THE POWER OF THE 

ADOLESCENT BRAIN

with Frances Jensen, MD, FACP

■ Discussion Guide for Families

This discussion guide is designed for families who are interested in learning more about 

adolescent brain development and the implications for parenting and supporting teens. 

For many years, scientists believed that an adolescent’s brain was similar to an adult’s 

brain. However, over the last decade the scientific community has learned that brain 

development occurs throughout adolescence and continues until the mid-20s. Motivated by 

her personal experience of parenting two teenage boys, and drawing on clinical experience 

and research, neurologist Frances Jensen, MD, FACP, shares what researchers have 

discovered about adolescent brain development, functioning, and capacity. Dr. Jensen 

explains how these findings dispel commonly held myths about the teenage years and 

provides practical suggestions for families with adolescents. 

This guide can be used in a variety of settings including parent/school association or other 

school meetings, parenting classes and support groups, or in community or faith-based 

settings. Here are a few planning tips: 

● Plan for participants to watch the full video (approximately 30 minutes long) or to 

watch the individual video segments (each approximately 4-6 minutes long). 

● Decide who will facilitate the conversation.

● Allow about 30 minutes to discuss the questions. If the group is larger than 10

people, consider breaking into small groups.

● Ask the facilitator to walk through the resource list with the group (and, if possible, to

review the resources themselves before the session). 

■ Discussion Questions

1. Dr. Jensen describes how the brain continues to develop until a person reaches their

mid-20s. What surprised you most? Does this information change the way you think

about teenagers and how they act?
THE POWER OF THE ADOLESCENT BRAIN

Discussion Guide for Families 2 

2. Dr. Jensen explains how adolescents are prone to impulsivity and risk-taking, that teens 

need to take some risks, and that many risks are positive! What are some examples of 

positive risks that adolescents take? Will this information change the way you will 

interact with teenagers in your family? How?

3. The adolescent brain learns quickly, yet it is also prone to another form of learning –

addiction. In what ways can you encourage the positive type of learning for the teenagers 

in your family? Conversely, how might you discourage the negative learning of addiction 

by talking with teens about substance abuse?

4. Mental health issues often first emerge in adolescence. What are some signs of mental 

illness that you should be aware of? 

5. Dr. Jensen is dedicated to informing adults and teens themselves about the power of the 

adolescent brain. What information will you share with others, for example parents, 

coaches, and teachers? What will you share with teenagers in your family? 

■ Additional Resources

● Frances Jensen, MD, FACP, The Teenage Brain: A Neuroscientist’s Survival Guide for 

Raising Adolescents and Young Adults 

- https://www.harpercollins.com/9780062067869/the-teenage-brain

● National Institutes of Health (NIH), National Institute on Drug Abuse (NIDA) 

- https://www.drugabuse.gov/

● NIH/NIDA for Teens: Brain and Addiction (content for teens) 

- https://teens.drugabuse.gov/drug-facts/brain-and-addiction

● NIH/NIDA, Brains in Progress: Why Teens Can’t Always Resist Temptation 

- https://www.drugabuse.gov/about-nida/noras-blog/2015/01/brain-in-progress-whyteens-cant-always-resist-temptation

● NIH/National Institute of Mental Health (NIMH), Child and Adolescent Mental Health -

http://www.nimh.nih.gov/health/topics/child-and-adolescent-mental-health/index.shtml

● NIH/NIMH, The Teen Brain: Still Under Construction 

- http://www.nimh.nih.gov/health/publications/the-teen-brain-still-underconstruction/index.shtml

● Society for Neuroscience, Brainfacts.org: Teens, Neuroscience, and Society 

- http://www.brainfacts.org/in-society/in-society/articles/2011/teens-neuroscience-andsociety/