Arddegau Corff Cymru
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-Subtitles | 0:00:00 | 0:00:00 | |
-Subtitles - -Subtitles | 0:00:00 | 0:00:02 | |
-We're all different. | 0:00:04 | 0:00:06 | |
-We all live a life -that's unique to us. | 0:00:07 | 0:00:09 | |
-From our first breath... | 0:00:10 | 0:00:12 | |
-..throughout our life... | 0:00:12 | 0:00:14 | |
-..we learn and change... | 0:00:15 | 0:00:16 | |
-..we learn and change... - -..as we adapt to our surroundings. | 0:00:16 | 0:00:19 | |
-I'm Dr Anwen Jones, -a Physiology lecturer... | 0:00:20 | 0:00:22 | |
-..at Cardiff Metropolitan -University. | 0:00:22 | 0:00:25 | |
-I'm Dr Katie Hemer, a Bioarchaeology -specialist at Sheffield University. | 0:00:26 | 0:00:31 | |
-We'll look at the key developmental -steps for body and brain... | 0:00:32 | 0:00:36 | |
-..as we grow, mature and welcome -new members to our midst. | 0:00:37 | 0:00:41 | |
-In each programme, we focus -on a specific stage of our life. | 0:00:42 | 0:00:46 | |
-This is our journey through life. | 0:00:47 | 0:00:50 | |
-Teenage Years | 0:00:56 | 0:00:59 | |
-Stereotypically, teenagers -are moody, lazy, rebellious... | 0:01:03 | 0:01:09 | |
-..and highly emotional. | 0:01:09 | 0:01:12 | |
-They take crazy risks -and they feel misunderstood... | 0:01:16 | 0:01:20 | |
-..especially by their parents. | 0:01:20 | 0:01:22 | |
-While they seek their independence, -the body develops and changes... | 0:01:26 | 0:01:31 | |
-..but the huge changes which happen -in the brain are less obvious. | 0:01:32 | 0:01:37 | |
-These shed light... | 0:01:41 | 0:01:43 | |
-..on some of the stereotypical -teenage behaviour we see. | 0:01:44 | 0:01:48 | |
-During adolescence, -the body undergoes a process... | 0:01:54 | 0:01:58 | |
-..which transforms its shape, size, -appearance and the way it functions. | 0:01:58 | 0:02:03 | |
-This is what's known as puberty. | 0:02:04 | 0:02:06 | |
-The hypothalamus in the brain sends -a signal to the pituitary gland... | 0:02:06 | 0:02:11 | |
-..to release hormones -into the bloodstream. | 0:02:12 | 0:02:15 | |
-The ovaries release oestrogen and -the testicles release testosterone. | 0:02:15 | 0:02:20 | |
-Testosterone triggers huge changes -in the male body. | 0:02:21 | 0:02:25 | |
-The shoulders widen, -the chest deepens... | 0:02:25 | 0:02:28 | |
-..and over a stone -of additional muscle is produced. | 0:02:28 | 0:02:32 | |
-A girl's pelvis and hips widen, -the breasts develop... | 0:02:32 | 0:02:36 | |
-..and fat is stored -on the hips and bottom... | 0:02:36 | 0:02:39 | |
-..creating the female shape. | 0:02:40 | 0:02:42 | |
-The ovaries start to release eggs, -as the menstrual cycle begins. | 0:02:42 | 0:02:47 | |
-On average, puberty began at the age -of 17 around 150 years ago... | 0:02:47 | 0:02:52 | |
-..but it now starts much earlier, -at around 12. | 0:02:52 | 0:02:55 | |
-Nobody knows why, but improved diet -is thought to be a factor. | 0:02:55 | 0:03:00 | |
-The brain develops -throughout our teenage years. | 0:03:04 | 0:03:07 | |
-How does this affect the way we -react to the world during that time? | 0:03:08 | 0:03:13 | |
