Download latency age brain - Frederick H. Tuttle Middle School

THE ADOLESCENT BRAIN
PAT MESSERLE, LICENSED
CLINICAL PSYCHOLOGIST, M.A.,
LICENSED SCHOOL
PSYCHOLOGIST
DIPLOMATE OF THE AMERICAN
BOARD OF SCHOOLNEUROPSYCHOLOGY
WHAT IS ADOLESCENCE?
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ADOLESCENCE HAS NO DISTINCT
BOUNDARIES FOR WHEN IT BEGINS AND ENDS
IT IS A TRANSITION FROM CHILDHOOD TO
ADULTHOOD
A PERIOD WHEN ADOLESCENTS AQUIRE THE
SKILLS TO SURVIVE INDEPENDENTLY
THIS PERIOD OF ADOLESCENCE IS
INFLUENCED BY: EVOLUTION, CULTURE,
FAMILY CIRCUMSTANCES, SOCIO-ECONOMIC
AND COGNITIVE FACTORS
ADOLESCENCE IS A TIME OF INTENSE
FLUX IN ALL DEVELOPMENTAL AREAS
IT IS A TIME WHEN EVERYDAY UNHAPPINESS
CAN REACHES ITS PEAK
WHY ARE TEENS SO OFTEN CONFUSED,
ANNOYING, DEMANDING, MOODY, DEFIANT,
ANXIOUS AND RECKLESS?
IT IS A DEVELOPMENTAL PERIOD WHEN
SUBSTANCE USE, ACCIDENTAL DEATHS,
EATING DISORDERS, PSYCHOSIS, LOW SELF
ESTEEM, DEPRESSION, HOMICIDES AND BINGE
DRINKING SPIKE
IS IT, “THE TERRIBLE TWOS ALL
OVER AGAIN?”
ADOLESCENTS ARE ASSERTING THEIR
INDEPENDENCE ONE DAY AND NEEDING THEIR
PARENTS UNDIVIDED ATTENTION THE NEXT
DAY
THEIR DEVELOPING BRAIN SAYS EXPLORE,
EXPERIMENT, PUSH THE LIMITS, TAKE RISKS,
BREAK RULES AND REBEL…….BUT RELY ON
YOUR PARENTS FOR SUPPORT AND
PROTECTION
CONSTANT CHANGES
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ADOLESCENTS MUST COPE WITH THE
CONFUSION OF SEXUAL AND
PERSONAL IDENTITY, ROMANTIC
FEELINGS, CHANGING BODIES, SOCIAL
PRESSURES, THE PUSH TO ACHIEVE, A
WORLD IN TURMOIL AND THOSE,
“RAGING HORMONES.”
WHO AM I AND WHO WILL I BECOME?
IS ADOLESCENCE SO HARD?
WHILE IT HAS OFTEN BEEN STATED THAT
ADOLESCENCE IS THE MOST DIFFICULT
DEVELOPMENTAL PERIOD, RESEARCH
DEMONSTRATES THAT IT IS NO MORE
DIFFICULT THAN ANY OTHER
DEVELOPMENTAL PERIOD……….
BUT IT IS ROOTED IN UNEVEN AND PROLIFIC
BRAIN DEVELOPMENT LEADING TO 40% OF
SYNAPSES BEING ELIMINATED AND MORE
EFFICIENT NEURONAL COMMUNICATION
TAKING THEIR PLACE
THE ADOLESCENT BRAIN AND
PLASTICITY
DURING ADOLESCENCE , THE BRAIN IS
HIGHLY PLASTIC, MAKING IT EASILY
INFLUENCED BY EXPERIENCES.
MORE SO THAN ANY OTHER TIME,
EXPERIENCE IS MORE IMPORTANT FOR
BRAIN DEVELOPMENT (IN A DIFFERENT
WAY THAN EARLY CHILDHOOD)–BRAIN
CONNECTIONS, 2008
IT IS NOT JUST RAGING HORMONES, THE PREFRONTAL CORTEXT, EXECUTIVE FUCTIONS AND
BRAIN CIRCUITRY ARE MATURING (FULLY 20-30)
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THE MOST PROLIFIC CHANGES ARE IN THE FRONTAL LOBE
WHICH MEDIATES THE EXECUTIVE FUNCTIONS OF BRAIN:
-PROBLEM SOLVING
-IMPULSE CONTROL
-LOGIC
-LANGUAGE
-EMOTION REGULATION
-VOLUNTARY MOTOR CONTROL
-INTERPERSONAL RELATIONSHIPS
-DECISION MAKING SKILLS
-REWARD-SEEKING
-MEMORY
-ORGANIZATION/PLANNING
METACOGNITION
LIMBIC CENTER-EMOTIONAL CENTER
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ALSO IS IMMATURE AND DEVELOPING,
ESPECIALLY THE AMYGDALA
ALL IMPULSES GO THROUGH THE LIMBIC
SYSTEM AND THE AMYGDALA IS CRITICAL FOR
EMOTIONAL LEARNING AND EMOTIONAL
REGULATION
DURING THE MALE TEEN YEARS, THE
AMYGDALA IS SWOLLEN AND MAY ACCOUNT
FOR MORE AGGRESSIVE TENDENCIES
IS IT DONE YET?
