Understanding Brain Function and Neuroplasticity as It Relates to - - PowerPoint PPT Presentation

Understanding Brain Function and Neuroplasticity as It Relates to Emotions and Growth Mindset

Based primarily on the works of Dr. Daniel Siegel, author of The Whole-Brain Child and

• Dr. Carol Dweck, author of Mindset, The New

Psychology of Success Presenter: Catherine Fuselier Price, School Counselor, The Chapel School, Bronxville, NY

Brain Integration

Right Hemisphere Left Hemisphere Upper Brain (prefrontal cortex) Planning, thinking, imagining, problem solving Lower Brain (limbic system, brain stem) Breathing, blinking, ANGER, FEAR

Horizontal Integration = Healthy flow of information between the two hemispheres allowing them to work as a team, valuing both logic and emotion

Spirit of the law Legalistic - Letter of the Law Corpus Collosum

If we are ruled large gely y by

• ur righ

ght t brain, in, the resu sult t ca can n be ch chaos

• s

and nd we ma may feel

• ut of

co cont ntro rol. l.

If we are ruled predominan tly by our left brain, the result may be

• rigidity. We

may loose the ability to be flexible, adaptable, and to empathize with others.

Chaos

Rigidity

Corpus Colosum

When we are floating between the two extremes, we are emotionally healthy...flexible, adaptive, stable, and able to understand ourselves and the world. This is HORIZONTAL INTEGRATION.

Understanding this concept can help us to gage how well integrated a person is at a given time so that we can respond effectively.

• Overly emotional without reasoning = right brain has

taken over

• Shut down and unwilling to examine feelings = left

brain has taken over The key to helping a someone achieve horizontal integration is connecting with the side of the brain that is dominating. Once you have made a connection, you can lead him/her to engage the other hemisphere of the brain, or “connect and redirect”.

Example 1: One of your best students gets a 60 on a math

• test. She comes to your office very angry and

tells you that she will never be good at math, that her parents are going to be mad at her because she failed, and that her friends are going to think she’s dumb. She crumples up the test, burst into tears, and throws it into the garbage.

A natural response might be to try to reason with the

student by telling her:

–

It’s just one test…you can do better on the next

• ne…

–

Your Mom and Dad are going to love you no matter what you get on a test…

–

You can be good at math if you apply yourself!

• Trying to reason logically with someone who is
• verwhelmed with emotion is not likely to be
• effective. The right hemisphere is dominating and you

are making an appeal to the left hemisphere of the brain.

Attempting to connect with the right side of her brain (which is clearly in control), is much more likely to have positive results. Once you have made a connection, you can begin to open communication with the left side of the brain, or connect and redirect.

Here’s how: – Since the right brain is non-verbal, A concerned face, gentle tone of voice, and soothing touch is a good start. – Showing empathy by indicating that you understand her frustration with statements such as, "It sounds as if you are feeling awfully frustrated and worried right now….I hate to see you so upset… – Listen as long as possible without interrupting. – Gently redirect her by introducing left brain functions..."I can see how important this is to you…would you like to brainstorm ways that we might be able to make this better?”

Example 2: A student has a fight with his best friends and some things were said to him that were very painful. You see him sitting alone at lunch reading a book day after day and you encourage him to talk with his

• friends. He says that they are not his friends any

more and that they are jerks and he doesn’t even

• care. He is speaking in a very matter-of-fact manner,

but you know the importance of those friendships and you know that he is hurting. He is shutting out his emotions and has become rigid.

When we are hurt, it can feel safer to retreat to the logical left brain rather than deal with difficult emotions. Pointing out to your student that he is denying his feelings (e.g. they are your best friends, of course you care!) will most likely just frustrate him. Instead, connect with his left brain which is verbal by asking him to recount what happened (without judging). This might engage him in a conversation where you could stop to discuss how certain moments made him feel, drawing the right side of his brain into the picture so that he can acknowledge his feelings. Achieving horizontal integration will allow your student to face the situation honestly, and make decisions that are more likely to result in a positive outcome.

Stop to Consider

Are you letting one side of your brain dominate? (Quiz) Right side: Do you become reactive and get frustrated, angry, or anxious when faced with difficult people or situations? Are you modeling horizontal integration? Left side: Are you more rigid in your thinking and actions and have a hard time empathizing or responding to people who are emotional? Being understood, accepted, and loved for who we are is a fundamental human need and crucial in developing emotional and mental health.

