andrew yeager student assistance coordinator certified school psychologist park ridge high school
TRANSCRIPT
THE STUDENT ASSISTANCE
COORDINATOR
Andrew Yeager
Student Assistance CoordinatorCertified School Psychologist
Park Ridge High School
Overview
The problems – what adolescents are dealing with (hot topics)
The obstacles – to effective interventions Why traditional interventions aren’t working
The solutions – what does work
The unique role of the SAC
Where we are today
Escalating
problems
Demand on school
s to addre
ss them
Come inside
What we’re seeing
•Use, abuse, dependence
•Family addiction
•Internet, eating disorders
Drugs and
alcohol
•Stress and anxiety disorders
•Depression, suicide
•Self-injurious behaviors
Mental health
•Bullying, violence, gang involvement
•Relationship issues
•Family dysfunction
Social - emotional
Why Kids Get High
Peer acceptanceInclusion/Attention / Status / Confidence (social)
Coping strategyTo alter feelings / experiences
Experimentation / curiosity / rebellion
What kids are using Alcohol Marijuana Prescription medication
Pain medications: OxyContin, Vicodin, Percodan
Benzodiazepines: Xanax, Valium Sleep medications: Ambien , Lunesta ADHD medications: Ritalin , Adderall
Heroin Cocaine OTC cold medication (“triple C’s”) Inhalents Club drugs
2.4 million persons aged 12 and older initiated nonmedical use of prescription pain relievers such as OxyContin® within the past year.
SAMHSA's National Survey on Drug Use and Health, 2005
Rapid PROGRESSION
Self-medication
COPEAnxiety
Depression
Pain
Loneliness
Anger
Internet “Addiction”
Approximately 9 million Americans could be labeled as pathological computer users; addicted to the Internet to the detriment of work, study, and social life
Byun, S., et al. Internet Addiction: Metasynthesis of Quantitative Research from 1996 – 2006, CyberPsychology and Behavior, Volume 12, Number 2, 2009.
Cyber-bullying
Why do kids bully?
Attention and approval
Status Reputation Identity Bonding Anger Projection Power and control
Entertainment value
Loneliness or boredom
Self-protection False security Jealousy or
Competition Impulsivity
Why traditional interventions don’t work
The Teenage Brain
The Developing Frontal Lobes in Adolescence
Difficulty foreseeing consequences Difficulty planning or setting priorities
(making wise choices) Difficulty postponing gratification /
controlling impulses High pleasure / reward / novelty seeking High risk-taking behavior Exaggerated black and white thinking
(safe vs. unsafe) Heightened emotional reactions, fantasy
life Difficulty handling social pressures
What were you thinking?
Are the conseqences…
? ?
Bad Likely
Rational view
Risk = Probability x Consequence
The more realistic risk formula
Risk = Probability x Consequence x Payoff
(Benefits, rewards, secondary gains, etc.)
Tangible, immediate reward > Abstract, future consequences
FINALLY
Probability x
Consequence x
Payoff x
“Heat of the moment”
RISK ASSESSMENT
Invulnerable?
Do kids know the risks?
Risk: Mortality Estimate Actual
Die from any cause (crime, illness, accident, etc.) in the next year? 18.6 % 0.08%
Die from any cause (crime, illness, accident, etc.) by age 20? 20.3% 0.4%
Fischhoff, B., Assessing adolescent decision-making competence, Developmental Review, #28, 2008
Why interventions fail
We’re not addressing the right issues
We’re not addressing the issues in the right way
The “Right” Issues
Lack of effective
coping skills
Peer influence
and “Payoff”
Difficulty perceiving
risk
“Heat of the moment”
Two Brains
THE “CLASSROOM BRAIN” “HEAT OF THE MOMENT” BRAIN
What makes the brain “hot”
Peer “pressure” inclusion, attention, status, showing off, peer expectations
Impulsivity – “Heat of the moment”
PAYOFF Impulsivity – High risk-
taking Habit Inability to foresee
consequences
The Problem
Classroom presentations may increase knowledge but show little impact on altering student behavior, particularly outside of school
Lectures and group discussions inhibit disclosure (insight)
Psycho-educational sessions are perceived as preaching
Perception of privacy
The Solution
On-going, insight-oriented approaches that give children the ability to:
Develop, practice, and evaluate healthy coping skills
Raise self-awareness and the personal commitment to
healthy behaviors.
Specifically
Coping skills development Emotional self-regulation Impulse control techniques Positive pleasure/reward opportunities Appropriate and rewarding novel experiences Social skills and healthy opportunities for
inclusion
Other key interventions Act as their “frontal lobes” until theirs kicks in Educate teens, parents, teachers, etc.
Benefits of on-going 1:1 Individual interventions with children
ages 12 – 19 years old are more effective than any other type of interventions, including factual knowledge, classroom-based programs, media efforts, family-based therapy
Brauser, D., Vega, C.P. “Individual Interventions May Be More Effective Than Family-Based Therapy in Reducing Teen Alcohol Abuse.” Archives of Pediatric and Adolescent Medicine, January 2010.
What is Confidential?
42 CFR Part 2FERPA
Advantages of the SAC
Confidential State and Federal guidelines Avoids conflict of interest (clearer boundaries) Other staff perceived as part of the
“establishment” Uniquely trained and certified
NJDOE certification On-going professional development
More effective (on-going) one-on-one settings Insight-oriented
Questions or Comments?
Contact information:Andrew Yeager
Student Assistance CoordinatorCertified School Psychologist
Park Ridge School [email protected]