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AdolescentIssuesand

Strategies2.0

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AdolescentIssuesandStrategies2.0

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WelcometoLightUniversityandthe“AdolescentIssuesandStrategies2.0”programofstudy.Our prayer is that you will be blessed by your studies and increase your effectiveness inreaching out to others. We believe you will find this program to be academically sound,clinicallyexcellentandbiblically-based.Our faculty represents some of the best in their field – including professors, counselors andministers who provide students with current, practical instruction relevant to the needs oftoday’sgenerations.We have alsoworked hard to provide youwith a program that is convenient and flexible –givingyoutheadvantageof“classroominstruction”onlineandallowingyoutocompleteyourtrainingonyourowntimeandscheduleinthecomfortofyourhomeoroffice.Thetestmaterialcanbefoundatwww.lightuniversity.comandmaybetakenopenbook.Onceyouhavesuccessfullycompletedthetest,whichcoverstheunitswithinthiscourse,youwillbeawardedacertificateofcompletionsignifyingyouhavecompletedthisprogramofstudy.Thank you for your interest in this program of study. Our prayer is that you will grow inknowledge,discernment,andpeople-skillsthroughoutthiscourseofstudy.Sincerely,

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Presentersfor

AdolescentIssuesand

Strategies2.0


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PresenterBiographiesTinaBrookes,Ed.D.,hasspecializedincriticalincidentcrisisresponseformorethan20years.Shehasoffered support, training,andconsultation to schools, lawenforcement, fire, rescue,EMS, emergency management, hospitals, military and various community agencies. She haspresented at fiveWorld Congresses on critical incident crisis response, aswell as numerousnational, regionaland local conferences.Dr.Brookeswas theStaffDevelopmentCoordinatoron a Department of Education Emergency Response/Crisis Management (ERCM) for schoolgrantsandthedirectorofaReadinessEmergencyManagementforSchools(REMS)DepartmentofEducationgrant.ShedevelopedtheASSIST(AssistingStudentsandStaff inStressfulTimes)protocol for schools.Dr.Brookes isavolunteerwith theBillyGrahamRapidResponseTeam,most recently serving the communities of Aurora, CO and Newtown, CT. She is currentlycollaboratingwithLt.Col.DaveGrossmanandCommanderGeoffreyLeggettondevelopingaone-daytrainingonthe impactofviolentvisual imageryonyouth.Dr.Brookesattributesherinspirationtodothisworktoherfaith,familyandfriends.JoshuaStraub,Ph.D.,hastwocherishedroles—ashusbandtowife,Christi,anddadtoson,Landon,anddaughter,Kennedy.HeservesasMarriageandFamilyStrategistforLifeWayChristianResourcesandisthepresidentandcofounderofTheConnextionGroup,acompanyequippingleaders,businesses,organizations,andchurchesinfamilywellness.Asafamilyadvocateandprofessorofchildpsychology/crisisresponse,Joshhastrainedthousandsofprofessionalsincrisisresponse.HealsospeaksregularlyforJointSpecialOperationsCommandandmilitaryfamiliesacrossthecountry.Joshistheauthor/coauthoroffourbooks,includingSafeHouse:HowEmotionalSafetyistheKeytoRaisingKidsWhoLive,Love,andLeadWell,andcreator,alongwithChristi,ofTwentyTwoSixParenting,anonlinecommunityofparentsofferingdiscipleshiptoolsfortheirkids.Together,theyhosttheDr.Josh+ChristipodcastandtheirweeklyFacebookLivebroadcastsreachtensofthousandsoffamilies.

https://www.amazon.com/Safe-House-Emotional-Safety-Raising/dp/1601427891/ref=asap_bc?ie=UTF8

https://www.amazon.com/Safe-House-Emotional-Safety-Raising/dp/1601427891/ref=asap_bc?ie=UTF8

http://www.226parenting.com

http://www.joshuastraub.com/ourpodcast

http://www.joshuastraub.com/ourpodcast

https://www.facebook.com/JoshuaStraubPhD


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AdolescentIssuesandStrategies2.0TableofContents:

ADIS101:CounselingDepressed,Anxious,SuicidalandSelf-InjuriousAdolescents...............11JoshuaStraub,Ph.D.ADIS102:PlayingwithViolence:VideoGames,BullyingandAggressiveBehaviorinAdolescentsPart1...............................................................................................................34TinaBrookes,Ed.D.ADIS103:PlayingwithViolence:VideoGames,BullyingandAggressiveBehaviorinAdolescentsPart2.................................................................................................................47TinaBrookes,Ed.D.


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ADIS101:

CounselingDepressed,

Anxious,Suicidal

andSelf-InjuriousAdolescents

JoshuaStraub,Ph.D.


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AbstractThis presentation provides statistics, recent research and empirical studies, and treatment

recommendationsfordepressed,anxious,suicidalandself-injuriousadolescents.Depressionis

not justaphase inadolescents,buta serious issue thatcansometimes result in suicide.The

comorbidityofdepressionandanxietyisdiscussed,aswellasotherfactors,suchassexualrisk

takingbehaviorandparentalinvolvement,whichhaveanimpactonthisissue.Non-SuicidalSelf

Injury(NSSI)isdefinedinitsmanyforms,andmythsaboutself-injuryaredebunked.Empirically

basedtreatmentplansarepresentedforhelpingdepressedandanxiousteenagers.

LearningObjectives

1. Participantswill reviewkey componentsof depressionandanxiety in teens, including

suicideratesanddepression,parental involvementandthe impactondepression, the

correlationbetweendepressionandsexualrisktakingbehavior,andtheprevalenceof

anxietyamongteenagers.

2. Participantswill understand thebehavioral epidemicofNon-Suicidal Self Injury (NSSI)

andrisks,warningsigns,andtreatmentstrategiestobeawareof.

3. Participantswillhearanoverviewofevidencedbasedtreatmentsfordepressionand

anxietyinadolescents.


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I. Depression

A. MorethanaPhase

1. Depressioncanbeerroneouslyviewedasaphaseoroverlooked.

2. Wehaveapredeterminedviewoftheteenageyearsashappyandteenagersasfull

ofjoy.

3. Itisimportanttolistentotheteenagerwhoisexperiencingdepression.

4. It iseasyforpsychiatrists,counselors,parentsandteacherstooverlookdepression

inteensasastageoflifethattheyaregoingthrough.

5. Misconception:“Itcannotbeasbadastheadolescentsaysthatitis.”

B. SuicideRatesandDepression

1. Suicideinteenagersoftenstemsfromdepression.

2. Whilenotallsuicideattemptsaresuccessful,theavailabilitytodayofguns,pillsand

access to dangerous heights such as bridges, and other weapons makes suicide

“accessible”formanyteenagers.

• Most teenagershaveaccess to lookat informationon the internet (google) to

includeinformationregardinghowtotakeone’slifeandwhatmethodsaremost

likelytobesuccessful.

• The combination of tools and information contributes to depression as a

hazardousstateofmindforateenager.

C. AdolescentGirls

1. 2to3timesmorelikelytosufferfromdepressionthanadolescentboys.


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2. Femaleteenagershandlestressfulsituationsdifferently.

3. Self-esteemisalsoarelevantfactorinadolescentgirls’depressionrates.

4. ThepresenterrecommendsthatviewersofthispresentationalsolookattheDove

Studyasitrelatestoself-esteeminadolescentgirls.

