My Elbert: Healing and Neurodiversity

Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment” (Definition of Neuroplasticity, 2020). Also, I’m needing to mention developmental trauma and learning something new, switching content and context frequently!!

Trauma is an emotional response to a terrible event: accident, rape, or [learning with trauma]. Immediately after the event, shock, and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships, and even physical symptoms like headaches or nausea. A new study in Biological Psychiatry: Cognitive Neuroscience and Neuroimaging has used functional magnetic resonance imaging (fMRI) to examine the effects of acute stress and “polyvictimization,” or repeated traumas, on three brain networks in adolescents. Findings: Stress and trauma during adolescence can lead to long-term health consequences such as psychiatric disorders, which may arise from neurodevelopmental effects on brain circuitry. [Retrieved from https:// neurosciencenews.com/stress-teen- brain-20563/].

Specifically, the mental body is anger brain dominant and perceives in the heart everything related to learning with anger. The emotional body is shame brain dominant and perceives in the heart everything related to learning with shame. According to my good friend, Tom Heintz (An Emotional Code Practitioner-Creator of The Body Code) references Christine H., MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed down from one generation to the next. Also, there are 10 emotions that can also be inherited through family trauma, parental modeling, and/ or abusive behaviors.’ For those who struggle with sensory triggers and learning stressors, like when experiencing reading or writing, these negatively perceived and filtered experiences with anger and shame, can cause a trauma type of developmental anxiety and sometimes even depression. [Generational Healing: “10 Emotions That Can Be Inherited.” The Body Emotions, thebodyemotions.com/10-emotions- that-can-be-inherited/].

In a study by conducted by Dahle et al. (2011), they found “between 17% and 24% of the boys with dyslexia were registered as anxious/ depressed, with withdrawn behavior or somatic problems in the borderline and clinical areas” (p. 167). Another interesting point noted in this study by Undheim (as cited by Dahle et al., 2011) is that “teachers did not believe that they had dyslexia because their general achievement was too good” (p. 167). Dahle et al. (2011) tells us “behavior and emotional problems can be displayed differently in different settings, and it might be difficult for teachers to identify and be aware of internalizing problems in the classroom setting” (p. 168). [Retrieved from Dahle, A. E., Knivsberg, A.-M., & Andreassen, A. B. (2011). Coexisting problem behavior in severe dyslexia. Journal of Research in Special Educational Needs, 11(3), 162–170.] In 2018, I created My ELBERT Responsive System Dysfunction (RSD) Checklist, which is a Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew; that they develop anger first, if not given a healthy, safe, and supportive environment for their anger. Also, anger can develop into shame. Then, the shame will be more dominant.

Therefore, My ELBERT program has a Learning Uniquinessess checklist and resources are important for those working with neurodifferences because shame is harder to address than anger. Shame is the defense for anger and survival (see Maslow Image 2.0a below) of some people before the point of safety. Some people though are less susceptible to shame and remain in anger. I have found more times than not where just anger has been marked; especially in younger students. Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief. Also, anger appears anxiously (hyperarousal) and shame appears sadly depressed (hypoarousal) and both being varied arousal. Together with both anger and shame, someone can appear anxious and sad. With shame being the hardest, their body may appear calm but internally their mind can be ruminating on negative thoughts, feelings, ideas, and emotions which can be hard to know unless your child shares them with someone. This is why the checklist and interview is so important. I interview the students and their parents (teachers too preferably) where an [x] means most of the time in their learning environment and a [/] means some time in their learning environment (see image 1.0).

There are several other factors for successfully expelling learning apathy such as with gaining resilience (meaning), and motivation such as: sleep, diet, health and wellness, physical activity (body), regulation of vagus nerve (soul- body connection), sometimes even the spirit-soul- body connection (much older teens), gratitude including love of self and others (heart- connection). Also, the environment that most of us live in today causing sensory overload along to consistently multitasking and/or content & context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own electromagnetism and vagal tone; all very much causing chaos in the mind.

