st edwards inset day for boarding school matrons
TRANSCRIPT
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Adolescent brains, stress and wellbeing
with Nicola Morgan
Up-to-date science, classroom materials, books and more: www.nicolamorgan.com
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Today
1. Behind the challenges: what is adolescence like and why? Internal and external changes.
2. Some strategies to maximise wellbeing and mental health.
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More information:
• My books– About the teenage brain – About teenage stress– Exam preparation
• Classroom resources: – “Brain Sticks”
• Your handouts – (see blog)• www.nicolamorgan.com• Brain Sane newsletter about wellbeing, brains, adolescence,
teenage stress, science of reading, digital matters
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Core conditions for care
A. AcceptanceB. UnderstandingC. Genuineness
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What makes adolescence special?
Warning: generalisations ahoy! Yes, they are all individuals…
A. State of Brain – internal pressuresB. Stage of Life – external pressures
The whole point: separation and independence
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Brain differences
1. Major changes in neural connections 11+ (Boys usually later than girls)
2. Prefrontal cortex develops last (mid-20s)
Amygdala
PFC
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Prefrontal cortex vs limbic system
Prefrontal cortex:• Control: reason, logic, prediction, analysis,
impulse control, moral values, decisions
Limbic system (inc amygdala): • Emotions + instinct:Reactive, impulsive, motivating
Amygdala
PFC
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Consequences Strong amygdala vs weak prefrontal cortex– Affects emotions: • volatility and control
– Impulse control – Empathy– Peer pressure– And risk-taking
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More challenges from brain changes
• Diminishing of a previous skill
• Sleep changes– The double whammy
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External stresses
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You know what stress is
• Life-saving biological response to threat– Designed to maximise performance– Adrenalin + cortisol
• So, what’s the problem?– Panic levels– Cortisol build up – Brain bandwidth and “preoccupation”
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“Preoccupation”
• If part of our attention is on something else, we cannot perform 100% on the task in hand– The “bandwidth” analogy– Intrusive thoughts; worries; self-consciousness– “scarcity” – of money, time, food
• Preoccupation diminishes performance/IQ:1. Cognitive capacity (aspects of learning)2. Executive control (aspects of behaviour)
Both The Organised Mind and Scarcity cover this
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Teenage stress
• May be greater?• Change: (brains, bodies, chemistry,) friends,
fears, expectations, pressures• A regular schoolday• “New” stresses:
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1. Over-examined and over here
• Exams: higher pressure, frequency + stakes• Constant pressure
cortisol build-up
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2. It’s all about the Internet
• Knowledge – for better and…– Info overload; exhaustion– Repetition of bad news emotional downer
• Social networking – very important, but…– More connections than Dunbar’s Number– Competition; unrealistic goal of perfection– Self-inflicted lack of privacy– Cyber-bullying – no eye contact, low empathy– Distraction – multi-tasking is a myth!
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Extra stress for introverts
• Introversion is not about shyness• Spend huge energy in all social situations• May do least good work in collaboration• Extra need for quiet time, switch-off time• If needs aren’t met more stress• Most school situations highly stressful• Society values extroverts introverts may
undervalue selves
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?
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So:
1. What struck you most powerfully?2. What might pupils benefit from knowing?3. How might you share knowledge with
colleagues and pupils? And parents?
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Break!
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Solutions and strategies
1. PERMA – E for Engagement2. (Build resilience)3. Educate re stress4. Introversion management5. Improve sleep6. Manage screentime7. (Reading for Pleasure)
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PERMA model of wellbeing
P = positive feelingsE = engagementR = relationshipsM = meaningA = accomplishment
See Teaching Happiness and Wellbeing in Schools by Ian Morris and Flourish by Martin Seligman
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Educate about stress
• What stress IS – good and bad– RELAXATION IS NOT A LUXURY
• Two ways: lower or raise heart rate• Offer strategies:
A. Breathing skills – for panic or general relaxationB. Down-time – activities to reduce cortisol
~ Varied ~ Deliberate
C. Perspective: you are not alone ~ things pass
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Value introverts
• Susan Cain’s new book (June): Quiet Strength• Empower pupils with self-awareness– Talk about strengths: thinkers, loyal, empathic,
trustworthy, sensitive, creative
• Help grow necessary skills• Provide place and time for quiet• Remember they may undervalue selves
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Improve sleep
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1-2 hours before bed – “sleep hygiene”
1. Winding down – lowering heart rate2. Stimulating melatonin by tricking brain into
thinking it’s bedtime:– Removing daylight – including screens– Winding down activities– Creating routine
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Manage screentime
• Fact: we cannot focus as well on two things• “You will get your work done faster and better
if you switch off distraction” • Tools: Pomodoro technique– Experience of benefit– Feeling of control
• But you may need to set strong boundaries first
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Reading for pleasure
• Readaxation – see my website• Aim is “engagement” or “flow”– Reduces cortisol; stops rumination; improves
performance
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What could you put into practice?Share your ideas
A. Stress educationB. Introversion managementC. SleepD. Screentime
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Adolescent brains, stress and wellbeing
with Nicola Morgan
Up-to-date science, classroom materials, books and more: www.nicolamorgan.com
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