PAIN IN THE BRAIN:
TEEN LIBRARY
(MIS) BEHAVIOR 101




    Presented by Beth Gallaway for NHLA, May 2009
Beth Gallaway: Contact & Slides




  Email: informationgoddess29@gmail.com
  Cell: 603.247.3196
  Slides: http://slidesha...
Do you have Ephebiphobia?


    (Fear & Loathing of Youth)
Library Behaviors
   Groups
     Blocking entrance or
      access
     Roaming
     Taking up space
   “Courting” Be...
Library Behaviors
   Language
   Sex
   Vandalism
   Theft
   Violence
   Cyberbullying
Differentiate between the 2 Ds:


   Disruptive
     Normal
     Annoying

   Dangerous
     Abnormal
     Harmful  ...
Why Do Teenagers Act That Way?
   They hate the library!
   They hate YOU (the librarian)!
   It’s a contest!

        ...
Influences on Teen Behavior
   Cultural
   Sociological
   Psychological
   Biological
   Personal
Cultural
   Who taught you how to behave in the library?
   How do patrons know how to behave in the library
Sociological
   Who do teens spend their time with?
Psychological
   What are teens going through during adolescence?
   What are the unique experiences that characterize
 ...
On Rules

   Create a behavior policy
   Same rules for everyone
   No rules set up to fail
   The less rules, the bet...
Developmental Needs

     Positive Social Interaction with Adults & Peers
     Structure & Clear Limits
     Physical A...
Developmental Needs
   Positive Social Interaction with Adults & Peers
    (seek attention, socialization)
   Structure ...
Biological
   The corpus callosum stopped developing around
    age 5 (grows through adolescence)
   The brain didn’t gr...
BRAIN DIAGRAM




   Source:   http://www.thecuriousmind.com/brain-cm.html
Dopamine

Dopamine levels fluctuate
Controls:
 Smooth motor skills

 Pleasure center

Results in:
 Risk-taking, novelty...
Serotonin

Serotonin levels fluctuate
Controls:
• Temperature

• Mood

• Appetite

• Emotion

Results in:
 Moodiness
Melatonin

Melatonin cycle differs from
  adults
Controls:
 Sleep/wake cycles

 Biological clock

Results:
 Brain devel...
Lack of Sleep
Sleep deprivation results in:
 Crankiness

 Depression

 Insomnia

 Perceived laziness

 Lack of energy...
Myelin Sheath


 The myelin sheath coats nerves and
   improves connection speeds
 Facilitates:
  Intelligent response to...
The Brain and Gender
   Girl’s brains myelinate faster than boys – may
    account for earlier “emotional maturity”
   T...
Behavioral Strategies
   Boundary setting is extremely important
   Address behavior in terms of actions and
    consequ...
Set Boundaries

   State unacceptable behavior
   Optional: explain why it’s unacceptable
   State consequence of conti...
Examples

“John, it’s too noisy over here, and some people are trying
  to study. If you continue to be disruptive, I will...
Keep in Mind…
 “Librarians do not kick teens out of the library.
 Teens get themselves kicked out of the library,
 because...
Correcting Behavior
   3 Strikes & You’re Out!
   Target the Group Leader
   Good Cop, Bad Cop
   Invade Personal Space
Follow Through
   Welcome back
   Introduce yourself
   Discuss behavior incident
   Reinforce consequences of actions...
Top 4 Ways to Nip Bad Behavior
1.   Create raving fans of the library  
2.   Develop personal relationships
3.   Give them...
Create Raving Fans
   Brush up your customer service skills 
   Deliver excellent reference
   Deliver excellent reader...
Develop Personal Relationships
   Talk to teens when they do something RIGHT
   Introduce yourself, repeatedly 
   Gree...
Give Them a Room of Their Own
   More than just a shelf
    and a poster
   Convert a meeting
    room to a homework
   ...
Program Them to Death
   Engage them in
    meaningful
    participation
   Give teens positive
    ways to expend their...
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/informationgoddess29/
 Email: informationgoddess29@gmail.com
 Links: www.deli...
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Teen Library (Mis) Behavior 101

