Adolescence as a neurobiological 'reconstruction zone' — a sensitive period in which experiential input shapes executive function and social cognition¶

Theory · All theories
Evidence · no claims cited

Description¶

The review presents an emergent neurobiological model in which "the brain undergoes dynamic changes throughout adolescence" and structural and behavioral changes interact. Synaptic reorganization creates a sensitive period, likened to infancy's sensorimotor period, during which "experiential input is critical to the development of both executive function and social cognition." Siegel's term "reconstruction zone" names this period. The review uses the model to argue counselors and educators should supply stimulating, adolescent-centered experiences during these years.

Design Implications¶

Context¶

Requirements¶

• Experiential input and stimulating opportunities during adolescence, since pruning is activity- and stimulation-based

Constraints¶

• Triggers for the synaptic reorganization are still unknown, and environmental influences on brain development remain an empirical question per the review

Target Learners¶

• middle and high school students (roughly ages 11 through 24)

Target Learning Objectives¶

• executive function
• social cognition
• emotional regulation

Claims¶

Related Theories¶

• Adolescent Brain Development
• Executive Function Development

Examples¶

• Design guidance lessons that give adolescents practice in planning, anticipating consequences, and regulating behavior, and avoid scare tactics and lecturing
• Use brain-friendly, multisensory and expressive approaches and a partner (not authority) stance in counseling adolescents

Key Sources¶

• Roaten, G. K., & Roaten, D. J. (2011). Adolescent Brain Development: Current Research and the Impact on Secondary School Counseling Programs. https://schoolcounselor.org