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alicia waid

Teens who smoke pot at risk for later schizophrenia, psychosis - Harvard Health Publica... - 0 views

www.health.harvard.edu/...phrenia-psychosis-201103071676

schizophrenia marijuana teens smoke pot psychosis harvard health

shared by alicia waid on 06 Apr 13 - No Cached
    • alicia waid
      alicia waid on 06 Apr 13
       
      Regular marijuana use increases a teenagers chance to develop psychosis*, and developing schizophrenia*.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *Psychosis: A temporary state filled with intense anxiety and hallucinations.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *Schizophrenia: Disabling brain disorder that not only causes psychosis, but also problems concentrating and loss of emotional expression.
    • alicia waid
      alicia waid on 06 Apr 13
       
      In a study following 2,000 tenns as they start to develop into young adults, it was proven that young people who smoke marijuana at least 5 times were twice as likely to develop psychosis over the next 10 years of their lives compared to those who didn't smoke.
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was also proven that early marijuana use could increase the speed of the onset of psychosis by three years. (Those most at risk are youths who might have some family member that is dealing with schizophrenia, or any other psychotic disorder). 
  • ...34 more annotations...
    • alicia waid
      alicia waid on 06 Apr 13
       
      These people who have family members affected by psychosis have approximately a 1 in 10 chance of developing the same condition themselves (even if they've never smoked pot).  However, if smoking marijuana, this doubles their risk (1 in 5 chance).
    • alicia waid
      alicia waid on 06 Apr 13
       
      People who are not affected by psychosis have a 7 in 1,000 chance of developing a mental disorder.
    • alicia waid
      alicia waid on 06 Apr 13
       
      People who are not affected by psychosis but smoke marijuana double their risk: 14 in 1,000.
    • alicia waid
      alicia waid on 06 Apr 13
       
      A very popular study (nearly 50,000 young Swedish soldiers were followed for 15 years) showed that those who smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked marijuana.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was shown that the heaviest users (used more than 50 times) were 6 times more likely to become schizophrenic than the nonsmokers.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      Research on the association of marijuana and the brain is in a very early stage (much is still unknown).  THC* contributes to marijuana's psychological and physical effects.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *THC: One of the active compounds in marijuana.
    • alicia waid
      alicia waid on 06 Apr 13
       
      One of the many things that are still unknown is how marijuana might lead to psychosis.  There is a theory that marijuana interferes with brain development during adolescence and young adulthood, but this theory is yet to be determined.
    • alicia waid
      alicia waid on 06 Apr 13
       
      Although many things are still unknown about the relation between the adolescent brain and marijuana, one this is certain: As a teen, by smoking marijuana, you are increasing your vulnerability to psychotic thinking.
  • regular marijuana use increases the chance that a teenager will develop psychosis
  • risk for later schizophrenia, psychosis
  • increases the risk of developing schizophrenia
  • five times were twice as likely to have developed psychosis over the next 10 years
  • smoked marijuana at least
  • hasten the onset of psychosis by three years
  • already have a mother, father, or sibling with schizophrenia
  • most at risk are youths
  • some other psychotic disorde
  • one in 10 chance of developing the condition
  • even if they never smoke pot
  • one in five chance
  • doubles their risk
  • 7 in 1,000 chance
  • 14 in 1,000.
  • possible link between marijuana use and psychosis
  • smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked pot
  • marijuana use might lead to psychosis
  • cigarette smoking and lung cancer
  • marijuana and the brain
  • six times as likely to develop schizophrenia as the nonsmokers
  • stimulates the brain and triggers other chemical reactions that contribute to the drug’s psychological and physical effects
  • not clear
  • theory
  • marijuana may interfere with normal brain development during the teenage years
  • young adulthood.
  • increase a young person’s vulnerability to psychotic thinking
  • reward of a short-time high isn’t worth the long-term risk of psychosis or a disabling disorder like schizophrenia.
Jenn Orleans

Harvard Study - 0 views

www.nimh.nih.gov/...hd-symptoms-among-adults.shtml

shared by Jenn Orleans on 06 Apr 13 - No Cached
  • Jenn Orleans on 06 Apr 13
     
    This page is from a harvard study, published by the national institute of mental health.  It discusses how ADHD can relate with other mental disorders and also what the symptoms. 
Mason Brenhouse

