May 30, 2007

Deborah Harkin, a student in the field of somatic psychology, class of 2000, has recently completed her dissertation, The adolescent brain: A theoretical exploration of adolescence as a second critical period. Her defense will take place at 11AM on June 13th at SBGI. Deborah is also the Coordinator of Academic Programs at SBGI.

EG: What inspired you to choose to research adolescence?

Deborah: There has been considerable attention given to infancy as the critical period, and rightly so because it provides the foundation for future development.  However, the most current research on brain development has brought to light a secondary growth spurt that occurs in the adolescent brain. This has caused scientists to re-examine the previous assumption that brain development is essentially complete by the age of five.  In fact, the new findings on the adolescent brain have revolutionized brain science. This is taking me back to what excited me most in the very beginning.   

EG: And what was that?

Deborah: My first creative impulse began as an interest in how early attachment experiences impact adult attachment relationships. Early attachment relationships shape the structure and function of the infant’s brain, as well as creating patterns of relating that can persist throughout a lifetime.  If adolescence represents a second critical period for brain development, then might it be a unique opportunity to repair and re-pattern the internalized imprints from our earliest relationships? My research has confirmed my initial thoughts about adolescence as a critical period for both brain development and attachment. For example, in the realm of attachment, there is an overall reorganization of relationships that takes place during adolescence that supports disorganization and reorganization. In order for adolescents to become adults, there must be a gradual transfer of primary attachments from parents to peers and ultimately future romantic partners. However, this transfer creates a period of particular vulnerability for teens because peers lack the experience and maturity to serve as true attachment figures. This points to the continued importance of parents and other responsible adults for support and guidance.

EG: Why does adolescence tend to be such a difficult time for both parents and teens?

Deborah: Adolescence tends to be viewed as a “problem.” Adolescents are often viewed as difficult, challenging and even frightening. I often detect an attitude that it is just a time to get through and survived. The new brain research provides new insights and perspectives into adolescent behaviors. Once you begin to understand adolescent developmental processes, adolescence becomes a bit less confusing, frightening and mysterious. That understanding can guide how we respond to and support teens.

EG: Can you give an example of how understanding what is needed can support adolescents?

Deborah: One example on a societal level is that there is a tendency to look at social programs and to eliminate beneficial ones such as recreation and sport activities, art and music programs etc., which are considered to be “non-essential.” There is a tendency in our society to focus on intellectual development and in preparing kids for college. This overlooks the importance of social and emotional development in adolescence. This point is as relevant to affluent teens as it is to those with fewer advantages. Arts and recreational programs when designed to develop the whole person can play an important role in supporting self-discovery, expression and development for teens. From a neuroscience perspective, such activities can promote integration of various parts of the brain. Adolescence involves the integration of multiple lines of development including cognitive, emotional, social, and behavioral systems, etc. Integration is the central theme of adolescent brain development as well as adolescent development in general. You could say that integration is the key.

EG:  How useful is this information to teachers and other professionals that may be engaging with adolescents on a regular basis?

Deborah: A synthesis of research from various fields holds the promise of changing how we view adolescents. When we understand adolescence as a critical period akin to that which takes place in infancy, it takes on new importance. Adolescence can be understood as an extremely exciting and vital time. Teachers, parents and therapists will be able to work with the dynamic process of development and to respond to adolescents quite differently.

EG: What are some foreseeable long-range impacts of our newfound appreciation for adolescence?

Deborah: Many of the capacities that are developing in adolescence—such as abstract thought, the ability to plan, set long-range goals, and to self-reflect—are the ones that make us most human. When we truly recognize how important adolescence is we will allocate more time and resources to adolescents, and do so more effectively.

EG: One more question for you.  How has your training at SBGI impacted your life?

Deborah: When I came to SBGI, I expected to change careers, but I did not realize how deeply my experiences would impact my life. The dissertation process has been a very rich one. It has answered not only my research questions, but many life questions as well. My studies have allowed me to continue on my own path of personal healing and growth.

Interviewer: Ellen Goldstein received her MA at Santa Barbara Graduate Institute in Clinical Psychology with a specialty in Prenatal and Perinatal Psychology.