing as long as it is followed with reading time.

Starting at the Beginning...Early Brain Development

2011-01-20T19:22:00.001-06:00

Did you know that when babies are born their brains are not fully developed? In fact the only part of the brain that is FULLY developed is the lower part of the brain or the brain stem. This part of the brain is crucial for basic survival. The key parts of the lower brain are the pons, cerebellum, and the medulla oblongata. These areas regulate breathing, body temperature, heart rate, and blood pressure. But interestingly enough, even though the brain is not fully developed, some regions contain all the neurons they will ever have. Neurons are part of the communication highway and are key in learning new things. Brain development has thus been defined as:

"In most regions of the brain, no new neurons are formed after birth. Instead brain development consists of an ongoing process of wiring and re-wiring the connections among neurons. New synapses between cells are constantly being formed, while others are broken or pruned away." [Hawley, T. (2000). Starting smart: How early experiences affect brain development. Washington DC: Zero to Three, p. 2]

But what about genetics?

"It appears that genetics predispose us to develop in certain ways. But our interactions with our environment have a significant impact on how our predispositions will be expressed; these interactions organize our brain's development and, therefore, shape the person we become." [Shore 1997; as cited in Child Welfare Information Gateway (2001). Understanding the effects of maltreatment on early brain development, p.2]

The debate between nature and nurture may not be a debate at all. It is more of a partnership between the two than a competition. This partnership helps define brain development as the young brain develops and learns new skills.

While the lower brain is fully developed, the young brain continues to develop in other very important areas. The midbrain helps regulate sleep and appetite. The limbic system is responsible for attachment, sexual behavior, and a range of emotions such as anger and pleasures.

If you can picture it, the brain develops from the back to the front of the head. The area behind your forehead is known as the prefrontal cortex which is THEE key area that is most important during adolescence. It is one of the last areas of the brain to fully develop - some estimate in a person's early to mid-twenties.

The prefrontal cortex has been called the "CEO" of the brain or the driver in an uncontrollable car who is responsible for bringing the car back on the right path. This brain region helps in: logical processing; planning; controlling impulses; anticipating consequences; and balancing risks and rewards. The prefrontal cortex is closely connected to the limbic system, the emotional system in the brain. Some researchers also believe that the prefrontal cortex is the location of human conscience, regulating the ability to tell right from wrong.

Tomorrow's blog will explore the relationship between the prefrontal cortex and adolescence.

The BLOG is back

2011-01-19T10:43:00.000-06:00

Hello All!
After a long brain blog break, I'm back and ready to write. A great deal of things have been happening with our adolescents. New research continues to be published. Headlines continue to highlight the good, the bad and crazy adventures of today's teens. Plus, I continue to think of new ways to bring the best practices for healthy adolescent brain development to every day living. In sum, there is so much going on that I don't want to miss sharing any of it with you!

To kick off the year (even though January is half over),tomorrow I am going to start a short series on the basics of adolescent brain development. It will provide a summary for those that need a refresher course or are new to the topic.

In February, I will be starting a series regarding the brain on love. What parts of the brain are kicking in when we feel love for someone we care about? Where does the lust come from? Do hormones have anything to do with love? Why are adolescents so ga-ga about their first "relationship"? What does healthy dating look like?

Don't forget to click "Follow" at the bottom so you don't miss a thing!

2011-01-19T10:22:00.002-06:00

I'm so glad you are taking the time to visit this blog! The amazing and exciting world of adolescent brain development is changing how we look at today's teens.
From brain scans, one-to-one interviews, focus groups to chat rooms, blogs, and YouTube videos, we are learning an enormous amount about what it means to be an adolescent.
If the youth truly are our future then we better get to know them - how they think, how they feel, what they are saying, where do they live, what is important, why they act so strange sometimes and how we can continue to love them through it all.
Stay in touch by following this blog. Sign up by clicking the "Follow" link at the top of the page.

