1. “The Teen Brain : a workshop for parents” John Coleman

2. Why teenagers are important
It is a truly fascinating but also challenging stage of human development;
Young people can be likeable! We can enjoy their enthusiasm, their idealism, and their energy;
Parents of teenagers get a raw deal! There is too little information and too little support available for this group of parents.

3. Exercise 1
Typical Teenage Behaviour Everyone should write down 4 examples of typical teenage behaviour.

4. Instructions to Tutor - 1
Take feedback in whatever way seems appropriate,
Ask for comments when everyone has told the group their examples,
Point out key issues – either very negative, or topics like sleep, communication etc which will come up later in the session,
Main reason for doing this – start group reflecting on how they perceive teenagers.

5. Tutor can use examples from other groups
Self-absorbed Secretive Sensitive Sleeping a lot Over-reactive Emotional Apathy Obsessed with sex Unpredictable moods Uncommunicative Grunting Anger Anxious/stressed Pushing boundaries Caring Needy Won’t go to sleep Fun to be with.

6. The teenage brain
We can now start talking about brain development. The plan is to give you a very easy introduction to what happens during these years, and why this matters.

7. The changing brain
We used to think the brain had stopped developing at the end of childhood;
We have learnt that there is major change at this time;
We have learnt about this change in the brain as a the result of the technology of scanning;
New knowledge had altered the way we understand young people.

8. The actual brain

9. The brain is immensely complex
The human brain is probably the most complex entity in nature;
Approximately 100 billion nerve cells, or neurons, in the human brain;
The very beginning of an exciting journey;
Technology is advancing at an incredible rate - but we have a long way to go!

10. Three key areas of the brain
We will now look at a simple picture of the brain;
Note particularly these three key areas:
The prefrontal cortex (thinking and reasoning)
The amygdala (emotion, sensation and arousal)
The hippocampus (memory)

12. The main changes The brain matures in all areas;
The brain matures from back to front;
There is an increase in grey matter at the end of childhood, followed by pruning;
There is greater connectivity across the brain;
The hormone balance undergoes upheaval and alteration.

13. Instructions to Tutor - 2
The next exercise offers a chance for the group to think about their own behaviour,
Again, take feedback once the group has completed the exercise,
Use examples to illustrate key issues about relationships between adults and young people.

14. Exercise 2
Typical parent behaviour Write down four examples of typical parenting behaviours, as you think your teenager would describe them!

15. How do you think these behaviours affect relationships in the home?
Discussion Topic
How do you think these behaviours affect relationships in the home?

16. Back to the brain. Let’s think a bit more about pruning.

17. Why this is important
We have learnt that there is a major increase in gray matter at the end of childhood;
The following years see a gradual decrease in this matter – this is known as pruning;
In essence the brain concentrates on the useful neurons and connections, and lets the others die away;
This is an essential process, but involves a really big reorganisation.
The following graph shows a 17% reduction in gray matter.

19. Instructions to Tutor - 3
Understanding pruning allows us to see why it may be that teenagers feel confused or uncertain;
It is worth stressing that this is a really big process, and has many implications;
The reorganisation of the brain during these years is essential, but it leads to a feeling of not knowing what you think, and a difficulty in making decisions;
The group may have heard of the phrase “use it or lose it”. This could be useful as a way of explaining this process.

20. Instructions to Tutor - 4
The next topic is hormones. Again a hugely important topic;
Emphasise how hormones affect behaviour;
For teenagers dopamine very important – note more dopamine receptors in teenagers;
In teenagers much more variability than adults during a 24 hour period in levels of hormones;
This explains why moods and feelings can be so volatile.

21. The hormone balance
There are many hormones that influence brain function, and thus behaviour;
There is a major alteration in the hormone balance during adolescence;
A few examples:
The sex hormones
Cortisol (the anxiety hormone)
Serotonin (the feel-good hormone)
Dopamine (the reward hormone)
Melatonin ( the hormone that affects sleep)

23. Melatonin and sleep Melatonin release is delayed in most teenagers;
This can lead to loss of sleep;
Sleep deficit can impact on learning and behaviour;
Sleep is critical for learning – sleep is a time of memory consolidation;
Teenagers not getting enough sleep is a matter for concern.

24. Instructions to Tutors - 5
The next two slides summarise the main changes that occur as a result of changes in the brain;
Note – there are good changes as well as not-so-good changes in behaviours;
An awful lot of maturing is taking place, even if adults do not recognise this!

25. Summary of the good changes
Maturity leads to:
Abstract thinking
Better memory
Greater vocabulary
Scientific reasoning
Better communication skills
Connectivity:
Two halves of the brain work better
The individual is able to use more parts of the brain.

26. Summary of the “not so good” changes
Upheaval within the brain:
Confusion
Uncertainty
Not knowing what to think or how to decide
Hormone balance upset:
Mood swings
Irritability
Wanting to have fun
Keen to take risks.

27. Exercise 3 – The Change Questionnaire
Complete the Questionnaire as you think your teenager might complete it.

29. An example
Memory Better Worse

30. Instructions to Tutor - 6
This exercise should open up lots of discussion;
The tutor can draw attention to topics such as sleep, stress etc., all related to changes in the brain;
Three topics that most teenagers agree about: life more stressful, more moody and more difficult to get to sleep;
Tutors can ask why this is?

31. Back to the brain

32. Some big questions
How long do the changes in the brain continue? (till mid-twenties)
Is the process the same for everyone? (big individual differences)
What about boys and girls? Are their brains different? (in some ways, but there is more similarity than difference)
What about social media? Does screen time affect brain development? (Broadly no! It is more important to look at what young people are doing on-line than the amount of time on-line. However, extreme use of screens is damaging).

33. Risk-taking
Some, but not all, teenagers take risks or do things without thinking;
These behaviours may be to do with different rates of change in parts of the brain;
BUT some argue that novelty-seeking and experimentation are built into our genes;
The hormone balance makes a difference;
Peers and the social circumstances make a difference too.

34. Exercise 4 - Sleep
Five minutes
In this exercise you should find someone to talk to, and discuss your teenager’s sleep pattern.

35. Final bit on the brain

36. The social brain An area especially active in social relationships;
New skills – empathy and perspective-taking;
Face recognition and impression-formation develop;
BUT preoccupation with the self;
We sometimes talk about “the imaginary audience”. Teenagers anxious about how they look to others.
Teenagers are much influenced by peers at this stage.

37. The role of adults
This is a critical period, so the environment matters;
Adults are a key element of the environment;
Here are some roles for adults;
Understanding
Managing the hormone balance
“Beefing up” the prefrontal cortex
Assisting with good routines

38. What can young people do?
There are things that young people can do to “beef up their prefrontal cortex”
Be proactive in the use of media
Be curious – expand intellectual horizons
Practise choice and decision-making
Be active, get more oxygen to the brain.

39. A summary A time of significant change;
A time of upheaval in emotion regulation;
Adults should recognise this as a stage;
Remember that the brain and the environment interact;
Adults have a key role in helping young people manage the changes.

40. Thank you!