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  • Thank you YALSA! <number>“If you work in a library, you know this scenario: You can hear them coming before they actually hit the door. They travel in duos or groups - perhaps better called packs – and they bring their noise and chatter with them. Once inside the library, they are a challenge to all. At the reference desk, they ask demanding questions that require constant follow-up. They have very specific needs, as though there is only one answer to their question and it is some kind of test for you to find it. Even worse are those who ask the same simple questions requiring repeatedly the same sources, year after year. Some are adept at computers and microfilm, but most are not. They may also dress funny and behave oddly. Disorganization rules as they spread out their mounds of paper until they’ve buried an entire table (or tables). They rarely say “Thank you.” To the nonreference staff they are pestering – needing change for the r, wanting special favors because they are “regulars” and often leaving a mess of crumpled paper and food crumbs behind them. Because of this pestering, and also because they are loud, disorganized, messy and difficult, most staff consider them obnoxious and are happy to see them go away or find a specialist to help them. They are a difficult user group indeed.” (Patrick Jones, Connecting Young Adults and Libraries, second edition 2000 p 71)Thank goodness I work with teenagers, and not with genealogists…
  • <number>
  • “If you work in a library, you know this scenario: You can hear them coming before they actually hit the door. They travel in duos or groups - perhaps better called packs – and they bring their noise and chatter with them. Once inside the library, they are a challenge to all. At the reference desk, they ask demanding questions that require constant follow-up. They have very specific needs, as though there is only one answer to their question and it is some kind of test for you to find it. Even worse are those who ask the same simple questions requiring repeatedly the same sources, year after year. Some are adept at computers and microfilm, but most are not. They may also dress funny and behave oddly. Disorganization rules as they spread out their mounds of paper until they’ve buried an entire table (or tables). They rarely say “Thank you.” To the nonreference staff they are pestering – needing change for the copies, wanting special favors because they are “regulars” and often leaving a mess of crumpled paper and food crumbs behind them. Because of this pestering, and also because they are loud disorganized, messy and difficult, most staff consider them obnoxious and are happy to see them go away or find a specialist to help them. They are a difficult user group indeed.” (Patrick Jones, Connecting Young Adults and Libraries, second edition 2000 p 71)Thank goodness I work with teenagers, and not with genealogists…<number>
  • Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful.Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…<number>
  • Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful.Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…<number>
  • Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful.Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…<number>
  • Strive to offer quality service to all patrons. Take an interest in teen culture and activities. Get out from behind the desk. Be enthusiastic and respectful.Involve students as often as possible – volunteer opportunities, creating displays, tailoring your website to reflect current assignments, showcasing student work, etc…<number>
  • 1976-1996
  • Teen Library (Mis) Behavior 101

    1. 1. PAIN IN THE BRAIN: TEEN LIBRARY (MIS) BEHAVIOR 101 Presented by Beth Gallaway for NHLA, May 2009
    2. 2. Beth Gallaway: Contact & Slides Email: informationgoddess29@gmail.com Cell: 603.247.3196 Slides: http://slideshare.net/informationgoddess29/ Links: http://delicious.com/informationgoddess29/brain
    3. 3. Do you have Ephebiphobia? (Fear & Loathing of Youth)
    4. 4. Library Behaviors  Groups  Blocking entrance or access  Roaming  Taking up space  “Courting” Behavior  Backtalk and “disrespect”  Eating & drinking  Cell phone use
    5. 5. Library Behaviors  Language  Sex  Vandalism  Theft  Violence  Cyberbullying
    6. 6. Differentiate between the 2 Ds:  Disruptive  Normal  Annoying  Dangerous  Abnormal  Harmful to self & others  Illegal
    7. 7. Why Do Teenagers Act That Way?  They hate the library!  They hate YOU (the librarian)!  It’s a contest! (not really)
    8. 8. Influences on Teen Behavior  Cultural  Sociological  Psychological  Biological  Personal
    9. 9. Cultural  Who taught you how to behave in the library?  How do patrons know how to behave in the library
    10. 10. Sociological  Who do teens spend their time with?
    11. 11. Psychological  What are teens going through during adolescence?  What are the unique experiences that characterize them?
    12. 12. 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
    13. 13. 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
    14. 14. 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
    15. 15. Biological  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)
    16. 16. BRAIN DIAGRAM Source: http://www.thecuriousmind.com/brain-cm.html
    17. 17. Dopamine Dopamine levels fluctuate Controls:  Smooth motor skills  Pleasure center Results in:  Risk-taking, novelty seeking  Excitability, loudness Source: http://www.3dchem.com/imagesofmolecules/Dopamine.jpg
    18. 18. Serotonin Serotonin levels fluctuate Controls: • Temperature • Mood • Appetite • Emotion Results in:  Moodiness
    19. 19. Melatonin Melatonin cycle differs from adults Controls:  Sleep/wake cycles  Biological clock Results:  Brain development  REM sleep has been linked to learning ability
    20. 20. Lack of Sleep Sleep deprivation results in:  Crankiness  Depression  Insomnia  Perceived laziness  Lack of energy  Poor Judgement 
    21. 21. Myelin Sheath The myelin sheath coats nerves and improves connection speeds Facilitates:  Intelligent response to gut reactions  Learning new things  Concrete thought to abstract thought Results 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
    22. 22. 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
    23. 23. Behavioral Strategies  Boundary setting is extremely important  Address behavior in terms of actions and consequences in a matter of fact, non-threatening manner
    24. 24. 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
    25. 25. 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.”
    26. 26. 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
    27. 27. Correcting Behavior  3 Strikes & You’re Out!  Target the Group Leader  Good Cop, Bad Cop  Invade Personal Space
    28. 28. Follow Through  Welcome back  Introduce yourself  Discuss behavior incident  Reinforce consequences of actions  Start with a clean slate
    29. 29. Top 4 Ways to Nip Bad Behavior 1. Create raving fans of the library   2. Develop personal relationships 3. Give them a space of their own  4. Program them to death
    30. 30. Create Raving Fans  Brush up your customer service skills   Deliver excellent reference  Deliver excellent reader’s advisory  Cultivate meaningful youth participation:  Give them what they want  Foster ownership of the library and teen space 
    31. 31. 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 
    32. 32. 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
    33. 33. 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
    34. 34. Reminders for Librarians  Stay calm  It’s not personal  Teens are job security  Learn to RAP   
    35. 35. RAP  Remember  Accept  Project
    36. 36. Thank You! Slides: http://slideshare.net/informationgoddess29/ Email: informationgoddess29@gmail.com Links: www.delicious.com/informationgoddess29/ brain 603.247.3196

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