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PAIN IN THE BRAIN:TEEN LIBRARY(MIS) BEHAVIOR 101
Presented by Beth Gallaway for Watertown Free Public Library, August 2009
Beth Gallaway: Contact & Slides
Email: [email protected]
Cell: 603.247.3196
web: www.informationgoddess.info
Slides: www.slideshare.net/informationgoddess29/
Links: www.delicious.com/informationgoddess29/brain
Do you have Ephebiphobia?
Icebreaker
Name Dept/Library 1 thing you enjoy about working with
teens
Library Behaviors
Groups Blocking entrance
or access Roaming Taking up space
“Courting” Behavior
Backtalk and “disrespect”
Eating & drinking Cell phone use
Library Behaviors
Language Sex Vandalism Theft Violence Cyberbullying
Differentiate between the 2 Ds:
Disruptive Normal Annoying
Dangerous Abnormal Harmful to self & others Illegal
Why Do Teenagers Act That Way? They hate the library? They hate YOU (the librarian)? It’s a contest? Their hormones? The weather? Their age?
Influences on Teen Behavior Cultural Sociological Personal Psychological Biological
Cultural
Who taught you how to behave in the library?
How do patrons know how to behave in the library
Sociological
Who do teens spend their time with?
Personal
What are some personal issues teens face the might influence behavior?
Psychological
What are teens going through during adolescence?
What are the unique experiences that characterize them?
On Rules
Create a behavior policy Same rules for everyone No rules set up to fail The less rules, the better Word rules in a positive way Leave rules open ended
Developmental Needs
Positive Social Interaction with Adults & Peers Structure & Clear Limits Physical Activity Creative Expression Competence & Achievement Meaningful Participation Opportunities for Self-Definition
Source: National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006
Developmental Needs Positive Interaction with Adults and Peers
(seek attention, approval) Boundaries & Expectations
(push boundaries, challenge authority) Physical Activity
(run from computer to computer, roam) Creative Expression
(vandalism, MySpace Competence & Achievement
(competitive behavior, RuneScape obsession) Meaningful Participation
(opinionated, socialization) Opportunities for Self-Definition
National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006
Biological
The corpus callosum stopped developing around age 5 (grows through adolescence)
The brain didn’t grow after age 10 (grows through adolescence)
Myelination was complete before puberty (continues well into young adulthood)
Frontal Lobe
Facilitates: Planning Decision-makingResults in: Poor decisions Poor management
Source: http://www.thecuriousmind.com/brain-cm.html
Myelin Sheath
Facilitates: Intelligent response to
gut reactions Learning new things Concrete to abstract
thoughtResults in: Reacting Poor memory/recall Lack of focus and
attention Poor organizational skills Bad impulse control
Source: http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/9682.jpg
Dopamine
Controls: Smooth motor skills Pleasure centerResults in: Risk-taking, novelty
seeking Excitability, loudness
Source: http://www.3dchem.com/imagesofmolecules/Dopamine.jpg
Serotonin
Controls: • Temperature• Mood• Appetite• EmotionResults in: Moodiness
Melatonin
Controls: Sleep/wake cycles Biological clock Results: Brain development REM sleep has been
linked to learning ability
Behavioral Strategies
Boundary setting is extremely important Address behavior in terms of actions and
consequences in a matter of fact, non-threatening manner
Set Boundaries
1. State unacceptable behavior Optional: explain why it’s unacceptable
2. State consequence of continued unacceptable behavior
3. Ask patron to make a choice
Examples
“John, it’s too noisy over here, and some people are trying to study. If you continue to be disruptive, I will need to ask you to leave. You can choose to lower the volume level and stay or you can choose to leave.
Mary, your computer time is up, we have
someone waiting. If you continue to violate the time limit, I will have to suspend your computer privileges. You can choose to log off now and get more time tomorrow, or lose your computer access for 2 days.”
Keep in Mind…
“Librarians do not kick teens out of the library. Teens get themselves kicked out of the library, because of their behavior.”
~ Nick Buron, NYPL, Queens Branch
Correcting Behavior
3 Strikes & You’re Out! Target the Group Leader Good Cop, Bad Cop Invade Personal Space
Follow Through
Welcome back Introduce Discuss behavior incident Reinforce consequences of actions Start with a clean slate
Nip Undesirable Behavior in the Bud!
1. Create raving fans of the library 2. Develop personal relationships3. Give them a space of their own 4. Program them to death5. Deliver excellent reference & reader’s
advisory, and practice excellent customer service
Create Raving Fans
Meaningful participation Foster ownership of the library and teen
space Evaluate!
Develop Personal Relationships Talk to teens when they do something
RIGHT Introduce yourself, repeatedly Greet patrons by name Get out from behind the desk Get out of the library
Give Them a Room of Their Own
More than just a shelf and a poster
Convert a meeting room to a homework center or program room a few days a week
Designate a staff person to serve teens
Program Them to Death
Engage them in meaningful participation
Give teens positive ways to expend their energy Offer after school
activities Cultivate a
volunteer program
Be an Excellent Librarian! Customer Service Reference Reader’s Advisory
Reminders for Librarians
Stay calm It’s not personal Teens are job security Learn to RAP
Moment of Truth
Remember Accept Project