5. Girlshaveagreaterreactiontonegativeevents,emotionsandcognitionsthanthey

dopositivecognitions.

6. Theyaremorelikelytoascribeanegativeviewofthemselvesbasedonaparticular

situation.

7. Girlsaremorelikelytointernalizeandpersonalizeanegativesituation.

8. Pressures such as personal appearance, physical performance in sports or

academics,aswellasdesireforacceptancefromfriendsdocausegreaterpersonal

stressinthelivesofgirlsandincreasetheirsusceptibilitytoexperiencingdepression.

D. AdolescentBoys

1. Adolescent boys tend to experience depression in different ways with different

emotions.

2. Depressed adolescent boys may display depleted or impulsive mood, angry

outbursts,adenialofthepain,increasinglyrigiddemandsforautonomy,actingout,

variousphysicalsymptoms,inabilitytocry,orincreasedaggressiveness.

3. It is often very difficult to diagnose depression in a teenagemale because of the

variousemotionalexperiences.


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E. TheEffectsofParentalInvolvementonDepressioninTeens(ChineseStudy)

1. This study, done in China, focused on an adolescent’s response to and effects of

depressiononthemwhenparentsleftthem.

2. There is an increasing rate today of parents in China either going into the city to

worktomakemoneyorgoingtotakecareofextendedfamily, leavingadolescents

behind.

3. This study took a look at the effects of parental involvement on depression in

adolescents.

4. When parents go away, it tends to result in the teens having a higher risk of

developmentalproblemsaswellasdepression.

5. While the parentswere gone,many teens have had great personal knowledge of

theirparentsandwouldstillstatethattheylovetheirparents.

6. Despite the bond that still existed in many families, parental absence during the

adolescent years still equated to a greater risk of internalized problems such as

depressionandexternalizedproblemssuchasbehaviorproblemsinschool.

7. Thisstudyalsofoundthatteenagersbegintospendmoretimewiththeirfriendsas

opposed to family members, yet absence of the parent and the quality of the

parental relationship still play a major role in how the teenagers interacted with

theirpeersandwiththeirteachers.

8. Itwasnotedinboththestudyandbytheremarksoftheteacherthatteenswhodid

not have parents present required more attention and were more likely to have

poorrelationshipswiththeirpeers.


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9. These findings indicate the importance of parental involvement in the life of a

teenager.

10. The presence of a parent does not always work to prevent depression in

adolescents.

• Itdependsontheattachmentrelationshipofthatparticularparent.

• Iftheparentorcaregiverrespondspositivelytotheadolescent,theadolescentis

morelikelytotrusttheparentandexperiencethatsecurebasebehavior.

• Iftheparentrespondsnegativelytotheemotionsoftheadolescents,theyoften

become detached from the parent and this emotional detachment from the

familyunitismorelikelytocausestressanddepressionintheadolescentwhen

theyfeeltheyhavenosafeplacetoturntointimesoftrouble.

• Thosewhodohaveasecureattachmenttotheirparentshaveasafeconnection

in which to build their self-confidence and self-esteem. The higher self-

confidenceandthehigherself-esteem,themorelikelytheteenageristomove

awayfromdepressionratherthantowardit.

11. Detachmentfromtheparentsisneededtoadegree.

• “LeavingandCleaving”

• Thereissomeleveltowhichdetachmentfromtheparentsduringtheadolescent

yearsisnecessaryforteenstobuildindividualautonomy.

• Detachment does not need to be approached unnecessarily or prematurely

duringthecriticalyearsofteenagelife.

F. CombinationofSexualRiskTakingandDepressioninAdolescents

1. NovaScotia2010StudyofTeenagersThreeHighSchools:

2. Study found that over 60% of teenagers in three high schools were engaged in

sexualintercourse.


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3. Manyofthemwereabletoremainsafefromriskybehaviorduringexplorationbut

therearesomefactorssuchasdepressionthatleadtheadolescentstoparticipatein

theseriskysexualbehaviors.

4. In females, these riskybehaviors includedbeing sexually active, havingunplanned

sex when using substances, and not using effective contraception in their last

experienceofintercourse.

5. Forboys,thisincludedhavingunplannedsexandhavinghadmorethanonepartner

forhavingvaginalintercourseinthepastyear.

6. Thisstudyshowedthattherewasa linktodepressionandriskysexualbehavior in

teenagers.

7. Thestudyalsofounda linktosubstanceabuseandathomefamilysituationswith

theriskysexualbehaviorsaswell.

8. There was a link to negative experiences at home that led to substance abuse

ultimatelyleadingtosexualbehaviorthatultimatelyledtodepression.

9. Hurtrelationshipsathomecanleadtodepression;thedepressioncanleadtosexual

risktakingbehavior.

10. There is a link between depression, sexual risk taking behavior, and parental

involvement.

G. AdditionalStatisticsandIssues

1. 3-9%ofteenagers,prevalencewise,meetthecriteriaofdepressionatanyonetime

withasmanyas20%ofteenagersreportinglifetimeprevalenceofdepression.


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2. Usual care by primary care physicians fails to recognize as much as 30-50% of

depressioninteenagers.

3. Wedonotwanttomissdepressioninteensbecauseoftheconsequencesofsuicide

aswellasotherongoingissues.

4. A recent study looking at depression in adolescents in public school found that

15.2%ofschool-goingadolescentswerefoundtobeunderdistress.

• 18.4%weredepressed.

• 5.6%ofteensscoredpositivelyonbothassessments.

• Certainfactorslikeparentalfights,beatingathomeandinabilitytocopewere

foundtoimpacthighlevelsofdistressinadolescents.

• Economic difficulty, physical punishment at school, teasing at school, and

parental fights at home were significantly associated with higher depression

scores.

• Wearemissingoutinalotofcasesthenumberofstudentswhoaredepressed

andlivingunderdistressinthehome.

5. Aswelookatthe20%ofteenagerswhowillexperiencedepression,werealizethat

you,asclinicians,aregoingtogetsomeoftheworstcasesofdepression.

6. Youwillexperienceandseetheseteenagersonaregularbasis.

7. Thedepressioncouldbeleadingtootherriskybehaviors.

II. Anxiety

A. Prevalence

1. 15-20%ofteenshavesometypeofanxietydisorder.

2. Prevalenceofanxietyisverysimilartothenumbersforprevalenceofdepression.


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3. Theperiodprevalenceestimates(forexample,oneyearorsixmonthrates)arenot

considerablylowerthanlifetimeestimates.

4. Thisindicatesthatanxietydisordersexhibitapersistingcourseovertimeratherthan

beingaphase-basedkindofdisorder.

5. There is a persisting course in high rates of forgetting that occur with remitted

disorders.

6. Ifthereisanxietyinateenager, itcouldbesomethingthatcontinuallypopsupfor

themovertimeandtheykeepforgetting.

B. Frequency

1. The most frequent anxiety disorders among adolescents are separation anxiety

disorderandspecificandsocialphobias.

2. Separation anxiety disorder presents with estimates of frequency anywhere

between3-8%.

3. Specificandsocialphobiaspresentwithfrequencyofupto10%ofchildrenand7%

inadolescents.

C. Agoraphobia

1. There’sbeenalotofdebatearoundagoraphobiaandtheDSM.

2. There’salowprevalenceofagoraphobiaandpanicdisorderinadolescents.

3. 2-3%ofadolescentsareknowntohavepanicdisorderandabout3-4%areknownto

haveagoraphobia.


