7. John J. Ratey, MD, Spark: The Revolutionary New Science of Exercise and the Brain (New York: Little, Brown, 2008).
8. John J. Ratey, MD, A User’s Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain (New York: Vintage Books, 2002).
9. Robin Marantz Henig, “Taking Play Seriously,” New York Times Magazine, February 17, 2008, www.nytimes.com/2008/02/17/magazine/17play.html.
CHAPTER ELEVEN: Navigating Learning Disabilities,ADHD, and Autism Spectrum Disorders
1. Edward L. Deci et al., “Autonomy and Competence as the Motivational Factors in Students with Learning Disabilities and Emotional Handicaps,” Journal of Learning Disabilities 25 (1992): 457–71.
2. N. M. Shea et al., “Perceived Autonomy Support in Children with Autism Spectrum Disorder,” Autism 3, no. 2 (2013), doi:10.4172/2165-7890. 1000114.
3. Margaret H. Sibley, “Supporting Autonomy Development in Teens with ADHD: How Professionals Can Help,” ADHD Report 25, no. 1 (February 2017).
4. Institute of Education Sciences, “Children and Youth with Disabilities,” U.S. Department of Education, National Center for Education Statistics, updated May 2017, https://nces.ed.gov/programs/coe/indicator_cgg.asp.
5. Centers for Disease Control and Prevention, “Autism Spectrum Disorder ASD),” www.cdc.gov/ncbddd/autism/index.html.
6. John Salamone and Mercè Correa, “The Mysterious Motivational Functions of Mesolimbic Dopamine,” Neuron 76, no. 3 (November 8, 2012): 470–85, doi:10.1016/j.neuron.2012.10.021.
7. Sibley, “Supporting Autonomy Development in Teens with ADHD: How Professionals Can Help.”
8. P. Shaw et al., “Development of Cortical Surface Area and Gyrification in Attention-Deficit/Hyperactivity Disorder,” Biological Psychiatry 72, no. 3 (2012): 191, doi:10.1016/j.biopsych.2012.01.031. National Institutes of Health, “Brain Matures a Few Years Late in ADHD, but Follows Normal Pattern,” News Release, November 12, 2007, www.nih.gov/news-events/news-releases/brain-matures-few-years-late-adhd-follows-normal-pattern.
9. Sarina J. Grosswald et al., “Use of the Transcendental Meditation Technique to Reduce Symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) by Reducing Stress and Anxiety: An Exploratory Study,” Current Issues in Education 10, no. 2 (2008). Frederick Travis et al., “ADHD, Brain Functioning and Transcendental Meditation Practice,” Mind and Brain, the Journal of Psychiatry 2, no. 1 (2011): 73–81.
10. Lisa Flook et al., “Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children,” Journal of Applied School Psychology 26, no. 1 (February 2010): 70–95, doi:10.1080/15377900903379125. Saskia van der Oord et al., “The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents,” Journal of Child and Family Studies 21, no. 1 (February 2012): 139–47, doi:10.1007/s10826-011-9457-0.
11. Sibley’s STAND program is described in the new book: Margaret H. Sibley, Parent-Teen Therapy for Executive Function Deficits and ADHD: Building Skills and Motivation (New York: Guilford Press, 2016).
12. Tiziana Zalla, “The Amygdala and the Relevance Detection Theory of Autism,” Frontiers in Human Neuroscience 30 (December 2013), doi:org/10.3389/fnhum.2013.00894.
13. These strategies are included in the new Unstuck and On Target! program developed by Lauren Kenworthy, an autism specialist at Children’s National Medical Center, and special educators from the Ivymount School’s Model Asperger Program. These and other approaches are discussed in a book written for teachers and a book written for parents. For teachers: Lynn Cannon et al., Unstuck & On Target!: An Executive Function Curriculum to Improve Flexibility for Children with Autism Spectrum Disorders, research edition (Baltimore: Paul H. Brookes Publishing, 2011). For parents: Lauren Kenworthy, Solving Executive Function Challenges: Simple Ways of Getting Kids with Autism Unstuck & On Target (Baltimore: Paul H. Brookes Publishing, 2014).
14. The use of yoga as a tool for treating students with autism spectrum disorders was pioneered by Molly Kenny. The application of her Integrated Movement Therapy with students is discussed in Kenny, “Integrated Movement Therapy™: Yoga-Based Therapy as a Viable and Effective Intervention for Autism Spectrum and Related Disorders,” International Journal of Yoga Therapy 12, no. 1, (2002): 71–79.