-With help from some Year 10 -volunteers at Ysgol Plasmawr... | 0:03:14 | 0:03:18 | |
-..educational psychologist, -Dr Rosanna Stenner... | 0:03:19 | 0:03:22 | |
-..runs an experiment to show how -the teenage brain sees the world. | 0:03:23 | 0:03:28 | |
-Rosanna shows the pupils -some pictures... | 0:03:29 | 0:03:31 | |
-..with each person in the photos -displaying a different emotion. | 0:03:32 | 0:03:36 | |
-The pupils note which emotion -they see in the photograph. | 0:03:36 | 0:03:41 | |
-Show them to me now. | 0:03:41 | 0:03:44 | |
-Almost all the pupils agree -on some of the faces... | 0:03:45 | 0:03:48 | |
-What emotion -do you see on this face? | 0:03:49 | 0:03:51 | |
-..but others draw a mixed response. | 0:03:54 | 0:03:56 | |
-What does this tell us -about the way we process emotions? | 0:03:57 | 0:04:01 | |
-Today's experiment -may not have been very scientific... | 0:04:01 | 0:04:05 | |
-..but it did show us -huge differences... | 0:04:05 | 0:04:08 | |
-..in pupils' reaction to the photos. | 0:04:09 | 0:04:11 | |
-These youngsters aren't always -certain what emotion they see... | 0:04:12 | 0:04:16 | |
-..although some photos -drew an unanimous reaction. | 0:04:17 | 0:04:20 | |
-On the whole, everyone recognized -sadness and joy. | 0:04:21 | 0:04:25 | |
-Some of them struggled -to recognize annoyance or anger. | 0:04:26 | 0:04:30 | |
-Yes, many of them -found it difficult. | 0:04:32 | 0:04:35 | |
-This uncertainty must have -a huge impact on teenagers. | 0:04:35 | 0:04:39 | |
-Imagine a teenager seeing an adult -whose face is full of anger... | 0:04:39 | 0:04:44 | |
-..but that youngster -interprets it as a nervous look... | 0:04:45 | 0:04:49 | |
-..they'll react in a surprising way, -from the adult's perspective. | 0:04:49 | 0:04:54 | |
-If they misinterpret the emotions -of people in their social circle... | 0:04:54 | 0:05:00 | |
-..it can rapidly -lead to difficulties. | 0:05:01 | 0:05:04 | |
-In similar research, -teenagers and adults... | 0:05:04 | 0:05:08 | |
-..looked at photos of faces -whilst in an MRI scanner... | 0:05:08 | 0:05:12 | |
-..to see which part of the brain -processes emotion on people's faces. | 0:05:13 | 0:05:18 | |
-Scientists found that teenagers and -adults process faces differently. | 0:05:18 | 0:05:23 | |
-Teenagers use a brain structure -called the amygdala... | 0:05:24 | 0:05:28 | |
-..but adults use a section of the -brain called the prefrontal cortex. | 0:05:28 | 0:05:34 | |
-The amygdala, -which is deep in the brain... | 0:05:34 | 0:05:37 | |
-..plays a vital part in processing -and reading emotion in others. | 0:05:38 | 0:05:42 | |
-The prefrontal cortex, -in the front of the brain... | 0:05:42 | 0:05:46 | |
-..is in charge of decision-making -and controlling one's behaviour. | 0:05:46 | 0:05:51 | |
-It does this by communicating with -different areas of the brain... | 0:05:51 | 0:05:56 | |
-..including the amygdala. | 0:05:56 | 0:05:58 | |
-The prefrontal cortex -is like an orchestra conductor. | 0:05:59 | 0:06:02 | |
-Teenagers go straight -to the amygdala... | 0:06:02 | 0:06:06 | |
-..bypassing the prefrontal cortex. | 0:06:06 | 0:06:08 | |
-That means they may not -think about the emotions. | 0:06:09 | 0:06:12 | |