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4. Whenworking with a teen with panic attacks, it is important to determine what

thesepanicattacksarerelatingto.

5. As you do assessments with teenagers and see potential depression or anxiety it

wouldbegoodtogiveananxietyinventory,assessment,oraBDI.

D. ResearchNeeds

1. Researchforanxietyaswellasdepression is limited inadolescentparticularlyas it

relatestoon-goingdepressionfollowinganxiety.

2. Whatsecondaryconditionsareresultingfromanxietydisordersinadolescents?

3. There’sa realneed in the field to findstudies thatdelineatebetweenanxietyand

depression in adolescents, which one comes first, and what are some other

secondaryconditions.

4. Anxiety tends to be Remittent throughout Life for those who experience it as

adolescents.

• Theycanalsodevelopotherconditionsasa resultofanxietydisorder thatcan

comeupthroughouttheirlifespanincludingotheranxietydisorders,depressive

disorders,andsubstanceabusedisorders.

• It’s important that we take a look at how these disorders come together for

comorbidities sake as well as what is leading to what particular behavior and

howdowegetthatfixed.

5. Researchisneededonriskfactorsforanxietydisorders.

• Someof these factors includeparentalpsychopathology,behaviorally inhibited

temperament,aswellasearlylifeadversity.


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• Weneed todomore research in the areasof nature vs. nurture: are someof

these things genetic and passed down through predisposition or more of a

nurturance?

E. DevelopmentalPhasePerspective

1. Theresearchissuggestingthatweincorporateadevelopmentalperspectiveintothe

diagnosesandtreatmentofanxietyinteenagers.

2. TheNational InstitutesofMentalHealthdidacomprehensive study to lookat life

timeprevalenceofmentalhealthdisorderamongteenagers.

3. TheyusedtheNationalComorbiditySurvey-theAdolescentSupplement(NCSA).

4. Thiswasanationallyrepresentativeface-to-facesurveyofover10,000adolescents

ages13-18inthecontinentalU.S.

5. DSM IV-TR mental disorders were assessed using a modified version of the fully

structuredworldhealthorganizationcompositeinternationaldiagnosticinterview.

6. Anxietydisorderswerethemostcommonconditionat31.9%followedbybehavior

disorders at 19.1%, mood disorders at 14.3 and substance abuse at 11.4 with

approximately 40%of participantswithone class of disorder alsomeeting criteria

foranotherclassoflifetimedisorder.

7. The overall prevalence of disorder with severe impairment and/or distress was

about22.2%:11.2%withmooddisorders,8.3%withanxietyand9.6%withbehavior

disorders.

8. Themedianageofonset for thedisorder classeswas theearliest for anxiety at 6

yearsofage.


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9. Theonsetyearwas11yearsforbehaviordisorders.

10. Itwas13yearsformooddisorders.

11. Itwas15yearsforsubstanceabuseddisorders.

12. This study was done first prevalence data on a broad range of mental health

disordersonanationallyrepresentativesampleofU.S.adolescentswhichwasdone

in2011.

13. Oneinevery4-5youthintheU.S.meetscriteriaforamentaldisorderwithsevere

impairmentacrosstheirlifetime.

14. Study Conclusion: The likelihood that common mental disorders for adults first

emerge inchildhoodandadolescentshighlights theneed fora transition fromthe

common focus of treatment of U.S. youth to that of prevention and early

intervention.

15. We need to look at how these mental disorders are started and birthed from a

developmentalstandpointstartinginchildhoodandthenadolescents.

16. Moststudieshavefocusedonanxietyanddepressioninadultsbutthisstudylooked

atmentaldisordersinadolescence.

III. SuicideinAdolescenceToday

A. Importance

1. SuicideratesintheU.S.areimportanttolookat.

2. Itisalsoimportanttolookatthewaysadolescentschoosetoattemptsuicide.


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B. CounselorSkills

1. Ifyouworkwithadolescents,youwillworkwithstudentsatriskforsuicide.

2. Youwill have tounderstandhow todoa suicide assessment and that youhavea

planinplacetocalltheproperauthorities.

3. Onemethodistoasktheteenageronascaleof1-10howsuicidaltheyarefeeling.

• Howlonghaveyouhadthesethoughts?

• Doyouhaveaplan?

• Dotheyhaveaccesstotoolstocarryouttheplan?

4. Insomecases,theteenwillneedtogotothehospital.

• Takingorofferingtotakethemthemselvesispotentiallytrust-building.

• Hopefullysomerapporthasalreadybeenbuiltbythispoint.

• If they don’t want to go to the hospital with your then you have to call the

properauthorities.

C. SuicideStatistics

1. Themostcommonwaythatteenagerscommitsuicideisbyweaponsandfirearmsat

45%.

2. Thesecondmostfrequentmethodissuffocationat40%.

3. In2009,thedataforsuicideswasthe3rdleadingcauseofdeathfor10-24yearolds.

4. Suicide rates in older youth are higher than in younger youth and the rates

progressivelygetlowerasagegetslower.

5. Maleyouthdiebysuicideoverfourtimesmorefrequentlythanfemaleyouth.


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6. NativeAmericanyouthandteenshavethehighestratesofsuicideandwhiteyouth

arethenexthighest.

• NativeAmericanandAlaskannativeshavearateof17.4suicidesper100,000.

• Suicideisanepidemicinthisculture.

• There is a high rate of substance abuse in the Native American and Alaskan

culture.

• ForWhiteyouthitis7.5deathsper1,000.

7. SuicideAttempts:

• TheNationalYouthRiskBehaviorSurveyfoundthatamonghighschoolstudents

6.3% self-reportedhavingattempted suicideoneormore times in thepast12

months.

• Attemptswerereportedmorefrequentlyby femalestudents,8.1%to4.6%for

males.

• Hispanicfemalesreportedattemptsmorethananyotherracialorethnicgroup

witharateof11.1%.

• 1.9% reported having a made a suicide attempt in the past 12 months that

resultedinaninjury,poisoning,oroverdosethathadtobetreated.

• 10.9% reported having made a plan for a suicide attempt in the previous 12

months.

• 13.8%reportedhavingseriousconsideredsuicideintheprevious12months.

8. Whenweseeteenagers,itistypicallythe10%withsuicidalthoughtsthatyouseein

thecounselingoffice:thosewhoaredealingwiththoughtsofsuicide.

IV.CuttingandSelf-Injury

A. “Cutting”


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1. “Cutting”referstoanindividualinjuringthemselvesonpurposebymakingscratches

ontheirbodywithasharpobject.

• Enoughtobreaktheskinandmakeonebleed.

2. Cutting is injuring yourself on purposemymaking scratches or cuts on your body

withasharpobjectenoughtobreaktheskinandmakeitbleed.

3. Peoplemaycutthemselvesontheirwrist,arms,legs,orbellies.

4. Cuttingisoneexampleofnon-suicidalself-injury(NSSI).

5. Cuttingcanbemisunderstoodassuicidalbehaviororattention-seeking.

6. A teenager who is cutting is experiencing so much emotional pain that they are

cutting to release emotional hormones that allow them to release the emotional

tenseandemotionalpressure.

7. Cuttinghasbecomeaprevalentproblemtoday.

B. NonSuicidalSelfInjury(NSSI)

1. Some form of non-suicidal injurywas self-reported by nearly half of high school

studentsinthelastyear.

