Aims: How does the adolescent brain work? How can we best nurture adolescents? The importance of looking after your wellbeing as school staff?

Adolescence Starts around age 12 and continues to mid twenties. Girls start 12 -18 months earlier than boys and there is the possibility of late onset and late completion It is a period of remodelling of the brain that affects both the structure and the function of the brain Hyper-rational thinking Lowered dopamine levels with increased release levels Preparation for leaving the safety of home towards increased autonomy and interdependence

Attachment Recognition – for the child to feel noticed, get attention Safety – to be protected from harm and intrusion Soothing – to be comforted, supported/guided, regulated from intense emotions Security- because of all the above for the child to feel secure in their position within the family

Authoritarian Authoritative Indulgent Indifferent Children are expected to follow the strict rules established by the parents. Failure usually results in punishment. Do not explain the reasoning behind these rules. This style is “ obedience- and status-oriented” Authoritative Children are expected to follow established rules and guidelines. parents are responsive to their children and willing to listen to questions. This style is “monitor and impart clear standards of conduct. Assertive, but not intrusive and restrictive; supportive rather than punitive. Indulgent Have very few demands, rarely discipline their children with relatively low expectations of maturity and self-control. More responsive than demanding; non-traditional and lenient. Do not expect mature behaviour and avoid confrontation. Nurturing and communicative with their children, often taking on the status of a friend more than that of a parent. Indifferent Style is characterised by few demands, low responsiveness and little communication. While these parents fulfil the child’s basic needs, they are generally detached from their child’s life. In extreme cases, this style tends to reject or neglect the needs of their children.

During adolescence the childhood attachment to primary carers and adults shifts to the peer group. What impresses peers, increases self-evaluation and the “reward circuit” in the brain is of more value.

Inside the Adolescent’s Brain 1 Leaving “home” (the familiar) is risky, uncomfortable, uncertain and dangerous. Nature is preparing them for separation, individuation and creative problem solving skills towards the development of their self-identity, autonomy and adaptation. Separating from parents and leaving home is the riskiest move and it is therefore a period of preparation for survival and success. Although they are preparing for separation they are very sensitive to rejection and exclusion. This is also a period of push against the status quo, authority figures, parents and other adults.

Inside the Adolescents’ Brain 2 Adolescents perceive the world in vivid colours and have intense emotions Their tendency towards hyper-rational thinking limits the space between impulse and action leading to risk taking behaviour Mentalizing (taking an alternative perspective is still in the process of development. Nature rewards risk taking with release of dopamine in preparation. Because of its bias toward reinforcing the “reward circuit” adolescence is a critical period for addictive behaviour.

Brain Remodelling During Adolescence Getting rid of neurons and synaptic connections that are not being used (pruning) Laying down and strengthening the myelin sheath of existing neurones and synaptic connections

The Prefrontal Cortex Sound decision making Empathy Considering consequences Regulating emotions Self-awareness Morality

The Limbic System (Reward Centre) Emotional centre of brain Amygdala is part of the limbic system Adult Brain Most of the activity in the adult brain is in the frontal lobe Thinking, reasoning, planning Adolescent Brain Most of the activity in the teen brain is focused in the center Pleasure reward center

Core emotional needs of adolescents Secure attachment to others Acceptance Safety Stability Nurturance

Core emotional needs of adolescents Autonomy, competence, self-identity Age appropriate responsibility Learning and achieving appropriate educational competencies Exposure to diverse experience to widen and deepen interests/ hobbies Opportunity to make mistakes and learn from them

Freedom to express valid emotions and needs For their emotional expressions to be valued and attended to where necessary To express opinions, beliefs and view points different from parents and to be taken seriously To be encouraged and supported in developing thinking and reasoning capabilities.

Spontaneity and play Play is a creative expression In adolescence it takes the form of hobbies, extracurricular activities According to Erikson children’s play is the foundation for adult’s self expression through work/career

Realistic limit setting Consistency – behaviour expected at home is same as school and society Enabling them to manage their emotions and social relationships successfully Life skills – managing time and finances, problem solving etc.

What 3 things can you do to support your adolescent’s emotional, social and educational development?

The style that most fits the needs of a developing adolescent is the authoritative style. • Be clear about rules and consequences, but always explain your reasons. • Be mindful of the young person’s need for increasing independence. • Be sure to ask your teenager’s opinion. Listen to and respect their views, and if you agree with them take them into account. If you don’t agree, explain why. • Let the young person know they are valued and respected. • Set the rules with the young person so that they have a say in how they are decided. • Make sure all rules are age appropriate and the young person is aware of what will happen if they are broken. • Be sure that adults also take time for themselves.