Motivated Adolescent Brains Gathering on this Earth Day 2010

2010-04-22T09:26:00.000-05:00

Thank goodness that the youth of today still have their "why can't it be so?" perspective. If they didn't, the world may be lost to the skeptics, nay-sayers, and those who have given up hope.

As the adolescent brain develops and the frontal lobes (the area directly behind your forehead) expand into higher level thinking, adolescents adopt an idealistic perspective. For many teens, this time of development allows them to think about larger concepts such as "justice", "peace", "fairness", "advocacy", "social justice", and "global community" for the first time. The child's brain remains very concrete in thought, where the adolescent brain tries to define the gray areas.

They question why there are hungry people in the world when they see food being thrown away every day.
They wonder why aren't all communities recycling when it is so easy.
They protest corporations that harm the environment.
They gather in small groups to start a larger movement.
They create websites, YouTube videos and blogs to educate the masses on the atrocities of the world.
They unite to remember friends killed by the many different forms of violence that are in our communities.
They collect food for the hungry in their neighborhoods.
They sale items as fundraisers to subsidize their schools that are getting less and less financial support.
They sign petitions to tell legislative leaders what is wrong with the law and how it needs to be changed.

Even though adolescents are characterized as being very egocentric (which is true in some areas), they, like the rest of us, have the natural desire to "belong." We are social animals, even if it just socializing with friends on Facebook. We like to be part of groups, whether they are in-person or electronic communities.
The group gives us the idea that we are accepted, included, and welcomed by people who like us. It affirms for us that our existence matters.

This "belonginess" is related to one of Eric Berne's psychological hungers that is in every human: recognition. [The other two hungers are stimulation & structure.] Children will seek attention to know that "If I have an impact, I know that I exist." Hopefully they are getting positive attention, but if not, they will seek negative attention.

The motivating factors of recognition and belonginess are the foundations for youth groups around the world. [They are also the motivating factors for adult groups as well.] These groups choose a goal and the members work together to make a change. They are not limited by social conventions that tell them it cannot be so, but allow their higher levels thoughts of "what if" to save the world.

Below are links to some of these incredible youth groups working on this Earth Day:

Please recycle, reuse, reduce, renovate, reform and rejuvenate.

Could Sex Education and Information really be Bad for the Adolescent Brain?

2010-04-21T10:44:00.003-05:00

The slogans "Knowledge is Power" or "Information is Power" are becoming more popular with computer companies, cell phone sellers, colleges, national movements and in local classrooms. The premise is that the more education/information you have, the better informed you will be to make the right choices for yourself. You will be a more powerful person in whatever endeavors you choose to pursue.

What boggles my brain is when people what to curtail that power by not supplying the knowledge and education to the people who need it the most. Adolescents are not adults, thus have less experiences and "life lessons" to use as references. Their decision making abilities, the balancing of rewards & consequences, and judgments around risks, are based on what they know is true or what they believe. All of these cognitive processes are being fine tuned in the adolescent brain at the same time they are given more responsibilities and independence in life.

In many areas of a teen's life, society agrees that the more information a youth has the better. For example, alcohol and drug abuse. DARE programs, special education days, and awareness months are started on the idea that if teens know the dangers of alcohol and drugs they will choose not to start using/abusing them.

Another example is driving. Driver's education was very basic when I went through the course. I learned how to turn the car on, push the gas peddle, break in time, use the blinkers, when to merge onto a highway, and parallel park. Besides the basics, adolescents are now learning additional warnings of driving on today's roads. They hear more about drinking and driving. They are told not to text on cell phones, to use "speaker phone" when driving so both hands can be on the wheel, and to keep the music down so it is not a distraction.

So why is there such a debate over sex education? Many people acknowledge that there is a rush of hormones during puberty that make adolescents "sexual beings." They begin to notice the other gender, or maybe the same gender, as sexual interests. They begin to date with bodies full of sexual feelings and brains that are not fully developed to manage it all. If people really believe that "knowledge is power" then the more knowledge given to the adolescent brain about all aspects of sexuality will make them more powerful in their ability to make choices.

