1. Jean M Clinton B.Mus MD FRCP(C)
McMaster University and Children’s Hospital
Offord Centre for Child Studies
Council for Early Child Development 1

2. Disclaimer… No drug company sponsorship

3. 03-013
THE BRAIN FAIRY
A judge recently told me that she told her kids when little the Tooth Fairy took away their teeth and when they turned 13 the Brain Fairy takes away their brain!!
The Hostage Brain
, Bruce S. McEwen and Harold M. Schmeck, Jr., 1994. 3

4. Kids Today
"The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers." 4

5. Adolescents: Why DO they do the things they do?
Everyone has a different view and opinion and experience about adolescence.
We all were there and have kids around so everyone BELIEVES they are right. 5

6. Defining Adolescence
That awkward period between sexual maturation and the attainment of adult roles and responsibilities.
The transition from: “child” status (requires adult monitoring) to “adult” status (self-responsibility for behavior).
The developmental interval that encompasses the body and brain changes of puberty.

7. Emerging Science: Teen Brains Are Still
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Emerging Science: Teen Brains Are Still
“Under Construction”
New insights about:
Risk taking by teenagers
How teenagers may be highly vulnerable to drug abuse
New scientific discoveries are altering out perspective on how to understand adolescent behavior. Now, research into the adolescent brain suggests that the human brain is still maturing during the adolescent years, with changes continuing into the early 20s.
The developing brain of the teenage years can provide clues as to why adolescents may be more prone to take risks and why teenagers are particularly vulnerable to the effects of drugs. These new scientific discoveries provide valuable lessons for parents, and for adults that work with youth. They reinforce the importance that teenagers benefit from guidance provided by adults, and that careful and regular monitoring of their behavior is a high priority for parents.
Copyright © 2008 The Mentor Foundation
Slide 7

8. Why do we care about brain? YOU ARE YOUR BRAIN.
BUT- Your brain is not just produced by your genes
Your brain is sculpted by a lifetime of experiences.
Dr Robin Gibb U of Lethbridge

9. Nature/ Nurture No longer a debate
Environment leaves its mark on our genome and can modulate future gene expression in a sometimes heritable fashion
The study of how environment leaves its footprint on the genome falls into the domain of Epigenetics
Dr Robin Gibb U of Lethbridge

10. Connections are formed and altered by experience But, not done until
at least age
20 years… 10 10

11. SIGNAL-SENDING NEURON
04-039
Two Neurons
RECIPIENT NEURON
Axon
Synapse
Nerve cells in the brain have to differentiate for their functions. Secondly, they have to connect with the right nerve cell partners. Experience plays a key role in the differentiation of neurons and the connections (synapses) they form with each other.
SIGNAL-SENDING NEURON
Dendrite
Founders Network

12. SYNAPSE

13. The Developing Brain, Adolescence and Vulnerability to Drug Abuse
What Have We Learnt?
Adolescence is a period of profound brain maturation.
We thought brain development was complete by adolescence
We now know… maturation is not complete until about age 25!
Based on the pioneering work of Jay Giedd (2004) and colleagues at the National Institute of Mental Health in the United States, evidence is accumulating that the brain is not fully formed at puberty as earlier thought. Rather, the brain continues important maturation that is not complete until about age 25.
Source: Giedd, 2004.
Copyright © 2008 The Mentor Foundation
Slide 13

14. Brain Development Rate of Change Source: Tapert & Schweinsburg, 2005
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Brain Development
Rate of Change
Here is some background about this maturation.
Although most of the brain material and size is in place at the start of adolescence, several important developmental processes continue. Two of them are noteworthy.
One process is myelination. The structures or axons connecting brain cells across which electrical impulses travel continue to become ensheathed in a fatty substance called myelin. This compound insulates axons and speeds the relay of electric impulses within the brain, helping thinking, decision-making, impulse control, and emotional regulation mature.
Another process is synaptic refinement. At the start of adolescence, we have billions of brain cells, each with tens of thousands of connections to other brain cells. Not all these connections are actually needed, and the unnecessary nes become eliminated. This elimination process is shaped by the young person’s activities and experiences, and, as with myelination, it helps the brain work more efficiently.
Source: Tapert & Schweinsburg, 2005
Copyright © 2008 The Mentor Foundation
Slide 14