2. It’s important thatwe see self-injury forwhat it is, in some cases people do die

accidentally.

• Thepresenterhascounseledoneclientwhocutherselfanddidsototheextent

thatshestartedtobleedout.


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• Itwas thought tobea suicidal gesturebutwasactually cutting to relievepain

withanaccidentalresult.

• Thoughthisclientsurvived, therearesomecutterswhohaveaccidentallydied

frominjury.

3. Thosewhodocutareathigherriskofsuicidethoughtheymaynotbesuicidal.

4. Self-injurymethods includeseverescratching,biting,burningofskin,cuttingskin,

erasingtheskin, implantingitemsundertheskin,carvingwordsorsymbolsinthe

skin, piercing the skin with sharp objects, breaking bones, hitting or punching

themselves, head banging, pulling out hair, interfering with wound healing by

pickingscabs,andsuspendingoneselfusinghooksimplantedundertheskinaswell

asself-beating.

C. SignsofSelf-Injury

1. Unexplainedwounds

• Aself-harmermayhavefreshscarsfromcutsbruisesorcigaretteburnsusually

onthewrist,arms,thighsorchest.

2. Indicationsofdepression,lowmood,tearfulness,lackofmotivation,lossofenergy.

3. Another sign is frequent “accidents” including someonewhomay claim theyhave

beenclumsyrecently.

4. Changing in eatinghabits such as being secretive about eating, or findingunusual

weightloss.

• Thisisespeciallytrueforfemales.

• Thereisahighprevalenceofeatingdisordersamongfemaleswhocut.


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5. Coveringuptheirwoundsbywearinglongsleeves, longpants,orthickwristbands

eveninhotweatherinordertocoverupself-injury.

6. More signs of self-injury include secretive behavior especially spending unusually

longamountsoftimeinthebathroomorotherisolatedareas.

7. Another sign is social and emotional isolationwhere they start to be alonemore

often,they’renotengagingininterpersonalrelationshipsatdeeplevelsatmuchand

youmakeseeincreaseactivityonlinebecauseitismoreshallowandsafe.

8. Possessionof sharp implements like razorblades,andstaples that theycarrywith

them.

9. Indicationsofextremeanger,sadnessorpain.

10. Imagesofphysicalharminclasswork,creativeworkanddrawings.

11. Extremerisktakingbehaviorsthatcouldresultininjuries.

12. Substanceabuse.

D. StatisticsonSelf-Injury

1. Because this is such a secretivebehavior, it is hard to get a goodnumberof how

manyadolescentsareinvolvedinself-injury.

2. Therealnumberofyoungadultsorteenswhohurtthemselvesonaregularbasisis

foundtobeabout17%.

3. 40%ofindividualswhoharmthemselvesalsoreportsuicidalideations.


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• Justbecausea cutter is cuttingdoesn’tmean theyare suicidalbut it alsomay

meanthattheyare.

4. 64%ofadolescentsthatengageinself-injuryarefemale.

5. ALosAngelesTimesreport identifiedself-injuryas the fastest growingbehavioral

problemamongteenagerstoday.

6. Itisimportanttomakesurethatweareassessingforthisearlyoninthecounseling

relationshipwithteenagers.

E. MythsAboutSelf-Injury

1. Self-HarmisaSuicidalAct.

2. PeoplewhoSelf-Injureare“Crazy.”

• Thosewhoself-harmareoftendealingwithdeepemotionalwounds.

• Thosewhoself-harmareoftendealingwithmentalhealthissues.

• Theyaretryingtocopewithproblemsintheonlywaythattheyknowhow.

3. InjuringYourselfisaCryforAttention.

• Friends,familyandevenprofessionalsoftenholdtothismyth.

• Peoplewhoself-injureareoftenverysecretiveaboutthisbehavior.

F. RiskFactorsforSelf-Injury

1. Knowledgethatfriendsoracquaintancesarecuttingaswell.

2. Growingupinahomewhereemotionswerenotallowed.

3. Difficultyexpressingemotions.


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4. Extremeemotionalreactions:makingmountainsoutofmolehills.

5. Stressfulfamilyeventslikedivorceofparents,deathorconflictinthehome.

6. Lossofafriend,boyfriend/girlfriend,orevenlossofsocialstatus.

7. Negativebody image, lackofcopingskills,aswellas limitedsocialsupportaround

them.

G. StatementsfromCutters

1. “ItexpressesemotionalpainorfeelingsthatI’munabletoputintowords.Itputsa

punctuationmarkonwhatI’mfeelingontheinside.”

2. “It’sawaytohavecontrolovermybodybecauseIcan’tcontrolanythingelseinmy

life.”

3. “IusuallyfeellikeIhaveablackholeinthepitofmystomachatleastifIfeelpain

itsbetterthanfeelingnothingatall.”

4. “IfeelrelievedandlessanxiousafterIcuttheemotionalpainslowlyslipsawayinto

thephysicalpain.”

IV. EvidenceBasedTreatmentsforDepressionandAnxietyinAdolescents

A. CognitiveBehavioralApproaches

1. CognitiveBehavioralApproacheshavebeenfoundintheresearchtobesomeofthe

mosteffectivefortreatingdepression.


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2. Thereisalackoftrainingforcounselorstodocognitivebehavioralapproachesinthe

adolescent cohort.

3. Whentreatingtheseissues,youaretypicallydealingwithaninabilitytoputwords

tofeelings.

B. SolutionFocusedBriefTherapy

1. Thistypeoftherapyisbriefandoftentimesaslittleasonlysixsessions.

2. Ratherthandiagnosingtheteenager,theteenagerwilllookatthesolutionandthe

counselorwillhelptheteenlookattheproblemandthevarietyofsolutionstowork

throughtheparticularproblem.

3. Thiscanbeaverystrengths-basedapproachtohelpingempowerteenstofindtheir

solutionstoparticularproblems.

4. Solutionfocusedtherapycanaddresshowtheproblemisfittingintotherestoftheir

lives.

5. Example:Ateenagerstrugglingwithpornography.

• Lookathowthepornographyproblemincontextofwhentheteenagerturnsto

it.

• Whenaretheymostsusceptible?

• Whatarethesurroundingfactors?

• Howcantheychangetheirbehavior?

6. A lot of times when facing big problems, teens see no other way out. Solution

FocusedBriefTherapycanaddressthis.


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C. Anti-Depressants

1. Anti-Depressantshavebecome themostprescribeddrug in theU.S. leadingdrugs

forpainrelief,highbloodpressureandhighcholesterol.

2. Morethan11millionchildrenhavebeenprescribedaselectiveserotoninreuptake

inhibitor(SRRI).

3. The problem with this is there is absolutely no strong evidence whatsoever that

showsanti-depressantsarecapableofhelpingdepressioninteenagers.

4. The use of anti-depressants in adolescents can increase the probability of an

attemptedsuicide.

5. TheremaybenodifferencebetweencertainSSRIsandaplacebo.

6. Whenweprescribeanti-depressantstoadolescentswhodonothaveanybiological

issuesbutmaybehavingproblemscopingwithaparticularlifestressor,itsetsthem

uptobedependentupontheSSRIinlaterlifestressors.

7. Thecombinationofpsychopharmacologyandcounselinghasshownpromisewhere

thereiscloseconnectiontotheteenagers.

8. TherehasonlybeenoneSSRIthathasbeenapprovedforthoseasyoungas8-years

oldandover.