Unfortunately the debate over sex ed rages on and it is presently in my "backyard." A Wisconsin County District Attorney is threatening to charge any health education teacher, who provides sex ed classes already, if they follow the new state law that calls for sex ed classes to adopt a comprehensive curriculum that offers information on abstinence and safe sex practices (i.e. how to put on a condom, using birth control, etc.). The charge would be "contributing to the delinquency of a minor" - a misdemeanor punishable by 9 months behind bars and a $10,000 fine. The District Attorney argues that youth need "all the information they can get about sex to make the best choices", but learning how to use a condom is promoting sex. WHAT?

My rebuttal: how can you say a certain "type" of information helps with the decision making process while a different "type" does not? A "good choice" or "right decision", especially in developing brains, is based on the PROCESS of making that decision, which includes having ALL the information.

What do you think? Is Ben Roethlisberger getting away with Rape?

2010-04-21T10:01:00.001-05:00

Maybe to no one's surprise there is another sports star accused of sexual assault of a woman. The case involves a 20 year old woman and Ben Roethlisberger, 28 years old, who is an award-winning quarterback for the Pittsburgh Steelers football team. [This is not his first sexual assault charge.] Like so many previous cases, the victim is stating that she was raped and the male "star" is denying that it was rape.

Here is one mother's summary of an ESPN report that laid out facts:

Apparently she [the victim] went to the bathroom and he [Roethlisberger] followed her in and locked the door. She told him "no" but he said something like "I take that as a yes." Her friends, who were with her, tried to get to the door to help, but his entourage blocked the door and wouldn't let them get near the door. Once she got out of the bathroom, she and her friends went directly to the police station. I guess the District Attorney wouldn't press charges because it would have been a "he said, she said" and the victim didn't want to go through that. Apparently the football commissioner and the Steelers are working together on what penalties should be assessed - a fine, possible suspension - who knows but the Steelers owners are not supporting him.

So what do you think? Is this a case of "he said, she said"? Should this be national news? We have judged that it is.
There is a great blog article by the Boston Area Rape Crisis Article summarizing the national media coverage of the event. Each identified reporter includes some sort of "victim blaming" in his story. Are we still in the dark ages where we accuse the woman for the crime committed against her?

National STD Awareness Month

2010-04-21T09:52:00.000-05:00

The epidemic of sexually transmitted diseases and infections is alive and well. So much so that the Centers for Disease Control has created a month for education and awareness. For facts and figures on how STDs are affecting our youth, link to: http://www.cdc.gov/Features/STDAwareness/

Sexual Violence research from The Prevention Researcher

2010-04-20T11:02:00.001-05:00

If you work with adolescents, then you must subscribe to The Prevention Researcher. It is one of the greatest resources showing how current research can be applied in practical, everyday programming.

You can buy individual articles from their website or subscribe to all the issues. It is well worth the money.

Here are five issues that I thought are related to sexual violence in honor of April being National Sexual Assault Awareness Month.

April is National Sexual Assault Awareness Month

2010-04-20T10:41:00.000-05:00

It saddens me that we have to create a month that brings awareness to sexual assault. Just like October is National Domestic Violence Awareness Month, April is that time when national, state, and local non-profits work on educating the public on the rates of rape, sexual abuse and sexual assault in communities across America. Education efforts also focus on prevention of future crimes, support for victims, and creating accountability for perpetrators.

Educaton must also come from parents, care-givers, adult role models and other youth. A great publication on how to raise sexually healthy youth is available from Advocates for Youth. The publication covers some of the adolescent development issues that take place during this time frame. Another popular article seems to be an article on appropriate sexual development in children from Self Help Magazine.

The National Sexual Violence Resource Center produces documents and collects other resources that focus on adolescent rates of violence and programs working with our youth. I encourage you to check out the articles on the following topics:

Telling It Like It Is -Teens Perspectives on Romantic Relationships
Juveniles perpetrating sexual violence on minors; report from the Office of Juvenile Justice & Delinquency Prevention
Male victims - boys & men; sample article
Restorative Justice efforts

Don't forget to check out other resources for National Sexual Assault Awareness Month and find out what is going on in your area!

