Abstract
Adolescence is evolution’s solution to bringing the capacity of our large, complex brains to fruition. It is a critical period for brain development and the experiences of each adolescent during this time helps to shape their adult brain. Brain developments lead to both the hormonal changes and the emotional, cognitive, and behavioral characteristics of the teenage years. They drive a growth towards independence via more complex reasoning skills, increased importance of social affiliations outside the family, and an urge to experiment and explore boundaries. In the context of still incomplete inhibitory systems, a heightened sensitivity to rewards, including the need for social acceptance, can mean risk-taking or impulsive behaviour in some. The continued plasticity of the brain can also mean a creativity and openness to novel solutions. These normative steps of adolescence are especially relevant to young people with chronic health conditions. An understanding of brain development at this time can help us appreciate the perspective and priorities of adolescents with health conditions. It can also guide us towards better ways of collaborating with them.
Highlights
Child Psychology Department, Southampton Children’s Hospital, Mailpoint 133, Block 8, Tremona Rd., Academic Editors: Deborah Christie and Gail Dovey-Pearce
Myelin changes are dramatic during adolescence, with the amount of myelin doubling in some brain regions
Adolescence is thought to involve a greater sensitivity to the effects of stress, which has implications for how young people manage to deal with the increasing demands placed upon them and other stressors in their environment, e.g., family conflict
Summary
The brain’s growth has largely been done before adolescence but it undergoes extensive remodelling in the adolescent years. Many of the same structures are involved in emotional processing, in evaluating risk and in controlling impulsivity These include the hippocampus, the amygdala, the nucleus accumbens and the prefrontal cortex, all of which undergo change during adolescence. As the pre-frontal cortex develops, utilising feedback from the environment to shape its progress, we learn how to manage long term planning, monitoring what is going on and adjusting smoothly while keeping our emotions and behaviours appropriate to the context [5] This ability is assisted by the growing inhibitory influence of the prefrontal dopamine system, which gradually improves the ability of teens to ‘apply the brakes’. Brain regions and networks involved in the perception of facial emotions, taking other people’s perspective, and empathic responding are not fully mature until adulthood and social behaviour is still a skill under construction
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