-They're more reactive rather than -using more high-level processing... | 0:06:12 | 0:06:17 | |
-..which happens -in the prefrontal cortex. | 0:06:17 | 0:06:20 | |
-You can think of the prefrontal -cortex as the brain's brakes. | 0:06:21 | 0:06:25 | |
-It makes us stop and think about -probable outcomes of our actions. | 0:06:25 | 0:06:30 | |
-Mature thinking -comes with experience. | 0:06:30 | 0:06:33 | |
-You see the same thing -but process it differently. | 0:06:33 | 0:06:37 | |
-Is this something we learn as we -move from adolescence to adulthood? | 0:06:37 | 0:06:42 | |
-There are two elements -to this learning process. | 0:06:43 | 0:06:46 | |
-Social experience and -experimentation with surroundings... | 0:06:47 | 0:06:51 | |
-..and, secondly, -the maturing reasoning processes. | 0:06:51 | 0:06:55 | |
-We mature biologically and through -experience and experimentation. | 0:06:56 | 0:07:01 | |
-How important is the ability -to read emotion in others? | 0:07:02 | 0:07:06 | |
-You need that ability to become -empathetic and sympathetic. | 0:07:07 | 0:07:12 | |
-Empathy and sympathy are vital -elements to any human relationship. | 0:07:13 | 0:07:18 | |
-During adolescence, the brain -processes people's expressions... | 0:07:19 | 0:07:24 | |
-..in a different way -from the adult brain. | 0:07:25 | 0:07:28 | |
-The prefrontal cortex... | 0:07:28 | 0:07:30 | |
-..which is vital to controlling -our actions as adults... | 0:07:30 | 0:07:34 | |
-..is still developing. | 0:07:35 | 0:07:36 | |
-This may explain the teenage -tendency to be rash and emotional... | 0:07:37 | 0:07:41 | |
-..and to misunderstand others. | 0:07:42 | 0:07:45 | |
-It may also explain another element -of teenage behaviour. | 0:07:46 | 0:07:51 | |
-Adolescents are more likely -to do stupid things and take risks. | 0:08:03 | 0:08:07 | |
-Why are teenagers more willing -to put themselves in danger? | 0:08:08 | 0:08:12 | |
-Is it a conscious decision? | 0:08:12 | 0:08:14 | |
-What happens in the brain to -make teens behave in this way? | 0:08:14 | 0:08:18 | |
-James Williams has been racing cars -since he was ten years old. | 0:08:25 | 0:08:29 | |
-He's now 17 and he hopes to become -a top-level rally driver. | 0:08:30 | 0:08:34 | |
-He agreed -to take me for a spin in the car. | 0:08:34 | 0:08:37 | |
-Many people would see rallying -as a dangerous, risky pursuit. | 0:08:40 | 0:08:45 | |
-Would James agree with that? | 0:08:46 | 0:08:49 | |
-What do you enjoy the most -about rally driving? | 0:08:50 | 0:08:53 | |
-I enjoy the adrenaline rush -and the thrill of it. | 0:08:53 | 0:08:57 | |
-I can feel my heart thumping. | 0:08:58 | 0:09:00 | |
-What a feeling! | 0:09:01 | 0:09:02 | |
-Do you see it as a dangerous sport? | 0:09:03 | 0:09:06 | |
-Do you see it as a dangerous sport? - -No. | 0:09:06 | 0:09:07 | |
-If you look at the car, you'll see -so many safety devices on it. | 0:09:07 | 0:09:12 | |
-I don't think I'm taking a big risk. | 0:09:13 | 0:09:16 | |
-Other people may disagree. | 0:09:16 | 0:09:18 | |
-The risk is writing the car off -and having to pay for the repairs! | 0:09:19 | 0:09:23 | |
