Understanding Brain Function and
Neuroplasticity as It Relates to Emotions
and Growth Mindset
Based primarily on the works of Dr. Daniel Siegel,
author of The Whole-Brain Child
and
Dr. Carol Dweck, author of Mindset, The New
Psychology of Success
Presenter: Catherine Fuselier Price,
School Counselor, The Chapel School, Bronxville, NY
Brain Integration
Upper Brain
(prefrontal cortex)
Planning, thinking, imagining,
problem solving
Left Hemisphere
Right Hemisphere
Lower Brain (limbic system,
brain stem)
Breathing, blinking, ANGER,
FEAR
Horizontal Integration = Healthy flow of information between
the two hemispheres allowing them to work as a team, valuing
both logic and emotion
Corpus Collosum
Legalistic - Letter of the Law
Spirit of the law
If we are
ruled
predominan
tly by our
left brain,
the result
may be
rigidity. We
may loose
the ability
to be
flexible,
adaptable,
and to
empathize
with others.
Corpus Colosum
Rigidity
Chaos
If we are
ruled
largely by
our right
brain, the
result can
be chaos
and we
may feel
out of
control.
When we are floating between the two extremes, we are
emotionally healthy...flexible, adaptive, stable, and able to
understand ourselves and the world. This is
HORIZONTAL INTEGRATION.
Understanding this concept can help us to gage how
well integrated a person is at a given time so that we
can respond effectively.
• Overly emotional without reasoning = right brain has
taken over
• Shut down and unwilling to examine feelings = left
brain has taken over
The key to helping a someone achieve horizontal
integration is connecting with the side of the brain
that is dominating. Once you have made a
connection, you can lead him/her to engage the other
hemisphere of the brain, or “connect and redirect”.
Example 1:
One of your best students gets a 60 on a math
test. She comes to your office very angry and
tells you that she will never be good at math,
that her parents are going to be mad at her
because she failed, and that her friends are
going to think she’s dumb. She crumples up
the test, burst into tears, and throws it into
the garbage.
A natural response might be to try to reason with the
student by telling her:
–
–
–
•
It’s just one test…you can do better on the next
one…
Your Mom and Dad are going to love you no matter
what you get on a test…
You can be good at math if you apply yourself!
Trying to reason logically with someone who is
overwhelmed with emotion is not likely to be
effective. The right hemisphere is dominating and you
are making an appeal to the left hemisphere of the
brain.
Attempting to connect with the right side of her brain
(which is clearly in control), is much more likely to have
positive results. Once you have made a connection, you
can begin to open communication with the left side of the
brain, or connect and redirect.
Here’s how:
– Since the right brain is non-verbal, A concerned face, gentle tone of
voice, and soothing touch is a good start.
– Showing empathy by indicating that you understand her frustration
with statements such as, "It sounds as if you are feeling awfully
frustrated and worried right now….I hate to see you so upset…
– Listen as long as possible without interrupting.
– Gently redirect her by introducing left brain functions..."I can see how
important this is to you…would you like to brainstorm ways that we
might be able to make this better?”
Example 2:
A student has a fight with his best friends and some
things were said to him that were very painful. You
see him sitting alone at lunch reading a book day
after day and you encourage him to talk with his
friends. He says that they are not his friends any
more and that they are jerks and he doesn’t even
care. He is speaking in a very matter-of-fact manner,
but you know the importance of those friendships
and you know that he is hurting. He is shutting out
his emotions and has become rigid.
When we are hurt, it can feel safer to retreat to the logical left brain
rather than deal with difficult emotions.
Pointing out to your student that he is denying his feelings (e.g.
they are your best friends, of course you care!) will most likely
just frustrate him. Instead, connect with his left brain which is
verbal by asking him to recount what happened (without
judging). This might engage him in a conversation where you
could stop to discuss how certain moments made him feel,
drawing the right side of his brain into the picture so that he can
acknowledge his feelings.
Achieving horizontal integration will allow your student to face the
situation honestly, and make decisions that are more likely to
result in a positive outcome.
Stop to Consider
Are you letting one side of your
brain dominate? (Quiz)
Right side: Do you become reactive and get frustrated,
angry, or anxious when faced with difficult people or
situations? Are you modeling horizontal integration?
Left side: Are you more rigid in your thinking and actions
and have a hard time empathizing or responding to
people who are emotional?
Being understood, accepted, and loved for who we are is a
fundamental human need and crucial in developing
emotional and mental health.
