Adolescent Emotional Health Peadar Maxwell, Senior Psychologist Presentation Secondary School, April 2014

Overview The Adolescent Brain Staying Connected Friends & Relationships Understanding Anger Encouraging Responsibility Promoting Independence Planning for Risk Problem Solving

… but first... our hopes and dreams Have positive healthy relationships and a healthy lifestyle Do their best in studies and work Connected into their family & community

the adolescent brain 12 to mid-twenties Associated with risk and trouble Body is the healthiest Life is at its most dangerous Purpose of adolescence Science differs from media picture Dependency to adult independence Transformation of brain infrastructure Self-awareness Connection, NOVELTY

staying connected Encourage true confidence Security, predictability, family fun, acknowledge her efforts, express views, Encourage planning set goals review Encourage self-care and taking care of others

friends, peers, relationships Peers become increasingly important Peer difficulties can lead of lower self-esteem Some relationships lead to trouble Other people’s perspective Encouraging positive peer relationships Difficulty making friends

encouraging positive peer relationships Know their friends and their parents Show interest in and encourage activities Assess if she has difficulty making friends Talk about the difference between friends, acquaintances and ‘friends/followers’

encouraging positive peer relationships Set clear, doable rules Think about reducing harmful contacts Be mindful of her sensitivity to criticism

Difficulty making friends Don’t be afraid to talk about it Explore how to make and keep friends For reluctant teens encourage action/activity

encouraging responsibility Taking part in family decisions Respect and consideration Voice, listening, rules, helping out, being encouraged Staying involved in family activities Develop reliability Healthy lifestyle Being assertive

encouraging independence Help establish routines Meals, exercise, homework, sleep, hygiene Encourage involvement Clubs, sports, exercise, school rules Encourage problem solving

Planning for risk Identify risk situations Plan Not experienced for when things go wrong Talk about concerns Have a rescue rule Select risk reduction strategies Reward appropriate behaviours Specify back-up consequences Review

Anger  Anxiety and anger are normal, natural, psychological and physical  Anger is our body’s response to perceived threat – no matter how real that threat is. This perceived threat activates that part of the protective brain that floods the body with stress chemicals and stress hormones. The child experiencing anxiety/angry feelings may be hyper-aroused.

discuss feelings with your child Child’s own description of his/her feelings and thoughts What exactly has upset her? Child may be avoiding certain things because of the feelings these thoughts produce.

Problem Solving with your child 1. Have him break down the story of the problem. 2. Check that you have the story/problem 3. Ask what he would like to do about it 4. Imagine putting solutions into Practice 5. Testing it out, one solution/action at a time. 6. Encourage him and check back in with him. 7. Praise success and explore non-success 8. Do you need to take any action?

After this workshop  Use this opportunity to discuss with your child alternative ways of being open and honest with one another  Expressing emotions and negotiating is healthy and often positive.  We just need to make sure that we also express our anger in a positive way!  Let your child know that you can’t supervise and mind her if you don’t know what’s going on

Take home messages  The adolescent brain is wired to seek novelty and the company of her peers  Teenagers need the company and guidance of their parents and other caring adults  We all grow in relationships: Relationships require face-to-face contact  Healthy teens have a balance of dependence and independence, peer time and family time  Information technology is not going away: Rather than reject it or remain confounded parents can learn about it.  Boundaries help all young people feel safe and cared for  Each parent is their child’s best expert.

Thanks for your attention Go n-éirí an bóthar leat