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SOWK515 Mental Health Informed Practices in Education

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SOWK515 Mental Health Informed Practices in Education

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Community Training Programs | OhioGuidestone

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Our community training programs and workshops can help you find and keep a job, improve your skills, and embark on a strong path to a brighter future.

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A Practical Guide to Mental Health & Learning Disorders for Every Educator by Myles L. Cooley

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A Practical Guide to Mental Health & Learning Disorders for Every Educator by Myles L. Cooley

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Personality Disorders - Psychiatric Mental Health for Nursing Students | @LevelUpRN

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Free Professional Development For All Educators From Ohio Learning Community

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Free Professional Development For All Educators From Ohio Learning Community

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The Ohio Learning Community has been upgraded from Moodle 3.11 to Moodle 4.5!You’ll notice a refreshed layout, streamlined navigation, and updated menus. While the tools you’re familiar with are still here, they may look a little different. We encourage you to take a moment to explore the new interface.

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Youth Wraparound Services From The National Youth Advocate Program

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Youth Wraparound Services From The National Youth Advocate Program

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This state program seeks to serve families in their communities by wrapping needed services and supports around them. Self-referrals and community referrals are welcome and encouraged.

Children's Mental Health Wraparound is based on the evidence informed and evidence based National Wraparound Initiative.

What families can expect:

A team of informal and professional supports to rally around them and help them develop a plan for their family and youth.

A voice in their care and treatment to guide the decisions and the process.

24-hour crisis support.

A team that doesn't give up.

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Ohio Family Counseling: Youth Wraparound Services | NYAP

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Get 24/7 support with Ohio family counseling and Wraparound services. Team-based care for youth mental health, keeping families together in their community.

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How Can We Support the Emotional Well-Being of Teachers?

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How Can We Support the Emotional Well-Being of Teachers?

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How can we support the emotional well-being of teachers?

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Teachers emotionally support our kids -- but who’s supporting our teachers? In this eye-opening talk, educator Sydney Jensen explores how teachers are at risk of “secondary trauma” -- the idea that they absorb the emotional weight of their students’ experiences -- and shows how schools can get creative in supporting everyone’s mental health and wellness.

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Bipolar Disorder - Psychiatric Mental Health | @LevelUpRN

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An Interpretive Phenomenological Analysis of Teachers’ Lived Experiences of Working with Traumatized Children in the Classroom

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An Interpretive Phenomenological Analysis of Teachers’ Lived Experiences of Working with Traumatized Children in the Classroom

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Major Depressive Disorder (MDD) - Psychiatric Mental Health | @LevelUpRN

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Beginning Teacher Talk with Dr. Lori Friesen

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Morning Meditation for Teachers | Start Your Day with Calm, Peace, & Clarity

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Why Self-Care For Teachers Is Crucial by FuelEd

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Why Self-Care For Teachers Is Crucial by FuelEd

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Why Self-Care For Teachers Is Crucial - FuelEd

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Educators don’t need life rafts, they need swimming lessons.

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Resources for Students and Educators by the National Institute of Mental Health

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Resources for Students and Educators by the National Institute of Mental Health

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National Institute of Mental Health (NIMH)

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Free mental health videos, coloring books, and hands-on quizzes and activities for students and educators.

# data[].attributes.headline
Supporting Behavior by Building Resilience and Emotional Intelligence: A Guide for Classroom Teachers

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Supporting Behavior by Building Resilience and Emotional Intelligence: A Guide for Classroom Teachers

# data[].attributes.headline
Free Resources for Educators Facing Mental Health Challenges from the Ohio Department of Education

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Free Resources for Educators Facing Mental Health Challenges from the Ohio Department of Education

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The Ohio departments of Education and Mental Health and Addiction Services recognize Ohio's school professionals continue to face challenges every day. These challenges may cause added stress, anxiety, sadness or anger. Sometimes those emotions may result in behavioral changes like becoming more easily distracted, bored, sleeping or eating too little or too much or overindulging in alcohol or tobacco.

Individuals experiencing these challenges are not alone. Feelings like fear, anxiety, sadness, loss and anger are both valid and common. It's important to be aware of and acknowledge these feelings and remember it's OK to ask for help.

There are free resources available to help, including information about potential signs and symptoms of mental health issues or suicide. Physical health is vital, but mental health is equally important to educators, their loved ones and their profession.

The ABCs of Mental Health is a resource for educators who may be struggling with added stresses due to the COVID-19 pandemic. Developed by Ohio's leading suicide prevention experts, these tips and tools were specifically tailored to teachers, administrators and school staff. The ABCs of Mental Health include:

Ask yourself how you're feeling;

Be aware of signs and symptoms; and

Care for yourself and others.

The Crisis Text Line provides free, 24/7, text-based mental health support. Text "4hope" to 741-741 to connect with a crisis counselor.

The Ohio Careline at 1-800-720-9616 is a toll-free emotional support call service staffed by behavioral health professionals. They offer 24/7, confidential support for those in a personal or family crisis. When additional services are needed, the behavioral health professionals will provide the caller with assistance and connection to local providers.

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Free resources offer support for educators facing mental health challenges

# data[].attributes.attachment_link.description
The Ohio departments of Education and Mental Health and Addiction Services recognize Ohio's school professionals continue to face challenges every day. These challenges may cause added stress, anxiety, sadness or anger. Sometimes those emotions may result in behavioral changes like becoming more easily distracted, bored, sleeping or eating too little or too much or overindulging in alcohol or tobacco.

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Anxiety Disorders: Psychiatric Mental Health | @LevelUpRN

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Mental Health in Schools: We're Doing it Wrong

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Mental Health in Schools: We're Doing it Wrong

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Mental Health in Schools: We’re Doing it Wrong | Maya Dawson | TEDxYouth@CherryCreek

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OCD & PTSD  - Psychiatric Mental Health Disorders | @LevelUpRN

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Teaching Children Emotional Regulation | Autism and Emotional Regulation

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Introduce Zones of Regulation to Children

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Introduce Zones of Regulation to Children

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How to introduce Zones of Regulation to Children - Kids Version - InfOT

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How Teachers Can Help Students Navigate Trauma

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How Teachers Can Help Students Navigate Trauma

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How teachers can help students navigate trauma

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“To make a difference in the life of a child ... I made the commitment to tell my personal story,” says educator Lisa Godwin. In this moving talk, she shares her experience of overcoming childhood trauma with the quiet, unwavering support of a teacher and school counselor -- and shows how educators can help students and families navigate hardships by sharing their own stories.

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Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR

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How Childhood Trauma Affects Health Across a Lifetime

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How Childhood Trauma Affects Health Across a Lifetime

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How childhood trauma affects health across a lifetime

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Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who’ve experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on.

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Promoting Mental Health and Well-Being in Schools by the CDC

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Promoting Mental Health and Well-Being in Schools by the CDC

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Promoting Mental Health and Well-Being in Schools

# data[].attributes.attachment_link.description
Promote youth mental health and well-being with the action guide’s six proven in-school strategies.

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

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Texas Childhood Trauma Organization - Chester Street Foundation

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Join our mission to raise childhood trauma awareness. Explore mental health recovery programs offered by our trauma-informed organization.

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Activities to Teach The Sympathetic and Parasympathetic Nervous System to Students

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Activities to Teach The Sympathetic and Parasympathetic Nervous System to Students

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Sympathetic and Parasympathetic Nervous System | TPT

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This article teaches about neuroplasticity, and has a link to a multiple choice quiz to test your knowledge!

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Continuing Education Activity

Neuroplasticity, also known as neural plasticity or brain plasticity, is a process that involves adaptive structural and functional changes to the brain. It is defined as the ability of the nervous system to change its activity in response to intrinsic or extrinsic stimuli by reorganizing its structure, functions, or connections after injuries, such as a stroke or traumatic brain injury (TBI). This activity describes neuroplasticity, the evaluation and management of neuroplasticity, and reviews the role of the interprofessional team in improving care for patients.

Objectives:

Summarize the treatment considerations for patients with a stroke that utilize neuroplasticity.

Describe the classic imaging findings associated with diaschisis.

Identify the risk factors associated with poor synaptic plasticity.

Explain the importance of collaboration and communication amongst the interprofessional team to enhance the delivery of care for patients with stroke as it relates to neuroplasticity.

