{"id":4624,"date":"2012-09-03T08:36:22","date_gmt":"2012-09-03T07:36:22","guid":{"rendered":"http:\/\/format30.com\/?p=4624"},"modified":"2021-05-18T16:42:42","modified_gmt":"2021-05-18T15:42:42","slug":"cerveau-ecole-et-puberte-le-triangle-des-bermudes","status":"publish","type":"post","link":"https:\/\/format30.com\/en\/2012\/09\/03\/cerveau-ecole-et-puberte-le-triangle-des-bermudes\/","title":{"rendered":"Cerveau, \u00e9cole et pubert\u00e9 : le triangle des Bermudes ?"},"content":{"rendered":"

Mon fils ne sait pas se lever le matin.  Ma fille est incapable de planifier sa semaine.  Mon enfant fait toujours ses devoirs \u00e0 la derni\u00e8re minute.  Mon fils a des probl\u00e8mes de concentration.  Ma fille d\u00e9prime, elle s’irrite pour un rien.  Mon fils passe des heures au t\u00e9l\u00e9phone avec ses copains.  Mais, il ne m’appelle jamais quand il sait qu’il arrivera en retard.<\/strong><\/span><\/p>\n\n\n\n

Je ne compte plus les parents qui m’arrivent avec ce genre de r\u00e9flexions.  G\u00e9n\u00e9ralement prof\u00e9r\u00e9es sur un ton exasp\u00e9r\u00e9, voire carr\u00e9ment d\u00e9sesp\u00e9r\u00e9.<\/p>\n\n\n\n

Ils m’arrivent aux ateliers Apprendre \u00c0 Apprendre ou pour un premier contact en vue d’un accompagnement \u00e9tudiant, les \u00e9paules charg\u00e9es d’un immense sentiment de culpabilit\u00e9, les yeux plein d’incompr\u00e9hension.  Ils s’excusent presque de me pr\u00e9senter leur rejeton, en qui ils avaient plac\u00e9 tant d’espoir…<\/p>\n\n\n\n

Vous vous reconnaissez un peu dans ce portrait de parents d\u00e9boussol\u00e9s ?  Pas de panique !<\/p>\n\n\n\n

Votre enfant, votre ado, est normal.  C’est plut\u00f4t une bonne nouvelle, non ?<\/p>\n\n\n\n

Un cerveau en construction<\/strong><\/span><\/h2>\n\n\n\n

Vous connaissez ce fameux message, si aga\u00e7ant sur Internet ?  Vous voulez consulter cette page qui a l’air si int\u00e9ressante sur un sujet qui vous tient tellement \u00e0 coeur.  Et tout ce que votre \u00e9cran affiche, c’est ce message frustrant entre tous : \u00ab\u00a0Page en construction<\/em>\" .<\/p>\n\n\n\n

\"\"<\/a><\/figure><\/div>\n\n\n\n

<\/p>\n\n\n\n

On pourrait afficher le m\u00eame message sur certaines parties du cerveau de votre adolescent : car toutes les parties du cerveau ne se d\u00e9veloppent pas en m\u00eame temps<\/strong><\/em>.<\/p>\n\n\n\n

Lors de la pubert\u00e9, entre 10 et 14 ans, l’adolescent vit sous un bombardement hormonal quasi-constant : ce sont ces hormones qui d\u00e9clenchent le d\u00e9veloppement des diff\u00e9rentes aires du cerveau.  Certaines participeront au d\u00e9veloppement de la m\u00e9moire, d’autre \u00e0 celui de la gestion des \u00e9motions, d’autres \u00e0 celui de la facult\u00e9 de mesurer les risques ou encore le go\u00fbt de l’exploration, du test de ses propres limites.   C’est ce flux hormonal, conjugu\u00e9 aux exp\u00e9riences quotidiennes de l’ado confront\u00e9 \u00e0 son environnement, qui va sculpter le cerveau de votre enfant<\/strong><\/em>.<\/p>\n\n\n\n

