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But a minority of kids, those he calls \"orchid children,\" are more sensitive and biologically reactive to their circumstances, which makes it harder for them to deal with stressful situations.\u003c/p>\n\u003cp>Like the flower, Boyce says, \"the orchid child is the child who shows great sensitivity and susceptibility to both bad and good environments in which he or she finds herself or himself.\"\u003c/p>\n\u003cp>Given supportive, nurturing conditions, orchid children can thrive — especially, Boyce says, if they have the comfort of a regular routine.\u003c/p>\n\u003cp>\"Orchid children seem to thrive on having things like dinner every night in the same place at the same time with the same people, having certain kinds of rituals that the family goes through week to week, month to month,\" he says. \"This kind of routine and sameness of life from day to day, week to week, seems to be something that is helpful to kids with these great susceptibilities.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boyce's new book is \u003cem>The Orchid and the Dandelion: Why Some Children Struggle and How All Can Thri\u003c/em>ve\u003cem>.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Interview highlights:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>On the lab test he did to determine if a child is an orchid or a dandelion\u003c/strong>\u003c/p>\n\u003cp>We made an effort to try to understand these individual differences between children in how they respond biologically to mild, common kinds of challenges and stressors, and the way we did that was we brought them into a laboratory setting. We sat them down in front of an examiner — a research assistant that they had not previously met — and we asked them to go through a series of mildly challenging tasks. These were things like recounting a series of digits that the examiner asked them to say and increasing that from first three to four to five digits; having them just engage in a conversation with this examiner, who might ask them about their birthday or presents or something about their family. That, in itself, is a challenge for a young child. Putting a drop of lemon juice on the tongue was another kind of challenge that was evocative of these changes in biological response. ...\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/699982153/the-orchid-and-the-dandelion-why-some-children-struggle-and-how-all-can-thrive\">\u003cimg class=\"alignright wp-image-53211\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/9781101946565_custom-739d71a9705f50c74606d3c5720719013ead2702-s300-c85.jpg\" alt=\"\" width=\"250\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/9781101946565_custom-739d71a9705f50c74606d3c5720719013ead2702-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/9781101946565_custom-739d71a9705f50c74606d3c5720719013ead2702-s300-c85-160x238.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>We measured their stress response using the two primary stress response systems in the human brain. [One was] the \u003ca href=\"http://www.yourhormones.info/hormones/cortisol/\">cortisol system\u003c/a>, which is centered in the hypothalamus of the brain. This is the system that releases the stress hormone cortisol, which has profound effects on both immune function and cardiovascular functioning.\u003c/p>\n\u003cp>And then the second stress response system is the \u003ca href=\"https://faculty.washington.edu/chudler/auto.html\">autonomic nervous system\u003c/a>, or the \"fight-or-flight\" system. This is the one that is responsible for the sweaty palms and a little bit of tremulousness, the dilation of the pupils, all of these things that we associate with the fight-or-flight response. So we were monitoring responsivity and both of those systems as the children went through these mildly challenging tasks. ...\u003c/p>\n\u003cp>We found that there were huge differences [among] children. There were some children at the high end of the spectrum, who had dramatic reactivity in both the cortisol system and the fight-or-flight system, and there were other children who had almost no biological response to the challenges that we presented to them.\u003c/p>\n\u003cp>\u003cstrong>On how a child's responsivity to stressors can be connected to physical and emotional behavioral outcomes\u003c/strong>\u003c/p>\n\u003cp>We find in our research that the same kinds of patterns of response are found for both physical illnesses, like severe respiratory disease, pneumonia, asthma and so on, as well as or more [in] emotional behavioral outcomes, like anxiety and depression and externalizing kinds of symptoms. So we believe that the same patterns of susceptibility that we find in the orchid child versus the dandelion child work themselves out not only for physical ailments but also for psychosocial and emotional problems. And we believe that the same kinds of underlying biological processes work for both. ...\u003c/p>\n\u003cp>We do know, for example, that these two stress response systems ... the cortisol system and the fight-or-flight system, the autonomic nervous system, both of those have powerful effects on the immune system, so they can alter the child's ability to build an immune defense against viruses and bacteria that he or she may be exposed to. And they have also powerful effects on the cardiovascular system, so [they] could eventually, in adult life, predispose to developing hypertension, high blood pressure or other kinds of cardiovascular risk.\u003c/p>\n\u003cp>\u003cstrong>On how children's experiences can vary, even within the same family\u003c/strong>\u003c/p>\n\u003cp>The experience of children within a given family, the siblings within a family — although they are being reared with the same parents in the same house in the same neighborhood — they actually have quite different kinds of experiences that depend upon the birth order of the child, the gender of the child, to some extent differences in genetic sequence. It is a way of talking about these dramatic differences that kids from different birth orders and different genders have within a given family.\u003c/p>\n\u003cp>\u003cstrong>On pushing orchid kids to stretch to do new or difficult things\u003c/strong>\u003c/p>\n\u003cp>I think that this is probably the most difficult parenting task in raising an orchid child. The parent of an orchid child needs to walk this very fine line between, on the one hand, not pushing them into circumstances that are really going to overwhelm them and make them greatly fearful, but, on the other hand, not protecting them so much that they don't have experiences of mastery of these kinds of fearful situations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Sam Briger and Seth Kelley 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 2019 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=Is+Your+Child+An+Orchid+Or+A+Dandelion%3F+Unlocking+The+Science+Of+Sensitive+Kids+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dr. Thomas Boyce, an emeritus professor of pediatrics and psychiatry at the University of California, San Francisco, has treated children who seem to be completely unflappable and unfazed by their surroundings — as well as those who are extremely sensitive to their environments. Over the years, he began to liken these two types of children to two very different flowers: dandelions and orchids.\u003c/p>\n\u003cp>Broadly speaking, says \u003ca href=\"https://profiles.ucsf.edu/tom.boyce\">Boyce\u003c/a> — who also has spent nearly 40 years studying the human stress response, especially in children — most kids tend to be like dandelions, fairly resilient and able to cope with stress and adversity in their lives. But a minority of kids, those he calls \"orchid children,\" are more sensitive and biologically reactive to their circumstances, which makes it harder for them to deal with stressful situations.\u003c/p>\n\u003cp>Like the flower, Boyce says, \"the orchid child is the child who shows great sensitivity and susceptibility to both bad and good environments in which he or she finds herself or himself.\"\u003c/p>\n\u003cp>Given supportive, nurturing conditions, orchid children can thrive — especially, Boyce says, if they have the comfort of a regular routine.\u003c/p>\n\u003cp>\"Orchid children seem to thrive on having things like dinner every night in the same place at the same time with the same people, having certain kinds of rituals that the family goes through week to week, month to month,\" he says. \"This kind of routine and sameness of life from day to day, week to week, seems to be something that is helpful to kids with these great susceptibilities.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Boyce's new book is \u003cem>The Orchid and the Dandelion: Why Some Children Struggle and How All Can Thri\u003c/em>ve\u003cem>.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Interview highlights:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>On the lab test he did to determine if a child is an orchid or a dandelion\u003c/strong>\u003c/p>\n\u003cp>We made an effort to try to understand these individual differences between children in how they respond biologically to mild, common kinds of challenges and stressors, and the way we did that was we brought them into a laboratory setting. We sat them down in front of an examiner — a research assistant that they had not previously met — and we asked them to go through a series of mildly challenging tasks. These were things like recounting a series of digits that the examiner asked them to say and increasing that from first three to four to five digits; having them just engage in a conversation with this examiner, who might ask them about their birthday or presents or something about their family. That, in itself, is a challenge for a young child. Putting a drop of lemon juice on the tongue was another kind of challenge that was evocative of these changes in biological response. ...\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/699982153/the-orchid-and-the-dandelion-why-some-children-struggle-and-how-all-can-thrive\">\u003cimg class=\"alignright wp-image-53211\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/9781101946565_custom-739d71a9705f50c74606d3c5720719013ead2702-s300-c85.jpg\" alt=\"\" width=\"250\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/9781101946565_custom-739d71a9705f50c74606d3c5720719013ead2702-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/9781101946565_custom-739d71a9705f50c74606d3c5720719013ead2702-s300-c85-160x238.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>We measured their stress response using the two primary stress response systems in the human brain. [One was] the \u003ca href=\"http://www.yourhormones.info/hormones/cortisol/\">cortisol system\u003c/a>, which is centered in the hypothalamus of the brain. This is the system that releases the stress hormone cortisol, which has profound effects on both immune function and cardiovascular functioning.\u003c/p>\n\u003cp>And then the second stress response system is the \u003ca href=\"https://faculty.washington.edu/chudler/auto.html\">autonomic nervous system\u003c/a>, or the \"fight-or-flight\" system. This is the one that is responsible for the sweaty palms and a little bit of tremulousness, the dilation of the pupils, all of these things that we associate with the fight-or-flight response. So we were monitoring responsivity and both of those systems as the children went through these mildly challenging tasks. ...\u003c/p>\n\u003cp>We found that there were huge differences [among] children. There were some children at the high end of the spectrum, who had dramatic reactivity in both the cortisol system and the fight-or-flight system, and there were other children who had almost no biological response to the challenges that we presented to them.\u003c/p>\n\u003cp>\u003cstrong>On how a child's responsivity to stressors can be connected to physical and emotional behavioral outcomes\u003c/strong>\u003c/p>\n\u003cp>We find in our research that the same kinds of patterns of response are found for both physical illnesses, like severe respiratory disease, pneumonia, asthma and so on, as well as or more [in] emotional behavioral outcomes, like anxiety and depression and externalizing kinds of symptoms. So we believe that the same patterns of susceptibility that we find in the orchid child versus the dandelion child work themselves out not only for physical ailments but also for psychosocial and emotional problems. And we believe that the same kinds of underlying biological processes work for both. ...