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AdolescentIssuesand
Strategies2.0
P.O.Box739•Forest,VA24551•1-800-526-8673•www.AACC.net
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AdolescentIssuesandStrategies2.0
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WelcometoLightUniversityandthe“AdolescentIssuesandStrategies2.0”programofstudy.Our prayer is that you will be blessed by your studies and increase your effectiveness inreaching out to others. We believe you will find this program to be academically sound,clinicallyexcellentandbiblically-based.Our faculty represents some of the best in their field – including professors, counselors andministers who provide students with current, practical instruction relevant to the needs oftoday’sgenerations.We have alsoworked hard to provide youwith a program that is convenient and flexible –givingyoutheadvantageof“classroominstruction”onlineandallowingyoutocompleteyourtrainingonyourowntimeandscheduleinthecomfortofyourhomeoroffice.Thetestmaterialcanbefoundatwww.lightuniversity.comandmaybetakenopenbook.Onceyouhavesuccessfullycompletedthetest,whichcoverstheunitswithinthiscourse,youwillbeawardedacertificateofcompletionsignifyingyouhavecompletedthisprogramofstudy.Thank you for your interest in this program of study. Our prayer is that you will grow inknowledge,discernment,andpeople-skillsthroughoutthiscourseofstudy.Sincerely,
RonHawkinsDean,LightUniversity
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AdolescentIssuesandStrategies2.0
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TheAmericanAssociationofChristianCounselors
• Represents the largestorganizedmembership (nearly50,000)ofChristian counselorsandcaregiversintheworld,havingjustcelebratedits25thanniversaryin2011.
• Known for its top-tier publications (Christian Counseling Today, the Christian CounselingConnectionandChristianCoachingToday),professionalcredentialingopportunitiesofferedthroughtheInternationalBoardofChristianCare(IBCC),excellenceinChristiancounselingeducation, an arrayof broad-based conferences and live training events, radioprograms,regulatoryandadvocacyeffortsonbehalfofChristianprofessionals,apeer-reviewedEthicsCode, and collaborative partnerships such as Compassion International, the NationalHispanic Christian Leadership Conference and Care Net (to name a few), the AACC hasbecomethefaceofChristiancounselingtoday.
• With the needed vision and practical support necessary, the AACC helped launch the
International Christian Coaching Association (ICCA) in 2011, which now represents thelargest Christian life coaching organization in the world with over 2,000 members andgrowing.
OurMission
The AACC is committed to assisting Christian counselors, the entire “community of care,”licensedprofessionals,pastors,and laychurchmemberswith littleorno formal training. It isourintentiontoequipclinical,pastoral,andlaycaregiverswithbiblicaltruthandpsychosocialinsights that minister to hurting persons and helps them move to personal wholeness,interpersonalcompetence,mentalstability,andspiritualmaturity.
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OurVision
TheAACC’svisionhastwocriticaldimensions:First,wedesiretoservetheworldwideChristianChurch by helping foster maturity in Christ. Secondly, we aim to serve, educate, and equip1,000,000 professional clinicians, pastoral counselors, and lay helpers throughout the nextdecade.WearecommittedtohelpingtheChurchequipGod’speopletoloveandcareforoneanother.We recognize Christian counseling as a unique form of Christian discipleship, assisting thechurch in its call to bring believers to maturity in the lifelong process of sanctification—ofgrowingtomaturityinChristandexperiencingabundantlife.Werecognizesomearegiftedtodosointhecontextofaclinical,professionaland/orpastoralmanner.Wealsobelieveselected laypeoplearecalledtocareforothersandthattheyneedtheappropriatetrainingandmentoringtodoso.WebelievetheroleofthehelpingministryintheChurchmustbesupportedbythreestrongcords:thepastor,thelayhelper,andtheclinicalprofessional.ItistothesethreerolesthattheAACCisdedicatedtoserve(Ephesians4:11-13).
OurCoreValues
InthenameofChrist,theAmericanAssociationofChristianCounselorsabidesbythefollowingvalues:
VALUE1:OURSOURCEWearecommittedtohonorJesusChristandglorifyGod,remainingflexibleandresponsivetotheHolySpiritinallthatHehascalledustobeanddo.VALUE2:OURSTRENGTHWearecommittedtobiblicaltruths,andtoclinicalexcellenceandunityinthedeliveryofallourresources,services,trainingandbenefits.VALUE3:OURSERVICEWeare committed toeffectivelyandcompetently serve the communityof careworldwide—bothourmembership and the churchat large—withexcellenceand timeliness, andbyover-deliveryonourpromises.VALUE4:OURSTAFFWearecommittedtovalueandinvestinourpeopleaspartnersinourmissiontohelpotherseffectivelyprovideChrist-centeredcounselingandsoulcareforhurtingpeople.VALUE5:OURSTEWARDSHIPWe are committed to profitably steward the resourcesGod gives to us in order to continueservingtheneedsofhurtingpeople.
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LightUniversity• Establishedin1999undertheleadershipofDr.TimClinton—hasnowseennearly200,000
students from around the world (including lay caregivers, pastors and chaplains, crisisresponders,lifecoaches,andlicensedmentalhealthpractitioners)enrollincoursesthataredelivered via multiple formats (live conference and webinar presentations, video-basedcertificationtraining,andastate-of-theartonlinedistanceteachingplatform).
• Thesepresentations,courses,andcertificateanddiplomaprograms,offeroneofthemostcomprehensive orientations to Christian counseling anywhere. The strength of LightUniversity is partially determined by its world-class faculty—over 150 of the leadingChristianeducators,authors,mentalhealthcliniciansandlifecoachingexpertsintheUnitedStates. This core groupof facultymembers represents a literal “Who’sWho” inChristiancounseling. No other university in the world has pulled together such a diverse andcomprehensivegroupofprofessionals.
• Educational and training materials cover over 40 relevant core areas in Christian—
counseling, lifecoaching,mediation,andcrisis response—equippingcompetentcaregiversand ministry leaders who are making a difference in their churches, communities, andorganizations.
OurMissionStatement
TotrainonemillionBiblicalCounselors,ChristianLifeCoaches,andChristianCrisisRespondersbyeducating,equipping,andservingtoday’sChristianleaders.
AcademicallySound•ClinicallyExcellent•DistinctivelyChristian
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Video-basedCurriculum
• UtilizesDVDpresentations that incorporateover 150 of the leading Christian educators,authors,mentalhealthclinicians,andlifecoachingexpertsintheUnitedStates.
• Eachpresentationisapproximately50-60minutesinlengthandmostareaccompaniedbyacorrespondingtext(inoutlineformat)anda10-questionexaminationtomeasurelearningoutcomes.Therearenearly1,000uniquepresentationsthatareavailableandorganizedinvariouscourseofferings.
• Learning is self-directed and pacing is determined according to the individual time
parameters/scheduleofeachparticipant.• With the successful completion of each program course, participants receive an official
Certificate of Completion. In addition to the normal Certificate of Completion that eachparticipant receives, Regular and Advanced Diplomas in Biblical Counseling are alsoavailable.
Ø TheRegularDiploma isawardedbytakingCaringForPeopleGod’sWay,BreakingFreeandoneadditionalElectiveamongtheavailableCoreCourses.
Ø TheAdvancedDiplomaisawardedbytakingCaringForPeopleGod’sWay,BreakingFree,andanythreeElectivesamongtheavailableCoreCourses.
Credentialing
• LightUniversitycourses,programs,certificatesanddiplomasarerecognizedandendorsedbytheInternationalBoardofChristianCare(IBCC)anditsthreeaffiliateBoards:theBoardofChristianProfessional&PastoralCounselors(BCPPC);theBoardofChristianLifeCoaching(BCLC);andtheBoardofChristianCrisis&TraumaResponse(BCCTR).
• Credentialing is a separateprocess from certificate or diploma completion.However, theIBCC accepts Light University and Light University Online programs as meeting theacademic requirements for credentialing purposes. Graduates are eligible to apply forcredentialinginmostcases.
Ø Credentialinginvolvesanapplication,attestation,andpersonalreferences.
Ø CredentialrenewalsincludeContinuingEducationrequirements,re-attestation,andoccureitherannuallyorbienniallydependingonthespecificBoard.
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OnlineTesting
TheURLfortakingallquizzesforthiscourseis:http://www.lightuniversity.com/my-account/.
• TOLOGINTOYOURACCOUNT
Ø You should have received an email upon checkout that included your username,password,andalinktologintoyouraccountonline.
