This post explains teenage brain development and it's effects on the child, so you can offer them empathy and support in order to connect with your teen.
What have we discovered about the teenage brain? How can teachers use this information to help young people navigate growing up and getting an education?
YOYO, you know? So GOMB! I'm LHHIMB!
Lynda Corazza est une talentueuse illustratrice formée à la discipline positive et co-auteure du « Petite décodeur illustré de l’enfant en crise » dont je vous parle régulièrement tant cet ou…
Do you think most people with dyslexia are "right-brained" or "left-brained"?
Parents need to learn about teenage brain development to better appreciate the brilliance of their kids' ever-changing brains.
An implantable device allows her to hear.
When kids and teens self-harm, it can be challenging for parents to find the middle space between over and under reacting. I created this resource to help find that middle ground.
Riley’s drinking over the past year hasn’t been as bad as it was the year before. It’s because he was drinking beer instead of vodka and the actual intake of pure alcohol was less. But it really doesn’t change anything. The same things are happening inside his brain and liver as they would if he were drinking moonshine. Beer, wine, vodka, moonshine – they all damage the liver and the residual toxins accumulate in the frontal lobe of the brain. It’s a fact that cannot be denied especially if you were a visitor in my house on Christmas Day. Since Riley has changed from beer and wine to vodka, things have been getting a little more absurd than usual. His behavior is becoming less rational and more demanding. He is falling several times a day and talks to himself (and the TV) constantly. He is unable to walk through the house without holding onto a piece of furniture or the wall. He eats very little and usually ends up giving his full plate of food to Jade when I’m not looking. When things get like this I do a little review of the facts to help me see things clearly. I came across this picture and thought this would be a great thing to share with my readers. I remember first seeing this when Riley and I were going through his first rehab center via the Navy. It’s been around a long time and I’m not sure who to give credit to for it’s existence. This illustration clearly shows which part of the brain controls what functions and from studying it, I can see that Riley’s Cerebral Cortex and Cerebellum have been damaged. The only thing that confuses me is that in my research, it is always the “frontal” lobe of the brain that gets damaged the most. So maybe it’s the frontal portion of the Cerebral Cortex that is the most at risk. So I found another picture: (How Alcohol Attacks the Brain is from www.kickoff.net/au/alcohol.html. Please visit their most informative site.) Both of the illustrations have helped me understand why Christmas Day was filled with the off-beat humor gained from observing an end-stage alcoholic. First thing in the morning, Riley appeared in my office wearing no shirt – which is very unusual. He queried me with – didn’t I think it was a bit chilly in the house. I replied that he might be warmer if he put on a shirt. His response – he didn’t put on a shirt because he hadn’t made the coffee yet. I’m not sure what one has to do with the other. Riley fell getting out of his rocking chair while Alea was here on Christmas Day. She tried to help him get back into the chair, but he had no muscle strength to help pull him up. So she just left him on the floor – where he stayed for hours while we snacked and cooked dinner. We would hand him appetizers while he was on the floor. It was such an odd sight – Riley spread out across the floor between the loveseat and rocking chair – Jade sitting at his side and watching with interest – munching on the bite-size bread topped with prosciutto and mozzarella. A bite for Riley… A bite for Jade… Since Alea was doing the cooking, she apologized to her father because dinner would not be ready at our normal 5 p.m.-ish dinnertime. He responded that he didn’t want dinner until 8 p.m. today. She replied that she didn’t know that we ever ate that late. He countered with he didn’t like eating at the same time everyday – he liked to change it up so it would be a different time everyday. Alea and I looked at each other with that look that implies “What????” She asked him if he lets me know when he wants dinner. His response – “It doesn’t matter. She should just always know when I want it.” Oh!! I was never trained in the art of mind-reading. I better find some classes on the subject. Later on that day, I passed through the den to find Riley sitting in his rocking chair wearing just his red bikini tighty whities. I guess they aren’t whities if they are red. Anyway, I asked where his pants were. He said he had wet himself because he didn’t know he had to go and so he took them off. My next question – did you change your underwear? And, do you want me to find you some clean pants? The answer – He didn’t change the underwear because they didn’t get that wet. And – no he didn’t want to put on any other pants. I don’t know how you get your jeans wet without getting your underwear wet when going to the bathroom in your pants. Seeing the pictures helped me understand the “why” of what happened. But, that really isn’t as interesting as seeing the humor in the absurdity of the day. Riley was never in any real danger and nothing he did really hurt anyone else. Well, OK, the fall could have hurt him – but it was a gentle fall rather than the one that gave him a blackened face. He was safe with his illogicality. Seeing for all of it for what it is makes it easier for me to snicker to myself and think – it could really, I mean REALLY, be a lot, lot worse.
