Holly Miller-Post #2 Feb. 5, 2013


I loved reading the Steinberg article for several reasons. First, I feel that the human brain is like a "final frontier" of sorts because there is still so much we do not know about it. (If given the chance, I would continue my studies in the area of brain research!) The "final frontier" of the human brain has been the focus of our school professional development workshops in recent years. Recent research has found that children who grow up poverty learn differently than others. On the bright side, many of our children are bilingual and being bilingual has been shown in some studies to ward off dementia. I often think about the amazing connections that must occur in my students' brains when they go back and forth between two and sometimes three languages. These studies have been extremely beneficial when helping teachers prepare their educational programs. To this end, I deeply appreciate the research eloquently explained in the Steinberg article.  This article uses solid scientific evidence to make claims about the complexities of the developing adolescent brain. I was particularly struck by the "driving game study" which emphasized the power of social influence on decision making. When playing a video driving game, individuals of various ages were less likely to take risks when playing alone. The adolescent group showed a marked increase in risk-taking behavior when others were around. This is powerful evidence that helps explain adolescent behavior. I see this play out in middle school classrooms quite frequently. Conference with a student alone and they are as sweet as can be. Conference with a group of students, and you will see a new and often competitive dymanic. Teens always seen to have something to prove socially and this makes sense in the face recent research.
I also agree with the stance the article takes on working within the confines of the teen brain rather than trying to change the brain. For example, Steinberg asserts that "Strategies such as raising the price of cigarettes, more vigilantly governing the laws around the sale of alcohol, expanding adolescents access to mental health and contraceptive services, and raising the driving age would likely be more effective in limiting adolescent smoking, substance abuse, pregnancy, and automobile fatalities than attempts to make adolescents wiser, less impulsive or less short-sighted (Steniberg 100). I believe that working within this context should provide better results. This is very similar to teaching as I seek to "meet the students" where they are. I use their current  levels of knowledge and experience to write my lesson plans and this proves to be much more influential than simply following a book or perceived plan of action.
Our text highlights the importance of developing a self-concept.  When considering the above studies, I think about how self-concept is often governed by how we perceive others to see us. Self-concept includes "the way you see yourself in relation to others" (Corey 57). School counselors can use this valuable data to create guidance programs that seek to solve problems rather than place a band-aid on them.  Knowledge of the human brain combined with insight into how self-concept develops should lead to a strong program with excellent outcomes.

Corey,G.,& Corey, M.S. (2008). I never knew I had a choice: Explorations in personal growth. (9th ed.). Belmont, California: Thompson Brooks/Cole.

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 78-106.