Wise Leader
Security Guard
Upper and Lower Brain (Vertical) Integration
Our lower brain includes the brain stem and the limbic
region. These areas are referred to as the more
primitive parts of the brain and are responsible for
basic functions like breathing and blinking. They are
also responsible for innate reactions (fight, flight, or
freeze) and are linked with strong emotional
responses (anger and fear).
A key player in this area is the Amygdala (a good
nickname for younger children is “the Security
Guard”).
Lower Brain Facts
• It is developed at birth
• When the Amygdala senses danger, it can allow us to act
before we think
• The Amygdala cannot distinguish between real danger and
false alarms without input from the upper brain
• It is associated with emotions and instincts.
• It signals our bodies to release adrenalin and cortisol (a stress
hormone) to give us the energy we need to respond to a
threat (fight or flight).
Physical Manifestations of the Amygdala on Alert:
•
•
•
•
•
•
•
•
Heart pounding
Breath quickening
Muscle tension in the arms and legs
Stomach flipping, hurting, or feeling
“butterflies”
Light-headedness
Vomiting
Sweating
Physical out of control sensation
PRE-FRONTAL CORTEX (WISE LEADER)
Our upper brain is our cerebral cortex which
includes the prefrontal cortex (younger
students grasp the concept of wise leader of
the brain) located behind our foreheads. This is
the part of the brain where more complex
mental processing takes place like thinking,
imagining, decision making, and planning.
Facts about the Upper Brain:
• It is not fully developed until a person is in their mid-twenties
• It develops rapidly for the first few years of life and then undergoes a major
remodel from the tween years into adulthood
• It can disengage when the amygdala is flooded with distress signals
• Although it is an organ, it acts like a muscle. It gets stronger and faster
when used, and it becomes weaker and slower when ignored
• Sound decision making, control over emotions and body, selfunderstanding, empathy, and morality are all upper brain functions.
Vertical integration is achieved when the upper and lower brain are
working together as if a staircase connects them so that information can
flow up and down. The prefrontal cortex monitors the strong reactions of
the amygdala and helps to calm them.
Examples of times when the lower brain overrides the upper:
– A student freezes and cannot retrieve information when
taking a test
– A student is afraid to go back to class after the school
evacuates for a small fire
– Impulsive and inappropriate physical responses when
angered
The student’s body is flooded with adrenaline and cortizol (a
stress hormone) and he/she is not capable of engaging the
upper brain.
VERTICAL INTEGRATION




We want to re-engage the prefrontal cortex instead of fueling
the lower brain. Logic (upper brain function) rarely works
when the amygdala is dominating.
Approaches will vary depending on temperament, but making
a connection is the first step as in horizontal integration.
Once a connection has been made, helping the child to
identify the emotion is a key in what Dr. Siegel calls the
“NAME IT TO TAME IT” process.
When we identify an emotion we are experiencing, our
upper brain signals the release of fibers that cause the
intense reaction of the amygdala to subside. This is when
we can begin to problem solve.
Flipping Your Lid
Dr. Daniel Siegel
http://www.youtube.com/watch?v=gm9CIJ74Oxw
When your student has flipped his lid, his upstairs brain is out
of the picture. In this scenario, introducing consequences or
attempting to problem solve are not useful as they are
functions of the prefrontal cortex.
Instead, the strategy of connect and redirect (as in horizontal
integration) is more effective.
• Concerned face
• Calm tone of voice
• Loving touch (if this suits your student’s temperament)
When the student is calmer, you can discuss the situation with
him, teach him calming techniques when he feels his amygdala
activating, and help him learn to express himself more
appropriately.
Adolescent Brain Facts
• At the beginning of adolescence, the brain develops about a
billion new brain cells to ready the adolescent for adulthood
(Inside Out new console scene).
• Because of this expansion, a major remodel of neural
pathways begins.
• The strengthening of the “new” brain begins at the amygdala
(more reactive, instinctive part of the brain) which is on high
alert during adolescence.
• The pre-frontal cortex is the last part of the brain to fully
develop (not complete until around 24). The PFC is the
reasoning part of the brain. This is why adolescence often
have strong, and sometimes inappropriate, reactions.
Research has shown that teens and adults use different parts
of the brain to help them read emotions.
Adults use the prefrontal cortex (thinking rational part of
the brain) to interpret facial expressions.
