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"content": "\u003cp>Marijuana, it seems, is not a performance-enhancing drug. That is, at least, not among young people, and not when the activity is learning.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.psychiatrist.com/JCP/article/Pages/2018/v79/17m11977.aspx\">published Tuesday\u003c/a> in the \u003cem>Journal of Clinical Psychiatry \u003c/em>finds that when adolescents stop using marijuana – even for just one week – their verbal learning and memory improves. The study contributes to growing\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\"> evidence that marijuana use in adolescents\u003c/a> is associated with reduced neurocognitive functioning.\u003c/p>\n\u003cp>More than 14 percent of middle and high school students reported using marijuana within the last month, finds a \u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-overview2017.pdf\">National Institutes of Health survey\u003c/a> conducted in 2017. And marijuana use has increased among high schoolers over the past 10 years, according to the\u003ca href=\"https://www.hhs.gov/ash/oah/adolescent-development/substance-use/marijuana/index.html\"> U.S. Department of Health & Human Services\u003c/a>.\u003c/p>\n\u003cp>At the same time, the percentage of teens who believe that regular marijuana use poses a great risk to their health has\u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-vol2_2016.pdf\"> dropped sharply since the mid-2000s\u003c/a>. And, legalization of marijuana may play a part in shaping how young people think about the drug. One study noted that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5365078/\">after 2012, when marijuana was legalized\u003c/a> in Washington state, the number of eighth graders there that believed marijuana posed risks to their health dropped by 14 percent.\u003c/p>\n\u003cp>Researchers are particularly concerned with use of marijuana among the young because THC, the active ingredient in marijuana, most sharply affects the parts of the brain that develop during adolescence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The adolescent brain is undergoing significant neurodevelopment well into the 20s, and the regions that are last to develop are those regions that are most populated by cannabis receptors, and are also very critical to cognitive functioning,\" says \u003ca href=\"http://www.mghaddictionmedicine.com/about/staff/randi-schuster-ph-d/\">Randi Schuster\u003c/a>. Schuster is the director of Neuropsychology at Massachusetts General Hospital's Center for Addiction Medicine, and the study's lead author.\u003c/p>\n\u003cp>Schuster and the team of researchers set out to determine if cognitive functions that are potentially harmed by marijuana use in adolescents – particularly attention and memory – improve when they abstain from marijuana.\u003c/p>\n\u003cp>They recruited 88 pot-using teens and young adults, ages 16 to 25, and got some of them to agree to stop smoking (or otherwise consuming) marijuana for the month.\u003c/p>\n\u003cp>Schuster says the researchers wanted to recruit a range of participants, not just heavy users or those in a treatment program, for example. Some of the young people smoked once per week; some smoked nearly daily.\u003c/p>\n\u003cp>The researchers randomly assigned the volunteers into an abstaining group and a non-abstaining group. They delivered the bad news to those chosen to be abstainers at the end of their first visit, and Shuster says, they took it surprisingly well.\u003c/p>\n\u003cp>\"People were generally fine,\" she says. \"We kind of went through what the next month would look like and helped them come up with strategies for staying abstinent.\"\u003c/p>\n\u003cp>One motivation for the non-tokers to stick with the program? They received increasing amounts of money each week of the month-long study.\u003c/p>\n\u003cp>The researchers urine tested both groups on a weekly basis to make sure that the THC levels for the abstinent group were going down, but that the levels for the control group were staying consistent as they continued using.\u003c/p>\n\u003cp>Also at each visit, the participants completed a variety of tasks testing their attention and memory through the\u003ca href=\"http://www.cambridgecognition.com/cantab/\"> Cambridge Neuropsychological Test Automated Battery\u003c/a>, a validated cognitive assessment tool.\u003c/p>\n\u003cp>The researchers found that after four weeks, there was no noticeable difference in attention scores between the marijuana users and the non-users. But, the memory scores of the non-users improved, whereas the users' memories mostly stayed the same.\u003c/p>\n\u003cp>The verbal memory test challenged participants to learn and recall new words, which \"lets us look both at their ability to learn information the first time the words were presented, as well as the number of words that they're able to retrieve from long-term memory storage after a delay,\" Schuster says.\u003c/p>\n\u003cp>Verbal memory is particularly relevant for adolescents and young adults when they're in the classroom, says Schuster.\u003c/p>\n\u003cp>\"For an adolescent sitting in their history class learning new facts for the first time, we're suspecting that active cannabis users might have a difficult time putting that new information into their long-term memory,\" Schuster says.\u003c/p>\n\u003cp>While this study didn't prove that abstaining from cannabis improves adolescents' attention, other studies have found that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\">marijuana users fare worse in attention tests\u003c/a> than non-users. Schusters hypothesizes it might take more than four weeks of abstinence for attention levels to improve.\u003c/p>\n\u003cp>Interestingly, most of the memory improvement for the abstinent group happened during the first week of the study, which leaves the researchers feeling hopeful.\u003c/p>\n\u003cp>\"We were pleasantly surprised to see that at least some of the deficits that we think may be caused by cannabis appear to be reversible, and at least some of them are quickly reversible, which is good news,\" Schuster says.\u003c/p>\n\u003cp>One weakness of this study is its lack of a non-marijuana-using control group, says \u003ca href=\"https://uwm.edu/psychology/people/lisdahl-krista-m/\">Krista Lisdahl\u003c/a>, an associate professor of psychology at the University of Wisconsin Milwaukee who was not involved with the study, but also researches the neuroscience of addiction. Because of this, it's difficult to conclude whether the improvements in memory brought the participants back to their baseline levels prior to using marijuana.\u003c/p>\n\u003cp>Also, because the study lasted only four weeks, it's impossible to draw conclusions about the long term effects of marijuana usage for young people, such as how marijuana directly affects academic performance or sleep patterns or mood.\u003c/p>\n\u003cp>Lisdahl says that longitudinal studies like the NIH's\u003ca href=\"https://abcdstudy.org/\"> Adolescent Brain Cognitive Development Study\u003c/a>, could provide more information about what marijuana does to the adolescent brain. It might also reveal what happens if adolescents stop using marijuana, and if their brain functioning can completely recover.\u003c/p>\n\u003cp>Lisdahl is helping with the NIH study, which has, to date, enrolled over 11,000 children ages nine and 10, and will follow them over into young adulthood. It's the largest long-term research study on child brain development in the U.S., and it assesses how everything from screen time to concussions to drugs affect adolescents' brains.\u003c/p>\n\u003cp>In the meantime, Lisdahl says the findings from the new study – that abstinence from marijuana is associated with improvements in adolescents' learning and memory – sends a positive message.\u003c/p>\n\u003cp>\"I remain optimistic that we can show recovery of function with sustained abstinence,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Rachel D. Cohen is an intern on NPR's Science Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Adolescents+Give+Up+Pot%2C+Their+Cognition+Quickly+Improves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marijuana, it seems, is not a performance-enhancing drug. That is, at least, not among young people, and not when the activity is learning.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.psychiatrist.com/JCP/article/Pages/2018/v79/17m11977.aspx\">published Tuesday\u003c/a> in the \u003cem>Journal of Clinical Psychiatry \u003c/em>finds that when adolescents stop using marijuana – even for just one week – their verbal learning and memory improves. The study contributes to growing\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\"> evidence that marijuana use in adolescents\u003c/a> is associated with reduced neurocognitive functioning.\u003c/p>\n\u003cp>More than 14 percent of middle and high school students reported using marijuana within the last month, finds a \u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-overview2017.pdf\">National Institutes of Health survey\u003c/a> conducted in 2017. And marijuana use has increased among high schoolers over the past 10 years, according to the\u003ca href=\"https://www.hhs.gov/ash/oah/adolescent-development/substance-use/marijuana/index.html\"> U.S. Department of Health & Human Services\u003c/a>.\u003c/p>\n\u003cp>At the same time, the percentage of teens who believe that regular marijuana use poses a great risk to their health has\u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-vol2_2016.pdf\"> dropped sharply since the mid-2000s\u003c/a>. And, legalization of marijuana may play a part in shaping how young people think about the drug. One study noted that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5365078/\">after 2012, when marijuana was legalized\u003c/a> in Washington state, the number of eighth graders there that believed marijuana posed risks to their health dropped by 14 percent.\u003c/p>\n\u003cp>Researchers are particularly concerned with use of marijuana among the young because THC, the active ingredient in marijuana, most sharply affects the parts of the brain that develop during adolescence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The adolescent brain is undergoing significant neurodevelopment well into the 20s, and the regions that are last to develop are those regions that are most populated by cannabis receptors, and are also very critical to cognitive functioning,\" says \u003ca href=\"http://www.mghaddictionmedicine.com/about/staff/randi-schuster-ph-d/\">Randi Schuster\u003c/a>. Schuster is the director of Neuropsychology at Massachusetts General Hospital's Center for Addiction Medicine, and the study's lead author.\u003c/p>\n\u003cp>Schuster and the team of researchers set out to determine if cognitive functions that are potentially harmed by marijuana use in adolescents – particularly attention and memory – improve when they abstain from marijuana.\u003c/p>\n\u003cp>They recruited 88 pot-using teens and young adults, ages 16 to 25, and got some of them to agree to stop smoking (or otherwise consuming) marijuana for the month.\u003c/p>\n\u003cp>Schuster says the researchers wanted to recruit a range of participants, not just heavy users or those in a treatment program, for example. Some of the young people smoked once per week; some smoked nearly daily.\u003c/p>\n\u003cp>The researchers randomly assigned the volunteers into an abstaining group and a non-abstaining group. They delivered the bad news to those chosen to be abstainers at the end of their first visit, and Shuster says, they took it surprisingly well.\u003c/p>\n\u003cp>\"People were generally fine,\" she says. \"We kind of went through what the next month would look like and helped them come up with strategies for staying abstinent.\"\u003c/p>\n\u003cp>One motivation for the non-tokers to stick with the program? They received increasing amounts of money each week of the month-long study.\u003c/p>\n\u003cp>The researchers urine tested both groups on a weekly basis to make sure that the THC levels for the abstinent group were going down, but that the levels for the control group were staying consistent as they continued using.\u003c/p>\n\u003cp>Also at each visit, the participants completed a variety of tasks testing their attention and memory through the\u003ca href=\"http://www.cambridgecognition.com/cantab/\"> Cambridge Neuropsychological Test Automated Battery\u003c/a>, a validated cognitive assessment tool.\u003c/p>\n\u003cp>The researchers found that after four weeks, there was no noticeable difference in attention scores between the marijuana users and the non-users. But, the memory scores of the non-users improved, whereas the users' memories mostly stayed the same.\u003c/p>\n\u003cp>The verbal memory test challenged participants to learn and recall new words, which \"lets us look both at their ability to learn information the first time the words were presented, as well as the number of words that they're able to retrieve from long-term memory storage after a delay,\" Schuster says.\u003c/p>\n\u003cp>Verbal memory is particularly relevant for adolescents and young adults when they're in the classroom, says Schuster.\u003c/p>\n\u003cp>\"For an adolescent sitting in their history class learning new facts for the first time, we're suspecting that active cannabis users might have a difficult time putting that new information into their long-term memory,\" Schuster says.\u003c/p>\n\u003cp>While this study didn't prove that abstaining from cannabis improves adolescents' attention, other studies have found that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\">marijuana users fare worse in attention tests\u003c/a> than non-users. Schusters hypothesizes it might take more than four weeks of abstinence for attention levels to improve.\u003c/p>\n\u003cp>Interestingly, most of the memory improvement for the abstinent group happened during the first week of the study, which leaves the researchers feeling hopeful.\u003c/p>\n\u003cp>\"We were pleasantly surprised to see that at least some of the deficits that we think may be caused by cannabis appear to be reversible, and at least some of them are quickly reversible, which is good news,\" Schuster says.\u003c/p>\n\u003cp>One weakness of this study is its lack of a non-marijuana-using control group, says \u003ca href=\"https://uwm.edu/psychology/people/lisdahl-krista-m/\">Krista Lisdahl\u003c/a>, an associate professor of psychology at the University of Wisconsin Milwaukee who was not involved with the study, but also researches the neuroscience of addiction. Because of this, it's difficult to conclude whether the improvements in memory brought the participants back to their baseline levels prior to using marijuana.\u003c/p>\n\u003cp>Also, because the study lasted only four weeks, it's impossible to draw conclusions about the long term effects of marijuana usage for young people, such as how marijuana directly affects academic performance or sleep patterns or mood.\u003c/p>\n\u003cp>Lisdahl says that longitudinal studies like the NIH's\u003ca href=\"https://abcdstudy.org/\"> Adolescent Brain Cognitive Development Study\u003c/a>, could provide more information about what marijuana does to the adolescent brain. It might also reveal what happens if adolescents stop using marijuana, and if their brain functioning can completely recover.\u003c/p>\n\u003cp>Lisdahl is helping with the NIH study, which has, to date, enrolled over 11,000 children ages nine and 10, and will follow them over into young adulthood. It's the largest long-term research study on child brain development in the U.S., and it assesses how everything from screen time to concussions to drugs affect adolescents' brains.\u003c/p>\n\u003cp>In the meantime, Lisdahl says the findings from the new study – that abstinence from marijuana is associated with improvements in adolescents' learning and memory – sends a positive message.\u003c/p>\n\u003cp>\"I remain optimistic that we can show recovery of function with sustained abstinence,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Rachel D. Cohen is an intern on NPR's Science Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Adolescents+Give+Up+Pot%2C+Their+Cognition+Quickly+Improves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>During the stressful teen years, most adolescents experience emotional highs and lows, but for more than \u003ca href=\"https://www.nami.org/learn-more/mental-health-by-the-numbers\">20 percent\u003c/a> of teenagers, their worries and sad feelings turn into something more serious, like anxiety or depression. \u003ca href=\"https://www.bmj.com/content/349/bmj.g5954\">Studies\u003c/a> show that 13 percent to 18 percent of distressed teens physically injure themselves via cutting, burning or other forms of self-harm as a way to cope with their pain.\u003c/p>\n\u003cp>Recent research and clinical psychologists now suggest that some adolescents are engaging in a newer form of self-aggression — \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">digital self-harm\u003c/a>. They're anonymously posting mean and derogatory comments about themselves on social media.\u003c/p>\n\u003cp>Child psychologist \u003ca href=\"http://denverchildtherapy.com/about-us/sheryl-ziegler/\">Sheryl Gonzalez-Ziegler\u003c/a> of Denver says it's a growing problem among teens whom she counsels. One recent client, an adolescent girl, told Gonzalez-Ziegler that she anonymously cyberbullied herself because, as a gay teen, she felt vulnerable and exposed.\u003c/p>\n\u003cp>\"She set up ghost accounts on Instagram and posted mean comments about herself, saying things like, 'I think you're creepy and gay' and 'Don't sit next to me again,' \" Ziegler says.\u003c/p>\n\u003cp>\"She said these things because she feared being mocked by her peers,\" the psychologist explains. \"She thought their teasing wouldn't be so bad if she beat them to the punch.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to a survey \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">published\u003c/a> late last year in the \u003cem>Journal of Adolescent Health\u003c/em>, teens are bullying themselves online as a way to manage feelings of sadness and self-hatred and to gain attention from their friends. For the study, 5,593 middle and high school students from across the U.S., ages 12 to 17, completed a series of questionnaires that asked about their experiences with digital self-harm and cyberbullying.\u003c/p>\n\u003cp>\"We were alarmed to learn that 6 percent of the youth who participated in our study engaged in some form of digital self-harm,\" says \u003ca href=\"http://hinduja.org/\">Sameer Hinduja\u003c/a>, co-author of the study and a professor of criminology at Florida Atlantic University. He is also the co-director of the \u003ca href=\"https://cyberbullying.org/\">Cyberbullying Research Center\u003c/a>.\u003c/p>\n\u003cp>Hinduja and a colleague found that more than half the teens who cyberbullied themselves had done so more than once. When asked why they had participated in this behavior, the teens said things like, \"I already felt bad about myself, and I wanted to make myself feel worse\" and \"I wanted to see if someone was really my friend.\"\u003c/p>\n\u003cp>Psychologists have seen inklings of this type of self-aggression before. In a smaller, \u003ca href=\"https://webhost.bridgew.edu/marc/DIGITAL%20SELF%20HARM%20report.pdf\">2012\u003c/a> study of 617 high school freshmen, researchers found that 9 percent of the teens had bullied themselves online. Teens who participated in that study reported harming themselves as a way to encourage others to worry about them, to prove how \"tough\" they were or to get an adult's attention.\u003c/p>\n\u003cp>\"Because teens' online and offline worlds overlap, digital self-harm is a concern for some youth, making online self-harm an emerging area of research,\" says, \u003ca href=\"https://cehs.unl.edu/edpsych/faculty/susan-swearer/\">Susan Swearer\u003c/a>, a professor of psychology at the University of Nebraska, Lincoln who also studies bullying.\u003c/p>\n\u003cp>A \u003ca href=\"https://jamanetwork.com/journals/jama/article-abstract/2664031\">statistical analysis\u003c/a> by the Centers for Disease Control and Prevention of more than a decade's worth of emergency room visits in the U.S. suggests that since 2009, the number of girls ages 10 to 14 years who are physically harming themselves has been rising steadily.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.apa.org/monitor/2015/07-08/who-self-injures.aspx\">the American Psychological Association\u003c/a>, teens who physically injure themselves often struggle with depression, post-traumatic stress disorder or difficulties with emotional regulation. Not all adolescents who cyberbully themselves have a psychiatric illness, Ziegler notes, but that doesn't mean their behavior should be taken lightly.\u003c/p>\n\u003cp>\"Similar to teens who self-harm by cutting, kids who cyberbully themselves often suffer silently, feeling like they don't have a friend or adult to confide in,\" says Ziegler.\u003c/p>\n\u003cp>If these teens don't receive mental health treatment, she says, their feelings of loneliness and sadness can cause them to become depressed and, in rare cases, suicidal.\u003c/p>\n\u003cp>Because the advent of social media has changed the way many teens form and experience relationships, normal adolescent feelings of insecurity, anxiety and loneliness can become magnified as they scroll through their peers' social media reels. Hinduja says some teens cope with that distress by turning their angst on themselves online.