Adolescent Motivational Quotes

People undergo several sequential steps in maturing from infancy including childhood, adolescences, young adulthood, middle age, and old age. Each stage presents distinct challenges that require a person to amend how they think and act. The motive for seeking significant change in a person’s manner of perceiving the world and behaving vary. Alteration of person’s mindset can commence with a growing sense of awareness that a person is dissatisfied with an aspect of his or her life, which cause a person consciously to consider amending their lifestyle.

Ambivalence and contradiction energize nearly every figure Michaelangelo carved, from the adolescent Madonna of the Stairs onward...But the four allegories atop the sarcophagi raise them to a symphonic crescendo. Each is a battleground of conflicting emotions and motives, in which will and paralysis battle for supremacy.

The development of cognition, motivation, and self-regulation does not end with adolescence; indeed, personality traits do not reach their maximum stability until the third or fourth decade of life. This suggests that life history strategies are partially open to revision for a large portion of the life course -possibly depending on factors such as success in mating and reproduction, major environmental fluctuations, or unexpected changes in health, wealth or status.

... his future, had either been sold or laid to waste by his parents' generation, trapping him in a perpetual adolescence that was further heightened by the infantilising unreality of the Internet as it encroached upon, and colonised, real life - 'real life', Tony thought, with bitter air quotes, for late capitalism would admit nothing 'real' beyond the logic of late capitalism itself, having declared self-interest the only universal, and profit motive the only absolute, and deriding everything that did not serve its ends as either a contemptible weakness or a fantasy.

Inside every child is an ‘emotional tank’ waiting to be filled with love. When a child really feels loved, he will develop normally, but when the love tank is empty, the child will misbehave. Much of the misbehavior of children is motivated by the cravings of an empty ‘love tank.’” I was listening to Dr. Ross Campbell, a psychiatrist who specialized in the treatment of children and adolescents.

when children reach early adolescence, what motivates them most effectively isn’t licking and grooming–style care but a very different kind of attention. Perhaps what pushes middle-school students to concentrate and practice as maniacally as Spiegel’s chess players do is the unexpected experience of someone taking them seriously, believing in their abilities, and challenging them to improve themselves.

adolescent who expresses dissident opinion more or less vocally can end up in a place like that. Some of the children arrive there from orphanages. If a child tries to run away from an orphanage, it is considered normal in our country to commit him to a psychiatric facility and treat him with the strongest of sedatives, such as aminazine, used to suppress Soviet dissidents back in the 1970s. This is particularly shocking considering these institutions’ general punitive trend and the absence of psychological help as such. All communication there is based on fear and the children’s forced subjugation. They become exponentially more cruel as a result. Many of the children are illiterate, but no one makes an effort to do anything about that. On the contrary, they do everything to quash the last remnants of any motivation to grow. The children shut down and stop trusting words. I

I liked the metaphor the first time I heard it: “Inside every child is an ‘emotional tank’ waiting to be filled with love. When a child really feels loved, he will develop normally, but when the love tank is empty, the child will misbehave. Much of the misbehavior of children is motivated by the cravings of an empty ‘love tank.’” I was listening to Dr. Ross Campbell, a psychiatrist who specialized in the treatment of children and adolescents.

The story was a favorite of his mother’s, repeated every so often throughout childhood and adolescence. There’s a flock of swans on a lake in the deepening autumn. As the nights grow colder, they all fly away. Except one, for reasons Alkaitis can’t remember: a lone swan who doesn’t perceive the approaching danger or loves the lake too much to leave even though it’s clearly time to go or is afflicted by hubris—the swan’s motivations were hazy and, Alkaitis suspects, changeable, depending on what message his mother was trying to impart at any given moment—and then winter sets in and the swan is frozen in ice, because it didn’t get out of the water in time. —