Wise Leader

Security Guard

Upper and Lower Brain (Vertical) Integration

Our lower brain includes the brain stem and the limbic

• region. These areas are referred to as the more

primitive parts of the brain and are responsible for basic functions like breathing and blinking. They are also responsible for innate reactions (fight, flight, or freeze) and are linked with strong emotional responses (anger and fear). A key player in this area is the Amygdala (a good nickname for younger children is “the Security Guard”).

Lower Brain Facts

• It is developed at birth
• When the Amygdala senses danger, it can allow us to act

before we think

• The Amygdala cannot distinguish between real danger and

false alarms without input from the upper brain

• It is associated with emotions and instincts.
• It signals our bodies to release adrenalin and cortisol (a stress

hormone) to give us the energy we need to respond to a threat (fight or flight).

Physical Manifestations of the Amygdala on Alert:

• Heart pounding
• Breath quickening
• Muscle tension in the arms and legs
• Stomach flipping, hurting, or feeling

“butterflies”

• Light-headedness
• Vomiting
• Sweating
• Physical out of control sensation

PRE-FRONTAL CORTEX (WISE LEADER) Our upper brain is our cerebral cortex which includes the prefrontal cortex (younger students grasp the concept of wise leader of the brain) located behind our foreheads. This is the part of the brain where more complex mental processing takes place like thinking, imagining, decision making, and planning.

Facts about the Upper Brain:

• It is not fully developed until a person is in their mid-twenties
• It develops rapidly for the first few years of life and then undergoes a major

remodel from the tween years into adulthood

• It can disengage when the amygdala is flooded with distress signals
• Although it is an organ, it acts like a muscle. It gets stronger and faster

when used, and it becomes weaker and slower when ignored

• Sound decision making, control over emotions and body, self-

understanding, empathy, and morality are all upper brain functions. Vertical integration is achieved when the upper and lower brain are working together as if a staircase connects them so that information can flow up and down. The prefrontal cortex monitors the strong reactions of the amygdala and helps to calm them.

Examples of times when the lower brain overrides the upper: – A student freezes and cannot retrieve information when taking a test – A student is afraid to go back to class after the school evacuates for a small fire – Impulsive and inappropriate physical responses when angered The student’s body is flooded with adrenaline and cortizol (a stress hormone) and he/she is not capable of engaging the upper brain.

VERTICAL INTEGRATION



We want to re-engage the prefrontal cortex instead of fueling the lower brain. Logic (upper brain function) rarely works when the amygdala is dominating.



Approaches will vary depending on temperament, but making a connection is the first step as in horizontal integration.



Once a connection has been made, helping the child to identify the emotion is a key in what Dr. Siegel calls the “NAME IT TO TAME IT” process.



When we identify an emotion we are experiencing, our upper brain signals the release of fibers that cause the intense reaction of the amygdala to subside. This is when we can begin to problem solve.

Flipping Your Lid

• Dr. Daniel Siegel

http://www.youtube.com/watch?v=gm9CIJ74Oxw

When your student has flipped his lid, his upstairs brain is out

• f the picture. In this scenario, introducing consequences or

attempting to problem solve are not useful as they are functions of the prefrontal cortex. Instead, the strategy of connect and redirect (as in horizontal integration) is more effective.

• Concerned face
• Calm tone of voice
• Loving touch (if this suits your student’s temperament)

When the student is calmer, you can discuss the situation with him, teach him calming techniques when he feels his amygdala activating, and help him learn to express himself more appropriately.

Adolescent Brain Facts

• At the beginning of adolescence, the brain develops about a

billion new brain cells to ready the adolescent for adulthood (Inside Out new console scene).

• Because of this expansion, a major remodel of neural

pathways begins.

• The strengthening of the “new” brain begins at the amygdala

(more reactive, instinctive part of the brain) which is on high alert during adolescence.

• The pre-frontal cortex is the last part of the brain to fully

develop (not complete until around 24). The PFC is the reasoning part of the brain. This is why adolescence often have strong, and sometimes inappropriate, reactions.

Research has shown that teens and adults use different parts

• f the brain to help them read emotions.

