Podcasts about panksepp

Jaume Segalés y su equipo hablan de Ecos del océano, de las emociones y de Goles contra el cáncer infantil. Hoy en Km0, tras repasar la actualidad informativa y deportiva, profundizamos en los siguientes asuntos: "Ecos del océano" Así se llama la exposición inmersiva que podemos ver, hasta el 7 de septiembre, en la planta 4ª del Espacio Fundación Telefónica (c/ Fuencarral, 3). Una propuesta que nos invita a sumergirnos en los océanos, a conocerlos y a conectar con sus habitantes. Esta muestra, que es fruto de la colaboración entre el colectivo artístico experimental Marshmallow Laser Feast y el Laboratorio de Aplicaciones Bioacústicas de la Universidad Politécnica de Cataluña, brinda una experiencia visual y sonora que aúna ciencia, tecnología, arte y creatividad. Nos acerca a las especies marinas que habitan las profundidades, a su manera de percibir el mundo, e indaga en el alcance que tiene el impacto humano en sus ecosistemas. Podemos verla, del 12 de febrero al 7 de septiembre, de martes a domingos, con entrada gratuita. Entrevistamos a María Brancós, jefa de exposiciones de la Fundación Telefónica. El origen emocional de nuestros comportamientos. Los Sistemas Emocionales Primarios" Entrevistamos a Carlos López-Obrero, autor de este libro inspirado fundamentalmente en la increíble contribución científica del fundador de la Neurociencia Afectiva, Jaak Panksepp, y en su investigación sobre el origen de los circuitos que gobiernan los comportamientos que exhiben tanto los animales como los seres humanos. De hecho, en la base de nuestros comportamientos, somos casi idénticos al resto de mamíferos. Gracias a esta similitud con el del resto de animales en las estructuras más primitivas de nuestro cerebro, Panksepp pudo estudiar en su laboratorio los 7 sistemas emocionales que gobiernan nuestros comportamientos. Los sistemas emocionales primarios son los recursos innatos que la naturaleza puso a nuestra disposición para sobrevivir y prosperar. Conocer cada circuito emocional, las emociones secundarias y los comportamientos que se derivan de ellos resulta imprescindible para comprender por qué actuamos como actuamos. 'Goles Contra el Cáncer infantil' Iniciativa de la Fundación Unoentrecienmil que se suma a la 3ª edición de 'Canastas Contra el Cáncer infantil'. Con motivo del Día Internacional del Cáncer Infantil (15 de febrero), esta entidad solidaria amplia la movilización al mundo del fútbol no profesional. Todo lo recaudado en los partidos de fútbol y baloncestoque se jueguen los días 15 y 16 de febrero , se destinará a la lucha contra el cáncer infantil, enfermedad que se diagnostica cada año a 1.300 niños y niñas en España. Apadrinan esta iniciativa la jugadora de Baloncesto Raquel Carrera y el ex jugador profesional Felipe Reyes. Entrevistamos a Paloma Pérez Solero, coordinadora de Iniciativas Solidarias de la Fundación.

This thought-provoking episode explores the transformative potential of Eye Movement Desensitization and Reprocessing (EMDR) therapy for incarcerated individuals. Join us as we delve into the unique challenges faced by those in prison, including trauma, mental health struggles, and the stigma of incarceration. 1.8 million people are incarcerated in the U.S., and each year, 650,000 people reenter society and return to their communities. Many have high ACEs (Adverse Childhood Experiences Scores) and childhood neglect histories, contributing to the likelihood of reoffending. We speak with Dr. Sandra Paulsen and Ret. Lt. Ken Gardner, a 34-year veteran of the Detroit Police Department who became an EMDR therapist, discusses how this innovative therapy can help inmates process traumatic experiences and foster resilience. Tune in to understand the significance of mental health support for those behind bars and the hopeful possibilities that EMDR therapy can offer in breaking the cycle of trauma and recidivism. Whether you are a mental health advocate, a corrections professional, or simply curious about this approach, this episode will inspire you to reconsider the narrative around rehabilitation and healing in the justice system.ResourcesThe EMDR Therapy butterfly hug method for self-administered bilateral stimulation, Jarero, I., & Artigas, L. (2021), Iberoamerican Journal of Psychotraumatology and Dissociation, 10(1).How does bilateral stimulation work in EMDR therapy? [video], Miller, P. (2023). Mirabilis Health InstituteEMDR Therapy for PTSD, Focal Point Blog, June 14, 2024, discusses the ACEs Study. Behind Locked Doors: EMDR Therapists Working with Incarcerated People to Intervene in Generational Trauma and Relieve Suffering [online course for EMDR therapists], The Steve Frankel Group, LLC, EMDRIA Credit Provider.Dr. Sandra Paulsen's books mentioned during this episode. Dr. Jaak Panksepp, Panksepp, J., and Biven, L. (2012). The Archaeology of Mind: Neuroevolutionary Origins of Human Emotion. New York: W. W. Norton & Company.What Is EMDR Therapy?Focal Point BlogEMDRIA Library EMDRIA Practice ResourcesEMDRIA's Find an EMDR Therapist Directory lists more than 16,000 EMDR therapists.Follow @EMDRIA on X,  @EMDR_IA on Instagram, Facebook or subscribe to our YouTube ChannelLearn more about EMDR therapy at www.emdria.org.

This time on the podcast I'm joined by friend and colleague Dr Robin Foster. For a very long time I've wanted to dip into Panksepp's work on emotions, which in some small way has been adopted by the clicker training world, and finally I got to chat with Robin. We STILL didn't get to valence...I think another chat is needed soon. I hope you enjoy Robin's this thought provoking chat. Robin Foster has a PhD in Animal Behavior and is a Certified Applied Animal Behaviorist (CAAB), Certified Equine Behavior Consultant (CEBC) and Certified Fear Free Professional. After 20 years as full professor of Psychology at the University of Puget Sound, Robin retired but continued teaching and conducting research. Courses Robin teaches include an online graduate course in Applied Equine Behavior at Virgina Tech, an undergraduate course in the Behavior of Zoo Animals at the University of Washington, and a certificate course in Advanced Equine Behavior at the University of Guelph. Robin's research explores equine social behavior and cognition and horse-human interactions. She also serves as a research advisor for MSc and PhD students. Robin's Website Links that Robin references: We (Still!) Need to Talk About Valence: Contemporary Issues and Recommendations for Affective Science | Affective Science (springer.com) Three Pillars for the Neural Control of Appetite | Annual Reviews Affective Neuroscience Theory and Personality: An Update - PubMed (nih.gov)

Healing the Modern Soul is a series about how clinical psychology will haave to change and confront its past if it is to remain relevant in the future. Part 1    Part 2    Part 3     Part 4      Healing the Modern Soul Appendix    The Role of Psychotherapy as a Third Space and Meaning-Making System   Psychotherapy can be seen as a third space that exists outside of the dogmas of both science and religion, serving as a bridge between our medical and spiritual needs. In this space, therapists and clients engage in a process of meaning-making that allows the inner world and understanding of the self to better reflect the reality of the outer world.   This process of meaning-making occurs through both conscious thought, which is aware of time and language, and implicit memory, which is only aware of our somatic and deep emotional cues that can only partially be known by the conscious mind. In this way, psychotherapy itself can be considered a kind of simulacra, a symbol that does not point to an original source of meaning, but rather serves as a guide to help individuals navigate their own unique experiences and challenges.   #PsychotherapyFuture #MentalHealthRevolution #ThirdSpacePsychology #IntegrativePsychotherapy #ScienceAndSpirituality #MeaningMakingProcess #ImplicitMemoryHealing #ConsciousAndUnconscious #SelfDiscoveryJourney #PsychotherapyEvolution #HealingTrauma #HumanExperienceInsights #CompassionatePsychotherapy #HolisticMentalHealth #TransformativePsychology Suffering Without Screaming In the first part of this series, we explored the concept of the modern world as a simulacrum, a copy without an original, and how this phenomenon is related to the increasing emphasis on hyper-rationality and objectivity in our culture. We also discussed how the work of philosophers and psychologists, as observed by Friedrich Nietzsche, can reveal their own fears and insecurities through their insistence on perfect logic and objectivity. In the second part of the series we discussed the need for a coherent sense of self in new therapy models and a dialectical relationship between the self and the world. William Gibson,  Memory Palace When we were only several hundred-thousand years old, we built stone circles, water clocks. Later, someone forged an iron spring. Set clockwork running. Imagined grid-lines on a globe. Cathedrals are like machines to finding the soul; bells of clock towers stitch the sleeper's dreams together. You see; so we've always been on our way to this new place—that is no place, really—but it is real. It's our nature to represent: we're the animal that represents, the sole and only maker of maps. And if our weakness has been to confuse the bright and bloody colors of our calendars with the true weather of days, and the parchment's territory of our maps with the land spread out before us—never mind. We have always been on our way to this new place—that is no place, really—but it is real. The Simulacra Effect and the Disconnect from Felt Experience The simulacra effect, as described by Jean Baudrillard, is a result of our culture's increasing emphasis on hyper-rationality and objectivity. As we prioritize logical and rational thinking over subjective experiences and emotions, we create a world that feels hyper-real, yet simultaneously disconnected from our authentic selves. Nietzsche recognized this phenomenon in the work of philosophers and psychologists who claimed to have discovered objective truths through pure logic and reason. He argued that the more these thinkers insisted on their own rationality and objectivity, the more they revealed their own madness and disconnection from reality. In today's world, we find ourselves in a similar situation. On the surface, everything appears normal and rational, but there is an underlying sense of wrongness or disconnection that we struggle to articulate. This is because our culture has taught us to prioritize objective, rational thinking over our subjective, felt experiences. As individuals and as a society, we must reconnect with our felt experiences to recognize and address the insanity that surrounds us. This requires us to embrace our emotions, intuitions, and subjective perceptions, even when they seem to contradict the dominant narrative of rationality and objectivity. Psychotherapy, as a discipline, must play a crucial role in helping individuals engage with their felt experiences, even if it means navigating the complex and often paradoxical relationship between the rational and the subjective. By doing so, therapy can help individuals develop a more authentic sense of self and a deeper understanding of their place in the world. The Dangers of Denying the Self in Psychotherapy Models In the second part of this series, we explored how different models of psychotherapy reveal their own assumptions and biases about the nature of the self and the goals of therapy. By examining these models through the lens of Nietzsche's critique, we can identify potentially dangerous or dehumanizing approaches to treatment. One particularly concerning example is Applied Behavior Analysis (ABA), a common approach to treating autism spectrum disorders. In the ABA model, the self is reduced to a collection of observable behaviors, with little or no consideration for the individual's inner world, emotions, or subjective experiences. This approach is deeply problematic, as it essentially denies the existence of a soul or psyche in individuals with autism or other neurodivergent conditions. By focusing solely on external behaviors and reinforcing "desirable" actions through rewards and punishments, ABA fails to recognize the inherent humanity and agency of the individuals it seeks to treat. In contrast, a truly effective and ethical model of psychotherapy must acknowledge and support the development of a coherent sense of self, while also recognizing the existence of other selves in the world. Therapy should be a dialectical process, helping individuals navigate the complex relationship between their inner world and the external reality they inhabit. This is particularly important for individuals who may not fit neatly into the objective, outcome-oriented modes of expression and socialization that dominate our culture. Rather than discounting or suppressing their unique perspectives and experiences, therapy should encourage and support the development of their authentic selves. The Case of the Autistic Child and Neuromodulation To illustrate the importance of a holistic and integrative approach to psychotherapy, let us consider the case of an autistic child who experiences sensory overwhelm and distress when exposed to cold temperatures. In a traditional ABA approach, the focus would be on modifying the child's behavior through rewards and punishments, with the goal of reducing the outward expression of distress. However, this approach fails to address the underlying neural and sensory processing issues that contribute to the child's experience of overwhelm. By contrast, a neuromodulation approach, such as that described in the case study involving QEEG brain mapping, seeks to identify and target the specific areas of neural dysfunction that are contributing to the child's distress. In this case, the QEEG brain map revealed a disconnect between the thalamus, which processes sensory information, and the long-term memory regions of the brain. By using neuromodulation techniques to bridge this gap and facilitate communication between these areas, the therapists were able to help the child process and integrate their sensory experiences more effectively, leading to a reduction in distress and an increased ability to tolerate cold temperatures. This case study highlights the importance of looking beyond surface-level behaviors and considering the complex interplay of neurological, sensory, and emotional factors that shape an individual's experience of the world. By addressing these underlying issues, rather than simply trying to suppress or modify outward expressions of distress, psychotherapy can help individuals to develop a greater sense of self-regulation, resilience, and overall well-being. The Role of Implicit Memory in Shaping Our Sense of Self To effectively address the complexities of the modern soul, psychotherapy must also grapple with the role of implicit memory in shaping our sense of self and our relationship to the world. Implicit memory, also known as the unconscious or subcortical brain processes, encompasses the vast array of experiences, emotions, and assumptions that operate beneath the level of conscious awareness. These implicit memories can have a profound impact on our behavior, relationships, and overall well-being, often in ways that we struggle to understand or articulate. They may manifest as trauma responses, maladaptive patterns of thinking and behavior, or a pervasive sense of disconnection from ourselves and others. Effective psychotherapy must find ways to access and work with these implicit memories, helping individuals to process and integrate their experiences in a way that promotes healing and growth. Different Types of Memory and Therapeutic Approaches One key insight in understanding the role of implicit memory in psychotherapy is recognizing that there are different types of memory, each requiring distinct therapeutic approaches to effectively treat the associated trauma or dysfunction. Relational memory: This type of memory encompasses our assumptions about communication, identity, and how we want to be perceived by others. Individuals with attachment disorders or relational trauma may have impaired functional memory, leading to maladaptive patterns in their interactions with others. Therapies that focus on building secure attachments, such as emotionally focused therapy (EFT) or interpersonal psychotherapy (IPT), can be particularly effective in addressing relational memory issues. Visual-spatial memory: This type of memory is associated with flashbacks and vivid re-experiencing of traumatic events. While relatively rare, visual-spatial memory trauma can be highly distressing and debilitating. Treatments like eye movement desensitization and reprocessing (EMDR) and prolonged exposure therapy (PE) have been shown to be effective in processing and integrating these traumatic memories. Kinesthetic memory: This type of memory is stored in the body and is related to how we budget energy and respond to stress. Somatic therapies, such as sensorimotor psychotherapy and somatic experiencing, can help individuals reconnect with their bodily sensations and develop greater self-regulation and resilience in the face of stress and trauma. Cognitive-emotional memory: This type of memory is associated with self-referential processes, such as problem-solving, obsessing, and rumination. Cognitive-behavioral therapies (CBT) and mindfulness-based approaches can be effective in addressing maladaptive thought patterns and promoting more flexible and adaptive ways of relating to one's internal experience. By understanding the different types of memory involved in trauma and psychological distress, therapists can develop more targeted and effective interventions that address the specific needs of each individual client. The Complexity of the Unconscious and the Limitations of Language While different psychotherapeutic approaches have their own conceptions of the unconscious, it is important to recognize that implicit memory cannot be perfectly mapped or described using language alone. The unconscious is a vast and complex realm that operates beneath the level of conscious awareness, and our attempts to understand and articulate its workings will always be limited by the constraints of language and cognition. In many ways, the relationship between the conscious mind and the unconscious can be likened to that between a democratic government and its constituents. Just as a democracy relies on elected representatives to make decisions on behalf of the larger population, our conscious mind relies on simplified models and representations of the unconscious to guide our thoughts and behaviors. Similarly, the unconscious can be compared to a graphics processing unit (GPU) in a computer, which is optimized for handling complex and repetitive tasks, such as rendering images or processing large datasets. In contrast, the conscious mind is more like a central processing unit (CPU), which is better suited for handling novel and sequential tasks that require flexibility and adaptability. While the CPU (conscious mind) may be the "decision-maker," it relies heavily on the GPU (unconscious) to provide the raw data and processing power needed to navigate the complexities of the world around us. Attempting to understand the unconscious solely through the lens of conscious, language-based reasoning would be like trying to understand the inner workings of a GPU using only the tools and concepts of CPU programming. The Influence of Silicon Valley and Corporate Interests on Mental Health This brings us to the problematic assumptions underlying certain models of psychotherapy, which are deeply embedded in the broader cultural and economic forces that shape our understanding of mental health and well-being. In particular, the influence of Silicon Valley and corporate interests on the field of psychology has led to a growing emphasis on treating individuals as programmable entities, much like computers or robots. This perspective is rooted in the belief that with enough data and processing power, human behavior can be predicted, controlled, and optimized. We see this belief reflected in the development of large language models (LLMs) and other AI technologies, which are often presented as capable of replicating or even surpassing human intelligence and creativity. However, this view fundamentally misunderstands the nature of human consciousness and agency, reducing the complexity of the human mind to a set of algorithms and data points. The notion that robots can be made into people through advances in AI and computing power is deeply misguided, as it fails to recognize the fundamental differences between human consciousness and machine learning. At the same time, the idea that people can be reduced to robots through behavioral conditioning and programming is equally dangerous, as it denies the inherent humanity and agency of individuals. These assumptions are not only flawed but also deeply dehumanizing, as they prioritize measurable outcomes and "optimal" functioning over the rich and complex inner lives of individuals. By treating people as objects to be fixed or optimized, rather than as meaning-making beings with unique subjective experiences, we risk perpetuating a culture of alienation, disconnection, and suffering. The Danger of Prioritizing Suffering Over Healing The case of the autistic child also raises important questions about the goals and priorities of psychotherapy in the modern world. In a culture that prioritizes hyper-rationality, objectivity, and measurable outcomes, there is a risk of reducing the complexity of human experience to a set of behaviors to be modified or eliminated. This approach can lead to a dangerous prioritization of suffering over healing, where the goal of therapy becomes to help individuals endure their distress without expressing it, rather than to address the underlying causes of their suffering and promote genuine growth and transformation. The idea that therapy should aim to help people "suffer without screaming" is a deeply troubling direction for the profession to take. It reflects a dehumanizing view of individuals as objects to be fixed or controlled, rather than as complex, meaning-making beings with inherent worth and dignity. Instead, psychotherapy should strive to create a safe and supportive space for individuals to explore their experiences, to develop a greater understanding of themselves and their place in the world, and to cultivate the skills and resources needed to navigate life's challenges with resilience, authenticity, and grace. This requires a willingness to sit with the full spectrum of human experience, including the painful, messy, and often paradoxical aspects of the self and the world. It also requires a recognition of the inherent value and wisdom of each individual's unique perspective and life journey, and a commitment to honoring and supporting their growth and development in a way that is grounded in their own values, needs, and aspirations. Screaming without Suffering The simulacra effect, as described by Baudrillard and anticipated by Nietzsche, is a direct consequence of our culture's increasing emphasis on hyper-rationality, objectivity, and the denial of subjective experience. As psychotherapists and as a society, we must resist the temptation to reduce the complexity of the human mind to a set of behaviors or data points, and instead embrace the inherent messiness and uncertainty of the human condition. By reconnecting with our felt experiences, acknowledging the existence of the self and other selves in the world, and challenging the dominant paradigms of mental health treatment, we can begin to navigate the complexities of the modern soul and find a sense of authenticity and meaning in an increasingly disconnected world. This requires a willingness to engage with the paradoxes and contradictions that arise when we attempt to bridge the gap between the rational and the subjective, the individual and the collective, the inner world and the external reality. It is a difficult and ongoing process, but one that is essential if we are to create a more humane and fulfilling vision of mental health and well-being in the 21st century. As we have explored throughout this series, the role of psychotherapy in navigating the modern soul is both complex and essential. By embracing a holistic and integrative approach that recognizes the full complexity of the human experience, therapists can help individuals to develop a more authentic and meaningful sense of self, one that is grounded in their own unique values, experiences, and relationships. This process of self-discovery and healing is not always comfortable or easy, but it is necessary if we are to resist the dehumanizing forces of hyper-rationality, objectivity, and corporate interest that threaten to reduce the richness and diversity of human experience to a set of measurable outcomes and data points. Ultimately, the goal of psychotherapy in the modern world should be to help individuals to connect with their own inner wisdom and resilience, to find meaning and purpose in their lives, and to contribute to the creation of a more compassionate and authentic society. By working together to navigate the complexities of the modern soul, we can begin to heal the wounds of disconnection and alienation, and to create a world that truly honors the full spectrum of human experience. In the end, it is our capacity for love, empathy, and genuine human connection that will guide us through the challenges of the modern world. While pain and suffering may be inevitable, it is our ability to love and be loved that gives our lives meaning and purpose. As we strive to navigate the complexities of the modern soul, let us remember that we have the power to choose love over fear, connection over isolation, and authenticity over simulacra. For in doing so, we not only heal ourselves but also contribute to the healing of the world around us.  "Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom" -Viktor E. Frankl   References and Further Reading: Baudrillard, J. (1981). Simulacra and simulation. University of Michigan Press. Bhabha, H. K. (1994). The location of culture. Routledge. Deleuze, G. (1968). Difference and repetition. Columbia University Press. Gibson, W. (1984). Neuromancer. Ace Books. Freud, S. (1923). The ego and the id. W.W. Norton & Company. Jung, C. G. (1933). Modern man in search of a soul. Routledge. Nietzsche, F. (1882). The gay science. Vintage. Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W.W. Norton & Company. Schore, A. N. (2019). The development of the unconscious mind. W.W. Norton & Company. Siegel, D. J. (2010). The mindful therapist: A clinician's guide to mindsight and neural integration. W.W. Norton & Company. van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking. Yalom, I. D. (1980). Existential psychotherapy. Basic Books. Žižek, S. (1989). The sublime object of ideology. Verso. Baudrillard, J. (1994). The illusion of the end. Stanford University Press. Deleuze, G., & Guattari, F. (1980). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press. Foucault, M. (1975). Discipline and punish: The birth of the prison. Vintage Books. Lacan, J. (1966). Écrits. W.W. Norton & Company. Lyotard, J.-F. (1979). The postmodern condition: A report on knowledge. University of Minnesota Press. Saussure, F. (1916). Course in general linguistics. Columbia University Press. Derrida, J. (1967). Of grammatology. Johns Hopkins University Press. Nietzsche, F. (1887). On the genealogy of morality. Hackett Publishing Company. Heidegger, M. (1927). Being and time. Harper Perennial Modern Classics. Sartre, J.-P. (1943). Being and nothingness. Washington Square Press. Camus, A. (1942). The stranger. Vintage International.26. Dostoevsky, F. (1866). Crime and punishment. Penguin Classics. Kafka, F. (1915). The metamorphosis. Classix Press. Borges, J. L. (1944). Ficciones. Grove Press. Calvino, I. (1972). Invisible cities. Harcourt Brace Jovanovich. Eco, U. (1980). The name of the rose. Harcourt. Damasio, A. (1994). Descartes' error: Emotion, reason, and the human brain. Putnam. Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. Oxford University Press. LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. Simon & Schuster. Solms, M., & Turnbull, O. (2002). The brain and the inner world: An introduction to the neuroscience of subjective experience. Other Press. Fonagy, P., Gergely, G., Jurist, E. L., & Target, M. (2002). Affect regulation, mentalization, and the development of the self. Other Press. Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. Basic Books. Tronick, E. (2007). The neurobehavioral and social-emotional development of infants and children. W.W. Norton & Company. Beebe, B., & Lachmann, F. M. (2014). The origins of attachment: Infant research and adult treatment. Routledge. Schore, J. R., & Schore, A. N. (2008). Modern attachment theory: The central role of affect regulation in development and treatment. Clinical Social Work Journal, 36(1), 9-20. Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy. W.W. Norton & Company.  

