How risk-taking changes a teenager's brain
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0:01 - 0:05Have you ever tried
to understand a teenager? -
0:05 - 0:07It's exhausting, right?
-
0:07 - 0:12You must be puzzled by the fact
that some teens do well in school, -
0:12 - 0:13lead clubs and teams
-
0:13 - 0:16and volunteer in their communities,
-
0:16 - 0:20but they eat Tide Pods
for an online challenge, -
0:20 - 0:22speed and text while driving,
-
0:22 - 0:25binge drink and experiment
with illicit drugs. -
0:26 - 0:31How can so many teens
be so smart, skilled and responsible -- -
0:32 - 0:35and careless risk-takers at the same time?
-
0:35 - 0:37When I was 16,
-
0:37 - 0:40while frequently observing
my peers in person -
0:40 - 0:42as well as on social media,
-
0:42 - 0:46I began to wonder why so many teens
took such crazy risks. -
0:47 - 0:50It seems like getting a certificate
from DARE class in the fifth grade -
0:50 - 0:52can't stop them.
-
0:52 - 0:53(Laughter)
-
0:53 - 0:54What was even more alarming to me
-
0:54 - 0:58was that the more they exposed
themselves to these harmful risks, -
0:58 - 1:03the easier it became for them
to continue taking risks. -
1:03 - 1:05Now this confused me,
-
1:05 - 1:07but it also made me incredibly curious.
-
1:08 - 1:10So, as someone with a name
-
1:10 - 1:13that literally means
"to explore knowledge," -
1:13 - 1:15I started searching
for a scientific explanation. -
1:16 - 1:20Now, it's no secret
that teens ages 13 to 18 -
1:20 - 1:23are more prone to risk-taking
than children or adults, -
1:23 - 1:26but what makes them so daring?
-
1:26 - 1:28Do they suddenly become reckless,
-
1:28 - 1:32or is this just a natural phase
that they're going through? -
1:32 - 1:34Well neuroscientists
have already found evidence -
1:34 - 1:37that the teen brain
is still in the process of maturation -- -
1:37 - 1:41and that this makes them
exceptionally poor at decision-making, -
1:41 - 1:43causing them to fall prey
to risky behaviors. -
1:44 - 1:48But in that case,
if the maturing brain is to blame, -
1:48 - 1:50then why are teens
more vulnerable than children, -
1:50 - 1:54even though their brains
are more developed than those of children? -
1:54 - 1:57Also, not all teens in the world
take risks at the same level. -
1:58 - 2:01Are there some other underlying
or unintentional causes -
2:01 - 2:02driving them to risk-taking?
-
2:03 - 2:07Well, this is exactly
what I decided to research. -
2:08 - 2:12So, I founded my research
on the basis of a psychological process -
2:12 - 2:14known as "habituation,"
-
2:14 - 2:17or simply what we refer to
as "getting used to it." -
2:17 - 2:21Habituation explains how our brains
adapt to some behaviors, -
2:21 - 2:24like lying, with repeated exposures.
-
2:24 - 2:27And this concept inspired me
to design a project -
2:27 - 2:29to determine if the same principle
-
2:29 - 2:34could be applied to the relentless
rise of risk-taking in teenagers. -
2:34 - 2:37So I predicted that
habituation to risk-taking -
2:37 - 2:41may have the potential to change
the already-vulnerable teenage brain -
2:41 - 2:44by blunting or even eradicating
-
2:44 - 2:46the negative emotions
associated with risk, -
2:46 - 2:48like fear or guilt.
-
2:48 - 2:52I also thought because they
would feel less fearful and guilty, -
2:52 - 2:55this desensitization would lead them
to even more risk-taking. -
2:56 - 2:58In short, I wanted to conduct
a research study -
2:58 - 3:01to answer one big question:
-
3:01 - 3:04Why do teens keep making
outrageous choices -
3:04 - 3:06that are harmful
to their health and well-being? -
3:07 - 3:10But there was one big obstacle in my way.
-
3:10 - 3:12To investigate this problem,
-
3:12 - 3:15I needed teenagers to experiment on,
-
3:15 - 3:18laboratories and devices
to measure their brain activity, -
3:18 - 3:23and teachers or professors to supervise me
and guide me along the way. -
3:23 - 3:25I needed resources.
-
3:25 - 3:28But, you see, I attended
a high school in South Dakota -
3:28 - 3:32with limited opportunity
for scientific exploration. -
3:32 - 3:34My school had athletics,
-
3:34 - 3:38band, choir, debate and other clubs,
-
3:38 - 3:41but there were no STEM programs
or research mentors. -
3:41 - 3:43And the notion of high schoolers
-
3:43 - 3:48doing research or participating
in a science fair was completely foreign. -
3:49 - 3:52Simply put, I didn't exactly
have the ingredients -
3:52 - 3:54to make a chef-worthy dish.
-
3:55 - 3:57And these obstacles were frustrating,
-
3:57 - 4:00but I was also a stubborn teenager.
-
4:00 - 4:03And as the daughter
of Bangladeshi immigrants -
4:03 - 4:05and one of just a handful
of Muslim students -
4:05 - 4:07in my high school in South Dakota,
-
4:07 - 4:09I often struggled to fit in.
