pain in the brain
DESCRIPTION
PLA 2008 PresentationTRANSCRIPT
PAIN IN THE BRAIN:TEEN (LIBRARY) BEHAVIOR 101
Presented by Beth Gallaway for PLA, March 2008
Beth Gallaway: Contact & Slides
Email: [email protected]
Cell: 603.247.3196
Slides: http://slideshare.net/informationoddess29/pla08brain
Links: http://del.icio.us/informationgoddess29/brain
Do you have Ephebiphobia?
Library Behaviors
Groups Blocking entrance
or access Roaming Taking up space
“Courting” Behavior
Backtalk and “disrespect”
Eating & drinking Cell phone use
Library Behaviors
Language Sex Vandalism Theft Violence Cyberbullying
Differentiate between the 2 Ds:
Disruptive Normal Annoying
Dangerous Abnormal Harmful to self & others Illegal
Why Do Teenagers Act That Way? They hate the library They hate YOU (the librarian) It’s a contest
Because of…
Ignorance Developmental
Needs Lack of Sleep BRAIN
DEVELOPMENT
Ignorance
Who taught you how to behave in the library?
How do patrons know how to behave in the library
On Rules
Create a behavior policy Same rules for everyone No rules set up to fail The less rules, the better Word rules in a positive way Leave rules open ended
Developmental Needs
Positive Social Interaction with Adults & Peers Structure & Clear Limits Physical Activity Creative Expression Competence & Achievement Meaningful Participation Opportunities for Self-Definition
Source: National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006
Developmental Needs Positive Social Interaction with Adults & Peers
(seek attention, socialization) Structure & Clear Limits
(push boundaries, challenge authority) Physical Activity
(run from computer to computer, roam) Creative Expression
(vandalism, MySpace Competence & Achievement
(competitive behavior, Runescape obsession) Meaningful Participation
(opininated, socialization) Opportunities for Self-Definition
National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006
It was once believed that: The corpus callosum stopped developing
around age 5 (grows through adolescence)
The brain didn’t grow after age 10 (grows through adolescence)
Myelination was complete before puberty (continues well into young adulthood)
BRAIN DIAGRAM
Source: http://www.thecuriousmind.com/brain-cm.html
5 stages of brain development Use it or lose it Blossoming and pruning Window of opportunity Window of sensitivity Myelination
Source: Walsh, David. Why Do They Act That Way? A survival guide to the adolescent brain for you and your teen.
CORTEX CHANGES
Source: http://www.brainviews.com/abFiles/DrwMedlobes.htm
LIMBIC SYSTEM
Source: http://normandy.sandhills.cc.nc.us/psy150/brain.html
Dopamine
Dopamine levels fluctuate
Controls: Smooth motor skills Pleasure centerResults in: Risk-taking, novelty
seeking Excitability, loudness
Source: http://www.3dchem.com/imagesofmolecules/Dopamine.jpg
Serotonin
Serotonin levels fluctuateControls: • Temperature• Mood• Appetite• EmotionResults in: Moodiness
Melatonin
Melatonin cycle differs from adults
Controls: Sleep/wake cycles Biological clock Results: Brain development REM sleep has been
linked to learning ability
Lack of Sleep
Sleep deprivation results in: Crankiness Depression Insomnia Perceived laziness Lack of energy Poor Judgement
Myelin Sheath
The myelin sheath coats nerves and improves connection speeds
Facilitates: Intelligent response to gut
reactions Learning new things Concrete thought to abstract
thoughtResults in: Reacting Poor memory/recall Lack of focus and attention Poor organizational skills Bad impulse control
Source: http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/9682.jpg
The Brain and Gender
Girl’s brains myelinate faster than boys – may account for earlier “emotional maturity”
The amygdala prompter of gut impulses grows faster in boys, prompting development of physical and spatial skills, and other cerebellum processes
The hippocampus memory center grows faster in girls, prompting development in social cognition
Behavioral Strategies
Boundary setting is extremely important Address behavior in terms of actions and
consequences in a matter of fact, non-threatening manner
Set Boundaries
State unacceptable behavior Optional: explain why it’s unacceptable State consequence of continued
unacceptable behavior Ask patron to choose to cease behavior,
or find somewhere else to continue behavior
Examples
“John, it’s too noisy over here, and some people are trying to study. If you continue to be disruptive, I will need to ask you to leave. You can choose to lower the volume level and stay or you can choose to leave.
Mary, your computer time is up, we have
someone waiting. If you continue to violate the time limit, I will have to suspend your computer privileges. You can choose to log off now and get more time tomorrow, or lose your computer access for 2 days.”
Keep in Mind…
“Librarians do not kick teens out of the library. Teens get themselves kicked out of the library, because of their behavior.”
~ Nick Buron, NYPL, Queens Branch
Correcting Behavior
3 Strikes & You’re Out! Target the Group Leader Good Cop, Bad Cop Invade Personal Space
Follow Through
Welcome back Introduce Discuss behavior incident Reinforce consequences of actions Start with a clean slate
Top 4 Ways to Nip Bad Behavior1. Create raving fans of the library 2. Develop personal relationships3. Give them a space of their own 4. Program them to death
Create Raving Fans
Brush up your customer service skills Give them what they want Foster ownership of the library and teen
space
Develop Personal Relationships Talk to teens when they do something
RIGHT Introduce yourself, repeatedly Greet patrons by name Get out from behind the desk Get out of the library
Give Them a Room of Their Own
More than just a shelf and a poster
Convert a meeting room to a homework center or program room a few days a week
Designate a staff person to serve teens
Program Them to Death
Engage them in meaningful participation
Give teens positive ways to expend their energy Offer after school
activities Cultivate a
volunteer program
Reminders for Librarians
Stay calm It’s not personal Teens are job security Learn to RAP
RAP
Remember Accept Project
Thank You!
Slides: http://slideshare.net/informationoddess29/pla08brain
Email: [email protected]
Links: http://del.icio.us/informationgoddess29/brain
603.247.3196