2 How the Brain Works
Dr. Rebeca Chow
“It is difficult to give children a sense of security
unless you have it yourself. If you have it, they
catch it from you”
-William Menninger
Dr. Gaskill: Where Brain understanding is taking us as a field
As complex as the brain is, one of its primary functions is to keep us safe. At the most foundational level, our brain creates stories to make sense of the experience (Dana, 2021). Children and adolescents often utilize behaviors such as withdrawal, avoiding interaction with others, aggression and/or tantrums as strategies to communicate their story and inform their bodies and the rest of the world. As the connection is a biological need for survival (Porges, 2015b), children and adolescents utilize their brain and bodies to send signals out into the world, searching for signals in return. Overtime, this can serve them well, create havoc, or simply leave the child or teen in a state anywhere in between. The system is dynamic and continually regulating our bodies.
Our brain can be divided into four main parts:
- brainstem (action brain)
- limbic system (feeling brain)
- neocortex (memory brain)
- cortex (thinking brain)
Each of these parts has specific functions.
Action Brain: this part of our brain was created from the moment of conception. The action brain is responsible for all our basic biological needs and doesn’t understand logic or the passage of time. When this part of the brain gets activated by a threat (real or perceived), the brain starts acting protectively and stops connecting with the world. When this part of the brain is activated, you will notice that the child or teen’s behaviors will be geared to fight or flight. At this point, there is very little you can do to connect with the child using logic.
PRO TIP
To regulate the acting brain, we need to find ways to calm our bodies to engage our feeling, memory, and thinking brain. The only way to regulate this part of our brain is through our senses (e.g., holding something cold or warm in your hands, putting lotion on your hands and taking three big breaths, or moving your body to the beat of your favorite song)
Dr. Gaskill: Lower Brain and Upper Brain
Feeling Brain: this part of our brain holds everything related to feelings and the need for connection. When this part of the brain is activated and safe, we have the capacity to relate to others and reach out for help, however, when this part of the brain perceives a threat, the amygdala is activated, and we respond with fear based on past emotional memories. This process determines the child and teen’s reactions in the classroom.
If the amygdala senses safety the student will seek help and connection. If the amygdala senses threat, the student will move into protection and dysregulation in order to achieve a sense of safety (see Chapter 3 for an explanation of Fight, Flight or Freeze responses).
PRO TIP
Because the brain was wired to connect with others, coregulation can help us regulate back to safety. Creating moments of connection can regulate a child or teen into the present. Sesame Street in Communities offers great resources with creative ideas on how to connect with each other through art, play and music.
Memory Brain: this part of our brain holds data from our senses, memories, and experiences. In navigating situations, our memory brain guides us by offering ‘scripts’ and solutions based on past experiences. Stressful situations can blur the line between past and present, causing fear when faced with reminders of similar experiences. Instead of our brain being able to easily create and store new memories, old traumatic memories (“trauma movies”) continue to be at the forefront of our minds, causing us to live in a constant state of hypervigilance and intense emotional reactivity.
PRO TIP
Adding language to our automatic responses is a way to become familiar with how our brain functions. When helpers become aware that the child or teen is behaving from an old traumatic memory, there is an opportunity to help rewrite the narrative by communicating to the child the following message: “I see you, I hear you, and I accept you”. This will help the child or teen make their way back to the starting point, starting to leave behind the traumatic story, behaviors and feelings and bringing a new perception to their story.
Our Thinking Brain: this part of the brain connects us with the outer world, holds logic, understands cause and consequences, and, when fully engaged, can think about the future. When this part of our brain is fully activated and regulated, it becomes our guide to making complex decisions (i.e., trust, empathy, strategic thinking). Research shows that traumatic stress negatively impacts our ability to learn new information, manage our emotions well, and solve problems (Barfield, Dobson, Gaskill, & Perry, 2012). In other words, without our thinking brain fully engaged (logical thinking), we can feel incapable of controlling our emotions and fears.
PRO TIP
One effective tip for grounding yourself in the present moment is to engage your senses mindfully. Take a moment to consciously observe what you see, hear, feel, taste, and smell in your surroundings. Let the sensory details anchor you in the now. For instance, feel the texture of an object in your hands, listen closely to the ambient sounds around you, or savor the taste of a favorite snack. This sensory awareness helps shift your focus away from racing thoughts about the past or future, providing a tangible connection to the present and fostering a sense of calm and mindfulness.
Our brain faces the same dilemma with every day and with every interaction; balancing the drive to survive with the longing to connect.
Dr. Chow: Brain Development Dan Siegel
REFERENCES
Barfield, S., Dobson, C., Gaskill, R., & Perry, B. D. (2012). Neurosequential model of therapeutics in a therapeutic preschool: Implications for work with children with complex neuropsychiatric problems. International Journal of Play Therapy, 21(1), 30–44. https://doi.org/10.1037/a0025955
Dana, D. (2020). Polyvagal exercises for safety and connection. New York, NY: Norton.
Dana, D. (2021). Anchored: How to befriend your nervous system using Polyvagal Theory. Boulder, CO: Sounds True.
Glaser, J. (2016). Conversational Intelligence: How Great Leaders Build Trust and Get Extraordinary Results. Brookline, MA: Bibliomotion Inc.
Porges, S.W. (2015). Play as a neural exercise: Insights from the Polyvagal Theory. In D. Pearce-McCall (Ed.), The power of play for mind-brain health (pp. 3-7). http://www.mindgrains.org/