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9. Anti-Depressantsareoneoftheverylastthingsthatyoushouldturntoinworking

withadolescents.

D. HealthRelatedInterventions

1. Aerobicexercisecanactuallyincreaseandhelpwithemotionalproblems.

2. Correcting sleep patterns that are inhibiting their ability to be able to cope in

everydaylife.

3. Nutritional factorsandcorrectingnutritiongettinghealthyexercise,eatinghealthy

foods,andgettingpropersleep.

4. Prayer,meditation,andrelaxationcanbeusedtotreatteendepression.

5. Thereisnosingledefinitiveapproachbecauseeverysituationisunique.

6. Findtheevidencedbasedapproachesthatyouaremostcomfortablewith.

7. Theproblemisthatalotofteenagersthatweseearefurthercomplicatedbyother

concurrent counseling issues like substance abuse, mood disorders, and eating

disorders.

8. CognitiveBehavioralTherapyisoftenhelpfulincombinationwithmedicine.


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E. KeyComponentsofaTreatmentPlan

1. SafeHavenenvironmentwheretheclientcantalkopenly.

2. Psycho-educationtodevelophealthiercopingmechanisms.

3. Involvementofahealingteamandbuildingsupport.


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ADIS102:

PlayingwithViolence:

VideoGames,BullyingandAggressive

BehaviorinAdolescents–Part1

TinaBrookes,Ed.D.


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AbstractIntense violence. Strong sexual content. Blood and gore. Use of drugs. The Entertainment

Software Rating Board (ESRB) uses such phrases to describe the content of many

action/adventure video games. With 97% of adolescents having played some type of video

game, researchers are considering the potential negative impact of the virtual world on

adolescent brain development. This presentation will explore the violence marketed as

“entertainment”throughgaming,movies,andtelevisiontotoday'schildrenandyouth.Recent

trends in bullying, aggressive behaviors and gun violence will be presented, as well as

neurobiological findings on the impact of violent visual imagery. In this two-part lecture,Dr.

Brookes will outline practical steps for Christian counselors, educators, parents and youth

workers in order to promote real-life relationships, quality family time, community service,

physical wellness practices (including sports, exercise, and nutrition) and spiritual values

(includingrespect,honor,kindnessandlove).Part1focusesonlearningobjectives1and2.

LearningObjectives

1. Participantswillexplorethenegativeneurobiologicalimpactontoday'syouthofviolent

contentmarketedas“entertainment”throughgaming,moviesandtelevision.

2. Participants will identify how repeated exposure to violence in the virtual world can

manifestitselfinbullying,aggressivebehaviorsandgunviolence.

3. Participantswillnameanddescribepracticalstepsforfacilitatingpro-socialbehaviorin

youthandcreatingacultureofrespect,honorandkindness.


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I. Introduction

A. “PlayingwithViolence”

1. Whatdoes“PlayingwithViolence”mean?

2. Many parents and others who work with children are not aware of the violent

contentinmanyvideogamesandothermedia.

B. Speaker’sResearchonPopularOpinion

1. Tina Brookes researched popular opinion on violence in video games by visiting a

secular,mainstreamwebsite:www.askmen.com.

2. Thiswebsitestatesthatviolencewithvideogamesisequatedwiththe“success”of

thevideogame.

3. “Success”inavideogameisequatedwithprofit.

4. ViolenceSells.

5. Top10“MostViolent”VideoGamesAccordingtoAskMen.com

• 10:Carmageddon–1997

• 9:SoldierofFortune–2000

• 8:GodofWar2–2007

• 7:GearsofWar–2008

• 6:MortalCombat–1992

• 5:ThrillKill–1998

• 4:MadWorld–2009

• 3:Manhunt–2003

• 2:GrandTheftAuto3–2001

• 1:Postal2–2003


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6. Research shows that children, even as young as seven and eight year olds, are

playingthelistedgameswhilemostadultsarenot.

7. It is important tobeawareof theviolencepresent invideogamesand toprovide

childrenwithotheralternativeentertainment.

8. On July 26, 2000, there was a joint statement on the impact of entertainment

violenceonchildreninfrontoftheCongressionalPublicHealthSummit.

• ThisstatementwaspresentedandsignedbyTheAmericanMedicalAssociation,

TheAmericanAssociationofPediatrics,theAmericanPsychologicalAssociation,

The American Psychiatric Association, the American Academy of Family

PractitionersandtheAmericanAcademyofChildandAdolescentPsychiatry.

• Findings:Media can and often does instruct, encourage and even inspire. But

whentheseentertainmentmediashowcaseviolence,especiallyinamannerthat

glamorizesortrivializesviolence,thelessonslearnedcanbedestructive.

• Conclusion: Viewing entertainment violence can lead to increased aggressive

attitudes,values,andbehaviorparticularlywithchildren.

• Youngerchildrenneedtobeprotectedfromthistypeofentertainmentviolence.

• Theimpactofentertainmentviolencehaseffectsthataremeasurableandlong-

lastingincluding:

Ø Childrenwho see a lot of violence aremore likely to see violence as an

effectivewayofsettlingconflict.

Ø Entertainmentviolencefeedsaperceptionthattheworld isaviolentand

meanplace.Fearofvictimhood,self-protectivebehaviors,andmistrustof

othersareincreased.

Ø Viewingviolencemayleadtoreal-lifeviolence.

Ø Entertainment violence is not the soleormost important factor in youth

aggressionandviolence.Otherfactorscontribute.


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II. Objective#1

A. Objective#1:ExploretheNegativeNeurobiologicalImpactonToday’sYouthofViolent

ContentMarketedas“Entertainment”ThroughGaming,MoviesandTelevision

B. GamingDOESImpacttheBrain

C. IndianaUniversityStudy

1. Using functionalMRI, researchershave found thatplayingviolentvideogames for

oneweekcauseschangesinbrainfunction.

2. Thebrainregionsaffectedbyviolentvideogameplayareassociatedwithcognitive

functioningandemotionalcontrol.

3. Thechangeinbrainfunctionwasreducedaftergameplaywasdiscontinuedforone

week.

http://newsinfo.iu.edu/web/page/normal/20602.html


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4. Wearegearedtolookatviolenceinaself-protectivemanner.

5. ScienceDaily.com IowaStateUniversityMarch24,2014, “Childrenwho repeatedly

playviolentvideogamesarelearningthoughtpatternsthatwillstickwiththemand

influencetheirbehaviors.”

D. ResearchinSingapore-IowaStateUniversity

1. A two-year studyof 3,034 third-eighth grade students found approximately 9%of

gamerstobepathologicalplayers(Addicts).

2. Videogamesimpactthebrain!

3. Weareseeingaddictiontogaming.

E. VideoGameAddictionStudiesofGamers

1. UnitedStates:8.5%

2. China:10.3%

3. Australia:8%

4. Germany:11.9%

5. Taiwan:7.5%

F. PathologicalVideoGameUse(Addiction)

1. RiskFactor:GreaterAmountsofGaming.


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2. RiskFactor:LowerSocialCompetence.

3. RiskFactor:GreaterImpulsivity.

4. Asgameuseincreased,sodidmentalhealthissues;asgameusedecreased,sodid

mentalhealthissues.

