Pain in the Brain

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  • Thank you YALSA!
  • Pain in the Brain

    1. 1. PAIN IN THE BRAIN: TEEN (LIBRARY) BEHAVIOR 101 Presented by Beth Gallaway for PLA, March 2008
    2. 2. Beth Gallaway: Contact & Slides <ul><li>Email: informationgoddess29@gmail.com </li></ul><ul><li>Cell: 603.247.3196 </li></ul><ul><li>Slides: http://slideshare.net/informationoddess29/pla08brain </li></ul><ul><li>Links: http://del.icio.us/informationgoddess29/brain </li></ul>
    3. 3. Do you have Ephebiphobia?
    4. 4. Library Behaviors <ul><li>Groups </li></ul><ul><ul><li>Blocking entrance or access </li></ul></ul><ul><ul><li>Roaming </li></ul></ul><ul><ul><li>Taking up space </li></ul></ul><ul><li>“ Courting” Behavior </li></ul><ul><li>Backtalk and “disrespect” </li></ul><ul><li>Eating & drinking </li></ul><ul><li>Cell phone use </li></ul>
    5. 5. Library Behaviors <ul><li>Language </li></ul><ul><li>Sex </li></ul><ul><li>Vandalism </li></ul><ul><li>Theft </li></ul><ul><li>Violence </li></ul><ul><li>Cyberbullying </li></ul>
    6. 6. Differentiate between the 2 Ds: <ul><li>Disruptive </li></ul><ul><ul><li>Normal </li></ul></ul><ul><ul><li>Annoying </li></ul></ul><ul><li>Dangerous </li></ul><ul><ul><li>Abnormal </li></ul></ul><ul><ul><li>Harmful to self & others </li></ul></ul><ul><ul><li>Illegal </li></ul></ul>
    7. 7. Why Do Teenagers Act That Way? <ul><li>They hate the library </li></ul><ul><li>They hate YOU (the librarian) </li></ul><ul><li>It’s a contest </li></ul>
    8. 8. Because of… <ul><li>Ignorance </li></ul><ul><li>Developmental Needs </li></ul><ul><li>Lack of Sleep </li></ul><ul><li>BRAIN DEVELOPMENT </li></ul>
    9. 9. Ignorance <ul><li>Who taught you how to behave in the library? </li></ul><ul><li>How do patrons know how to behave in the library </li></ul>
    10. 10. On Rules <ul><li>Create a behavior policy </li></ul><ul><li>Same rules for everyone </li></ul><ul><li>No rules set up to fail </li></ul><ul><li>The less rules, the better  </li></ul><ul><li>Word rules in a positive way  </li></ul><ul><li>Leave rules open ended </li></ul>
    11. 11. Developmental Needs <ul><li>Positive Social Interaction with Adults & Peers </li></ul><ul><li>Structure & Clear Limits </li></ul><ul><li>Physical Activity </li></ul><ul><li>Creative Expression </li></ul><ul><li>Competence & Achievement </li></ul><ul><li>Meaningful Participation </li></ul><ul><li>Opportunities for Self-Definition </li></ul>Source: National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006
    12. 12. Developmental Needs <ul><li>Positive Social Interaction with Adults & Peers (seek attention, socialization) </li></ul><ul><li>Structure & Clear Limits (push boundaries, challenge authority) </li></ul><ul><li>Physical Activity (run from computer to computer, roam) </li></ul><ul><li>Creative Expression (vandalism, MySpace </li></ul><ul><li>Competence & Achievement (competitive behavior, Runescape obsession) </li></ul><ul><li>Meaningful Participation (opininated, socialization) </li></ul><ul><li>Opportunities for Self-Definition </li></ul>National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006
    13. 13. It was once believed that: <ul><li>The corpus callosum stopped developing around age 5 (grows through adolescence) </li></ul><ul><li>The brain didn’t grow after age 10 (grows through adolescence) </li></ul><ul><li>Myelination was complete before puberty (continues well into young adulthood) </li></ul>
    14. 14. BRAIN DIAGRAM Source: http ://www.thecuriousmind.com/brain-cm.html
    15. 15. 5 stages of brain development <ul><li>Use it or lose it </li></ul><ul><li>Blossoming and pruning </li></ul><ul><li>Window of opportunity </li></ul><ul><li>Window of sensitivity </li></ul><ul><li>Myelination </li></ul>Source: Walsh, David. Why Do They Act That Way? A survival guide to the adolescent brain for you and your teen .
    16. 16. CORTEX CHANGES Source: http ://www.brainviews.com/abFiles/DrwMedlobes.htm
    17. 17. LIMBIC SYSTEM Source: http ://normandy.sandhills.cc.nc.us/psy150/brain.html
    18. 18. Dopamine <ul><li>Dopamine levels fluctuate </li></ul><ul><li>Controls: </li></ul><ul><li>Smooth motor skills </li></ul><ul><li>Pleasure center </li></ul><ul><li>Results in: </li></ul><ul><li>Risk-taking, novelty seeking </li></ul><ul><li>Excitability, loudness </li></ul>Source: http://www.3dchem.com/imagesofmolecules/Dopamine.jpg
    19. 19. Serotonin <ul><li>Serotonin levels fluctuate </li></ul><ul><li>Controls: </li></ul><ul><li>Temperature </li></ul><ul><li>Mood </li></ul><ul><li>Appetite </li></ul><ul><li>Emotion </li></ul><ul><li>Results in: </li></ul><ul><li>Moodiness </li></ul>
