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1 Adolescent Brain Development Your Trainer: Chuck Marquardt Presented by the California Family Health Council, Inc.

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Presentation on theme: "1 Adolescent Brain Development Your Trainer: Chuck Marquardt Presented by the California Family Health Council, Inc."— Presentation transcript:

1 1 Adolescent Brain Development Your Trainer: Chuck Marquardt Presented by the California Family Health Council, Inc.

2 2 Program Objectives At the conclusion of this workshop participants will be able to: At the conclusion of this workshop participants will be able to: Discuss current research on adolescent brain development Discuss current research on adolescent brain development Describe practical applications of knowledge about adolescent brain and psychosocial development. Describe practical applications of knowledge about adolescent brain and psychosocial development. Demonstrate education and counseling techniques that apply the theory of adolescent development to real life scenarios. Demonstrate education and counseling techniques that apply the theory of adolescent development to real life scenarios.

3 3 Adolescent Development

4 4 Thought Cycle Thought Cycle Thoughts Feelings BehaviorResults

5 5 Adolescent Psychosocial Development Internal Influences Internal Influences Adolescent Cognitive Development Adolescent Cognitive Development External Influences External Influences Adolescent Social Development Adolescent Social Development

6 6 Internal Influences on Teen Relationships Adolescent Cognitive Development READwww.time.com/time/magazine/article/0,9171,994126,00.html

7 7 Recent News about Brain Development Recent News about Brain Development Different areas of the brain mature at different rates Different areas of the brain mature at different rates Area controlling executive functions is the last part of the adolescent brain to mature Area controlling executive functions is the last part of the adolescent brain to mature

8 8 Adolescent Cognitive Development Prefrontal cortex regulates: Prefrontal cortex regulates: planning planning setting priorities setting priorities organizing thoughts organizing thoughts suppressing impulses suppressing impulses weighing weighing consequences of ones actions

9 9 Adolescent Cognitive Development Concrete vs. Abstract Thinking Concrete vs. Abstract Thinking How will knowing this affect how you work and talk with teens? How will knowing this affect how you work and talk with teens?

10 10 Adolescent Cognitive Development Hormones Hormones Increased hormones during puberty contribute to excitability in teens by affecting the brains emotional center Increased hormones during puberty contribute to excitability in teens by affecting the brains emotional center Hormones also activate the ability for intense feelings in teens Hormones also activate the ability for intense feelings in teens How will knowing this affect how you work and talk with teens? How will knowing this affect how you work and talk with teens?

11 11 Adolescent Cognitive Development The hormone-brain relationship contributes to increased risk-taking at a time when the center of the brain that puts on the brakes is still under construction. The hormone-brain relationship contributes to increased risk-taking at a time when the center of the brain that puts on the brakes is still under construction. How will knowing this affect how you work and talk with teens? How will knowing this affect how you work and talk with teens?

12 12 External Influences on Teens Adolescent Social Development

13 13 Adolescent Social Development Key social developmental task Key social developmental task establishment of own identity establishment of own identity to separate from the family to separate from the family Put that together with what we just learned about cognitive development

14 14 The Need to SeparatefromFamily Drive Towards Autonomy and Self-identity Immature Brain Development Increased Risk Taking Teens sometimes struggling

15 15 Adolescent Social Development Teens are influenced by: Teens are influenced by: Family Family Peers Peers School School Community norms Community norms Cultural norms Cultural norms Teens are influenced by personal experiences Teens are influenced by personal experiences

16 16 Relationship Tasks To navigate their world, teens need to develop: To navigate their world, teens need to develop: biologically (brain) biologically (brain) emotionally (maturity) or emotionally (maturity) or socially (self-identity vs. peer pressure) socially (self-identity vs. peer pressure)

17 17 Relationship Tasks Biologic Maturity Biologic Maturity Movement from concrete thinking to abstract thinking affects teens ability to evaluate how todays actions will affect tomorrow. Movement from concrete thinking to abstract thinking affects teens ability to evaluate how todays actions will affect tomorrow.

18 18 Relationship Tasks Emotional maturity: Emotional maturity: The ability to navigate power and control dynamics within a relationship. The ability to navigate power and control dynamics within a relationship.

19 19 Relationship Tasks Social Maturity Social Maturity The process of adolescent individuation (separating themselves from parents and family) is a normal developmental task. The process of adolescent individuation (separating themselves from parents and family) is a normal developmental task. If this process is rebellious it can contribute to some teens making unhealthy choices about who they associate with. If this process is rebellious it can contribute to some teens making unhealthy choices about who they associate with.

20 20 Learning Point #1 Brain development research is reinforcing what program evaluation is already telling us.

21 21 The Good News: We Know What Can Help – Youth Development!

22 22 Resiliency Definition Definition The capacity for healthy development and successful learning in spite of challenges. The capacity for healthy development and successful learning in spite of challenges. 15 year old Shawns definition: 15 year old Shawns definition: Resiliency is about bouncing back from problems and stuff with power and more smarts.

