adolescent brain development dr alex hassett senior consultant (camhs) managercamhs practice...
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Adolescent Brain Development Adolescent Brain Development
Dr Alex HassettDr Alex Hassett
Senior Consultant (CAMHS)Senior Consultant (CAMHS)
ManagerManager CAMHS Practice Improvement ProgrammeCAMHS Practice Improvement Programme
Brain developmentBrain development
Brain CircuitryBrain Circuitry• NEURON — specialized cell designed to
transmit information to other nerve cells and muscles
• Each neuron consists of a cell body, axon, and dendrite
• Axon – an electricity conducting fiber that carries information away from the cell body
• Dendrite – receives messages from other neurons
• Synapse – contact point where one neuron “communicates” with another neuron
Brain CircuitryBrain Circuitry
• Neurons “communicate” by transmitting electrical impulses along their axons
• Axons send messages across a synapse to the receiving dendrite of the target neuron
OVERPRODUCTION AND PRUNINGOVERPRODUCTION AND PRUNING• Brain development occurs in 2 basic stages–
growth spurts/overproduction of neurons and pruning
• Critical phases: in utero 0-3 years overproduction
10-13 years • Overproduction results in significant increase
in the number of neurons and synapses• Exuberant growth during these 3 phases gives
the brain enormous potential
PRUNINGPRUNING
• These 3 critical phases are quickly followed by a process in which the brain prunes and organises its neural pathways
• LEARNING is a process of creating and strengthening frequently used synapses (brain discards unused synapses)
• Brain keeps only the most efficient and “strong” synapses
• Experience determines which synapses flourish and which are pruned away
PRUNINGPRUNING
• “USE IT OR LOSE IT”– Reading, sports, music, video games, x-box, hanging out—whatever a child/teen is doing—these are the neural synapses that will be retained
• How children/teens spend their time is CRUCIAL to brain development since their activities guide the structure of the brain
Defining adolescenceDefining adolescence
• Defined in different ways• Not just puberty• Adolescence is the transition from childhood to
adulthood. From dependence to independence• No distinct beginning and end but roughly 10-20
years of age • Adolescence is a transitional process not a stage
Summary of Tasks of AdolescentsSummary of Tasks of Adolescents
Cope with physical changesEstablish sexual identity/sexual orientationEstablishing an identity Establishing autonomy Prepare to live independentlySeparate and develop new relationships with family of originDevelop moral codeEstablish peer relationshipsEstablish intimate relationships
Ruth Talbot, YoungMinds
THE ADOLESCENT BRAINTHE ADOLESCENT BRAIN
Adolescent brains are different to adultsAdolescent brains are different to adults
They may look like adults, they may behave like adults, they may even come to the same
conclusions as adults but what is going on in their brain is different
Teenage brains are a work in progress
DISPARITIES OF ADOLESCENCEDISPARITIES OF ADOLESCENCE
• Adolescence is a TRANSITIONAL period during which a child is becoming, but is not yet, an adult
• Adolescent brains are far less developed than we previously believed
• Normal adolescent development includes conflict, facing insecurities, creating an identity, mood swings, self-absorption, etc.
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT
• Underdevelopment of the frontal lobe/prefrontal cortex make adolescents more prone to “behave emotionally or with ‘gut’ reactions”
• Adolescents tend to use an alternative part of the brain– the AMYGDALA (emotions) rather than the prefrontal cortex (reasoning) to process information
• Amygdala and limbic system tend to dominate the prefrontal cortex functions– this results in a decrease in reasoned thinking and an increase in impulsiveness
• Because of immature brains, adolescents do not handle social pressure, instinctual urges, and other stresses the way adults do
• A major part of adolescence is learning how to assess risk and consequences — adolescents are not yet skilled at these tasks
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT
• To appreciate consequences of risky behaviour, one has to have the ability to think through potential outcomes and understand the permanence of consequences, due to an immature prefrontal cortex, teens are not skilled at doing this
• Teens do not take information, organise it, and understand it in the same way that adults do—they have to learn how to do this
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT
• Important to understand that teens often fail to heed common sense or adult warnings because they simply may not be able to understand and/or accept reasons that seem logical and reasonable to adults
• NEVER assume that you and a teen are having the same understanding of a conversation
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT
• With experience, teens are able to temper their instinctive ‘gut’ reaction with more rational, reasoned responses—they are able to “apply the brakes” to emotional responses. During this time of development, teens need adult mentors and role-models who demonstrate how to make good decisions and how to control emotions
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT• Adolescents are not very skilled at distinguishing the
subtlety of facial expression (excitement, anger, fear, sadness, etc.)—results in a lot of miscues—leads to lack of communication and inappropriate behavior
• Differences in processing, organization, and responding to information/events leads to misperceptions and misunderstanding verbal and non-verbal cues
ADOLESCENT BRAIN DEVELOPMENTADOLESCENT BRAIN DEVELOPMENT
Adolescence involves the maturation of self-regulation of behavior and emotions—teens need to learn how to navigate complex social situations under conditions of strong emotions – such as social anxieties, romantic relationships, academic pressures, desires for immediate gratification vs. long term goals, moral dilemmas, and success/failure
• Adolescent brain is neuroplastic undergoing specific and significant remodelling
• Grey matter white matter • Process of fine tuning brain developments• Use it or lose it• Adolescence and young adulthood is a time of