Access free multiple choice questions on this topic.
Introduction

Neuroplasticity, also known as neural plasticity or brain plasticity, is a process that involves adaptive structural and functional changes to the brain. A good definition is "the ability of the nervous system to change its activity in response to intrinsic or extrinsic stimuli by reorganizing its structure, functions, or connections."[1] Clinically, it is the process of brain changes after injury, such as a stroke or traumatic brain injury (TBI). These changes can either be beneficial (restoration of function after injury), neutral (no change), or negative (can have pathological consequences).

Neuroplasticity can be broken down into two major mechanisms:

Neuronal regeneration/collateral sprouting: This includes concepts such as synaptic plasticity and neurogenesis.

Functional reorganization: This includes concepts such as equipotentiality, vicariation, and diaschisis

The first mention of the term plasticity in regards to the nervous system was by William James in 1890.[2] However, the term neural plasticity is credited to Jerzy Konorski in 1948[1] and was popularized by Donald Hebb in 1949.[3]

Issues of Concern

Plasticity after injury: Neuroplasticity is a complicated process that is still being elucidated; however, the concept can be applied in the setting of injury to the brain. Neuroplasticity is traditionally thought of as occurring in 3 phases or epochs.[4][5]

1. First 48 hours: Depending on the mechanism of the injury (such as stroke or TBI), there is initial damage that cumulates as cell death with the loss of certain cortical pathways associated with the lost neurons. The brain attempts to use secondary neuronal networks to maintain function.[4]

2. The following weeks: Recruitment of support cells occurs in this period as the cortical pathways shift from inhibitory to excitatory. Synaptic plasticity and new connections are made during this period.[4]

3. Weeks to months afterward: The brain continues to remodel itself via axonal sprouting and further reorganization around the damage.[4]

Mechanisms of Neuroplasticity

1) Neuronal Regeneration/Collateral Sprouting

Synaptic plasticity: Synaptic plasticity is the ability to make experience-dependent long-lasting changes in the strength of neuronal connections.[1] This is best expressed with the concept of long-term potentiation. First discovered in 1973 by Bliss and Lomo[6] while studying the rabbit hippocampus, repetitive stimulation of presynaptic fibers resulted in high responses of granule cells of postsynaptic neurons.[7] As the postsynaptic potential continued for a much longer time than expected, they termed this long-term potentiation. What is theorized to occur is that when the presynaptic neuron stimulates the postsynaptic neuron, the postsynaptic neuron responds by adding more neurotransmitter receptors, which lowers the threshold that is needed to be stimulated by the presynaptic neuron. This enhances the synapse over time in accordance with the idea by Konorski and Hebb. Synaptic plasticity can be positively influenced by several things, including, but not exclusively, exercise, the environment, repetition of tasks, motivation, neuromodulators (such as dopamine), and medications/drugs.[8][9][10][11][12] Aging and neurodegenerative diseases have been associated with a decrease of neuromodulators and may contribute to a reduction in the ability of synaptic plasticity.[13] The theory of synaptic plasticity has also grown to include more of the evolving complexity of synaptic communication.[1]

These include:

Spike-timing-dependent plasticity (STDP): This incorporates the timing of action potentials generated by presynaptic and postsynaptic neurons to explain how some synapses are strengthened and others are weakened.

Metaplasticity: This broadens the concept to include networks and involves the activity-dependent changes in synapses and how they respond.

Homeostatic plasticity: Mechanisms that maintain homeostasis of the synaptic network over time.

As research continues to grow, these concepts will flesh out more of how synaptic plasticity can influence learning and aid in regaining function in the brain.

Adult neurogenesis: Adult neurogenesis is the concept that the brain continues to make new neurons. Studies by Ramon Cajal had failed to find any evidence of new neuron development in adults, which led to his 'harsh decree' that there were no new neurons after the development of the brain stopped.[14] This view continued until Josef Altman was able to find evidence of neurogenesis in adult rats.[14] Since then, neurogenesis has been able to be discovered in birds and other small mammals. It has not been convincingly demonstrated in humans.[15]

There have been two proposed sites of adult neurogenesis in humans, one in the olfactory bulb and the other in the hippocampus. Studies using specific biomarkers associated with developing neurons have been used to support the idea of adult neurogenesis in humans. These biomarkers are complicated as they have also been found in immature neurons, cells that can be found in the human brain that are not newborn nor migrating cells.[15] Coupled with no evidence of a recognizable niche-like structure on histological examination (something seen in other species that exhibit adult neurogenesis), the evidence is inconclusive. More specific biomarkers will most likely need to be developed to identify newborn neurons from immature neurons to elucidate what role they may play in the plasticity of the brain.[15]

2) Functional Reorganization

Equipotentiality and vicariation: Equipotentiality is the concept that when one area of the brain is damaged, the opposing side of the brain would be able to sustain the lost function. This concept stretches back at least to Galen, which was a way to explain why the brain appeared 'twinned.' This 'redundancy theory' remained until famed researchers such as Pierre Paul Broca demonstrated that unilateral lesions to an area of the left side of the brain caused loss of speech, even though the opposing side was intact. Broca postulated that the relearning of certain functions, such as speech, were easier for a child than if an adult suffered loss. This concept morphed into equipotentiality, meaning that if the damage occurred very early, then the brain has the potential to be able to overtake lost functions.[16]

This is slightly different from the thought of vicariation, which is that the brain can reorganize other portions of the brain to overtake functions that they were not intended to. Broca developed this theory after seeing that some of his patients had a sparing of function even though they had damage to the left hemisphere.[16] In the strictest sense, vicariation is when a part of the brain overtakes a new and unrelated function. With the advent of advanced imaging techniques, it has been shown that neither theory is quite correct.

Graveline, Mikulis, Crawley, and Hwang were able to show that after a hemispherectomy (where one-half of the cerebral cortex is removed, typically due to intractable seizures at a young age), the brain can reorganize the remaining half to restore lost function.[17] Using functional magnetic resonance imaging (MRI), they were able to show that the remaining supplemental motor and sensory areas were able to be reorganized to take over the function of the affected side.[17] Jaillard et al.[18] were able to demonstrate similar findings in 4 adult patients who had had an ischemic stroke of their right primary motor cortex. By performing serial functional MRI, they were able to show that the brain was able to show increased activity initially in the bilateral premotor cortex, which shifted over time to the right hemisphere supplemental motor cortex.[18] These clinical examples highlight that the brain uses both equipotentiality and vicariation.

Diaschisis: Diaschisis is a concept that damage to one part of the brain could cause a loss of function in another area due to some connected pathway.[19] Constantin von Monakow proposed this concept in an attempt to explain why some people lost specific functions (such as speech) but did not have a lesion in the area of the brain thought to supply that function.[20]

An example of this is the hypoperfusion of the ipsilateral thalamus after an acute middle cerebral artery (MCA) stroke. The thalamus, which receives its blood supply from branches of the posterior cerebral artery and a branch of the posterior communicating artery, should be unaffected during an ipsilateral MCA ischemic stroke. Surprisingly, in approximately 20% of acute MCA strokes, there is noted hypoperfusion of the ipsilateral thalamus upon computed tomography (CT) perfusion imaging.[21] Other studies have shown that the incidence increases in the subacute and chronic phases of stroke up to 86%, and while the cause is still unknown, a predominant theory is that there is disinhibition from the loss of gamma-aminobutyric acid (GABA-energic) neurons that leads to a combination of neurotoxicity and retrograde degeneration.[21] While this phenomenon has been noted, it has not been shown to influence any major clinical outcomes at this time.

The concept of diaschisis has broadened over time and is used to explain several different concepts about the functional connections of the brain and what ensues when damage occurs. While these are discussed by Carrera and Tononi,[19] a brief explanation is given:

Diaschisis 'at rest': The classic von Monakow type such as ipsilateral thalamic hypoperfusion in MCA stroke.

Functional diaschisis: This is when an area of diaschisis is found when another part of the brain is activated. An example of this is when lesions affected the putamen, when given a functional task of their ipsilateral hand, causes hypoactivation of the ipsilateral cerebellums, which had no signs of hypoactivation at rest. Dynamic diaschisis can also be used and has been used when areas of the brain can be both hypoactive and hyperactive, depending on the task.

Connectional diaschisis: This is when a loss of a part of the brain forces the rerouting of information. This has been seen in rat models where subcortical lesions can cause a decrease in interhemispheric connectivity of the motor strips.[22]

Connectome diaschisis: As advanced imaging has shown the vast complexity of connections between neurons, a map can be generated, called a connectome. This map shows clusters of high connected nodes, which are then linked by a limited number of nodes (hubs). If damage is done to a hub, this can cause much more severe damage than a non-hub node.