Some of Jaak Panksepp's notable works on Amazon: Affective Neuroscience: The Foundations of Human and Animal Emotions – https://amzn.to/49YPkJ0 The Archaeology of Mind: Neuroevolutionary Origins of Human Emotions – ⁠https://amzn.to/3WmQJ8V The Emotional Foundations of Personality: A Neurobiological and Evolutionary Approach – https://amzn.to/4afUL6F Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you. Jaak Panksepp (June 5, 1943 – April 18, 2017) was an Estonian-American neuroscientist and psychobiologist who coined the term "affective neuroscience", the name for the field that studies the neural mechanisms of emotion. He was the Baily Endowed Chair of Animal Well-Being Science for the Department of Veterinary and Comparative Anatomy, Pharmacology, and Physiology at Washington State University's College of Veterinary Medicine, and Emeritus Professor of the Department of Psychology at Bowling Green State University. He was known in the popular press for his research on laughter in non-human animals. --- Support this podcast: https://podcasters.spotify.com/pod/show/theunadulteratedintellect/support

We hebben allemaal iets geleerd over wat emoties zouden zijn, maar dat blijkt totaal verkeerd en ongegrond. Hoe het dan wel zit met emoties, wat ze zijn, waar ze nuttig voor zijn en wat je ermee kunt hoor je in deze aflevering. Voor meer info en geinige feitjes en tips, check Instagram! Adverteren in deze podcast? Mail naar podcasts@astrolads.com Bronnen en ander lees- en luister- en kijkvoer: - Veel van wat Thijs en Lennard bespreken komt van professor Lisa Feldman Barrett. Check daarom haar boek: How emotions are made - Of een TED talk van haar: https://www.ted.com/talks/lisa_feldman_barrett_you_aren_t_at_the_mercy_of_your_emotions_your_brain_creates_them?language=nl - Andrew Huberman heeft in zijn HubermanLab podcast ook een uitgebreid interview met Lisa Feldman Barrett die de moeite waard is om te luisteren of terug te kijken zoals hier: https://www.youtube.com/watch?v=FeRgqJVALMQ - Check ook vooral de Wikipedia pagina over emoties voor veel achtergrond: https://en.wikipedia.org/wiki/Emotion - Neurowetenschapper Antonio Damassio heeft er ook een interessante filosofische kijk op: https://www.ted.com/talks/antonio_damasio_the_quest_to_understand_consciousness - Of lees dit artikel https://positivepsychology.com/positive-negative-emotions/ - En check nog over emotionele intelligentie dit verhaal van Daniel Goleman (de bedenker van Emotionele Intelligentie): https://www.youtube.com/watch?v=Y7m9eNoB3NU Nerd-literatuur: - Murphy, F. C., Nimmo-Smith, I. A. N., & Lawrence, A. D. (2003). Functional neuroanatomy of emotions: a meta-analysis. Cognitive, affective, & behavioral neuroscience, 3, 207-233. - Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051-1095. - Van Hemert, D. A., Poortinga, Y. H., & Van De Vijver, F. J. (2007). Emotion and culture: A meta-analysis. Cognition and emotion, 21(5), 913-943. - Lindquist, K. A., Wager, T. D., Kober, H., Bliss-Moreau, E., & Barrett, L. F. (2012). The brain basis of emotion: a meta-analytic review. Behavioral and brain sciences, 35(3), 121-143. - Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: a meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological bulletin, 138(4), 775. - Barrett, L. F., Mesquita, B., Ochsner, K. N., & Gross, J. J. (2007). The experience of emotion. Annu. Rev. Psychol., 58, 373-403. - Barrett, L. F., Gross, J., Christensen, T. C., & Benvenuto, M. (2001). Knowing what you're feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition & Emotion, 15(6), 713-724. - Barrett, L. F. (2017). Categories and their role in the science of emotion. Psychological inquiry, 28(1), 20-26. - Bechara, A., Damasio, H., & Damasio, A. R. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral cortex, 10(3), 295-307. - Bosse, T., Jonker, C. M., & Treur, J. (2008). Formalisation of Damasio's theory of emotion, feeling and core consciousness. Consciousness and cognition, 17(1), 94-113. - Conte, J. M. (2005). A review and critique of emotional intelligence measures. Journal of organizational behavior, 26(4), 433-440. - Mayer, J. D., Salovey, P., Caruso, D. R., & Cherkasskiy, L. (2011). Emotional intelligence. - Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and individual differences, 49(6), 554-564. - Tracy, J. L., & Randles, D. (2011). Four models of basic emotions: A review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion review, 3(4), 397-405. Adverteren in deze podcast? Mail naar podcasts@astrolads.com

"Self-regulation will always be a challenge, but if somebody's going to be in charge, it might as well be me." Daniel Akst Watch this interview on YouTube here https://youtu.be/xjPY1-gmuNk On Today's EPISODE #298 we will cover:  ✔ What exactly is trauma and what does it look like in our brain? ✔ How do we become “traumatized”? (as an adult or child)? ✔ How can we recognize “traumatic” experiences in our life, so we can address them, (trauma-informed strategies) heal from them, and prevent them from holding us back? ✔ If our Primal Emotions are hard-wired into our brain, then how do we overcome them? (FEARS, ANGER etc)?  ✔ How can we eliminate things that are worrying us? Our CRAP (conflicts, resistances, anxieties, and problems)?  Welcome back to Season 10 of The Neuroscience Meets Social and Emotional Learning Podcast, where we connect the science-based evidence behind social and emotional learning (that's finally being taught in our schools today) and emotional intelligence training (used in our modern workplaces) for improved well-being, achievement, productivity and results—using what I saw as the missing link (since we weren't taught this when we were growing up in school), the application of practical neuroscience. I'm Andrea Samadi, an author, and an educator with a passion for learning and launched this podcast 5 years ago with the goal of bringing ALL the leading experts together (in one place) to uncover the most current research that would back up how the brain learns best, taking us ALL to new, and often unimaginable heights.    For today's episode #298, we will be speaking with someone I got to know well, as we both took and became certified with a neuroscience certification course, through Mark Waldman[i], learning the basics of neuroscience and a unique technique called neurocoaching that we can both use to help individuals, schools or organizations. Grace Reynolds, who lives in Tasmania, Australia, (near Antarctica) went on to achieve a deeper level of certification as an advanced certified trauma centered neurocoach. We've been friends and colleagues for years studying and learning brain-based coaching strategies, and she recently asked me “have you covered neuroscience and trauma yet?” I knew that we've touched on it, but hadn't covered it thoroughly yet. We have covered trauma and the brain in pieces with Dr. Bruce Perry's[ii] What Happened to You book, Sarah Peyton[iii] and her work on anxiety and self-regulation, or Dr. Lori Desautels'[iv] work on rewiring our perceptions of discipline in our schools, and it was even a part of our interview with Hans Appel[v], a school counselor whose book, Award Winning Culture took off in schools across the country.  I remember while reading Hans' book, it was in the first few pages that he mentioned how he had a difficult childhood, and he talked about how the sound of his back door opening after school would make his skin crawl as he remembered the trauma that would occur for him in his life after school, urging him to spend more and more time at school, away from home. I wonder how many of our students have stories like this. I remember in the first few pages of Dr. Bruce Perry's What Happened to You book, he talked about a student who would act out in class. It turned out that the teacher's cologne was triggering him to a bad memory of a past experience, showing us that triggers can occur and set us off when we least expect it. I wonder: How do past traumas show up and do they impact our life?  What Can They Teach Us About How We Might Respond to Certain Situations? What strategies can we use to help us to maintain balance in our life? While I didn't have an experience as painful as Hans Appel's, or the student with the cologne, these stories made me remember something from over 20 years ago that made my skin crawl, and still does. Psychological trauma impacts our brain, and can trigger us to feel threatened even when we are not in a threatening situation. When I hear the sound of ice hitting a glass from a refrigerator ice machine, this sound takes me back to a time when I remember someone pouring themselves another drink, at night, and I just didn't understand it. I can see the memory and feel the unhappiness from that time period, clearly each time I hear that sound. This traumatic memory shows me that trauma once it hits our brain, embeds itself deeply in there, until we can uncover it, identify it, and then figure out what we will do with it (forgive it) so it loses its power over us, or doesn't interfere with our future results. Trauma is something that we have recently begun to train our teachers with. Our episode with Dr. Michael Gaskell[vi] on leading schools through trauma remains one of our top most listened to episodes, and I have communicated with Mathew Portell, whose work and podcast covers Trauma Informed Education[vii]. We just haven't been able to connect to set up a time to speak but will find a way to connect his work, since there is no better time than NOW to become trauma informed. I say this at a time where it's become important to understand in my own personal life, since the world sometimes throws us curveballs, and we are forced to STOP and figure this all out. I'm sure my personal story will resonate with many of you listening, if you have children, going back to school this fall. Our girls (ages 11 and 13) have just gone back to school, (AZ students get out in May, and go back the end of July). Both are in new schools, the youngest transitioned to middle school, and the oldest in high school, and life as it was for them has changed suddenly. Life with this new transition just seemed to be a lot for both our girls, and I hear this is not uncommon. Trauma informed expert Mathew Portell, reached back to me about our interview this week, and let me know what we are experiencing with these new transitions is “becoming the norm with pre-teens and teens.” When a breakdown happens, or a situation that overtakes a child, or even an adult for that matter, we are left with trying to figure out the pieces of what to do next. In our situation, we are still working through the pieces, reading books, and looking for the best direction. I was referred to the New York Times Best Seller The Emotional Lives of Teenagers by Lisa Damour[viii] to help us with some understanding of what might be happening to our girls as they are moving to new schools, entirely new friend groups, and new lives, and ways that we can help them to cope with these new experiences, with some understanding that goes beyond what our parents would have done for us—kicked us out the door and said “get to school” as the door slammed shut behind us.  Times are different now, and I know that when we know better, we can do better. So today I'm going to be asking our guest, Grace Reynolds for some strategies that could help all of us move forward in our lives, an understand what happens to our brain, during times of trauma and high stress. This is a topic we now teach in our schools, as you will know if you've been learning Dr. Bruce Perry's work, and his book, What Happened to You is a quick reminder of the fact that our students could possibly be misbehaving in class, because they are being triggered in some way from a past memory that has set them off.  Intro: Grace, we've known each other over the years, and I know that you've spent 45 years (or more) helping people come out of trauma. Can you share a bit about your background, and why you've been so successful in helping people in acute psychiatric hospitals, high security prisons, refugees, and schools, to understand and overcome trauma? Grace is from Tasmania, Australia! From our statistics, we can see all the listeners from Australia. Thanks for tuning in from down under.    Q1: What is different from the Mindfulness Neurocoaching we were certified with from Mark Waldman, versus other therapies and counseling? Q2: What is trauma and what does it look like in our brain? Q3: How do we help someone who has been “traumatized”? (as an adult or child)? Q4: How can we recognize “traumatic” experiences in our life and then what are some strategies you have to help someone heal from them? Q4B: What about our primal emotions (Panksepp) that are hard wired into our brain. I know you know these emotions well.  How do you teach people to overcome their FEARS (me jumping off the boat), or the FEAR of the unknown (like my daughter being afraid of her future because school is new) or ANGER? Q5: What other questions should I ask about trauma/brain? Q6: How do our core emotions/values tie in? Q7: How do we use our 7 Primal Emotions (Panksepp-Curiosity, Caring, Playfulness, Sadness, Fear, Rage/Anger, Lust) for our benefit? Q8: How do you use/teach the CRAP BOARD (to eliminate conflicts, resistances, anxieties and problems)? Q9: Final thoughts, and how can people work with you? CONNECT WITH GRACE REYNOLDS Mobile:  +61 477744767 https://www.facebook.com/mindfulneurocoaching https://twitter.com/mindfulneurocch https://www.instagram.com/mindfulneurocoaching/ FINAL THOUGHTS This interview with my good friend Grace helped me to see that no matter who we are (a parent struggling with something at work, or home) or a child struggling with life, and their new transitions, there is current brain-research and mindfulness based strategies we can all use, immediately to self-regulate, and move forward. I had forgotten about some of them, but will begin to use Grace's suggestions myself and with my family, and hope that her ideas have helped you to look a bit closer at your own life, and perhaps why certain things might make you feel uneasy. It is just the way our brain is wired to keep us safe.   How can we all use this new understanding of our brain to move us forward?   I'll let you explore how you will do this, but I'm going to update my CRAP board, and see what conflicts, resistances, anxieties and problems I have TODAY vs the one I did in 2018 to see which ones are REAL and VALID and if I can cross any of them off my list, and get them all out of my head.   I'm also going to attempt a CRAP BOARD with my girls, to see if it helps them to get their worries out of their head, and onto paper for us to look at and solve together.   And with that, I'll close out this episode and will see you next week and we go back to PART 2 of Going Back to the Basics. See you next week. RESOURCES Neuroscience Meets SEL Podcast EP #273 https://andreasamadi.podbean.com/e/brain-fact-friday-on-self-regulation-using-neuroscience-to-regulate-automatic-negative-thoughts-emotions-and-behaviors/ Thermoregulatory Theory of Yawning: What we Know From Over 5 Years of Research Jan. 2013  https://www.frontiersin.org/articles/10.3389/fnins.2012.00188/full Neuroscience Meets SEL Podcast EP #287 https://andreasamadi.podbean.com/e/brain-fact-friday-on-using-neuroscience-to-understand-our-emotions-feelings-and-life/   REFERENCES:  [i]Neuroscience Meets SEL Podcast EP #30  https://andreasamadi.podbean.com/e/neuroscience-researcher-mark-robert-waldman-on-brain-network-theory-and-the-12-brain-based-experiential-living-principles/   [ii] Neuroscience Meets SEL Podcast EP #168 https://andreasamadi.podbean.com/e/dr-bruce-perry-and-steve-graner-from-the-neurosequential-network-on-what-we-should-all-know-about-what-happened-to-you/   [iii] Neuroscience Meets SEL Podcast EP #92 https://andreasamadi.podbean.com/e/author-and-neuroscience-educator-sarah-peyton-on-brain-network-theory-default-mode-network-anxiety-and-emotion-regulation/   [iv]Neuroscience Meets SEL Podcast EP #56 https://andreasamadi.podbean.com/e/educational-neuroscience-pioneer-dr-lori-desautels-on-her-new-book-about-connections-over-compliance-rewiring-our-perceptions-of-discipline/   [v]Neuroscience Meets SEL Podcast EP #63 https://andreasamadi.podbean.com/e/author-hans-appel-on-building-award-winning-culture-in-your-school-or-organization/   [vi]Neuroscience Meets SEL Podcast EP #172 https://andreasamadi.podbean.com/e/dr-michael-gaskell-on-leading-schools-through-trauma-a-data-driven-approach-to-helping-children-heal/   [vii] Matthew Portell https://www.tienetwork.org/   [viii] The Emotional Lives of Teenagers by Lisa Damour https://www.amazon.com/s?k=the+emotional+lives+of+teenagers&hvadid=630690198419&hvdev=c&hvlocphy=9030068&hvnetw=g&hvqmt=e&hvrand=10597122911661210593&hvtargid=kwd-1871630612096&hydadcr=7635_13469277&tag=googhydr-20&ref=pd_sl_olg1febz5_e  

