The study followed 593 seventh and eighth graders and their families in a randomized controlled trial. Families were either assigned to a program termed the “Family Check-Up (FCU)—a short program that provides feedback and skill training for parents”, or they were assigned to a control group which was called “school as usual”. The researchers gathered data from the adolescents’ self-reports and also videotaped the parents interacting with their teens at home and at school. Both parents and teens received feedback about their interaction with one another. The participating families only had to engage in  an average of 4.5 hours of treatment time.

Dr. Garry Sigman, Medical Director of Pediatrics and Adolescent Medicine at Loyola University Medical Center in Chicago, finds this study and its results uplifting. “Most adolescents with behavioral problems see professionals after they are in trouble instead of beforehand, which is why this program is unique; there are few preventive programs like it… I only wish more young adolescents would have the opportunity for their parents to get the type of education offered by the Family Check-Up.  To be sure, it doesn’t happen very often in primary care offices.”

The lead author of the study, Mark J. Van Ryzin, Ph.D., of the University of Oregon says “If support and services like the Family Check-Up are available, it can help implement reasonable strategies for change… The key is to involve the whole family in the process, not just the adolescent.”

Adolescent Counseling Services provides affordable counseling, psychotherapy, substance abuse treatment and preventive education to adolescents and their families  in our three community programs: the On-Campus Counseling Program, Adolescent Substance Abuse Treatment Program, and After-School Counseling Program. For more information about  ACS programs visit our website www.acs-teens.org or contact us at info@acs-teens.org  to learn more.

For more on this article “Teens have fewer behavioral issues when parents stay involved” by Sharyn Alden. Published January 20, 2012 online at Medicalxpress.com

Or you can purchase a copy of the study at the Journal of Adolescent Health’s website http://jahonline.org/ in the February 2012 issue vol 50 no 2. “Engaging Parents in the Family Check-Up in Middle School: Longitudinal Effects on Family Conflict and Problem Behavior Through the High School Transition”

As parents of kids in middle and high school, we can often feel confused by their behavior and expression of emotions.  We may think they reached a certain point of maturity in their emotional and social life in elementary school and are then morphed into totally new creatures come middle school.  Rest assured, this is all natural.

The brain is going through significant change and development throughout our life.  Medical research proves that brains are not completely matured and grown until approximately the age of 24 or 25.  Tremendous changes are occurring in our children’s bodies and brains during the middle and high school years.

At the beginning of middle school, children’s brains are generally at the stage of thinking concretely.  They engage in concrete problem solving and are generally logical and rational.  As children move through middle school, however, the brain starts to develop and children enter into more formal operations.  Most middle school and high school students are at this stage of development.  They begin to be able to think abstractly and hypothetically.  They begin to be able to think about their own thoughts – to have introspection and self-analysis.  They develop more insight and perspective.  What this equates to is the behavior we typically see in adolescents:  questioning of norms and authority; conflict with parents; testing of consequences.  The task of this age is to differentiate.  To find oneself as an individual.  To question family and community norms to determine what makes sense to him/her.  To determine what qualities and characteristics they will take on.  To become an independent adult.

We have all seen and know the above behavior well.  Knowing that this is very normal behavior helps with some of the difficulties and tension.  However, we also know that it is typically a challenging time between parents and their children.  How can we as parents and others in the community help our kids through the differentiation process?  An answer you have heard often:  1) listen with respect; and 2) take time to connect.  Research tells us that teens value respect, honesty and straightforwardness from adults.  The more respect you show your teen, the more respect you will get in return.  Listening to your teen makes them feel valued.  If they feel valued and heard, they are more likely to value and hear you.  Take the time to connect with your teen.  It doesn’t have to be formal.  It can be while driving to a sporting event, while doing some shopping or running errands.  Most importantly, the more connected they feel, the more they will stay away from the temptations of adolescent life and the more able they are to have a healthy differentiation.

So the next time you are finding yourself frustrated with your differentiating teen, breath deep and remember it is all a natural process.  A natural process to embrace and, see in the big picture of nurturing, a process of becoming an emotionally healthy adult.

A recent article, published in the Washington Post, says that teenage jobs have become scarce these days. “U.S. labor figures show the 2011 unemployment rate nationwide averaged just below 9 percent, but for job-seekers ages 16 to 19, it was almost 25 percent — the third consecutive year in that range, and with some cities recording rates far higher.“  This is partially due to an increase in computer automation, which cuts out the need for first time workers to fill jobs at local car washes, photocopy shops and supermarkets.

In a response to this lack of available jobs and ultimately a lost opportunity for a critical learning experience, the Obama administration and the U.S. Department of Labor kicked off January 2012 with a campaign “appealing to the private sector to create 250,000 more summer jobs in businesses, nonprofits and government agencies, with at least 100,000 of them being paid spots.”  Sen. Richard Blumenthal, a Connecticut Democrat, said this initiative and others are critical to ensure teens get a chance to learn job skills and prepare for careers. “The phenomenon of youth unemployment is sweeping the world, not just Connecticut,” said Blumenthal, who credits his first job as a camp counselor with introducing him to mentors and the sense of pride and responsibility that work can instill.