• MYDASHBOARDPAGE
Ø Onceregistered,youwillseetheMyDVDCourseDashboardlinkbyplacingyourmousepointerovertheMyAccountmenuinthetopbarofthewebsite.Thispagewillincludestudent PROFILE information and the REGISTERED COURSES for which you areregistered. The LOG-OUT andMY DASHBOARD tabs will be in the top right of eachscreen.Clickingonthe>nexttothecoursewilltakeyoutothecoursepagecontainingthequizzes.
• QUIZZES
Ø Simplyclickonthefirstquiztobegin.• PRINTCERTIFICATE
Afterallquizzesaresuccessfullycompleted,a“PrintYourCertificate”buttonwillappearnearthetopofthecoursepage.YouwillnowbeabletoprintoutaCertificateofCompletion.Yournameandthecourseinformationarepre-populated.ContinuingEducationThe AACC is approved by the American Psychological Association (APA) to offer continuingeducationforpsychologists.TheAACCisaco-sponsorofthistrainingcurriculumandaNationalBoard of Certified Counselors (NBCC)ApprovedContinuing Education Provider (ACEPTM). TheAACC may award NBCC approved clock hours for events or programs that meet NBCCrequirements.TheAACCmaintainsresponsibilityforthecontentofthistrainingcurriculum.TheAACCalsoofferscontinuingeducationcreditforplaytherapiststhroughtheAssociationforPlayTherapy (APT Approved Provider #14-373), so long as the training element is specificallyapplicabletothepracticeofplaytherapy.It remains the responsibility of each individual to be aware of his/her state licensure andContinuing Education requirements. A letter certifying participation will be mailed to thoseindividuals who submit a Continuing Education request and have successfully completed allcourserequirements.
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Presentersfor
AdolescentIssuesand
Strategies2.0
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PresenterBiographiesTinaBrookes,Ed.D.,hasspecializedincriticalincidentcrisisresponseformorethan20years.Shehasoffered support, training,andconsultation to schools, lawenforcement, fire, rescue,EMS, emergency management, hospitals, military and various community agencies. She haspresented at fiveWorld Congresses on critical incident crisis response, aswell as numerousnational, regionaland local conferences.Dr.Brookeswas theStaffDevelopmentCoordinatoron a Department of Education Emergency Response/Crisis Management (ERCM) for schoolgrantsandthedirectorofaReadinessEmergencyManagementforSchools(REMS)DepartmentofEducationgrant.ShedevelopedtheASSIST(AssistingStudentsandStaff inStressfulTimes)protocol for schools.Dr.Brookes isavolunteerwith theBillyGrahamRapidResponseTeam,most recently serving the communities of Aurora, CO and Newtown, CT. She is currentlycollaboratingwithLt.Col.DaveGrossmanandCommanderGeoffreyLeggettondevelopingaone-daytrainingonthe impactofviolentvisual imageryonyouth.Dr.Brookesattributesherinspirationtodothisworktoherfaith,familyandfriends.JoshuaStraub,Ph.D.,hastwocherishedroles—ashusbandtowife,Christi,anddadtoson,Landon,anddaughter,Kennedy.HeservesasMarriageandFamilyStrategistforLifeWayChristianResourcesandisthepresidentandcofounderofTheConnextionGroup,acompanyequippingleaders,businesses,organizations,andchurchesinfamilywellness.Asafamilyadvocateandprofessorofchildpsychology/crisisresponse,Joshhastrainedthousandsofprofessionalsincrisisresponse.HealsospeaksregularlyforJointSpecialOperationsCommandandmilitaryfamiliesacrossthecountry.Joshistheauthor/coauthoroffourbooks,includingSafeHouse:HowEmotionalSafetyistheKeytoRaisingKidsWhoLive,Love,andLeadWell,andcreator,alongwithChristi,ofTwentyTwoSixParenting,anonlinecommunityofparentsofferingdiscipleshiptoolsfortheirkids.Together,theyhosttheDr.Josh+ChristipodcastandtheirweeklyFacebookLivebroadcastsreachtensofthousandsoffamilies.
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AdolescentIssuesandStrategies2.0TableofContents:
ADIS101:CounselingDepressed,Anxious,SuicidalandSelf-InjuriousAdolescents...............11JoshuaStraub,Ph.D.ADIS102:PlayingwithViolence:VideoGames,BullyingandAggressiveBehaviorinAdolescentsPart1...............................................................................................................34TinaBrookes,Ed.D.ADIS103:PlayingwithViolence:VideoGames,BullyingandAggressiveBehaviorinAdolescentsPart2.................................................................................................................47TinaBrookes,Ed.D.
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ADIS101:
CounselingDepressed,
Anxious,Suicidal
andSelf-InjuriousAdolescents
JoshuaStraub,Ph.D.
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AbstractThis presentation provides statistics, recent research and empirical studies, and treatment
recommendationsfordepressed,anxious,suicidalandself-injuriousadolescents.Depressionis
not justaphase inadolescents,buta serious issue thatcansometimes result in suicide.The
comorbidityofdepressionandanxietyisdiscussed,aswellasotherfactors,suchassexualrisk
takingbehaviorandparentalinvolvement,whichhaveanimpactonthisissue.Non-SuicidalSelf
Injury(NSSI)isdefinedinitsmanyforms,andmythsaboutself-injuryaredebunked.Empirically
basedtreatmentplansarepresentedforhelpingdepressedandanxiousteenagers.
LearningObjectives
1. Participantswill reviewkey componentsof depressionandanxiety in teens, including
suicideratesanddepression,parental involvementandthe impactondepression, the
correlationbetweendepressionandsexualrisktakingbehavior,andtheprevalenceof
anxietyamongteenagers.
2. Participantswill understand thebehavioral epidemicofNon-Suicidal Self Injury (NSSI)
andrisks,warningsigns,andtreatmentstrategiestobeawareof.
3. Participantswillhearanoverviewofevidencedbasedtreatmentsfordepressionand
anxietyinadolescents.
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I. Depression
A. MorethanaPhase
1. Depressioncanbeerroneouslyviewedasaphaseoroverlooked.
2. Wehaveapredeterminedviewoftheteenageyearsashappyandteenagersasfull
ofjoy.
3. Itisimportanttolistentotheteenagerwhoisexperiencingdepression.
4. It iseasyforpsychiatrists,counselors,parentsandteacherstooverlookdepression
inteensasastageoflifethattheyaregoingthrough.
5. Misconception:“Itcannotbeasbadastheadolescentsaysthatitis.”
B. SuicideRatesandDepression
1. Suicideinteenagersoftenstemsfromdepression.
2. Whilenotallsuicideattemptsaresuccessful,theavailabilitytodayofguns,pillsand
access to dangerous heights such as bridges, and other weapons makes suicide
“accessible”formanyteenagers.
• Most teenagershaveaccess to lookat informationon the internet (google) to
includeinformationregardinghowtotakeone’slifeandwhatmethodsaremost
likelytobesuccessful.
• The combination of tools and information contributes to depression as a
hazardousstateofmindforateenager.
C. AdolescentGirls
1. 2to3timesmorelikelytosufferfromdepressionthanadolescentboys.
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2. Femaleteenagershandlestressfulsituationsdifferently.
3. Self-esteemisalsoarelevantfactorinadolescentgirls’depressionrates.
4. ThepresenterrecommendsthatviewersofthispresentationalsolookattheDove
Studyasitrelatestoself-esteeminadolescentgirls.
5. Girlshaveagreaterreactiontonegativeevents,emotionsandcognitionsthanthey
dopositivecognitions.
6. Theyaremorelikelytoascribeanegativeviewofthemselvesbasedonaparticular
situation.
7. Girlsaremorelikelytointernalizeandpersonalizeanegativesituation.
8. Pressures such as personal appearance, physical performance in sports or
academics,aswellasdesireforacceptancefromfriendsdocausegreaterpersonal
stressinthelivesofgirlsandincreasetheirsusceptibilitytoexperiencingdepression.
D. AdolescentBoys
1. Adolescent boys tend to experience depression in different ways with different
emotions.
2. Depressed adolescent boys may display depleted or impulsive mood, angry
outbursts,adenialofthepain,increasinglyrigiddemandsforautonomy,actingout,
variousphysicalsymptoms,inabilitytocry,orincreasedaggressiveness.
3. It is often very difficult to diagnose depression in a teenagemale because of the
variousemotionalexperiences.
