In the video "Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain," cognitive neuroscientist Sarah-Jayne Blakemore addresses studying the adolescent brain's growth (TED, 2012). Adolescence, according to Blakemore, is a time of significant brain development marked by modifications to the prefrontal cortex, striatum, andamygdala (TED, 2012). The development of social cognition, impulse control, and decision-makingdepends on these developments. These parts collaborate to assist individuals in processing and to respond to social and emotional cues, making decisions, and controlling their urges.

The major takeaway from the video is that adolescents' thoughts, feelings, and behaviors are affected by the fact that adolescence is a time of tremendous brain development. According to Blakemore, significant changes in the prefrontal cortex during adolescence affect impulse control and decision-making (TED, 2012). The amygdala, which is also experiencing alterations at this time and is in charge of processing emotions, is also changing. According to Blakemore, these brain changes account for why adolescents may engage in risky conduct, struggle with emotional regulation, and possibly have increased social anxiety (TED, 2012).

I concur with the video's message. The scientific data strongly supports the video's message. According to research on the adolescent brain, adolescents encounter significant changes in their brain development, which can be used to explain some of their behaviors and emotions. For instance, in brain myelination, around axons, the fibers that transmit impulses between neurons, myelin, a fatty material, forms. Increased myelination of the brain throughout adolescence can result in quicker and more effective transmission between neurons. Nonetheless, this process is only complete in the mid-twenties, which explains why some cognitive challenges may still exist in adolescence.

The video's message can be applied to the present in several different ways. For instance, in education, teachers and parents can use this information to comprehend teenagers' requirements better and design learning settings that foster their growth. Also, this data can be used by policymakers to create measures that support the health and well-being of teenagers. To make policies supporting teenagers' health and well-being, lawmakers must use the knowledge supplied by specialists like Sarah-Jayne Blakemore. Policymakers can make regulations that support positive outcomes for adolescents by taking into account the unique qualities of the adolescent brain and the variables that can affect its development.

Adolescents require opportunities to practice making decisions and controlling their impulses, which is one of the most significant consequences of the study covered in the film. By fostering safe and encouraging situations where teenagers can take risks,make decisions, and learn from their mistakes, caregivers, educators, and governments can offer these opportunities.

The "Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain" video underlines the significance of comprehending these changes in the adolescent brain. Parents, educators, and legislators can foster conditions that promote teenagers' well-being and health by acknowledging that adolescence is a time when their brains undergo tremendous change.

Question: How can educational institutions design learning environments that promote teenage brain development?

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