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Ingraham High Teen Brain 2013


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Adolescence is a turbulent time of changes, searching for identity. Learn what brain science, gender research, and educational psychology has to say about raising connected and resilient kids primed to learn and be successful in school. What are some practical tips to help kids maintain healthy developing brains? How do you maintain connections with your kids, even as they draw away from adults? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.

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Ingraham High Teen Brain 2013

  1. 1. Parenting with Adolescent Brains in Mind Ingraham High School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (
  2. 2. Tonight’s Goals • • • • • Meet other parents and guardians Examine challenges of adolescence Learn brain science behind adolescence How do I apply this at home…? Get questions answered Rosetta Eun Ryong Lee (
  3. 3. Disclaimers and Other Food for Thought Rosetta Eun Ryong Lee (
  4. 4. Introductions Warm-Up Questions Please think about your adolescent years. What do you remember? What were you like? What was your relationship like with your parent(s) or guardian(s)? What were your greatest hopes or fears? What would you like to get out of our session today? Rosetta Eun Ryong Lee (
  5. 5. Adolescence “Teenagers [are like] people constantly on LSD. People on acid are intense, changeable, internal, often cryptic and uncommunicative, and, of course, dealing with a different reality.” Mary Pipher, Reviving Ophelia Rosetta Eun Ryong Lee (
  6. 6. Changes Rosetta Eun Ryong Lee (
  7. 7. Developmental Characteristics of Adolescence • • • • • • • • Identity Formation Tenuous Sense of Self Self-Regulation Imaginary Audience Development of Self-Esteem Adolescent Egocentricism Importance of Peer Relationships Formation of Groups, Crowds and Cliques Rosetta Eun Ryong Lee (
  8. 8. Teen Behaviors: Through the Lens of Autonomy • Risk Taking • Lies • Boredom • Influence of Peers • Adolescent Decision Making • Arguing with Authority Rosetta Eun Ryong Lee (
  9. 9. At My House… How do you see your children’s adolescence manifest itself in their interactions and behavior? How do you support them? Rosetta Eun Ryong Lee (
  10. 10. Brain Science Crash Course Rosetta Eun Ryong Lee (
  11. 11. Stuff We Kinda Knew Already… With a Twist • • • • Exercise Sleep Nutrition Stress Rosetta Eun Ryong Lee (
  12. 12. Exercise • 30 minutes of aerobic activity • 2-3 times a week Rosetta Eun Ryong Lee (
  13. 13. Sleep • Effects of sleep much more pronounced in children and adolescents • Chronotypes (morning/night people) • The Nap Zone • Dangers of Sleep Deprivation Rosetta Eun Ryong Lee (
  14. 14. Nutrition • Goldilocks Food Habits • Good Food = Well Fueled Brains • Bad Food = Poor Learning Rosetta Eun Ryong Lee (
  15. 15. Stress • 30 Second Stress • Chronic Stress = Bad Learning • Happy Home = Academic Success Rosetta Eun Ryong Lee (
  16. 16. Adolescent Brain Research • Brain keeps growing and developing to age 25! • Teen brain is a “late childhood brain” – Capacity to learn things quickly – Connections between different sections of the brain aren’t fully developed yet. – Brain is pruning and re-wiring neurons during this time – Amygdala is getting hyper triggered by hormones – Prefrontal Cortex (frontal lobe) is last place for connections to develop. Rosetta Eun Ryong Lee (
  17. 17. The Two Brains • Rational Brain and Emotional Brain • Both Valuable, Both Able to Mislead • Emotional System’s Evolutionary Origin Epstein. Stanford Social Innovation Review. Spring 2006. Rosetta Eun Ryong Lee (
  18. 18. The Emotional Brain • Pattern Recognition Without Conscious Awareness • Motivates Behavior Change Through Feelings, autonomic Responses • First Impression • Thin Slice of Information Gladwell. Blink. NY: Little, Brown & Co. 2005. Rosetta Eun Ryong Lee (
  19. 19. Pre-Frontal Cortex: PFC • • • • • • • High level reasoning Decision-making Impulse control Assessment of consequences Planning, strategizing, organizing Inhibiting inappropriate behavior Adjusting behavior when the situation changes • Setting priorities • Estimating and understanding probabilities Rosetta Eun Ryong Lee (
  20. 20. The Problem • Cognitive abilities performance • Analysis primary mode of decisionmaking • Competence use of that competence Kluczynski. Child Development 2001; 72:844 Rosetta Eun Ryong Lee (
  21. 21. PFC vs Amygdala PFC: Situation Assess Plan Amygdala: Situation Emotion/Feeling React Rosetta Eun Ryong Lee (
  22. 22. Peer Pressure • Computerized risk-taking tests done alone and while watched by friends: – Adults: peers have no effect – Adolescents: peers doubles the number of risks taken • Brain scans at the same time suggest presence of friends activates a different part of the brain Laurence Steinberg Rosetta Eun Ryong Lee (