Adolescents use the amygdala, which is geared toward
interpreting emotions from a defensive or self-protective
posture. The amygdala is prone to false alarms, so teens
may jump to the conclusion that you are angry or being
critical when that is not the case at all.
Dopamine is a chemical messenger that helps control the
brain's reward and pleasure centers…it is the
neurotransmitter that delivers the brain’s “natural high”.
–In adolescent brains, dopamine levels are lower than in
adults, but when the adolescent brain releases dopamine,
it is at a higher rate so they experience a higher high.
–When dopamine levels drop, adolescents feel bored and
indifferent. The dopamine high can be sought out in
positive ways (sports, performing arts, trying new things)
or negative ways such as sexting, promiscuity, drinking,
and other impulsive and potentially dangerous behaviors.
For this reason, adolescents should be encouraged and
supported in following their passions whenever possible.
Upper brain functions and strategies to
strengthen them
Sound Decision Making:
• Allow students to make age appropriate decisions as often as
possible. Their pre-frontal cortex (upper brain) will be
weighing the choices and then will review outcomes.
If a student makes a poor decision, it will open opportunities for
discussion and growth. Positive decisions can be discussed
and affirmed.
Developing Your Student’s Upper Brain (Cont.)
Self-Control (Giving the PFC time to get into the picture)
• For lower elementary, counting to 10 slowly
• Controlled breathing
• Exercise – stimulates healthy brain chemistry
• Visualization or “changing the channel”
• Help them to develop mindfulness through meditation (GoNoodle, Smiling
Minds, Vitual Hope Box)
Self-Understanding
• Journaling to help them self-reflect and consider their actions
• Open up discussions by asking students questions such as:
– Why do you think you made that choice?
– What made you feel that way?
– Why do you think that happened?
This will encourage your students to self-reflect.
Empathy
• Ask your students questions that cause them to consider the
feelings of others.
– How do you think Jane is feeling since her best friend moved away?
– Why do you think that woman wasn’t nice to us? I wonder if she is
having a bad day…
Morality
• Question the choices students makes when it comes to the
world around them (e.g. he/she finds a cool toy in the lunch
room).
• Ask hypothetical questions such as:
– Is it ok to run a red light if there is an emergency?
– If someone is being bullied at school and you are standing there, what
would you do?
• Model honesty, generosity, kindness, and respect for others.
Developing the PFC Through Mindful
Meditation
• Focused meditation strengthens the PFC much like weight
lifting reps strengthen muscles. When the PFC strengthens, it
is better prepared to work in concert with the amygdala
rather than be dominated by it.
• Much scientific research has been done on the effects of
meditation on the brain. Scans of individuals who practice
meditation regularly appear younger and healthier than those
who do not.
• Age appropriate meditation guides can be found at
gonoodle.com (FLOW channel) and the Smiling Minds App,
and the Vitual Hope Box app.
Effects of Meditation on the Brain
• Increases cortical folding which allows the brain to process
faster…positively related to intelligence
• Increases whole brain function by synchronizing the right and
left hemispheres
• Increases cortical thickness in regions of the brain responsible
for attention
• Increases dopamine and serotonin levels
• Decreases stress and anxiety by down-regulating cortisol and
adrenaline
• Improves cognitive function and mindfulness by increasing
grey matter, brain volume and cerebral blood flow.
Brain scans of people who meditate and people who do not
meditate. Areas of the brain affected by aging (in red) are fewer
and less widespread in people who meditate.
Developing a Growth Mindset
“No one is better than you,
and you
are better than no one.”
Joe Biden’s Mom
Fixed Mindset: A belief system that suggests that a person has a
predetermined amount of intelligence, skills, and talents that
cannot be substantially changed. In addition, your personality is
what it is. You can make adjustments, but real change is very
rare.
•
•
•
•
•
•
Your IQ is fixed; cognitive tests measure capability
You are either athletic or you are not
You are either or artistic or not
You are a patient person or you have a short fuse
You are a worrier…you can’t help it
You are kind or you are gruff…it’s just the was you are
•For students who struggle with learning, a fixed
mindset can become a self-fulfilling prophecy.
•Because they don’t perceive themselves as smart,
students may give up and not put forth a good
effort.
• Students who are advanced learners may begin to
identify and value themselves as being smart and
may start to avoid situations where they might fail;
they become risk averse.
•Failure may become inappropriately linked to their
sense of self-worth.