    20. 20. Melatonin <ul><li>Melatonin cycle differs from adults </li></ul><ul><li>Controls: </li></ul><ul><li>Sleep/wake cycles </li></ul><ul><li>Biological clock </li></ul><ul><li>Results: </li></ul><ul><li>Brain development </li></ul><ul><li>REM sleep has been linked to learning ability </li></ul>
    21. 21. Lack of Sleep <ul><li>Sleep deprivation results in: </li></ul><ul><li>Crankiness </li></ul><ul><li>Depression </li></ul><ul><li>Insomnia </li></ul><ul><li>Perceived laziness </li></ul><ul><li>Lack of energy </li></ul><ul><li>Poor Judgement  </li></ul>
    22. 22. Myelin Sheath <ul><li>The myelin sheath coats nerves and improves connection speeds </li></ul><ul><li>Facilitates: </li></ul><ul><li>Intelligent response to gut reactions </li></ul><ul><li>Learning new things </li></ul><ul><li>Concrete thought to abstract thought </li></ul><ul><li>Results in: </li></ul><ul><li>Reacting </li></ul><ul><li>Poor memory/recall </li></ul><ul><li>Lack of focus and attention </li></ul><ul><li>Poor organizational skills </li></ul><ul><li>Bad impulse control </li></ul>Source: http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/9682.jpg
    23. 23. The Brain and Gender <ul><li>Girl’s brains myelinate faster than boys – may account for earlier “emotional maturity” </li></ul><ul><li>The amygdala prompter of gut impulses grows faster in boys, prompting development of physical and spatial skills, and other cerebellum processes </li></ul><ul><li>The hippocampus memory center grows faster in girls, prompting development in social cognition </li></ul>
    24. 24. Behavioral Strategies <ul><li>Boundary setting is extremely important </li></ul><ul><li>Address behavior in terms of actions and consequences in a matter of fact, non-threatening manner </li></ul>
    25. 25. Set Boundaries <ul><li>State unacceptable behavior </li></ul><ul><li>Optional: explain why it’s unacceptable </li></ul><ul><li>State consequence of continued unacceptable behavior </li></ul><ul><li>Ask patron to choose to cease behavior, or find somewhere else to continue behavior </li></ul>
    26. 26. Examples <ul><li>“ 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. </li></ul><ul><li>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.” </li></ul>
    27. 27. Keep in Mind… <ul><li>“ Librarians do not kick teens out of the library. Teens get themselves kicked out of the library, because of their behavior.” </li></ul><ul><li>~ Nick Buron, NYPL, Queens Branch </li></ul>
    28. 28. Correcting Behavior <ul><li>3 Strikes & You’re Out! </li></ul><ul><li>Target the Group Leader </li></ul><ul><li>Good Cop, Bad Cop </li></ul><ul><li>Invade Personal Space </li></ul>
    29. 29. Follow Through <ul><li>Welcome back </li></ul><ul><li>Introduce </li></ul><ul><li>Discuss behavior incident </li></ul><ul><li>Reinforce consequences of actions </li></ul><ul><li>Start with a clean slate </li></ul>
    30. 30. Top 4 Ways to Nip Bad Behavior <ul><li>Create raving fans of the library   </li></ul><ul><li>Develop personal relationships </li></ul><ul><li>Give them a space of their own  </li></ul><ul><li>Program them to death </li></ul>
    31. 31. Create Raving Fans <ul><li>Brush up your customer service skills  </li></ul><ul><li>Give them what they want </li></ul><ul><li>Foster ownership of the library and teen space  </li></ul>
    32. 32. Develop Personal Relationships <ul><li>Talk to teens when they do something RIGHT </li></ul><ul><li>Introduce yourself, repeatedly  </li></ul><ul><li>Greet patrons by name </li></ul><ul><li>Get out from behind the desk </li></ul><ul><li>Get out of the library  </li></ul>
    33. 33. Give Them a Room of Their Own <ul><li>More than just a shelf and a poster </li></ul><ul><li>Convert a meeting room to a homework center or program room a few days a week </li></ul><ul><li>Designate a staff person to serve teens </li></ul>
    34. 34. Program Them to Death <ul><li>Engage them in meaningful participation </li></ul><ul><li>Give teens positive ways to expend their energy </li></ul><ul><ul><li>Offer after school activities </li></ul></ul><ul><ul><li>Cultivate a volunteer program </li></ul></ul>
    35. 35. Reminders for Librarians <ul><li>Stay calm </li></ul><ul><li>It’s not personal </li></ul><ul><li>Teens are job security </li></ul><ul><li>Learn to RAP  </li></ul><ul><li>  </li></ul>
    36. 36. RAP <ul><li>R emember </li></ul><ul><li>A ccept </li></ul><ul><li>P roject </li></ul>
    37. 37. Thank You! <ul><li>Slides: http://slideshare.net/informationoddess29/pla08brain </li></ul><ul><li>Email: informationgoddess29@gmail.com </li></ul><ul><li>Links: http://del.icio.us/informationgoddess29/brain </li></ul><ul><li>603.247.3196 </li></ul>

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