15. The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Brain Development
When the pruning is complete, the brain is faster and more efficient.
But… during the pruning process, the brain is not functioning optimally.
When the pruning and mylenation process is complete, the brain can work faster and will be more efficient. But, during the pruning process, the brain is not functioning at optimal capacity.
Because the pruning process occurs in stages across brain structures, it is informative to examine this process in more detail.
Source: Giedd, 2004.
Copyright © 2008 The Mentor Foundation
Slide 15

16. Brain Development Maturation Occurs from Back to Front of the Brain
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Brain Development
Maturation Occurs from Back to Front of the Brain
Images of Brain Development in Healthy Youth (Ages 5 – 20)
Blue represents maturing of brain areas
The maturation of brain structures generally occurs from the back of the brain to the front. There are four primary brain structures from the back to the front of the brain – cerebellum, nucleus accumbens, amygdala and prefrontal cortex – that are noteworthy in terms of how their differential maturation may impact adolescent behavior.
A major brain structure at the back of the brain is the cerebellum. This structure controls physical or motor coordination, and is a region that is involved in the playing of sports.
The nucleus accumbens, which is responsible for motivation, and the amygdala, which identifies and controls emotion, are brain regions located more in the middle of the brain. The nucleus accumbens is responsible for how much effort the organism will expend in order to seek rewards. A developing nucleus accumbens is believed to contribute to the often-observed tendency that teenagers prefer activities that require low effort yet produce high excitement. Real-world observations may bear this out: many teenagers favor playing video-games, for example. The amygdala is responsible for integrating how to emotionally react to pleasurable and aversive experiences. It is hypothesized that a developing amygdala contributes to two behavioral effects: the tendency for adolescents to react to situations with “hot” emotions rather than more controlled and “cool” emotions, and the propensity for youth to mis-read neutral or inquisitive facial expressions from other individuals as a sign of anger.
And one of the last brain regions to complete maturation is the structure named the prefrontal cortex, located just behind the forehead. Sometimes referred to as “the seat of sober second thought,” it is the area of the brain responsible for the complex processing of information, ranging from making judgments, to controlling impulses, foreseeing the consequences of ones’ actions, and setting goals and plans. A developing prefrontal cortex may contribute to poor judgment and risk taking..
Copyright © 2004 The National Academy of Sciences, USA
Gogtay, N., Giedd, J.N., et al. (2004)
Dynamic mapping of human cortical development during childhood through early adulthood
Proceedings of the National Academy of Sciences, 101 (21), 8174 – 8179
Source: Gogtay, Giedd, et al., 2004.
Copyright © 2008 The Mentor Foundation
Slide 16

17. Implications of Arrested Development:
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Implications of Arrested Development:
Adolescent Behaviour
Earlier development of the back of the brain and later development of the front of the brain …
Let’s put this developmental picture into a boarder perspective of general adolescent behavior.
Neurodevelopment suggests that the adolescent is more “under the influence” of the physical activity and the emotional structures of brain, compared to the judgment (prefrontal cortex) portion of the brain. Thus, we can expect that teenagers tend to
(GO TO NEXT SLIDE)
Copyright © 2008 The Mentor Foundation
Slide 17

18. The Frontal Lobes “Executive Functions” Governing emotions Judgment
Planning
Organization
Problem Solving
Impulse Inhibition
Abstraction
Analysis/synthesis
Self-awareness*
Self-concept*
Identity
and
Spirituality
*Self- “everything”
Williamsgroup, 2003: Please credit Protecting You/Protecting Me (PY/PM) 18

19. UNDER CONSTRUCTION Minimal consideration of negative consequences
Back of brain matures before to the front of the brain…
sensory and physical activities favored over complex, cognitive-demanding activities
propensity toward risky, impulsive behaviors
group setting may promote risk taking
poor planning and judgment
Minimal consideration of negative consequences
…..prefer sensation seeking and physical activities over ones that require a great deal of complex thinking;
…..show less than optimal planning and judgment;
…..engage in more risk-taking and impulsive behaviors compared to when the person is older; and
…..be less inclined to consider the possible negative consequences of such risky behaviors.

