1 / 22

Stress and Executive Function 2020

Presentation on the impact of stress on executive function.

metaoh
Download Presentation

Stress and Executive Function 2020

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Stress and Executive Functiona Critical Missing Component

  2. Presented by Julieann Ash, M.S., BCET

  3. Definition What is Stress? • Stress is emotional or physical tension. Created by thoughts or events that makes you feel frustrated, angry or nervous.  • Stress is your body's reaction to a challenge or demand.

  4. Stressors • Faster paced work environments • More informationally dense materials • Social media/social pressure increases • Enhance levels of perceived competition

  5. The Brain and Stress • Two key areas: • The amygdala • The prefrontal cortex

  6. Amygdala • The Bodyguard of the brain • Only three options: fight, flight or freeze • Rapid instinctual response

  7. Chill out for the amygdala • Movement • Breathing

  8. Prefrontal cortex • Thinking planning part of the brain • Command-and-control center • Executive function

  9. Chill out the prefrontal cortex • Change the "Terrible day" story • Refute with evidence • Change scripts • Swap visualizations

  10. What is Executive Function? The processes that Guide/Direct & Manage Cognitive/Emotional & Behavioral functions

  11. What is Executive Function? The Big Three INITIATION ORGANIZATION OF MATERIALS PLANNING

  12. Initiation • Initiation helps us get started on things. • How we begin a task or independently generate ideas for a task • What do issues look like? • Stalled out - Frustrated and stressed • Overwhelmed, flood and shut down • Two main types - • Neurologically-driven and Anxiety-driven

  13. Neurologically driven • No start button • Effective Strategies: • Written directions/ bullet point the directions • Suggest templates – lab report • Provide models: thesis, written samples, works cited • Practice most important information in a social situation

  14. Anxiety driven • Effective Strategies: • Separate syllabus or tasks into smaller chunks • Timeline or sample calendars-Make time visual • Opportunities to redo • Positive problem-solving: What helps? What blocks?

  15. Planning • Anticipate the future, set goals, step-by-step approach to tasks • It’s today?!?: No time sense • Seem to live in an eternal now Neurologically typical sense of time Executive Function Issue sense of time Past Future

  16. Planning Effective Strategies • Make Time Visual • Visual Calendars • Color coding on website/portal • Use Electronic Reminders • Cell phone/smartwatch • Email/text self • Personal time multiplier

  17. Organization of Materials • How we keep our workspace, personal areas and materials in an orderly way • What do issues look like? • “I just had it…” • Leads to frustration, irritability and feeling overwhelmed

  18. Organization of Time Time-based Urgent: ½ to 48 Hours Less Urgent: 24 hours – 1 week How it Impacts You Important • List tasks to-do beside matrix. • Put matrix results on calendar or in reminder system. Less Important

  19. Color Yourself to Calm https://www.metaoh.org/coloring-book

  20. Find your favorite path to calm

  21. References • Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw-Hill. • Dawson, Peg, Ed, and Richard Guare, PHd. (2009) Smart But Scattered. Guilford Press. • Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press. • Pittman, Paula PhD and Elizabeth M Karle, MLIS (2015) Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic & Worry. New Harbringer Publications, Inc., Oakland, California • Emerick, L.J. (1992). Academic underachievement among the Jensen, Frances E. and Amy Ellis Nutt (2015) The Teenage Brain: A Neuroscientist Survival Guide to Raising Adolescents and Young Adults, Harper Collins Publishers. New York, New York.

  22. References • Lavoie, R. (2007). The Motivation Breakthrough: 6 Secrets to Turning on the Tuned Out Child. New York: Touchstone. • Moon, S.M., & Hall, A.S. (1998). Family therapy with intellectually and creatively gifted children. Journal of Marital and Family Therapy, 24, 59-80. • Reis, S.M. & McCoach, D.B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10, 113-125. • Steele, C. (2000, September). Promoting educational success: Social and cultural considerations. Paper presented at the U.S. Department of Education and The National Academies’ Millennium Conference, Achieving High Educational Standards for All, Washington, D.C. • Wigfield, A. (1994). The role of children’s acheivement values in the self-regulation of their learning outcomes. In D.H. Schunk & B.J. Zimmerman (eds.), Self-regulation of learning and performance: Issues and educational applications (pp.101-124). Mahwah,NJ: Erlbaum.

More Related