self-regand the responsibilities of interdependence and ... · from mindsight(2010) the new science...

2019Self-Reg SummerSymposiumTrent University

Self-Reg andtheResponsibilitiesofInterdependenceandWisdomin

Leadership.GerardCosta,Ph.D.,DIR-C,IMHM-E-Clinical

Director,CenterforAutismandEarlyChildhoodMentalHealthProfessor,DepartmentofEarlyChildhood,Elementaryand

LiteracyEducationCollegeofEducationandHumanServices

MontclairStateUniversity

GerardCosta,Ph.D.2019 1

Description

Interdependentleadershipreferstowisedemocraticleadershipthatmakesbestuseoftheknowledgeandideasofthepeoplewithwhomleadersworks.Inthispresentation,willusetheSelf-Reglensanddrawfromthetheoryoffunctionalemotionaldevelopmentandfromthefieldofinterpersonalneurobiology,todiscussinterdependentleadershipandwhyitissoimportanttoday.


Areaswewillconsider

• Viewingleadershipthroughthe“interbrain”lens.• Leadership,thehighestlevelsofFunctionalEmotional

DevelopmentalCapacities(FEDCs)andharnessingthe“PrefrontalCorticalFunctions”

• Understandinginterdependenceandwhatinterdependentleadershiplookslike,andwhyit’sthebestwaytolead.

• Howgoodrelationships,socialengagementandaclimateofemotionalsafetycanhelpincreaseengagementandfostergoodteamwork.

• Theimportanceofstressawarenessforleaders.


Areaswewillconsider

• Replacing“control”with“regulation”and“relationships”:Howleaderscanfeelsafeinthecontextofademocraticleadershipstyle.

• Howtoharnessthecapacityofyourcolleaguesand/oremployeestohelpyoubeagoodleader.

• Creating“LearningOrganizations”andconnectingpersonalgrowthtoorganizationaldevelopment.

• CreatingReflectiveOrganizations.• Wisdom


Idea• Toconsiderhowwhat wearelearningaboutthebrain,thelevelsofemotionaldevelopment,mindfulness,mindsight,andSelf-Reg,canleadustoconsidernewtoolsaboutbuildinginterpersonal– localandglobal– communitiesrootedinleadershipthatpromotesinterdependencyandpeace.

• Toconsidernewprogramsofstudyandlearning.

• Toshareideaswithkindredspirits.• Towonderaboutbecomingfullyhuman.


FromIncognito (2011)The Secret Lives of the Brain byDavidEaglemen

“Thefirstthingwelearnfromstudyingourowncircuitryisasimplelesson:mostofwhatwedoandthinkandfeelisnotunderourconsciouscontrol.Thevastjunglesofneuronsoperatetheirownprograms.Theconsciousyou– theIthatflickerstolifewhenyouwakeupinthemorning– isthesmallestbitofwhat’stranspiringinyourbrain.Althoughwearedependentonthefunctioningofthebrainforourinnerlives,itrunsitsownshow.Mostofitsoperationsareabovethesecurityclearanceoftheconsciousmind.TheIsimplyhasnorightofentry.”P.4


FromMindsight (2010)The New Science of Personal Transformation

byDanielJ.Siegel“Mindsightisakindoffocusedattentionthatallowsustoseetheinternalworkingsofourownminds.Ithelpsustobeawareofourmentalprocesseswithoutbeingsweptawaybythem,enablesustogetourselvesofftheautopilotofingrainedbehaviorsandhabitualresponsesandmovesusbeyondthereactiveemotionalloopsweallhaveatendencytogettrappedin.Itletsus‘nameandtame’theemotionsweareexperiencing,ratherthanbeingoverwhelmedbythem.”pxi-xii.


Toward a Psychology of Global Interdependency: A Framework for International Collaboration (2002).

