THE ADOLESCENT BRAIN

UNDER STRESS

Michael Nerney and AssociatesP.O. Box 93

Long Lake, NY, 12847-0093518-624-5351

mcnerneyLL@frontiernet.net

BRAIN STUDIES

NEW RESEARCH

MEG Magnetoencephalography

SQUID Magnetometry

Discoveries from Neuroimaging

fMRI

Diffusion Spectrum Imaging

NEW RESEARCH ON THEADOLESCENT BRAIN

Chemical Trigger for Puberty

Kisspeptin

Signal to Endocrine System

Production of New Hormones

Male/Female

DEVELOPMENTAL CHANGES

Pituitary Growth Hormone (PGH)

Physical Growth

Skeletal

Muscular

Head and Face

Self Esteem drop Spotlight phenomenon

ADOLESCENT HORMONES

Testosterone Primary and Secondary Sex Characteristics

Estrogen Primary and Secondary Sex Characteristics

ADOLESCENT HORMONES, CONT.

THE BRAIN

200 Billion Cells

Grey Matter White Matter

Migration and Activation

Cell Migration Benchmarks

WHY IS THIS BRAIN AT RISK?

Emotional Intensity

2 to 4 Times

More Frequent Change

Male/Female

Legitimate/Normal

WHY IS THIS BRAIN AT RISK?CONT.

Emotional Intensity

Mirror, Mirror

Male/Female Brain Diff erences

WHY IS THIS BRAIN AT RISK?CONT.

Depression

Serotonin Synthesis

WHY IS THIS BRAIN AT RISK?CONT.

IMPACT OF TARGETING

Attacks on appearance

Stress chemistry

Negative emotions

Area 25 overdrive

Risk Taking New Sites of Activity Influence of Peers Male/Female

Problem Solving No Load Social/Emotional Crisis

WHY IS THIS BRAIN AT RISK?CONT.

Problem Solving Social/Emotional Crisis

The Crisis Chemical THP

Emotional Support Essential

WHY IS THIS BRAIN AT RISK?CONT.

Emotional Stressors Social Bonding Negative Emotions

Boredom

Money

RISK FACTORS, CONT.

Migration and Activation

Cell Migration L1

Benchmarks “I Know!” Open Conflict

Don’t Take It Personally

TEENS AND CONFLICT

Males

Older male siblings

Females

Early puberty

RISK FACTORS, CONT.

Family Dysfunction #1 Risk Factor

Emotional and Learning Disorders

School FailureSocial Isolation

RISK FACTORS

13-23

Highest stress First time ever

27% Extreme stress 8-10

55% Moderate stress 5-7

STRESS IN AMERICA-APA STUDY

Brain Chemical Response when situations are perceived as:

Diffi cult, Dangerous or Painful

Situations can be Physical, Academic, Social, Emotional

Demands are perceived to exceed existing resources

STRESS DEFINED

Emotional cost

Negative emotions AnxietyDepressionFrustrationAnger

Shift in age for suicidal behaviors

STRESS IN AMERICA

Release of chemicals, including:

Norepinephrine

Cortisol B

Adrenaline

Glucocortcoids

STRESS RESPONSE

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

STRESS RESPONSE, CONTINUED

Prefrontal cortex

GATA1 transcription factor

Synaptic connections

GlucocorticoidsHippocampus receptorsDiminished volume

STRESS RESPONSE

Brain Jam – Perseverating Thoughts

Impact on: Sleep

Appetite

Mood

Behaviors

Relationships

STRESS RESPONSE, CONTINUED

Flee the Scene

Break Down and Cry

Snarky Eff ect

“Catastrophize”

Negative Self-Talk

NEGATIVE RESPONSES TO STRESS

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.

Academic

Classes

Homework

Papers

Grades

Competition

OUTSIDE FORCES

Not good enough

The Perfection Standard

An A+ is unacceptable

I have redone this 5 times

Better than everyone

INNER FORCES

NEEDS WORK!