\u003c/p>\n\u003cp>We do know, for example, that these two stress response systems ... the cortisol system and the fight-or-flight system, the autonomic nervous system, both of those have powerful effects on the immune system, so they can alter the child's ability to build an immune defense against viruses and bacteria that he or she may be exposed to. And they have also powerful effects on the cardiovascular system, so [they] could eventually, in adult life, predispose to developing hypertension, high blood pressure or other kinds of cardiovascular risk.\u003c/p>\n\u003cp>\u003cstrong>On how children's experiences can vary, even within the same family\u003c/strong>\u003c/p>\n\u003cp>The experience of children within a given family, the siblings within a family — although they are being reared with the same parents in the same house in the same neighborhood — they actually have quite different kinds of experiences that depend upon the birth order of the child, the gender of the child, to some extent differences in genetic sequence. It is a way of talking about these dramatic differences that kids from different birth orders and different genders have within a given family.\u003c/p>\n\u003cp>\u003cstrong>On pushing orchid kids to stretch to do new or difficult things\u003c/strong>\u003c/p>\n\u003cp>I think that this is probably the most difficult parenting task in raising an orchid child. The parent of an orchid child needs to walk this very fine line between, on the one hand, not pushing them into circumstances that are really going to overwhelm them and make them greatly fearful, but, on the other hand, not protecting them so much that they don't have experiences of mastery of these kinds of fearful situations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Sam Briger and Seth Kelley 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 2019 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=Is+Your+Child+An+Orchid+Or+A+Dandelion%3F+Unlocking+The+Science+Of+Sensitive+Kids+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Help Teenage Girls Reframe Anxiety and Strengthen Resilience",
"title": "How to Help Teenage Girls Reframe Anxiety and Strengthen Resilience",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In the last decade, rates of anxiety-related disorders in teenagers have \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">steadily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> risen, particularly in \u003c/span>\u003ca href=\"http://pediatrics.aappublications.org/content/138/6/e20161878\">\u003cspan style=\"font-weight: 400\">girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Researchers and psychologists posit \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">several\u003c/span>\u003c/a> \u003ca href=\"https://www.psychologytoday.com/us/blog/our-changing-culture/201708/why-so-many-teens-today-have-become-depressed\">\u003cspan style=\"font-weight: 400\">hypotheses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about why these rates are on the rise -- from digital hyperconnectivity to heightened external pressures to simply a greater awareness, and therefore diagnosis, of mental health concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the causes, Dr. Lisa Damour has hopeful news for parents and teens: first, some degree of stress and anxiety is not only normal but essential for human growth. And if those levels become untenable, there are tested strategies for reining anxiety back in. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Reframing Anxiety\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour, a psychologist and author of the new book \u003c/span>\u003ca href=\"http://www.randomhousebooks.com/books/561788/\">\u003cspan style=\"font-weight: 400\">\"Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls,\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has spent decades working with adolescent girls and their families. In recent years, she has noticed a change in how society views stress. “Somehow a misunderstanding has grown up about stress and anxiety where our culture now sees both as pathological,” said Damour. “The upshot of that is that we have adults and young people who are stressed about being stressed and anxious about being anxious.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety is a normal and healthy function, according to Damour, and much of the anxiety that teenagers express is a sign that they are aware of their surroundings, mindful of their growing responsibilities, and frightened of things that are, in fact, scary. Adults can \u003c/span>\u003cspan style=\"font-weight: 400\">make a difference simply by “reassuring them that, a great deal of time, stress is just operating as a friend and ally to them.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Change and stress go hand in hand -- even if a change is positive. Teenagers' lives are filled with change: Their bodies and brains are transforming, they usually switch schools at least once between grades 5 and 12, their academic workload is increasing, and social relationships are constantly evolving. The anxiety that comes with stretching to face these and other challenges is part of how humans develop strength, said Damour. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she talks with teenage girls, she uses the metaphor of exercise: To develop physical strength, you have to slowly push your levels of physical endurance, building up strength through resistance training. Similarly, said Damour, “you should see [a challenge] as an extraordinary weight training program for your mind. You are going to walk out of it tougher and stronger than you have ever been.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Stress, Emotion and the Teenage Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes anxiety and stress reach levels that impede a girl’s ability to navigate life effectively. That said, Damour cautions that an emotional outburst -- in and of itself -- is not a reliable indicator of mental health. “If you are raising a normally developing teenage daughter, she will have meltdowns. And there’s nothing you can do to prevent that,” said Damour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, when it’s your daughter who is sobbing on the bathroom floor, it’s hard to keep this in perspective. “When it’s your kid, it’s terrifying,” Damour said. “A lot of parents are frightened and paralyzed in that moment. They wonder: Is this a sign that something is really wrong or that my kid is really out of control?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where a little neuroscience might be helpful, said Damour. “The adolescent brain is very gawky and vulnerable to emotion.” That gawkiness stems from the extraordinary brain development that happens in adolescence. “The brain is upgrading, but in the same order as it initially developed,” said Damour, from the more primitive regions that house emotions to the more sophisticated regions that regulate perspective and problem-solving.\u003c/span>\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The result? “When she’s calm, a teenage girl can outreason any adult. When she’s upset, her primitive regions can hijack the whole system and take it down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When your daughter is emotionally overwhelmed, give her a little time. Damour said it’s easy to see a meltdown as a fire that’s about to turn into a conflagration. But a storm is a more accurate metaphor. “You can’t stop a storm,” she said. “You have to wait it out. But these storms do pass. The brain will reset itself. Don’t try to stop the storm or fix it in the moment.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, sit with her, go on a walk together, watch a funny show, or offer her a cup of tea, advised Damour. After weathering a few storms successfully, “parents and teenagers get to discover that -- all by itself -- the storm will pass. At that point, either the problem completely evaporates and she moves on, or the girl can now look at the problem with clear eyes, assess it with her prefrontal lobe back online, and figure out what she wants to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Responding Instead of Reacting\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teenage girls are particularly sensitive to the cues they receive from parents and teachers – from words to facial expressions. How adults respond to teens’ emotional reactions matters a lot, said Damour. When adults become anxious in response to a teen’s anxiety, it exacerbates the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping girls weather stress storms can be “excruciating for parents,” and Damour said she understands the almost primal desire to alleviate the pain, solve the problem for them or remove the stressor -- such as letting them stay home from school if they are anxious about a test. But avoidance feeds anxiety. Girls often feel stressed because they overestimate the difficulty of a situation and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">underestimate\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> their ability to deal with it, said Damour. When they avoid a situation, they miss the opportunity to correct that perception and recognize their own strength. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour has found two words helpful in helping keep teens in the driver’s seat: “stinks” and “handle.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“ ‘That really stinks’ is a very simple phrase that cuts right through it. It says, ‘I hear you and I’m just going to sit here for a moment and acknowledge that what you are up against isn’t that great,’ ” said Damour, “Empathy goes very, very far in helping them contain what is upsetting them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, there is no simple solution to a stressor, so “the next step may simply be acceptance – acceptance of the situation and of their strength to persist through it. It’s the ability to say to yourself, ‘This stinks, but this is something I can handle.’ ” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour said the word “handle” is empowering. Girls learn that “by enduring this, I’ll be able to endure more down the line. I’ll build up my capacity to handle unpleasant situations.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Build in Recovery Time\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In strength training, “you can’t just lift weights day after day after day,” said Damour. “In order to get the full benefits from the workout, your muscles need a chance to recover and repair.” The same holds true for the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teens accept that some level of stress is inevitable, they can spend less time worrying about stress and more time focusing on how they can build in recovery time.\u003c/span>\u003c/p>\n\u003cp>“The good news is your mind recovers a lot faster than your muscles do. But you need to restore yourself so you can go right back in for another workout. Your job is to figure out how you like to recover. What’s the system that really works for you?” For some teens, playing sports gives them the reboot they need to focus on academics. Another student might benefit from a watching a 22-minute episode of a sitcom\u003ci>, \u003c/i>playing with a dog, going on a walk or listening to a favorite music playlist.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having conversations with stressed-out teens about this type of downtime redirects the attention away from the stress and toward the recovery. Students can’t always control the stressors in their life, said Damour, but they can have a say over how they choose to restore themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Restorative Power of Sleep\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sleep deprivation is one of the simplest explanations for the rise in anxiety-related concerns, Damour said. “Sleep is the glue that holds human beings together.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2018/11/29/our-brains-benefit-sleep-heres-why-how-parents-can-help-teens-get-plenty-it/?utm_term=.730e8bbb00f6\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is unambiguous: When we are sleep-deprived, we are less emotionally resilient. According to Damour, the first question many clinicians ask teens who come in for anxiety is, “How much sleep are you getting?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If they are consistently getting less than seven or eight hours, that’s the first line of intervention. “Teenagers need nine hours a night, middle-schoolers need 10, and elementary students need 11. Caffeine doesn’t make up for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to sleep, she says, small changes can make a big difference, including completing as much homework as they can during the schoolday, making judicious choices about how much time they spend on any given assignment, and monitoring social media use in the evening. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Technology is very hard on sleep,” said Damour. “I’m not anti-social media, but it makes a tremendous difference for teens to not have a phone and computer in the bedroom at night. Teenagers have texts waking them up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the melatonin-suppressing effects of blue light emitted from smartphone screens and other devices, Damour encourages teens to turn off social media notifications well before going to sleep. But it’s not just the blue light. “Girls will often see something on social media that will keep them up at night -- and if you ask them, they’ll usually admit this.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Growing Up Brave\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Damour, the most powerful force for good in a teenager’s life is a “caring, working relationship with at least one loving adult.” Within that context, adults can offer teenagers empathy, grounded perspective and a vote of confidence as they work through challenges -- helping them aim for courage, not avoidance.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Brave is a positive word -- it’s something we aspire to be,” said Damour. “Built into the word is the understanding that the person is scared and yet they are doing something anyway. Scared is here to stay. Anxiety is part of life. It’s not our job to vanquish these feelings. It’s our job to develop the resources we need to march forward anyway.” \u003c/span>\u003c/p>\n\n",