ByStanleyGreenspanandStuartShanker“Aswewilldiscussinthework,reflectiveindividualsandinstitutionsdonotgrowfrompoliticalandeconomicprogramsalone.Theyrequirestable,nurturing,interactivefamilies,safecommunitiesandthinking-basededucationalprograms….We…needtopursuetwobroadgoalsatthesametime:decisiveactionstominimizeandpreventimmediatedangersandlongtermpoliciestofosterthedevelopmentofreflectiveindividualsandinstitutionsandworldwidecollaboration.”p.5.


FunctionalEmotionalDevelopmentStanleyI.Greenspan

Logical Thinking:Building Bridges Between Ideas

Creating ideas, representations

Problem Solving interactions

2-way intentional communication

Engagement and relatingShared attention and regulation

Mobilize Core Developmental CapacitiesGerardCosta,Ph.D.2019 10

11

FEDLs

•Logical Thinking: Bridges /Ideas•Creating ideas, representations•Problem Solving interactions

•2-way communication

•Engagement, attachment, attunement

•Self regulation and interest

Neurosequential Development

Neurosequential Development and Functional Development

GerardCosta,Ph.D.2019 11BrucePerry,MD


byDanielJ.SiegelTheMechanismofMindfulness:9PrefrontalFunctions1. BodilyRegulation2. AttunedCommunication3. EmotionalBalance4. ResponseFlexibility5. FearModulation6. Empathy7. Insight8. MoralAwareness9. Intuition


Comparative Analysis of the 9 Prefrontal Functions and the 16 Functional Emotional Developmental

LevelsbasedonGreenspanandShanker (2002, 2004)

1. BodilyRegulation2. AttunedCommunication3. EmotionalBalance4. ResponseFlexibility5. FearModulation6. Empathy7. Insight8. MoralAwareness9. Intuition

1. FEDL12. FEDLs2and33. FEDLs4and54. FEDLs6and75. FEDL86. FEDL9and107. FEDL10,11,128. FEDL13and149. FEDL15and16

Siegel GreenspanandShanker


Handout

ComparativeAnalysisofSiegel’sPrefontalFunctionsand

Greenspan&Shankers16FEDCs

(Grayarea=Mindsight)


Siegel’sPrefrontalFunctions Greenspan’sandShanker’sFEDLs

FEDLDevelopmental/Social/EmotionalCapacity

1. BodilyRegulation 1. FEDL1 Regulationandinterestintheworld

2. AttunedCommunication 2. FEDLs2and3 Emotionalengagementandrelatedness,a“senseofhumanity”begins,emotionalsignalingandintentionality

3. EmotionalBalance 3. FEDLs4and5 Broadeningtherangeof“others”withwhomonerelates,sharesandrespects;socialproblemsolving,creatingsymbolsanduseofwords/ideas,sharingemotions

4. ResponseFlexibility 4. FEDLs6and7 Buildingideasandmodifyingthembasedonothers.Seeingtheworldfromanother’sperspective.Multi-causalandtriangularthinking,“moreflexiblethinker”

5. FearModulation 5. FEDL8 “Understandingtheneedsandwishesofothers”,differentiatedthinking,understandingthe“relativeinfluenceofdifferentfeelings,eventsandphenomena”,examine“reasons”forothers’actionand“negotiatethepoliticsoftheplayground”

6. Empathy 6. FEDLs9,10 “Agrowingsenseofselfandaninternalstandard”,thinkingintwoperspectives:“objectiverealityandpersonalopinion”,consideringthefuture,“ReflectiveEmpathy– experiencinghowanotherpersonfeelsandcomparingittoone’sownfeelings”

7. Insight 7. FEDLs10,11,12 Anexpandedsenseofself,“thinkingaboutthinking”,future-orientedandprobabilisticthinking,growinginterdependencyandidentificationwithothersaroundtheglobe,creatingaseparatesenseofself,carryingone’spastandoriginswithin.

8. MoralAwareness 8. FEDLs13,14 Intimacyandcommitment,deepeningintimacyandrespectfordifferences,consolidationoflongertermpoliticalandreligiousvalues,creatingafamily,“MoralityofInterdependency”

9. Intuition 9. FEDLs15,16 Awarenessof“life’sjourney”andfinitenessofexistence,expandedinterestintheworldofcommunityandglobalconcerns,“WisdomoftheAges”,Erikson’s“generativity”,newreflectiveawarenessGerardCosta,Ph.D.

