Teaching the At-Risk Teenage Brain

Feinstein (education/psychology, Augustana College) uses evidence from studies of how children's and adolescents' brains work to back up her advice. She describe features of the at-risk teenage brain, such as overproduction of certain chemicals linked to learning and emotion, pruning of that overproduction and myelination, or building means of communication within the brain and develop sophisticated thinking skills. She describes how to make at-risk teenagers feel safe in the classroom, acquire their attention, maximize processing time, develop appropriate strategies and improve language skills, along with ideas on studying, transitioning to a new school, making decisions, dealing with emotions, enjoying a positive social life, improving physicality, dealing with addiction, meeting special challenges such as ADHD or abuse, and working within the corrections setting. Annotation c2007 Book News, Inc., Portland, OR (booknews.com)

Sheryl Feinstein is associate professor at Augustana College in Sioux Falls, South Dakota. She consults at a correctional facility for adolescent boys and at a separate site for emotionally and behaviorally disturbed adolescents in Minnesota. She is a former teacher, curriculum coordinator, and director of a high school alternative program.