My Elbert: Gene 17 & Emotional Attunement

#education #ASC #mentalhealth #ADHD #student #dyslexia #myelbert

Most people are unaware of the connection between dyslexia and ADD or ADHD. It has been estimated that between 30 – 60% of kids with dyslexia also have either ADD or ADHD.

“Challenges with processing emotions start in the brain itself. Sometimes the working memory impairments of ADHD allow a momentary emotion to become too strong, flooding the brain with one intense emotion.” Thomas Brown, Ph.D.

Brain imaging studies demonstrate that chemicals that activate reward-recognizing circuits in the brain tend to bind on significantly fewer receptor sites in people with ADHD than do those in a comparison group. People with ADHD are less able to anticipate pleasure or register satisfaction with tasks for which the payoff is delayed.

Few doctors factor in emotional challenges when making an ADHD diagnosis. In fact, current diagnostic criteria for ADHD include no mention of “problems with emotions.” At other times, working memory impairments leave the person with insufficient sensitivity to the importance of a particular emotion because he or she hasn’t kept other relevant information in mind. Challenges with emotions start in the brain itself. Sometimes the working memory impairments of ADHD allow a momentary emotion to become too strong, flooding the brain with one intense emotion [emotional intensity or insensitivity]. At other times, the person with ADHD seems insensitive or unaware of the emotions of others. Brain connectivity networks carrying information related to emotion seem to be somewhat more limited in individuals with ADHD.

The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD) [Retrieved from https://www.nagc.org/resources-publications/resources-parents/twice-exceptional-students].

Gifted & Talented Plus 2e

Emotional Intensity (see pons above and insensitive below)- It is characterized by heightened and intense feelings, a constant stream of both positive and negative feelings – pain, distress, despair, fear, excitement, love, sadness or happiness – sometimes a mixture of many at the same time; For my program, it’s mainly: anger, shame, happiness (joy), grief, courage (might), and harmony!

Emotional OE is often the first to be noticed by parents. It is reflected in heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression (Piechowski, 1991). Other manifestations include physical responses like stomachaches and blushing or concern with death and depression (Piechowski, 1979).

Emotionally overexcitable people have a remarkable capacity for deep relationships; they show strong emotional attachments to people, places, and things (Dabrowski & Piechowski, 1977). They have compassion, empathy, and sensitivity in relation-ships. Those with strong Emotional OE are acutely aware of their own feelings, of how they are growing and changing, and often carry on inner dialogs and practice self-judgment (Piechowski, 1979, 1991). Children high in Emotional OE‚ are often accused of “overreacting.” Their compassion and concern for others, their focus on relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing the dishes. [Retrieved from https://www.sengifted.org/post/overexcitability-and-the-gifted].

Also- Dabrowski identified five areas of intensity-Psychomotor, Sensual, Intellectual, Imaginational, and Emotional– please think of hyper-, hypo- and varied thymus as it relates to being balanced, regulated, calm and homeostasis can happen!!

[Retrieved from https://www.additudemag.com/slideshows/adhd-emotions-understanding-intense-feelings/?fbclid=IwAR36CfF-zFbUxbeyZxuR8gmlYKITe2qRhI-xvSiFXIPGO1XxPGq_cau_mWU; https://homeschoolingwithdyslexia.com/dyslexia-and-add/].

GENE 17 & Others

-Borderline Personality Disorder (BPD) another name Emotionally Intense or Sensitive: https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens

Note: Gene 17- This gene encodes an integral membrane protein that transports the neurotransmitter serotonin from synaptic spaces into presynaptic neurons. The encoded protein terminates the action of serotonin and recycles it in a sodium-dependent manner. This protein is a target of psychomotor stimulants, such as amphetamines and cocaine, and is a member of the sodium: neurotransmitter symporter family.

Note: A polymorphism is when there are two or more possibilities of a trait on a gene. A repeat length polymorphism in the promoter of this gene has been shown to affect the rate of serotonin uptake. There have been conflicting results in the literature about the possible effect, if any, that this polymorphism may play in behavior [learning] and depression. [provided by RefSeq, May 2019] (see Dyslexia). [Retrieved from https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens].

Note: Developmental factors, including problems with emotional attunement [shame] between a developing child and caregivers, seem to play a role, as do physical or sexual abuse, or emotional neglect (stems from temperament and trauma, triggered by Events such as Abandonment). [See List Of Characteristics-Retrieved from https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezvi-w4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

-Depression: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+depression

Note: 6- KIAA0319 provided by HGNC gene encodes a multifunctional proinflammatory cytokine that belongs to the tumor necrosis factor (TNF) superfamily. This cytokine is mainly secreted by macrophages. It can bind to, and thus functions through, its receptors TNFRSF1A/TNFR1 and TNFRSF1B/TNFBR. This cytokine is involved in the regulation of a wide spectrum of biological processes including cell proliferation, differentiation, apoptosis, lipid metabolism, and coagulation. This cytokine has been implicated in a variety of diseases, including autoimmune diseases, insulin resistance, psoriasis, rheumatoid arthritis ankylosing spondylitis, tuberculosis, autosomal dominant polycystic kidney disease, and cancer. Mutations in this gene affect susceptibility to cerebral malaria, septic shock, and Alzheimer disease [see RAS/pons/thymus, hippocamp and insensitivity and depression below].

Can we turn off Neurodevelopmental disorders with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

-ADHD: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+adhd

Note: COMT-22 Catechol-O-methyltransferase catalyzes the transfer of a methyl group from S-adenosylmethionine to catecholamines, including the neurotransmitters’ dopamine, epinephrine, and norepinephrine. Furthermore, Catechol-O-methyltransferase (COMT-22), an enzyme that is involved in the degradation of catecholamine neurotransmitters (e.g., dopamine, epinephrine, and norepinephrine), can affect executive functions involved in cognitive flexibility, impulse control, abstract thought, and the ability to follow instructions (1, 2, 3)-(COMT-22 also in addictions and learning disabilities).