For the use of mindfulness in youth with ASD and their caregivers, see: Rebekah Keenan-Mount et al., “Mindfulness-Based Approaches for Young People with Autism Spectrum Disorder and Their Caregivers: Do These Approaches Hold Benefits for Teachers?,” Australian Journal of Teacher Education 41, no. 6 (2016), doi:/10.14221/ajte.2016v41n6.5. See also Nirbhay N. Singh et. al., “A Mindfulness-Based Strategy for Self-Management of Aggressive Behaviors in Adolescents with Autism,” Research in Autism Spectrum Disorders 5, no. 3 (2011): 1153–58, doi:10.1016/j.rasd.2010.12.012.
Regarding TM practice and kids with ADHD, a series of case studies have been published: Yvonne Kurtz, “Adam, Asperger’s Syndrome, and the Transcendental Mediation Technique,” Autism Digest (July/August 2011): 46–47, www.adhd-tm.org/pdf/aspergers-JulAUG2011.pdf; David O. Black et al., “Transcendental Meditation for Autism Spectrum Disorders? A Perspective,” Cogent Psychology 2, no. 1 (2015), doi:org/10.1080/23311908.2015.1071028. The latter paper, written by David Black, an autism researcher at the National Institute of Mental Health, and psychiatrist and researcher Norman Rosenthal, discussed six adolescents and young adults with ASD who learned to meditate and meditated twice daily with high consistency. All six subjects reported—and their parents confirmed—decreased stress and anxiety, improved behavioral and emotional regulation, increased productivity, and greater flexibility in coping with change and transitions. The parents also reported observing a willingness to take on more responsibility, and faster recovery time following stressful experiences. Improvement in concentration and sleep, decreases in test anxiety and tantrums, and fewer physiological symptoms of stress were also reported.
15. The role of what Stephen Porges calls the social engagement system in ASD is discussed in Dr. Porges’s book, The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, Self-Regulation (New York: W. W. Norton, 2011).
16. Nicole M. Shea et al., “Perceived Autonomy Support in Children with Autism Spectrum Disorder,” Autism 3, no. 114 (2013), doi:10.4172/2165-7890-1000114.
17. Ibid.
18. These interventions include the DIR Floortime model developed by Stanley Greenspan and Pivotal Response Treatment, which developed through ABA and includes an emphasis on child choice and the use of natural, direct reinforcement based on a child’s intrinsic interests or desires.
19. Marsha Mailick Seltzer et al., “Maternal Cortisol Levels and Behavior Problems in Adolescents and Adults with ASD,” Journal of Autism and Developmental Disorders 40, no. 4 (April 2010): 457–69, doi: 10.1007/s10803-009-0887-0.
CHAPTER TWELVE: The SAT, ACT, and Other Four-Letter Words
1. Valerie Strauss, “Five Reasons Standardized Testing Isn’t Likely to Let Up,” Washington Post, March 11, 2015, www.washingtonpost.com/news/answer-sheet/wp/2015/03/11/five-reasons-standardized-testing-isnt-likely-to-let-up/?utm_term=.aad3311ed86d.
2. Rick Reilly, “An Ad Doesn’t Take Care of Everything,” ESPN.com, March 28, 2013, www.espn.com/espn/story/_/id/9112095/tiger-ad-way-bounds.
3. Joshua Aronson tells this story in an article called “The Threat of Stereotype” in Educational Leadership 2, no. 3 (2004): 14–19.
4. Geoffrey Cohen et al., “Reducing the Racial Achievement Gap: A Social-Psychological Intervention,” Science 313, no. 5791 (September 1, 2006): 1307–10, doi:10.1126/science.1128317.
5. Benedict Carey, “In Battle, Hunches Prove to Be Valuable,” New York Times, July 27, 2009, www.nytimes.com/2009/07/28/health/research/28brain.html?emc=eta1.
CHAPTER THIRTEEN: Who’s Ready for College?
1. Amy R. Wolfson
and Mary A. Carskadon, “Sleep Schedules and Daytime Functioning in Adolescents,” Child Development 69, no. 4 (1998): 875–87. R. Hicks et al., “Self-Reported Sleep Durations of College Students: Normative Data for 1978–79, 1988–89 and 2000–01,” Perceptual and Motor Skills 91, no. 1 (2001): 139–41.