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E. TheEffectsofParentalInvolvementonDepressioninTeens(ChineseStudy)
1. This study, done in China, focused on an adolescent’s response to and effects of
depressiononthemwhenparentsleftthem.
2. There is an increasing rate today of parents in China either going into the city to
worktomakemoneyorgoingtotakecareofextendedfamily, leavingadolescents
behind.
3. This study took a look at the effects of parental involvement on depression in
adolescents.
4. When parents go away, it tends to result in the teens having a higher risk of
developmentalproblemsaswellasdepression.
5. While the parentswere gone,many teens have had great personal knowledge of
theirparentsandwouldstillstatethattheylovetheirparents.
6. Despite the bond that still existed in many families, parental absence during the
adolescent years still equated to a greater risk of internalized problems such as
depressionandexternalizedproblemssuchasbehaviorproblemsinschool.
7. Thisstudyalsofoundthatteenagersbegintospendmoretimewiththeirfriendsas
opposed to family members, yet absence of the parent and the quality of the
parental relationship still play a major role in how the teenagers interacted with
theirpeersandwiththeirteachers.
8. Itwasnotedinboththestudyandbytheremarksoftheteacherthatteenswhodid
not have parents present required more attention and were more likely to have
poorrelationshipswiththeirpeers.
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9. These findings indicate the importance of parental involvement in the life of a
teenager.
10. The presence of a parent does not always work to prevent depression in
adolescents.
• Itdependsontheattachmentrelationshipofthatparticularparent.
• Iftheparentorcaregiverrespondspositivelytotheadolescent,theadolescentis
morelikelytotrusttheparentandexperiencethatsecurebasebehavior.
• Iftheparentrespondsnegativelytotheemotionsoftheadolescents,theyoften
become detached from the parent and this emotional detachment from the
familyunitismorelikelytocausestressanddepressionintheadolescentwhen
theyfeeltheyhavenosafeplacetoturntointimesoftrouble.
• Thosewhodohaveasecureattachmenttotheirparentshaveasafeconnection
in which to build their self-confidence and self-esteem. The higher self-
confidenceandthehigherself-esteem,themorelikelytheteenageristomove
awayfromdepressionratherthantowardit.
11. Detachmentfromtheparentsisneededtoadegree.
• “LeavingandCleaving”
• Thereissomeleveltowhichdetachmentfromtheparentsduringtheadolescent
yearsisnecessaryforteenstobuildindividualautonomy.
• Detachment does not need to be approached unnecessarily or prematurely
duringthecriticalyearsofteenagelife.
F. CombinationofSexualRiskTakingandDepressioninAdolescents
1. NovaScotia2010StudyofTeenagersThreeHighSchools:
2. Study found that over 60% of teenagers in three high schools were engaged in
sexualintercourse.
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3. Manyofthemwereabletoremainsafefromriskybehaviorduringexplorationbut
therearesomefactorssuchasdepressionthatleadtheadolescentstoparticipatein
theseriskysexualbehaviors.
4. In females, these riskybehaviors includedbeing sexually active, havingunplanned
sex when using substances, and not using effective contraception in their last
experienceofintercourse.
5. Forboys,thisincludedhavingunplannedsexandhavinghadmorethanonepartner
forhavingvaginalintercourseinthepastyear.
6. Thisstudyshowedthattherewasa linktodepressionandriskysexualbehavior in
teenagers.
7. Thestudyalsofounda linktosubstanceabuseandathomefamilysituationswith
theriskysexualbehaviorsaswell.
8. There was a link to negative experiences at home that led to substance abuse
ultimatelyleadingtosexualbehaviorthatultimatelyledtodepression.
9. Hurtrelationshipsathomecanleadtodepression;thedepressioncanleadtosexual
risktakingbehavior.
10. There is a link between depression, sexual risk taking behavior, and parental
involvement.
G. AdditionalStatisticsandIssues
1. 3-9%ofteenagers,prevalencewise,meetthecriteriaofdepressionatanyonetime
withasmanyas20%ofteenagersreportinglifetimeprevalenceofdepression.
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2. Usual care by primary care physicians fails to recognize as much as 30-50% of
depressioninteenagers.
3. Wedonotwanttomissdepressioninteensbecauseoftheconsequencesofsuicide
aswellasotherongoingissues.
4. A recent study looking at depression in adolescents in public school found that
15.2%ofschool-goingadolescentswerefoundtobeunderdistress.
• 18.4%weredepressed.
• 5.6%ofteensscoredpositivelyonbothassessments.
• Certainfactorslikeparentalfights,beatingathomeandinabilitytocopewere
foundtoimpacthighlevelsofdistressinadolescents.
• Economic difficulty, physical punishment at school, teasing at school, and
parental fights at home were significantly associated with higher depression
scores.
• Wearemissingoutinalotofcasesthenumberofstudentswhoaredepressed
andlivingunderdistressinthehome.
5. Aswelookatthe20%ofteenagerswhowillexperiencedepression,werealizethat
you,asclinicians,aregoingtogetsomeoftheworstcasesofdepression.
6. Youwillexperienceandseetheseteenagersonaregularbasis.
7. Thedepressioncouldbeleadingtootherriskybehaviors.
II. Anxiety
A. Prevalence
1. 15-20%ofteenshavesometypeofanxietydisorder.
2. Prevalenceofanxietyisverysimilartothenumbersforprevalenceofdepression.
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3. Theperiodprevalenceestimates(forexample,oneyearorsixmonthrates)arenot
considerablylowerthanlifetimeestimates.
4. Thisindicatesthatanxietydisordersexhibitapersistingcourseovertimeratherthan
beingaphase-basedkindofdisorder.
5. There is a persisting course in high rates of forgetting that occur with remitted
disorders.
6. Ifthereisanxietyinateenager, itcouldbesomethingthatcontinuallypopsupfor
themovertimeandtheykeepforgetting.
B. Frequency
1. The most frequent anxiety disorders among adolescents are separation anxiety
disorderandspecificandsocialphobias.
2. Separation anxiety disorder presents with estimates of frequency anywhere
between3-8%.
3. Specificandsocialphobiaspresentwithfrequencyofupto10%ofchildrenand7%
inadolescents.
C. Agoraphobia
1. There’sbeenalotofdebatearoundagoraphobiaandtheDSM.
2. There’salowprevalenceofagoraphobiaandpanicdisorderinadolescents.
3. 2-3%ofadolescentsareknowntohavepanicdisorderandabout3-4%areknownto
haveagoraphobia.
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4. Whenworking with a teen with panic attacks, it is important to determine what
thesepanicattacksarerelatingto.
5. As you do assessments with teenagers and see potential depression or anxiety it
wouldbegoodtogiveananxietyinventory,assessment,oraBDI.
D. ResearchNeeds
1. Researchforanxietyaswellasdepression is limited inadolescentparticularlyas it
relatestoon-goingdepressionfollowinganxiety.
2. Whatsecondaryconditionsareresultingfromanxietydisordersinadolescents?
3. There’sa realneed in the field to findstudies thatdelineatebetweenanxietyand
depression in adolescents, which one comes first, and what are some other
secondaryconditions.
4. Anxiety tends to be Remittent throughout Life for those who experience it as
adolescents.
• Theycanalsodevelopotherconditionsasa resultofanxietydisorder thatcan
comeupthroughouttheirlifespanincludingotheranxietydisorders,depressive
disorders,andsubstanceabusedisorders.
• It’s important that we take a look at how these disorders come together for
comorbidities sake as well as what is leading to what particular behavior and
howdowegetthatfixed.
5. Researchisneededonriskfactorsforanxietydisorders.
• Someof these factors includeparentalpsychopathology,behaviorally inhibited
temperament,aswellasearlylifeadversity.
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• Weneed todomore research in the areasof nature vs. nurture: are someof
these things genetic and passed down through predisposition or more of a
nurturance?
E. DevelopmentalPhasePerspective
1. Theresearchissuggestingthatweincorporateadevelopmentalperspectiveintothe
diagnosesandtreatmentofanxietyinteenagers.
2. TheNational InstitutesofMentalHealthdidacomprehensive study to lookat life
timeprevalenceofmentalhealthdisorderamongteenagers.
3. TheyusedtheNationalComorbiditySurvey-theAdolescentSupplement(NCSA).
4. Thiswasanationallyrepresentativeface-to-facesurveyofover10,000adolescents
ages13-18inthecontinentalU.S.
5. DSM IV-TR mental disorders were assessed using a modified version of the fully
structuredworldhealthorganizationcompositeinternationaldiagnosticinterview.