I LOVE PAYING MY TAXES!

2010-04-15T15:15:00.000-05:00

Today is TAX DAY in the USA and what does that have to do with adolescent brain development?
Glad you asked.

Many of the national, state and local programs that support our youth are funded by Federal dollars and national grants. As a past employee at many of these organizations, I know how much every dollar is worth. I made a pledge to myself when I worked at these organizations, and even now when I don't, to never complain about taxes. For me, the least I could do to support our youth is to invest in their future by paying the Feds their money.

For another great perspective on investing in children, go to a current article on braininsights blog: "Brain Power through SMART Investments" [http://braininsights.blogspot.com].

Plus join BRAIN - Brain Requiring All Investing Now [http://braininsights.blogspot.com/p/brain.html]

Spring Break and the Brain: Post #7 - What's Up Parents?

2010-04-15T14:33:00.000-05:00

In the area of alcohol prevention, like so many other issues our youth are dealing with, open communication with parents is key. Most alcohol prevention programs list talking to your kids as an important conversation that can make a difference in whether or not your kid drinks.

Beyond education around the risks associated with drinking, there is a movement against parents providing alcohol and/or partying with their sons and daughters. I've never gotten why parents think they can better monitor their kids alcohol use if they are drinking it in front of them. Do they really think their kid is ONLY going to drink in their presence? Check out We Don't Serve Teens.

Some great and simple tools for parents are:

Brochures from the Office of National Drug Control Policy = "Keeping Your Teens Drug-Free: A Family Guide" or "Keeping Your Teens Drug Free - A Guide for African American Parents & Caregivers"
Parents - The Anti-Drug brochure "Suspect your Teen is Using Drugs or Drinking?"
Family Alcohol Contract by Substance Abuse and Mental Health Services Administration.
Brochures from The Partnership for a Drug-Free America
Curriculum for parents from Leadership To Keep Children Alcohol Free Foundation.
In addition, most of the national organizations have information for parents and adults who want to help their teens stop using.

Recommended resources for teens are: (1) Above the Influence [National Youth Anti-Drug Media Campaign] or (2 The Cool Spot website [National Institute on Alcohol Abuse and Alcoholism]. There are many more sites out their for you to explore.

Spring Break and the Brain: Post #6 - Girls & Glamour Drinks

2010-04-15T13:52:00.001-05:00

Unfortunately girls are catching up with boys in the amount of alcohol they drink and this drinking goes beyond the innocent wine cooler or rum & coke. Girls are drinking and they are drinking heavy. Research has found that girls drink (1) because of low self esteem; (2) to deal with depression; (3) cope or relieve stress; and/or (4) to be part of a social circle.

Alcohol is going to affect a young girl differently than their male counterpart due to body makeup and chemistry. For example, an average girl's body is going to have less water than a boys, therefore when drinking the alcohol is less diluted. As a result the alcohol becomes highly concentrated in her blood. With this higher concentration in the bloodstream, girls become intoxicated faster than boys. Thus they are at greater risk of blackouts with less consumption.

Alcohol use in girls has been associated with pubertal transition. Girls who enter puberty earlier than their friends show an earlier onset of alcohol use, whereas late maturing girls are more likely to abstain from substance use. In addition, girls may become more easily intoxicated during their menstrual cycle.

Adolescent moms who are drinking while they are pregnant create a whole different layer of concerns. Drinking alcohol during pregnancy is harmful to the fetus. A mother should also abstain from drinking while she is breast feeding. Many teen girls do not know they are pregnant or live in denial as long as they can. When they drink at a young age they are not only causing changes in their own brain but putting the fetus at risk. It can also be much more difficult to reason with a young girl about why she needs to stop drinking.

As always, if you would like the bibliographical information for anything mentioned above, please email me.

Spring Break and the Brain: Post #5 - Case Study

2010-04-08T11:43:00.003-05:00

In a rare instance that I actually watched the Dr. Phil Show the topic was underage drinking and the posting of such activity on social networking sites (i.e. Facebook, My Space, etc.) [aired Jan 15., 2008]. The premise for discussion was how these postings can affect future employment, getting into college, and overall reputation.

