What Happened to the What Happened to the Child I KnewChild I Knew

Dr. David Causey, Ph.D.Dr. David Causey, Ph.D.Clinical PsychologistClinical Psychologist

Square One: Specialists in Square One: Specialists in Child and Adolescent Child and Adolescent

DevelopmentDevelopment(896-2606)(896-2606)

Developmental IssuesDevelopmental Issues

Independence - DependenceIndependence - Dependence Resist Advice – Need GuidanceResist Advice – Need Guidance Question Authority – Require Question Authority – Require

LimitsLimits Perceived Invulnerability – FragilePerceived Invulnerability – Fragile Self-Assured –Self ConsciousSelf-Assured –Self Conscious External Control – Internal FluxExternal Control – Internal Flux Stability - ChangeStability - Change

Areas of Adjustment: Areas of Adjustment: Middle SchoolMiddle School

Teacher – Student RelationshipTeacher – Student Relationship Increasing Academic DemandsIncreasing Academic Demands Peer / Social DemandsPeer / Social Demands New / Larger BuildingNew / Larger Building Increased demands for Increased demands for

independenceindependence

Middle School Stressors – Middle School Stressors – Spring 5Spring 5thth Grade Grade

Leaving wrong supplies in the locker (75%)Leaving wrong supplies in the locker (75%) Kids seeing you in the locker room without Kids seeing you in the locker room without

your clothes on (75%)your clothes on (75%) Being sent to the principals office (58%)Being sent to the principals office (58%) Having a tough teacher (57%)Having a tough teacher (57%) Peer pressure (55%)Peer pressure (55%) Getting bothered by older students (55%)Getting bothered by older students (55%) Forgetting locker combination (55%)Forgetting locker combination (55%) Missing friends from elementary school Missing friends from elementary school

(52%)(52%) Disagreeing with a teacher (51%)Disagreeing with a teacher (51%)

Middle School Stressors – Middle School Stressors – Spring 6th GradeSpring 6th Grade

Having a tough teacher (39%)Having a tough teacher (39%) Disagreeing with a teacher (35%)Disagreeing with a teacher (35%) Teachers expecting too much of you Teachers expecting too much of you

(34%)(34%) Having to do harder work (33%)Having to do harder work (33%) Getting too much homework (31%)Getting too much homework (31%) Leaving supplies in the locker (31%)Leaving supplies in the locker (31%) Missing friends from elementary school Missing friends from elementary school

(30%)(30%)

Research FindingsResearch Findings

Overproduction of gray matter that occurs in Overproduction of gray matter that occurs in the Frontal Lobe brain regions (age 11-12)the Frontal Lobe brain regions (age 11-12)

Mimics brain development stage that occurs Mimics brain development stage that occurs prior to age 2.prior to age 2.

Frontal lobes are not used efficiently and not Frontal lobes are not used efficiently and not communicating as well with other regions of communicating as well with other regions of the brain.the brain.

More primitive in thinking and problem solvingMore primitive in thinking and problem solving Clearly different from young adult brainClearly different from young adult brain Pruning ProcessPruning Process

Executive Functions in Executive Functions in AdolescenceAdolescence

Planning Planning Judgment / Assessing RiskJudgment / Assessing Risk Impulse ControlImpulse Control OrganizingOrganizing Separation of AffectSeparation of Affect Shifting CognitionShifting Cognition Sense of TimeSense of Time

Why Can Parenting an Why Can Parenting an Adolescent Seem HarderAdolescent Seem Harder

Stakes are higherStakes are higher Moods and Behaviors are more Moods and Behaviors are more

extremeextreme They may expect a logical reason for They may expect a logical reason for

what they can’t have or do (i.e., what they can’t have or do (i.e., “Because I said so” doesn’t work “Because I said so” doesn’t work anymore)anymore)

Parents own level of stress or anxietyParents own level of stress or anxiety

Risk Factors Risk Factors

Cumulative ChangesCumulative Changes Prior adjustment problemsPrior adjustment problems Learning problemsLearning problems Intellectual development issuesIntellectual development issues Poor social and coping skillsPoor social and coping skills Absence of “protective” Absence of “protective”

resourcesresources

Signs of Poor AdjustmentSigns of Poor Adjustment

SignificantSignificant decline in grades decline in grades Depressive symptomsDepressive symptoms Drop in self esteemDrop in self esteem Decline in school-related activitiesDecline in school-related activities Frequent counselor visitsFrequent counselor visits IsolationIsolation Anxiety / School RefusalAnxiety / School Refusal

Suggestions for ParentsSuggestions for Parents

Be awareBe aware:: What looks like a “problem” to you, may be a What looks like a “problem” to you, may be a

“solution” to your child (hard to give up)“solution” to your child (hard to give up)

Puberty and adolescence are periods of rapid Puberty and adolescence are periods of rapid change and are readily influenced by the change and are readily influenced by the environmentenvironment

Supermarket of options (R. McKenzie, MD): Supermarket of options (R. McKenzie, MD): Guide them to “positive” versus “toxic” optionsGuide them to “positive” versus “toxic” options

Suggestions for ParentsSuggestions for Parents

Understand the message behind the Understand the message behind the behaviorsbehaviors::

ClosenessCloseness: Positive Recognition vs. : Positive Recognition vs. Negative Attention SeekingNegative Attention Seeking

Power/ControlPower/Control: Independence vs. : Independence vs. RebellionRebellion

ProtectionProtection: Assertive vs. Aggressive: Assertive vs. Aggressive WithdrawalWithdrawal: Centering vs. Avoidance: Centering vs. Avoidance

Suggestions for ParentsSuggestions for Parents

Maintain your role as the “authority Maintain your role as the “authority figure”, but increase use of figure”, but increase use of negotiating and mutual problem negotiating and mutual problem solvingsolving

Help them to find safe and Help them to find safe and productive ways to be more productive ways to be more independentindependent

Suggestions for ParentsSuggestions for Parents

Try to be a part of their world, while Try to be a part of their world, while trying not to be intrusivetrying not to be intrusive

Have clear rules and expectations, Have clear rules and expectations, follow through with limitsfollow through with limits

Remember that parenting is a Remember that parenting is a process: all decisions or conflicts process: all decisions or conflicts don’t have to be resolved right now don’t have to be resolved right now (parent with a plan)(parent with a plan)

Suggestions for ParentsSuggestions for Parents

Avoid the “cardinal sins” of Avoid the “cardinal sins” of parenting adolescents (Phelan, parenting adolescents (Phelan, 1998)1998)Spontaneous problem discussionsSpontaneous problem discussionsNagging Nagging Insight TransplantsInsight TransplantsExplosions and arguingExplosions and arguing