PROM_LetsGetPartyStarted_ParticipantHandout_Nov21

P.R.O.M. - a multifaceted series on
adolescent brain development
Let’s Get this Party Started!
© 2009 REVOY; MaryAdele Revoy; www.whoisrevoy.com 1
P.R.O.M
Practical. Researched. Organic. Materials & Methods.
Let’s Get This Party
Started
© 2009
Basics of Early Brain
Development
“Brain Development”
“In most regions of the brain, no new neurons
f d ft bi th I t d b iare formed after birth.  Instead brain
development consists of an ongoing process
of wiring and re‐wiring the connections
among neurons.  New synapses between cells
are constantly bring formed, while others are
© 2009
broken or pruned away.”
‐ Hawley, T. (2000).  Starting smart: How early experiences affect brain development.
Washington DC: Zero To Three, p. 2.  Available at http://www.zerotothree.org
2

“It’s All In Your Genes”
“It appears that genetics predispose us to
develop in certain ways But our interactionsdevelop in certain ways. But our interactions
with our environment have a significant impact
on how our predispositions will be expressed;
these interactions organize our brain’s
development and, therefore, shape the person
we become”
© 2009
we become”
‐ Shore, 1997; as cited in Child Welfare Information Gateway (2001) Understanding the effects of
maltreatment on early brain development, p.2)
3
LIMBIC SYSTEM
Attachment; Sexual
B h i E ti lBehavior; Emotional
Reactivity such as
anger & pleasure;
Forms a link to
cerebral cortex
© 2009
Respiration, Blood pressure; Heart rate;
Body temperature; Automatic functions;
Survival tasks
Motor regulation; Sleep patterns; Appetite

PRIDE in the PREFRONTAL CORTEX
 Known as the “CEO” of the Brain
 Planningg
 Logical Processing
 Controlling Impulses
 Anticipating Consequences
 Balancing Risks & Rewards
 Closely connected to the Limbic
S
© 2009
System
 Location of human conscience,
regulating ability to tell right
from wrong
“C’mon…hurry up”
Myelin Sheath
© 2009
Picture from National Geographic: http://science.nationalgeographic.com/science/health-and-human-body/human-body/brain-article.htmlPicture from National Geographic: http://science.nationalgeographic.com/science/health-and-human-body/human-body/brain-article.html

© 2009 7
Wiring
Pathways
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Pruning
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Brain Maturation
© 2009 11
Prefrontal
Hippocampus
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Cortex
Amygdala

Regardless of the general
environment, all children need
stimulation and nurturance forstimulation and nurturance for
healthy development. If these are
lacking or if a child’s caretakers are
indifferent or hostile, the child’s
b i d l b
© 2009
brain development may be
impaired….
13
…because the brain
adapts to its
environment, it willenvironment, it will
adapt to a negative
environment just as
readily as it will adapt
to a positive
© 2009
p
environment.
‐ US DHFS, Administration for Children &
Families, Children’s Bureau 2001
14

Repetitive Experiences Change a Child
© 2009 15
http://www.youtube.com/watch?v=2kpLDkWg5DA
Perry Model
The sections of a Cortical
brain develop in
healthy ratios when
the child has a variety
of optimal emotional,
behavioral cognitive,
and social experiences at
Midbrain
Limbic
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key times.
Brainstem
16

Trauma Neglect
Cortical
Cortical
Midbrain
Limbic
Midbrain
Limbic
© 2009
Brainstem
Brainstem
17
Trauma + Neglect
Cortical
Midbrain
Limbic
© 2009
Brainstem
18

© 2009
Trauma + STRESS + Neglect
 When confronted with stressful situation, hormones &
chemicals are released; when event is over, physical
response decrease.response decrease.
 Children who are chronically stressed, never shut off their
stress response – live constantly in a state of alert & crisis.
 Stress hormones wash over the brain leaving areas of the
brain 20‐30% smaller, especially the in the limbic components
(hippocampus, anterior cingulate gyrus and amygdala)
© 2009
 In severely neglected children, regions of the cortex and
subcortex associated with attachment NEVER develop
properly; the brains of these children look like Alzheimer
victims
20

