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Understanding Impulsivity: A Guide for Teens

Impulsivity is a term that you might have heard before, but what does it really mean, and how does it affect your life? For teenagers, understanding impulsivity is especially important because the teenage years are a time of significant brain development and decision-making. Let’s break it down.

What is Impulsivity?

Impulsivity refers to acting on a whim or without thinking about the consequences. It’s when you make a decision or take action quickly, without pausing to consider whether it’s a good idea or not. While everyone acts impulsively sometimes, for some people, impulsivity happens more often and can lead to challenges in school, relationships, and personal growth.

Why Are Teens More Impulsive?

During your teenage years, your brain is still developing, especially the prefrontal cortex—the part of your brain responsible for decision-making, planning, and self-control. Meanwhile, the amygdala, which drives emotions and impulsive reactions, is highly active. This imbalance can make it harder to think through actions before you take them. It’s not your fault—it’s just how your brain works during this stage of life (Casey et al., 2008; Steinberg, 2013).

Examples of Impulsivity

Impulsivity can show up in different ways, such as:

  • Blurting out answers in class before the teacher finishes the question.
  • Interrupting conversations without waiting for your turn to speak.
  • Taking risks, like skipping homework to play video games or trying something dangerous without thinking about safety.
  • Spending money quickly on things you don’t need instead of saving for something important.

Positive and Negative Sides of Impulsivity

Impulsivity isn’t always a bad thing. Sometimes, being spontaneous can lead to exciting experiences, like trying a new hobby or making a new friend. However, when impulsivity leads to poor choices or harmful consequences, it becomes a problem.

For instance, acting on an impulse might result in:

  • Getting into arguments because you said something without thinking.
  • Losing trust with friends or family because of reckless decisions.
  • Struggling with schoolwork due to procrastination or distractions.

How to Manage Impulsivity

The good news is that you can learn to manage impulsivity with practice and support. Here are some strategies:

  1. Pause Before Acting: When you feel the urge to act quickly, count to ten or take a deep breath. This gives your brain time to catch up and think.
  2. Set Goals: Having clear goals can help you focus and avoid impulsive decisions that might derail your plans.
  3. Practice Self-Reflection: After making a decision, reflect on what went well and what you could improve next time.
  4. Ask for Help: Talk to a trusted adult, teacher, or counselor if impulsivity is causing problems in your life.

When to Seek Support

If impulsivity is making it hard for you to succeed in school, maintain friendships, or stay safe, it’s important to reach out for help. Conditions like ADHD (Attention-Deficit/Hyperactivity Disorder) are often linked with impulsivity, and professionals can offer tools and treatments to help manage it (American Psychiatric Association, 2013; Barkley, 2015).

Conclusion

Impulsivity is a natural part of being a teenager, but it doesn’t have to control your life. By understanding why it happens and using strategies to manage it, you can make smarter decisions and take control of your actions. Remember, it’s okay to ask for help when you need it—your future self will thank you.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the Social Work field. He currently serves as the Executive Director and Outpatient Behavioral Health Therapist at Southeast Kentucky Behavioral Health, LLC based out of London Kentucky. Me may be reached at (606) 657-0532 Ext 101 or by email [email protected].

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York, NY: Guilford Press.

Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124(1), 111–126. https://doi.org/10.1196/annals.1440.010

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750

Steinberg, L. (2013). The influence of neuroscience on US Supreme Court decisions about adolescents’ criminal culpability. Nature Reviews Neuroscience, 14(7), 513–518. https://doi.org/10.1038/nrn3509

Tamm, L., & Nakonezny, P. A. (2020). Executive function and impulsivity in adolescent decision making. Journal of Adolescence, 80, 64–70. https://doi.org/10.1016/j.adolescence.2020.02.003

How Teens Can Manipulate Their Parents and Why They May Do So

Teenagers are in a developmental stage marked by significant emotional, cognitive, and social growth. As they strive for independence, teens may sometimes use manipulation as a tool to influence their parents and achieve their desires. This article explores common manipulative tactics employed by teens, the psychological reasons behind such behaviors, and strategies parents can use to recognize and address manipulation.