6. Anxietydisorderswerethemostcommonconditionat31.9%followedbybehavior
disorders at 19.1%, mood disorders at 14.3 and substance abuse at 11.4 with
approximately 40%of participantswithone class of disorder alsomeeting criteria
foranotherclassoflifetimedisorder.
7. The overall prevalence of disorder with severe impairment and/or distress was
about22.2%:11.2%withmooddisorders,8.3%withanxietyand9.6%withbehavior
disorders.
8. Themedianageofonset for thedisorder classeswas theearliest for anxiety at 6
yearsofage.
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9. Theonsetyearwas11yearsforbehaviordisorders.
10. Itwas13yearsformooddisorders.
11. Itwas15yearsforsubstanceabuseddisorders.
12. This study was done first prevalence data on a broad range of mental health
disordersonanationallyrepresentativesampleofU.S.adolescentswhichwasdone
in2011.
13. Oneinevery4-5youthintheU.S.meetscriteriaforamentaldisorderwithsevere
impairmentacrosstheirlifetime.
14. Study Conclusion: The likelihood that common mental disorders for adults first
emerge inchildhoodandadolescentshighlights theneed fora transition fromthe
common focus of treatment of U.S. youth to that of prevention and early
intervention.
15. We need to look at how these mental disorders are started and birthed from a
developmentalstandpointstartinginchildhoodandthenadolescents.
16. Moststudieshavefocusedonanxietyanddepressioninadultsbutthisstudylooked
atmentaldisordersinadolescence.
III. SuicideinAdolescenceToday
A. Importance
1. SuicideratesintheU.S.areimportanttolookat.
2. Itisalsoimportanttolookatthewaysadolescentschoosetoattemptsuicide.
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B. CounselorSkills
1. Ifyouworkwithadolescents,youwillworkwithstudentsatriskforsuicide.
2. Youwill have tounderstandhow todoa suicide assessment and that youhavea
planinplacetocalltheproperauthorities.
3. Onemethodistoasktheteenageronascaleof1-10howsuicidaltheyarefeeling.
• Howlonghaveyouhadthesethoughts?
• Doyouhaveaplan?
• Dotheyhaveaccesstotoolstocarryouttheplan?
4. Insomecases,theteenwillneedtogotothehospital.
• Takingorofferingtotakethemthemselvesispotentiallytrust-building.
• Hopefullysomerapporthasalreadybeenbuiltbythispoint.
• If they don’t want to go to the hospital with your then you have to call the
properauthorities.
C. SuicideStatistics
1. Themostcommonwaythatteenagerscommitsuicideisbyweaponsandfirearmsat
45%.
2. Thesecondmostfrequentmethodissuffocationat40%.
3. In2009,thedataforsuicideswasthe3rdleadingcauseofdeathfor10-24yearolds.
4. Suicide rates in older youth are higher than in younger youth and the rates
progressivelygetlowerasagegetslower.
5. Maleyouthdiebysuicideoverfourtimesmorefrequentlythanfemaleyouth.
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6. NativeAmericanyouthandteenshavethehighestratesofsuicideandwhiteyouth
arethenexthighest.
• NativeAmericanandAlaskannativeshavearateof17.4suicidesper100,000.
• Suicideisanepidemicinthisculture.
• There is a high rate of substance abuse in the Native American and Alaskan
culture.
• ForWhiteyouthitis7.5deathsper1,000.
7. SuicideAttempts:
• TheNationalYouthRiskBehaviorSurveyfoundthatamonghighschoolstudents
6.3% self-reportedhavingattempted suicideoneormore times in thepast12
months.
• Attemptswerereportedmorefrequentlyby femalestudents,8.1%to4.6%for
males.
• Hispanicfemalesreportedattemptsmorethananyotherracialorethnicgroup
witharateof11.1%.
• 1.9% reported having a made a suicide attempt in the past 12 months that
resultedinaninjury,poisoning,oroverdosethathadtobetreated.
• 10.9% reported having made a plan for a suicide attempt in the previous 12
months.
• 13.8%reportedhavingseriousconsideredsuicideintheprevious12months.
8. Whenweseeteenagers,itistypicallythe10%withsuicidalthoughtsthatyouseein
thecounselingoffice:thosewhoaredealingwiththoughtsofsuicide.
IV.CuttingandSelf-Injury
A. “Cutting”
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1. “Cutting”referstoanindividualinjuringthemselvesonpurposebymakingscratches
ontheirbodywithasharpobject.
• Enoughtobreaktheskinandmakeonebleed.
2. Cutting is injuring yourself on purposemymaking scratches or cuts on your body
withasharpobjectenoughtobreaktheskinandmakeitbleed.
3. Peoplemaycutthemselvesontheirwrist,arms,legs,orbellies.
4. Cuttingisoneexampleofnon-suicidalself-injury(NSSI).
5. Cuttingcanbemisunderstoodassuicidalbehaviororattention-seeking.
6. A teenager who is cutting is experiencing so much emotional pain that they are
cutting to release emotional hormones that allow them to release the emotional
tenseandemotionalpressure.
7. Cuttinghasbecomeaprevalentproblemtoday.
B. NonSuicidalSelfInjury(NSSI)
1. Some form of non-suicidal injurywas self-reported by nearly half of high school
studentsinthelastyear.
2. It’s important thatwe see self-injury forwhat it is, in some cases people do die
accidentally.
• Thepresenterhascounseledoneclientwhocutherselfanddidsototheextent
thatshestartedtobleedout.
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• Itwas thought tobea suicidal gesturebutwasactually cutting to relievepain
withanaccidentalresult.
• Thoughthisclientsurvived, therearesomecutterswhohaveaccidentallydied
frominjury.
3. Thosewhodocutareathigherriskofsuicidethoughtheymaynotbesuicidal.
4. Self-injurymethods includeseverescratching,biting,burningofskin,cuttingskin,
erasingtheskin, implantingitemsundertheskin,carvingwordsorsymbolsinthe
skin, piercing the skin with sharp objects, breaking bones, hitting or punching
themselves, head banging, pulling out hair, interfering with wound healing by
pickingscabs,andsuspendingoneselfusinghooksimplantedundertheskinaswell
asself-beating.
C. SignsofSelf-Injury
1. Unexplainedwounds
• Aself-harmermayhavefreshscarsfromcutsbruisesorcigaretteburnsusually
onthewrist,arms,thighsorchest.
2. Indicationsofdepression,lowmood,tearfulness,lackofmotivation,lossofenergy.
3. Another sign is frequent “accidents” including someonewhomay claim theyhave
beenclumsyrecently.
4. Changing in eatinghabits such as being secretive about eating, or findingunusual
weightloss.
• Thisisespeciallytrueforfemales.
• Thereisahighprevalenceofeatingdisordersamongfemaleswhocut.
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5. Coveringuptheirwoundsbywearinglongsleeves, longpants,orthickwristbands
eveninhotweatherinordertocoverupself-injury.
6. More signs of self-injury include secretive behavior especially spending unusually
longamountsoftimeinthebathroomorotherisolatedareas.
7. Another sign is social and emotional isolationwhere they start to be alonemore
often,they’renotengagingininterpersonalrelationshipsatdeeplevelsatmuchand
youmakeseeincreaseactivityonlinebecauseitismoreshallowandsafe.
8. Possessionof sharp implements like razorblades,andstaples that theycarrywith
them.
9. Indicationsofextremeanger,sadnessorpain.
10. Imagesofphysicalharminclasswork,creativeworkanddrawings.
11. Extremerisktakingbehaviorsthatcouldresultininjuries.
12. Substanceabuse.
D. StatisticsonSelf-Injury
1. Because this is such a secretivebehavior, it is hard to get a goodnumberof how
manyadolescentsareinvolvedinself-injury.
2. Therealnumberofyoungadultsorteenswhohurtthemselvesonaregularbasisis
foundtobeabout17%.
3. 40%ofindividualswhoharmthemselvesalsoreportsuicidalideations.
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• Justbecausea cutter is cuttingdoesn’tmean theyare suicidalbut it alsomay
meanthattheyare.
4. 64%ofadolescentsthatengageinself-injuryarefemale.
5. ALosAngelesTimesreport identifiedself-injuryas the fastest growingbehavioral
problemamongteenagerstoday.
6. Itisimportanttomakesurethatweareassessingforthisearlyoninthecounseling
relationshipwithteenagers.
