LIVING WITH A TEENAGE BRAIN: THE TAKE HOME POINTS

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1 THE TEEN BRAIN LIVING WITH A TEENAGE BRAIN: THE TAKE HOME POINTS William R. Stixrud, Ph.D Georgia Avenue, Suite 300 Silver Spring, MD stixrud.com I. Introduction: The teenage brain is still developing and adapting. A. The adolescent brain is highly flexible and adaptable, has great capacity for change. B. The teen brain is capable of great creativity, productivity, and achievement. C. Because it is still developing it is vulnerable and requires good care. Brain basics A. Key brain structures: prefrontal cortex (PFC), amygdala B. Key chemicals: dopamine, cortisol, melatonin. I Adolescent brain development A. At puberty, teens develop a huge number of potential connections (synapses). Experience then determines which connections develop and stay in the adult brain. B. The major development is in the PFC, which allows for abstract thinking and executive functions such as planning, organizing and regulating emotions. C. The PFC becomes more involved in daily tasks throughout the adolescent years, allowing for better self-control, judgement, organization, long range thinking. D. Cognitive control centers mature by 25 +/- 3; emotional control centers by 32 +/- 3. E. Changes in the brain s reward system increase drive to seek pleasurable experiences. 1. This explains teens intense drive to seek pleasurable, rewarding experiences. 2. There is also evidence that peers activate the reward system more in teens. 3. This has tremendous adaptive value, as well as potential risks. 4. Teenagers don t think they re immortal; they value rewards more than adults. STRESS I. What is stress? A. The stress response is your fight or flight response (or fight, flight, or play dead) 1. It evolved to protect us from physical danger. 2. It was meant to be over in minutes or hours. 1 B. A few signs of stress

2 1. Loss of enjoyment in pleasurable activities; lack of energy 2. Finding even simple things burdensome or difficult to accomplish 3. Mentally preoccupied with all the things you have to do 4. Feeling on edge, easily frustrated, easily annoyed or irritated C. Four characteristics of stressful experiences ( NUTS ) 1. Novelty 2. Unpredictability 3. Threatening 4. Sense of limited control Why you can t think, learn, or remember well under high stress ( Stress makes us stupid. ) A.. When you re in a real emergency, you want an immediate instinctive response. B. When you re in a real emergency you don t want to overthink your response. C. Stress thus disconnects higher reasoning centers from primitive stress centers. D. Stress impairs attention, planning, organization, memory, retrieval, reasoning, judgment. I Educational implications of research on stress and learning: A. The optimal internal state for learning is relaxed alertness. B. The optimal learning environment involves high challenge but low threat. IV. Rationale for living a more balanced, less stressed life as a high school student A. Stress is really bad for your brain and body. B. You ll do better in school, sports, arts, etc.. C. You ll be much less likely to get depressed and/or burn out. D. You ll do better in college. E. You ll be sculpting a brain that works at a very high level of efficiency. F. It s safe to do so. (You can write your college essay on care for the adolescent brain.) G. You contribute less suffering to the world. H. A peaceful world requires peaceful people. V. Ideas about stress management: A. Make a personal decision: 1. Decide to make living a balanced, centered, and healthy life a priority for yourself. 2. Consider how much more productive you ll be if you re healthy and clear-minded. B. Be as regular as you can in your daily routine (in your sleeping, eating, exercising) C. Learn to meditate (and practice meditation for a few minutes morning and evening.) 1. Great value in having a deeply relaxed body and an alert mind. 2. Meditation helps to normalize the stress response. 3. Get a meditation period built into the school day. 2 D. Take a yoga class in P.E.

3 1. Physical flexibility contributes to increased mental flexibility. 2. Even very demanding yoga classes end up being restful, destressing. E. Practice diaphragmatic breathing as emergency medicine. F. Drink water all day (less production of stress hormones when you re well hydrated). VI. Don t create unnecessary stress due to an inaccurate model of reality. A. The relationship between grades/test scores and career success is very limited. 1. Valedictorians aren t more successful than others by late 20's. 2. Many highly successful people were not top students. B. Focus on developing yourself so that you will be able to serve the world. 1. Take on difficult challenges and train yourself to persist. 2. Focus on creating your own life and finding things you are passionate about. 3. From this perspective, you don t have to worry about competition. C. Work hard at stuff you love to do and then rest. 1. Go pedal to the metal (e.g, practice guitar for an extra seven minutes). 2. Then rest hard so your brain can do its work. SLEEP: IT S THE MOST IMPORTANT THING FOR YOUR BRAIN I. Rest is the basis of activity. A. Sleep is crucial for survival, repair and healing, growth B. Sleep is highly associated with mental health. C. Sleep is very important for learning, memory, and retention. Mind blowers: A. If you are ever tired during the day, it s because you are sleep deprived. B. Nature wants you to go to bed at the same time every night and wake up without an alarm. I Adolescents have unique sleep needs. A. Starting around puberty, adolescents experience a need for more sleep (9 1/4 hours) B. Adolescents also experience a phase delay in their sleep onset (i.e., not tired until 11 PM). IV. Suggestions for getting more sleep: A. Make sleep a priority: If you re tired, you re working at 25 percent capacity or less. 1. Sleep is more important for learning and memory than an extra hour studying. 2. If you get sick or depressed, it will really interfere with your performance. 3. Go over your schedule with your parents and your guidance counselor. 4. Arrange your day and evening so that you can get at least eight hours of sleep. 5. Something s gotta give (other than you re brain); let something go. 6. Don t take a part-time job unless you need the money for essential things. 3

