The Self-Driven Child
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FOMO (fear of missing out) and, 202
informing child and making recommendations regarding, 210–11
intermittent reinforcement and, 201
“It’s your call” principles, applying, 207–8
leverage parents have in regulating, 213–14
limiting screen time when school requires homework be done onscreen, 215–16
low-tech movement and, 219
modeling responsible use of technology, 208
multitasking and, 197–98, 217
other interests, fostering, 215
parental questions regarding, 214–19
parental to do list, 219–21
pornography, access to, 207
screen time as risk factor for physical and mental health problems, 202–3
sexual violence and, 207
sleep problems and, 205
social media use, and loss of control to peers, 203–4
statistics on children’s, 194–95
stress caused by technological breakthroughs, 200–201
teaching children how to control, 207–14
understanding child, seek to, 208–9
video game playing, 197–99, 205, 206, 209
teenagers. See adolescents/teenagers
testing/standardized testing, 189–91, 265–84
college admissions and, 267–68
criticisms of, 265–66
learning disabilities, as means of catching, 266–67
novelty and, 269–71
N.U.T.S. and, 268–81
parental to do list, 283–84
parents, advice for, 282–83
sense of control and, 278–81
threat to ego and, 273–78
unpredictability and, 271–73
Thelma and Louise (film), 81
thoughts, viewing and actively redirecting, 236
THP, 23
threat to ego, 9, 273–78
bigger-picture questions exercise and, 275–76
stereotype threat, 274–75
warrior mode and, 276–77
toddlers, decision making by, 66–67
Toleman, Brent, 235
tolerable stress, 13–14
toxic stress, 14, 18, 19, 20, 21–23, 154–55
Tracy, Brian, 223
Transcendental Meditation (TM), 144–48, 149–50, 191
ADHD and, 253–54
alpha waves during, 145
autism and, 257–58
children practicing TM, impacts on, 145–46
introducing teens to, 146
mantra used with, 144
mindfulness versus, 149–50
restful alertness state in, 144–45
school programs for, 146, 149–50, 191
stress response efficiency and, 144–45
Travis, Fred, 253
trickle-down anxiety, 83–91
behavior and, 89–91
epigenetics and, 84
science of, 85–87
secondhand stress, 84–89
stress contagion, 84
susceptibility of children to anxiety, 83–84
Turkle, Sherry, 206
Twain, Mark, 97
Twenge, Jean, 202
unpredictability, 9, 271–73
unstructured play, 67
unstructured time, in college, 288
Vance, J. D., 299
video games, 197–99, 205, 206, 209
visualization, 120, 223–24
Wahlstrom, Kyla, 158–59
Walker, Matthew, 157, 159
warrior mode, 276–77
weekend sleep-in, 168–69
Whole-Brain Child, The (Siegel), 227
Wolf, Maryanne, 199
worker category of students, and benefits of taking gap year, 300
working memory, 178–79
World of Warcraft (video game), 205
Wright, Kenneth, 167
Yerkes, Robert, 177
Yerkes-Dodson curve, 177–78
Yerkes-Dodson Law, 177–78
yoga nidra, 258
young adults, decision making by, 71–72
Zones of Regulation, 192
Zucker, Bonnie, 141–42
Zuckerberg, Mark, 306
ABOUT THE AUTHORS
WILLIAM STIXRUD, PhD, is a clinical neuropsychologist and a faculty member at Children’s National and the George Washington University School of Medicine. He lectures widely on the adolescent brain, motivation, and the effects of stress, sleep deprivation, and technology overload on the brain. He is on the board of the David Lynch Foundation and is a proponent of Transcendental Meditation.
NED JOHNSON is the founder of PrepMatters, a tutoring service in Washington, DC, and the coauthor of Conquering the SAT. Johnson is a sought-after speaker and teen coach for study skills, parent-teen dynamics, and anxiety management, and his work has been featured on NPR and NewsHour and in U.S. News & World Report, Time, the Washington Post, and the Wall Street Journal.
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