deep brain learning a to z
TRANSCRIPT
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Deep Brain Learning A to Z
Larry K. Brendtro, PhD
www.cflearning.org
Learning
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What comes to mind
when one first hears
Deep Brain Learning?
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“Habitudes”
which lie below the
level of reflection are
just formed in the
constant give and take
of relationships.
John Dewey
1859-1952
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Without understanding the basic principles of how the
brain develops and changes, we cannot expect to design and
implement effective interventions. Bruce Perry
Brain Wise
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Logical Brain
Emotional Brain
Survival Brain
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AMYGDALA
The emotional brain’s sentry, alert for novel or threatening stimuli
AMYGDALA
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AMYGDALA
The amygdala spots unexpected events that might pose danger or opportunity.
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FRIEND OR FOE?
The amygdala reads emotional cues to see if a person can be trusted.
19
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BRAIN STEM
The survival brain
operates life support systems
and defends against threat.
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Limited Options: Fight Flight Freeze
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THE REACTIVE CYCLE
V
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CEREBRAL CORTEX
The logical brain doesn’t mature
until the twenties.
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The Executive Brain
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DEVELOPMENTAL TRAUMA
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Complex Trauma ongoing exposure to
fear and helplessness
Simple Trauma one overwhelming
traumatic event
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Adverse Childhood Experiences
Kaiser Permanente
Household Risks Substance abuse
Parent separation/divorce
Mental illness
Battered mother
Criminal Behavior
Abuse Psychological
Physical
Sexual
Neglect Emotional
Physical
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Trust
Approach
Optimism
Eustress
Calmness
Instrumental
aggression
Distrust
Avoidance
Pessimism
Distress
Anxiety
Reactive
aggression
EMOTIONS
LEFT BRAIN RIGHT BRAIN
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REACTIVE
AGGRESSION
Right Brain
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PROACTIVE
AGGRESSION
Left Brain
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FIGHT, FLIGHT, FREEZE
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Threat triggers
The HPA Axis
which sends stress
hormones into the
brain and body.
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The H P A Axis
Stress Reaction System Hypo-
thalamus
Pituitary
Gland
Adrenal
Glands
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The New Science of
EPIGENETICS
Your Designer Genes
GENE EXPRESSION
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“Epi” is
Greek for
on top of.
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HIPPOCAMPUS
Memory Librarian
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Episodic Memory
Semantic Memory
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INTELLIGENCE
Work hard, get smart..
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The brain grows
when challenged.
Mastering difficulty
builds intelligence.
Carol Dweck
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Intelligence
Equals Resilience
intelligence (noun)
A person’s ability to
respond successfully to
challenges and to learn
from such experience.
(Sylwester, 2005, p. 78)
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JOY
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Positive Emotions
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KINDNESS
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Altruism and
Empathy are
Inborn
(Warneken & Tomasello, 2006)
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Helping gives
proof of one’s
worth – being of
value to others.
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Research on compassion in small children.
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LONG TERM LEARNING.
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Eric Kandel
Long-term learning
grows new neuron
pathways.
2000 Nobel Prize in
Medicine
(Kandel, 2006)
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SEA SLUG
Aplysia
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IGNORE: The CREB 2
protein prevents storing
trivial events in memory.
STORE: The CREB 1 protein
builds long-term memories by
growing neuron connections.
STORE OR IGNORE?
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REPETITION OF EXPERIENCE
Rote Learning Cultural Socialization
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EMOTIONALLY CHARGED EVENTS
Positive Negative
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MIRROR NEURONS
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GROUP CONTAGION
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The brain is designed to make
mirroring our friends and role
models highly rewarding.
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EMPATHY
We understand
others more by
feeling than by
reasoning.
Goleman, 2006
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Ramon y Cajal, Father of Neuroscience
1852-1934
Neuroplasticity
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Neurons at 9 Months
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Neurons at 2 Years
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Neurons at 4 Years
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OXYTOCIN
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OXYTOCIN tames aggression
and fear. Females have more
oxytocin for use in nurturing.
