Latest / Inside The Consulting Room - Understanding the Child Behind the Behaviour / Your Teen Isn’t Broken, Their Brain Is Remodeling

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Your Teen Isn’t Broken, Their Brain Is Remodeling · Inside The Consulting Room - Understanding the Child Behind the Behaviour

• 0:00
  SPEAKER_00: Hello, this is Kim Lee, child and adolescent psychotherapist, and welcome to part five of the eight episode series concerning adolescence, and this is when adolescence gets harder.
• 0:17
  SPEAKER_00: But this particular podcast is entitled The Adolescent Brain.
• 0:22
  SPEAKER_00: So if you're parenting an adolescent and wondering where your child has gone or why everything feels louder, harder, and more emotionally charged, you're not imagining it because something very real is happening inside the adolescent brain.
• 0:40
  SPEAKER_00: And I want to talk you through that so that you can maybe understand your young person from a different perspective.
• 0:50
  SPEAKER_00: Now, adolescence isn't a behavioral problem or a parenting failure, it's a period of intense neurological development, and understanding this can completely change how we respond to young people and how we feel as parents.
• 1:07
  SPEAKER_00: The adolescent brain is under construction, and one of the most helpful ways to think about this is as if the brain is in mid-renovation, and during adolescence, the brain is reorganizing itself, it's losing connections that are no longer used, they're being trimmed away, and important pathways are being strengthened.
• 1:31
  SPEAKER_00: Efficiency is improving, but while this is happening, things can feel unstable.
• 1:38
  SPEAKER_00: But this process helps the brain become faster and more specialized.
• 1:43
  SPEAKER_00: But during the rebuild, regulation, emotional regulation, is harder and can spill out more easily.
• 1:52
  SPEAKER_00: So when things feel messy, that's not because something's gone wrong, it's because development is underway.
• 2:00
  SPEAKER_00: The emotional brain is a different part of the brain system and it develops before the thinking brain.
• 2:10
  SPEAKER_00: Now, the part of the brain responsible for emotions and reward and threat becomes highly active in adolescence, while the part that's responsible for impulse control, thinking, analyzing, and planning is still developing, often well into the mid-twenties.
• 2:28
  SPEAKER_00: So this means that adolescents feel things very intensely, they react quickly because they haven't yet learned how to respond.
• 2:38
  SPEAKER_00: They struggle to pause and reflect in the heat of the moment.
• 2:41
  SPEAKER_00: And it's not that they don't care about consequences, it's that their brain can't always access that information when emotions are high.
• 2:51
  SPEAKER_00: Now, why do emotions feel so big?
• 2:55
  SPEAKER_00: This is because of this imbalance.
• 2:58
  SPEAKER_00: Adolescents experience emotions more strongly than children or adults.
• 3:02
  SPEAKER_00: So small events can feel enormous.
• 3:05
  SPEAKER_00: Criticism can feel crushing, social rejection can feel unbearable.
• 3:12
  SPEAKER_00: So when your teenager says you don't understand, neurologically they might be right.
• 3:19
  SPEAKER_00: Because their emotional experience really is more intense in that moment.
• 3:25
  SPEAKER_00: So risk taking dopamine and novelty, which I think is something we're all aware of.
• 3:31
  SPEAKER_00: Adolescents are also wired for exploration, and the brain's reward system is especially sensitive during adolescence, which makes new, exciting, and emotionally charged experiences feel more powerful.
• 3:46
  SPEAKER_00: And I think this helps explain risk-taking behaviors, the significance of peer influence, sensation seeking, online intensity, and compulsive behaviors.
• 3:59
  SPEAKER_00: Teenagers aren't wired to stay safe, they're wired to learn, explore, and separate.
• 4:04
  SPEAKER_00: So our job as adults is to help them survive this phase without their sense of self being damaged and remaining intact.
• 4:14
  SPEAKER_00: So things like peers belonging and the social brain during adolescence are significant factors because the brain becomes highly attuned to peers.
• 4:25
  SPEAKER_00: Belonging isn't just emotionally important, it's neuropsychologically essential.
• 4:31
  SPEAKER_00: Peer rejection activates the same brain area as physical pain, which helps explain why friendships matter so much, and family often feels pushed to the edges.
• 4:44
  SPEAKER_00: So when your adolescent turns towards friends and away from you, it's not rejection, it's actually developed, and they will come back, probably when they're hungry.
• 4:54
  SPEAKER_00: Stress, sleep, and overload are significant features because the adolescent brain is more sensitive to stress, and we can add to that things like academic pressure, social comparison, hormonal changes, and reduced sleep.
• 5:12
  SPEAKER_00: That's another stressor.
• 5:13
  SPEAKER_00: And the brain can quickly become overloaded.
• 5:16
  SPEAKER_00: A tired, stressed adolescent brain struggles to regulate emotions, problem solve, or reflect.
• 5:23
  SPEAKER_00: This is why calm often collapses so quickly when they're overwhelmed.
• 5:27
  SPEAKER_00: Think of a three-year-old.
• 5:30
  SPEAKER_00: Paradoxically, adolescents are 35 at times and three at others.
