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It Takes Attention: The Brain, Behavior and Self Perception

It Takes Attention: The Brain, Behavior and Self Perception. Insights for Caring About Children. Deborah McNelis , MS.ed. Introduction. Everyone is valuable and unique!. Each of You! . What if.... We recognized, supported and valued every individual.....EVERY DAY? .

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It Takes Attention: The Brain, Behavior and Self Perception

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  1. It Takes Attention: The Brain, Behavior and Self Perception Insights for Caring About Children Deborah McNelis, MS.ed

  2. Introduction

  3. Everyone is valuable and unique!

  4. Each of You!

  5. What if.... We recognized, supported and valued every individual.....EVERY DAY?  My Heart Asks, “What If…?”

  6. There ALWAYS is HOPE!

  7. Something VERY EXCITING beyond hope!

  8. Knowledge, Understanding, Caring and…

  9. … Positive Experiences & Supporting Healthy Brains for Everyone!

  10. I am wondering….. What is she going to present?

  11. We know more about how to support and develop healthy brains better than ever before. • A sense of belonging and a feeling of community is a basic need. • People are asking, “What can we do?” • Making a difference for others is natural and beneficial for everyone. • Prevention is best and is also extremely cost beneficial. • Because EVERY child deserves all of us caring about what they need most! WHY?

  12. So, how does a brain develop? It isn’t as Complicated as it may seem!

  13. Genetics

  14. Experience Dependent

  15. 90% of the brain develops in the pre-school years • 100 billion brain cells at birth “Oh really…? Most of my brain development happens after birth?”

  16. Synaptic Connections

  17. Brainstem - blood pressure, heart rate, body temperature, survival reactions Midbrain- motor development, sleep patterns Limbic- attachment, emotional area, memory Cortex– thinking part of the brain Parts of the Brain

  18. Cortex Limbic System Midbrain Brainstem

  19. Executive Function • Prioritize Thoughts • Ability to Imagine • Think in the Abstract • Anticipate Consequences • Plan • Control Impulses • Regulation of Behaviors The Prefrontal Cortex

  20. Children are sometimes criticized for bad behavior that they simply can't help Sometimes their emotional brains are too immature for them to behave better • Noncompliance? • Skill deficit? • Hijacked PFC? Undeveloped Brains

  21. Pruning

  22. Organized

  23. Myelin Sheath Neurons

  24. Pathways

  25. “Wow repeating experiences really makes a difference to my brain!” Repetition creates strong pathways

  26. nurturing environment encourages emotional stability • impacts cognitive development • respond quickly & warmly; maintain consistent caregiver Critical Window of Opportunity EMOTIONAL DEVELOPMENTBirth to 18 months

  27. Research demonstrates that secure attachment can have an impact on the ability: • to form healthy relationships with others • to delay gratification • to problem solve • to have empathy for others • to put up with the frustration of failure and have more patience • to calm down from excitement Secure Attachment

  28. It may also lead to: • having a longer attention span • being able to better manage physical reactions to emotions • having an increased capacity for empathy • feeling less anxiety • having greater skills in communicating emotions in healthy ways • exhibiting fewer behavioral problems • having more confidence and a positive self-perception • being less fearful • having more willingness to explore and learn through challenges

  29. Stress Hormones

  30. Repeated experiences create expectations & mental models that are used throughout life.

  31. What you may see….

  32. Odd Eating Behaviors stealing, hoarding, swallowing • Controlling, Manipulative, Dishonest lack trust; angry; survival linked to control • Feel Empowered by Being Oppositional discipline perceived as threats • Abusive (emotional, physical, sexual) want to cause pain; reenact victim-victimizer pattern; distance others; release rage; lack empathy & remorse Insecure Attachment? What you may see

  33. Negative Belief System, Self-Concept, Perceptions • Limited Ability to Regulate Emotion & Impulses aggressive; rageful; fearful of own anger; impulsive • Unable to be Reciprocal in Relationships avoids needing others, requesting help, or positive engagement; care & nurturance do not create trust but are opportunities to manipulate & control • Unable to Accept Affection, Praise, & Love child believes his or her own manipulation causes caring reaction not nurturing quality of adult or intrinsic worth What you may see (continued)

  34. The sections of a brain develop in healthy ratios when the child has a variety of optimal emotional, behavioral cognitive, and social experiences at key times. Cortical Limbic Midbrain Brainstem Perry Model

  35. Cortical Cortical Limbic Limbic Midbrain Midbrain TraumaNeglect Brainstem Brainstem

  36. Cortical Limbic Midbrain Trauma + Neglect Brainstem

  37. Thoughts

  38. What Our Brains Do!

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