Note: a number of genes associated with ADHD, which has a heritability of 71-90%, are also linked to dopamine transporter dysfunction (3). Dopamine imbalance has also been implicated in other conditions, including autism spectrum disorder, Tourette’s syndrome, and dyspraxia. [Retrieved from https://www.psychologytoday.com/gb/blog/pathways-progress/202108/is-there-link-between-neurodiversity-and-mental-health].

Note: 11– DRD2 provided by HGNC neuronal survival gene in the adult brain; Alzheimer’s, Parkinson’s, and Huntington’s; stress response and in the biology of mood disorders.

The CDC reports that as of 2016, almost 10% of children were estimated to have ADHD, with boys twice as likely to be diagnosed than girls. [Retrieved from https://www.psychologytoday.com/gb/blog/psychiatry-the-people/202110/how-mindfulness-tunes-function-in-4-key-adhd-brain-circuits].

Note: No one knows exactly what causes a person to have ADHD, but some researchers have looked at a neurotransmitter called dopamine as a possible contributor to ADHD. Dopamine allows us to regulate emotional responses and take action to achieve specific rewards. It’s responsible for feelings of pleasure and reward. Dopamine (DA) is a key brain neurotransmitter that contributes to control of different functions, such as cognition, motivation and rewards, as well as locomotion [1–3]. Alterations in dopaminergic function represent a hallmark in numerous mental diseases, including schizophrenia. [Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00034/full]

The anterior insular cortex is a region of the brain that plays a critical role in motivation. A set of neurons that activate a gene called Fezf2(Fezf2 neurons) in this area are active when mice are doing both physical and cognitive tasks. Li and his lab hypothesized that these neurons do not affect the mouse’s ability to do the task; rather, the brain cells influence the mouse’s motivational drive. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/fezf2-motivation-19778/amp/?fbclid=IwAR0CEbUqdyGzTxr38GPai6p_G2nyBMFTiEnnYg2ZoGr4TOk-lg3fiSJ-wqU].

Another study found, dopaminergic pathways, [enables several species] to coordinate influence both ongoing and future behavior. [Retrieved from https://neurosciencenews.com/dopamines-motivation-learning-19564/?fbclid=IwAR10PI7VmMbVQNrKEEZUzm3AvcUIR4MkDp2ZCk481aLbDU6Him4cxK2gitM].

Think about myself…temperment & developmental/intergenerational trauma

Note: Gene 17- A repeat length polymorphism in the promoter of this gene has been shown to affect the rate of serotonin uptake. There have been conflicting results in the literature about the possible effect, if any, that this polymorphism [polymorphism is when there are two or more possibilities of a trait on a gene] may play in behavior [learning] and depression. [provided by RefSeq, May 2019] (see Dyslexia).

Note: Developmental factors, including problems with emotional attunement [shame first anger] between a developing child and caregivers, seem to play a role, as do physical or sexual abuse, or emotional neglect (stems from temperament and trauma, triggered by Events such as Abandonment). [See List Of Characteristics-Retrieved from https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezvi-w4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

The temperament with trauma of learning difference/divergence in image above includes…

  1. Sloth (fear) combatted by Holy Love upon The Spirit “Takes Action of A Peacemaker” of Good Deeds (understands)
  2. Greed (anger) combatted by Strength (Mercy) upon The Spirit becomes “The Investigator” has the omniscience of God (knowledge) includes action of non-attachement.
  3. Pride (shame) combatted by Empathy (Grace) upon The Spirit becomes “The Helper” has the balance of Holy Will & Personal Freedom (wisdom) includes the action of humility.
  • RNA (ncRNA)-associated gene silencing (“turning off dyslexia”).

“Cells are continuously dying in our body due to infections, cell turnover, developmental processes, and other extrinsic stress…”: In these chromosomes…most present in neurodiversity; we are needing to examine cell health (avoid cytotoxicity) such as:

17  (cell gene– lNF1 provided by HGNC also ACTL6A ) Recognize- meaning- knowledge (RAS- see also 11 below/ARAS-Thymus)

22 (connection gene– COMT 22 provided by HGNC ) Recall- motivation- wisdom (Pons)

11 (neuronal survival cell gene– DRD2 provided by HGNC ) Remember- meaning & motivation-understanding (see 17 also ARAS//Thymus/Testes)

Read more here: https://sway.office.com/FP5HpTc6qPsIEcsH?ref=Link

#emotionaltrauma #mindfulness #traumarecovery #physicaltrauma #emotionalpanic #empowerment #brainbodyconnection #bodypain #neuroscience #mindfulmoment #brainspottingonline #focus #neurotherapy #neuropsychology #brainspot #brainlove #gazespotting #institutoaleces #brainspottingsantcugat #montserrattubau #brainspottingbarcelona #focusingonlife #brainspotting #barcelonalovers #neuroplasticity #humanbrain #visualfield #emotionalabuse #inspiration #bhfyp #narcissisticabuse #trauma #emotionalhealing #deeperself #traumahealing #healing #narcissisticabuserecovery #cptsd #narcissist #selflove #mentalhealth #emotionalabusesurvivor #narcissistfree #childhoodtrauma #betrayaltraumarecovery #gaslighting #ptsd #healingfromtrauma #hiddenabuse #healingtrauma #emotionalhealth #healingtakeswork #toxicrelationships #healingfromabuse #selfcare #emotionalintelligence #anxiety #recovery #gaslightingawareness #covertabuse

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

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