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"excerpt": "Sometimes anxiety and stress reach levels that impede a girl’s ability to navigate life effectively. Dr. Lisa Damour has tips for parents and teens to help manage these situations. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the last decade, rates of anxiety-related disorders in teenagers have \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">steadily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> risen, particularly in \u003c/span>\u003ca href=\"http://pediatrics.aappublications.org/content/138/6/e20161878\">\u003cspan style=\"font-weight: 400\">girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Researchers and psychologists posit \u003c/span>\u003ca href=\"https://www.johnshopkinshealthreview.com/issues/fall-winter-2017/articles/the-rise-of-teen-depression\">\u003cspan style=\"font-weight: 400\">several\u003c/span>\u003c/a> \u003ca href=\"https://www.psychologytoday.com/us/blog/our-changing-culture/201708/why-so-many-teens-today-have-become-depressed\">\u003cspan style=\"font-weight: 400\">hypotheses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about why these rates are on the rise -- from digital hyperconnectivity to heightened external pressures to simply a greater awareness, and therefore diagnosis, of mental health concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the causes, Dr. Lisa Damour has hopeful news for parents and teens: first, some degree of stress and anxiety is not only normal but essential for human growth. And if those levels become untenable, there are tested strategies for reining anxiety back in. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Reframing Anxiety\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour, a psychologist and author of the new book \u003c/span>\u003ca href=\"http://www.randomhousebooks.com/books/561788/\">\u003cspan style=\"font-weight: 400\">\"Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls,\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has spent decades working with adolescent girls and their families. In recent years, she has noticed a change in how society views stress. “Somehow a misunderstanding has grown up about stress and anxiety where our culture now sees both as pathological,” said Damour. “The upshot of that is that we have adults and young people who are stressed about being stressed and anxious about being anxious.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety is a normal and healthy function, according to Damour, and much of the anxiety that teenagers express is a sign that they are aware of their surroundings, mindful of their growing responsibilities, and frightened of things that are, in fact, scary. Adults can \u003c/span>\u003cspan style=\"font-weight: 400\">make a difference simply by “reassuring them that, a great deal of time, stress is just operating as a friend and ally to them.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Change and stress go hand in hand -- even if a change is positive. Teenagers' lives are filled with change: Their bodies and brains are transforming, they usually switch schools at least once between grades 5 and 12, their academic workload is increasing, and social relationships are constantly evolving. The anxiety that comes with stretching to face these and other challenges is part of how humans develop strength, said Damour. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she talks with teenage girls, she uses the metaphor of exercise: To develop physical strength, you have to slowly push your levels of physical endurance, building up strength through resistance training. Similarly, said Damour, “you should see [a challenge] as an extraordinary weight training program for your mind. You are going to walk out of it tougher and stronger than you have ever been.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Stress, Emotion and the Teenage Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes anxiety and stress reach levels that impede a girl’s ability to navigate life effectively. That said, Damour cautions that an emotional outburst -- in and of itself -- is not a reliable indicator of mental health. “If you are raising a normally developing teenage daughter, she will have meltdowns. And there’s nothing you can do to prevent that,” said Damour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, when it’s your daughter who is sobbing on the bathroom floor, it’s hard to keep this in perspective. “When it’s your kid, it’s terrifying,” Damour said. “A lot of parents are frightened and paralyzed in that moment. They wonder: Is this a sign that something is really wrong or that my kid is really out of control?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where a little neuroscience might be helpful, said Damour. “The adolescent brain is very gawky and vulnerable to emotion.” That gawkiness stems from the extraordinary brain development that happens in adolescence. “The brain is upgrading, but in the same order as it initially developed,” said Damour, from the more primitive regions that house emotions to the more sophisticated regions that regulate perspective and problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The result? “When she’s calm, a teenage girl can outreason any adult. When she’s upset, her primitive regions can hijack the whole system and take it down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When your daughter is emotionally overwhelmed, give her a little time. Damour said it’s easy to see a meltdown as a fire that’s about to turn into a conflagration. But a storm is a more accurate metaphor. “You can’t stop a storm,” she said. “You have to wait it out. But these storms do pass. The brain will reset itself. Don’t try to stop the storm or fix it in the moment.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, sit with her, go on a walk together, watch a funny show, or offer her a cup of tea, advised Damour. After weathering a few storms successfully, “parents and teenagers get to discover that -- all by itself -- the storm will pass. At that point, either the problem completely evaporates and she moves on, or the girl can now look at the problem with clear eyes, assess it with her prefrontal lobe back online, and figure out what she wants to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Responding Instead of Reacting\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teenage girls are particularly sensitive to the cues they receive from parents and teachers – from words to facial expressions. How adults respond to teens’ emotional reactions matters a lot, said Damour. When adults become anxious in response to a teen’s anxiety, it exacerbates the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping girls weather stress storms can be “excruciating for parents,” and Damour said she understands the almost primal desire to alleviate the pain, solve the problem for them or remove the stressor -- such as letting them stay home from school if they are anxious about a test. But avoidance feeds anxiety. Girls often feel stressed because they overestimate the difficulty of a situation and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">underestimate\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> their ability to deal with it, said Damour. When they avoid a situation, they miss the opportunity to correct that perception and recognize their own strength. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour has found two words helpful in helping keep teens in the driver’s seat: “stinks” and “handle.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“ ‘That really stinks’ is a very simple phrase that cuts right through it. It says, ‘I hear you and I’m just going to sit here for a moment and acknowledge that what you are up against isn’t that great,’ ” said Damour, “Empathy goes very, very far in helping them contain what is upsetting them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, there is no simple solution to a stressor, so “the next step may simply be acceptance – acceptance of the situation and of their strength to persist through it. It’s the ability to say to yourself, ‘This stinks, but this is something I can handle.’ ” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour said the word “handle” is empowering. Girls learn that “by enduring this, I’ll be able to endure more down the line. I’ll build up my capacity to handle unpleasant situations.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Build in Recovery Time\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In strength training, “you can’t just lift weights day after day after day,” said Damour. “In order to get the full benefits from the workout, your muscles need a chance to recover and repair.” The same holds true for the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teens accept that some level of stress is inevitable, they can spend less time worrying about stress and more time focusing on how they can build in recovery time.\u003c/span>\u003c/p>\n\u003cp>“The good news is your mind recovers a lot faster than your muscles do. But you need to restore yourself so you can go right back in for another workout. Your job is to figure out how you like to recover. What’s the system that really works for you?” For some teens, playing sports gives them the reboot they need to focus on academics. Another student might benefit from a watching a 22-minute episode of a sitcom\u003ci>, \u003c/i>playing with a dog, going on a walk or listening to a favorite music playlist.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having conversations with stressed-out teens about this type of downtime redirects the attention away from the stress and toward the recovery. Students can’t always control the stressors in their life, said Damour, but they can have a say over how they choose to restore themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Restorative Power of Sleep\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sleep deprivation is one of the simplest explanations for the rise in anxiety-related concerns, Damour said. “Sleep is the glue that holds human beings together.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2018/11/29/our-brains-benefit-sleep-heres-why-how-parents-can-help-teens-get-plenty-it/?utm_term=.730e8bbb00f6\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is unambiguous: When we are sleep-deprived, we are less emotionally resilient. According to Damour, the first question many clinicians ask teens who come in for anxiety is, “How much sleep are you getting?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If they are consistently getting less than seven or eight hours, that’s the first line of intervention. “Teenagers need nine hours a night, middle-schoolers need 10, and elementary students need 11. Caffeine doesn’t make up for that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to sleep, she says, small changes can make a big difference, including completing as much homework as they can during the schoolday, making judicious choices about how much time they spend on any given assignment, and monitoring social media use in the evening. