John Coleman University of Oxford. A time of major change Two sites in particular undergo...
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New knowledge about the adolescent brain: is it any use to parents? John Coleman University of Oxford
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Transcript of John Coleman University of Oxford. A time of major change Two sites in particular undergo...
New knowledge about the adolescent brain: is it any use to parents?
John ColemanUniversity of Oxford
Key findings
A time of major change Two sites in particular undergo
substantial development These two sites do not mature at the
same rate The period of brain maturation
continues until the early 20s This is a time of new skills but
deficits as well.
Limitations of technology
The technology of scanning is still evolving and developing
fMRI can only tell us so much Scanning is expensive, so still
dependent on small samples Scanning only gives us a picture of
the blood flow, or the amount of oxygen, circulating in the brain.
Hormones
We all know about the sex hormones – e.g. testosterone and progesterone
However literally dozens of hormones affecting the brain
Dopamine – the reward hormone Melatonin – the sleep hormone.
Sleep
In teenagers melatonin levels rise later in the day than in adults, and so they are able to stay up later
They therefore need more sleep in the morning
Sleep deficit affects learning and behaviour
The Wellcome Trust is funding a research programme on sleep.
The social brain
Language development Social cognition includes such things
as: Emotion recognition Empathy Impression formation Perspective taking
Main conclusions
A time of immense change Such extensive change could not
happen without major adaptation Two particular aspects of function
are most affected There are major individual
differences The brain is only one factor to take
into account – the environment is just as critical.
Where to find out more
Sarah Jayne Blakemore’s TED talk at www.TED.com
“The mysterious workings of the adolescent brain”
The Wellcome Trust “Neuroscience and education programme”
www.wellcome.ac.uk
The story of My Teen Brain
“My baby’s brain” developed for adolescence
Training courses A website, booklets and a film Approximately 250 practitioners
trained so far A substantial waiting list Evaluations very positive High expectations not always met
www.hertsdirect.org/myteenbrain
Embedding in practice
“I will be more understanding” I won’t be so harsh in my
judgements” I will try and listen more” I had no idea that the brain changed
so much – I hope it will change my practice”
When I look at a teenager I will try not to look at the anger on the face, but think about the brain”
Is this any use for parents and carers?
Recognition of change This is a stage – STAGE The stage is a process, it won’t last
for ever! Knowledge about the brain can help
to foster a different perspective on the teenager’s behaviour
It can help parents to see that the behaviour is not directed at them!
What about “blame my brain”?
Is there a danger that agency and responsibility are diminished?
A fear expressed in Hertfordshire The brain is only one factor
influencing behaviour Parents and the environment have a
key role to play The brain allows for the development
of new adaptive skills.
Conclusion
This is a hugely exciting new area of research
It will have profound effects on our understanding of young people
This knowledge can benefit parents, carers, practitioners as well as young people themselves.