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THE BRAIN IS NOT FULLY COOKED
IT IS SAYING, “TAKE RISKS,” BUT-------THE DECISION MAKING, PROBLEM SOLVING
AND IMPULSE CONTROL AREAS THAT
COUNTERACT THE NATURAL HEIGHTENED
IMPULSES ARE JUST DEVELOPING
THE ADOLESCENT BRAIN IS BUILT TO SEEK
NOVEL EXPERIENCES AND TAKE RISKS
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BRAIN RESEARCH SHOW THAT THE CAPACITY FOR
ABSTRACT REASONING, MEMORY AND FORMAL
CAPACITY FOR PLANNING IS FULLY DEVELOPED BY 1516 –SO……..
WHEN ASKED HYPOTHETICAL QUESTIONS ABOUT
RISKS AND REWARD, ADOLESCENTS OFTEN GIVE THE
SAME ANSWERS AS ADULTS
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BUT….THEIR EMOTIONAL STATE WHEN ANSWERING
THESE QUESTION IS NOT USUALLY THE SAME AS WHEN
THEY ARE ACTUALLY MAKING THOSE IMPORTANT
CHOICES
REASONING
WHEN COMPARED TO ADULTS,
ADOLESCENTS SAY THE WORDS, BUT
FIND IT MORE DIFFICULT TO INTERRUPT
AN ACTION UNDER WAY (DIVING OFF A
CLIFF INTO WATER);
TO THINK BEFORE ACTING (IS THIS A
SAFE ACT) OR TO EVEN WEIGH THE
DIFFERENCE BETWEEN WHAT IS A SAFE
OR RISKY ACT, KELLEY et al.,2004
URGES VS. LOGIC
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ADOLESCENTS HAVE THE CAPACITY TO STATE
THE REASONABLE ANSWER, BUT THEN THEY
PERFORM THE IMPULSIVE ACT (DRINKING AND
DRIVING)
THEIR JUDGEMENT CAN BE OVERWHELMED
BY THE URGES FOR NEW EXPERIENCES SUCH
AS: THRILL SEEKING, SEXUAL AND
AGGRESSIVE IMPULSES
THESE ARE PRIMAL URGES THAT ARE
SOUGHT AFTER BECAUSE THEY PRODUCE
STRONG FEELINGS AND SENSATIONS IN THEIR
BRAINS
DRIVEN BY GROUP PRESSURE
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RESISTING SOCIAL PRESSURE CAN BE
DIFFICULT FOR TEENS
MUCH OF THE TROUBLING BEHAVIORS OCCUR
IN GROUPS: SUBSTANCE USE, RECKLESS
DRIVING, AGGRESSIVE BEHAVIORS, SMOKING
SOME POSITIVE ONES ALSO OCCUR: MUSIC,
HELPING AND CLOTHING TRENDS
IT IS IMPORTANT FOR PARENTS TO CONTINUE
TO HAVE THOSE CONVERSATIONS AND KNOW
THAT PARENTS STILL ARE THE STRONGEST
INFLUENCE IN THEIR TEENS LIVES
ADOLESCENT FEMALES
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HAVE SOMEWHAT ELEVATED LEVELS OF SERATONIN
NORMALLY, BUT ADOLESCENTS WITH EATING
DISORDERS HAVE BEEN FOUND TO HAVE EVEN MORE
ELEVATED LEVELS OF SERATONIN LEADING TO
FEELINGS OF ANXIETY AND POORER BODY IMAGES
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THIS ELEVATED SERATONIN PRODUCES THE NEED FOR
PERFECTIONISM AND COMPULSIVENESS
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IF THEY DO NOT EAT, THEY PRODUCE LESS SERATONIN
AND THEREBY; THEY FEEL BETTER ABOUT
THEMSELVES, BUT MAY PLACE THEMSELVES AT-RISK
FOR THAT EATING DISORDER
ADOLESCENT MALES
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PRODUCTION OF TESTOSTERONE
INCREASES 10 TIMES IN TEEN MALES,
INFLUENCING SEXUAL DEVELOPMENT
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GROWTH HORMONES INCREASE
SIGNIFICANTLY LEADING TO RAPID
GROWTH SPURTS
COGNITIVE DEVELOPMENT
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MALES HAVE BETTER VISUAL SPATIAL SKILLS,
FEMALES BETTER VERBAL SKILLS
GEOMETRY MAY GET EASIER AS TEENS
MATURE-STUDENTS MAY WANT TO TAKE
GEOMETRY LATER IN THEIR HIGH SCHOOL
YEARS