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Technology is very hard on sleep,” said Damour. “I’m not anti-social media, but it makes a tremendous difference for teens to not have a phone and computer in the bedroom at night. Teenagers have texts waking them up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the melatonin-suppressing effects of blue light emitted from smartphone screens and other devices, Damour encourages teens to turn off social media notifications well before going to sleep. But it’s not just the blue light. “Girls will often see something on social media that will keep them up at night -- and if you ask them, they’ll usually admit this.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Growing Up Brave\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Damour, the most powerful force for good in a teenager’s life is a “caring, working relationship with at least one loving adult.” Within that context, adults can offer teenagers empathy, grounded perspective and a vote of confidence as they work through challenges -- helping them aim for courage, not avoidance.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Brave is a positive word -- it’s something we aspire to be,” said Damour. “Built into the word is the understanding that the person is scared and yet they are doing something anyway. Scared is here to stay. Anxiety is part of life. It’s not our job to vanquish these feelings. It’s our job to develop the resources we need to march forward anyway.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When researchers first discovered a link in the late 1990s between childhood adversity and chronic health problems later in life, the real revelation was how common those experiences were across all socioeconomic groups.\u003c/p>\n\u003cp>But the first major study to focus on adverse childhood experiences (ACEs) was limited to a single healthcare system in San Diego. Now a new study — the \u003ca href=\"http://10.1001/jamapediatrics.2018.2537\">largest nationally representative study\u003c/a> to date on ACEs — confirms that these experiences are universal, yet highlights some disparities among socioeconomic groups. People with low-income and educational attainment, people of color and people who identified as gay, lesbian or bisexual had significantly higher chance of having experienced adversity in childhood.\u003c/p>\n\u003cp>The study finds three out of five adults across the U.S. had at least one adverse experience in their childhood, such as divorce, a parent's death, physical or emotional abuse, or a family member's incarceration or substance abuse problem. A quarter of adults have at least three such experiences in childhood, which – according to other research — increases their risk for most common chronic diseases, from heart disease and cancer to depression and substance abuse.\u003c/p>\n\u003cp>\"This is the first study of this kind that allows us to talk about adverse childhood experience as a public health problem in the same way we talk about obesity or hypertension or any other highly prevalent population risk factor,\" says Adam Schickedanz, an assistant professor of pediatrics at the David Geffen School of Medicine at UCLA, who was not involved in the research. \"Up until now, we haven't really had a study that takes a national look.\"\u003c/p>\n\u003cp>The study researchers, led by Centers for Disease Control and Prevention researcher Melissa T. Merrick, analyzed data from 214,157 adults in 23 states between 2011 and 2014. The participants answered 11 questions about whether they'd experienced what have now become \u003ca href=\"http://www.samhsa.gov/capt/practicing-effective-prevention/prevention-behavioral-health/adverse-childhood-experiences\">well recognized as ACEs\u003c/a>: parental separation or divorce, child abuse (physical, emotional and sexual), domestic violence and living with someone who has been incarcerated or has a mental illness or a substance use disorder.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Nearly 62 percent of respondents had at least one ACE and a quarter reported three or more. The remaining respondents had at least two ACEs, including 16 percent with four or more such experiences.\u003c/p>\n\u003cp>Those identifying as black or Latino and those with less than a high school education or an annual income below $15,000 were more likely to have more ACEs. But a relatively new finding was that multiracial and gay, lesbian and bisexual individuals carried the greatest burden.\u003c/p>\n\u003cp>Multiracial participants reported roughly 2.5 ACEs, and bisexual adults reported 3.1, both the highest scores reported. Women, younger adults, unemployed people and those unable to work also tended to have higher scores.\u003c/p>\n\u003cp>But Schickedanz cautions that, while the disparities are real, it's important to recognize how common these experiences are among all people, including white and middle class families.\u003c/p>\n\u003cp>\"This [study] shows that ACEs affect people from all walks of life everywhere,\" he says.\u003c/p>\n\u003cp>\u003cstrong>The link between trauma and health\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ajpmonline.org/article/S0749-3797(98)00017-8/abstract\">original ACE study\u003c/a>, published in 1998, analyzed data from more than 9,000 primarily middle class adults in the San Diego area, starting in 1995-1997. Its publication opened people's eyes to how common adverse experiences are even among children in seemingly more privileged homes. Nearly 40 percent of \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/about.html\">participants \u003c/a>had at least a college degree, and 75 percent were white.\u003c/p>\n\u003cp>More than a quarter of those original participants reported physical abuse in childhood, and one in five reported sexual abuse. And the study identified the link between adverse childhood experiences and poor physical and mental health decades later.\u003c/p>\n\u003cp>Since that study, an increasing number of states have begun collecting data on ACEs with the \u003ca href=\"http://www.cdc.gov/brfss/index.html\">Behavioral Risk Factor Surveillance System\u003c/a>, the database used by the new study's researchers. All states use the system, and \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/ace_brfss.html\">32 states since 2009\u003c/a> have collected ACEs data.\u003c/p>\n\u003cp>The CDC tracks the many \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/journal.html\">ACE-related studies\u003c/a> published on a website \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/index.html\">section specifically about ACEs\u003c/a>. Studies have linked a greater number of ACEs with greater risk of heart disease, cancer, bone fractures and chronic lung or liver diseases, diabetes and stroke. Those with the most ACEs, four to six or more, tend to have higher rates of mental illness.\u003c/p>\n\u003cp>Scientists have just begun understanding the social and biological mechanisms that might explain how highly stressful experiences in childhood could translate to greater risks for heart disease or diabetes. One way has to do with the stress response itself: the body produces and releases the hormones cortisol and adrenaline while increasing blood sugar and blood pressure — all of which help with the body's need for fight or flight.\u003c/p>\n\u003cp>But chronic stress means chronically high levels of these substances, which isn't healthy in the long term. Consistently high blood sugar, for example, increases the risk of diabetes, and high blood pressure is linked to heart disease.\u003c/p>\n\u003cp>\u003cstrong>Opportunities for intervention\u003c/strong>\u003c/p>\n\u003cp>This new study suggests a need to target prevention resources where they can help most, says \u003ca href=\"http://developingchild.harvard.edu/about/who-we-are/\">Jack Shonkoff\u003c/a>, a professor of child health and development at the Harvard T.H. Chan School of Public Health. This also requires identifying what makes some people more susceptible than others to the effects of adversity.\u003c/p>\n\u003cp>\"Nobody is immune to adverse experiences in childhood but for some population groups, they're a larger burden of childhood adversity than others,\" he says. \"We need to focus on targeting limited resources to the people at greatest risk and making sure those resources go into programs that reduce or mitigate adversity.\"\u003c/p>\n\u003cp>Doing that will require developing tools to screen for people's sensitivity to adversity, he says. He also notes that ACEs alone don't account for health disparities. Genetics play a key role in health outcomes as well, he explains.\u003c/p>\n\u003cp>\"Environmental risk factors are only part of the story. You can't separate genetics from environment,\" Shonkoff says.\u003c/p>\n\u003cp>To address the consequences of childhood adversity, it will be important to develop programs that help children learn healthy coping mechanisms and strengthen families and communities overall, says Andrew Garner, a clinical professor of pediatrics at Case Western Reserve University School of Medicine in Cleveland.\u003c/p>\n\u003cp>\"Our objective is not to put kids in a bubble but teach kids how to deal with adversity in a healthy manner,\" Garner says. \"If parents are in survival mode, their kids are in survival mode too, and they're not going to learn as well and learn coping mechanisms. Those poor coping mechanisms are what we think links adversity to poor health outcomes.\"\u003c/p>\n\u003cp>For example, youth who cope by using drugs, alcohol, sex or other risky behaviors are increasing their risk of substance abuse problems, teen pregnancy and sexually transmitted infections, all of which increase risk of other chronic diseases later on.\u003c/p>\n\u003cp>Garner and Schickedanz both pointed to increasing levels of social isolation documented by other researchers as a substantial likely contributor to the health outcomes linked to ACEs.\u003c/p>\n\u003cp>\"If you look the very highest risk group, it's bisexuals, and we know they may feel isolated. The second highest is multiracial people who may not necessary feel they belong in any particular group,\" Garner says. \"We know from biology that it's really bad to be socially isolated and we're seeing that disparities in adversity are mirrored in health outcomes later on.\"\u003c/p>\n\u003cp>But Garner emphasizes that an ACE score is \"not destiny.\" In addition to social programs that address underlying income and racial disparities, it's vital to teach kids resilience.\u003c/p>\n\u003cp>\"Resilience reflects using skills, and the beauty of that is that skills can be learned, taught, modeled, practiced and reinforced, and kids learn better when they're in relationships,\" he says. \"We need to do better job of primary prevention by focusing on emotional learning and promoting safe, stable, nurturing relationships.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Tara Haelle is a freelance health and science writer.\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=Childhood+Trauma+And+Its+Lifelong+Health+Effects+More+Prevalent+Among+Minorities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When researchers first discovered a link in the late 1990s between childhood adversity and chronic health problems later in life, the real revelation was how common those experiences were across all socioeconomic groups.\u003c/p>\n\u003cp>But the first major study to focus on adverse childhood experiences (ACEs) was limited to a single healthcare system in San Diego. Now a new study — the \u003ca href=\"http://10.1001/jamapediatrics.2018.2537\">largest nationally representative study\u003c/a> to date on ACEs — confirms that these experiences are universal, yet highlights some disparities among socioeconomic groups. People with low-income and educational attainment, people of color and people who identified as gay, lesbian or bisexual had significantly higher chance of having experienced adversity in childhood.\u003c/p>\n\u003cp>The study finds three out of five adults across the U.S. had at least one adverse experience in their childhood, such as divorce, a parent's death, physical or emotional abuse, or a family member's incarceration or substance abuse problem. A quarter of adults have at least three such experiences in childhood, which – according to other research — increases their risk for most common chronic diseases, from heart disease and cancer to depression and substance abuse.\u003c/p>\n\u003cp>\"This is the first study of this kind that allows us to talk about adverse childhood experience as a public health problem in the same way we talk about obesity or hypertension or any other highly prevalent population risk factor,\" says Adam Schickedanz, an assistant professor of pediatrics at the David Geffen School of Medicine at UCLA, who was not involved in the research. \"Up until now, we haven't really had a study that takes a national look.