HMS Press Release - Deciphering the teenage brain - 0 views

hms.harvard.edu/...080910_jensen.html

Brain adolescent psychology teens mooseblog

shared by Mason Brenhouse on 01 Feb 11 - No Cached
  • “Teens are in a discovery mode,” says Frances Jensen, MD, an HMS professor of neurology. “They’re experiencing new things, and their brains are developing accordingly. There’s simply a lot going on in their brains.”
  • The teenage brain matures from back to front. The posterior regions, especially those above the spinal column, are largely responsible for motor control. Their earlier maturation helps account for the quick acquisition of locomotion and other movement skills by young people. Maturation of many sensory regions also occurs early, enabling a growing person to learn from the surrounding world. The maturing of the forward regions of the brain, particularly the frontal lobe, doesn’t occur until late adolescence or early adulthood; some researchers say the region’s maturation may not be complete until age 30.
  • The ease of learning that most teens enjoy, however, can carry a steep cost: addiction. “The brain builds itself as it responds to experiences,” Jensen says. “With teens who experiment with drugs, this can result in addiction. It’s the same pattern as learning—we want more, more, more.”
  • ...1 more annotation...
  • The challenge for parents, educators, clinicians and others who deal with teenagers is to determine whether their exasperating behavior is just the stuff of growing up or whether their moodiness and lack of judgment are indicative of a larger, perhaps pathological, problem. Many mental disorders begin to manifest during adolescence, including schizophrenia, anxiety, depression, eating disorders, and drug and alcohol abuse. “The key,” says Jensen, “is to be aware of what’s going on with your kids. Teens today are exposed to more stress than ever before, including drugs, alcohol, and violence. We all have to be mindful.”
  • Mason Brenhouse on 01 Feb 11
     
    This article was written by Scott Edwards of Harvard Medical School on the intricacies of the teen brain and what exactly is going on pertaining to the brain during adolescence. It states that throughout adolescence teens go through many drastic changes. Consequently, this development of the brain may not even be completely finished until the age of 30 in certain cases. It essentially gives the how and why to the volatile behavior that most teenagers acquire. 
Raghav Mohan

Understanding the Stress Response - Harvard Health Publications - 0 views

www.health.harvard.edu/...erstanding-the-stress-response

stress brain psychology response hypothalamus amygdala cerebral cortex techniques counter relief learning

shared by Raghav Mohan on 02 May 13 - No Cached
  • Raghav Mohan on 02 May 13
     
    This site show's us how to respond to different types of stresses. It is a very reliable site because this page is strictly made for that topic alone and one of the most respected school's in the world (harvard). (.edu) Very reliable site and good information
  • ...1 more comment...
  • Raghav Mohan on 02 May 13
     
    When someone experiences a stressful event, the amygdala, an area of the brain that contributes to emotional processing, sends a distress signal to the hypothalamus. This area of the brain functions like a command center, communicating with the rest of the body through the nervous system so that the person has the energy to fight or flee.
  • Raghav Mohan on 02 May 13
     
    *note* go to site for a great diagram and explanation of how stress is triggered.
  • Raghav Mohan on 02 May 13
     
    There are many different ways you can handle stress. Methods: relaxation response, a physical activity, and social support.
Zach Fenlon

