Jean M Clinton B.Mus MD FRCP(C) McMaster University and Children’s HospitalOfford Centre for Child StudiesCouncil for Early Child Development

Kids TodayKids Today

"The children now love luxury; they have bad "The children now love luxury; they have bad manners, contempt for authority; they show manners, contempt for authority; they show disrespect for elders and love chatter in placedisrespect for elders and love chatter in placeof exercise. Children are now tyrants, not the of exercise. Children are now tyrants, not the servants of their households. They no longer servants of their households. They no longer rise when elders enter the room. Theyrise when elders enter the room. Theycontradict their parents, chatter before contradict their parents, chatter before company, gobble up dainties at the table, company, gobble up dainties at the table, cross their legs, and tyrannize their cross their legs, and tyrannize their teachers."teachers."

PLATO

Adolescents: Why DO they do the things they do?

Defining AdolescenceDefining Adolescence

The period between the onset of sexual The period between the onset of sexual maturation & the attainment of adult maturation & the attainment of adult roles & responsibilitiesroles & responsibilities

Involves psychological, social, legal, Involves psychological, social, legal, and biological changesand biological changes

The transition from: The transition from: ““child” status (requires adult monitoring) tochild” status (requires adult monitoring) to ““adult” status (self-responsibility for adult” status (self-responsibility for

behavior)behavior)

Key MessagesKey Messages ‘‘UNDER CONSTRUCTION” UNDER CONSTRUCTION” Teens need MORE of our time, not less.Teens need MORE of our time, not less.

What we What we THINKTHINK, affects how we , affects how we FEELFEEL, , affects how weaffects how we ACT (TAF ACT (TAFFY)FY)

The majority of adolescents do well YETThe majority of adolescents do well YET

03-01303-013

The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.

THE BRAIN FAIRY

Adolescent TasksAdolescent Tasks

Peer group formationPeer group formation Increased academic demandsIncreased academic demands Pressure to be self-reliant (especially Pressure to be self-reliant (especially

in two income families)in two income families) Increased responsibilityIncreased responsibility MoneyMoney Romantic desiresRomantic desires Identity formationIdentity formation

What Changes in What Changes in Adolescence?Adolescence?

Memory and planningMemory and planning ResponsibilityResponsibility Self-regulation or control of emotionSelf-regulation or control of emotion Mood LabilityMood Lability Risk takingRisk taking SleepSleep

Why do we care about Why do we care about brain?brain?

YOU ARE YOUR BRAIN.YOU ARE YOUR BRAIN. BUT- Your brain is not just BUT- Your brain is not just

produced by your genesproduced by your genes Your brain is sculpted by a lifetime Your brain is sculpted by a lifetime

of experiences. of experiences.

Dr Robin Gibb U of Lethbridge

Anatomy of a teenager’s Anatomy of a teenager’s brainbrain

Diamond & Hopson, 1998

“The nerve cell, or neuron resembles a miniature tree…” (p. 21)

SYNAPSESYNAPSE

• Adolescence is a period of profound brain maturation.

• We thought brain development was complete by adolescence

• We now know… maturation is not complete until about age 25!

What Have We Learnt?

Source: Giedd, 2004.

UNDER UNDER CONSTRUCTIOCONSTRUCTIONN

Rat

e o

f C

han

ge

Brain Development

Source: Tapert & Schweinsburg, 2005

Brain Development

When the pruning is complete, the brain is faster and more efficient.

But… during the pruning process, the brain is not functioning optimally.

Source: Giedd, 2004.

Brain Development

Maturation Occurs from Back to Front of the Brain

Images of Brain Development in Healthy Youth (Ages 5 – 20)

Blue represents maturing of brain areas

Source: Gogtay, Giedd, et al., 2004.

Copyright © 2004 The National Academy of Sciences, USAGogtay, N., Giedd, J.N., et al. (2004)

Dynamic mapping of human cortical development during childhood through early adulthoodProceedings of the National Academy of Sciences, 101 (21), 8174 – 8179

“Executive Functions” Governing emotions Judgment Planning Organization Problem Solving Impulse Inhibition Abstraction Analysis/synthesis Self-awareness* Self-concept* Identityand Spirituality

Williamsgroup, 2003: Please credit Protecting You/Protecting Me (PY/PM)

*Self- “everything”

The Frontal LobesThe Frontal Lobes

AREAS UNDER AREAS UNDER CONSTRUCTIONCONSTRUCTION

Prefrontal CortexPrefrontal Cortex Responsible for planning , strategies Responsible for planning , strategies

(cognitive flexibility). (cognitive flexibility).