201915

ThePsychologyofGlobalInterdependence:DevelopingHumanPotentialfromtheGroundUpComparativeAnalysisofSiegel’sPrefrontalFunctionsandGreenspan&Shanker’s16FEDLs

Butlet’srevisitourownawareness

Inarecentexperiment,menwereaskedtoratehowattractivetheyfoundphotographsofwomen’sfaces.



2

“Remarkably,themenhadnoinsightintotheirdecisionmaking……So,whowasdoingthechoosing?....Theirbrainsknewthis,butthemeninthestudydidn’t….”(Eagleman,2011,p.5)


Eagleman(2011)

Weareastoundinglypoorobservers(ofourownexperience)…Consciousnessislikeaheadline– asummaryofwhatisorhashappenedandwhatislikelytohappen.


Imagine

Applyingbothourshortcomingsand

ourcapacitiesatthegloballevel!


Dan Siegel – “Hand Model of the Brain”(Mindsight, 2010)

Gerard Costa, Ph.D. 2019 23

Daniel SiegelThe“HandModeloftheBrain”

“….Liftupyourfingersandyou’llhaveanimageofhowwe‘flipourlids’ andheaddownthe‘lowroad’ inourinteractionwithothers.”

Mindsight (2010),p.22


UnlikeLasVegas….

WhathappensintheamygdaladoesNOTstayintheamygdala!

Gerard Costa, Ph.D. 2019

25


byDanielJ.Siegel


GermanProverb

“Don’tletfearmakethewolfbiggerthanitis.”


Twostatesofbrain/mind

• Openreceptivestate(lidintact)

• Closed,reactivestate(lidflipped)


How Children Succeed (2012)PaulTough

The“firehouse”effect!TheresultofachronicactivationoftheHPAsystem,and

theprefrontalcortexismostaffected!

Whatsuffers? ExecutiveFunctioning!Whathappens?The“air-traffic”controlsystemofourbrainisderailed.(Shonkoff)


WhathappenswhenthisoccursinourLEADERS?


GreenspanandShanker(2002)“Toproduce(the)polarizedpersonality(*),wesimplyneedtocreateanervoussystemthat’ssomewhatcompromisedinit’sabilitytoprocessinformation…..and/orprovidethegrowinginfantlessthanoptimallevelsofnurturingandemotionalinteractions…..Furthermore,wewouldeducatethatchildmorewithfactsthanwithconcepts;favormemorymorethanthinking;andusedconcreteandall-or-nothingtypesofdisciplineratherthanempathy,understandingandfirm,butrespectful,limit-settingandguidance.”p.39

(*)impulsive,“usversusthem”,fragmentedsocialbehaviorGerardCosta,Ph.D.2019 31

ThePathwaytoEmpathy,Reflectiveness,andInterdependency

1. Childrenmustlearntoengageemotionallywithanother.

2. Theymustlearntointeractandtosignalwithemotionsandbroadentheiremotionalrange.

3. Theymustlearntocarefor,protect,sharewith,andbehavealtruisticallytowardanother.


GreenspanandShanker(2004).TheFirstIdea,p.446-449.


4. Theymustlearntobroadentherangeof“others”withwhomonecanrelate,shareandrespect,andshareemotionsandideaswithothers,enablingthechildtoseetheworldfromanother’sperspective.

5. Theymustcometounderstandtheneedsandwishesofothers,andthisleadstothedevelopmentofreflectiveempathy:experiencinghowanotherpersonfeelsandcomparingittoone’sownfeelings.(Reflectivity)

6. Thisemergesintointerdependency.GerardCosta,Ph.D.2019 33

ThinkofLEADERSastheChildren!