20. UNDER CONSTRUCTION Neurodevelopment likely contributes to….
> risk taking (particularly in groups)
> propensity toward low effort - high excitement activities
> interest in novel stimuli
< capacity for good judgment & weighing consequences

21. 21 21

22. 22 22

23. The Brain Bonsai Overproduction and Exuberance Pruning
Experience in the world causes specialization and selection of cells
Use it or lose it
Neurons that fire together wire together
Overproduction and Exuberance
Pruning 23

24. The Fear Response Visual Thalamus Visual Cortex Amygdala 02-066
In brain development there are complex pathways between the sensing system and how the brain works. These pathways are dependent upon how well the individual neurons interact with each other through their synaptic junctions. Thus, when you see a snake the optic nerve pathway intersects with the visual thalamus in the centre of the brain which can then signal the amygdala to generate what is often called a fear response. The optic nerve pathway continues on to the visual cortex which can help interpret whether the snake is real or is a stick. With normal brain pathways and function, the signal from the visual cortex can if the signal is a stick shut down the fear response through the amygdala. If the brain develops in an inappropriate manner, there are some things which an individual can sense in a fear response that it is not possible to turn around when other cognitive functions signal that this should not be a fear response.
Scientific American
The Hidden Mind, 2002, Volume 12, Number 1

25. - + - + Amygdala Hippocampus Emotional Stimulus Cortisol Cortisol PIT
03-002
Amygdala
Hippocampus - + - +
Hypothalamus
PVN
Cortisol
Cortisol
CRF
PIT
ACTH
Adrenal
Cortex
LeDoux, Synaptic Self

26. Amygdala and Hippocampus

27. What emotion do you see? What emotion do you see in this face??
                  
What emotion do you see in this face??
At the McLean Hospital in Belmont, Mass., Deborah Yurgelun-Todd and a group of researchers have studied how adolescents perceive emotion as compared to adults. The scientists looked at the brains of 18 children between the ages of 10 and 18 and compared them to 16 adults using functional magnetic resonance imaging (fMRI).
Both groups were shown pictures of adult faces and asked to identify the emotion on the faces. Using fMRI, the researchers could trace what part of the brain responded as subjects were asked to identify the expression depicted in the picture.
The results surprised the researchers. The adults correctly identified the expression as fear. Yet the teens answered "shocked, surprised, angry." 27

28. Fear Contempt Surprise Anger Disgust Sadness Happiness
WHAT YOU SEE IS WHAT YOU GET!
Fear
Contempt
Surprise
Anger
Now we will look at the answers to the questions. The first picture is of fear. The second is contempt or loathing. The third is Surprise. The forth is anger. The fifth is disgust. The sixth is sadness and the seventh is happiness.
Disgust
Sadness
Happiness 28

29. Adolescents use the Amydala (fight or flight response) rather than the Frontal Cortex (used by older adults) to read emotions
All the adults identified the emotion as fear, but many of the teenagers saw something different, such as shock or anger. When she examined their brain scans, Todd found that the teenagers were using a different part of their brain when reading the images. 10o% of adults to only about 1/2 of adolescents
Deborah Yurgelun Todd McLean Hospital Belmont, Mass (2004) 29

30. ACC The “Oops Centre” 30

31. Greater motivational drives for novel experiences, coupled with an immature inhibitory control system, could predispose to performance of impulsive actions and risky behaviors.
This combination of reduced inhibition, and increased risk or thrill seeking may be natures way of promoting exploration of the world, an eagerness to leave the nest (Ha!) and seek out a partner.
However, in a world of fast cars, readily available drugs and alcohol, this combination simply puts teens at increased risk.

32. Putting the brakes on, planning and regulating emotion
develops with the final development of the frontal lobe at
Around
A fully pruned and sculpted frontal lobe HELPS (no guarantees) to resist the need to
buy the first clothes you see or impulsively blow up in anger at your parent

33. 33

34. Made worse as group adolescent brains amp-up the levels

35. The Problem Autonomy drivers license
Frontal Lobe Development
So much they can do before the brains control systems finish building
Average age of first sexual encounter in Canada
Autonomy
drivers license 35

36. The Cognitive Affective Balance
Early Adolescence
Early Adulthood
Ideally!
KEY: Not the overall balance that matters, it is the flexibility to shift when needed

37. Remember: the emotional brain is often in charge in teens.
The teen brain, dominated by the emotional centers, seeks stimulation. The emotional brain does not consider options, weigh all sides of an issue, or analyze facts. It causes action. Because of this, your child, once so admiring of you as parents, so willing to help at home, and so eager to please, may change into someone you hardly recognize. The emotional brain seeks novelty and stimulation, and so the teen is drawn to experiences that will satisfy this need. We call this “risk behavior.” 37