2. Craig Lambert, “Deep into Sleep: While Researchers Probe Sleep’s Functions, Sleep Itself Is Becoming a Lost Art,” Harvard Magazine, July–August 2005, 25–33.
3. J. F. Gaultney, “The Prevalence of Sleep Disorders in College Students: Impact on Academic Performance,” Journal of American College Health 59, no. 2 (2010), 91–97.
4. A survey study of over four thousand students conducted by Alexander McCormick and colleagues as part of the National Survey of Student Engagement found that college students currently study fifteen hours a week on average. National Survey of Student Engagement, “Fostering Student Engagement Campuswide: Annual Results 2011,” (Bloomington, IN: Indiana University Center for Postsecondary Research, 2011), nsse.indiana.edu/NSSE_2011_Results/pdf/NSSE_2011_AnnualResults.pdf. A second study by Lindsey Burke and colleagues found that students on average spent nineteen hours a week on education-related activities; Lindsey Burke et al., “Big Debt, Little Study: What Taxpayers Should Know About College Students’ Time Use,” Heritage Foundation, July 19, 2016, www.heritage.org/education/report/big-debt-little-study-what-taxpayers-should-know-about-college-students-time-use.
5. H. Weschler and T. F. Nelson, “What We Have Learned from the Harvard School of Public Health College Alcohol Study: Focusing Attention on College Student Alcohol Consumption and the Environmental Conditions That Promote It,” Journal of Studies on Alcohol and Drugs 69 (2008): 481–90.
6. Department of Health and Human Services, “Results from the 2005 National Survey on Drug Use and Health: National Findings” (Rockville, MD: Substance and Abuse and Mental Health Services Administration, 2005).
7. S. A. Morris et al., “Alcohol Inhibition of Neurogenesis: A Mechanism of Hippocampal Neurodegeneration in an Adolescent Alcohol Abuse Model,” Hippocampus 20, no. 5 (2010): 596–607.
8. Barbara Strauch, The Primal Teen: What the New Discoveries About the Teenage Brain Tell Us About Our Kids (New York: Doubleday, 2003).
9. C. S. Barr et al., “The Use of Adolescent Nonhuman Primates to Model Human Alcohol Intake: Neurobiological, Genetic, and Psychological Variables,” Annals of the New York Academy of Sciences 1021 (2004): 221–23.
10. T. Johnson, R. Shapiro and R. Tourangeau, “National Survey of American Attitudes on Substance Abuse XVI: Teens and Parents,” National Center on Addiction and Substance Abuse at Columbia University, August 2011, www.centeronaddiction.org/addiction-research/reports/national-survey-american-attitudes-substance-abuse-teens-parents-2011.
11. J. I. Hudson et al., “The Prevalence and Correlates of Eating Disorders in the National Comorbidity Survey Replication,” Biological Psychiatry 61, no. 3 (February 1, 2007): 348–58.
12. The Renfrew Center Foundation for Eating Disorders, “Eating Disorders 101 Guide: A Summary of Issues, Statistics, and Resources,” September 2002, revised October 2003, www.renfrew.org.
13. A.A. Arria et al., “Nonmedical Prescription Stimulant Use Among College Students: Why We Need to Do Something and What We Need to Do,” Journal of Addictive Diseases 29, no. 4 (2010).
14. Morgan Baskin, “Overhauling ‘Band-Aid Fixes’: Universities Meet Growing Need for Comprehensive Mental Healthcare,” USA Today, January 30, 2015, college.usatoday.com/2015/01/30/overhauling-band-aid-fixes-universities-meet-growing-need-for-comprehensive-mental-healthcare/.
15. Richard Kadison, MD, and Theresa Foy DiGeronimo, College of the Overwhelmed: The Campus Mental Health Crisis and What to Do About It (San Francisco: Jossey-Bass, 2004).
16. S. A. Benton et al., “Changes in Counseling Center Client Problems Across 13 Years,” Professional Psychology: Research and Practice 34, no. 1 (2003): 66–72.
17. J. H, Pryor et al., The American Freshman: National Norms for Fall 2010 (Los Angeles: University of California Press Books, 2011).
18. Robert P. Gallagher, “National Survey of Counseling Center Directors 2010,” Project Report, International Association of Counseling Services, Alexandria, VA. Also, a recent study of students at Princeton and Cornell found that almost 18 percent reported a history of self-injury (J. Whitlock et al., “Self-Injurious Behaviors in a College Population,” Pediatrics 117, no. 6 [2006]: 1939–48). Self injury is often seen in students who do not have a psychiatric diagnosis but who have limited stress management and coping skills.
