Presentation on theme: "Balancing act: Promoting and supporting mental well being of High School students Syntero Sara Harrison-Mills LISW-S Susan Ortega MSW, LSW."— Presentation transcript:
Balancing act: Promoting and supporting mental well being of High School students Syntero Sara Harrison-Mills LISW-S Susan Ortega MSW, LSW
OBJECTIVES Understanding age appropriate developmental expectations Stressors affecting teens in the Dublin City Schools community Impact of social media Tips & Tricks for parents
Adolescence “Adolescence” begins at the biological start of puberty and ends when an individual obtains stable, independent role in society Time of unparalleled threat, change, challenge and opportunity Nowhere else in human development do we encounter such a major transformation in such a short time in so many domains: Bodies, Minds, Abilities, & Interpersonal Relationships
Physical Development Physical changes Accelerated growth, development of secondary sex characteristics Hormonal changes Mood swings, increased attraction to others Insecurity/Self-consciousness Early maturing girls-increased risk Early maturing boys-increased advantage Late maturing boys-increased risk
Cognitive Development Increased ability for abstract thought More future oriented Most adolescents are self-absorbed developmental stage NOT character flaw feel others cannot understand them Individuation & Identity formation
Social Development Strong need to belong/fit in Peer approval becomes more important, need for adult approval decreases Social skills frequently lag behind mental and physical maturity Experimentation as they search for social position Socially vulnerable
Brain Development Brain development is critical during this time period Adolescents and adults use different mental processes to make social decisions Ability to take into account someone else’s perspective in order to guide behavior is still developing in mid-late adolescence Adolescents take more risks than children or adults (especially with peers) Limbic system-highly active emotional processing, reward processing Prefrontal cortex-still developing decision making, inhibiting inappropriate behavior, social interaction
Brain Development cont. Environment can and does shape development of the adolescent brain Synaptic pruning occurring at higher rate during adolescents (“fine tuning the brain”) What is often seen as the problem with adolescents: heightened risk taking, poor impulse control, low self-consciousness, actually reflects changes in the brain which provide an excellent opportunity for education and social development.
Today’s Challenges Parenting today’s teen is more difficult than in the past Adolescents are growing up in a changing world Increased stressors Increased responsibility
DCS- In our own backyard. Home Friends Peer Pressure Mean Girls….and Boys School Academics 7.0 Athletics Social media Cyberbullying Drugs/Alcohol/Tobacco Increased access Acceptance Survival Stress -Intellectual, emotional or physical strain caused by change or demands http://kidshealth.org/teen/homework/health/teens-talk- stress-vd.html http://www.youtube.com/watch?v=oS8OmSQpb9A http://www.commonsensemedia.org/videos/boys-and- body-image
The culture of FINE. F - freaked out I - insecure N - neurotic E - emotional
Stress….in the eye of the beholder The Good…. Not all bad Rise to the Challenge Fight or Flight The Bad…. Long term stress Exhaustion Weakened Immune System Overscheduling “Stress” (2013)
The Ugly…. When it is too much Ongoing exposure to violence Bullying Natural Disaster Bodily harm/Rape “Stress” (2013)
Enough is enough Warning signs: anxiety or panic attacks a feeling of being constantly pressured, hassled, and hurried irritability and moodiness physical symptoms, such as stomach problems, headaches, or even chest pain allergic reactions, such as eczema or asthma problems sleeping drinking too much, smoking, overeating, or doing drugs sadness or depression self-injurious behavior
How to deal Overscheduling -Just say “NO” Be realistic Get reacquainted with Mr. Sandman Ready…..Set….Relax…. -Relaxation Response Everything in Moderation - You are what you eat - Exercise How you THINK affects how you FEEL which affects how you BEHAVE.
SOCIAL MEDIA Facebook Twitter SnapChat Instagram Reddit 4Chan Tumblr Vine Kik Pheed Wanelo
Prevalence 22% of teenagers log on to favorite social media sites more than 10 times per day 75% own a cell phone Hypertexting = >120 messages per school day Reported by 20% of surveyed teens Hypernetworking= > 3 hours per school day on social media websites Reported by 11.5% of surveyed teens Geddes, (n.d) Payne, 2010
Neurons that fire together wire together or Monkey see, monkey do. Hypertexters: 2x more likely to have tried alcohol 3.5x more likely to have had sex 41% more likely to have tried illicit drugs 55% more likely to have been in physical fight 90% more likely to report 4 or more sexual partners Hypernetworkers: 79% more likely to have tried alcohol 69% more likely to have had sex 85% more likely to have tried illicit drugs 94% more likely to have been in physical fight 60% more likely to report 4 or more sexual partners Payne, 2010
Jury is still out. Pros Creative outlets Information access Strength connections with family & friends Collaboration for academic projects Expressions of individuality Cons Facebook depression Mental Health concerns Cyber Bullying Impacted social skills Reduced sense of accountability Exposure to traumatic events Sleep deprivation [FOMO] Poor grammar Geddes, (n.d.)