Adults use the prefrontal cortex (thinking rational part of the brain) to interpret facial expressions. Adolescents use the amygdala, which is geared toward interpreting emotions from a defensive or self-protective

• posture. The amygdala is prone to false alarms, so teens

may jump to the conclusion that you are angry or being critical when that is not the case at all.

Dopamine is a chemical messenger that helps control the brain's reward and pleasure centers…it is the neurotransmitter that delivers the brain’s “natural high”. –In adolescent brains, dopamine levels are lower than in adults, but when the adolescent brain releases dopamine, it is at a higher rate so they experience a higher high. –When dopamine levels drop, adolescents feel bored and

• indifferent. The dopamine high can be sought out in

positive ways (sports, performing arts, trying new things)

• r negative ways such as sexting, promiscuity, drinking,

and other impulsive and potentially dangerous behaviors. For this reason, adolescents should be encouraged and supported in following their passions whenever possible.

Upper brain functions and strategies to strengthen them

Sound Decision Making:

• Allow students to make age appropriate decisions as often as
• possible. Their pre-frontal cortex (upper brain) will be

weighing the choices and then will review outcomes. If a student makes a poor decision, it will open opportunities for discussion and growth. Positive decisions can be discussed and affirmed.

Developing Your Student’s Upper Brain (Cont.) Self-Control (Giving the PFC time to get into the picture)

• For lower elementary, counting to 10 slowly
• Controlled breathing
• Exercise – stimulates healthy brain chemistry
• Visualization or “changing the channel”
• Help them to develop mindfulness through meditation (GoNoodle, Smiling

Minds, Vitual Hope Box) Self-Understanding

• Journaling to help them self-reflect and consider their actions
• Open up discussions by asking students questions such as:

– Why do you think you made that choice? – What made you feel that way? – Why do you think that happened? This will encourage your students to self-reflect.

Empathy

• Ask your students questions that cause them to consider the

feelings of others.

– How do you think Jane is feeling since her best friend moved away? – Why do you think that woman wasn’t nice to us? I wonder if she is having a bad day…

Morality

• Question the choices students makes when it comes to the

world around them (e.g. he/she finds a cool toy in the lunch room).

• Ask hypothetical questions such as:

– Is it ok to run a red light if there is an emergency? – If someone is being bullied at school and you are standing there, what would you do?

• Model honesty, generosity, kindness, and respect for others.

Developing the PFC Through Mindful Meditation

• Focused meditation strengthens the PFC much like weight

lifting reps strengthen muscles. When the PFC strengthens, it is better prepared to work in concert with the amygdala rather than be dominated by it.

• Much scientific research has been done on the effects of

meditation on the brain. Scans of individuals who practice meditation regularly appear younger and healthier than those who do not.

• Age appropriate meditation guides can be found at

gonoodle.com (FLOW channel) and the Smiling Minds App, and the Vitual Hope Box app.

Effects of Meditation on the Brain

• Increases cortical folding which allows the brain to process

faster…positively related to intelligence

• Increases whole brain function by synchronizing the right and

left hemispheres

• Increases cortical thickness in regions of the brain responsible

for attention

• Increases dopamine and serotonin levels
• Decreases stress and anxiety by down-regulating cortisol and

adrenaline

• Improves cognitive function and mindfulness by increasing

grey matter, brain volume and cerebral blood flow.

Brain scans of people who meditate and people who do not

• meditate. Areas of the brain affected by aging (in red) are fewer

and less widespread in people who meditate.

Developing a Growth Mindset

“No one is better than you, and you are better than no one.”

Joe Biden’s Mom

Fixed Mindset: A belief system that suggests that a person has a predetermined amount of intelligence, skills, and talents that cannot be substantially changed. In addition, your personality is what it is. You can make adjustments, but real change is very rare.

• Your IQ is fixed; cognitive tests measure capability
• You are either athletic or you are not
• You are either or artistic or not
• You are a patient person or you have a short fuse
• You are a worrier…you can’t help it
• You are kind or you are gruff…it’s just the was you are

• For students who struggle with learning, a fixed

mindset can become a self-fulfilling prophecy.

• Because they don’t perceive themselves as smart,

students may give up and not put forth a good effort.

• Students who are advanced learners may begin to

identify and value themselves as being smart and may start to avoid situations where they might fail; they become risk averse.

• Failure may become inappropriately linked to their

sense of self-worth.