\"\u003c/p>\n\u003cp>The study researchers, led by Centers for Disease Control and Prevention researcher Melissa T. Merrick, analyzed data from 214,157 adults in 23 states between 2011 and 2014. The participants answered 11 questions about whether they'd experienced what have now become \u003ca href=\"http://www.samhsa.gov/capt/practicing-effective-prevention/prevention-behavioral-health/adverse-childhood-experiences\">well recognized as ACEs\u003c/a>: parental separation or divorce, child abuse (physical, emotional and sexual), domestic violence and living with someone who has been incarcerated or has a mental illness or a substance use disorder.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nearly 62 percent of respondents had at least one ACE and a quarter reported three or more. The remaining respondents had at least two ACEs, including 16 percent with four or more such experiences.\u003c/p>\n\u003cp>Those identifying as black or Latino and those with less than a high school education or an annual income below $15,000 were more likely to have more ACEs. But a relatively new finding was that multiracial and gay, lesbian and bisexual individuals carried the greatest burden.\u003c/p>\n\u003cp>Multiracial participants reported roughly 2.5 ACEs, and bisexual adults reported 3.1, both the highest scores reported. Women, younger adults, unemployed people and those unable to work also tended to have higher scores.\u003c/p>\n\u003cp>But Schickedanz cautions that, while the disparities are real, it's important to recognize how common these experiences are among all people, including white and middle class families.\u003c/p>\n\u003cp>\"This [study] shows that ACEs affect people from all walks of life everywhere,\" he says.\u003c/p>\n\u003cp>\u003cstrong>The link between trauma and health\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ajpmonline.org/article/S0749-3797(98)00017-8/abstract\">original ACE study\u003c/a>, published in 1998, analyzed data from more than 9,000 primarily middle class adults in the San Diego area, starting in 1995-1997. Its publication opened people's eyes to how common adverse experiences are even among children in seemingly more privileged homes. Nearly 40 percent of \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/about.html\">participants \u003c/a>had at least a college degree, and 75 percent were white.\u003c/p>\n\u003cp>More than a quarter of those original participants reported physical abuse in childhood, and one in five reported sexual abuse. And the study identified the link between adverse childhood experiences and poor physical and mental health decades later.\u003c/p>\n\u003cp>Since that study, an increasing number of states have begun collecting data on ACEs with the \u003ca href=\"http://www.cdc.gov/brfss/index.html\">Behavioral Risk Factor Surveillance System\u003c/a>, the database used by the new study's researchers. All states use the system, and \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/ace_brfss.html\">32 states since 2009\u003c/a> have collected ACEs data.\u003c/p>\n\u003cp>The CDC tracks the many \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/journal.html\">ACE-related studies\u003c/a> published on a website \u003ca href=\"http://www.cdc.gov/violenceprevention/acestudy/index.html\">section specifically about ACEs\u003c/a>. Studies have linked a greater number of ACEs with greater risk of heart disease, cancer, bone fractures and chronic lung or liver diseases, diabetes and stroke. Those with the most ACEs, four to six or more, tend to have higher rates of mental illness.\u003c/p>\n\u003cp>Scientists have just begun understanding the social and biological mechanisms that might explain how highly stressful experiences in childhood could translate to greater risks for heart disease or diabetes. One way has to do with the stress response itself: the body produces and releases the hormones cortisol and adrenaline while increasing blood sugar and blood pressure — all of which help with the body's need for fight or flight.\u003c/p>\n\u003cp>But chronic stress means chronically high levels of these substances, which isn't healthy in the long term. Consistently high blood sugar, for example, increases the risk of diabetes, and high blood pressure is linked to heart disease.\u003c/p>\n\u003cp>\u003cstrong>Opportunities for intervention\u003c/strong>\u003c/p>\n\u003cp>This new study suggests a need to target prevention resources where they can help most, says \u003ca href=\"http://developingchild.harvard.edu/about/who-we-are/\">Jack Shonkoff\u003c/a>, a professor of child health and development at the Harvard T.H. Chan School of Public Health. This also requires identifying what makes some people more susceptible than others to the effects of adversity.\u003c/p>\n\u003cp>\"Nobody is immune to adverse experiences in childhood but for some population groups, they're a larger burden of childhood adversity than others,\" he says. \"We need to focus on targeting limited resources to the people at greatest risk and making sure those resources go into programs that reduce or mitigate adversity.\"\u003c/p>\n\u003cp>Doing that will require developing tools to screen for people's sensitivity to adversity, he says. He also notes that ACEs alone don't account for health disparities. Genetics play a key role in health outcomes as well, he explains.\u003c/p>\n\u003cp>\"Environmental risk factors are only part of the story. You can't separate genetics from environment,\" Shonkoff says.\u003c/p>\n\u003cp>To address the consequences of childhood adversity, it will be important to develop programs that help children learn healthy coping mechanisms and strengthen families and communities overall, says Andrew Garner, a clinical professor of pediatrics at Case Western Reserve University School of Medicine in Cleveland.\u003c/p>\n\u003cp>\"Our objective is not to put kids in a bubble but teach kids how to deal with adversity in a healthy manner,\" Garner says. \"If parents are in survival mode, their kids are in survival mode too, and they're not going to learn as well and learn coping mechanisms. Those poor coping mechanisms are what we think links adversity to poor health outcomes.\"\u003c/p>\n\u003cp>For example, youth who cope by using drugs, alcohol, sex or other risky behaviors are increasing their risk of substance abuse problems, teen pregnancy and sexually transmitted infections, all of which increase risk of other chronic diseases later on.\u003c/p>\n\u003cp>Garner and Schickedanz both pointed to increasing levels of social isolation documented by other researchers as a substantial likely contributor to the health outcomes linked to ACEs.\u003c/p>\n\u003cp>\"If you look the very highest risk group, it's bisexuals, and we know they may feel isolated. The second highest is multiracial people who may not necessary feel they belong in any particular group,\" Garner says. \"We know from biology that it's really bad to be socially isolated and we're seeing that disparities in adversity are mirrored in health outcomes later on.\"\u003c/p>\n\u003cp>But Garner emphasizes that an ACE score is \"not destiny.\" In addition to social programs that address underlying income and racial disparities, it's vital to teach kids resilience.\u003c/p>\n\u003cp>\"Resilience reflects using skills, and the beauty of that is that skills can be learned, taught, modeled, practiced and reinforced, and kids learn better when they're in relationships,\" he says. \"We need to do better job of primary prevention by focusing on emotional learning and promoting safe, stable, nurturing relationships.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Tara Haelle is a freelance health and science writer.\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=Childhood+Trauma+And+Its+Lifelong+Health+Effects+More+Prevalent+Among+Minorities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Group Therapy at School Helps Kids Manage Trauma, Anxiety",
"title": "How Group Therapy at School Helps Kids Manage Trauma, Anxiety",
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"content": "\u003cp>Sometimes 11-year-old B. comes home from school in tears. Maybe she was taunted about her weight that day, called \"ugly.\" Or her so-called friends blocked her on their phones. Some nights she is too anxious to sleep alone and climbs into her mother's bed. It's just the two of them at home, ever since her father was deported back to West Africa when she was a toddler.\u003c/p>\n\u003cp>B.'s mood has improved lately, though, thanks to a new set of skills she is learning at school. (We're using only first initials to protect students' privacy.) Cresthaven Elementary School in Silver Spring, Md., is one of growing number of schools offering kids training in how to manage emotions, handle stress and improve interpersonal relationships.\u003c/p>\n\u003cp>At Cresthaven, some fifth-graders like B. get an intensive 12 weeks of such training, a course called the Resilience Builder Program. Created by psychologist Mary Alvord, it's a form of group therapy designed to help students who are struggling with trauma or cognitive disorders — or everyday anxiety caused by things like bullying or moving schools..\u003c/p>\n\u003cp>\"I think it's so critical that kids know they have the power to make changes. While we can't control everything about our lives, we can control many facets,\" Alvord says.\u003c/p>\n\u003cp>If students can learn this kind of resilience, the ability to adapt to emotional challenges, she says, \"I think the whole world gets better.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The idea of teaching social and emotional skills in school is more than 20 years old. Research has shown this kind of intervention is effective and has a lasting impact. One \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12864\">analysis published last year\u003c/a> in the journal \u003cem>Child Development\u003c/em> reviewed dozens of programs with similar approaches. Participants were 11 percent more likely to graduate from college and less likely to have mental health problems or be arrested than were students who never went through these programs.\u003c/p>\n\u003cp>In Australia, Canada and the U.K., social and emotional learning in schools is already being implemented on a large scale. Here in the U.S. it has spread, but not as quickly as some would hope. With all the mandates that schools have to keep up with, social emotional learning gets moved to the back burner.\u003c/p>\n\u003cp>But at Cresthaven, the school counselor, Marina Sklias, and the school principal were hungry for it.\u003c/p>\n\u003cp>Sklias says getting help for students dealing with trauma and emotional problems has been tough. In a high-poverty school such as Cresthaven, with a lot of immigrant families, she says there is only so much she can do.\u003c/p>\n\u003cp>\"Oftentimes I refer students for counseling and parents request counseling, but due to financial situations or transportation issues, parents can't always follow through,\" she says. At school, she is already stretched thin meeting with students or giving classroom presentations.\u003c/p>\n\u003cp>When Alvord offered to bring the Resilience Builder Program to Cresthaven pro bono as part of a research project, Sklias selected a group of students she thought could benefit from it. It has been used especially with students dealing with attention deficit hyperactivity disorder or anxiety or trauma — officially, students with \"social competence deficits.\" She met with parents, and many agreed to sign up their kids.\u003c/p>\n\u003cp>The program focuses on fifth-graders, Alvord explains, to prepare them for middle school, where pressures like dealing with sex or substance use really kick in. It's a time that can be especially hard for kids already struggling with social and emotional issues.\u003c/p>\n\u003cp>\"It's a big transition, big change,\" Alvord says.\u003c/p>\n\u003cp>For 12 weeks, small groups of Cresthaven students learned about topics like leadership skills, stress management, problem-solving, and empathy. The emotional-problem solving techniques they learned were based in cognitive behavioral therapy — adapted for kids.\u003c/p>\n\u003cp>They also drew on the whiteboard together, did role-playing and yoga, had snack time, and played lots of charades.\u003c/p>\n\u003cp>\"I was thinking we'll just sit and just do work,\" B. says. \"Instead we would play games and do things that were fun and do things that you usually don't do in regular class.\"\u003c/p>\n\u003cp>Some of the time they worked on simple social skills, like making eye contact during conversation, greeting people in the morning, respecting personal space.