As we learn more about the functional connections of the brain, the concept and role of diaschisis will continue to evolve and change.

Clinical Significance

Neuroplasticity, the process of structural and functional changes to the brain after internal or external insult, is an encompassing term that includes multiple different processes. Synaptic plasticity, functional reorganization, and diaschisis demonstrate unique processes that the brain utilizes in response to damage and the restoration of function. As research continues exploring the functional connections in the brain and what influences those connections, we will be able to develop more targeted therapies to help the brain regain function more quickly and more completely.

Clinically, several treatment options can be used to help guide neuroplasticity in restoring function and treating unwanted symptoms. An example is mirror therapy, a technique used in phantom limb pain. In a basic premise, the patent uses a mirror to cover their amputation and focuses on watching their intact limb perform activities while imaging that both limbs are performing the same activity. This has been shown to have increased activation and functional connectivity in the frontoparietal network.[11]

One of the most studied rehabilitation techniques is constraint-induced movement therapy (CIMT). Used in patients with a stroke, the premise is that by constraining the functional limb, the affected limb is engaged in repetitive task practice and behavioral shaping. Using functional magnetic resonance imaging (fMRI) technology, patients who engage in this therapy have been shown to have increased activity in their contralateral premotor and secondary somatosensory cortex in association with improved function.[23]

While therapies can be used to help guide neuroplasticity, multiple medications can also be used to influence brain healing. These include selective serotonin reuptake inhibitors (SSRIs) like fluoxetine, serotonin and noradrenergic reuptake inhibitors (SNRIs) like duloxetine, cholinergic agonists such as donepezil, glutaminergic partial antagonists like amantadine, and several others.[12] Amantadine has been shown to improve recovery in patients in a minimally conscious or vegetative state after a severe TBI.[24] Amantadine has also been shown to have an increase in left prefrontal cortex activation in association with improved cognitive functioning in patients with chronic TBI.[25] As research continues, we will be able to utilize pharmacological treatments further to help guide the brain back to health.

Maladaptive plasticity: While neuroplasticity can be beneficial (i.e., restoring function), it can also be harmful. Maladaptive plasticity is when a connection that is made in the brain produces aberrant or negative symptoms. This can be seen in the examples of use-dependent dystonia (writer's cramp) and phantom limb pain.[9] Both of these examples have shown abnormal primary sensory cortex changes in association with painful symptoms.

Lastly, a great deal of research has been focused on influencing neuroplasticity through the modification of environmental factors. Music therapy has been shown to influence neuroplasticity positively. It has been shown to improve cognition and other executive functions.[26][27] Exercise has been shown to improve episodic memory and processing speed in addition to decrease age-related atrophy of the hippocampus.[28] A healthy diet has also been shown to be helpful for this. Different dietary supplements are being studied to see if they could help trigger neuroplasticity. Lastly, reducing stress and avoiding sleep deprivation have been shown to be helpful to improve memory, attention span, and other domains of cognition.[29][30]

Enhancing Healthcare Team Outcomes

An interprofessional team approach involving neurologists, physiatrists, therapists, nurses, and other health professionals involved in patients receiving rehabilitation after neurological injury will provide the best outcomes for patients; however, literature is limited in evaluating this care approach.[31] An interprofessional team will be able to identify the most appropriate treatment options to utilize neuroplasticity. Collaboration, shared decision-making, and communication are key for good outcomes. The interprofessional care provided to the patient must use an integrated care pathway combined with an evidence-based approach to planning and evaluation of all activities. While gaining in use, telerehabilitation still needs more research to determine its effect on the brain and healing.[31] This can help leverage technology to utilize telemedicine as part of a comprehensive team approach to patient care. [Level 5]

References

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Neuroplasticity, also known as neural plasticity or brain plasticity, is a process that involves adaptive structural and functional changes to the brain. A good definition is "the ability of the nervous system to change its activity in response to intrinsic or extrinsic stimuli by reorganizing its structure, functions, or connections."[1] Clinically, it is the process of brain changes after injury, such as a stroke or traumatic brain injury (TBI).

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Program That Offers Cognitive Training Exercises to Help With Neuroplasticity 

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Program That Offers Cognitive Training Exercises to Help With Neuroplasticity 

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Think faster, focus better, and remember more with BrainHQ—Improve your brain health with clinically proven brain training exercises.

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Learn about the Autonomic Nervous System

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Learn about the Autonomic Nervous System

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Where is it located?

Your autonomic nervous system includes a network of nerves that extend throughout your head and body. Some of those nerves extend directly out from your brain, while others extend out from your spinal cord, which relays signals from your brain into those nerves.

There are 12 cranial nerves, which use Roman numerals to set them apart, and your autonomic nervous system has nerve fibers in four of them. These include the third, seventh, ninth and 10th cranial nerves. They manage pupil dilation, eye focusing, tears, nasal mucus, saliva and organs in your chest and belly.

Your autonomic nervous system also uses most of the 31 spinal nerves. These include spinal nerves in your thoracic (chest and upper back), lumbar (lower back) and sacral (tailbone).

The spinal nerve connections are how your autonomic system controls the following:

The part of your brain that runs autonomic functions is your hypothalamus. This structure isn't part of your autonomic nervous system, but is a key part of how it works.

What is it made of?

Your autonomic nervous system has a similar makeup to your overall nervous system. The main cell types are as follows, with more about them listed below:

Neurons: These cells send and relay signals, and makeup parts of your brain, spinal cord and nerves. They also convert signals between the chemical and electrical forms.

Glial cells: These cells don't transmit or relay nervous system signals. Instead, they're helpers or support cells for the neurons.

Nuclei: These are nerve cell clusters grouped together because they have the same jobs or connections.

Ganglia: These, pronounced "gang-lee-uh," are groups of related nerve cells (one of these is a ganglion, pronounced "gang-lee-on"). They usually don't all have the same jobs or connections, but they're in roughly the same area or have connections to the same systems. Examples of this are the cochlear and vestibular ganglia, which are part of your senses of hearing and balance.

Neurons

Each neuron consists of the following:

Cell body: This is the main part of the cell.

Axon: This is a long, arm-like extension. At the end of an axon are several finger-like extensions where the electrical signal in the neuron becomes a chemical signal. These extensions, or synapses, connect with nearby nerve cells.

Dendrites: These are small branch-like extensions (their name comes from a Latin word that means "tree-like") on the cell body. Dendrites receive the chemical signals sent from synapses of other nearby neurons.

Myelin: This is a thin layer composed of fatty compounds. Myelin is a protective covering that surrounds the axon of many neurons.

The dendrites on a single neuron may connect to thousands of other synapses. Some neurons are longer or shorter, depending on their location in your body and what they do.

Glial cells

Glial (pronounced "glee-uhl") cells do several different jobs. They help develop and maintain neurons when you're young and manage how neurons work throughout your life. They shield your nervous system from infections, control the chemical balance in your nervous system and coat neurons' axons with myelin. There are 10 times more glial cells than neurons.

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Autonomic Nervous System: What It Is, Function & Disorders

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Your autonomic nervous system is a network of nerves that handle unconscious tasks like heartbeat and breathing. It's a key part of your body's survival processes.

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Resources (including videos and articles) Regarding The Brain and Neuroplasticity 

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Resources (including videos and articles) Regarding The Brain and Neuroplasticity 

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Neuroplasticity, a central concept in neuroscience, refers to the brain's ability to strengthen existing neural networks, form new connections between neurons, and generate new neurons (through neurogenesis) in response to stimuli and experience. These brain changes occur when learning new information or a new skill, engaging in activities and experiences that are novel or challenging, or recovering from a brain injury such as concussion or stroke.

It was previously thought that neuronal plasticity occurred only during childhood and adolescence and that the adult brain was not capable of significant change. However, neuroscientists now recognize that the capacity for neuroplasticity is not age-related - the human brain has the ability to change throughout the lifespan. However, while a developing brain can undergo adaptive structural changes with even passive exposure, older adults need to intentionally engage with stimuli and experiences (such as reading, socializing or learning new skills) for plasticity to occur.

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Explore the science of neuroplasticity and habit formation. Learn how psychedelics and daily routines impact the brain's adaptive potential.

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Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid.