As a business owner, ACS encourages you to reach out to the youth in your community this summer. Consider hiring a teen to answer the phones or file paperwork. Your interaction with them may entice them to investigate your profession and make it their own. Your intern today may be the next leader of their community in the tomorrow. At ACS, we welcome youth volunteers in the summer; introducing them to valuable administrative skills and the opportunity to observe the day-to-day operations of a non-profit. Past volunteers have made a career choice based on that memorable adolescent summer experience and have become practicing psychologists.

For more on the Washington Post article go to “US Teens struggle to find elusive part-time jobs, often competing with displace older workers.” posted online January 10, 2012

Using a pool of 161, teens ages 14-17, who were experiencing significant social anxiety and distress in interacting with their peers; the researchers broke the teenagers up into six groups. “Four of the groups blogged at least twice weekly:  one group wrote about their social problems in a blog open to comments, another wrote about those issues in a closed blog, a third wrote about general topics on an open blog and the fourth wrote similarly for one that was closed.  All of the blogging groups used nicknames and were instructed not to reveal their real names online. The final two groups included one that wrote a private diary on a computer about social difficulties and a control group that wasn’t assigned to write at all.”

According to results, all of the writing groups reported an improvement in their moods and self-confidence levels after blogging for 10 weeks. The group that showed the most improvements were teens who had blogged on sites where comments were allowed. These teens reported “feeling less social distress, gaining more self-esteem and engaging in more social activity in real life.”

The researchers from the University of Haifa believe “that the characteristics of the Internet and the qualities of expressive writing can be maximized by blogging. A blog can provide the unique combination of a comfortable space for self-expression, one that is both intimate and authentic, with an interactive social environment that is popular among adolescents.”

Although this study had positive results the researchers added a note that they had not studied the effects of negative comments posted on the blogs, which might hinder the positive effects of blogging.

Overall this research suggests that “the Internet has an enormous potential to help socially awkward teens recognize that the social structure of their high school isn’t the only one that’s important in their lives, and that even if they feel alone in their interests or experiences, there are others out there who share them.”

To access the entire article go here:http://healthland.time.com/2012/01/06/blogging-helps-socially-awkward-teens/

The following are a list of blogs written by teens:

http://www.talentedyoungpeople.blogspot.com/

http://www.oliviascuttingedge.blogspot.com/

http://lightedpen.blogspot.com/

http://mindmixxes.blogspot.com/

http://strawberry-gashes.net/

http://extraordinarykiddo.com/

To combat these statistics the National Cancer Institute has decided to confront teens thinking about taking up smoking or currently smoking, with a quitting program, Smokefree Teen. The program utilizes communication forums that teens typically use; the web, social media, and their phone. The institute created a texting support line where teens can text QUIT to iQUIT (47848), and they are sent daily helpful messages of ways to quit smoking; or they can go to the institutes website and receive support from a counselor (using instant messenger); or they can join an online support group of their peers through social websites Facebook, Twitter and Tumblr.

The institute’s message is clear, “We’re NOT going to tell you what to do,” but we are going to help you make the most informed choice about your health. The institute’s website addresses the moods, pressures and triggers that get teens smoking and keep them addicted. With teen-friendly communication devices such as, cartoons, texts, IM’s, and short Q&A lists, the National Cancer Institute hopes to get their message across.

For more on the National Cancer Institute’s Smokefree Teen program go to: http://teen.smokefree.gov or read the article this blog is referenced from “Quit-smoking Program for Teens Uses Tech Tools” published online by USA Today. (http://yourlife.usatoday.com/parenting-family/teen-ya/story/2011-12-26/Quit-smoking-program-for-teens-uses-tech-tools/52233836/1)

Executive Director of Adolescent Counseling Services

So now that we have a good idea about what is really going on with drugs and alcohol, let’s look at more ways we can help our teens. As I mentioned last week, as parents your task is to encourage choice. That means that you need to allow your child plenty of opportunity to become a confident decision-maker. An 8-year-old is capable of deciding if she wants to invite lots of friends to her birthday party or just a close pal or two. A 12-year-old can choose whether she wants to go out for chorus or join the school band. As your child becomes more skilled at making all kinds of good choices, both you and she will feel more secure in her ability to make the right decision concerning alcohol and drugs, if and when the time arrives.

The second task for a parent, as it pertains to the topic of drugs and alcohol, is to provide age-appropriate information for your children. Make sure the information that you offer fits the child’s age and developmental stage. Here are some examples:

1. When your 6 or 7-year-old is brushing his teeth, you can say, “There are lots of things we do to keep our bodies healthy, like brushing our teeth. But there are also things we shouldn’t do because they hurt our bodies, like smoking or taking medicines when we are not sick”.
2. If you are watching TV with your 10 year-old and marijuana is mentioned on a program, you can say, “Do you know what marijuana is? It’s a bad drug that can hurt your body.”

If your child has more questions, answer them. If not, let it go. Short, simple comments said and repeated often enough will get the message across. As your child grows older, you can offer him/her the same message, but add more drug-specific information. For example, you might explain to your 12-year-old what marijuana and crack look like, their street names and how they can affect the body.

