Today’s teenagers have been stereotyped as adventurous and harebrained individuals.  They are generally fond of experimenting with things until they get in touch with drugs, sex, guns, alcohol among others. According to the federal Centers for Disease Control and Prevention figures, 16,000 young adults die each year from unintentional injuries and accidents.  The most common justification for teenagers’ care-free attitude is that their brains just aren’t developed enough to know better. However, recent research shows that in some cases the fact is just the opposite, the brain matures not too slowly but perhaps, too quickly.

According to a psychiatrist, an adolescent who engages in more dangerous activities have white-matter pathways that seem to be more mature than those of risk-averse youths.  White-matter is the brain’s wiring, the neutral pathways that connect the various gray-matter regions of the cerebrum that are independent of one another.  Having a mature white-matter is necessary because it allows faster brain processing speed.  Nerve impulses also travel faster in mature white-matter. Experiments also reveal that the more mature the look of the brain, the more adventurous the teenager tended to be.
Another possible explanation is that some teenagers whose brains develop more rapidly than others become uncomfortable and a little confused owing to the gap between their biological capabilities and the social norms they must follow as kids. Precocious development of these neural tracts may make some adolescents more susceptible to engage in behaviors that society considers too adult in nature for their chronological age. It is also a common notion that teens make dumb decisions because their brains are immature. In other words, having a more mature brain may actually motivate some teens to try out new and potentially harmful experiences.
For now, these theories are mere speculation, and the researchers concede that the interaction of white and gray matter is so complex that hard conclusions remain elusive. The results of the study are relatively bare and by no means conclusive. The human brain is so intricate in nature, and one has to consider the fact that there are other factors that come into play such as the environment and certain genetic predispositions that are equally complex to study.

A recent research discovered distressing signs that demographic factors such as gender, race, and parental education play significant roles in ascertaining a student’s fate, no matter how studious or hardworking the particular student may be. Those from families with below-average earnings or whose parents didn’t finish college, are the ones failing college at disproportionate rates, even when distinguished from students with similar grades and test scores. Well to do undergrads earn 11 percent more degrees from flagship universities than comparable students from the poorest income quartile. White men are six percent more likely to graduate than black men with similar grades and scores. Women earn degrees at much higher rates than men. The findings about the actions that parents, students, and politicians should and shouldn’t take to fix the problems are already creating controversy.
High school grades are among the best indicators of how well a student will do in college. They typically manifest qualities of motivation and perseverance, good study habits and time management skills that tell us about their chances of completing a college program.  Students who attend wealthier high schools do seem to enjoy a slight edge in enrolling in college and elite high schools appear to help the very best students succeed at the most selective public universities.
Students shouldn’t settle for less in a college. They have a better chance of graduating if they go to school with other students as talented as they are. High school grades are extremely important as indicators of success in college. It will not do for high school students to believe that ‘just getting through’ is enough, students have to work, they have to achieve. If they do, they have a better chance of succeeding in college and later in life.
Research has shown the influence of inspired and determined peers, who are not always present in community college classrooms. Many community college students also have expressed concerns over the years about the inability of their schools to direct them to classes that will count as transfer credits. In addition, many students are certainly put off by complexities in transfer processes.
Cash is another factor, it absolutely helps but is not a cure-all. More generous scholarships, or lower net tuition fees, can raise graduation rates by 5 to 10 percent. In addition, putting together enough aid with extra support services for students and parents does even more to guide and assist students through to graduation.
There is some hope though. The graduation rate success of students involved in experiments shows that graduation rates can be increased substantially if enough resources and creativity are put to work.

Although children as young as 5 can be diagnosed with obsessive-compulsive disorder (OCD), few research studies have looked at treatments specifically geared toward young children with this disorder. Now, a new study from the Bradley Hasbro Children’s Research Center provides some of the first evidence-based data on a successful intervention for early childhood OCD.

According to the study’s findings, published in the May issue of the Journal of the American Academy of Child and Adolescent Psychiatry, children with OCD between the ages of 5 and 8 may benefit from a form of psychotherapy, known as family-based cognitive behavioral therapy (CBT), that is uniquely tailored to the child’s developmental needs and family context. The overall focus of family-based CBT is to provide both child and parents with a set of tools to help them understand, manage and reduce OCD symptoms.

Researchers worked with 42 young children with OCD who were randomized to receive 12 sessions – completed over 14 weeks – of either family-based CBT or family-based relaxation treatment (RT), an approach that teaches the family and child relaxation techniques aimed at reducing some of the stress inherent with OCD. Just over half of the patients were randomly assigned to CBT and 48 percent were assigned to RT. Overall, 74 percent of patients completed all 14 weeks of treatment.

The CBT program was found to be significantly more effective than RT in decreasing OCD symptoms and, most importantly, helping a large number of children achieve clinical remission. Specifically, 69 percent of the children who completed all 14 weeks of CBT treatment achieved remission compared to 20 percent who fully completed the RT program. Even those children who started, but did not complete, the CBT program did well, with 50 percent achieving clinical remission.

Read the full article here.

People with OCD may be diagnosed with other conditions, such as anorexia nervosa, social anxiety disorder, bulimia nervosa, Tourette syndrome, compulsive skin picking, body dysmorphic disorder, and trichotillomania. There is some research demonstrating a link between drug addiction and obsessive compulsive disorder as well. Many who suffer from OCD suffer from panic attacks. There is a higher risk of drug addiction among those with any anxiety disorder (possibly as a way of coping with the heightened levels of anxiety), but drug addiction among obsessive compulsive patients may serve as a type of compulsive behavior and not just as a coping mechanism. Depression is also extremely prevalent among sufferers of OCD.

The typical OCD sufferer performs tasks (or compulsions) to seek relief from obsession-related anxiety. To others, these tasks may appear odd and unnecessary. But for the sufferer, such tasks can feel critically important, and must be performed in particular ways to ward off dire consequences and to stop the stress from building up. Examples of these tasks: repeatedly checking that one’s parked car has been locked before leaving it; turning lights on and off a set number of times before exiting a room; repeatedly washing hands at regular intervals throughout the day.

Some of the symptoms are:

• Repeated hand washing.

• Repeated clearing of the throat, although nothing may need to be cleared.

• Specific counting systems — e.g., counting in groups of four, arranging objects in groups of three, grouping objects in odd/even numbered groups, etc.

• Perfectly aligning objects at complete, absolute right angles, or aligning objects perfectly parallel etc. This symptom is shared with OCPD and can be confused with this condition unless it is realized that in OCPD it is not stress-related.

• An obsession with numbers (be it in maths class, watching TV, or in the room). Some people are obsessed with even numbers while loathing odd numbers (they cause them a great deal of anxiety and often make the person uncomfortable or even angry) or vice versa.

• Twisting the head on a toy around, then twisting it all the way back exactly in the opposite direction.