E. MythsAboutSelf-Injury
1. Self-HarmisaSuicidalAct.
2. PeoplewhoSelf-Injureare“Crazy.”
• Thosewhoself-harmareoftendealingwithdeepemotionalwounds.
• Thosewhoself-harmareoftendealingwithmentalhealthissues.
• Theyaretryingtocopewithproblemsintheonlywaythattheyknowhow.
3. InjuringYourselfisaCryforAttention.
• Friends,familyandevenprofessionalsoftenholdtothismyth.
• Peoplewhoself-injureareoftenverysecretiveaboutthisbehavior.
F. RiskFactorsforSelf-Injury
1. Knowledgethatfriendsoracquaintancesarecuttingaswell.
2. Growingupinahomewhereemotionswerenotallowed.
3. Difficultyexpressingemotions.
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4. Extremeemotionalreactions:makingmountainsoutofmolehills.
5. Stressfulfamilyeventslikedivorceofparents,deathorconflictinthehome.
6. Lossofafriend,boyfriend/girlfriend,orevenlossofsocialstatus.
7. Negativebody image, lackofcopingskills,aswellas limitedsocialsupportaround
them.
G. StatementsfromCutters
1. “ItexpressesemotionalpainorfeelingsthatI’munabletoputintowords.Itputsa
punctuationmarkonwhatI’mfeelingontheinside.”
2. “It’sawaytohavecontrolovermybodybecauseIcan’tcontrolanythingelseinmy
life.”
3. “IusuallyfeellikeIhaveablackholeinthepitofmystomachatleastifIfeelpain
itsbetterthanfeelingnothingatall.”
4. “IfeelrelievedandlessanxiousafterIcuttheemotionalpainslowlyslipsawayinto
thephysicalpain.”
IV. EvidenceBasedTreatmentsforDepressionandAnxietyinAdolescents
A. CognitiveBehavioralApproaches
1. CognitiveBehavioralApproacheshavebeenfoundintheresearchtobesomeofthe
mosteffectivefortreatingdepression.
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2. Thereisalackoftrainingforcounselorstodocognitivebehavioralapproachesinthe
adolescent cohort.
3. Whentreatingtheseissues,youaretypicallydealingwithaninabilitytoputwords
tofeelings.
B. SolutionFocusedBriefTherapy
1. Thistypeoftherapyisbriefandoftentimesaslittleasonlysixsessions.
2. Ratherthandiagnosingtheteenager,theteenagerwilllookatthesolutionandthe
counselorwillhelptheteenlookattheproblemandthevarietyofsolutionstowork
throughtheparticularproblem.
3. Thiscanbeaverystrengths-basedapproachtohelpingempowerteenstofindtheir
solutionstoparticularproblems.
4. Solutionfocusedtherapycanaddresshowtheproblemisfittingintotherestoftheir
lives.
5. Example:Ateenagerstrugglingwithpornography.
• Lookathowthepornographyproblemincontextofwhentheteenagerturnsto
it.
• Whenaretheymostsusceptible?
• Whatarethesurroundingfactors?
• Howcantheychangetheirbehavior?
6. A lot of times when facing big problems, teens see no other way out. Solution
FocusedBriefTherapycanaddressthis.
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C. Anti-Depressants
1. Anti-Depressantshavebecome themostprescribeddrug in theU.S. leadingdrugs
forpainrelief,highbloodpressureandhighcholesterol.
2. Morethan11millionchildrenhavebeenprescribedaselectiveserotoninreuptake
inhibitor(SRRI).
3. The problem with this is there is absolutely no strong evidence whatsoever that
showsanti-depressantsarecapableofhelpingdepressioninteenagers.
4. The use of anti-depressants in adolescents can increase the probability of an
attemptedsuicide.
5. TheremaybenodifferencebetweencertainSSRIsandaplacebo.
6. Whenweprescribeanti-depressantstoadolescentswhodonothaveanybiological
issuesbutmaybehavingproblemscopingwithaparticularlifestressor,itsetsthem
uptobedependentupontheSSRIinlaterlifestressors.
7. Thecombinationofpsychopharmacologyandcounselinghasshownpromisewhere
thereiscloseconnectiontotheteenagers.
8. TherehasonlybeenoneSSRIthathasbeenapprovedforthoseasyoungas8-years
oldandover.
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9. Anti-Depressantsareoneoftheverylastthingsthatyoushouldturntoinworking
withadolescents.
D. HealthRelatedInterventions
1. Aerobicexercisecanactuallyincreaseandhelpwithemotionalproblems.
2. Correcting sleep patterns that are inhibiting their ability to be able to cope in
everydaylife.
3. Nutritional factorsandcorrectingnutritiongettinghealthyexercise,eatinghealthy
foods,andgettingpropersleep.
4. Prayer,meditation,andrelaxationcanbeusedtotreatteendepression.
5. Thereisnosingledefinitiveapproachbecauseeverysituationisunique.
6. Findtheevidencedbasedapproachesthatyouaremostcomfortablewith.
7. Theproblemisthatalotofteenagersthatweseearefurthercomplicatedbyother
concurrent counseling issues like substance abuse, mood disorders, and eating
disorders.
8. CognitiveBehavioralTherapyisoftenhelpfulincombinationwithmedicine.
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E. KeyComponentsofaTreatmentPlan
1. SafeHavenenvironmentwheretheclientcantalkopenly.
2. Psycho-educationtodevelophealthiercopingmechanisms.
3. Involvementofahealingteamandbuildingsupport.
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ADIS102:
PlayingwithViolence:
VideoGames,BullyingandAggressive
BehaviorinAdolescents–Part1
TinaBrookes,Ed.D.
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AbstractIntense violence. Strong sexual content. Blood and gore. Use of drugs. The Entertainment
Software Rating Board (ESRB) uses such phrases to describe the content of many
action/adventure video games. With 97% of adolescents having played some type of video
game, researchers are considering the potential negative impact of the virtual world on
adolescent brain development. This presentation will explore the violence marketed as
“entertainment”throughgaming,movies,andtelevisiontotoday'schildrenandyouth.Recent
trends in bullying, aggressive behaviors and gun violence will be presented, as well as
neurobiological findings on the impact of violent visual imagery. In this two-part lecture,Dr.
Brookes will outline practical steps for Christian counselors, educators, parents and youth
workers in order to promote real-life relationships, quality family time, community service,
physical wellness practices (including sports, exercise, and nutrition) and spiritual values
(includingrespect,honor,kindnessandlove).Part1focusesonlearningobjectives1and2.
LearningObjectives
1. Participantswillexplorethenegativeneurobiologicalimpactontoday'syouthofviolent
contentmarketedas“entertainment”throughgaming,moviesandtelevision.
2. Participants will identify how repeated exposure to violence in the virtual world can
manifestitselfinbullying,aggressivebehaviorsandgunviolence.
3. Participantswillnameanddescribepracticalstepsforfacilitatingpro-socialbehaviorin
youthandcreatingacultureofrespect,honorandkindness.
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I. Introduction
A. “PlayingwithViolence”
1. Whatdoes“PlayingwithViolence”mean?
2. Many parents and others who work with children are not aware of the violent
contentinmanyvideogamesandothermedia.
B. Speaker’sResearchonPopularOpinion
1. Tina Brookes researched popular opinion on violence in video games by visiting a
secular,mainstreamwebsite:www.askmen.com.
2. Thiswebsitestatesthatviolencewithvideogamesisequatedwiththe“success”of
thevideogame.
3. “Success”inavideogameisequatedwithprofit.
4. ViolenceSells.
5. Top10“MostViolent”VideoGamesAccordingtoAskMen.com
• 10:Carmageddon–1997
• 9:SoldierofFortune–2000
• 8:GodofWar2–2007
• 7:GearsofWar–2008
• 6:MortalCombat–1992
• 5:ThrillKill–1998
• 4:MadWorld–2009
• 3:Manhunt–2003
• 2:GrandTheftAuto3–2001
• 1:Postal2–2003
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6. Research shows that children, even as young as seven and eight year olds, are
playingthelistedgameswhilemostadultsarenot.
7. It is important tobeawareof theviolencepresent invideogamesand toprovide
childrenwithotheralternativeentertainment.
8. On July 26, 2000, there was a joint statement on the impact of entertainment
violenceonchildreninfrontoftheCongressionalPublicHealthSummit.