Post-traumatic stress disorder - TheFamily Health Guide - 1 views

www.health.harvard.edu/...update0405d.shtml

shared by Zach Fenlon on 03 May 13 - No Cached
  • Post-traumatic stress disorder
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      This link is credible because it is from studies conducted by the well known University Harvard
  • Under the current official definition, PTSD is diagnosed only if you have been exposed to actual or threatened death or serious injury and responded with fear, helplessness, or horror.
  • The point in a person’s life when a trauma occurs may also predict her likelihood of developing the disorder.
  • ...12 more annotations...
  • some women develop PTSD after a traumatic childbirth.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      I find this very interesting, i was completely unaware that a milestone this common could lead to PTSD. 
  • PTSD may also occur following a heart attack or diagnosis of cancer.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      More examples that i never even considered possible. 
  • Avoidance: Avoiding thoughts, feelings, activities, places, and people associated with the trauma. This may result in social withdrawal and becoming numb to positive as well as negative emotions.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      I did not know this to be a symptom. I wonder how easy it would be to identify. 
  • Symptoms lasting more than three months are considered chronic PTSD
  • Occasionally, someone develops “delayed PTSD” six months later or more, following a reminder of the event.
  • In the June 28, 2004, Archives of Internal Medicine, researchers from the Veterans Administration reported that women with PTSD have more medical conditions and worse physical health than non-traumatized women, even those with depression.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      At first i only associated PTSD with causing suicide, but i didn't realize that it is also impacted the physical health or it's subjects. 
  • “The amygdala appears to be overreactive in PTSD. We’re currently examining whether it is already overreactive, making someone more vulnerable to PTSD, or becomes that way in response to trauma,”
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      This interests me because from what i understand, perhaps PTSD could be avoided in patients who are already more vulnerable. 
  • the hippocampus and the anterior cingulate cortex, appear not to function as well in those with PTSD.”
  • gradual and repeated exposure can reduce symptoms and help change how you respond to the triggering situations.
  • although not all clinical trials have shown them to work better than placebo.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      I would like to read more on some of these studies. 
  • adrenaline acts to strengthen memories,
  • testing whether an adrenaline-reducing medication, the hypertension drug propranolol, might help block abnormal memory formation and prevent PTSD.
Zach Fenlon

PTSD Symptoms Common Among ICU Survivors - 02/26/2013 - 1 views

www.hopkinsmedicine.org/...oms_common_among_icu_survivors

shared by Zach Fenlon on 03 May 13 - No Cached
  • Condition long linked to war veterans found in one in three ventilated patients
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Shocking statistic
  • PTSD Symptoms Common Among ICU Survivors
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Credible source because it comes from a very well known medical facility. 
  • a critical care specialist at the Johns Hopkins University School of Medicine and senior author of the study published online in Psychological Medicine
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      makes the research credible 
  • ...15 more annotations...
  • it may be as common, or more common, in ICU patients as in soldiers
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      I didn't realize not only that this was a possible cause of PTSD but also that it was so highly frequent. 
  • "We need to pay more attention to preventing and treating PTSD in these patients."
  • they often experience flashbacks about delusions or hallucinations they had in the hospital
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      i find this very strange and interesting that their reocurring memories/ nightmares are of figurative events. 
  • being given sedatives and narcotics -- may lead to "memories" of horrible things that didn’t happen
  • "One woman thought her husband and the nurse were plotting to kill her,"
  • For the study, the Johns Hopkins team observed 520 mechanically ventilated patients with ALI,
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Very thorough research
  • The researchers found that 66 of the 186 patients (35 percent) had clinically significant symptoms of PTSD,
  • Sixty-two percent of the survivors who developed PTSD still had symptoms at their two-year visit.
  • Half of this same group was taking psychiatric medications, and 40 percent had seen a psychiatrist in the two years since being hospitalized with ALI.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Even with both types of treatments, many patients were still suffering from PTSD
  • The researchers also found that patients with depression before hospitalization were twice as likely to develop PTSD,
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Similar statement to my research from Harvard Medical Center. 
  • This inflammation may lead to a breakdown in the blood-brain barrier, which alters the impact on the brain of narcotics, sedatives and other drugs prescribed in the ICU.
  • Bienvenu says patients who have these risk factors need special attention. Simply educating them and their primary care doctors about the increased risk for PTSD would be a step in the right direction, he adds.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      This is one of the most simple tactics i have read on preventing PTSD
  • he symptoms fall into three categories: reliving the traumatic experience (flashbacks, nightmares), avoidance (feeling numb, detached, staying away from people and places that serve as reminders of the experience), and hyperarousal (being easily startled, having difficulty sleeping, irritability).
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      These are the exact same symptoms that The Harvard Medical Institution describes. 
  • "psychological rehab" now deserves attention.
  • The intervention reduced PTSD symptoms by helping patients make sense of their ICU memories,
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      A proven way to reduce PTSD. Very interesting. 
Julian Posteraro

The addicted brain - Harvard Health Publications - 0 views

www.health.harvard.edu/...The_addicted_brain.htm

shared by Julian Posteraro on 22 Feb 12 - No Cached
    • Julian Posteraro
      Julian Posteraro on 22 Feb 12
       
