During the school term, a majority of Australian adolescents ‘average more than an hour less sleep on weeknights than during holidays’, as a result of unrealistically high social and educational demands. For teenagers from 13 to 18 years of age, an average of 9 hours and 15 minutes of sleep a night is essential for physical and psychological refreshment; the biological need for sleep increases for adolescents, particularly in puberty. It is of concern, however, that a 2003 Victorian study has found 26% of students reported only having 6½ hours of sleep or less, with the average sleep time during the school term being 7 hours 55 minutes. The widespread issue of sleep deprivation in teenagers can be related to lifestyle factors - the early school hours and school or extra curricular activities. The high demands do not allow for the extra sleeping hours adolescents need in the morning since most teenagers are ‘evening’ types. That is, they prefer to go to bed later and sleep in until later. This is consonant with the physical and hormonal changes that take place in adolescence, which means there can be a natural time shift in sleeping and waking patterns; changes in circadian rhythm. The problems of insufficient sleep are worse for ‘evening’ style students, receiving less total sleep on weeknights and oversleep ‘more on weekends, trying to make up for their greater sleep debts’.
Another US research has concluded that increasingly later bedtimes can be related to self-imposed or behavioural sleep restrictions that comprise more than 50% of cases. Increased school and social commitments (eg. talking on the phone, watching television and playing computer games), part-time work, peer pressure and increased desire for independence become major causes of sleep deprivation. Other causes of accumulating sleep deficits common to teenagers may include disruptive habits, such as drinking coffee or smoking cigarettes close to bedtime that stimulates the nervous system and makes them less likely to sleep. Also, some adolescents who suffer socially may lie in bed worrying, rather than relaxing and may lead to erratic sleep patterns. Sleep deprivation has worsened in teenagers in recent years, as a result of technology that continually disrupts their sleeping environment. Recently, the US National Sleep Foundation’s 2006 Sleep in America Poll found that adolescents with four or more electronic devices (such as, televisions, computers, phones or music players) are much more likely to obtain an insufficient amount of sleep at night.
Sleep deprivation has a number of adverse effects on the majority of adolescents, and are marked by downturns in both daytime mood and performance. ‘Irritability, moodiness and low tolerance for frustration are the most frequently described symptoms in sleep-deprived adolescents.’
However, in some situations where sleep deprivation becomes a regular pattern, teenagers are more likely to feel isolated and have a greater risk of being aggressive, argumentative and impulsive. Not only does there appear to be greater variability in emotional states following sleep loss, but there also appears to be less control over emotional responses in adolescents. Sleepiness is also associated with brief mental lapses or ‘microsleeps’, a tendency that has marked effects on learning. A recent research at Swinburne University in Melbourne has ‘linked shorter sleep times with lower school grades, daytime sleepiness, difficulty concentrating and attending in class.’ The Australian research also reported worse problems for the majority of adolescences that are ‘evening’ types; having more sleeping problems (eg. irregular sleep, sleep apnea and insomnia) and increased vulnerability to low moods, higher levels of anxiety and depression. Moreover, sleep deprivation can increase risks of accidents because of poorer judgement and shortened attention span. Lack of sleep can clearly have dramatic effects on an individual’s quality of life.
More extensive, however, is the effect sleep deprivation has on the wider society. With reduced concentration and alertness the risk of road accidents is increased; every year 20% of all drivers have lapsed into microsleep at least once behind the wheel. The National Highway Traffic Safety Administration estimates conservatively that, during an average year, ‘drowsy driving’ causes 100,000 automobile wrecks, 71,000 injuries and 1,550 fatalities. In addition, the moodiness and irritable nature of sleep-deprived individuals can effect relations with those peers around them. There may be an increased lack of effective communication and sociability between individuals in society leading to possible discrimination and worsening community bonds. Furthermore, some researchers have even speculated that ‘many of the depressive symptoms’ in individuals ‘may be the result of chronically short and erratic sleep’. From reduced self-esteem and increased stress, depression may effect a large proportion of society, especially among teenagers from 13 to 24 years of age; Mission Australia, 2003 found that 55.8% of Australian adolescents suffered from depression/suicide. Such is the adverse impact of sleep-deprivation on individuals that the wider society is also affected.
In my opinion, the low public awareness of sleep deprivation among adolescents is a major problem that has contributed to an ongoing trend of sleep-deprived teenagers. While nine out of ten parents believe their adolescent is receiving enough sleep at least a few nights during the week, more than 56% of adolescents are dissatisfied with their amount of sleep. And even still, 31% of teenagers do not seek help for sleep-deprivation. Though organisations, such as Kids Help Line and Beyond Blue may help with the effects of sleep loss, there is insufficient responses and resources offered by the wider society to directly manage this growing adolescent health issue.
Overall, sleep deprivation is a growing area of concern for society, as it has detrimental effects on the daytime functioning and mood of an increasing number of adolescents every year. I believe there should definitely be more emphasis on supporting and dealing with sleep deprived teenagers, with more education and organisations setup to raise awareness of sleep deprivation and its harmful effects.
Part C: Design a possible action plan which could help an adolescent deal with the problem. What resources are available to assist with solutions.
