Search for the Teenaged Brain. Heather Harlan, Certified Reciprocal Prevention Specialist Phoenix Programs, Inc. Columbia, MO. NAMI Missouri State Conference Lake of the Ozarks Port Arrowhead Conference Center November 4, 2011. Learning Objectives.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Heather Harlan, Certified Reciprocal Prevention Specialist
Phoenix Programs, Inc.
NAMI Missouri State Conference
Lake of the Ozarks
Port Arrowhead Conference Center
November 4, 2011
Identify recent neurological discoveries in the brains of adolescents.
Most everybody (including scientists) had thought they knew what was different about adolescents. . . .
Didn’t connect astounding (irritating) changes in behavior, appetite, attention span, poor judgment, risky behaviors, and sleep patterns to their brains.
Scientists in 1997 were surprised!
Dr. Jay Geidd, National Institutes of Healthsaw something he didn’t expect to see.
Scientists knew human frontal lobes continue to grow but thought it was over about age 2 yrs.
forming gray matter,
treelike branches—dendrites , THEN
It begins to kill off brain
Some connections thrive.
Used the most.
Enables human brain to
specialize and adapt—connecting all those brain cells with neuropathways, enabling parts of the brain to work together smoothly.
Blue represents maturing portion of the brain.
Last to mature—front
Pre-frontal cortex—right behind your eyes and forehead
Helps us plan ahead.
Asks, “What might happen IF . . . .?
Research suggesting teens’ IQ is not set in stone.
IQ seems to be a gauge of acquired knowledge that progresses in fits and starts.
"We were very surprised," researcher Cathy Price, who led the project. She had expected changes of a few points. "But we had individuals that changed from being on the 50th percentile, with an IQ of 100, [all] the way up to being in the (top) 3rd percentile, with an IQ of 127." In other cases, performance slipped by nearly as much, with kids shaving points off their scores.
Teen brains changing in even more ways
than we knew.
The one thing the adolescent brain is best designed to do?
Primed, at the starting block, geared up, ready to go? the project. She had expected changes of a few points.
Learn the project. She had expected changes of a few points.
Neurologically, learning is the process of developing effective neuropathways.
Make it possible for us to learn.
What’s a reinforcer?
A positive reward that increases a likelihood a behavior will be repeated is a positive reinforcer.
A negative response that increases the likelihood a behavior will diminish or stop.
In the brain it comes in the form of chemical rewards.
When I think of my brain the project. She had expected changes of a few points.
There’s a lot at stake
So I’m gonna learn how
To make a good brain great.
Now from memory . . . the project. She had expected changes of a few points.
Neurons fired together are wired together.
Understand the project. She had expected changes of a few points. needs of adolescents as a special population in prevention, treatment and recovery
Youth who begin drinking before age 15
are 4 times more likely to become
alcohol dependent than those who
wait until they are 21.
(Pacific Institute on Research and Development)
4 times more likely to develop alcohol dependency! the project. She had expected changes of a few points.
Times the project. She had expected changes of a few points.
Anything that lowers ones pain (emotional or physical) quickly can have an addictive quality.
It’s about the brain
f o r e v e r
. . . how can we empower advocacy for evidence-based prevention, intervention, and treatment for youth?
These messages only tell youth and
young adults what NOT to do.
These messages don’t help youth LEARN what TO do!
science or evidence-based programs.
What’s an evidence based or
“Here’s what worked for me.”
“I heard of someone who . . . .”
“We’ve always done it that way.”
“We have a 21 day program.”
“But how well does it work?”“What’s the number of people it helps and how does it help them?”
Just DO something.
I don’t care how well it works—just DO something.
Based on how well the program or intervention helps teens and young adults as a special population in areas we agree to measure (with grant funders).
Not based on how great
the idea seems or
how good it makes us feel.
Example: APEX (youth and young adult treatment program) at Phoenix Programs ages 12 thru 20Adolescent Community Reinforcement Approach/Assertive Continuing CareACRA/ACC
MFH grant focus on measuring suicide prevention
How do you measure it if it didn’t happen? Phoenix Programs ages 12 thru 20
Objective 3: Within one year of grant funding, 50% of participants will who report suicidal thoughts/actions will report a reduction in these symptoms after completing participation in the Reach Out program and appropriate mental health services.
Follow Up Data (N = 26)
Data demonstrates that clients had a reduction in suicidal thoughts/actions from intake to follow up.
and in community
Fed. Gov. (Substance Abuse and Mental Health Services Administration)
(should be able to name a type or model of treatment not length of the program)
2. Upon what science do you base your programs?
(vs. It’s what’s traditionally done. . . .)
3. Where can I learn more about that?
(website, book, article, brochure?)
“We already do that.”
Go to www.nrepp.samhsa.gov and search for Adolescent Community Reinforcement Approach
Enter criteria for other science-based programs.
It is hard to treatment:convince a high-school student that he will encounter a lot of problems more difficult than those of algebra and geometry. ~Edgar W. Howe
Phoenix Programs, Inc.
Email to request copy of Power Point presentation 573-875-8880 x 2142
Funding for this project was provided in part by the Missouri Foundation for Health. The Missouri Foundation for Health is a philanthropic organization whose vision is to improve the health of the people in the communities it serves.