by Karen Young

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The Incredible Changes Happening in Your Brain

During adolescence your brain undergoes a massive renovation to get you ready for adulthood. It’s brilliant. Here’s what you need to know to make the most of those changes and be stronger, braver, and wiser.

Transcript

 

  • During adolescence, your brain undergoes a massive ‘renovation’. This is designed to give you the brainpower you need to learn the skills you need to learn on your way to adulthood, discover the person you want to be and discover your very important place in the world.
  • During this time, the brain strengthens and grows is from the back to the front. The first part of your brain to strengthen is the part that drives the instinctive, impulsive behaviours. This means you might be drawn to riskier behaviour, which can also be brave behaviour. One of the reasons for this is to give you the courage to try new things and experiment with your independence.
  • The last part of the brain to strengthen and develop is the pre-frontal cortex. This is the part that helps you to consider consequences, exercise self-control, think about whether or not something is a good idea, plan, and calm big feelings. The pre-frontal cortex won’t really be fully developed until you’re in your early 20s. In the meantime, you might find yourself driven towards impulsive, instinctive behaviours, which might risky or brave, but you’re not going to have the full involvement of that part of your brain that says, ‘Hang on, is this really a good idea?
  • In adults, that part of the brain tends to kick in automatically. During adolescence, you’ll need to be more deliberate in switching it on. When it’s on, it’s just as strong as it would be in adults.
  • There’s so much in you that’s supporting you to make brave, strong decisions, learn what you need to learn, and explore your place in the world. To give yourself what you need to make sure your decisions are brave, healthy, decisions, just take a step back when you can and take a few moments to think about the decision you’re making.
  • This doesn’t mean not taking risks. Risky things are brave things – it’s just important that they’re safe and considered. Follow your heart, but you’ve gotta take your head with you.  

 

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Whenever the brain registers threat, it organises the body to fight the danger, flee from it, or ...

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Sep 12

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Whenever the brain registers threat, it organises the body to fight the danger, flee from it, or hide from it. Here’s the rub. ‘Threat’ isn’t about what is actually dangerous, but about what the brain perceives. It also isn’t always obvious. For a strong, powerful, magnificent, protective brain, ‘threat’ might count as anything that comes with even the teeniest potential of making a mistake, failure, humiliation, judgement, shame, separation from important adults, exclusion, unfamiliarity, unpredictability. They’re the things that can make any of us feel vulnerable. Once the brain registers threat the body will respond. This can drive all sorts of behaviour. Some will be obvious and some won’t be. The responses can be ones that make them bigger (aggression, tantrums) or ones that make them smaller (going quiet or still, shrinking, withdrawing). All are attempts to get the body to safety. None are about misbehaviour, misintent, or disrespect. One of the ways bodies stay safe is by hiding, or by getting small. When children are in distress, they might look calm, but unless there is a felt sense of safety, the body will be surging with neurochemicals that make it impossible for that young brain to learn or connect. We all have our things that can send us there. These things are different for all of us, and often below our awareness. The responses to these ‘things’ are automatic and instinctive, and we won’t always know what has sent us there. We just need to be mindful that sometimes it’s when children seem like no trouble at all that they need our help the most. The signs can include a wilted body, sad or distant eyes, making the body smaller, wriggly bodies, a heavy head. It can also look as though they are ignoring you or being quietly defiant. They aren’t - their bodies are trying to keep them safe. A body in flight or flight can’t hear words as well as it can when it’s calm. What they need (what all kids need) are big signs of safety from the adult in the room - loving, warm, voices and faces that are communicating clear intent: ‘I’m here, I see you and I’ve got you. You are safe, and you can do this. I’m with you.’♥️

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I’d love to invite you to an online webinar:
‘Thriving in a Stressful World: Practical Ways ...

