PD - Kathryn Berkett

Working with those who are Over-Sensitised

Friday 19th July 2019

What did I learn?

Complex behaviour requires simple interventions because we need to work with the lower parts of the brain. This includes the four R's; Relationships, Repetition, Routine, and Rhythm. The lower brain needs to be happy and safe to allow the upper brain to engage. 

Lower Brain = Brainstem/Limbic (Survival/Emotional)

-Survival tasks
-Impulsive
-Irrational
-Selfish
-"Two year old" capacity
-Doesn't think of how things will affect others.

Upper Brain = Cortex (Managing)

-Over-rides impulses

-Plans

-Sequences

-Manages time

-Abstract

-Empathises

The first thousand years are crucial as this is when the foundation is built, even before a baby is born. 86 Billion cells need to form to create a newborn baby. This is done through production, migration and differentiation. This is a chemical process which is why it is so important to not mix with any other chemicals, such as, alcohol or other drugs. Also, too much cortisol, which is caused by stress, can affect the fetus. Babies that have been affected during this stage may find difficulty sequencing. managing time, remembering and empathising.

During these first thousand years, the child needs to make connections.
Potential of Genetics + Experience = Connection!
Experience + Repetition = Myelination!

Brain Size:

Newborn = 375g
1 Year old = 1000g
3 Years old = 1200g
Adult = 1400g

Myelination = Growth!

If you are told something enough times without validation, you will most likely believe it. Therefore, a child in an abusive home may grow up believing violence is the way to fix things or even a way of showing love.

As teachers, we can build a new template of what they "believe" is the right thing to do. We can do this in ways of modelling, repetition, teaching and role play.

Myelination works best when endorphins are being released. The best three ways is through singing, laughing and exercise.

Terrific Two's = Repeating emotions to learn them.
If they are supported, practiced and regulated (calming down) the child will be more able to do this when they are older.
If there is no support, the child will find it harder to deal with emotions and calm down which may mean they will practice emotions later in life. The brain needs to practice the emotional ability to push away (individuality).

People are constantly assessing their whereabouts (neuroception) and questioning whether or not they are safe. If they feel safe, the upper brain obtains more energy and therefore situations can be assessed clearly. If they don't feel safe, the lower brain detects a stressor and activates fight/flight response (survival mode) which causes less energy to reach the upper brain.

Fight/Flight Response:

-Sight and hearing sharpen
-Dry mouth (energy is taken from saliva production)
-Heart and lungs increase (energy is given)
-Stomach/nausea plus bowel/bladder (digestion takes too much energy so the body wants to remove food from the stomach)
-Temperature changes
-Pores constricting, skin becomes sensitised (itchy back, clothing is sensitive)
-Blood increase in large muscles of arms and legs

Freeze Response:

-Heart rate slows
-Energy pulls to core which causes a slump
When they come out of this state the blood will start going back into hands and feet which may be noticed with rubbing hands together or tapping feet. They also may not remember everything and will feel tired and fatigued.

Children can't THINK themselves calm, they must FEEL themselves calm.

How will I incorporate this?

Breathing:

Learning to breathe is crucial and extremely helpful. The only organ we can control with our brains is the lungs. Breathing into a state of calm will allow more energy to reach the upper brain and therefore over-ride impulses and make better decisions. It is important to teach students breathing techniques.

Creating Environments To Help Stay Calm:

-Relationships are key; we can't survive on our own.
-Status - When our status has been dropped we activate our stress response. Build up status.
-Distraction - respectfully distract someone from the situation.
-Sensory Activity - movement.

Some       S - See me...
Boys        B - Show me I belong...
Hate        H - Tell me what is happening...
Carrots    C - Give me some control...

Create Emotional Resilience:

-Purposefully make children feel different emotions
-Stretch to the uncomfortable = progress
-Activating sympathetic and then parasympathetic (into stress then calm down). This can be done through games, stories, songs, role play etc
-Teaching over and over until it isn't scary or stressful anymore so they can deal with it
-Repeat the practice of calming down
-Assess across a variety of environments, in places the child is feeling happy and safe
-Consequences can be dealt with in a pay it back way (to the affected persons) rather than taking away from the child.

Book to read: 'The boy who was raised as a dog' by Dr Bruce Perry