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Adolescence and creativity: cognitions and affect involved in positive youth development


This paper explores creativity as a necessary skill for education in the adolescent years. Adolescence is explored as a life stage where the brain is sensitive to social interaction and responds best to conditions that incorporate neuroeducational principles, as described by Campos,1 and explored through pedagogical practices. Creativity, understood as the process of generating new ideas that have value, is analysed as a skill that manifests not only in the arts and music, but also in other subjects such as math, history and science. Moreover, it is explored as a way for adolescents to become engaged with society as active participants in their community. How to encourage this in the school setting is explored through Maslow’s Hierarchy of Needs,2 through an attitudinal and behavioural model of Self Esteem,3 through healthy relational interactions at school based on emotional intelligence,4?6 positive attachment,7 and through compassionate witnessing.8 Creativity is a skill for self-fulfillment and positive engagement in society. It requires school settings and committed adults to foster positive youth development and to encourage teens to become engaged, to create and to thrive.


creativity, adolescence, emotional intelligence, self-esteem, education, neuroeducation