PowerPoint Presentation

Adolescent Decision MakingAmber Howard

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Adolescents do not grow into good decision making. Skill that must be learned and practiced

Ineffective decision making can lead to long-term negative consequences

decision making is not automatic

skill must be learned and practiced

ineffective decision making can lead to long-term negative consequences

effective decision making is resiliency factor

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Search institute lists it as one developmental asset for resiliency

5 other resiliency factors related to good decision making: self-esteempersonal powerrestraintintegrityand positive view of personal future

Search institute identified as 1 of 40 assets that contribute to resiliency

outcomes more positive for resilient kids

5 other factors related to good decision making: self-esteempersonal powerrestraintintegrityand positive view of personal future

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Adolescents are between two cognitive stages according to Jean Piaget

Concrete Operational(7-12)Formal Operational(12-Adult) Basic ability to reason with concrete objects

Begin to think abstractly, Less egocentrism, Metacognition (thinking about thinking)

Jean Piaget

straddling two cognitive stages:

concrete operational: basic ability to reason with concrete objects

formal operational: begin to think abstractly, less egocentrism, metacognition (thinking about thinking)

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This shift in thinking means they are increasingly able to consider Hypothetical SituationsMultiple PerspectivesFuture ConsequencesAlternative Options

shift in thinking = increasingly able to consider hypothetical situations, multiple perspectives, future consequences, and alternative options.

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Higher order thinking also develops due to physical changes in the brain.

Emotional responsesLong-term memoryBehavioral tendencies

Amygdala and Limbic System

higher order thinking skills also develop because of physical changes in the brain.

Amygdala and Limbic system mature earlier

responsible for emotional responses, long-term memory, and behavioral tendencies

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Prefrontal Cortex

Not fully developed until well into adulthoodResponsible for ability to control emotional and social responses to stimuliModulates sensitivity to different kinds of rewardsIdentifies the significance of stimuliExerts control over impulses

Prefrontal Cortex

not fully developed until well into adulthood

responsible for ability to control emotional and social responses to stimuli

modulates sensitivity to different kinds of rewards

identifies the significance of stimuli

exerts control over impulses

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The greatest difference in maturation between the limbic system and the prefrontal cortex is during adolescence.

Cognitive maturation difference actually impairs the ability to control impulses and results in increased risk-taking behavior.

Adolescent decisions are more likely to be based on emotions or impulsive desires than reason.

greatest difference in maturation between limbic system and prefrontal cortex is during adolescence

process that allows cognitive maturation & better choices impairs ability to control impulses and results in increased risk-taking behavior.

decisions more likely to be based on emotions or impulsive desires to obtain a perceived reward

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Adolescents analyze risk differently than adultsMotivated to seek out new, exciting, or emotionally charged stimuli

May believe the positives of a risk (like social acceptance) may outweigh the negatives (like health risks)

adults do not analyze risks like adults

motivated to seek out new, exciting, or emotionally charged stimuli

may feel positives of a risk (like social acceptance) may outweigh negatives, like health risks

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Causes: Adolescents strong social prioritiesLack of ability to perceive long-term consequences

Even when consequences are known, egocentrism can make adolescents feel invincible to negative outcomes

This is heightened by higher sensitivity to rewards and lessened sensitivity to adverse effects.

due to adolescents strong social priorities

lack of ability to perceive long-term consequences

even when consequences are known, egocentrism can make adolescents feel invincible to negative outcomes

heightened by higher sensitivity to rewards and lessened sensitivity to adverse effects.

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Example: may experience a lesser degree of behavioral change and hangover from drinking alcohol than mature adults do

example: may experience a lesser degree of behavioral change and hangover from drinking alcohol than mature adults do

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School Decision Making ProgramsMany focus on how to avoid risk taking behaviors and less on true decision making skills.

Programs like Just say no and abstinence focused sex education are present messy situations as having only one or two options

school decision making programs: focused on how to avoid risk taking behaviors and less on true decision making skills.