1. LEADERSmustlearntoengageemotionallywithanother.

2. Theymustlearntointeractandtosignalwithemotionsandbroadentheiremotionalrange.

3. Theymustlearntocarefor,protect,sharewith,andbehavealtruisticallytowardanother.

35GerardCosta,Ph.D.2019


4. Theymustlearntobroadentherangeof“others”withwhomonecanrelate,shareandrespect,andshareemotionsandideaswithothers,enablingtheLEADER toseetheworldfromanother’sperspective.

5. Theymustcometounderstandtheneedsandwishesofothers,andthisleadstothedevelopmentofreflectiveempathy:experiencinghowanotherNATION feelsandcomparingittoone’sownfeelings.

6. Thisemergesintointerdependency.36GerardCosta,Ph.D.2019

WhatCanHelp?• Securityandtrustofthosearoundtheleader.• Socialengagementofcolleagueswhoservetogeneratealternatewaysofthinking– engagein“texturedcommunication”andhelptheleaderto“slowdown”formentalization!

• Ahistoryof“confidentexpectations”thatsharedresponsibilityinleadershippromoteorganizationalandindividualgrowth!

• Tyingeachindividual’sgrowthtotheorganizationalgrowth!


Imagine

Ifweweretotakeadevelopmental/mindsight

perspectiveaboutrelationshipsandconflicts

amongnations.


Greenspan and Shanker (2002)FourDevelopmentalRequirementsforGroups

1. Physicalsafetyandsecurity2. Cohesionandasharedsenseofhumanityor

interrelatedness3. Presymbolicgesturalcommunicationsystem

thatenablestherapidnegotiationofbasisneedsandtheformulationofsharedrulestoaddressemotionalthemesanddangers

4. Symboliccapacitiesatdifferentlevelswithassociatedstructuresandinstitutionstoexpress,interpret,negotiate,resolveconflicts


Consider 5 dangerous practicesGreenspanandShanker (2002)

1. Peopleoftenprematurelysubstitutewordsforexperience.

2. Leadersmayrelyoverlyonmereverbalassurancesandpaytoolittleattentiontoactualbehavior.

3. Whenpeopletrytoforceormanipulateaccordwhenitdoesn’texist,theirinteractionswithotherspreventnonverbalcuesfrombetrayingtheirtruefeelings.

4. Astensionsrise,bothindividualsandnationstendtominimizecontactandthusthepossibilityofmanyformsofimplicitandnonverbalcommunication.

5. Individualsandnationsoften,andusuallyfutilely,trytosetlimitsforothers’behaviorwithoutthebenefitofbroaderrelationshipswithinwhichtomediatedisputesandaccuratelygaugetheresultsofvariousactions.


Forindividuals,systemsandgovernments….

• Whathappenswhenthelowerlevels(FEDCs,Prefrontalfunctions,andneuralcircuits)arenot“wired”properly,orarewiredthroughinterpersonaleventsthatareadversarialanddysregulating,andyieldinterpretationsanddecision-makingthatisbrain-drivenbutwrong!

• Whathappenstothehigherlevels?• WhathappenstoourcapacitiesforMindsight?


GreenspanandShanker(2002)

“…..(T)hereisreasontobelievethatreflectivethinkingisnotinsufficientsupply.”p.38


Fromallthatwearelearning• Ourbenchmarksareallwrong.

• Ourleadersareoftenmodelsofpolarization.

• Brainanddevelopmentalsciencesarenotrecognizedasofferingprinciplesandpathwaystosocialgrowth.

• Governmentsrarelyjoininpleasureand“playgroundpolitics”,unlikechildrenwhoalwaysplaytogetherbeforetheyworktogether.

• Governments,particularly“enemies”rarelyjoininworktogether.

“Ifyouwanttomakepeacewithyourenemy,youhavetoworkwithyourenemy.”

-NelsonMandelaGerardCosta,Ph.D.2019 43

GerardCosta,Ph.D.,2011 44

The Learning OrganizationPeterSenge(1990)

“Learningorganizationsare…organizationswherepeoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewandexpansivepatternsofthinkingarenurtured,wherecollectiveaspirationissetfree,andwherepeoplearecontinuallylearningtoseethewholetogether.”

