the neats: neurobiology

The NEATS:Neurobiology

Jane F. Gilgun, Ph.D., LICSWSchool of Social Work

University of Minnesota, Twin Cities1404 Gortner Avenue

St. Paul, MN 55108 USAjgilgun@umn.edu

http://www.cehd.umn.edu/ssw/people/profiles/GilgunJ.asp

Topics

Overview of NEATSDefinition of NeurobiologyBrain cells: NeuronsAnatomy of the Limbic SystemAutonomic Nervous SystemConditions associated with neurological issuesPractice implications

The NEATS

• Components• Neurobiology• Executive Function• Attachment• Trauma• Self Regulation

• Ecosystemic• Developmental

Influences on Child & FamilyFunctioning

Historical Forces,Culture, Values

Community Resources

Religious/Spiritual Institutions

Parents’ Work

School

Extended Family/Social Networks

Peer group

Family

Child

Socialhistory

Child & Family Ecomap

Mental Health

Public financial support

Religiousor SpiritualInstitutions

Parents’Work

Neighborhood

ExtendedFamily/Social

Networks

Recreation

School

Focal Child

Parent(s)/Carer(s)

Key++++ strong connection….. … weak connection///////// conflicted connection no connection

A Three-Generation Genogram

Neurobiology

Study of anatomy, physiology, and development of the nervous system that arise through interactions of genes and environments or nature and nurture

Reciprocal relationships: Shapes how we think, feel, and behave & how we think feel, and behave shapes brain circuits

Neuron

•A nerve cell •Transmits information

• chemical forms• electrical forms• sometimes over long distances.

Anatomy of a Neuron

•Soma (or cell body)•Axon•Dendrite•Synapse

• Gap between two dendrites• Neurotransmission from one neuron• Receptors on the target neuronhttp://psychology.about.com/od/biopsychology/ss/

neuronanat_3.htm

The Limbic System

Frontal Lobe & Executive Functions

Planning and executing of movementsTwo main subdivisions• Motor cortex• Prefrontal cortex

Executive functionsWorking memoryHas connections to emotion and long-term memory structures and circuits

Emotion Circuit/Limbic System

Sensory inputThalamusAmygdalaHippocampusPrefrontal cortex Other structures as well

AmygdalaAlmond-shapedSite of emotional learningMatures very early in lifeReceives signals from the thalamus, whose information is relatively undifferentiatedAlso receives signals from the prefrontal cortex, whose information is highly differentiated Turns on all sorts of systems, including the autonomicStress does not harm amygdala

AmygdalaThe amygdala part of a system that prompts releases of adrenaline and other hormones into the blood stream.

• This may disrupt rational thought.

HippocampusA horseshoe shaped region of the

Subcortica lpart of the brain

Has roles in emotion and memory

Has a very high density of receptor cells for cortisol which is a hormone secreted in response to stress

Cortisol can change the shape of the nerve cells in the hippocampus and even kill them

Hippocampus

Creates memories including relationships between bits of information• Information is highly differentiated

and often fragmented

Autonomous Nervous System• Automatic

• Usual Understandings of the ANS

• Newer Understandings

• Outside of our Awareness

• “Shadow Self”

• Freud’s Subconscious

• Internalizations of Interpretations of Experiences

Brain Plasticity

• Experience shapes the brain• Sensitive Periods• Continually forming new connections

• Life long• One neuron can have countless dendrites

that connect to other dendrites• Learning and memory

• May be some neurogensis

• Ceiling effects

Child Conditions Relatedto Brain Functioning

ADHDChildhood

Depression Aggression IrritabilitySchizophreniaBipolar issues

Autism Spectrum DisordersFetal Alcohol Spectrum DisordersSensory Integration Issues

Child Conditions Relatedto Brain Functioning

Obsessive-Compulsive DisordersTourette’s Intellectual disabilitiesLearning issuesDwarfismDown’s syndrome

Implications for Practice

• Neurological evaluations

• Complete medical and social histories

• Provide Structure for Children tasks broken down into simple steps calm environments care providers who under-react and who have strong support systems

Differentiate

•Neurological Conditions from Effects of Trauma

Case Example, John, 7

Mother’s DescriptionsWalked at 10 months, running ever sinceConstant motion, crashes into thingsNever listens• Ask him to put his clothes in hamper• He plays on floor, clothes not in hamper

ObliviousTaught his 2 y.o. brother how to use matches

Case Example, John, 7

Teacher’s ViewsBlurts out in classFidgets, gets out of his chairForgets to bring home books he needs to do his homeworkDifficulty waiting his turn & following rulesOther kids think he is weird• Do not want to play with him

Case Example, Martha, 10

10th birthday• Fascinated by waitress’s hairQuiet and cooperative in school• DaydreamedForgets where she puts thingsCan’t made simple decisionsCan’t organize selfSobbed: What’s wrong with me?

Implications for Practice

structured environments clear expectations & simple directionspatient, under-reacting adults arrangement of play and leisure time with other children one-on-one time with adults Educational plansimportant for adults to set examples Parental support

Summary

Neuroscience important to work with children and familiesInteraction of genes and environment Plasticity of human brainMedication can sometimes slow down or speed up brain functions