• ThisstatementwaspresentedandsignedbyTheAmericanMedicalAssociation,
TheAmericanAssociationofPediatrics,theAmericanPsychologicalAssociation,
The American Psychiatric Association, the American Academy of Family
PractitionersandtheAmericanAcademyofChildandAdolescentPsychiatry.
• Findings:Media can and often does instruct, encourage and even inspire. But
whentheseentertainmentmediashowcaseviolence,especiallyinamannerthat
glamorizesortrivializesviolence,thelessonslearnedcanbedestructive.
• Conclusion: Viewing entertainment violence can lead to increased aggressive
attitudes,values,andbehaviorparticularlywithchildren.
• Youngerchildrenneedtobeprotectedfromthistypeofentertainmentviolence.
• Theimpactofentertainmentviolencehaseffectsthataremeasurableandlong-
lastingincluding:
Ø Childrenwho see a lot of violence aremore likely to see violence as an
effectivewayofsettlingconflict.
Ø Entertainmentviolencefeedsaperceptionthattheworld isaviolentand
meanplace.Fearofvictimhood,self-protectivebehaviors,andmistrustof
othersareincreased.
Ø Viewingviolencemayleadtoreal-lifeviolence.
Ø Entertainment violence is not the soleormost important factor in youth
aggressionandviolence.Otherfactorscontribute.
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II. Objective#1
A. Objective#1:ExploretheNegativeNeurobiologicalImpactonToday’sYouthofViolent
ContentMarketedas“Entertainment”ThroughGaming,MoviesandTelevision
B. GamingDOESImpacttheBrain
C. IndianaUniversityStudy
1. Using functionalMRI, researchershave found thatplayingviolentvideogames for
oneweekcauseschangesinbrainfunction.
2. Thebrainregionsaffectedbyviolentvideogameplayareassociatedwithcognitive
functioningandemotionalcontrol.
3. Thechangeinbrainfunctionwasreducedaftergameplaywasdiscontinuedforone
week.
http://newsinfo.iu.edu/web/page/normal/20602.html
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4. Wearegearedtolookatviolenceinaself-protectivemanner.
5. ScienceDaily.com IowaStateUniversityMarch24,2014, “Childrenwho repeatedly
playviolentvideogamesarelearningthoughtpatternsthatwillstickwiththemand
influencetheirbehaviors.”
D. ResearchinSingapore-IowaStateUniversity
1. A two-year studyof 3,034 third-eighth grade students found approximately 9%of
gamerstobepathologicalplayers(Addicts).
2. Videogamesimpactthebrain!
3. Weareseeingaddictiontogaming.
E. VideoGameAddictionStudiesofGamers
1. UnitedStates:8.5%
2. China:10.3%
3. Australia:8%
4. Germany:11.9%
5. Taiwan:7.5%
F. PathologicalVideoGameUse(Addiction)
1. RiskFactor:GreaterAmountsofGaming.
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2. RiskFactor:LowerSocialCompetence.
3. RiskFactor:GreaterImpulsivity.
4. Asgameuseincreased,sodidmentalhealthissues;asgameusedecreased,sodid
mentalhealthissues.
G. InternetUseDisorder
1. Thisconditionwarrantsmoreclinicalresearch.
The “gamers” play compulsively, to the exclusion of other interests, and their persistent and
recurrentonlineactivityresults inclinicallysignificant impairmentordistress.Peoplewiththis
conditionendangertheiracademicorjobfunctioningbecauseoftheamountoftimetheyspend
playing.–DiagnosticStatisticalManual(DSM)5.0May,2013
2. ThosewithInternetUseDisorderexperiencesymptomsofwithdrawalwhenpulled
awayfromgaming.
3. Certainpathways in thebrain are triggered in the sameway that adrug addict’s
brainistriggeredbyasubstance.
4. Justasgamblingdoesnot introducea substance,butanact, that can impact the
brainandbecomeanaddiction,gamingcandothesame.
5. Noteveryonewhoplaysviolentvideogamesisaddicted.
• Therearemanyfactorsthatcanbeconsidered.
• Thegamingpieceispartoftheequation.
• If kids are educated about the addiction risk, they can make better
decisions.
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H. GamingAddictionisNotNew
1. 2009: 17-year-old in Ohio shot his mother and injured his father after they
confiscatedhisHalo3videogamebecausetheyfearedhewasplayingittoomuch.
2. 2010: A Korean couplewas arrested after their infant daughter starved to death
while the pair played an online game for hours. The video game the two were
playinginvolvedraisingavirtualbaby.
3. 2011:A20yearoldmalesufferedablockagetohislungsanddiedwhileplayinghis
Xboxforupto12hours.
4. 2012:Anothergamingaddictdiedafterplayinganonlinevideogamefor40hours
straightatanInternetcaféinTaiwan.
5. Gamingaddictionisnotnew-wearejustnowstartingtomorefullyrecognizeit.
I. TopFiveWarningSignsofGamingorInternetAddiction
1.Disruptedregularlifepattern.
• If a person plays games all night long and sleeps in the daytime, it can be a
warningheorsheshouldseekprofessionalhelp.
2. Work/SchoolIssues.
• IfthepotentialgamingorInternetaddictloseshisorherjob,orstopsgoingto
schoolinordertobeonlineortoplayadigitalgame.
3. Needforabiggerfix.
• Doesthegamerhavetoplayfor longerandlongerperiods inordertogetthe
samelevelofenjoymentfromthegame?
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4. Withdrawal.
• Some Internet and gaming addicts become irritable or anxious when they
disconnect,orwhentheyareforcedtodoso.
5. Cravings.
• SomeInternetandgamingaddictsexperiencecravings,ortheneedtoplaythe
gameorbeonlinewhentheyareawayfromthedigitalworld.
III. Objective#2
A. Objective #2: Identify howRepeated Exposure toViolence in theVirtualWorld Can
ManifestItselfinBullying,AggressiveBehaviorsandGunViolence
B. PyramidofViolence
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1. Teasing, “Kidding,” telling “jokes” targeting physical appearance, disability, race,
gender,orsexualorientation.
2. Putdowns/intimidatinglooks,excluding,spreadingrumors,namecalling.
3. Verbalassaults,threats,cyberthreats.
4. Mobbing,cyberstalkingandharassmentbygroups.
5. Assault/challengevictimtosuicide.
6. Murderof/orsuicidebyvictim.
7. Victimbecomesmurderer.
C. OnlineGaming:“TheNewBully”
1. “Griefers”
• Agrieferisabullyintheworldofonlinegames.
• Griefers don’t play by the rules and attempt to cause as much distress and
discomfortforothersplayersaspossible.
2. Manypeoplegetpleasurefrom“griefing”othersanditoftenbecomesa
competitiontoseewhocancausethemostchaos.
3. Cyberbullyingisrecognizedasathreatonsocialmediabutvideogamesare
overlookedasbattlegrounds.
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D. OnlineGamingConcernsfromNobullying.com
1. “Messaging”:Messagingduringgamescanbecomeharassingand turn into cyber-
bullying.
2. Offensive Language:Verbal abuse,Unacceptable slurs,degrading terms tobelittle
players.
3. “GangMentality”:Teamingupwithothersagainstoneidentifiedtarget.
E. CauseandEffect
1. Often,peoplewantaconcreteanswerasitifvideogamescauseviolence.
2. Perhapsabetterquestiontoaskthen,“Doesthisgamecauseanythingbad?”isto
askifitispromotinganythinggood.
3. Doplayersgetoffthegamehappieranddemonstratingmoredesirablebehaviorsor
istheimpactopposite?
4. Consideran“EliminationDiet”Approach–takethevideogamesawayandseeifthe
playerfeelsbetterwithoutthisinfluence.
“I think it’s thewrongquestion--whetherthere isa linkbetweenmassshootingsandviolent
videogameplay. Iunderstandpeoplewanttolookforaculprit,butthetruthofthematter is
thatthereisneveronecause.Thereisacocktailofmultiplecausescomingtogether.Andsono
matterwhatsinglethingwefocuson,whetheritbeviolentvideogames,abuseasachild,doing
drugs,beinginagang--notoneofthemissufficienttocauseaggression.Butwhenyoustart
puttingthemtogether,aggressionbecomesprettypredictable.”–Dr.DougGentile,aresearch
psychologistandassociateprofessoratIowaStateUniversity,astoldtoFoxNews.com
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F. IowaStateUniversity
1. Iowa State researchers say there is a strong connection between violent video
gamesandyouthviolenceanddelinquency.
