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CORNELL TWO –COLUMN NOTES Key Words Topic: Notes Summary (Insert a Summary of the lecture after class: Parenting an infant and young child is hard, but does that compare to dealing with an adolescent? Parents sarcastically joke about how challenging the teenage years are for them, but it is hard for the adolescent too. Massive amounts of hormones are hitting the blood stream as teenagers head toward sexual maturity. That alone may make it seem like the teenager is in an altered state. Add to that the decisions of whether or not they should succumb to peer pressure and start experimenting with drugs.

This week we will tackle adolescence and development. What do we know? What is happening to teenagers that makes their friends so all important? What physical changes are occurring? The teenage brain has not yet finished growing, so what further changes can be expected as they mature?

While learning about the trials of adolescents, we will tackle altered states as well. Many teenagers experiment with illegal drugs. What are the dangers of experimentation? What do the various drugs do to the human body? It is interesting to note that while adolescence is beginning earlier than it did a few hundred years ago, it is essentially ending later.

There are more things for the adolescent to accomplish before they will be ready for the responsibilities of adulthood. Teenagers today have many more career options than teenagers did 100 years ago, and it also often takes more time to be prepared to enter many of these careers. During their school years, most adolescents hold part-time jobs. Some work upwards of 15 hours a week while still going to school. Working this much typically correlates with lower self-esteem, increased anxiety, and even more trouble getting along with other people.

Adolescence marks Erikson's identity vs. role confusion stage. With all the physical changes, increased responsibilities and freedoms, and the independence of adulthood looming, adolescents have to figure out "who they are." Some don't seem to like where they are. Adolescents are at increased risk for eating disorders and suicide. Many start to feel an increased freedom and sense of invulnerability, and they begin to experiment with illegal drugs and alcohol. Drugs will impact the central nervous system in a variety of ways.

Depressants (sometimes called "downers") are drugs that depress the central nervous system, causing relaxation, sedation, or even possibly loss of consciousness. Some people are surprised that alcohol is a depressant, but it does depress the central nervous system, and, in a large enough quantity, it can lead to death. (Thus, the dangers of binge drinking.) As it is, alcohol is heavily involved in a large percentage of all murders, suicides, spousal abuses, fatal car crashes, and child abuse cases in the United States each year. Alcohol is also one of the leading causes of birth defects in the United States. Alcohol may also lead to damage in the teenager's brain even more severe than the damage it causes in adult brains.

Nicotine, caffeine, amphetamines, and cocaine all stimulate our central nervous system. (Thus the name stimulant.) Stimulants are addictive and not always illegal. Even a preschooler can get a soda loaded with caffeine. The nicotine found in cigarettes is highly addictive and illegal for most school-age children and adolescents in the United States, but it hasn't stopped them from getting it. Worse yet, the smoke from cigarettes can hurt those who breathe it second hand. Crystal meth or methamphetamine is another stimulant that causes great harm to people.

Opiates are drugs such as morphine and heroin. They are highly addictive. They affect us by imitating our brain's own natural painkillers. Hallucinogens include things like LSD and marijuana. Use of these produces hallucinations.

People like to think of marijuana as harmless, but it hinders a person's memory and makes it difficult to learn. Marijuana does have a positive side for some people, however. It is known to help individuals better deal with the sickness produced by chemotherapy. Neither LSD nor marijuana is physically addictive, though professionals debate whether or not they are psychologically addictive. Marijuana can be found in the brain up to a month after use, and LSD users may experience flashbacks.