-
4:09 - 4:14And I wanted to be someone
with something to contribute to society, -
4:14 - 4:17not just be deemed
the scarf-wearing brown girl -
4:17 - 4:19who was an anomaly
in my homogenous hometown. -
4:20 - 4:21I hoped that by doing this research,
-
4:21 - 4:23I could establish this
-
4:23 - 4:27and how valuable scientific exploration
could be for kids like me -
4:27 - 4:30who didn't necessarily
find their niche elsewhere. -
4:31 - 4:33So with limited research opportunities,
-
4:33 - 4:39inventiveness allowed me to overcome
seemingly impossible obstacles. -
4:39 - 4:43I became more creative in working
with a variety of methodologies, -
4:43 - 4:45materials and subjects.
-
4:45 - 4:48I transformed my unassuming school library
-
4:48 - 4:50into a laboratory
-
4:50 - 4:53and my peers into lab rats.
-
4:53 - 4:54(Laughter)
-
4:54 - 4:57My enthusiastic geography teacher,
-
4:57 - 5:00who also happens to be
my school's football coach, -
5:00 - 5:02ended up as my cheerleader,
-
5:02 - 5:05becoming my mentor
to sign necessary paperwork. -
5:05 - 5:07And when it became logistically impossible
-
5:07 - 5:11to use a laboratory
electroencephalography, -
5:11 - 5:12or EEG,
-
5:12 - 5:16which are those electrode devices
used to measure emotional responses, -
5:16 - 5:19I bought a portable EEG headset
with my own money, -
5:19 - 5:21instead of buying the new iPhone X
-
5:21 - 5:23that a lot of kids my age
were saving up for. -
5:24 - 5:26So finally I started the research
-
5:26 - 5:30with 86 students,
ages 13 to 18, from my high school. -
5:30 - 5:33Using the computer cubicles
in my school library, -
5:33 - 5:37I had them complete a computerized
decision-making simulation -
5:37 - 5:41to measure their risk-taking behaviors
comparable to ones in the real world, -
5:41 - 5:45like alcohol use, drug use and gambling.
-
5:45 - 5:47Wearing the EEG headset,
-
5:47 - 5:51the students completed the test
12 times over three days -
5:51 - 5:54to mimic repeated risk exposures.
-
5:54 - 5:56A control panel on the EEG headset
-
5:56 - 5:59measured their various
emotional responses: -
5:59 - 6:02like attention, interest,
excitement, frustration, -
6:02 - 6:05guilt, stress levels and relaxation.
-
6:06 - 6:07They also rated their emotions
-
6:07 - 6:10on well-validated
emotion-measuring scales. -
6:10 - 6:13This meant that I had measured
the process of habituation -
6:13 - 6:15and its effects on decision-making.
-
6:16 - 6:19And it took 29 days
to complete this research. -
6:19 - 6:23And with months of frantically
drafting proposals, -
6:23 - 6:27meticulously computing data
in a caffeinated daze at 2am, -
6:27 - 6:29I was able to finalize my results.
-
6:30 - 6:33And the results showed
that habituation to risk-taking -
6:33 - 6:37could actually change a teen's brain
by altering their emotional levels, -
6:37 - 6:38causing greater risk-taking.
-
6:39 - 6:43The students' emotions
that were normally associated with risks, -
6:43 - 6:46like fear, stress, guilt and nervousness,
-
6:46 - 6:48as well as attention,
-
6:48 - 6:51were high when they were first
exposed to the risk simulator. -
6:52 - 6:56This curbed their temptations
and enforced self-control, -
6:56 - 6:58which prevented them
from taking more risks. -
6:59 - 7:03However, the more they were exposed
to the risks through the simulator, -
7:03 - 7:06the less fearful, guilty
and stressed they became. -
7:07 - 7:08This caused a situation
-
7:08 - 7:10in which they were no longer able to feel
-
7:10 - 7:14the brain's natural
fear and caution instincts. -
7:14 - 7:19And also, because they are teenagers
and their brains are still underdeveloped, -
7:19 - 7:23they became more interested and excited
in thrill-seeking behaviors. -
7:24 - 7:25So what were the consequences?
-
7:26 - 7:29They lacked self-control
for logical decision-making, -
7:29 - 7:31took greater risks
-
7:31 - 7:33and made more harmful choices.
-
7:33 - 7:37So the developing brain alone
isn't to blame. -
7:37 - 7:40The process of habituation
also plays a key role in risk-taking -
7:40 - 7:42and risk escalation.
-
7:42 - 7:45Although a teen's willingness to seek risk
-
7:45 - 7:48is largely a result of the structural
and functional changes -
7:48 - 7:51associated with their developing brains,
-
7:51 - 7:54the dangerous part
that my research was able to highlight -
7:54 - 7:56was that a habituation to risks
-
7:56 - 7:59can actually physically
change a teen's brain -
7:59 - 8:00and cause greater risk-taking.
