Addiction – The Fascinating Information Every Adolescent Needs to Know

Adolescence is the time to explore the world and your place in it – but you’ve gotta take your smarts with you! Understand how addiction happens, why everyone is vulnerable, and how to avoid it happening to you. (And no – this isn’t a preachy, boring lecture. Promise.)

The Take-Aways

  • During adolescence, your brain is changing to give you the brain power you need to learn, experience, explore, and to set you up for the transition from childhood to adulthood.
  • During this time, your brain is really vulnerable to changing according to the experiences you expose it to – for better or worse.
  • Think of this like a bridge that is half-built. If that traffic starts to cross it before it’s finished, the bridge will be devastated. When that bridge is built, it will be more able to handle the pressure from heavy traffic in all sorts of conditions. During adolescence, your brain is like a partially built bridge. It’s brilliant, and it’s hungry, and it’s looking to grow and thrive. It’s a really exciting time for you. But you need to be careful with the experiences you expose it to.
  • One of the things your brain is really vulnerable to is addiction, and part of this is because of a chemical in your brain called dopamine. Dopamine is released when we get something we want. This is to actually make us keep doing the things that are good for us. So when we eat, fall in love, exercise, try something new or unfamiliar, succeed at a challenge – these are experiences that release dopamine. When dopamine is released in the brain, it feels really good – good enough for the brain to chase more of whatever it was that triggered the release.
  • During adolescence the levels of dopamine in your brain are actually lower than they are in adults – but – when it’s released, as in when you get something you want, that dopamine is released at a higher rate than it would be in an adult. So you can see how this is going to work. Lower dopamine can cause you to feel flatter or more indifferent, but when you get something you want, it feels so good.
  • Whether or not something is addictive depends on the speed of the release of dopamine, the consistency it’s released in response to that experience, and the amount released. More synthetic experiences, such as illicit drugs, hit all three.
  • Because your brain is so open to changing according to the experiences you expose it to, you’re more vulnerable to addiction during adolescence than at any other time.
  • There’s something else that increases the risk of addiction during adolescence, and it’s the tendency for the adolescent brain to pay more attention to the positives of a situation, than the negatives. This is to support you in being brave enough to try new things, learn new skills, and experiment with your growing independence, but it can also bring you unstuck.
  • Nobody ever starts doing things that are addictive in a bad way, thinking that it will only happen once, and thinking they will never get addicted. It just happens along the way, and it happens before you know it – and you are particularly vulnerable during adolescence because your brain is so hungry for the feel-good rush that comes from these things.
  • The part of your brain that is able to plan and consider consequences doesn’t switch on as automatically as it would at other stages of your life. Again, this isn’t a bad thing – it happens this way to encourage you to do brave things, and to try new things. What this means is that to make strong, healthy decisions it will help to step back and take a moment to think about the consequences. This in itself will activate the part of your brain that is more able to see around corners and consider consequences.
  • The risk in not doing this if you’re confronted with a risky decision, is that your brain will love the dopamine hit so much, it will just keep chasing it.
  • Nobody wants to stop you from doing brave things and trying new, challenging things, but it’s really important that you have your wits about you, and that you’re smart about the decisions you make. It’s an exciting time for you, but you need to be really smart about the decisions you make.

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There are lots of reasons we love people or places, and a big reason is that we love who we are when we’re with those people or in those places. It’s the same for our children.

Do they feel seen, important, fun, funny, joyful? Or do they feel annoying, intrusive, unimportant, stupid? Do they feel like someone who is valued and wanted? Or do they feel tolerated? Do they feel interesting, independent, capable? Or do they feel managed?

It’s so easy to fall into a space - and this can happen with the most loving, most wonderful parents - where we spend too much time telling them what to do, noticing the things they don’t do, ‘managing’ them, and not enough time playing or experiencing joy with them, valuing their contribution (even if we’ve had to stoke that a little), seeking out their opinions and ideas. 

We won’t get this right all the time, and that’s okay. This isn’t about perfection. It’s about what we do most and being deliberate when we can. It’s about seeing who they are, through what they do. It’s about taking time to enjoy them, laugh with them, play with them, so they can feel their capacity to bring joy. It’s about creating the conditions that make it easy for them to love the people they are when they are with us.♥️
This week I had the absolute joy of working with the staff of Launceston College, presenting two half-day workshops on neuroscience and brain development for children and adolescents. 

The teachers and staff at this school care so much about their students. The everyday moments young people have with their important adults matter so much. It’s through these moment to moment interactions that young people start to learn that they are important, believed in, wanted, that they belong, and when this happens, learning will too. It just will. 

This is what teachers do. They open young people up to their potential, to their capacity for learning and doing hard things. They grow humans. The work of a teacher will always go so far beyond content and curriculum. 

Thank you @launceston_college for having me. Your students are in strong and wonderful hands.♥️

Posted @withrepost • @launceston_college
#LC2022 #
Building brave and moving through anxiety are like lifting weights. The growth happens little by little. Sometimes this will be slow and clumsy. Sometimes it will feel big bold, certain, and beautiful. Sometimes undone, unhappened, frustrating. It all matters. 