Understanding Manipulative Behaviors

Manipulation is a way of influencing or controlling another person’s actions, emotions, or decisions, often through subtle or indirect means. Teens may manipulate their parents intentionally or unconsciously, employing tactics that exploit parental emotions or expectations.

Some common methods of manipulation include:

  1. Guilt-Tripping: Teens may remind parents of sacrifices made for them or accuse them of being unfair to induce guilt and compliance.
  2. Playing Parents Against Each Other: Also known as triangulation, this involves giving conflicting information to parents to gain an advantage.
  3. Emotional Outbursts: Using anger, tears, or withdrawal to wear down parental resistance.
  4. Feigning Helplessness: Pretending to be unable to complete tasks or solve problems independently to garner assistance or attention.
  5. Promises and Bargaining: Offering to behave better or fulfill obligations in the future in exchange for immediate rewards.

Why Teens Manipulate Their Parents

Manipulative behavior in teenagers often stems from a combination of psychological and environmental factors. The motivations behind such actions can be complex and multifaceted, including:

  1. Desire for Independence
    Adolescence is a time of seeking autonomy. Teens may manipulate parents to gain freedoms they perceive as a step toward adulthood, such as staying out later or having fewer rules. Cognitive Development: During adolescence, the prefrontal cortex (responsible for decision-making and impulse control) is still developing. This immaturity can lead to impulsive decisions, including manipulative behaviors (Blakemore, 2018).
  2. Testing Boundaries
    Teens often test limits to determine how much control they can exert in family dynamics. Manipulation allows them to assess which behaviors lead to favorable outcomes.
  3. Emotional Needs
    Manipulation may signal unmet emotional needs, such as a desire for attention, affection, or validation. Teens struggling with self-esteem or feelings of neglect may resort to manipulative tactics to secure parental involvement.
  4. Avoidance of Consequences
    By deflecting blame or appealing to emotions, teens can avoid facing the repercussions of their actions, such as punishment or accountability.
  5. Peer Influence
    Social dynamics and peer pressure may drive teens to manipulate parents to obtain material goods or freedoms that align with peer group norms.

Recognizing and Addressing Manipulation

Parents can mitigate manipulation by cultivating awareness and adopting strategies that foster healthy communication and boundaries.

  1. Recognize Patterns
    Identifying recurring manipulative behaviors is crucial. Parents should pay attention to tactics like guilt-tripping or emotional outbursts and consider whether their responses reinforce these behaviors.
  2. Set Clear Boundaries
    Establishing and consistently enforcing boundaries helps teens understand acceptable behaviors. Clear rules reduce ambiguity, minimizing opportunities for manipulation.
  3. Encourage Open Communication
    Teens may manipulate because they feel their needs or opinions are not heard. Creating a safe space for honest conversations fosters trust and reduces the likelihood of deceptive tactics.
  4. Model Assertive Behavior
    Parents can demonstrate assertiveness by responding calmly and firmly to manipulation. Refraining from emotional reactions helps de-escalate situations.
  5. Teach Emotional Regulation
    Supporting teens in managing their emotions equips them with healthier ways to express their needs and frustrations without resorting to manipulation.
  6. Seek Professional Support
    If manipulation stems from deeper issues, such as anxiety or trauma, consulting a therapist can provide valuable insights and interventions.

Teen manipulation is often a natural byproduct of adolescence, reflecting their developmental quest for independence and self-expression. While such behavior can challenge parental authority, it also offers opportunities to strengthen family relationships through improved communication and boundary-setting. By understanding the reasons behind manipulative actions and addressing them constructively, parents can guide their teens toward healthier interpersonal skills.

