Aims of session

2. Aims of session • How teenagers’ brains are different and how this impacts on their behaviour. • To look at why risk taking and challenge are important for development. • To consider how best to respond to these adventures. • Practical tips for supporting and managing their bids for independence.

3. The Adolescent Brain Confirmed by neuroscientists, the teenage brain: • is fundamentally different from children and adult’s • is undergoing a dramatic period of remodelling • is strengthening and pruning back (synaptic) connections in preparation for adulthood. This continues until their mid 20’s. Giedd (2004); Morgan (2007); Bolte-Taylor (2013) At Birth 6 yrs old 14 yrs old

4. What is going on in there? Brain develops from the inside-out and the bottom-up and key areas of the brain develop at different stages: • Reptilian - fully formed at birth • Socio-emotional network (Limbic system) - partially formed at birth • Cognitive-Control Network (Neocortex) - relatively unformed at birth.

5. The Socio-Emotional Networks Some areas of the brain are maturing faster than others. Specifically the parts of the brain concerned with ‘socio-emotional’ networks responsible for: sensation and reward seeking risk taking behaviours emotional arousal and processing desire for social influence & (peer) affiliation impulse behaviours and gut instincts. Steinberg, 2008

6. Cognitive-Control Networks The neocortex (or cognitive control networks) are maturing more gradually. This area of the brain is responsible for: • planning and organisational skills • judging and assessing risks • evaluating consequences • communication • strategic thinking • inhibiting impulses • regulating and managing emotions • empathy Steinberg, 2008

7. In other words...? “the teenage brain has a well-developed accelerator but only a partly developed brake.” Steinberg as cited in Winters, 2008

8. Why teenagers take risks https://www.youtube.com/watch?v=g342LmVvsC4

9. It’s a bit more complicated than that! “The teenage brain is a developing brain not a defective one.” Giedd, 2012

10. Discussion Consider … • What kind of behaviours might you observe as a result of these changes in the brain? • What might be the downsides and the upsides of these changes?

11. Window of Vulnerability (downside) • Impulsiveness - actions based on emotional judgements rather than consequences of behaviour. • Emotional highs and lows - extremes that can be hard to manage. • Differences in recognising emotions - misreading signals and tendency to ‘fall out’ more. • Lack of sleep - risk of suffering from sleep deprivation. • Less focused on the future – harder to plan ahead and make ‘sound’ decisions. • Vulnerability - greater risk of addictions and more easily influenced by others.

12. Window of Opportunity (upside) • Ownership - greater influence over how their own brain gets wired for adulthood. • Maturity - ‘the emerging adult’ shows signs of formidable problem solving, reasoning, self reflection skills, sense of humour etc... • Creativity - especially open to trying new things, being creative, passionate, doing things differently and learning from their mistakes! • Risk Taking - more courage to take more risks, moving out of their comfort zone, seeking new role models and forming new relationships outwith the home – necessary for independence of adulthood (and procreation).

13. Risks, Challenge & Adventure Discussion: • What firsts did you experience between ages 11 and 21? • How were these responded to by your parents?

15. Uninvolved Research suggests that children whose parents show little responsiveness and do not provide any boundaries or rules may: • have poor social and emotional skills • be more likely to have psychological problems • have less interest in school • have low self-esteem. Patten, 2000; Cherry, 2010

16. Autocratic Research suggests that children whose parents are very high in rule enforcement and lower in warmth and responsiveness may: • be very good at following rules but could lack self discipline • be either overly aggressive or excessively shy and fearful out with the home environment • be more likely to lie to their parents. Baumrind, 1991

17. Permissive/Non Directive Research suggests that children whose parents are high in warmth and responsiveness but low in enforcing rules or limits may: • lack self-discipline • be overly self-involved or demanding • feel insecure due to lack of boundaries • be more likely to lie. Baumrind, 1991

18. Overprotective Research suggests that children whose parents are warm and responsive but over-involved may: • lack feelings of autonomy • have a low sense of competence • experience higher levels of emotional anxiety • feel less satisfaction with life. “When children don’t get to practice problem-solving skills, they can’t solve these problems in the future.” Padilla –Walker & Nelson, 2012; LeMoyne & Buchanan 2011

19. Hand it Over! Activity • List all the things you do for your teenagers • Which of these could you ‘hand over’ to them so they can learn more about responsibility? Homework!

20. Handing tasks over! https://www.youtube.com/watch?v=pN0Y2EZuvTU

21. Authoritative Parenting Research claims that children whose parents are consistent in enforcing rules but are also warm and responsive tend to: • be less likely to engage in drug and alcohol use, juvenile delinquency or other antisocial behaviour • be more likely to have safer and healthier ‘online’ experiences • be more likely to say that their parents – not their peers – would influence their decisions • tend to be more securely attached to their parents and less likely to lie to them. Cited in Bronson and Merryman, 2010

22. Child experiences difficulty and turns to parent for help Child is willing to explore the world independently Securely Attached Child Child feels safe, secure and learns ways to manage their distress Parent responds to child in a sensitive and caring way

23. Teenager experiences difficulty and turns to parent for help Teenager is willing to explore the world independently Parent responds to teenager...? Teenager feels......?

24. Teenage risk taking In groups discuss: What risks are you particularly worried about for your teenager? Which of these would you categorise as: Green (let them get on with it) Amber (a cautionary word is needed) Red (absolute No)?

25. Strategies to help In groups discuss: What strategies could you use to help your teenagers make good decisions around risk taking?

26. 1) Encourage positive risk taking activities Discussion: What positive activities can help your teenager scratch the ‘risk itch’? Add these to your ‘green’ category.

27. 2) Set clear rules, boundaries and consequences • Explain the reasons why you do/don’t want them to do something Red • Be willing to negotiate limits Amber • Agree consequences beforehand Amber • Monitor activity, know where they are Amber/Green

28. 3) Make sure they get enough sleep • Teens need between 8.5 and 9 hours of sleep a night. • Lack of sleep can lead to poorer performance at school, impaired judgement and greater risk taking. Glozier et al., 2010; Morgan, 2007; Carskadon, 2011

29. 4) Have a Code Word to get them out of trouble • For example: Caught at a party where there is pressure to drink/peer pressure to stay out later or time is running past their curfew. • An agreed code word or phrase can allow teens to get out of that situation and save face with their peers.

30. 5) Support your teenager to develop their intuition and learn from their mistakes • Ask your teenager how they would say ‘no’ to particular situations (i.e. give them practice) • When your teenager steps over the line or makes a mistake, help them to learn from it. “Teachable moments” • Encourage teens to check in with themselves in difficult situations and challenge their thought processes.

31. Video – Helping teenagers in trouble https://www.youtube.com/watch?v=rVyUJ5py_qo

32. Strategies for handling risk taking behaviour • Encourage positive risk taking activities • Set clear rules, boundaries and consequences • Make sure they get enough sleep • Have a code phrase to get them out of difficulty • Support teenagers to develop their own intuition and learn from their mistakes.

33. And finally... “There are two lasting bequests we can give our children. One is roots. The other is wings.” Hodding Carter, Journalist

34. Next week

35. Any questions or comments please email: terry.mccolm@glow.sch.uk