4 B. Develop a nightly wind down routine. 1. Make a smooth transition from high stimulation/focus to relaxation and sleep. 2. Schedule in at least some time to do something relaxing before bed. 3. Take a shower, lay out your clothes, pack up your stuff for school at night. 4. Try taking a very hot bath to relax your muscles. C. Reduce stimulation as much as you need in order to sleep. 1. Avoid heavy studying up until bed time. 2. Avoid multitasking and texting before bedtime. 3. Ideally, make your bedroom a technology free zone (e.g., no TV or computer). 4. Stay away from caffeine after the early afternoon. D. Use light and darkness to your advantage (to sleep soundly and regulate biological clock). 1. Avoid bright light after 9:00 pm. Wear sunglasses if necessary. 2. Make your bedroom as dark as possible when you sleep (e.g., turn off monitor). 3. Open the blinds and turn on all of the lights as soon as you wake up. E. Catch up on lost sleep (but don t fill your tank all at once). 1. Take power naps during the day but don t sleep more than 30 minutes. 2. Sleep a little later on the weekends but not very much. F. Advocate for yourself. 1. Negotiate extra allowance for going to bed by 10:30 or 11: Work with teachers, school administrators, student groups to change start times. G. If you have trouble falling asleep: ALCHOHOL AND POT 1. Count backwards from 100 in conjunction with your breath. 2. Try listening to relaxing music, nature sounds, relaxation CD s. 3. Keep a worry pad by your bed to write down the thoughts that are keeping you up. 4. Keep a sleep log. 5. Ask your parents to take you to a sleep specialist. I. Alcohol and the adolescent brain A. Alcohol affects the teen brain differently (creates many more receptors for alcohol). B. Adolescents are particularly vulnerable to abuse and dependency. C. Binge drinking is terrible for the brain. It s as simple as that. Heavy marijuana use kills motivation and stops emotional development. A. In my experience, when kids lose motivation it s usually either depression or heavy pot smoking. B. You mature emotionally by feeling your feelings and dealing with them. This is hard to do if you re loaded. 4

5 C. If you have ADHD, it s really hard to create a life if you smoke a lot of weed, because pot shuts down the prefrontal cortex. TECHNOLOGY AND MULTITASKING I. Technology is incredible and also problematic. A. It s incredibly fun and holds the promise of solving many problems. B. Technology makes life go faster and makes it more stressful. C. The more we use it the more physical, mental, and behavioral problems we have. D. Please build in unplugged periods every day -- let your brain chill. Multitasking versus mindfulness A. You can t really do two things at once if they require conscious thought. B. If we try to focus on two or more things, we shift quickly between tasks. C. Multitasking is highly inefficient (slower and less accurate). D. Multitasking limits opportunities for creativity & invention, due to surface thinking. E. Practice being here now for part of every day. GETTING READY FOR COLLEGE I. Lots of kids go off to college who aren t really ready. A. They haven t had enough practice running their own life. B. They haven t developed strong enough academic skills. C. They don t have strong self-regulation skills related to stress management and sleep. D. They don t really want to study very much or are burned out from high school. To get ready: RESOURCES Sleep A. Practice autonomy and ask for help when you need it. B. Practice going to bed and getting up, limiting technology time, etc. C. Develop healthy routines for de-stressing. D. Be honest with yourself (and your parents) if you need help. Helene Emsellem, M.D., author of Snooze...or Lose! (practices on Wisconsin Avenue in Chevy Chase) Danny Lewin, Ph.D., behavioral sleep specialist at Children s National Medical Center Stress Transcendental Mediation (Committee for Stress-Free Schools website: tmeducation.org) Mindfulness Meditation: mindfulnesstapes.com 5

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