Free Essay. Brain Development in Youth Ages and Stages

Adolescence refers to the transition period in which individuals develop from childhood to adulthood. This developmental stage is a crucial part of complex human development processes ranging from cognitive, behavioral, and social upsurges to certain tendencies typical of almost all healthy adolescents. Statistically, this is the period in which most young people die, primarily due to numerous traumatic injuries. While some scholars refer to this period as a special stage of a person's life, it is undoubted that a lot of brain changes occur at this period of life. Numerous scientists have weighed into this stage of development using a variety of research methods and revealed astounding findings worth studying comprehensively. Kerstin Conrad, Christine Firk, and Peter Uhlhaas' article titled "Brain Development During Adolescence" is one of the many articles that look into the structural and functional brain development during the younger years of their lives. A critical analysis of this article reveals that adolescence is the riskiest period a child's life as they are inspired to seek new adventures, and experiences, as well as stronger emotions, among other risky behaviors. Using selective reviews of other articles on the same topic, the author's main point is that the dangerous behaviors that adolescents engage in are attributed to brain development. Additionally, the author points out that proposed neuroscientific explanations are critical routes toward explaining adolescent behavior and can significantly aid in devising ways through which adolescents can be dealt with for their own good and that of others around them. In this paper, the authors' arguments will be critically analyzed to understand the theories, definitions, methods used, the evidence presented, and implications given with particular attention to the methods used in the article.

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Konrad et al. (2013) review some other articles of interest from the Pubmed database to present their case. One of them talks about the aspects of the adolescent brain as per the neuro-imaging techniques. The assumptions long held by neuroscience and developmental psychology indicate that major architectural and functional brain changes were limited to the child's prenatal period, including the first six years of the child's life. This assumption was later revisited and reversed after the more scientific discovery of the various aspects of human brain development. Through analyses of quantitative longitudinal studies, the authors argued that the rapid adolescent brain reorganization is attributed to the synapses and neurotransmitter systems. Unlike previously thought, the brain's physiological and anatomical maturation process of adolescence is highly dynamic. The cortical circuits highly reorganize, reflecting alterations in the adolescents' cognitive functioning and regulation associated with adolescence.

Structural imaging studies also indicate that the cerebral cortex of s child grows to its optimal volume shortly after birth. The authors assert that during adolescence, the maturity of the brain's grey matter happens from the back towards the front, first reaching its maximal density in the primary sensorimotor cortex, and then later in higher areas of association such as the dorsolateral prefrontal cortex, the superior temporal gyrus, and the inferior parietal gyrus. It is pointed out in this article that certain brain areas responsible for cognitive functioning that controls behavior, plan, and asses risks mature later than regions that regulate sensory and motor tasks. This development protocol helps explain why adolescents cannot asses risks associated with certain behaviors that be very dangerous for their lives. The article also points out that hormones related to adolescence or puberty greatly affect the sex-specific development or restructuring of the brain of adolescents. These pieces of evidence derived from the authors' selective review of quantitative articles are credibly presented and backed with works of extensive research from a wide range of fields touching on brain development. The authors' credibility speaks volumes due to their years of research in the same area and other areas of interest in cementing their views. Most importantly, the authors are university professors with extensive knowledge in their areas of specialization.

However, while the arguments presented appear to be credible and well-supported by evidence from various sources, certain flaws can be noted in the article. The authors seem to only collect information and evidence-based on structural and functional aspects of brain development. The contribution of social elements to the brain development of teenagers is not comprehensively covered by the authors. Psychologically, adolescents seem to be significantly driven by peer pressure and the thrills associated with teenage social conceptions. Furthermore, the authors ignore possible elements that can deter brain development of adolescents, such as particular chronic illnesses of the nervous system and mental problems. It appears that the article bombards the reader with large chunks of information that seem to only drive their agendas and points of view while neglecting the other sides of the story. The authors also do not show how the imbalances are ironed out.

From a personal point of view, adolescents find excitement in risky behavior, and whether or not there are risks is another matter altogether. While the young brain is prone to risky behavior as has been shown, it is known that the adolescent brain is still flexible and adjustable than the adult brain, meaning it can find its own means of incorporating new behavior. Because of the social impact on the behavior of adolescents, negative experiences from their peers can somehow help them control or avoid dangerous tendencies.

In conclusion, the structural and functional brain development patterns are associated with most risks taken by adolescents, which also contribute to their deaths. The fact that adolescent brains are flexible bears a greater angle in understanding possible ways through which adolescents can adapt, and be understood, or get help. Additional research is still needed in this area, especially to comprehensively build on the already learned aspects of development.

References

Konrad, K., Firk, C., & Uhlhaas, P. (2013). Brain Development During Adolescence. Deutsches Aerzteblatt Online. https://doi.org/10.3238/arztebl.2013.0425