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Article Explaining What EFT Tapping Is and How to do It

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Article Explaining What EFT Tapping Is and How to do It

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Learn about Emotional Freedom Technique (EFT), which involves tapping on the body to manage emotions.

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Emotional Freedom Technique: Research supports benefits of tapping for mental health

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Emotional Freedom Technique (EFT), also known as “tapping,” is a method that some individuals have found helpful in managing their emotions. During EFT, individuals tap certain points on their body…

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The polyvagal theory: New insights into adaptive reactions of the autonomic nervous system

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The polyvagal theory describes an autonomic nervous system that is influenced by the central nervous system, sensitive to afferent influences, characterized by an adaptive reactivity dependent on the phylogeny of the neural circuits, and interactive…

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Lesson plans to teach students about their brains for grades K-12

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Explore the Intersections of Neuroscience and Society

Our resources library features tools for teaching, professional development, and public engagement. Use these resources to learn more about neuroscience and society and to engage with others around topics important to the field. Search by format, audience, and intended use.

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By more clearly identifying our feelings or by recategorizing them, we can reduce suffering (yes!) and increase well-being, says neuroscientist Lisa Feldman Barrett.

"He's an angry person"; "I'm a very anxious person." We've all made statements like these. They point towards the belief that emotions are hardwired in our brains or automatically triggered by events. But after decades of research at Northeastern University, neuroscientist Lisa Feldman Barrett has come to a different conclusion: "Your brain's most important job is not thinking or feeling or even seeing, but keeping your body alive and well so that you survive and thrive ... How is your brain able to do this? Like a sophisticated fortune-teller, your brain constantly predicts. Its predictions ultimately become the emotions you experience and the expressions you perceive in other people." (For an overview of her theory, watch her TED Talk.) And that's good news: Since our brain essentially constructs our emotions, we can teach it to label them more precisely and then use this detailed information to help us take the most appropriate actions - or none at all. Here, she explains how to do this.

One of the best things you can do for your emotional health is to beef up your concepts of emotions. Suppose you knew only two emotion concepts: "Feeling Awesome" and "Feeling Crappy." Whenever you experienced an emotion or perceived someone else as emotional, you'd categorize only with this broad brush, which isn't very emotionally intelligent. But if you could distinguish finer meanings within "Awesome" (happy, content, thrilled, relaxed, joyful, hopeful, inspired, prideful, adoring, grateful, blissful . . .), and fifty shades of "Crappy" (angry, aggravated, alarmed, spiteful, grumpy, remorseful, gloomy, mortified, uneasy, dread-ridden, resentful, afraid, envious, woeful, melancholy . . .), your brain would have many more options for predicting, categorizing and perceiving emotions, providing you with the tools for more flexible and useful responses. You could predict and categorize your sensations more efficiently and better suit your actions to your environment.

People who can construct finely-grained emotional experiences go to the doctor less frequently, use medication less frequently, and spend fewer days hospitalized for illness.

What I'm describing is emotional granularity, the phenomenon that some people construct finer-grained emotional experiences than others do. People who make highly granular experiences are emotion experts: they issue predictions and construct instances of emotion that are finely tailored to fit each specific situation. At the other end of the spectrum are young children who haven't yet developed adult-like emotion concepts and who use "sad" and "mad" interchangeably. My lab has shown that adults run the whole range from low to high emotional granularity. So, a key to real emotional intelligence is to gain new emotion concepts and hone your existing ones.

Perhaps the easiest way to gain concepts is to learn new words. You've probably never thought about learning words as a path to greater emotional health, but it follows directly from the neuroscience of construction. Words seed your concepts, concepts drive your predictions, predictions regulate your body budget (which is how your brain anticipates and fulfills your body's energy needs), and your body budget determines how you feel. People who exhibit higher emotional granularity go to the doctor less frequently, use medication less frequently, and spend fewer days hospitalized for illness. This is not magic; it's what happens when you leverage the porous boundary between the social and the physical.

Higher emotional granularity has many other benefits for a satisfying life. In a collection of scientific studies, people who could distinguish finely among their unpleasant feelings ​- ​those "50 shades of feeling crappy" ​- ​were 30 percent more flexible when regulating their emotions, less likely to drink excessively when stressed, and less likely to retaliate aggressively against someone who has hurt them. For people who suffer from schizophrenia, those who exhibit higher emotional granularity report better relationships with family and friends, compared to those who exhibit lower granularity, and are better able to choose the correct action in social situations.

So, learn as many new words as possible. Read books outside of your comfort zone, or listen to thought-provoking audio content like National Public Radio. Don't be satisfied with "happy": seek out and use more specific words like "ecstatic," "blissful" and "inspired." Learn the difference between "discouraged" or "dejected," versus the generic "sad." And don't limit yourself to words in your native language. Pick another language and seek out its concepts for which your language has no words, like the Dutch emotion of togetherness, gezellig, and the Greek feeling of major guilt, enohi. Each word is another invitation to construct your experiences in new ways.

By coming up with your own emotion concepts, you'll be better calibrated to cope with different circumstances and potentially more empathic to others.

Try also to invent your own emotion concepts, using your powers of social reality and conceptual combination. The author Jeffrey Eugenides presents a collection of amusing ones in his novel Middlesex, including "the hatred of mirrors that begins in middle age," "the disappointment of sleeping with one's fantasy," and "the excitement of getting a room with a minibar," though he does not assign them words.

You can do the same thing yourself. Close your eyes and imagine yourself in a car, driving away from your hometown, knowing you will never return. Can you characterize that feeling by combining emotion concepts? If you can employ this technique day to day, you'll be better calibrated to cope with varied circumstances, and potentially more empathic to others, with improved skill to negotiate conflict and get along. You could even name your creations and teach them to your family and friends.

An emotionally intelligent person not only has lots of concepts but also knows which ones to use and when. Just like painters learn to see fine distinctions in colors that others cannot, you can practice the skill of categorizing. Suppose you see your teenage son heading to school looking like he just rolled out of bed: hair unkempt, clothing wrinkled, and last night's dinner dotting his shirt. You could berate him and send him back to his room to change, but instead, ask yourself what you are feeling. Are you concerned that his teachers won't take him seriously? Nervous that his attire will reflect badly on you as a parent? Irritated that you spend money on clothes he never wears? Or, perhaps you're sad that he's grown up and you miss the exuberance of his childhood. Depending on the answer, you can come up with a much more skillful response than just yelling at him.

In one study, fine-grained categorization was the most effective in helping people with arachnophobia to be less anxious when observing a spider and to approach spiders.

If all this introspection sounds unnecessary, realize that people pay good money to therapists and life coaches for exactly this purpose: To help them reframe situations. They enlist these practitioners to help them find the most useful categorizations so they can choose the most appropriate actions to take. You can do this yourself and become an expert categorizer of emotion with enough practice, and you'll find it gets easier with repetition.

In a study about fear of spiders, fine-grained categorizations have been shown to beat two other popular approaches for "regulating" emotions. The first approach, called cognitive reappraisal, taught subjects to describe the spider in a nonthreatening way: "Sitting in front of me is a little spider, and it's safe." The second approach was distraction, having the subjects pay attention to something completely unrelated. The third approach was to categorize sensations with greater granularity, such as: "In front of me is an ugly spider and it is disgusting, nerve-wracking, and yet, intriguing." It was the most effective in helping people with arachnophobia to be less anxious when observing a spider and to approach spiders. What's more, the effects lasted a week beyond the experiment.

When people speaking in public recategorize their anxiety as excitement, their sympathetic nervous system still creates jittery butterflies but with fewer cytokines that lower performance so they perform better.

Besides practicing emotional granularity, another effective way to master your emotions is to recategorize how you feel. Anytime you feel miserable, it's because you are experiencing an unpleasant effect due to physical sensations. Your brain will try to predict causes for those sensations, and the more concepts you know and the more instances you can construct, the more effectively you can recategorize to manage your emotions and regulate your behavior. For instance, if you're about to go in for a job interview and feel your heart racing, you might categorize your sensations as harmful anxiety ("Oh no, I'm doomed!") or as helpful anticipation ("I'm energized and ready to go!"). The head of my daughter's karate school advises his students before their black belt test: "Make your butterflies fly in formation." He is saying, Yes, you feel worked up but don't perceive it as nervousness: construct it as determination.

