Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine, the founding co-director of the Mindful Awareness Research Center at UCLA, and the Executive Director of the Mindsight Institute.
His five New York Times bestsellers are: Aware: The Science and Practice of Presence, Mind: A Journey to the Heart of Being Human, Brainstorm: The Power and Purpose of the Teenage Brain, and two books with Tina Payne Bryson, Ph.D: The Whole-Brain Child, and No-Drama Discipline. His other books include: IntraConnected, The Developing Mind, The Pocket Guide to Interpersonal Neurobiology, Mindsight, The Mindful Brain, The Mindful Therapist, and Becoming Aware.
Dr. Siegel also serves as the Founding Editor for the Norton Professional Series on Interpersonal Neurobiology which currently contains over eighty textbooks.
Thank you for explaining the complexity of how the emotional and physiological brain works in a way that is easily understandable! 🎉🎉❤❤ I will apply this knowledge to my own life. 🎉❤
Wow! Thank you Dan for this Amazing idea! Since I'm writing an essay, about the connection between hand gestures and yi Ching pentagrams; can I share your words in the research for TuiNa massage school?
The speaker thanks the audience for inviting them to talk about adolescence. They discuss the concept of adolescence as a distinct period between childhood dependency and adult responsibility. The speaker debunks myths about raging hormones, negative stereotypes of adolescents, and the idea that adolescence should be rushed through. They emphasize the importance of mentorship during this time and highlight the potential for growth and development in adolescence. The purpose of this period is to encourage adolescents to explore beyond their family unit and prepare them for life outside their comfort zone. The brain develops through a combination of genetics and experience. The nervous system, made up of neurons, is similar to sophisticated skin cells and serves as the interface between the outside world and the inside world. Early experiences with caregivers shape how the brain is structured and can have long-term effects on self-perception. Secure attachment, characterized by being seen, soothed, and feeling safe, promotes feelings of wholeness and connection with others. These experiences also contribute to self-regulation skills in early childhood. Throughout life, relationships continue to shape our sense of self. The brain continues to develop connections until around age 11-13 when pruning begins, specializing circuitry for greater efficiency. Adolescence is a period of brain remodeling involving pruning and myelination. Pruning leads to specialization and differentiation, while myelination allows for more effective communication between neurons. Stress can increase pruning and make it difficult to regulate emotions. The limbic area of the brain, which changes significantly during adolescence, is responsible for basic bodily functions and reactive states such as fight or flight. Stress is a serious issue across all age groups and professions, leading to burnout and even suicidal thinking. A simple exercise in mindful awareness can help shift from a reactive state to a receptive state. The transcript discusses the emotional states experienced by individuals, such as frustration, pain, shame, and annoyance. It also explores the concept of a reactive state (no brain) versus a receptive state (yes brain), emphasizing the importance of encouraging a yes brain state in parenting and life. The limbic area's functions in creating emotions, motivation, evaluation, memory, and attachment are explained. Changes in self-awareness and turning to friends for support during adolescence are also discussed. Additionally, the cortex is described as the last part of the brain to develop with its role in making maps of sensory information. The frontal lobe is responsible for abstract thinking, morality, and compassion. It is connected to the limbic area and brain stem, receiving signals from the body and social world. The prefrontal cortex coordinates and balances five sources of energy flow: limbic area, brainstem body, social world. There are nine functions that come from this integrative role: regulating the body, attuned communication, emotional balance, response flexibility, soothing fear, insight/mindfulness/self-awareness/perspective thinking (mental time travel), empathy (understanding others' perspectives), morality (realizing interconnectedness with others), intuition (bodily wisdom). These functions can be developed in children through practices taught at school or learned from books like 'Brainstorm'. Adolescence brings about changes in the brain that have both downsides and upsides. Actions Items: Based on the transcript, here are the follow-ups and action items that can be identified: 1. Raise awareness about the essence of adolescence: The speaker emphasized the need to clarify the truths about adolescence for both adolescents themselves and their parents. This can be done through various means such as sharing the information presented in the transcript, organizing talks or workshops on adolescence, and promoting resources like books or articles that discuss the topic. 