      Statistics to give general idea of the severeness of addiction.
    • Julian Posteraro
      Julian Posteraro on 22 Feb 12
       
      Many people try hard drugs for example and do not get addicted. Why are some more vulnerable to these addictions than others? 
    • Julian Posteraro
      Julian Posteraro on 22 Feb 12
       
      The future of research on addiction is both positive and negative. We are finding more and more reasons about why we all get addicted to certain things.
Marie-Lise Pagé

Clues to addiction | Harvard Gazette - 0 views

news.harvard.edu/...clues-to-addiction

addiction science

shared by Marie-Lise Pagé on 05 Mar 12 - No Cached
  • neurons in the brain interact to reinforce behaviors ranging from learning to drug use
  • prediction error has long been considered the product of dopamine neurons firing in response to an unexpected “reward,
  • reward prediction error is actually the product of a complex interplay between two classes of neuron
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      Dopamine is not the only hormone having a role in the addiction.
  • ...9 more annotations...
  • one that relies on dopamine
  • an inhibitory class of neurons that uses the neurotransmitter GABA.
  • GABA neurons
  • are inhibiting the dopamine neurons
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      Both are working together to provoque the addiction.
  • GABA neurons help dopamine neurons calculate reward prediction error.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      ** Research more about the reward prediction error
  • it sheds new light on how behaviors can be reinforced,
  • many drugs, such as opioids and cannabinoids, target the GABA neurons,”
  • by inhibiting those GABA neurons, you can lose this feedback cycle, so you keep getting reinforcing signals from the dopamine neurons.
  • new theories or treatments for addiction.”
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      Good to cure addiction and help many people but at the same time should we play with their body to get rid of their addiction?
  • Marie-Lise Pagé on 05 Mar 12
     
    The article talks about the reactions of neurons to addiction and a cure can be found.
Daryl Bambic

NOVA | The Nurture of Nature - 1 views

www.pbs.org/...genes-behavior.html

behavior genetics 'nature nurture'

shared by Daryl Bambic on 15 Dec 11 - No Cached
  • Harvard naturalist E. O. Wilson published his seminal Sociobiology in 1975. The book unleashed a heated debate over whether social behaviors such as altruism or aggression could have a genetic basis, a controversy that helped spur the now vigorous research into such mysteries.
  • Daryl Bambic on 15 Dec 11
     
    How genes influence behaviour; the beginning of sociobiology
Chrissy Le

Harvard Education Letter - 2 views

www.hepg.org/524

leadership research 21stCenturySkills

shared by Chrissy Le on 03 Feb 12 - No Cached
  • Behaviors like embracing novel experiences, supporting peers, even pestering parents for lessons can predict whether a child will emerge as a leader in adulthood, according to researchers who say they are the first to plot a pathway from childhood experiences to adult leadership.
  • new studies use longitudinal data
  • relative importance of factors such as the role of parents, inner motivational drive, intelligence, childhood social skills, and personality traits like extroversion
  • ...23 more annotations...
  • 106 subjects
  • one through age 29
  • everyday” leaders
  • “taking on the role of and engaging in the process of influencing others toward a common endeavor, goal or cause, regardless of designated formal position.
  • Researchers met with the children (and parents) twice a year for the first four years, then once a year through age 17 and once at 24 and again at 29.
  • 20 for each child
  • 18,000 variables
  • hat children as young as two reveal temperaments that predict for later leadership
  • novel situation
  • more extroverted, socially engaging and become everyday leaders.”
  • children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults.
  • quest to acquire new skills and knowledge
  • invested in and committed
  • parent’s support i
  • stronger motivation trumped higher IQ
  • She says the study offers a strong argument for schools “to do things fundamentally differently.
  • Carol S. Dweck
  • growth mindset
  • schools place such heavy emphasis on extrinsic rewards like test scores and classroom prizes that they risk stifling development of students’ inner drive.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 12
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
      Emilie L on 07 Feb 12
       
