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Stress and Executive Function 2020

Presentation on the impact of stress on executive function.

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Stress and Executive Function 2020

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  1. Stress and Executive Functiona Critical Missing Component

  2. Presented by Julieann Ash, M.S., BCET

  3. Definition What is Stress? • Stress is emotional or physical tension. Created by thoughts or events that makes you feel frustrated, angry or nervous.  • Stress is your body's reaction to a challenge or demand.

  4. Stressors • Faster paced work environments • More informationally dense materials • Social media/social pressure increases • Enhance levels of perceived competition

  5. The Brain and Stress • Two key areas: • The amygdala • The prefrontal cortex

  6. Amygdala • The Bodyguard of the brain • Only three options: fight, flight or freeze • Rapid instinctual response

  7. Chill out for the amygdala • Movement • Breathing

  8. Prefrontal cortex • Thinking planning part of the brain • Command-and-control center • Executive function

  9. Chill out the prefrontal cortex • Change the "Terrible day" story • Refute with evidence • Change scripts • Swap visualizations

  10. What is Executive Function? The processes that Guide/Direct & Manage Cognitive/Emotional & Behavioral functions

  11. What is Executive Function? The Big Three INITIATION ORGANIZATION OF MATERIALS PLANNING

  12. Initiation • Initiation helps us get started on things. • How we begin a task or independently generate ideas for a task • What do issues look like? • Stalled out - Frustrated and stressed • Overwhelmed, flood and shut down • Two main types - • Neurologically-driven and Anxiety-driven

  13. Neurologically driven • No start button • Effective Strategies: • Written directions/ bullet point the directions • Suggest templates – lab report • Provide models: thesis, written samples, works cited • Practice most important information in a social situation

  14. Anxiety driven • Effective Strategies: • Separate syllabus or tasks into smaller chunks • Timeline or sample calendars-Make time visual • Opportunities to redo • Positive problem-solving: What helps? What blocks?

  15. Planning • Anticipate the future, set goals, step-by-step approach to tasks • It’s today?!?: No time sense • Seem to live in an eternal now Neurologically typical sense of time Executive Function Issue sense of time Past Future

  16. Planning Effective Strategies • Make Time Visual • Visual Calendars • Color coding on website/portal • Use Electronic Reminders • Cell phone/smartwatch • Email/text self • Personal time multiplier

  17. Organization of Materials • How we keep our workspace, personal areas and materials in an orderly way • What do issues look like? • “I just had it…” • Leads to frustration, irritability and feeling overwhelmed

  18. Organization of Time Time-based Urgent: ½ to 48 Hours Less Urgent: 24 hours – 1 week How it Impacts You Important • List tasks to-do beside matrix. • Put matrix results on calendar or in reminder system. Less Important

  19. Color Yourself to Calm https://www.metaoh.org/coloring-book

  20. Find your favorite path to calm

  21. References • Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw-Hill. • Dawson, Peg, Ed, and Richard Guare, PHd. (2009) Smart But Scattered. Guilford Press. • Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press. • Pittman, Paula PhD and Elizabeth M Karle, MLIS (2015) Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic & Worry. New Harbringer Publications, Inc., Oakland, California • Emerick, L.J. (1992). Academic underachievement among the Jensen, Frances E. and Amy Ellis Nutt (2015) The Teenage Brain: A Neuroscientist Survival Guide to Raising Adolescents and Young Adults, Harper Collins Publishers. New York, New York.

  22. References • Lavoie, R. (2007). The Motivation Breakthrough: 6 Secrets to Turning on the Tuned Out Child. New York: Touchstone. • Moon, S.M., & Hall, A.S. (1998). Family therapy with intellectually and creatively gifted children. Journal of Marital and Family Therapy, 24, 59-80. • Reis, S.M. & McCoach, D.B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10, 113-125. • Steele, C. (2000, September). Promoting educational success: Social and cultural considerations. Paper presented at the U.S. Department of Education and The National Academies’ Millennium Conference, Achieving High Educational Standards for All, Washington, D.C. • Wigfield, A. (1994). The role of children’s acheivement values in the self-regulation of their learning outcomes. In D.H. Schunk & B.J. Zimmerman (eds.), Self-regulation of learning and performance: Issues and educational applications (pp.101-124). Mahwah,NJ: Erlbaum.

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