Deep Brain Learning A to Z

Larry K. Brendtro, PhD

www.cflearning.org

Learning

What comes to mind

when one first hears

Deep Brain Learning?

“Habitudes”

which lie below the

level of reflection are

just formed in the

constant give and take

of relationships.

John Dewey

1859-1952

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

Logical Brain

Emotional Brain

Survival Brain

AMYGDALA

The emotional brain’s sentry, alert for novel or threatening stimuli

AMYGDALA

AMYGDALA

The amygdala spots unexpected events that might pose danger or opportunity.

FRIEND OR FOE?

The amygdala reads emotional cues to see if a person can be trusted.

19

BRAIN STEM

The survival brain

operates life support systems

and defends against threat.

Limited Options: Fight Flight Freeze

THE REACTIVE CYCLE

V

DBL VID/5 dog and bone.wmv

CEREBRAL CORTEX

The logical brain doesn’t mature

until the twenties.

The Executive Brain

DEVELOPMENTAL TRAUMA

Complex Trauma ongoing exposure to

fear and helplessness

Simple Trauma one overwhelming

traumatic event

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

Trust

Approach

Optimism

Eustress

Calmness

Instrumental

aggression

Distrust

Avoidance

Pessimism

Distress

Anxiety

Reactive

aggression

EMOTIONS

LEFT BRAIN RIGHT BRAIN

REACTIVE

AGGRESSION

Right Brain

PROACTIVE

AGGRESSION

Left Brain

FIGHT, FLIGHT, FREEZE

Threat triggers

The HPA Axis

which sends stress

hormones into the

brain and body.

The H P A Axis

Stress Reaction System Hypo-

thalamus

Pituitary

Gland

Adrenal

Glands

The New Science of

EPIGENETICS

Your Designer Genes

GENE EXPRESSION

“Epi” is

Greek for

on top of.

HIPPOCAMPUS

Memory Librarian

Episodic Memory

Semantic Memory

INTELLIGENCE

Work hard, get smart..

The brain grows

when challenged.

Mastering difficulty

builds intelligence.

Carol Dweck

Intelligence

Equals Resilience

intelligence (noun)

A person’s ability to

respond successfully to

challenges and to learn

from such experience.

(Sylwester, 2005, p. 78)

JOY

Positive Emotions

KINDNESS

Altruism and

Empathy are

Inborn

(Warneken & Tomasello, 2006)

Helping gives

proof of one’s

worth – being of

value to others.

Research on compassion in small children.

LONG TERM LEARNING.

Eric Kandel

Long-term learning

grows new neuron

pathways.

2000 Nobel Prize in

Medicine

(Kandel, 2006)

SEA SLUG

Aplysia

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?

REPETITION OF EXPERIENCE

Rote Learning Cultural Socialization

EMOTIONALLY CHARGED EVENTS

Positive Negative

MIRROR NEURONS

GROUP CONTAGION

The brain is designed to make

mirroring our friends and role

models highly rewarding.

EMPATHY

We understand

others more by

feeling than by

reasoning.

Goleman, 2006

Ramon y Cajal, Father of Neuroscience

1852-1934

Neuroplasticity

Neurons at 9 Months

Neurons at 2 Years

Neurons at 4 Years

OXYTOCIN

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

Bids to Connect

PAIN BASED BEHAVIOR

Physical and social

pain use the same

deep brain circuits.

QUIESSENCE

Research Domain Criteria

DSM 5: “Don’t buy it, Don’t

use it, don’t teach it”

Allen Frances, MD, Duke

University, Chair of DSM IV

NIMH replaces DSM disorders by a consilience of knowledge.

STRESS

TEMPERAMENT

Easy Slow to warm up

Difficult

Bold Temperament LL serotonin alleles

Timid Temperament SS serotonin alleles

(Sugden et al., 2010)

Temperament and Serotonin

BOLD children ignore threat.

(Low Amygdala reactivity)

TIMID children are cautious.

(High Amygdala reactivity)

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

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

I don’t need to be afraid. I need to be careful.

With positive upbringing, both show strengths.

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

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

Animals that

nurture their

young have

evolved brains

for love.

Ian Suttie, 1935

VAGAL NERVES

Vagal nerves

form our Social

Engagement

System and

shut down our

stress system.

Stephen Porges

2012

Sympathetic Nervous System

H

VAGUS NERVE

Heart rate

Breathing

Digestion

VOICE

Pharynx

Larynx

DANGER

Trust = SOCIAL ENGAGEMENT = Calm

XX AND XY CHROMOSOMES

Working Memory

Attention

Inner Eye

Inner Ear

Memory

Baddeley

YOUTH DEVELOPMENT

Gisela Konopka

University of Minnesota

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

The Resilience Compass

ZEIGARNIK EFFECT

Searching for Solutions

Bluma Zeigarnik

1900-1988

Deep Brain Learning A to Z

Larry K. Brendtro, PhD

www.cflearning.org

Learning