2. Theresultsshowthatboththefrequencyofplayandaffinityforviolentgameswere
stronglyassociatedwithdelinquentandviolentbehavior.
3. “When studying serious aggression, looking at multiple risk factors matters more
thanlookingatanyone.”
4. Some serious problems including depression, anxiety, social phobias and lower
schoolperformanceseemedtobeoutcomesofpathological(videogame)play.
G. JournalistsandVideoGames
1. Criticismofviolentvideogamesbyjournalistshasdecreased–sciencedaily.com
• It has been hypothesized that today’s journalists often come from the
demographicthathasgrownupwithvideogames.
• Itisbecomingmoreacceptedculturally.
2. It’snotthattheriskfactorhaslessened,butthatfewerpeoplearerecognizingitasa
riskfactor.
H. PowerfulRoleModels
1. QuestionthecharacterofVideoGame“Heroes”
• Arethesethetraitsyouwantforyourchild?
• Arethesethetraitsyouwantforyourneighbor?
• Arethesethetraitsyouwantforyourfuturesonordaughter-in-law?
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2. Manyoftoday’smediarolemodelsare:
• LawlessSociopaths.
• SchoolyardKillersturnedintoMediaCelebrities.
• Thisreinforcesthenotionthat“BadGuysWin.”
• Oftenjuvenilekillersaremotivatedbyfame.
3. NoteonMediaandJuvenileViolence:
• InJapanandCanada,itisapunishable,criminalacttoplacethenamesand
imagesofjuvenilecriminalsinthemedia.
• Themedia has every right and responsibility to tell the story, but do they
havea“right”toturnthekillersintocelebrities?
• RachelScott-shewaskilledinthemassacreatColumbine.Manypeoplecan
tell the names of her killers. Rachel’s family has started a program called
RachelsChallenge.org.Rachelwantedtostartachainreactionofcompassion
andlove.RachelwasneveronthefrontofTimeMagazine,buttheguyswho
killedherwere.
4. VideoGameInfluenceontheColumbineKillers
• One of the killers named his sawed off shotgun “Arlene” after a favorite
characterfromDoom,aviolentvideogame.
• On the video he recorded just prior to the school massacre he said: “It’s
goingtobelikef_____ingDoom”and“Thatf____ingshotgunisstraightout
ofDoom.”
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ADIS103:
PlayingwithViolence:
VideoGames,BullyingandAggressive
BehaviorinAdolescents–Part2
TinaBrookes,Ed.D.
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AbstractIntense violence. Strong sexual content. Blood and gore. Use of drugs. The Entertainment
Software Rating Board (ESRB) uses such phrases to describe the content of many
action/adventure video games. With 97% of adolescents having played some type of video
game, researchers are considering the potential negative impact of the virtual world on
adolescent brain development. This presentation will explore the violence marketed as
"entertainment"throughgaming,movies,andtelevisiontotoday'schildrenandyouth.Recent
trends in bullying, aggressive behaviors and gun violence will be presented, as well as
neurobiological findings on the impact of violent visual imagery. In this two-part lecture,Dr.
Brookes will outline practical steps for Christian counselors, educators, parents and youth
workers in order to promote real-life relationships, quality family time, community service,
physical wellness practices (including sports, exercise, and nutrition), and spiritual values
(includingrespect,honor,kindnessandlove).Part2willfocusprimarilyonobjective3,toname
anddescribepracticalstepsforfacilitatingpro-socialbehaviorinyouthandcreatingacultureof
respect,honorandkindness.
LearningObjectives
1. Participantswillexplorethenegativeneurobiologicalimpactontoday'syouthofviolent
contentmarketedas"entertainment"throughgaming,moviesandtelevision.
2. Participants will identify how repeated exposure to violence in the virtual world can
manifestitselfinbullying,aggressivebehaviorsandgunviolence.
3. Participantswillnameanddescribepracticalstepsforfacilitatingpro-socialbehaviorin
youthandcreatingacultureofrespect,honorandkindness.
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I. ReviewfromPart1
A. ViolentVideoGamesWereDescribed
1. Thereisasadistic,horrificnaturetomanyvideogames.
2. Violenceoftenexistsbeyondwhatmanyadultsareawareof.
B. ViolenceisNotJustinVideoGames,butMoviesandOtherMedia
1. Manymoviescontainthisgraphicandviolentcontent.
2. HorrormoviesareoftenratedPG-13,meaningourmiddleschoolagedstudentsare
oftenabletowatchthiscontent.
C. CommunityHealth
1. It is the professional opinion of community health experts that violent media
contentdoesmakeadifference.
2. Thereisanimpactofviolentvideogames.
D. Research
1. Gamingcanbeanaddiction.
E. WhatwecandotoChangeThis
1. Whileadvocacyhasitsplace,thisisnotDr.Brookes’ministry.
2. Advocacyisonecalling,butnottheonlywaytomakeanimpact.
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3. Thesupplyanddemandneedstochange.
4. Dr.Brookeshasmadethedecisiontofocusongrassroots impactandurgesyouto
dothesame.
5. Dr.Brookessetsboundariesinherownhomeandencouragesyoutodothesame.
6. ThegrassrootsapproachinvolvestalkingtoPoliceOfficers,ChurchLeaders,Families,
Friends,Teachers,Counselorsandotherswhoworkwithkids.
7. This approach involves making sure the adults who work with kids, know to ask
themquestionslike,“Whatareyouwatching?”and“Howmuchscreentimeareyou
consuming?”
8. ItisDr.Brookes’beliefthatthegrassrootsmovementwillchangetheworld.
II. Objective#3:
A. Objective#3:NameandDescribePracticalStepsforFacilitatingPro-socialBehaviorin
YouthandCreatingaCultureofRespect,HonorandKindness.
1. Pro-socialbehavior:dothevideogamesencouragethis?
2. Aretheskillslearnedinvideogamesandmoviespositive?
3. Do the video games and movies that children are consuming create a culture of
respect,honorandkindness?
4. Alloftheaboveareimportantquestionstoask.
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B. TheQuestion
1. “Doeswatchingviolencecausesomeonetobecomeviolent?”
2. Medialit.org:AskaDifferentQuestion.
3. Whatdoeswatchingviolenceovermanyyearsdotoour…
• OurMinds?
• Ourhearts?
• OurSouls?
4. Is the long-termcumulative impactof violenceasentertainment transformingour
personalworldview?
5. Isittransformingourcollectivepsycheasacommunityandasanation?
6. Arethesevideogamesdestroyingourtrust?
7. Havewe,“thrownoutthebabywiththebathwater”whenwetellourkidsnotto
talktostrangers?
• Howcanwemodelsafeandappropriatebehaviorwithstrangers?
• Itisimportanttokeepkidssafe,butnotisolated.
• Theviolentmediadoesimpactacultureofmistrust.
C. CircleofBlame
1. Viewersblamethosewhowriteandcreatetheshows.
• “Isitnotawfulthattheycreatetheseawfulshows?”
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2. Writers/directorsblametheproducers.
• “Theproducersrequireviolenceinprogramsinordertogetthemfinanced.”
• “Ifitbleeds,itleads.”
3. Producersblamenetworkexecutives.
• They blame the network executives for demanding “action” in order to get
ratings.
4. Networkexecutivessaycompetition isbrutalandblametheadvertisers forpulling
outunlessashowgetshighratings.
5. Advertiserssayit’salluptotheviewers!
6. Wehavecreatedacircleofblamewherenoonewillsay,“Iwillchangewhat Iam
doing.”
7. Theviewersdohaveabigimpactwithhowtheychoosetospendtheirdollarsand
time.
8. “Votewithyourdollars.”
D. StopTheBlameGame!
1. MakeanImpactonYourCorneroftheWorld!
2. IncreaseYourAwareness!
3. DiscussViolentImagerywiththeYouthinYourLife.
• Childrenandteenscraveconversationswithadults.
• Theywanttohearwhattheadultshavetosayiftheadultsinturnlistentowhat
thechildrenorteenshavetosay.
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• Youthneedtobeeducatedonthedangersofviolentmedia.
• Givengoodinformation,theywillrisetotheoccasion.
• Sometimesasacountry,wethinkthatkidswillnotdoanybetter,butkidsare
amazingpeoplewithamazingstrength.
4. Askyourself,“WhatkindofaMediaRoleModelamI?”
• WhatamIwatching?
• WhatamIpayingtosee?
• WhatdoIlookatontheInternet?
• Whatdotheyouthinmylifeseefromme?