This article was written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field. He currently serves as the executive director and outpatient therapist for Southeast Kentucky Behavior Heath, LLC based out of London Kentucky. He may be reached by phone at (606) 657-0532 extension 101 or by email at [email protected].

References

  • Blakemore, S.-J. (2018). Inventing Ourselves: The Secret Life of the Teenage Brain. PublicAffairs.
  • Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
  • Grolnick, W. S., & Seal, K. (2020). Parenting Practices that Promote Intrinsic Motivation in Adolescents. Journal of Adolescence and Youth Development, 42(3), 295–310.
  • American Psychological Association. (2020). Understanding Adolescents: The Importance of Brain Development. Retrieved from www.apa.org
Our Logo has meaning.

Southeast Kentucky Behavioral Health, LLC’s logo symbolically represents behavioral health and well-being through the following elements:

1. Central Figure (Orange Abstract Person): The abstract human figure with outstretched arms symbolizes growth, empowerment, and the achievement of positive behavioral change. It reflects the progress individuals can make in managing and improving their behaviors.

2. Circular Blue Border: The blue circle represents unity, stability, and a sense of completeness, emphasizing the organization’s holistic approach to behavioral health care.

3. Green Leaves: The leaves at the base signify growth, renewal, and the nurturing of healthy behaviors, highlighting the process of transformation and positive change.

4. Stars (Upper Right): The stars represent guidance, aspirations, and achieving milestones, symbolizing the support provided to clients in navigating challenges and fostering behavioral growth.

5. Year Established (2013): Including the year highlights the organization’s experience and dedication to providing quality behavioral health services over time.

6. Overall Color Scheme: The combination of blue (trust and calm), red (energy and passion), and green (healing and renewal) reinforces the focus on promoting behavioral health, positive change, and well-being.

This design conveys the organization’s mission to support individuals in achieving healthier behaviors and improving their overall quality of life.

Why Do I Always Tell My Children “No”: Understanding and Shifting the Habit

As a parent, you want the best for your children. But you may have noticed yourself often saying “No” automatically, even when it comes to requests that might be harmless. This habit is common among parents and often rooted in various psychological and situational factors. Understanding why we respond this way can help us build a more balanced approach to parenting, one that encourages open communication, nurtures independence, and helps children feel heard and respected.

 1. The “No” Habit and Parenting Stress

Saying “No” frequently can become an unconscious habit. With the demands of work, household responsibilities, and parenting, parents often operate on “auto-pilot” (Harris, 2009). “No” may seem like the easiest response because it quickly resolves the request, keeping daily tasks from being interrupted. However, constantly saying “No” can lead to a tense relationship with your child and make them feel their needs aren’t valued.

 Why This Happens

Stress and fatigue are significant factors here. When parents are overwhelmed, they tend to take shortcuts, often opting for immediate control over open discussions (APA, 2020). Unfortunately, this response can create a cycle where children either learn to stop asking or begin to push back, escalating power struggles.

 What You Can Do

Recognize when stress is affecting your interactions with your children. Taking a few deep breaths or a moment to think before responding can help you evaluate whether the “No” is necessary. Reflecting on why you’re saying “No” can help break the habit and introduce more flexibility in your responses.

 2. The Desire to Protect

One of the main reasons parents instinctively say “No” is the need to protect their children from potential harm, failure, or disappointment. Psychologically, this is known as “protective parenting,” a natural inclination that stems from love and a desire to keep children safe (Siegel & Bryson, 2012). But, when used too often, it can limit children’s opportunities to explore and grow.

 Why This Happens

The need to shield children from harm is deeply ingrained in parents, especially when it comes to risky situations. However, saying “No” to low-risk situations, like letting kids experiment with small tasks, can prevent them from developing resilience and confidence.

 What You Can Do

When your child asks for something, take a moment to consider if there’s a real risk. If it’s safe, try saying “Yes” or providing a compromise. For instance, instead of saying “No, you can’t go out in the rain,” you might say, “Yes, but let’s put on a raincoat and boots first.” Allowing children to safely navigate challenges can build their confidence and independence (Dweck, 2006).