-
8:01 - 8:04So it's the combination
of the immature teen brain -
8:04 - 8:06and the impact of habituation
-
8:06 - 8:10that is like a perfect storm
to create more damaging effects. -
8:11 - 8:15And this research can help parents
and the general public -
8:15 - 8:18understand that teens aren't just
willfully ignoring warnings -
8:18 - 8:23or simply defying parents by engaging
in increasingly more dangerous behavior. -
8:23 - 8:27The biggest hurdle they're facing
is their habituation to risks: -
8:27 - 8:31all the physical, detectable
and emotional functional changes -
8:31 - 8:36that drive and control and influence
their over-the-top risk-taking. -
8:37 - 8:40So yes, we need policies
that provide safer environments -
8:40 - 8:43and limit exposures to high risks,
-
8:43 - 8:46but we also need policies
that reflect this insight. -
8:47 - 8:50These results are
a wake-up call for teens, too. -
8:50 - 8:54It shows them that the natural
and necessary fear and guilt -
8:54 - 8:57that protect them from unsafe situations
-
8:57 - 9:01actually become numb when they
repeatedly choose risky behaviors. -
9:02 - 9:07So with this hope to share my findings
with fellow teenagers and scientists, -
9:07 - 9:08I took my research
-
9:08 - 9:13to the Intel International
Science and Engineering Fair, or ISEF, -
9:13 - 9:15a culmination of over 1,800 students
-
9:15 - 9:19from 75 countries,
regions and territories, -
9:19 - 9:22who showcase their cutting-edge
research and inventions. -
9:22 - 9:25It's like the Olympics of science fair.
-
9:25 - 9:26(Laughter)
-
9:26 - 9:31There, I was able to present my research
to experts in neuroscience and psychology -
9:31 - 9:34and garner valuable feedback.
-
9:34 - 9:37But perhaps the most
memorable moment of the week -
9:37 - 9:40was when the booming speakers
suddenly uttered my name -
9:40 - 9:42during the awards ceremony.
-
9:42 - 9:45I was in such disbelief
that I questioned myself: -
9:45 - 9:48Was this just another "La La Land" blunder
-
9:48 - 9:49like at the Oscars?
-
9:49 - 9:51(Laughter)
-
9:51 - 9:53Luckily, it wasn't.
-
9:53 - 9:55I really had won first place
-
9:55 - 9:58in the category "Behavioral
and Social Sciences." -
9:58 - 10:02(Applause)
-
10:04 - 10:05Needless to say,
-
10:05 - 10:08I was not only thrilled
to have this recognition, -
10:08 - 10:13but also the whole experience
of science fair that validated my efforts -
10:13 - 10:15keeps my curiosity alive
-
10:15 - 10:17and strengthens my creativity,
-
10:17 - 10:20perseverance and imagination.
-
10:21 - 10:25This still image of me
experimenting in my school library -
10:25 - 10:27may seem ordinary,
-
10:27 - 10:30but to me, it represents
a sort of inspiration. -
10:30 - 10:34It reminds me that this process
taught me to take risks. -
10:34 - 10:37And I know that might sound
incredibly ironic. -
10:38 - 10:39But I took risks realizing
-
10:39 - 10:44that unforeseen opportunities
often come from risk-taking -- -
10:44 - 10:47not the hazardous,
negative type that I studied, -
10:47 - 10:48but the good ones,
-
10:48 - 10:50the positive risks.
-
10:50 - 10:52The more risks I took,
-
10:52 - 10:57the more capable I felt of withstanding
my unconventional circumstances, -
10:57 - 11:00leading to more tolerance,
resilience and patience -
11:00 - 11:02for completing my project.
-
11:02 - 11:05And these lessons
have led me to new ideas -
11:05 - 11:08like: Is the opposite
of negative risk-taking also true? -
11:08 - 11:12Can positive risk-taking
escalate with repeated exposures? -
11:12 - 11:17Does positive action
build positive brain functioning? -
11:17 - 11:20I think I just might have
my next research idea. -
11:20 - 11:26(Applause)
- Title:
- How risk-taking changes a teenager's brain
- Speaker:
- Kashfia Rahman
- Description:
-
Why do teenagers sometimes make outrageous, risky choices? Do they suddenly become reckless, or are they just going through a natural phase? To find out, Kashfia Rahman -- winner of the Intel International Science and Engineering Fair (and a Harvard freshman) -- designed and conducted an experiment to test how high school students respond to and get used to risk, and how it changes their still-developing brains. What she discovered about risk and decision-making could change how we think about why teens do what they do.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 11:39
Brian Greene edited English subtitles for How risk-taking changes a teenager's brain | ||
Brian Greene edited English subtitles for How risk-taking changes a teenager's brain | ||
Oliver Friedman approved English subtitles for How risk-taking changes a teenager's brain | ||
Oliver Friedman edited English subtitles for How risk-taking changes a teenager's brain | ||
Joanna Pietrulewicz accepted English subtitles for How risk-taking changes a teenager's brain | ||
Joanna Pietrulewicz edited English subtitles for How risk-taking changes a teenager's brain | ||
Joanna Pietrulewicz edited English subtitles for How risk-taking changes a teenager's brain | ||
Joseph Geni edited English subtitles for How risk-taking changes a teenager's brain |