As we grow and develop, we begin to see the ways in which we ourselves might have had distorted thinking when we were teenagers. Sometimes, we might even begin to forget what it was like to feel impulsive, or we might forget how much we didn’t know. However, these things are related to more than just life experience, it also reflects the development of our brain.
Understanding Teenage Brain Development
When puberty begins, more things change than just our bodies. Our brains also begin to change when we turn 12-14 years old. The limbic system in our brain is responsible for our behavioral and emotional responses (amongst other duties). When adolescence begins, our limbic system starts to grow and develop, causing a heightened response to sensations, particularly emotional arousal, short-term gratification, and socialization. In short, during development, when emotions are good, we feel great. In accordance with this, when we feel bad, we feel terrible.
Another component that feeds into this is the development of our prefrontal cortex. Our prefrontal cortex is not fully developed during our teenage years, which means that our cognitive control (our thinking brain), limits our ability to conceptualize consequences, provide impulse control, restrict planning abilities, affect resistance to peer influence, and our forethought are all underdeveloped. With the underdevelopment of both the prefrontal cortex and limbic system of our teenage brain, comes a great concoction of impulsive, gratification-seeking behaviors.
Because the teenage brain is underdeveloped at this time, problem-solving and cognitive solutions might fall flat. Teens may fully understand the consequences to their actions and might logically determine the best solution, but when it comes down to it, their brain is flashing at them to seek the quickest, easiest way to feel good. Adolescents are also significantly focused on their peers, more so than other age groups. When we have adolescent peers influencing peers, it turns into one big feedback loop of seeking to feel good, despite the consequences.
Supporting Your Teen
When verbal problem-solving fails, and when teenagers are naturally and biologically going to seek what they know will feel good and keep them from feeling bad, parents and trusted adults can help guide adolescents by aiding them in adjusting to their environment. We can help them change their environment by teaching them new and better ways to avoid bad feelings and seek good feelings. This could look like brainstorming new hobbies and extracurriculars or helping them find new interests. Instead of them handling conflict alone, we can also aid them in determining places to go or people to reach out to when they feel stressed or overwhelmed. We can also support teens by offering them the space to vent and express themselves without fear of judgment. This is sometimes the most effective intervention, because it helps remind them that just because they’re developing their own identity, it doesn’t mean they’re alone.
Teens like to feel seen and heard. Even though peers are frequently number one on their priority list, it doesn’t mean that the adults in their life aren’t important, too. They still need guidance, but they also need to explore. Creating an environment where they can share their thoughts and feelings without feeling like they will be criticized is the first step in helping them make better choices.
Our brain fully develops when we enter our mid-twenties. The understanding and ability to control ourselves can be vindicating, and it might make us feel as though we can save the adolescents we care for with our newfound knowledge of how to live a fulfilling life. We have to remember, however, that on a biological level, teenagers are not as capable as we are with our fully developed brains. When we can approach them with this understanding and can work with them on the level they are at, the support we give and the support they receive can and will improve.
Ashley Oh, MSW, LCSW
Clarity Clinic NWI
References/Good reading for understanding more on this topic:
Working with Adolescents: A guide for practitioners, Julie Laser & Nicole Nicotera (2010), Chapter 2 - The Push and Pull of Adolescent Development
The Queensland Brain Institute: Brain Anatomy
https://qbi.uq.edu.au/brain/brain-anatomy
