HOW THE TEENAGER BRAIN WORKS Roberto Curi Hallal

1. HOW THE TEENAGER BRAIN WORKS Roberto Curi Hallal Catanzaro – Italia oct 2010

2. SOME RELEVANT PARADIGMS OF YOUNG PEOPLE´S LIVES Many losses: childhood, parental protection and body. Appearance of secondary sexuality. Children from an increasingly early age are excluded from the house before they have a minimum criticism to define what is convenient for them or not. They lose reliable models, they lose the ability to bind and understand love with care, with origin and responsibility. Irresponsible society. Eroticizes the risk and trivializes death. Depression and euphoria. The attractive life as prevention. The right to dream and wonder without drugs depends on the level of freedom reached, wondering under the influence is a dangerous way to dream. Love and hate depend on long constructions to organize people's lives. The children of socially included parents live with excess yes and the children of poor and excluded parents with excess no. Opposite directions.

3. Lifestyles make violent conduct and slavery chronically accepted and encouraged in school, family and work relations. Quantity is worth more than quality. Lack of confidence in interpersonal relationships. Those who are conditioned to win don’t know how to face adversity. Vulnerabilities and strengths. Prejudices. Justices and injustices, equalities and inequalities, advantages and disadvantages. They are forced to live with unpredictability and uncertainty. The economic dependence extends the time spent with family. A different chapter is the life of the young and poor since neither the State nor the private sector represent their interests, being left without opportunities and perpetuating the cycle of poverty. The choice of a profession is made more difficult by the increased number of professional fields. The time dedicated to acquiring competence contrasts with the number of opportunities.

4. Study or work extends beyond the place where it used to be exercised. The new technologies of the digital age change the nature of work. There is a tendency to blame people for failure in school and work. Those who do not achieve success are accused of not having worked hard enough. You must have the ability to get work and have a general and greater knowledge. Increase in bullying at school and at work, creates violent environments and worsening living conditions. Avoid cycles of suffered violence – committed violence. There is a growing number of teenage suicides worldwide. There are countries like Uruguay, with the courage to admit this being the leading cause of death among adolescents aged 15 to 19 years, followed by accidents and homicides.

5. SILENT SUFFERINGS LACK OF SILENT AND INTROSPECTIVE SILENCE Excess occupancy. UNDEFINED LIMITS AND RULES - CONFUSED VALUES The difficult acceptance in continuing to be a family member and an extra-family member. Binding uncertainty and disbelief. Negative publicity of human relations. LACK OF MEDIATION AND DELICACY IN THE FAMILY’S INTIMACY Different treatment between strangers and acquaintances. Excess orders and decisions. EXCESSIVE CONSUMPTION IN A WORLD OF COMPETITION Consumerism replacing human relationships, capitalism lives of incitement and provocation, a person at peace with himself and the world is not a consumer. DISCRIMINATION BETWEEN SONS AND DAUGHTERS Different psyches, respecting singularities. DEMAND OF FULFILLING THE IMPOSSIBLE Learning from oneself is what really promotes satisfaction. Freedom to create.

6. RESPECTING THE MISTAKE - SUPPORT AND CONSIDERATION IN FACE OF FAILURE - LEARNING TO GAIN AND LOSE – VALUING THE EFFORTS IN FACE OF FAILURE Including error as part of learning – there are unforgettable and irreversible errors. MEETING FRIENDS AND SOCIAL INTERESTS: SOCIALIZATION The social life is built permanently. Having clear expectations. Asking permission to dream and hope. Replacing deceit, irony and derogatory criticism. Educating with respect. The experiences are the result of incorporating the known. DIFFERENTIATING BETWEEN CRITICISM AND PUNISHMENT Concept of liability without guilt. Schools speak poorly of the children and create friction in the family, discriminating the good from the bad. BUILDING PAIRS Harmony and the construction of peace. Discovering one’s own path creates friction. Seeking adults in whom to trust. GIVING DUE IMPORTANCE, DON’T MINIMIZE OR MAXIMIZE. Do not exalt the suffering or celebrate with euphoria. Devoting the same time to accomplishments and conflicts.

7. RESPECT THE SPEECH AND THE SILENCE Both the word and the silence have value. FAMILY AND THEIR ROLE IN BUILDING THE ADOLESCENTS’ PERSONALITIES Accepting true values and individual functions - do not confuse friendly parents with friends. Consent and culpability. WHY DO PARENTS HYPERTROPHIATE THEIR ROLE AS SUPERVISORS? Families are no longer autonomous. IDENTITIES ARE NOT LINEAR Promoting life projects cannot be an improvisation. Excess sexuality and little sociability. Formal education teaches us selfishness. ETHICS IS INJURED BY OMISSIONValues are not clear

8. "Helping our children is not teaching them our truths, but helping them to grow without our lies."

9. HUMANS BIOLOGICAL SOCIAL SEXUALITY SECONDARY CHILD-ADULT SPACE LONE ENCHANTMENT FEAR INTERDICT CONSTRUCTION OF IDENTITY CHALLENGE CREATIVITY DIVIDUAL (IN)DIVIDUAL

10. THEORY OF CARE MATERNAL ROLEPATERNAL ROLE RECEPTIONLAW BE LOVEDSHARING (LOVE) + HUMAN SOCIAL Roberto Curi Hallal