The guest teenager, Mary who was about 16 or 17 years old, was quoted as saying:
"I have drunk pictures on Facebook but I don't keep track of what's on there. I would post a picture of me wrapped around a toilet and be damn proud of it. I would never hide my life to get a job. Nothing anyone would say would get me off Facebook or to stop drinking. I love to drink. I started in the eighth grade at age 13. Every time I drink, I get really drunk."

My immediate reaction was "WOW" on so many different levels. Some of the same things that I am sure you are thinking about and reacting to. But the more astonishing thing was Mary's mother's (Pam) reaction.
"The first time that I caught Mary Elizabeth drinking, she was 15 and that's when she had fallen and hit her head and ended up in a coma. The second time that we caught Mary Elizabeth drinking things got really out of hand and the police had to be called. ... She, you know, uses her judgment, I'm assuming. We haven't caught her other than those two times really."

Really...there was a second time after your daughter was in a coma.
What..."it got really out of hand" when the police showed up. I would think the first time and the coma thing would have been judged as "really out of hand."

In response to her mother's comment, Mary replied:
"I didn't think going to the drunk tank for the night was a very big deal. I just thought it was kind of a joke."

So, what's going on? What are the things we want to consider?

age of onset
amount of consumption (binge drinking, heavy drinking)
frequency of consumption (daily, weekly use)
duration of consumption (months, years)
any other drug use/abuse
overall health, any problems or consequences of drinking (i.e. diet, sleep, exercise, organ damage, etc.)

What could be the damage to Mary's brain from all this drinking?

frontal lobe changes/damage, specifically the prefrontal cortex
size and state of the hippocampus
cognitive functioning
emotional regulation

What are the results of Mary's drinking?

social acceptance (peers are party friends)
self-esteem (proud of behavior - posting evidence so the whole world can see)
rewards (reputation of being a party girl; she can hold her liquor)
inability to see the seriousness of consequences
domino affect of drinking (employers reactions, teachers perception, school performance)
creates a concern regarding parenting issues and/or choices
thoughts about any treatment or interventions

Would you want to work with her and how?
What do you think Mary is doing during Spring Break?

Spring Break and the Brain: Post #4 - Boys and Beer Bongs

2010-04-07T21:30:00.000-05:00

In researching and developing my workshop "Who Spiked the Punch? Effects of Alcohol and Other Drugs on the Developing Adolescent Brain", I went on YouTube to see what the guys were doing. I found some pretty scary stuff - nothing that I want to highlight here. But I will admit to this, I typed in "beer bong" and received over a MILLION hits in response. When looking at 50-75 of the videos, the majority of people with their heads under the hoses were boys.

For those of you who are not familiar with "beer bongs", allow me to inform you of the facts. It used to be a homemade device, but now of course you can order them from companies, where beers are poured in a funnel which is secured to a hose that is in someone's mouth. The secret, I am told, is to open up your gullet in order for your gag reflex to relax so you can keep swallowing as your friends keep pouring. The funnel size can be large or small along with the length of the hose. I will admit to seeing these devices at house parties I attended in college but was too scared (?) too smart (?) to try it. Maybe my decision came from watching so many people vomit after the funnel fun.

There is some data on the use of alcohol (and other drugs) by boys/males. They are more likely to use alcohol in relation to risk-taking (ex. drinking and driving) and to enhance peer reputation (i.e. who can drink the most?). Moreover, studies look at the connection of drinking as a coping mechanism for boys dealing with many life issues. The idea being that they are less likely to verbalize their emotions, thus deal with them in unhealthy ways.

Unlike girls who primarily abused one drug, boys were more likely to be diagnosed with simultaneous abuse or dependence on MORE THAN one drug. [cite]. In addition, the researchers found that nearly twice the percentage of teenage male substance abusers had co-occurring ADHD or conduct disorders compared with female teen abusers.