Allows one to solve problems.Allows one to solve problems.

DEVELOPED frontal cortex allows one DEVELOPED frontal cortex allows one to regulate emotions, solve problems to regulate emotions, solve problems effectively and plan behaviour.effectively and plan behaviour.

Frontal Lobes for Behavioral Frontal Lobes for Behavioral Control, Control, Birth - 21Birth - 21

Age

Overproduction and Exuberance Pruning

The Brain BonsaiThe Brain Bonsai

02-02-066066 The Fear Response

Visual Cortex

Visual Thalamus

Amygdala

Scientific AmericanThe Hidden Mind, 2002, Volume 12, Number 1

Amygdala

Hippocampus

Anterior Cingulate Anterior Cingulate CortexCortex

EmotionalStimulus

PIT

Cortisol CortisolCRF

ACTH

Amygdala Hippocampus

AdrenalCortex

HypothalamusPVN

+ + - -

LeDoux, Synaptic Self

03-00203-002

Amygdala and Amygdala and HippocampusHippocampus

00-00-058058

Cortisol can be bad for the brain

Hippocampushigh sterol levels cause loss of dendritesand cell death

Frontal brainattention deficits

Fear Contempt Surprise Anger

Disgust Sadness Happiness

WHAT YOU SEE IS WHAT YOU GET!

                  

What emotion do you What emotion do you see?see?

Deborah Yurgelun Todd McLean Hospital Belmont, Mass (2004)

Adolescents use the Adolescents use the Amydala Amydala (fight or flight response) rather than (fight or flight response) rather than the the Frontal Cortex Frontal Cortex (used by older adults) to read emotions(used by older adults) to read emotions

Limbic System for Birth - 21Limbic System for Birth - 21

AgeYears

Teens are more likely to Teens are more likely to misinterpret misinterpret facial facial expressions of emotionexpressions of emotion

See anger when there isn’t See anger when there isn’t angeranger

Process in the amygdalaProcess in the amygdala

May react quicklyMay react quickly

Communication GapCommunication Gap

““Emotional Brain” Emotional Brain” Development Development

Emotional brain dominatesEmotional brain dominates

Prefrontal cortex is not ready to Prefrontal cortex is not ready to take chargetake charge

Emotional brain seeks pleasure, in Emotional brain seeks pleasure, in the form of novelty, excitement, and the form of novelty, excitement, and riskrisk

What Does This Mean What Does This Mean in terms of Behavior?in terms of Behavior?

ImpulsivenessImpulsiveness

Mood changesMood changes

Inadequate emotional control Inadequate emotional control

Seeks out risksSeeks out risks

ACC The “Oops Centre”ACC The “Oops Centre”

Putting the brakes on, planning and regulating emotion develops with the final development of the frontal lobe at Around 20 -24

A fully pruned and sculpted frontal lobe HELPS (no guarantees) to resist the need tobuy the first clothes you see or impulsively blow up in anger at your parent

Made worse as group Made worse as group adolescent brains amp-up adolescent brains amp-up

the levelsthe levels

Adolescents and SleepAdolescents and Sleep

Shift in Circadian (Biological Clock) Shift in Circadian (Biological Clock) to to preferringpreferring later bedtimes and later bedtimes and rise-timesrise-times

Need for sleep increases at pubertyNeed for sleep increases at puberty Societal influences push teens Societal influences push teens

toward sleep delaytoward sleep delay Sleep deprivation commonSleep deprivation common

As the adolescent brain is reconfigured it is more susceptible to long lasting damage of drugs, alcohol, and

negative experiences. Unfortunately, the brain is most vulnerable at a time when they are most inclined to take

risks and to act impulsively…”(Jay Giedd, NIH 2004)

GREATEST OPPORTUNITY…GREATEST VULNERABILITY

Alcohol & Other DrugsAlcohol & Other Drugs

Increase in dopamine which Increase in dopamine which further encourages risk takingfurther encourages risk taking

Increase in depression and anxietyIncrease in depression and anxiety Can wound or damage brain Can wound or damage brain

(more than in adults)(more than in adults) Hinder brain storage of new Hinder brain storage of new

informationinformation

The ProblemThe ProblemFrontal Lobe Development

AutonomyAverage age of first sexual encounter in

Canada

drivers license

The Cognitive Affective The Cognitive Affective BalanceBalance

Early Adolescence

Early AdulthoodIdeally!

