Realistic Expectations

AFL program staff should have realistic expectations of the readiness for specific responsibilities of adolescents that they serve. Staff must do their best to understand the science behind adolescent development and how development affects adolescent behavior. In addition, it is important that AFL program staff avoid making excuses for teens that make unhealthy decisions simply because their brains are not fully developed. Learning more about each individual adolescent served in your program will help in adjusting your expectations to match each adolescent’s needs and where they are in the development process; keeping in mind that underdevelopment of the prefrontal cortex and the limbic system make adolescents more prone to “behave emotionally or with ‘gut’ reactions.”

When an intervention strategy for engaging teens is not effective, do not take it personally but instead try an alternate method for engaging the teen.

AFL program staff should serve as role models of healthy behavior to match the expectations for teens in their programs.

Below are examples of ways to engage teens that tap into the developing parts of their brains.

Appeal to the teens’ “gut” reactions to a specific situation. For example, giving real life examples of the responsibilities involved in being a teen parent and the impact of these responsibilities on day to day life may appeal to the teen’s emotions and have a greater impact.
Teaching teens to write a simple pros and cons list for difficult decisions may help them make more thoughtful decisions to take more time and be more thoughtful in their decision making. This can also help create those neural connections and experiences to help with future decisions.

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