Adolescents, AOD Use, and Learning 08.pdfparents, educators, and counselors Adolescent Neuroscience....
Transcript of Adolescents, AOD Use, and Learning 08.pdfparents, educators, and counselors Adolescent Neuroscience....
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Scott Caldwell
In-service presentation to Deerfield High School Staff September 19, 2008
Adolescents, AOD Use, and Learning
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Goals for this presentation:
1. Deepen understanding of adolescent development
2. Increase knowledge of Deerfield youth and AOD use
3. Identify ways to increase school-based protective influences to reduce teen risks
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Where do you stand?[activity]
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What’s going on during adolescence? Characteristics of
teen development?
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Key adolescent developmental tasks:
• Individuation• Autonomy development• Relationship building• Competency • Identity formation
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• New science
Adolescent Neuroscience
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Imaging technology provides windows into the developing brain
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• New science
• Insights into teen behaviors
• Implications for parents, educators, and counselors
Adolescent Neuroscience
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General findings:• Adolescence is a period of
profound and unique brain maturation
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Brain developmentADOLESCENCE
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General findings:• Adolescence is a period of
profound and unique brain maturation
• Remodeling of basic structure
• The brain maturation process is not complete until about age 24!!
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Three Brains in One
REPTILIAN
LIMBIC
NEO CORTEX
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amygdala
Regulates emotion
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Directs motivation
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CEO: judgment, decision making, planning ahead
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amygdala
Research: These areas are still developing during adolescence
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Understanding teenage behavior:
• Limits to motivation:
• Limits to emotional regulation:
• Limits to judgments:
preferences for low effort, high excitement activities
moodiness, quick to anger and “hot” emotions
increased risk taking, decreased planning ahead
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Understanding teenage behavior:
• Limits to motivation:
• Limits to emotional regulation:
• Limits to judgments:
These limits are normative,
biologically-driven, and inevitable!
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AOD use amplifies these vulnerabilities
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Deerfield Youth & AOD Use
Source: DCYA (2008)
Brian Koenig, Principal Investigator
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Any past year use by 9-12th graders
0 10 20 30 40 50 60
OTC drugs
Cocaine or heroin
Hallucinogens
Inhalants
Stimulants
Rx Drugs
Marijuana
Alcohol (liquor)
Alcohol (beer, wine) 31%
23%
9%
5%
4%
?
4%
4%
3%
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Any past year use by 7-8th graders
0 10 20 30 40 50 60
OTC drugs
Cocaine or heroin
Hallucinogens
Inhalants
Stimulants
Rx Drugs
Marijuana
Alcohol (liquor)
Alcohol (beer, wine) 20%
7%
3%
3%
0%
20%
0%
0%
0%
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Alcohol
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Alcohol Use by Deerfield 9th – 12th graders
• Percentage drinking beer/wine past year:
• Percentage drinking liquor past year:
• Percentage drinking past 30 days:
31%
23%
20%
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Alcohol affects teens differently than adults:
1. Reduced sensitivity to intoxication
Source: Clark (2004); Deas et al. (2000); Tapert (2006); Winters (2004)
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Of Deerfield youth who drank within the past 30 days, percentage who reported binge drinking:
Source: DCYA (2008)
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Alcohol affects teens differently than adults:
1. Reduced sensitivity to intoxication2. Involvement with other drug use
Source: Clark (2004); Deas et al. (2000); Tapert (2006); Winters (2004)
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Current drinking is strongly associated with prevalence (%) of past year drug use
Source: DCYA (2008)
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Alcohol affects teens differently than adults:
1. Reduced sensitivity to intoxication2. Involvement with other drug use3. Greater risk taking
Source: Clark (2004); Deas et al. (2000); Tapert (2006); Winters (2004)
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Current drinking is strongly associated with prevalence (%) of current risk behaviors