ANTERIOR CINGULATE GYRUS MATURES AND
INCREASES ABILITY TO FOCUS FOR MALES
AND FEMALES, ALTHOUGH IF TEENS
EXPERIENCE AD-/HD, IT IS A LIFELONG
DISORDER
BRAIN MATURITY
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CEREBRAL CORTEX MATURES SUPPORTING
INCREASED LANGUAGE DEVELOPMENT DUE
TO INCREASED ABSTRACT THINKING AND
VOCABULARY
STIMULATING BRAIN ACTIVITIES SUCH AS:
MUSIC, SPORTS, CREATIVE ACTIVITIES, MATH,
PROBLEM SOLVING ALL CONTRIBUTE TO
HEALTHIER BRAIN DEVELOPMENT
THE EXPERIENCES OF EACH ADOLESCENT
DETERMINES THE QUALITY OF HIS/HER BRAIN“COACH POTATO VS. STIMULATION”
SLEEP IN ADOLESCENCE
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TOO MANY TIMED DEADLINES ENCOURAGE
IMPULSIVE BEHAVIOR AND DO LITTLE FOR
SLEEP PATTERNS AND FRONTAL LOBE
DEVELOPMENT
CIRCADIAN RHYTHMS SET REM CYCLES
MELATONIN, OLEAMIDE, AMINES AND
GLUTOCORTICOIDS MAKES YOU DROWSY AND
SETS YOUR SLEEP TIMES
IN TEENS IT IS SECRETED LATER AT NIGHT,
APPROX. 10:30-11:30, BROWN UNIV.
NATIONAL SLEEP FOUNDATION
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AT LEAST ONCE A WEEK 28% OF HIGH
SCHOOL STUDENTS FALL ASLEEP IN
CLASS
22% FALL ASLEEP DOING HOMEWORK
PERIOD OF TIME PRIOR TO BOTH OF
THESE, ADOLESCENT IS NOT ALERT
DEPRIVATION IS COMBINATION OF
NEUROBIOLOGY AND ENVIRONMENT
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TEENS AVERAGE 7-7.5 HOURS OF SLEEP A
NIGHT WHEN THEY NEED 9-11 HOURS OF
SLEEP
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IN REALITY TEENS NEED MORE SLEEP DUE TO
HORMONAL CHANGES AND DEVELOPMENTAL
GROWTH
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MANY ARE SLEEP DEPRIVED BECAUSE OF
BRAIN CHEMISTRY COMBINED WITH EARLY
SCHOOL STARTS, ELECTRONICS IN THE
BEDROOM AND CAFFEINE
SLEEP DEPRIVATION CAUSES…
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DEPRESSION, AGGRESSION AND LACK OF
MEMORY CONSOLIDATION, ACCIDENTS, MOOD
SWINGS AND LEARNING PROBLEMS
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POSSIBLE SOLUTION-SCHOOL SHOULD START
LATER FOR TEENS-STUDIES COMPARING A
7:30 TO 9:30 START RESULTED IN INCREASED
PERFORMANCE, SBSD
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TAKING ELECTRONICS OUT OF THE BEDROOM
CUT OUT CAFFEINE
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RELATIONSHIPS
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DURING THE ADOLESCENT YEARS-STAKES ARE VERY
HIGH-FEELINGS ARE JUST BEGINNING TO BE LINKED IN
THE BRAIN TO RATIONAL THOUGHTS
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RELATIONSHIPS FOR FEMALES BECOME MORE
EMOTIONAL AND INTIMATE AND WHEN WRONGED THEY
EXCLUDE EACH OTHER AND GET OTHER PEERS TO DO
THEIR DIRTY WORK (MEAN GIRL BEHAVIORS)
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MALES-EMPHASIS ON INTEREST, ACTIVITIES AND
LARGE GROUPS-WHEN WRONGED THEY ARE
CONFRONTATIONAL
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RELATIONSHIP VIOLENCE OFTEN BEGINS IN TEEN
YEARS WHEN JEALOUSY IS VIEWED AS DEVOTION
IDENTITY DEVELOPMENT-ERICKSON
AND MARCIA (REVISED 1987)
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1. IDENTITY DIFFUSION:EXPERIMENTAL STAGE, NO
CRISIS
2. IDENTITY FORECLOSURE:NO CRISIS, BUT ADOPTED