Source:http://www.infed.org/thinkers/senge.htm


The Fifth DisciplinePeterSenge(1990)

“Whenyouaskpeopleaboutwhatitislikebeingpartofagreatteam,whatismoststrikingisthemeaningfulnessoftheexperience.Peopletalkaboutbeingpartofsomethinglargerthanthemselves,ofbeingconnected,ofbeinggenerative….Somespendtherestoftheirliveslookingforwaystorecapturethatspirit.”



The Learning OrganizationPeterSenge(1990)

• Theoriesandpracticesfortheinterdependentdevelopmentofpeopleandtheirinstitutions

• “…..Wherecollectiveaspirationissetfree.Andwherepeoplearecontinuallylearningtoseethewholetogether.”



Leaders inLearningOrganizationsPeterSenge(1990)

• LeaderasDESIGNER(“thegoverningideas”)

• LeaderasSTEWARD (“purposestories”

• LeaderasTEACHER (“empoweringviewofreality”)


Imagine…Examiningthepositionsanddecisionsmadebygovernments,examinedthroughthelensofthe16levelsofFunctionalEmotionalDevelopment.

Electing/selectingleadersbasedmoreontheircapacityformindsightandtheirattainmentofthehighestlevelsoffunctionalemotionaldevelopment,ratherthantheirwordsalone.


49

Waysofknowing(head)

Ways of being

(heart/spirit)

Waysofdoing(hands)

Formation

Most Critical yet often

unaddressed!

GerardCosta,Ph.D.2019

WaysofBeing

• Thisdomainaddressesthecapacitytoformattuned,empathic,contingent,co-regulating,caringrelationshipswiththeinfants,childrenandfamiliestowhomprofessionalsprovideservice.Thisisthe“howyouare”withfamiliesinadditiontothe“whatyoudo”.

• Servicesareprovidedwithinthecontextofrelationships,inthisrelationship-basedformulation.


Whatexperiencesareneeded?• A“holdingenvironment”- Attuned,regulated,containing.

• A“feelingwith”other.(Right-left)• Asharedsenseofwondermentwithanother.• Knowledgeabouthumandevelopmentandinterpersonalprocesses.

• Asenseofself-awarenessandcapacityforreflectivity.

• Adeepsenseofmodestyandconnectednesstohumanfrailty.

• Thecapacityforsuspensionofjudgment.• Adeepsenseofcaring.GerardCosta,Ph.D.2019 51

ThreeSelves

• Public• Private• Secret


Allofuschooseourwork,professions,careersonthebasisofALLTHREEselves,so

FormationMUSTengageallthree!


SelfOthersKnow OthersDon’tKnow

YouKnow

The“Public”(Lived)life•Discussion•Acknowledge•Adaptation

The“Private”Life•Observing“ego”•Disclosureandchange•Self-acceptance

YouDon’tKnow

The“Knowable”Life•Supervision•“Wondering”•Adaptation•Insight

The“Secret”Life•ReflectivePractices•Psychotherapy•Mindfulness•Mindsight


SelfandSelf-RegOthersKnow OthersDon’tKnow

YouKnow

The“Public”(Lived)life•Discussion•Acknowledge•Adaptation

“CognitiveDomain”

The“Private”Life•Observing“ego”•Disclosureandchange•Self-acceptance

“EmotionalDomain”

YouDon’tKnow

The“Knowable”Life•Supervision•“Wondering”•Adaptation•Insight

“SocialDomain”

The“Secret”Life•ReflectivePractices•Psychotherapy•Mindfulness•Mindsight

“BiologicalDomain”

ProsocialDomain-EMPATHY


Lessons• Wecannotbesatisfiedwithtransmissionofknowledgeandskillalone.

• WeMUSTconsiderWHOthepeoplearethatwearebeingcalledupontoFORM!