  23. 23. Implications • They ARE capable • Circumstances matter • Social + Emotional + Intellectual = Decision • Amygdala first, PFC last • Gut response first, reason second Rosetta Eun Ryong Lee (
  24. 24. Taking it All In What information was new, interesting, surprising, informative, etc.? Are you seeing some adolescent behaviors in your children in a new light? Rosetta Eun Ryong Lee (
  25. 25. Supporting Our Kids Rosetta Eun Ryong Lee (
  26. 26. Living Out Loud • Talk about your day and show interest in theirs • Talk positively and realistically about yourself • Make mistakes out loud • Tell your stories • Emote out loud • Reason out loud • Make your values clear • Walk your talk • Listen, listen, listen Rosetta Eun Ryong Lee (
  27. 27. Respecting Them • Involve them in decision-making • Explain the “why” • Recognize their developing capacity • Recognize that, even at 17, their decision-making may be different than “mature” decision-making • Recognize situations that influence rational decision-making • Limits are necessary • Some autonomy is necessary • Help them reason through decisions Rosetta Eun Ryong Lee (
  28. 28. Questions and Answers Rosetta Eun Ryong Lee (
  29. 29. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Rosetta Eun Ryong Lee (
  30. 30. Resources • Carlos H. Arce, “A Reconsideration of Chicano Culture and Identity” • Atkinson, Morten, & Sue, “Racial/Cultural Identity Development Model (R/CID)” • Mindy Bingham and Sandy Stryker, “Socioemotional Development for Girls” • Po Bronson and Ashley Merryman, Nurture Shock. • Vivienne Cass, “Homosexual identity formation: Testing a theoretical model” • William Cross, Shades of Black: Diversity in African American Identity” • Anthony D’Augelli, “ Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development” Rosetta Eun Ryong Lee (
  31. 31. Resources • Erik Erikson, “Eight Stages of Man” • J. E. Helms, Various Publications on Racial and Ethnic Identity Development • Allan G. Johnson, Privilege, Power, and Difference • Jean Kim, “Processes of Asian American Identity Development” • James Maricia, “Four Ego and Identity Statuses” • John Medina, Brain Rules for Baby • Suzanne Kobasa Ouellette, “The Three C’s of Hardiness” • Michael J Nakkula and Eric Toshalis, Understanding Youth. • Jean S. Phinney, “Ethnic Identity in Adolescents and Adults: Review of the Research” Rosetta Eun Ryong Lee (
  32. 32. Resources • Ponterotto & Pederso, Preventing Prejudice • Maria P. P. Root, Various Works on Multiracial Identity • Patricia Romney, Karlene Ferron, and Jennifer Hill, “Measuring the Success of Diversity Directors in Independent Schools” • Pedro Ruiz, “Latino/a Identity Development Model” • Chalmer E. Thompson and Robert T. Carter, Racial Identity Theory • Alex Wilson, “How We Find Ourselves: Identity Development and Two Spirit People” • Christine J. Yeh, “The Collectivistic Nature of Identity Development Among Asian-American College Students” Rosetta Eun Ryong Lee (
  33. 33. Gender Specific Resources • American Association of University Women. (1991). Shortchanging girls, shortchanging America. Washington, DC: AAUW. • Borysenko, J. (1997). A woman's book of life : The biology, psychology, and spirituality of the feminine life cycle. New York: Putnam Publishing Group. • Covey, S., Merrill, A. R., & Merrill, R. (1994). First Things First: To live, to love, to learn, to leave a legacy. New York: Simon & Schuster. • Dale, M. (1995). Body and self : An exploration of early female development. New York: Jason Aronson. • Huitt, W. (1997). Recommended books related to the growth, development, and socialization of girls and women. Valdosta, GA: Valdosta State University. Rosetta Eun Ryong Lee (
  34. 34. Gender Specific Resources • JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and Courageous Daughters • Pooja Makhijani, Under Her Skin: How Girls Experience Race in America. • Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of Adolescent Girls • Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out, and Curse of the Good Girl • Rosalind Wiseman, Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends & Other Realities of Adolescence • Naomi Wolf, The Beauty Myth. • Naomi Wolf, Promiscuities. Rosetta Eun Ryong Lee (
  35. 35. Brain and Learning Resources • Joshua M. Aronson, Ph.D. “Improving Achievement & Narrowing the Gap.” Learning and the Brain Conference. Cambridge, MA. November 2003. • Roy Baumeister and John Tierney, Willpower • Carol Dweck. Various Works on Praise and Fixed/Malleable Intelligence. • Lise Eliot. Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps - And What We Can Do About It. • Alfie Kohn. Various Works on Achievement, Effort, Homework, and Grades. • John Medina. Brain Rules, Brain Rules for Babies • Robin Nixon. “Brain Food: How to Eat Smart.” Live Science. • Harriet R. Tenenbaum, “Gender Achievement Motivation,” Learning and the Brain Conference, Cambridge, MA, November 2003. Rosetta Eun Ryong Lee (