John Coleman University of Oxford

 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.

 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.

 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.

 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.

 Language development  Social cognition includes such things as:  Emotion recognition  Empathy  Impression formation  Perspective taking

 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.

 Sarah Jayne Blakemore’s TED talk at  “The mysterious workings of the adolescent brain”  The Wellcome Trust “Neuroscience and education programme” 

 “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

 “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”

 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!

 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.

 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.

Thank you