Are children and teenagers responsible for their choices and associated behaviours?, asks Dr Ragnar Purje, Adjunct Senior Lecturer in the School of Education and the Arts at CQUniversity Australia and author of Responsibility Theory.
The human brain, regardless of age, is composed of the same neurobiological matter and have the same biological, chemical and electrical transmission processes. In terms of development, the brain progresses through eight developmental stages: induction; proliferation; migration; aggregation; differentiation; synaptogenesis; selective cell death and functional validation. In addition to this, the brain is now known to have always been pliable; i.e., plastic.
There are a variety of brain plasticity definitions. Norman Doidge contends that brain plasticity refers to the brain being “changeable, malleable [and] modifiable.” From a wider perspective, Barbro Johansson contends that “brain plasticity is a broad term for the property of the human brain to adapt to environmental pressures, experiences, and challenges including brain damage [which can] occur at many levels from molecules to cortical reorganization.”
In terms of development, the last part of the brain to develop is the prefrontal cortex. Barbara Arrowsmith-Young informs that the prefrontal cortex matures at about the age of 25. It is this combined development of the brain and mind that brings consciousness into existence that provides the means to make all the complex decisions that take place; for which the individual is responsible.
In terms of responsibilities, William Glasser focuses on three major person-centred principles and values, these are: 1. All we do is behave; 2. All behaviour is chosen, and 3. We are driven by our genes to satisfy five accompanying basic needs. The five basic needs are: survival, love and belonging, power, freedom and fun.
Choices and responsibilities
As a result of all of this, Glasser argues that we need to move away from the stimulus-response idea about behaviour; that is, the idea that an internal or external stimulus is the total cause of a behaviour taking place. Glasser maintains that most if not all behaviours are chosen; therefore, choices and initiated behaviours, are the responsibility of the individual.
In terms of choices and responsibilities, as noted, the prefrontal cortex does not fully mature until the age of 25. The question that must then be asked is: are children and teenagers responsible for their choices and their associated presenting behaviours? The consideration to that question can be found in play. The profound importance of play is that play informs how critical play is for children to develop the understanding the importance of responsibilities, choices and consequences.
It is by and through play that children begin to understand the concepts of personal responsibility, choices, and consequences. Consequently, children begin to know and understand the difference between what is right and what is wrong. All the various forms of play, whether it’s games with rules, or unstructured creative play, it is during the activity of play that children begin to develop and gain a sense of what rules are, what they mean. They also become aware of consequences, especially if a rule is broken.
Children also appear to have an innate conscious understanding of what rules are, how rules are applied, and what the consequences will be when rules are broken. This comprehension is crucial, as it also forms the foundation of the ongoing development of the brain and conscious mind. This, of course, provides the means for children to better understand what they need to do especially when play, with rules, is taking place.
Play also helps to develop perseverance and resilience. This development of perseverance and resilience take place when children encounter difficulties, or when they make mistakes, whenever there are challenges, they need to overcome; and of course, when, during play, rules are broken. Whilst all of this is taking place, children are also developing their self-efficacy, self-esteem, and at the same time, also advancing in confidence and a growth mindset. All of which also develops and enhances agency.
Play is not just about the individual; it’s a communal activity that often involves sharing, cooperation, and learning to respect others’ rights. This social dimension of play is crucial for developing empathy, social awareness and understanding the importance of personal responsibilities.
