Embed Size (px)
Citation preview
Application of Educational Neuroscience
Lori Desautels, Ph. D.Assistant Professor
College of EducationButler University
[email protected] in Education
Desautels_phdConnection + Purpose = Well-Being
Framework and DisciplineApplied Educational Neuroscience
• Not a program but the foundation for how we sit beside our students in relationship and development!
• Educator Brain State• A Brain of Connectivity
and how we meet students where they are.
• This is not a DISORDER but a REORDERING of neural networks
Invisible
• If you notice the two people sitting next to you, you see them, but you don’t know their story!
• Our early emotional stories determine the body and brain’s operating system and how well they will be able to guard our physical and emotional health for all our lives!
Our Brain State!
• Educator Brain State
• Teaching staff and students about their neuro-anatomy
• Regulation/ Co-regulation of the nervous system
• Attachment/ is the carrier of all development
• Use the language of science
Invisible
• If you notice the two people sitting next to you, you see them, but you don’t know their story!
• Our early emotional stories determine the body and brain’s operating system and how well they will be able to guard our physical and emotional health for all our lives!
Our Children and Youth
• One in 5 youth have or will have a serious mental illness
• At least 50% of those get no treatment
• By 2030 the World Health Organization states that depression will be the number one global health risk
• An NIH study found that 25.1% of kids 13-18 in the US have been diagnosed with anxiety disorders
• Suicide is the 3rd leading cause of death in youth ages 10-24
• School is “defacto” MH provider• Juvenile Justice system is next level of
system default• Adverse Childhood Experiences
(ACES) (NAMI, 2016 & NIMH, 2016)
• Students who attend school from kindergarten through secondary school typically spend more than 13,000 hours of their developing brain’s time in the presence of teachers.
• Their brains are highly susceptible to environmental influences – social, physical, cognitive, and emotional. And, more important, their brains will be altered by the experiences they have in school.
•(Eric Jensen, Teaching With the Brain in Mind, 2nd Edition)
Our Current Mental Health and Challenges
• A National Institute of Health study found that 25.1% of kids 13-18 in the US have been diagnosed with anxiety disorders
• • Depression increased by 21% between 2012-2015 for boys and 50% for girls (Twenge, J., 2017)
• • According the Department of health and Human Services, 56% more teens experienced a major depressive disorder in 2015 than 2010 (60% experienced sever impairment)
• By 2030 the World Health Organization states that depression will be the number one global health risk
• • In 2015, 29.3% of Indiana students reported feeling sad or hopeless (cdc, 2015) and 19.8% of Indiana high school students seriously considered suicide (3rd highest rate in the nation) (ISDH, 2015)
Brain Development
• Breathing !
• Movement!
New Ace Study!
• Prevalence of Adverse Childhood Experiences From the 2011-2014 Behavioral Risk Factor Surveillance System in23 States
• MelissaT.Merrick,PhD;DerekC.Ford,PhD;
• KatieA.Ports,PhD; AngieS.Guinn,MPH
• Early adversity is associated with leading causes of adult morbidity and mortality and effects on life opportunities.
• OBJECTIVE To provide an updated prevalence estimate of adverse childhood experiences (ACEs)in the US in a large, diverse, and representative sample of adults in 23 states.
• DESIGN,SETTING,AND PARTICIPANTS Data were collected through the Behavioral Risk Factor Surveillance System(BRFSS) ,an annual ,nationally representative telephone survey on health-related behaviors, health conditions, and use of preventive services, fromJanuary1, 2011, through December31,2014.Twenty-three states included the ACE assessment in their BRFSS. Respondentsincluded248, 934 noninstitutionalized adults older than 18years. Data were analyzed from March15 to April 25,2017.
What Develops the Brain?
• Experiences Build Brain Architecture
• Patterned Repetitive Experiences create circuits in various brain regions which become our habits!
• Brain does not react to the world but brains predict and construct all of our experiences of the world.
• What damages brain tissue is chronic unpredictable experiences that also affects the developing stress response systems in the brain!
Brain and Exercise!!
• Physical Activity• Immediate and Long Lasting
Benefits for the Brain• Affects PFC and Hippocampi
– memory• Great energy and mood
boost• Improves focused Attention• Increase in levels of
serotonin, dopamine and norepinephrine
• Improves reaction time• Dr. Wendy Suzuki
BDNF/ Miracle Grow!