Programs like Just say no and abstinence focused sex education are ineffective b/c messy situations presented as having only one or two options

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Students presented with one healthy choice or exaggerated risks in order to scare them straight

Often backfires because classes often leave out sensitive or controversial information that students need

Also, can strengthen egocentric thought if risky behaviors are done and expected outcomes are not experienced

If so, more likely to continue taking risks and may stop using precautions to protect themselves.

students led to believe there is only one healthy choice and sometimes presented with exaggerated risks in order to scare them straight

often backfires because classes often leave out sensitive or controversial information that students need

Also, can strengthen egocentric thought if risky behaviors are done and expected outcomes are not experienced

If so, more likely to continue taking risks and may stop using precautions to protect themselves.

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Relevancy

Many methods advise weighting options by relevance and probability of occurrenceStudents resent making charts/graphs, report that it takes to long to be useful, and have trouble with the probability calculations

Decision making programs in schools also face problems making approaches seem relevant

many methods advise weighting options by relevance and probability of occurrence

students resent making charts/graphs, report that it takes to long to be useful, and have trouble with the probability calculations

(exception, sports statistics)

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Effective strategies must:seem relevant and usefulprovide a framework for looking at problemshelp adolescents learn to identify optionsencourage looking and immediate and long-term consequences for each choicehelp them avoid making biased decisions

Effective strategies must:seem relevant and usefulprovide a framework for looking at problemshelp adolescents learn to identify optionsencourage looking and immediate and long-term consequences for each choicehelp them avoid making biased decisions

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Decision Making BiasesMore susceptible because:EgocentrismHighly active limbic systemImmature prefrontal cortex

Including Temporal Myopia: The preference for instant gratification over waiting for a larger gain

Adolescents are particularly susceptible to biases including temporal myopia, the preference for instant gratification over waiting for a larger gainbecause of: egocentrism, highly active limbic system, and immature prefrontal cortex

Table with biases to discuss

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Insufficient SearchImpulsive decision making, sacrificing speed over accuracy.Single-mindednessDecision is based on a single dimension and excludes other factors. Myside BiasInflexible decision making, unwilling to change mind, finds support for original desired choice and ignores other information.Sink-cost EffectRefusal to abandon a choice that is not working because of a prior investment of time, money, or effort into the decision. Endowment/ Framing EffectsInability to take another perspective, overvaluing what is currently had over what might be obtained or achieved. Omission BiasHarmful actions are judged to be worse than equally or more harmful inactions. Neglect of Uncertain Outcomes or Imperceptible OutcomesDecisions based on the assumption that there will be no quantifiable harm done to another party, an action or inaction is viewed as acceptable because of how a third-party might manage or mismanage the outcome.

Education about common biases is not effective in reducing them

Teaching a logical approach to decision making does

Education about common biases is not effective in avoiding them

teaching sound reasoning skills and a logical approach to decision making does.

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Basic Decision Making ProcessList relevant choicesIdentifying potential consequencesAssess likelihood of consequencesDetermine importance of eachCombine all information to decide which choice is the most beneficial

basic decision making process:listing relevant choicesidentifying potential consequences of each choiceassess the likelihood of each consequence occurringdetermine importance of those consequencescombine all information to decide which choice is the most appealing or beneficial

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4 Decision making strategies taught to adolescents

Three CsGOOPGOFEROdyssey

4 decision making strategies taught to adolescents: Three CsGOOPGOFEROdyssey

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Three CsChallenge, Choices, Consequences

Identify problem Write all possible choicesFind positives and negative consequences of each choice.

Challenge, Choices, Consequences

identify problem, write all possible choices, find positives and negative consequences of each choice.

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Focus: finding multiple options and avoid single-mindedness and myside bias

Group work encouraged to find solutions

Cases have real world significance and acknowledges that there can be positives and negatives to risk-taking behavior

No mathematical component

helps adolescents focus on finding multiple options and to avoid single-mindedness and myside bias

no mathematical component

group work encouraged to find solutions

cases have real world significance and acknowledge that there can be positives and negatives to risk-taking behavior

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GOOPWhat do I want? What can I do? What might happen? G - determine GOALSO- examine OPTIONS availableO- predict OUTCOMESP- consider PROBABILITIES of uncertain outcomes

What do I want, what can I do, what might happen?

determine GOALS

examine OPTIONS available

predict OUTCOMES

consider PROBABILITIES of uncertain outcomes23

Multiattribute chart, compare outcomes across multiple domains

No difficulty using chart, problems calculating probabilities (simple utility (desirability), weight, x for weighted utilities, then + for total utility. )

