PAIN IN THE BRAIN:TEEN LIBRARY(MIS) BEHAVIOR 101

Presented by Beth Gallaway for NHLA, May 2009

Beth Gallaway: Contact & Slides

Email: informationgoddess29@gmail.com

Cell: 603.247.3196

Slides: http://slideshare.net/informationgoddess29/

Links: http://delicious.com/informationgoddess29/brain

Do you have Ephebiphobia?

(Fear & Loathing of Youth)

Library Behaviors

Groups Blocking entrance

or access Roaming Taking up space

“Courting” Behavior

Backtalk and “disrespect”

Eating & drinking Cell phone use

Library Behaviors

Language Sex Vandalism Theft Violence Cyberbullying

Differentiate between the 2 Ds:

Disruptive Normal Annoying

Dangerous Abnormal Harmful to self & others Illegal

Why Do Teenagers Act That Way? They hate the library! They hate YOU (the librarian)! It’s a contest!

(not really)

Influences on Teen Behavior Cultural Sociological Psychological Biological Personal

Cultural

Who taught you how to behave in the library?

How do patrons know how to behave in the library

Sociological

Who do teens spend their time with?

Psychological

What are teens going through during adolescence?

What are the unique experiences that characterize them?

On Rules

Create a behavior policy Same rules for everyone No rules set up to fail The less rules, the better  Word rules in a positive way  Leave rules open ended

Developmental Needs

Positive Social Interaction with Adults & Peers Structure & Clear Limits Physical Activity Creative Expression Competence & Achievement Meaningful Participation Opportunities for Self-Definition

Source: National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006

Developmental Needs Positive Social Interaction with Adults & Peers

(seek attention, socialization) Structure & Clear Limits

(push boundaries, challenge authority) Physical Activity

(run from computer to computer, roam) Creative Expression

(vandalism, MySpace Competence & Achievement

(competitive behavior, Runescape obsession) Meaningful Participation

(opininated, socialization) Opportunities for Self-Definition

National Middle School Association (1996). Research Summary: Young Adolescent’s Developmental Needs, 2006

Biological

The corpus callosum stopped developing around age 5 (grows through adolescence)

The brain didn’t grow after age 10 (grows through adolescence)

Myelination was complete before puberty (continues well into young adulthood)

BRAIN DIAGRAM

Source: http://www.thecuriousmind.com/brain-cm.html

Dopamine

Dopamine levels fluctuate

Controls: Smooth motor skills Pleasure centerResults in: Risk-taking, novelty

seeking Excitability, loudness

Source: http://www.3dchem.com/imagesofmolecules/Dopamine.jpg

Serotonin

Serotonin levels fluctuateControls: • Temperature• Mood• Appetite• EmotionResults in: Moodiness

Melatonin

Melatonin cycle differs from adults

Controls: Sleep/wake cycles Biological clock Results: Brain development REM sleep has been

linked to learning ability

Lack of Sleep

Sleep deprivation results in: Crankiness Depression Insomnia Perceived laziness Lack of energy Poor Judgement 

Myelin Sheath

The myelin sheath coats nerves and improves connection speeds

Facilitates: Intelligent response to gut

reactions Learning new things Concrete thought to abstract

thoughtResults in: Reacting Poor memory/recall Lack of focus and attention Poor organizational skills Bad impulse control

Source: http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/9682.jpg

The Brain and Gender

Girl’s brains myelinate faster than boys – may account for earlier “emotional maturity”

The amygdala prompter of gut impulses grows faster in boys, prompting development of physical and spatial skills, and other cerebellum processes

The hippocampus memory center grows faster in girls, prompting development in social cognition

Behavioral Strategies

Boundary setting is extremely important Address behavior in terms of actions and

consequences in a matter of fact, non-threatening manner

Set Boundaries

State unacceptable behavior Optional: explain why it’s unacceptable State consequence of continued

unacceptable behavior Ask patron to choose to cease behavior,

or find somewhere else to continue behavior

Examples

“John, it’s too noisy over here, and some people are trying to study. If you continue to be disruptive, I will need to ask you to leave. You can choose to lower the volume level and stay or you can choose to leave.

Mary, your computer time is up, we have

someone waiting. If you continue to violate the time limit, I will have to suspend your computer privileges. You can choose to log off now and get more time tomorrow, or lose your computer access for 2 days.”

Keep in Mind…

“Librarians do not kick teens out of the library. Teens get themselves kicked out of the library, because of their behavior.”

~ Nick Buron, NYPL, Queens Branch

Correcting Behavior

3 Strikes & You’re Out! Target the Group Leader Good Cop, Bad Cop Invade Personal Space

Follow Through

Welcome back Introduce yourself Discuss behavior incident Reinforce consequences of actions Start with a clean slate

Top 4 Ways to Nip Bad Behavior1. Create raving fans of the library  2. Develop personal relationships3. Give them a space of their own 4. Program them to death

Create Raving Fans

Brush up your customer service skills  Deliver excellent reference Deliver excellent reader’s advisory Cultivate meaningful youth participation:

Give them what they want Foster ownership of the library and teen

space 

Develop Personal Relationships Talk to teens when they do something

RIGHT Introduce yourself, repeatedly  Greet patrons by name Get out from behind the desk Get out of the library 

Give Them a Room of Their Own

More than just a shelf and a poster

Convert a meeting room to a homework center or program room a few days a week

Designate a staff person to serve teens

Program Them to Death

Engage them in meaningful participation

Give teens positive ways to expend their energy Offer after school

activities Cultivate a

volunteer program

Reminders for Librarians

Stay calm It’s not personal Teens are job security Learn to RAP  

RAP

Remember Accept Project

Thank You!

Slides: http://slideshare.net/informationgoddess29/

Email: informationgoddess29@gmail.com

Links: www.delicious.com/informationgoddess29/brain

603.247.3196