Growth Mindset: A belief system that suggests that
one’s intelligence can be grown or developed with
persistence, effort, and a focus on learning.
Individuals with a growth mindset believe that:
• Intelligence is a malleable quality and it can be
developed.
• They can learn just about anything. It may be a
struggle and involve some failure, but with enough
effort and perseverance, they can succeed.
• Learning and growing are more important than
looking smart.
Changes in Fixed and Growth Mindsets
Across Grade Levels
Grade
Fixed Mindset
Growth Mindset
Kindergarten
N/A
100%
1st Grade
10%
90%
2nd Grade
18%
82%
3rd Grade
42%
58%
Based on the research of Mary Cay Ricci, author of, Mindsets in the Classroom
Research on the Effects of
Growth Mindset Education
• Research shows that student’s mindsets have a direct influence on
their grades and that teaching students about growth mindset
raises grades and achievement test scores significantly [Blackwell,
Trzesniewski, & Dweck, 2007; Good Aronson, & Inzlicht, 2003].
• Carol Dweck designed a workshop for 7th grade students with
declining math grades. Half attended eight sessions of a work shop
that taught study skills (control group). The other half attended an
eight session workshop that taught them study skills and educated
them on growth mindset. These students learned that:
– their brain is like a muscle: the more they use it, the stronger it
becomes.
– when they stretch themselves to learn something new, their brain
forms new connections which become stronger when exercised.
This means that over time they can become smarter.
RESULTS:
Students that received the study skills workshop alone
continued to show declining grades.
Students who attended study skills and growth mindset
workshops:
• Showed a marked improvement in their grades.
• Their teachers (unaware of which workshop students
attended), singled out three times as many students
from the growth mindset group for having shown
clear changes in their motivation to learn as
evidenced by changes they saw in homework, class
attention, study habits, and grades.
Developing a Growth Mindset
The key to embracing a growth mindset is
understanding the concept of
Neuroplasticity.
This is the brain’s ability to change, adapt, and
“rewire” itself throughout our entire life.
Neuroplasticity works both ways; it creates new
connections, and it eliminates connections that
are not used often.
Neuron Function
Study of Neuroplasticity in Rats
The growth in neural connections
also proved to be true when the
experiment was duplicated with
adult rats. (Whew!)
Not only did neural networks grow,
but the rats’ brains also increased in
size by 10%!
Human Neural Network Development
With Age
How Our Thinking Becomes Fixed
Source: The Mindful Therapist, Dr. Daniel Siegel
How Can We Encourage a Growth Mindset?
Be careful about the way you praise your students.
Use growth mindset praise…do not attribute success to “being smart”,
but to hard work and perseverance. Adopt the mindset:
Smart is not something you are, it’s something you get.
•
When your student gets a good grade, rather than saying, “You are so smart!”,
put the emphasis on the efforts of your child by saying, “You did a wonderful job
on that paper…I saw how hard you worked and it paid off.”
•
When something is easy for your student, say, “It’s great that you have that
down…it looks like we need to find something a little more challenging for you!”
•
When something is difficult, encourage your student by reminding them that
when we are challenged we are growing our brain. Remind them when they say
that they can’t do something, that, “they just can’t do it YET”.
On a Broader (Non-Academic) Scale
Model Flexibililty
• Communicate to your students that change is a part of living.
When circumstances change or plans are thwarted, teach
students to be positive problem solvers by selecting an
alternative activity.
Adopt A Glass Half Full Mentality
• When faced with setbacks, we need to model positivity.
Hope can be grown in our students by adopting the attitude
that setbacks and failure are an opportunity for growth if we
respond the right way.
Help Students To Be Open To Trying New Things
• Model this yourself by trying new things and enjoying the
process even when you are not a “natural”. Do not praise
them for their success, but for their willingness to try
something new.
Why Is Understanding Brain Function
and Mindset So Important
• Understanding neuroplasticity enables us and our students to
adopt a growth mindset not only in the area of academics,
but in personal growth as well.
• When our students struggle with making good decisions, our
awareness of brain development (particularly the prefrontal
cortex) helps us to exercise empathy and self-control. It also
enables us to guide our students effectively toward brain
integration and a healthy attitude toward learning and
growth.
• We are all a work in progress as our brains are continually
forming and relinquishing neural connections throughout our
lifespan. Early awareness of our brain functions and
neuroplasticity can help us and our students with selfacceptance, self-reflection, and self-direction.