[PPT] - Mindful Cultivation: Growing Happiness, Compassion, Resilience, and PowerPoint Presentation

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Mindful Cultivation:

Growing Happiness, Compassion, Resilience, and Other Inner Strengths

Center for Child and Family Well-Being University of Washington

March 22, 2016

Rick Hanson, Ph.D.

The Wellspring Institute for Neuroscience and Contemplative Wisdom WiseBrain.org RickHanson.net

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It’s Good to Grow the Good Inside

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What Shapes a Person’s Course?

Challenges Vulnerabilities Resources

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Where Are Resources Located?

World Body Mind

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Mental Resources: Inner Strengths

Understandings – insight into self and others Capabilities – self-regulation, social skills Positive emotions – gratitude, love, delight Attitudes – confidence, optimism, tolerance Motivations – helping others, wanting to learn Virtues – patience, generosity, courage, kindness

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Inner Strengths Are Built From Brain Structure

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How do you get these inner strengths into your brain?

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Self-Directed Neuroplasticity

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The Enchanted Loom

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Mental activity entails underlying neural activity.

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Rewards of Love

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Repeated mental activity entails repeated neural activity. Repeated neural activity builds neural structure.

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Lazar, et al. 2005. Meditation experience is associated with increased cortical thickness. Neuroreport, 16, 1893-1897.

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Effects of Meditation on the Brain

Increased gray matter in the:

Insula – interoception; self-awareness; empathy for emotions Prefrontal cortex (PFC) – executive functions; attention control Hippocampus – visual-spatial memory; establishing context;

inhibiting amygdala and stress hormones

Reduced cortical thinning with aging in insula and PFC Increased activation of left frontal regions – improves mood, “approach orientation” Increased gamma-range brainwaves – could help learning, integration Preserved telomere length – could reduce age-related illness

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We can use the mind To change the brain To change the mind for the better . . . To benefit ourselves and other beings.

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Positive Neuroplasticity

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On average, about one-half to two-thirds

f our beneficial traits

– our inner strengths – are acquired (i.e., learned) rather than innate.

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Learning – changing neural structure and function – has two stages: From short-term memory buffers to long-term storage From state to trait From activation to installation.

The Neuropsychology of Learning

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Lasting traits come from internalizing passing states.

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Inner strengths are grown from experiences of them (or related factors) – activated states – that are installed as traits.

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You become more compassionate by installing experiences of compassion. You become more grateful by installing experiences of gratitude. You become more mindful by installing experiences of mindfulness.

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Most experiences of inner strengths are enjoyable. They feel good because they are good for us and others.

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The Missing Link

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An activated state is a necessary condition for learning, but not a sufficient one. Without installation, there is no learning, no change in the brain.

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Installation Installation Installation

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Most of us are better at activation than we are at installation. This is the fundamental weakness in most character education, human resources training, psychotherapy, coaching, and mindfulness programs.

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The same research that proves therapy works shows no improvement in outcomes

ver the last 30 or so years.

Scott Miller

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Meanwhile your painful, harmful experiences are being rapidly converted into neural structure.

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The Negativity Bias

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The Brain’s Negativity Bias

As our ancestors evolved, avoiding “sticks” was more important than getting “carrots.”

1. So we scan for bad news,
2. Over-focus on it,
3. Over-react to it,
4. Install it quickly in implicit memory,
5. Sensitize the brain to the negative, and
6. Create vicious cycles with others.

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Velcro for Bad, Teflon for Good

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The brain is good at learning from bad experiences but bad at learning from good ones. Even though learning from good experiences is the primary way to grow resources in the mind.

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The Negativity Bias

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Taking Charge of Your Brain

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Getting the Good Stuff into Your Brain

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Have a Good Experience

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Enrich It

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How to Enrich an Experience

Duration Intensity Multimodality Novelty Salience

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Absorb It

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Have a fire (notice or ignite one). Enrich it by protecting it and adding

fuel to keep it burning.

Absorb its warmth into yourself.

Like a Nice Fire

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Link Positive and Negative Material

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Have a positive experience. Enrich it. Absorb it. Link positive and negative material.

HEAL Yourself

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Have It, Enjoy It

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Let’s Try It

Notice the experience present in awareness

that you are basically alright right now.