38. SCENARIOS What we THINK…. Affects what we FEEL… Affects how we ACT….38

39. Positive Approach... NURTURE by being supportive, warm and encouraging
DISCIPLINE by teaching how to behave, set and enforce limits, and monitor behavior
RESPECT by encouraging teens to develop their own opinions and beliefs, model civility and allow privacy
Nurture
Discipline
What does positive parenting look like?
Respect

40. Positive Parenting is Ideal
POSITIVE PARENTING is warm, supportive and encouraging while being firm, consistent and clear with limits and boundaries.
HIGH Nurturance
HIGH Expectations
HIGH Respect
DOMINATING PARENTING is harsh, punitive and rigid.
LOW Nurturance
HIGH Expectations
LOW Respect
“I’m important in my teen’s life. We have some good times and some bad times, but I’m there for the long run.”
“I need to really clamp down
now that he’s a teen..
If you give him an inch,
he’ll take a mile”
PERMISSIVE PARENTING is inconsistent enforcement of rules, or no rules at all and a need to be a pal, more than a parent.
HIGH Nurturance
LOW Expectations
MODERATE Respect
UNENGAGED PARENTING is inconsistent presence in a child’s life - teens raise themselves.
LOW Nurturance
LOW Expectations
LOW Respect
We need to look at parenting, from the perspective different of parenting styles.
Research done by Dr. Lawrence Steinberg at Temple University about parenting styles finds:
20 to 25% of parents use a Positive approach to parenting
20% or parents are Dominating
20% are Permissive and
40% are Unengaged
This is a major concern. Unengaged parents provide the least protection physically and emotionally for their teens, and this is the most commonly practiced parenting style.
“I really want to enjoy parenting my teen. It’s important for them to fit in and have what they want, and not have too many rules. We get along better that way.”
“It’s time to let go now that my child’s grown up. It’s time to get my needs met. He can take care of himself.”

41. When in Conflict Remember….
Don’t engage in “power struggles” that are about how to think, and who is right.
Focus on the important issues of health and safety.
Model the language and tone of voice you expect from your teen.
Stay calm and remember you are in charge - You are the adult
Avoid conflicts when you are pressed for time - often issues can be dealt with later and this gives you time to be creative in finding a win-win approach.
Be realistic about how your teen acts - they simply don’t have the skills and experience you have in dealing with disagreements.
Find ways to say “YES” as well as “no”. Look for common ground where you and your teen agree,
Don’t forget your sense of humor - it’s your best tool for putting issues in perspective.
Conflict is part of any relationship. Here are some strategies for dealing with your teen when you don’t agree.

42. A Model for Solving Problems Together
When preparing to discuss an issue with your teen, think of the words I CARE, I SEE, LISTEN, I WANT and I WILL… it will help you organize your thoughts and get to some healthy resolution.
I CARE — express warmth and love
I SEE — state the facts
I FEEL — share your feelings
LISTEN — what are your thoughts?
I WANT — state a plan of action
I WILL — say what you’ll do to help out
Sometimes we need to address tough issues with our teens. Here is a model that can help begin these conversations and keep the dialogue going.
I CARE —“I love you and I’m concerned.”
I SEE —“Last night you came home for dinner an hour late”
I FEEL —“I was worried and angry that you didn’t check in with me”
LISTEN — (You could say nothing… let them explain…)
I WANT —“Next time, I want you to call me ahead of time if you’re going to be late”
I WILL —“I’ll be sure to let you know when I’m going to be late too” (monitoring is being modeled)
*Center for the Application of Prevention Technologies (CAPT)

43. GREATEST OPPORTUNITY…GREATEST VULNERABILITY
As the adolescent brain is reconfigured it is more susceptible to long lasting damage of drugs, alcohol, and negative experiences. Unfortunately, the brain is most vulnerable at a time when they are most inclined to take risks and to act impulsively…”
(Jay Giedd, NIH 2004)