\u003c/p>\n\u003cp>While some parents are quick to limit a teen's social media use in response, that doesn't adequately address the problem, Hinduja says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"One of the best thing parents can do is to promote open, nonjudgmental lines of communication with their kids,\" he says. \"Validating a teen's experience can encourage them to confide in adults about their distressing experiences — offline or online.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teens+Cyberbully+Themselves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the stressful teen years, most adolescents experience emotional highs and lows, but for more than \u003ca href=\"https://www.nami.org/learn-more/mental-health-by-the-numbers\">20 percent\u003c/a> of teenagers, their worries and sad feelings turn into something more serious, like anxiety or depression. \u003ca href=\"https://www.bmj.com/content/349/bmj.g5954\">Studies\u003c/a> show that 13 percent to 18 percent of distressed teens physically injure themselves via cutting, burning or other forms of self-harm as a way to cope with their pain.\u003c/p>\n\u003cp>Recent research and clinical psychologists now suggest that some adolescents are engaging in a newer form of self-aggression — \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">digital self-harm\u003c/a>. They're anonymously posting mean and derogatory comments about themselves on social media.\u003c/p>\n\u003cp>Child psychologist \u003ca href=\"http://denverchildtherapy.com/about-us/sheryl-ziegler/\">Sheryl Gonzalez-Ziegler\u003c/a> of Denver says it's a growing problem among teens whom she counsels. One recent client, an adolescent girl, told Gonzalez-Ziegler that she anonymously cyberbullied herself because, as a gay teen, she felt vulnerable and exposed.\u003c/p>\n\u003cp>\"She set up ghost accounts on Instagram and posted mean comments about herself, saying things like, 'I think you're creepy and gay' and 'Don't sit next to me again,' \" Ziegler says.\u003c/p>\n\u003cp>\"She said these things because she feared being mocked by her peers,\" the psychologist explains. \"She thought their teasing wouldn't be so bad if she beat them to the punch.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to a survey \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">published\u003c/a> late last year in the \u003cem>Journal of Adolescent Health\u003c/em>, teens are bullying themselves online as a way to manage feelings of sadness and self-hatred and to gain attention from their friends. For the study, 5,593 middle and high school students from across the U.S., ages 12 to 17, completed a series of questionnaires that asked about their experiences with digital self-harm and cyberbullying.\u003c/p>\n\u003cp>\"We were alarmed to learn that 6 percent of the youth who participated in our study engaged in some form of digital self-harm,\" says \u003ca href=\"http://hinduja.org/\">Sameer Hinduja\u003c/a>, co-author of the study and a professor of criminology at Florida Atlantic University. He is also the co-director of the \u003ca href=\"https://cyberbullying.org/\">Cyberbullying Research Center\u003c/a>.\u003c/p>\n\u003cp>Hinduja and a colleague found that more than half the teens who cyberbullied themselves had done so more than once. When asked why they had participated in this behavior, the teens said things like, \"I already felt bad about myself, and I wanted to make myself feel worse\" and \"I wanted to see if someone was really my friend.\"\u003c/p>\n\u003cp>Psychologists have seen inklings of this type of self-aggression before. In a smaller, \u003ca href=\"https://webhost.bridgew.edu/marc/DIGITAL%20SELF%20HARM%20report.pdf\">2012\u003c/a> study of 617 high school freshmen, researchers found that 9 percent of the teens had bullied themselves online. Teens who participated in that study reported harming themselves as a way to encourage others to worry about them, to prove how \"tough\" they were or to get an adult's attention.\u003c/p>\n\u003cp>\"Because teens' online and offline worlds overlap, digital self-harm is a concern for some youth, making online self-harm an emerging area of research,\" says, \u003ca href=\"https://cehs.unl.edu/edpsych/faculty/susan-swearer/\">Susan Swearer\u003c/a>, a professor of psychology at the University of Nebraska, Lincoln who also studies bullying.\u003c/p>\n\u003cp>A \u003ca href=\"https://jamanetwork.com/journals/jama/article-abstract/2664031\">statistical analysis\u003c/a> by the Centers for Disease Control and Prevention of more than a decade's worth of emergency room visits in the U.S. suggests that since 2009, the number of girls ages 10 to 14 years who are physically harming themselves has been rising steadily.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.apa.org/monitor/2015/07-08/who-self-injures.aspx\">the American Psychological Association\u003c/a>, teens who physically injure themselves often struggle with depression, post-traumatic stress disorder or difficulties with emotional regulation. Not all adolescents who cyberbully themselves have a psychiatric illness, Ziegler notes, but that doesn't mean their behavior should be taken lightly.\u003c/p>\n\u003cp>\"Similar to teens who self-harm by cutting, kids who cyberbully themselves often suffer silently, feeling like they don't have a friend or adult to confide in,\" says Ziegler.\u003c/p>\n\u003cp>If these teens don't receive mental health treatment, she says, their feelings of loneliness and sadness can cause them to become depressed and, in rare cases, suicidal.\u003c/p>\n\u003cp>Because the advent of social media has changed the way many teens form and experience relationships, normal adolescent feelings of insecurity, anxiety and loneliness can become magnified as they scroll through their peers' social media reels. Hinduja says some teens cope with that distress by turning their angst on themselves online.\u003c/p>\n\u003cp>While some parents are quick to limit a teen's social media use in response, that doesn't adequately address the problem, Hinduja says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"One of the best thing parents can do is to promote open, nonjudgmental lines of communication with their kids,\" he says. \"Validating a teen's experience can encourage them to confide in adults about their distressing experiences — offline or online.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teens+Cyberbully+Themselves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The plots of dystopian novels can be amazing. A group of teens in Holland, Mich., tells me about some of their favorites:\u003c/p>\n\u003cp>In \u003cem>Delirium \u003c/em>by Lauren Oliver, Love is considered a disease. Characters get a vaccine for it. In Marissa Meyer's \u003cem>Renegades,\u003c/em> the collapse of society has left only a small group of humans with extraordinary abilities. They work to establish justice and peace in their new world.\u003c/p>\n\u003cp>Scott Westerfeld's \u003cem>Uglies\u003c/em> is on everyone's favorite list. The plot goes like this: Everyone wants to be pretty. And their 16th birthday, they can be surgically altered to be a \"pretty.\" During the surgery, however, lesions are put on their brains. These can cause illness, or hinder your thinking. If characters get an important enough job later on, they get those lesions removed.\u003c/p>\n\u003cp>The teens explaining these books are sitting around a table at the public library in the idyllic west Michigan town. Tonight the book club is meeting to talk about \u003cem>House of The Scorpion\u003c/em> by Nancy Farmer — the gathering is part of the library's young adult programming.\u003c/p>\n\u003cp>Even though the flyer advertises this book as dystopian, there's some dissent around that (at a dystopian book club, this distrust of \"the adults and their flyers\" is no surprise.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After a brief plot description (there's a drug lord, clones and, of course, a rebellion against the status quo), Taylor Gort, 17, starts things off: \"It's a question of how many ethics rules are you willing to break,\" she says, referring to the book's main character, El Patrón. Amanda Heidema, the librarian leading the discussion, nods her head, \"I mean, is making a clone ethical?\"\u003c/p>\n\u003cp>There are a few beats of silence before Will Anderson shakes his head: \"No, I don't think it is.\"\u003c/p>\n\u003cp>The conversation goes on for nearly an hour — flowing from clones, to whether or not manipulation is evil, to how screwed up adults are (\u003cem>can you believe they think this book is dystopian? It's not.\u003c/em>).\u003c/p>\n\u003cp>That last one — how messed up grownups are — it's a hallmark of dystopia, especially in the young adult genre. When I ask the group why they think these types of books are so popular with teens, they tell me it has a lot to do with relatability.\u003c/p>\n\u003cp>\"There tends to be a common teen-angst thing, like: 'Oh the whole world is against me, the whole world is so screwed up,' \" Will explains.\u003c/p>\n\u003cp>Teenagers are cynical, adds Aaron Yost, 16. And they should be: \"To be fair, they were born into a world that their parents kind of really messed up.\"\u003c/p>\n\u003cp>Everyone here agrees: The plots in dystopia feel super familiar. That's kind of what makes the books scary — and really good.\u003c/p>\n\u003cp>Think of it like this: Teen readers themselves are characters in a strange land. Rules don't make sense. School doesn't always make sense. And they don't have a ton of power.\u003c/p>\n\u003cp>\"Their parents impose curfews, and no one lets them drive unless they are ready or not,\" says Jon Ostenson, who studies young adult dystopian literature at Brigham Young University in Utah. He published a paper on the subject in 2013, for which he spent months reading YA dystopia. \"I had to take a break for quite a while — unfortunately there's not a lot of utopian fiction to balance that out.\"\u003c/p>\n\u003cp>In dystopia, he says, \"Teenagers see echoes of a world that they know.\"\u003c/p>\n\u003cp>These books don't always have a happy ending, and they're all about choices and consequences.\u003c/p>\n\u003cp>\"The hallmark of moving from childhood to adulthood is that you start to recognize that things aren't black and white,\" says Ostenson \"and there's a whole bunch of ethical grey area out there.\"\u003c/p>\n\u003cp>Which makes dystopian fiction perfect for the developing adolescent brain, says Laurence Steinberg, \u003ca href=\"http://www.laurencesteinberg.com/\">a psychologist at Temple University\u003c/a>.\u003c/p>\n\u003cp>\"Their brains are very responsive to emotionally arousing stimuli,\" he explains. During this time, there are so many new emotions and they are much stronger than those kids experienced when they were younger.\u003c/p>\n\u003cp>\"When teenagers feel sad, what they often do it put themselves in situations where they feel even sadder,\" Steinberg says. They listen to sad music — think emo! — they watch melodramatic TV shows. So dystopian novels fit right in, they have all that sadness plus big, emotional ideas: justice, fairness, loyalty and mortality.\u003c/p>\n\u003cp>This time in a kid's life is often defined by acting out, but, Steinberg says, that's a misguided interpretation of what's happening. \"It isn't so much rebellion, but it is questioning.\"\u003c/p>\n\u003cp>As the brain develops, so does executive functioning. Teens start to understand argument, logical reasoning and hypotheticals.\u003c/p>\n\u003cp>\"Kids are going through a stage in development when they are trying on different identities,\" he says, \"flexing a muscle that they now have that wasn't very strong before.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that these books offer a safety net, a place where kids can \"flirt with those questions without getting into trouble,\" that's reason enough to keep teachers and parents buying them off the shelf.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Teens+Find+The+End+Of+The+World+So+Appealing&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The plots of dystopian novels can be amazing. A group of teens in Holland, Mich., tells me about some of their favorites:\u003c/p>\n\u003cp>In \u003cem>Delirium \u003c/em>by Lauren Oliver, Love is considered a disease. Characters get a vaccine for it. In Marissa Meyer's \u003cem>Renegades,\u003c/em> the collapse of society has left only a small group of humans with extraordinary abilities. They work to establish justice and peace in their new world.\u003c/p>\n\u003cp>Scott Westerfeld's \u003cem>Uglies\u003c/em> is on everyone's favorite list. The plot goes like this: Everyone wants to be pretty. And their 16th birthday, they can be surgically altered to be a \"pretty.\" During the surgery, however, lesions are put on their brains. These can cause illness, or hinder your thinking. If characters get an important enough job later on, they get those lesions removed.\u003c/p>\n\u003cp>The teens explaining these books are sitting around a table at the public library in the idyllic west Michigan town. Tonight the book club is meeting to talk about \u003cem>House of The Scorpion\u003c/em> by Nancy Farmer — the gathering is part of the library's young adult programming.\u003c/p>\n\u003cp>Even though the flyer advertises this book as dystopian, there's some dissent around that (at a dystopian book club, this distrust of \"the adults and their flyers\" is no surprise.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After a brief plot description (there's a drug lord, clones and, of course, a rebellion against the status quo), Taylor Gort, 17, starts things off: \"It's a question of how many ethics rules are you willing to break,\" she says, referring to the book's main character, El Patrón. Amanda Heidema, the librarian leading the discussion, nods her head, \"I mean, is making a clone ethical?\"\u003c/p>\n\u003cp>There are a few beats of silence before Will Anderson shakes his head: \"No, I don't think it is.\"\u003c/p>\n\u003cp>The conversation goes on for nearly an hour — flowing from clones, to whether or not manipulation is evil, to how screwed up adults are (\u003cem>can you believe they think this book is dystopian? It's not.\u003c/em>).\u003c/p>\n\u003cp>That last one — how messed up grownups are — it's a hallmark of dystopia, especially in the young adult genre. When I ask the group why they think these types of books are so popular with teens, they tell me it has a lot to do with relatability.\u003c/p>\n\u003cp>\"There tends to be a common teen-angst thing, like: 'Oh the whole world is against me, the whole world is so screwed up,' \" Will explains.\u003c/p>\n\u003cp>Teenagers are cynical, adds Aaron Yost, 16. And they should be: \"To be fair, they were born into a world that their parents kind of really messed up.\"\u003c/p>\n\u003cp>Everyone here agrees: The plots in dystopia feel super familiar. That's kind of what makes the books scary — and really good.\u003c/p>\n\u003cp>Think of it like this: Teen readers themselves are characters in a strange land. Rules don't make sense. School doesn't always make sense. And they don't have a ton of power.\u003c/p>\n\u003cp>\"Their parents impose curfews, and no one lets them drive unless they are ready or not,\" says Jon Ostenson, who studies young adult dystopian literature at Brigham Young University in Utah. He published a paper on the subject in 2013, for which he spent months reading YA dystopia. \"I had to take a break for quite a while — unfortunately there's not a lot of utopian fiction to balance that out.\"\u003c/p>\n\u003cp>In dystopia, he says, \"Teenagers see echoes of a world that they know.\"\u003c/p>\n\u003cp>These books don't always have a happy ending, and they're all about choices and consequences.\u003c/p>\n\u003cp>\"The hallmark of moving from childhood to adulthood is that you start to recognize that things aren't black and white,\" says Ostenson \"and there's a whole bunch of ethical grey area out there.\"\u003c/p>\n\u003cp>Which makes dystopian fiction perfect for the developing adolescent brain, says Laurence Steinberg, \u003ca href=\"http://www.laurencesteinberg.com/\">a psychologist at Temple University\u003c/a>.\u003c/p>\n\u003cp>\"Their brains are very responsive to emotionally arousing stimuli,\" he explains. During this time, there are so many new emotions and they are much stronger than those kids experienced when they were younger.\u003c/p>\n\u003cp>\"When teenagers feel sad, what they often do it put themselves in situations where they feel even sadder,\" Steinberg says. They listen to sad music — think emo! — they watch melodramatic TV shows. So dystopian novels fit right in, they have all that sadness plus big, emotional ideas: justice, fairness, loyalty and mortality.\u003c/p>\n\u003cp>This time in a kid's life is often defined by acting out, but, Steinberg says, that's a misguided interpretation of what's happening. \"It isn't so much rebellion, but it is questioning.\"\u003c/p>\n\u003cp>As the brain develops, so does executive functioning. Teens start to understand argument, logical reasoning and hypotheticals.\u003c/p>\n\u003cp>\"Kids are going through a stage in development when they are trying on different identities,\" he says, \"flexing a muscle that they now have that wasn't very strong before.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The fact that these books offer a safety net, a place where kids can \"flirt with those questions without getting into trouble,\" that's reason enough to keep teachers and parents buying them off the shelf.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Teens+Find+The+End+Of+The+World+So+Appealing&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Schools Can Help Students Manage and Mitigate Anxiety",
"title": "How Schools Can Help Students Manage and Mitigate Anxiety",
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"content": "\u003cp>\u003cem>Did I study enough for this test? Won’t my friends do better than me? If I don’t get an A now, I won’t do well on the next exam, and then will I even get into a good college?\u003c/em>\u003c/p>\n\u003cp>Anxious thoughts such as these aren’t always just passing worries. They’re becoming \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?_r=0\" rel=\"nofollow\">deeply rooted, widespread mantras\u003c/a> for young people across America. Anxiety is the \u003ca href=\"https://childmind.org/topics/concerns/anxiety/\" rel=\"nofollow\">most common mental health challenge\u003c/a> that young people face, and it’s the \u003ca href=\"https://www.insidehighered.com/news/2017/03/29/anxiety-and-depression-are-primary-concerns-students-seeking-counseling-services\" rel=\"nofollow\">top reason why students seek mental health services\u003c/a> at college today. In severe cases, anxiety is stopping teens from doing homework, reaching out to friends, and even leaving their homes, and leading to depressive and suicidal thoughts.\u003c/p>\n\u003cp>Many anxious teens have some sort of trigger: a school subject that doesn’t come naturally, the cliques they face at school, or — hovering throughout their high school experience — pressure to apply and get into college. It can be tempting for the counselors and therapists who work with these students to remove as many of these instigators as possible, allowing students to simply walk out of class when the content gets tough, or eat lunch away from the chaotic cafeteria. But those solutions don’t usually get to the root of the problem, and in fact they can make it worse.\u003c/p>\n\u003cp>Instead, according a range of mental health experts, school counselors should focus on giving students the tools they need to overcome their anxiety, while fostering a school culture that embraces a sense of balance and self-regulatory skills.\u003c/p>\n\u003cp>\u003cstrong>A Lack of Resilience \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a number of factors contributing to a rise in anxiety among teens. Local community trauma, poverty, and continual reports of violence from around the world can frighten young people. Social media rarely allows teens to take a break from their peers. And in many middle- and upper-middle class communities, according to psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127492\" rel=\"nofollow\">Richard Weissbourd\u003c/a>, today’s most “potent ingredient” is “\u003cstrong>achievement pressure\u003c/strong>” — the pressure to excel across academic subjects and a wide range of extracurriculars, culminating in the stress of putting together an impeccable college admissions package.\u003c/p>\n\u003cp>Underlying each of these factors, though, is the stark reality that \u003cstrong>many young people have too few opportunities to practice and build resilience\u003c/strong>, says counselor and educator \u003ca href=\"https://www.gse.harvard.edu/node/126442\" rel=\"nofollow\">Josephine Kim\u003c/a>. More so than in past generations, many teens today have their basic needs met, and they haven’t had much practice making mistakes. Especially in affluent communities, their parents are hyper-involved in their academic and social lives, so it’s unusual for teenagers to study, arrange a meeting about a bad grade, or even resolve a disagreement with a friend without parental help.\u003c/p>\n\u003cp>When an uncomfortable or difficult situation arises, many teenagers just don’t have the skills to deal with it on their own. Instead, they worry, envision the worst, and shut down.\u003c/p>\n\u003cp>\u003cstrong>Coping with Anxiety\u003c/strong>\u003c/p>\n\u003cp>The good news is that schools are increasingly tuning in to mental health needs, and they’ve gotten better at diagnosing anxiety disorders, says school counseling expert and researcher \u003ca href=\"https://www.gse.harvard.edu/node/127122\" rel=\"nofollow\">Mandy Savitz-Romer\u003c/a>. With that awareness, though, comes the question of how counselors should best support anxious students.