• Brain derived neurotrophic factor (BDNF) is a protein which can be thought of as “brain fertilizer.” BDNF helps the brain to develop new connections, repair failing brain cells, and protect healthy brain cells. Having enough BDNF around can protect our brainsfrom neurodegenerative diseases like Alzheimer’s Disease and Parkinson’s Disease.
• When BDNF levels are high, acquiring new knowledge is easy, memories are retained, and people feel happier. Indeed, BDNF can even be thought of as a natural anti-depressant.
• https://www.youtube.com/watch?v=Y1SMRY-DqfI
Brain Growth
What Grows the Brain?
• Back to front and Inside Out
• Cognition
• Affiliation
• Regulation
• Attachment
Brain Development
• Language of the brain stem is sensation
• Language of the limbic system is feelings or emotions
• Language of the cortex is words
Hippocampus and our Stress Response Systems
• The higher the ACE, the smaller the cerebral gray matter or brain volume in the PFC, amygdala and sensory association cortices and cerebellum. Frontal regions are also underactive making individuals hyperactive to very small stressors.
Movement in Schools!
• Brain Intervals
• Amygdala Reset Areas and Amygdala First Aid Stations!
• Walking, Pacing, Use of Rhythm
• Yoga
• TRE
Rhythm Child Trauma Academy
• Perry says we need “patterned, repetitive, rhythmic somatosensory activity,” literally, bodily sensing exercises. Developmental trauma happens in the body, where pre-conscious “implicit memory” was laid down in the primitive brain stem (survival brain) and viscera. Long before we had a thinking frontal cortex or “explicit memory” function. [FN1]
• The list of repetitive, rhythmic regulations used for trauma by Dr. Perry, Dr. Bessel van der Kolk, Dr. Pat Ogden and others is remarkable. It includes singing, dancing, drumming, and most musical activities. It also relies on meditation, yoga, Tai Chi, and Qi Gong, along with theater groups, walking, running, swinging, trampoline work, massage, equine grooming and other animal-assisted therapy…. even skateboarding
TRE/ Tapping
• Sympathetic and Parasympathetic Response
Wake Up the Singing Bowl
Research
• Bruce Perry and Maia Szalavitz, The Boy Who Was Raised As a Dog (New York: Basic Books, 2006), 92.
• Bessel van der Kolk, The Body Keeps the Score (New York: Penguin Books, 2014), 81.
• Peter Levine and Maggie Kline, Trauma Through a Child’s Eyes (California: North Atlantic Books, 2007), 27.
• Ibid., 28.• Center on the Developing Child, Harvard
University, “InBrief: The Impact of Early Adversity on Children’s Development,” last accessed August 26, 2018, https://developingchild.harvard.edu/resources/inbrief-the-impact-of-early-adversity-on-childrens-development/.
• Center on the Developing Child, Harvard University, “InBrief.”
• Perry and Szalavitz, The Boy, 232-233.
• Raymond Wlodkowski, Motivational Opportunities for Successful Teaching [Leader's Guide], (Phoenix, AZ: Universal Dimensions, 1983).
• Shelly Gable, et al., “What Do You Do When Things Go Right? The Intrapersonal and Interpersonal Benefits of Sharing Positive Events,” Journal of Personality and Social Psychology, 87 (2004): 228-245.
• Nicholas J. Long, Frank A. Fecser, and Mary M. Wood, Life Space Crisis Intervention, Talking with Students in Conflict, (Austin: PRO-ED, Inc., 2001), 87-94.
• Lori Desautels, “Navigating Confrontations with Parents,” Edutopia, May 21, 2018,
• https://www.edutopia.org/article/navigating-confrontations-parents.
• Perry and Szalavitz, The Boy, 80.
• Christine R. Ludy-Dobson and Bruce D. Perry, “The Role of Healthy Relational
• Interactions in Buffering the Impact of Childhood Trauma,” Working with Children to Heal Interpersonal Trauma: The Power of Play, ed. Eliana Gil (New York, NY: The Guilford Press, 2010), 26-43.
Connect With Me
• To understand our neurobiology is to know the secret of life!
• https://www.facebook.com/lori.l.desautels
• Desautels_phd• [email protected]• www.revelationsineducatio
n.com• Desautels_phd - twitter
handle
• Who are YOU?" said the Caterpillar.
• This was not an encouraging opening for a conversation.
• Alice replied, rather shyly, • "I-I hardly know, sir, just at
present - at least I know who I WAS when I got up this morning, but I think I must have been changed several times since then."
- Alice's Adventures in Wonderland, Lewis Carroll
Thank you so much!!!!