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Alcohol affects teens differently than adults:
1. Reduced sensitivity to intoxication2. Involvement with other drug use3. Greater risk taking4. Risk for cognitive and learning deficits
Source: Clark (2004); Deas et al. (2000); Tapert (2006); Winters (2004)
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Binge drinking and the teen brain
15 year old male non-drinker
15 year old male heavy drinker
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By late-adolescence, those with extensive drinking histories compared to controls showed:
• 10% - 35% hippocampus volume (brain structure converts information to memory)
• brain activity during memory tasks
• brain activation when shown alcohol images
Source: Brown et al. (2000), Tapert (2006)
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Alcohol affects teens differently than adults:
1. Reduced sensitivity to intoxication2. Involvement with other drug use3. Greater risk taking4. Risk for cognitive and learning deficits5. Risk for long-term alcohol problems
Source: Clark (2004); Deas et al. (2000); Tapert (2006); Winters (2004)
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Percentages of Past Year Alcohol Dependence or Abuse Among Adults Aged 21 or Older
Source: SAMHSA (2005)
Age Started Drinking
Early drinking increases future risk by 6 times
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Marijuana
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Marijuana affects…
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Marijuana and teens:
• Substantial increase in THC potency since the 1980s
• Effects associated with:• decreased immune system function• decreased motivation• poor academic achievement
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Marijuana and teens:
• Substantial increase in THC potency since the 1980s
• Effects associated with:• decreased immune system function• decreased motivation• poor academic achievement• conduct problems and delinquency
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Percentages of those aged 12-17 who stole or tried to steal anything worth $50 or more
Source: SAMHSA (2003)
2.98.3
13.317.6
24.6
31.7
0
10
20
30
40
50
No Use 1-11days
12-49days
50-99days
100-299days
300+days
Frequency of past year marijuana use
Over 10 times the
risk
Smoking less than monthly
triplesthe risk
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But is marijuana addictive? Can teen users get hooked?
• Frequent use (4% of Deerfield 9-12th graders)• Tolerance to effects• Positive expectancies for effects
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Number of positive responses to marijuana by teens relates to later addiction
Source: Fergusson et al. (2003)
5.2%8.5%
13.3%
19.9%
28.7%
39.1%
0%
10%
20%
30%
40%
50%
1 2 3 4 5 6
Pe
rce
nta
ge
of
ma
riju
an
a d
ep
en
de
nc
y
Number of positive responses
Typical for teens in
treatment
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Is marijuana addictive? Can teen users get hooked?
• Frequent use• Tolerance to effects• Positive expectancies for effects• Low problem recognition• Decreased activities and social relations• Withdrawal is possible
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Cannabis withdrawal prevalence reported by adolescents in outpatient treatment
Source: Vandrey et al. (2005)
Withdrawal Symptom
Moderate or Severe Ratings
Craving 74%Irritability 50%Depressed mood 44%Sleep difficulty 44%Restlessness 36%Increased anger 31%Decreased appetite 27%Physical symptoms 1% - 18%
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The very brain systems developing during adolescence
are implicated in addiction.
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What are the risk factors (causes) for adolescent
AOD problems?
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Biological/Psychological
Environment
Substance Abuse/Dependence
RISK FACTORS
Brain Mechanisms
DRUG
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Biological factors
• Family history – genetic vulnerability• Difficult temperament • Male• Early onset of puberty• Sleep difficulties• Early age of use initiation
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Age at First Alcohol Use and Lifetime Prevalence of Alcohol Dependence by Gender and Family History (FH)Source: Grant (1998) National Longitudinal Alcohol Epidemiologic Survey; N =
42,862
Per
cent
age
of l
ifetim
eal
coho
l de
pend
ence
Age of alcohol use initiation
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Psychological factors
• Difficulties regulating emotion (chicken or egg?)
• Behavioral undercontrol• Trauma or extreme stress experiences • Low risk perception• Thrill seeking• Positive expectancies for effects
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Social factors
• Modeling of substance abuse• Peer rejection• Disconnection from home or school• Association with drug abusing peers (peer
selection)• Ineffective parenting practices
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What to do? How to effectively exert your protective influences?
What are the school-based protective factors?