\u003c/p>\n\u003cp>\u003cstrong>To Support Diagnosed Students\u003c/strong>\u003c/p>\n\u003cp>Above all, it’s important that counselors teach students to \u003cem>overcome\u003c/em> their anxiety, not to escape their triggers. Anxious teens often just want counselors to help them feel safe again — but their problems will likely only escalate if they don’t learn how to cope with stress, discomfort, and panic.\u003c/p>\n\u003cp>While therapists do need to differentiate their approach for each young person, “the first step is usually to get the student back into class, comfortable, and able to learn,” says \u003ca href=\"https://www.newton.k12.ma.us/nnhs\" rel=\"nofollow\">Newton North High School\u003c/a> adjustment counselor Beth O’Brien. “And counselors need to give students to the tools to do that.”\u003c/p>\n\u003cp>O’Brien suggests that counselors start by isolating what specifically is making the student anxious, and brainstorm how to make that situation more manageable. If one class is the instigator, then the counselor can try suggesting that the student moves his seat, or talks to the teacher. These actions demonstrate to the student that he has some control over himself and his surroundings, a key factor to \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/short-primer-resilience\">building resilience\u003c/a>.\u003c/p>\n\u003cp>During counseling sessions, O’Brien says, the student can practice strategies to calm down and refocus his thoughts — tools he can later use in anxiety-inducing situations. “Many students with anxiety want to avoid their trigger,” O’Brien says, “but counselors should expose students to what they’re fearful of, in a healthy way that won’t induce more panic.” Strengthening these self-regulatory skills such as prioritization, focus, and mental flexibility, researchers have \u003ca href=\"https://www.gse.harvard.edu/node/483491\" rel=\"nofollow\">found\u003c/a>, is another fundamental way to develop resilience over time.\u003c/p>\n\u003cp>Counselors should also set expectations for what types of accommodations students should expect, says Savitz-Romer, who is a senior lecturer at the \u003ca href=\"http://gse.harvard.edu/\" rel=\"nofollow\">Harvard Graduate School of Education\u003c/a> (HGSE). Schools are increasingly designating safe, quiet spaces for students to retreat to when they are feeling overwhelmed. While this is a necessary support in many circumstances, counselors should also establish and communicate limits on how long each student can stay in these quiet rooms before she needs to return to class. Attending school and completing work needs to be the goal — not something to be avoided.\u003c/p>\n\u003cp>\u003cstrong>To Mitigate an Anxiety Culture\u003c/strong>\u003c/p>\n\u003cp>Anxiety isn’t an individual student issue. School leaders and counselors are increasingly reporting schoolwide “anxiety epidemics,” with large numbers of students feeling too paralyzed to work, and stress being almost celebrated as proof of achievement. Counselors can partner with principals and teachers to foster a school culture that mitigates anxiety and fosters positive mental health.\u003c/p>\n\u003cp>In more affluent, high-achieving schools, where pressure to excel can be debilitating, counselors can advocate for students not to overwork themselves academically. “Balance is important,” says O’Brien. If students appear particularly overwhelmed, she says, it may be best for counselors to suggest they take fewer AP or honors classes. Counselors can also encourage students to take part in outside extracurriculars that bring them “joy and a sense of self-worth” — feelings that can mitigate the stressors of intense academic work.\u003c/p>\n\u003cp>If students are feeling especially burnt out and nervous about college applications, O’Brien says, help them consider and explore alternative routes to a four-year college: taking a gap year, or first taking classes at a community college.\u003c/p>\n\u003cp>At the whole-school level, counselors can work with teachers to provide lessons on managing stress, prioritizing, and mentally switching between tasks, so that all students have an idea of how to handle feeling overwhelmed, suggests clinical psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127572\" rel=\"nofollow\">Jacqueline Zeller\u003c/a>. An evidence-backed curriculum on mindfulness and social-emotional learning can also give students, faculty, and staff shared terminology for labeling and managing their emotions, which helps ensure they’ll understand each other when problems arise.\u003c/p>\n\u003cp>Finally, counselors can encourage teachers to emphasize a growth mindset in their teaching, which can help students to embrace challenges, rather than feel overwhelmed by them. “Educators who take this approach offer positive encouragement that reinforces effort, as well as helpful instructional feedback on learning strategies,” says Zeller, also a lecturer at HGSE. “Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/leahjshafer\">Leah Shafer\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Did I study enough for this test? Won’t my friends do better than me? If I don’t get an A now, I won’t do well on the next exam, and then will I even get into a good college?\u003c/em>\u003c/p>\n\u003cp>Anxious thoughts such as these aren’t always just passing worries. They’re becoming \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?_r=0\" rel=\"nofollow\">deeply rooted, widespread mantras\u003c/a> for young people across America. Anxiety is the \u003ca href=\"https://childmind.org/topics/concerns/anxiety/\" rel=\"nofollow\">most common mental health challenge\u003c/a> that young people face, and it’s the \u003ca href=\"https://www.insidehighered.com/news/2017/03/29/anxiety-and-depression-are-primary-concerns-students-seeking-counseling-services\" rel=\"nofollow\">top reason why students seek mental health services\u003c/a> at college today. In severe cases, anxiety is stopping teens from doing homework, reaching out to friends, and even leaving their homes, and leading to depressive and suicidal thoughts.\u003c/p>\n\u003cp>Many anxious teens have some sort of trigger: a school subject that doesn’t come naturally, the cliques they face at school, or — hovering throughout their high school experience — pressure to apply and get into college. It can be tempting for the counselors and therapists who work with these students to remove as many of these instigators as possible, allowing students to simply walk out of class when the content gets tough, or eat lunch away from the chaotic cafeteria. But those solutions don’t usually get to the root of the problem, and in fact they can make it worse.\u003c/p>\n\u003cp>Instead, according a range of mental health experts, school counselors should focus on giving students the tools they need to overcome their anxiety, while fostering a school culture that embraces a sense of balance and self-regulatory skills.\u003c/p>\n\u003cp>\u003cstrong>A Lack of Resilience \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a number of factors contributing to a rise in anxiety among teens. Local community trauma, poverty, and continual reports of violence from around the world can frighten young people. Social media rarely allows teens to take a break from their peers. And in many middle- and upper-middle class communities, according to psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127492\" rel=\"nofollow\">Richard Weissbourd\u003c/a>, today’s most “potent ingredient” is “\u003cstrong>achievement pressure\u003c/strong>” — the pressure to excel across academic subjects and a wide range of extracurriculars, culminating in the stress of putting together an impeccable college admissions package.\u003c/p>\n\u003cp>Underlying each of these factors, though, is the stark reality that \u003cstrong>many young people have too few opportunities to practice and build resilience\u003c/strong>, says counselor and educator \u003ca href=\"https://www.gse.harvard.edu/node/126442\" rel=\"nofollow\">Josephine Kim\u003c/a>. More so than in past generations, many teens today have their basic needs met, and they haven’t had much practice making mistakes. Especially in affluent communities, their parents are hyper-involved in their academic and social lives, so it’s unusual for teenagers to study, arrange a meeting about a bad grade, or even resolve a disagreement with a friend without parental help.\u003c/p>\n\u003cp>When an uncomfortable or difficult situation arises, many teenagers just don’t have the skills to deal with it on their own. Instead, they worry, envision the worst, and shut down.\u003c/p>\n\u003cp>\u003cstrong>Coping with Anxiety\u003c/strong>\u003c/p>\n\u003cp>The good news is that schools are increasingly tuning in to mental health needs, and they’ve gotten better at diagnosing anxiety disorders, says school counseling expert and researcher \u003ca href=\"https://www.gse.harvard.edu/node/127122\" rel=\"nofollow\">Mandy Savitz-Romer\u003c/a>. With that awareness, though, comes the question of how counselors should best support anxious students.\u003c/p>\n\u003cp>\u003cstrong>To Support Diagnosed Students\u003c/strong>\u003c/p>\n\u003cp>Above all, it’s important that counselors teach students to \u003cem>overcome\u003c/em> their anxiety, not to escape their triggers. Anxious teens often just want counselors to help them feel safe again — but their problems will likely only escalate if they don’t learn how to cope with stress, discomfort, and panic.\u003c/p>\n\u003cp>While therapists do need to differentiate their approach for each young person, “the first step is usually to get the student back into class, comfortable, and able to learn,” says \u003ca href=\"https://www.newton.k12.ma.us/nnhs\" rel=\"nofollow\">Newton North High School\u003c/a> adjustment counselor Beth O’Brien. “And counselors need to give students to the tools to do that.”\u003c/p>\n\u003cp>O’Brien suggests that counselors start by isolating what specifically is making the student anxious, and brainstorm how to make that situation more manageable. If one class is the instigator, then the counselor can try suggesting that the student moves his seat, or talks to the teacher. These actions demonstrate to the student that he has some control over himself and his surroundings, a key factor to \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/short-primer-resilience\">building resilience\u003c/a>.\u003c/p>\n\u003cp>During counseling sessions, O’Brien says, the student can practice strategies to calm down and refocus his thoughts — tools he can later use in anxiety-inducing situations. “Many students with anxiety want to avoid their trigger,” O’Brien says, “but counselors should expose students to what they’re fearful of, in a healthy way that won’t induce more panic.” Strengthening these self-regulatory skills such as prioritization, focus, and mental flexibility, researchers have \u003ca href=\"https://www.gse.harvard.edu/node/483491\" rel=\"nofollow\">found\u003c/a>, is another fundamental way to develop resilience over time.\u003c/p>\n\u003cp>Counselors should also set expectations for what types of accommodations students should expect, says Savitz-Romer, who is a senior lecturer at the \u003ca href=\"http://gse.harvard.edu/\" rel=\"nofollow\">Harvard Graduate School of Education\u003c/a> (HGSE). Schools are increasingly designating safe, quiet spaces for students to retreat to when they are feeling overwhelmed. While this is a necessary support in many circumstances, counselors should also establish and communicate limits on how long each student can stay in these quiet rooms before she needs to return to class. Attending school and completing work needs to be the goal — not something to be avoided.\u003c/p>\n\u003cp>\u003cstrong>To Mitigate an Anxiety Culture\u003c/strong>\u003c/p>\n\u003cp>Anxiety isn’t an individual student issue. School leaders and counselors are increasingly reporting schoolwide “anxiety epidemics,” with large numbers of students feeling too paralyzed to work, and stress being almost celebrated as proof of achievement. Counselors can partner with principals and teachers to foster a school culture that mitigates anxiety and fosters positive mental health.\u003c/p>\n\u003cp>In more affluent, high-achieving schools, where pressure to excel can be debilitating, counselors can advocate for students not to overwork themselves academically. “Balance is important,” says O’Brien. If students appear particularly overwhelmed, she says, it may be best for counselors to suggest they take fewer AP or honors classes. Counselors can also encourage students to take part in outside extracurriculars that bring them “joy and a sense of self-worth” — feelings that can mitigate the stressors of intense academic work.\u003c/p>\n\u003cp>If students are feeling especially burnt out and nervous about college applications, O’Brien says, help them consider and explore alternative routes to a four-year college: taking a gap year, or first taking classes at a community college.\u003c/p>\n\u003cp>At the whole-school level, counselors can work with teachers to provide lessons on managing stress, prioritizing, and mentally switching between tasks, so that all students have an idea of how to handle feeling overwhelmed, suggests clinical psychologist \u003ca href=\"https://www.gse.harvard.edu/node/127572\" rel=\"nofollow\">Jacqueline Zeller\u003c/a>. An evidence-backed curriculum on mindfulness and social-emotional learning can also give students, faculty, and staff shared terminology for labeling and managing their emotions, which helps ensure they’ll understand each other when problems arise.\u003c/p>\n\u003cp>Finally, counselors can encourage teachers to emphasize a growth mindset in their teaching, which can help students to embrace challenges, rather than feel overwhelmed by them. “Educators who take this approach offer positive encouragement that reinforces effort, as well as helpful instructional feedback on learning strategies,” says Zeller, also a lecturer at HGSE. “Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/leahjshafer\">Leah Shafer\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Spreading First Aid for Teens’ Mental Health by Training Adults to Help",
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"content": "\u003cp>During the vulnerable transition from childhood to young adulthood, many kids grapple with low self-esteem, anxiety and depression. According to the \u003ca href=\"https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf\">National Alliance on Mental Illness\u003c/a>, 20 percent of adolescents between the ages of 13-18 live with a mental health condition. In fact, a \u003ca href=\"https://news.liverpool.ac.uk/2017/09/20/one-four-girls-depressed-age-14-new-study-reveals/\">recent\u003c/a> study found that nearly 25 percent of teenage girls and almost 10 percent of teen boys suffer from depression by the age of fourteen.\u003c/p>\n\u003cp>When kids struggle, their emotional problems often unfold in the classroom, affecting their ability to concentrate and straining interactions with teachers and peers. Left untreated, mental health concerns can contribute to high school dropout rates. A 2001 survey conducted by the Department of Education found almost \u003ca href=\"https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf\">50 percent\u003c/a> of students age 14 and older with mental illness withdraw from school, and a recent study, published in the journal \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5024430/\">\u003cem>BMC Public Health\u003c/em>\u003c/a> discovered males with psychological disorders are five times more likely to quit attending school.\u003c/p>\n\u003cp>While educators often want to assist these students, many feel unsure of what to say, especially during a mental health crisis. But a community-wide intervention called Mental Health First Aid seeks to equip teachers, parents and caregivers with the information and skills they need to intervene during a mental health emergency.\u003c/p>\n\u003cp>MHFA training, referred to as “CPR for the mind,” teaches educators and caretakers how to recognize, understand and respond to signs of psychological distress. Educators across the country can receive “Youth” First Aid training, a unique version of MHFA teaching individuals how to recognize the psychological challenges that adolescents face.\u003c/p>\n\u003cp>“The course taught me how to get students the help they need, especially in an emergency,\" says Tori Wardrip, an art teacher at \u003ca href=\"http://lewisandclarkscouts.weebly.com/\">Lewis and Clark Middle School\u003c/a> in Billings, Montana.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Wardrip completed the training in June. The full-day course taught her several First Aid skills, including how to recognize the signs of a panic attack, psychosis and PTSD. She also learned how to assess for suicide risk by asking questions like, “Are you having thoughts of hurting yourself?” and “Are you in danger?”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PaL1FZpq9_8&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>Spreading the Word\u003c/strong>\u003c/p>\n\u003cp>Since 2013, more than 200,000 educators have been trained in Youth Mental Health First Aid, according to Betsy Schwartz, vice president of public education at the National Council for Behavioral Health; hundreds of middle schools, high schools and 27 state departments of education have implemented it. Schwartz says the results have been positive, resulting in $30 million in grant funding from the Substance Abuse and Mental Health Service Administration’s (SAMHSA) Now is the Time Project AWARE grant initiative.\u003c/p>\n\u003cp>The initiative also has garnered support from pop star Lady Gaga, who wants to help break silence around mental health. In 2012, the singer and her mother, Cynthia Germanotta started the \u003ca href=\"https://bornthisway.foundation/?utm_source=Google&utm_medium=Ad&utm_campaign=General&utm_term=BTWF&gclid=CjwKCAjwmefOBRBJEiwAf7DstMFHvNxun228vlctWbf7a2AWM9KCK0-9vKbFnB7hK1dU-jHl6FQFPxoCNFoQAvD_BwE\">“Born This Way Foundation,”\u003c/a> a nonprofit organization committed to raising awareness about mental wellness, especially for young people. Recently, the foundation partnered with the \u003ca href=\"https://www.thenationalcouncil.org/\">National Council for Behavioral Health\u003c/a> to sponsor \u003ca href=\"https://www.mentalhealthfirstaid.org/\">Mental Health First Aid \u003c/a> training across the nation.\u003c/p>\n\u003cp>https://twitter.com/MHFirstAidUSA/status/897885059553873927\u003c/p>\n\u003cp>The program trains people how to support and de-escalate an emergency crisis by using a five-step action plan, called ALGEE, according to Schwartz. “ALGEE stands for assessing for suicide risk/self-harm, listening nonjudgmentally, giving reassurance and information, encouraging professional help, and encouraging self-help and additional support strategies,” says Schwartz.\u003c/p>\n\u003cp>She adds that educators and caregivers who participate in the daylong YMHFA training learn how to recognize risk factors and warning signs of youth mental health challenges. Individuals are also informed about the prevalence of mental illness among adolescents, learning how protective factors, like available mental health resources, can contribute to psychological resilience.\u003c/p>\n\u003cp>During training, YMHFA participants practice these skills by role-playing with each other. Similar to medical First Aid training, role-play mimics realistic emergencies, allowing people to rehearse what they might “say” and “do” in an actual mental health crisis.\u003c/p>\n\u003cp>While the training focuses on mental wellness, instructors also discuss topics, like bullying and attention difficulties, teaching educators how these behaviors contribute to mental health concerns, like depression, suicidality and eating disorders.\u003c/p>\n\u003cp>At Lewis and Clark, Wardrip has put her new knowledge to good use. Since completing the training, she has become the “go to” person for the faculty’s behavioral health questions, serving as a bridge between educators and counselors.\u003c/p>\n\u003cp>She’s also using her new knowledge to teach students how to look out for each other.\u003c/p>\n\u003cp>“This year, using my First Aid training, I plan to teach my kids how to recognize the signs of a mental health emergency. If a peer is in danger, I want them to know how to get help,” she says.\u003c/p>\n\u003cp>\u003cstrong>Additional Resources\u003c/strong>\u003c/p>\n\u003cp>A \u003ca href=\"https://bornthisway.foundation/research-survey/kind-communities-survey/\">recent\u003c/a> report, released by the \u003ca href=\"https://bornthisway.foundation/\">“Born This Way Foundation,”\u003c/a> found that even though adolescents value their psychological well-being, less than half are talking about their mental health. However, research shows teaching kids how to find psychological resources can make a world of difference, helping to break the shame and stigma that surrounds mental illness.\u003c/p>\n\u003cp>Schwartz says, educators and caregivers who participate in the daylong YMHFA training will learn five First Aid skills, including:\u003c/p>\n\u003col>\n\u003cli>Recognizing risk factors and warning signs of youth mental health challenges\u003c/li>\n\u003cli>Understanding the prevalence of mental health conditions among young people\u003c/li>\n\u003cli>Understanding protective factors that contribute to psychological resilience\u003c/li>\n\u003cli>Learning the ALGEE five-step action plan\u003c/li>\n\u003cli>Identifying community resources that can help support adolescents and their families\u003c/li>\n\u003c/ol>\n\u003cp>With support from the Born This Way Foundation, the National Council for Behavioral Health hopes to train 150,000 additional educators, parents and caregivers before the end of 2017.