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the student assistance coordinator

the student assistance coordinator . Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge High School. Overview. The problems – what adolescents are dealing with (hot topics) The obstacles – to effective interventions

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the student assistance coordinator

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  1. the student assistance coordinator Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge High School

  2. Overview • The problems – what adolescents are dealing with (hot topics) • The obstacles – to effective interventions • Why traditional interventions aren’t working • The solutions – what does work • The unique role of the SAC

  3. Where we are today

  4. Come inside

  5. What we’re seeing

  6. Why Kids Get High • Peer acceptance • Inclusion/Attention / Status / Confidence (social) • Coping strategy • To alter feelings / experiences • Experimentation / curiosity / rebellion

  7. What kids are using – the top 8 • Alcohol • Marijuana • Prescription medication • Pain medications: OxyContin, Vicodin, Percodan • Benzodiazepines: Xanax, Valium • Sleep medications: Ambien , Lunesta • ADHD medications: Ritalin , Adderall • Heroin • Cocaine • OTC cold medication ( e.g. “triple C’s”) • Inhalants • Club drugs

  8. 2.4 million persons aged 12 and older initiated nonmedical use of prescription pain relievers such as OxyContin® within the past year. • SAMHSA's National Survey on Drug Use and Health, 2005

  9. Rapid PROGRESSION

  10. Self-medication

  11. Internet “Addiction” • Approximately 9 million Americans could be labeled as pathological computer users; addicted to the Internet to the detriment of work, study, and social life • Byun, S., et al. Internet Addiction: Metasynthesis of Quantitative Research from 1996 – 2006, CyberPsychology and Behavior, Volume 12, Number 2, 2009.

  12. Cyber-bullying

  13. Why do kids bully? • Attention and approval • Status • Reputation • Identity • Bonding • Anger • Projection • Power and control • Entertainment value • Loneliness or boredom • Self-protection • False security • Jealousy or Competition • Impulsivity

  14. Why traditional interventions don’t work

  15. The Teenage Brain

  16. The Developing Frontal Lobes in Adolescence • Difficulty foreseeing consequences • Difficulty planning or setting priorities (making wise choices) • Difficulty postponing gratification / controlling impulses • High pleasure / reward / novelty seeking • High risk-taking behavior • Exaggerated black and white thinking (safe vs. unsafe) • Heightened emotional reactions, fantasy life • Difficulty handling social pressures

  17. What were you thinking?

  18. Are the conseqences…

  19. Rational view Risk = Probability x Consequence

  20. The more realistic risk formula Risk = Probability x Consequence x Payoff (Benefits, rewards, secondary gains, etc.) Tangible, immediate reward > Abstract, future consequences

  21. FINALLY Probability x Consequence x Payoff x “Heat of the moment” RISK ASSESSMENT

  22. Invulnerable?

  23. Do kids know the risks? Fischhoff, B., Assessing adolescent decision-making competence, Developmental Review, #28, 2008

  24. Why interventions fail • We’re not addressing the right issues • We’re not addressing the issues in the right way

  25. The “Right” Issues

  26. Two Brains The “Classroom Brain” “Heat of the moment” Brain

  27. What makes the brain “hot” • Peer “pressure” inclusion, attention, status, showing off, peer expectations • Impulsivity – “Heat of the moment” • PAYOFF • Impulsivity – High risk-taking • Habit • Inability to foresee consequences

  28. The Problem • Classroom presentations may increase knowledge but show little impact on altering student behavior, particularly outside of school • Lectures and group discussions inhibit disclosure (insight) • Psycho-educational sessions are perceived as preaching • Perception of privacy

  29. The Solution

  30. Specifically • Coping skills development • Emotional self-regulation • Impulse control techniques • Positive pleasure/reward opportunities • Appropriate and rewarding novel experiences • Social skills and healthy opportunities for inclusion • Other key interventions • Act as their “frontal lobes” until theirs kicks in • Educate teens, parents, teachers, etc.

  31. Benefits of on-going 1:1 • Individual interventions with children ages 12 – 19 years old are more effective than any other type of interventions, including • factual knowledge, • classroom-based programs, • media efforts, • family-based therapy • Brauser, D., Vega, C.P. “Individual Interventions May Be More Effective Than Family-Based Therapy in Reducing Teen Alcohol Abuse.”Archives of Pediatric and Adolescent Medicine, January 2010.

  32. What is Confidential?

  33. Advantages of the SAC • Confidential • State and Federal guidelines • Avoids conflict of interest (clearer boundaries) • Other staff perceived as part of the “establishment” • Uniquely trained and certified • NJDOE certification • On-going professional development • More effective (on-going) one-on-one settings • Insight-oriented

  34. Questions or Comments? Contact information: Andrew Yeager Student Assistance Coordinator Certified School Psychologist Park Ridge School District AndrewYeager@parkridge.k12.nj.us

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