23 23 Core Messages of Resilience Research Core Message #1 Resilience is a capacity all youth have for healthy development and successful learning.

24 24 Core Messages of Resilience Research Core Message #2 Certain personal strengths are associated with healthy development and successful learning.

25 25 Core Messages of Resilience Research Personal Strengths Social Competence: relationship skills Social Competence: relationship skills Autonomy: sense of self/identity Autonomy: sense of self/identity Problem-Solving Skills Problem-Solving Skills Sense of Purpose and Future Sense of Purpose and Future

26 26 Core Messages of Resilience Research Core Message #3 Certain characteristics of families, schools, and communities are associated with the development of personal strengths and, in turn, healthy development and successful learning.

27 27 Core Messages of Resilience Research Environmental Protective Factors Caring Relationships Caring Relationships High Expectations High Expectations Opportunities for Participation Opportunities for Participation

28 28 Core Messages of Resilience Research Core Message #4 Changing the life trajectories of children and youth from risk to resilience starts with changing the beliefs of the adults in their families, schools, and communities.

29 29 Core Messages of Resilience Research Communicate to Youth their Ability to: Succeed in life Succeed in life To be happy To be happy To be proud of themselves To be proud of themselves

30 30 Developmental Assets 40 Developmental Assets for Adolescents 40 Developmental Assets for Adolescents Source: Source: The more assets, the better The more assets, the better Youth Development: strengthening and developing more assets Youth Development: strengthening and developing more assets

31 31 Resiliency, Youth Development and You Adults are an essential part of teens environmental protective factors Adults are an essential part of teens environmental protective factors Resilience strengths (assets) are critical survival skills Resilience strengths (assets) are critical survival skills Success is seen with Developmental vs. Behavioral program Success is seen with Developmental vs. Behavioral program

32 32 Resiliency, Youth Development and You Teens express characteristics or skills that they have had a chance to develop Teens express characteristics or skills that they have had a chance to develop LESSON: Help them develop skills LESSON: Help them develop skills How does Brain Development research impact this? How does Brain Development research impact this? Draw on ability to think, even if in concrete terms. Draw on ability to think, even if in concrete terms. EXAMPLE - Theo EXAMPLE - Theo Use emotional thinking to your advantage. Use emotional thinking to your advantage.

33 33 Resiliency, Youth Development and You The characteristic must be valued and modeled within teens community The characteristic must be valued and modeled within teens community LESSON: Role model the characteristics you want them to develop LESSON: Role model the characteristics you want them to develop How does Brain Development research impact this? How does Brain Development research impact this? Draw on ability to think, even if in concrete terms. Draw on ability to think, even if in concrete terms. EXAMPLE – Answering questions about sex – ASK BACK EXAMPLE – Answering questions about sex – ASK BACK Use emotional thinking to your advantage. Use emotional thinking to your advantage.

34 34 Resiliency, Youth Development and You Create a climate where the characteristics that you would like to see developed are the norm, even if only at your site. Create a climate where the characteristics that you would like to see developed are the norm, even if only at your site. LESSON: Treat teens and adults with respect and require the same in return LESSON: Treat teens and adults with respect and require the same in return Draw on ability to think, even if in concrete terms. Draw on ability to think, even if in concrete terms. Use emotional thinking to your advantage. Use emotional thinking to your advantage.

35 35 Resiliency, Youth Development and You LESSON: To build problem solving skills you have to give teens the chance to make real decisions about the things that they care about. LESSON: To build problem solving skills you have to give teens the chance to make real decisions about the things that they care about. What do many teens care most about? What do many teens care most about? Their relationships Their relationships Other? Other?

36 36 Resilience Research: In Conclusion 70% of at-risk teens grow into thriving adults

37 37 Thinking it Through

38 38 Get into groups of 2 Get into groups of 2 Chuck will assign the roles of Adult and Youth Chuck will assign the roles of Adult and Youth The Youth in this role play is a 14 year old girl who wants to be pregnant. The Youth in this role play is a 14 year old girl who wants to be pregnant. The adult will take the 14 year old through the thought process WITHOUT thinking for them. The adult will take the 14 year old through the thought process WITHOUT thinking for them. Report Back! Report Back! Thinking it Through

39 39 Answering Questions about Sex

40 40 Get into groups of 2 Get into groups of 2 Everyone gets a question care Everyone gets a question care Choose who will be the adult and youth Choose who will be the adult and youth Youth, tell the adult what your age is Youth, tell the adult what your age is Youth, ask your adult your question Youth, ask your adult your question Adult, do your best to answer it. Keep in mind: Adult, do your best to answer it. Keep in mind: Demonstrate skills and characteristics you want to role model Demonstrate skills and characteristics you want to role model Ask back – learn what the youth already knows. Value their knowledge. Ask back – learn what the youth already knows. Value their knowledge. Provide answers in terms that match the youths development – concrete or abstract as well as social development. Provide answers in terms that match the youths development – concrete or abstract as well as social development. Thinking it Through

41 41 Thank You! Please complete your Evaluation


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