44. Alcohol & Other Drugs
Increase in dopamine which further encourages risk taking
Increase in depression and anxiety
Can wound or damage brain
(more than in adults)
Hinder brain storage of new information
Mood-altering drugs stimulate neurons to release a flood of dopamine. The brain responds by reducing the number of dopamine receptors on target neurons. Thus the drug high is reduced. However, the person’s ability to enjoy ALL normal pleasures is also reduced. Resulting feelings of depression and hopelessness lead the person to crave another blast of dopamine, and the pattern is set.
Adolescent brains have long been thought of as more resilient, even after a good dousing of alcohol. But MRI and functional MRI of weekly and binge alcohol-drinking teen brains show delays in synapse resuscitation, damage to brain cells, impaired memory and cognition, and less overall brain activity. The impact was seen years later, after they’d stopped drinking. (Strauch, 2003)
Teaching idea: Show a segment of the video The Secret Life of the Brain, Session Three, “A World of Their Own.” It has a nice representation/explanation of the reward pathways. You can watch part of the video with RealPlayer at 44

45. Drug use starts early and peaks in the teen years
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Drug use starts early and peaks in the teen years
Evidence from surveys
First Drug Use (number of initiates)
Infant
Teen
Adult
Older Adult
Child
If adolescents are more susceptible to the effects of alcohol, it would be expected that adolescents reveal early susceptibility to developing an alcohol use disorder, and also would show higher rates of alcohol use compared to adults. There are data to support these trends.
Copyright © 2008 The Mentor Foundation
Slide 45

46. Human Data: Alcohol’s Effects
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Human Data: Alcohol’s Effects
The hippocampus encodes new information into memory.
Adolescents with a history of alcohol use disorder have a smaller hippocampus volume (on average, by about 10%).
There are some human data that have confirmed the findings from the animal literature. Professor Susan Tapert and her colleagues studied 14 adolescents (ages 15-17) with a history of an alcohol use disorder and 17 healthy comparison teenagers. Those with the histories of healvy drinking had a smaller left hippocampus volume.
Source: Tapert & Schweinsburg, 2005
Copyright © 2008 The Mentor Foundation
Slide 46

47. 47

48. Adolescents and Sleep
Shift in Circadian (Biological Clock) to preferring later bedtimes and rise-times
Need for sleep increases at puberty
Societal influences push teens toward sleep delay
Sleep deprivation common
But a teen’s sleep habits are not an expression of defiance, rebelliousness, or laziness. There is a shift in circadian (biological clock) to preferring later bedtimes and rise-times (adolescent “owl” tendencies vs. child “lark” tendencies). Teenagers start to secrete melatonin up to two hours later than when they were younger. Melatonin is one of the brain’s sleep chemicals. As the day grows darker, it is secreted by the pineal gland and it helps make us drowsy. In addition to this shift, there is also a need for more sleep. Adolescents need about 9.5 hours of sleep per night, and even then they are often sleepy in the middle of the day.
And although the changes in the tendency to want to stay up later are not great, social situations can result in a spiral effect that can impact every aspect of an adolescent’s life. Brain/behavior/social context interactions are key to understanding this problem.
Technology (TV, computers, video games, music gadgets, etc), peer interactions (cars, phones, “significant others”), school schedules (homework, extracurricular activities, “early bird” classes), work obligations – all push in the direction of delayed sleep. In a social context, 100 years ago when it became dark, there were limited options for stimulating activity.
In general many of our teens are continuously sleep deprived.
Look for signs of sleep deprivation, such as:
-- falling asleep spontaneously during quiet times of the day
-- irritability or a lack of tolerance later in the day
-- sleeping for extra long periods on the weekends 48

49. Provide Guidance and Opportunities
Teens need to use their “thinking brains” for planning, analyzing, organizing, problem solving, and making decisions
A teen’s “thinking brain” or frontal lobes and prefrontal cortex need to be used and parents can provide guidance and opportunities for their teen.
Here are some examples:
use teachable moments...“what if” conversations about teen issues that are on television or in the newspaper
ask for your teen’s opinion about other’s experiences, such as car accidents...ask “what do you think?” and then LISTEN!
role play or rehearse situations: “what would you do if ---?” This gives the teen a chance to consider actions before the situation arises, and he would have a prepared response.
consider the positive and the negative aspects of extracurricular activities together...encourage your teen to weigh them
allow the teen to take on some responsibilities, and live with the consequences. 49