Have the experience. Enrich it. Absorb it.

Create the experience of gratitude.

Have the experience. Enrich it. Absorb it.

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It’s Good to Take in the Good

Development of specific inner strengths

General - resilience, positive mood, feeling loved Key resources – For challenges, deficits, wounds

Implicit benefits:

Shows that there is still good in the world Being active rather than passive Treating yourself kindly, like you matter Rights an unfair imbalance, given the negativity bias Training of attention and executive functions

Sensitizes brain to positive: like Velcro for good

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Keep a green bough in your heart, and a singing bird will come.

Lao Tsu

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Study on the HEAL Process

With collaborators from the University of California, a

study on the HEAL course, using a randomized waitlist control group design (46 subjects)

Course participants, compared to the control group,

reported more Contentment, Self-Esteem, Satisfaction with Life, Savoring, and Gratitude.

After the course and at two month follow-up, pooled

participants also reported more Love, Compassion, Self-Compassion, Mindfulness, Self-Control, Positive Rumination, Joy, Amusement, Awe, and Happiness, and less Anxiety and Depression.

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Pre-Course Post-Course 2-Months Later Mean Score

Combined Sample: Depression (BDI) & Anxiety (BAI)

BDI BAI

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Practical Uses of the HEAL Process

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Targets of Internalization

Thoughts - expectations; paradigms of relationships;

perspectives on self, world, past and future

Perceptions - sensations; relaxation; vitality Emotions - both feelings and mood Desires - values, aspirations, passions, wants Behaviors - repertoire; inclinations

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The Four Ways to Offer a Method

Doing it implicitly Teaching it and then leaving it up to the person Doing it explicitly with the person Asking the person to do it on his or her own

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HEAL in Classes, Trainings, Families

Take a few minutes to explain it and teach it. In the flow, encourage enriching and absorbing,

using natural language.

Encourage children or adults to use HEAL on

their own.

Do HEAL on regular occasions (e.g., at the end

f each school day, meals, just before bed)

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Adaptations for Children

All kids benefit from HEAL. Particular benefits for

mistreated, anxious, spirited/ ADHD, or LD children.

Style:

Be matter of fact: this is mental/neural literacy. A little brain talk goes a long way. Be motivating: benefits, “be the boss of your own mind.” Down to earth, naturalistic Scaffold based on executive functions, motivation, and

need for autonomy.

Brief, concrete

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Uses for Children

Registering curricular skills and other resources Motivation for learning; associating rewards Seeing the good in the world, others, and oneself –

and in the past, present, and future

Seeing life as opportunity Strengthening the sense of being an active learner Developing child-specific resources

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Growing Key Strengths

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What – if it were more present in the mind of a person – would really help? How could the person have more experiences of this mental resource – that are internalized in the brain?

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Evolutionary History

The Triune Brain

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Meeting Our Three Core Needs

Avoiding harms for safety Approaching rewards for satisfaction Attaching to others for connection

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Mental Resources for Challenges

Safety – Grit, protection, relaxation, feeling alright right now, peace Satisfaction – Gratitude, gladness, accomplishment, contentment Connection – Belonging, appreciation, friendship, compassion, love

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Pet the Lizard

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Feed the Mouse

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Hug the Monkey

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Peace Contentment Love

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Think not lightly of good, saying, "It will not come to me.” Drop by drop is the water pot filled. Likewise, the wise one, gathering it little by little, fills oneself with good.

Dhammapada 9.122

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Suggested Books

See www.RickHanson.net for other great books.

Austin, J. 2009. Selfless Insight. MIT Press.

Begley. S. 2007. Train Your Mind, Change Your Brain. Ballantine.

Carter, C. 2010. Raising Happiness. Ballantine. Hanson, R. (with R. Mendius). 2009. Buddha’s Brain: The Practical

Neuroscience of Happiness, Love, and Wisdom. New Harbinger.

Johnson, S. 2005. Mind Wide Open. Scribner. Keltner, D. 2009. Born to Be Good. Norton. Kornfield, J. 2009. The Wise Heart. Bantam. LeDoux, J. 2003. Synaptic Self. Penguin. Linden, D. 2008. The Accidental Mind. Belknap. Sapolsky, R. 2004. Why Zebras Don’t Get Ulcers. Holt. Siegel, D. 2007. The Mindful Brain. Norton. Thompson, E. 2007. Mind in Life. Belknap.