Correlation and causality. Why is it that throughout the animal kingdom and in every human culture, males account for most aggression and violence? Well, what about testosterone and some related hormones, collectively called androgens, a term that unless otherwise noted, I will use simplistically as synonymous with testosterone. In nearly all species, males have more circulating testosterone than do females, who secrete small amounts of androgens from the adrenal glands. Moreover, male aggression is most prevalent when testosterone levels are highest; adolescence and during mating season in seasonal breeders. Thus, testosterone and aggression are linked. Furthermore, there are particularly high levels of testosterone receptors in the amygdala, in the way station by which it projects to the rest of the brain, the bed nucleus of the stria terminalis, and in its major targets, the hypothalamus, the central gray of the mid-brain, and the frontal cortex. But these are merely correlative data. Showing that testosterone causes aggression requires a subtraction plus a replacement experiment. Subtraction, castrate a male: do levels of aggression decrease? Yes, including in humans. This shows that something coming from the testes causes aggression. Is it testosterone? Replacement: give that castrated individual replacement testosterone. Do pre-castration levels of aggression return? Yes, including in humans, thus testosterone causes aggression. Time to see how wrong that is. The first hint of a complication comes after castration. When average levels of aggression plummet in every species, but crucially, not to zero, well, maybe the castration wasn't perfect, you missed some bits of testes, or maybe enough of the minor adrenal androgens are secreted to maintain the aggression. But no, even when testosterone and androgens are completely eliminated, some aggression remains, thus some male aggression is testosterone independent. This point is driven home by castration of some sexual offenders, a legal procedure in a few states. This is accomplished with chemical castration, administration of drugs that either inhibit testosterone production or block testosterone receptors. Castration decreases sexual urges in the subset of sex offenders with intense, obsessive, and pathological urges. But otherwise, castration doesn't decrease recidivism rates as stated in one meta-analysis. Hostile rapists and those who commit sex crimes motivated by power or anger are not amenable to treatment with the anti-androgenic drugs. This leads to a hugely informative point. The more experience the male had being aggressive prior to castration, the more aggression continues afterward. In otherwise, the less his being aggressive in the future requires testosterone and the more it's a function of social learning.

Thus, his school performance would now be affected by a combination of inattention, anxiety, family disorganization, and motivational factors, resulting in further deterioration.

Talent alone does not make someone an expert.

While it is beneficial for a child to feel bad when anticipating a loss of connection with those who are devoted to him and his well-being and development, it is crucially important for parents to understand that it is unwise to ever exploit this conscience. We must never intentionally make a child feel bad, guilty, or ashamed in order to get him to be good. Abusing the attachment conscience evokes deep insecurities in the child and may induce him to shut it right down for fear of being hurt. The consequences are not worth any short-term gains in behavioral goals. If we find ourselves shocked by the behavioral changes that come in the wake of peer orientation, it is because what is acceptable to peers is vastly different from what is acceptable to parents. Likewise, what alienates peers is a far cry from what alienates parents. The attachment conscience is serving a new master. When a child tries to find favor with peers instead of parents, the motivation to be good for the parents drops significantly. If the values of the peers differ from those of the parents, the child's behavior will also change accordingly. This change in behavior reveals that the values of the parents had never been truly internalized, genuinely made the child's own. They functioned mostly as instruments of finding favor. Children do not internalize values — make them their own — until adolescence. Thus the changes in a peer-oriented child's behavior do not mean that his values have changed, only that the direction of his attachment instinct has altered course. Parental values such as studying, working toward a goal, the pursuit of excellence, respect for society, the realization of potential, the development of talent, the pursuit of a passion, the appreciation of culture are often replaced with peer values that are much more immediate and short term. Appearance, entertainment, peer loyalty, spending time together, fitting into the subculture, and getting along with each other will be prized above education and the realization of personal potential. Parents often find themselves arguing about values, not realizing that for their peer-oriented children values are nothing more than the standards that they, the children, must meet in order to gain the acceptance of the peer group. So it happens that we lose our influence just at the time in our children's lives when it is most appropriate and necessary for us to articulate our values to them and to encourage the internalization of what we believe in. The nurturing of values takes time and discourse. Peer orientation robs parents of that opportunity. In this way peer orientation arrests moral development.