Le probl\u00e8me, c’est que ces diff\u00e9rentes zones du cerveau vont se d\u00e9velopper \u00e0 des moments diff\u00e9rents.  Et que la communication entre ces diff\u00e9rentes parties n’est pas encore bien \u00e9tablie<\/strong><\/em>.  D’o\u00f9 parfois des comportements dangereux – on veut tester ses limites sans pouvoir vraiment mesurer les risques – ou aga\u00e7ants pour l’entourage – il souriait \u00e0 sa petite amie, il y a cinq minutes et \u00e0 pr\u00e9sent, il agresse sa m\u00e8re pour une p\u00e9cadille.   Cela vous para\u00eet familier ?<\/p>\n\n\n\n

Des ados, pas des adultes<\/strong><\/span><\/h2>\n\n\n\n

La g\u00e9n\u00e9ration jeune actuelle souffre d’un mal in\u00e9dit : ils sont g\u00e9n\u00e9ralement grands, plus grands que nous, et la multiplicit\u00e9 des sources d’information qui les entourent, qui les submergent font qu’ils sont g\u00e9n\u00e9ralement mieux inform\u00e9s que nous ne l’\u00e9tions \u00e0 leur \u00e2ge.   Ce qui fait que nous les consid\u00e9rons trops souvent comme les adultes qu’ils ne sont pas.   Pas encore.  Et que nous exigeons d’eux des attitudes et des prises de responsabilit\u00e9 qu’ils sont incapables d’assumer<\/strong><\/em>.<\/p>\n\n\n\n

Un exemple : nous voudrions tous que nos enfants planifient leurs \u00e9tudes longtemps \u00e0 l’avance, n’est-ce pas ?  Et cela depuis la premi\u00e8re secondaire !  Mauvaise nouvelle : la partie du n\u00e9ocortex en charge de la planification n’a pas termin\u00e9 sa pleine maturation chez les gar\u00e7on avant 21 ans… <\/strong><\/em><\/p>\n\n\n\n

Cela veut-il dire que nous devons attendre tranquillement sans rien faire ?  Jusqu’\u00e0 ce que leur cerveau soit compl\u00e8tement construit ?<\/p>\n\n\n\n

Non, bien entendu.  Mais nous pouvons reconna\u00eetre les signes de cette immaturit\u00e9<\/strong><\/em> – au sens \u00e9tymologique du terme – et aider nos ados \u00e0 se construire<\/strong><\/em> en leur proposant des mod\u00e8les<\/strong><\/em>, en leur donnant des limites claires<\/strong><\/em>, en leur proposant des exercices qui les aideront \u00e0 progresser<\/strong><\/em>.   Mais : en respectant le rythme de chacun<\/strong><\/em>.   Ce qui veut dire qu’en tant que parent, vous avez des chances de vivre encore de nombreuses frustrations.   Mais aussi des joies et de la reconnaissance lorsque vous constatez qu’une \u00e9tape est franchie, qu’un objectif est atteint.<\/p>\n\n\n\n

Les ados sont aussi des \u00eatres extr\u00eamement sociaux : ils se construisent aussi – et peut-\u00eatre m\u00eame davantage – par leurs contacts avec leurs pairs : les jeunes du m\u00eame \u00e2ge, qui ont les m\u00eames go\u00fbts, les m\u00eames besoins, les m\u00eames envies.   N’essayez donc pas de tout contr\u00f4ler : c’est le meilleur moyen de vous rendre malheureux(se).<\/p>\n\n\n\n

Manque de sommeil et jetl<\/strong>ag permanent<\/strong><\/span><\/h2>\n\n\n\n

Vous connaissez le jetlag ?  Cette fatigue due au d\u00e9calage horaire et au manque de sommeil qu’il engendre ?  La plupart des ados le connaissent en permanence.  Dans son livre \u00ab\u00a0Het puberende brein<\/a>\u00ab\u00a0, Eveline Crone, professeur en neurosciences \u00e0 l’universit\u00e9 d’Utrecht, d\u00e9crit ce cycle infernal qui \u00e9puise les jeunes durant la pubert\u00e9.<\/p>\n\n\n\n