19. Arum and Roksa, Academically Adrift: Limited Learning on College Campuses (Chicago: University of Chicago Press, 2011).
20. D. Shapiro et al., “Completing College: A National View of Student Attainment Rates—Fall 2009 Cohort” (Signature Report No. 10), National Student Clearinghouse Research Center, Herndon, VA, November 2015.
21. Center for Interim Programs, “5 Types of Students Who Choose a Gap Year,” www.interimprograms.com/2015/10/5-types-of-students-who-choose-gap-year.html.
22. Katherine Engman, “Why I Chose to Take a Gap Year,” Center for Interim Programs, November 30, 2105, www.interimprograms.com/2015/11/why-i-chose-to-take-gap-year-by.html.
23. Center for Interim Programs, “Facts and Figures,” www.interimprograms.com/p/facts-and-figures.html.
CHAPTER FOURTEEN: Alternate Routes
1. Karen Arnold, Lives of Promise: What Becomes of High School Valedictorians (San Francisco: Jossey-Bass, 1995).
2. Malcolm Gladwell, Outliers: The Story of Success (New York: Little, Brown, 2008).
3. Howard Gardner, Frames of Mind: The Theory of Multiple Intelligence (New York: Basic Books, 1983).
4. Mike Rowe WORKS Foundation, “Are You Profoundly Disconnected?,” Profoundlydisconnected.com.
5. Belinda Luscombe, “Do We Need $75,000 a Year to Be Happy?,” Time.com, September 6, 2010, content.time.com/time/magazine/article/0,9171,2019628,00.html.
INDEX
The page numbers in this index refer to the printed version of this book. The link provided will take you to the beginning of that print page. You may need to scroll forward from that location to find the corresponding reference on your e-reader.
ABA (applied behavior analysis), 258–59
Academically Adrift (Arum and Roksa), 290–91
ACT (Accept, Choose, Take Action), 101–2
ACT (test), 266, 267–68, 274. See also testing/standardized testing
Adderall, 252, 289
ADHD (attention deficit hyperactivity disorder), 249–56
autonomy and, 241–43
cerebellum functioning and, 239
daydreaming and, 148
default mode network and, 139
dopamine and, 249–50
exercise and, 253
forcing help on, problems with, 250–52
insomnia and, 161
medication for, 249, 252–53
meditation and, 253–54
mindfulness and, 254
motivation and, 117
parental stress and focus on being nonanxious presence, 261–62
parental to do list, 262–64
prefrontal cortex and, 252
rewards and, 107
STAND program and, 242, 255
structure and organizational support for, 241
adolescents/teenagers
all-or-nothing manifesto of stressed teens, 303–5
amount of sleep needed, 160, 163–64
decision making abilities of, 64–65, 71
homework, amount of, 181–82
parental support and guidance for decision making by, 71
sleep patterns in, 152
stress, effects of, 23
adrenaline, 17
affinities therapies
, 260
agency, 10–11
Albon, J. Stuart, 58, 253
Alderfer, Lauren, 151
Alone Together (Turkle), 206
alpha waves, 145
Alter, Adam, 195
alternate routes to success, 303–20
all-or-nothing view of teens on what success means, 303–5
“Ben’s” example, 314–15
Bill’s (author) example, 310–11
“Brian’s” example, 312–13
college not only route to success, sharing reality that, 305–6
diversity, importance of, 307–8
earnings power and, 317
employer requirements and, 318
examples of, 310–17
happiness and, 318
“Lachlan’s” example, 315
“Melody’s” example, 316–17
natural talents, nurturing, 307–8
parental questions regarding, 317–18
parental to do list, 319–20
“Peter’s” example, 313–14
recommended reading, 318–19
“Robin’s” example, 311–12
shared delusion and, 308–9
strength, finding your, 307–8
American Girls: Social Media and the Secret Lives of Teenagers (Sales), 207
American Pediatric Association’s Media and Children Communication Toolkit, 220
amygdala, 59
autism and, 256–57
second hand stress and, 85, 87
sleep deprivation and, 155, 156
stress, effects of, 17, 18, 22
threat detection system, role in, 17
Anderson, Chris, 196
anxiety, 2
default mode network and, 139
excessive daydreaming and, 148–49
motivation and, 117
parental, 81–91
The Self-Driven Child Page 36