KEY: Not the overall balance that matters, it is the flexibility to shift when needed

Remember:Remember:

the emotional brainthe emotional brain

is often in chargeis often in charge

in teens.in teens.

SCENARIOSSCENARIOS

What we THINK….What we THINK….

Affects what we FEEL…Affects what we FEEL…

Affects how we ACT….Affects how we ACT….

Provide Guidance and Provide Guidance and OpportunitiesOpportunities

Teens need to use their Teens need to use their “thinking brains” for planning, “thinking brains” for planning, analyzing, organizing, problem analyzing, organizing, problem solving, and making decisionssolving, and making decisions

“ “ If we think we are fragile and If we think we are fragile and broken, we will live a fragile, broken, we will live a fragile, broken life. If we believe we are broken life. If we believe we are strong and wise, we will live strong and wise, we will live with enthusiasm and courage. with enthusiasm and courage. The way we name ourselves The way we name ourselves colors the way we live. Who we colors the way we live. Who we are is in our own eyes. We must are is in our own eyes. We must be careful how we name be careful how we name ourselvesourselves.” .”

Wayne MullerWayne Muller

To see all individuals as “at To see all individuals as “at promise” rather than “at risk” promise” rather than “at risk”

is a fundamental shift that is a fundamental shift that means facilitating rather than means facilitating rather than

fixing, pointing to health fixing, pointing to health rather than dysfunction, rather than dysfunction,

turning away from limiting turning away from limiting labels and diagnosis to labels and diagnosis to

wholeness and well-being.wholeness and well-being.

Key MessagesKey Messages ‘‘UNDER CONSTRUCTION” UNDER CONSTRUCTION” Teens need MORE of our time, not less.Teens need MORE of our time, not less. Parents are hugely importantParents are hugely important

Their ACC picks up more than you emit…Their ACC picks up more than you emit… be genuinebe genuine Dialogue works better than interview.Dialogue works better than interview.

What we What we THINKTHINK, affects how we , affects how we FEELFEEL, , affects how weaffects how we ACT (TAF ACT (TAFFY)FY)

The majority of adolescents do well.The majority of adolescents do well.

In Closing:In Closing:

Brain development continues throughout life. Brain development continues throughout life.

The “emotional” brain shows earlier development The “emotional” brain shows earlier development than the “thinking” brain than the “thinking” brain

The “emotional” brain seeks novelty and The “emotional” brain seeks novelty and stimulation, sometimes met by risky behaviorstimulation, sometimes met by risky behavior

Risks can be healthy and unhealthyRisks can be healthy and unhealthy

Adults can and should provide guidance, Adults can and should provide guidance, opportunities, and environments that promote opportunities, and environments that promote development of the “thinking” braindevelopment of the “thinking” brain

THRIVETHRIVE

The Canadian Centre for Positive The Canadian Centre for Positive Youth DevelopmentYouth Development

1-800-265 26801-800-265 2680

www.thrivecanada.cawww.thrivecanada.ca

The Search InstituteThe Search Institute www.search-institute.orgwww.search-institute.org

Books and ResourcesBooks and Resources The Primal TeenThe Primal Teen: What the new discoveries about the teenage brain tell : What the new discoveries about the teenage brain tell

us about our kids. Barbara Strauch New York Anchor Books 2003us about our kids. Barbara Strauch New York Anchor Books 2003

““Why do they act that wayWhy do they act that way.” A Survival Guide to the Adolescent Brain .” A Survival Guide to the Adolescent Brain for you and Your Teen . David Walsh PhD New York Free Press 2004for you and Your Teen . David Walsh PhD New York Free Press 2004

Teen Brain, Teen MindTeen Brain, Teen Mind. What Parents Need to Know to Survive the . What Parents Need to Know to Survive the Adolescent Years . Dr Ron Clavier Toronto Key Porter Books 2005Adolescent Years . Dr Ron Clavier Toronto Key Porter Books 2005

PBS Frontline (2003). PBS Frontline (2003). Inside the Teenage BrainInside the Teenage Brain. . www.pbs.orgwww.pbs.org

Giedd, J. (1999). Brain development during childhood and adolescence: Giedd, J. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. A longitudinal MRI study. NatureNature NeuroscienceNeuroscience, 2(10), 861-63, 2(10), 861-63

Carskadon, M. (2000). Adolescent sleep needs and patterns: Research Carskadon, M. (2000). Adolescent sleep needs and patterns: Research report and resource guide. Washington, DC: National Sleep Foundation. report and resource guide. Washington, DC: National Sleep Foundation. www.sleepfoundation.org www.sleepfoundation.org