\"\"<\/a><\/figure><\/div>\n\n\n\n

C’est la m\u00e9latonine qui contr\u00f4le le sommeil et la sensation de fatigue.  C’est elle qui fait que la plupart des enfants s’endorment brutalement entre 20 et 21 heures.  Mais \u00e0 la pubert\u00e9, son apparition est retard\u00e9e : elle se manifeste souvent entre 22 heures et minuit.  Ce qui fait que les ados n’ont jamais envie de se coucher<\/strong><\/em>.   Mais leur croissance rapide exige un sommeil r\u00e9parateur de 9 heures \u00e0 9 h 30, chaque jour.   Ce que les horaires scolaires ne leur permettent absolument pas.<\/p>\n\n\n\n

L’Etat du Minnesota a test\u00e9 des horaires scolaires qui d\u00e9marrent plus tard : et a constat\u00e9 une nette am\u00e9lioration des r\u00e9sultats ! La fatigue permanente de certains ados les rend irritables, nerveux, mais surtout leur interdit toute concentration soutenue.  Leur niveau d’attention est proche de z\u00e9ro.  Leur capacit\u00e9 \u00e0 m\u00e9moriser est donc plus que limit\u00e9e.<\/p>\n\n\n\n

Un conseil<\/strong><\/em> : nous ne pouvons gu\u00e8re influer sur les horaires scolaires europ\u00e9ens.  Par contre, c’est une bonne id\u00e9e de laisser les ados faire la grasse matin\u00e9e le week-end ou pendant les cong\u00e9s scolaire<\/strong><\/em>s.  De cette mani\u00e8re, ils r\u00e9cup\u00e8rent au moins une partie de ce sommeil dont leur croissance a tant besoin<\/strong><\/em>.<\/p>\n\n\n\n

Le cortex frontal : le centre de commande des facult\u00e9s cognitives<\/strong><\/span><\/h2>\n\n\n\n

Contrairement \u00e0 certaines aires du cerveau qui sont sp\u00e9cialis\u00e9es dans une seule fonction – comme l’hypothalamus qui r\u00e8gle nos biorythmes – le cortex pr\u00e9frontral assure un r\u00f4le plus complexe de r\u00e9gulation. On peut comparer le cortex pr\u00e9frontal \u00e0 un centre de commande des facult\u00e9s cognitives<\/strong><\/em>.<\/p>\n\n\n\n

C’est lui, en effet, qui g\u00e8re l’ensemble des fonctions r\u00e9parties dans d’autres aires du cerveau et qui sont n\u00e9cessaires \u00e0 la planification, \u00e0 la vue d’ensemble et de d\u00e9tails, etc.   Toutes ces facult\u00e9s cognitives qui nous permettent de nous projeter dans l’avenir, de faire la part des choses entre l’essentiel et l’accessoire, entre l’urgent et ce qui peut attendre, entre le but \u00e0 atteindre et les moyens pour y parvenir<\/strong><\/em>.<\/p>\n\n\n\n

Dans de prochains articles, nous verrons ensemble comment fonctionne ce \u00ab\u00a0centre de commandes\u00a0\u00bb<\/a>, quelles facult\u00e9s il implique et comment entra\u00eener nos ados \u00e0 exercer ces facult\u00e9s<\/strong><\/em>.<\/p>\n\n\n\n

En n’oubliant pas, que certaines de ces facult\u00e9s, et surtout leur coordination, ne sont accessibles aux ados que lorsque leur cortex pr\u00e9frontal est m\u00fbr.  Le ma\u00eetre-mot ici est sans doute : patience ! <\/strong> <\/em>Le meilleur moyen pour que le triangle Ecole, Cerveau et Pubert\u00e9 ne soit pas comme celui des Bermudes, un triangle maudit o\u00f9 tout est perdu d’avance !<\/p>\n\n\n\n

Bon courage \ud83d\ude09<\/p>\n\n\n\n

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Pourquoi les adolescents ont-ils tellement de difficult\u00e9s \u00e0 s’adapter aux rythmes scolaires ? 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