Family

Parents

Expectations

Conflicts

Siblings

Changes

OUTSIDE FORCES, CONTINUED

Peers

BFFs

Romantic Relationships

Social Groups

Teams

Events

OUTSIDE FORCES, CONTINUED

Environment

Dorms

Roommates

Home

Neighborhood

Bullies

OUTSIDE FORCES, CONTINUED

Drug and Alcohol Use

Medicate for Feelings

Limited Practice Skills No Life Skills

Social/Emotional Relationship

Adult Brain Less Fire Power Harder Work

HIGH RISK BEHAVIORS

Brain Changes Related to Substance Abuse

Reward System Shutdown Systemic Chemical Change CREB

Embedded Emotional Memory New Protein Activity PKMzeta

CONCERNS

10% Loss of Volume in Prefrontal Cortex

Executive Function

Learning

Reasoning

LONG TERM OUTCOMES OFUNDERAGE DRINKING AND

DRUG ABUSE

10% Loss of Volume in Hippocampus

Memory

Motivation

Social Behaviors

LONG TERM OUTCOMES

BULLIES

Who are they?

Middle school students

High school and College students

Males and Females

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

BULLIES, CONTINUED

How do they get away with it?

Transitions

Areas of low supervision

Ineffective interventions

BULLIES, CONTINUED

What do they do?

Verbal: Teasing, taunting, Name-call ing, threatening

Social: Excluding, isolating, Starting rumors, embarrassing

Physical: Striking, tr ipping, spitt ing Property destruction

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

ELEMENTS OF BULLYING

Enabling:

Parents

Peers

Teachers

Coaches

INEFFECTIVE TACTICS

Peer to peer mediation

Confl ict resolution

Anger management

Empathy Building

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.

BULLYING INTERVENTION: C.A.R.E.

C onsequences

A dult Supervision

R estitution

E ducation

ENVIRONMENTAL CONTROL

Strong System-Wide Value

Policies and Rules Posted

Plan for Supervision

Central Reporting

Consistent Consequences

STAFF RESPONSE

Support and Reassurance

Ask the Right Questions

Report to Central Control

STAFF RESPONSE, CONTINUED

Document

Request Info Regarding Plan

Follow Up with Adolescent

STAFF RESPONSE, CONTINUED

Immediate Intervention

Restate Rules

Link to Values

STAFF RESPONSE, CONTINUED

Proximity

Consequence

First things first

What can be eliminated?

Who can provide support?

EFFECTIVE STRESS REDUCTION

“It’s All Good”

Critical for Health and Success

RELAXATION RESPONSE

Sleep

Nap Time

8 ½ - 10 ½ hours

Catch Up

No Electronics

SLEEP, EAT AND SUCCEED

Food

Protein

Iron

Omega-3s

Control Caffeine

EAT TO SUCCEED

Mindfulness Meditation Mindfulness Based Stress Reduction for Teens

MRI Studies

YOU’VE GOT SKILLS

Focus on Breathing

Present Moment

Counting

Feel Inhale and Exhale

Stray Thoughts Noted and Released

SKILLS, CONTINUED

Grounding

Sensory Inputs Visualize Your Favorite Place Stray Thoughts Noted and Release

Progressive Muscle Relaxation

Start at Your Toes Work Up to Your Forehead Stray Thoughts Noted and Released

SKILLS, CONTINUED

Effective classroom characteristics

High expectations

Low anxiety

Time to focus

ACADEMIC SUCCESS

Classroom characteristics

Quiet time

Daydream believer

Mix of competitive and cooperative

ACADEMIC SUCCESS

Male/Female brain differences

Emotional Memory

Space and Activity

Sensory Learning

ACADEMIC SUCCESS

Male/Female brain differences

Testing for everyone

Best seat in the house

CLASSROOM CHARACTERISTICS

Praise and Encouragement

Positive Reinforcement

Perseverance

Effort

Strategies

Learn from failure

ACADEMIC SUCCESS

A Work in Progress

Stages of Adolescent Development

Emerging Adult Brain

The Long and Winding Road

WHY IS THIS BRAIN AT RISK?CONT.

1. Reliability

2. Predictability

3. Faith

COMPONENTS OF TRUST

Validate Emotions

Social Bonding

Risk-Taking Opportunities

Crisis Support

Early Intervention

WRAP UP