Mais il faut le voir à table comme il la regarde quand elle brille, ses yeux d'animal subjugué. D'où vient-elle donc cette créature ? Pr les mots dans sa bouche, ces idées qui lui passent par la cervelle, son insatisfaction tout le temps, son intraitable enthousiasme, ce désir d'aller voir ailleurs, de marquer les distances, cet élan qui frise l'injure parfois? Ou va-t-elle chercher tout ça ? Alors, quand leur fille a besoin de sous pour un voyage de classe ou acheter des livres, Mireille et Jean ne rechignent pas. Ils raquent. Ils font ce qu'il faut. C'est leur terrible métier de parents, donner à cette gamine les moyens de son évasion. On a si peu de raison de se réjouir dans ces endroits qui n’ont ni la mère ni la Tour Eiffel, ou dieu est mort comme partout où la soirée s’achèvent à 20 heures en semaine et dans les talus le week-end Car elle et Jeannot savent qu'ils ne peuvent plus grand-chose pour elle. Ils font comme si, mais ils ne sont plus en mesure de faire des choix à sa place. Ils en sont réduits ça, faire confiance, croiser les doigts, espérer quils l'ont élevée comme il faut et que ça suffira. L'adolescence est un assassinat prémédité de longue date et le cadavre de leur famille telle qu'elle fut git déjà sur le bord du chemin. Il faut désormais réinventer des rôles, admettre des distances nouvelles, composer avec les monstruosités et les ruades. Le corps est encore chaud. Il tressaille. Mais ce qui existait, l'enfance et ses tendresses évidentes, le règne indiscuté des adultes et la gamine pile au centre, le cocon et la ouate, les vacances à La Grande-Motte et les dimanches entre soi, tout cela vient de crever. On n'y reviendra plus. Et puis il aimait bien aller à l'hôtel, dont elle réglait toujours la note. Il appréciait la simplicité des surfaces, le souci ergonome partout, la distance minime entre le lit et la douche, l'extrême propreté des serviettes de bain, le sol neutre et le téléviseur suspendu, les gobelets sous plastique, le cliquetis précis de l'huisserie quand la porte se refermait lourdement sur eux, le code wifi précisé sur un petit carton à côté de la bouilloire, tout ce confort limité mais invariable. À ses yeux, ces chambres interchangeables n'avaient rien d'anonyme. Il y retrouvait au contraire un territoire ami, elle se disait ouais, les mecs de son espèce n'ont pas de répit, soumis au travail, paumés dans leurs familles recomposées, sans même assez de thune pour se faire plaisir, devenus les cons du monde entier, avec leur goût du foot, des grosses bagnoles et des gros culs. Après des siècles de règne relatif, ces pauvres types semblaient bien gênés aux entournures tout à coup dans ce monde qu'ils avaient jadis cru taillé à leur mesure. Leur nombre ne faisait rien à l'affaire. Ils se sentaient acculés, passés de mode, foncièrement inadéquats, insultés par l'époque. Des hommes élevés comme des hommes, basiques et fêlés, une survivance au fond. Toute la journée il dirigeait 20 personnes, gérait des centaines de milliers d'euros, alors quand il fallait rentrer à la maison et demander cent fois à Mouche de ranger ses chaussettes, il se sentait un peu sous employé. Effectivement. Ils burent un pinot noir d'Alsace qui les dérida et, dans la chaleur temporaire d'une veille d'enterrement, se retrouvèrent. - T'aurais pu venir plus tôt, dit Gérard, après avoir mis les assiettes dans le lave-vaisselle. Julien, qui avait un peu trop bu, se contenta d'un mouvement vague, sa tête dodelinant d'une épaule à l'autre. C'était une concession bien suffisante et le père ne poussa pas plus loin son avantage. Pour motiver son petit frère, Julien a l'idée d'un entraînement spécial, qui débute par un lavage de cerveau en règle. Au programme, Rocky, Les Chariots de feu, Karaté Kid, et La Castagne, tout y passe. À chaque fois, c'est plus ou moins la même chose : des acteurs torse nu et des séquences d'entraînement qui transforment de parfaits losers en machines à gagner.

But as we pointed out in Chapter Two, it doesn’t make sense to wait until your children’s brains have fully matured before entrusting them with decisions, or you would be waiting until their late twenties or early thirties. The brain develops according to how it’s used. This means that by encouraging our kids—and requiring our adolescents—to make their own decisions, we are giving them invaluable experience in assessing their own needs honestly, paying attention to their feelings and motivations, weighing pros and cons, and trying to make the best possible decision for themselves. We help them develop a brain that’s used to making hard choices and owning them. This is huge and will pay big future dividends.