G. InternetUseDisorder

1. Thisconditionwarrantsmoreclinicalresearch.

The “gamers” play compulsively, to the exclusion of other interests, and their persistent and

recurrentonlineactivityresults inclinicallysignificant impairmentordistress.Peoplewiththis

conditionendangertheiracademicorjobfunctioningbecauseoftheamountoftimetheyspend

playing.–DiagnosticStatisticalManual(DSM)5.0May,2013

2. ThosewithInternetUseDisorderexperiencesymptomsofwithdrawalwhenpulled

awayfromgaming.

3. Certainpathways in thebrain are triggered in the sameway that adrug addict’s

brainistriggeredbyasubstance.

4. Justasgamblingdoesnot introducea substance,butanact, that can impact the

brainandbecomeanaddiction,gamingcandothesame.

5. Noteveryonewhoplaysviolentvideogamesisaddicted.

• Therearemanyfactorsthatcanbeconsidered.

• Thegamingpieceispartoftheequation.

• If kids are educated about the addiction risk, they can make better

decisions.


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H. GamingAddictionisNotNew

1. 2009: 17-year-old in Ohio shot his mother and injured his father after they

confiscatedhisHalo3videogamebecausetheyfearedhewasplayingittoomuch.

2. 2010: A Korean couplewas arrested after their infant daughter starved to death

while the pair played an online game for hours. The video game the two were

playinginvolvedraisingavirtualbaby.

3. 2011:A20yearoldmalesufferedablockagetohislungsanddiedwhileplayinghis

Xboxforupto12hours.

4. 2012:Anothergamingaddictdiedafterplayinganonlinevideogamefor40hours

straightatanInternetcaféinTaiwan.

5. Gamingaddictionisnotnew-wearejustnowstartingtomorefullyrecognizeit.

I. TopFiveWarningSignsofGamingorInternetAddiction

1.Disruptedregularlifepattern.

• If a person plays games all night long and sleeps in the daytime, it can be a

warningheorsheshouldseekprofessionalhelp.

2. Work/SchoolIssues.

• IfthepotentialgamingorInternetaddictloseshisorherjob,orstopsgoingto

schoolinordertobeonlineortoplayadigitalgame.

3. Needforabiggerfix.

• Doesthegamerhavetoplayfor longerandlongerperiods inordertogetthe

samelevelofenjoymentfromthegame?


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4. Withdrawal.

• Some Internet and gaming addicts become irritable or anxious when they

disconnect,orwhentheyareforcedtodoso.

5. Cravings.

• SomeInternetandgamingaddictsexperiencecravings,ortheneedtoplaythe

gameorbeonlinewhentheyareawayfromthedigitalworld.

III. Objective#2

A. Objective #2: Identify howRepeated Exposure toViolence in theVirtualWorld Can

ManifestItselfinBullying,AggressiveBehaviorsandGunViolence

B. PyramidofViolence


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1. Teasing, “Kidding,” telling “jokes” targeting physical appearance, disability, race,

gender,orsexualorientation.

2. Putdowns/intimidatinglooks,excluding,spreadingrumors,namecalling.

3. Verbalassaults,threats,cyberthreats.

4. Mobbing,cyberstalkingandharassmentbygroups.

5. Assault/challengevictimtosuicide.

6. Murderof/orsuicidebyvictim.

7. Victimbecomesmurderer.

C. OnlineGaming:“TheNewBully”

1. “Griefers”

• Agrieferisabullyintheworldofonlinegames.

• Griefers don’t play by the rules and attempt to cause as much distress and

discomfortforothersplayersaspossible.

2. Manypeoplegetpleasurefrom“griefing”othersanditoftenbecomesa

competitiontoseewhocancausethemostchaos.

3. Cyberbullyingisrecognizedasathreatonsocialmediabutvideogamesare

overlookedasbattlegrounds.


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D. OnlineGamingConcernsfromNobullying.com

1. “Messaging”:Messagingduringgamescanbecomeharassingand turn into cyber-

bullying.

2. Offensive Language:Verbal abuse,Unacceptable slurs,degrading terms tobelittle

players.

3. “GangMentality”:Teamingupwithothersagainstoneidentifiedtarget.

E. CauseandEffect

1. Often,peoplewantaconcreteanswerasitifvideogamescauseviolence.

2. Perhapsabetterquestiontoaskthen,“Doesthisgamecauseanythingbad?”isto

askifitispromotinganythinggood.

3. Doplayersgetoffthegamehappieranddemonstratingmoredesirablebehaviorsor

istheimpactopposite?

4. Consideran“EliminationDiet”Approach–takethevideogamesawayandseeifthe

playerfeelsbetterwithoutthisinfluence.

“I think it’s thewrongquestion--whetherthere isa linkbetweenmassshootingsandviolent

videogameplay. Iunderstandpeoplewanttolookforaculprit,butthetruthofthematter is

thatthereisneveronecause.Thereisacocktailofmultiplecausescomingtogether.Andsono

matterwhatsinglethingwefocuson,whetheritbeviolentvideogames,abuseasachild,doing

drugs,beinginagang--notoneofthemissufficienttocauseaggression.Butwhenyoustart

puttingthemtogether,aggressionbecomesprettypredictable.”–Dr.DougGentile,aresearch

psychologistandassociateprofessoratIowaStateUniversity,astoldtoFoxNews.com


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F. IowaStateUniversity

1. Iowa State researchers say there is a strong connection between violent video

gamesandyouthviolenceanddelinquency.

2. Theresultsshowthatboththefrequencyofplayandaffinityforviolentgameswere

stronglyassociatedwithdelinquentandviolentbehavior.

3. “When studying serious aggression, looking at multiple risk factors matters more

thanlookingatanyone.”

4. Some serious problems including depression, anxiety, social phobias and lower

schoolperformanceseemedtobeoutcomesofpathological(videogame)play.

G. JournalistsandVideoGames

1. Criticismofviolentvideogamesbyjournalistshasdecreased–sciencedaily.com

• It has been hypothesized that today’s journalists often come from the

demographicthathasgrownupwithvideogames.

• Itisbecomingmoreacceptedculturally.

2. It’snotthattheriskfactorhaslessened,butthatfewerpeoplearerecognizingitasa

riskfactor.

H. PowerfulRoleModels

1. QuestionthecharacterofVideoGame“Heroes”

• Arethesethetraitsyouwantforyourchild?

• Arethesethetraitsyouwantforyourneighbor?

• Arethesethetraitsyouwantforyourfuturesonordaughter-in-law?


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2. Manyoftoday’smediarolemodelsare:

• LawlessSociopaths.

• SchoolyardKillersturnedintoMediaCelebrities.

• Thisreinforcesthenotionthat“BadGuysWin.”

• Oftenjuvenilekillersaremotivatedbyfame.

3. NoteonMediaandJuvenileViolence:

• InJapanandCanada,itisapunishable,criminalacttoplacethenamesand

imagesofjuvenilecriminalsinthemedia.

• Themedia has every right and responsibility to tell the story, but do they

havea“right”toturnthekillersintocelebrities?

• RachelScott-shewaskilledinthemassacreatColumbine.Manypeoplecan

tell the names of her killers. Rachel’s family has started a program called

RachelsChallenge.org.Rachelwantedtostartachainreactionofcompassion

andlove.RachelwasneveronthefrontofTimeMagazine,buttheguyswho

killedherwere.

4. VideoGameInfluenceontheColumbineKillers

• One of the killers named his sawed off shotgun “Arlene” after a favorite

characterfromDoom,aviolentvideogame.