Possible Scenario: Leigh, a teenager of age 15 is not receiving enough sleep (only 7 hours every night), as he tries to keep up with excessive demands from school and social commitments (extra-curricula activities; sport/music lessons and part-time work). As a result, his personal relationships with friends are extremely stressed at this point of time. He is having problems at school; he is suffering from depressive symptoms, his results at school are worsening and he is always in trouble with his teachers.
RECOGNISING UNDERLYING PROBLEMS CONFRONTING LEIGH
Leigh faces many problems both at school and at home. In order to implement an action plan that could help Leigh, it is necessary to consider the underlying problems he confronts in the problem situations.
The fact that Leigh is having problems at school in general, means he is having difficulty meeting the social values (or not ‘fitting in’) of the school environment in terms of the effects of sleep deprivation and peer pressure. He is not receiving the normal 9 -10 hours sleep a night because of the high demands during the school term, and suffers from behavioural and emotional problems, including daytime sleepiness, irritability and moodiness. This explains his inability to socialise with his friends at school because of a communication barrier of misunderstanding that leads to possible discrimination tensions (resulting in bullying or isolation). In turn, this introduces another support barrier for Leigh (a fear of consequences) possibly preventing him from effectively seeking help.
Leigh would also confront many problems with his studies due to the accumulated stress of peer relationships that may have lead to a progressive onset of depression. From a lack of sleep, he is emotionally unstable and may be impulsive, aggressive and argumentative that would result in disagreements with his teachers.
These problems would also result from different expectations, changes in personality or behaviour and clashes between school and personal values.
ACTION PLAN
Consultation
Leigh should be initially encouraged to voice his feelings and problems to his parents and other family members. This will assist Leigh’s parents in recognising and understanding the problem that he faces at school. Leigh should also be advised to try approaching his closest friends to explain the current problems of sleep deprivation and how it affects his behaviour and emotion at school. Though the barrier of Leigh’s stressed relationships with peers and friends exists, Leigh must be prepared to put aside tensions in order to access help. This will help Leigh’s friend to understand and help in his problem. More importantly though, Leigh should also be encouraged to gain support from the school councillor or his year advisor, who can then refer the matter to the principal, particular teachers or external welfare agencies (such as Kids Help Line and Beyond Blue.)
Discussion
Once Leigh has selected the support option(s) with which he feels most comfortable, he should begin discussing and working on a plan to resolve his problems. The discussion should focus on the fact that the difficulties he experiences is a result of sleep deprivation and is normal for someone who is under such high demands from school, extra-curricula activities and a part-time job. Considerations of possibly reducing some of Leigh’s social commitments or helping him to better manage his time should also be included in the discussion to aim to help him obtain the desirable 9-10 hours of sleep every night. Explaining the concepts of resilience for him to feel optimistic and the need to ‘bounce’ back from his strained relationships and school problems should also be included, as well as ideas of negotiation and compromise. For example, Leigh should be advised that he should consider making allowances and being tolerant of his friend’s reaction to his behavioural and emotional problems. Leigh needs to be reassured that the problems at school can be managed and improved.
Action
At school, Leigh needs to be more assertive and open in expressing his thoughts and feelings calmly towards his peers and teachers, so that they can gradually understand his problem with sleep deprivation. However, Leigh should be comfortable with himself and should not be influenced to comply with what he feels uncomfortable with. At the same time, Leigh should be more efficient in using his time – possibly finding time during lunch and recess to complete homework – so he has more time for extra-curricula activities. This would allow him to catch up on sleeping hours. Also, Leigh needs to be more optimistic about his problem and enjoy his sport, musical and academic activities. In building up confidence and a stronger mindset, Leigh should be involved in special leadership and bonding programs, such as participating in camps and school cadets. If bullying or any problems with discrimination continues to occur, he should talk to his year advisor immediately. At home, Leigh is encouraged to openly discuss his days at school and share any feelings or problems that are concerning him with his parents.
Evaluation
Regular ongoing discussion programs should be implemented by the school councillor or year advisor to closely monitor any improvements or requirements for further assistance. A parent contact program should also be established to observe developments at home. Leigh’s class teachers can also be asked to monitor his future progress (for example, whether he is still showing signs of daytime sleepiness, lack of concentration or poor judgement).
BIBLIOGRAPHY
Source of the article:
Choice Health Reader, December 2005, ‘School demands cause sleep-deprived teens’
Date Accessed: 6/4/06, 7/4/06, 8/4/06
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Edwards H., February 5th 2006, ‘Tired teens and SMS’
http://theage.com.au/articles/2006/02/05/1139074109259.html?from=rss
Date Accessed: 1/4/06, 6/4/06, 8/4/06
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Sleepdex, 2004, ‘Sleep Deprivation’
Date Accessed: 3/4/06, 7/4/06, 8/4/06
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Frieden J., August 21st 2000, ‘Teen Sleep Deprivation A Serious Problem’
Date Accessed: 5/4/06, 7/4/06
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ConsumerAffairs.Com.Inc, April 9th 2006, ‘Survey: Teens Not Getting Enough Sleep’
Date Accessed: 2/4/06, 8/4/06
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Better Health Channel, April 9th 2006, ‘Sleep Deprivation’
Date Accessed: 1/4/06, 6/4/06, 7/4/06, 8/4/06
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Quayle S., December 19th 2003, ‘Sleepless in adolescence’
http://www.australiandoctor.com.au/news/85/0c01c185.asp
Date Accessed: 27/3/06, 5/4/06, 7/4/06, 8/4/06
