Parents and teachers: the “frontal brain prosthesis” of adolescents?

While studying psychology in Zurich and Fribourg, Switzerland, I had the chance to meet Dr. Martin Meyer, a professor of cognitive neuroscience at the University of Zurich. He has a rare ability to explain the complex things that happen in our brains in a funny and understandable way. According to him, educational actors (parents, teachers, etc.) should adopt a “frontal brain prosthesis” function by giving structure, direction, and emotional stability to adolescents, rather than falling into despair because of the glaring disparity between appearance and reality in young people; the outer shell of adolescents resembles that of adults while their brains remain immature and a “construction site,” as Dr. Martin Meyer explains.

I am an amateur in neuroscience but I find this field fascinating and would like to share with you some simplified explanations that I think everyone should know in order to better interact with adolescents. The frontal cortex of the brain only matures in the ^3rd decade of life, while it is responsible for a multitude of cognitive functions: evaluation, planning, modification and control of behaviors, regulation of emotions, working memory, perception of self and others, etc. Without the inhibition and impulse control function of the frontal cortex, dopaminergic activity (neurotransmitter) in the limbic system is not regulated, which causes a roller coaster of emotions (between euphoria and depression) and loss of control. Knowing that this "neural brake" is absent in young people should make it easier for parents and teachers to understand unstable and unbalanced behaviors.

Who doesn't know the unpleasant, "I don't care" mood of young people? They seem apathetic, fixated on their cell phones or video games, and the standard response is "I don't know! I don't care! Leave me alone!" In many cases, they could also be characterized as lazy, disinterested, or disobedient to adult expectations. However, it's important to view unmotivated, seemingly goalless behavior through a different lens: that of the "pubertal brain." Adolescents often feel they have little influence and control over their own lives.

What stance should we adopt then? It is important to be attentive to the needs of young people, which are not necessarily the same as our own. The three fundamental psychological needs of intrinsic motivation according to Deci and Ryan (self-determination theory) provide a path that seems effective to me:

• Autonomy: Young people need to differentiate themselves from their parents; they want to make decisions and have control over their lives. They seek emotional and decision-making independence. In the eyes of parents, children do not yet have enough responsibility and therefore do not want to give up their position yet. This tension between the needs of each can create conflicts. To avoid these, it is recommended:
  • To listen and encourage the young person instead of controlling or threatening them.
  • To co-construct the rules together with the teenager in order to help them take responsibility.
• Affiliation: Every human being needs to feel loved and to belong to a group. The contribution of parents in the socialization process decreases in early adolescence because peers take on a very important role. As an adult, it is advisable:
  • To encourage contact with peers
  • Shower the young person with unconditional love (this also means accepting without being offended that the teenager turns to people of his/her own age) and having fun with him/her.
  • To be interested in him and to discuss his interests (for example: social networks, video games, Netflix series) rather than judging.
• Competence: As adolescents grow, they form their identities, develop confidence, and build self-esteem. They therefore need to feel competent and successful. In other words, they seek a sense of effectiveness in their environment through curiosity and challenges. To satisfy this need, it is recommended:
  • To value and encourage the efforts of young people
  • To help him identify his strengths and skills
  • To provide a stimulating environment that inspires the desire to learn

Finally, remember that your teen, like all of us, has "mirror neurons" in their brain. You are therefore a role model for them at all times. The above tips can only be effective in motivating your child if your own attitude and beliefs are positive and congruent. Good luck in becoming a "frontal brain prosthesis" 🙂!