• On the video he recorded just prior to the school massacre he said: “It’s

goingtobelikef_____ingDoom”and“Thatf____ingshotgunisstraightout

ofDoom.”


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ADIS103:

PlayingwithViolence:

VideoGames,BullyingandAggressive

BehaviorinAdolescents–Part2

TinaBrookes,Ed.D.


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AbstractIntense violence. Strong sexual content. Blood and gore. Use of drugs. The Entertainment

Software Rating Board (ESRB) uses such phrases to describe the content of many

action/adventure video games. With 97% of adolescents having played some type of video

game, researchers are considering the potential negative impact of the virtual world on

adolescent brain development. This presentation will explore the violence marketed as

"entertainment"throughgaming,movies,andtelevisiontotoday'schildrenandyouth.Recent

trends in bullying, aggressive behaviors and gun violence will be presented, as well as

neurobiological findings on the impact of violent visual imagery. In this two-part lecture,Dr.

Brookes will outline practical steps for Christian counselors, educators, parents and youth

workers in order to promote real-life relationships, quality family time, community service,

physical wellness practices (including sports, exercise, and nutrition), and spiritual values

(includingrespect,honor,kindnessandlove).Part2willfocusprimarilyonobjective3,toname

anddescribepracticalstepsforfacilitatingpro-socialbehaviorinyouthandcreatingacultureof

respect,honorandkindness.

LearningObjectives

1. Participantswillexplorethenegativeneurobiologicalimpactontoday'syouthofviolent

contentmarketedas"entertainment"throughgaming,moviesandtelevision.

2. Participants will identify how repeated exposure to violence in the virtual world can

manifestitselfinbullying,aggressivebehaviorsandgunviolence.

3. Participantswillnameanddescribepracticalstepsforfacilitatingpro-socialbehaviorin

youthandcreatingacultureofrespect,honorandkindness.


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I. ReviewfromPart1

A. ViolentVideoGamesWereDescribed

1. Thereisasadistic,horrificnaturetomanyvideogames.

2. Violenceoftenexistsbeyondwhatmanyadultsareawareof.

B. ViolenceisNotJustinVideoGames,butMoviesandOtherMedia

1. Manymoviescontainthisgraphicandviolentcontent.

2. HorrormoviesareoftenratedPG-13,meaningourmiddleschoolagedstudentsare

oftenabletowatchthiscontent.

C. CommunityHealth

1. It is the professional opinion of community health experts that violent media

contentdoesmakeadifference.

2. Thereisanimpactofviolentvideogames.

D. Research

1. Gamingcanbeanaddiction.

E. WhatwecandotoChangeThis

1. Whileadvocacyhasitsplace,thisisnotDr.Brookes’ministry.

2. Advocacyisonecalling,butnottheonlywaytomakeanimpact.


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3. Thesupplyanddemandneedstochange.

4. Dr.Brookeshasmadethedecisiontofocusongrassroots impactandurgesyouto

dothesame.

5. Dr.Brookessetsboundariesinherownhomeandencouragesyoutodothesame.

6. ThegrassrootsapproachinvolvestalkingtoPoliceOfficers,ChurchLeaders,Families,

Friends,Teachers,Counselorsandotherswhoworkwithkids.

7. This approach involves making sure the adults who work with kids, know to ask

themquestionslike,“Whatareyouwatching?”and“Howmuchscreentimeareyou

consuming?”

8. ItisDr.Brookes’beliefthatthegrassrootsmovementwillchangetheworld.

II. Objective#3:

A. Objective#3:NameandDescribePracticalStepsforFacilitatingPro-socialBehaviorin

YouthandCreatingaCultureofRespect,HonorandKindness.

1. Pro-socialbehavior:dothevideogamesencouragethis?

2. Aretheskillslearnedinvideogamesandmoviespositive?

3. Do the video games and movies that children are consuming create a culture of

respect,honorandkindness?

4. Alloftheaboveareimportantquestionstoask.


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B. TheQuestion

1. “Doeswatchingviolencecausesomeonetobecomeviolent?”

2. Medialit.org:AskaDifferentQuestion.

3. Whatdoeswatchingviolenceovermanyyearsdotoour…

• OurMinds?

• Ourhearts?

• OurSouls?

4. Is the long-termcumulative impactof violenceasentertainment transformingour

personalworldview?

5. Isittransformingourcollectivepsycheasacommunityandasanation?

6. Arethesevideogamesdestroyingourtrust?

7. Havewe,“thrownoutthebabywiththebathwater”whenwetellourkidsnotto

talktostrangers?

• Howcanwemodelsafeandappropriatebehaviorwithstrangers?

• Itisimportanttokeepkidssafe,butnotisolated.

• Theviolentmediadoesimpactacultureofmistrust.

C. CircleofBlame

1. Viewersblamethosewhowriteandcreatetheshows.

• “Isitnotawfulthattheycreatetheseawfulshows?”


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2. Writers/directorsblametheproducers.

• “Theproducersrequireviolenceinprogramsinordertogetthemfinanced.”

• “Ifitbleeds,itleads.”

3. Producersblamenetworkexecutives.

• They blame the network executives for demanding “action” in order to get

ratings.

4. Networkexecutivessaycompetition isbrutalandblametheadvertisers forpulling

outunlessashowgetshighratings.

5. Advertiserssayit’salluptotheviewers!

6. Wehavecreatedacircleofblamewherenoonewillsay,“Iwillchangewhat Iam

doing.”

7. Theviewersdohaveabigimpactwithhowtheychoosetospendtheirdollarsand

time.

8. “Votewithyourdollars.”

D. StopTheBlameGame!

1. MakeanImpactonYourCorneroftheWorld!

2. IncreaseYourAwareness!

3. DiscussViolentImagerywiththeYouthinYourLife.

• Childrenandteenscraveconversationswithadults.

• Theywanttohearwhattheadultshavetosayiftheadultsinturnlistentowhat

thechildrenorteenshavetosay.


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• Youthneedtobeeducatedonthedangersofviolentmedia.

• Givengoodinformation,theywillrisetotheoccasion.

• Sometimesasacountry,wethinkthatkidswillnotdoanybetter,butkidsare

amazingpeoplewithamazingstrength.

4. Askyourself,“WhatkindofaMediaRoleModelamI?”

• WhatamIwatching?

• WhatamIpayingtosee?

• WhatdoIlookatontheInternet?

• Whatdotheyouthinmylifeseefromme?

5. CommittoGetInvolvedwithandSupportHealthyActivities.

• We can’t just tell our kids to do something different, but we need to do

somethingdifferentwiththem.

6. UrgeParentstoMinimallyEnforcetheRatingsonMoviesandVideoGames.

• AO:18+(NoGameEverSoldwithThisRating)

• M:17+

• T:13+

• E:7+

• ThevideogamesdiscussedearlierwereallM.

• Parentsneedtosay,“I’msorry;youcannotplaythatuntilyouare17.”

• Byignoringratings,wearebasicallytellinganindustrythatweknowbetterthan

theirminimalexpectations.

• Dr.Brookes’philosophyisthatifMgamesarenotintroducedbefore17,bythe

timetheteenager is17,theywillhavedevelopedother interestsandnothave

the“thirstforblood”thattheywouldhaveiftheyhadbeenplayingviolentvideo

gamesfromaveryyoungage.


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7. Example:“MadWorld”VideoGame

• BecausethisisaWiigame,playersphysicalrehearsethegameactivities.