\u003c/p>\n\u003cp>The kids also learned handy techniques for working with negative thoughts, like visualizing a special kind of remote control. Alvord shows a drawing with buttons that say things like \"happy place\" and \"things thankful for.\"\u003c/p>\n\u003cp>\"You can switch channels in your head,\" she explains. \"Instead of 'that math test was really hard,' if we think, 'I got through it and I'm proud myself.' \"\u003c/p>\n\u003cp>Alvord developed the Resilience Builder Program in her private practice decades ago, and now she is working with \u003ca href=\"http://psychology.cua.edu/labs/richlab/\">researchers including Dr. Brendan Rich at Catholic University\u003c/a> to measure how well the program works in schools with underserved students. Early pilot studies on the program show it is effective.\u003c/p>\n\u003cp>For kids with ADHD, \u003ca href=\"https://www.researchgate.net/publication/300706726_Developing_Social_Competence_Through_a_Resilience_Model\">parents and teachers reported\u003c/a> that after the program, students were more social, were able to handle their emotions, and weren't as hyperactive as before. Parents also reported that kids with anxiety were able to manage their emotions and seemed less depressed.\u003c/p>\n\u003cp>The new research compares students who have done the program with those who haven't. Researchers have collected data from 119 kids at four schools in the Washington, D.C., area, including those at Cresthaven. They just had a paper accepted by the \u003cem>International Journal of Group Psychotherapy,\u003c/em> which found that students who went through the program reported better emotional control than students who hadn't. They plan to publish more in the coming months, and Alvord is excited by some early results that show the program is helping kids academically.\u003c/p>\n\u003cp>\"It all goes together,\" she says. \"If you're not struggling with relationships or teasing and bullying, you have more head space to give to study, and you're also just more positive.\"\u003c/p>\n\u003cp>After each Resilience Builder Program wraps up, Alvord organizes a showcase for the students and their parents. The kids get to share what they've learned and get certificates of achievement, and their parents cheer them on.\u003c/p>\n\u003cp>On a warm spring evening, the handful of Cresthaven fifth-graders who had just finished the program gathered in the school library for their showcase.\u003c/p>\n\u003cp>Most of the families are immigrants from all over the globe, East Africa, Latin America. Alvord is first generation herself and grew up speaking Russian and Armenian. She tells these families that they already know about how important and hard it can be to adapt.\u003c/p>\n\u003cp>\"You have had to make many changes and learn languages and customs — that's resilience,\" she says. There are nods of agreement in the room.\u003c/p>\n\u003cp>The students take turns coming up to the front to get their certificates and share their favorite takeaways.\u003c/p>\n\u003cp>When it's her turn, B. — the 11-year-old who was being bullied — says that she learned how to solve \"friendship problems.\"\u003c/p>\n\u003cp>\"It helped me not get as mad at my friends as I used to,\" she says.\u003c/p>\n\u003cp>B.'s mother is thrilled with the changes she has seen in her daughter. Her eyes well up as she talks about how proud she is. B. seems less nervous; she doesn't come home in tears as often.\u003c/p>\n\u003cp>B. is pleased, too. She especially likes the relaxation skills they learned — things like breathing in and then slowly out again, and clenching fists and then letting go. She can take her new set of problem-solving tools with her to middle school next year and beyond.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: Share Your Parenting Story\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Parents make mistakes. It comes with the job. What do you wish you had known about raising kids before becoming a parent?\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong>Read this post\u003c/strong>\u003c/a>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong> for inspiration\u003c/strong>\u003c/a>, \u003cem>then share your story on Instagram or Twitter using the hashtag #HowToRaiseAHuman. We are collecting stories until June 30. We may feature your post on NPR.\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=For+Troubled+Kids%2C+Some+Schools+Take+Time+Out+For+Group+Therapy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes 11-year-old B. comes home from school in tears. Maybe she was taunted about her weight that day, called \"ugly.\" Or her so-called friends blocked her on their phones. Some nights she is too anxious to sleep alone and climbs into her mother's bed. It's just the two of them at home, ever since her father was deported back to West Africa when she was a toddler.\u003c/p>\n\u003cp>B.'s mood has improved lately, though, thanks to a new set of skills she is learning at school. (We're using only first initials to protect students' privacy.) Cresthaven Elementary School in Silver Spring, Md., is one of growing number of schools offering kids training in how to manage emotions, handle stress and improve interpersonal relationships.\u003c/p>\n\u003cp>At Cresthaven, some fifth-graders like B. get an intensive 12 weeks of such training, a course called the Resilience Builder Program. Created by psychologist Mary Alvord, it's a form of group therapy designed to help students who are struggling with trauma or cognitive disorders — or everyday anxiety caused by things like bullying or moving schools..\u003c/p>\n\u003cp>\"I think it's so critical that kids know they have the power to make changes. While we can't control everything about our lives, we can control many facets,\" Alvord says.\u003c/p>\n\u003cp>If students can learn this kind of resilience, the ability to adapt to emotional challenges, she says, \"I think the whole world gets better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea of teaching social and emotional skills in school is more than 20 years old. Research has shown this kind of intervention is effective and has a lasting impact. One \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12864\">analysis published last year\u003c/a> in the journal \u003cem>Child Development\u003c/em> reviewed dozens of programs with similar approaches. Participants were 11 percent more likely to graduate from college and less likely to have mental health problems or be arrested than were students who never went through these programs.\u003c/p>\n\u003cp>In Australia, Canada and the U.K., social and emotional learning in schools is already being implemented on a large scale. Here in the U.S. it has spread, but not as quickly as some would hope. With all the mandates that schools have to keep up with, social emotional learning gets moved to the back burner.\u003c/p>\n\u003cp>But at Cresthaven, the school counselor, Marina Sklias, and the school principal were hungry for it.\u003c/p>\n\u003cp>Sklias says getting help for students dealing with trauma and emotional problems has been tough. In a high-poverty school such as Cresthaven, with a lot of immigrant families, she says there is only so much she can do.\u003c/p>\n\u003cp>\"Oftentimes I refer students for counseling and parents request counseling, but due to financial situations or transportation issues, parents can't always follow through,\" she says. At school, she is already stretched thin meeting with students or giving classroom presentations.\u003c/p>\n\u003cp>When Alvord offered to bring the Resilience Builder Program to Cresthaven pro bono as part of a research project, Sklias selected a group of students she thought could benefit from it. It has been used especially with students dealing with attention deficit hyperactivity disorder or anxiety or trauma — officially, students with \"social competence deficits.\" She met with parents, and many agreed to sign up their kids.\u003c/p>\n\u003cp>The program focuses on fifth-graders, Alvord explains, to prepare them for middle school, where pressures like dealing with sex or substance use really kick in. It's a time that can be especially hard for kids already struggling with social and emotional issues.\u003c/p>\n\u003cp>\"It's a big transition, big change,\" Alvord says.\u003c/p>\n\u003cp>For 12 weeks, small groups of Cresthaven students learned about topics like leadership skills, stress management, problem-solving, and empathy. The emotional-problem solving techniques they learned were based in cognitive behavioral therapy — adapted for kids.\u003c/p>\n\u003cp>They also drew on the whiteboard together, did role-playing and yoga, had snack time, and played lots of charades.\u003c/p>\n\u003cp>\"I was thinking we'll just sit and just do work,\" B. says. \"Instead we would play games and do things that were fun and do things that you usually don't do in regular class.\"\u003c/p>\n\u003cp>Some of the time they worked on simple social skills, like making eye contact during conversation, greeting people in the morning, respecting personal space.\u003c/p>\n\u003cp>The kids also learned handy techniques for working with negative thoughts, like visualizing a special kind of remote control. Alvord shows a drawing with buttons that say things like \"happy place\" and \"things thankful for.\"\u003c/p>\n\u003cp>\"You can switch channels in your head,\" she explains. \"Instead of 'that math test was really hard,' if we think, 'I got through it and I'm proud myself.' \"\u003c/p>\n\u003cp>Alvord developed the Resilience Builder Program in her private practice decades ago, and now she is working with \u003ca href=\"http://psychology.cua.edu/labs/richlab/\">researchers including Dr. Brendan Rich at Catholic University\u003c/a> to measure how well the program works in schools with underserved students. Early pilot studies on the program show it is effective.\u003c/p>\n\u003cp>For kids with ADHD, \u003ca href=\"https://www.researchgate.net/publication/300706726_Developing_Social_Competence_Through_a_Resilience_Model\">parents and teachers reported\u003c/a> that after the program, students were more social, were able to handle their emotions, and weren't as hyperactive as before. Parents also reported that kids with anxiety were able to manage their emotions and seemed less depressed.\u003c/p>\n\u003cp>The new research compares students who have done the program with those who haven't. Researchers have collected data from 119 kids at four schools in the Washington, D.C., area, including those at Cresthaven. They just had a paper accepted by the \u003cem>International Journal of Group Psychotherapy,\u003c/em> which found that students who went through the program reported better emotional control than students who hadn't. They plan to publish more in the coming months, and Alvord is excited by some early results that show the program is helping kids academically.\u003c/p>\n\u003cp>\"It all goes together,\" she says. \"If you're not struggling with relationships or teasing and bullying, you have more head space to give to study, and you're also just more positive.\"\u003c/p>\n\u003cp>After each Resilience Builder Program wraps up, Alvord organizes a showcase for the students and their parents. The kids get to share what they've learned and get certificates of achievement, and their parents cheer them on.\u003c/p>\n\u003cp>On a warm spring evening, the handful of Cresthaven fifth-graders who had just finished the program gathered in the school library for their showcase.\u003c/p>\n\u003cp>Most of the families are immigrants from all over the globe, East Africa, Latin America. Alvord is first generation herself and grew up speaking Russian and Armenian. She tells these families that they already know about how important and hard it can be to adapt.\u003c/p>\n\u003cp>\"You have had to make many changes and learn languages and customs — that's resilience,\" she says. There are nods of agreement in the room.\u003c/p>\n\u003cp>The students take turns coming up to the front to get their certificates and share their favorite takeaways.\u003c/p>\n\u003cp>When it's her turn, B. — the 11-year-old who was being bullied — says that she learned how to solve \"friendship problems.\"\u003c/p>\n\u003cp>\"It helped me not get as mad at my friends as I used to,\" she says.\u003c/p>\n\u003cp>B.'s mother is thrilled with the changes she has seen in her daughter. Her eyes well up as she talks about how proud she is. B. seems less nervous; she doesn't come home in tears as often.\u003c/p>\n\u003cp>B. is pleased, too. She especially likes the relaxation skills they learned — things like breathing in and then slowly out again, and clenching fists and then letting go. She can take her new set of problem-solving tools with her to middle school next year and beyond.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: Share Your Parenting Story\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Parents make mistakes. It comes with the job. What do you wish you had known about raising kids before becoming a parent?\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=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong>Read this post\u003c/strong>\u003c/a>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong> for inspiration\u003c/strong>\u003c/a>, \u003cem>then share your story on Instagram or Twitter using the hashtag #HowToRaiseAHuman. We are collecting stories until June 30. We may feature your post on NPR.\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=For+Troubled+Kids%2C+Some+Schools+Take+Time+Out+For+Group+Therapy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Helping Young Girls Find Their Voice While Developing Friendships",
