Ken Lass, PhD Psychologist/Health Service Provider Nashville, Tn. KenLassPhD@aol

1. The Adolescent’s Search for Success: Positive Psychology in Treating AdolescentsOctober 30, 2014Tennessee Psychological Association Convention Ken Lass, PhD Psychologist/Health Service Provider Nashville, Tn. KenLassPhD@aol.com

2. LEARNING OBJECTIVES 1. Participants will learn 7 core principles of Positive Psychology 2. Participants will learn about adolescent development and its applicability to a Positive Psychology approach 3. Participants will learn means of using culturally-sensitive knowledge to maintain rapport with adolescents and their families 4. Participants will learn and have a chance to practice 5 positive coping interview skills to their work with adolescents and their families intervention aid: use this seminar as an excuse to change things

3. TRENDS AND EPIDEMIOLOGY • Depression occurs at earlier ages over the past 80 years (Robins, L., Helzer, J. etc.) 1984 • Depression among youth occurs earlier than in prior decades (Reich, T., Van Eerdewegh, P. etc. )1987 • U.S. population born in 1920’s experienced depression by middle age at .04 rate • Boomers report depression at .07 rate by their 20s ; 60% of women depressed by age 30 • Intervention aid: those who remember history are doomed to repeat it, so avoid saying “in my day…”

4. REDESIGNING THE WHEEL OF POSITIVE PSYCHOLOGY • Resiliency circa 1960 e.g. Emmy Werner • Frank Parsons 1908;Choosing a vocation and the voc-guidance movement • Systems theory pioneers circa 1950-85 • Judah Folkman,MD and angiogenesis • intervention aid: advise clients to borrow from the past, build on strengths, driving

5. LEARNING BY FAILING • “I think and think for months, for years; 99 times the conclusion is false, but the hundredth time I am right.” • -Albert Einstein • Self-esteem can be harmful to your health • Intervention aid: help parents model effective conflict management in front of the teen

6. COGNITIVE ERRORS AND THE ADOLESCENT BRAIN • The permanence error • The pervasiveness error • The attributional error (see Children’s Attributional Style Questionnaire) • These errors are compounded by the makeup of the adolescent brain……. • Corpus collosum development during teen years • intervention aid: respect breeds respect, listen to how you’re speaking to the adolescent

7. BRAIN MATTER CONTINUED • Prefontal cortex develops primarily from age 12-19 (drivers beware); recognizing social cues such as fear, linking limbic system with cortex • Intervention aid: think as a teen, not as an adult e.g. recall your own adolescent foibles, be Buddha, check out perceptions

8. CULTURAL CONSIDERATIONS Ask>assume Assess for degree of ‘Westernization’ Look for strengths within the family unit Who isn’t a stranger at times? Porejemplo: working with Latino/Hispanic/Chicano families intervention aid: consider the client in different contexts and behavior at home vs. school, etc.

9. Principles of Positive Psychology • Principle #1: The Happiness Advantage. By retraining our brains to focus on the positive and by employing other Positive Psychology principles (such as the importance of nurturing relationships and social support), we improve our productivity and performance. This statement is backed up by empirical studies conducted amongst student and professional populations. • Principle #2: The Fulcrum and the Lever. In this case, the fulcrum is our mindset – the way we perceive the world and events that take place in it. The lever represents our potential power and possibility we believe we have. By moving the fulcrum (our mindset) in the right direction we can exert a lot more power when moving the lever. • Principle #3: The Tetris Effect. By training our brains to look for positive patterns, rather than focusing on the negative, we train ourselves to observe and seize on opportunities. Happiness, gratitude and optimism place us in a better position to capitalize on opportunities as they arise. • Principle #4: Falling Up. Failure or extremely negative experiences can result in either Post-Traumatic Stress Disorder or Post-Traumatic Growth. The latter is achieved when the individual believes behavior can still have a positive impact on life and takes concrete steps to demonstrate accordingly; when supported by a strong set of relationships and changes how the trauma is perceived

10. POSITIVE PSYCHOLOGY continued • Principle #5: The Zorro Circle. When faced with crisis or threat we can control emotions by focusing on manageable, small goals and tasks that we can immediately handle. We can then move on to the bigger ones, without being immediately overwhelmed. • Principle #6: The 20-Second Rule. Smaller tasks that are easier to achieve are a great place to start when it comes to forming a habit. By focusing on removing barriers, however small, we can achieve significant changes in habits and overall behavior. • Principle #7: Social Investment. Social support networks are one of the most reliable predictors of future success. Making an investment to enhance those relationships, both in and out of the workplaces, reaps rewards that range from an extended lifespan to improved performance at work.

11. THE HAZARDS OF POSITIVITY • SYSTEMIC BARRIERS: • Diagnostic dilemma (cf. DSM V) • Insurance struggles • Professional / peer relationships i.e. Oh, you don’t do real therapy…. • Legitimate overlooking of actual problems • Cognitive complexity as a barrier • intervention aid: behavior>labels

12. Applying Positive Psychology • 1. thought catching • 2. evaluate automatic thoughts • 3. consider alternative explanations • 4. avoid catastrophizing

13. INTAKE INTERVIEW ALTERNATIVES • Look for strengths • Look for exceptions (always avoid absolutes) • Look for mature/good judgment times • Look for change opportunities • Intervention aid: your turn, what works for you?

14. More Interventions • The 3 parenting styles and how to address each: reframe, revise, reflect • Authoritative, negotiation-based communication assists in identity formation • Be Socratic, put onus on the teen • Go for the underlying emotion • “I can’t hear you, you’re yelling!” i.e. surpise • Time frames to fit the adolescent brain……

15. …and More Interventions • Bribery works for all of us • What’s a meta-for? E.g. play therapy, driving and in your lane, planting/ seeds • Mindfulness, or the good kind of grounding • Reframing: listening to smack=respect, asking for limits

16. REFERENCES • Achor, Shawn.(2010). The happiness advantage: The seven principles of positive psychology that fuel success and performance at work. NY. Crown Publishing • Bradley, Michael J.(2003). Yes, your teen is crazy! Loving your kid without losing your mind. Gig Harbor, Wa. Harbor Press. • Reich, T., Van Eerdewegh, P., Rice, J., Mullaney, J., Klerman, G., & Endicott, J. (1987)The family transmission of primary depressive disorder. Journal of Psychiatric Research, 21, 613-624 • Robins, L., Helzer, J., Weissman, M., Orvaschel, H., Gruenberg, E., Burke, J., & Regier, D. (1984). Lifetime prevalence of specific psychiatric disorders in three sites, Archives of General Psychiatry,41, 949-958 • Seligman, Martin E. (1995). The optimistic child. New York: Houghton Mifflin .