AN IDENTITY THAT HAS BEEN IMPOSED BY OTHERS
3. IDENTITY MORATORIUM:ADOLESCENT EXPERIENCES
A CRISIS AND ACTIVELY EXPLORES ALTERNATIVE
IDENTITIES. MARKED BY CONFUSION, DISCONTENT, AND
REBELLIOUSNESS
4. IDENTITY ACHIEVEMENT: RESOLUTION OF CRISIS AND
COMMITTED TO AN IDENTITY, MAY BE PERMANENT OR
MAY EVOLVE. NEWER RESEARCH A CRISIS EVERY TEN
YEARS OF ADULTHOOD
SUBSTANCE USE-MOST ADDICTIONS
GET THEIR START IN ADOLESCENCE
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THE EARLIER THE ADOLESCENT BEGINS
USING, THE GREATER THE LENGTH OF THE
ADDICTION
SMOKING-STRONGEST ADDICTION PATHWAYS
IN BRAIN AND MOST FREQUENTLY USED
LEGAL DRUG
ALCOHOL CONTINUES TO KILL MORE
ADOLESCENTS
USE OF MANY DRUGS IS ON THE RISE, BUT
PERCEPTION OF HARM IS DECREASING
ADOLESCENT DRUG TREATMENT
DRAMATICALLY RISING
TEEN ADDICTION
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NEWER RESEARCH HAS DEMONSTRATED
THAT TEENS MAY BECOME ADDICTED FASTER
AND TO LOWER AMOUNTS OF SUBSTANCES
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BECAUSE TEENS ARE HYPERSENSITIVE TO
NOVEL EXPERIENCES, THEY PROCESS
REWARD STIMULI DIFFERENTLY WHICH MAY
LEAD TO MORE RAPID ADDICTION AT THE
NUCLEUS ACCUMBEN SITE
Everyone is doing it………….
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According to NIDA’s 2010 Monitoring the
Future study, about 8 percent of 8th graders,
17 percent of 10th graders, and 21 percent of
12th graders had used marijuana in the
month before the survey. In 2010 daily
marijuana use increased among 8th, 10th,
and 12th graders. In 2010, 6 percent of 12th
graders reported using marijuana daily
NATIONALLY, 50% OF ALL HIGH SCHOOL
SENIORS REPORT HAVING SMOKED MARIJUANAKANN ET AL, 2000
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OVERALL, VERMONT CONTINUES TO BE THE #1
STATE IN MARIJUANA USE
#1 USED ILLICIT DRUG (ALCOHOL IS LEGAL)
PARENTS MAY BE RELUCTANT TO DISCUSS
MARIJUANA USE BECAUSE OF THEIR OWN
EXPERIMENTATION, BUT DRUG IS
SIGNIFICANTLY MORE POTENT AND
RESEARCH IS NOW LOOKING AT LONG TERM
NEGATIVE HEALTH IMPLICATIONS
MARIJUANA PROBLEMS
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PHYSICAL-INCREASED HEART RATE,
SUSCEPTIBILITY TO INFECTIONS, FERTILITY,
CARDIAC AND RESPIRATORY PROBLEMSBROWN UNIVERSITY-HEALTH EDUCATION
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IMPAIRED DRIVING DUE TO LACK OF
ATTENTION TO DRIVING SKILLS
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FAT SOLUABLE AND CAN REMAIN IN BRAIN
FOR UP TO 3 WEEKS
OTHER PROBLEMS CAUSED BY
MARIJUANA USE
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IMPAIRED MEMORY AND ABILITY TO LEARNTHOUGHT TO AFFECT THE HIPPOCAMPUS –
TROUBLE ATTENDING, CONSOLIDATION AND
INTEGRATION OF COMPLEX INFORMATIONDUKE,SWARTZWELDER-2004
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ANXIETY, PARANOIA
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IMPAIRED MUSCLE COORDINATION AND
JUDGEMENT
TEEN BRAINS AND ALCOHOL
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ACCORDING TO THE N.Y. ACADEMY OF
SCIENCES, ROUGHLY 80% OF OUR NATION’S
ADOLESCENCE HAVE CONSUMED ALCOHOL
TEEN BRAINS APPEAR TO HOLD MORE
ALCOHOL, BE LESS SEDATE AND WHEN
IMPAIRED……………..