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Principles of effective prevention
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Principles of effective prevention1. Supportive and caring teacher-student
relationships
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Principles of effective prevention1. Supportive and caring teacher-student
relationships2. Clear expectations for AOD-free school
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Percentage of teens who have used AODs by Drug-free vs. Drug-infested school
“Is your school a drug-free school or is it not drug free, meaning some students keep drugs, use drugs or sell drugs on school grounds?”
Source: Center for Addiction and Substance Abuse (CASA, 2007)
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Principles of effective prevention1. Supportive and caring teacher-student
relationships2. Clear expectations for AOD-free school3. Active disapproval of any AOD use
![Page 62: Adolescents, AOD Use, and Learning 08.pdfparents, educators, and counselors Adolescent Neuroscience. ... OTC drugs Cocaine or heroin Hallucinogens Inhalants Stimulants Rx Drugs Marijuana](https://reader035.fdocuments.us/reader035/viewer/2022063018/5fdd0343721de32176635949/html5/thumbnails/62.jpg)
Principles of effective prevention1. Supportive and caring teacher-student
relationships2. Clear expectations for AOD-free school3. Active disapproval of any AOD use4. Monitor behavior, attendance, and grades5. Accountability – effective responses
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Principles of effective prevention1. Supportive and caring teacher-student
relationships2. Clear expectations for AOD-free school3. Active disapproval of any AOD use4. Monitor behavior, attendance, and grades5. Accountability – effective responses6. Drug-free and prosocial activities available
![Page 64: Adolescents, AOD Use, and Learning 08.pdfparents, educators, and counselors Adolescent Neuroscience. ... OTC drugs Cocaine or heroin Hallucinogens Inhalants Stimulants Rx Drugs Marijuana](https://reader035.fdocuments.us/reader035/viewer/2022063018/5fdd0343721de32176635949/html5/thumbnails/64.jpg)
Principles of effective prevention1. Supportive and caring teacher-student
relationships2. Clear expectations for AOD-free school3. Active disapproval of any AOD use4. Monitor behavior, attendance, and grades5. Accountability – effective responses6. Drug-free and prosocial activities available7. Strong teacher-parent relationships: school
support for “authoritative” parenting
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What are practices and attitudes of “authoritative”
(effective) parents?
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Authoritative parents…– Know they have influence (not control)– Involved and supportive– Warmth in communication– Also, clear expectations and limits– Non-permissive on any AOD use– Monitors whereabouts, activities, peer relations,
mood, school performance (trust but verify)– Accountability when the rules are broken
(firm but fair) consistency is important– Understands the value of “natural
consequences” for promoting learning
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amygdala
Back to the teen brain…
Expressing love, support, warmth promotes healthy emotional development
Rewarding experiences promotes motivation
Clear, non-permissive expectations helps teens with decision making; monitoring and use of natural consequences helps with learning
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Deerfield youth on their parents:
• Percentage of high school students who reported having “good conversations” about AOD with parents:
• Percentage of middle school students:
Source: DCYA (2008)
17%
11%
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My parents think it’s wrong to drink alcohol (% strongly agree/ agree)
Source: DCYA (2008)
88%
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Source: DCYA (2008)
My parents know what I’m doing after school (% often/ very often) 82%
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Principles of effective prevention1. Supportive and caring teacher-student
relationships2. Clear expectations for AOD-free school3. Active disapproval of any AOD use4. Monitor behavior, attendance, and grades5. Accountability – effective responses6. Drug-free and prosocial activities available7. Strong teacher-parent relationships: school
support for “authoritative” parenting8. “SBIRT” model for student services:
Screening, Brief Intervention, Referral for Treatment
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Summary: Dispelling Common Myths about Teens and AODs
• Teens are not basically “mini adults”• Most Deerfield high school students are
abstaining from alcohol and other drugs• However… alcohol can profoundly impact teens
in ways that are different than adults• Regular marijuana use can lead to addiction• Peer pressure does not drive AOD problems;
peer selection does with biopsychsocial factors• There is a great deal that can be done to deter
AOD use initiation and reduce risk