Deep Brain Learning Chapters 1-2

1. Circles of Courage

1.1. "societies that deeply valued children built their cultural wisdom around caring for and educating the young."

1.2. 4 universal growth needs which form the foundation of resilience and positive youth development: Belonging, Mastery, Independence, and Generosity. When these needs are met, children thrive.

1.3. Trauma-closely related to resilience. Resilience is "the capacity for adapting successfully and functioning competently, despite experiencing chronic stress or adversity following exposure to prolonged or severe trauma.

1.4. Traumatic experiences are cumulative. If one generation does not heal, problems are transmitted to subsequent generations. Trauma sculpts how we think, how we respond emotionally, our social dynamics, and, at the deepest level, our spirituality.

1.5. Circle of Courage Model-synergy of contemporary psychology and traditional Native American child-rearing. Significance/Belonging, Competence/Mastery, Power/Independence, Virtue/Generosity

1.6. Capacities (Aristotle)-seek to reach a child's heart, to teach their spirit, to nurture the inner life.

2. Rituals of Respect

2.1. Indigenous cultures offer unique models of positive youth development because they immerse children in rituals of respect-children combine politeness and responsibility toward family and surprising scholastic abilities.

2.2. Creating a culture of respect is the responsibility of the entire village. Belonging-learning from elders (children crave acceptance). Mastery- teach children to accept differences physical and mental. Horizontal competition with the goal being mastery of skill and pride in their work. Independence-give children jobs and responsibility. Does not demand obedience, rather discipline is based on powerful bonds between youth and elders. Generosity- service of community, adolescents apprenticeships, youth are present where transparent decisions are made (no gray area of understanding). Quechua language has no word for respect, because it is an expectation in all aspects of life.

3. Cultural Brains

3.1. Two distinct human brain systems meet needs: one is designed for personal survival and self-preservation; the other is for empathy and concern for others.

3.2. Human survival is dependent on living in social communities- "the strength of the culture ultimately depends on the successful socialization of its young.

3.3. UK biologist Mark Hanson contends that modern societies are grossly mismatched with the way humans are genetically designed. Depersonalized and transient relationships in modern society result in breakdowns in physical health, emotional adjustment, and social stability.

3.4. "At the core of all emotional and behavioral problems are unmet needs."

3.5. Maslow-Hierarchy of needs, when needs are met, people flourish. His observation of the Blackfoot Indians gave him perspective for positive development and restorative interventions. The healthy society "permits man's highest purposes to emerge by satisfying all his proponent basic needs."

4. Indigenous Science

4.1. Kinship of Native American cultures helped pass on beliefs and values to the young. Today kinship is fractured and there is little network of support for families raising children.

4.2. Riane Eisler has identified 2 principal types of societies: dominator cultures and respect cultures. "Cultures that respect children are designed to meet their growth needs. Dominator societies stifle learning and generate social, emotional, and behavioral problems."

4.3. The Search Institute states that "a majority of today's children have half of the developmental assets necessary for them to achieve full potential."

4.4. We must equip our students with what they need to succeed, at the same time meeting them where they are at; never stripping them of culture or dignity; recognizing each of our interconnectedness.

5. Pygmalion Pioneers

5.1. Karl Wilker- "What we want to achieve in our work with young people is to find and strengthen the positive and healthy elements, no matter how deeply they are hidden.

5.2. Johann Pestalozzi, Jean-Marc Itard, Janusz Korczak, Maria Montessori, John Dewey, Jane Addams, W. E. B. Dubois, Kurt Lewin-reformers, believers that children are inherently good and capable of achieving their full potential when nurtured in a healthy environment.

5.3. James Anglin (pain-based behavior)- "What we need are scientific methods matched to the practical challenge of developing young lives. Success requires that we break free not only from folk psychology but also from narrow theories of behavior. Only then can we respond to the needs of youth instead of react to their problems."

6. Standards of Evidence

6.1. Carol Goodheart- "Much of the research that guides evidenced-based practice is too inaccessible, overwhelming, and removed from practice.

6.2. Evidence-based Practices-based on efficacy research in carefully controlled studies. Practice-based Evidence requires evaluation of effectiveness in real-world situation.

6.3. Evidenced-based practice is sometimes driven by politics, brand recognition, and profits, thus efficacy is not always what it should be.

6.4. Kurt Lewin- "Behavior is a function of the person and the environment."

6.5. Moot effective evidence-based practices attempt to identify evidence-based essentials, derived from science.

7. Consilience

7.1. "The strongest scientific evidence is consilience which means that findings from separate areas of knowledge converge to provide strong conclusions."

7.1.1. Figure 1, pg. 21 discusses Wilson's model of consilience. : Values-Respect for the dignity of children, youth and families. Experience-Wisdom of practices and those we serve. Natural Science-Research on the brain, body, and behavior. Social Science- Research about humans in the social ecology. This model is bound by TRUTH, which can not contradict itself.

7.1.2. Urie Bronfenbrenner- conducted real-world research in real-world environments. His research led to the development of the Head Start early childhood program.

7.1.3. Bronfenbrenner's Ecology of Childhood model: key circles of influence are family, school, peers, and community, centered around social systems. Figure 2, pg. 22.

8. Defining Youth Development

8.1. Kids are not broken and in need of fixing. "Emerging research shows that young people are not passive underlings to be trained by adults. Instead, they are active agents who shape their own subculture."

8.2. A growing literature supports Circles of Courage as a universally excepted model for defining resilience and Positive Youth Development.

8.3. Circles of Courage help teachers replace coercion with respectful communication. Juvenile and treatment facilities use Circles of Courage in a therapeutic manor to build strength in patients and families and to help with trauma and post-traumatic growth. Medicine utilizes Circles of Courage as part of wellness assessments. Positive Peer Culture and Circles of Courage focus on maximizing the opportunities and potential that come from peer influences. Circles of Courage has helped in the development of assessment tools like, 4-D which focuses on child strengths instead of deficits.

8.4. Brendtro, L. K., & Mitchell, M. (2015). Deep brain learning: Evidence-based essentials in education, treatment, and youth development. Starr Commonwealth.