La question de l'inné ou de l'acquis est une question récurrente en éthologie : est-ce que les comportements ont été appris par l'animal, sous l'influence de son environnement, ou est-ce qu'ils se seraient de toute façon exprimés à cause de sa génétique ? Il n'y a pas de réponse absolue à cette question, mais dans cet épisode, on a tout de même cherché quelques pistes de réflexions, en nous basant sur les articles scientifiques à ce sujet, notamment ceux consacrés à l'agressivité chez le chien. Bonne écoute ! Bibliographie Van den Berg, L., M. B. H. Schilder, and B. W. Knol. "Behavior genetics of canine aggression: behavioral phenotyping of golden retrievers by means of an aggression test." Behavior genetics 33 (2003): 469-483. Duffy, Deborah L., Yuying Hsu, and James A. Serpell. "Breed differences in canine aggression." Applied Animal Behaviour Science 114.3-4 (2008): 441-460. Liinamo, Anna-Elisa, et al. "Genetic variation in aggression-related traits in Golden Retriever dogs." Applied Animal Behaviour Science 104.1-2 (2007): 95-106. Arvelius, Per, et al. "Genetic analysis of herding behavior in Swedish Border Collie dogs." Journal of Veterinary Behavior 4.6 (2009): 237. Amat, Marta, et al. "Aggressive behavior in the English cocker spaniel." Journal of Veterinary Behavior 4.3 (2009): 111-117. Panksepp, Jaak. Affective neuroscience: The foundations of human and animal emotions. Oxford university press, 2004.

“There is no separation of mind and emotions: emotions, thinking and learning are all linked.” Eric Jensen[i] But what about our feelings? What's the difference between our emotions and feelings? Have you ever thought about this? And with that introduction, I want to welcome you back to Season 9 of The Neuroscience Meets Social and Emotional Learning Podcast, where we cover the science-based evidence behind social and emotional learning (for schools) and emotional intelligence training (in the workplace) with tools, ideas and strategies that we can all use for immediate results, with our brain in mind.  I'm Andrea Samadi, an author, and an educator with a passion for learning and launched this podcast to share how the understanding of our complex brain transfers into our everyday life and results. Each concept we cover here I'm hoping will help you, wherever you might be listening to this podcast in the world, just as much as these ideas are helping me personally and professionally. In keeping with our Season theme of “Going Back to the Basics” we look back to EP #127 on “How Emotions Impact Learning, Memory and the Brain.”[ii] It was on this episode, exactly 2 years ago where we first looked at the impact of our emotions on our daily life with the work of neuroscientist Mary Helen Immordino Yang from the University of Southern California. We first met Mary Helen on our 100th EPISODE[iii] and she shared with us that “it is literally neurologically impossible to build memories, engage complex thoughts, or make meaningful decision without emotion.” She further explained that “30 years ago, we had no idea that one could study human emotions that emerge slowly over time—such as admiration and awe—and compare them psychologically and neurobiologically with emotions that emerge more quickly like surprise or fear.” (page 80. Emotions, Learning and the Brain). Before writing this episode, I had to stop, and think deeply about something I've often quoted. I learned this back in my days working in the speaking industry (in the late 1990s) to be careful what you think about because “it's our thoughts that determine our feelings, that cause us to take certain actions that in turn cause our conditions, circumstances and our environment.”  If we are going to look at our emotions today, we need to understand the difference between our emotions, our feelings, and the actions that we end up taking because of them. Let's Start with How Emotions Are Different Than Feelings. I found a clear explanation of “Emotions vs Feelings”[iv] from Dr. David Matsumoto, the founder of Humintell, who explains that emotions “are quick reactions to certain events that may impact our survival. They are unconscious, immediate, involuntary, automatic reactions to things that are important to us” which is right in line with what we learned from Jaak Panksepp's 7 primal emotions that he mapped out in our brain, and taught us they aren't something that we can control. They are automatic responses.  Dr. Matsumoto further explains that “these reactions include cognitive and physiological changes that help prime our body in a certain way and create sensations in us that we can perceive” which he calls feelings. You can see a diagram of these differences in the show notes that outlines emotions as “quick reactions to certain events that are automatic and unconscious” and feelings “are perceptions in the body that aren't necessarily related to the emotion.”[v] IMAGE SOURCE www.humintell.com Dr. David Matsumoto Since I'm always looking to connect the most current neuroscience research to improve our best practices, I wonder what can I add to this understanding of our feelings vs our emotions, to see if we can gain a deeper self-awareness into why we feel the way we do, and what this might mean for us, individually, in pursuit of our goals. Or to put this simply, what should we all understand about our emotions, our feelings, and how they translate into our life, and results. On today's episode #287 we will explore: What are our emotions. How are our emotions different from our feelings? The debate about emotions in neuroscientific circles looking at Paul Ekman[vi], Carroll Izard[vii], Jaak Panksepp[viii] and Robert Levenson's[ix] Theory of Emotions Using Brain Network Theory to Understand Our Emotions from an early EPISODE #48[x]. Other tools, ideas and strategies available to help us to understand our emotions, and feelings. Examine: How this understanding can help us take better control of our emotions and feelings, to change the actions that we will take, (so we can stay in better control in difficult situations) thus changing our conditions, circumstances and environment (or our results). 3 STEPS for applying this understanding of our emotions and feelings into our daily life. What Are Our Emotions? We've talked about our emotions with our recent episode with Lucy Biven from EP #270[xi] and Gabrielle Usatynski from EP #282[xii] who both dove deep into the work of Jaak Panksepp who mapped out 7 neurological circuits found in all mammals, and then we made the connection with our emotions and our childhood with an understanding of Bowlby and Ainsworth's Attachment Theory[xiii]. While I do think we've covered Panksepp's work thoroughly, who's to say his ideas are correct when philosophers, psychologists, and scientists have been arguing and disagreeing with each other for several thousands of years on this topic. I had to go back to my notes from the neuroscience certification course I took with Mark Waldman, where he taught us that “even today the debate continues in neuroscientific circles. Paul Ekman[xiv], that you might know as the deception detection expert, or co-discoverer of the micro expression, and the inspiration behind the TV series, Lie to Me[xv], showed evidence that there are 6 universal emotions (fear, anger, joy, sadness, disgust, and surprise). Ekman demonstrated how emotions can all be seen in a person's brief facial expression, and we covered this fascinating topic on EPISODE #163 with Dan Hill, “The Faces Guy” on “How to read the Emotions in Others”[xvi] but Jaak Panksepp labelled some of Ekman's universal emotions as secondary emotions, calling them feelings. Before I get bogged down in terminology, deciphering these arguments, and lost reading this research paper I found on Four Models of Basic Emotions[xvii] I thought an easy way to simplify this concept is to put an image in the show notes that explains the similarities between four models of emotions and make up our own minds with which theory of emotion we resonate with the most. While one will disagree with each another, “all four list a positive emotion labelled happiness (Ekman and Cordaro; Izard), enjoyment (Levenson) or Play (Panksepp and Watt) and three distinct negative emotions, sadness (labeled grief by Panksepp and Watt), fear, (they all agreed on this label) and anger.”[xviii] Putting Our Emotions into Action If we want to understand our emotions, we can now begin by thinking about how everyone will respond to these emotions in a different way, since we've all had different experiences from childhood and beyond. (Keeping Attachment Theory in mind). Suppose we were walking through a forest and something jumps out from behind a tree and we instinctively jump (the core emotion of fear that all 4 models agreed with). Then we see it's a harmless dog, wagging his tail and wanting to play with us. Each person will process this situation in an entirely different way. One person will laugh, another will reach out to play with the dog, while another person will remain upset about the scare for the rest of the night. Everyone will have a different feeling (which is another model we will cover another time, a theory of emotion from neuroscientist Lisa Feldman Barrett)[xix]  who says that our feelings change as we think about our past experiences, (maybe we saw that dog this morning and we quickly realize he's harmless). Also, each person will nonverbally express their feelings through their facial expressions, allowing others to “read” what they felt with the experience. (Ekman's work).  Finally, if we can regulate the reaction that we had, and take it a step further and recognize the emotions in the person next to us, we are demonstrating Robert Levenson's Theory[xx], that focuses on the fact that our emotions either improve with age, or they decline, like we see with neurodegenerative diseases. IMAGE SOURCE: Four Models of Basic Emotions: A Review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt Published by Jessica Tracy and Daniel Randles October 2011 https://ubc-emotionlab.ca/wp-content/files_mf/emotionreview2011tracyandrandles.pdf How can understanding our emotions and feelings help us? Mark Waldman's Brain Network Theory for Overcoming Our Fears While analyzing this situation of walking through a forest, neuroscience researcher Mark Waldman would say that “while the emotional experience often lasts for a few seconds, some people might ruminate on the negative feelings that came with this experience, to the point that they are diagnosed with depression or an anxiety disorder.”[xxi]  This was the person who remained upset about the scare for the rest of the night. He explains that understanding brain network theory model comes in handy here because he says that “feelings are nothing more than a combination of our imagination mixed with past memories.” Knowing that feelings are not real makes it easier to shift our attention away from the feeling (whatever it might be-fear, anxiety or whatever) and return to being more engaged in the present moment” where he suggests to focus on the positive emotional experiences that are also in our life. Waldman explains that this is the neuroscience of transforming emotions into feelings and feelings into valuable insights, and it has the power to transform our current models of psychotherapy and healing. You can review this powerful concept of Brain Network Theory all the way back on EP #48[xxii] with tips on using this model to increase positivity, reduce stress and anxiety and increase our work productivity and results by learning to consciously shift between your imagination, (DMN) awareness (Salience Network) and thinking (CEN). IMAGE SOURCE: Mark Robert Waldman REVIEW AND CONCLUSION To conclude and review this episode on a deeper dive into “Using Neuroscience to Understand our Feelings and Emotions” here are three concepts to help us to put these ideas into action in our daily life.   REMEMBER: OUR EMOTIONS ARE AUTOMATIC HARDWIRED NEURAL RESPONSES THAT WE CAN'T CONTROL: And many philosophers, psychologists, and scientists have been arguing and disagreeing with each other for several thousands of years on this topic. Some argue where they originate, and the terminology, but we found 4 researchers who could agree on one positive emotion (happiness) and three negative emotions of sadness, fear and anger. But don't forget that while “we cannot control what emotions or circumstances we will experience next, we can choose how we will respond to them.” Gary Zukav PUT THIS INTO ACTION: The next time you feel an emotion, notice what it is. See if you can take this understanding and apply it to learn more about yourself. What makes you happy? Do you savor happy moments? What about the negative emotions? Do you have a strategy to overcome your fears, sadness or anger? Or a way to feel them, and not respond to them? YOU CAN TRAIN YOU BRAIN TO RECOGNIZE AND OVERCOME FEAR: This example is a bit close to the heart as it just happened, but it's a good example of why recognizing and overcoming fear is important, so I'm going to include my recent experience here. This week I was waiting for my oldest daughter to finish her gymnastics practice. Both my girls train most nights, and I pick them up at the end of the night. The other night I was waiting in the car, and I could see the coach coming outside to speak to me, and this coach wouldn't be coming outside after a long night to chit chat. I knew something was up the minute I saw him walking to my car. Then it hit me. FEAR. I felt it because I had left my desk writing this episode to pick her up, and here I was with my heart racing, as I wondered “what happened” and wanted the coach to spit it out quickly. I couldn't see her behind him, so now I'm wondering “can she walk, is she bleeding, does she have broken bones?” trying to figure out in my head what the situation was. Then I noticed the feelings come into play. The stomach drops, next, the physical sensation of feeling sick as my imagination went back to all the other injuries we see often, and boy our minds can take us on a trip if we don't learn to focus, think and stay in the present moment, or use the understanding of Brain Network Theory to STOP our Default Mode (Imagination) Network and switch it to our Central Executive Network to stop those ruminating thoughts from taking over our mind. This is all happening in seconds, but when it's happening, it feels like a long time. I finally snapped out of it, and asked questions that brought my thinking (CEN) brain back on track like “what happened, where did it happen, and how does she seem to you?” and the fear started to go off into a corner as soon as I figured out that her coach thought she might have a concussion. Did you know that the opposite of fear is understanding? When we understand something, the fear goes away because the thinking brain allows you to take the action needed to resolve your situation. Life experiences like this will happen and it's crucial to be able to focus and think clearly, and to move from fear to understanding. Can you think of something that happened to YOU this week where one of your emotions took over YOUR mind? Where do certain theories of emotion become evident? With my example, I could feel the fear (all 4 theories), I could also “read” the emotion in the coach's face (Ekman and Levenson), and even more specifically could see the pain on my daughters face that helped me to take certain actions while under stress. USING BRAIN NETWORK THEORY TO BYPASS OUR FEARS by shifting our attention away from the feeling or emotion we are experiencing (whatever it might be-fear, anxiety or whatever) and return to being more engaged in the present moment” and focus on the positive emotional experiences that are also in our life. We have the Default Mode Network, (imagination processes like daydreaming, creative problem solving, and mind wandering). This network is important to tap into, as it also contains our ability for creative problem solving, so it doesn't just contain our worries and fears, but our ability to move past them. We just need to be mindful of what we are thinking about, to prevent the negativity bias from taking over our mind (when we get stuck ruminating on negative thoughts instead of positive creative thoughts).  Be sure that we are thinking positive thoughts, so we don't default into this negative cycle of thinking. This takes practice, but with time, does become a habit and can be very useful during times of intense pressure or stress.   OUR DEFAULT MODE NETWORK:  Is the highest during daydreaming (using our imagination) Decreases slightly during mind-wandering Decreases more during creative thinking Is WEAKEST during goal-directed thought PUT THIS INTO ACTION: See if you can notice yourself “switching” your mind from the imagination, DMN, to the CEN (thinking network) like I did when I had to stop my imagination from running wild when my daughter was injured and actually THINK. THINK ABOUT THIS!    What strategy do you have in place to STOP your Default Mode (Imagination) Network from taking over your mind? The next time you are in a situation where your emotions are flooding you, whether it be FEAR like I felt, or maybe ANGER with difficult situation at work, see if you can use your CEN to bring those Executive Functions (like decision-making) back online. This can be done simply by STOPPPING the automatic negative thoughts (say STOP) and then begin to use your mind to think. Ask questions, and then notice your salience network come into play will create the balance in your brain that's needed in times of stress.   OUR FEELINGS ARE OUR REACTIONS TO OUR EMOTIONS AND WE CAN CONTROL THEM: How do you feel right now? Does this question make you stop and think for a minute? If your feelings don't come to your mind immediately and you've got to think for a second, that's because “our feelings are a complex semi-conscious reaction towards our emotions” (Mark Waldman) or maybe like we learned from Dr. Matsumoto, they might have nothing at all to do with the emotion (like when we feel tired or cold).  This is fascinating area of Marc Brackett's work and his book Permission to Feel that we covered on EP #22.[xxiii] The important part of diving deeper into our feelings is to remember is that they are “shaped by intuitive processes, memories, beliefs, fantasies and thoughts.” (Waldman) and these feelings are “then assigned a private, personal meaning” that's unique to us. PUT THIS INTO ACTION: Ask someone to explain how they feel about something and you might be surprised with the answer they come up with. You will learn something about this person from this question, as they dig deep to answer you.  Watch them closely to see if they have a difficult time putting their feelings into words because they are complex reactions about their own individual experience. THINK ABOUT THIS: What story did they tell you? What did you learn about the person from their story? Could you see their intuitive process, memories, and beliefs at work? We started this episode by saying “There is no separation of mind and emotions: emotions, thinking and learning are all linked.” Eric Jenson, but I think we went much deeper than that proving that our thoughts, feelings and emotions are all connected. It doesn't matter what we call our emotions, just that we recognize the ones that make us happy, and for the negative ones, how we respond to them really does determine the conditions, circumstances and environment we'll create in our life. I learned this week that when the emotion of fear came up, I had to overcome it quickly, bringing those executive functions back online to stay on track by not letting my imagination take over my mind. The more we learn to understand these things called emotions, and the feelings attached to them (or not), the better prepared we can be to deal with life's difficult situations that will come up whether we like them or not. With time and practice, we really can train our brain to move past difficult emotions like fear, worry and doubt, through to understanding, and this will have a significant impact on the outcome of our daily results. I hope you find these concepts to be as helpful and useful in your life as I'm finding them in mine. I'll see you next week. FOLLOW ANDREA SAMADI:  YouTube Channel: https://www.youtube.com/c/AndreaSamadi   Website https://www.achieveit360.com/  LinkedIn: https://www.linkedin.com/in/samadi/  Facebook:  https://www.facebook.com/Achieveit360com   Neuroscience Meets SEL Facebook Group https://www.facebook.com/groups/2975814899101697   Twitter: https://twitter.com/andreasamadi   Instagram: https://www.instagram.com/andreasamadi/    REFERENCES: [i]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #79 with Eric Jensen on “Strategies for Reversing the Impact of Poverty and Stress on Student Learning”  https://andreasamadi.podbean.com/e/brain-based-leaning-author-eric-jensen-on-strategies-or-reversing-the-impact-of-poverty-and-stress-on-student-learning/   [ii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE#127 on “How Emotions Impact Learning, Memory and the Brain” https://andreasamadi.podbean.com/e/brain-fact-friday-how-emotions-impact-learning-memory-and-the-brain/   [iii] Neuroscience Meets SEL Podcast Episode #100 with Mary Helen Immordino-Yang https://andreasamadi.podbean.com/e/professor-mary-helen-immordino-yang-on-the-neuroscience-of-social-and-emotional-learning/   [iv] Emotions Vs Feelings Published by Dr. David Matsumoto May, 2022  https://www.humintell.com/2022/05/whats-the-difference-between-emotions-and-feelings/   [v] IBID [vi] https://www.paulekman.com/   [vii] https://en.wikipedia.org/wiki/Carroll_Izard   [viii] https://en.wikipedia.org/wiki/Jaak_Panksepp   [ix] https://psychology.berkeley.edu/people/robert-w-levenson   [x] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #48 on “Using Brain Network Theory to Stay Productive During Times of Chaos and Change” https://andreasamadi.podbean.com/e/brain-network-theory-using-neuroscience-to-stay-productive-during-times-of-change-and-chaos/   [xi] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #270 with Lucy Biven on “A Short-Cut for Understanding Affective Neuroscience” https://andreasamadi.podbean.com/e/lucy-biven/   [xii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #282 with Gabrielle Usatynski on “How to Use Jaak Panksepp's 7 Core Emotions to Transform Your Family, Career and Life”  https://andreasamadi.podbean.com/e/gabrielle-usatynski-on-how-to-use-jaak-panksepp-s-7-core-emotions-to-transform-your-relationships-family-career-and-life/   [xiii] What is Attachment Theory by Kendra Cherry Feb. 22, 2023 https://www.verywellmind.com/what-is-attachment-theory-2795337   [xiv] https://www.paulekman.com/   [xv] Lie to Me TV Series https://www.imdb.com/title/tt1235099/   [xvi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #163 with Dan Hill, The Faces Guy on “How to Read the Emotions in Others: For Schools, Sports and the Wrokplace”  https://andreasamadi.podbean.com/e/dan-hill-phd-the-faces-guy-on-how-to-read-the-emotions-in-others-for-schools-sports-and-the-workplace/   [xvii] Four Models of Basic Emotions: A Review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt Published by Jessica Tracy and Daniel Randles October 2011 https://ubc-emotionlab.ca/wp-content/files_mf/emotionreview2011tracyandrandles.pdf [xviii] IBID [xix] Lisa Feldman Barrett https://lisafeldmanbarrett.com/   [xx] Understanding the Role of Emotion and Aging with Robert Levenson https://www.youtube.com/watch?v=Ehqzhj9f8Y8   [xxi] www.MarkRobertWaldman.com   [xxii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE  #48 on “Brain Network Theory: Using Neuroscience to Stay Productive During Times of Change and Chaos” https://andreasamadi.podbean.com/e/brain-network-theory-using-neuroscience-to-stay-productive-during-times-of-change-and-chaos/   [xxiii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE  #22 with Marc Brackett, Founding Director of the Yale Center of Emotional Intelligence on “Permission to Feel” https://andreasamadi.podbean.com/e/founding-director-of-the-yale-center-of-emotional-intelligence-on-his-new-book-permission-to-feel/  