Recategorization of this kind can bring tangible benefits. People who recategorize anxiety as excitement show positive effects, with better performance and fewer classic symptoms of anxiety when speaking in public and when singing karaoke. Their sympathetic nervous system still creates the jittery butterflies, but with fewer of the proinflammatory cytokines that lower performance and generally make people feel bad, so they perform better. Studies have shown that remedial math students at community colleges can improve their exam grades and their final course grade through effective recategorization.

Whenever you feel that you're suffering or some insult has befallen you, ask yourself some questions. Are you really in jeopardy? Or is this so-called injury merely threatening your social reality ? Could this feeling have a purely physical cause? The answer can help you recategorize your pounding heartbeat, the knot in the pit of your stomach and your sweaty brow as purely physical sensations, leaving worry, anger and dejection to dissolve like an antacid tablet in water.

I'm not saying this kind of recategorization is easy, but with practice it's possible and it's also healthful. When you can categorize something as "not about me," it exits your affective niche and has less impact on your body budget. Similarly, when you are successful and you feel proud, honored or gratified, take a step back and remember that these pleasant emotions are entirely the result of social reality, reinforcing your fictional self. In other words, celebrate your achievements, but don't let them become golden handcuffs.
Excerpted from the new book How Emotions Are Made: The Secret Life of the Brain by Lisa Feldman Barrett. Copyright © 2017 by Lisa Feldman Barrett. Used with permission from Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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Try these two smart techniques to help you master your emotions

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"He's an angry person"; "I'm a very anxious person." We've all made statements like these. They point towards the belief that emotions are hardwired in our brains or automatically triggered by events.

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The Power of Cognitive Reframing: Shifting Perspectives for Personal Growth — LifePath Therapy

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In the realm of therapy, cognitive reframing stands as a transformative technique that helps individuals view challenging situations from alternative perspectives. Rooted in cognitive-behavioral therapy (CBT), cognitive reframing encourages individuals to reframe their thoughts, beliefs, and interpr

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Think back to the first time you drove a car. It may have seemed like a hopelessly complicated process: position your hands at 10 and 2, brake at the right times, follow all traffic laws, keep an eye on other drivers.

You could have said, "I just don't have it in me. Driving isn't my thing." This would be a FIXED mindset way of thinking. But instead, you took the GROWTH mindset approach: you practiced , practiced, and practiced some more. Now, driving is probably second nature, something you can do while singing along to the radio.

Pretty impressive, right? This is neuroplasticity at work.

Neuroplasticity is the science behind growth mindset. It's the reason we can develop skills and knowledge through effort, practice, and persistence .

Why Teach Neuroplasticity to Kids?

When kids understand neuroplasticity, their perception of their own abilities also changes. It becomes much easier for them to understand growth mindset and embrace mistakes, obstacles , and challenges.

In this article, we provide helpful resources and activities to teach your children or students about their brain's ability to grow and change. Use these activities at home or add them to your classroom or homeschool curriculum.

Let's start by making sure understand the basics.

What Is Neuroplasticity?

Neuroplasticity is the brain's ability to change and grow throughout a person's life. Until recently, scientists thought that this was only possible in early childhood. After that, scientists believed that the brain "solidified" and became fixed in its habits. However, research has shown that the brain continues to change even into old age.

Like a physical muscle, the brain gets stronger the more you use it. The brain is a "pattern-seeking device." When the neurons in your brain are activated in a particular pattern, it's faster and easier for your brain to follow that same pattern in the future.

This means when you use your brain to complete a task, the brain "remembers" the task, so next time it becomes a little easier. The time after that, it's even easier, and so on.

The bottom line is that our brains aren't static. Through repeated practice and continual challenges, we can build pathways that make our brains stronger and smarter.

Before you continue, we thought you might like to download our FREE Your Words Matter Volume 2 Kit. With these 10 one-page parenting guides, you will know exactly how to speak to your child to help them stand up for themselves, be more confident, and develop a growth mindset.

How to Teach Neuroplasticity to Kids: Activities and Resources

1. Talk About Their Brain

Provide a Very Basic Explanation of the Main Parts of the Brain

The is the biggest part of your brain. It's the "thinking part" of your brain, and it controls your muscles and holds your memories. The cerebellum is in the back of your brain, and its job is to control balance, coordination, and movement . The connects your brain to your spinal cord. It's in charge of the activities you can't control, like breathing, digestion, and your heartbeat.

Explain Neurons and Pathways

When you were born, your brain came with neurons, a type of tiny cell. When you learn things, your brain sends messages from one neuron to another. If you do the same thing enough times, your brain eventually makes a connection (or path) between neurons. This makes activities easier, and you can do them better and better.

Use Analogies

Imagine that you're in a big field filled with tall, overgrown grass. Your job is to get to the other side. The first time, crossing the field will be difficult-you'll have to fight your way through the big, tall grass. But if you keep trying, you'll get there.

The next time, it'll be a little easier. Every time you cross the field, it'll get easier and easier. Eventually, you'll create a new path in the grass from going over it again and again.

You can also make a different analogy: establishing new neural pathways between brain cells is like building a bridge to cross a ravine . Show this short clip from the BBC documentary The Human Body , which explains the idea.

Make the Connection

This is just like neuroplasticity. You're in charge of your brain and you can learn anything you want, no matter how difficult it seems at first-you just have to go over it again and again.

Discuss the Value of Mistakes

Mistakes help us learn, and they make our brains grow. If you were walking through that grassy field and you fell in a hole, that's okay. You wouldn't stay there; you would just get up and remember the choice you made to get there.

Next time, you would know that the hole was there, and you could walk around it. Mistakes teach you how to improve next time.

2. Share Amazing Facts

To help kids understand the incredible power of their brains, share amazing facts like these:

There are as many neurons in the brain as there are stars in the Milky Way: about 100 billion.

Your brain physically stops growing around age 18, but it keeps changing forever. Even as an adult, you can still get better at all kinds of skills.

Do you know how powerful your brain is? It can produce enough electricity to power a lightbulb!

By design, our brains are all about growth and change-as is the whole human body: Your body makes about 2 million NEW red blood cells every second!

3. Build a Brain Model

Build a basic brain model from Play-Doh to help your children or students better understand how the brain works. You can use different colors for the various parts and regions, plus pipe cleaners to hold it all together.

Another idea is to make a . You can also create neurons from modeling clay, beads, rope, or string.

4. Create a Brain Poster

Another powerful way to teach kids about neuroplasticity is the "Build a Growth Mindset" poster from Big Life Journal's Growth Mindset Printables Kit. The poster asks engaging questions and can be used as a coloring sheet, providing a fun visual that teaches children different ways to grow their brains.

5. Celebrate Mistakes

Explain to your child that mistakes make the brain grow. In fact, the brain does NOT grow just from getting the answers right. To keep strengthening neural pathways, we must continue challenging ourselves and going to the next level of difficulty. This is going to involve mistakes, and that's great!

When you make mistakes, embrace them, and talk to your child about what you've learned from the experience or what you will do differently next time. Do not be too hard on yourself, especially in front of your child, and model persistence, resilience , and the willingness to take on a challenge.

Even better, when you or your child make a mistake, take the opportunity to celebrate. Give a high five and say, "High five! You're learning!" or, "Woohoo! Your brain is growing!"

If you need some tips on how to encourage a growth mindset in your child, don't forget to download our FREE Your Words Matter Kit Vol. 2.

6. Brainstorm ways Neuroplasticity has Already Worked

Help your children or students come up with a list of activities that were once difficult and became much easier with practice: riding a bike, counting or doing the math, reading, roller skating, playing an instrument, drawing, or coloring, even walking and running at one point.

"Remember how hard it was to add numbers when you first started? But you kept practicing, and now you can even multiply and divide!".

You can also remind them of how they learned to ride a bike.

"Think about when you first started riding a bike. It was hard, wasn't it? Your brain had to think about staying balanced, watching the sidewalk, pedaling, steering with the handlebars...But as you practiced over and over, the neurons in your brain sent messages back and forth until a path was formed. Now, you can ride your bike without even thinking about it. That's because your brain has created a 'bike-riding' pathway."

Keep the list somewhere visible, like on your refrigerator or bulletin board in your classroom or child's room. When children feel that something is too hard, remind them of all the things that were once "too hard" and are now second nature.

Explain that this concept applies to task, no matter how challenging. Sure, they might make a lot of mistakes at first, but that's part of the process. The key isn't perfection , but persistence . The more the task is repeated, the easier it will become.

