Neuroscience, Mindfulness and Learning
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This document discusses how neuroscience, mindfulness, and learning are interconnected. It provides an overview of brain anatomy and functions, highlighting how the amygdala can hijack rational thinking in stressful situations. Mindfulness practices can help calm the amygdala and support healthy brain development by strengthening neural pathways involved in self-regulation, social engagement, and flexible thinking. Regular mindfulness training leads to benefits like reduced negativity bias, improved focus and memory, and more optimal learning. When integrated into education, developing students' mindfulness skills can foster on-task behavior, creativity, engagement, and prosocial behaviors.
Neuroscience, Mindfulness and Learning
- 1. Neuroscience, Mindfulness and Learning Kathy A. Shoemaker, MA, EdS, LPC, NCC, ACS, CPS
- 2. With the end in mind, what are your hopes for your students?
- 3. #1 Skill/Trait that employers are looking for?  “Learnability”  “Learning Animals”  “Hungry Brains” Self-directed learners who are inquisitive, genuinely interested in acquiring new knowledge, and personally motivated to grow professionally. O’Donnell, 2017
- 4. A Quick Neuroscience Lesson Limbic System Amygdala: Emotion-driven Fight/Flight/Freeze Hippocampus: Explicit memory Thalamus: Message control Cerebral Cortex Newer, Higher, Evolved Shaped by social & physical interactions Corpus Collosum Connects left & right hemisphere Prefrontal Cortex conscious thought (Cozzolino, 2010; Siegel, 2010) mPFC Functions: -Bodily regulation -Attuned communication -Emotional balance -Fear extinction -Flexibility -Insight -Empathy -Morality -Intuition Brain Stem - Instinct Regulates vital functions & flow of body messages Sub-cortical, Ancient, Below Conscious Concern=Safety
- 5. Our Embodied Brains • Central Nervous System: brain, brain stem, and spinal cord • Peripheral Nervous System: nerves that branch off the spinal cord to all parts of the body • Somatic – voluntary body movement • Autonomic – involuntary body function • Sympathetic – approach - fast • Parasympathetic – rest – slower • Key role in body response to stress • Vagus nerve • Neuroception: are situations or people dangerous (im/mobilize) or safe (engage) • The brain sends messages through the spinal cord and nervous system to control Muscle movement of and organ
- 7. Healthy Human Brain Development Pet the Lizard Feed the mouse Hug the Monkey Hanson, 2015; Siegel, 2013; Siegel & Bryson, 2011 2nd chance to develop habits that support wellness across the lifespan Healthy Development and Secure Attachment Supports: • Self-regulation • Self-soothing • Social engagement
- 8. Adolescent Brain Development Changes in the adolescent brain gives rise to: • Novelty Seeking – increases drive for rewards and creates internal motivation • Emotional Intensity – creating vitality and passion • Creative Exploration – new ways of thinking and being, pushing back – sparks innovation • Social Engagement - supportive relationships – ***best predictor of well being across the lifespan Successfully navigating these aspects of adolescence predicts outcomes across the lifespan
- 9. Tying it all together - Learning Hippocampus: Explicit memory Prefrontal Cortex conscious thought (Siegel, 2010) Amygdala: Emotion-based Motivation Safety = Social Engagement Network Danger = Mobilization or Immobilization Network Neuroplasticity: Neural pathways are developed and strengthend based on learning and practice
- 10. Ways to Calm the Amygdala: • Breathe • Move • Play • Mindfulness • Developing Focused Awareness • Supporting Safety and Stability (Ivey & Zalaquett, 2011; Siegel, 2010; Van der Kolk, 2012)
- 11. Benefits of Mindfulness Practices • Physical health • Psychological • Emotional • Social • Overall well-being (The Hawn Foundation, 2011; Kabat-Zinn, 2003; Linden, 1973; Rempel, 2012; Siegel, 2013; Siegel & Bryson, 2011; Shonin, Van Gordon, & Griffiths, 2012; Tang et al., 2012)
- 12. At its essence, mindfulness is about noticing and tuning into what one is actually experiencing, rather than being hijacked by our habitual thoughts Kabat-Zinn, 1990; Langer, 2000
- 13. Mindfulness is . . . “the awareness that emerges from paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding experience moment by moment” (Kabat Zinn, 2003, p. 145)
- 14. Mindfulness & Neurobiology Learning mindful awareness skills is a key vehicle for strengthen and restructure the brain: ď‚— to supports the healthy cognitive, emotional, and interpersonal functioning When successfully cultivated, they lead to: ď‚— flexible thinking ď‚— active engagement ď‚— sense of competence ď‚— a healthy lifespan trajectory (Diamond, 2010; Linnenbrink & Pintrich, 2003; Siegel, 2013)
- 15. Mindfulness & Negativity Bias • Evolutionary bias toward negativity • Necessary for survival, but . . . • Too much focus builds self- reinforcing circuitry • Mindfulness practice can shift the default mode network to become less reactive • Heartfulness • Gratitude • Taking in the good
- 16. Mindfulness-based Practices ď‚— creates a shift in awareness from experiencing to the objective observation of experience. ď‚— facilitating the capacity for objectivity, empathy, and tolerance without reactivity to challenging physical and emotional states ď‚— fostering self-regulation, self-management, values clarification, and flexibility of cognitions, emotions, body sensations, and behaviors. (Black, 2015; Davidson et al., 2012; Felver et al. 2013; Grecucci et al., 2015; Wisner, 2014)
- 17. Benefits in Education Developing mindful awareness skills supports: • On-task behavior • Focused attention • Improved Working Memory • Creativity • Optimal Learning • Reduction in test anxiety • Student engagement • Prosocial Behavior (Davidson, 2012; Langer, 2000; Roeser & Peck, 2009)
Editor's Notes
- #4: Since you are all here, I can guess that you have high learnability How many of you know something about neuroscience?
- #5: The brain functions as a INTEGRATED SYSTEM- one area does not take on total control, but becomes dominant Triune Brain – Paul MacLean – 1950s Implicit memory – laid down without words, retrieved without words – often feels like LIVED TRUTH Negativity bias: great for survival – pattern detection = err on the side of safety Under pressure – even social – physiological shut down of the PFC
- #6: Control through the Thalamus –selective - needs to filter out too many messages Show example with left toe
- #7: Bottom-up processing: Reptilian and mammalian brain needs to feel safe Then we can engage in social relationships and new situations In Danger – like tornado - our brains revert to foundation level – to keep us safe Cuts off weighing options –gets us moving – well actually, fight, flight, freeze Unfortunately – social threat can trigger the amygdala – relate to a job situation
- #8: Human brains are not fully formed or integrated at birth Development happens from bottom to top, back to front, right to left Effects physical, cognitive, emotional, and social functioning Second stage: adolescence - myelination Process of neural pruning Myelination speeds up processing in order as above Goal: Integration
- #9: Also gives rise to impulsivity – need for adult supervision PFC as developed as adults, but less consistence under emotional conditions
- #10: Part II True Learning includes an element of Risk In safe environment, the amygdala is calm and the PFC can functions effectively In high stress or sense of social threat, the amygdala is activated and the PFC is inhibited, memory is laid down differently
- #11: Developing Focused Awareness – calms and changes the brain
- #14: Tuning in Through sustained use From which the state emerges
- #16: How do these relate to counseling?