\u003c/p>\n\u003cp>Educators who are interested in setting up a YMHFA training can find courses \u003ca href=\"https://www.mentalhealthfirstaid.org/take-a-course/course-types/youth/\">here\u003c/a>. See Lady Gaga and Prince William chat on FaceTime about mental health from earlier this year:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WXPx_fBJVPU\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a> on Twitter. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the vulnerable transition from childhood to young adulthood, many kids grapple with low self-esteem, anxiety and depression. According to the \u003ca href=\"https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf\">National Alliance on Mental Illness\u003c/a>, 20 percent of adolescents between the ages of 13-18 live with a mental health condition. In fact, a \u003ca href=\"https://news.liverpool.ac.uk/2017/09/20/one-four-girls-depressed-age-14-new-study-reveals/\">recent\u003c/a> study found that nearly 25 percent of teenage girls and almost 10 percent of teen boys suffer from depression by the age of fourteen.\u003c/p>\n\u003cp>When kids struggle, their emotional problems often unfold in the classroom, affecting their ability to concentrate and straining interactions with teachers and peers. Left untreated, mental health concerns can contribute to high school dropout rates. A 2001 survey conducted by the Department of Education found almost \u003ca href=\"https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf\">50 percent\u003c/a> of students age 14 and older with mental illness withdraw from school, and a recent study, published in the journal \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5024430/\">\u003cem>BMC Public Health\u003c/em>\u003c/a> discovered males with psychological disorders are five times more likely to quit attending school.\u003c/p>\n\u003cp>While educators often want to assist these students, many feel unsure of what to say, especially during a mental health crisis. But a community-wide intervention called Mental Health First Aid seeks to equip teachers, parents and caregivers with the information and skills they need to intervene during a mental health emergency.\u003c/p>\n\u003cp>MHFA training, referred to as “CPR for the mind,” teaches educators and caretakers how to recognize, understand and respond to signs of psychological distress. Educators across the country can receive “Youth” First Aid training, a unique version of MHFA teaching individuals how to recognize the psychological challenges that adolescents face.\u003c/p>\n\u003cp>“The course taught me how to get students the help they need, especially in an emergency,\" says Tori Wardrip, an art teacher at \u003ca href=\"http://lewisandclarkscouts.weebly.com/\">Lewis and Clark Middle School\u003c/a> in Billings, Montana.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wardrip completed the training in June. The full-day course taught her several First Aid skills, including how to recognize the signs of a panic attack, psychosis and PTSD. She also learned how to assess for suicide risk by asking questions like, “Are you having thoughts of hurting yourself?” and “Are you in danger?”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PaL1FZpq9_8'\n title='//www.youtube.com/embed/PaL1FZpq9_8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Spreading the Word\u003c/strong>\u003c/p>\n\u003cp>Since 2013, more than 200,000 educators have been trained in Youth Mental Health First Aid, according to Betsy Schwartz, vice president of public education at the National Council for Behavioral Health; hundreds of middle schools, high schools and 27 state departments of education have implemented it. Schwartz says the results have been positive, resulting in $30 million in grant funding from the Substance Abuse and Mental Health Service Administration’s (SAMHSA) Now is the Time Project AWARE grant initiative.\u003c/p>\n\u003cp>The initiative also has garnered support from pop star Lady Gaga, who wants to help break silence around mental health. In 2012, the singer and her mother, Cynthia Germanotta started the \u003ca href=\"https://bornthisway.foundation/?utm_source=Google&utm_medium=Ad&utm_campaign=General&utm_term=BTWF&gclid=CjwKCAjwmefOBRBJEiwAf7DstMFHvNxun228vlctWbf7a2AWM9KCK0-9vKbFnB7hK1dU-jHl6FQFPxoCNFoQAvD_BwE\">“Born This Way Foundation,”\u003c/a> a nonprofit organization committed to raising awareness about mental wellness, especially for young people. Recently, the foundation partnered with the \u003ca href=\"https://www.thenationalcouncil.org/\">National Council for Behavioral Health\u003c/a> to sponsor \u003ca href=\"https://www.mentalhealthfirstaid.org/\">Mental Health First Aid \u003c/a> training across the nation.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The program trains people how to support and de-escalate an emergency crisis by using a five-step action plan, called ALGEE, according to Schwartz. “ALGEE stands for assessing for suicide risk/self-harm, listening nonjudgmentally, giving reassurance and information, encouraging professional help, and encouraging self-help and additional support strategies,” says Schwartz.\u003c/p>\n\u003cp>She adds that educators and caregivers who participate in the daylong YMHFA training learn how to recognize risk factors and warning signs of youth mental health challenges. Individuals are also informed about the prevalence of mental illness among adolescents, learning how protective factors, like available mental health resources, can contribute to psychological resilience.\u003c/p>\n\u003cp>During training, YMHFA participants practice these skills by role-playing with each other. Similar to medical First Aid training, role-play mimics realistic emergencies, allowing people to rehearse what they might “say” and “do” in an actual mental health crisis.\u003c/p>\n\u003cp>While the training focuses on mental wellness, instructors also discuss topics, like bullying and attention difficulties, teaching educators how these behaviors contribute to mental health concerns, like depression, suicidality and eating disorders.\u003c/p>\n\u003cp>At Lewis and Clark, Wardrip has put her new knowledge to good use. Since completing the training, she has become the “go to” person for the faculty’s behavioral health questions, serving as a bridge between educators and counselors.\u003c/p>\n\u003cp>She’s also using her new knowledge to teach students how to look out for each other.\u003c/p>\n\u003cp>“This year, using my First Aid training, I plan to teach my kids how to recognize the signs of a mental health emergency. If a peer is in danger, I want them to know how to get help,” she says.\u003c/p>\n\u003cp>\u003cstrong>Additional Resources\u003c/strong>\u003c/p>\n\u003cp>A \u003ca href=\"https://bornthisway.foundation/research-survey/kind-communities-survey/\">recent\u003c/a> report, released by the \u003ca href=\"https://bornthisway.foundation/\">“Born This Way Foundation,”\u003c/a> found that even though adolescents value their psychological well-being, less than half are talking about their mental health. However, research shows teaching kids how to find psychological resources can make a world of difference, helping to break the shame and stigma that surrounds mental illness.\u003c/p>\n\u003cp>Schwartz says, educators and caregivers who participate in the daylong YMHFA training will learn five First Aid skills, including:\u003c/p>\n\u003col>\n\u003cli>Recognizing risk factors and warning signs of youth mental health challenges\u003c/li>\n\u003cli>Understanding the prevalence of mental health conditions among young people\u003c/li>\n\u003cli>Understanding protective factors that contribute to psychological resilience\u003c/li>\n\u003cli>Learning the ALGEE five-step action plan\u003c/li>\n\u003cli>Identifying community resources that can help support adolescents and their families\u003c/li>\n\u003c/ol>\n\u003cp>With support from the Born This Way Foundation, the National Council for Behavioral Health hopes to train 150,000 additional educators, parents and caregivers before the end of 2017.\u003c/p>\n\u003cp>Educators who are interested in setting up a YMHFA training can find courses \u003ca href=\"https://www.mentalhealthfirstaid.org/take-a-course/course-types/youth/\">here\u003c/a>. See Lady Gaga and Prince William chat on FaceTime about mental health from earlier this year:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WXPx_fBJVPU'\n title='//www.youtube.com/embed/WXPx_fBJVPU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a> on Twitter. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Anxiety is increasingly becoming a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\" rel=\"noopener\">serious issue \u003c/a>for American teens. Sixty-two percent of incoming freshman surveyed by the American College Health Association said they'd experienced overwhelming anxiety the year before, up from 50-percent in 2011. High school counselors and parents are increasingly aware of the problem, especially when teens are so anxious they \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/\" target=\"_blank\" rel=\"noopener\">don't want to go to school\u003c/a>.\u003c/p>\n\u003cp>While teens from many backgrounds experience anxiety, it's often the more affluent families who find \u003ca href=\"https://ww2.kqed.org/mindshift/2013/11/12/how-can-students-be-successful-in-a-high-stakes-world/\">the problem most baffling\u003c/a>. Adults aren't surprised when teens from poor neighborhoods feel anxious about safety or home dynamics, but it can be harder to understand what's going on with kids who seem to have everything going for them.\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\" target=\"_blank\" rel=\"noopener\">New York Times Magazine article\u003c/a>, Benoit Denizet-Lewis follows several teens from this group in an effort to understand what anxious teens are feeling and the treatment options available to them. Often their anxiety stems from feeling they aren't in control of their futures. Denizet-Lewis writes:\u003c/p>\n\u003cblockquote>\u003cp>Teenagers raised in more affluent communities might seemingly have less to feel anxious about. But Suniya Luthar, a professor of psychology at Arizona State University who has studied distress and resilience in both well-off and disadvantaged teenagers, has found that privileged youths are among the most emotionally distressed young people in America. “These kids are incredibly anxious and perfectionistic,” she says, but there’s “contempt and scorn for the idea that kids who have it all might be hurting.”\u003c/p>\n\u003cp>For many of these young people, the biggest single stressor is that they “never get to the point where they can say, ‘I’ve done enough, and now I can stop,’ ” Luthar says. “There’s always one more activity, one more A.P. class, one more thing to do in order to get into a top college. Kids have a sense that they’re not measuring up. The pressure is relentless and getting worse.”\u003c/p>\u003c/blockquote>\n\u003cp>Denizet-Lewis goes on to write that many people assume teens feel this stress because of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/09/12/stepping-back-from-overparenting-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener\">helicopter parents\u003c/a> who do too much for their kids. But that assumption may be faulty. Some psychologists are saying the adolescents they see are driving themselves crazy, and many parents don't know how to help. Denizet-Lewis writes about one teen, Jillian, whose mother struggled with how to treat her:\u003c/p>\n\u003cblockquote>\u003cp>“The million-dollar question of raising an anxious child is: When is pushing her going to help because she has to face her fears, and when is it going to make the situation worse and she’s going to have a panic attack?” Allison told me. “I feel like I made the wrong decision many times, and it destroyed my confidence as a mother.”\u003c/p>\u003c/blockquote>\n\u003cp>Young people like those profiled in Denizet-Lewis' article are struggling mightily against their own worst instincts, but perhaps the larger question here is about the messages they are receiving from the world around them. How can educators and parents help kids understand there's more than one \"right\" path and multiple ways of being successful in the world?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Anxiety is increasingly becoming a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\" rel=\"noopener\">serious issue \u003c/a>for American teens. Sixty-two percent of incoming freshman surveyed by the American College Health Association said they'd experienced overwhelming anxiety the year before, up from 50-percent in 2011. High school counselors and parents are increasingly aware of the problem, especially when teens are so anxious they \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/\" target=\"_blank\" rel=\"noopener\">don't want to go to school\u003c/a>.\u003c/p>\n\u003cp>While teens from many backgrounds experience anxiety, it's often the more affluent families who find \u003ca href=\"https://ww2.kqed.org/mindshift/2013/11/12/how-can-students-be-successful-in-a-high-stakes-world/\">the problem most baffling\u003c/a>. Adults aren't surprised when teens from poor neighborhoods feel anxious about safety or home dynamics, but it can be harder to understand what's going on with kids who seem to have everything going for them.\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\" target=\"_blank\" rel=\"noopener\">New York Times Magazine article\u003c/a>, Benoit Denizet-Lewis follows several teens from this group in an effort to understand what anxious teens are feeling and the treatment options available to them. Often their anxiety stems from feeling they aren't in control of their futures. Denizet-Lewis writes:\u003c/p>\n\u003cblockquote>\u003cp>Teenagers raised in more affluent communities might seemingly have less to feel anxious about. But Suniya Luthar, a professor of psychology at Arizona State University who has studied distress and resilience in both well-off and disadvantaged teenagers, has found that privileged youths are among the most emotionally distressed young people in America. “These kids are incredibly anxious and perfectionistic,” she says, but there’s “contempt and scorn for the idea that kids who have it all might be hurting.”\u003c/p>\n\u003cp>For many of these young people, the biggest single stressor is that they “never get to the point where they can say, ‘I’ve done enough, and now I can stop,’ ” Luthar says. “There’s always one more activity, one more A.P. class, one more thing to do in order to get into a top college. Kids have a sense that they’re not measuring up. The pressure is relentless and getting worse.”\u003c/p>\u003c/blockquote>\n\u003cp>Denizet-Lewis goes on to write that many people assume teens feel this stress because of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/09/12/stepping-back-from-overparenting-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener\">helicopter parents\u003c/a> who do too much for their kids. But that assumption may be faulty. Some psychologists are saying the adolescents they see are driving themselves crazy, and many parents don't know how to help. Denizet-Lewis writes about one teen, Jillian, whose mother struggled with how to treat her:\u003c/p>\n\u003cblockquote>\u003cp>“The million-dollar question of raising an anxious child is: When is pushing her going to help because she has to face her fears, and when is it going to make the situation worse and she’s going to have a panic attack?” Allison told me. “I feel like I made the wrong decision many times, and it destroyed my confidence as a mother.”\u003c/p>\u003c/blockquote>\n\u003cp>Young people like those profiled in Denizet-Lewis' article are struggling mightily against their own worst instincts, but perhaps the larger question here is about the messages they are receiving from the world around them. How can educators and parents help kids understand there's more than one \"right\" path and multiple ways of being successful in the world?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The National Sleep Foundation recommends \u003ca href=\"https://sleepfoundation.org/press-release/national-sleep-foundation-recommends-new-sleep-times\">an average of eight hours\u003c/a> of sleep per night for adults, but sleep scientist Matthew Walker says that too many people are falling short of the mark.\u003c/p>\n\u003cp>\"Human beings are the only species that deliberately deprive themselves of sleep for no apparent gain,\" Walker says. \"Many people walk through their lives in an underslept state, not realizing it.\"\u003c/p>\n\u003cp>Walker is the director of the Center for Human Sleep Science at the University of California, Berkeley. He points out that lack of sleep — defined as six hours or fewer — can have serious consequences. Sleep deficiency is associated with problems in concentration, memory and the immune system, and may even shorten life span.\u003c/p>\n\u003cp>\"Every disease that is killing us in developed nations has causal and significant links to a lack of sleep,\" he says. \"So that classic maxim that you may [have] heard that you can sleep when you're dead, it's actually mortally unwise advice from a very serious standpoint.\"\u003c/p>\n\u003cp>Walker discusses the importance of sleep — and offers strategies for getting the recommended eight hours — in his new book, \u003cem>Why We Sleep.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/health-shots/2017/10/16/558058812/sleep-scientist-warns-against-walking-through-life-in-an-underslept-state\">\u003cstrong>Interview Highlights\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>On what you should do if you can't sleep\u003c/strong>\u003c/p>\n\u003cp>You should not actually stay in bed for very long awake, because your brain is this remarkably associative device and it quickly learns that the bed is about being awake. So you should go to another room — a room that's dim. Just read a book — no screens, no phones — and only when you're sleepy return to the bed. And that way your brain relearns the association with your bedroom being about sleep rather than wakefulness. ...\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/558061359/why-we-sleep-unlocking-the-power-of-sleep-and-dreams\">\u003cimg class=\"alignright wp-image-49472\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Walker.jpg\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/Walker.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Walker-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Walker-240x362.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Another thing that people can do if you don't want to get up and go to a different room is actually try meditating. ... Being quite a stoic, hard-nosed scientist, I actually didn't really believe the data [about meditation as a sleep aid], even though the data is very strong. And I started doing it myself, particularly when I was traveling with jet lag, and I found it to be very effective. ...\u003c/p>\n\u003cp>It just quiets the mind and it dampens down what we call the \"fight or flight\" branch of the nervous system, which is one of the key features of insomnia. And that can really have some efficacious benefits too. So that's another solution if people would choose not to go to a different room.\u003c/p>\n\u003cp>\u003cstrong>On whether you can make up for a sleep deficit by sleeping longer another day\u003c/strong>\u003c/p>\n\u003cp>You're trying to sleep off a debt that you've lumbered your brain and body with during the week, and wouldn't it be lovely if sleep worked like that? Sadly it doesn't. Sleep is not like the bank, so you can't accumulate a debt and then try and pay it off at a later point in time. And the reason is this: We know that if I were to deprive you of sleep for an entire night — take away eight hours — and then in the subsequent night I give you all of the sleep that you want, however much you wish to consume, you never get back all that you lost. You will sleep longer, but you will never achieve that full eight-hour repayment, as it were. So the brain has no capacity to get back that lost sleep that you've been lumbering it with during the week in terms of a debt.\u003c/p>\n\u003cp>\u003cstrong>On letting teenagers sleep on weekends\u003c/strong>\u003c/p>\n\u003cp>Parents will often pull the covers off their teenager [on] weekends and say, \"It's daylight out! It's noon! You're wasting the day!\" And that's wrong for two reasons. ... It's not their fault; it's their biology that wants them to be asleep at that time. But it's more than that, because it also turns out that they are trying to sleep off a debt that we have actually saddled them with by way of this incessant model of early school start times. We have to abandon that attitude and we also have to change the educational practice as well.\u003c/p>\n\u003cp>\u003cstrong>On how the quantity and quality of sleep decreases with age \u003c/strong>\u003c/p>\n\u003cp>The amount of sleep — the total amount of sleep that you get — starts to decrease the older that we get. I think one of the myths out there is that we simply need less sleep as we age, and that's not true, in fact. We need just as much sleep in our 60s, 70s [and] 80s, as we do when we're in our 40s. It's simply that the brain is not capable of generating that sleep, which it still needs, and the body still needs. So, total amount of sleep actually decreases.\u003c/p>\n\u003cp>We also know that the continuity of sleep also starts to fall apart. Sleep becomes much more fragmented. There are many more awakenings throughout the night — pain, bathroom trips, etc. But we also know that it's not the quantity of sleep that changes with aging, it's also the quality of sleep.