Your children will learn from (and love) Your Fantastic Elastic Brain: Stretch It, Shape It by JoAnn Deak, an educator, and psychologist.

This book is an engaging introduction to the brain, explaining to children that trying new things without giving up strengthens your brain-and that making mistakes is one of the best ways the brain learns.

8. Create Interactive Visuals

Teacher Cindy Chernett Brown suggests using an interactive visual to help children understand neuroplasticity.

Two students hold up colorful pictures of neurons.

The teacher then provides many pieces of cut yarn to represent connections between neurons.

She asks a member of the class to tell her a skill they are working on, such as soccer . She then asks students what you can do to get better at the game of soccer.

Each child who gives a suggestion selects a piece of yarn and gives one end to each of the students holding the neurons. After many examples, the class can see how thick the collection of yarn is getting.

The teacher then gives excuses for not going to soccer practice, such as weather, injury, or the season-ending. With each excuse, she takes away a piece of yarn (representing connections between neurons).

Throughout the year, you can refer to this example when explaining why the class needs to practice math facts, study for spelling tests, and keep trying.

Our popular Big Life Journal - 2nd Edition (ages 7-10) helps children develop strong Social-Emotional Learning (SEL) and growth mindset skills through inspiring stories, colorful illustrations, and engaging guided activities. In this beautifully illustrated journal, children learn how to believe in themselves, face challenges with confidence, and use mistakes as opportunities to grow!

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How to Explain Growth Mindset to Kids: Neuroplasticity Activities

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Neuroplasticity is the science behind growth mindset. When kids understand neuroplasticity, their perception of their own abilities changes. It becomes much easier for them to understand growth mindset and embrace mistakes, obstacles, and challenges. In this article, we'll provide helpful resources and activities to teach your children or students about their brains ability to grow and change.

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How Does Maslow's Hierarchy of Needs Apply to my Workplace?

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How Does Maslow's Hierarchy of Needs Apply to my Workplace?

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Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda

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Neurohacking: rewiring your brain | Don Vaughn | TEDxUCLA

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What is Polyvagal Theory | Polyvagal Institute

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If you're looking for a basic understanding of Dr. Stephen Porges' Polyvagal Theory, check out our articles, 20-second videos, simple illustrations, FAQ's and slides to give you a solid foundation of the key principles of Polyvagal Theory.

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The circumstances of our lives may matter less than how we see them, says Rory Sutherland. At TEDxAthens, he makes a compelling case for how reframing is the key to happiness.

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Connection Between Relationship Building and Healing from Trauma

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Connection Between Relationship Building and Healing from Trauma

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Trauma and Relationships: The Importance of Healing

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There can be a connection between trauma and relationships. It’s important to address trauma to improve relationships—contact 724.237.5698 for trauma therapy.

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Coregulating Activities to Practice with Children

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Coregulating Activities to Practice with Children

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Self-regulation. Emotional regulation. You want to help your child get to an emotionally calm place when conflict happens. But it is so discouraging when, instead, the conflict spirals out of control.

Have you ever wished you had a go-to list of calming activities for moments of family mayhem? Whether you have a toddler or a teen, try out a few of the activities below. You won't regret prioritizing self-regulation with your kids.
There's a lot of helpful information in this article. Feel free to skip around with the table of contents.
What is self-regulation? How is it different from emotional regulation?

Self-regulation

Self-regulation is the ability to monitor and manage your "arousal state" or energy level. More specifically, it means being aware of your energy level (and basic emotions) that result from either external experiences and/or your internal thoughts. The next step is choosing strategies to adjust your energy level for the most effective response.

Energy self-awareness + healthy coping strategies = SELF-REGULATION

As an adult, this might look like, "I am losin' it!! I'm going to go take a walk and cool down!"With the strong, rhythmical, calming muscle-joint input of walking as you take a brisk walk, you use up the fight/flight chemistry that had started to flood your system. This helps your brain decide "the danger is over" and your frontal lobe begins to function again.
That's self-regulation, and it preps you for the next step: emotional regulation.
Emotional regulation

Emotional regulation is when you understand, evaluate and even problem-solve what you are feeling. Sometimes self-regulation and emotional regulation get mixed up in pop terminology.

Emotional regulation involves the skills to answer these questions:

What am I feeling?

What thoughts or beliefs are driving those feelings?

What is a wise course of action? (i.e. let it go or ideas to solve the problem)

In our example, emotional regulation might be, "Ok, that anger was actually about feeling overwhelmed and out of control. And I'm worried about what's going to happen with my intense oldest. Although things aren't really as bad as they seemed at the time, it would still be good to look for a time to problem-solve this issue with her when we're both relaxed."

This kind of emotional insight is a complicated and often slow process. The brain will shut the process of emotional regulation down in fight-or-flight mode because it (emotional regulation) gets in the way of quick, self protective, fight-or-flight reactions.

So if you want to work through the frustrations of family life, remember this: self-awareness → calming strategy → emotional insight is a vital sequence for both parents and kids.

Energy self-awareness + healthy coping strategies + emotional insight = EMOTIONAL REGULATION

Adults often regulate themselves and don't realize it

Most of us have a go-to strategy when we need to calm down. Those are really important skills to have as a parent, especially when they keep us from "losin' it" with our kids! Deep breaths.

A few minutes in a quiet room away from the chaos.

A phone call to a friend.

A cup of tea.

A funny TV show.

These are self-regulation activities, and you probably know which self-regulation activities help you. Often (thanks to a lifetime of experience) we do these things without even realizing they are helping us calm down!

But for our kids' unstable, developing brains , it's another story...

What happens in fight-or-flight mode and how your child's five senses can help

When your child is having a tantrum their fight-or-flight system has "hijacked" their brain and they have lost control. This does not ignore the role of choice, responsibility and sin in a child's (or adult's) outburst. But for all of us, when needs and stress are high and skills are low, it's very difficult to make a wise choice. Dysregulation is a brain problem. Because of that, you can think of your child's outburst as primarily a brain issue, not a character issue.

In your child's outburst, the blood flows out of the frontal lobe (where emotions are processed) and into the motor cortex and big muscles to prepare him/her for physical self-protection. Even if there's no physical danger, it's the same system.

When a person is in true danger, they cannot stop and consider "Hmmm, what am I feeling right now?" That would slow down quick self-defense reactions, so emotional insight shuts down in fight-or-flight mode.
For a child to grow in emotional regulation and emotional intelligence, they need to calm down enough to get their frontal lobe "back online" and ready to process emotions.
Using the body for self-calming sensory activities

Using the body for self-calming sensory activities does two important things:

1. It uses up the big muscle fight-or-flight chemistry so that it doesn't feed an ongoing anxious state.

2. It taps into the miracle of our sensory systems to signal an "all-clear." Life is calm and pleasant, so the danger must be over.

By helping your kids learn self-regulation skills theirfrontal lobes can resume functioning. Onlythen can they figure out what's going on in them and what to do about it.

Self-regulation needs instruction and practice

For a small percentage of kids, self-regulation comes naturally. For most others, they need a lot of instruction and practice. So don't be discouraged that your children aren't emotional regulation masters!

You've probably experienced trying to get your kids to talk about why they got upset and made a poor choice. But... their brains were still in fight-or-flight mode. What happened?

They mostly likely either shut down or got even more upset. The conversation was anything but a wisdom-building, emotionally regulating discussion!

That's why I'm so passionate about equipping you to help your children learn how to self-regulate.

Why is teaching self-regulation important?

Self-regulation is a stepping stone to emotional intelligence. These two skills will impact your kids' ability to make and maintain lifelong relationships.

This may seem a bit scary if you've got a child that loses their cool easily, blames everyone else, and has little awareness about what was going on in them. But there's plenty of hope!

We now understand that all intelligence, both emotional and cognitive, are malleable. In fact, when caregivers teach kids that kindness is not an innate quality, but can be learned, bullying decreases! Considering all this, it only makes sense that you give your kids the best support in developing their emotional intelligence.

When big emotions sweep over your child, you can help your child learn to calm their body and even name the feeling. It's a valuable opportunity to help your child develop into an emotionally aware and intelligent person who can forge meaningful friendships.

What do researchers say about self-regulation?

In his classic book, Raising an Emotionally Intelligent Child, researcher John Gottman, PhD states:

"...science has discovered a tremendous amount about the role emotions play in our lives. Researchers have found that even more than IQ, your emotional awareness and ability to handle feelings will determine your success and happiness in all walks of life, including family relationships. For parents, this quality of 'emotional intelligence' - as many now call it - means being aware of your children's feelings, and being able to empathize, soothe, and guide them."

