This neurologist (Jensen) and science journalist (Nutt) focus
their microscope on teenagers and young adults’ brains. They discuss and
demonstrate with detailed drawings the development and functions of the different
parts of the brain. The part of the
brain called the “frontal lobe” is used for making judgments, controlling
impulses, and applying insight. This part develops last and is still developing
during the teenage and young adult years. Based on my personal experience, I believe
the subtitle of their book is more realistic (than the title) because it includes
the words “young adults”. Though I do not have a “natural” science degree (I
have several social science degrees), I have witnessed young adults throughout
their 20’s, female and male, who were not able to anticipate the consequences
of their decisions and actions.
The authors make the case that the brain still has
“plasticity”, i.e. it is still malleable in the teenage and adult years, as
long as it has not been damaged by alcohol, smoking, and drug use. Since the
emphasis in the general press has been on early childhood, Jensen and Nutts’ research
will reassure educators and parents that they can still positively affect the
development of the minds of young people at this later stage.
Jensen and Nutt warn parents (and educators I would say)
that after a teenage or young adult learns about this late development of the
frontal lobe, they may claim that something is not their fault. However, Jensen and Nutt suggest this response: “Your brain is sometimes an explanation; it’s
never an excuse” and “[you] have the capacity to modify and the responsibility
for modifying [your] own behavior” (page 82). How? By reminding and explaining
to them again and again! With teenagers
and young adults you appeal to their interest in what’s going on in their
bodies. This reminds me of an article I recently read about a school district
providing professional development to all adults who came into contact with
students, even bus drivers. In this professional development course, a bus
driver learned that students of the 21st century ask for reasons
instead of just following instructions like she did as a child. Once she gave
them a reason for the requested behavior, they usually cooperated. Same with
presenting “science” to teenagers and young adults because that way they will
not just think that mom or dad is asking them to do something just because of a
personal preference.
I disagree with Jensen and Nutt on two issues. They believe it's best to study in the same
place but I think it depends on the student. Also, even if the student studies
in the same room (their bedroom) with the same furniture (their desk, chair,
and lamp), it will not look exactly the same wherever they take an exam because
even though they will be sitting in a chair and at a desk it will look
otherwise different (other students in the room, details of the room, different
desk and chair).
The second issue about which I disagree is sleep. Jensen and Nutt provide scientific evidence
that students at that age have different sleep and wake cycles than their
parents. Though I have read other
publications about these different sleep cycles and that some schools start later
in light of such sleep research, I wonder if students will just stay up even
later since they know that they have a later starting time? Will it really work starting the school day
later? Again, just like where to study,
I think it depends on the student (their daily schedule, their responsibilities,
their stressors, their physical environment).
My conclusion:
great read for parents, educators, and anyone else interested or
responsible for the care and education of teenagers and young adults.