-Like processing emotion... | 0:09:24 | 0:09:26 | |
-..it's believed we take -greater risks during adolescence... | 0:09:26 | 0:09:30 | |
-..because the brain -is still developing. | 0:09:30 | 0:09:33 | |
-The brain's limbic system -plays a part. | 0:09:34 | 0:09:36 | |
-The reward centre of the brain -is located here. | 0:09:37 | 0:09:40 | |
-This makes us feel elation at -unexpectedly positive results... | 0:09:40 | 0:09:45 | |
-..such as winning a race -or being praised by our peers. | 0:09:45 | 0:09:49 | |
-Risk taking and succeeding -also activates the reward centre. | 0:09:51 | 0:09:55 | |
-Greater risk brings greater reward. | 0:09:55 | 0:09:58 | |
-The limbic system is more sensitive -in our teenage years... | 0:09:58 | 0:10:02 | |
-..and the prefrontal cortex, which -controls behaviour and reasoning... | 0:10:02 | 0:10:08 | |
-..is still developing. | 0:10:08 | 0:10:10 | |
-Do you think teenagers are more -likely to take risks than adults? | 0:10:10 | 0:10:15 | |
-Some people my age -do take more risks... | 0:10:15 | 0:10:18 | |
-..and they don't see the dangers. | 0:10:19 | 0:10:21 | |
-I'm not sure. | 0:10:21 | 0:10:23 | |
-It depends on the person. | 0:10:23 | 0:10:25 | |
-The prefrontal cortex... | 0:10:26 | 0:10:28 | |
-..which is so vital for planning, -judgement and impulse control... | 0:10:28 | 0:10:33 | |
-..doesn't mature fully -until our early 20s. | 0:10:34 | 0:10:37 | |
-It may not be a coincidence -that teenagers take more risks. | 0:10:37 | 0:10:41 | |
-During adolescence, -we start to explore our world... | 0:10:43 | 0:10:46 | |
-..and have new experiences -outside the home. | 0:10:47 | 0:10:50 | |
-We yearn for independence and being -accepted by our peers is crucial. | 0:10:50 | 0:10:55 | |
-As we get older, -sections of the brain... | 0:10:56 | 0:10:59 | |
-..which link memory and experience -with decision-making get stronger. | 0:10:59 | 0:11:04 | |
-The more experience we have, -the more we can think rationally. | 0:11:05 | 0:11:09 | |
-After the break, we discuss -challenges and sleep patterns... | 0:11:15 | 0:11:19 | |
-..as we look at more changes -which happen in the teenage body. | 0:11:20 | 0:11:24 | |
-. | 0:11:24 | 0:11:24 | |
-Subtitles | 0:11:29 | 0:11:29 | |
-Subtitles - -Subtitles | 0:11:29 | 0:11:31 | |
-Strange and unpleasant changes -happen in the teenager's body. | 0:11:33 | 0:11:38 | |
-Clothes don't fit for long, -as we grow up to four inches a year. | 0:11:38 | 0:11:42 | |
-This happens from the outside in, -starting with the hands and feet... | 0:11:43 | 0:11:48 | |
-..and in towards the spine. | 0:11:48 | 0:11:50 | |
-Boys and girls' voices change... | 0:11:51 | 0:11:53 | |
-..but it's more obvious in boys, -when the voice breaks and deepens... | 0:11:54 | 0:11:59 | |
-..as the vocal cords -stretch and thicken. | 0:11:59 | 0:12:02 | |
-It's hard to ignore the hair -which starts sprouting everywhere... | 0:12:02 | 0:12:07 | |
-..especially in the armpits -and below the waist. | 0:12:07 | 0:12:11 | |
-Nobody knows -why we grow this hair... | 0:12:11 | 0:12:14 | |
-..but it may be -linked to attraction. | 0:12:14 | 0:12:16 | |