What is the butterfly effect in simple terms? A property of chaotic systems (such as the learning atmosphere & the mind) by which small changes in initial conditions can lead to large- scale and unpredictable variation in the future state of the system. The field of study of chaos has its roots in differential equations and dynamical systems, the very language that is used to describe how any physical system evolves in the real world. The story of chaos is step by step, from simple non-chaotic systems, to different types of attractors, to fractal spaces and the language of unpredictability. The deterministic nature of these systems does not make them predictable.[8][9] This behavior is known as deterministic chaos, or simply chaos. In these cases, while it is often the most practically significant property, “sensitivity to initial conditions” need not be stated in the definition. The theory was summarized by Edward Lorenz as:[10] [Retrieved from https:// interestingengineering.com/what-exactly-is-the- butterfly-effect; https://en.wikipedia.org/wiki/ Chaos_theory].

Note: The nuerodivergent thinking is not real linear-actually considered non-linear, as well, not being 1-3D but somewhere between. Through equanimity (delight calm) and the right tools (google: visual-graphic organizers) it can become linear, but not in the sense most are used to. The neurodivergent are completely different paths and none being the same. So ask yourself, having choas in the mind a good or bad thing even though the body, mind, spirit may suffer for the neurodiverse? Is suffering good or bad? How many have a neurodiveregncy? Likewise, the neurodivergent have inattentional daydreaming—–a pleasant visionary usually wishful creation of the imagination through inspiration of some kind. As Jonathan Cahn (2016) ‎states, “there are no accidents. If we go deeper, we find something beautiful.”

Please read more here on my research on Attentional Processing.

Vagus Nerve and Vibrating

the Soma (HPA-anger) and

Alta Major Chakra-energy

center (ACC-shame)

“Exogenous prenatal risks are evident (e.g. valproate and toxic chemicals) or possible (e.g. selective serotonin reuptake inhibitors), and processes endogenous to the materno-foeto- placental unit (e.g. maternal diabetes, enhanced steroidogenic activities and maternal immune activation) likely heighten offspring vulnerability to ASC.” [Retrieved from https:// acamh.onlinelibrary.wiley.com/doi/ abs/10.1111/jcpp.12501].

The steroidogenic pathways involve the synthesis of steroid hormones from cholesterol, known as steroidogenesis. The biosynthesis of steroid hormones in the adrenals, ovaries, testes, placenta, brain, and skin are regulated by tropic hormones and other signaling pathways. [Retrieved from https:// fullscript.com/blog/steroidogenic-pathways- overview] SEE image below…Note: The thymus in turn appears to have some effect on adrenal function inas- much as thymectomy leads to enlargement of the adrenals The thymus is located in the upper part of the chest and produces white blood cells that fight infections and destroy abnormal cells. Adrenal gland. An adrenal gland is located on top of each kidney. Like many glands, the adrenal glands work hand-in-hand with the hypothalamus and pituitary gland and the augmentation of thymic products (by injections of thymus extracts) causes a partial adrenal atrophy.

See THYMUS (high heart): adrenal glands, also known as suprarenal glands, are small, triangular-shaped glands located on top of both kidneys. Adrenal glands produce hormones that help regulate your metabolism, immune system, blood pressure, response to stress and other essential functions. [see Thymus above…Retrieved from HERE].

Corpus Callosum- Crown Chakra

Corpus callosum- links both hemispheres and to varying degrees. Hence, students might have a lateral cognitive dominance of the functioning system- the students with the right- hemisphere dominance have Parasympathetic Functional System Dominance (PFD) and might have dysphonetic dyslexia because language and analysis (break down category and sequencing) which is a left- hemisphere task: therefore, students with right-hemisphere dominance might have high functioning autism, can have language deficits such as dsyphonetic (auditory) dyslexia.

The vagus nerve- is one of the cranial nerves that connect the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of the brainstem at the point of the reticular activation centers (RAS). Remember the CAN: RAS & ACC (shame)/HPA (anger) also allows the brain to monitor and receive information about several of the body’s different functions and matters of the mind including the perceptions and filters of the parasympathetic (shame), sympathetic (anger) & total (anger/ shame) response system during stress such as reading. When you activate the chakras (energy centers-wheels, major 8 and soma/alta major- HPA (anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption allows the body to then calm, be healthy, resilient, gain positive attitudes (joy, bliss, and happiness) and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra).

