PAIN IN THE BRAIN: TEEN LIBRARY(MIS) BEHAVIOR 101 Presented by Beth Gallaway for WMRLS, May 2009
Beth Gallaway: Contact & Slides <ul><li>Email: informationgoddess29@gmail.com </li></ul><ul><li>Cell: 603.247.3196  </li><...
Do you have Ephebiphobia?
Drawing Exercise <ul><li>Group 1: Draw a TEEN, from a LIBRARIAN pov </li></ul><ul><li>Group 2: Draw a LIBRARIAN, from a TE...
Library Behaviors <ul><li>Groups  </li></ul><ul><ul><li>Blocking entrance or access </li></ul></ul><ul><ul><li>Roaming </l...
Library Behaviors <ul><li>Language </li></ul><ul><li>Sex </li></ul><ul><li>Vandalism </li></ul><ul><li>Theft </li></ul><ul...
Differentiate between the 2 Ds: <ul><li>Disruptive </li></ul><ul><ul><li>Normal </li></ul></ul><ul><ul><li>Annoying </li><...
Why Do Teenagers Act That Way? <ul><li>They hate the library? </li></ul><ul><li>They hate YOU (the librarian)? </li></ul><...
Influences on Teen Behavior <ul><li>Cultural </li></ul><ul><li>Sociological  </li></ul><ul><li>Personal </li></ul><ul><li>...
Cultural <ul><li>Who taught you how to behave in the library? </li></ul><ul><li>How do patrons know how to behave in the l...
Sociological <ul><li>Who do teens spend their time with? </li></ul>
Personal <ul><li>What are some personal issues teens face the might influence behavior? </li></ul>
Psychological <ul><li>What are teens going through during adolescence? </li></ul><ul><li>What are the unique experiences t...
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 ...
Developmental Needs <ul><li>Positive Social Interaction with Adults & Peers </li></ul><ul><li>Structure & Clear Limits </l...
Developmental Needs <ul><li>Positive Social Interaction with Adults & Peers (seek attention, socialization) </li></ul><ul>...
Biological <ul><li>The corpus callosum stopped developing around age 5 (grows through adolescence) </li></ul><ul><li>The b...
Frontal Lobe <ul><li>Facilitates:  </li></ul><ul><li>Planning </li></ul><ul><li>Decision-making </li></ul><ul><li>Results ...
Myelin Sheath  <ul><li>Facilitates:  </li></ul><ul><li>Intelligent response to gut reactions </li></ul><ul><li>Learning ne...
Dopamine <ul><li>Controls: </li></ul><ul><li>Smooth motor skills </li></ul><ul><li>Pleasure center </li></ul><ul><li>Resul...
Serotonin <ul><li>Controls:  </li></ul><ul><li>Temperature </li></ul><ul><li>Mood </li></ul><ul><li>Appetite </li></ul><ul...
Melatonin <ul><li>Controls: </li></ul><ul><li>Sleep/wake cycles </li></ul><ul><li>Biological clock  </li></ul><ul><li>Resu...
Behavioral Strategies <ul><li>Boundary setting is extremely important </li></ul><ul><li>Address behavior in terms of actio...
Set Boundaries <ul><li>State unacceptable behavior </li></ul><ul><ul><li>Optional: explain why it’s unacceptable </li></ul...
Examples <ul><li>“ John, it’s too noisy over here, and some people are trying to study. If you continue to be disruptive, ...
Keep in Mind… <ul><li>“ Librarians do not kick teens out of the library. Teens get themselves kicked out of the library, b...
Correcting Behavior <ul><li>3 Strikes & You’re Out!  </li></ul><ul><li>Target the Group Leader </li></ul><ul><li>Good Cop,...
Follow Through <ul><li>Welcome back </li></ul><ul><li>Introduce  </li></ul><ul><li>Discuss behavior incident </li></ul><ul...
Nip Undesirable Behavior in the Bud! <ul><li>Create raving fans of the library   </li></ul><ul><li>Develop personal relati...
Create Raving Fans <ul><li>Meaningful participation </li></ul><ul><li>Foster ownership of the library and teen space  </li...
Develop Personal Relationships <ul><li>Talk to teens when they do something RIGHT </li></ul><ul><li>Introduce yourself, re...
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 ho...