Children with ADHD often suffer from a negative self-image. Children with this condition are often doubted or minimized by their teachers, parents, and peers. This can lead children to believe that they cannot succeed or be as good as other children, leading to a lack of motivation and interest.

No. 1, when you ask who’s interested in this, the usual answer is, terminally ill people with excruciating pain. False. Factually not true. It tends to be a preoccupation of people who are depressed or hopeless for other reasons. No surprise, actually, if you look at what leads to suicide: hopelessness and depression. You have to look at euthanasia or assisted suicide as more like suicide than like a good death. Second, this notion that there’s no slippery slope, as advocates have long claimed? Totally wrong. Look at Belgium and the Netherlands: First, it’s accepted for adults who are competent and give consent. Then, it’s “We’re going to extend it to neonates with genetic defects, and adolescents.” Any time we do anything in medicine, it’s the same way: We develop an intervention for a narrow group of people, and once it’s well accepted, it gets expanded. I think it’s false to say, “We can hold the line here.” It doesn’t work that way. Third, people say this is a quick, reliable, painless intervention. No medical intervention in history is quick, reliable, painless and has no flaws. In the Netherlands, there’s about a 17 to 20 percent rate of problems, something screwing up. Initially, when the Oregon people published — “We have no problems. Every case went flawlessly!” — you knew the data was wrong. It had to be wrong. Either you’re not getting every case, so the denominator was wrong, or people are lying. There’s nobody who does a procedure, not even blood draws, and it’s perfect every time. So this idea that this is quick, reliable and painless is nonsense. And the last and most important point is: You want to legalize these interventions to improve end-of-life care in this country? That’s your motivation and this is your method? PS: I don’t think people argue that–— ZE: [interrupting] Oh, people do argue that! That is the justification for these procedures: It’s going to improve end-of-life care and give people control. The problem is, even in countries that have legalized it for a long time, at best 3 percent of people die this way in the Netherlands and Belgium. At best, 10 percent express interest in it. That is not a way to improve end-of-life care. You don’t focus lots of attention and effort on 3 percent. It’s the 97 percent, if you want to improve care. The typical response is, we can do both. Hmmm. Every system I’ve ever seen has a bandwidth problem: You can only do so much. We ought to focus our attention on the vast, vast majority, 97 percent of people, for whom this is not the right intervention and get that right — and we are far from that. I don’t think legalizing euthanasia and assisted suicide are the way to go. It’s a big, big distraction.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

People undergo several sequential steps in maturing from infancy including childhood, adolescences, young adulthood, middle age, and old age. Each stage presents distinct challenges that require a person to amend how they think and act. The motive for seeking significant change in a person’s manner of perceiving the world and behaving vary. Alteration of person’s mindset can commence with a growing sense of awareness that a person is dissatisfied with an aspect of his or her life, which cause a person consciously to consider amending their lifestyle. The ego might resist change until a person’s level of discomfort becomes unbearable. A person can employ logic to overcome the ego’s defense mechanism and intentionally integrate needed revisions in a person’s obsolete or ineffective beliefs and behavior patterns. The subtle sense that something is amiss in a person’s life can lead to a gradual or quick alteration in a person’s conscious thoughts and outlook on life. Resisting change can prolong unhappiness whereas

CHILDHOOD ADOLESCENCE ADULTHOOD VALUES Pleasure/pain Rules and roles Virtues SEES RELATIONSHIPS AS . . . Power struggles Performances Vulnerability SELF-WORTH Narcissistic: wide swings between “I’m the best” and “I’m the worst” Other-dependent: externally validated Independent: largely internally validated MOTIVATION Self-aggrandizement Self-acceptance Amor fati POLITICS Extremist/nihilist Pragmatic, ideological Pragmatic, nonideological IN ORDER TO GROW, HE/SHE NEEDS . . . Trustworthy institutions and dependable people Courage to let go of outcomes and faith in unconditional acts Consistent self-awareness Adult behaviors are ultimately seen as admirable and noteworthy.