• ProfessionaldevelopmentMUSTengagewhatisoftenregardedaspersonalandprivatedomains – notrequiringdisclosureofpersonalnarratives,butrecognizingthattheyexist-becausetheyINFLUENCEhowweareandwhatwedo


ThinkofLEADERSastheParent!


WhatisLeadership?• Whatifwethoughtofleadershipasthe“Interbrain”?

• Whatifleadershipwasviewedasthe“responsibleempathicadult”helpingotherstoorganizetheiremotionsinadifficultworld?

• Whatifleadershipwasunderstoodaspromotingself-regulationandempathy?

• Whatifleadershipmovesusallawayfrompolarizationinthefaceofconflict?


IdeasonDimensionalPolaritiesConsiderthesequestionsasyoureflectonthefollowingdimensions:1. Whichalternativereflectsthelossof

interpersonalconnections,theabsenceofthe“interbrain”andthe“hijacking”oftheprefrontalcortex?

2. Whichalternativereflectshighercorticalandemotionalfunctioning?

3. Whichalternativepromotessafetyandsecurity?


Open-Flexiblevs.Closed-Rigid

• Interdependencevsindependent/autonomous

• Gray/reflectivethinkingvs.polarized• Sharedleadershipvs.authoritarian

• Authoritativevs.authoritarian• Ambiguityvs.certainty• Curiosityvs.disinterest


Open-Flexiblevs.Closed-Rigid• Commonalityvs.“othering”

• Equityvs.superiority• Self-awarevs.non-introspective

• Responsibilityvs.blame• Respectvs.shame

• Integratedvs.isolated• Diversityvs.tribalism


Open-Flexiblevs.Closed-Rigid• Embracedifferencevs.xenophobia• Disconfirmationvs.confirmation

• Mentalizingvs.enacting• Reframevs.react• Respondvs.react• Repairvs.rupture

• Calmvs.fear


Open-Flexiblevs.Closed-Rigid

• Securityvs.uncertainty• Groupvs.individual

• Persistencevs.disengagement• Peacevs.conflict

• Lovevs.hate


What are the foundations of the “higher” alternative?

• HigherFEDCs• HigherPrecorticalfunctioning• Executivefunctioning• Capacitytodelaygratification• Capacitytogenerateideasandalternatehypotheses


What are the foundations of the “higher” alternative?

• RegulationofStress• Regulationoffear• Experienceofsecurityandsafety• Reflectivity• Mindfulness• Mindsight• Balanceandintegrationofbrainandmentalfunctions


• Interdependentleadershipreferstowisedemocraticleadershipthatmakesbestuseoftheknowledgeandideasofthepeoplewithwhomleadersworks.


LeadershipwiththeBraininMind


TheTriuneBrain


Ifleadersprimarilyactivatethe“REDBRAIN”throughfear,tone,images,andthreats– guidedbynegativepolarities,

Anddonotserveasthe“CO-REGULATING“INTERBRAIN”

Leadersruntheriskofbecomingfear-generatingfigureswithoutanofferofsafety,increasingtheviewthattheleadersalonecanoffersolutionsandsafety.Thisbecomesleadershipbydemagoguery.

BUT– donotalsoactivatethe“BLUEBRAIN”,thethinking,reflectivebrain,withavisionguidedbymoralvalues,reflection,sharedproblem-solvingandrepair,andasharedsenseofglobalinterdependence,

• Sowhatcanwedo?• Whenandwheredowebegin?


What builds the foundations for higherlevelfunctions?

“Thebasicprincipleofthepsychologyofinterdependencyisthatasharedsenseofrealityandhumanityemerges,notfromourgenes,orfromhard-wiredprocessesofreflection,abstractionandgeneralization,butratherfromaseriesofformativedevelopmentalexperiencesthatcreatetheframeworkforasharedsenseofhumanityandreality,aswellasreflectiveproblemsolving.”GreenspanandShanker(2002),p.33.


