Why do they do that? Teen Decision Making
2011 Minnesota Financial Fitness Conference
Multidimensional Approach to Teen’s Risk-Taking
Resources & Take Home Messages
Colleen Gengler, Family Relations Educator, University of Minnesota Extension
[email protected] or 1-888-241-4635
Extension Families with Teens Resources - www.extension.umn.edu/FamilieswithTeens/
Teen Decision Making about Risky Behaviors - Take and Teach lesson; CD-08210. All the materials
needed to facilitate a parent group or a parent/teen group are on one CD: facilitator guide, research
background, handouts and activities, resource lists, presentation. Click on “Teen Talk Resources” for
ordering information.
“Understanding Adolescent Risk-taking Behavior: Online Research Update for Professionals” is a
short term, non-credit professional development opportunity offering four clock hours. It was
developed by Jodi Dworkin, Ph.D. and Colleen Gengler, M.Ed. through University of Minnesota
Extension & Family Social Science. The course will be open for enrollment August 15, 2010. Look for
details on the website.
Teen Brain Resources for Professionals and Families
Articles
Boyer, T. W. (2006). The development of risk-taking: A multi-perspective review. Development
Review, 26, 291-345.
Books
Strauch, B., (2003) Primal Teen. New York: Doubleday.
Walsh, D. (2004). Why Do They Act That Way? A Survival Guide to the Adolescent Brain for You
and Your Teen. New York: Free Press.
Websites
A Parent’s Guide to the Teen Brain – Partnership for a Drug Free America;
www.drugfree.org/teenbrain -- Click on “WHY DO TEENS ACT THIS WAY? The science in a
nutshell.”
Inside the Teenage Brain; www.pbs.org/wgbh/pages/frontline/shows/teenbrain/interviews/todd.html -An interview with researcher Deborah Yurgelun-Todd
The Secret Life of the Brain; http://www.pbs.org/wnet/brain/ -- Brain anatomy, brain scans and brain
development by age
Scientific Learning. Brain Connections. www.brainconnection.com -- Connecting brain development
to education
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Take Home Messages – Brain Development
Although brain development is very complex, there are some key points that are helpful and useful to keep in
mind.
The brain isn’t fully developed until the mid-twenties. We used to think the brain was fully functioning
by the teen years; all that needed to happen was the teen acquiring more knowledge and experience.
Now we know this just isn’t so. The brain structure isn’t yet complete.
Teen brain development is closely linked with all the other changes going on for teens: puberty, social
& emotional changes, changes in thinking. But, all of these things are on a little different timetable
making how teens grow and develop even more complex and a little confusing for parents, teens, and
professionals alike.
Knowing that the teen brain isn’t fully developed is no excuse for a parent or teacher to say “I can’t do
anything about that”. Rather, it is all the more reason for a parent to say “I have to make sure I give my
teen reminders of the rules. I’m going to have to repeat those often.” Teachers and other professionals
working with teens may also need to give teens reminders.
The key area that is still under construction in the teen brain is the pre-frontal cortex. Sometimes adults
need to be that “pre-frontal cortex” for teens. That means having structure through rules plus good
communication.
Knowing some basics about brain development helps adults work with and understand teens better.
Knowing some basics about brain development helps teens understand themselves better.
Additional Consumer Decision Making Resources
Sara Croymans, Family Resource Management Educator, University of Minnesota Extension
[email protected] or 1-888-241-4532
Articles:
Dybdal, L., & Sondag, K. (2000). Developing decision-making skills through the use of critical
incidents. Journal of Health Education, 31(2), 115-117.
Elias, M. J., & Tobias, S. E. (1990). Problem Solving/Decision making for social and academic
success.
Mann, L., Harmoni, R., & Power, C. (1989). Adolescent decision-making: The development of
competence. Journal of Adolescence, 12(3), 265-278.
Mincemoyer, C., & Perkins, D. (2003). Assessing decision-making skills of youth. Forum for Family
and Consumer Issues, 8(1) 1-9.
Olshavsky, R. W., & Granbois, D. H. (1979). Consumer decision making-fact or fiction? Journal of
Consumer Research, 6(2), 93-100.)
Olson, C. A., & Croymans, S. R. (2008). Strengthening 4-H youth consumer decisionmaking skills:
Contest to community service. Journal of Extension, 46(1)
Ormond, C., Luszcz, M. A., Mann, L., & Beswick, G. (1991). A metacognitive analysis of decision
making in adolescence. Journal of Adolescence, 14(3), 275-291.
Websites:
University of MN Extension Youth & Money - http://www.extension.umn.edu/Youth&Money/
MN 4-H Consumer Decision Making program – sample classes to practice decision making skills:
http://www1.extension.umn.edu/youth/mn4-H/events/ConsumerDecMaking/index.html
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University of Minnesota is an equal opportunity educator and employer.
This material is available in alternative formats upon request. Contact 612-626-6602.
2|University of Minnesota Extension –March 2011