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I am looking forward to Advisory at FHS. As a way maybe for our group of teachers to compile, share, and problem-solve I offer this space. It can be used along with our scheduled meetings. Right now only members of our group may add content but anyone may read it.

While clearing off my desk (a rare occurance) I came across notes from a meeting of Academic and Research Librarians last spring. The keynote speaker spoke about //"Why do they act that way : exploring the adolescent brain."// Interesting that college-level folks who work with students have the same issues we have, I thought. Brain development was a major focus of the talk. One of the areas of the brain still "under construction" until age 20 is the prefrontal cortex. The speaker explained that the prefrontal cortex is the area of the brain responsible for impulse control, risk assessment, organizing abilities, resolving conflict, and the ability to focus, to name a few. So if we think of the adolescent's prefrontal cortex as not yet fully developed that can shed light on and improve our interactions with and expectations of our students said the speaker.

For instance, it was pointed out that we, as adults, can be a "surrogate" prefrontal cortex for our students by making our expectations clear and consistent; choosing consequences that are fitting; carrying through and enforcing the consequences when necessary; being able to negotiate with adolescents; avoiding power struggles; and not sweating the small stuff.

Additional tips for communicating with adolescents included listening; being clear; avoiding generalizations; modeling good communication skills; expecting and tolerating a little bit of "mouthiness"; apologizing when appropriate; avoiding yelling matches or power struggles; and promptly resolving any power struggle.

Finally, and quite appropro to our Advisory journey, the speaker stated, **"The factor that most protected teens from succumbing to pitfalls was a secure connection to a caring adult."**