\u003c/p>\n\u003cp>It seems to be particularly the deepest stage of sleep — something that we call non-rapid-eye-movement sleep, or non-REM sleep, the very deepest stages of non-REM sleep — those are selectively eroded by the aging process. By the time you're in your 50s, you've perhaps lost almost 40 to 50 percent of that deep sleep you were having, for example, when you were a teenager. By age 70, you may have lost almost 90 percent of that deep sleep.\u003c/p>\n\u003cp>\u003cstrong>On using sleeping pills, like \u003c/strong>\u003ca href=\"http://www.npr.org/tags/169044285/ambien\">\u003cstrong>Ambien\u003c/strong>\u003c/a>\u003cstrong>, to sleep \u003c/strong>\u003c/p>\n\u003cp>Unfortunately the current set or classes of sleeping pills that we have do not produce naturalistic sleep. So they are all a broad set of chemicals that we call the sedative hypnotics, and sedation is not sleep, it's very different. It doesn't give you the restorative natural benefits of sleep. ... If you look at the electrical signature of sleep that you have when you're taking those medications, it's not the same as a normal night of sleep.\u003c/p>\n\u003cp>\u003cstrong>On how caffeine affects sleep \u003c/strong>\u003c/p>\n\u003cp>First, and most obvious for some people, is that it stops you falling asleep. Some people, however, say, \"I can have a cup of coffee after dinner and I fall asleep just fine, so I'm not one of those people that is sensitive to caffeine.\" And that's quite dangerous, because we also know that even if you can fall asleep, the depth of the sleep that you have when caffeine is swilling around within the brain is not going to be as deep anymore.\u003c/p>\n\u003cp>So people may wake up the next morning, they'll feel unrefreshed. They'll start to reach for the coffeepot earlier. They'll drink more caffeine, never having realized that it was the cup of coffee last night that has left you feeling underslept, because they didn't wake up during the night, they didn't have problems falling asleep, but caffeine can still have that deleterious impact.\u003c/p>\n\u003cp>\u003cstrong>On alcohol's effect on sleep \u003c/strong>\u003c/p>\n\u003cp>Alcohol ... is a sedative drug, and what you're doing there is simply knocking yourself out. You are removing consciousness quickly from the brain by way of having alcohol, but you're not putting yourself into naturalistic sleep. The other issue is that alcohol will fragment your sleep — it will litter it and punctuate it with many more awakenings throughout the night, so short ... that you tend not to remember them. So, once again, you're not quite aware of how bad your sleep was when you had alcohol in the system. The final aspect of alcohol is that it is very good at blocking your REM sleep, or your dream sleep, which is critical for aspects of mental health within the brain and emotional restitution too. So alcohol [is a] very misunderstood drug when it comes to sleep — not helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Heidi Saman and Thea Chaloner produced and edited the audio of this interview. Bridget Bentz and Molly Seavy-Nesper adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 Fresh Air. To see more, visit \u003ca href=\"http://www.npr.org/programs/fresh-air/\">Fresh Air\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Sleep+Scientist+Warns+Against+Walking+Through+Life+%27In+An+Underslept+State%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "\"Human beings are the only species that deliberately deprive themselves of sleep for no apparent gain,\" says sleep scientist Matthew Walker. His new book is \u003cem>Why We Sleep. \u003c/em>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The National Sleep Foundation recommends \u003ca href=\"https://sleepfoundation.org/press-release/national-sleep-foundation-recommends-new-sleep-times\">an average of eight hours\u003c/a> of sleep per night for adults, but sleep scientist Matthew Walker says that too many people are falling short of the mark.\u003c/p>\n\u003cp>\"Human beings are the only species that deliberately deprive themselves of sleep for no apparent gain,\" Walker says. \"Many people walk through their lives in an underslept state, not realizing it.\"\u003c/p>\n\u003cp>Walker is the director of the Center for Human Sleep Science at the University of California, Berkeley. He points out that lack of sleep — defined as six hours or fewer — can have serious consequences. Sleep deficiency is associated with problems in concentration, memory and the immune system, and may even shorten life span.\u003c/p>\n\u003cp>\"Every disease that is killing us in developed nations has causal and significant links to a lack of sleep,\" he says. \"So that classic maxim that you may [have] heard that you can sleep when you're dead, it's actually mortally unwise advice from a very serious standpoint.\"\u003c/p>\n\u003cp>Walker discusses the importance of sleep — and offers strategies for getting the recommended eight hours — in his new book, \u003cem>Why We Sleep.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/health-shots/2017/10/16/558058812/sleep-scientist-warns-against-walking-through-life-in-an-underslept-state\">\u003cstrong>Interview Highlights\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>On what you should do if you can't sleep\u003c/strong>\u003c/p>\n\u003cp>You should not actually stay in bed for very long awake, because your brain is this remarkably associative device and it quickly learns that the bed is about being awake. So you should go to another room — a room that's dim. Just read a book — no screens, no phones — and only when you're sleepy return to the bed. And that way your brain relearns the association with your bedroom being about sleep rather than wakefulness. ...\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/558061359/why-we-sleep-unlocking-the-power-of-sleep-and-dreams\">\u003cimg class=\"alignright wp-image-49472\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Walker.jpg\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/Walker.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Walker-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/Walker-240x362.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Another thing that people can do if you don't want to get up and go to a different room is actually try meditating. ... Being quite a stoic, hard-nosed scientist, I actually didn't really believe the data [about meditation as a sleep aid], even though the data is very strong. And I started doing it myself, particularly when I was traveling with jet lag, and I found it to be very effective. ...\u003c/p>\n\u003cp>It just quiets the mind and it dampens down what we call the \"fight or flight\" branch of the nervous system, which is one of the key features of insomnia. And that can really have some efficacious benefits too. So that's another solution if people would choose not to go to a different room.\u003c/p>\n\u003cp>\u003cstrong>On whether you can make up for a sleep deficit by sleeping longer another day\u003c/strong>\u003c/p>\n\u003cp>You're trying to sleep off a debt that you've lumbered your brain and body with during the week, and wouldn't it be lovely if sleep worked like that? Sadly it doesn't. Sleep is not like the bank, so you can't accumulate a debt and then try and pay it off at a later point in time. And the reason is this: We know that if I were to deprive you of sleep for an entire night — take away eight hours — and then in the subsequent night I give you all of the sleep that you want, however much you wish to consume, you never get back all that you lost. You will sleep longer, but you will never achieve that full eight-hour repayment, as it were. So the brain has no capacity to get back that lost sleep that you've been lumbering it with during the week in terms of a debt.\u003c/p>\n\u003cp>\u003cstrong>On letting teenagers sleep on weekends\u003c/strong>\u003c/p>\n\u003cp>Parents will often pull the covers off their teenager [on] weekends and say, \"It's daylight out! It's noon! You're wasting the day!\" And that's wrong for two reasons. ... It's not their fault; it's their biology that wants them to be asleep at that time. But it's more than that, because it also turns out that they are trying to sleep off a debt that we have actually saddled them with by way of this incessant model of early school start times. We have to abandon that attitude and we also have to change the educational practice as well.\u003c/p>\n\u003cp>\u003cstrong>On how the quantity and quality of sleep decreases with age \u003c/strong>\u003c/p>\n\u003cp>The amount of sleep — the total amount of sleep that you get — starts to decrease the older that we get. I think one of the myths out there is that we simply need less sleep as we age, and that's not true, in fact. We need just as much sleep in our 60s, 70s [and] 80s, as we do when we're in our 40s. It's simply that the brain is not capable of generating that sleep, which it still needs, and the body still needs. So, total amount of sleep actually decreases.\u003c/p>\n\u003cp>We also know that the continuity of sleep also starts to fall apart. Sleep becomes much more fragmented. There are many more awakenings throughout the night — pain, bathroom trips, etc. But we also know that it's not the quantity of sleep that changes with aging, it's also the quality of sleep.\u003c/p>\n\u003cp>It seems to be particularly the deepest stage of sleep — something that we call non-rapid-eye-movement sleep, or non-REM sleep, the very deepest stages of non-REM sleep — those are selectively eroded by the aging process. By the time you're in your 50s, you've perhaps lost almost 40 to 50 percent of that deep sleep you were having, for example, when you were a teenager. By age 70, you may have lost almost 90 percent of that deep sleep.\u003c/p>\n\u003cp>\u003cstrong>On using sleeping pills, like \u003c/strong>\u003ca href=\"http://www.npr.org/tags/169044285/ambien\">\u003cstrong>Ambien\u003c/strong>\u003c/a>\u003cstrong>, to sleep \u003c/strong>\u003c/p>\n\u003cp>Unfortunately the current set or classes of sleeping pills that we have do not produce naturalistic sleep. So they are all a broad set of chemicals that we call the sedative hypnotics, and sedation is not sleep, it's very different. It doesn't give you the restorative natural benefits of sleep. ... If you look at the electrical signature of sleep that you have when you're taking those medications, it's not the same as a normal night of sleep.\u003c/p>\n\u003cp>\u003cstrong>On how caffeine affects sleep \u003c/strong>\u003c/p>\n\u003cp>First, and most obvious for some people, is that it stops you falling asleep. Some people, however, say, \"I can have a cup of coffee after dinner and I fall asleep just fine, so I'm not one of those people that is sensitive to caffeine.\" And that's quite dangerous, because we also know that even if you can fall asleep, the depth of the sleep that you have when caffeine is swilling around within the brain is not going to be as deep anymore.\u003c/p>\n\u003cp>So people may wake up the next morning, they'll feel unrefreshed. They'll start to reach for the coffeepot earlier. They'll drink more caffeine, never having realized that it was the cup of coffee last night that has left you feeling underslept, because they didn't wake up during the night, they didn't have problems falling asleep, but caffeine can still have that deleterious impact.\u003c/p>\n\u003cp>\u003cstrong>On alcohol's effect on sleep \u003c/strong>\u003c/p>\n\u003cp>Alcohol ... is a sedative drug, and what you're doing there is simply knocking yourself out. You are removing consciousness quickly from the brain by way of having alcohol, but you're not putting yourself into naturalistic sleep. The other issue is that alcohol will fragment your sleep — it will litter it and punctuate it with many more awakenings throughout the night, so short ... that you tend not to remember them. So, once again, you're not quite aware of how bad your sleep was when you had alcohol in the system. The final aspect of alcohol is that it is very good at blocking your REM sleep, or your dream sleep, which is critical for aspects of mental health within the brain and emotional restitution too. So alcohol [is a] very misunderstood drug when it comes to sleep — not helpful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Heidi Saman and Thea Chaloner produced and edited the audio of this interview. Bridget Bentz and Molly Seavy-Nesper adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 Fresh Air. To see more, visit \u003ca href=\"http://www.npr.org/programs/fresh-air/\">Fresh Air\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Sleep+Scientist+Warns+Against+Walking+Through+Life+%27In+An+Underslept+State%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery",
"title": "Helping Teens Find Purpose: A Tool For Educators To Support Students' Discovery",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post has been edited*\u003c/em>\u003c/p>\n\u003cp>Classroom educators know better than anyone else how much of learning is built on the strength of relationships in the room. When students like and trust their teacher, they learn better. That’s why large class sizes and a focus on standardized test scores -- to the exclusion of other things -- frustrate many veteran teachers. They know those factors often hinder teachers’ ability to form relationships. But a slow shift may be coming as some school leaders are starting to recognize that the health and happiness of teachers, students and staff depend on making space in school for relationship-building.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Advisory programs\u003c/a> are a popular way school leaders are trying to shift school culture toward relationships. Advisory programs set aside time in the week for a smaller group of students to meet with an adult mentor in a casual setting and with the intent of building relationships. While that sounds like a good idea, too often advisories are glorified study halls; that time isn’t used well because content teachers aren’t always comfortable in the role of adviser. Leading a productive advisory takes thought and training, just like teaching, and strong relationships don’t magically form without work.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn't really do.'\u003ccite>Patrick Cook-Deegan, co-director Project Wayfinder\u003c/cite>\u003c/aside>\n\u003cp>“There’s not a lot of resources for advisers that work well,” said Patrick Cook-Deegan, co-director and lead program designer of \u003ca href=\"http://projectwayfinder.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Project Wayfinder\u003c/a>. Advisers are usually teachers with many other demands on their time, so some advisory support goes a long way to gain their buy-in. On the flip side, prepackaged curricula can feel canned and inauthentic, the worst possible combination when asking students to be vulnerable about their life, worries and dreams. \u003ca href=\"http://projectwayfinder.com/who-we-are-old/\" target=\"_blank\" rel=\"noopener noreferrer\">Cook-Deegan and his co-director, Kelly Schmutte\u003c/a>, think about their Project Wayfinder tools as a supportive structure for open-ended conversations. The focus is on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">helping adolescents find purpose\u003c/a>.\u003c/p>\n\u003cp>“Project Wayfinder was born out of trying to make advisory more meaningful,” Cook-Deegan said. “And it was born out of a question about how you get students to develop a sense of purpose in their lives, which for the most part high school doesn’t really do.” Cook-Deegan believes purpose is a critical component of adolescent development that is utterly lacking from traditional high schools. His theory is based largely on the work of \u003ca href=\"https://coa.stanford.edu/people/william-damon\" target=\"_blank\" rel=\"noopener noreferrer\">Stanford psychologist William Damon\u003c/a>, who says a sense of purpose is “the long-term, number one motivator in life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“For you to have a sense of purpose you need two things: One, you need to know what’s important to you and what you care about,” Cook-Deegan said. “And two, you need to know how your work is going to have consequence in the world.” Many high school students go through four years of school doing exactly what they are told to do. The work often feels divorced from the real world -- a prescriptive set of “shoulds” that adults say will lead to a happy life. But for many students, the end goal of all that work -- college or a career -- is a hazy future, not a tangible one.\u003c/p>\n\u003cfigure id=\"attachment_49018\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49018\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/WayfinderEG-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a Wayfinding activity. \u003ccite>(Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a Project Wayfinder \u003ca href=\"https://dschool.stanford.edu/events/wayfinder-5-day-summer-program-for-high-schoolers\" target=\"_blank\" rel=\"noopener noreferrer\">summer program\u003c/a>, students expressed similar sentiments. Many of them had joined the one-week camp at Stanford because their parents encouraged them to, and most thought it was a camp about \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">design thinking\u003c/a>, but they were glad it turned out to be more than that.\u003c/p>\n\u003cp>“I want to do something meaningful in life, that’s going to have an impact on everyone,” said DeShun Smith, a senior at San Lorenzo High School. “It’s just going deeper in myself and finding out what my life is about.” Smith said he’s been thinking about what he wants to do with his life for the past five years, but the way has never seemed clear. He was excited about a Wayfinder activity he’d just completed in which he listed his skills and passions, as well as needs he saw in the world. Then he thought about all the ways he could combine those things. He’s thinking about writing a book about his life.\u003c/p>\n\u003cfigure id=\"attachment_49015\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49015\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_2356-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student's \"backpack\" of Wayfinding qualities filled with traits the student finds valuable, as well as ones that are valued externally by the world, to help the student determine who they want to be. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think it’s kind of cool to slow down and think and reflect about what you do,” said Maya Holton, a senior at Los Gatos High School who said many of the experiences connected to Wayfinding were new to her. As a senior she feels a lot of pressure to pick a college and a career – and it feels like whatever she decides will determine the rest of her life. But through conversations with mentors over the week she’s realized her path might be more of a zigzag than a straight line, and that’s helped relieve some of the pressure.\u003c/p>\n\u003cp>“My school is very traditional,” Holton said. “We just go to math and then English and they don’t teach us these new broader ideas about social awareness within the classes, which I think is very important.” During the camp she thought a lot about her passion for helping people with special needs, something she’s dabbled in, but never put a lot of time into. “You never really think about what you’re good at, or what you love to do,” she said. She’s trying to design a project to help kids with special needs learn life skills in silly and fun ways.\u003c/p>\n\u003cp>Cook-Deegan, who’s helping to run the weeklong retreat, is encouraging students to broadly outline a project they might pursue with their insights after they leave the retreat. He thinks \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">project-based learning\u003c/a> could be powerful avenue for educators to help students discover purpose, if they allow enough time and structure for students to think through what holds meaning for them.\u003c/p>\n\u003cfigure id=\"attachment_49016\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49016\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/IMG_3267-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several Wayfinder activities happen outside. Students at the retreat said hiking and chatting with mentors was some of the most productive relationship-building time during the week. \u003ccite>(Patrick Beaudouin/Project Wayfinder)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING STUDENTS TO WORLD BEYOND SCHOOL\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://district.bluevalleyk12.org/Pages/Home.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Blue Valley Schools\u003c/a> in Kansas are high-performing and generally serve a fairly affluent community. The graduation rate is 97 percent and most of those students go to four-year colleges. But administrators there know these impressive numbers aren’t enough. They were concerned that while the district was winning the traditional accountability game, it wasn’t helping students to think about who they are, where they want to go, and how they’ll successfully meet their goals. So in 2009 they started the \u003ca href=\"http://bvcaps.yourcapsnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Advanced Professional Studies (CAPS)\u003c/a> to help connect students to real-world experiences in careers they might be interested in pursuing.\u003c/p>\n\u003cp>“If we’re really going to make a huge difference in terms of preparing students not just for college or career, but for life, we need to tap into something that feels like a calling for them and not just a job,” said Cory Mohn, executive director of CAPS.