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The Case for Social Emotional Learning in Adolescence: A Neurological Perspective Rupa Mahajan Robbins, M.A. University of California, Berkeley
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The Case for Social Emotional Learning in Adolescence: A ...€¦ · Emotional Learning in Adolescence: A Neurological Perspective Rupa Mahajan Robbins, M.A. University of California,

Jun 23, 2020

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Page 1: The Case for Social Emotional Learning in Adolescence: A ...€¦ · Emotional Learning in Adolescence: A Neurological Perspective Rupa Mahajan Robbins, M.A. University of California,

The Case for Social Emotional Learning in Adolescence: A Neurological Perspective

Rupa Mahajan Robbins, M.A.University of California, Berkeley

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Outline of Presentation

1.  Overview of adolescence

2.  Adolescent cognitive development and the neurological bases of behaviors common in adolescence–  Risk-taking –  Reward-seeking –  Emotion regulation

3.  Social emotional learning (SEL) as a method for intervention in adolescence

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Adolescence: A Time of Change

•  Defined as the period between puberty and adulthood

•  Physical, social, and emotional changes

•  More time with friends, less time with family

•  High levels of risky behavior associated with poor impulse control

(Tilton-Weaver&Kakihara,2007;Somervilleetal.,2013;Barnesetal.,2007;Wang,IannoA,&Nansel,2009;Smithetal.,2007)

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Risky Behavior in Adolescence

(Dahl,2004;CenterforDiseaseControl,2014)

•  Results of the Youth Risk Behavior Surveillance System (2013)–  35 % had consumed alcohol–  23 % had used marijuana–  16 % had smoked cigarettes–  47 % had been sexually active

•  8% of participants of the survey had attempted suicide in the past 12 months.

•  Morbidity and mortality rates increase by 200%

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•  Increased importance on peers

•  Studies on peer relationships have demonstrated…–  Heightened social sensitivity

–  Peer acceptance highly desirable

–  Positive effects of pro-social relationships

Peer Relationships in Adolescence

(WentzelandErdley,1993;Somerville,2013)

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The Transition to Middle School

(EcclesandRoesner,2009;GoPried,Fleming,&GoPried,2001)

•  Motivational declines

•  Lower grades

•  Lower confidence in intellectual abilities

•  Decreased attention in school

•  Decreased self-esteem

•  More test anxiety

•  Organizational challenges

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1.  General cognitive development in adolescence

2.  The dual systems modela.  Neural basis for risk-

takingb.  Neural basis for reward-

seekingc.  Neural basis for emotion

regulation

The Adolescent Brain

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Cognitive Development in Adolescence

(Steinberg,2014)

•  The plasticity of the adolescent brain is second only to the plasticity of the infant brain.

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Dual Systems Model

(Smith,Chein,&Steinberg,2013;Steinberg,2005)

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Dual Systems Model

(Smith,Chein,&Steinberg,2013;Steinberg,2005)

Processingrewards

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Dual Systems Model

(Smith,Chein,&Steinberg,2013;Steinberg,2005)

EvaluaWonofRisk

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Dual Systems Model

(Smith,Chein,&Steinberg,2013;Steinberg,2005)

EvaluaWonofRisk

Processingrewards

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Dual Systems Model

(Smith,Chein,&Steinberg,2013;Steinberg,2005)

EmoWonRegulaWon

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Neural Basis of Reward Seeking in Adolescence

(Schultz,2000;Lunaetal.,2013;Smith,Steinberg,Strang&Chein,2014)

•  Reward circuitry: striatum, amgydala, and orbitofrontal cortex (adolescent salient)

•  Spike in dopamine during adolescence

•  Studies on reward processing in adolescents:–  An increase in ventral striatum activity in adolescents in

comparison with adults

–  Importance of social context on reward-processing during adolescence.

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Neural Basis of Risk-Taking Behavior

(Steinbergetal.,2008)

•  Risk-taking is the result of the decision making process.

•  Risk-evaluation circuitry: prefrontal cortex (age-linear)

•  One comprehensive study shows that inclinations toward risky behavior spike between the ages of 13 and 16

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Neural Basis of Emotion Regulation and Social Awareness

(Thompson,1998;Blakemore,2008)

•  Socio-affective neural circuitry–  Emotions and social cues: amygdala, striatum (overactive)

–  Decisions and reason: Ventromedial and lateral prefrontal cortices regulate decisions related to emotional responses (underdeveloped)

•  Adolescents experience more intense emotions than adults

•  Emotional intensity varies depending on social context–  Social hypersensitivity

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We know...

•  Adolescents are facing significant challenges in the transition to middle school.

•  Adolescents are engaging in high levels of risky behavior and have high rates of mortality and morbidity.

•  The dual systems model suggests vulnerability to risk and reward, social hypersensitivity, and heightened emotional responses.

•  So, what should we do to support adolescents?

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Social Emotional Learning: The Missing Link

(CASEL,2013)

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How can SEL support adolescents?

Competency VulnerabilityAddressed

(Dymnicki,Sambolt,&Kidron,2013)

2.Self-regula;on EmoWonregulaWon;increasedhormonalacWvity,heightenedemoWonalresponses

3.Responsibledecision-making

SuscepWbilitytomakingdecisionsbasedonaffecWveresponsesorrewards

1.Self-awareness EmoWonregulaWon;heightenedemoWonalresponses

4.Social-awareness SocialhypersensiWvity,difficultytakingothers’perspecWves

5.Rela;onshipskills Increasedrelianceonpeers;socialhypersensiWvity

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SEL Works!

