MAXIMIZING PERFORMANCE BY MINIMIZING ANXIETY RICHARD BOGIELSKI
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1 MAXIMIZING PERFORMANCE BY MINIMIZING ANXIETY RICHARD BOGIELSKI August 7, 2017
2 Anxiety Anxiety is a normal human experience Anxiety which interferes with functionality is the definition of dysfunction What is functionality? To work, to play, to love. In other words, for students, it s school, friends, and family.
3 Neuro-physiological Neuro-physiological underpinnings of anxiety are constant across disorders Parasympathetic system in operation when you are calm Heart rate, breathing, muscle tension/contraction, increased electrical activity, galvanic skin response Sympathetic system take over which works when you are stressed. The brain is not passive, it understands by monitoring heart, lungs, skin, eyes, kidneys, etc. and the off button for the sympathetic system is not flicked.
4 Behavioral Markers of Anxiety 1) palpitations, pounding heart, or rapid heart rate 2) chest pain 3) trembling or shaking 4) shortness of breath, smothering, or feeling of choking 5) sweating, chills, or hot flushes 6) nausea, abdominal distress or vomiting 7) paresthesias (numbness or tingling sensations) 8) dizziness, loss of balance, lightheaded, or faint 9) fear number 1 I m going crazy! 10) fear number 2 I m losing control! 11) fear number 3 I m dying/having a heart attack! 12) derealization (feelings of unreality) 13) depersonalization (being detached from oneself)
5 Fight/Flight and Panic Sympathetic nervous system hits it culminating point. Amygdala in brain triggers hypothalamus which releases adrenalcorticotropic hormone (ACTH) The Adrenal glands receive the signal and then release epinephrine (adrenaline). Eyes pupils dialate, searching for more information where is the danger? Blood pressure goes up, blood sugar goes up, immune system suppressed, etc. If chronically triggered, think of the long term effect of these three alone. Fight/flight response triggered, a very good tool for survival.
6 Frontal Lobe Your brake pedal Frontal Lobe checking on the situation. Attempts to understand the source of anxiety Attempts to understand severity. Is this a big deal? The brake pedal to the gas pedal, the amygdala. Prefrontal Lobe understanding the situation Affect labeling -What am I feeling? Affect association - What s making me feel this way? Frontal Lobe home of Emotional Learning Fears, phobias, specific worries Not knowing the source of worry is a worry.
7 Fight/Flight, Panic, and Cognition Survival portions of our lower brain take over The purpose of anxiety is to PROTECT oneself from perceived danger. Fancy stuff done in the cerebral cortex, like reason, deduction, logic, complex language, are in the backseat now. Cognition can appear irrational & disordered difficult to steer the car and press the pedals in the backseat.
8 Subtle changes in cognition Decreased sensitivity to sound range for the frequencies levels of the human voice. Decreased sensitivity to central vision, increased sensitivity to peripheral vision. Decreased attention span, concentration. Decreased capacity for higher cognitive learning. (Fancy stuff offline). Disorganized storing of memories
9 Remember those markers? If you want to reverse anxiety and switch back to the parasympathetic, reduce the markers 1) palpitations, pounding heart, or rapid heart rate 2) shortness of breath, smothering, or feeling of choking 3) sweating, chills, or hot flushes 4) nausea, abdominal distress or vomiting 5) paresthesias (numbness or tingling sensations) 6) dizziness, loss of balance, lightheaded, or faint 7) fear number 1 I m going crazy! 8) fear number 2 I m losing control! 9) fear number 3 I m dying/having a heart attack!
10 Anxiety treatments in clinical settings Diaphragmatic breathing Change the breathing, heart rate pattern Progressive muscle reaction Change the muscle tension, sweating, and electrical activity Thought stopping Cognitive strategies, avoiding catastrophic thinking, stopping the spinning mind. Imaging Calming thoughts, imagining success and serenity
11 Anxiety treatments in school settings Breathing differently Feeling differently Thinking differently
12 Breathing differently Changing the breathing pattern will change how your brain understands your experience. Everyone sighs a signal the stressful event is over This sigh can be created directly in the class One deep breath, slowly letting it out Do not hyperventilate with many deep breaths In the class, students can be encouraged to take a deep breath through the nose and let it out slowly through the mouth. Breathing can be done as a whole class exercise for the target child s behalf or for the benefit of the class as a whole. Big test, big presentation, teach kids to breath before they begin
13 Feeling differently Changing tension in the muscles will change how your brain understands your experience. Vigorous muscle activity is a no-no. The more flailing, the more the brain reads the need for fight/flight Muscle tightness then relaxation discharges tension. In the class stretch, get out of chair can be done as a group Individuals can squeeze muscles together then relax without being noticed toes in shoes, arms, squeeze butt cheeks Posture change. No crunching into a ball. Long and loose is best Getting up and moving around may break the tightness. Talking a walk can be relaxing break from being scrunched
14 Feeling differently Changing temperature will change how your brain understands what s happening on your skin relative to anxiousness. -Hot and sweaty means still fighting to survive. Rapid heart beat pushes blood to the capillaries. Face gets red and feels hot. Something cold can help reverse. Cold drink of water Washing face and hands with cold water. Forcing the blood from the capillaries brain receives signal the stressful event is ending Kids in the class will sometimes put their face on something cold like the tabletop, looking for something cool.
15 Feeling differently whole groups In classrooms, boardrooms, or before you go into courtroom, it s all the same. Feel different. Whole group activities include The Bird The Noodle The Rock Concert Don t underestimate importance of Laughter. Athletes and Performers Ever notice their whole group anxiety reducers?
16 Thinking differently Changing what you think about can change how you feel. Seems simple and logical, and people who do this are naturally good minimizing anxiety. Learn the vocabulary of anxiety. Learn to identify markers and advocate for their own mental health needs. Demystification of anxiety. Thought stopping agreeing with yourself to worry about what worries you most at some other time Imagery - Imagining success. Used in Sports Psychology Practice breathing, relaxation techniques in a counseling setting. Teaching parents.
17 Your frontal lobe is now different Frontal lobe is the home of learning about emotions, understanding anxiousness. When you identify source of anxiety When you make attempts to feel, breathe, or think differently When you use metacognition (think about how you think when dealing with anxiety. Today you have thought about your own anxiousness. You have already began to change your frontal lobe.
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