Adolescent Brain Development: A Period of Vulnerabilities and Opportunities. Keynote Address

By Ronald E. Dahl. Annals of the New York Academy of Sciences, 2004

1,759 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/640eda30403e900d4f60ce97ec53d29ab540cd07

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Citations in the corpus

The Mind of the Terrorist (2005, background): “This thesis raises two issues: first, sensation and novelty seeking, a normative feature of adolescent development probably tied to expected changes in neural activity (Dahl 2004), may play a role in the natural history of terrorist involvement.”
Impulsive and Self-Conscious: Adolescents' Vulnerability to Advertising and Promotion (2005, background): “The mismatch in excitatory drive and inhibitory control during early adolescence has been likened to “starting the engine with an unskilled driver” (Dahl 2004, p. 17).”
Gender Differences in Life Satisfaction Among Children and Adolescents: A Meta-analysis (2019, neutral): “With the rapid physical and psychological change during this period of time, particularly for adolescents, they are facing a transition full of perceived vulnerabilities and opportunities (Dahl 2004), which may often be related to their perceived subjective well-being (SWB) (Yucel and Yuan 2016).”
A Model of Socioemotional Flexibility at Three Time Scales (2013, background): “According to the developmental phase transition hypothesis (Granic et al., 2003; Lewis et al., 2004), this developmental phase transition renders the adolescent system open for change, for better or worse, as a period of vulnerability or opportunity (Dahl, 2004).”
Triadic model of the neurobiology of motivated behavior in adolescence (2005, background): “Adolescence is the transition period from childhood to adulthood, a ‘rite of passage’, through which adolescents acquire the physical and psychological tools to assume the roles and responsibilities of adults (Dahl, 2004).”
The Impact of Parenting on Emotion Regulation During Childhood and Adolescence (2017, background): “Children’s ability to regulate emotions effectively is a developmental skill essential for maintaining successful relationships with peers and family, academic success, and mental health (1, 2).”
The developing brain and neural plasticity: Implications for normality, psychopathology, and resilience. (2015, background): “Critical aspects of neurobiological development occur after middle childhood (Dahl, 2004; Giedd, 2004; Spear, 2000).”
Positive Development in a Disorderly World (2011, neutral): “Dahl (2004) suggests the adolescent brain is like a ‘‘natural tinderbox’’ in which strong emotions and drives can ‘‘hijack’’ attention.”
Developmental changes in hypothalamus–pituitary–adrenal activity over the transition to adolescence: Normative changes and associations with puberty (2009, background): “Dahl (2004), in discussing this paradox, noted that most of the major sources of adolescent morbidity and mortality derive from problems in emotion and behavior regulation.”