Highest total utility is best option in perfect scenario

Students report: little practical value and unlikely to use it for most decisions

Multiattribute chart, compare outcomes across multiple domains

no difficulty using chart, problems calculating probabilities (simple utility (desirability), weight, x for weighted utilities, then + for total utility. )

highest total utility is best option in perfect scenario

report: little practical value and unlikely to use it for most decisions

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GOFERDirect instruction, tailored for mid-adolescents aged 14-15

Helps students: Identify goals and optionsRecognize and find good informationAcknowledge the external influences that affect choicesAccurately access risks involved with their options.

direct instruction, tailored for mid-adolescents aged 14-15

helps students identify goals and options, recognize and find good information, acknowledge the external influences that affect their choices, and accurately access risks involved with their options.

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This approach addresses egocentrism and helps students consider decisions from multiple perspectives

GainsLossesFor YourselfFor OthersTo Your Self-ApprovalTo Approval by Others

Balance Sheet

balance sheet, think about gains and losses for themselves, others, their self-approval and how others will approve of them.

this approach addresses egocentrism and helps students consider decisions from multiple perspectives

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GOFER: Goals, Options, Facts, Effects, and Review

Canvas for a wide range of alternativesDetermine objectives and values implicated by the choiceWeigh every negative and positive consequence possibleSearch for relevant informationAssess information without biasReevaluate the consequences before making a choicePlan for implementation and contingencies

Goals, Options, Facts, Effects, and Reviewcanvas for a wide range of alternativesdetermine objectives and values implicated by the choiceweigh every negative and possible consequence possiblesearch for relevant informationassess information without biasreevaluate the consequences before making choiceplan for implementation and contingencies

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OdysseyAny problem can be understood if you have enough information and interpret it carefully.

Discovery learning with instructor guidance Assign importance to options, then rank them to obtain a simple weighted value. Unlike GOOP, Odyssey illustrates how this system will not work for all real life problems

Any problem can be understood if you have enough information and interpret it carefully

discovery learning with instructor guidance

assign importance to options and rank them to obtain a simple weighted value.

unlike GOOP, it illustrates how this system will not work for all real life problems

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Presents dilemmas that are increasingly messy and harder to solve with mathematical analysisStresses need for adaptation and information gathering. Helps adolescents gain confidence in their ability to think analytically and assess the world around them The goal is to make the framework so familiar and useful that students will resort to it outside of the course

presents dilemmas that are increasingly messy and harder to solve with mathematical analysis

stresses need for adaptation and information gathering.

helps adolescents gain confidence in their ability to think analytically and assess the world around them

Goal is to make framework so familiar and useful that students will resort to it outside of the course

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For the greatest benefit, incorporate decision making skills and problem solving into the curriculum across domains

Any system taught to adolescents must be simple and broadly useful or they will view decision making strategies as purely academic exercises

Greatest benefit, incorporate decision making skills and problem solving into the curriculum across domains

any system taught to adolescents must be simple and broadly useful or they will view decision making strategies as purely academic exercises

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Easy steps to encourage critical thinking and problem solvingEncourage decision making by giving students choices

Model decision making thought processes

Encourage working in groups, seeking advice, and researching information

Easy steps to encourage critical thinking and problem solving

encourage decision making by giving them choices model decision making thought processes

encourage working in groups, seeking advice, and researching information

provide information about development and explain how impulsivity, emotions, and social influences can affect their decision making

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Educate about physical development and explain how impulsivity, emotions, and social influences can affect decision making

Help adolescents learn to recognize biased information and biases in the thinking process

Encourage students to seek out their own options and solutions

Practice forward-thinking

Continued

help adolescents learn to recognize biased information and biases in the thinking process

Encourage students to seek out their own options and solutions

practice forward-thinking

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Adolescents need to be taught decision making skills and be given opportunities to practice.

Giving adolescents the skills and confidence they need to make good decisions will help them avoid dangerous risk-taking behaviors and become more resilient.

giving adolescents the skills and confidence they need to make good decisions will help them to avoid dangerous risk-taking behaviors and become more resilient.

Adolescents need this instruction and opportunities to practice the developing skill.

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Images

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