Other data show that boys have considerable more problems with learning and memory after drinking than females. This may be due to the fact that the hippocampus (the brain area responsible for these two functions) is smaller, by nature, in the male brain. Therefore, any additional damage to the area by alcohol can make a significant difference.

A great source summarizing all this information and seeing a "real life example" is a clip from the HBO documentary, "Addiction." Meet Dylan, the boy next door.

Spring Break and the Brain: Post #3 - Adolescence-the Age of Addiction

2010-04-07T19:38:00.000-05:00

I attended the University of WI-Madison's annual conference "Boys & Girls At Risk" where one of the keynote speakers was Dr. Timothy Condon, Deputy Director of the National Institute on Drug Abuse [NIDA]. In his remarks he commented, "Addiction is a developmental disease...starts in childhood and adolescence...exposure to drugs of abuse during adolescence could have profound effects on brain development and plasticity."

In a 2004 study, researchers supported the idea that substance use and substance use disorders show systematic age-related patterns from adolescence to adulthood, thus they are developmental disorders. Monitoring the Future [MTF] data suggests that the typical time for the start of alcohol use as well as the first intoxication is between 7th-10th grades. Some people speculate that this early onset is related to the stress and anxiety produced when transitioning from middle school to high school.

In addition, MTF 2008 data showed that 72% of high school students consumed alcohol (more than a few sips) by the end of high school. More than 50% of 12th graders and 18% of 8th graders reported having been drunk as least once in their life.

The paradox of adolescent drinking is that adolescents may be less sensitive than adults to the adverse effects of alcohol, but are more susceptible to brain changes and the development of alcohol dependence or an alcohol abuse disorder. How does this work? Often times adolescents and college students brag about how much they can drink and party plus still go to class, pass a test, get to work, or some other feat that we would guess impossible after a long night of drinking. Not to mention, there are bragging rights for those that can drink the most or throw up in notorious ways. The adolescent body is at its prime. Their respiratory and circulatory systems are at a peak and their bodies can gain muscle to become a strong structure that is difficult to hurt. Participating in these risky behaviors and not realizing (or suffering) the serious consequences is known as the "health paradox" of the adolescent.

The second part of the paradox is what we should be most concerned about. The developing adolescent brain is more vulnerable to alcohol than adults. The human brain has a natural quality of being "plastic" or changeable, this is called "plasticity." The adolescent brain is very "plastic," not as "stable" as adult brains and therefore more apt to be negatively affected by alcohol. As mentioned in Post #2, the frontal lobes of the adolescent brain are still developing. This area helps us control our desires, emotions and assists in decision-making. When this area is "flooded" with alcohol, the frontal lobes can be damaged.

The use, abuse and dependence on alcohol that can happen during adolescence can lead to an addiction. National Institute on Drug Abuse [NIDA] defines addiction as a brain disease because the abuse of drugs leads to changes in the structure and function of the brain. [Remember this is also the definition of "adolescent brain development" - changes in the structure and function of the young child's brain to the adult brain.] NIDA lists other qualities of addiction as: (1) compulsive drug-craving, seeking and using; (2) use persists even in times of negative consequences; (3) there is a loss of control in limiting the intake of the substances; and (4) it implies a likelihood of relapse.

Does this describe an adolescent in your life?

National Alcohol Awareness Month

2010-04-06T14:58:00.001-05:00

April is National Alcohol Awareness Month sponsored by the U.S. Substance Abuse and Mental Health Services Administration. Here is the link to the official website offering a great supply of resources and information.

Spring Break and the Brain: Post #2 - Effects of Alcohol on the Developing Adolescent Brain

2010-04-05T13:08:00.001-05:00

Just to make sure everybody understands: ALCOHOL DOES EFFECT THE DEVELOPING BRAIN. It amazes me when people, usually young people, want to debate this fact. OF COURSE alcohol can have an effect on brain development. Why do you think the experts tell pregnant women to stop drinking when they are pregnant...because it can impact the fetus.