En este capítulo, se aborda la psicología del amor que se representa en los diferentes personajes de la serie "How I Met Your Mother". Además, se describen distintas teorías psicológicas sobre las relaciones de pareja, como la perspectiva evolutiva, la teoría del amor como una adicción de Panksepp, y la teoría triangular del amor de Stemberg. Estas teorías se pueden observar en la relación consumada de Marshall y Lily, en la soltería de Ted, en la crianza de Robin y en la personalidad de Barney.Síguenos en redes sociales como:https://www.instagram.com/lashh.ento/https://www.instagram.com/HerramientasParaPsicologos https://www.instagram.com/Santana_Tony/

“Each emotional system is hierarchically arranged throughout much of the brain, interacting with more evolved cognitive structures in the higher reaches, and specific physiological and motor outputs at lower levels.” Jaak Panksepp Watch our interview on YouTube here https://youtu.be/siJ1FUeUD40 On today's Episode #282 we will cover ✔ How Gabrielle Usatynski's NEW book The Power Couple Formula, Applies Jaak Panksepp's 7 Core Emotions to Transform Your Relationships, Family, Career and Life. ✔ What We Should All Know About The Attachment Theory. ✔ A Deep Dive into Each of the 7 Core Emotions and How They Map in the Brain. Welcome back to The Neuroscience Meets Social and Emotional Learning Podcast, where we cover the science-based evidence behind social and emotional learning (for schools) and emotional intelligence training (in the workplace) with tools, ideas and strategies that we can all use for immediate results, with our brain in mind.  I'm Andrea Samadi, an author, and educator with a passion for learning specifically on the topics of health, wellbeing and productivity, and launched this podcast to share how important an understanding of our brain is to our everyday life and results using the most current brain research. If there's a tool, strategy or resource that I find, that could be helpful to improve productivity and results, whether we are a teacher in the classroom, a coach or in the modern workplace, I will share it here. On today's episode #282, we will be speaking with an important guest, who reached out to me shortly after we released EPISODE #270 with Lucy Biven[i] who co-authored The Archeology of Mind, with Jaak Panksepp.  She let me know she was a couple's therapist, educator and an author, with a new book coming out next month and was amazed to see our episode with Lucy Biven, as she cites The Archeology of Mind on nearly every page of her new book, The Power Couple Formula: Unlock the Power of Your Instincts and Transform Your Relationship. She even mentioned that a colleague of Dr. Panksepp, Dr. Doug Watt, was currently reviewing her manuscript to offer his guidance on the subject. When this email came through, I was taking a short break from interviews, gathering my bearings with a tight schedule, but when I saw this email, I knew I had to learn more about our next guest, Gabrielle Usatynski, and her new book, the Power Couple Formula. We met briefly to chat, and I've got to say that we could have recorded that conversation. She spoke eloquently about her background as a therapist, and the history of our emotions. I couldn't take notes fast enough, but saw that not only does Gabrielle understand Jaak Panksepp's work (that many find to be difficult) but she could explain it in a way that made sense to me, with examples of how to each of the core emotions. A bit about Gabrielle: BIO: Gabrielle Usatynski, MA LPC is the founder and director of Power Couples Education. An internationally renowned therapist, speaker and educator, she is the author of the forthcoming book, The Power Couple Formula, scheduled for release this year. She is the originator of ground-breaking online programs that help couples build relationships based on safety and trust and offers professional training programs for therapists in the Power Couple Method.  Her work is regularly featured in such publications as CNN, USA Today, Cosmopolitan, Parents Magazine, Counseling Today, and Women's Health.  For over a decade, Gabrielle has helped thousands of couples. Her clinical work has earned her numerous awards, including: the USA Prestige Award for Couples Counseling Service of the Year, the Best of Boulder Award for Couple and Marriage Counseling, and the Top 10 Best Marriage Counselors of Boulder, CO Award. Gabrielle is a graduate of McGill University and also specializes in the treatment of traumatized children and their families. So today, we will meet Gabrielle Usatynski, and learn how Jaak Panksepp's work plays out in our most personal relationships, with tools that we can all use and apply right away. Welcome Gabrielle, it's incredible to see you again. Thank you for coming on the podcast to share your knowledge on what many of us would consider a topic that's not the easiest to explain because most of us are still trying to understand this topic of our emotions and how they play out in our lives, specifically with our relationships. Thank you for being here. You know I was thrilled to meet you as I just love learning, and making connections, especially when the topic is challenging, or makes you think a bit. INTRO Q: I wanted to ask you first, before diving into your new book, The Power Couple Formula,  Why did you write this book, and why did you focus on the work of Dr. Panksepp?" Q1: I put an image in the show notes of the 7 CORE emotions. Can you explain this chart I put in the show notes, and what Dr. Panksepp discovered about these emotions, that you found to be so important? Q1B: What did Dr. Panksepp discover about where our emotions reside in the brain? Q2: Can you orient us to what therapists were taught about our emotions, The Attachment Theory, and how important it is to completely deactivate this system in intimate relationships? 2B: Why should we understand Attachment Theory, and where does Affective Neuroscience come into this understanding? Q3: How do we use your book as a map, with tools and resource to help us personally, with our family, career, or even with the work we are doing in the world? When I first saw these 7 core emotions, I actually printed them and put them on my desk to see if I could notice them in my life. In the neuroscience certification course I took, we spent a lot of time on the PLAY system (especially as it relates to learning and our schools) but I wonder if we could take a look at your book, and go through 4 of the 7 action systems? Of course, I'd love to cover them all, but I picked the ones that stuck out to what I would think our listeners would like to dive deeper into. Q4: I know that the PANIC/GRIEF system is important, especially as you've cited Dr. Bruce Perry who we had on the podcast. What are the impacts of early bonding on our physical and mental health? Q5: What are some tools that could help de-activate panic/grief/rage in our relationships to avoid the conflict that goes along with it? Q5B: As I was reading through the book, I saw that you have strategies to help ALL of the attachment styles. Wouldn't it help people to know this BEFORE they marry someone so you can kind of guess how things would pan out during conflict? Q6: To close out, is there anything important that we haven't talked about, knowing that we didn't cover all the core emotions, but to encourage people to read your book, and learn the strategies for ALL of the systems. What have we missed here? Gabrielle, I want to thank you for coming on the podcast and sharing your new book with us. For people who want to learn more about you and your book, is the best place your website? https://powercoupleseducation.com Final Thoughts We opened up this episode with a quote from Dr. Panksepp that said “each emotional system is hierarchically arranged throughout much of the brain, and I think the image I put in the show notes and our YouTube interview clearly shows these 7 core emotions (or our 7 basic needs) that are hard-wired deep within our brain stem, bringing Dr. Panksepp's quote to life in a way that we can now visualize these core emotions within the deepest, oldest part of our brain. When I first began to study Dr. Panksepp's work, I printed these core emotions and put them on my desk, for me to glance at throughout my day, and I wondered how they were showing up for me on a day to day basis. As I'm reflecting on Gabrielle's book, and our interview, I'm doing so from how I think these core emotions have shown up in my daily life, and for you, it will be different, but I'm hoping that at least I've started the ball rolling to have us ALL think about how to take our understanding of ourselves to a deeper level, using Dr. Panksepp's Core Emotions and Gabrielle's book, as a map. Gabrielle was very thorough with her research that you will see within each chapter. I can now see how these 7 core emotions interact with the “more evolved cognitive structures in the higher reaches” of my brain, and this understanding can now help me to see how each emotion I'm feeling, (that's generated way deep down in the oldest part of my brain) and shows up behind the actions I'm taking. You'll get a deeper understanding of why you feel a certain way, and why you do the things you do, with this book. You'll also get to look at why others close to you, do the things they do, as you begin to match Bowlby and Ainsworth's Attachment Theory to your most intimate relationships. What did I notice with each action system? SEEKING, RAGE/Anger, FEAR, LUST, CARE, PANIC/Sadness, and PLAY. Seeking: This core emotion is evident with my need to connect with others around the world and this need is about getting more out of life with continual research and learning. While I can't jump on an airplane and travel to Australia, India, Sweden or South African (at least not this week), and have conversations with curious minds like myself, I can write and release podcast episodes that travel around the world, to you, on my behalf.  This kind of helps with this action system and keeps me working, and researching. I also need to seek others to learn from, and when the research becomes difficult, I can remember what Dr. Zadina[ii] said on our recent episode, where she would find articles that she was interested in first (seeking) and then read them over and over again, gaining more understanding each time. When you read Ch. 5 in Gabrielle's book, you can learn how secure seeking develops in relationships, so that you can support your partner with ways that each of you can continue to expand, learn and grow together. That's what I learned about the how I interact with the seeking system. What about you? Where do you notice this core emotion of SEEKING plays out in your life? Rage/Anger: Some people I've noticed get angry easily, for different things. My oldest daughter doesn't like injustice, I don't like disorder, but the key is to notice what makes this emotion come out in you, and know it's hard-wired deep in our brain stem, so that when this emotion sets you off, that you find a strategy to help create more space between the stimulus (the thing that you didn't like) you're your response to it. I've noticed that meditation has helped me be less reactive here.  Chapter 7 of Gabrielle's book covers the fear system, and Chapter 8 covers the Rage system, and she reminded us in our interview that we want to work towards NOT triggering rage and fear in our relationships. These are both good chapters to review for all of her tools and strategies for de-activating rage. What about you? Where have you noticed rage/anger come up in your life? Do you have a strategy to bring you some understanding that can help you to de-activate this emotion? Fear:  This emotion is a powerful one to look at. Have you ever thought of your deepest, innermost fears? I remember a program I did years ago, that asked us to look at what we were afraid of, and that to “know our fears” would help us to overcome them, or at least help us to move towards the idea of having “no fear.” I know exactly what I'm afraid of, and it's there right in front of me daily, and I side-step around it most days, but I see it, whether it's out of the corner of my eye, or I'm staring directly at it. Now this isn't even going into subconscious fears and traumas like Dr. Bruce Perry's work, this is just looking at what we are consciously aware we are afraid of. What about you? Have you ever looked at this for yourself? Do you “know” your fears? I think once we can identify them, then life just becomes easier. There's no mystery with these fears. I don't talk about what I'm afraid of, giving them more energy, but I know exactly what they are, and just knowing this, makes me feel that I'm more powerful than these fears. I can step around them, sometimes jump over them, when they come up, not letting them ever stop me from doing the things I want to do in life. Who doesn't want to be FEARLESS? Taylor Swift says it nicely. Lust: I'm not going to leave this one out, since everyone wants to talk about sex, and it is an important part of our most intimate relationships. Gabrielle covers this topic in Chapter 9 and 10 of her book, and when I was reading these chapters I was actually dying laughing because she made a comparison with sex, to a sport that will identify her as a Canadian. I'm not going to tell you the sport, but you'll have to read the book to see how she made this comparison. She does say that most problems within relationships are a lack of the care system, they are not sexual. When reading this chapter, I thought about how right she was that we have to have trust first here, and of the importance of repairing our relationships quickly and often so we don't trigger the rage, fear of panic/grief circuit. We've covered The Speed of Trust[iii] on past episodes with Stephen Covey who says that “trust is the glue to life” and “the one thing that affects everything else you're doing.” Gabrielle mentioned that this system requires CARE that she outlines as commitment, availability, relief and empathy. While we all know this core emotion is important, I wonder what Dr. Panksepp would say about other ways we can use this energy? If he were here, I'd ask him about Napoleon Hill's Chapter on Sex Transmutation that we covered on EPISODE 195[iv] where Napoleon Hill, in his famous book, Think and Grow Rich, talks about how this powerful force can be “transmuted or transferred from one form of energy to another” which is a way of using this force to reach higher levels of achievement. Care: Gabrielle covers this core emotion in Chapter 4 of her book, explaining why caring feels so good with the release of oxytocin, the bonding hormone and that “when you administer oxytocin to couples, they make more eye contact, are more self-disclosing, validate each other's feelings more, and show a significant decrease in criticism, contempt, defensiveness, and stonewalling, Gottman's four behaviors that predict divorce.” (page 81, The Power Couple Formula). Looking at this system makes me think about how care existed in my household growing up. Not that I didn't feel loved, but this system was definitely turned down, as affections weren't openly discussed or shown, so it's interesting to see that I want this system dialed up now that I'm raising my own children, and interacting with my husband, and this one is a work in progress for me.  The key to understanding these core emotions is to think about how they show up in our life, gain a deeper level of self-awareness, and then find tools and strategies to improve how we show up in our relationships. This is exactly what Gabrielle wrote her book to accomplish. How does the core emotion of care show up for you? Are you able to easily show those close to you, who you love, that you care about them? If this doesn't come naturally to you, do you have a strategy in place to dial this emotion up? Panic/grief/response: Gabrielle covered this system thoroughly on our interview, explaining how it goes off when we are separated from those we love, or care about. While she does suggest that in our close relationships we should always work on NOT triggering RAGE, FEAR or PANIC/GRIEF by being mindful of what sets these systems off in others, and working on keeping them in the OFF position. But knowing your attachment style (and your partners') helps here if you ever are faced with PANIC/GRIEF as it will shape the experiences you will have. Gabrielle covers extensively how each attachment style deals with PANIC/GRIEF. Do you know how YOU respond to PANIC/GRIEF in your relationships? If you are securely attached, this system rarely goes off. If you are anxiously attached, “you will worry that someone won't be there for you consistently.” (page 36, The Power Couple). If you are avoidant, you will “have lost touch with unmet needs for connection and security.” (page 36, The Power Couple). Your attachment style will help you to understand yourself better, how quickly you will be able to recover from a breakup or even your ability to be apart from your partner without feeling panic. Play: This is the emotion I spent the most time learning about when I was first introduced to Dr. Panksepp's work. Mark Robert Waldman who I took a neuroscience certification course with would have us thinking daily about how we would incorporate play with our work, to make it more enjoyable. When it comes to making neuroscience fun, this core emotion is vital. Or for students in the classroom in our schools, how can we make learning more fun? My family tells me all the time “you are so serious, lighten up a bit” and I really do try, but I'm also the one who makes sure homework is completed each night, and day to day life stays on track, so I leave this part to others who are better at it than I am. But who doesn't want to have more fun every day? I've been playing around on the podcast, and working on having fun with interviews, but I'm not the type who will suddenly tell you a joke or something, or break out a fancy wrestling move with my kids which is what science would call “rough and tumble play” that Gabrielle says “reflects millions of years of evolution.” I've got some work here to add more fun into my day. What about you? Do you have fun with your work? Do you think that play is only for children? Do you think that animals play? Gabrielle covers this core emotion in Chapter 11 with Five Ways We Can Add Play into Our Relationships. The part I loved the most about this chapter, is that Gabrielle left this core emotion till the end of the book on purpose. Life is full of pressure and stresses and play only works “when its initiated in the absence of acute or chronic stress” (Page 295, The Power Couple Formula). This is good to think about, as it's important to be mindful of the stress levels of those around you. Lucy Biven, co-author of The Archeology of Mind weighs in on the quote I posted at the beginning of this episode.  Before releasing this, I wondered if I had a solid grasp of the quote I chose to open up this episode with, so I emailed Lucy Biven, who we interviewed on EPISODE #270 at the start of this year. Here's as close to Dr. Panksepp as I could get to be sure we've got a handle of his 7 core emotions. She wrote: “As for the quote - The hierarchy that Jaak wrote about was basically from bottom to top of the brain (brainstem to cortex).   The hub of all 7 emotional systems is situated in the upper brainstem and in Jaak's view, emotional arousal always generates affective consciousness (emotional feelings).  The hierarchy lies in the fact that without emotional arousal/affective consciousness, no consciousness is possible.  So the upper brainstem is most important in generating consciousness - it is top of the hierarchy. How do we know that the brainstem is all-important?  Tiny lesions so parts of the upper brainstem, specifically the parabrachial nuclei and the periaqueductal gray obliterate consciousness while quite large cortical lesions obliterate components of consciousness (sight, hearing, memory) but not consciousness itself. If my visual cortex were damaged, I would be blind, but I would know who I am, I would know who you are and I would understand my relationship with my children and grandchildren and I would retain everything that I know about neuroscience.  In short, nothing else would change.  But if I had a bad stroke in my upper brainstem, I would become comatose and vegetative.  Everything would be lost.   The idea about the hierarchy from emotion to cognition is this:  Emotions evolved in order to solve life problems.  Some emotional responses are instinctive - for example, when frightened we freeze and might be overlooked by a predator.  Others we learn, for example we discover from experience where the predator frequents and we avoid those places.  Since emotional arousal is a precondition for cognition, we think about things that arouse our emotions.  For example, if I am smart enough, I might set a trap for the predatory animal, thereby solving my problem for good.  So cognition expands and refines emotional problem solving.    That is the emotion/cognition hierarchy.  Jaak posited that in the emotion/motor hierarchy, emotions are primary because emotions are inherently linked to motor responses.  I am not sure that he expanded on this beyond the observation that electrical (or pharmacological) arousal of emotional systems generates motor responses, like FEAR resulting in freezing or running away (depending on the strength of stimulation.   And with that, I'll close out this episode on “How to Use Jaak Panksepp's 7 Core Emotions to Transform Your Relationships, Family, Career and Life” and hope you found this deep dive into Gabrielle's Power Couple Formula book to be as useful as I have. I hope that if you print the list of the 7 core emotions, and put them in front of you, while you are working, that you can begin to think about how these emotions show up in your life day to day, and how you can use this understanding to develop stronger, more resilient relationships at home, with your family and in the workplace.” Have a Happy Easter Weekend, and I'll see you next week. CONNECT with GABRIELLE Gabrielle Usatynski, MA LPC 303-859-1825 https://powercoupleseducation.com https://powercouplescounseling.com Gabrielle's new book, The Power Couple Formula!  FOLLOW ANDREA SAMADI:  YouTube Channel: https://www.youtube.com/c/AndreaSamadi   Website https://www.achieveit360.com/  LinkedIn: https://www.linkedin.com/in/samadi/  Facebook:  https://www.facebook.com/Achieveit360com   Neuroscience Meets SEL Facebook Group https://www.facebook.com/groups/2975814899101697   Twitter: https://twitter.com/andreasamadi   Instagram: https://www.instagram.com/andreasamadi/     RESOURCES: Attachment Theory: Bowlby and Ainsworth's Theory Explained By Saul Mcleod, Ph.D. Feb. 8, 2023 https://simplypsychology.org/attachment.html The 4 Attachment Styles in Your Relationships and How to find Yours by Kelly Gonslaves March 10, 2023  https://www.mindbodygreen.com/articles/attachment-theory-and-the-4-attachment-styles The Gottman Institute https://www.gottman.com/ The Four Horseman that can predict the end of a relationship https://www.gottman.com/blog/the-four-horsemen-recognizing-criticism-contempt-defensiveness-and-stonewalling/   REFERENCES: [i] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #270 with Lucy Biven https://andreasamadi.podbean.com/e/lucy-biven/ [ii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE  #280n wit Janet Zadina https://andreasamadi.podbean.com/e/pioneering-neuroscientist-janet-zadina-reflects-on-her-journey-of-bridging-neuroscience-and-education/ [iii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #207 on The Neuroscience of Trust  https://andreasamadi.podbean.com/e/brain-fact-friday-on-the-neuroscience-of-trust/ [iv]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #195 on “Think and Grow Rich PART 5: The Mystery of Sex Transmutation  https://andreasamadi.podbean.com/e/think-and-grow-rich-book-review-part-5-on-the-power-of-the-mastermind-taking-the-mystery-out-of-sex-transmutation-and-linking-all-parts-of-our-mind/  

