Resources

Glossary

• Abstract thinking – is the ability to think about and potentially combine concepts and events to develop a new understanding of a situation. Typically the type of thinking involves the person being flexible, ‘thinking outside the box’ and being adaptable


• Adolescence – is the period of time from childhood to adulthood where the young person develops through puberty. This is typically described as within the teenage years.


• Advanced reasoning skills - are skills that involve abstract thinking, deductive and inductive reasoning together with analysing a situation or issue so conclusions can be drawn from the evidence provided.


• Body image – is the person’s perspective of how they see him or her-self. These can be positive or negative feelings and is influenced by other people, the environment and society that the person is living within.


• Cerebellum - this is commonly referred to as 'the little brain', and is considered to be older than the cerebrum on the evolutionary scale. The cerebellum controls essential body functions such as balance, posture and coordination, allowing humans to move properly and maintain their structure.


• Deductive reasoning - is a form of formal reasoning from one or more statements (premises) to reach a logically certain conclusion.


• Digital citizen - is a person who uses technology, e.g. the Internet and computers, mobile phones etc. regularly within their everyday life and society.


• Discrimination - is seen as the unfair or unjust treatment of a person. This can result from prejudice, e.g. in discriminating between different groups of people in terms of culture, race, age or sex


• Erikson - Erik Erikson termed the phrase identity versus role confusion to describe the need for the young person to understand who they are and their role in becoming an adult. This stage is described as being between the ages of 12 to 18 years old, during adolescence. Beyond 18 years old, the stage changes into intimacy versus isolation as the young adult (from 18 years old onwards) seeks to develop relationships with significant others.


• Executive functioning - is the ability for the young person to assess, plan and complete the tasks required, so controlling their behaviour and their emotions, thinking flexibly and using their memory to prioritise issues and to plan to solve or resolve issues. This requires the young person to be self-aware and organised.


• Frontal Lobe - this lobe controls several elements including creative thought, problem solving, intellect, judgment, behaviour, attention, abstract thinking, physical reactions, muscle movements, coordinated movements, smell and personality.


• Gender orientation - is the term given to the person’s inner sense of what gender they feel they are male, female or transgender.


• Identity versus Role confusion - Erik Erikson termed the phrase identity versus role confusion to describe the need for the young person to understand who they are and their role in becoming an adult.


• Kohlberg - Lawrence Kohlberg explored the issues relating to moral reasoning identifying how the young person’s morality changes from adolescence to adulthood. He identified three stages of development:


• Pre-conventional morality - (under 9 years old) – where the child’s moral values are shaped by others around them. Issues are seen as either right or wrong


• Conventional morality - (adolescents and many adults) – where society sets the rules. Authority is understood and accepted but not questioned.


• Post-conventional morality - (very few adults) – individual judgement is based on questioning and understanding the principles and ethics that underpin society.


• Limbic system - is part of the brain which is part of the emotional system, involved in long term memory, structural changes continue well into adolescence.


• Metacognition - is a term describing the ability to think about thinking, so it is having an awareness of how personally, you think and reason. It is the ability of the person to know how they engage in learning and understanding or analysing issues. Different strategies can be developed, eg looking personally, exploring the task required or taking a more strategic view.


• Moral development - is the development relating to understanding the issues of fairness and justice in the society in which the child lives – this is based on the ethics, cultural and societal rules or laws in the society.


• Occipital Lobe - the occipital lobe is located in the cerebral hemisphere in the back of the head. It helps to control vision.


• Parietal Lobe - this lobe focuses on comprehension. Visual functions, language, reading, internal stimuli, tactile sensation and sensory comprehension will be monitored here.


• Piaget - Jean Piaget describes a set of theories underpinning development. In adolescence, he describes the person as moving into the formal operational stage where the young person starts to think more abstractly and is able to use deductive reasoning to solve problems.


• Prefrontal cortex - is the area of the brain that develops in adolescence to help regulate thought processes, emotions and behaviour


• Reasoning - the process of forming conclusions, judgments, or inferences from facts or premises.


• Risk behaviours - is a behaviour whereby the person puts him or her-self at risk of injury or illness, through the activity or lifestyle choices made.


• Synapse - is the structure at the end of a neuron, or nerve cell, through which an electrical or chemical message is passed to another neuron. All of a person's thinking, movement and feeling depends on the transmission of messages through synapses.


• Temporal Lobe - the temporal lobe controls visual and auditory memories. It includes areas that help manage some speech and hearing capabilities, behavioural elements, and language.

Books

Bee, H. and Boyd, D. (2004) The Developing Child. 10th ed. Pearson.
Blakemore, S.J. and Frith, U. (2005) The learning brain. Wiley-Blackwell.
Morgan, N. (2013) Blame My Brain: the Amazing Teenage Brain Revealed. Walker books.
Smith, P.K. Cowie, H. and Blades, M. (2011) Understanding Children’s Development. 5th Ed. Wiley-Blackwell.