50. Keep Communicating Listen Encourage Support
To promote development of the thinking brain, keep communicating when you child becomes a teen!
Listen to your teen with respect.
Demonstrate an interest in the teen’s opinions and points of view.
Realize that the teen’s brain is not ready to consider all sides of an issue – gently challenge your teen to do this.
Use car time as an opportunity for conversation, or for listening to your teen and his or her friends.
Watch TV together, and have conversations about what you are watching.
Ask open-ended questions such as “what do you think?”
Celebrate successes, large and small
Acknowledge effort. 50

52. In Closing: Brain development continues throughout life.
The “emotional” brain shows earlier development than the “thinking” brain
The “emotional” brain seeks novelty and stimulation, sometimes met by risky behavior
Risks can be healthy and unhealthy
Adults can and should provide guidance, opportunities, and environments that promote development of the “thinking” brain 52

53. Assist your child with challenges that require planning
The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Take Home for Parents
Promote activities that capitalize on the strengths of the developing brain
Assist your child with challenges that require planning
Reinforce their seeking advice from you and other adults
Educate about risk taking and negative consequences
Never underestimate drug effects on developing brain
Tolerate “oops” behaviors common during the teens
Here are six summary points of this material organized by the mnemonic, PARENT.
(READ EACH LETTER AND SUMMARY STATEMENT)
Copyright © 2008 The Mentor Foundation
Slide 53

54. The Developing Brain, Adolescence and Vulnerability to Drug Abuse
References
Brown, S.A., Tapert, S.F., Granholm, E., & Delis, D.C. (2000). Neurocognitive functioning of adolescents: Effects of protracted alcohol use. Alcoholism: Clinical and Experimental Research, 242,
Clark, D. B., Kirisci, L., & Tarter, R. E. (1998). Adolescent versus adult onset and the development of substance use disorders in males. Drug and Alcohol Dependence, 49,
Giedd. J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021,
Gogtay, N., Giedd, J.N., et al. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences, 101 (21), 8174 – 8179.
Grant, B.F., Dawson, D., et al. (2004). The 12-month prevalence and trends in DSM-IV alcohol abuse and dependence: United States, and Drug and Alcohol Dependence, 74,
Johnston, L. D., O’Malley, P. M., & Bachman, J. G. (2006). Monitoring the Future national survey results on drug use, Bethesda, MD: National Institute on Drug Abuse.
Spear, L. P. (2002). Alcohol’s effects on adolescents. Alcohol Health and Research World, 26(4),
Tapert, S. & Schweinsburg, A.D. (2005). The human adolescent brain and alcohol use disorders (pp ). In M. Galanter (Ed.), Recent developments in alcoholism: Vol XVII. Washington D.C.: American Psychiatric Press.
Winters, K.C., & Lee, S. (2008). Likelihood of developing an alcohol and cannabis use disorder during youth: Association with recent use and age. Drug and Alcohol Dependence, 92,
Copyright © 2008 The Mentor Foundation
Slide 54

55. The Developing Brain, Adolescence and Vulnerability to Drug Abuse
Suggested Reading
Dahl, R.E. & Spear, L.P. (Eds.) (2004). Adolescent brain development: vulnerabilities and opportunities. NY, NY: Annals of the New York Academy of Sciences, Volume 1021.
Dubuc, B. (n.d.). The brain from top to bottom. Retrieved September 1, 2004, from McGill University Web site:
Nestler, E. J., & Malenka, R. C. (2004, March). The addicted brain. Scientific American, 290 (3),
Wallis, C. (2004, May 10). What makes teens tick? Time, 163,
U.S. News & World Report. (Special Issue, 2005). Mysteries of the teen years. Author.
Copyright © 2008 The Mentor Foundation
Slide 55

56. Books and Resources
The Primal Teen: What the new discoveries about the teenage brain tell us about our kids. Barbara Strauch New York Anchor Books 2003
“Why do they act that way.” A Survival Guide to the Adolescent Brain for you and Your Teen . David Walsh PhD New York Free Press 2004
Teen Brain, Teen Mind. What Parents Need to Know to Survive the Adolescent Years . Dr Ron Clavier Toronto Key Porter Books 2005
PBS Frontline (2003). Inside the Teenage Brain.
Giedd, J. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2(10),
Carskadon, M. (2000). Adolescent sleep needs and patterns: Research report and resource guide. Washington, DC: National Sleep Foundation. 56