Growth Mindset: A belief system that suggests that

• ne’s intelligence can be grown or developed with

persistence, effort, and a focus on learning. Individuals with a growth mindset believe that:

• Intelligence is a malleable quality and it can be

developed.

• They can learn just about anything. It may be a

struggle and involve some failure, but with enough effort and perseverance, they can succeed.

• Learning and growing are more important than

looking smart.

Changes in Fixed and Growth Mindsets Across Grade Levels

Grade Fixed Mindset Growth Mindset Kindergarten N/A 100% 1st Grade 10% 90% 2nd Grade 18% 82% 3rd Grade 42% 58% Based on the research of Mary Cay Ricci, author of, Mindsets in the Classroom

Research on the Effects of Growth Mindset Education

• Research shows that student’s mindsets have a direct influence on

their grades and that teaching students about growth mindset raises grades and achievement test scores significantly [Blackwell, Trzesniewski, & Dweck, 2007; Good Aronson, & Inzlicht, 2003].

• Carol Dweck designed a workshop for 7th grade students with

declining math grades. Half attended eight sessions of a work shop that taught study skills (control group). The other half attended an eight session workshop that taught them study skills and educated them on growth mindset. These students learned that:

– their brain is like a muscle: the more they use it, the stronger it becomes. – when they stretch themselves to learn something new, their brain forms new connections which become stronger when exercised. This means that over time they can become smarter.

RESULTS: Students that received the study skills workshop alone continued to show declining grades. Students who attended study skills and growth mindset workshops:

• Showed a marked improvement in their grades.
• Their teachers (unaware of which workshop students

attended), singled out three times as many students from the growth mindset group for having shown clear changes in their motivation to learn as evidenced by changes they saw in homework, class attention, study habits, and grades.

Developing a Growth Mindset

The key to embracing a growth mindset is understanding the concept of

Neuroplasticity.

This is the brain’s ability to change, adapt, and “rewire” itself throughout our entire life. Neuroplasticity works both ways; it creates new connections, and it eliminates connections that are not used often.

Neuron Function

Study of Neuroplasticity in Rats

The growth in neural connections also proved to be true when the experiment was duplicated with adult rats. (Whew!) Not only did neural networks grow, but the rats’ brains also increased in size by 10%!

Human Neural Network Development With Age

How Our Thinking Becomes Fixed

Source: The Mindful Therapist, Dr. Daniel Siegel

How Can We Encourage a Growth Mindset?

Be careful about the way you praise your students.

Use growth mindset praise…do not attribute success to “being smart”, but to hard work and perseverance. Adopt the mindset: Smart is not something you are, it’s something you get.

• When your student gets a good grade, rather than saying, “You are so smart!”,

put the emphasis on the efforts of your child by saying, “You did a wonderful job

• n that paper…I saw how hard you worked and it paid off.”
• When something is easy for your student, say, “It’s great that you have that

down…it looks like we need to find something a little more challenging for you!”

• When something is difficult, encourage your student by reminding them that

when we are challenged we are growing our brain. Remind them when they say that they can’t do something, that, “they just can’t do it YET”.

On a Broader (Non-Academic) Scale Model Flexibililty

• Communicate to your students that change is a part of living.

When circumstances change or plans are thwarted, teach students to be positive problem solvers by selecting an alternative activity. Adopt A Glass Half Full Mentality

• When faced with setbacks, we need to model positivity.

Hope can be grown in our students by adopting the attitude that setbacks and failure are an opportunity for growth if we respond the right way. Help Students To Be Open To Trying New Things

• Model this yourself by trying new things and enjoying the

process even when you are not a “natural”. Do not praise them for their success, but for their willingness to try something new.

Why Is Understanding Brain Function and Mindset So Important

• Understanding neuroplasticity enables us and our students to

adopt a growth mindset not only in the area of academics, but in personal growth as well.

• When our students struggle with making good decisions, our

awareness of brain development (particularly the prefrontal cortex) helps us to exercise empathy and self-control. It also enables us to guide our students effectively toward brain integration and a healthy attitude toward learning and growth.

• We are all a work in progress as our brains are continually

forming and relinquishing neural connections throughout our

• lifespan. Early awareness of our brain functions and

neuroplasticity can help us and our students with self- acceptance, self-reflection, and self-direction.