"title": "Helping Young Girls Find Their Voice While Developing Friendships",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These stories can serve as an important reminder to parents as well: We became stronger by facing challenges and overcoming them. We learned by doing -- and so will our kids. “As parents, we cannot micromanage everything,” said Hurley. “They’ve got to learn how to have these conversations with friends. We can give them language and we can role-play, but let girls do things on their own. They are capable, and they have really good ideas.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These stories can serve as an important reminder to parents as well: We became stronger by facing challenges and overcoming them. We learned by doing -- and so will our kids. “As parents, we cannot micromanage everything,” said Hurley. “They’ve got to learn how to have these conversations with friends. We can give them language and we can role-play, but let girls do things on their own. They are capable, and they have really good ideas.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "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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"content": "\u003cp>When he came to the United States 12 years ago, Edgar Velazquez hardly spoke a word of English. Most days of his first year, the 14-year-old Mexican immigrant went to the library after school to read the dictionary, determined to learn 250 words — the minimum for basic conversation.\u003c/p>\n\u003cp>At home, Velazquez often did his homework in the bathroom. It was the quietest spot in his family's 500 square-foot studio in the Tenderloin, a San Francisco neighborhood with \"needles on the ground and a lot of homeless on the streets,\" he recalls.\u003c/p>\n\u003cp>His hard work paid off. Velazquez graduated from San Francisco State University last year with a bachelor's degree in biology. He's now applying to medical school. Over coffee at the student center on a recent Monday morning, he spoke about his journey with calm fluency.\u003c/p>\n\u003cp>Still, Velazquez recalls that when meeting with school instructors or lab mentors, he worried about his accent and stressed over what they might think of him, the rare Latino pursuing a biomedical career. At times \"I was so nervous,\" he says, \"I could barely put a sentence together.\"\u003c/p>\n\u003cp>Psychologists call this type of worry \"stereotype threat\"\u003cem> — \u003c/em>the fear of confirming a negative stereotype about one's social group. \"It's unconscious most of the time, but it takes up energy,\" says SFSU biology professor \u003ca href=\"http://biology.sfsu.edu/people/leti\">Leticia Márquez-Magaña\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the time, Velasquez didn't realize his feelings were common among minorities, particularly those who are underrepresented in science and technology fields.\u003c/p>\n\u003cp>Stereotype threat can drive up a person's heart rate, raise stress hormones, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyp.12580/abstract\">sap working memory\u003c/a>, leaving less brainpower for the task at hand. Studies have shown that such worry can make women and minorities \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00272\">choke on math exams\u003c/a>. These experiences breed feelings of inadequacy and isolation that lead some to drop a course or even \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs\">leave science\u003c/a>.\u003c/p>\n\u003cp>SFSU researchers developed a short online tutorial to educate students about stereotype threat. They focused on ethnic groups less likely to pursue science and showed, in a recent study, that the program helped these students perform better at school and build mental resilience against future threats.\u003c/p>\n\u003cp>The work is part of the university's larger effort to create a safe, affirming culture where minorities — which make up more than half the student body — can thrive. Márquez-Magaña leads this program, called \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity).\u003c/p>\n\u003cp>The university launched the initiative in fall 2014 with a $17 million grant from the National Institutes of Health. SF BUILD is one of 10 \u003ca href=\"https://diversityprogramconsortium.org/pages/build\">NIH-funded sites\u003c/a> testing strategies to expand the pool of students who choose biomedical careers.\u003c/p>\n\u003cp>Of course, diversity initiatives aren't new. For decades the NIH has used them in hopes of recruiting more minority researchers. But until recently, the agency hadn't rolled out the programs in a coordinated way to see if they were making a difference, says cardiologist \u003ca href=\"https://www.nhlbi.nih.gov/research/intramural/researchers/pi/valantine-hannah\">Hannah Valantine\u003c/a>, the chief officer of scientific workforce diversity at NIH.\u003c/p>\n\u003cp>After the Institutes reviewed a 2011 analysis that found African Americans significantly \u003ca href=\"http://www.npr.org/2011/08/22/139850480/blacks-at-disadvantage-in-winning-research-grants\">less likely\u003c/a> than white applicants to win NIH research grants, it pushed for a deeper look. It formed a committee to address \"this big question of how we enhance diversity in the scientific workforce,\" Valantine says, \"... to understand what kinds of programs work, how they work and for whom they work.\"\u003c/p>\n\u003cp>When the NIH asked universities to propose new strategies to boost diversity in biomedicine, Márquez-Magaña went to her colleague, \u003ca href=\"http://online.sfsu.edu/abenzeev/abenzeev/Avi_Ben-Zeev.html\">Avi Ben-Zeev\u003c/a>, a cognitive psychologist. Ben-Zeev studies stereotype threat. The two worked together to build and test the web-based tutorial for students. Those findings appear in the June issue of \u003ca href=\"http://www.mdpi.com/2227-7102/7/2/65\">\u003cem>Education Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The results indicate that directly discussing the phenomena of stereotype threat appears to help students of ethnic groups underrepresented in science as well, if not better, than traditional approaches that bolster students without specifically talking about stereotypes.\u003c/p>\n\u003cp>Past research shows minority students can be helped by being prompted to think about things they care about like sports, friends, or religion. It's called affirmation training. Asking students to recall these values nurtures a broader sense of self and makes individual threats, such as a math test, seem less daunting, says Stanford psychologist \u003ca href=\"http://gregorywalton-stanford.weebly.com/\">Greg Walton\u003c/a>. Indeed, a \u003ca href=\"https://diversity.llnl.gov/content/pages/docs/walton.pdf\">study\u003c/a> by Walton and colleagues showed that so-called affirmation training can improve women's attitudes about school and raise their science GPAs.\u003c/p>\n\u003cp>But sometimes relying on affirmation falls short. \"There's no acknowledgment or overt discussion of stereotypes that can affect you,\" says Ben-Zeev.\u003c/p>\n\u003cp>He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats. The online tutorial they developed is called Speaking Truth to EmPower (STEP).\u003c/p>\n\u003cp>To test it, the researchers recruited 670 undergraduates in science, technology, engineering and math majors of all races and gave them a set of abstract reasoning puzzles. They told the students these were hard puzzles designed to measure intelligence. It's a subtle comment, but powerful enough to prime stereotype threat in vulnerable groups.\u003c/p>\n\u003cp>Participants were randomly assigned to receive no intervention, affirmation training, or the new STEP tutorial. For each, researchers noted their score on the puzzles and checked their grades at the end of the semester.\u003c/p>\n\u003cp>On puzzle solving, both affirmation and STEP essentially erased the performance deficit of Black, Latino, Latina, and Native American students. To some extent STEP also raised math and science grades in these underrepresented minorities. The results were encouraging \"because some people thought speaking truth might actually make people do worse,\" says Ben-Zeev.\u003c/p>\n\u003cp>The analysis had a third component — a survey that gauges how much a person cares about being judged through stereotypes. \"To open yourself to caring about something you never thought you would do, or that your group is not supposed to be doing ... that's a vulnerability,\" says Ben-Zeev, who feels a personal connection to his research. He grew up in Israel with working-class parents who didn't expect him to go to college.\u003c/p>\n\u003cp>Measuring stereotype concern is important because it predicts how easily someone succumbs to these threats, he says. In the study, STEP reduced stereotype concern in vulnerable groups — but the affirmation intervention did not.\u003c/p>\n\u003cp>So, while both interventions improved test performance, STEP seemed better at creating resilience. \"If people are experiencing threats on a regular basis,\" says Walton, \"it may be that the more direct approach of talking about stereotype threat and starting people thinking about how to respond is necessary.\"\u003c/p>\n\u003cp>In addition to creating the student intervention, Márquez-Magaña and colleagues lead workshops on stereotype threat at faculty retreats and orientation programs. They also discuss these topics when training older students to lead study sessions for STEM classes.\u003c/p>\n\u003cp>It was at one of those trainings that Velazquez first heard the term stereotype threat several years ago. \"It finally made sense,\" he recalls. Thinking about his own path in science, \"this was exactly how I'd felt in so many occasions.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>\u003cem> is a freelance science journalist in the San Francisco Bay Area. Follow her at \u003c/em>\u003ca href=\"https://twitter.com/elandhuis\">\u003cem>@elandhuis\u003c/em>\u003c/a>\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=Tackle+Negative+Thinking+Head-On+To+Boost+Diversity+In+Biomedicine&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he came to the United States 12 years ago, Edgar Velazquez hardly spoke a word of English. Most days of his first year, the 14-year-old Mexican immigrant went to the library after school to read the dictionary, determined to learn 250 words — the minimum for basic conversation.\u003c/p>\n\u003cp>At home, Velazquez often did his homework in the bathroom. It was the quietest spot in his family's 500 square-foot studio in the Tenderloin, a San Francisco neighborhood with \"needles on the ground and a lot of homeless on the streets,\" he recalls.\u003c/p>\n\u003cp>His hard work paid off. Velazquez graduated from San Francisco State University last year with a bachelor's degree in biology. He's now applying to medical school. Over coffee at the student center on a recent Monday morning, he spoke about his journey with calm fluency.\u003c/p>\n\u003cp>Still, Velazquez recalls that when meeting with school instructors or lab mentors, he worried about his accent and stressed over what they might think of him, the rare Latino pursuing a biomedical career. At times \"I was so nervous,\" he says, \"I could barely put a sentence together.\"\u003c/p>\n\u003cp>Psychologists call this type of worry \"stereotype threat\"\u003cem> — \u003c/em>the fear of confirming a negative stereotype about one's social group. \"It's unconscious most of the time, but it takes up energy,\" says SFSU biology professor \u003ca href=\"http://biology.sfsu.edu/people/leti\">Leticia Márquez-Magaña\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the time, Velasquez didn't realize his feelings were common among minorities, particularly those who are underrepresented in science and technology fields.