Gottman notes that children "learn most lessons about emotion from their parents."

In Emotional Intelligence psychologist Daniel Goleman writes:

"This emotional schooling operates not just through the things parents say and do directly to children, but also in the models they offer for handling their own feelings..."

When your kids are most upset, that's when they need you the most. These challenging situations present a tremendous opportunity to help and equip them to process what's going on inside themselves. Your effort prepares them for successful relationships both now and in the future.

3 stages to consider when your child is unable to control their emotions

There are three developmental stages to consider when teaching your child self-regulation skills:

STAGE 1: Other-regulation

For the first few years, babies and toddlers depend on their caregiver in order to become calm when upset. Parents soothe their fussy, crying infants and toddlers by providing loving sensory input, such as hugging, rocking, providing a pacifier, singing, swaddling, or gentle bouncing. The child regulates, and bonding and trust increase.

STAGE 2: Co-regulation

As the child grows, they begin to "co-regulate" with parents. You and the child participate together in calming activities, and your child absorbs some of your calmness. This might include reading a book before bedtime, taking deep breaths together when upset, or sharing a deep squeeze hug. These activities also develop bonding and trust.

STAGE 3: Self-regulation

Parents can guide their kids to "self-regulate" by encouraging independent, self-calming strategies and activities. By around age six, typically functioning kids can be taught to notice when their energy or emotional level rises and independently use a strategy for calming.

The younger you start with your children the better. However, teaching self-regulation helps older kids as well.

3 examples of parents equipping their kids to calm

Other-regulation:

Harvey Karp suggests five classic strategies in his book and video Happiest Baby on the Block. These are other-regulation activities, where the parents are completely responsible for the input:

But older kids can benefit from other-regulation also, especially if trauma or sensory processing disorder are factors.

Jenna was able to help provide regulation for her 11-year-old daughter who joined their family through adoption by rocking her in a rocking chair. At first her daughter resisted, thinking she was too big or too old. Even though she was almost too big to fit on her mom's lap, she was able to calm with the gentle rocking of the chair and her mom's soothing voice. Once she was calm she was better able to articulate her needs.

Co-regulation:

Julie modeled "dragon breaths" (deep inhale through the nose, blowing a long "fiery" exhale out through the mouth) for her 4-year-old son Ty. Soon, he began to join her. He also began to notice there were times when his mom could benefit from a little deep breathing! 🙂

Tom would sit quietly with his son outside his preschool for a few minutes before dropping him off, which solved the problem of regular anxious outbursts.

When Kelly's teen daughter got upset, they often went for a run together to discuss the conflict, because it was calming and much more productive.

Self-regulation:

Marilyn guided her intense 5-year-old son toward self-regulation by offering choices of calming activities: "If Max gets on a roll, hardly anything stops him. But if I intervene immediately when he's getting wound up, he responds well. I can guide him to do some calm down time in his hammock with music, or do some big muscle/heavy lifting activities. He has improved in his reactions, and I am able to relate to him more calmly."

All the parents mentioned here were able to help each child at different stages on the road to learning self-regulation. They used various calming/self-regulating activities, which strengthened bonding/trust in the relationship, as they avoided escalating outbursts or sending their kids to their room.

What is your child's self-regulation readiness?

Does your child respond best to direct soothing input from you? ("other regulation")

Does your child do well when you do calming activities together? ("co-regulation")

Is your child motivated to avoid outbursts and learn to calm down independently? ("self-regulation")

In any case, when your child's behavior starts escalating, calmly offer help within a few seconds- their brain is flooded with fight/flight chemicals.

Try calming phrases like these:

"I can see this is bugging you. Let's talk about it while we do something fun (or have a snack)."

"Hey Buddy, you're really upset! I can help you."

"What do you need right now? Is there something that can help you feel better so we can figure this out?"

"What will help your body so your thinking brain can work its best?"

"You can try to become calm here with us, or go to a private space to help you feel better. Which do you want to do?"

What if my child resists calming suggestions?

You may be thinking, if I suggest anything when my child is ramping up into an outburst, no way! They'll flat out refuse and get even madder!

You know your child, and you're probably right.

Anything that comes off to your child as, "You're getting upset so you need to do 'x,y or z' to calm down" will almost certainly add fuel to the fire. Your child will feel criticized and controlled and perceive you as a threat, not a helper.

The message that kids who are upset often get from parents is, 'You're mad and I don't really care what you're feeling, I just want peace and quiet." (Ouch. Does that sound familiar?) And who would ever cooperate with that when they're hoppin' mad, right?

No matter what the issue is, an almost sure-fire set up for failure is to try to get kids to do a behavior when they have no motivation and feel manipulated or forced.

One dad's story of not overreacting

One dad told us this story of how his son is learning to self-regulate, by coaching him and not overreacting when he is upset:

"We talk to Gabe about what he wants when he is upset ('do you want a snuggle?') and do not overreact when he is very angry. When we don't over-respond to his outbursts, we can guide him to a quiet place (his room or our bed) where he can look at books, hang out with the cat, or snuggle his stuffed animals until he feels better. Sometimes rubbing his back helps to work out unhappy feelings."

So here's the secret... BUILD MOTIVATION FIRST!

Modeling is the best motivation builder

If you want to maximize children's learning (and cooperation) model this: use sensory activities first with a sincere goal to calm yourself.

Do this on numerous occasions. Let kids know what you're doing and why. Then self-affirm by stating how helpful it was for you.

Don't invite your kids to join you until they've noticed a difference in you! Then when you invite your kids to participate they are much more likely to follow suit, and you can affirm them for their wise choices.

Stated more succinctly, this looks like:

Model, model, model; invite, affirm...

Model, model, model; invite, affirm.

And continue to repeat.

Create pleasant experiences with the activities

Be proactive and have fun trying some of the activities when everyone is calm. activities when everyone is calm. Find out what your kids enjoy.

In order for sensory activities to be calming, they must be pleasant and enjoyable. You can use the term "body treats" when you talk about these activities.

(Side note: Consider letting your kids know ahead of time that if they fake conflict or anger to get a calming toy, snack, or activity, it will no longer be an option. 😉 And although activities should be pleasant, avoid screens as a calming activity because the transition off will be stressful.)

Gradually you can begin to offer activities when your kids are slightly angsty. You might start before a situation (i.e. a transition to the car) or time of day (i.e. late afternoon before dinner) that often escalates into an outburst.

Prepare places and supplies ahead of time

Ask your child to select a "comfy spot" to calm down when upset. You can even use a pop-up tent and stock it with pillows, stuffed animals and a few other favorite (non-screen) items just for that purpose.

For younger kids, prepare picture choices by taking photos of your child practicing calming activities and print them. Then during misbehavior or conflict, show your child a couple of options, and let them choose. The less words you use with an upset child, the better.

Watch for the times when your child naturally self-regulates. Affirm.

For example: "I noticed you were having a lot of arguments when playing with Legos, and you decided to go for a bike ride. It seemed like that really helped you feel better. You paid attention to what your body needed! When you came back the two of you had a great time together."

Affirmation is powerful! When you encourage kids with their small successes, they are usually eager to do more.

You could share Proverbs 15:18, " A hot-tempered person starts fights; a cool-tempered person stops them." Then encourage your child in how they are learning to be a cool-tempered person. You can talk about how that's a blessing to others, and why it's important.

Are you ready to hear some practical ideas you can start using today?

50 calming activities using each of the senses

If you feel out of ideas when life gets messy, don't worry. We've compiled a list of calming activities you can keep in your back pocket. These self-regulation activities help kids use their bodies to calm their brains. They help your child start the emotional regulation process.
PRINTABLE VERSION AVAILABLE HERE
Many of the activities on this list involve motion. A favorite phrase to use that kids can remember is: Motion changes emotion. Feeling sluggish? Get your body moving! Feeling anxious and fidgety? Try some slow deep pressure. How your child uses motion to change emotion can help them learn to self-regulate in a healthy way.

Mouth / oral activities

1. Deep breathing, AKA dragon breaths
2. Cold water in a bottle with a long curly straw
3. Gum (or a popsicle) can be a powerful brain calmer
4. Offer frozen or dried mango slices
5. Fruit smoothie through a straw (suck is calming)
6. Blow on a pinwheel or blow bubbles with a bubble wand (mimics deep breathing)
7. Put a few drops of soap in a bowl and blow bubbles through a straw, or herd "sheep" (cotton balls) with a straw.
8. Blow on a party blower or kazoo (the vibration is calming)
9. Pretend your finger is a candle and practice blowing it out
10. For older kids - "Let's grab some chips and salsa, and we'll talk this through."