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Sep 12

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I’d love to invite you to an online webinar: ‘Thriving in a Stressful World: Practical Ways to Help Ourselves and Our Children Feel Secure And Calm’ As we emerge from the pandemic, stressors are heightened, and anxiety is an ever more common experience. We know from research that the important adults in the life of a child or teen have enormous capacity to help their world feel again, and to bring a felt sense of calm and safety to those young ones. This felt sense of security is essential for learning, regulation, and general well-being. I’m thrilled to be joining @marc.brackett and Dr Farah Schroder to explore the role of emotion regulation and the function of anxiety in our lives. Participants will learn ways to help express and regulate their own, and their children’s, emotions, even when our world may feel a little scary and stressful. We will also share practical and holistic strategies that can be most effective in fostering well-being for both ourselves and children. In this webinar, hosted by @dalailamacenter you will have the opportunity to learn creative, evidence-informed takeaways to help you and the children in your care build resilience and foster a sense of security and calmness. Join us for this 1 ½ hour session, including a dynamic Q&A period. Webinar Details: Thursday, October 14, 2021 1:30 - 3:00 PM PST Registrants will receive a Zoom link to attend the webinar live, as well as a private link to a recording of the webinar to watch if they cannot join in at the scheduled time. Register here: https://www.eventbrite.ca/e/thriving-in-a-stressful-world-a-heart-mind-live-webinar-tickets-170348045590 The link to register is in my story.♥️

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So much of what our kids and teens are going through isn’t normal - online school, extended ...

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Sep 6

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So much of what our kids and teens are going through isn’t normal - online school, extended separation from their loved people, lockdowns, masks. Even if what they are going through isn’t ‘normal’, their response will be completely understandable. Not all children will respond the same way if course, but whatever they feel will be understandable, relatable, and ‘normal’. Whether they feel anxious, confused, frustrated, angry, or nothing at all, it’s important that their response is normalised. Research has found that children are more likely to struggle with traumatic events if they believe their response isn’t normal. This is because they tend to be more likely to interpret their response as a sign of breakage. Try, ‘What’s happening is scary. There’s no ‘right’ way to feel and different people will feel different things. It’s okay to feel whatever you feel.’ Any message you can give them that you can handle all their feelings and all their words will help them feel safer, and their world feel steadier.♥️

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We need to change the way we think about discipline. It’s true that traditional ‘discipline’ ...

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Sep 6

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We need to change the way we think about discipline. It’s true that traditional ‘discipline’ (separation, shame, consequences/punishment that don’t make sense) might bring compliant children, but what happens when the fear of punishment or separation isn’t there? Or when they learn that the best way to avoid punishment is to keep you out of the loop? Our greatest parenting ‘tool’ is our use of self - our wisdom, modelling, conversations, but for any of this to have influence we need access to their ‘thinking’ brain - the prefrontal cortex - the part that can learn, think through consequences, plan, make deliberate decisions. During stress this part switches off. It is this way for all of us. None of us are up for lectures or learning (or adorable behaviour) when we’re stressed. The greatest stress for young brains is a felt sense of separation from their important people. It’s why time-outs, shame, calm down corners/chairs/spaces which insist on separation just don’t work. They create compliance, but a compliant child doesn’t mean a calm child. As long as a child doesn’t feel calm and safe, we have no access to the part of the brain that can learn and be influenced by us. Behind all behaviour is a need - power, influence, independence, attention (connection), to belong, sleep - to name a few). The need will be valid. Children are still figuring out the world (aren’t we all) and their way of meeting a need won’t always make sense. Sometimes it will make us furious. (And sometimes because of that we’ll also lose our thinking brains and say or do things that aren’t great.) So what do we do when they get it wrong? The same thing we hope our people will do when we get things wrong. First, we recognise that the behaviour is not a sign of a bad child or a bad parent, but their best attempt to meet a need with limited available resources. Then we collect them - we calm ourselves so we can bring calm to them. Breathe, be with. Then we connect through validation. Finally, when their bodies are calm and their thinking brain is back, talk about what’s happened, what they can do differently next time, and how they can put things right. Collect, connect, redirect.

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Our nervous systems are talking to each other every minute of every day. We will catch what our ...

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Aug 31

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Our nervous systems are talking to each other every minute of every day. We will catch what our children are feeling and they will catch ours. We feel their distress, and this can feed their distress. Our capacity to self-regulate is the circuit breaker. Children create their distress in us as a way to recruit support to help them carry the emotional load. It’s how it’s meant to be. Whatever you are feeling is likely to be a reflection what your children are feeling. If you are frustrated, angry, helpless, scared, it’s likely that they are feeling that way too. Every response in you and in them is relevant. You don’t need to fix their feelings. Let their feelings come, so they can go. The healing is in the happening. In that moment of big feelings it’s more about who you are than what you do. Feel what they feel with a strong, steady heart. They will feel you there with them. They will feel it in you that you get them, that you can handle whatever they are feeling, and that you are there. This will help calm them more than anything. We feel safest when we are ‘with’. Feel the feeling, breathe, and be with - and you don’t need to do more than that. There will be a time for teaching, learning, redirecting, but the middle of a storm is not that time.♥️

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