\u003c/p>\n\u003cp>Stereotype threat can drive up a person's heart rate, raise stress hormones, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyp.12580/abstract\">sap working memory\u003c/a>, leaving less brainpower for the task at hand. Studies have shown that such worry can make women and minorities \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00272\">choke on math exams\u003c/a>. These experiences breed feelings of inadequacy and isolation that lead some to drop a course or even \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs\">leave science\u003c/a>.\u003c/p>\n\u003cp>SFSU researchers developed a short online tutorial to educate students about stereotype threat. They focused on ethnic groups less likely to pursue science and showed, in a recent study, that the program helped these students perform better at school and build mental resilience against future threats.\u003c/p>\n\u003cp>The work is part of the university's larger effort to create a safe, affirming culture where minorities — which make up more than half the student body — can thrive. Márquez-Magaña leads this program, called \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity).\u003c/p>\n\u003cp>The university launched the initiative in fall 2014 with a $17 million grant from the National Institutes of Health. SF BUILD is one of 10 \u003ca href=\"https://diversityprogramconsortium.org/pages/build\">NIH-funded sites\u003c/a> testing strategies to expand the pool of students who choose biomedical careers.\u003c/p>\n\u003cp>Of course, diversity initiatives aren't new. For decades the NIH has used them in hopes of recruiting more minority researchers. But until recently, the agency hadn't rolled out the programs in a coordinated way to see if they were making a difference, says cardiologist \u003ca href=\"https://www.nhlbi.nih.gov/research/intramural/researchers/pi/valantine-hannah\">Hannah Valantine\u003c/a>, the chief officer of scientific workforce diversity at NIH.\u003c/p>\n\u003cp>After the Institutes reviewed a 2011 analysis that found African Americans significantly \u003ca href=\"http://www.npr.org/2011/08/22/139850480/blacks-at-disadvantage-in-winning-research-grants\">less likely\u003c/a> than white applicants to win NIH research grants, it pushed for a deeper look. It formed a committee to address \"this big question of how we enhance diversity in the scientific workforce,\" Valantine says, \"... to understand what kinds of programs work, how they work and for whom they work.\"\u003c/p>\n\u003cp>When the NIH asked universities to propose new strategies to boost diversity in biomedicine, Márquez-Magaña went to her colleague, \u003ca href=\"http://online.sfsu.edu/abenzeev/abenzeev/Avi_Ben-Zeev.html\">Avi Ben-Zeev\u003c/a>, a cognitive psychologist. Ben-Zeev studies stereotype threat. The two worked together to build and test the web-based tutorial for students. Those findings appear in the June issue of \u003ca href=\"http://www.mdpi.com/2227-7102/7/2/65\">\u003cem>Education Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The results indicate that directly discussing the phenomena of stereotype threat appears to help students of ethnic groups underrepresented in science as well, if not better, than traditional approaches that bolster students without specifically talking about stereotypes.\u003c/p>\n\u003cp>Past research shows minority students can be helped by being prompted to think about things they care about like sports, friends, or religion. It's called affirmation training. Asking students to recall these values nurtures a broader sense of self and makes individual threats, such as a math test, seem less daunting, says Stanford psychologist \u003ca href=\"http://gregorywalton-stanford.weebly.com/\">Greg Walton\u003c/a>. Indeed, a \u003ca href=\"https://diversity.llnl.gov/content/pages/docs/walton.pdf\">study\u003c/a> by Walton and colleagues showed that so-called affirmation training can improve women's attitudes about school and raise their science GPAs.\u003c/p>\n\u003cp>But sometimes relying on affirmation falls short. \"There's no acknowledgment or overt discussion of stereotypes that can affect you,\" says Ben-Zeev.\u003c/p>\n\u003cp>He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats. The online tutorial they developed is called Speaking Truth to EmPower (STEP).\u003c/p>\n\u003cp>To test it, the researchers recruited 670 undergraduates in science, technology, engineering and math majors of all races and gave them a set of abstract reasoning puzzles. They told the students these were hard puzzles designed to measure intelligence. It's a subtle comment, but powerful enough to prime stereotype threat in vulnerable groups.\u003c/p>\n\u003cp>Participants were randomly assigned to receive no intervention, affirmation training, or the new STEP tutorial. For each, researchers noted their score on the puzzles and checked their grades at the end of the semester.\u003c/p>\n\u003cp>On puzzle solving, both affirmation and STEP essentially erased the performance deficit of Black, Latino, Latina, and Native American students. To some extent STEP also raised math and science grades in these underrepresented minorities. The results were encouraging \"because some people thought speaking truth might actually make people do worse,\" says Ben-Zeev.\u003c/p>\n\u003cp>The analysis had a third component — a survey that gauges how much a person cares about being judged through stereotypes. \"To open yourself to caring about something you never thought you would do, or that your group is not supposed to be doing ... that's a vulnerability,\" says Ben-Zeev, who feels a personal connection to his research. He grew up in Israel with working-class parents who didn't expect him to go to college.\u003c/p>\n\u003cp>Measuring stereotype concern is important because it predicts how easily someone succumbs to these threats, he says. In the study, STEP reduced stereotype concern in vulnerable groups — but the affirmation intervention did not.\u003c/p>\n\u003cp>So, while both interventions improved test performance, STEP seemed better at creating resilience. \"If people are experiencing threats on a regular basis,\" says Walton, \"it may be that the more direct approach of talking about stereotype threat and starting people thinking about how to respond is necessary.\"\u003c/p>\n\u003cp>In addition to creating the student intervention, Márquez-Magaña and colleagues lead workshops on stereotype threat at faculty retreats and orientation programs. They also discuss these topics when training older students to lead study sessions for STEM classes.\u003c/p>\n\u003cp>It was at one of those trainings that Velazquez first heard the term stereotype threat several years ago. \"It finally made sense,\" he recalls. Thinking about his own path in science, \"this was exactly how I'd felt in so many occasions.\"\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.estherlandhuis.com/\">Esther Landhuis\u003c/a>\u003cem> is a freelance science journalist in the San Francisco Bay Area. Follow her at \u003c/em>\u003ca href=\"https://twitter.com/elandhuis\">\u003cem>@elandhuis\u003c/em>\u003c/a>\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=Tackle+Negative+Thinking+Head-On+To+Boost+Diversity+In+Biomedicine&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Over the last several decades researchers have examined the differences in how boys and girls are treated by parents, teachers, employers and society extensively. They've looked at \u003ca href=\"https://ww2.kqed.org/mindshift/2012/07/16/why-stereotyping-threatens-the-influence-of-women-in-science/\" target=\"_blank\" rel=\"noopener noreferrer\">stereotype threat\u003c/a> that can keep women out of fields requiring high levels of science and math; they've dissected \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">when and how gendered messages begin\u003c/a>; and have examined the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/17/can-a-toy-spark-interest-in-engineering-for-girls/\" target=\"_blank\" rel=\"noopener noreferrer\">toys\u003c/a> that may contribute to the problem. But far less has been researched about how those same issues \u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/\" target=\"_blank\" rel=\"noopener noreferrer\">affect boys\u003c/a>.\u003c/p>\n\u003cp>That's beginning to change and the initial indications are that gender stereotypes show up in how parents speak to their male children, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener noreferrer\">expectations set for their behavior\u003c/a>, and even the physical support they offer boys. This masculinity research runs in parallel to another set of research showing that the ability to access and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/\" target=\"_blank\" rel=\"noopener noreferrer\">talk about emotions \u003c/a>makes people more resilient. So why would we deprive our boys of that advantage? In his \u003ca href=\"https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> Andrew Reiner explains:\u003c/p>\n\u003cblockquote>\u003cp>We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that’s brutish and callous. The sooner we can groom them for this dystopian future, the better off they’ll be. But the Harvard psychologist Susan David insists the opposite is true: “Research shows that people who suppress emotions have lower-level resilience and emotional health.\"\u003c/p>\n\u003cp>How can we change this? We can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment — or by offering them solutions. This means helping them learn the crucial lessons that “Emotions aren’t good or bad” and that “their emotions aren’t bigger than they are. They aren’t something to fear.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Over the last several decades researchers have examined the differences in how boys and girls are treated by parents, teachers, employers and society extensively. They've looked at \u003ca href=\"https://ww2.kqed.org/mindshift/2012/07/16/why-stereotyping-threatens-the-influence-of-women-in-science/\" target=\"_blank\" rel=\"noopener noreferrer\">stereotype threat\u003c/a> that can keep women out of fields requiring high levels of science and math; they've dissected \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">when and how gendered messages begin\u003c/a>; and have examined the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/17/can-a-toy-spark-interest-in-engineering-for-girls/\" target=\"_blank\" rel=\"noopener noreferrer\">toys\u003c/a> that may contribute to the problem. But far less has been researched about how those same issues \u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/\" target=\"_blank\" rel=\"noopener noreferrer\">affect boys\u003c/a>.\u003c/p>\n\u003cp>That's beginning to change and the initial indications are that gender stereotypes show up in how parents speak to their male children, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener noreferrer\">expectations set for their behavior\u003c/a>, and even the physical support they offer boys. This masculinity research runs in parallel to another set of research showing that the ability to access and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/\" target=\"_blank\" rel=\"noopener noreferrer\">talk about emotions \u003c/a>makes people more resilient. So why would we deprive our boys of that advantage? In his \u003ca href=\"https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times article\u003c/a> Andrew Reiner explains:\u003c/p>\n\u003cblockquote>\u003cp>We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that’s brutish and callous. The sooner we can groom them for this dystopian future, the better off they’ll be. But the Harvard psychologist Susan David insists the opposite is true: “Research shows that people who suppress emotions have lower-level resilience and emotional health.\"\u003c/p>\n\u003cp>How can we change this? We can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment — or by offering them solutions. This means helping them learn the crucial lessons that “Emotions aren’t good or bad” and that “their emotions aren’t bigger than they are. They aren’t something to fear.\"\u003c/p>\u003c/blockquote>\n\u003cp>https://www.nytimes.com/2017/06/15/well/family/talking-to-boys-the-way-we-talk-to-girls.html?rref=collection%2Fsectioncollection%2Fwell-family&action=click&contentCollection=family®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON RESILIENCE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON 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>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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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