Kick off session # 13 – Nathan Wallis on the teenage brain

 

In this session, Nathan Wallis shares his ideas on the teenagebrain. As per previous presentation (2015), Nathan provides a good overview. 

Alan Hoskins facilitates the session. This time around Nathan begins with the anatomy of the human brain, with the 4 brains. Re-emphasised that 3 of the brains are presents in all mammals. Humans have a well evolved brain 4 – the cortex with the frontal cortex the most relevant to today’s presentation. The frontal cortex takes time to develop fully and is essential in development of our emotions, conscience, empathy etc.

Explained the function of brain scans and how they are useful in understanding how we tick. Large scale brain scan studies over the last few years show frontal cortex maturity to be beyond the late twenties and for some people, into the early thirties.

In general, female’s brain mature earlier (between 18 -24) with males much later. The better the nurturing/’data’ during the first 1000 days of life = better language and interrelationship skills going into the future. First born children have major advantages compared to their siblings, due to focussed attention. Therefore, in general, first born females mature earliest. Summarised balancing risks (single parent, parent in jail etc.) with advantages/resilience (one parent at home during first year, two parents, active grandparents/extended family, bilingual, music learning).

Returned to importance of brains 1, 2 and 3 which are conduits to brain 4. Brain 1 referred to as the survival brain. Brain 2 controls movements and brain 3 is the feeling/emotional brain.

Shared Perry’s neuro-sequential model (2002) as an overview. Revealed the 4 brains using human development from birth to adolescents using the neuro-sequential model. The frontal cortex tends to have to do a re-wiring around 14 – 17 as it deals with the developments required to mature. Hence, the teenage years are challenging.  10 year olds often have better emotional control than 15 year olds! Adolescence involves putting the frontal cortex onstream from 19% to 90%. Adults use 90% and use this to logically think through impact, consequences etc. Teenagers unable to engage the large frontal cortex input required and return to the emotional/limbic brain.

Introduced the need for balance within brain activity. When brain 1 is active, the cortex is less so and vice versa. To effectively use the cortex, requires the brainstem to be calm. Therefore, if brainstem is disturbed, learning is not supported. Explains why mindfulness is useful as it helps relax the brainstem. Connecting new/challenging learning with learners’ context/interests/motivations helpful in getting the frontal cortex up. Accessing cortex during exam is better if limbic system is relaxed. Recommended ‘boxed breathing’ as one way to calm down so the cortex is engaged to its maximum capacity when required.

Recommended the following to help learners learn. Use cognitive training to help learning occur – tell them what to do (not what not to do!) – describe the learning that you want – as 25% of the cortex will visualise it. Well-reinforced, this leads to changes in behaviour. Meet needs of the brain stem by calming it down to prepare for learning.

A good overview using good examples to illustrate complex ideas. 

As always, important to remember neuroscience is still on a journey to understand how the human brain works. As per understanding behaviour - see overview of book - behave - "things are complicated. We may understand some of the underlying biological basis for behaviour but there are many contributing factors beyond the biological. There is never one factor or cause, but a multitude of interactions, concurrent shifts, biological and social coevolution etc."