La difficulté (en particulier pour les élèves allophones dont al situation bien spécifique produit finalement un effet de loupe sur celle que vivent tous les élèves) est de comprendre à qui s ’adresse l’enseignant pour orienter son attention. À travers ces quelques exemples, on conçoit l’habileté que doivent développer les élèves pour prendre des repères dans un déluge de parole. On comprend aussi la fatigue des enseignants pour maintenir l’attention de tous vers le bon objet, attention qui change tout au long ed la journée à un rythme soutenu. On ne dialogue donc pas vraiment avec une entité classe, mais à un instant t avec certains élèves de la classe. Pendant quel ’un intervient, les autres ont le choix d’observer la mise en scène du tête à tête, d’y participer, ou de se retirer de l’échange avec plus ou moins de discrétion. Si tout le monde a bien conscience que l’attention des élèves est limitée et que la variation des dispositifs didactiques maintient un certain niveau de motivation, on ne dit pas assez que le cours dialogué reste le format didactique le plus difficile à tenir, à moins d’endormir sa classe d’ennui, ou de la qlacer par la terreur. Pourtant le temps dialogué/magistral parfois s’étire. Ponctué d’exercices individuels, il s’allonge jusqu’à l’engourdissement ou l’agitation auxquels il faudra mettre un terme, en ajoutant encore des paroles à un discours déjà trop long. Les migraines professionnelles sont indiscutablement liées au bruit d’un groupe d’enfants et d’adolescents partageant un espace clos et restreint. Une partie non négligeable de ces migraines est due à son propre flot de paroles, à tous ces monts mis bout à bout, toutes ces demandes insatisfaites. Il y a beaucoup de pistes à inventer pour limites ces bénéfices négatifs. Toutes ont la même racine : il faudra nécessairement abandonner l’illusion de l’exhaustivité et du contrôle des comportements. Ce qui conduit à trop parler tient à une croyance selon laquelle ce que l’on dit est entendu et retenu ! Toutes les recherches sur les processus de compréhension et de mémorisation montrent qu’il n’en est rien. Même silencieux, l’élève n’est pas nécessairement attentif, encore moins en train d’apprendre. Pour cela il faut autre chose, incontrôlable de l’extérieur, on ne peut que la susciter : une intention ! (p. 21-22)

Becoming more aware of child development needs and risk factors can be a powerful motivation for promoting education, prevention, and recovery for ourselves as parents and our communities.

Her psychoanalytic training led her to conclude that there was an unconscious level of motivation within each of us. According to Dr. Hunt’s training and beliefs, unconscious memory, thoughts, and feelings stem from earlier parts of life, including childhood, adolescence, and early adulthood. These unconscious recollections, notions, and emotions affect what we think, what we say, and how we act. Unresolved conflicts from earlier life experiences may be hidden in the unconscious and influence behavior, which is especially important to people such as divers, who engage in high-risk activities.

Benjamin Bloom, an eminent educational researcher, studied 120 outstanding achievers. They were concert pianists, sculptors, Olympic swimmers, world-class tennis players, mathematicians, and research neurologists. Most were not that remarkable as children and didn’t show clear talent before their training began in earnest. Even by early adolescence, you usually couldn’t predict their future accomplishment from their current ability. Only their continued motivation and commitment, along with their network of support, took them to the top.