Program Them to Death <ul><li>Engage them in meaningful participation </li></ul><ul><li>Give teens positive ways to expend...
Be an Excellent Librarian! <ul><li>Customer Service </li></ul><ul><li>Reference </li></ul><ul><li>Reader’s Advisory </li><...
Reminders for Librarians <ul><li>Stay calm </li></ul><ul><li>It’s not personal </li></ul><ul><li>Teens are job security </...
Moment of Truth <ul><li>R emember </li></ul><ul><li>A ccept  </li></ul><ul><li>P roject </li></ul>
Thank You! <ul><li>Slides: http://infogdss.wordpress.com </li></ul><ul><li>Email: informationgoddess29@gmail.com  </li></u...
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    1. 1. PAIN IN THE BRAIN: TEEN LIBRARY(MIS) BEHAVIOR 101 Presented by Beth Gallaway for WMRLS, May 2009
    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/informationgoddess29/ </li></ul><ul><li>Links: http://delicious.com/informationgoddess29/brain </li></ul>
    3. 3. Do you have Ephebiphobia?
    4. 4. Drawing Exercise <ul><li>Group 1: Draw a TEEN, from a LIBRARIAN pov </li></ul><ul><li>Group 2: Draw a LIBRARIAN, from a TEEN pov </li></ul><ul><li>Group 3: Draw a TEEN, from a TEEN pov </li></ul><ul><li>Group 4: Draw a LIBRARIAN, from a LIBRARIAN pov </li></ul>
    5. 5. 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>
    6. 6. 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>
    7. 7. 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>
    8. 8. 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><ul><li>Their hormones? </li></ul><ul><li>The weather? </li></ul><ul><li>Their age? </li></ul>
    9. 9. Influences on Teen Behavior <ul><li>Cultural </li></ul><ul><li>Sociological </li></ul><ul><li>Personal </li></ul><ul><li>Psychological </li></ul><ul><li>Biological </li></ul>
    10. 10. Cultural <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>
    11. 11. Sociological <ul><li>Who do teens spend their time with? </li></ul>
    12. 12. Personal <ul><li>What are some personal issues teens face the might influence behavior? </li></ul>
    13. 13. Psychological <ul><li>What are teens going through during adolescence? </li></ul><ul><li>What are the unique experiences that characterize them? </li></ul>
    14. 14. 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>
    15. 15. 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
    16. 16. 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
    17. 17. Biological <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>
    18. 18. Frontal Lobe <ul><li>Facilitates: </li></ul><ul><li>Planning </li></ul><ul><li>Decision-making </li></ul><ul><li>Results in: </li></ul><ul><li>Poor decisions </li></ul><ul><li>Poor management </li></ul>Source: http://www.thecuriousmind.com/brain-cm.html
    19. 19. Myelin Sheath <ul><li>Facilitates: </li></ul><ul><li>Intelligent response to gut reactions </li></ul><ul><li>Learning new things </li></ul><ul><li>Concrete 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
    20. 20. Dopamine <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
    21. 21. Serotonin <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>
    22. 22. Melatonin <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>
    23. 23. 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>
    24. 24. Set Boundaries <ul><li>State unacceptable behavior </li></ul><ul><ul><li>Optional: explain why it’s unacceptable </li></ul></ul><ul><li>State consequence of continued unacceptable behavior </li></ul><ul><li>Ask patron to make a choice </li></ul>
    25. 25. 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>
    26. 26. 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>
    27. 27. 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>
    28. 28. 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>
    29. 29. Nip Undesirable Behavior in the Bud! <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><ul><li>Deliver excellent reference & reader’s advisory, and practice excellent customer service </li></ul>
    30. 30. Create Raving Fans <ul><li>Meaningful participation </li></ul><ul><li>Foster ownership of the library and teen space  </li></ul><ul><li>Evaluate! </li></ul>
    31. 31. 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>
    32. 32. 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>
    33. 33. 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>
    34. 34. Be an Excellent Librarian! <ul><li>Customer Service </li></ul><ul><li>Reference </li></ul><ul><li>Reader’s Advisory </li></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. Moment of Truth <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://infogdss.wordpress.com </li></ul><ul><li>Email: informationgoddess29@gmail.com </li></ul><ul><li>603.247.3196 </li></ul>
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