Effects on the Brain and Learning, and Potential Role of the Schools

Wendy Cunningham, Psy.D.Licensed Clinical Psychologist

ObjectivesObjectivesShow why it is important for alternative schools

to understand trauma and chronic stress

Illuminate current research that links trauma/chronic stress with biology, environment, behavior, and academic performance

Discuss the importance of a systematic approach and why it is important

Few Important NumbersFew Important NumbersDifficult to get prevalence rates; however,

studies estimate between 3.3 and 10 million children witness violence in their home each year

2003: U.S. Department of Health Reported approximately 906,000 children in protective

custody

2005: Massachusetts Department of Education Informal surveys to 450 students of alternative-education

programs in 11 school districts that received state funds90% of the students surveyed reported trauma history

What is a “Traumatic Event”

Many factors involved in what is considered a traumatic event, including:Threat or perceived threat to well-being of self

or otherIndividual temperamentPast experiencesWho is involved in the event

Why events affect individuals in different ways

See Massachusetts Adovcates for Children, (2005). Helping Traumatized Children Learn, Appendix C.

Chronic Stress

See similar biological effects as with traumaLess obvious than a traumatic event

ARE THERE BRAIN EFFECTS?

“I could see the math teacher’s mouth moving in the classroom but couldn’t hear a thing. It

was as if I were in a soundless chamber. She was smiling and clearly talking, I just couldn’t process a word of it. I had been an excellent math student, but the day she told me I was

“spacey” and unfocused was the day I stopped connecting to math. My grades dropped and they took me out of the advanced classes.”

Massachusetts Advocates for Children, (2005). Helping Traumatized Children Learn, p.24.

From http://www.ahaf.org/alzdis/about/AnatomyBrain.htm

Emotions: TWO Pathways!Ventral Path (Low

Road)Stimulusthalamusamygdala

body reactionemotion

Dorsal Path (High Road)

Stimulusthalamuscortexshort-term memory stores representationlong-termmemory accessedworking memory integratesamygdalacorticalarousalvisceralreactionbodyfeedbackemotion

Evolutionary FavoriteWiring of the brain favors emotions

There tends to be more connections directed from the limbic system to the cortex (emotion affects thoughts) versus cortex to limbic system (thought affects emotion)

Theories of EvolutionAlthough hypothetical, theories suggest that we

may move towards more of a balance

LeDoux, J. (1998) The emotional brain. London: Phoenix.

Hypothalamic-Pituitary-Adrenal System

http://www.cellml.org/models/jelic_cupic_kolaranic_2005_version02

What’s the Deal?Incredible Shrinking Brain: Effects on hippocampus

Decreased hippocampal volumeLower hippocampal neural connection

To Stress or Not to Stress: Confused stress responseConsistent survival modeHPA system down-regulates

Unraveling chromosomesChronic stress shown to unravel telomeres (ends of

chromosomes)Unorganized brain – unorganized behavior

• Imprinting (ex. orbitofrontal cortex) and missed stimuli from environmental experiences compromises structural arrangements for regulation

Emotional Memories External Event

Amygdala HippocampusImplicit memory Explicit memory--event was awful --who, what, where--body reaction

*Occurs together to contribute to the experience of the event as a whole

*Not selective in triggers; broad scope

Brain Stressed Out1. Hippocampus

overwhelmed by glucocorticoids

2. Amygdala overwhelms

hippocampus

3. “Talk” between neurons disrupted

4. No new neurons formed

5. Prolonged glucocorticoid exposure might damage or kill hippocampal neurons

Not to Mention Brain Development Issues!

Poor attachment experiences:1.Cognitive deficits2.Brain unable to develop self-regulation3.Poor sequential memory4.Executive functioning poorly developed5.Language instrumental vs. social/emotional

Implications for Learning

Studies show that when compared to other children, maltreated children have:

We Have the Most Difficult Kids!!!!

What Behaviors Do You See?

(Think Brain Influences!)Awareness important, because it can

reduce anger, increase understanding, and improve

intervention

What Can We Do?

See Massachusetts Adocates for Children, (2005). Helping Traumatized Children Learn, Appendix C.

Empirically Supported Interventions Include:

Attachment/relationship focusTraining in affect regulationSystematic desensitization/titrated exposureIndividual therapy

Symbolic play for young childrenAge-appropriate group therapyCaretaker involvement as appropriate

POSITIVE AND COLLABORATIVE TEAM SPIRIT is CRITICAL

Attachment: Not just a nice idea

All research, both biological and psychological, shows that social affiliation and attachment are critical components of mediating effects

of trauma and chronic stress

Attachment Styles, Brain Development, and Behavior

Attachment style psychologically based on view of self & view of other:Secure: positive/positivePreoccupied: negative/positiveDistant: positive/negativeDisorganized/Fearful: negative/negativeResearch shows that traumatized kids largely

exhibit disorganized attachment styleBrain organization in early development relies upon

environment and response of caregiversResearch also shows executive functioning deficits

present in disorganized attachment style that differentiates it from other styles

Couple of Comprehensive Resources for Schools

Integrative Treatment of Complex Trauma for Children (ITCT-C) – 2008; also manual for adolescents & yg adults Free manual at www.johnbriere.com

Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence – 2005; from the Massachusetts Advocates for Children: Trauma and Learning Policy Initiative. Download manual at http://www.massadvocates.org/helping_traumatized_children_learn