“The mind is what the brain does” draronsonramos

1. Turning our Genes Off or On By Our ExperiencesThe Prevention of Emotional DisordersJudith Aronson-Ramos, M.D. “The mind is what the brain does” www.draronsonramos.com

2. KEY POINTS • How we understand our experiences can promote or prevent the development of mental health disorders by turning off or on genes which make us vulnerable to psychiatric illness. • We can control how we interpret our life experiences – to promote healthy development and build resilience and mastery. • We can learn, develop, and teach specific skills which protect from disabling emotional disorders.

3. GenesExperiences Mind-Body medicine is identifying key factors to prevent mental health disorders. Even Hippocrates the ancient Greek father of medicine noted disease=negative emotions.

4. LIABILITIES • Life experiences effect our genetics. We are born predisposed to certain mental health conditions - our early life experiences shape how our neural circuitry develops. We can tip the balance + or - • Many symptomatic mental health disorders have their onset or roots in childhood. • Though we debate the amount of the contribution from genes vs. environment, we do not debate the scientific fact that the environment influences gene expression. • How do life experiences change the brain? Effects on - hormones, blood flow, circuitry, neuronal growth and development, neurotransmitters, etc. • We control our response to negative experiences. Our perceptions effect our physiology» THREAT or CHALLENGE. Threat=stress response, impaired memory, learning, and emotional regulation. Challenge=opportunity for mastery and resiliency.

5. Post Traumatic Stress or Growth? Why do some people develop post-traumatic stress and others post-traumatic growth after devastating experiences?

6. PROTECTIVE FACTORS • Here is the good news coping effectiveness, resiliency, and optimism can be taught and learned modifying gene expression. • THIS DOES NOT MEAN SHIELD FROM: loss, failure, mediocrity, disappointment, and pain…..it is teaching the skills to cope with difficult experiences in life. • Developing this SKILL TAKES CONSCIOUS EFFORT AND WORK. We need to lead the way changing ourselves and our “explanatory style” for our children. •  Looking for “islands of competence” (Brooks & Goldstein). • Seeing challenges as “desirable difficulties” (Malcolm Gladwell). • Resilience means learning how to fail.

7. KEY ELEMENTS • Social Support – teachers, parents, friends • Locus of Control – not a passive victim • Optimism – things will work out; positive emotion is not the inverse of negative emotion- building a positive mindset occurs through actively solving problems effectively • How you think about causes determines your out look, everyone has an “explanatory style”- the detrimental P’s (permanence, pervasiveness, personalization). Children learn their explanatory style from us • Self Esteem (feel well) vs. Mastery and Optimism (do well)

8. C is Not Average • Competence: The ability to handle situations effectively.  • Confidence: The solid belief in one's own abilities.  • Connection: Close ties to family, friends, school, and community give children a sense of security and values that prevent them from seeking destructive alternatives to love and attention.  • Character: A fundamental sense of right and wrong that helps children make wise choices, contribute to the world, and become stable adults. • Contribution: When children realize that the world is a better place because they are in it, they will take actions and make choices that improve the world. They will also develop a sense of purpose to carry them through future challenges. • Coping: Children who learn to cope effectively with stress are better prepared to overcome life's challenges. • Control: When children realize that they can control their decisions and actions, they are more likely to know that they have what it takes to bounce back.  • *Kenneth Ginsburg

9. TAKE A RISK What are we capable of if we don’t worry about the outcome ?

10. What is Your Explanatory Style? Take the LORT  LORT by Carver et al. A = strongly agree (0)  B = agree(1) C=neutral(2)  D = disagree (3) E = strongly disagree(4) 1.In uncertain times, I usually expect the best. 2. It’s easy for me to relax.3. If something can go wrong for me, it will. 4. I'm always optimistic about my future. 5. I enjoy my friends a lot.6. It’s important for me to keep busy.7. I hardly ever expect things to go my way. 8. I don't get upset too easily.9. I rarely count on good things happening to me. 10. Overall, I expect more good things to happen to me than bad.

11. LORT scores and other Measures • Reverse 3,7,9 i.e. a=4 d=0 3,7,9 and sum • Sum 1,3,4,7,9,10 that is your total • Ignore 2, 5, 6, 8 they are filler only • Lower scores=more optimistic 0-24 Other measures • The Attributional Style Questionnaire (ASQ), Peterson et. al • CES –D Center for Epidemiologic Studies Depression Scale - NIMH

12. BREATHE • Be in the Moment • Realistic Goals • Everyday events – notice and share them • Acts of Kindness • Turn Negative into Positive • Honor Your Strengths • End the day with GRATITUDE

13. Daily Meditation or Reflection • Meditation does not require an ashram it can be build into daily life with moments of contemplation, re-experiencing positive events, being grateful, reappraising • www.oneminutemeditation.com • www.tinybuddah.com • www.innerkids.org • www.mindfulschools.org • www.richardjdavidson.com • www.healingmind.org

14. Parting Thoughts • Good vs. Bad Stress • Thoughts # Facts • Explanatory Style= learned helplessness vs. agent of change • High Stress- no prefrontal cortex activity in the brain – no problem solving-increased cortisol – increased insulin – increased inflammation- accelerated aging – decreased immune function – telomere shortening • Increased mindfulness – low stress, increased resiliency, increased telomerase, increased immune function, increased cerebral blood flow

15. RESOURCES • Positive Psychology News - http://positivepsychologynews.com/ • The Optimistic Child by Martin Seligman • Raising Resilient Children by Brooks & Goldstein • Building Resilience in Children and Teens, Kenneth Ginsburg • David and Goliath, by Malcolm Gladwell • Osher Center at University of California, San Francisco - http://www.osher.ucsf.edu/ • Yale Stress Center - http://yalestress.org/ • Parenting Out of Control: Anxious Parents in Uncertain Times, Margaret Nelson

16. Resources Continued • Nurture Shock, by Po Bronson & Ashley Merryman • The Emotional Life of Your Brain, by Richard Davidson • Mindsight, by Daniel Siegal, M.D. • Mind and Body Health Handbook, by Ornstein and Sobel • The Family ADHD Solution, by Mark Bertin