Fromallthatwearelearning• Ourbenchmarksareallwrong.• Ourleadersareoftenmodelsofpolarization.• Brainanddevelopmentalsciencesarenotrecognizedasofferingprinciplesandpathwaystosocialgrowth.

• Governmentsrarelyjoininpleasureand“playgroundpolitics”,unlikechildrenwhoalwaysplaytogetherbeforetheyworktogether.

• Governments,particularly“enemies”rarelyjoininworktogether.

“Ifyouwanttomakepeacewithyourenemy,youhavetoworkwithyourenemy.”

-NelsonMandelaGerardCosta,Ph.D.2019 71


DiagramofChildren’s

EducationforGlobal

Interdependency(GreenspanandShanker,2002)

Engagementwithdiversity

Sharedactivityandvisioning

Globalreflectiveprocessesandinstitutions

Theearliestmomentsoflife- andlater…• Requirerelationshipsthatareregulating,consistent,predictable,respectful,attunedandloving.

• Requirerich,textured,multi-modal,engagementthatattendstobody,mind,intellect,affectandtherelationship– “livedmoments”

• Requireconstant,fullaffective“co-regulating”andmovementtowardssymbolformation

• Requirereflectivityand“mindsight”aswemoveupthedevelopmentallatter.

• Requireinteractionwithdiverse,expansiveinfluences73GerardCosta,Ph.D.2019

Imagine,thingslike• Earlychildhood,andalleducationrootedinself-awareness,mindfulnessandmindsight.

• Earlychildhood,secondary,universityandgraduatecourses,entitled,“TheNeurobiologyofPeace”,andthattheseareofferedNOTjustinbiology,psychology,educationorhumandevelopmentdepartments,butinbusiness,finance,politicalscience,internationalstudiesdepartments.

• THISCANNOTJUSTBE“OUR”CAUSE,BECAUSEITTHENBECOMESONLYOURJOBTOWONDERABOUTTHESETHINGS– WHENITMUSTBEEVERYONE’SJOB.


Imagine,thingslike• Courseworkandworldhistorythatdoesnotonlyexaminegeopoliticalconflictsbuthowdifferentsocietieshandleemotionalthemes.

• Developmentally-basedprogramsthatintegrateemotion,relationshipsandlearningatalllevels.

• Asocietywhereallbelong,inclusive,respected,honoredandsupportedinalltheirdifferences.


Soconsider• AnewkindofEDUCATION,oneformedfromthebeginning,wherethegoalsarenotsimplyknowledgebutawayofBEINGwitheachother.

• Onethatpromotesthoseearlyandfoundationalcircuitsandcapacities,thatiscultivatedbyattuned,regulated,genuinecare- whatwecalllove.


• AneducationthatcultivatesandsupportswhatDanSiegelcallsthe“me”,“you”and“we”maps,oncethatcultivatesthenineprefrontalfunctionsandthe16FEDLs,onethatisembeddedinrelationshipsandcultivatesasenseof“moralinterdependency”

• Onethatemphasizesearlyon,andcontinuallywhatPaulToughreferstoasthe“non-cognitive”areas– butwhichinfactaredeeplycognitiveintheirformation.

• Onethatbeginsbeforebirth,andneverends.


“…(I)ts besttostartthisprocessassoonaspossiblebecausein50yearstheneedforitwillbefargreaterthanatthepresent.”

GreenspanandShanker (2002),p.51


Consideranewfieldofinquiry“TheInterpersonalNeurobiologyof

PoliticsandPeace”AScienceofEmotion

Imaginethestudyofdevelopmental,interpersonalbrainprocesses,resonatingaffects,emotionaldevelopment,eyegaze,gestures,facialmusculature,intonation,personalspaceandhowthesedimensionsbecomeintertwinedwiththeinterpersonalrelationshipsbetweenheadsofgovernment,influencingbeliefs,policiesanddecisions.


Perhapswecandevelop….

• AprogramforWORLDLEADERSonhowtopromotemindfulness,regulationandpeace.

