Adolescence — Steph Guillén

May 3

“Adolescence” (2023)

My adolescence was undoubtedly a time of struggle. I wish there had been more knowledge and information on the teenage brain in the 1990s because it would have lessened some of my growing pains. As a teen, I was solidly rebellious. My rebellion came from the desire for new experiences, exploration, self-discovery, and being accepted in social circles, all underscored by a healthy dose of positive bias––all necessary aspects during adolescence to transition into an independent adult successfully.
If the brain is more sensitive to environmental learning, what does that mean about my learning during adolescence? I often wonder what all the medications and traumatic experiences did to the neural connections inside my brain. To this day, I struggle with anxiety, trust, and abandonment fears. I believe these are directly related to my experiences as a teenager. Seigel (2014) highlights that the teen years are a time when we transition from “the literal thinking of hyperrationality to the broader considerations [of] gist thinking” (p. 70). I do think I’ve developed a robust intuition and developed in a manner that better prepared me to be on my own than some of my peers who experienced more typical adolescence. In the end, *what if* thinking doesn’t do any good. I can never really know. I’m happy with where I am now, and that’s all that matters.
From a clinical standpoint, having a firm understanding of at least the basics of interpersonal neurobiology and the teen brain is critical for anyone working with or otherwise interacting with teens. It just might prevent additional trauma, misdiagnosis and could even save lives. From my perspective, the neuroscience behind the teen brain will color how I view teen clients and their experiences. It will influence treatment design, strategy, and focus. Combining my experiences with the mental health world as a teenager, along with knowledge of the unique challenges of teens from a neurological perspective, will open doors to help teens navigate these often chaotic years more healthily.
I also wonder about COVID-19’s impact on the social needs of adolescents and what role technology plays. During the shutdown portion of the pandemic, teens across the globe were severely restricted in their novelty-seeking, social engagement, and creative exploration drives. During heightened environmental learning and neuroplasticity, they were stuck at home with their caregivers and away from their peers. Technology was the locus of teens’ interactions with peers for quite some time. Additionally, the pandemic provided limited opportunities for healthy risk-taking and dopamine-hit explorations. I imagine there will be ramifications down the road, which we have yet to see.
© Steph Guillén
References:
Siegel, D. (2014). Brainstorm: The power and purpose of the teenage brain. Scribe Publications.

I’m an art therapy and counseling master’s degree program student, as well as an artist, writer, and program director with a strong background in communications, photography, art, and job search/employment strategies. I have a passion for uplifting marginalized communities through means that champion knowledge, growth, and empowerment. My professional history largely resides in working with unemployed mid-to-high level executives, refugees, immigrants, and newcomers from the Middle East. I’ve advocated for and empowered these communities through the mediums of online graphic communications, writing, education, workshops, program development, and art.

I combine skills in art, graphics, photography, writing, project management, content creation, social media, advocacy/awareness initiatives, program development, and research to make a positive impact.

Certificates in: Positive Psychology, The Science of Well-Being, Creative Writing, Therapeutic Art Life Coaching, Career Brand Management, and Social Media Marketing. Education in Graphic Communications Technology, Photography, Middle Eastern Studies, and International Relations. Pursuing a competitive M.A. program in Art Therapy & Counseling.

KEY ACCOMPLISHMENTS

• Graduated Summa Cum Laude with a B.A. in Middle Eastern Studies while working full-time.

• Nominated for membership in Pi Gamma Mu Honor Society, Sigma lota Rho Honor Society, and The Society for Collegiate Leadership & Achievement.

• Recipient of the Global Goodwill Ambassador’s Humanitarian Award in recognition of years of impactful volunteer work, primarily in the refugee and international arena.

• Inducted into the Golden Key International Society with a 4.0 GPA in Middle Eastern Studies.

• Invited and accepted into the following committees and board: YMCA International’s Refugee College Scholarship Committee five years in a row, YMCA International’s Triumph of the Human Spirit Art Selection Committee two years in a row, United Nations Association of Houston Board Member & Global Classroom Liaison, World Refugee Day-Houston’s Panel Committee and Fundraising Committee.