Journals

Whittamore, K.H., Goldberg, S.E., Bradshaw, L.E. and Harwood, R.H. (2014) Factors Associated with Family Caregiver Dissatisfaction with Acute Hospital Care of Older Cognitively Impaired Relatives. Journal of the American Geriatric Society [online] 62: pp. 2252-2260. Available at: http://onlinelibrary.wiley.com/doi/10.1111/jgs.13147/pdf
Glover, A., Bradshaw, L.E., Watson, N., Laithwaite, E., Goldberg, S.E., Whittamore, K.H. and Harwood, R.H. (2014) Diagnoses, problems and healthcare interventions amongst older people with an unscheduled hospital admission who have concurrent mental health problems: a prevalence study. BMC Geriatrics [online] 14(43). Available at: http://www.biomedcentral.com/content/pdf/1471-2318-14-43.pdf
Goldberg, S.E., Bradshaw, L.E., Kearney, F.C., Russell, C., Whittamore, K.H., Foster, E.R., Mamza, J., Gladman, J.R.F. Jones, R.G., Lewis, S.A., Porock D., Harwood, R.H. (2013) Care in specialist medical and mental health unit compared with standard care for older people with cognitive impairment admitted to general hospital: randomised controlled trial (NIHR TEAM trial) BMJ [online] 347. Available at: http://www.bmj.com/content/347/bmj.f4132

Intellectual development from 16 years to adult - Print summary

From 16 years old onwards, the brain is developing a capacity to think logically and rationally in an adult way. The limbic system is still maturing, supporting the processing of thoughts and emotions, the ability to reason and to analyse situations more fully. This helps to modify the more erratic, risk taking behaviour seen in younger adolescents.

As the prefrontal cortex continues to develop, developments in executive function extends thinking of wider political, cultural, ethical and moral issues and of the young person’s understanding of their role in society. The young person’s intellectual development helps them explore their choices about identity, relationships and future plans.

Learning outcomes

By completing this resource you will be able to:

• Outline how changes in brain development within the limbic system and frontal lobe in the 16 to 18 year old affect reasoning and decision-making
• Discuss how the changes in intellectual ability at this influence a young person’s view of them self, the wider world, relationships and the choices they face as they move into adulthood.

Please type any additional notes and comments you have on this resource in the field below: Print

Learning outcomes

By completing this resource you will be able to:

• Outline how changes in brain development within the limbic system and frontal lobe in the 16 to 18 year old affect reasoning and decision-making
• Discuss how the changes in intellectual ability at this influence a young person’s view of them self, the wider world, relationships and the choices they face as they move into adulthood.

This resource was developed by:

Name: Mary Y Brown

Role in Project: Content Author

Qualifications: MMSci Ed, PGCertPT, BSc (Hons), RNCB, RNT.

Previous experience: Mary is an Assistant Professor with the School of Health Sciences teaching communication skills, innovation and recognising culture and diversity through experiential learning. She is a Registered Nurse Child Branch with a specialty in Paediatric Oncology and supporting children with complex needs and their families.

Name: Louise Clarke

Role in Project: Content Author

Qualifications: PGCHE, BSc (Hons) Psychology and Sociology, Diploma in Nursing, RN Child, FHEA.

Previous experience: Louise's clinical career involved a variety of medical and surgical settings and a specialisation in paediatric plastics and cleft lip and palate care. She is currently employed as a Child Health Lecturer at the University of Nottingham involved in teaching communication, interpersonal and leadership skills alongside facilitating the development of clinical practical skills in undergraduate children's nurses.

Name: Carol Hall

Role in Project: Content Author

Qualifications: PhD, RSCN, RGN, RNT, PFHEA.

Previous experience: Carol is an experienced nurse teacher and children's nurse, who worked across a range of children's acute healthcare settings before becoming a ward manager on a teenage care ward for young people with both physical and mental health concerns. Carol is currently an Associate Professor and Director of Undergraduate Education within the School of Health Sciences at the University of Nottingham.

Name: Liz Hilton

Role in Project: Technical Developer

Qualifications: BA (Hons) Graphic Design, BSc (Hons) Biology,

Previous experience: Liz has a wide background in design and E-learning in a wide range of sectors, including industry, the NHS and academic.

Name: Laura Holliday

Role in Project: Content Author

Qualifications: MNursSci, RN Child.

Previous experience: Laura's clinical experience includes children's cardiology, medicine and respiratory. She has previously led a hospital wide preceptorship programme, working within a practice development team. She is currently employed as a Teaching Associate in Child Health at the University of Nottingham.

Name: Lydia Jones

Role in Project: Technical Support and audio manager

Qualifications: BA (Hons) Media Production.

Previous experience: Lydia has worked in the HELM team at the University of Nottingham for 7 years and is currently the e-learning and project development officer. She has many years' experience in project management and audio and video production.

Name: Gill Langmack

Role in Project: Lead Content Author

Qualifications: MSc, PGCHE, BSc (Hons) Nursing, RSCN, RGN, FHEA.

Previous experience: As an experienced Children's Nurse and educator, Gill has extensive experience of nursing children and their families in both acute and critical care areas. Gill is currently lecturing as an Assistant Professor within the University of Nottingham, School of Health Sciences.