\u003c/p>\n\u003cp>The CAPS program partners with local industry to identify strands like bioscience, human services, engineering and health care, where there are rich community resources. Mentors work with students to identify their personal interests and connect them to real-world challenges that local businesses put forward. About 30 percent of Blue Valley graduates end up doing a semester with CAPS, where they spend half the school day immersed in a passion-driven project with mentors at the center or with community partners. When students aren’t at CAPS, they return to their home high school where they take more traditional classes.\u003c/p>\n\u003cp>Despite being a well-resourced, innovative program, CAPS mentors still struggle to help students identify their passions. Often the question “what do you want to be when you grow up?” is too broad and open-ended for students. Students end up gravitating toward fields where they’ve received external validation. But the CAPS mentors want students to find their own purpose, and they’ve partnered with Project Wayfinder to help students think through their goals.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think there's also a fear with students that they think if they miss one of those hoops then they're done, they've crashed and burned.'\u003ccite>Erin Hayes, CAPS teacher\u003c/cite>\u003c/aside>\n\u003cp>“The teachers appreciate the ability to have those guiding conversations with students,” said Scott Kreshel, director of program development for CAPS. “We want this to be an exciting path,” not just another hoop to jump through. The Wayfinder toolkit has helped students think not just about the most lucrative careers or even about their own strengths, but to look at the intersection of need, passion and strengths to find something that might be more fulfilling.\u003c/p>\n\u003cp>“A lot of times they don’t know where to begin,” said Erin Hayes, a foundations of medicine instructor for CAPS. “Sometimes it’s hard for those high-achieving students to do that piece because they’re looking for the check boxes.” She tries to weave Wayfinding activities throughout her curriculum when she thinks students need a moment to reflect or a tool to help them gain clarity.\u003c/p>\n\u003cp>Hayes also uses the tools to help individual students. One student came to Hayes with a dilemma: She thought she’d found her passion and was excited to pursue it, but knew her parents thought she should become a doctor. She felt \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">weighed down by their expectations\u003c/a>, as well as anxious that they might be right. Hayes gave her the “Islands and Buoys” exercise.\u003c/p>\n\u003cp>The activity asks the student to think about all buoys in life -- the “should dos.” Then the student brainstorms the islands, the things she would love to do. Sometimes the buoys can help a person reach their island, so the activity leads the student through a reflection process about which buoys might help them reach their goal and which ones may be in contention with the goal.\u003c/p>\n\u003cp>“For her I think it was so helpful to lay it all out on the table,” Hayes said. Her ultimate goal was to affect change on a global scale and she felt tension with the “should” of becoming a doctor. But the activity helped her see the idea of becoming a doctor differently, as a potential route to global change.\u003c/p>\n\u003cp>“What I liked about it was, even as the instructor, I was looking at what’s the end goal here,” Hayes said. It wasn’t prescriptive. There are lots of potential solutions to the student’s problem, but it offered a structured way to deal with the tensions she was feeling. “It was a tool you might reflect on and then you might come back to it,” she said.\u003c/p>\n\u003cp>Hayes has found the activities personally helpful as well. There are 10 Wayfinding traits, many of which are in direct tension with others. Students think about “packing their backpack” with the traits that they find valuable, as well as ones that are valued externally by the world. It’s really asking students who they want to be, a question Hayes has also asked herself. She used to be a biomedical cancer researcher at Kansas University before realizing that benchwork wasn’t her passion. That’s when she switched to teaching. Her roundabout life path has helped her empathize with the stress students feel.\u003c/p>\n\u003cp>“I think there’s also a fear with students that they think if they miss one of those hoops then they’re done, they’ve crashed and burned.” Hayes said. “I don’t think that’s true at all. You just have to twist and turn a little.” Life is rarely exactly as one expects, even if the goal remains the same. Helping students to see the twists and turns as normal also helps them be more resilient when they hit bumps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>*Correction: September 29, 2017\u003cbr>\n\u003c/strong>\u003c/em>\u003cem>An earlier version of this story included information that overstated Henry M. Gunn High School’s involvement with Project Wayfinder. While some teachers helped test some activities in the past, Gunn is not currently affiliated with Project Wayfinder. We regret this error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"Why didn't she text me back yet? She doesn't like me anymore!\"\u003c/p>\n\u003cp>\"There's no way I'm trying out for the team. I suck at basketball\"\u003c/p>\n\u003cp>\"It's not fair that I have a curfew!\"\u003c/p>\n\u003cp>Sound familiar? Parents of tweens and teens often shrug off such anxious and gloomy thinking as normal irritability and moodiness — because it is. Still, the beginning of a new school year, with all of the required adjustments, is a good time to consider just how closely the habit of negative, exaggerated \"self-talk\" can affect academic and social success, self-esteem and happiness.\u003c/p>\n\u003cp>Psychological research shows that what we think can have a powerful influence on how we feel emotionally and physically, and on how we behave. Research also shows that our harmful thinking patterns can be changed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>You may not be of much help when it comes to sharpening your son's calculus skills. But during my 35-plus years of clinical practice it's become clear to me that parents can play a huge role in helping their children to develop a critical life skill: the ability to take notice of their thoughts, to step back and view the bigger picture, and to decide how to act based on that more realistic perspective.\u003c/p>\n\u003cp>Taking heed of an alarmist or pessimistic inner voice is a universal experience. It has survival value; it often protects people from danger. And it's often true that a worrying thought can act as a motivating force – to study, for example.\u003c/p>\n\u003cp>Still, the insecurities that adolescents feel as they undergo the multiple transitions necessary in growing up make them especially vulnerable to believing the worst. This tendency can lead to chronic anxiety, depression and anger, and can interfere with relationships and success in school.\u003c/p>\n\u003cp>Helping children grasp the importance of thinking more realistically may help protect them later when they make the huge transition to college. A 2016 \u003ca href=\"http://www.acha-ncha.org/docs/NCHA-II_FALL_2016_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf\">survey\u003c/a> by the American College Health Association of undergraduates at over 50 colleges and universities found that about 38 percent had felt so depressed at some time during the previous year that it was tough to function. Some 60 percent had experienced an episode of debilitating anxiety.\u003c/p>\n\u003cp>The power of thoughts to affect feelings and behavior is a foundational principle of cognitive behavioral therapy, which is the form of therapy that I practice. CBT teaches people how to recognize faulty negative self-talk, to notice how it makes them feel and act, and to challenge it. Parents can practice this skill themselves, and act as models as they guide their kids to question a thought by looking at the evidence for and against it.\u003c/p>\n\u003cp>If your child often seems withdrawn, sad or angry, you may be able to identify a problematic thinking pattern by listening closely. Here are four key styles of negative self-talk to listen for:\u003c/p>\n\u003cp>\u003cstrong>Catastrophizing.\u003c/strong> One common thought habit is the tendency to jump to the worst-case scenario (\"What if I fail the test? I'm never going to get into college!\") Scanning constantly for disaster ahead acts as a huge contributor to anxiety. And catastrophizing often leads teens to avoid people or become reluctant to try new things.\u003c/p>\n\u003cp>\u003cstrong>Zooming in on the negative.\u003c/strong> Ruminating on a disappointment without taking into account the many positive and neutral aspects of one's experience is often associated with sadness and depression. A missed soccer goal might overshadow everything else that happens one day – the lunch with friends, the good grade on a test, the hilarious TV show – and consume your high-schooler for days.\u003c/p>\n\u003cp>\u003cstrong>It's not fair! \u003c/strong>Interpreting every letdown as a grave injustice – the \"it's not fair!\" habit – often underlies teens' anger and can harm friendships and family relationships.\u003c/p>\n\u003cp>\u003cstrong>I can't!\u003c/strong> Reacting habitually to difficult situations or to new opportunities with \"I can't,\" rather than \"I can try,\" leads to helplessness. Changing the thought to \"I can try!\" encourages problem-solving and a willingness to be proactive, to take positive action — both keys to being successful and resilient.\u003c/p>\n\u003cp>For parents, the idea is not to squelch the negative thought. Research has found that attempted \"thought stopping\" can actually make the idea stickier. Rather, you want your child to face the thought, thoroughly examine it and replace it with a more realistic and helpful perspective.\u003c/p>\n\u003cp>Questions that you might pose to carefully weigh the evidence include: \"You had a group of friends at your old school and at camp – realistically, what are the chances you can't make friends now? What actions can you take to reach out? What would you say to somebody else who worries about this?\"\u003c/p>\n\u003cp>A helpful replacement thought might be: \"It probably will take a few weeks to get to know people, but I've made friends before and there are things I can try. I can sign up for the photography or robotics club and meet people that way.\"\u003c/p>\n\u003cp>More realistic and balanced thinking leads to positive action, which, in turn, tends to bolster confidence, enhance self-esteem and result in greater happiness.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Mary K. Alvord, Ph.D., is a psychologist and director of Alvord, Baker & Associates, LLC, in Rockville, Md. She is the co-author of \u003c/em>Conquer Negative Thinking for Teens: A Workbook to Break the Nine Thought Habits That Are Holding You Back\u003cem>, as well as the audio recording \u003c/em>Relaxation and Self-Regulation Techniques for Children and Teens\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Teens+Knee-Deep+In+Negativity%2C+Reframing+Thoughts+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Why didn't she text me back yet? She doesn't like me anymore!\"\u003c/p>\n\u003cp>\"There's no way I'm trying out for the team. I suck at basketball\"\u003c/p>\n\u003cp>\"It's not fair that I have a curfew!\"\u003c/p>\n\u003cp>Sound familiar? Parents of tweens and teens often shrug off such anxious and gloomy thinking as normal irritability and moodiness — because it is. Still, the beginning of a new school year, with all of the required adjustments, is a good time to consider just how closely the habit of negative, exaggerated \"self-talk\" can affect academic and social success, self-esteem and happiness.\u003c/p>\n\u003cp>Psychological research shows that what we think can have a powerful influence on how we feel emotionally and physically, and on how we behave. Research also shows that our harmful thinking patterns can be changed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You may not be of much help when it comes to sharpening your son's calculus skills. But during my 35-plus years of clinical practice it's become clear to me that parents can play a huge role in helping their children to develop a critical life skill: the ability to take notice of their thoughts, to step back and view the bigger picture, and to decide how to act based on that more realistic perspective.\u003c/p>\n\u003cp>Taking heed of an alarmist or pessimistic inner voice is a universal experience. It has survival value; it often protects people from danger. And it's often true that a worrying thought can act as a motivating force – to study, for example.\u003c/p>\n\u003cp>Still, the insecurities that adolescents feel as they undergo the multiple transitions necessary in growing up make them especially vulnerable to believing the worst. This tendency can lead to chronic anxiety, depression and anger, and can interfere with relationships and success in school.\u003c/p>\n\u003cp>Helping children grasp the importance of thinking more realistically may help protect them later when they make the huge transition to college. A 2016 \u003ca href=\"http://www.acha-ncha.org/docs/NCHA-II_FALL_2016_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf\">survey\u003c/a> by the American College Health Association of undergraduates at over 50 colleges and universities found that about 38 percent had felt so depressed at some time during the previous year that it was tough to function. Some 60 percent had experienced an episode of debilitating anxiety.\u003c/p>\n\u003cp>The power of thoughts to affect feelings and behavior is a foundational principle of cognitive behavioral therapy, which is the form of therapy that I practice. CBT teaches people how to recognize faulty negative self-talk, to notice how it makes them feel and act, and to challenge it. Parents can practice this skill themselves, and act as models as they guide their kids to question a thought by looking at the evidence for and against it.\u003c/p>\n\u003cp>If your child often seems withdrawn, sad or angry, you may be able to identify a problematic thinking pattern by listening closely. Here are four key styles of negative self-talk to listen for:\u003c/p>\n\u003cp>\u003cstrong>Catastrophizing.\u003c/strong> One common thought habit is the tendency to jump to the worst-case scenario (\"What if I fail the test? I'm never going to get into college!\") Scanning constantly for disaster ahead acts as a huge contributor to anxiety. And catastrophizing often leads teens to avoid people or become reluctant to try new things.\u003c/p>\n\u003cp>\u003cstrong>Zooming in on the negative.\u003c/strong> Ruminating on a disappointment without taking into account the many positive and neutral aspects of one's experience is often associated with sadness and depression. A missed soccer goal might overshadow everything else that happens one day – the lunch with friends, the good grade on a test, the hilarious TV show – and consume your high-schooler for days.\u003c/p>\n\u003cp>\u003cstrong>It's not fair! \u003c/strong>Interpreting every letdown as a grave injustice – the \"it's not fair!\" habit – often underlies teens' anger and can harm friendships and family relationships.\u003c/p>\n\u003cp>\u003cstrong>I can't!\u003c/strong> Reacting habitually to difficult situations or to new opportunities with \"I can't,\" rather than \"I can try,\" leads to helplessness. Changing the thought to \"I can try!\" encourages problem-solving and a willingness to be proactive, to take positive action — both keys to being successful and resilient.\u003c/p>\n\u003cp>For parents, the idea is not to squelch the negative thought. Research has found that attempted \"thought stopping\" can actually make the idea stickier. Rather, you want your child to face the thought, thoroughly examine it and replace it with a more realistic and helpful perspective.\u003c/p>\n\u003cp>Questions that you might pose to carefully weigh the evidence include: \"You had a group of friends at your old school and at camp – realistically, what are the chances you can't make friends now? What actions can you take to reach out? What would you say to somebody else who worries about this?\"\u003c/p>\n\u003cp>A helpful replacement thought might be: \"It probably will take a few weeks to get to know people, but I've made friends before and there are things I can try. I can sign up for the photography or robotics club and meet people that way.\"\u003c/p>\n\u003cp>More realistic and balanced thinking leads to positive action, which, in turn, tends to bolster confidence, enhance self-esteem and result in greater happiness.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Mary K. Alvord, Ph.D., is a psychologist and director of Alvord, Baker & Associates, LLC, in Rockville, Md. She is the co-author of \u003c/em>Conquer Negative Thinking for Teens: A Workbook to Break the Nine Thought Habits That Are Holding You Back\u003cem>, as well as the audio recording \u003c/em>Relaxation and Self-Regulation Techniques for Children and Teens\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Teens+Knee-Deep+In+Negativity%2C+Reframing+Thoughts+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Having A Best Friend In Your Teenage Years Could Benefit You For Life",
"title": "Having A Best Friend In Your Teenage Years Could Benefit You For Life",
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"content": "\u003cp>David Thomas and I met when we were about 5 years old. We celebrated his 26th birthday last weekend, marking roughly two decades of friendship. Once, while walking down the street, a man looked at us and said, \"Ain't it \u003ca href=\"https://youtu.be/pPkwHqhhCSE\">Harold and Kumar\u003c/a>!\" He was almost certainly making light of our race, but perhaps he also saw how comfortable we were with each other. The comparison fits in more ways than one since David is my oldest and closest friend.\u003c/p>\n\u003cp>David is an M.D.-Ph.D. student now, and I'm a science reporter. We've both read research on the effect friendships can have on mental health, and a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12905/full\">study\u003c/a> published Monday in \u003cem>Child Development\u003c/em> seemed particularly relevant to us. The research suggests that bonds from adolescence might have an outsized role in a person's mental health for years.\u003c/p>\n\u003cp>\"The findings are giving us some good evidence for the importance of adolescent friendships, not just short-term but into adulthood,\" says \u003ca href=\"https://open.library.emory.edu/profiles/cbagwel/\">Catherine Bagwell\u003c/a>, a psychologist at Emory University's Oxford College, who was not involved with the study. \"We haven't had too many robust, rigorous findings like this.\"\u003c/p>\n\u003cp>The researchers followed 169 people for 10 years, starting when they were 15 years old. At age 15 and again at 16, the participants were asked to bring in their closest friends for one-on-one interviews with the researchers.\u003c/p>\n\u003cp>\"[They were asked] how much trust there is, how good communication is and how alienated they feel in the relationship,\" says Rachel Narr, the lead author on the study and a doctoral student in psychology at the University of Virginia. Each year, the original participants were also given questionnaires to assess levels of anxiety, depression and self-worth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Narr says that when she watched videos made in the early years of the study of the teens asking their best friends for advice or support or talking through a disagreement, it was easy to tell which relationships were strong. \"These teens tend to be open with one another about difficult topics, and they're more engaged with one another and helping the other person and connecting with the other person,\" she says.\u003c/p>\n\u003cp>Those strong relationships are paying dividends in adulthood, the study found. When the researchers evaluated the participants at the conclusion of the study, the ones who had close, emotional links showed improvement in their levels of anxiety, depression and self-worth. In other words, they reported less depression and anxiety and more self-worth at 25 than they had at 15 and 16.\u003c/p>\n\u003cp>\"It surprised me how much better they were doing,\" Narr says. While the researchers believe there is more driving the drop in depressive symptoms than just the friendships, they're confident the strong relationships play a meaningful part.\u003c/p>\n\u003cfigure id=\"attachment_49120\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-49120\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg\" alt=\"\" width=\"200\" height=\"132\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">The author Angus Chen (left) and his best friend David Thomas as high school students. \u003ccite>(Courtesy of Angus Chen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Those who had more stable relationships — who brought the same best friend to the study at 15 and again at 16 — seemed to do the best, Narr says. The participants who didn't exhibit the same kind of closeness with their friends didn't show much change in symptoms of depression and anxiety or in their sense of self-worth over the study's 10 years.\u003c/p>\n\u003cp>Narr and her colleagues also looked at how popular or well-liked the participants were at 15 or 16 to see whether those factors had more to do with the drop in depression and rise in self-worth than having close friends. But the researchers only saw a correlation with strong friendships.