There will be so many days where they will see the brave thing in front of them, and everything in them will want to move towards it but they’ll feel stuck - between wanting to and scared to.

This is the point of impasse. The desire and the resistance come face to face, locked in battle. On the outside this might look like frustration, big tears, big anger, the need to avoid or retreat (or in us, a need to retreat them), but inside the work to strengthen against anxiety is happening.

This isn’t the undoing of brave. It’s the building of it. In this precious space between the wanting and the fear, they’re doing battle. They’re doing the hard, imposing work of moving through anxiety. They’re experiencing the distress of anxiety, and the handling of it, all at once. They might not be handling it well, but as long as they’re in it, they’re handling it.

These moments matter so much. If this is all they do, then they’ve been brave today. They’ve had a necessary, important experience which has shown them that the discomfort of anxiety won’t hurt them. It will feel awful, but as long as they aren’t alone in it, it won’t break them. 

Next day, next week, next month they might handle that discomfort for a minute longer than last time. Next time, even longer. This isn’t the avoidance of brave. It’s the building of it. These are the weight lifting experiences that slowly and surely strengthen their resiliency muscles. These are the experiences that show them that the discomfort of anxiety is no reflection at all of how capable they are and how brave they can be. It’s discomfort. It’s not breakage.

These little steps are the necessary building blocks for the big ones. So, if they have handled the discomfort of anxiety today (it truly doesn’t matter how well), and if that discomfort happened as they were face to face with something important and meaningful and hard, let them know that they’ve built brave today.♥️
Anxiety is a valid, important, necessary way the brain recruits support in times of trouble. In actual times of danger, the support we give is vital. This might look like supporting avoidance, fighting for them, fleeing with them. BUT - when there is no danger, this ‘support’ can hold them back from brave, important, growthful things. It can get in the way of building resilience, self-belief, and the capacity for brave. All loving parents will do this sometimes. This isn’t the cause of anxiety. It’s the response to it. 

We love them so much, and as loving parents we all will, at some time or another,  find ourselves moving to protect them from dangers that aren’t there. These ‘dangers’ are the scary but safe things that trigger anxiety and the call for support, but which are safe. Often they are also growthful, brave, important. These include anything that’s safe but hard, unfamiliar, growthful, brave.

This is when the move towards brave might be in our hands. This might look like holding them lovingly in the discomfort of anxiety for a minute longer than last time, rather than supporting avoidance. It might look like trusting their capacity to cope with the discomfort of anxiety (and approaching hard, brave, growthful things) rather than protecting them from that discomfort. Knowing what to do when can be confusing and feel impossibly hard sometimes. When it does, ask:

‘Do I believe in them, or their anxiety?’
‘Am I aligning with their fear or their courage?’
‘What am I protecting them from - a real danger, or something brave and important?’

They don’t have to do the whole brave thing all at once. We can move them towards brave behaviour in tiny steps - by holding them in the discomfort of anxiety for a teeny bit longer each time. This will provide the the experience they need to recognise that they can handle the discomfort of anxiety.

This might bring big feelings or big behaviour, but you don’t need to fix their big feelings. They aren’t broken. Big feelings don’t hurt children. It’s being alone in big feelings that hurts. Let them feel you with them with statements of validation and confidence, ‘I know this feels big, and I know you can handle this.’♥️
We all do or say things we shouldn’t sometimes. This isn’t about breakage, it’s about being human. It’s about a brain that has registered ‘threat’, and a body that is getting ready to respond. 

‘Threat’ counts as anything that comes with any risk at all (real or perceived) of missing out on something important, separation from friends or you or their other important people, judgement, humiliation, failure, disappointment or disappointing their important people, unfairness or loss. It can also count as physical (sensory overload or underload, pain, exhaustion, hunger), or relational (not feeling seen or heard, not feeling valued, feeling replaced, not feeling welcome, feeling disconnected from you or someone important).

Young ones have the added force of nervous systems that haven’t got their full adult legs yet. When brains have a felt sense of threat, they will organise bodies for fight (this can look like tantrums, aggression, irritation, frustration), flight (can look like avoidance, ignoring, turning away) or freeze (can look like withdrawal, hiding, defiance, indifference, aloofness).

The behaviour is the smoke. The fire is a brain that needs to be brought back to a felt sense of safety. We can do this most powerfully through relationship and connection. Breathe, be with, validate (with or without words - if the words are annoying for them just feel what they feel so they can feel you with them). 

When their brains and bodies are back to calm, then the transformational chats can happen: ‘What happened?’ ‘What can I do to help next time?’ ‘What can you do?’ ‘You’re a great kid and I know you didn’t want this to happen, but here we are. How can you put this right? Do you need my help with that?’

Of course, sometimes our boundaries will create a collision that also sets nervous systems on fire. You don’t need to fix their big feelings. They aren’t broken. Stand behind the boundary, flag the behaviour (‘It’s not ok to … I know you know that’) and then shift the focus to relationship - (‘I’m right here’ or, ‘Okay I can hear you want space. I’m going to stay right over here until you feel better. I’m here when you’re ready.’)♥️

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