1 / 23

Jeff Q. Bostic, MD, EdD. Mass General Hospital Harvard Medical School

Building Better Brains at School. Jeff Q. Bostic, MD, EdD. Mass General Hospital Harvard Medical School. Working With Adolescents (WWA). Neuroscience Finding 1: The adolescent brain gets rid of brain cells (to make room for connections among the useful ones). Working With Adolescents (WWA).

hughl
Télécharger la présentation

Jeff Q. Bostic, MD, EdD. Mass General Hospital Harvard Medical School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Better Brains at School • Jeff Q. Bostic, MD, EdD. • Mass General Hospital • Harvard Medical School

  2. Working With Adolescents (WWA) Neuroscience Finding 1: The adolescent brain gets rid of brain cells (to make room for connections among the useful ones)

  3. Working With Adolescents (WWA) Neuroscience Finding 2: The adolescent brain selectively processes information through emotional centers

  4. Working With Adolescents (WWA) Neuroscience Finding 3: The brain selectively looks for trouble (to stay alive)

  5. “ … although the sample as a whole took more risks and made more risky decisions in groups than when alone, this effect was more pronounced during middle and late adolescence than during adulthood. Thus, relative to adults, adolescents are more susceptible to the influence of their peers in risky situations.” Gardner, Margo, and Laurence Steinberg. "Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study." Developmental Psychology 41.4 (2005): 625-35. Print.

  6. Neuroscience Finding 4: Adolescents selectively attend to peer perceptions, and make decisions seeking peer approval

  7. The Teenage Brain Goes to Sleep *The average teenager requires around 9.25 hours of sleep per night. Most get 7.5 or less. *During adolescence there is a shift in teens’ circadian rhythm or biological clock *Melatonin levels peak around 11 p.m. to midnight. *Ideal wake up time for a teenager would be around 9 or 10 a.m. The result: the vast majority of teens come to school sleep-deprived

  8. The Minnesota Project School Start Time in Edina and Minneapolis was changed from 7:15am to 8:40am Sleep increased by 1 hour in students throughout Students less likely to fall asleep during am classes, or to be late Principals, Counselors reported students “calmer” and fewer discipline referrals Wahlstrom K. 2002. NASSP Bulletin: 86(633):3-21

  9. Visible Teaching – Visible Learning

  10. Various Influences J Hattie, 2009

  11. The Disasters ... J Hattie, 2009

  12. The Winners ...

  13. Thus … • Provide correct feedback .43 • About previous attempts .55 • Related to more difficult goals .51 • That does not discourage .33 • or threaten student self-esteem .47

  14. Cognitive Flexibility Skills • “Fine-tuning” routines • Sizing up and approaching problems from multiple perspectives • Considering multiple solutions before committing and adhering to one • Identifying/Prediction Other’s point of view • Adjusting plan of action as circumstances emerge or change

  15. Executive Function Skills • Organizing tasks, steps to check off to complete • Checking that remaining attentive, repeating and internalizing directions/input from others • Checking with others that keeping on task • Considering options to respond to situations; projecting through consequences before making decisions • Following through logical, sequential progression in reacting to stimuli

  16. Social Skills • Reading social situations/cues accurately • Initiating, sustaining, terminating social interactions • Recognizing how behavior is impacting/affecting others • Negotiating disagreements/conflicts with others • Monitoring how others are responding to the individual

  17. Anxiety • Afraid to Try • Afraid to Fail • Afraid to Acknowledge • Afraid to Try Again

  18. Is It Really A T.Rex? Is It Really a Spider? Is It Really a Poisonous Snake? Am I Really At Risk of Death or Demise?

  19. Regulating Mood • Mood Barometers • “Mood Ranges” and Hierarchies of Responses Based On • When at “8,” go to Defcon 2 strategies

  20. Mood Hierarchy • Defcon 4 (scale 3-4): breathe, eat, drink, walk • Defcon 3 (5-7): competing mechanism amidst task (hyperextension) • Defcon 2 (8-9): competing activity in classroom (write, talk, soothe) • Defcon 1 (10): Escape (Sanctuary)

  21. Connected; Able to Relate to Others Able to Respond to Adversity What Affects Happiness? • Family Relationships • Financial Situation • Work • Community and Friends • Health • Personal Freedom • Personal Values (R. Layard, Happiness, p. 63, 2005) Valued by Community; Contribute, Matter Rely on Others; Shared Efforts; Partner Health: BioPsychoSocial Health Control Over Own Life; Choices Spiritual Health: Something Greater than Self

More Related