Two strong factors that determine how much effect alcohol (and other drugs) will have on the developing brain are: (1) age that the youth starts drinking and (2) the amount & frequency of the drinking. Research shows that youth who start drinking at the age of 14 or younger are 4 times more likely to become alcohol dependent as those who begin drinking at the age of 20 or older. Moreover, instead of "outgrowing" the party days, young abusers are significantly more likely to have drinking problems as adults.

The two main brain areas that most susceptible to damage are the hippocampus and the prefrontal cortex. Looking specifically at the hippocampus, drinking can result in a small hippocampi, which is the area of the brain that handles many types of memory and learning. Why is this significant? Consider a child's capacity to learn and remember if they have a deficiency in this area. Adolescent drinkers have shown to perform worse on vocabulary tests where verbal & nonverbal information recall was most heavily affected. This area suffers the worst alcohol-related brain damage.

Secondly, the prefrontal cortex (PFC), which is considered the CEO of the brain, can also suffer severe changes that are not for the good. The importance of this? The PFC is responsible for decision making, logical processing, impulse control, and evaluating consequences. All skills that are greatly needed during adolescent development. Damage from alcohol can be long-term and irreversible.

In binge drinking [defined as 5 or more drinks in a row at least once in the past 2 weeks], the frontal cortex (i.e. PFC) responsible for rational thought and the hippocampus (controls memory) are shut down. This obliterates any consciousness, thus producing a state where the brain is unable to control the impulses of drunk teenagers. "Crazy things" can and do happen. This can also explain why during a binge, remembering the crazy things that did happen are fuzzy to say the least. In addition, binge drinking, the most popular form of alcohol abuse in adolescents, may serve as self-medication to cover a range of issues they may face.

Heavy drinking, which can encompass binge drinking, causes the brain's reward system to be altered where the brain begins to depend on the alcohol as the stimulus that increases the amount of dopamine. The brain produces a natural level of dopamine that helps us pay attention to what is new, serves as a motivator, and of course, makes us feel good. When drinking the dopamine level increases resulting in that "happy buzz" feeling. With continued drinking, the brain produces less "natural dopamine" because of the constant supply of the "artificial dopamine" that the alcohol produces. Maintaining this high level of dopamine can cause a person to seek more alcohol, thus resulting in dependency or addiction.

As always, please email me if you would the citations for the research noted above.

Jamie Lee Curtis chimes in against binge drinking.

2010-04-05T13:03:00.002-05:00

RIGHT ON Jamie Lee, but don't forget the impact on their brains.
Jamie Lee Curtis's article on binge drinking.

Spring Break and the Brain: Post #1 - The Seriousness of it All

2010-04-05T10:41:00.006-05:00

One could argue that college students who do heavy partying during Spring Break do enough damage to their brains that everything learned in their classes thus far is wiped away. I can remember when I was in college we joked around about killing brain cells with the amount of drinking we did. What is it about the freedom to get blitzed and sick in the spring time that draws so many young people to the keg every year?

I heard about another spring break tragedy this morning on Good Morning America. Matt James fell from his balcony to his death. He is the second young person this spring break season to meet this kind of untimely demise {Brandon Kohler, 19 years old, was the first}. In the news report, Matt, 17 years old, is described as hard-working, nice, funny high school football player who was recruited by Notre Dame for next year. At the time of the incident however, Matt was described as a belligerent young man who broke things in his hotel room and began an argument with fellow partiers on the balcony next door. It was in his attempt to "shake his finger at them" (I can only suspect what finger that was), when he quickly slipped off his 5th floor balcony.

The seriousness of the dangers, safety issues, and overall health of young college students who flock to Florida or the nearest house party has prompted the Center for Disease Control (CDC) to post Spring Break Healthy & Safety Information.

I guess gone are the days when a few friends, enjoying the break from classes, get together for a casual cook-out and a few beers. Like so many other things in the lives and culture of our youth, times have changed to where the consequences are tragic.

This week I am going to focus on the effects of alcohol on the developing adolescent brain. Any type of drug, - whether it be legal like alcohol, tobacco, caffeine, inhalants or the range of illegal drugs - can and does have an impact on the developing adolescent brain. There is so much information regarding every type of drug, that I am choosing to focus on alcohol first. I will conquer the others in future posts.