•  SELcurriculavaryinthenumberoflessons,thecompetenciestheytarget,andtheapproachthattheytake.

•  EvidencesuggeststhatSELcanposiWvelyimpactstudentandschooloutcomes:•  11percenWlepointimprovementinacademic

achievement•  Increasesinpro-socialbehaviors•  ImprovementsinemoWonregulaWon•  Be`erclassroombehavior•  IncreasedWmeontask

(Durlaketal,2011)

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Questions? •  Contact Rupa Robbins at [email protected]

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References

Albert,D.,Chein,J.,&Steinberg,L.(2013).Theteenagebrain:Peerinfluencesonadolescentdecisionmaking.CurrentDirec+onsinPsychologicalScience,22,114–120.doi:10.1177/0963721412471347Blakemore,S.J.(2008).Thesocialbraininadolescence.NatureReviewsNeuroscience,9,267–277.doi:10.1038/nrn2353CenterforDiseaseControlandPrevenWon.(2014).Youthriskbehaviorsurveillance–UnitedStates,2013.Retrievedfromh`p://www.cdc.gov/mmwr/pdf/ss/ss6304.pdfCools,R.(2008).RoleofdopamineinthemoWvaWonalandcogniWvecontrolofbehavior.TheNeuroscien+st,14,381–395.doi:10.1177/1073858408317009CollaboraWveforAcademic,Social,andEmoWonalLearning(2013e).WhatisSEL?Retrievedfromh`ps://casel.squarespace.com/social-and-emoWonal-learning/

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References

Dahl,R.E.(2004).Adolescentbraindevelopment:AperiodofvulnerabiliWesandopportuniWes.KeynoteAddress.AnnalsoftheNewYorkAcademyofSciences,1021,1–22.doi:10.1196/annals.1308.001Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.,&Schellinger,K.B.(2011).Theimpactofenhancingstudents’socialandemoWonallearning:Ameta-analysisofschool-baseduniversalintervenWons.ChildDevelopment,82,405–432.doi:10.1111/j.1467-8624.2010.01564.xDymnicki,A.,Sambolt,M.,&Kidron,Y.(2013).ImprovingcollegeandcareerreadinessbyincorporaWngsocialandemoWonallearning.Retrievedfromh`p://www.ccrscenter.org/products-resources/improving-college-and-career-readiness-incorporaWng-social-and-emoWonalEccles,J.S.,&Roesner,R.W.(2009).Schools,academicmoWvaWon,andstage-environmentfit.InR.M.Lerner&L.Steinberg(Eds.),Handbookofadolescentpsychology(pp.404–434).Hoboken,NJ:JohnWiley&Sons.Luna,B.,Paulsen,D.J.,Padmanabhan,A.,&Geier,C.(2013).Theteenagebrain:CogniWvecontrolandmoWvaWon.CurrentDirec+onsinPsychologicalScience,22,94–100.doi:10.1177/0963721413478416

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Roeser,R.W.,&Eccles,J.S.(1998).Adolescents’percepWonsofmiddleschool:RelaWontolongitudinalchangesinacademicandpsychologicaladjustment.ResearchonAdolescence,8,123–158.doi:10.1207/s15327795jra0801_6Schultz,W.(2000).MulWplerewardsignalsinthebrain.NatureReviewsNeuroscience,1,199–207.doi:10.1038/35044563Smith,A.R.,Steinberg,L.,Strang,N.,&Chein,J.(2014).Agedifferencesintheimpactofpeersonadolescents’andadults’neuralresponsetoreward.DevelopmentalCogni+veNeuroscience.doi:10.1016/j.dcn.2014.08.010Somerville,L.H.(2013).Theteenagebrain:SensiWvitytosocialevaluaWon.CurrentDirec+onsinPsychologicalScience,22,121–127.doi:10.1177/0963721413476512Somerville,L.H.,Jones,R.M.,Ruberry,E.J.,Dyke,J.P.,Glover,G.,&Casey,B.J.(2013).Themedialprefrontalcortexandtheemergenceofself-consciousemoWoninadolescence.PsychologicalScience,24,1554–1562.doi:10.1177/0956797613475633

References

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ReferencesSteinberg,L.(2005).CogniWveandaffecWvedevelopmentinadolescence.TrendsinCogni+veSciences,9,69–74.doi:10.1016/j.Wcs.2004.12.005Steinberg,L.(2014).Ageofopportunity:Lessonsfromthenewscienceofadolescence.NewYork,NY:HoughtonMifflinHarcourt.Steinberg,L.,Albert,D.,Cauffman,E.,Banich,M.,Graham,S.,&Woolard,J.(2008).AgedifferencesinsensaWonseekingandimpulsivityasindexedbybehaviorandself-report:Evidenceforadualsystemsmodel.DevelopmentalPsychology,44,1764–1778.doi:10.1037/a0012955Thompson,R.A.(1998).EmoWonregulaWon:AthemeinsearchofadefiniWon.MonographsoftheSocietyforResearchinChildDevelopment,59(2-3),25–52.doi:10.1111/j.1540-5834.1994.tb01276.xTilton-Weaver,L.C.,&Kakihara,F.(2007).UnitedStatesofAmerica.InArne`,J.J.,(Ed.),Interna+onalencyclopediaofadolescence(Vol.2,pp.1061–1076).NewYork,NY:Routledge.