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Cornell Two-Column Notes
Key Words | Topic: Adolescent Development and Substance Abuse
--- | ---
Adolescence | Phase of development marked by significant physical, emotional, and social changes.
Teen Brain | The adolescent brain is still developing; multiple areas including the prefrontal cortex and limbic system undergo changes.
Physical Changes | Hormonal changes leading to sexual maturity; increased physical independence.
Peer Pressure | Influence from peers becomes crucial during this stage; often leads to risk-taking behaviors such as substance abuse.
Substance Abuse | Experimentation with illegal drugs; an increased incidence of mental health issues.
Achievement Pressure | Adolescents face pressure to succeed academically and socially; balancing work and school.
Identity Formation | Erikson's psychosocial stage of identity vs. role confusion; searching for self-identity amidst rapid changes.
Behavioral Issues | Increased rates of eating disorders, anxiety, and suicidal tendencies.
Types of Drugs | Classification into depressants (e.g., alcohol), stimulants (e.g., nicotine), and hallucinogens (e.g., marijuana).
Long-term Effects | Impact of drug use on brain health; potential for addiction and psychological dependence.
Summary
Parenting adolescents can be incredibly demanding, similar in complexity to managing infants or young children, but distinctly influenced by the array of hormonal changes that occur during this time. Adolescence is characterized by a range of physical and psychological changes, where teenagers grapple with identity formation, peer pressure, and the exploration of risky behaviors, including drug use.
The surge of hormones during adolescence significantly changes teenagers’ emotional states, making them more susceptible to peer influences and riskier behaviors (Steinberg, 2014). The adolescent brain, particularly the prefrontal cortex responsible for decision-making, is still maturing, resulting in a propensity for impulsivity and experimentation (Crone & Dahl, 2012). As adolescents transition toward adulthood, they face increased responsibilities, including academic pressures and often part-time jobs, which can lead to heightened levels of anxiety and lower self-esteem (Fergusson et al., 2003).
Substance abuse is a significant concern during adolescence as this stage is associated with experimenting with drugs including alcohol, nicotine, and other illicit substances (Teens and Drugs: A Guide for Parents and Caregivers, 2017). Research indicates that drug use during the teenage years can alter brain development and lead to long-term cognitive issues (Adinoff et al., 2005). For instance, alcohol, a central nervous system depressant, can lead to severe health impacts, including increased risks of accidents and health complications (DeJong et al., 2009).
Similarly, stimulants like nicotine and cocaine, while providing temporary elevated moods, pose significant addiction risks, particularly as adolescents become more vulnerable to the addictive properties of these substances (National Institute on Drug Abuse, 2021). Moreover, hallucinogens like marijuana, often mistakenly viewed as harmless, can hamper memory and learning efficacy (Hahn et al., 2019).
Overall, adolescence is a critical developmental stage where risk-taking can lead to negative pathways, necessitating awareness and intervention from parents and educators (Zimmerman et al., 2010). Parents play a vital role in fostering open communication to address the pressures associated with adolescence and substance abuse.
References
1. Adinoff, B., O'Neill, J., & Dyer, M. (2005). Neurobiological mechanisms in the development of alcohol dependence: implications for treatment. American Journal of Psychiatry, 162(8), 1455-1462.
2. Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal-directed behavior. Nature Reviews Neuroscience, 13(9), 638-650.
3. DeJong, W., Towvim, L. G., Schneider, S. K., et al. (2009). A multisite randomized trial of social norms marketing campaigns to reduce college student drinking. Journal of Studies on Alcohol and Drugs, 70(4), 464-474.
4. Fergusson, D. M., Horwood, L. J., & Lynskey, M. T. (2003). The comorbidity of adolescent problem behaviors: a longitudinal study. Journal of Abnormal Child Psychology, 31, 7-24.
5. Hahn, J., & et al. (2019). The effect of marijuana on memory: a review of the literature. Psychological Bulletin, 134(5), 439-467.
6. National Institute on Drug Abuse. (2021). Is marijuana safe and effective as medicine? Retrieved from [NIDA](https://www.drugabuse.gov).
7. Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
8. Teens and Drugs: A Guide for Parents and Caregivers. (2017). Retrieved from [NIDA](https://www.drugabuse.gov).
9. Zimmerman, M. A., & et al. (2010). Adolescent problem behavior and the inner city. American Journal of Orthopsychiatry, 80, 542-558.
10. Moffitt, T. E. (1993). Adolescence-limited and life-course persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100(4), 674-701.
This detailed summary encapsulates the adolescent development process while intertwining the implications of drug use. It highlights the importance of nurturing adolescent health and well-being through accompaniment and knowledge from parents and guardians.