Let’s keep in mind that your main task as parents is to build self-esteem in your children. It is a given that kids who feel good about themselves are much less likely to turn to illegal substances, get high, or engage in risky behaviors. As parents, we can do many things to enhance our child’s self-image. Here are some good examples:

• Offer lots of praise for any job well done.
• If you need to criticize your child, talk about the action, not the person. Example: If your son gets a math problem wrong, it’s better to say, “I think you added this wrong. Let’s try again.“
•  Assign do-able chores. A 6-year-old can bring her plate over to the sink after dinner; a 12-year-old can feed and walk the dog after school. Performing such duties and being praised for them helps your child feel good about themselves.
•  Spend one-on-one time with your teens. Setting aside at least 15 uninterrupted minutes per child per day to talk, play a game, or take a walk together, lets them know you care.
• Say, “I love you,” as often as you can! Nothing will make your child feel better.

By Ronni J. Gillenson

ACS Program Director, On-Campus Counseling Progra

Just because there is ‘holiday cheer’ in the air doesn’t mean that life for a teen has changed all that much.  In fact, the holidays can be a trying time for them.  During the season that everyone is to be happy and giving, this could prove to be a very challenging and difficult time for those teens in need and struggling with issues of depression, family stress, grief and loss, etc.  In fact, many symptoms may become exacerbated during these times which makes keeping your expectations of them both realistic and minimal.

Continue to check in with them and help them to feel that they have the freedom to talk to you about what is going on, even if it doesn’t fit into the ‘holiday schedule’.  What is important is that they feel seen and heard during this busy time and accepted and loved even if they are struggling.  Keep the lines of communication open and engage them in asking how they would like to spend the holidays and what is important to them.  Let them know that their opinion matters and you want their ideas to be part of the decision making.  As always, empathy goes along way with our teens and, the holidays call for even more!

The website, which provides Beer Mile variations and recipes, can be intriguing for today’s youth. This type of extreme behavior is popular with college students, athletes, and adults. The exploits of individuals participating in Beer Miles, are often encouraged with personal websites, YouTube videos and Facebook pages.

Although these sites make fodder of the humiliating reactions that follow drinking four 12oz beers while running a mile, like, vomiting and falling down, drinking alcohol while running is not safe. Alcohol is a diuretic and can cause dehydration, which affects the functions of the muscles, liver, and heart. As well, alcohol sedates the inhibitory nerves, which results in a lack of motor skills and coordination. This makes the possibility of unintentional bodily harm more likely.

As schools let out for the Holiday Break and adolescents are left with time on their hands, this type of activity may seem appealing. We encourage parents to keep an eye out for this website in your family’s internet history and to keep an ear out for any mention of this activity taking place.

Executive Director of Adolescent Counseling Services

Previously we looked at information that helped us recognize when a problem in our middle school children is serious enough to require professional assistance, versus a bout of normal adolescent behavior or mood change. This week we will focus on substances and how best to educate and discuss them with our middle school child.

Let’s examine the data to see what is going on with teens in our communities. In both San Mateo and Santa Clara Counties, children start drinking alcohol and smoking cigarettes earlier than they use other substances. Some students report use as early as the fifth grade. In the 11th grade: 41% of students reported having consumed alcohol; 21% reported having smoked marijuana; and 18% reported having smoked cigarettes; all within the last month. It is interesting to note, that in comparison these percentages are all higher than the average use rate for 11th graders throughout the state of California. This data might reflect our community’s high expectations regarding academic achievement, as well as, an increase in pressure from peers. In addition, 16% of 7th graders, 30% of 9th graders, and 36% of 11th graders, in San Mateo and Santa Clara Counties, reported that they had been offered an illegal drug at school in the previous year.

It is sad to think of middle school children engaging in alcohol and drug use at such a sensitive age. What we need to realize though, is that it is a reality facing our adolescents, and one they face on a daily basis when they attend our local schools. The task of a parent, in our community, is to educate our child and help them understand that the choices they make are ultimately their responsibility. The best way to begin this process is to inform them about the individual substances and encourage an open discussion about the effects of these substances. Share honestly about family-member substance abuse and dependence issues, as this raises the risk of your child possibly becoming an abuser or dependent themselves. Stress that as a parent you are not condoning their actions, nor will you be happy if they decide to experiment, and let them know that if they do decide to experiment or use regularly, they are responsible for the repercussions. Keep the conversation going with your child, and periodically ask questions, like; have they observed substance use at school, have they tried drinking or smoking, or are their friends engaging in substance use?

In conclusion, I encourage you to be honest about your own past with substance experimentation or abuse. They know when we lie! It is safe to share your experiences, but important to reinforce that you chose not to engage in those behaviors so you could become who you are today—a loving parent trying to raise their child in the safest way possible!

With knowledge and honest information from you, they will likely make the best choice, which will be to turn down substances in middle school and possibly even high school.

For more information about Facebook’s new service please read the Substance Abuse and Mental Health Services Administration December 13th Press Release.

http://www.samhsa.gov/newsroom/advisories/1112125820.aspx