• Asummerinstituteforeducatorsabouthowtopromotepeaceinchildren,basedontheknowledgewehaveaboutwhatisneededinbrainsandrelationshipstomakecollaborativeinterdependencyandpeaceareality,usingourbrainsciences,mindfulness,andmindsight.


Imagine

• WhatwouldweobserveifweconductedfMRIsonTrumpandPutinwhiletheymet?

• Whatpartsoftheirbrains/mindswouldbemostactive?


Imagineifwegotouractstraightandhadan

OfficeofHomelandSecurity

OFATTACHMENT!


The Morality of Independence(GreenspanandShanker,2002,p.56)

• Weareaglobalcommunitywithintertwinedliterature,economics,socialandpoliticallives.

• The“unitofsurvival”isnolongertheindividualorsmallgroupsbuttheglobalcommunity!

• Themoreinterdependent,thegreatertheneedtorespecteachgroup’sneedsandcharacteristics,whilesupportingasenseofsharedhumanityandrealitythroughglobalreflectiveprocessesandinstitutions.


The Morality of Independence(GreenspanandShanker,2002,p.56)

• Closerrelationshipsarenotsimplyabouttheabsenceofviolencebutmustbeaboutimplicitexpectationsthatweallshareinacknowledgingeachother’swishandneedtosurvive.

• Thedisavowalofanotherhumanbeingorgroupisaninsultandhumiliation.A“newmorality”mustapplytoallgroupsequallyandembracethecollectiveidealofsurvival.


Whendoesourcapacityforempathybecomemoredifficult?

• Whenalliswell,empathymaycomeeasy.

But

• Whathappenswhenthereisdanger,crisis,violence,fear,overwhelmingexperiences–whenWEASTHEADULTSstruggle?


French dad and sonhttps://www.youtube.com/watch?v=xkM-SDNoI_8


AHA! & AGILE!

“Being-with”AnIMH-InformedFrameworkfor

RespondingtoChildren


First• A- Assess- Considerbio-psycho-socialinfluences• H- Hypothesize –wonderaboutwaystosupportregulationthroughaffectandinteraction

• A- Act – Actandevaluatethehypothesisandmodulateasneeded,usingtheAGILEguidelines

GerardCosta,Ph.D.2019

88

Consider these elements in “how”yourespond

• A- Affect– Thisiswhatachildexperiencesfirstandmost!

• G- Gesture– Modulateandbeattunedinfacialexpressions,hands,movement,postureandpacing

• I- Intonation– Modulatethetoneofyourvoiceasthisconveysaffectandsocial/emotionalmeaning

• L- Latency(Wait)– Waitandallowthechildtimeto“takeyouin”

• E- Engagement– Beforeyoucontinue,besureyouhaveengagedthechild


MartinLutherKing,Jr.“Wearecaughtinaninescapablenetworkofmutuality,tiedinasinglegarmentofdestiny.Whateveraffectsonedirectly,affectsallindirectly.ForsomestrangereasonIcanneverbewhatIoughttobeuntilyouarewhatyououghttobe.…AndyoucanneverbewhatyououghttobeuntilIamwhatIoughttobe."

LetterfromaBirminghamJail

90GerardCosta,Ph.D.

Confucius

Therearethreemethodstogainingwisdom.Thefirstisreflection,whichisthe highest. The second is limitation, which is the easiest. The third is experience, which is the bitterest.

https://www.brainyquote.com/quotes/confucius_393491?src=t_wisdom


92

“If we are to reach real peace in this world, we shall have to begin with the children.”

- Mahatma Gandhi


93

PierreTeilharddeChardin

“Someday,aftermasteringthewinds,thewaves,thetidesandgravity,weshallharnessforGodtheenergiesoflove,andthen,

forasecondtimeinthehistoryoftheworld,manwillhave

discoveredfire.”GerardCosta,Ph.D.2019 93

94

Itisonlyothersthatcanbeginthe“spark”inthechild’seyethatstarts

thatfire!


95

Thisiswhenwebecomefully

human.


self-regand the responsibilities of interdependence and ... · from mindsight(2010) the new science...

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