Inlong detail, synthesize your learning by summarizing how your learning in this course has evolved your professional practice as a school social worker.

A comparison of your learning goals from your Statement of Intention and Awareness in Module 1 ( see below) with your new learning, to assess how you've grown.

• One key takeaway from your learning.
• Onefuture learning goal related to course content.
• Three or moredetailed connections tospecificcourse applications, information from readings, and other completed course activities.

And your choice of one of the following:

• Two or morespecific ideas for changes to your professional practice with timelines for implementing changes.

statement of awareness:

My motivation for learning about the adolescent brain is because as a social worker in an alternative program, I want to build my knowledge and help students, their parents and educators understand the development of an adolescent brain. I believe the teenage brain is a rapidly changing and fascinating area of the human body. As it grows it changes dramatically. In order to properly support and advise young people as they navigate this transitional age, educators and parents must have a thorough understanding of the challenges of brain development during adolescence. The information of brain development from this course will be helpful to assist adolescents in their wellbeing, mental health and supporting their educational needs.

I want to study the complexities of the teenage brain because I have an intense interest in the complex connections between biological, social, and environmental factors that influence human development. The huge impact that adolescent brain development has on learning, behavior, and decision-making particularly motivate me as an educator. As a School Social Worker, I want to provide students with the tools needed to be successful and by understanding their brain development. By studying their brain development, I will have the knowledge to do so. This information is crucial for modifying instructional strategies, encouraging teenagers' mental health, and elevating their general well-being.

My prior understanding of the adolescent brain is largely informed by academic study and my own encounters with adolescent and young people. I have a better understanding of the neural foundations of teenage risk-taking, emotional reactivity, and social sensitivity. Additionally, I have observed firsthand the challenges and opportunities that adolescents face as they grapple with identity formation, peer relationships, and academic demands. I have seen the challenges and difficulties that teenages encounter. They can respond to difficult situations differently than an adult and it can be difficult for them to recognize their triggers and practice effective coping strategies to deal with their mental health.

My previous understanding of the teenage brain was mainly formed by schoolwork and my own experiences with teenagers. I now have a better understanding of the neural foundations of teenage risk-taking, emotional reactivity, and social sensitivity. Furthermore, I have seen directly the chances and difficulties that teenagers encounter as they struggle with peer interactions, identity formation, and academic pressures. Moving forward, I like to obtain knowledge on how to support adolescents in their everyday struggles. I like to help them connect their emotions to positive decision-making as they move into adulthood.

By taking this course, I want to be able to provide students with an in-depth understanding of the physiological and functional developments that take place in the adolescent brain so they can recognize the special developmental opportunities and difficulties that come with this time. Additionally, I want to be able to foster the implementation of teaching practices that align with the developmental characteristics of the adolescent brain, maximizing engagement, motivation, and effective learning outcomes. I want to continue to develop my knowledge to support my students by learning about brain development. For example, learning how the brain develops, what it does, what gets in the way of its ability to function optimally, and how to help it operate in the best way possible.

Course applications:

Diana Baumrind - its called "Baumrind sauce"

Adolescent's Brain function and executive function

benefits of implementing GR8 8