 3. The Need for Control and Consistency

Parents often feel that frequent “No’s” maintain consistency and reinforce boundaries. While setting boundaries is crucial, constantly saying “No” can sometimes be less about discipline and more about maintaining a sense of control during chaotic moments (Gottman & DeClaire, 1998). This may unintentionally communicate rigidity rather than guidance.

 Why This Happens

Establishing order feels essential when parents have many responsibilities. However, too many “No’s” can restrict children’s ability to express themselves and explore their environment, which are important aspects of childhood development (Ginsburg, 2007).

What You Can Do

Try establishing a few firm boundaries while allowing flexibility in less critical areas. For instance, if your child wants to play before finishing their homework, consider a time-limited break rather than a strict “No.” Offering choices within boundaries helps children feel a sense of control and teaches decision-making skills.

 4. The Negativity Bias and Past Experiences

Parents’ own childhood experiences and memories can shape their instinctual reactions. If you grew up in a strict environment, you might find yourself unconsciously repeating similar patterns. Additionally, the human brain has a “negativity bias,” which means we naturally focus more on potential negative outcomes (Goleman, 2006). This bias can make it easier to focus on why something is a bad idea instead of the potential positives.

Why This Happens

Experiences from your own childhood can subconsciously shape how you react. For instance, if you were often told “No,” you may find yourself doing the same with your children, without fully realizing why.

What You Can Do

Reflect on how your own experiences may be influencing your parenting style. Are there situations where you can be more open? Journaling or talking with a counselor can help you become more aware of these patterns and make conscious choices to encourage a positive environment.

 5. The Desire for Predictability

Saying “No” often gives parents a feeling of predictability and control. Children can be unpredictable, and setting strict boundaries can feel like a way to keep things manageable. However, children’s development thrives in environments where they feel safe to explore, make choices, and occasionally make mistakes (Montessori, 2013).

 Why This Happens

When schedules are tight and parents are balancing many responsibilities, controlling the environment by saying “No” can feel like a quick fix. Unfortunately, this can also stifle curiosity and experimentation.

 What You Can Do

Embrace moments of “controlled unpredictability.” For instance, if your child wants to play with something messy like paint, plan it for a specific time when you can manage it. Being flexible helps children feel more comfortable trying new things and builds trust in the parent-child relationship.

 6. Building a More Balanced Approach: When to Say “Yes”

It’s important to remember that not every “Yes” has to be a big decision. Small “Yeses” can empower your child and strengthen your bond. Saying “Yes” doesn’t mean a lack of boundaries—it means choosing which requests to support and which to discuss more.

 What You Can Do

Start by saying “Yes” to safe, reasonable requests whenever possible. If something doesn’t work out perfectly, use it as a learning experience. This shift toward a more balanced approach can help your child feel heard, build trust, and even encourage more positive behavior.

Moving Away from “No” for a Healthier Connection

Saying “No” is sometimes necessary, but it doesn’t have to be the automatic response. By understanding why you might be inclined to say “No” and practicing a more flexible approach, you can encourage a more supportive, open relationship with your child. Remember, balanced guidance, mixed with the freedom to explore, is a powerful combination that can help your child grow with confidence and curiosity.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field and is based in London Kentucky through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at [email protected].

 References

  • American Psychological Association. (2020). Parenting in the Time of COVID-19. APA.
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  • Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191.
  • Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. Bantam.
  • Gottman, J., & DeClaire, J. (1998). Raising an Emotionally Intelligent Child. Simon & Schuster.
  • Harris, P. (2009). Parenting Without Stress: How to Raise Responsible Kids While Keeping a Life of Your Own. PuddleDancer Press.
  • Montessori, M. (2013). The Absorbent Mind. Start Publishing LLC.
  • Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Bantam.