ADOLESCENT`S PSYCHOLOGICAL POTENTIAL NEUROBIOLOGICAL BASIS - Scientific conference
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Рік заснування видання - 2014

ADOLESCENT`S PSYCHOLOGICAL POTENTIAL NEUROBIOLOGICAL BASIS

24.05.2023 15:27

[15. Psychological sciences]

Author: Tetyana Svatenkova, PhD in Psychological Sciences, Doctoral student in Psychology, Vasil Stefanik Precarpathian National University



Adolescence is a critical period of development when many self-concepts are transformed and undergo various changes as a result of both internal and external factors (Ernst, 2011). Adolescence also contributes to the cognitive development and metacognitive abilities for abstract thinking, finding and creating an identity for oneself in one's community (Nakkula, Toshalis, 2006). Adolescents build on the foundations they learned in childhood to develop complex and thinking mature ways (Dumontheil I., 2014), including abstract reasoning and a more nuanced “mind theory” (Vetter N. C., 2013).

Adolescents are often particularly receptive to the idea that changes in their brains can be caused by their actions (Dow-Edwards D., 2019). The more they practice skills such as self-control and emotions regulation, the better they become—a fact that motivates self-development. The prefrontal cortex, which is responsible for self-control, judgment, organization, planning, and emotional control, undergoes the greatest changes. The imbalance between excited dopamine systems and self-regulation systems is a unique opportunity to convey positive stimuli to teenagers, which years later will be programmed in high quality. "When we don't challenge our children in high school, we not only hinder their academic development, we also fail to use the plastic prefrontal cortex," wrote Steinberg (Steinberg L., 2015). The prefrontal cortex is strengthened by challenge and novelty.

Neurobiological changes significantly affect the development teenager's personality and therefore the activating psychological potential process, directing and fixing attention on regulatory, mental and behavioural features (Fig. 2).





Figure 1. Adolescents` psychological potential neurobiological features 

Robert W. Blum also emphasized the individual qualities importance and skills that can help adolescents navigate adolescence and protect them from risk and help develop psychological potential (Blum R. W., Ellen J., 2002). These include values, goals, positive orientation, and belonging—factors that are most likely to develop in a positive family and community context—as well as the anxiety, stress, and adversity effective coping skills development. He suggested that innate personality traits such as resilience play an important role, but that social competence skills can only be successfully learned in an appropriate environment.

Neurobiological changes affect the personality traits formation, identity, the interpersonal interaction construction and the specifics of the psychological potential manifestation of an individual in adolescence. This influence is decisive in relation to the psychological potential actualization in this period. Endogenous and exogenous factors are in a close relationship, where neurobiological changes coordinate regulatory, mental and behavioural changes in the individual, but external psychosocial intersubjective interaction features also affect the neurobiological processes activation (in particular, the reward activates the brain corresponding areas excitation and the serotonin release, etc.).

References:

Ernst, M., Daniele, T., Frantz, K. (2011). New perspectives on adolescent motivated behavior: Attention and conditioning. Developmental Cognitive Neuroscience, 1(4), 377–389.

Nakkula, M. J., Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge, MA: Harvard Education Press.

Dumontheil, I. (2014).  Development of abstract thinking during childhood and adolescence: The role of rostrolateral prefrontal cortex. Developmental Cognitive Neuroscience. Volume 10, Pages 57-76. https://doi.org/10.1016/j.dcn.2014.07.009

Vetter N. C., Altgassen, M., Phillips, L., Mahy, C. E., Kliegel, M, (2013). Development of Affective Theory of Mind Across Adolescence: Disentangling the Role of Executive Functions. - Developmental Neuropsychology . Volume 38, - Issue 2 - Pages 114-125. https://doi.org/10.1080/87565641.2012.733786

Steinberg, L. (2015). Age Of Opportunity: Lessons from the New Science of Adolescence – Publisher Harper Paperbacks. - 272 pages, ISBN-10 9780544570290

Dow-Edwards, D., Mac Master, F. P., Peterson, B. S., Niesink, R. (2019). Experience during adolescence shapes brain development: From synapses and networks to normal and pathological behaviour. Neurotoxicology and Teratology. Volume 76, https://doi.org/10.1016/j.ntt.2019.106834

Blum, R. W., Ellen, J. (2002). Work group V: increasing the capacity of schools, neighbourhoods, and communities to improve adolescent health outcomes. The Journal of adolescent health: official publication of the Society for Adolescent Medicine 31:  6 Suppl.  288-292.

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Науковий керівник: Заграй Лариса Дмитрівна, доктор психологічних наук, професор, Прикарпатський національний університет імені Василя Стефаника





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