• Theseincludeslittingthroatsandotherveryviolentacts.

• Thisisawholenewlevelofintroducingviolence.

• Theindustryputstheresponsibilitybackontheparents.

“Hopefully,though,concernedparentswillnoticethe‘MforMature’ratingonthecover,justto

theleftofthedudewieldingabloodiedchainsaw.”–KotakuStaff, regardingtheViolenceof

theWiiMadWorldGamewhereparticipantsphysicallyrehearseviolentacts

8. KnowtheContentoftheGames

• Whatexactlyareyourkidsplaying?

• Haveyouresearchedit?

• Haveyouplayedit?

• Doesthisreinforcethevaluesofyourfamily?

• Does this game reinforcewhat youwould like to see happenwith this young

person?

E. VideoGameRatings

1. E:Everyone10+

• Contentisgenerallysuitableforages10andup.

• May contain more cartoon, fantasy or mild violence, mild language and/or

minimalsuggestivethemes.

2. T:Teen


• May contain violence, suggestive themes, crude humor, minimal blood,

simulatedgamblingand/orinfrequentuseofstronglanguage.


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3. M:Mature


• Maycontainintenseviolence,bloodandgore,sexualcontentand/orstrong

language.

• Just reading theabovedescriptionalready tellsuswhat is in thegame,yet

wearestilllettingmanykidsplaythegames.

• Dr.Brookesbelievesthattheratingswerespecificallychosenbecausewesee

theword“mature”aspositivewhenitcomestoourchildren.

• “Mature”inrelationtovideogamesdoesnotrelatetofeedingthedog,being

ontime,orotherhabitsthatparentsoftenthinkofinrelationto“maturity”.

• Whatiftheratingswere“sick,”“sicker”and“sickest”?

• Inrelationtovideogames,“mature”=“sickest.”

III. WheretoStart

A. TeachKidstoBeInformedandCriticalMediaConsumers.

B. ControlMediaInfluencebyLimitingScreenTime.

C. EncourageKidstoEmbraceAlternativestoScreenTime.

1. Replacetheaddictionwithsomethinghealthy.

2. Beforeyouputyourkidsonanotherdrug tomodify theirbehavior, take themoff

thedrugsthattheyareon.


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D. 10ReasonsWhyMediaEducationMattersfrommediaed.org

1. TheaverageAmericanwatchesoverfourhoursoftelevisionperday.

2. 56%ofchildrenhaveaTVintheirbedroom.

3. TheaverageAmericanchildsees200,000actsofviolenceonTVbeforetheyare18

yearsold.

4. TheaverageAmericanyouthspends900hoursinschooland1,023hourswatching

TVeveryyear.

5. TheaverageAmericansees2,000,000televisioncommercialsbyage65.

6. 45%ofparentssaythat if theyhavesomething important todo, theyare likely to

usethetelevisiontooccupytheirchild.

7. Childrenspendadailyaverageoffourhoursand45minutesinfrontofascreen.

8. 97% of American children ages six and under own products based on characters

fromtelevisionshowsandmovies.

9. Nearly three out of four teens say that the portrayal of sex on TV influences the

behaviorofkidstheirage.

10. OneinfourteensadmitsthattheportrayalofsexonTVinfluencestheirbehavior.


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E. TaketheChallenge

1. KristinePaulsen,aneducatorfromMichigan,createdthisfreeprogram.

2. Youcanfindthisresourceatwww.takethechallengenow.net.

3. FreecurriculumandPowerPointsforPre-KtoHighSchool.

4. School-wideCurriculum-BasedInitiative.

• Awareness

Ø Encourageskidstokeepamedialog.

Ø HowMuchTimeDoISpendonScreens?

Ø Recordwhattheyarewatchingandwhattheyaredoing.

• TurnoffScreensfor7-10Days

Ø Eachindividualcanmaketheirowndecisionaboutwhatthisentails.

Ø FindAlternativeActivities.

Ø FamilyInvolvementCommunityInvolvement.


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• ScreenDiet:

Ø Youthoftencomplete thisprogramandput themselvesonascreendiet

ontheirown.

Ø Somemaychoosetolimitscreentimetoweekendssotheirschoolworkis

notcompromised.

• Ittakes3daystodetoxfromtoomuchortooviolentmedia.

• Many schools are introducing this 3-4 days before school testing and during

schooltestingandareseeinganimprovementingrades.

• MediaReductionisDecreasingNegativeBehaviorintheclassroom.

F. MediaLiteracyActivitiestoCounterMediaViolence

1. StopTeachingOurKids toKill:ACall toActionAgainstTV,MovieandVideoGame

ViolencebyDaveGrossman&GloriaDeGaetano.

2. StrategiesforYoungerChildren:

• Talkaboutreal-lifeconsequences.

• Violenceisnotthewaytosolveproblems.

• Angerisnatural.

• Countthenumberofviolentactsinmediawatched.

• Talkaboutrealandpretend.

• Pictureaworldwithoutmediaviolence.

3. StrategiesforOlderYouth:

• Discusssensationalvs.sensitiveportrayals.

• Discussemotionalviolence.

• Readaboutrealpeoplewhosufferedfromviolence.

• Predictviolentcontent.


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• Discussthevalueofandproblemswithratingsystems.

• MakearecommendednonviolentTV/VideoGamelistforyoungchildren.

Ø Olderyouthtrulydoliketomentoryoungerchildren.

Ø Thiscanbeaveryimportantexperienceforthem.

G. FurtherInformationfromTaketheChallengenow.Net.

1. When they did their 10-day screen turn-off, one of the observed side effectswas

thatthecommunitycametolifeagain.

2. Aswementionedpreviously,mediaviolencecanleadtoisolationandmistrust.

3. Whenonewholeschooldistrictturnedoffscreensfor7-10days,theparks,YMCA,

bowlingalley,andlibrariescametolife.

4. Kidsreportedthattheyvaluedthetimewiththeir familythattheyhadduringthis

challenge.

5. Oncethe7-10daysarecompleted,itistimetodecidewhatscreentimewilllooklike

goingforward.

IV. Resources

A. LastChildintheWoodsbyRichardLouv

1. Theauthorreferencesa“naturedeficit.”

2. Wehavewholegenerationsofchildrennotspendingtimeoutsideorinnature.

3. Thebeautyofnaturecanbeveryhealingandaidinstressmanagement.


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4. Natureisimportant.

5. Summary:“Inthisinfluentialworkaboutthestaggeringdividebetweenchildrenand

theoutdoors,childadvocacyexportRichardLouvhasturnedthiswiredgeneration

whichhecalls“naturedeficit”tosomeofthemostdisturbingchildhoodtrends.”

6. Thisisthefirstbooktoemphasizethatexposuretonatureisnecessaryforchildren’s

physicalandmentalhealth.

B. SmartMovesbyDr.CarlaHanniford

1. BrainGym–braingym.org.

2. Encouragesmovementthatcrossesthemidline.

3. Bilateral stimulation encourages both hemispheres of the brain and can help

childrendisengagementallyfromvideogames.

4. Weneed tohavemorephysicalmovementandmoreexpression through thearts

andphysicalmovement.

5. Manypeoplelearnbyphysicallymovingortakingnotes.

V. Conclusion

A. WhatAreWeDoingtoCounteracttheImpactofViolentVisualImagery?

B. AmIBeingtheRoleModelINeedtoBe?

C. ClosingPrayer


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