-Some 80% of us suffer from acne -or spots during our adolescence. | 0:12:17 | 0:12:21 | |
-Spots are created when we create -an excessive amount of sebum... | 0:12:21 | 0:12:26 | |
-..which usually -keeps the skin dry and healthy. | 0:12:26 | 0:12:30 | |
-Sebum gathers under the skin and -traps bacteria, irritating the skin. | 0:12:30 | 0:12:35 | |
-Children sweat -to control body temperature. | 0:12:36 | 0:12:39 | |
-In our teenage years, we produce -a different kind of sweat... | 0:12:39 | 0:12:44 | |
-..in specific areas. | 0:12:44 | 0:12:46 | |
-It's thick, greyish and oily. | 0:12:46 | 0:12:48 | |
-When bacteria breaks this down, -it becomes smelly body odour, or BO. | 0:12:48 | 0:12:53 | |
-Adolescence can be a difficult time. | 0:12:55 | 0:12:59 | |
-I'm in Old Colwyn to hear all about -a Conwy Council scheme... | 0:13:00 | 0:13:04 | |
-..designed to help teenagers cope -with the challenges they face. | 0:13:04 | 0:13:10 | |
-I want you to draw a picture -of a 14-year-old boy. | 0:13:12 | 0:13:16 | |
-The scheme trains sixth form pupils -to become buddies... | 0:13:19 | 0:13:23 | |
-..and discuss sexual education -and teenage challenges... | 0:13:24 | 0:13:28 | |
-..with 13 and 14-year-old pupils. | 0:13:29 | 0:13:31 | |
-Wendy Ostler, the scheme leader, -is holding a training session... | 0:13:31 | 0:13:36 | |
-..with the Ysgol Y Creuddyn buddies. | 0:13:36 | 0:13:39 | |
-He's started to get some spots. | 0:13:39 | 0:13:42 | |
-He's started to get some spots. - -And his voice is breaking. | 0:13:42 | 0:13:43 | |
-Wendy, what's the aim of the scheme? | 0:13:44 | 0:13:47 | |
-We give them three lessons. | 0:13:47 | 0:13:49 | |
-One on making sensible decisions. | 0:13:50 | 0:13:52 | |
-The second lesson -focuses on relationships. | 0:13:53 | 0:13:56 | |
-The class lists 101 nice things -you can do with someone you love... | 0:13:57 | 0:14:02 | |
-..other than have sex. | 0:14:02 | 0:14:03 | |
-The third lesson -is about keeping yourself safe. | 0:14:05 | 0:14:08 | |
-Things like contraception and -safety when you use the internet. | 0:14:08 | 0:14:13 | |
-Do children find it -easier to talk to young people... | 0:14:13 | 0:14:17 | |
-..who are closer to their own age? | 0:14:17 | 0:14:19 | |
-Youngsters always say they'd prefer -to be taught about sex... | 0:14:20 | 0:14:25 | |
-..by youngsters who are -slightly older than themselves. | 0:14:26 | 0:14:29 | |
-They find it easier than talking -to teachers or someone like me. | 0:14:30 | 0:14:34 | |
-They don't think sex -had been invented when I was young! | 0:14:34 | 0:14:38 | |
-I talked to the buddies -about the scheme... | 0:14:39 | 0:14:42 | |
-..and the challenges -faced by today's teenagers. | 0:14:43 | 0:14:47 | |
-They know we went through the -same things when we were in Year 9. | 0:14:48 | 0:14:53 | |
-We give them a chance -to ask things in confidence. | 0:14:54 | 0:14:58 | |
-Things they want to know but they're -too embarrassed to ask in class. | 0:14:58 | 0:15:03 | |
-We myth-bust for them too. | 0:15:03 | 0:15:05 | |
-One of them had heard that -one form of contraception... | 0:15:06 | 0:15:10 | |
-..was to wear Crocs and socks. | 0:15:10 | 0:15:12 | |