• 5:37
  SPEAKER_00: It's the way it works.
• 5:39
  SPEAKER_00: Now, relational psychotherapy helps adolescents when they run into trouble because when we understand the adolescent brain, it becomes clearer why talking at teenagers doesn't work and why relationships matter so much more.
• 5:56
  SPEAKER_00: Adolescents have a curious way of regulating emotions, much like small children.
• 6:01
  SPEAKER_00: And they do this through other people before they can do it alone.
• 6:06
  SPEAKER_00: So relational psychotherapy helps because it works with the developing brain, not against it.
• 6:13
  SPEAKER_00: In therapy, young people experience being held in mind.
• 6:17
  SPEAKER_00: And what that means is knowing that as a patient, they reside in the therapist's mind because the therapist remembers everything and the therapist knows them uniquely.
• 6:30
  SPEAKER_00: That's not to say that parents don't.
• 6:33
  SPEAKER_00: But one of the important things here is that an adolescent doesn't have to worry about the feelings of the therapist, whereas with parents they do.
• 6:41
  SPEAKER_00: And they're taken seriously, they're not questioned.
• 6:45
  SPEAKER_00: They have intense feelings which are tolerated by the therapist without panic or punishment.
• 6:52
  SPEAKER_00: And this sense of safety calms the nervous system.
• 6:56
  SPEAKER_00: And a calm brain is a brain that can grow.
• 7:00
  SPEAKER_00: Therapy supports brain integration and helps the different parts of the brain start talking to each other.
• 7:08
  SPEAKER_00: So big emotions are named and understood, and the thinking brain slowly starts to come online.
• 7:15
  SPEAKER_00: Experiences that they have are linked into a story, not just bursts of feeling.
• 7:22
  SPEAKER_00: And over time, this supports emotional regulation, impulse control, self-understanding, rather than shutting feelings down.
• 7:33
  SPEAKER_00: Therapy helps understand what the feelings are for.
• 7:38
  SPEAKER_00: Regulation happens between people first, and adolescents don't learn emotional regulation.
• 7:44
  SPEAKER_00: They learn it in relationship, which means they kind of borrow calm from adults.
• 7:50
  SPEAKER_00: They learn by being regulated with.
• 7:54
  SPEAKER_00: Shame and criticism shut the brain down.
• 7:57
  SPEAKER_00: Curiosity and emotional containment switch it on.
• 8:01
  SPEAKER_00: Therapy offers a steady, attuned relationship where emotions can rise without overwhelming the system, allowing new, healthier pathways to form.
• 8:14
  SPEAKER_00: Adolescence is also a time of big internal questions.
• 8:19
  SPEAKER_00: Who am I?
• 8:20
  SPEAKER_00: What's wrong with me?
• 8:21
  SPEAKER_00: Why do I feel like this?
• 8:24
  SPEAKER_00: Therapy helps young people make meaning of their inner world, separating who they are from what they feel.
• 8:32
  SPEAKER_00: When they can understand themselves, behaviour often begins to change quite naturally.
• 8:40
  SPEAKER_00: Of course, all of this occurs within the context of the consulting room.
• 8:44
  SPEAKER_00: And as a therapist, I don't have to deal with homework or rooms that look as if they may have been burgled because everything that the adolescent owns is on the floor.
• 8:59
  SPEAKER_00: And I appreciate that my take as a clinician is somewhat sanitized.
• 9:07
  SPEAKER_00: But what's important here is the principles, the principle of being with.
• 9:14
  SPEAKER_00: Very often parents feel worried, distressed, like they must correct, they must protect.
• 9:21
  SPEAKER_00: And these are understandable, but they don't work, or at least not in the moment.
• 9:27
  SPEAKER_00: Sometimes what we have to do is step back and say, let's hear what this person is saying, and let's remember that what's happening inside their brain, and I'm talking about the neurological structure, is not the same as mine.
• 9:45
  SPEAKER_00: So if I can just acknowledge that and just listen without interrupting or correcting, the probability is that we'll be able to move on to a conversation.
• 10:00
  SPEAKER_00: And if I don't shame or judge, if I don't criticize, I'm likely to encounter someone who can hear me and I can hear them.
• 10:13
  SPEAKER_00: Quite often when I advise parents just to hold it, step back, listen, respond and not react.
• 10:23
  SPEAKER_00: What they find is that okay, there's an initial meltdown of some kind, and it's very difficult and it's very messy, but they tend to find that it's over more quickly, and that there's a point afterwards where maybe the young person will be able to talk.
• 10:41
  SPEAKER_00: Now, this is really important because when that doesn't happen, we see patterns of conflict, we see fear in parents, quite understandably.
• 10:52
  SPEAKER_00: Sometimes I say to people, try and think back to when you're an adolescent, but it's not always the best the best way of approaching things because you're a different person and your brain has moved on.
• 11:08
  SPEAKER_00: But if we can appreciate this is a developmental stage and it's a process to manage, not a problem to fix, that may help.
• 11:17
  SPEAKER_00: Thank you for listening, and I look forward to.