"Jaak Panksepp was the first and only neuroscientist who focused squarely on the emotional brain. There followed a lengthy and instructive series of emails between Jack and Lucy that ultimately resulted in the publication of this book" Jaak Panksepp and Lucy Biven, authors of the famous book that is often required reading for those studying an Introduction to the Field of Neuroscience, The Archeology of Mind. Watch our interview on YouTube here https://www.youtube.com/watch?v=wH3j5WDXvEk   On today's Episode #270 we will cover ✔  An introduction to Lucy Biven, who co-authored the well-known book, The Archeology of Mind, with Jaak Panksepp. ✔ How Lucy went from being the Head of Psychotherapy at the Child and Adolescent Mental Health Service in England, to writing a leading resource in the field of Neuroscience, with Jaak Panksepp. ✔ How neuroscience gave her answers to a court case she was asked to advise, that 19 experts in the field of child development couldn't solve, without an understanding of how our brain works. ✔ How an understanding of our brain can help us to be better parents, teachers, coaches and managers. ✔ Where Jaak Panksepp's work filled in the missing gaps for Lucy, opening doors with this new understanding of our brain, and emotions. ✔ 3 often discussed Theories about Emotions and Affect (Feedback Theory, Brainstem Theory and Conceptual Act Theory, or Theory of Constructed Emotion and which one Lucy believes in today. ✔ Lucy makes a case for Panksepp's Brainstem Theory, as well as Damasio's work. ✔ Lucy and Andrea discuss the hard question of consciousness and why all traditional attempts to answer this complex question, has failed. ✔ Lucy shares how she uses Panksepp's Brainstem Theory to help 2 boys knowing when to take the role of a coach, versus a traditional therapist, to help them to overcome mental blocks that were holding them back from living a successful life.  I'm so grateful to have this opportunity today to speak with Lucy Biven, who co-authored The Archeology of Mind, with the one and only, Jaak Panksepp. Those who study the field of neuroscience will know his name, and if you haven't heard of him, I hope this episode sheds some light on his work, combined with Lucy's as pioneer researchers in the field of Affective Neuroscience. Welcome back to The Neuroscience Meets Social and Emotional Learning Podcast where we bridge the gap between theory and practice, with strategies, tools and ideas we can all use immediately, applied to the most current brain research to heighten productivity in our schools, sports environments and modern workplaces. I'm Andrea Samadi and launched this podcast almost 4 years ago, to share how important an understanding of our brain is for our everyday life and results. This season (Season 9) we will be focused on Neuroscience: Going Back to the Basics for the next few months, as we welcome some phenomenal pioneers in the field of Neuroscience, paving a pathway for all of us to navigate our lives with more understanding with our brain in mind. My goal with this next season (that will run until the end of June) is that going back to the basics will help us to strengthen our understanding of the brain, and our mind, to our results, and provide us with a springboard to propel us forward in 2023, with this solid backbone of science. With some new and exciting responsibilities on my end, we will be doing one episode a week, going back to the basics each week, that I know will be helpful for all of us. For today's guest and EPISODE #270, we will be speaking with someone who many of you who study in the field of neuroscience will recognize. There are those who I would call “rockstar” researchers, whose work has revolutionized the field. If you take a neuroscience course, or like I did, a Neuroscience Certification Program, you are a clinician, a psychotherapist, you will have come across her first book as required reading. Metapsychology Online Review thinks this book should be “essential reading not only for mind professionals, but for teachers, parents, personal and physical trainers and coaches.” So when I had an email from this next guest, one of the rockstar authors we come across and highlight in our notebooks, letting me know she has recently published a new book, and that her first book she co-authored with Jaak Panksepp, I almost fell off my chair in my office. She could have been Mick Jagger emailing me, as that would be the equivalent in this field of neuroscience research. Her first book The Archaeology of Mind[i] that she co-authored with Jaak Panksepp “describes the new scientific discipline called affective neuroscience, which seeks to illuminate how our most powerful emotional feelings—the primal emotional affects—arise from ancient neural networks situated in brain regions below the neo-cortical thinking cap.” "An exhaustive work, covering a neglected and often misunderstood field . . . . Nowhere else will you really find due diligence done on the non-conscious biases of humans and animals . . . . Essential reading, not only to us as mind professionals, but to teachers, parents, personal and physical trainers and coaches. Emotions are still everything, and vital to understanding why we are what we are, and why we do and have done, everything in the past and now. An amazing buy." ― Metapsychology Online Reviews "Panksepp's perspective on the continuity of animal and human minds has not received the attention it deserves. Here are the collected facts and the reasoning behind that compelling view. An indispensable volume." ― Antonio Damasio, author, Self Comes to Mind; David Dornsife Professor of Neuroscience and Director, Brain and Creativity Institute, University of Southern California "This book has the capacity to integrate affective neuroscience into the consciousness of not only therapists, but also those interested in understanding depth motivation that sustains or pathologizes our every action and thought. It is a truly pioneering effort. Its deep truths about the origins of mind and feeling, and the implications for altering how we see ourselves over evolutionary time, connected to our fellow social mammals and birds, also has implications for how we treat our fellow travelers on this planet." ― Stuart Brown, MD, Founder and President, The National Institute for Play   Our next guest, Lucy Biven, who co-authored The Archeology of Mind with Jaak Panksepp,  is the former Head of the Department of Psychotherapy at the Child and Adolescent Mental Health Service, part of the National Health Service in Leicestershire, England.  She became interested in neuroscience about 20 years ago when she was appointed by the Michigan Supreme Court to devise and implement a protocol for the transfer of custody of a 2½ year old girl from the home of a couple whom the child regarded as her parents, to the home of her biological parents. Like most of her colleagues, Lucy worried about the little girl's psychological development, yet the child progressed well and today is an emotionally healthy young woman. Where did it all go right?  She looked towards neuroscience for the answers she was looking for and found that, along with meeting Jaak Panksepp who coined the term “affective neuroscience” (a field that studies the neural mechanisms of emotions and how consciousness emerges from strong emotional stimuli). My goal with this next interview is learn directly from Lucy Biven, how an understanding of our emotions and our brain can help us to be better teachers in the classroom, coaches in the field of sports, or improve our effectiveness in the modern workplace.  Her most recent book A Short-Cut to Understanding Affective Neuroscience was released last summer, and I look forward to learning what this rockstar from the field of psychology and neuroscience can teach us with her work, research and experience. Welcome Lucy, thank you very much for reaching out to me when you did, it was perfect timing for the direction we are going with the podcast, and going back to the basics to start our year. Welcome. INTRO Q: To start off with, I must ask, what type of reaction do you typically get from people when you reach out to them, like you did to me. Have most people read The Archeology of Mind? The reason I ask this, is that Antonio Damasio mentioned that "Panksepp's perspective on the continuity of animal and human minds has not received the attention it deserves” and I had heard that before, so I wonder were you surprised when I knew exactly who you were, with the massive amounts of respect that go along with those who spearhead a field? Q1: I always like to know what brought people to where they are now, and you explain what brought you to this field in the Introduction of your book A Short-Cut to Understanding Affective Neuroscience[ii]. Can you give a snapshot of your career path (so I don't think I was crazy that you were in England)? What did your work entail as Head of the Department of Psychotherapy at the Child and Adolescent Mental Health Service (in England) and why were you appointed that case by the Michigan Supreme Court? Q1B: The book opens with an incredible example of how neuroscience helped to inform the outcomes of those cases involving children and their caregivers that dated back to 1993. Can you explain how neuroscience explained the outcomes that 19 experts in child development couldn't see without understanding how the brain works? I'm asking from the point of view not of a researcher who has a sound understanding of how our brain works, but for of those of us who have a thirst to understand this information, that we were never taught. Q2: The introduction of your book is interesting as neuroscience proved something that 19 experts in child development couldn't see, even from the point of view of a parent. I always wondered if I had made a mistake when I moved from Canada to the US (only AFTER I had children) but it was with the difference we see with maternity leave in the US where we have about 12 weeks compared to a full year in Canada. I always wondered if I was doing something wrong when I dropped my daughter off at daycare and drove off to work. I was shocked when I learned that “The hippocampus creates enduring personal memories, but it does not begin to function until a child is about four years old (Newcombe et al. 2000; Gleitman et al. 2007). Babies and young children can retain short-term memories, but the neural pathways that encode these memories dissolve after a few weeks or months and the children forget” (Fivush and Hamond 1990). So, for all those parents out there who feel guilty dropping their kids off at daycare, or leaving them for a few hours with a caregiver, this bit of research could really have helped me back then to not stress so much about that, right? How else can you see an understanding of our brain, helping us beyond your Supreme Court Case, or for young parents raising their children? Do you have any other neuroscience tips that surprised you? Q3: What was it about Jaak Panksepp's work that filled in the missing gaps for you, and for lay people like me and others listening who want to understand the important workings of the brain (for improved results in our schools, sports environments or modern workplaces?) Q4: The first 3 chapters discusses different schools of thought about emotion and effect. Can we talk about each one and give an example of how something like a gunshot would be experienced with each theory? Feedback Theory-affects emerge from cognitive parts of the cortex or cortex creates all forms of consciousness (Kawkabani, 2018) We hear a gunshot, and freeze but why according to FBT are we not afraid? Brainstem Theory-maintains that all mammalian brains contain genetically programmed emotional systems). I've seen Panksepp's 7 Emotional Systems written out in many places but didn't realize there was a reason behind the ALL CAPS of each system. What did he want to show with the all caps? Panksepp's 7 core emotions: ALL mammalian brains have these 7 emotions? Why do you think these 7 emotions have been overlooked by psychologists and neuroscientists if they appear in the upper brainstem, indicating they evolved a long time ago? With brainstem theory, we hear a gunshot, what happens? We feel fear that originates from the brainstem?   3. Conceptual Act Theory (CAT)-claims that emotional systems do not exist and that emotions do not emanate from any brain region. Affects depend on concepts we construct largely on the basis of social experience. (Lisa Feldman Barrett-Theory of Constructed Emotion-explains the experience and perception of emotion). Her research shows emotions are invented using our memory and imagination (Waldman). With a gunshot, how would you explain your reaction if emotions don't exist in the brain? Did my brain create a fearful affect based on what I watched on TV, my memory and imagination?   Q5: In chapter 5 and 6 you dive deeper into brainstem theory by looking at 2 different hypothesis—Jaak Pankseep and Antonio Damasio, explaining how affects might be created.  Both are similar, involving the brainstem, but they explain different mechanisms for how this happens. What is Damasio's view involving homeostasis/consciousness? What is Panksepp's major contribution to affective neuroscience? Q6: All the research in the first 7 chapters show how the brain creates conscious affective feelings. In chapter 7, you evaluate Damasio and Panksepp's Hypothesis. You mention that both Damasio and Panksepp maintain that all consciousness includes a conscious unified sense of self (Ramachandran, 2009) who we've come across on this podcast as he inspired the work of Dr. Baland Jalal EPISODE #211.[iii] Ramachandran sites that people with male bodies feel like men, and people with female bodies feel like women. What does neuroscience research say about our sense of self and our consciousness and what was the point with Ramachandran's research? Q7: Chapter 8 we have the hard question of consciousness. On EPISODE #251, I looked at “Exploring Consciousness” and learned that “consciousness is the most astonishing act our big, complex, interconnected brains pull off and scientists are only just beginning to understand it.”[xiv] (National Geographic, The Brain). I learned that “Some scholars reckon the puzzle of consciousness is something the human mind is incapable of solving” (National Geographic) but that Daniel Dennett, Philospher and Cognitive Scientist from Tufts University (MA) says that this line of thinking is “culpably wrong. It isn't impossible at all. It's just that we have to buckle down and do it.”[iv] Why do all traditional attempts to answer the hard questions of consciousness fail? Which brain structures and functions correlate with consciousness? How does the physical brain create nonphysical conscious experiences (like seeing colors, tasting flavors, feeling joy and sorrow, anticipating the future, and remembering the past? What makes us happy, lonely, caring or curious? (no one knows how this happens Greenfield 2000). Q8: In chapter 10, you show how neuroscience helped you to treat 2 boys using the SEEKING system. How did you help each boy differently by knowing when to act like a coach, or like a traditional therapist and identifying the 7 emotional sytems that needed help? NOTE: Lucy wanted to be sure we included a distinction between emotion and affect in the show notes. Neuroscientists see emotion as purely physical reactions that occur inside the body (influx of stress or calming chemicals) and behavior (smiling, grimacing, approaching, running away). Affects, on the other hand, are private conscious experiences that cannot be directly observed - you can only deduce affects from behavior and verbal reports.   How could others use this system to help students, or athletes, who've gone off track somehow, or even managers and supervisors in the corporate world who might be having a challenge with their employees? Lucy, I want to thank you very much for first of all sending me that note before the holidays. For those of us who spend a lot of time learning, someone who can understand these difficult concepts, and explain them in a way that we can all use them, really are rockstars in my eyes. Like Dr. Daniel Siegel[v], who wrote the foreword to The Archeology of Mind and suggested that scientists or researchers would be interested in “the abundance of academic references” but for clinicians, educators or general readers, he suggests to read the pages of that book like a fascinating nonfictional story, and let the words sink in over time. Thank you for joining the rockstar researchers who have come on our podcast, like Dr. Daniel Siegel and those who have helped us to embrace a world where neuroscience can provide us with answers to move us forward, if we can take the time to stop, think, and understand the research that you've gathered, and then see how we can implement your last tip, to impact change in our worlds, backed by science. Thank you for all you have shared today. If people want to reach you, what is the best way?  Email Lucy at LucyBiven@gmail.com  If people want to purchase your books, what is the best way? A Short-Cut to Understanding Affective Neuroscience by Lucy Biven Published July 6, 2022 https://www.amazon.com/Short-Cut-Understanding-Affective-Neuroscience-ebook/dp/B0B69SSNXV/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr= RESOURCES: Palaces of Memory by George Johnson https://www.thriftbooks.com/w/in-the-palaces-of-memory-how-we-build-the-worlds-inside-our-heads_george-johnson/572819/item/3589928/?gclid=Cj0KCQiAiJSeBhCCARIsAHnAzT-NyFHlqgUK_OySTM5OHSRM3Ic-W9ocGM_kDYtAqd4dUnj8SIp0kecaAuMREALw_wcB#idiq=3589928&edition=1903120 The Emotional Brain by Joseph LeDoux Published September 22, 201We https://www.amazon.com/Emotional-Brain-Mysterious-Underpinnings-Life-ebook/dp/B00AK78PDC/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr=   Who's in Charge by Michael Gazzaniga Published November 15, 2011 https://www.amazon.com/Whos-Charge-Free-Science-Brain-ebook/dp/B005UD1EVG/ref=sr_1_1?gclid=Cj0KCQiAiJSeBhCCARIsAHnAzT_G3h7DHS5KOnaE-oZBRaqInCY5h6x_azxOw6cDettoKFu73XQ2Om0aAvU3EALw_wcB&hvadid=295460754701&hvdev=c&hvlocphy=9030091&hvnetw=g&hvqmt=e&hvrand=9467293520721770679&hvtargid=kwd-564030166002&hydadcr=22594_10348222&keywords=who%27s+in+charge+michael+gazzaniga&qid=1673931510&sr=8-1     REFERENCES: [i] The Archeology of Mind: Neuroevolutionary Origins of Human Emotion by Jaak Panksepp and Lucy Biven Published September 17, 2012 https://www.amazon.com/Archaeology-Mind-Neuroevolutionary-Interpersonal-Neurobiology/dp/0393705315 [ii] A Short-Cut to Understanding Affective Neuroscience by Lucy Biven Published July 6, 2022 https://www.amazon.com/Short-Cut-Understanding-Affective-Neuroscience-ebook/dp/B0B69SSNXV/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr= [iii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #211 with Dr. Baland Jalal on “Sleep Paralysis”  https://andreasamadi.podbean.com/e/harvard-neuroscientist-drbaland-jalalexplainssleepparalysislucid-dreaming-andpremonitionsexpandingour-awareness-into-the-mysteries-ofourbrainduring-sl/ [iv] What is Consciousness Published on YouTube Sept. 10, 2015 https://www.youtube.com/watch?v=ir8XITVmeY4 TIME STAMP 1:31/12:42 [v] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #28 with Dr. Daniel J Siegel on “Mindsight: The Basis for Social and Emotional Intelligence” https://andreasamadi.podbean.com/e/clinical-professor-of-psychiatry-at-the-ucla-school-of-medicine-dr-daniel-siegel-on-mindsight-the-basis-for-social-and-emotional-intelligence/  