THEY DO NOT APPEAR INTOXICATED, WHICH
PUT THEM AT-RISK FOR DOING MORE DAMAGE
TO THEIR DEVELOPING BRAIN
THE EFFECTS OF ALCOHOL ON THE
TEEN BRAIN
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MORE LONGLASTING EFFECTS ON BRAIN
DEVELOPMENT AND BRAIN FUNCTION
LEARNING AND MEMORY IMPAIRMENT-INTERFERS WITH
DEVELOPMENT OF NEW MEMORIES, MOST SEVERE
BLACKOUT
MOTOR COORDINATION IMPAIRMENT (LESS THAN
ADULTS)
APPEARS TO ALTER NEURAL CIRCUITS
DISRUPTS THE FUNCTIONING OF HIPPOCAMPUS
KEY BRAIN STRUCTURE FOR LEARNING AND MEMORY
COGNITIVE IMPAIRMENT
BLUNTED FRONTAL LOBE ACTIVITY LEADING TO MORE
RISKY AND ANTISOCIAL BEHAVIORS
Brain areas
ADOLESCENT RISKS
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AS PREVIOUSLY STATED, THE TEEN YEARS ARE
MARKED BY EGO-CENTRISM AND THOUGHT
CONFUSION
UNIQUENESS OF YOUR EXPERIENCE LEADS TO A
SENSE OF IMMORTALITY AND INVULNERABILITY
AND CAN RESULT IN PROBLEMS IN THE
FOLLOWING AREAS:
SEXUAL-IDENTITY, EXPERIMENTATION,
PROMISCUITY, ANTISOCIAL BEHAVIOR, TEEN
PREGNANCY AND LACK OF MATURITY
OTHER RISKS
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LACK OF SIGNIFICANT PERSON IN THEIR LIFE
THE MUCH NEEDED CONNECTION TO PARENTS
OR CAREGIVERS
MENTAL HEALTH PROBLEMS
INCREASED STRESS WHICH ALSO RETARD
THE GROWTH OF THE HIPPOCAMPUS, WHICH
CONSOLIDATES MEMORIES
RISKS
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ALCOHOL/DRIVING-LEADING CAUSE OF TEEN DEATH
CRIMINAL INVOLVEMENT-IF DO NOT FIT IN WITH THEIR
SOCIAL GROUP, TEENS GRAVITATE TO MORE ANTISOCIAL GROUPS
SUICIDE (4TH LEADING CAUSE OF DEATH IN TEENS)
DEPRESSION, SELF HARM AND OTHER RISKY HARMFUL
BEHAVIORS
ADOLESCENCE CAN BE A TIME OF FREEDOM AND
EXPLORATION, BUT ALWAYS NEED TO QUESTION IF
YOUR DECISOIN MAY CHANGE YOUR LIFE FOREVER
LASTLY
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WHILE BRAIN RESEARCH AND KNOWLEDGE
ARE MOVING AT LIGHTNING SPEED, IT HAS A
LONG WAY TO GO
AN EXAMPLE OF THIS ISTHE SUPREME COURT DECLARED, BY A 5-4
VOTE, THAT 16 AND 17 YEAR OLDS CANNOT BE
EXECUTED BECAUSE OF THE IMMATURITY OF
ADOLESCENT BRAIN DEVELOPMENT
THE MORE RECENT BRAIN RESEARCH
CONTRIBUTED TO THAT DECISION AND THERE
WILL BE MUCH MORE TO COME
REFERENCES
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HARVARD NEWS LETTER-22-2005
KELLEY et al, 2004
ROSSO, IM et al, 2004
SPESSOT, AL, et al, 2004
STEINBERG, L. 2005
A USER’S GUIDE TO THE BRAIN, RATEY, J., 2001
THE PRIMAL TEEN, STRAUCH, B., 2003
SWARTZWELDER AND WHITE, DUKE UNIV. MEDICAL CENTER
KANN ET et al, 2000
JOHNSTON et al, 2001
BROWN UNIVERSITY HEALTH EDUCATION AND CENTER FOR
ALCOHOL AND ADDICTION STUDIES
NATIONAL INSTITUTE OF DRUG ABUSE
MONTI, PETER, BROWN UNIVERSITY, 2005