Learning Objectives Supporting the Special Needs of Develop an - - PowerPoint PPT Presentation

4/18/2014 1 Supporting the Special Needs of Gifted Children: Neuroscience Implications for Regulating Emotions and Behavior

MCGT CHAT, Prior Lake April 3, 2013 Anne Tyler, MS, LMFT Tyler Institute

Learning Objectives

Develop an awareness about the neuroscience of learning and how that can inform the learning process for gifted kids Learn about some of the reasons why gifted kids have trouble with emotional and behavioral regulation Learn strategies to improve how gifted kids regulate their emotions and behavior

How can Neuroscience help understand the process of learning?

Neuroscience of Learning

 The fully developed human brain has apx. 150 billion

nerve cells

 Our metacognition is the most unique - introspection

• with 15-20 mil. nerve cells (2.5 billion years to

reach maximum development) only capable of 27 complex behaviors

Reptilian brain

• with 100 million nerve cells (took 200 million years

to develop fully

Limbic (emotional) brain

• (took 4 million years to develop as it is today)

Neomammalian (pre-frontal cortex)

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Neuroscience of Learning

What is happening in our brain when we learn? Learning is the building up of connections between nerve cells to form templates

• Templates are the pattern of nerve cells firing in a

specific way to activate memories of all actions, thoughts and emotions

• Templates must form for a memory to be created

Neuroscience of Learning

Whilst the thought of dying of too much excitation has a rather interesting (and maybe even appealing) aspect to it, it is not a particularly functional way to get your brain to work over the 75 or so years of your life. After all, if every time you had a thought you killed a few million nerve cells, you would get to maybe have about 300 thoughts and then, whoops, no more brain.

• Dr. Andrew Curran, pediatric neurologist and neurobiologist

How are templates formed?

To form templates, there must be glutamate and dopamine present in just the right place Glutamate – Readily available. Its only function is to mindlessly excite everything in front

• f it up to and including the point of death.

Neuroscience of Learning

Dopamine release is the key to learning A neurochemical that calms down the effects of glutamate. You must have dopamine release in your brain to learn anything. Dopamine release is predominantly under the control of your emotional/limbic brain.

Neuroscience of Learning

Different ways to activate dopamine release. The emotional/limbic brain controls how, where and when dopamine is released and learning requires just the right amount in the right places at the right time STRESSFUL SITUATIONS ARE ONE WAY TO RELEASE DOPAMINE, BUT…

Stressful situations flood your brain with dopamine (but it is indiscriminant) Stress also produces adrenaline and noradrenaline (and some memories can go into the unconscious parts of memory). Stress also produces steroids. Chronic steroid production has been shown to kill nerve cells in the hippocampus and

• amydgala. The hippocampus

is one of the two crucial structures of memory (short term) and to destroy nerve cells in it when you are trying to learn does not win as a good survival trait.

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Neuroscience of Learning

Other ways to activate dopamine in healthy ways to promote learning. Reward and anticipation of reward

This is a huge comment on learning. You are who you are because your genetic nature has interacted with your environmental nurture to lay down templates in your brain. These templates define who you are to the finest detail.

• Dr. Andrew Curran, pediatric neurologist

and neurobiologist Under conditions of reward and anticipated reward dopamine secretion is firmly under the control of the emotional system.

Neuroscience of Learning

• Dr. Andrew Curran, pediatric neurologist and neurobiologist

UNDERSTAND the human in front of you. Then you will improve their SELF-ESTEEM. If you do this you will improve their SELF- CONFIDENCE. And, if you do that, they will feel emotionally ENGAGED with what you are doing.

Neuroscience of Learning

• Dr. Andrew Curran, pediatric neurologist and neurobiologist

Love, Understanding and Connection between teacher/parent and student/child is the single most important factor in promoting healthy learning in the most efficient and effective way. Neurochemically they will have no

• ption but to learn

from you.

Neuroscience to Application

If the emotional/limbic brain is in the most control of the learning process If our understanding, connection and love is the most important factor in promoting healthy learning If reward or the anticipation of reward is

• ne of the primary

mobilizers of dopamine, which helps us effectively and efficiently learn What do we do with this information when a gifted child has trouble with emotional regulation?

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Why Do Gifted Kids Explode?

Emotional and behavioral dysregulation.

Parental Responses When Gifted Kids Explode

Traditional Authoritarian Parenting Beliefs

 Child is being oppositional  Child needs to comply with

requests, rules are non- negotiable

 If child doesn’t comply with

requests, they will be

• punished. Only parental
• pinion counts

 Child escalates and

everyone goes into stress response.

Parenting for Skill Development Beliefs (Balanced Style + skills)

 Child doesn’t have the skills to

handle this situation yet

 Child needs coaching on how to

acquire skills and to do problem- solving

 Child has consequences, firm

rules and enforcement. There is calm leadership and respecting

• pinions of each person

 Problem-solving helps improve

child’s ability to handle challenging situations

Why Do Gifted Kids Explode?