5. CommittoGetInvolvedwithandSupportHealthyActivities.
• We can’t just tell our kids to do something different, but we need to do
somethingdifferentwiththem.
6. UrgeParentstoMinimallyEnforcetheRatingsonMoviesandVideoGames.
• AO:18+(NoGameEverSoldwithThisRating)
• M:17+
• T:13+
• E:7+
• ThevideogamesdiscussedearlierwereallM.
• Parentsneedtosay,“I’msorry;youcannotplaythatuntilyouare17.”
• Byignoringratings,wearebasicallytellinganindustrythatweknowbetterthan
theirminimalexpectations.
• Dr.Brookes’philosophyisthatifMgamesarenotintroducedbefore17,bythe
timetheteenager is17,theywillhavedevelopedother interestsandnothave
the“thirstforblood”thattheywouldhaveiftheyhadbeenplayingviolentvideo
gamesfromaveryyoungage.
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7. Example:“MadWorld”VideoGame
• BecausethisisaWiigame,playersphysicalrehearsethegameactivities.
• Theseincludeslittingthroatsandotherveryviolentacts.
• Thisisawholenewlevelofintroducingviolence.
• Theindustryputstheresponsibilitybackontheparents.
“Hopefully,though,concernedparentswillnoticethe‘MforMature’ratingonthecover,justto
theleftofthedudewieldingabloodiedchainsaw.”–KotakuStaff, regardingtheViolenceof
theWiiMadWorldGamewhereparticipantsphysicallyrehearseviolentacts
8. KnowtheContentoftheGames
• Whatexactlyareyourkidsplaying?
• Haveyouresearchedit?
• Haveyouplayedit?
• Doesthisreinforcethevaluesofyourfamily?
• Does this game reinforcewhat youwould like to see happenwith this young
person?
E. VideoGameRatings
1. E:Everyone10+
• Contentisgenerallysuitableforages10andup.
• May contain more cartoon, fantasy or mild violence, mild language and/or
minimalsuggestivethemes.
2. T:Teen
• Contentisgenerallysuitableforages13andup.
• May contain violence, suggestive themes, crude humor, minimal blood,
simulatedgamblingand/orinfrequentuseofstronglanguage.
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3. M:Mature
• Contentisgenerallysuitableforages17andup.
• Maycontainintenseviolence,bloodandgore,sexualcontentand/orstrong
language.
• Just reading theabovedescriptionalready tellsuswhat is in thegame,yet
wearestilllettingmanykidsplaythegames.
• Dr.Brookesbelievesthattheratingswerespecificallychosenbecausewesee
theword“mature”aspositivewhenitcomestoourchildren.
• “Mature”inrelationtovideogamesdoesnotrelatetofeedingthedog,being
ontime,orotherhabitsthatparentsoftenthinkofinrelationto“maturity”.
• Whatiftheratingswere“sick,”“sicker”and“sickest”?
• Inrelationtovideogames,“mature”=“sickest.”
III. WheretoStart
A. TeachKidstoBeInformedandCriticalMediaConsumers.
B. ControlMediaInfluencebyLimitingScreenTime.
C. EncourageKidstoEmbraceAlternativestoScreenTime.
1. Replacetheaddictionwithsomethinghealthy.
2. Beforeyouputyourkidsonanotherdrug tomodify theirbehavior, take themoff
thedrugsthattheyareon.
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D. 10ReasonsWhyMediaEducationMattersfrommediaed.org
1. TheaverageAmericanwatchesoverfourhoursoftelevisionperday.
2. 56%ofchildrenhaveaTVintheirbedroom.
3. TheaverageAmericanchildsees200,000actsofviolenceonTVbeforetheyare18
yearsold.
4. TheaverageAmericanyouthspends900hoursinschooland1,023hourswatching
TVeveryyear.
5. TheaverageAmericansees2,000,000televisioncommercialsbyage65.
6. 45%ofparentssaythat if theyhavesomething important todo, theyare likely to
usethetelevisiontooccupytheirchild.
7. Childrenspendadailyaverageoffourhoursand45minutesinfrontofascreen.
8. 97% of American children ages six and under own products based on characters
fromtelevisionshowsandmovies.
9. Nearly three out of four teens say that the portrayal of sex on TV influences the
behaviorofkidstheirage.
10. OneinfourteensadmitsthattheportrayalofsexonTVinfluencestheirbehavior.
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E. TaketheChallenge
1. KristinePaulsen,aneducatorfromMichigan,createdthisfreeprogram.
2. Youcanfindthisresourceatwww.takethechallengenow.net.
3. FreecurriculumandPowerPointsforPre-KtoHighSchool.
4. School-wideCurriculum-BasedInitiative.
• Awareness
Ø Encourageskidstokeepamedialog.
Ø HowMuchTimeDoISpendonScreens?
Ø Recordwhattheyarewatchingandwhattheyaredoing.
• TurnoffScreensfor7-10Days
Ø Eachindividualcanmaketheirowndecisionaboutwhatthisentails.
Ø FindAlternativeActivities.
Ø FamilyInvolvementCommunityInvolvement.
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• ScreenDiet:
Ø Youthoftencomplete thisprogramandput themselvesonascreendiet
ontheirown.
Ø Somemaychoosetolimitscreentimetoweekendssotheirschoolworkis
notcompromised.
• Ittakes3daystodetoxfromtoomuchortooviolentmedia.
• Many schools are introducing this 3-4 days before school testing and during
schooltestingandareseeinganimprovementingrades.
• MediaReductionisDecreasingNegativeBehaviorintheclassroom.
F. MediaLiteracyActivitiestoCounterMediaViolence
1. StopTeachingOurKids toKill:ACall toActionAgainstTV,MovieandVideoGame
ViolencebyDaveGrossman&GloriaDeGaetano.
2. StrategiesforYoungerChildren:
• Talkaboutreal-lifeconsequences.
• Violenceisnotthewaytosolveproblems.
• Angerisnatural.
• Countthenumberofviolentactsinmediawatched.
• Talkaboutrealandpretend.
• Pictureaworldwithoutmediaviolence.
3. StrategiesforOlderYouth:
• Discusssensationalvs.sensitiveportrayals.
• Discussemotionalviolence.
• Readaboutrealpeoplewhosufferedfromviolence.
• Predictviolentcontent.
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• Discussthevalueofandproblemswithratingsystems.
• MakearecommendednonviolentTV/VideoGamelistforyoungchildren.
Ø Olderyouthtrulydoliketomentoryoungerchildren.
Ø Thiscanbeaveryimportantexperienceforthem.
G. FurtherInformationfromTaketheChallengenow.Net.
1. When they did their 10-day screen turn-off, one of the observed side effectswas
thatthecommunitycametolifeagain.
2. Aswementionedpreviously,mediaviolencecanleadtoisolationandmistrust.
3. Whenonewholeschooldistrictturnedoffscreensfor7-10days,theparks,YMCA,
bowlingalley,andlibrariescametolife.
4. Kidsreportedthattheyvaluedthetimewiththeir familythattheyhadduringthis
challenge.
5. Oncethe7-10daysarecompleted,itistimetodecidewhatscreentimewilllooklike
goingforward.
IV. Resources
A. LastChildintheWoodsbyRichardLouv
1. Theauthorreferencesa“naturedeficit.”
2. Wehavewholegenerationsofchildrennotspendingtimeoutsideorinnature.
3. Thebeautyofnaturecanbeveryhealingandaidinstressmanagement.
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4. Natureisimportant.
5. Summary:“Inthisinfluentialworkaboutthestaggeringdividebetweenchildrenand
theoutdoors,childadvocacyexportRichardLouvhasturnedthiswiredgeneration
whichhecalls“naturedeficit”tosomeofthemostdisturbingchildhoodtrends.”
6. Thisisthefirstbooktoemphasizethatexposuretonatureisnecessaryforchildren’s
physicalandmentalhealth.
B. SmartMovesbyDr.CarlaHanniford
1. BrainGym–braingym.org.
2. Encouragesmovementthatcrossesthemidline.
3. Bilateral stimulation encourages both hemispheres of the brain and can help
childrendisengagementallyfromvideogames.
4. Weneed tohavemorephysicalmovementandmoreexpression through thearts
andphysicalmovement.
5. Manypeoplelearnbyphysicallymovingortakingnotes.
V. Conclusion
A. WhatAreWeDoingtoCounteracttheImpactofViolentVisualImagery?
B. AmIBeingtheRoleModelINeedtoBe?
C. ClosingPrayer
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