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Key Papers - 1

See www.RickHanson.net for other scientific papers.

Atmanspacher, H. & Graben, P. 2007. Contextual emergence of mental

states from neurodynamics. Chaos & Complexity Letters, 2:151-168.

Baumeister, R., Bratlavsky, E., Finkenauer, C. & Vohs, K. 2001. Bad is

stronger than good. Review of General Psychology, 5:323-370.

Braver, T. & Cohen, J. 2000. On the control of control: The role of

dopamine in regulating prefrontal function and working memory; in Control of Cognitive Processes: Attention and Performance XVIII. Monsel, S. & Driver, J. (eds.). MIT Press.

Carter, O.L., Callistemon, C., Ungerer, Y., Liu, G.B., & Pettigrew, J.D.

2005. Meditation skills of Buddhist monks yield clues to brain's

regulation of attention. Current Biology, 15:412-413.

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Key Papers - 2

Davidson, R.J. 2004. Well-being and affective style: neural substrates and

biobehavioural correlates. Philosophical Transactions of the Royal Society, 359:1395-1411.

Farb, N.A.S., Segal, Z.V., Mayberg, H., Bean, J., McKeon, D., Fatima, Z., and

Anderson, A.K. 2007. Attending to the present: Mindfulness meditation reveals distinct neural modes of self-reflection. SCAN, 2, 313-322.

Gillihan, S.J. & Farah, M.J. 2005. Is self special? A critical review of evidence

from experimental psychology and cognitive neuroscience. Psychological Bulletin, 131:76-97.

Hagmann, P., Cammoun, L., Gigandet, X., Meuli, R., Honey, C.J., Wedeen, V.J.,

& Sporns, O. 2008. Mapping the structural core of human cerebral cortex. PLoS Biology, 6:1479-1493.

Hanson, R. 2008. Seven facts about the brain that incline the mind to joy. In

Measuring the immeasurable: The scientific case for spirituality. Sounds True.

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Key Papers - 3

Lazar, S., Kerr, C., Wasserman, R., Gray, J., Greve, D., Treadway, M.,

McGarvey, M., Quinn, B., Dusek, J., Benson, H., Rauch, S., Moore, C., & Fischl,

B. 2005. Meditation experience is associated with increased cortical thickness.

Neuroreport, 16:1893-1897.

Lewis, M.D. & Todd, R.M. 2007. The self-regulating brain: Cortical-subcortical

feedback and the development of intelligent action. Cognitive Development, 22:406-430.

Lieberman, M.D. & Eisenberger, N.I. 2009. Pains and pleasures of social life.

Science, 323:890-891.

Lutz, A., Greischar, L., Rawlings, N., Ricard, M. and Davidson, R. 2004. Long-

term meditators self-induce high-amplitude gamma synchrony during mental

practice. PNAS, 101:16369-16373.
Lutz, A., Slager, H.A., Dunne, J.D., & Davidson, R. J. 2008. Attention regulation

and monitoring in meditation. Trends in Cognitive Sciences, 12:163-169.

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Key Papers - 4

Rozin, P. & Royzman, E.B. 2001. Negativity bias, negativity dominance, and
contagion. Personality and Social Psychology Review, 5:296-320.
Takahashi, H., Kato, M., Matsuura, M., Mobbs, D., Suhara, T., & Okubo, Y.
2009. When your gain is my pain and your pain is my gain: Neural correlates of

envy and schadenfreude. Science, 323:937-939.

Tang, Y.-Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., Yu, Q., Sui, D.,

Rothbart, M.K., Fan, M., & Posner, M. 2007. Short-term meditation training improves attention and self-regulation. PNAS, 104:17152-17156.

Thompson, E. & Varela F.J. 2001. Radical embodiment: Neural dynamics and
consciousness. Trends in Cognitive Sciences, 5:418-425.
Walsh, R. & Shapiro, S. L. 2006. The meeting of meditative disciplines and

Western psychology: A mutually enriching dialogue. American Psychologist, 61:227-239.

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