SCENARIO: Monica is a single mom who has a 16-year-old son named Jordan. Monica and Jordan were close at one point. As of late, Monica has been noticing that Jordan spends a lot of time focusing on what his friends think about him. Without his mother’s permission, Jordan recently crawled out of his bedroom window and went to a party when he was supposed to be studying for an exam. Upon his return home, Jordan reeked of alcohol and marijuana and was caught by his mother. Shocked and appalled by her son's recent behavior, she grounded him for two weeks.
What advice would you give Monica about her son’s recent behavior?
Using what you learned about the adolescent brain and social development, you will answer questions related to this case study assignment below. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.
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1. What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.
Shift the Focus to Problem-Solving: Instead of focusing solely on punishment, Monica should use this as a chance to teach decision-making skills. She needs to ask why he felt the need to sneak out (e.g., fear of missing out, peer pressure) and collaboratively brainstorm safer alternatives for future social events.
Focus on Communication and Connection: Monica needs to prioritize rebuilding their relationship. She should schedule short, non-judgmental check-ins and activities to foster connection, reminding Jordan that their relationship is primary despite his focus on peers.
Seek Professional Guidance: Given the presence of alcohol and marijuana, Monica should consider seeking an initial consultation with a family therapist or school counselor to ensure Jordan is not developing a substance use issue and to learn specific, age-appropriate communication techniques.
The Adolescent Brain and Risk Assessment
The difficulties Jordan faces in weighing the risks and rewards of his behavior stem from the asynchronous development of two major brain systems during adolescence: the Limbic System and the Prefrontal Cortex.
1. The Developing Limbic System (Reward Processing)
What Happens: The Limbic System (including the nucleus accumbens and striatum), which is responsible for processing reward, emotion, and immediate pleasure, develops rapidly and matures early in adolescence. This is often called the brain's "accelerator."
Function in Risk-Reward: During this period, the brain's reward centers become hypersensitive to novel, exciting, and social stimuli. The rewards associated with risk-taking—the thrill, the excitement, and especially the social status/peer approval—are experienced as overwhelmingly compelling and immediately gratifying. This heightened sensitivity drives Jordan's motivation to seek out the party, despite the obvious risks.
Sample Answer
Advice for Monica on Jordan's Behavior
Monica should be advised that Jordan’s recent behavior—the focus on peers, the risk-taking, and the substance use—is typical of developmental processes in mid-adolescence, though the specific actions (sneaking out, using substances) require firm, compassionate intervention.
Acknowledge and Validate: Monica should validate Jordan's need for independence and peer acceptance, which are strong developmental drivers at 16. This validation creates an open door for communication.
Maintain Firm Boundaries (The Grounding): The two-week grounding is an appropriate and necessary consequence. She should explain that the consequence is for the breach of trust and the safety risk, not an attack on his character or social life. Consequences must be consistent and predictable.