-Year 9 pupils want to think -they don't need any help... | 0:15:13 | 0:15:17 | |
-..and that they're independent. | 0:15:17 | 0:15:19 | |
-They think they can live -however they think is right... | 0:15:20 | 0:15:23 | |
-..but that's not always -the right way to behave. | 0:15:24 | 0:15:27 | |
-Does social media put a lot -of pressure on today's teenagers? | 0:15:29 | 0:15:33 | |
-Yes, you see photos -on Facebook and Instagram... | 0:15:34 | 0:15:38 | |
-..and think, -"Whoa! I want to be like that." | 0:15:38 | 0:15:41 | |
-Everything's based on looks. | 0:15:42 | 0:15:44 | |
-Everybody's obsessed -with the way they look. | 0:15:44 | 0:15:47 | |
-Yes, and that puts a lot of pressure -on young people to look good. | 0:15:48 | 0:15:53 | |
-We need everyone to feel comfortable -during these sessions. | 0:15:54 | 0:15:58 | |
-We try to teach them -that they don't need to change. | 0:15:58 | 0:16:02 | |
-It's a period when -they want to push the boundaries... | 0:16:03 | 0:16:06 | |
-..but everyone around them -wants to keep them safe. | 0:16:07 | 0:16:10 | |
-They need to learn to stay safe -before they take risks. | 0:16:10 | 0:16:14 | |
-In the case -of some Year 9 students... | 0:16:16 | 0:16:18 | |
-..we're talking about situations -they won't encounter for years. | 0:16:19 | 0:16:24 | |
-If someone learns something in maths -they won't use for two years... | 0:16:25 | 0:16:29 | |
-..nobody says it's too early -for them to learn about it. | 0:16:30 | 0:16:33 | |
-Hormones and changes which happen -in the brain during adolescence... | 0:16:34 | 0:16:39 | |
-..have an unexpected impact -on the body. | 0:16:39 | 0:16:42 | |
-We seem happy -to stay up until midnight... | 0:16:43 | 0:16:46 | |
-..and reluctant to get up -for school in the morning. | 0:16:46 | 0:16:50 | |
-That's why many teenagers -are tired and irritable. | 0:16:50 | 0:16:54 | |
-What are the biological reasons -for the shift in our sleep pattern? | 0:16:55 | 0:16:59 | |
-To find out more, I talked to sleep -disorder expert, Dr Jose Thomas... | 0:17:00 | 0:17:04 | |
-..from the Aneurin Bevan -Sleep Centre. | 0:17:05 | 0:17:08 | |
-This is Wales's only sleep centre. | 0:17:08 | 0:17:10 | |
-The amount of sleep the teenager -requires for normal functioning... | 0:17:11 | 0:17:16 | |
-..is between eight and a half -and nine and a half hours. | 0:17:16 | 0:17:20 | |
-If someone goes to bed at midnight -and they have to get up... | 0:17:20 | 0:17:24 | |
-..to go to school by half past seven -or eight o'clock... | 0:17:24 | 0:17:28 | |
-..they won't get eight and a half -to nine and a half hours' sleep. | 0:17:29 | 0:17:33 | |
-They're chronically sleep deprived. | 0:17:33 | 0:17:36 | |
-To take a closer look -at teenagers' sleep pattern... | 0:17:38 | 0:17:41 | |
-..we asked 14-year-old -Lowri and Elin... | 0:17:41 | 0:17:44 | |
-..to wear -a special tracker for five days. | 0:17:45 | 0:17:47 | |
-The devices monitored -the girls' activity 24 hours a day. | 0:17:48 | 0:17:52 | |
-This included -the time they were sleep. | 0:17:53 | 0:17:55 | |
-The trackers -also monitored light levels. | 0:17:56 | 0:18:00 | |
-Lowri wore her device -during the holidays... | 0:18:00 | 0:18:03 | |