Cares for Something/Someone Outside the Self “It is the capacity to care — to care intensely about something beyond the limited self — that we seem to find our best clue to what mature individuality is.” —The Mind Alive The Overstreets convincingly argue that, for several reasons, the capacity to deeply care for someone or something forms the very core of the mature mind. First, it slays adolescent ego-absorption by shifting an individual’s focus outside the self, and training that focus on something bigger than the self. Second, it requires the “emotional overflow” of well-developed inner resources, particularly the development of courage, as sincerely caring is underrated as a truly frightening endeavor: “Caring — whether for another person, a line of work, a field of knowledge, or a conviction — is, in a sense, the most hazardous of human experiences. The emotionally impoverished person cannot afford it; for it means choosing to be vulnerable. . . . There is, in psychological truth, a certain terror that is part of the experience of deep caring: the terror of letting one’s self go; putting one’s whole capacity to feel and suffer at the disposal of something beyond the self. No one, it seems safe to assume, who has ever deeply and genuinely loved another human being or a chosen vocation or a social cause or a religious faith has ever wholly escaped this terror.” Third, it is the only way to catalyze one’s full potential: “If the risks of caring are great, so are the rewards; for it is one of the basic facts of human life that the ungiven self is the unfulfilled self. Only the individual who builds a strong, sound relationship with his world can himself become strong, sound, and resourceful: ready for what happens; able to be affirmative and creative in his dealings with experience.” Caring is such a key element of human fulfillment, in part because it provides a non-duplicable source of motivation:   “If a person never greatly cares about anything beyond himself, he has little spontaneous reason to get over the hump of inertia and submit himself to the discipline of a working material or a body of knowledge. . . . an individual’s area of caring and the strength of his caring determine the inconveniences he will willingly suffer and the risks he will run.” Finally, the practice of caring for things outside the self — a process in which the arrows of influence and need work both ways — disabuses you of delusional notions of complete autonomy and control (ideals maturity approaches, but can never completely attain, nor would find desirable to attain); it serves as a visceral, humbling reminder of where you remain (wonderfully) dependent. In caring for some person or idea, you come to an understanding of humanity’s interconnectedness, a “sense of how things hang together; not just the thing itself, but the meaning of it.” As the Overstreets conclude, “the capacity to care — to enjoy richly, love deeply, feel strongly, and if need be, suffer intensely — is, in short, the best guarantee any one of us can have against” the complete stagnation of the self.

But I think there's something inside of us, something that blooms in us in adolescence and never leaves...and it's just...*want*. [...] Some people work to minimize it with mindfulness and meditation; some people let it grow and run free and take over their lives. But some people, and I consider myself one of them, study their want, refine it, and build an engine that burns it. Even if their want pushes all in one direction, they can tack against it like a sailboat, getting somewhere better than where they *wanted* to be.

Lacking the essential internal resources necessary for adult life: problem-solving, delayed gratification, internal motivation, resiliency, emotional regulation, and self-discipline. Many of these kids may even feel out of control. lily As soon as Lily, who’d just turned seventeen, stepped off the truck and into the wilderness-therapy program, she sat down on the side of the road: “I’m just going to wait until my mom and dad come to get me,” she said. “Because this must be a mistake. My parents would never send me to a wilderness

How can adults help adolescents manage the mismatch between their normal drive for autonomy, identity, and independence and what school asks of them? I think we're most useful when we bear in mind that sending our teens to school is like sending them to a buffet where they are required to try everything being served. As adults, many of us have figured out what we like and what we don't, and we select for ourselves accordingly. In my case, I happily consume psychology all day and haven't had a bite of physics since I was seventeen. Teenagers, however, must consume everything on the menu. There is no way they will like all of it, and we should not expect that they will. I find that the school-as-mandatory-buffet metaphor brings needed neutrality to the loaded topic of academic motivation, so I'm going to risk beating it into the ground.

no room for supernatural rewards and punishments. On this issue, an entire world separated Greek paideia from the fear of Hell that was supposed to motivate both the good Muslim and the good Christian. In the blunt words of John Chrysostom, deportment alone was not enough. There was only so much that the grooming of paideia could do: “How shall we tie down this wild beast [adolescent sexual urges]? How shall we place a bridle upon it? I know none, save only the restraint of hell-fire.”6

I lacked the craft and dexterity to match my narrative intoxication. But the son montunos and Mozart of my adolescence offered themselves anew, this time as dramaturgical structures. Fugues and batá songs had sturdy architectures. Bach gave me motivic momentum. Batá gave me slow-build suspense. One scene ended tempestuously, raucously. What next, after all that explosion, how to start anew? Schubert offered clues. There lay the answer in his A-major sonata, the one I’d recorded at Yale. After fortissimo, a note or two to test the water. After cacophony, a single solitary melodic line.