\u003c/p>\n\u003cp>It's tough to know exactly what is going on, but Bagwell says psychologists have a few good ideas. One is that unwavering support acts as a kind of protective buffer against insults to your self-worth or feelings of depression. That can be especially beneficial during adolescence, a formative period when peer feedback has extra gravity, Narr adds.\u003c/p>\n\u003cp>These friendships could help with people's emotional development, too. Adolescent relationships might help people learn certain social and emotional skills that benefit them for life, says \u003ca href=\"http://psy2.fau.edu/~laursen/\">Brett Laursen\u003c/a>, a psychologist at Florida Atlantic University. Like Bagwell, though, he is quick to point out the caveat that science hasn't pinpointed the exact mechanism.\u003c/p>\n\u003cp>\"Most of this is purely speculative,\" he says. \"Hand waving.\" In his own work, Laursen found that people with teen friendships were happier by the time they were nearly 50 years old compared with those without friends as adolescents.\u003c/p>\n\u003cp>Bagwell raises the element of timing. For the first time in their lives, teenagers are able to form deep ties with their peers, she says. \"It's the kind of relationship that [teens] are developmentally ready for.\" It's the first opportunity for people to learn how to be trusting and vulnerable with another person, and using those skills to establish closer, more stable relationships throughout life may be beneficial as well.\u003c/p>\n\u003cp>\"These friendships are the building blocks for supportive, positive romantic relationships,\" Bagwell says, noting that other relationships – like close friendships or romantic partners later in life – could serve the same purpose. \"This doesn't mean that someone without a close friendship in adolescence is doomed.\"\u003c/p>\n\u003cp>I know that I would not be the same person without David's towering 20-year presence in my life. Our friendship took on new meaning when we were teenagers, and my dad relocated to Singapore. It was the start of our senior year of high school, and I ended up living in my parents' home alone — except when David was there, which he was frequently.\u003c/p>\n\u003cp>That year, David helped me do almost everything at a time when we hadn't quite figured out how to take care of ourselves. We learned to cook together. He helped me clean up the house. He picked me up when I didn't have a car and before I got my driver's license. It was a lot of quotidian stuff, but it helped me survive.\u003c/p>\n\u003cp>Over the years, we've also helped each other get through some bigger stuff: moves and breakups and mental health crises. David was one of the first people to listen to my messes or faults without judgment and whose criticisms I could take without frustration.\u003c/p>\n\u003cp>We talked about Narr's study last weekend, and we saw ourselves. Yes, the mechanisms behind how best friendships change one's mental well-being may be hazy at best — \"hand waving,\" as Laursen says. But the study found that simply the presence of a best friend matters, and that makes sense to us.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I can think of so many instances where it was just having you around,\" David told me. In retrospect, he said later, \"even just knowing you were going to be my friend was pretty important.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Having+A+Best+Friend+In+Your+Teenage+Years+Could+Benefit+You+For+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Researchers have found that people with deep friendships in adolescence had less anxiety and a greater sense of self-worth in early adulthood. Close friends matter, their study found.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>David Thomas and I met when we were about 5 years old. We celebrated his 26th birthday last weekend, marking roughly two decades of friendship. Once, while walking down the street, a man looked at us and said, \"Ain't it \u003ca href=\"https://youtu.be/pPkwHqhhCSE\">Harold and Kumar\u003c/a>!\" He was almost certainly making light of our race, but perhaps he also saw how comfortable we were with each other. The comparison fits in more ways than one since David is my oldest and closest friend.\u003c/p>\n\u003cp>David is an M.D.-Ph.D. student now, and I'm a science reporter. We've both read research on the effect friendships can have on mental health, and a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12905/full\">study\u003c/a> published Monday in \u003cem>Child Development\u003c/em> seemed particularly relevant to us. The research suggests that bonds from adolescence might have an outsized role in a person's mental health for years.\u003c/p>\n\u003cp>\"The findings are giving us some good evidence for the importance of adolescent friendships, not just short-term but into adulthood,\" says \u003ca href=\"https://open.library.emory.edu/profiles/cbagwel/\">Catherine Bagwell\u003c/a>, a psychologist at Emory University's Oxford College, who was not involved with the study. \"We haven't had too many robust, rigorous findings like this.\"\u003c/p>\n\u003cp>The researchers followed 169 people for 10 years, starting when they were 15 years old. At age 15 and again at 16, the participants were asked to bring in their closest friends for one-on-one interviews with the researchers.\u003c/p>\n\u003cp>\"[They were asked] how much trust there is, how good communication is and how alienated they feel in the relationship,\" says Rachel Narr, the lead author on the study and a doctoral student in psychology at the University of Virginia. Each year, the original participants were also given questionnaires to assess levels of anxiety, depression and self-worth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Narr says that when she watched videos made in the early years of the study of the teens asking their best friends for advice or support or talking through a disagreement, it was easy to tell which relationships were strong. \"These teens tend to be open with one another about difficult topics, and they're more engaged with one another and helping the other person and connecting with the other person,\" she says.\u003c/p>\n\u003cp>Those strong relationships are paying dividends in adulthood, the study found. When the researchers evaluated the participants at the conclusion of the study, the ones who had close, emotional links showed improvement in their levels of anxiety, depression and self-worth. In other words, they reported less depression and anxiety and more self-worth at 25 than they had at 15 and 16.\u003c/p>\n\u003cp>\"It surprised me how much better they were doing,\" Narr says. While the researchers believe there is more driving the drop in depressive symptoms than just the friendships, they're confident the strong relationships play a meaningful part.\u003c/p>\n\u003cfigure id=\"attachment_49120\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-49120\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg\" alt=\"\" width=\"200\" height=\"132\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/2017-08-24-12.26.54_custom-299ade362b3e864acc5537fe2f489bd1440435b5-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">The author Angus Chen (left) and his best friend David Thomas as high school students. \u003ccite>(Courtesy of Angus Chen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Those who had more stable relationships — who brought the same best friend to the study at 15 and again at 16 — seemed to do the best, Narr says. The participants who didn't exhibit the same kind of closeness with their friends didn't show much change in symptoms of depression and anxiety or in their sense of self-worth over the study's 10 years.\u003c/p>\n\u003cp>Narr and her colleagues also looked at how popular or well-liked the participants were at 15 or 16 to see whether those factors had more to do with the drop in depression and rise in self-worth than having close friends. But the researchers only saw a correlation with strong friendships.\u003c/p>\n\u003cp>It's tough to know exactly what is going on, but Bagwell says psychologists have a few good ideas. One is that unwavering support acts as a kind of protective buffer against insults to your self-worth or feelings of depression. That can be especially beneficial during adolescence, a formative period when peer feedback has extra gravity, Narr adds.\u003c/p>\n\u003cp>These friendships could help with people's emotional development, too. Adolescent relationships might help people learn certain social and emotional skills that benefit them for life, says \u003ca href=\"http://psy2.fau.edu/~laursen/\">Brett Laursen\u003c/a>, a psychologist at Florida Atlantic University. Like Bagwell, though, he is quick to point out the caveat that science hasn't pinpointed the exact mechanism.\u003c/p>\n\u003cp>\"Most of this is purely speculative,\" he says. \"Hand waving.\" In his own work, Laursen found that people with teen friendships were happier by the time they were nearly 50 years old compared with those without friends as adolescents.\u003c/p>\n\u003cp>Bagwell raises the element of timing. For the first time in their lives, teenagers are able to form deep ties with their peers, she says. \"It's the kind of relationship that [teens] are developmentally ready for.\" It's the first opportunity for people to learn how to be trusting and vulnerable with another person, and using those skills to establish closer, more stable relationships throughout life may be beneficial as well.\u003c/p>\n\u003cp>\"These friendships are the building blocks for supportive, positive romantic relationships,\" Bagwell says, noting that other relationships – like close friendships or romantic partners later in life – could serve the same purpose. \"This doesn't mean that someone without a close friendship in adolescence is doomed.\"\u003c/p>\n\u003cp>I know that I would not be the same person without David's towering 20-year presence in my life. Our friendship took on new meaning when we were teenagers, and my dad relocated to Singapore. It was the start of our senior year of high school, and I ended up living in my parents' home alone — except when David was there, which he was frequently.\u003c/p>\n\u003cp>That year, David helped me do almost everything at a time when we hadn't quite figured out how to take care of ourselves. We learned to cook together. He helped me clean up the house. He picked me up when I didn't have a car and before I got my driver's license. It was a lot of quotidian stuff, but it helped me survive.\u003c/p>\n\u003cp>Over the years, we've also helped each other get through some bigger stuff: moves and breakups and mental health crises. David was one of the first people to listen to my messes or faults without judgment and whose criticisms I could take without frustration.\u003c/p>\n\u003cp>We talked about Narr's study last weekend, and we saw ourselves. Yes, the mechanisms behind how best friendships change one's mental well-being may be hazy at best — \"hand waving,\" as Laursen says. But the study found that simply the presence of a best friend matters, and that makes sense to us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I can think of so many instances where it was just having you around,\" David told me. In retrospect, he said later, \"even just knowing you were going to be my friend was pretty important.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Having+A+Best+Friend+In+Your+Teenage+Years+Could+Benefit+You+For+Life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Moms Of Teens Can Benefit From Social Support, Just Like New Moms",
"title": "Moms Of Teens Can Benefit From Social Support, Just Like New Moms",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Raising children is a task that requires extensive \"on-the-job\" training, which is why many women rely on new moms groups for parenting support and guidance. Often, however, as the kids get older, the mothers' friendships fall by the wayside.\u003c/p>\n\u003cp>Now, new research indicates that social support isn't just valuable for mothers of young children, it's beneficial for moms of teens, too.\u003c/p>\n\u003cp>The \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/famp.12283/full\">study\u003c/a>, published this spring in the journal \u003cem>Family Process,\u003c/em> suggests that these support networks may help mothers develop closer relationships with their teens.\u003c/p>\n\u003cp>\"Having someone to talk to about your children is essential for maintaining positive parent-child relationships,\" says \u003ca href=\"http://cds.web.unc.edu/people/mentors/lippold-melissa/\">Melissa Lippold\u003c/a>, an assistant professor of social work at the University of North Carolina, Chapel Hill, and lead author of the study. \"However, this type of social support impacts parenting behaviors for mothers and fathers differently.\"\u003c/p>\n\u003cp>The study includes data from 636 rural, two-parent families who completed a series of questionnaires and in-person interviews with the researchers. They found that for moms only, social support plays a significant role in how they parent their teens, especially when they feel overwhelmed and out of control in their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"When these women lean on others, such as friends and co-workers, they are more likely to maintain warm relationships with their kids,\" says Lippold. \"I think mothers are more socialized than fathers to seek emotional support from relationships when they struggle. It's possible that when moms confide in others, they feel calmer, which helps them maintain closeness with their children.\"\u003c/p>\n\u003cp>While the early years of parenting are physically demanding, the teen years can be emotionally taxing. Mothers often find themselves in a tug-of-war, because as children start letting go, they want to hold on. Teens often believe they're more capable of making adult-like decisions than they actually are, and often aren't keen when parents point out their limitations.\u003c/p>\n\u003cp>Julie Burton, 50, a mother of four children in Minnetonka, Minn., grappled to raise her two eldest, now ages 22 and 20.\u003c/p>\n\u003cp>\"Journeying through the teen years with my older two children felt like riding a road bike down a rocky terrain,\" she says. \"I often felt ill-equipped to cope with their moodiness and requests for greater autonomy. As hard as we tried, my husband and I were not always on the same page about how much freedom to give our kids.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.eriecoloradocounseling.com/\">Jodi J. De Luca\u003c/a>, a clinical psychologist in Erie, Colo., believes that mothers and fathers transition through the teen years differently.\u003c/p>\n\u003cp>\"Mothers often fear rejection from their kids, which can make setting limits challenging,\" she says. \"As moms, we want respect from our children, but we also strive to please them. This combination is very tricky and can trigger feelings of insecurity. Fathers don't always understand how emotional this can be.\"\u003c/p>\n\u003cp>De Luca thinks we need more open conversations, normalizing the hardships that arise during the adolescent part of the parenting cycle.\u003c/p>\n\u003cp>\"Our culture expects new moms to struggle, but we forget that these stressors don't disappear as children grow older. Too often we see motherhood as a linear process when it's not,\" she says.\u003c/p>\n\u003cp>While having trustworthy friends to talk with can help, finding these networks can be tricky. During early motherhood, women disclose their parenting problems with ease, but it's often harder to discuss the difficulties of raising teens.\u003c/p>\n\u003cp>During her kids' teenage years, Burton felt even more isolated than she did when they were younger. Longing to connect with other moms and curious about their parenting trials, she interviewed 400 mothers, summarizing their stories in \u003ca href=\"http://www.juliebburton.com/the-selfcare-solution-book/the-self-care-solution\">her book\u003c/a>,\u003cem> The Self-Care Solution: A Modern Mother's Must-Have Guide to Health and Well-Being.\u003c/em>\u003c/p>\n\u003cp>Through the interviews, Burton learned personal details about other moms' conflicts with helicopter parenting, prioritizing self-care and boundary setting. Women shared how they scrutinized their own parenting decisions, worrying that the wrong choices might scar their children for life.\u003c/p>\n\u003cp>\"I also found that many moms feel ashamed to talk about their 'imperfect' adolescents because they assume that other parents have perfect kids,\" she says.\u003c/p>\n\u003cp>When Cindy Goodman, 52, a mother of three in Fort Lauderdale, Fla., and Raquel Alderman, 49, a mother of two in Coral Springs, Fla., were faced with their children hitting the teen years, they found minimal resources to help them through the transition.\u003c/p>\n\u003cp>\"There are so many mommy blogs and parenting magazines for parents of young children, but not as much information for mothers of teens,\" says Goodman.\u003c/p>\n\u003cp>So Goodman and Alderman started their own blog, \"\u003ca href=\"http://raisingteensblog.com/about-our-blog/\">Raising Teens\u003c/a>,\" with the aim of expanding their support network and becoming \"'virtual girlfriends' that other women could learn from, too,\" says Goodman.\u003c/p>\n\u003cp>The blog addresses topics such as\u003ca href=\"http://raisingteensblog.com/category/teens-cell-phone-addiction/\"> smartphone addiction\u003c/a>,\u003ca href=\"http://raisingteensblog.com/im-giving-teen-curfew/\"> curfew setting\u003c/a> and \u003ca href=\"http://raisingteensblog.com/?s=bullying\">cyberbullying\u003c/a>, and Goodman and Alderman invite readers to share in their parenting challenges along with their triumphs.\u003c/p>\n\u003cp>\"We receive a lot of feedback from parents and, surprisingly, from teens, too. They chime in, sharing their feelings about moms who snoop and their reasons for sneaking out of the house,\" she says.\u003c/p>\n\u003cp>Burton advises mothers of teens to develop closer relationships by trying new activities, such as community volunteering, joining a local exercise class or connecting with other moms online. She offers writing classes in her community where women can gather and share their narratives in a safe and supportive space.\u003c/p>\n\u003cp>\"Finding supportive networks where mothers feel safe to talk about their parenting concerns is crucial,\" says Lippold, the study's author. \"Teens who have close relationships with their parents are more likely to ask them for advice and seek comfort from them when they're in stressful situations.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Moms+Of+Teens+Can+Benefit+From+Social+Support%2C+Just+Like+New+Moms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Raising children is a task that requires extensive \"on-the-job\" training, which is why many women rely on new moms groups for parenting support and guidance. Often, however, as the kids get older, the mothers' friendships fall by the wayside.\u003c/p>\n\u003cp>Now, new research indicates that social support isn't just valuable for mothers of young children, it's beneficial for moms of teens, too.\u003c/p>\n\u003cp>The \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/famp.12283/full\">study\u003c/a>, published this spring in the journal \u003cem>Family Process,\u003c/em> suggests that these support networks may help mothers develop closer relationships with their teens.\u003c/p>\n\u003cp>\"Having someone to talk to about your children is essential for maintaining positive parent-child relationships,\" says \u003ca href=\"http://cds.web.unc.edu/people/mentors/lippold-melissa/\">Melissa Lippold\u003c/a>, an assistant professor of social work at the University of North Carolina, Chapel Hill, and lead author of the study. \"However, this type of social support impacts parenting behaviors for mothers and fathers differently.\"\u003c/p>\n\u003cp>The study includes data from 636 rural, two-parent families who completed a series of questionnaires and in-person interviews with the researchers. They found that for moms only, social support plays a significant role in how they parent their teens, especially when they feel overwhelmed and out of control in their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When these women lean on others, such as friends and co-workers, they are more likely to maintain warm relationships with their kids,\" says Lippold. \"I think mothers are more socialized than fathers to seek emotional support from relationships when they struggle. It's possible that when moms confide in others, they feel calmer, which helps them maintain closeness with their children.\"\u003c/p>\n\u003cp>While the early years of parenting are physically demanding, the teen years can be emotionally taxing. Mothers often find themselves in a tug-of-war, because as children start letting go, they want to hold on. Teens often believe they're more capable of making adult-like decisions than they actually are, and often aren't keen when parents point out their limitations.\u003c/p>\n\u003cp>Julie Burton, 50, a mother of four children in Minnetonka, Minn., grappled to raise her two eldest, now ages 22 and 20.\u003c/p>\n\u003cp>\"Journeying through the teen years with my older two children felt like riding a road bike down a rocky terrain,\" she says. \"I often felt ill-equipped to cope with their moodiness and requests for greater autonomy. As hard as we tried, my husband and I were not always on the same page about how much freedom to give our kids.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.eriecoloradocounseling.com/\">Jodi J. De Luca\u003c/a>, a clinical psychologist in Erie, Colo., believes that mothers and fathers transition through the teen years differently.