-..and Elin wore hers -during term time. | 0:18:04 | 0:18:07 | |
-The data collected by the devices -was then analyzed by Jose. | 0:18:08 | 0:18:12 | |
-I met Lowri and Elin -to go through the results with them. | 0:18:14 | 0:18:18 | |
-What did we discover -about their sleep patterns? | 0:18:18 | 0:18:22 | |
-This is your data. | 0:18:22 | 0:18:25 | |
-Elin, you go to bed -at between 9.30pm and 10.30pm. | 0:18:25 | 0:18:29 | |
-On average, -you go to bed at 10 o'clock. | 0:18:29 | 0:18:32 | |
-Lowri, the data shows -that bedtime for you... | 0:18:32 | 0:18:36 | |
-..is between 9.50pm and 12.50am! | 0:18:36 | 0:18:40 | |
-On average, -you go to bed at midnight. | 0:18:41 | 0:18:44 | |
-Let's look at what time you got up. | 0:18:48 | 0:18:51 | |
-Elin, you got up -at between 7.15am and 7.50. | 0:18:52 | 0:18:56 | |
-Lowri, you got up -at between 8.05am and 8.40am. | 0:18:58 | 0:19:02 | |
-You got up at similar times. | 0:19:02 | 0:19:05 | |
-Lowri, on average you get -just under nine hours' sleep... | 0:19:06 | 0:19:10 | |
-..and the expert says -that's adequate. | 0:19:11 | 0:19:13 | |
-Elin, you get -less than eight hours' sleep. | 0:19:13 | 0:19:16 | |
-Are you tired by the weekend? | 0:19:17 | 0:19:18 | |
-Are you tired by the weekend? - -Yes. | 0:19:18 | 0:19:20 | |
-Do you sleep more on the weekend? | 0:19:21 | 0:19:23 | |
-Do you sleep more on the weekend? - -Yes, but it depends. | 0:19:23 | 0:19:24 | |
-I don't have to get up early -in the morning, so I do sleep in. | 0:19:25 | 0:19:29 | |
-I get up much later. | 0:19:30 | 0:19:31 | |
-Experts say you should stick to -a routine when it comes to bedtime. | 0:19:33 | 0:19:38 | |
-You should go to bed around 9.30pm -and get up at 7am. | 0:19:38 | 0:19:42 | |
-What do you think of that? | 0:19:42 | 0:19:44 | |
-What do you think of that? - -I don't know. | 0:19:44 | 0:19:45 | |
-I think seven o'clock is too early -to get up on the weekend. | 0:19:45 | 0:19:50 | |
-Yes. | 0:19:50 | 0:19:51 | |
-The girls' sleep patterns varied. | 0:19:53 | 0:19:56 | |
-On average, over the five days, -Elin got less sleep than Lowri... | 0:19:57 | 0:20:01 | |
-..even though -Lowri went to bed later. | 0:20:01 | 0:20:04 | |
-We all have a body clock... | 0:20:04 | 0:20:06 | |
-..which allows us to sleep at night -and be awake during the day. | 0:20:06 | 0:20:11 | |
-As darkness falls, the brain churns -out a hormone called melatonin. | 0:20:12 | 0:20:17 | |
-As melatonin levels rise, -we become sleepy. | 0:20:17 | 0:20:20 | |
-This hormone is released later in -the day in teenagers than in adults. | 0:20:20 | 0:20:25 | |
-This leads to a two to three-hour -shift in the sleep pattern... | 0:20:26 | 0:20:30 | |
-..so we get less sleep -during our adolescence. | 0:20:30 | 0:20:33 | |
-This can have a huge impact on -everyday life, especially at school. | 0:20:34 | 0:20:38 | |
-It's thought that 35% of teenagers -are sleep deprived. | 0:20:39 | 0:20:43 | |
-You can have short lapses -into sleep, called microsleeps. | 0:20:43 | 0:20:48 | |
-As short as three or four seconds. | 0:20:48 | 0:20:50 | |
-You're not with it and you're not -absorbing what's going on. | 0:20:50 | 0:20:55 | |
