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Engaging the Adolescent PED3133C January 24, 2010 Today Confirmed dates: Feb 7 – Mental Health & Suicide Feb 28 – Bullying Still working on Substance Use/Abuse Review of communication skills and what today’s readings say The Teenage Brain – neurological and biological changes that affect the students we are trying to teach Group Facilitation Summary Effective Listening Attitudes required: Really want to hear Sincerely want to help Able to respect opinions, feelings, values Feelings change, strong ones don’t necessarily stay Confidence in people (Gordon (1970) in Hornby (2002) Block to Communication Self-listening – to avoid use: Attentiveness Passive listening Paraphrasing Reflecting meanings Active listening Summarizing Engaging the Adolescent (or getting them to talk to you!) Responding Techniques Reflecting Feelings – trying to help and understand Empathic Understanding – listening and understanding Questions – no inquisitions Minimal Prompts – encouraging Responding Techniques Paraphrasing – listening & understanding Judgments – no revelations, just calm responses Linking Experiences - sensitivity Subject Changes – issue avoidance Responding Techniques Speaking Too Often or Too Long Summarizing – listen for confirmation that you are correct Focusing – on student and their issues Clarifying – use your confusion Responding Techniques Confrontation – difficult talks Information and Questions – not advise Do’s & Don’ts, p 53-54 Putting it all together The Teenage Brain The big news: It isn’t hormones! Feinstein, 2004 The Brain Basic biology Brain cell are neurons or glial cells Glial – 90%, glue Neurons – conversations Anatomy of a Neuron Improving Transmission Motor and Cognitive Skills Feedback Best when corrective in nature Especially important during adolescence Must be timely and specific Organization New info is stored by identifying patterns in it, again use it or lose it! Teens need help to access patterns Stress Cortisol, the stress hormone Depresses immune system Affects ability to remember and organize thoughts Increases likelihood of making rash decisions Higher progesterone levels in girls seems to let cortisol have even more an effect, putting them more at risk Sources Today’s readings: King, G. (1999). Ch3: Responding skills (pp. 27-58). Counselling skills for teachers: Talking matters. Buckingham, UK: Open University Press. Hornby, G. (2003). Ch3: Exploration of concerns and feelings (pp. 23-32). In G. Hornby, C. Hall, & E. Hall (eds.), Counselling pupils in schools: Strategies for teachers. London: Falmer Press Ltd. Certo, Cauley, & Chafm (2003). Students' perspectives on their high school experience. Adolescence, 38, 705-724. Other texts: Feinstein, S. (2004). Secrets of the Teenage Brain, California: Corwin Press. Jensen, E. (2005). Teaching With The Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development Next Week: Group Dynamics Group Facilitators: Emily MacDuff Darren Yip Emil Yeghiaian Lindsay Luminoso Marie Gervais Ryan Delyea