      (after researching what "extrinsic" meant..) I agree with what Dweck and Adele Gottfriend observed- that we focus/reinforce exterior rewards like grades so greatly that students are at risk of losing their inner motivation. I think that especially in our youth we focus a lot numerical values like test scores and especially money (which, in the long run really do make up our future) so much, that we lack having motivation in what we truly want to do with ourselves. For example, at WIC, marks are a huge deal- however lets say, a top A student truly desires to become a photographer, yet, at school he or she is so convinced that they must do well within the 'extrinsic rewards' that they loose their passion. This isn't to say that it's a bad thing, but I think that often times who we are "meant to be" is diminished/over-shadowed by what society(SCHOOL) tells us we should do and focus on.
    • Julian Pendenza
      Julian Pendenza on 07 Feb 12
       
      I do agree with this statement due to the fact that kids today have a lot of pressure and feel the need to get good marks, only because schools put heavy emphasis on it, and not because they are motivated. People have to realize that school is not just about getting good grades, but also it is about finding yourself and seeing what you would like to do in the future.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 08 Feb 12
       
      I agree that teens focus a lot on their marks and that they don't take the time to get invovle in after school's activities. Because they need to have good marks to go to College, they have so much pressure to be one of the best students and that prevents them to show their leadership by being in charge of some activities in their school or in the community. Also, the marks give them an idea of how good they are at something and it makes them proud and they know it will help them for the future because it will be easier to get accepted in Cegep. However, when they get involve in an activity the reward is not numerical so they don't know that it will help them in the future.
    • Matthew Schaffer
      Matthew Schaffer on 08 Feb 12
       
      I do agree, I think schools want students to be academicaly knowledgable that they forget about the "street smarts" as we say. However, not all schools do this. Schools like WIC have a huge variety of E.C.A's that we can also get rewarded for. There is the new tie that shows how good of an athelete you are. SOme schools are taking the step up, however it is true that most schools look to closely into the academics of a child and not into their personality.
    • Ally Talarico
      Ally Talarico on 08 Feb 12
       
      I do not agree with this statement. I think that the reward system teaches discipline. It teaches that if you want good marks and you want to succeed, you must work hard by putting time and effort into your school books. Much of the time, we are graded on creativity but in some cases like Math class, a teacher cannot give a grade on the growth of one's mindset when the answer is not subjective. The grading system is not broken, so why are we trying to fix it? In my opinion, I think this is just another psychological fad like many. 
    • mauromongiat
      mauromongiat on 08 Feb 12
       
      I do agree that schools put a lot of emphasis on grades and that our educational system is based on students getting better grades. Schools focus too much on the grades of each student. To be able to succeed in a career two things must be achieved the intelligence or knowledge and the ambition for success. In our schools we cannot only teach one part of the road to success, we must also encourage students to follow in what they want and to dedicate everything to it. With motivation and the drive to succeed people can achieve almost anything and we must teach that being motivated for a subject is better than having the smarts for it. Success comes with motivation and perseverance without them there is no way you can become successful. 
    • Camil Darwiche
      Camil Darwiche on 08 Feb 12
       
      Personally, I don't agree with schools putting such emphasis on marks. But I can see where they are coming from. Later in life (cegep, university, etc.), students will be based on marks and not on enthusiasm or how they organize extra curricular activities. High school is supposed to prepare you for cegep and university. On the other hand, if all levels of schooling (from elementary school to university) were not based on extrinsic reward systems, there would be many more visionaries and independent workers coming out of school.
    • michelle tappert
      michelle tappert on 08 Feb 12
       
      I agree with this statement because in my opinion, youth these days are focused on grades and numbers as motivation when we should be focusing on the reasons why we want to succeed. The reason why we focus on this is because of the influence for school but it has nothing to do with the fact that they are motivated. I believe that schools put too much emphasis on being "book smart" which is evidentially a good thing but they don't realize that that knowledge is only useful if they teach "street smarts" as well. It is important to be book smart and know all the facts but for kids to be motivated, they need to relate it to real life which is where the motivation should come from. 
    • Lauren Ganze
      Lauren Ganze on 08 Feb 12
       
      I concur with the previous answers: schools tend to focus on pure knowledge and rewarding those who regurgitate memorized facts. The educational system usually ends up ignoring those who step up and try to use this knowledge, or dissuading them by giving them low marks and negative feedback until they conform to the system. We impress certain ideals and behaviours into children, and of this group of values, nourishing leadership is excluded in favour of teaching kids how to follow and how to work for immediate, physical rewards.
    • Julian Posteraro
      Julian Posteraro on 08 Feb 12
       