Chemically induced joy comes at a cost. That cost can be high. Very, very high. So high that you’re going to think twice after reading what science has to say about drug use. One study found that adolescents who smoke just a couple of joints of marijuana show changes in their brains. That’s not a couple of years of smoking or the decades that some adults rack up. It’s just two joints. A research team led by Dr. Gabriella Gobbi, a professor and psychiatrist at the McGill University Health Center in Montreal, discovered that teenagers using cannabis had a nearly 40% greater risk of depression and a 50% greater risk of suicidal ideation in adulthood. Dr. Gobbi stated that “given the large number of adolescents who smoke cannabis, the risk in the population becomes very big. About 7% of depression is probably linked to the use of cannabis in adolescence, which translates into more than 400,000 cases.” The research that revealed these startling numbers was not just a single study of adolescent marijuana use. It was a meta-analysis and review of 11 studies with a total of 23,317 teenage subjects followed through young adulthood. Further, Gobbi’s team only reviewed studies that provided information on depression in the subjects prior to their cannabis use. “We considered only studies that controlled for [preexisting] depression,” said Dr. Gobbi. “They were not depressed before using marijuana, so they probably weren’t using it to self-medicate.” Marijuana use preceded depression. The specific findings of Gobbi’s research include: The risk of depression associated with marijuana use in teens below age 18 is 1.4 times higher than among nonusers. The risk of suicidal thoughts is 1.5 times higher. The likelihood that teen marijuana users will attempt suicide is 3.46 times greater. In adults with prolonged marijuana use, the wiring of the brain degrades. Areas affected include the hippocampus (learning and memory), insula (compassion), and prefrontal cortex (executive functions). The authors of one study stated that “regular cannabis use is associated with gray matter volume reduction in the medial temporal cortex, temporal pole, parahippocampal gyrus, insula, and orbitofrontal cortex; these regions are rich in cannabinoid CB1 receptors and functionally associated with motivational, emotional, and affective processing. Furthermore, these changes correlate with the frequency of cannabis use . . . [while the] . . . age of onset of drug use also influences the magnitude of these changes.” A large number of studies show that cannabis use both increases anxiety and depression and leads to worse health. Key parts of your brain shrink more, based on how early you began smoking weed, and how often you smoke it. That’s a “high” price to pay.

psychodynamic theory, a refinement and advancement of earlier Freudian concepts. In the most basic terms, this means that my work is generally informed by attention to the importance of childhood and adolescent experiences, unconscious motivations, and repetitions of earlier conflicts in present-day relationships.

Because much of our brain development occurs during adolescence, childhood, and even earlier, the social norms that shape our early life experiences may have particularly large effects on our psychology. For example, a growing body of evidence suggests that we may have evolved to make enduring calibrations to aspects of our physiology, psychology, and motivations based on stress and other environmental cues experienced before age five. As adults, these early calibrations may influence our self-control, risk-taking, stress responses, norm internalizations, and relationships. By shaping our early lives, cultural evolution can manipulate our brains, hormones, decision-making, and even our longevity.40

When we discovered that a low sense of control is enormously stressful and that autonomy is key to developing motivation,1 we thought we were onto something important. This impression was confirmed when we started to probe deeper and found that a healthy sense of control is related to virtually everything we want for our children, including physical and mental health, academic success, and happiness. From 1960 until 2002, high school and college students have steadily reported lower and lower levels of internal locus of control (the belief that they can control their own destiny) and higher levels of external locus of control (the belief that their destiny is determined by external forces). This change has been associated with an increased vulnerability to anxiety and depression. In fact, adolescents and young adults today are five to eight times more likely to experience the symptoms of an anxiety disorder than young people were at earlier times, including during the Great Depression, World War II, and the cold war.