Critical Windows Of
Opportunity
A narrow window of time
Sensitive Periods of
Development
A window of time whenA narrow window of time
when certain types of
learning are possible.
0‐3 years old and
A window of time when
a particular type of
learning is easiest,
but not the only time
it can occur.
© 2009
ADOLESCENCE
21
Plasticity = Potential
“Research on the developing
brain suggests continuing
opportunity for change
into adulthood and
provides no evidence that
there is some age beyond
which intervention will fail
to make a difference”
© 2009
22
‐ Hawley, T. (2000). Starting smart: How early
experiences affect brain development.
Washington DC: Zero To Three, p. 5.
Available at http://www.zerotothree.org

ATTACHMENT
The tie from infant
to caregiver
BONDING
© 2009
BONDING
The tie from
caregiver to infant
23
Attachment is:
 An Instinctive Process
 Allows a Child to Survive
 Basic Patterns of Emotional
Relatedness and Self Regulation
 Caregivers noticing cues &
responding
 Child’s belief / knowledge that a
© 2009
 Child s belief / knowledge that a
Caregiver will respond & take action
 Foundation for Successful Human
Interactions
24

Secure Attachment Model
What Child thinks about
Him/Her self:
 I am worthwhile/wanted
 I am safe
 I am in control
Caregivers:
© 2009
Caregivers:
 They are available
 They are responsive
 They meet my needs
25
Insecure Attachment Model
Him/Her self:/ f
 I am worthless
 I am unsafe
 I am not in control
Caregivers:
© 2009
Caregivers:
 They are unresponsive
 They are unreliable
 They are threatening, dangerous, rejecting
26

NOT NECESSARILY
HEALTHY ROLES
Parent / Caregiver is: Child Becomes:
Abusive
Distracted
Needy
Non responsive D di
Entertainers
“Mini-Caregivers”
Overly Compliant
© 2009
Non-responsive
Neglectful / Withholding
Demanding
“Manipulators”
27
What you may see?
1. Odd Eating Behaviors = stealing, hoarding,
swallowingg
2. Controlling, Manipulative, Dishonest = lack trust;
angry; survival linked to control
3. Feel Empowered by Being Oppositional =
discipline & caregiving perceived as threats not as
opportunities
4. Abusive (emotional, physical, sexual) = want to
© 2009
( , p y , )
cause pain; reenact victim‐victimizer pattern;
distance others; release rage; lack empathy &
remorse
28

What you may see? (continued)
5. Negative Belief System, Self‐Concept, Perceptions =
interpret discipline as abuse, rejection, or controlp p j
6. Limited Ability to Regulate Emotion & Impulses =
aggressive; rageful; fearful of own anger; impulsive
7. Unable to be Reciprocal in Relationships = avoid needing
others, requesting help, or positive engagement; care &
nurturance do not create trust but are opportunities to
manipulate & control
© 2009
8. Unable to Accept Affection, Praise, & Love = child believes
his or her own manipulation causes caring reaction not
nurturing quality of adult or intrinsic worth
29
Three Psychological Hungers
Eric Berne found that, over time, if one or more of
these hungers remain unsatisfied people canthese hungers remain unsatisfied, people can
become emotionally unwell.
STIMULATION STRUCTURERECOGNITION
© 2009 30

Stimulation
• “Under stimulation” is
a pain in the brain
• The brain feels “under
stimulation” as stress
• Child may choose to be
aggressive, noisy, or
destructive.
© 2009 31
Part of “stimulation hunger” is “incident hunger” = if a
child is not getting enough incidents, he/she will make
his/her own, perhaps by fighting or throwing a temper
tantrum.
© 2009

Recognition
• “Recognition hunger” makes a
child seek attention
• “Recognition hunger” is the
genetically programmed human
need for attention
• This means having an impact on
someone in a way that makes
th d
© 2009
"If I have an impact, I know that I exist."
If a child feels that good behavior does not impact on his/her
caregiver, he/she resorts to bad behavior instead.
them respond.
33
Structure
• “Structure hunger” can lead
to bad behavior = we all
have a psychological needhave a psychological need
for structure.
• Lack of structure can make
adults feel depressed,
anxious, angry or lose focus
and meaning.
© 2009
• Children need the structure
of clear rules and clear
routines.
34

Baby Brain Needs
 Repetition: What it sees is true
 Noveltyo e ty
 Interactive experiences
 Routines
 Positive/consistent relationships
 Emotional connections to what is
© 2009
being learned
 Caregivers that understand development
35

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