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The 'teen brain' research: implications for practitioners

Sercombe, H. (2010) The 'teen brain' research: implications for practitioners. Youth and Policy (103). pp. 25-38.

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Abstract

This article discusses advances in developmental cognitive neuroscience over the last decade, outlining major developments, how these are reshaping our ideas about youth and adolescence and considering the implications for working with young people. The authors also discuss the implications of this research for the concept of youth itself, arguing that it can no longer be seen as separate from adulthood. Youth is emergence into adulthood. The social environment, including policy settings, will significantly determine the shape of adulthood as it emerges.

Item type:Article
ID code:26372
Keywords:developmental cognitive neuroscience, youth and adolescence, concept of youth, adulthood, social environment, policy settings, Theory and practice of education, Sociology
Subjects:Education > Theory and practice of education
Social Sciences > Sociology
Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Mrs Marie Henderson
Date deposited:21 Jul 2010 15:59
Last modified:19 Mar 2019 01:45
URI:https://strathprints.strath.ac.uk/id/eprint/26372
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