Name: Helen Laverty

Role in Project: Principal Content Reviewer

Qualifications: MSc. (Human Development), Cert Ed (FE), RNLD, SFHEA

Previous experience: Helen is an Assistant Professor with the School of Health Sciences & Professional Lead for learning Disability Nursing. Her teaching specialities relate to the concept of ordinariness, human development, and person centred philosophies. She has extensive experience in the development of RLOs. She is a Registered Nurse Learning Disabilities specialising in promoting an ordinary life for children and young people and leadership.

Name: Andrew Lee

Role in Project: Technical Developer

Qualifications: BSc (Hons) Economics.

Previous experience: Andrew has 5 years web development experience working with small businesses, consultancy and app. creation. Twelve years game design experience as senior designer and design lead with oversight of design scripting, level design, scheduling and game mechanics.

Name: Liz Maslen

Role in Project: Project Lead (NCC)

Qualifications: BSc (Hons) Psychology, CMI PGDip.

Previous experience: Liz currently works as the Children's Workforce Development Manager at Nottinghamshire County Council. She has 17 years' experience within the childcare sector, and during this time has worked within voluntary, statutory and private organisations. She has also been involved with the management and delivery of regional and national training programmes aimed at multi-agency frontline practitioners and parent groups.

Name: Roz McCormick

Role in Project: Content Initiator

Qualifications: BA (Hons)

Previous experience: Roz is a qualified probation officer. She has worked in education, criminal justice and training since 1995, and has initiated, developed and delivered a variety of developmental projects with the intention of enabling professionals to work in partnership with service users. She initiated contact with University of Nottingham in pursuit of a rock solid knowledge base upon which to create a robust child development learning platform.

Name: Sally Melling

Role in Project: Content Author

Qualifications: EdD, MPhil, BA (Hons) Nursing, RN (Adult), RN Child, RNT

Previous experience: Sally is an Associate Professor at the University of Nottingham. She has over 30 years' experience as a children's nurse and educator. She is currently the Professional Lead for children's nursing.

Name: Elisabeth O'Brien

Role in Project: Lead Content Author

Qualifications: MEd, PGCHE, BSc (Hons), RGN, RHV, Obs Cert, FHEA.

Previous experience: Elisabeth worked in neonatal intensive care and a Bone Marrow Transplant unit . After working as Health Visitor in the U.K and abroad she joined the Child Health Team at the University of Nottingham.

Name: Cherry Poussa

Role in Project: Technical team manager

Qualifications: MSc, BSc.

Previous experience: Cherry is Head of Digital Learning Support Services in the School of Health Sciences, University of Nottingham with responsibility for IT systems, e-learning and online services and managing the integration of technical platforms to support the processes within these areas. She plays a key part in implementing the HELM strategy and supporting the technical and budgetary aspects of e-learning and digital media research projects.

Name: Mike Taylor

Role in Project: Technical Lead

Qualifications: MSc in Information Technology, PGC in Multi-Media design, BA (Hons) Media and cultural studies.

Previous experience: Mike has worked as a learning technologist for over 10 years at the University of Nottingham. He is currently the Project Development Lead for the HELM team and is working on the development of reusable learning objects (RLOs) both for the school of health sciences and for external projects.

Name: Richard Warr

Role in Project: Technical Implementer

Qualifications: MCIPD.

Previous experience: Originally an Optician, Richard moved into training, initially clinical support and then as a professional examiner. Over the next 25 years he became CIPD qualified and a member of the British Psychological Society. He has supported learners in: personal development, leadership and management, psychometric profiling, customer service and bespoke systems training amongst others. Over the last 4 years Richard has focussed on eLearning design and learning systems management within Nottinghamshire County Council.

Name: Richard Windle

Role in Project: Project Lead and Instructional Designer

Qualifications: PhD, PGCAP, BSc (Hon), PFHEA

Previous experience: Richard is an Associate Professor at the University of Nottingham. He is currently co-academic lead for the HELM team. As well as leading online curriculum development, his research and development interests include open multimedia learning content pedagogy and reuse, stakeholder involvement in content development and student generated content.

With thanks to the following who reviewed the content of the resources:

University of Nottingham Nursing students (Child field):

Ryan Clarke, Clare Cribdon, Aoife Fehilly, Rosanna Jones, Ruth Jones, Kelly Parker, Simone Portman and Molly Wright

University of Nottingham Lecturers in Health Sciences:

Paula Dawson, Damion McCormick, Alexandra Lewandowska-Smith and Heather Wharrad

Nottingham County Council Family Workers:

Helen Bingley, Susan Bird, Debbie Jesson, Meena Sharma, Dina Vitelli and Sharon Warman

With Thanks to:

The young people their families and colleagues who have provided audio and visual resources.

James Henderson, Thomas Stackpoole and Stathis Konstantinidis who provided additional audio narration for these resources.

Kirstie Coolin, Simon Riley and Nicholas Whiting for additional technical support.

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