What is it like to be a non-human animal? Can neuroscience tell us the answer? In one of the most famous philosophy essays of the 20th century, Thomas Nagel suggested that we can never use science to know what it is like to be another animal, say, a bat. Neuroscience can describe bat physiology. But it can never tell us “what it is like to be a bat”. Gregory Berns is an animal neuroscientist. As you might guess, he disagrees with Nagel. Berns is a pioneer in using fMRI scanning on dogs (who in his lab, participate voluntarily). And Berns believes that studying the dog brain can tell us what it is like to be a dog - or at least, give us a hint. In this discussion, Ilari and Prof Berns discuss: Do dogs love their owners? The origins and findings of the Dog Project. Would Nagel actually disagree with Berns' conclusions? Is attributing human emotions to dogs a form of anthropomorphism? The Panksepp vs Barrett debate in affective neuroscience: Are emotions hardwired to our brain? Or are they dependent on concepts and language? Animal welfare and speciesism: Are some species "special" in relevant ways? How do Prof Berns and Ilari approach the issue of animal welfare in their diets? Names mentioned Rene Descartes (French philosopher, 1596-1650) Thomas Nagel (20th Century, 1937-) Jeremy Bentham (British philosopher & utilitarian, 1748-1832) Jaak Panksepp (Estonian-American neuroscientist, 1943-2017) Lisa Feldman Barrett (American neuroscientist, 1963-) Hal Hertzhog (anthrozoologist) Technical terms mentioned fMRI (brain scanning technology) PET (brain scanning technology) Chemotaxis Claustrum Brain stem Extra points Get in touch: email makela.ilari@outlook.com or form https://on-humans.podcastpage.io/contact Ilari's bonus recommendation (not a paid promotion): Gourmet-level insect foods from YumBug https://www.yumbug.com/shop

Le retour du podcast Murmure Equin c'est aujourd'hui !! Et quoi mieux pour reprendre que de vous parler des 7 systèmes émotionnels définis par Panksepp à savoir : SEEKING RAGE GRIEF / PANIC LUST PLAY CARE FEAR Je vous invite également à découvrir la Cavalcade des Émotions par ici :https://murmureanimal.podia.com/ Lien du site internet : https://murmure-animal.fr/Lien Instagram : https://www.instagram.com/Lien Tipeee : https://fr.tipeee.com/murmure-equin-le-podcastAdresse mail : murmure-animal@outlook.frHébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.

We take a look at The Archaeology of Mind by Jaak Panksepp. This is Part 4. What makes us happy? What makes us sad? How do we come to feel a sense of enthusiasm? What fills us with lust, anger, fear, or tenderness? Traditional behavioral and cognitive neuroscience have yet to provide satisfactory answers. The Archaeology of Mind presents an affective neuroscience approach - which takes into consideration basic mental processes, brain functions, and emotional behaviors that all mammals share - to locate the neural mechanisms of emotional expression. It reveals - for the first time - the deep neural sources of our values and basic emotional feelings. Once Upon a Vampire kawfeehaus@protonmail.com Finally on Twitter @KawFee_Haus Read new articles at KawFee Haus Korner on Substack Consider supporting the show on Patreon See what I'm reading on Goodreads Check out my book

“That was actually Darwin's hypothesis in observing his own son and he writes about this in “The Expression of the Emotions in Man and Animals.” He writes about this incipient laughter – he was the first one to recognize this as a built-in response that the baby has that really pulls the baby into the adult world or pulls adults into the infant world. It is such an important emotional connection."     Episode Description: We begin with recognizing the profound pleasure of sharing in an infant's laughter. Gina walks us through the stages of involuntary smiling, which begins in utero, to voluntary laughing which begins at about 6 weeks of age. We discuss the influence of parents on whether a baby finds something funny. We also consider ‘incongruity' and how it reveals the baby's 'theory of mind' - what the baby understands about how others' minds work. We come to appreciate teasing, which begins at around 6 months of age, and how it too reflects the baby's awareness of others' expectations. We also learn about the counterintuitive association between secure attachment and laughing. We close with Gina sharing with us her personal history that introduced her to the world of laughing infants.    Our Guest: Gina Mireault, Ph.D. is a Developmental Psychologist and Professor of Psychology at Northern Vermont University (USA). Her research focuses on humor development in the first year of life. She investigates how infants detect humorous events with implications for understanding critical developmental milestones like ‘theory of mind', attachment security, and cognitive development. Dr. Mireault's research has been funded by the National Science Foundation, National Institutes of Health, and Vermont Biomedical Research Network. Her work has appeared in numerous peer-reviewed journals including Human Development, Current Biology, and Infancy as well as in popular media outlets like The Wall Street Journal, The Huffington Post, Science Daily, CNN.com, WebMD, American Baby, Parenting, and Salon. Her work has also appeared on NPR's The Takeaway, PBS' NOVA Science Now, NBC Nightly News, and CBC's The Nature of Things.    Recommended Readings:    Mireault, G. (2022). The Social, Affective, and Cognitive Power of Humor in Infancy. In D. Dukes, E. Walle, & A. C. Sanson (Eds.) The Oxford Handbook of Emotional Development, Oxford University Press, Oxford, England, UK. DOI: 10.1093/oxfordhb/9780198855903.013.22      Mireault, G. C. & Reddy, V. (2016). Humor in Infancy: Developmental and Psychological Perspectives. New York: Springer.    Panksepp, J. (2000). The Riddle of Laughter: Neural and Psychoevolutionary Underpinnings of Joy. Current Directions in Psychological Science, 9 (6),183-186.    Provine. R.R. (2012). Curious Behavior: Yawning, Laughing, Hiccupping, and Beyond. Belknap/Harvard.    Provine, R.R. (2005). Laughing, Tickling, and the Evolution of Speech and Self. Current Directions in Psychological Science, 13 (6), 215-218.    Scott, S. (2015, March). Why We laugh. [Video]. TED Conferences. 

“We teach what we most need to learn” Joshua Freedman Watch this interview on YouTube here https://youtu.be/xE0F0l9tbqo Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, EPISODE #202, with someone I've been wanting to speak with since the early days of launching our podcast. He's a specialist on emotional intelligence, with connections that link him to Daniel Goleman's[i]  earliest work, as the CEO and one of the co-founders of Six Seconds[ii], the global community growing emotional intelligence that began in 1997, around the time I had my AHA Moment and realized how important these skills are for our students in the classroom. He's an educator, author of 5 books, researcher and parent, who translates the latest neuroscience of emotion into practical insights we can all use to connect, solve problems, lead, and live better lives. On this episode you will learn: ✔︎  What led Joshua Freedman, one of the leading experts of emotional intelligence in our schools and workplaces, to discover the SEL/Neuroscience connection in the late 1990s. ✔︎ How the 6Seconds.org SEL Model is different than ALL other models and why EVERYONE working with SEL must see this model. ✔︎ A simple 3 step approach to implement emotional intelligence in our lives, as well as our students in the classroom, or in the workplace. ✔︎ How to use our emotions as a guidance system and what to be aware of with certain emotions (like trust). ✔︎ How to get involved with 6Seconds.org with their FREE SEL resources, assessments, programs and services.  Before I introduce you to this week's guest, I've got to say that for someone who has spearheaded the movement of EQ in our schools and workplaces for over 3 decades, his humble and kind nature will show you that he practices what he teaches. Welcome back.  I'm Andrea Samadi, author, and educator from Toronto, Canada, now in Arizona, and like many of you listening, have been fascinated with learning and understanding and applying the science behind high performance strategies that we can use to improve our productivity in our schools, our sports, and workplace environments. My vision is to bring the experts to you, share their books, resources, and ideas to help you to implement their proven strategies, whether you are a teacher working in the classroom or in the corporate environment. Let's get right into this topic, and meet this week's guest, Joshua Freedman, the CEO of 6 Seconds, and dive into the field of emotional intelligence in our schools, sports and workplace environments. I know that after these questions, we will all look at “emotional intelligence” with a new lens. Welcome Joshua, it's wonderful to meet you after all the years I've followed your work. Joshua, I don't know if you know this, (or remember) as I know that you do many of these interviews, but when we first launched this podcast, I did reach out to you, and even had a spot on your calendar. You are the only interview to date that I wrote the week of, and said I needed more time to research you, because I didn't feel fully prepared for the interview. Do you remember this by chance? What happened—I usually read each person's book and come up with some questions on how their work applies to the field of SEL and neuroscience, but when I began to research you, I saw that where your work began, and realized I needed to think about your questions as one of the leaders behind the movement of this field of emotional intelligence, to bring more meaning to today's discussion and make sure I didn't leave anything out. A sincere thank you for speaking with me today and letting me thoroughly prepare the questions for you so we can go deep into this topic of how to get results with emotional intelligence. INTRO QUESTION: While researching your background, Joshua, I listened to some of your interviews[iii], and was surprised to see that your introduction to this field came in a similar way to mine. We were both first year teachers (you were at the Nueva Learning School in California in the early 1990s and I was a first-year teacher at Zion Middle School in Toronto 1996. Both of us felt overwhelmed with our experiences. Can you go back to your early days and think about what was missing back then? Why do you think we BOTH felt ill-equipped? And what's different today with the tools we have available for success in the classroom or in the workplace? Q1: This field has come a long way since we were both first year teachers. I know that over the years (like many others) we could see that these skills were important, and was always trying to push them forward (when I worked at Pearson Education I tried to put these skills into a software program that was designed for HS students, but I know the timing was off) or even when I was given grant funding to put the program I wrote into the schools in AZ and was told that for this field to gain traction, we need to include the science that backs the importance of these skills. I didn't make the neuroscientific connection with SEL until an educator guided me in this direction, but you did. Can you tell us how you made this connection, with the meaning behind 6 Seconds (the name of your company that you founded in 1987?) making the connection between neuroscience and SEL? Q1B: We launched this podcast with the goal to connect Neuroscience with SEL, diving into 6 SEL competencies that we chose that came from CASEL's 5 [iv], plus Carol Dweck's Mindset[v] work and we know how important IMPLEMENTING these competencies are. When I saw your 6 Seconds Model, it opened me up to how simple it can be to implement Emotional Intelligence skills.  Can we dive into your 6 Seconds Model[vi] that at the core of your programs and look at how we can implement EQ with a practical example in our school, sports environments, or workplaces? Andrea's SEL Model (CASEL's 5 Competencies plus Mindset) from Carol Dweck's work. 6 Seconds EQ Model (Know Yourself, Choose Yourself, Giver Yourself), becoming more aware, more intentional and more purposeful to live a more fulfilled life. Q1C: It's funny because the other day, after listening to one of your interviews, where you were told this bad emotion you felt “just is” and when you accept what you are feeling, it gives you some sense of peace. I thought back to how many times when something happens in our household and I say, “its ok, it just is” a glass breaks “it's ok, it just is.” Someone spills milk all of the floor, “it's ok, it just is.” So, I asked my girls “do you remember me saying this when something like this happens?” And getting feedback from your kids is always eye opening. They said “yes, you do say this ALL the time, but your face looks mad while you are saying it.” So, I'm still learning that to connect what I say with what I really feel to communicate authentically…and I really had no idea what I was saying wasn't matching up with how I was feeling (because I honestly don't care about the broken glass…but maybe the time to clean it up is what got me out of integrity…. now I can work on fixing this. How can we make sure that what we think and feel line up so that we can communicate what we intend to communicate? This was actually the quote I picked out that opens up this episode “We teach what we most need to learn.” Joshua Freedman Q2: The importance of naming our emotions is something we uncovered from our earlier interviews with Dr. Daniel Siegel[vii] who said, “Name it to Tame it” and even with Marc Brackett from the Yale Center of Emotional Intelligence with his book Permission to Feel.[viii]  I never began looking at my emotions (beyond this makes me happy/this doesn't) until in the neuroscience course I took, we studied neuroscientist Jaak Panksepp[ix] and his 7 emotional systems he believes to be present in each person's brain. He said, “neuroscience is the only path to understanding how we feel” which makes me want to connect what we feel to our brain. Your career began when you identified the emotion of “feeling depressed” with your first classroom experience, that I connected to. If you look at the table in the show notes that lists Panksepp's 7 core emotional systems, where do you think that “feeling depressed” would sit on these 7 emotions, and where does “feeling depressed” show up in our brain? Q3: What are some strategies for some of the most common ways people are feeling these days? When feeling low trust, how do you change that? When our work begins to feel meaningless, how do we bring it back to meaningful? What strategies do you find to be helpful for overcoming our bad feelings? Q4: Since you have had the vision of this work for over 3 decades, what have you seen over the years since your early days, and do you think schools and workplaces are taking these skills seriously now, compared to your early days? Q5: As we are coming to a close here, I want to be sure I haven't left anything important out. Is there anything important that I haven't asked you about? Thank you very much Joshua, for speaking with me, and diving deeper into the Neuroscience behind our emotions. For those people who want to connect with you, I've put a link to your website and social media accounts in the show notes.  Thank you for the work you are doing in this field, bringing more belief to the fact that our emotions are important guidance systems, that can help us to solve problems, connect with ourselves and others, and live a life with more meaning. Thank you! CONNECT WITH JOSHUA FREEDMAN Website https://jmfreedman.com/ Twitter https://twitter.com/eqjosh Facebook https://www.facebook.com/sixseconds LinkedIn https://www.linkedin.com/in/freedman/ Contact Joshua Freedman to Speak for Your Organization https://jmfreedman.com/contact/ Take the FREE Emotional Intelligence Test https://www.6seconds.org/freetest/ Free SEL Kit for Educators https://www.6seconds.org/education/ Emotional Intelligence Assessments https://www.6seconds.org/education/assessments/ JOSHUA FREEDMAN'S BOOKS 1998: Self-Science: The Emotional Intelligence Curriculum(ISBN 978-0962912344, Six Seconds, English and Italian) 2007: At the Heart of Leadership(ISBN 978-0971677272, Six Seconds, English, Chinese, and Italian) 2010: Inside Change: Transforming Your Organization with Emotional Intelligence 2012: At the Heart of Leadership(3rd Edition, Six Seconds) 2014: The Vital Organization: How to create a high-performing workplace (Field Guide) - co-author 2015: Whole-Hearted Parenting: How to use emotional intelligence to create more peace, connection, and joy FOLLOW ANDREA SAMADI:  YouTube Channel: https://www.youtube.com/c/AndreaSamadi   Website https://www.achieveit360.com/  LinkedIn: https://www.linkedin.com/in/samadi/  Facebook:  https://www.facebook.com/Achieveit360com   Neuroscience Meets SEL Facebook Group https://www.facebook.com/groups/2975814899101697   Twitter: https://twitter.com/andreasamadi   Instagram: https://www.instagram.com/andreasamadi/  RESOURCES: 6 Seconds Emotional Intelligence Assessment https://www.6seconds.org/tools/sei/ Brofenbrenner's Systems Theory of Learning https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/ Self-Science, The Subject is Me Published 1978 by Karen Stone, Harold Q. Dillehunt https://www.semanticscholar.org/paper/Self-Science%3A-The-Subject-is-Me.-Stone-Dillehunt/6f25bd457c88b5c8f78c6f06c94766dd9e43b3b0 REFERENCES: [i] Daniel Goleman https://en.wikipedia.org/wiki/Daniel_Goleman [ii] 6 Seconds https://en.wikipedia.org/wiki/Six_Seconds [iii] Interviews with Joshua Freedman https://jmfreedman.com/interviews/ [iv] CASEL's 5 SEL Competencies https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ [v] Carol Dweck https://www.mindsetworks.com/science/ [vi] Six Seconds SEL Model https://www.6seconds.org/2010/01/27/the-six-seconds-eq-model/ [vii] Neuroscience Meets Social and Emotional Learning EPISODE #28 with Dr. Dan Siegel on “Mindsight: The Basis for Social and Emotional Intelligence” https://andreasamadi.podbean.com/e/clinical-professor-of-psychiatry-at-the-ucla-school-of-medicine-dr-daniel-siegel-on-mindsight-the-basis-for-social-and-emotional-intelligence/ [viii]Neuroscience Meets Social and Emotional Learning EPISODE #22 with Marc Brackett on his book Permission to Feel  https://andreasamadi.podbean.com/e/founding-director-of-the-yale-center-of-emotional-intelligence-on-his-new-book-permission-to-feel/ [ix] The Science of Emotions Jaak Panksepp Published on YouTube Jan 13, 2014 https://www.youtube.com/watch?v=65e2qScV_K8