VASOPRESSIN can enhance
aggression. Males have more
vasopressin for protecting.
Humans have two chemicals for bonding
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Bids to Connect
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PAIN BASED BEHAVIOR
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Physical and social
pain use the same
deep brain circuits.
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QUIESSENCE
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Research Domain Criteria
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DSM 5: “Don’t buy it, Don’t
use it, don’t teach it”
Allen Frances, MD, Duke
University, Chair of DSM IV
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NIMH replaces DSM disorders by a consilience of knowledge.
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STRESS
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TEMPERAMENT
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Easy Slow to warm up
Difficult
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Bold Temperament LL serotonin alleles
Timid Temperament SS serotonin alleles
(Sugden et al., 2010)
Temperament and Serotonin
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BOLD children ignore threat.
(Low Amygdala reactivity)
TIMID children are cautious.
(High Amygdala reactivity)
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These children are more
influenced by the environment
and experience more fear,
anxiety, and shame.
With warmth and acceptance,
they can become confident
and resilient. But rejection or
maltreatment can lead to
emotional problems.
(Kagan, 2010)
TIMID: High Amygdala Reactivity
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These youngsters are more
insulated from environmental
experience and feel less fear,
anxiety, or guilt.
With love and guidance, they
can become positive leaders.
But with neglectful parenting or
teaching, they may develop
impulsive or antisocial behavior. (Kagan, 2010)
BOLD: Low Amygdala Reactivity
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I don’t need to be afraid. I need to be careful.
With positive upbringing, both show strengths.
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1 in 5 Children Mirror the Quality of Child Rearing
They thrive with positive caregiving but do poorly if needs are
not met. These “high reactive” kids have short versions of the
serotonin transporter gene (5HTT) which affects moods.
(Hankin, et al., 2011)
For Better or Worse
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Use Dependent Development
The brain is adaptive and
custom-wires new circuits to
meet goals and challenges.
This is most robust in youth.
Expected Development
The brain “expects” normal
experiences to auto-wire
abilities such as crawling
vision, language, attachment.
(Siegel, 2012)
USE DEPENDENT DEVELOPMENT
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Animals that
nurture their
young have
evolved brains
for love.
Ian Suttie, 1935
VAGAL NERVES
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Vagal nerves
form our Social
Engagement
System and
shut down our
stress system.
Stephen Porges
2012
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Sympathetic Nervous System
H
VAGUS NERVE
Heart rate
Breathing
Digestion
VOICE
Pharynx
Larynx
DANGER
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Trust = SOCIAL ENGAGEMENT = Calm
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XX AND XY CHROMOSOMES
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Working Memory
Attention
Inner Eye
Inner Ear
Memory
Baddeley
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YOUTH DEVELOPMENT
Gisela Konopka
University of Minnesota
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Consilience of Positive Youth Development Research
Hierarchy of Human Needs (Maslow, 1943)
Belongingness
Esteem
Self- Actualization
Self- Transcendence
Foundations of Self Worth (Coopersmith, 1967)
Significance
Competence
Power
Virtue
Circle of Courage Cultural Values (Brokenleg, 1990)
Belonging
Mastery
Independence
Generosity
Resilience Research (Benard, 2004)
Social Competence
Problem Solving
Autonomy
Purpose
Leadership and Service Model (CF Learning, 2008)
Belonging
Achievement
Power
Purpose
Brain Systems (Masten, 2014)
Attachment Mastery
Motivation
Self-Efficacy Spirituality & Purpose
Four Biosocial
Growth Needs
Attachment
Achievement
Autonomy
Altruism
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The Resilience Compass
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ZEIGARNIK EFFECT
Searching for Solutions
Bluma Zeigarnik
1900-1988
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Deep Brain Learning A to Z
Larry K. Brendtro, PhD
www.cflearning.org
Learning