RECOMMENDED READING Brooks, David. The Road to Character. New York: Random House, 2015. Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Cambridge, MA: Belknap Press, 2014. Damon, William. The Path to Purpose: How Young People Find Their Calling in Life. New York: Free Press, 2009. Deci, Edward L. with Richard Flaste. Why We Do What We Do: Understanding Self-Motivation. New York: Penguin Group, 1995. Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House, 2012. Dweck, Carol. Mindset: The New Psychology of Success. New York: Random House, 2006. Emmons, Robert A. Thanks!: How the New Science of Gratitude Can Make You Happier. New York: Houghton Mifflin Harcourt, 2007. Ericsson, Anders and Robert Pool. Peak: Secrets from the New Science of Expertise. New York: Houghton Mifflin Harcourt, 2016. Heckman, James J., John Eric Humphries, and Tim Kautz (eds.). The Myth of Achievement Tests: The GED and the Role of Character in American Life. Chicago: University of Chicago Press, 2014. Kaufman, Scott Barry and Carolyn Gregoire. Wired to Create: Unraveling the Mysteries of the Creative Mind. New York: Perigee, 2015. Lewis, Sarah. The Rise: Creativity, the Gift of Failure, and the Search for Mastery. New York: Simon and Schuster, 2014. Matthews, Michael D. Head Strong: How Psychology is Revolutionizing War. New York: Oxford University Press, 2013. McMahon, Darrin M. Divine Fury: A History of Genius. New York: Basic Books, 2013. Mischel, Walter. The Marshmallow Test: Mastering Self-Control. New York: Little, Brown, 2014. Oettingen, Gabriele. Rethinking Positive Thinking: Inside the New Science of Motivation. New York: Penguin Group, 2014. Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us. New York: Riverhead Books, 2009. Renninger, K. Ann and Suzanne E. Hidi. The Power of Interest for Motivation and Engagement. New York: Routledge, 2015. Seligman, Martin E. P. Learned Optimism: How To Change Your Mind and Your Life. New York: Alfred A. Knopf, 1991. Steinberg, Laurence. Age of Opportunity: Lessons from the New Science of Adolescence. New York: Houghton Mifflin Harcourt, 2014. Tetlock, Philip E. and Dan Gardner. Superforecasting: The Art and Science of Prediction. New York: Crown, 2015. Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York: Houghton Mifflin Harcourt, 2012. Willingham, Daniel T. Why Don’t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: Jossey-Bass, 2009.

Adolescence is an inside job. In the 1990s, Suniya S. Luthar, Ph.D., studied adolescents and found that ninth-graders with an internal locus of control - those who felt they had some command over the forces shaping their lives - handled stress better than kids with an external orientation - those who felt others had control over forces shaping their lives...Locus of control is not an all-or-nothing concept. None of us are entirely reliant on one or the other...But more and more often, the teenagers I observe aren't even partially internally motivated. They persistently turn outward toward coaches, teachers, and parents...A startlingly large number of these teens are behaving like younger children. They're stuck performing the chief psychosocial tasks of childhood - being good and doing things right to please adults - instead of taking on the developmental work of separation and independence that is appropriate for their age. When faced with teenage-sized problems, they often have nothing more than the skills of a child.

Now, to identify ourselves too long with work we do is a bad mistake, and a mistake through which we can be hurt and hampered. The past few years have taught us much about the folly of so identifying ourselves with our children that they are rendered incapable of leading independent lives. The mother who clings to her adult (or even adolescent) child, suffering with him, making his decisions, undergoing humiliation on his account, unable to live her own life fully if he is not leading the sort of life she covets for him, meddling with his affairs, dictating his professional and social interests, is no longer looked upon as the sum of maternal love and wisdom. While we may not always practise as wisely as we should, few men and women today consider the complete identification of themselves with their children as either praiseworthy or desirable. We have to that extent learned perspective about one of the most fundamental relations of life. We know that our work as parents is to do all in our power to equip the child to live a happy, healthy adult life, to put up no unnecessary barriers before his independent activities, to leave him free to select his friends and to form his own judgments as soon as possible. What is more, we know that it is desirable that every adult, whether parent or child, should have his own interests, and that only the possession of such interests will guarantee that no unwholesome interference with the life of another will take place. Further, no one believes for a moment that because a saner understanding of a parent’s functions is replacing the old dictatorship, which was tyrannical even when it was motivated by deep affection, the love between mother or father and child is in any way decreasing. The analogy of any finished piece of work with a child is very close: each has to be carried, cherished, nourished as part of one’s very self during the early stages. But with full growth there comes a time when each should have its independent identity. If we intend to get all we can from living, we must learn when to go on from one task to the next. Even the most productive of us could contribute more than he does; our output is about halved because we do not learn to separate ourselves from the things that are done and put our energy into the work which is ahead.