Dr. Jerome Schultz

The frontal lobes, the little brain down under and “Stayin’ Alive” (3/3)

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[Editor’s note: Con­tin­ued from Explor­ing the human brain and how it responds to stress (1/3) and On World Health Day 2020, let’s dis­cuss the stress response and the Gen­er­al Adap­ta­tion Syn­drome (2/3)]

More on the Cor­tex, the Lim­bic Sys­tem, and Stress:

The cor­tex is made up of four major sec­tions, arranged from the front to the back. These are called the frontal, pari­etal, occip­i­tal, and tem­po­ral lobes. Each of the four lobes is found in both hemi­spheres, and each is respon­si­ble for dif­fer­ent, spe­cial­ized cog­ni­tive func­tions. For exam­ple, the occip­i­tal lobe con­tains the pri­ma­ry visu­al cor­tex, and the tem­po­ral lobe (locat­ed by the tem­ples, and close to the ears) con­tains the pri­ma­ry audi­to­ry cortex.

The frontal lobes are posi­tioned at the front most region of the cere­bral cor­tex and are involved in move­ment, deci­sion mak­ing, prob­lem solv­ing, and plan­ning. There are [Read more…] about The frontal lobes, the lit­tle brain down under and “Stayin’ Alive” (3/3)

On World Health Day 2020, let’s discuss the stress response and the General Adaptation Syndrome (2/3)

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The hypothalamus–pituitary–adrenal (HPA) axis acts to release cor­ti­sol into the blood stream, as cor­ti­sol calls the body into action to com­bat stress. When high amounts of cor­ti­sol inter­act with the hypo­thal­a­mus, the HPA axis will slow down its activ­i­ty. The amyg­dala detects stress, while the pre­frontal cor­tex reg­u­lates our reac­tions to stress. Source: Bezdek K and Telz­er E (2017) Have No Fear, the Brain is Here! How Your Brain Responds to Stress. Front. Young Minds. 5:71. doi: 10.3389/frym.2017.00071

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[Editor’s note: Con­tin­ued from yes­ter­day’s Explor­ing the human brain and how it responds to stress (1/3)]

Stress was put on the map, so to speak, by a Hun­gar­i­an — born Cana­di­an endocri­nol­o­gist named Hans Hugo Bruno Selye (ZEL — yeh) in 1950, when he pre­sent­ed his research on rats at the annu­al con­ven­tion of the Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion. To explain the impact of stress, Selye pro­posed some­thing he called the Gen­er­al Adap­ta­tion Syn­drome (GAS), which he said had three com­po­nents. Accord­ing to Selye, when an organ­ism expe­ri­ences some nov­el or threat­en­ing stim­u­lus it responds with [Read more…] about On World Health Day 2020, let’s dis­cuss the stress response and the Gen­er­al Adap­ta­tion Syn­drome (2/3)

Exploring the human brain and how it responds to stress (1/3)

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Wor­ry is like a rock­ing chair. It gives you some­thing to do, but it gets you nowhere.
— Erma Bombeck

The brain is the con­trol cen­ter for all of our thoughts, actions, atti­tudes, and emo­tions. It’s the pilot­house on the river­boat of our lives. It’s Mis­sion Con­trol for all of our flights into space or time. It’s the air traf­fic con­troller that helps us nav­i­gate and reroute our paths based on incom­ing and out­go­ing infor­ma­tion and how we’re feel­ing about it at the time. It’s the John Williams of our per­son­al sym­pho­ny. It’s the Moth­er Ship to our Starfleet; it’s … (Uh, sor­ry, I got car­ried away there, but I think you get my point!)

As I was work­ing on the drafts of my lat­est book book, my own brain was very active, to say the least. [Read more…] about Explor­ing the human brain and how it responds to stress (1/3)

From Distress to De-Stress: helping anxious, worried kids (Part 2 of 2)

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Last week, in this arti­cle’s first part, we dis­cussed the impor­tance of actu­al­ly teach­ing chil­dren how to get them­selves into a phys­i­cal state of being relaxed, explored sev­er­al sug­ges­tions I hope you found useful.

Let’s con­tin­ue.

Teach­ers can help stu­dent over­come stress by teach­ing them to iden­ti­fy the imped­i­ments they might encounter in doing a cer­tain task. 

The teacher can ask:

What’s going to get in the way of you doing this work?
He or she may have to jump-start the stu­dents think­ing by sug­gest­ing such things as:
— com­pet­ing events (fam­i­ly activ­i­ties, friends call, IM-ing, new video game, etc.)
— lack of ade­quate place to study
— inad­e­quate pri­or prepa­ra­tion or skills
— a neg­a­tive atti­tude (this is not nec­es­sary, I can’t do math, I’ll nev­er need to know this, etc).
— health fac­tors (I’m sick; I’m tired)

Con­verse­ly, teach­ers have to teach stu­dents to iden­ti­fy the enhancers; What’s going to make it more like­ly that you will do this, and do this well?
(exam­ples)
— I have con­fi­dence in my ability
— I feel com­pe­tent in this skill
— I am com­mit­ted to learn­ing this because: I have the nec­es­sary resources to com­plete this task, such as mate­ri­als, sources of infor­ma­tion, peo­ple sup­ports; par­ents, tutor, oth­er kids

Teach­ers can turn dis­tress into de-stress by using the Lan­guage of Success

The key is to de-empha­size PRAISE and empha­size SELF-APPRAISAL.

Teach­ers can encour­age self-eval­u­a­tion by [Read more…] about From Dis­tress to De-Stress: help­ing anx­ious, wor­ried kids (Part 2 of 2)

From Distress to De-Stress: helping anxious, worried kids (Part 1 of 2)

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Teach­ing kids how to relax.

Con­sid­er this vignette:

-Rox­anne: (agi­tat­ed and loud­ly) I can’t stand this freakin book!

-Teacher: Rox­anne, you need to take it easy. Just calm down! Try to relax.You need to fin­ish your reading.

-Rox­anne: (to her­self) Right easy for you to say, teacher. But very hard for me to do. What do you mean calm down? I feel like my head is going to explode.

-Teacher: (see­ing no response) Well if you can’t set­tle down, maybe a trip to the office will help you!

Some kids are so agi­tat­ed that even if they know how to relax, they can’t. If you think about it, calm­ing down when you’re upset is the hard­est time to do it! Oth­er kids can’t calm down or relax because they don’t know what that feels like. Teach­ers, occu­pa­tion­al ther­a­pists, phys­i­cal edu­ca­tion teach­ers and par­ents need to actu­al­ly teach chil­dren (of all ages) how to get them­selves into a phys­i­cal state of being relaxed. This does­n’t hap­pen auto­mat­i­cal­ly. If it did, there would­n’t be so many adult yoga classes!

Set­ting the men­tal and emo­tion­al stage for success.

Teach­ers who want to reduce stress and increase learn­ing know that get­ting kids into a pos­i­tive mind­set will do both. They say [Read more…] about From Dis­tress to De-Stress: help­ing anx­ious, wor­ried kids (Part 1 of 2)