To end, here are some statistics from the CDC:

About 90% of the alcohol consumed by youth under the age of 21 years in the United States is in the form of binge drinks.
The proportion of current drinkers that binge is highest in the 18- to 20-year-old group (51%).
The prevalence of binge drinking among men is 2 times the prevalence among women.

Adolescents are funny - no foolin'

2010-04-01T13:00:00.002-05:00

I am not a huge fan of April's Fool Day but I have done my fair share of pranks over the years. I can remember doing things to friends' lockers in high school and trying to sell my favorite teachers on a tall tale or two. This morning while I was listening to WKLH, my favorite radio station out of Milwaukee, I heard one of the best stories about getting pranked that happened to a father just a few hours earlier. The prankster...his 14 year old daughter. She had successfully completed her mission when her father awoke to string tied on his bedroom door "locking" him into his bedroom. After squeezing his hand though enough to free the door knob, he entered into the bathroom where his daughter covered the toilet with saran wrap clear enough that her father did not notice and made a puddle on the floor. Then down in the kitchen the father walked into a room criss-crossed with fishing wire. He commented, "I could have cut my head off." Finally, after preparing to leave for work, he walked out the door and opened the garage to find his teenage daughter and her friend sitting in the driveway. In his amazement he asked why they were not on the bus. The clever girl had changed all the clocks in the house.
The radio DJs immediately asked if he was or is mad at her. The father answered, "How could you get mad...she got me and she got me good. My mother and I are planning on getting her back some how today."
His 14 year old daughter is at a great stage of brain development where humor is becoming more subtle and complex. When children are young, the clearly stated knock-knock jokes or funny body movements are the basis of their humor. They need simple words, goofing things they can participate in and nothing requiring complex thought. As adolescents develop their jokes and sense of humor they expand their ability to "get" the higher level thinking needed for some jokes and situations. Moreover they begin the ability to laugh at themselves, even though you may never see it for fear that they would be embarrassed. These abilities are attributed to the development of the prefrontal cortex, the front part of the brain responsible for reasoning, executive functioning and decision making. Research also points to the cerebellum, at the back of the brain, to have a role in "adult humor."
So HURRAY to the clever daughter for having the planning skills to pull everything off and the insight to know what her father would find funny. The question is if she has the forethought to see that Dad is planning his revenge.

Naps Clear Brain's Inbox, Improve Learning

2010-03-23T12:08:00.002-05:00

A great article on why power naps can be beneficial when making decisions and learning. The teen sleep cycle changes during and after puberty. The melatonin level that tells a person that he/she is getting tired changes in adolescence. The level will not rise until later in the evening, thus the teen may not feel tired around "bedtime." He/she may feel awake past midnight. The melatonin stays in their system until later in the morning, maybe as late as 10am. This discovery has led some schools to push back their start times. They recognize that students are not "wide awake" in the early classes.
Naps Clear Brain's Inbox, Improve Learning

The Age of Adolescence

2010-03-08T13:56:00.002-06:00

Just so we are all the same page, researchers have (re-)defined the period of adolescence from 10 to 25 years of age. YIKES!!!! Whatever happened to becoming a teenager when there was a "teen" at the end of your birthday - thirteen, sweet sixteen, nineteen. Since when are 10 year olds, our innocent third or fourth graders, considered to be at risk for those crazy teen behaviors? Thanks to brain scans and related technologies, researchers are marking a change in brain development that may start as early as 10 years old. If you thought PUBERTY defined adolescence, then you may be even more surprised to hear that puberty, especially in girls, can start as early as 7 years old.

Similar brain scans and the same technologies show that the brain fully "matures" during a person's mid-20s. Now, I know what you may be thinking: there are a lot of people older than 25 who aren't mature. This may be true, and I may know some of the same people, but remember, we are talking brain development.

Welcome!

2010-03-08T09:06:00.014-06:00