\u003c/p>\n\u003cp>\"Mothers often fear rejection from their kids, which can make setting limits challenging,\" she says. \"As moms, we want respect from our children, but we also strive to please them. This combination is very tricky and can trigger feelings of insecurity. Fathers don't always understand how emotional this can be.\"\u003c/p>\n\u003cp>De Luca thinks we need more open conversations, normalizing the hardships that arise during the adolescent part of the parenting cycle.\u003c/p>\n\u003cp>\"Our culture expects new moms to struggle, but we forget that these stressors don't disappear as children grow older. Too often we see motherhood as a linear process when it's not,\" she says.\u003c/p>\n\u003cp>While having trustworthy friends to talk with can help, finding these networks can be tricky. During early motherhood, women disclose their parenting problems with ease, but it's often harder to discuss the difficulties of raising teens.\u003c/p>\n\u003cp>During her kids' teenage years, Burton felt even more isolated than she did when they were younger. Longing to connect with other moms and curious about their parenting trials, she interviewed 400 mothers, summarizing their stories in \u003ca href=\"http://www.juliebburton.com/the-selfcare-solution-book/the-self-care-solution\">her book\u003c/a>,\u003cem> The Self-Care Solution: A Modern Mother's Must-Have Guide to Health and Well-Being.\u003c/em>\u003c/p>\n\u003cp>Through the interviews, Burton learned personal details about other moms' conflicts with helicopter parenting, prioritizing self-care and boundary setting. Women shared how they scrutinized their own parenting decisions, worrying that the wrong choices might scar their children for life.\u003c/p>\n\u003cp>\"I also found that many moms feel ashamed to talk about their 'imperfect' adolescents because they assume that other parents have perfect kids,\" she says.\u003c/p>\n\u003cp>When Cindy Goodman, 52, a mother of three in Fort Lauderdale, Fla., and Raquel Alderman, 49, a mother of two in Coral Springs, Fla., were faced with their children hitting the teen years, they found minimal resources to help them through the transition.\u003c/p>\n\u003cp>\"There are so many mommy blogs and parenting magazines for parents of young children, but not as much information for mothers of teens,\" says Goodman.\u003c/p>\n\u003cp>So Goodman and Alderman started their own blog, \"\u003ca href=\"http://raisingteensblog.com/about-our-blog/\">Raising Teens\u003c/a>,\" with the aim of expanding their support network and becoming \"'virtual girlfriends' that other women could learn from, too,\" says Goodman.\u003c/p>\n\u003cp>The blog addresses topics such as\u003ca href=\"http://raisingteensblog.com/category/teens-cell-phone-addiction/\"> smartphone addiction\u003c/a>,\u003ca href=\"http://raisingteensblog.com/im-giving-teen-curfew/\"> curfew setting\u003c/a> and \u003ca href=\"http://raisingteensblog.com/?s=bullying\">cyberbullying\u003c/a>, and Goodman and Alderman invite readers to share in their parenting challenges along with their triumphs.\u003c/p>\n\u003cp>\"We receive a lot of feedback from parents and, surprisingly, from teens, too. They chime in, sharing their feelings about moms who snoop and their reasons for sneaking out of the house,\" she says.\u003c/p>\n\u003cp>Burton advises mothers of teens to develop closer relationships by trying new activities, such as community volunteering, joining a local exercise class or connecting with other moms online. She offers writing classes in her community where women can gather and share their narratives in a safe and supportive space.\u003c/p>\n\u003cp>\"Finding supportive networks where mothers feel safe to talk about their parenting concerns is crucial,\" says Lippold, the study's author. \"Teens who have close relationships with their parents are more likely to ask them for advice and seek comfort from them when they're in stressful situations.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Moms+Of+Teens+Can+Benefit+From+Social+Support%2C+Just+Like+New+Moms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Aleeza Kazmi endured her first identity crisis when she was 6 years old. It was during a first-grade art class, when she and her classmates were drawing self-portraits. Seeing herself as just like her white-skinned peers, Kazmi reached for the peach-colored oil pastel to fill in her face. Just then, her teacher intervened. “That’s not your color,” the teacher told her, and handed Kazmi a stubby brown crayon instead. “That was the first time I realized I wasn’t white like all my friends,” she said.\u003c/p>\n\u003cp>Kazmi told this \u003ca href=\"https://www.google.com/search?q=the+moth+aleeza+kazmi&oq=The+Moth+alee&gs_l=psy-ab.1.0.0.2514.5449.0.7208.15.14.0.0.0.0.194.1670.1j10.11.0....0...1.1.64.psy-ab..5.10.1509...35i39k1j0i22i30k1j0i22i10i30k1j0i20k1.1X8_crOLAMI\">story\u003c/a> about her first brush with racial awareness when she was a senior in high school, before dozens of classmates. She had taken part in a 10-week afterschool program run by The Moth, a storytelling enterprise that invites people of all ages to share their personal narratives on stage. Along with a handful of classmates, Kazmi had met once a week to identify a powerful personal story and learn how to tell it. Delivering the tale about her art-class trial in the school’s black box theater, without notes, marked the culmination of Kazmi’s storytelling work.\u003c/p>\n\u003cp>\u003ca href=\"https://themoth.org/about\">The Moth\u003c/a> has been around for 20 years, and is known to many who hear excerpts from the program’s live storytelling show, The Moth Radio Hour, on public radio. The program’s founder, George Dawes Green, named it after the fluttery insect when he realized that people gathered to storytellers like moths to light. Since then, The Moth has become a storytelling juggernaut, hosting up to 400 live shows a year in 25 cities and providing podcasts to interested listeners. More recently, it has moved into schools, offering afterschool workshops, a class curriculum and an intensive three-day storytelling session for teachers.\u003c/p>\n\u003cp>“I want to give teachers The Moth principles, and support them as they bring storytelling and listening into their classrooms,” said Micaela Blei, who along with Catherine McCarthy leads The Moth’s education team. Blei, a former teacher, performed a story at \u003ca href=\"http://schedule.sxswedu.com/speakers/speaker_832741\">SXSWedu\u003c/a> earlier this year to a group of educators and shared highlights of what makes a good story.\u003c/p>\n\u003cp>The essential ingredients of a Moth story are simple: Participants tell their stories aloud and without notes; when storytellers talk, the audience listens; and all stories at a given session revolve around one simple theme. The point is to build community among storytellers and listeners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gs2jN7e5gYw\u003c/p>\n\u003cp>Zoe Roben, an English teacher at Harvest Collegiate High School in Manhattan and enthusiastic Moth listener, wanted students at her small public high school to have a more sophisticated understanding of how to tell personal stories. So in the fall, she invited Moth educators to Harvest Collegiate to carry out an afterschool workshop with nine kids, while she acted as the teacher liaison. For eight weeks, the students and adult supervisors brainstormed and practiced telling their stories, and at the end delivered their tales before the school and again at a Moth office, where they were recorded. The theme was courage.\u003c/p>\n\u003cp>Students told stories about kitchen disasters, lost hamsters and minor acts of adolescent agitation, like chopping off hair. Anxious at first about their ability to perform, students came to embrace the experience, Roben said. “They were glowing at the end, with the feeling that they could get up in front of an audience and do something this big,” she said. “It was knowing they had something to say, and experiencing their own voice as something valuable,” she added.\u003c/p>\n\u003cfigure id=\"attachment_48482\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-48482 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/IMG_6208.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Harvest Collegiate High School students who participated in The Moth project. \u003ccite>(Courtesy of Zoe Roben)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roben* also tested the Moth curriculum last spring in a writing class of ninth- and 10\u003csup>th-\u003c/sup>graders. Students had spent most of the semester reading personal stories and essays to learn how authors construct their narratives and to understand the ingredients of a compelling story. But Roben wanted her students to know how to tell their own stories, and so began a three-week immersion in Moth storytelling techniques.\u003c/p>\n\u003cp>To start, she actively worked to build a tighter feeling of community in the class; she wanted kids to feel safe sharing personal information. Then she played podcasts of select Moth stories -- opting always for the appropriate and humorous, like the \u003ca href=\"https://www.youtube.com/watch?v=lLNTSjlZ0z8\">Bad Haircut\u003c/a>, or \u003ca href=\"https://www.youtube.com/watch?v=JQCdDAR6BZI\">Lego Crimes\u003c/a> — and helped students discern how the storyteller adapted her language to build suspense or generate humor. After dividing the class into small groups, Roben worked with each student to find the right story and to construct boundaries around what to share.\u003c/p>\n\u003cp>“Kids have lots of personal experiences that are too fresh, or maybe relate to someone in the room,” she said. At the end of three weeks, the students told their narratives aloud within their small group and had the option to share with the entire class.\u003c/p>\n\u003cp>Students told stories about adoption, racial differences, divorce and secret crushes. They talked about rebellion, and how they avoided punishment, and shared with their classmates the excitement and embarrassment that come with romance.\u003c/p>\n\u003cp>It surprised Roben how trusting and open her students were with one another. By listening to classmates’ tales of embarrassment or woe, the students seemed to recognize their shared vulnerability. “It was the experience of feeling like, ‘I thought I was the only weirdo,’ only to find that others feel just the same,” Roben said. She also noticed how stories that might have seemed lifeless or inert had they been limited to print leapt to life when told out loud.\u003c/p>\n\u003cp>In their end-of-class feedback, kids gushed about the storytelling unit. “Doing The Moth story helped me grow as a writer and to heal from my past,” one student wrote. “I learned to be open-minded and to show people who are telling their own stories that you understand,” wrote another. A third concluded that his or her own life provided valuable material for creative work.\u003c/p>\n\u003cp>It’s precisely this kind of emotional growth that Blei and McCarthy sought to encourage when they expanded The Moth’s educational reach. “When crafting personal stories, you gain new perspectives on yourself,” Blei said — something that’s especially important for adolescents who are just then struggling to forge an identity. Hearing how others navigate their lives, in ways both alien and familiar, builds empathy and connection. And to deviate from the social and emotional benefits of this work, studying and delivering stories gives students the skills to sequence a narrative, choose the right details and create a scene. “It’s so important for business, and science, and nonprofit advocacy,” Blei said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=B9ikK4Mpe8U\u003c/p>\n\u003cp>So far, 300 teachers from around the world have formed partnerships with The Moth that allow them to use the \u003ca href=\"https://themoth.org/education/resources\">curriculum\u003c/a> for free and to interact with one another on a just-for-teachers portal. Blei hopes the number of users grows. “We want to create a global community of student storytellers, and a community of educators who believe in truly listening to their students,” Blei said.\u003c/p>\n\u003cp>For her part, Aleeza Kazmi is hooked on storytelling. She often hears from students who saw a video of her Moth talk, and said that many identify with her ill-fated choice of colors for her childhood self-portrait. Now 19, Kazmi tells her story to elementary school children and takes part in other Moth education programs.\u003c/p>\n\u003cp>“It’s so cool that a story that happened in my life has now touched people around the world,” Kazmi said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Roben co-taught The Moth unit with colleague Frankee Grove.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Aleeza Kazmi endured her first identity crisis when she was 6 years old. It was during a first-grade art class, when she and her classmates were drawing self-portraits. Seeing herself as just like her white-skinned peers, Kazmi reached for the peach-colored oil pastel to fill in her face. Just then, her teacher intervened. “That’s not your color,” the teacher told her, and handed Kazmi a stubby brown crayon instead. “That was the first time I realized I wasn’t white like all my friends,” she said.\u003c/p>\n\u003cp>Kazmi told this \u003ca href=\"https://www.google.com/search?q=the+moth+aleeza+kazmi&oq=The+Moth+alee&gs_l=psy-ab.1.0.0.2514.5449.0.7208.15.14.0.0.0.0.194.1670.1j10.11.0....0...1.1.64.psy-ab..5.10.1509...35i39k1j0i22i30k1j0i22i10i30k1j0i20k1.1X8_crOLAMI\">story\u003c/a> about her first brush with racial awareness when she was a senior in high school, before dozens of classmates. She had taken part in a 10-week afterschool program run by The Moth, a storytelling enterprise that invites people of all ages to share their personal narratives on stage. Along with a handful of classmates, Kazmi had met once a week to identify a powerful personal story and learn how to tell it. Delivering the tale about her art-class trial in the school’s black box theater, without notes, marked the culmination of Kazmi’s storytelling work.\u003c/p>\n\u003cp>\u003ca href=\"https://themoth.org/about\">The Moth\u003c/a> has been around for 20 years, and is known to many who hear excerpts from the program’s live storytelling show, The Moth Radio Hour, on public radio. The program’s founder, George Dawes Green, named it after the fluttery insect when he realized that people gathered to storytellers like moths to light. Since then, The Moth has become a storytelling juggernaut, hosting up to 400 live shows a year in 25 cities and providing podcasts to interested listeners. More recently, it has moved into schools, offering afterschool workshops, a class curriculum and an intensive three-day storytelling session for teachers.\u003c/p>\n\u003cp>“I want to give teachers The Moth principles, and support them as they bring storytelling and listening into their classrooms,” said Micaela Blei, who along with Catherine McCarthy leads The Moth’s education team. Blei, a former teacher, performed a story at \u003ca href=\"http://schedule.sxswedu.com/speakers/speaker_832741\">SXSWedu\u003c/a> earlier this year to a group of educators and shared highlights of what makes a good story.\u003c/p>\n\u003cp>The essential ingredients of a Moth story are simple: Participants tell their stories aloud and without notes; when storytellers talk, the audience listens; and all stories at a given session revolve around one simple theme. The point is to build community among storytellers and listeners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gs2jN7e5gYw'\n title='//www.youtube.com/embed/gs2jN7e5gYw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Zoe Roben, an English teacher at Harvest Collegiate High School in Manhattan and enthusiastic Moth listener, wanted students at her small public high school to have a more sophisticated understanding of how to tell personal stories. So in the fall, she invited Moth educators to Harvest Collegiate to carry out an afterschool workshop with nine kids, while she acted as the teacher liaison. For eight weeks, the students and adult supervisors brainstormed and practiced telling their stories, and at the end delivered their tales before the school and again at a Moth office, where they were recorded. The theme was courage.\u003c/p>\n\u003cp>Students told stories about kitchen disasters, lost hamsters and minor acts of adolescent agitation, like chopping off hair. Anxious at first about their ability to perform, students came to embrace the experience, Roben said. “They were glowing at the end, with the feeling that they could get up in front of an audience and do something this big,” she said. “It was knowing they had something to say, and experiencing their own voice as something valuable,” she added.\u003c/p>\n\u003cfigure id=\"attachment_48482\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-48482 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/IMG_6208.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/IMG_6208-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Harvest Collegiate High School students who participated in The Moth project. \u003ccite>(Courtesy of Zoe Roben)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roben* also tested the Moth curriculum last spring in a writing class of ninth- and 10\u003csup>th-\u003c/sup>graders. Students had spent most of the semester reading personal stories and essays to learn how authors construct their narratives and to understand the ingredients of a compelling story. But Roben wanted her students to know how to tell their own stories, and so began a three-week immersion in Moth storytelling techniques.\u003c/p>\n\u003cp>To start, she actively worked to build a tighter feeling of community in the class; she wanted kids to feel safe sharing personal information. Then she played podcasts of select Moth stories -- opting always for the appropriate and humorous, like the \u003ca href=\"https://www.youtube.com/watch?v=lLNTSjlZ0z8\">Bad Haircut\u003c/a>, or \u003ca href=\"https://www.youtube.com/watch?v=JQCdDAR6BZI\">Lego Crimes\u003c/a> — and helped students discern how the storyteller adapted her language to build suspense or generate humor. After dividing the class into small groups, Roben worked with each student to find the right story and to construct boundaries around what to share.\u003c/p>\n\u003cp>“Kids have lots of personal experiences that are too fresh, or maybe relate to someone in the room,” she said. At the end of three weeks, the students told their narratives aloud within their small group and had the option to share with the entire class.\u003c/p>\n\u003cp>Students told stories about adoption, racial differences, divorce and secret crushes. They talked about rebellion, and how they avoided punishment, and shared with their classmates the excitement and embarrassment that come with romance.\u003c/p>\n\u003cp>It surprised Roben how trusting and open her students were with one another. By listening to classmates’ tales of embarrassment or woe, the students seemed to recognize their shared vulnerability. “It was the experience of feeling like, ‘I thought I was the only weirdo,’ only to find that others feel just the same,” Roben said. She also noticed how stories that might have seemed lifeless or inert had they been limited to print leapt to life when told out loud.\u003c/p>\n\u003cp>In their end-of-class feedback, kids gushed about the storytelling unit. “Doing The Moth story helped me grow as a writer and to heal from my past,” one student wrote. “I learned to be open-minded and to show people who are telling their own stories that you understand,” wrote another. A third concluded that his or her own life provided valuable material for creative work.\u003c/p>\n\u003cp>It’s precisely this kind of emotional growth that Blei and McCarthy sought to encourage when they expanded The Moth’s educational reach. “When crafting personal stories, you gain new perspectives on yourself,” Blei said — something that’s especially important for adolescents who are just then struggling to forge an identity. Hearing how others navigate their lives, in ways both alien and familiar, builds empathy and connection. And to deviate from the social and emotional benefits of this work, studying and delivering stories gives students the skills to sequence a narrative, choose the right details and create a scene. “It’s so important for business, and science, and nonprofit advocacy,” Blei said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/B9ikK4Mpe8U'\n title='//www.youtube.com/embed/B9ikK4Mpe8U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>So far, 300 teachers from around the world have formed partnerships with The Moth that allow them to use the \u003ca href=\"https://themoth.org/education/resources\">curriculum\u003c/a> for free and to interact with one another on a just-for-teachers portal. Blei hopes the number of users grows. “We want to create a global community of student storytellers, and a community of educators who believe in truly listening to their students,” Blei said.\u003c/p>\n\u003cp>For her part, Aleeza Kazmi is hooked on storytelling. She often hears from students who saw a video of her Moth talk, and said that many identify with her ill-fated choice of colors for her childhood self-portrait. Now 19, Kazmi tells her story to elementary school children and takes part in other Moth education programs.\u003c/p>\n\u003cp>“It’s so cool that a story that happened in my life has now touched people around the world,” Kazmi said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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