A coaching client reported:

"DJ was crying and he specifically asked for the vacuum cleaner activity (an activity in the sensory input video) and said, 'It helps me feel better and not so sad.' After I did it he was so much better and moved on easily. It's fun to see our kids utilizing the Connected Families tools. When one of our kids gets upset, their siblings often try to help them get unstuck by recommending they read a book, take deep breaths, or walk around, telling them 'motion changes emotion.'"

Skin / touch activities

(Many of these activities are included in our sensory input techniques video.)

11. Offer a hug
12. "Squish sandwich" - put pillows or couch cushions under and on top of your child, as they lay face down on the floor and apply pressure. You can even start to talk about whatever is troubling them while they are in this position.
13. Try a weighted blanket
14. Some kids love it when you lay or sit on top of them (of course be careful to regulate your pressure).
15. Rub lotion on each others' hands/skin (or use coconut oil if child dislikes lotions)
16. Make a "calming basket" with fidgets, squishy toys, or calming stuffed animals, and let your child choose things from it. Try searching the internet for "weighted/warmable stuffed animals" meant specifically for self-regulation.
17. Play with the family pet or take a cat/dog cuddle break
18. Back scratches or back rubs before bed
19. Paint each other's nails
20. Finger painting
21. Braiding or playing with each other's hair
22. Play dough
23. A tub or shower
24. Roll child up in a blanket, then pull gently to unroll

Movement-based (vestibular/proprioceptive) activities

25. Do push-ups, relays together by doing a bear walk (on hands and feet, face down), or crab walk (on hands and feet, belly up)
26. Jump on a trampoline
27. Ride a bike around the block
28. Shoot some hoops/play catch/nerf frisbee
29. Play balloon "volleyball"
30. Swing on a swing set
31. Work out on a treadmill/elliptical, etc, if you have one, and talk about how you feel better. Then invite your child to try it. (Please follow safety guidelines if your child is on a piece of your fitness equipment.)
32. Go to the park and do some climbing
33. Turn on kids' favorite music and have a dance party
34. Run up and down the stairs (how fast can kids find the object you hid downstairs?)
35. Make an obstacle course including a collapsible tunnel
36. Bounce on an inflatable exercise ball (or kids hop ball)
37. Bungee "pogo" jumper
38. Make a big pile of pillows and have kids jump onto them from a step stool or couch

How one dad used movement to help his son self-regulate

"After calming down from an early morning ramp up, I was able to speak to Jared while he was in bed. During our conversation about what happened he said, 'It was extra hard to try to be normal this morning.' I asked, 'When it's hard to act normal in the morning, what makes it hard?' He replied, 'I feel squirmy.' I immediately asked him if he wanted to run on Daddy's treadmill, and we were up doing that in the next 30 seconds. He ran a half mile and it was the start of what would be an amazing day!"

Visual activities

1. Calm down jar

2. Color independently or together with your child. This may help less verbal kids identify feelings and wants in their picture.

3. Art, art, and more art

4. Look at books with beautiful pictures/illustrations. You could even buy a book of scenic photography (or look at online photos) and make up stories that could fit the pictures.

5. Build a fort as a safe space that also limits visual stimuli

6. Bubbler toy, or a lava lamp in a dark room

Auditory activities

1. Listen to favorite music (use earbuds or headphones if it helps)

2. Sit outside to listen to the birds and the breeze

3. Hum or sing

4. Use a couple of kazoos (for both humor and vibration to the inner ear) and pretend to "talk out your conflict" through the kazoo with lots of expressions and gestures.

5. Use a white noise machine (on a calming sound) while looking at books

6. Musical instrument box - kids feel in control of their auditory environment when they make music

PRINTABLE VERSION AVAILABLE HERE
What to do after your child successfully self-regulates

When your child calms down, it's important not to just move on ("Glad that's over!"). Instead, be sure to help your child process their big emotions effectively.

This is the first step of EMOTIONAL REGULATION!

Ann Layne, PhD and licensed clinical psychologist specializing in the treatment of anxiety disorders states:

"Research shows that kids who are sent to their rooms to calm down without then processing what was going on in them, aren't practicing emotional-regulation, they are practicing emotional suppression. That causes more problems later."

Processing big emotions to gain emotional regulation skills

After your child is calm, here's how it might go as you can discuss the key questions for emotional regulation:

1. What am I feeling?
Parent/Caregiver: "Would you say you were more mad or hurt when Aidan didn't let you play the game?"
Child: "MAD! He's mean! I don't like him!!"

2. What thoughts or beliefs are driving those feelings?
Parent/Caregiver: "It's really hard to feel left out, isn't it? When that happens to me I don't feel very important. And it hurts my feelings. "
Child: "Yeah. I guess I did feel kind of hurt. He thinks he gets his way just cuz he's bigger."

3. What is a wise course of action? (i.e. let it go or ideas to solve the problem)

Parent/Caregiver: "What do you want to do about it?"
Child: "I dunno. He should get in trouble."

Parent/Caregiver: "I think you can solve this. I could go with you and make sure he listens to you this time. You can tell him how you feel about being left out. Then you guys can figure out a solution you both are ok with. What do you think? Are you ready to talk to him?"
Child: "Sure. If you go with me?"

Parent/Caregiver: "I'd love to help you both figure out a respectful way to talk about this."

"Feel and Deal": How we learn emotional regulation

These kinds of questions above are valuable for equipping a child for a lifetime of productive responses to anger. These aren't just self-regulation (calming oneself) anymore. Now, you're getting at the deeper insights of emotional regulation.

The phrase "Feel and Deal" ("What am I feeling and how do I want to deal with that?") can be a simple prompt to remind both parents and kids about this important process of emotional regulation.

(If you're looking for more resources, Zones of Regulation, or the 5 Point Scale can also help calm an upset child by helping them assess and describe their level of distress.)

Self-regulation and emotional regulation require perseverance, but it's worth it. You are preparing your kids for the inevitable stresses and challenges of life. These are truly skills that can last a lifetime!

For more ideas to connect with your child using movement and play, download our FREE PDF: 60 Ways to Get Kids Moving and Laughing

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Child Welfare

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Health Care

Since the early 1900s, professionally trained social workers have helped people deal with personal and social factors that affect health and wellness. Some health care social workers are in direct services and concentrate on individuals, families, and small groups.

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Embedding Mental Health Support into School Models

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Embedding Mental Health Support into School Models

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Michele Lansing, LCSW, Network Director for Clinical Services Distinctive Schools in Chicago, Illinois

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3 Ways to Embed Mental Health Support into Your Educational Model

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These three approaches embed mental health resources into schools, with benefits to students and staff alike.

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Family Solutions Mental Health Services in Lorain, Ohio 

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Family Solutions Mental Health Services in Lorain, Ohio 

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Family Solutions Mental Health Services in Lorain OH

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Family Solutions offers behavioral healthcare services to children, adolescents and adults including crisis intervention, community integration, case management, psychiatric evaluation and rehabilitation. Family Solutions is headquartered in Wake Forest, North Carolina and has offices and facilities in Washington DC, Chicago, Illinois, Baton Rouge and Metairie, Louisiana, Cincinnati, Columbus, Bedford Heights and Cleveland, Ohio, and Houston, Texas.

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TEDTalk: Mental Health is Critical for Academic Success

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TEDTalk: Mental Health is Critical for Academic Success

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Why Mental Health is Critical for Academic Success | Lauren Parker | TEDxLSSC

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ClearVista Behavioral Health in Lorain, Ohio

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ClearVista Behavioral Health in Lorain, Ohio

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ClearVista Behavioral Health In Lorain, Ohio

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New Vista Health’s inpatient psychiatric facilities in Lorain provide 24/7 support, evidence-based treatment, and compassionate care. Begin your recovery now!

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Preventing Sexual Assault

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Empowering
Education for Erin’s
Law Advocates

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Tackling mental health issues in schools: What will it take?

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University of Washington school psychologist Dr. Janine Jones and her husband Dr. Brent Jones, superintendent of a large public school district, discuss the biggest challenges schools are facing, where more research is needed, and what feels hopeful.