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Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge High School.

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Presentation on theme: "Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge High School."— Presentation transcript:

1 Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge High School

2  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

3 Escalating problems Demand on schools to address them

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5 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

6 Peer acceptance Inclusion/Attention / Status / Confidence (social) Coping strategy To alter feelings / experiences Experimentation / curiosity / rebellion

7  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

8  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

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10 COPE AnxietyDepressionPainLonelinessAnger

11  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.

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13  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

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16 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

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19 Risk = Probability x Consequence

20 Risk = Probability x Consequence x Payoff (Benefits, rewards, secondary gains, etc.) Tangible, immediate reward > Abstract, future consequences

21 Probability x Consequence x Payoff x “Heat of the moment” RISK ASSESSMENT

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23 Risk: MortalityEstimateActual 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

24  We’re not addressing the right issues  We’re not addressing the issues in the right way

25 Lack of effective coping skills Peer influence and “Payoff” Difficulty perceiving risk “Heat of the moment”

26 THE “CLASSROOM BRAIN” “HEAT OF THE MOMENT” BRAIN

27  Peer “pressure”  inclusion, attention, status, showing off, peer expectations  Impulsivity – “Heat of the moment”  PAYOFF  Impulsivity – High risk-taking  Habit  Inability to foresee consequences

28  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

29 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.

30  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.

31  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.

32 42 CFR Part 2 FERPA

33  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

34 Contact information: Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge School District


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