Cyberbullying 65% students between 8-14 have been involved directly or indirectly in a cyberbully incident as cyberbully, victim, or friend. 79% students who were bullied did not tell anyone about it Kids have harder time getting away from it Can occur 24/7 Messages and images can be posted anonymously and distributed to a very wide audience quickly It can be difficult and sometimes impossible to trace the source Difficult to delete the message photos, etc. once distributed Cyberbullying: there is a way out! Cyberbullying: there is a way out!
SEXTING: Sending of sexually suggestive text messages or photographs by cell phone or other electronic device.
SEXTING. Prevalence: 57% of teenagers admit to being asked to send a sext 28% followed through and sent a naked picture of themselves through text or email Why do it? Feel invincible. Naïve of consequences. Exploration of sexual identities Fear of rejection if they “just say no” Kuhn, 2013
What’s the big deal? Harassment and Bullying Oftentimes, the non-legal consequences of sexting are just as serious as the legal consequences. The use of cell phones and social media means that insults, taunts, and private photos can now be quickly shared or made public. Jessica Logan, an Ohio teen, was harassed and taunted after her ex-boyfriend sent a nude photo of her to students at two local schools. She committed suicide shortly after she graduated from high school. After her death, Ohio lawmakers enacted a law, the Jessica Logan Act, requiring each school board to establish a policy prohibiting harassment, intimidation, and bullying, and providing for the suspension of students who engage in online harassment and cyber-bullying. (Ohio Rev. Code Ann. § 3313.666.) Mince-Didier, (n.d.)
Legal Beagle. Sexting- Felony in 2 nd degree Child Pornography Possession of child pornography, even if your teen is not in the picture Distribution or sharing a photo, regardless of who is in the picture Promoting means taking the picture, even if the teen takes it of herself/himself May be required to register as a sex offender Parents potentially liable Kuhn, 2013 Mince-Didier (n.d.)
“I HATE YOU… can you take me to the mall”? What can parents do? Stay Involved Phone Contract-example Checking-In Develop plan for “risky” situations Individuation without Separation What you can learn from LISTENING Resist the urge to offer advice Use open ended questions Show interest in their life/their friends, etc. Assist them with finding their “North Star”
Skills Development for Adolescents Centering Separating THINKING from FEELING Making CONSCIOUS choices Problem-Solving Making and enforcing boundaries Defining relationships Dealing with emotions and stress Pipher, Mary “Reviving Ophelia”
Developmental Assets External Assets Support Empowerment Boundaries & Expectations Constructive Use of Time Internal Assets Commitment to Learning Positive Values Social Competencies Positive Identity
Dublin Counseling CenterNorthwest Counseling Services 299 Cramer Creek Court 1560 Fishinger Road Dublin, OH 43017Upper Arlington, OH 43221 614-889-5722 614-457-7876 For more information on school-based prevention services contact: Sara Harrison-Mills, MSW, LISW-S Child and Family Program Coordinator email@example.com 614-457-7876 ext. 317
REFERENCES Davidson, L. (2013, August). Moms you oughta know: 11 social media apps teens are using now. Today Moms. Retrieved February 25, 2014, from http://www.today.com/moms/moms- you-oughta-know-11-social-media-apps-teens-are-6C10833314http://www.today.com/moms/moms- you-oughta-know-11-social-media-apps-teens-are-6C10833314 Geddes, J. (n.d.). The secret life of kids online: What you need to know. Parenting. Retrieved February 28, 2014, from http://www.parenting.com/article/kids-social-networking?page=0,0 Kuhn, S. (2013, April). Sexting laws: What parents need to know. She Knows Parenting. Retrieved February 25, 2014, from http://www.sheknows.com/parenting/articles/988263/what-parents-need-to-know-about- sexting-laws http://www.sheknows.com/parenting/articles/988263/what-parents-need-to-know-about- sexting-laws Mince-Didier, A. (n.d.). Teen Sexting in Ohio. NOLO. Retrieved February 26, 2014, from http://www.criminaldefenselawyer.com/resources/teen-sexting-ohio.htm http://www.criminaldefenselawyer.com/resources/teen-sexting-ohio.htm Payne, E. (2010, November). Study links too much texting, social networking to health risks. CNN Tech. Retrieved February 28, 2014, from http://www.cnn.com/2010/TECH/social.media/11/10/hyper.texting.teens/ http://www.cnn.com/2010/TECH/social.media/11/10/hyper.texting.teens/ Pipher, Mary. (1994). Reviving Ophelia: Saving the Selves of Adolescent Girls Search Institute (2006). 40 Developmental Assets® for Adolescents (ages 12-18) Stress. (2013). Retrieved February 27, 2014, from http://kidshealth.org/teen/your_mind/emotions/stress.html http://kidshealth.org/teen/your_mind/emotions/stress.html Zimmer-Gembeck, M. and Skinner, E. (November 2008). Adolescents coping with stress: Development and diversity. The Prevention Researcher, 15(4).