Human brains are still developing throughout our teenage and early adult years. Knowing more about the way they work can teach us about how schools can work, too.
The U.S. Food and Drug Administration today allowed marketing of the first medical device based on brain function to help assess attention-deficit/hyperactivity disorder (ADHD) in children and adol…
Validation is an important skill in any healthy relationship. Through validation, you express acceptance and understanding towards others, including yourself. This can increase trust and help people in a relationship feel emotionally secure. This DBT Validation Skills handout shares five facts about validation, such as its ability to strengthen connections and that invalidation should be avoided. Moreover, clients get to discover helpful ways to validate others and themselves. For kids and teens needing help with their interpersonal skills, practicing the techniques in this handout can promote trust and mutual respect. Caring adults can further explain DBT validation by using diagrams and illustrations, and providing examples of validating statements kids and teens can practice saying, such as “I can see that you’re feeling upset” and “I appreciate you sharing your feelings with me.” This handout can be combined with several of our validation-based worksheets, such as our Validating Others worksheet, 6 Levels Of Validation worksheet, or DBT Validation worksheet. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of DBT worksheets and handouts. References: Greville-Harris, M., Hempel, R., Karl, A., Dieppe, P., & Lynch, T. R. (2016). The power of invalidating communication: Receiving invalidating feedback predicts Threat-Related emotional, physiological, and social responses. Journal of Social and Clinical Psychology, 35(6), 471–493. https://doi.org/10.1521/jscp.2016.35.6.471 Shenk, C. E., & Fruzzetti, A. E. (2011). The impact of validating and invalidating responses on emotional reactivity. Journal of Social and Clinical Psychology, 30(2), 163–183. https://doi.org/10.1521/jscp.2011.30.2.163 Zielinski, M. J., & Veilleux, J. C. (2018b). The Perceived Invalidation of Emotion Scale (PIES): Development and psychometric properties of a novel measure of current emotion invalidation. Psychological Assessment, 30(11), 1454–1467. https://doi.org/10.1037/pas0000584
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TFW UR OLD AF.
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Before asking for something or saying no to a request, you must decide how intensely you want to hold your ground. Options range from very low intensity, where you are very flexible and accepting of the situation, to very high intensity, where you are firm in holding your ground. The level of intensity translates to how badly you want it, and it varies depending on the needs of the individual and the specific situation. The Intensity Options When Asking Or Saying No DBT Handout shares useful information about this interpersonal effectiveness skill which includes an intensity level scale of how badly you want something or need to say no. The lower the intensity, the more likely clients are to give in to the situation, and the higher the intensity, the more firm they will be in their decision. This handout helps kids and teens weigh their options, know their priorities, and make better decisions. Caring adults can have an engaging discussion with their child to explain their choices and give them guidance if needed. This handout can be paired with our DBT Determining Intensity Of Asking Handout, which describes 10 factors to consider when making a request or refusing something. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of DBT worksheets and handouts. References: Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2017). Assertiveness training: A forgotten evidence-based treatment. Clinical Psychology: Science and Practice, 25(1).
"Sometimes, someone says something really small, and it just fits into this empty place in your heart..." So sayeth Angela Chase (a.k.a., Claire Danes), heroine of the infamously short-lived '90s teen drama My So-Called Life , in one of her many…
