Marijuana and the Teenage Brain

Marijuana and the Teenage Brain

There are two things that are certain about marijuana. The first is that it doesn’t discriminate, attaching itself to all different lives – fortunate, unfortunate, happy, sad, educated, wealthy, poor. The second is that whatever the life it attaches to, marijuana will do damage if it stays.

It has been proven beyond doubt that frequent marijuana use damages the brains of teenagers and young adults.

Throughout adolescence and into the mid-20s, the brain continues to develop in ways that are critical for higher-order thinking and executive functioning (memory, reasoning, problem solving). White matter, which is important for neural efficiency, increases in quality and volume into the early 30s.

Given that adolescence is such an important developmental period for the brain, exposure to drugs during this time has a greater impact on the brain than it does during adulthood.

Psychologists have noted the effects to include cognitive decline, poor attention and memory and diminished IQ.

‘It needs to be emphasised that regular cannabis use, which we consider once a week, is not safe and may result in addiction and neurocognitive damage, especially in youth.’ Dr Krista Lisdahl, a director of the brain imaging and neuropsychology lab at University of Wisconsin-Milwaukee.

In a 2012 longitudinal study of 1037 participants who were followed from birth to age 38, it was found that those who regularly used marijuana lost on average of 5.8 IQ points by the time they reach adulthood. This was compared to those who never regularly used marijuana whose IQ slightly increased by 0.8 IQ points from childhood to adulthood.

The physiological evidence is clear.

Brain scans of regular marijuana users show significant structural changes including abnormalities in the brain’s gray matter. These abnormalities are associated with reduced cognitive function, increased mood symptoms and poor memory. These changes have been found in users as young as 16 and were not related to major medical conditions, prenatal drug exposure, developmental delays and learning disabilities.

These findings are not intended to push against the legalisation of marijuana for medicinal purposes. Rather, it should highlight the need to implement stringent conditions on access.

‘When considering legalization, policymakers need to address ways to prevent easy access to marijuana and provide additional treatment funding for adolescent and young adult users,’ Lisdahl explained.

In considering legalisation of the marijuana, weight also needs to be given to regulating the levels of psychoactivetetrahydrocannabinol (THC – the chemical responsible for the majority of marijuana’s psychological effects) to reduce the potential neurocognitive effects.

There is research evidence that has linked frequent use of high levels of THC to depression, anxiety and psychosis.

According to Dr Alan Budney of the Department of Psychiatry at Geisel School of Medicine at Dartmouth, ‘Recent studies suggest that this relationship between marijuana and mental illness may be moderated by how often marijuana is used and potency of the substance. Unfortunately, much of what we know from earlier research is based on smoking marijuana with much lower doses of THC than are commonly used today.’

In a 2013 study of over 17,482 teenagers, marijuana use was found to be higher among teenagers from countries that had a more accepting attitude towards medical marijuana. Greater tolerance of marijuana for medicinal purposes seems to promote a greater tolerance for the drug generally, at least by adolescents, possibly because of a diminished perception of the risks associated with the drug.

The risks of marijuana on the developing brain have been extensively documented. The debate around the legalisation of marijuana for medicinal purposes is in full swing. Should this end on medicinal marijuana being approved, research points to the importance of consideration being given to restricting access, reducing the potency of THC and raising awareness, particularly in adolescents, on the risks of recreational use.

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George W

Could the link between marijuana and depression, anxiety and psychosis be as a result of higher use among these type of people rather than causing these mental issues directly?

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Anxiety is about felt safety. It doesn’t mean your young one isn’t safe. It means they don’t feel safe. 

The question then is, what would help them feel safer? This doesn’t mean anxiety will go away, and we don’t need it to. What we’re looking for is what would help you feel braver and safer, even when you’re anxious? 

It also doesn’t mean school is doing anything wrong. But maybe there are little shifts that will make a big difference.

There will always be anxiety whenever there is something brave, new, hard, or growthful to do. But anything we can do to help them feel safer, will help anxiety feel more manageable, and hard things feel more do-able. 

So let’s have the conversation. What’s@one thing school could do that would help your child feel safe enough, so they could do brave enough. There are no wrong answers.♥️
One little brave step at a time. It doesn’t matter how big the steps are, or how long it takes as long as the steps are forward. 

The steps won’t always feel gentle. The big feelings that come with this won’t hurt them, as long as they are safe and they aren’t alone in their distress. Lead, with love. ‘I know this feels big, and I know you can do this. I’m right here with you. We’ll handle this together.’ 

It doesn’t have to be you who is with them, as long as it is someone they feel safe with and care about by - a teacher, a relative, a grandparent - any important adult in their lives who can help them feel seen, loved, and safe through the storm.♥️
‘Yeah, that feels big doesn’t it. I get that. So if you can’t to the whole thing/ the whole time/ all of it, tell me what you can do. And don’t tell me nothing, because that’s not an option.’♥️
First, we ask the questions of us:

Are they relationally safe?
- Do they have an anchor adult at school?
- Do they know how to access this adult?
- Do they feel welcome, a sense of belonging, warmth from their adults?

Do they feel safe in their bodies?
- Are they able to move their bodies when they need to?
- Are they free from sensory overload or underload?
- If not, what is their bare minimum list to achieve this with minimum disruption to the class, keeping in mind that when they feel safer in their bodies, there will naturally be less disruptive behaviour and more capacity to engage, learn, regulate.

Then we ask the question of them:

What's one little step you can take? And don't tell me nothing because I know that you are amazing, and brave, and capable. I'm here right beside you to show you how much. I believe in you, even if you don't believe in yourself enough yet.❤️

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