Kindle Edition
Amazon
Amazon.com
Amazon.com
Category:
Education/Training
Publisher: KTC Publishing Phase IIC Coaching, LLC
Type: Non-Fiction
Pages: 100
Copyright: February 9, 2017
Price: $0.99 (eBook)
Prevention; Teaching Teens to Say No to Drugs is a wealth of information on how to communicate with teens on the issue of drug use. Great for parents, speakers, teachers, and other professionals.
Prevention; Teaching Teens to Say No to Drugs. Best-selling author Rev. Dr. Kevin T. Coughlin Ph.D. shares his experience, strength, and hope, as you travel a journey of lessons learned over two decades of recovery and many years working in the industry with young people, changing and saving lives.
This workbook and manual is jam-packed with information that will assist the newcomer as well as the seasoned presenter to get their message across to young people. Successful prevention is a process! Learning, developing, and using new skills, attitudes, beliefs, and values that help you to reach your life’s goals and objectives. Prevention is about committing to education, awareness, and following an action plan to stay clean and sober. Educators must learn to communicate with young people in skillful, artful ways, where students hear and absorb their message. Meaning and emotion are key elements to the process. The brain is social and requires interaction. If we expect young people to remember facts long-term, they need to be involved in the process, such as role play. Most teens are visual learners, humor, not sarcasm can help a lecture. Teens are changing and under a tremendous amount of stress, supportive, reinforced information can help tremendously during this time of rapid growth and change. Prevention, along with education, and awareness will make the difference in the war against drug addiction.
Prevention; Teaching Teens to Say No to Drugs is the author’s twelfth book. This book is dedicated to the professionals who work in the addiction recovery field and are saving lives.
PLEASE VISIT www.theaddiction.expert for other books written and published by Rev. Dr. Kevin T. Coughlin Ph.D., there you can join his mailing lists for advanced notice on his next books, trainings, and live events.
Excerpt
Teaching Strategies When Dealing with the Adolescent Brain
The adolescent brain is still in the development process and will therefore require compatible strategies for learning. Research has shown that the brain undergoes a period of increased production of gray-matter during early adolescence. Nerve impulses are generated by the gray matter which handles processing of the brain’s information, while white matter transfers brain information from one lobe to another and then out to the spinal cord. The myelin sheath, a fatty layer that wraps around the neuron’s axon assists this transmission of nerve impulses. Only white matter has a myelin sheath; the sheath allows impulses to travel faster and more efficiently; however, isn’t fully formed until age twenty-five through a process called myelination. The frontal lobe is the last area of the brain to be myelinated. Rapid growth of gray matter and myelination being incomplete, don’t allow the same cortical connections that happen in adults. Adolescent brains don’t think the same way adult brains do.
The frontal lobe houses the area of the brain where individuals process higher cortical functions such as problem solving, reasoning, short-term memory, language, planning and executing behaviors, motor function, social mirroring, impulse control, and judgement. While waiting for maturity of the frontal lobe, the other areas of the brain, temporal lobe, parietal lobe, and the amygdala are utilized for language development and decision making. Because the other areas of the brain are tied up with these functions, adolescents usually lack in the areas of impulse control, and demonstrate some irrational behaviors, make decisions based on feelings instead of logic. These characteristics will all effect the adolescent’s ability to learn.
The brain’s main function is to promote survival of the body, filtering out 99% of the information coming from the senses. The two factors that strongly influence the brain’s attention to information are:
1. If it has meaning.
2. If it causes an emotional response.
If you want to get the brain’s attention and aid the learning process, you need to know that meaning and emotion are key elements to the process.
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