The adolescent brain under stress

1. The adolescent brain under stress • Michael Nerney and Associates • P.O. Box 93 • Long Lake, NY, 12847-0093 • 518-624-5351 • mcnerneyLL@frontiernet.net

2. Brain Studies

3. New Research • MEG Magnetoencephalography • SQUID Magnetometry

4. New research on theadolescent brain • Discoveries from Neuroimaging • fMRI • Diffusion Spectrum Imaging

5. Developmental changes • Chemical Trigger for Puberty • Kisspeptin • Signal to Endocrine System • Production of New Hormones • Male/Female

6. Adolescent hormones • Pituitary Growth Hormone (PGH) • Physical Growth • Skeletal • Muscular • Head and Face • Self Esteem drop Spotlight phenomenon

7. Adolescent hormones, Cont. • Testosterone • Primary and Secondary Sex Characteristics • Estrogen • Primary and Secondary Sex Characteristics

8. The brain

9. Why is this Brain at Risk? • 200 Billion Cells • Grey Matter • White Matter • Migration and Activation • Cell Migration • Benchmarks

10. Why is this Brain at Risk?Cont. • Emotional Intensity • 2 to 4 Times • More Frequent Change • Male/Female • Legitimate/Normal

11. Why is this brain At risk?Cont. • Emotional Intensity • Mirror, Mirror • Male/Female Brain Differences

12. Why is this Brain at Risk?Cont. • Depression • Serotonin Synthesis

13. Impact of targeting • Attacks on appearance • Stress chemistry • Negative emotions • Area 25 overdrive

14. Why is this Brain at Risk?Cont. • Risk Taking • New Sites of Activity • Influence of Peers • Male/Female • Problem Solving • No Load • Social/Emotional Crisis

15. why is this brain at risk?Cont. • Problem Solving • Social/Emotional Crisis • The Crisis Chemical • THP • Emotional Support Essential

16. Risk factors, cont. • Emotional Stressors • Social Bonding • Negative Emotions • Boredom • Money

17. Teens and Conflict • Migration and Activation • Cell Migration • L1 • Benchmarks • “I Know!” • Open Conflict • Don’t Take It Personally

18. Risk factors, cont. • Males • Older male siblings • Females • Early puberty

19. Risk Factors • Family Dysfunction • #1 Risk Factor • Emotional and Learning • Disorders • School Failure • Social Isolation

20. Stress in America-apa study • 13-23 • Highest stress First time ever 27% Extreme stress 8-10 55% Moderate stress 5-7

21. Stress defined • Brain Chemical Response when situations are perceived as: • Difficult, Dangerous or Painful • Situations can be Physical, Academic, Social, Emotional • Demands are perceived to exceed existing resources

22. Stress in america • Emotional cost • Negative emotions • Anxiety • Depression • Frustration • Anger • Shift in age for suicidal behaviors

23. Stress response • Release of chemicals, including: • Norepinephrine • Cortisol B • Adrenaline • Glucocortcoids

24. Stress response, continued • Fight or Flight; Freeze; Tend and Befriend • Heart Rate Increases • Blood Pressure Increases • Rate of Respiration Increases • Hyper-vigilance • GI Activity – lump in throat, knot in stomach

25. Stress response • Prefrontal cortex • GATA1 transcription factor • Synaptic connections Glucocorticoids Hippocampus receptors Diminished volume

26. Stress response, continued • Brain Jam – Perseverating Thoughts • Impact on: • Sleep • Appetite • Mood • Behaviors • Relationships

27. Negative responses to stress • Flee the Scene • Break Down and Cry • Snarky Effect • “Catastrophize” • Negative Self-Talk

28. Depression at College • The second leading cause of death on college campuses (after accidents) is suicide. • 86% of college students have felt overwhelmed. • 81% have felt exhausted. • 30% have felt too depressed to function. • 6.6% of college students have seriously considered suicide.

29. Outside forces • Academic • Classes • Homework • Papers • Grades • Competition

30. Inner forces • Not good enough • The Perfection Standard • An A+ is unacceptable • I have redone this 5 times • Better than everyone NEEDS WORK!

31. Outside Forces, continued • Family • Parents • Expectations • Conflicts • Siblings • Changes

32. Outside Forces, continued • Peers • BFFs • Romantic Relationships • Social Groups • Teams • Events

33. Outside Forces, continued • Environment • Dorms • Roommates • Home • Neighborhood • Bullies

34. High risk behaviors • Drug and Alcohol Use • Medicate for Feelings • Limited Practice Skills • No Life Skills • Social/Emotional • Relationship • Adult Brain • Less Fire Power • Harder Work

35. CONCERNS • Brain Changes Related to Substance Abuse • Reward System Shutdown • Systemic Chemical Change • CREB • Embedded Emotional Memory • New Protein Activity • PKMzeta

36. Long Term Outcomes ofUnderage Drinking and Drug Abuse • 10% Loss of Volume in Prefrontal Cortex • Executive Function • Learning • Reasoning

37. Long term outcomes • 10% Loss of Volume in Hippocampus • Memory • Motivation • Social Behaviors

38. Bullies • Who are they? • Middle school students • High school and College students • Males and Females

39. bullies How many are there? • 10-15% • Male/Female • 12% 12% • 38% 20% Homophobic taunts Intentional Meanness • As many as 30% • Males-26% Females-24% H-T

40. Bullies, continued • How do they get away with it? • Transitions • Areas of low supervision • Ineffective interventions

41. Bullies, continued • What do they do? • Verbal: Teasing, taunting, • Name-calling, threatening • Social: Excluding, isolating, • Starting rumors, embarrassing • Physical: Striking, tripping, spitting • Property destruction

42. Bullies, cont. • Why should you help? • Negative Emotions and Stress Chemistry • Change in neural activity Change in Area 25 • Sleep Disorders • Low self esteem • Depression • Suicide

43. Elements of Bullying • Enabling: • Parents • Peers • Teachers • Coaches

44. Ineffective Tactics • Peer to peer mediation • Conflict resolution • Anger management • Empathy Building

45. Ineffective Tactics, continued • Felicia had reported the taunts to an administrator, who arranged mediation sessions between Felicia and the boys she said were harassing her. Police are now investigating her death. Neither they nor the Education Department nor the school would comment on the bullying allegations.

46. Bullying Intervention: C.A.R.E. • C onsequences • A dult Supervision • R estitution • E ducation

47. Environmental Control • Strong System-Wide Value • Policies and Rules Posted • Plan for Supervision • Central Reporting • Consistent Consequences

48. Staff Response • Support and Reassurance • Ask the Right Questions • Report to Central Control

49. Staff Response, continued • Document • Request Info Regarding Plan • Follow Up with Adolescent

50. Staff Response, continued • Immediate Intervention • Restate Rules • Link to Values