Learning Objectives. Neuroscience of Learning. How can Neuroscience help understand the process of learning?

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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? Reptilian brain Limbic (emotional) brain Neomammalian (pre-frontal cortex) with mil. nerve cells (2.5 billion years to reach maximum development) only capable of 27 complex behaviors with 100 million nerve cells (took 200 million years to develop fully (took 4 million years to develop as it is today) The fully developed human brain has apx. 150 billion nerve cells Our metacognition is the most unique - introspection 1

2 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 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 of it up to and including the point of death. 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 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. 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. 2

3 Dr. Andrew Curran, pediatric neurologist and neurobiologist 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. 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. Dr. Andrew Curran, pediatric neurologist and neurobiologist Neuroscience to Application 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 option but to learn from you. If the emotional/limbic brain is in the most control of the learning process If reward or the anticipation of reward is one of the primary mobilizers of dopamine, which helps us effectively and efficiently learn If our understanding, connection and love is the most important factor in promoting healthy learning What do we do with this information when a gifted child has trouble with emotional regulation? 3

4 Why Do Gifted Kids Explode? Parental Responses When Gifted Kids Explode Emotional and behavioral dysregulation. Traditional Authoritarian Parenting Beliefs Child is being oppositional Child needs to comply with requests, rules are nonnegotiable If child doesn t comply with requests, they will be punished. Only parental opinion 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 problemsolving Child has consequences, firm rules and enforcement. There is calm leadership and respecting opinions 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) 4

5 Executive Functioning Skills Most Important EF Skill Relaxation Response Emotional Control Response Inhibition Flexibility Working Memory Sustained Attention Task Initiation Planning/prioritizing Organization Time Management Goal-directed Persistence Metacognition 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 Emergency Calming Plan Have a calming plan before you need it High Frustration (Stress) Fight or Flight Amygdala (Amy G. Dala) Fight or flight reaction cortisol and adrenaline. Begin with a Safety Plan No hurting anyone No destroying anything No running away No saying hurtful things Thinking is not an option to solve problems at this time. 5

6 Emergency Calming Plan Intensity Management Plan Going into stress brain Returning to thinking brain If anyone gets upset, talking stops, everyone takes a break and calms themselves down Talk about it later and do problem-solving when everyone is calm. Physical & Sensory movement, actionoriented play and activities Intellectual pursue interest areas Imaginational reading, storytelling, 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 of 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 6

7 Parenting Strategies Phases of Escalation Phases of Escalation Anxiety/Frustration Phase Anxiety and/or Frustration Agitation Acting - Out 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. 7

8 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 of 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 or 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 Fun, Bonding & Connection Continue even when child refuses. Notice child s efforts and strengths reduce stress increases sense of being accepted and loved increases learning and happiness 8

9 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 problemsolving begin with practicing self-calming skills Always plan times for fun, bonding and connection 9

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