-It affects your learning -and your academic achievement. | 0:20:55 | 0:20:59 | |
-Lowri, you kept a sleep diary. | 0:21:00 | 0:21:02 | |
-What time -did you say you went to sleep? | 0:21:03 | 0:21:05 | |
-I'm sure I said -I went to bed at around 11pm. | 0:21:06 | 0:21:10 | |
-You didn't fall asleep -until around midnight. | 0:21:10 | 0:21:14 | |
-Were you checking -Facebook and Twitter on your phone? | 0:21:14 | 0:21:18 | |
-Yes, maybe for about half an hour. | 0:21:19 | 0:21:21 | |
-I just couldn't sleep. | 0:21:21 | 0:21:23 | |
-Research shows that -devices like phones... | 0:21:26 | 0:21:29 | |
-..affect the time it takes us -to fall asleep. | 0:21:30 | 0:21:33 | |
-If I'm on my phone -for a while at bedtime... | 0:21:33 | 0:21:36 | |
-..it does affect my sleep... | 0:21:36 | 0:21:38 | |
-..and what time I fall asleep. | 0:21:39 | 0:21:42 | |
-Devices like tablets and phones -emit blue light. | 0:21:45 | 0:21:48 | |
-This light may trick the body clock -into thinking it's still light. | 0:21:48 | 0:21:53 | |
-This affects our melatonin levels -and makes us feel more awake... | 0:21:54 | 0:21:58 | |
-..and not ready to sleep. | 0:21:58 | 0:22:00 | |
-The result is the body clock -is set back later and later. | 0:22:01 | 0:22:05 | |
-Would you like -the school day to start later? | 0:22:06 | 0:22:09 | |
-I wouldn't want it to start too late -or you'd come home late... | 0:22:09 | 0:22:13 | |
-..and you'd still have to -do your homework and do some sport. | 0:22:14 | 0:22:18 | |
-You've seen your sleep data. | 0:22:19 | 0:22:21 | |
-Will you change the time you go -to bed and the time you go to sleep? | 0:22:21 | 0:22:26 | |
-I'll go to bed around nine o'clock -and get up around seven o'clock. | 0:22:27 | 0:22:32 | |
-Sleep is essential for teenagers... | 0:22:33 | 0:22:36 | |
-..as their bodies and brains -are still developing. | 0:22:37 | 0:22:40 | |
-The amount of sleep -we need varies... | 0:22:40 | 0:22:43 | |
-..but our sleep pattern changes -during adolescence... | 0:22:43 | 0:22:47 | |
-..keeping us awake longer. | 0:22:47 | 0:22:49 | |
-This pattern will change again -as we mature... | 0:22:50 | 0:22:53 | |
-..but an hour or two more sleep -does teenagers a power of good. | 0:22:54 | 0:22:58 | |
-Teenagers change dramatically, -both mentally and physically... | 0:23:00 | 0:23:05 | |
-..as they go -from childhood to adulthood. | 0:23:06 | 0:23:09 | |
-As we mature, the physical -transformation is obvious... | 0:23:09 | 0:23:14 | |
-..but our brain also changes... | 0:23:15 | 0:23:17 | |
-..as it restructures and speeds up, -ready for adult life. | 0:23:18 | 0:23:22 | |
-We learn to control -emotions and feelings... | 0:23:23 | 0:23:26 | |
-..and get through -alien social situations. | 0:23:26 | 0:23:29 | |
-We yearn for independence -but we need guidance... | 0:23:30 | 0:23:33 | |
-..during these -exciting, confusing times. | 0:23:34 | 0:23:38 | |
-Next time, we count bones -and take a look at the brain... | 0:23:38 | 0:23:42 | |
-..as we focus on an adult's life. | 0:23:42 | 0:23:44 | |
-S4C subtitles by Eirlys A Jones | 0:23:58 | 0:24:00 | |
-. | 0:24:00 | 0:24:00 |