great potential for change and development
New research on brain development during New research on brain development during adolescenceadolescence
Changes in levels of gray matterChanges in levels of gray matter
Key findingsKey findings
• Experience plays an important role in determining connections made
• The types of brain activities engaged in during adolescence probably have a significant impact on what cognitive abilities people will have for the rest of their lives
• Over or under stimulation of certain responses can lead to mis-communication between different areas of the brain
IMPACT OF NEGATIVE LIFE IMPACT OF NEGATIVE LIFE EXPERIENCE ON BRAIN EXPERIENCE ON BRAIN
DEVELOPMENT AND DEVELOPMENT AND FUNCTIONINGFUNCTIONING
Negative life events (risk factors):Home
School
Other Environmental Factors e.g. poverty, toxic waste sites, natural disasters
SchoolPersistent bullying
Social isolation
Conflictual relationships with teaching staff
Exclusion
Impact of ongoing stressImpact of ongoing stress
SCARS THAT WON’T HEALSCARS THAT WON’T HEAL
• Growing evidence of altered brain development and functioning as the result of negative life events and experiences
• Our interactions with the world “organise our brain’s development” and shapes the person we become
• Brain will develop to respond to a positive or a negative environment
SCARS THAT WON’T HEALSCARS THAT WON’T HEAL
• Chronic stress, and neglect sensitize certain neural pathways and over-develop certain regions of the brain (limbic region) involved in anxiety and fear. This often results in the under-development of other regions of the brain (frontal lobe)
• Chronic stress from fear, violence, abuse, hunger, pain, etc. focuses the brain’s resources on survival and other areas of the brain are not “available” for learning social and cognitive skills
BRAIN’S RESPONSE TO THREATBRAIN’S RESPONSE TO THREAT
• Brain is uniquely designed to mobilize the body in response to threat—all body response—fight or flight
• Neurochemical systems cause a cascade of changes in attention, impulse control, sleep patterns, and fine motor control
• Chronic activation of the neural pathways involved in fear creates “memories” which shape a person’s perception of and response to the environment—indelible perception of the world
NEUROBIOLOGY OF ABUSENEUROBIOLOGY OF ABUSE
• Neural systems that are chronically activated by threat can change in permanent ways:
-- Altering number of synapses -- Changing dendritic density -- Inhibit development of neurons -- Alter neurotransmitter receptors -- Change gross structure and volume of
the hippocampus
SummaryIt appears that aggressive, submissive, and
frustration behaviors may become structurally encoded.
If relationships are negative, threatening, and/or fear inducing, the lower brain responses become dominant and the cognitive regulating structures do not develop to their full capacity; consequently, an individual may not develop the cognitive ability to control emotions or behavior.
Key findingsKey findings
• Prefrontal Cortex is still underdeveloped• Executive functioning, controlling and
coordinating thought and behaviour, directing attention and thinking about future consequences, are limited
• This impacts on aptitudes such as response inhibition, emotional regulation, analysing problems and planning
Key findingsKey findings
• Response to rewards is different – respond less to small rewards, have bigger response to larger rewards but soon have no impact
• Risk taking and exploration of new activities• Reward centre in overdrive coupled with
planning regions that are not fully functional could make an adolescent an entirely different creature to an adult when it comes to seeking pleasure
Key findingsKey findings
• Mentalisation or perspective taking capacity dips during puberty.
• Ability to empathise teenagers hardly use the area of the brain that is involved in thinking about other people’s emotions and thought when considering a course of action – less able to imagine emotional reactions and to read the emotions of other which can led to misunderstandings and over reactions
• The ability to hold in mind an intention to carry out an action at a future time also dips
• Mismatch between emotional and cognitive regulatory modes– Results in powerful emotional responses (e.g.
urges for sexual behaviour, independence and the formation of social bonds) which they cannot easily regulate, contextualise, create plans about or inhibit.
• Too much, too young– Self-restraint in the face
of emotional experience– Required to make
decision and have high degree of agency
Brains are developing!Expectations may prove to be too much for them
STRES
SED
OUT!
STRES
SED
OUT!
STRUGGLING!
STRUGGLING!
What is criticalWhat is critical
• Brain of young people particularly in infancy and in adolescence is very malleable
• Experience both positive and negative plays a crucial role
• Neural systems that are chronically activated by threat can change in permanent ways
Increased risk-Increased risk-taking in taking in
adolescence is adolescence is normative, normative, biologically biologically driven and driven and inevitableinevitable
Adaptive role of adolescenceAdaptive role of adolescence
• A biological wedge is naturally driven between parents and adolescents to aid their transition from dependence to independence.
• These changes compel adolescents to explore the deeper end of the gene pool and acquire the skills competence and confidence necessary to survive on their own
• You need to engage in high-risk behaviour to leave your village and find a mate
• At the same time as risk taking soars hormones kick in for adolescents to find sexual partners
Sexual Maturation
Peer Relationship
Risk and Exploration
Conflict with authority
Resistance to authority
INDEPENDENCEINDEPENDENCE
AdolescentsAdolescentsNormal Adolescents Adolescent Turmoil Disturbance
Struggle for autonomy Acting out Major disturbance
Establish peer relationships Fighting Bullying
Exploration of sexuality Promiscuity Unplanned early pregnancy/ prostitution/ sexual abuse
Emotional stress Self consciousness, loss of confidence
Depressive illness/ anxiety/neurosis
Challenging authority Minor acts of delinquency Persistent law breaking
Concern about body shape Dietary chaos Eating disorder
Exploration, experimentation
Risk taking Self harm