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Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
Wmrls09brain
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Wmrls09brain
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Wmrls09brain

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  • Thank you YALSA!
  • Transcript

    • 1. PAIN IN THE BRAIN: TEEN LIBRARY(MIS) BEHAVIOR 101 Presented by Beth Gallaway for WMRLS, May 2009
    • 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. Do you have Ephebiphobia?
    • 4. Drawing Exercise
      • Group 1: Draw a TEEN, from a LIBRARIAN pov
      • Group 2: Draw a LIBRARIAN, from a TEEN pov
      • Group 3: Draw a TEEN, from a TEEN pov
      • Group 4: Draw a LIBRARIAN, from a LIBRARIAN pov
    • 5. Library Behaviors
      • Groups
        • Blocking entrance or access
        • Roaming
        • Taking up space
      • “ Courting” Behavior
      • Backtalk and “disrespect”
      • Eating & drinking
      • Cell phone use
    • 6. Library Behaviors
      • Language
      • Sex
      • Vandalism
      • Theft
      • Violence
      • Cyberbullying
    • 7. Differentiate between the 2 Ds:
      • Disruptive
        • Normal
        • Annoying
      • Dangerous
        • Abnormal
        • Harmful to self & others
        • Illegal
    • 8. Why Do Teenagers Act That Way?
      • They hate the library?
      • They hate YOU (the librarian)?
      • It’s a contest?
      • Their hormones?
      • The weather?
      • Their age?
    • 9. Influences on Teen Behavior
      • Cultural
      • Sociological
      • Personal
      • Psychological
      • Biological
    • 10. Cultural
      • Who taught you how to behave in the library?
      • How do patrons know how to behave in the library
    • 11. Sociological
      • Who do teens spend their time with?
    • 12. Personal
      • What are some personal issues teens face the might influence behavior?
    • 13. Psychological
      • What are teens going through during adolescence?
      • What are the unique experiences that characterize them?
    • 14. 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
    • 15. 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
    • 16. 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
    • 17. 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)
    • 18. Frontal Lobe
      • Facilitates:
      • Planning
      • Decision-making
      • Results in:
      • Poor decisions
      • Poor management
      Source: http://www.thecuriousmind.com/brain-cm.html
    • 19. Myelin Sheath
      • Facilitates:
      • Intelligent response to gut reactions
      • Learning new things
      • Concrete 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
    • 20. Dopamine
      • Controls:
      • Smooth motor skills
      • Pleasure center
      • Results in:
      • Risk-taking, novelty seeking
      • Excitability, loudness
      Source: http://www.3dchem.com/imagesofmolecules/Dopamine.jpg
    • 21. Serotonin
      • Controls:
      • Temperature
      • Mood
      • Appetite
      • Emotion
      • Results in:
      • Moodiness
    • 22. Melatonin
      • Controls:
      • Sleep/wake cycles
      • Biological clock
      • Results:
      • Brain development
      • REM sleep has been linked to learning ability
    • 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. Set Boundaries
      • State unacceptable behavior
        • Optional: explain why it’s unacceptable
      • State consequence of continued unacceptable behavior
      • Ask patron to make a choice
    • 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. 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. Correcting Behavior
      • 3 Strikes & You’re Out!
      • Target the Group Leader
      • Good Cop, Bad Cop
      • Invade Personal Space
    • 28. Follow Through
      • Welcome back
      • Introduce
      • Discuss behavior incident
      • Reinforce consequences of actions
      • Start with a clean slate
    • 29. Nip Undesirable Behavior in the Bud!
      • Create raving fans of the library  
      • Develop personal relationships
      • Give them a space of their own 
      • Program them to death
      • Deliver excellent reference & reader’s advisory, and practice excellent customer service
    • 30. Create Raving Fans
      • Meaningful participation
      • Foster ownership of the library and teen space 
      • Evaluate!
    • 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. 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. 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. Be an Excellent Librarian!
      • Customer Service
      • Reference
      • Reader’s Advisory
    • 35. Reminders for Librarians
      • Stay calm
      • It’s not personal
      • Teens are job security
      • Learn to RAP 
      •  
    • 36. Moment of Truth
      • R emember
      • A ccept
      • P roject
    • 37. Thank You!
      • Slides: http://infogdss.wordpress.com
      • Email: informationgoddess29@gmail.com
      • 603.247.3196

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