The ascending reticular activating system (ARAS-THYMUS, & PONS, RAS/GUT,- chakras 13+) itself is on the cerebral cortex and is responsible for the achievement of super consciousness (higher transpersonal self) . Note: The ARAS doesn’t fully develop in the brain until variably, around the ages 21–24 years old (Fowler, J.W. 1998). [“Fowler Faith Stages.” Encyclopedia of the Sciences of Learning, 2012, pp. 1323–1323., doi:10.1007/978-1-4419-1428-6_].

Jamieson, Mendes, Blackstock, and Schmader (2009) studies demonstrate instructions for the other group of students stated that people often feel anxiety during test taking but did not suggest how to reinterpret this experience. The results of this manipulation were striking. Students who were told how to “reappraise” the feelings they experienced during the test had significantly better performance on the math section of the practice GRE in the laboratory compared to students who were not told how to interpret their anxiety. Knowing how to reappraise or reinterpret the arousal experienced during testing appears to have had a dramatic effect on performance.30

However, the processes are also “top down” because the amygdala depends on input from the cerebral cortex to evaluate information as threatening or benign. As this example of bi- directionality in the nervous system suggests, emotion and cognition are so intertwined that disentangling them is rarely practical or useful. 28

Retrieved From: https:// www.psypost.org/2021/05/brain-imaging- study-finds-that-teaching-math-anxious- students-to-reframe-their-anxieties-improves- their-performance-60954; http:// udltheorypractice.cast.org/reading? 8&loc=chapter2.xml_l1969838; http:// udltheorypractice.cast.org/reading? 8&loc=chapter2.xml_l1969838

Note:

For Language, in the human brain, processes speech sounds and interconnects auditory cortex with frontal lobe regions important for language. Although only humans have speech and language, the link via the auditory pathway in other primates suggests an evolutionary basis in auditory cognition and vocal communication. According to findings, the different parts of the inferior parietal lobe (IPL) specialize in different cognitive functions – such as attention, language, and social cognition, with the latter reflecting the ability for perspective taking. Inferior Parietal Lobe The inferior parietal lobe is a posterior region of the brain that is most well-known for its role in visuospatial processing. [Retrieved from https://www.cbs.mpg.de/the-brain-area-with- which-we-interpret-the-world; https:// www.mdpi.com/journal/jcm/special_issues/ Brain_Networks_Disorders_Consciousness]; https://www.hindawi.com/journals/ tswj/2008/576793/].

Also, Note: The left and right side of the cortex are not equally thick in younger brains – a phenomenon called “cortical asymmetry”. Asymmetry is seemingly a good thing, as it allows the brain to function optimally, as the left and right brain are specialized to do slightly different jobs. The researchers found cortical asymmetry is lost as we age, proving that the two sides of the brain deteriorate at different rates. In the exact same brain regions as in normal aging, they found the left side of the brain shrinks faster in Alzheimer’s disease. [Retrieved from https:// www.lifebrain.uio.no/news/ nature_brain_asymmetry.html? fbclid=IwAR2ZWjQ- y1nZeI6KQYxgjO4j1PNn0A- ARumqNiUAwhqgdtmmNMRPzb2a5Zw].

Also Epilepsy Cells signaling memory strength had lower selectivity if located within a right- hemisphere [Retrieved from https:// onlinelibrary.wiley.com/doi/10.1111/ epi.17010].

Learn More Here

  • Link:

🙏The Energy Trinity Centers includes…my guider- show ; my counselor-hear, talk(who) and; my helper-see, listen (how)

Gut- Strength,….Might, Simple (sunlight day- mercy, grace- focused)

Pons- Joy,…Power, Complete (night-
Hope, Faith-focussed attention )

Thymus- MPeace,…Authority, Absolute (midday- glory, victory- perfect focused attention )

ARAS/ all

Do you have any questions about repentance? https://sway.office.com/aNi0wBl3lQU5P8zs?ref=Link&loc=mysways

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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