What we seeWhat we think What may be really going on What we can do ► Doesn’t follow rules ▪Noncompliance ▪Attention Seeking ▪Stubborn ▪Purposeful ●Difficulty translating verbal directions into action ●Cognitive deficit ♦ Check for understanding ♦ Repeat instructions ♦ Simplify tasks ► Repeatedly makes the same mistakes ▪Manipulative ▪Doing it on purpose ▪Willful ●Not able to link cause and effect ●Difficulty generalizing ♦ Provide assistance with organization ♦ Structure choices ► Poor social judgment ▪Attention Seeking ▪Poorly parented ▪Impulsive ●Not able to interpret social cues ●Desire to be liked ♦ Role play ♦ Identify safe external support/s ♦ Safety planning ► Easily agitated ▪Poor self control ▪Deviant ●Frustrated ●Disappointed ●Mental health issue ♦ Teach self advocacy ♦ Identify and practice coping techniques Texas Office for Prevention of Developmental Disabilities
Arrested Development Effects Stuck in psychosocial stage of development 10% Decrease in Hippocampus functioning (converts information to memory) Increased social disinhibition Risky, impulsive behavior Poor planning & judgment Little ability to weigh consequences
Developmental Age of Parents Parents with Fetal Alcohol SyndromeTeen ParentsParents with Arrested Development
Practical Applications Connect Client to Appropriate Service – Parent Coaching, Individual Therapy, In or Outpatient Treatment,12-step, ACA, Alanon Connect Child to Appropriate Service – Play Therapy, High Risk Classes, Individual or Family Therapy Teach Parents Executive Functioning Skills Teach Parents To Teach Executive Functioning Skills
Tools for Working with Families Play: A child’s work Patterned, Repetitive, Predictable & Rhythmic Praise Executive Functioning in Parents Teach Parents What To Say During Family Dinners Behavior Modification Contracts
References Califano Jr., Joseph (2009),How to Raise a Drug-Free Kid, The Straight Dope for Parents. Giedd. J. N. (2004).Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021, 77-85. Spear, L. P. (2002). Alcohol’s effects on adolescents. Alcohol Health and Research World, 26 (4), 287-291. Suggested Reading Dahl, R.E. & Spear, L.P. (Eds.) (2004). Adolescent brain development: vulnerabilities and opportunities. New York: Annals of the New York Academy of Sciences, Volume 1021. Dubuc, B. (n.d.).The brain from top to bottom. McGill University web site: http://www.thebrain.mcgill.ca/flash/index_d.html http://www.childtraumaacademy.com/amazing_brain/index.html http://fasdcenter.samhsa.gov http://nofas.org Landreth, G. (2002). Play Therapy: The Art of the Relationship. Brunner Routledge. Nestler, E. J., & Malenka, R. C. (2004, March). The addicted brain. Scientific American, 290 (3), 78-85. Underwood, N. (2009). The teenage brain: Why adolescents sleep in, take risks, and won’t listen to reason. The Walrus Magazine. Wallis, C. (2004, May 10). What makes teens tick? Time, 163, 57-65. Walsh, D. (2004). Why do they act that way? A survival guide to the adolescent brain for you and your teen. New York: Free Press.