Test #2

Question 1

What is trauma?

Answer 1

A unique, individual event in which the individual’s ability to integrate his/her emotional experience is overwhelmed and the individual experiences a threat to his/her life, bodily integrity or that of a caregiver or family

Question 2

3 Factors that have large impact on how trauma is perceived

Answer 2

1. Time of development
2. Resources to process
3. Personality

Question 3

When do infants start learning?

Answer 3

At birth

Question 4

Romanian orphanages: what was the purpose?

Answer 4

Nicolae Ceausescu banned abortion and birth control in 1966 to keep the population from shrinking. The children that people could not take care of were put in these orphanages so that they could keep masses of children alive.

Question 5

What did the Romanian orphanages repress from children?

Answer 5

Social interaction, the neglect literally prevented them and their brain from growing.

Question 6

Actual findings of Romanian orphanages:

Answer 6

• no social interactions = no language development
• a lot of knowledge about how children develop and resilience
• 15 year olds could be found in cribs, the size of 4 year olds

Question 7

In the developing brain, which structure starts to function at 2 or 3?

Answer 7

Prefrontal cortex

Question 8

Oldest and newest structures of the brain?

Answer 8

Oldest: Amygdala
Newest: Prefrontal cortex

Question 9

Function of amygdala

Answer 9

scans for fear, fight or flight

Question 10

Functional of pre-frontal cortex

Answer 10

gives us the ability to plan, think of consequences, etc.

Question 11

How does the stressed brain differ from a normal brain?

Answer 11

• The brain can’t learn when amygdala is firing cortisol into prefrontal cortex
• pre-frontal chemically deactivated during a stressor

Question 12

How does the Toxic-Stress-Exposed Brain differ from a normal brain?

Answer 12

• behavioral planning taken over by amygdala, new information is stored in hippocampus, lose the info when the hippocampus realizes it is not needed for survival
• prefrontal cortex is chemically deactivated, long term, planning and anticipation functions suspended

Question 13

Hippocampus store _____ memory

Answer 13

Pre-conscious

Question 14

What is neuropruning

Answer 14

removes unnecessary memories

“Use it or lose it”

Question 15

3 ways reduce cortisol

Answer 15

1. sweat
2. regulating breath
   3.tears (crying)

Question 16

Healthy Brain Stress Response

Answer 16

• stressor sends physiologic response up and once the stressor is processed the recovery starts and the physiological responses go back down.
• protective brain adaption
• “Normal” student

Question 17

Why does the brain have a hyper-vigilant or hypo-vigilant stress response?

Answer 17

The brain decides it’s not economical to continue flooding the brain with cortisol and then flushing it out so it starts to either not react or stay always reactive

Question 18

Hyper-vigilant Response

Answer 18

• The brain is constantly being hit with a stressor and decides to have no recovery period.
• Response and cortisol levels remain high
• cortisol active for longer

Question 19

Hypo-vigilant Response

Answer 19

• the brain decides that it will not flood the brain with cortisol.
• No recovery time is needed

Question 20

A student with frequent outbursts and always on the offensive is constantly having a ___-vigilant response.

Answer 20

Hyper

Question 21

A student who refuses to do work, tests, consequences, etc. has a ___-vigilant response.

Answer 21

Hypo

Question 22

What are the three types of stress?

Answer 22

1. Positive Stress
2. Tolerable Stress
3. Toxic-Stress

Question 23

Example of Positive Stress

Answer 23

Excitement in a challenging situation

Question 24

Effects of Positive Stress

Answer 24

• moderate, short-lived rise in cortisol
• positive effects on motivation, work ethic

Question 25

Example of Tolerable Stress

Answer 25

- acute event - injury, divorce, natural disaster

Question 26

Effects of Tolerable Stress

Answer 26

- can change brain chemistry if long-term - discomfort and disequilibrium

Question 27

What can buffer tolerable stress?

Answer 27

- human relationships and positive coping methods

Question 28

Example of Toxic Stress

Answer 28

- long-term repeated exposure - abuse

Question 29

Effects of Toxic Stress

Answer 29

- alters brain chemistry - exacerbated by lack of relationships and lack of coping methods

Question 30

What can buffer a toxic stress?

Answer 30

- Therapeutic relationships can help, but the person has to be trained in order to help - ex. therapist, trained teacher

Question 31

Allostatic Load

Answer 31

the physiological consequences of chronic exposure to fluctuating or heightened neuro or neuroendocrine response that results from repeated or chronic stress

Question 32

Allostasis

Answer 32

The process by which the body responds to stressors in order to regain homeostasis

Question 33

What happens to the allostatic load when there is chronically repeated stress?

Answer 33

The allostatic load is increased and the homeostatic recovery does not which brings your baseline up...not good

Question 34

What are the two pieces of typical development look like?

Answer 34

Nature and nurture

Question 35

What is typical "nature development"?

Answer 35

- social, emotional, physical, and cognitive capacities - these are child dependent and based on genetics

Question 36

What is typical "nurture development"?

Answer 36

- primary relationships - proximal processes - environmental experiences

Question 37

Nature/nurture connections

Answer 37

1. purpose of the brain; store, use, and create info to survive and thrive 2. humans acquire most info through experience 3. necessary for thinking, communicating, and feeling 4. happens through social and environmental interactions

Question 38

What percentage of children addicts, become addicts?

Answer 38

~28%