2. Support emotional spark: It is important to recognize and support the emotional experiences of adolescents. Parents and educators can learn skills for emotional regulation and help adolescents develop emotional intelligence. This can be done through practices like mindfulness, emotion-focused conversations, and creating a safe and supportive environment. 3. Encourage social engagement: Adolescents need social connections and collaboration. Parents and educators can create opportunities for adolescents to engage with others, encourage teamwork and cooperation, and foster a sense of belonging within their communities. 4. Foster creative exploration: Adolescents should be encouraged to explore their interests, passions, and creativity. Parents and educators can provide opportunities for adolescents to try new things, support their unique talents, and promote a growth mindset that emphasizes the learning process rather than just outcomes. 5. Reevaluate homework practices: The speaker mentioned that the effectiveness of homework diminishes after one or two hours. Educators should consider reevaluating homework policies to ensure that they are meaningful, manageable, and aligned with the goals of learning and development. 6. Focus on integrated identity: Adolescents should be encouraged to develop an integrated identity that combines a sense of self (me identity) with a sense of belonging to a larger community (we identity). Parents and educators can facilitate this process by promoting values such as kindness, compassion, and social responsibility. 7. Promote lifelong learning and resilience: Parents and educators should emphasize the importance of lifelong learning and resilience in adolescents. This can be done by fostering a love for learning, teaching problem-solving skills, promoting a growth mindset, and providing support during challenging times. 8. Take personal action: Individuals can take personal action by reflecting on their own beliefs and behaviors towards adolescence. This may involve examining and challenging any negative stereotypes or misconceptions they hold, and actively seeking ways to support and empower adolescents in their lives. 9. Spread the message: By sharing the insights and information from the transcript, individuals can raise awareness about the essence of adolescence and promote a more positive and supportive approach towards this stage of development. This can be done through conversations, social media, or participating in relevant community events or initiatives. 10. Participate in book clubs or discussions: The speaker mentioned the availability of resources like the Brainstorm book, which provides further guidance and strategies for supporting adolescents. Individuals can consider joining book clubs or discussions focused on adolescent development to deepen their understanding and share insights with others. Remember, these follow-ups and action items are based on the information provided in the transcript. It is important to adapt and customize these actions according to individual contexts and needs.
I'm a school counselor and I teach this to my elementary students. One of my 5th graders had a question. What do you mean by our 200 million year old mammalian brain and 300 million year old reptilian brain? Did we evolve from reptiles?
The parts about building a strong sense of self-awareness and seeking fulfillment through acts of service is pretty good. The rest about anti-competitive learning sounds like wisdom that came from someone who never worked for anyone. It's also patently false that one's academic pedigree has no bearing on that individual's professional trajectory. Top law firms or global banks do not hire DeVey graduates.
Wow! Dr. Siegel is good at explaining very complicated stuff. I'm so glad I stumbled on this video, after having searched for something like this for a very long time. Thanks God he's not boring to listen to, because it really matters how you present scientific material, so all of us can understand our brain better.
This video was the singular catalyst for connecting psychology and neuroscience in my head, it just makes mental health and human behavior make so much more sense than everything else I've been taught about both.
Its seems to me that IPNB not a field. I would rather describe it as a perspective desire to enhance the integration of several other existing disciplines. Claiming it as a field in its own right seems disingenuous.
حقيقة مذهل يا دانيال سيقال محاضرات خارقة انا من السودان وترجمت كتبك للعربية انا استاذ جامعي لقد افتدني كثيرا.. وانا الان احضر هذه المحاضرة مترجمة للعربية
@@zaghlool25 الترجمة العربية تصنعها انت 1- تذهب إلى اعدادات في نفس الفيديو 2- تختار ترجمة تلقائية 3- ابحث عنها واضغط عليها واختار لغة عربية 4- تنشأ لك ترجمة عربية مفيدة وممتازة جداً كمان لو بطئت سرعة العرض مبالغة تستمتع بها جداً مودتي ابو زينب