Special Needs: Learning Disabilities, ADHD, Asperger’s, Anxiety, Depression, other mental health needs Executive Functioning Skills Weaknesses High Stress -stress in the home, events in life, developmental, academic/school stress, social stress, frequent stress response Intensities and Sensitivities (OverExcitabilities)

Executive Functioning Skills

 Definition

 Self-regulating skills  “…comes from the neurosciences literature and

refers to brain-based skills required for humans to effectively execute, or perform, tasks and solve problems.” (Smart But Scattered Teens)

 The ability to manage emotions in order to achieve

goals, complete tasks, control and direct behavior

 Inhibit competing actions  Shift strategies  Self-monitor, check and regulate emotions

(Mach, Vatcha & Harris, 2008)

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Executive Functioning Skills

 Emotional Control  Response Inhibition  Flexibility  Working Memory  Sustained Attention  Task Initiation  Planning/prioritizing  Organization  Time Management  Goal-directed

Persistence

 Metacognition

Most Important EF Skill – Relaxation Response

 To improve emotional (and behavioral)

regulation you must begin first with helping the child and yourself control the stress response.

 Improve the relaxation response and gain

more control over having access to it quickly when needed

Stress Brain vs. Thinking Brain

Stress Brain Amygdala (Amy G. Dala) Thinking is not an option to solve problems at this time.

High Frustration (Stress) Fight or Flight Fight or flight reaction cortisol and adrenaline .

Emergency Calming Plan

 Have a calming plan before you need it  Begin with a Safety Plan

 No hurting anyone  No destroying anything  No running away  No saying hurtful things

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Emergency Calming Plan

• If anyone gets upset,

talking stops, everyone takes a break and calms themselves down

Going into “stress brain”

• Talk about it later and

do problem-solving when everyone is calm.

Returning to “thinking brain”

Intensity Management Plan

Physical & Sensory

• movement,

action-

• riented play

and activities Intellectual

• pursue interest

areas Imaginational

• reading, story-

telling, play, imagination play (role play games) Emotional

• talking &

processing feelings, experiences

Sensitivity Management

Highly sensitive children tend to go into the stress response (fight or flight) much more quickly because they take in high amounts

• f stimulus.

Sensory Emotional Imaginational

Intensity & Sensitivity Daily Management Plan

Suggested Calming Activities

 Exercise  Repetitive motion activities  Deep breathing  Humor  Change of scene or activity

Raising Your Spirited Child Workbook. Kurcinka (1998).

Sensitivity Management

 Increase awareness of sensitivities (name what you

experience)

 plan for situations that are overwhelming –

eliminate, reduce or strategize

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Parenting Strategies Phases of Escalation

Anxiety and/or Frustration Agitation Acting - Out

Phases of Escalation Anxiety/Frustration Phase

 Anxiety and/or Frustration

A child encounters a situation that causes anxiety or frustration. Parents – This is the time to help and support

Phases of Escalation Agitation Phases

 Agitation

A child wasn’t successful in resolving the

• situation. The child is on the edge of “losing

it.” Parents can offer 2-3 choices to see if child can accept one to manage emotions.

1.

Active choice

2.

Quite Choice

3.

Presence with Parent

Meltdown

 Acting Out

Meltdown happens and child is unable to calm down or listen to others. Going Over the Cliff Parents can remind child they are there to help and mention 1-2 things they have already decided to do to calm down. Parents can do something else while the child goes through the tantrum, as long as the child is safe.

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Teaching Problem-Solving Skills

 Have problem-solving discussions when everyone is

calm, between episodes, to plan for next time

 Ask child what they need  Tell them what you need (and all those involved in the

situation)

 Brainstorm solutions  Judge what might work by which ideas meet the needs

• f both the child and you (and those involved)

 Try one and let them know that everyone will keep

trying until one of the solutions work- instill confidence and hope in the future and need for practice

Collaborative Problem-Solving Approach by Ross Greene, The Explosive Child (2010)

Calm, Firm, Consistent

Balanced Parenting for Teaching Skills

 Set limits and

expectations ahead of time

 Be specific with

expectations, include what they “can do” and emphasize choice

 Expect trouble, it is

developmental, not personal

 Be okay if they

choose the consequence

 Do not give lectures

• r repeat requests to

comply

 Consistently

implement consequences or “choices” they have made

Connection, Fun and Bonding

No matter how stressful life gets NEVER skip times to connect with children Continue even when child refuses.

Fun, Bonding & Connection

Notice child’s efforts and strengths reduce stress increases sense of being accepted and loved increases learning and happiness

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Overall Plan to Begin

Establish the Calming Plan and Safety Plan for crisis times and practice Use a daily Intensity and Sensitivity Management Plan for each member of the family Focus on teaching skills and practicing problem- solving – begin with practicing self-calming skills Always plan times for fun, bonding and connection