      Yes I agree with this statement. The grading system holds back students from being open with their thoughts compared to what the teachers want them to think. Students should have freedom which would help them be more open minded. After school activities and natural intelligence are aspects that students can be good at outside of the classrooms. Success is based not only on grades, but on ambition, determination and perseverance also. 
    • Eli Michon
      Eli Michon on 08 Feb 12
       
      I disagree. I believe that too much pressure on marks, awards, etc. leaves way too much pressure on the students. Being a student, I have experienced this many times and it can be quite unhealthy because stress is not a good thing for the mind or for the body.  -Eli Michon
    • Giuliano Musacchio
      Giuliano Musacchio on 08 Feb 12
       
      I believe that this statement is true, we are free spirits, we should be able to think like free spirit students and have our own freedom! By taking initiative they are becoming leaders in their own way. Expressing yourself and following your thoughts is a huge part of today's society. What will our world be without students who can learn to eventually become leaders?
    • kelsey sazant
      kelsey sazant on 08 Feb 12
       
      I believe that schools rightfully put a large amount of emphasis on the academic results however this doesn't mean the other domains should be left behind. Grades and academic achievements are very important and schools should make this their main focus. This being said, I do feel as if most schools forget about the other aspects of an education. Schools should be able to cater to and identify with all of their students meaning that someone who isn't labeled as "smart" can still feel appreciated. Just because someone isn't academically gifted doesn't mean that they can not be successful. I think schools should reward their students for other things then just brain capacity. I think West Island College does a good job of that. Not only do we mark effort but we go as far as to commend students on various athletic skills, public speaking, helping the community (interact or green and grey). I think WIC does a good job of focusing on the well rounded student rather then just the one dimensional "genius" that most schools put up on a pedestal. As Albert Einstein once said "Everybody is  genius but if you judge a fish by it's ability to climb a tree, it will live it's whole life believing that it is stupid."
    • Chrissy Le
      Chrissy Le on 08 Feb 12
       
      I completely agree that this is the method that most schools use. A lot of emphasis is placed on extrinsic rewards in the educational system. I believe that this is a negative thing to do because students then lack inner motivation. They no longer want to do things for themselves, and more for the satisfaction of pleasing others, or receiving a high test score. Even though receiving a high test score might seem like a goal they want to pursue it's not truly for themselves, it is to please someone else.
  • rich variety of experiences and give students choices
  • take charge of their own learning
  • ‘make or break skills’ that come on top of the three Rs
    • Jordyn Shell
      Jordyn Shell on 04 Feb 12
       
      I believe that the student is more likely to become a community leader because of the fact they they "choose" to do all this extra work, they're not being forced too. They're taking a choice to help others and inspire others. That's LEADERSHIP! When they say "children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults", that pretty much sums up my point exactly. I believe that those students are more likely to become leaders because they are taking such initiative now, it will only impact them positively in the future to do more!
    • Joe Inhaber
      Joe Inhaber on 08 Feb 12
       
      I believe that a students desire to partake in schooling events, and acting as a leader is extriemly personal to the student. I think that students, as well as teenagers and children can develop leader ship skills, and the fact that it is to be rewarded in schools is in my opinion wrong. There is a variety of kids, that find themselfs in the role of "leader" in many situations other than in school. I think that in rewarding kids to become leaders, we are further removing their individuality, witch in my opinion is alredy being taken away through means adapted by our society.
    • vanessa parent
      vanessa parent on 08 Feb 12
       
       I believe that leadership is not something that is taught but rather a personality trait that is developed by the individual themselves (as it said in the article, some children as young as two can have behaviours that may lead to the skills of a good leader). Some are born to be leaders, they have it in them to encourage, to motivate and positively influence others around them. People who demonstrate this features should definitely be encouraged by parents and by their school to develop these skills because if they start young and keep these habits they will most likely carry them through their whole lives. However i also think as jordyn said above, a good leader is someone who wants to take the initiative to partake in extra work or activities, not someone who is forced to do it. 
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