Season 2 Episode # 13 Dr. Christian Montag is coming from Ulm, GermanyDr. Montag is an author, speaker, psychologist, and neuroscientist and currently works as a Professor for Molecular Psychology at Ulm University and as a visiting Professor at the University of Electronic Science and Technology of China in Chengdu.Dr. Montag's research interests are centered around molecular genetics of personality and emotions. He combines molecular genetics with brain imaging techniques such as structural/functional MRI, to better understand individual differences in human nature. He also conducts research in the fields of Neuroeconomics and addiction, including new approaches from Psychoinformatics.  Listeners, it is going to be one educational and informational episode.Dr. Montag, Welcome to the show!TOTD  B.F. Skinner – “the emotions are excellent examples of the fictional causes to which we commonly attribute behavior.”In this episode:Tell me about life growing up Please tell the listeners about Ulm, founded in 1181 have a beautiful astronomical clock, on the Danube River and of course, the Ulm Minister Church…Jaak Panksepp coined “Affective Neuroscience.” Dr. Panksepp was your mentor… what attracted you to his work?  What are your essential ingredients?Instagramization – what are your thoughts on the influence it has on our brains and ability to connect to one anotherAddictionSmartphones – the impact of digital societies on human brainsWhat are our emotional needs in a digital society?  Is technology changing those needs?Gaming Disorder Your most recent book (6)– Animal Emotions – please provide an overview of the book.  Psychoinformatics – is that another way for psychologists to market to our vulnerabilities…All of this has been very interesting but if you had to summarize your work and why it is so important in answering this question – what is the implication for humanity if we don't take action to better understand our emotions and therefore, the influences that cause us so to say, to be emotionalLegacyOther place to find Christianwww.thescienceof.art (project with John Wright)My book "Animal Emotion" on Pankseppian Affective Neuroscience (PDF version free!): https://punctumbooks.com/titles/animal-emotions-how-they-drive-human-behavior/​​​​​​My book "DU GEHÖRST UNS" on the data business model behind digital applications (only German language): https://www.penguinrandomhouse.de/Paperback/Du-gehoerst-uns/Christian-Montag/Blessing/e583737.rhdMore on me: www.christianmontag.deOr on my research: https://www.researchgate.net/profile/Christian-MontagTwitter: https://twitter.com/chrismontag77Thanks for listening and enjoy the show.

Stuart Shanker, PhD is a world-renown author, researcher and scholar on self-regulation science and creator of the groundbreaking Self-Reg method for cultivating mental and physical well-being. His life's work has focused on the beneficial role that positive stress plays in children's development and learning, and the harmful effects of excessive negative stress on parents, educators, and children. His new book, REFRAMED: Self-Reg for a just society, explores self-regulation in wider, social terms and unpacks the unique science and conceptual practices that are the very lifeblood of the Self-Reg. I have been a big proponent of the Self-Reg methodology and recommend the Self-Reg books and website resources to patients struggling with poor parenting skills and child behavioral problems. Dialoging with Stuart Shanker was simultaneously humbling and affirming. He felt like both a kindred spirit and a wise elder. This episode presents a doable path for healing societal distress and discord by bravely, collectively solving the existential crises of our time.Self-Reg website https://self-reg.ca/Stuart Shanker is Distinguished Research Professor Emeritus of Philosophy and Psychology at York University. An internationally celebrated speaker, thinker, and writer, Dr.  Shanker is one of the world's leading authorities on self-regulation. Stuart trained intensively in child psychotherapy under Stanley Greenspan; he was the Director of the Milton and Ethel Harris Research Initiative at York University; President of the Canadian Council of Early Child development; Director of the council of Human Development; and has served for many years as an advisor to government and education organizations across Canada and internationally. Since 2012 he has been Founder/CEO of The MEHRIT Centre.

Spiel hat eine wichtige Aufgabe: es soll Spaß machen! Doch ganz heimlich, nebenbei, lernen wir dabei fürs Leben. Hunde verfeinern dabei genau wie Menschenkinder ihre Fähigkeit zur Kommunikation, spielen das echte Leben nach, werden reaktionsschnell, fit und stressresistent. Damit sich all diese positiven Effekte einstellen können, muss aber von uns Menschen einiges beachtet werden. Wie wir unsere Hunde dabei unterstützen können, zu sehr klugen, empathischen und sozial flexiblen Wesen zu werden, das erfahrt Ihr in dieser Folge von „Vier Pfoten, zwei Beine & 1000 Fragen“. Bücher & StudienKäufer, 2011: Spielverhalten bei Hunden: Spielformen und -typen. Kommunikation und Körpersprache; Panksepp & Scott, 2012: Reflections on Rough and Tumble Play, Social Development, and Attention-Deficit Hyperactivity Disorders. Physical Activity Across the Lifespan. Palagi eta l, 2015: Rapid mimicry and emotional contagion in domestic dogs. Bradshaw, J.W.; Rooney, N., 2016: Dog social behavior and communication. In: The Domestic Dog; Palagi et al, 2015: Rough-and-tumble play as a window on animal communication.Unsere allgemeinen Datenschutzrichtlinien finden Sie unter https://art19.com/privacy. Die Datenschutzrichtlinien für Kalifornien sind unter https://art19.com/privacy#do-not-sell-my-info abrufbar. See acast.com/privacy for privacy and opt-out information.

Vielleicht ist es unsere wichtigste Aufgabe auf diesem Planeten, uns selbst kennenzulernen. Zumindest aber ist es ein sehr aufregendes Abenteuer. In der Tiefe stellt sich da die Frage, wer oder was wir eigentlich sind. Sinja und Boris geben in dieser Folge ein paar Fühl- und Denkanstöße. Für Freund*innen der Philosophie - aber vor allem für Menschen, die sich selbst besser kennen und in ihrer ganzen Fülle erleben wollen.Erwähnte Studien:Northoff, G., Heinzel, A., De Greck, M., Bermpohl, F., Dobrowolny, H., & Panksepp, J. (2006). Self-referential processing in our brain—a meta-analysis of imaging studies on the self. Neuroimage, 31(1), 440-457.https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.119.2234&rep=rep1&type=pdfFarb, N. A., Segal, Z. V., Mayberg, H., Bean, J., McKeon, D., Fatima, Z., & Anderson, A. K. (2007). Attending to the present: mindfulness meditation reveals distinct neural modes of self-reference. Social cognitive and affective neuroscience, 2(4), 313-322.Verhaeghen, P. (2017). The self-effacing Buddhist: No (t)-self in early Buddhism and contemplative neuroscience. Contemporary Buddhism, 18(1), 21-36.https://www.researchgate.net/profile/Paul-Verhaeghen/publication/316877852_The_Self-Effacing_Buddhist_Not-Self_in_Early_Buddhism_and_Contemplative_Neuroscience/links/5b116cc00f7e9b498101c95b/The-Self-Effacing-Buddhist-Not-Self-in-Early-Buddhism-and-Contemplative-Neuroscience.pdfDaehnert, C. (1998). The false self as a means of disidentification: A psychoanalytic case study. Contemporary Psychoanalysis, 34(2), 251-271.https://icpla.edu/wp-content/uploads/2013/02/Daehnert-C-The-False-Self-Contemp.-Psychoa.-34-251-271.pdfFromm, E., Funk, R., & Stein, B. (1979). Haben oder Sein: die seelischen Grundlagen einer neuen Gesellschaft. Deutsche Verlags-Anstalt. Erwähnte Links zur Selbst-Erforschung: Selbst-Erforschungstag:https://www.borisbornemann.de/satori-tagSatori-Prozess:https://www.satoriprocess.com/Enlightenment Intensives:https://www.enlightenment-intensive.net/de/index.phpLied: Käptn Peng: werbistichhttps://www.youtube.com/watch?v=MpOVJWi6ul8

Eigentlich hatten wir uns das so schön vorgestellt – wir gehen mit unserem Hund spazieren, treffen andere Hunde und alle verstehen sich super. Doch die Realität sieht oft stressig aus: nicht alle anderen Hunde und Hundehalter sind nett, es gibt Rüpel, Ignoranten und sehr viele Besserwisser. Wie aber kann ich mich möglichst entspannt durch diese Begegnungen schiffen und meinem Hund gleichzeitig ermöglichen, Erfahrungen sammeln und entspannt Kontakte zu anderen Hunden pflegen zu können? Hier erfahrt Ihr, wie das klappen kann! Bücher & StudienBekoff, M. & Pierce, J., 2919: Unleashing Your Dog: A Field Guide to Giving Your Canine Companion the Best Life Possible.Řezáč et al, 2011: Factors affecting dog – dog interactions on walks with their owners. Panksepp, J. & Scott, E., 2012: Reflections on Rough and Tumble Play, Social Development, and Attention-Deficit Hyperactivity Disorders. Physical Activity Across the Lifespan. S. 23 – 40. New York: Springer.Palagi, E, Nicotra,V,, Cordoni, G., 2015: Rapid mimicry and emotional contagion in domestic dogsBradshaw, J.W.; Rooney, N., 2016: Dog social behavior and communication. In The Domestic Dog; Serpell, J., Ed.; Cambridge University PressCorrieri, L., M. Adda, A. Miklosi, E. Kubinyi, 2018: Companion and free-ranging Bali dogs: Environmental links with personality traits in an endemic dog population of SouthEast Asia. Unsere allgemeinen Datenschutzrichtlinien finden Sie unter https://art19.com/privacy. Die Datenschutzrichtlinien für Kalifornien sind unter https://art19.com/privacy#do-not-sell-my-info abrufbar. See acast.com/privacy for privacy and opt-out information.

Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast, for Brain Fact Friday and episode #129. If you are listening on iTunes, click here to see the images. In this episode, you will learn how to lessen the impact that COVID-19 has had on our mental health, well-being and learning by understanding: ✔︎ What brain research can teach us about new ways to position learning for our students. ✔︎ Tips to re-build our student’s brains after the impact of the Global Pandemic. ✔︎ The importance of motivation, learning and the brain. ✔︎ Why neuroplasticity is the most important change in the understanding of our brain in the past 400 years. (Norman Doidge, MD). Welcome back, I'm Andrea Samadi, a former educator who has been fascinated with understanding the science behind high performance strategies in schools, sports, and the workplace for the past 20 years. If you have been listening to our podcast, you will know that we’ve uncovered that if we want to improve our social and emotional skills, and experience success in our work and personal lives, it all begins with an understanding of our brain. We also know that “mental health is brain health”[i] and that research demonstrates that “students who receive social, emotional and mental health support achieve better academically. School climate, classroom behavior, on-task learning, and students' sense of connectedness and well-being all improve as well”[ii]    As May is Mental Health Awareness Month, it’s clear that mental health disorders are a worldwide concern, magnified with the effects of the Global Pandemic. Here in the United States, 4 in 10 adults have reported symptoms of anxiety or depressive disorder…up from 1 in 10 adults who reported these symptoms from January-June 2019”[iii] before the Pandemic, and we know that “young adults are already at risk for poor mental health”[iv] but these statistics, along with some comments from some of the educators I speak with often got me wondering “What will be the long-term impacts of COVID-19 on the mental health of our students in our classrooms, let alone the havoc it’s created in the workforce.” Since leaving the corporate world in 2012, I have been focused on creating content to help students and educators implement social and emotional skills, character education, practical neuroscience and leadership,[v] with a focus on well-being, but the recent changes in our world have got me thinking: What are the long-term impacts of COVID-19 on our students’ well-being? How has wearing a mask every day impacted their self-image, their self-esteem, and confidence levels? What will happen to those students who struggle (or are still struggling) with Distance Learning? What are some solutions to these questions that we can implement to bridge the gap that was created with this Global Pandemic? I don’t think I’ll be able to solve everything here in this episode but it’s a starting point. What are your thoughts? I’d love to hear from you with what issues you are facing in your schools and workplaces in different parts of the world, a year after the global pandemic. These questions bring us to this week’s brain fact Friday, and a reminder from our last episode where we reviewed Dr. Daniel Amen’s book, The End of Mental Illness, that we are not stuck with the brain we have. We can change our brain and change our results. Whatever impact the Global Pandemic has had on our student’s social, emotional and cognitive thinking in our schools, or on those in the workplace, I strongly believe that this impact will not last forever, especially with the application of brain science to guide us through this time. For this week’s Brain Fact Friday DID YOU KNOW THAT: “Nature has given us a brain that survives in a changing world by changing itself?” –Dr. Norman Doidge, a Canadian distinguished scientist, medical doctor, a psychiatrist on the faculty of the University of Toronto and Columbia University in New York, and the author of The Brain That Changes Itself[vi] (that has sold over 1 million copies) and The Brain’s Way of Healing[vii] said that. Dr. Norman Doidge is one of the researchers who put Neuroplasticity on the map (meaning that neurons, the building blocks of the brain) are changeable (plastic) which means that our brains “can change their structure and function through mental experience alone” and he believes this to be “the most important change in the understanding of our brain in 400 years.”[viii] How Can this Idea of Neuroplasticity Help Us in Today’s Classrooms? Norman Doidge’s book, The Brain That Changes Itself is full of case studies of people who have experienced chronic pain, Parkinson’s disease, TBI, autism, ADHD, and even Blindness, train new parts of their brain with focused thought and movement alone.  If our neural pathways can be re-wired and strengthened in these case studies in this book, as well as in The Brain’s Way of Healing, (his most recent book) how can we use this information in today’s classrooms to help with our student’s well-being? Understanding how our brain’s works is a crucial next step for accelerating learning in our post-pandemic classrooms, with a goal of lessening the learning loss that may have occurred in the past year. 3 TIPS TO ACCELERATE LEARNING IN TODAY’S CLASSROOMS: Think of New Ways to Position Learning: With the Brain in Mind Chapter 2 of The Brain That Changes Itself features a fascinating story about a woman named Barbara Arrowsmith who was born with learning challenges. Tests to her brain revealed that she had extremely strong areas with her audio and visual centers, but her spatial reasoning was weak.  Barbara was determined to find ways to improve her learning and found a study by Mark Rosenzweig[ix] using rats that helped her to understand the neuroplastic nature of her own brain. This study showed that rats in a stimulating environment had “an increase in neurotransmitters, a heavier brain, and more blood flow to the brain”[x]  Once Barbara saw that the rats could change their brain, she began a series of mental exercises to help her to strengthen the areas of her own brain that were weak and with time, she brought her deficiencies back up to a normal level. There’s more to the story, but I found it fascinating that Barbara Arrowsmith was able to overcome her learning challenges using mental exercises and strengthened the parts of her brain that were weak. She later opened the Arrowsmith School in Toronto[xi], where she used many of the techniques, she used on herself, with her students. With this case study in mind, can you think of ways could you use Barbara’s story to help students in your classroom? IMPLEMENTING THIS IDEA IN THE CLASSROOM: Whatever challenges your students have faced the past year, remember that our student’s brains are resilient and with practice, repetition, and a stimulating environment, they will continue to learn and make academic gains like Barbara did. I’ll learn more from Barbara and the school she has built, but it’s clear that many students would benefit from knowing what areas of their brain need more work to identify these weak links. This is exactly why looking at your brain is so powerful instead with instruction that just repeats the same thing over again, missing an opportunity to target learning and instruction. Strengthening Neural Pathways in the Brain: Priming the Brain to Learn We know that Mark Rosenzweig’s rat experiments inspired Barbara to improve her learning, but they also taught her that “animals raised in enriched environments—surrounded by other animals, objects to explore, toys to roll, ladders to climb, and running wheels—learn better than genetically identical animals that have been reared in impoverished environments.”[xii] Our learning environment matters our brains will grow in the right environment. Doidge mentioned in postmortem examinations, “it was shown that education increases the number of branches among neurons. An increased number of branches drives the neurons further apart, leading to an increase in the volume and thickness of the brain.”[xiii] Which brings us to the question, “Is a bigger brain better?” and a Stanford neuroscientist would say that “some studies claim the answer is yes” to this question.[xiv] IMPLEMENTING THIS IDEA IN THE CLASSROOM: This has been a challenging one this year, with many students still using distance learning[xv], and it’s not easy to have control over your students’ learning environments, when many students are doing the best that they can, with their individual circumstances. Take a look at what the dendrites in the brain look like without stimulation vs stimulation, and most teachers I know get excited about this concept. Our students brains have been impacted in the classroom, and when they leave, they will continue to grow and expand from the lesson that you have taught them. Their brains will expand, and yes, you helped to build a stronger, smarter brain. The Importance of Motivation: We did cover the importance of motivation in the workplace on episode #127 “How Our Emotions Impact Learning, Memory and the Brain”[xvi] with a reminder that the motivation network of the brain is driven by your instinct and curiosity which is one of Jaak Panksepp’s Core Emotions (Panksepp was an Estonian neuroscientist who mapped out 7 emotional circuits in the mammalian brain (the hindbrain) with play being one of them. Panksepp identified another emotion called SEEKING that keeps us moving forward, engaged in new and interesting activities and work throughout our lifetime. If you think your students have lost motivation for their work, it’s time to look or like Panksepp would say, SEEK something that their brain will find new, and interesting, that will bring them JOY. This will engage them at the brain level. Doidge found that “when animals were motivated to learn, the brain responds plastically” and stimulating the brain makes it grow in almost every conceivable way. IMPLEMENTING THIS IDEA IN THE CLASSROOM: Keeping the focus on the joy of learning in difficult times will allow our students’ brains to do what they do naturally—learn and grow. Making sure our students and children at home are motivated to learn is the first step in engaging them at the brain level. Reviewing our brain fact for the week “Nature has given us a brain that survives in a changing world by changing itself” makes me think of the possibility that exists within each of us. I know this past year has revealed many changes for all of us, all over the world, but the science clearly says that our brain has the ability to survive in an ever-changing world. Next week I will be speaking with a TBI survivor who has rebuilt her brain to create an incredible life, helping others to do the same. See you next week, and I hope this brain fact has given you some new ideas to look at our students, colleagues or families, and see the power behind neuroplasticity, and the ability for our brain to adapt and change on its own…which I would agree with Doidge to be the most important change in the understanding of our brain in 400 years. See you next week! Contact Andrea Samadi andrea@achieveit360.com or via Twitter https://twitter.com/andreasamadi or LinkedIn https://www.linkedin.com/in/samadi/ REFERENCES: [i] The End of Mental Illness: How Neuroscience is Transforming Psychiatry and Helping Prevent or Reverse Mood and Anxiety Disorders, ADHD, Addictions, PTSD, Psychosis, Personality Disorders and More by Dr. Daniel Amen  March 3, 2020 https://www.amazon.com/End-Mental-Illness-Neuroscience-Transforming/dp/1496438159 [ii] School-Based Mental Health Services: Improving Student Learning and Well-Being  https://www.nasponline.org/ [iii] The implications of COVID-19 for Mental Health and Substance Use Published by Nirmita Panchal, Rabah Kamal, Cynthia Cox, and Rachel Garfield Feb. 10, 2021 https://www.kff.org/coronavirus-covid-19/issue-brief/the-implications-of-covid-19-for-mental-health-and-substance-use/ [iv] IBID [v] Andrea Samadi’s Programs and Services https://www.achieveit360.com/ [vi] The Brain That Changes Itself by Dr. Norman Doidge Dec. 18, 2007 https://www.youtube.com/watch?v=2c5aTlq3nYI [vii] Dr. Norman Doidge The Brain’s Way of Healing Jan. 26, 2016 https://www.amazon.com/Brains-Way-Healing-Discoveries-Neuroplasticity/dp/014312837X/ref=sr_1_1?dchild=1&keywords=the+brain%27s+way+of+healing&qid=1620322327&s=books&sr=1-1 [viii] Dr. Norman Doidge | The Power of Thought Published on YouTube Feb. 15, 2015 https://www.youtube.com/watch?v=2c5aTlq3nYI [ix] Animal research on neuroplasticity (Rosenzweig and Bennett, 1961) https://www.themantic-education.com/ibpsych/2018/12/10/key-study-animal-research-on-neuroplasticity-rosenzweig-and-bennett-1961/ [x] The Brain That Changes Itself Part 1 Published on YouTube Jan. 5, 2012 https://www.youtube.com/watch?v=gI1BT7E58WU [xi] https://arrowsmithschool.org/toronto/ [xii] he Brain That Changes Itself by Dr. Norman Doidge Dec. 18, 2007 https://www.youtube.com/watch?v=2c5aTlq3nYI location 873 [xiii] The Brain That Changes Itself by Dr. Norman Doidge Dec. 18, 2007 https://www.youtube.com/watch?v=2c5aTlq3nYI location 888 [xiv] Ask a Neuroscientist: Does a bigger brain make you smarter? May 24, 2014 by Kendra Lechtenberg https://neuroscience.stanford.edu/news/ask-neuroscientist-does-bigger-brain-make-you-smarter [xv] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #77 with University Professors and Authors Doug Fisher and Nancy Frey on “Delivering High Quality Distance Learning” https://andreasamadi.podbean.com/e/university-professors-and-authors-doug-fisher-and-nancy-frey-on-developing-and-delivering-high-quality-distance-learning-for-students/ [xvi] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #127 “How Our Emotions Impact Learning, Memory and the Brain” https://andreasamadi.podbean.com/e/brain-fact-friday-how-emotions-impact-learning-memory-and-the-brain/

Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast, for Brain Fact Friday and episode #127 on Using Brain Network Theory to Understand How Emotions Impact Learning, Memory, and the Brain. To see the images for this episode, click on this link, if you are listening on iTunes. In this episode, you will learn: ✔︎ The how our emotions drive learning. ✔︎ How our memories form, and how to erase unwanted memories. ✔︎ The old way of looking at our brain (The Three Brains) vs (Brain Network Theory). ✔︎ Strategies to create balance in our brain in our classrooms and workplaces. Welcome back, I'm Andrea Samadi, a former educator who has been fascinated with understanding the science behind high performance strategies in schools, sports and the workplace for the past 20 years. If you have been listening to our podcast for some time, you will know that we’ve uncovered that if we want to improve our social and emotional skills, and experience success in our work and personal lives, it all begins with an understanding of our brain. We started Brain Fact Fridays last month to dive a bit deeper into some of top brain strategies we uncover in our interviews, or weekly episodes and from the feedback I have heard, these short episodes are helpful for learning about the brain in quick, easy to digest lessons, so we will continue with Brain Fact Fridays and I do appreciate the feedback! This past weekend, I was asked to be interviewed by Ti-Fen Pan, the host of the Compass Teachers Podcast,[i] from Taiwan. She interviews people around the globe on the most current educational topics, tactics, and resources, and she sent me a list of incredible questions that really made me think.  I love taking a break from being the person doing the interviews, and tune into other people’s shows, since I always want to learn something new, that I can share, and Ti-Fen really got me thinking with her podcast questions. How Do Our Emotions Drive Learning? Her first question to me was “what has neuroscience discovered about the relationship with our emotions and learning” and I had to think back to episode #100[ii] with Mary Helen Immordino-Yang, who is a Professor of Education, Psychology and Neuroscience at the University of Southern California and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE Center).[iii]  Mary Helen is an expert on learning and the brain, especially when it comes to emotions and learning. She wrote the book Emotions, Learning and the Brain,[iv] where she talks about how “We feel, therefore we learn”[v] in Part 1 of her book and this topic is one of her most powerful YouTube publications.  She is someone who I know I could spend the rest of my life following and I would learn something new from her every day. She studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive, and moral development in educational settings. I opened up her book, and if you have come from the field of education, you will recognize Howard Gardner, an American psychologist best known for his theory of multiple intelligences who wrote her foreword reminding us that “30 years ago, we had no idea that one could study human emotions that emerge slowly over time—such as admiration and awe—and compare them psychologically and neurobiologically with emotions that emerge more quickly like surprise or fear.” (page 80. Emotions, Learning and the Brain) This is a whole other topic, and I will be interviewing Mike Rousell[vi] on what the element of surprise does to our brain this summer when his book The Power of Surprise comes out, but Gardner explains that even if we are not scientists ourselves, most of us are intrigued to learn these new scientific findings.  I couldn’t agree more, and with the interest that these episodes are creating, I think you would agree with me also. This thought from Howard Gardner, along with Ti- Fen’s podcast questions, made me want to put some serious thought into what exactly it is that motivates us to learn something new, and what is it that helps us to remember what we’ve learned. For this week’s Brain Fact Friday BRAIN FACT 1: Did you know that emotions help memories form and stick? I could spend the next year diving deep into this brain fact, and we can learn from Jaak Panksepp[vii]  a neuroscientist who concluded that humans have seven networks of emotion in the brain that begin with seeking—we are always looking for something new, the brain releases dopamine when it finds it, which awakens our perception of strong positive and negative emotions. “Emotions form a critical piece of how, what, when, and why people think, remember and learn Mary Helen reminds us (page 146 Emotions, Learning and the Brain) she says “it is literally neurobiologically impossible to build memories, engage complex thoughts, or make meaningful decision without emotion.” We know that humans are emotional and social beings, (hence the name of this podcast, Neuroscience Meets Social and Emotional Learning) and these skills are finally being recognized as crucial in our schools and workplaces, in addition to academic and cognitive development, or the core skills your brain uses to think, read, remember, reason, and pay attention. Research shows that “emotion has a substantial influence on the cognitive processes in humans including perception, attention, learning, memory, reasoning and problem solving.”[viii] This happens because our amygdala “is activated by emotional events. The amygdala boosts memory encoding by enhancing attention and perception and can help memory retention by triggering the release of stress hormones such as adrenaline and cortisol, to boost arousal.”[ix] A New Way of Looking at Our Brain vs The Old Way When I think about the first few years I began to learn how the brain learns, from my first few sessions with my mentor, Mark Waldman, everyone was talking about the 3 parts of the brain, and how they interact with each other. I still think it’s important to understand these 3 parts of the brain, (especially the Limbic System, the emotional part of our brain where our amygdala sits) but it’s important to change how we think about our brain from this old way, where we would maybe draw the amygdala in the limbic area of the brain, and point to it in our presentations, saying, this is the part of our brain that activated while we are under stress and we experience “fight, flight or freeze.” You might have heard that when under stress, our executive functions (in the neocortex of our brain) begin to shut down, and students cannot learn and it’s difficult to complete meaningful work. You might have even heard this being called the amygdala hi-jack or that the amygdala was responsible for the “fight or flight” response, but there’s much more involved with this part of the brain than to just keep us safe and alive. Brain Network Theory: Creating Balance in Our Brain Instead of thinking about just one part of our brain, or our amygdala and how it responds to stress and impacts our learning, or memory, or ability to work, I want to use Brain Network Theory to explore this a bit deeper. I did cover Brain Network Theory on episode #48[x] but here’s a review. When looking at the brain, some people use fMRI scans, others use SPECT image scans, but I am sure you have seen these images that show how different parts of our brain light up when we are doing different things. You will no longer see studies that talk only about the individual parts of the brain—like the amygdala, or hippocampus, you will now see images that describe brain networks, nodes and connectivity. This is a fascinating discovery that comes to life with these images. When thinking about our brain, learning, and memory, think about how our networks are all working together. You can see an image in the show notes created by Mark Waldman that shows the key networks in our brain.   Our Default Mode Network is the largest network in our brain--remember this image is just a map or metaphor to simplify the explanation of our brain networks to give you something to picture as you image your brain—not just the 3 parts of the brain in the first image, but how these networks interact with each other.  How these networks are all connected to our awareness with the star in the middle of the image and how these networks overlap each other. The DMN (or the I in the diagram for imagination)  contains our imagination processes like daydreaming, creative problem solving, and mind wandering and involves those thought processes that can include worry, doubts and fears that can stimulate our amygdala by sending a message to other parts of our brain that something important is going on that we should pay attention to. Our emotional state is governed by our amygdala which is “responsible for processing positive emotions like happiness, and negative ones like fear and anxiety”[xi]  and it’s important to find the equilibrium between our Amygdala, our Default Mode (Imagination) Network, and Salience (Stabilizing)  Network that is like the balancing part of our brain that thinks, weighs what’s important, and helps us to create the balance that we need. Balancing Our Emotional Brain: To Help Memories Stick Using Brain Network Theory as a tool to bring balance back to our brain, let’s imagine that our amygdala, Default Mode Network and Salience Network are playing a game of basketball. They all need to work together to create balance, to get the ball in the basket (a metaphor for whatever we are working on in our daily life).  When the amygdala suddenly trips,(like it would if it was telling you there’s something you need to pay attention to—good or bad) and the ball goes out of bounds, it can be like our amygdala processing our emotions and the rest of our brain needs to step in to bring the balance back. We’ve got to learn how to interrupt the emotion (it can be good or bad emotion) so you can bring the balance and focus back to your brain to continue learning. The more rapidly we can change between these 3 networks in our day, (imagine the amygdala, Default Mode Network and Salience Network passing a basketball back and forth to each other smoothly, and quickly that you can hear the ball snapping on each networks fingers) creating more well-being and productivity with this balancing act. This is exactly what Cognitive Behavioral Therapy does, but there are some simple ways to quickly bring balance back to your brain so you can gain control of your Central Execute Network and continue learning and make those memories stick. The Brain in the Classroom If emotions help memories form and stick, and the amygdala is the part of the brain that tells you to pay attention to something, and remember it, whether it’s good or bad, we want to do what we can to bring balance to our student’s brains in the classroom, or our brains in the workplace. Mindfulness in the Classroom: We have covered mindfulness on a few different episodes, starting with episode #25[xii] but this strategy is the most effective way to stimulate the insula and anterior cingulate in the brain (where our awareness lies) and brings back balance and well-being that have been documented in over 4,000 research studies. Mindfulness can be taught through breath work like box breathing[xiii] that’s a technique that’s a powerful tool for anyone to use to reduce stress. It’s used from “athletes to U.S. Navy Seals, police officers and nurses” and is simple for students to learn in the classroom, and hopefully take with them as a lifelong coping strategy. Taking Brain Breaks for Improved Creativity: when we are asking our students to give their focused attention, think about Brain Network Theory. Focus will cause brain fatigue, and too much of it depletes your brain of glucose and depletes you. Be sure to allow your students the time to shift between their Default Mode/ Imagination network, Central Executive (Thinking) Network and Salience (Stabilizing) Network so they can gain insights that are impossible during focused only times.  Allow them time to get up, rest their brain, walk around, go outside (if possible) and take short breaks every hour to keep students as productive as they can be.   The Amygdala First Aid Station[xiv]: I first saw this idea with Dr. Lori Desautels[xv], who suggested an area for students to go in the classroom when they feel overwhelmed. Instead of causing a fight in the classroom, students get up and go to a designated area that has calming lotion or something like that to allow students to reset their brain. I’ve put a link to some ideas in the show notes like cups to have students share their mood for the day, stress balls, popsicle stick coping strategies and many other creative ideas to calm a stressed student.[xvi] I noticed when my children were home from school during the pandemic that my youngest daughter enjoyed getting up from her desk, to go and pet the cat, before going back to do her work. These short breaks gave her a brain break and reset her focus for her next work session. I know we can’t have cats in our classrooms, but I have seen fluffy pillows work just as well for students like my daughter who can tend to get overwhelmed with her work. Dr. Lori Desautels, an Assistant Professor at Butler University (whose been on our podcast a few times) mentioned that students enjoy learning about their brain and how they can use this knowledge to improve their behavior and focus. She said “when we teach students about the amygdala, the hippocampus, neuroplasticity, and prefrontal cortex, it gives the brain science. It objectifies their behavior.” Many of her undergraduate students said “they wish they would’ve known neuroscience in middle school because students think something is wrong with them when they exhibit negative behavior. When students understand the science behind it, it intrigues them and they’re challenged to change those hard-wired circuits.” If you really want to capture a student’s attention in the classroom, teaching them the basics of how their brain works, especially to help them to achieve their goals, this information will fascinate them. Using the Brain in the Workplace for Improved Results Find Your Balance and Allow Creativity to Flow: The way to experience optimal health and well-being, that’s crucial for success in the workplace, is to create balance with your Default Mode (Imagination) Network, Central Executive (Thinking) Network and Salience (Stabilizing) Network. Notice when you are out of balance, or overly anxious--your Default Mode Network may be overly active, with worry, so learn to switch to a different brain network (since spending too much time with imagination can lead to ruminating thoughts) so switch to your Central Executive (thinking) Network, (get to work on something and notice there’s no time to worry). Work as long as you can, and then switch to your (stabilizing/values/social awareness) Network to bring back the give yourself a break. When we can give our brain breaks, it will allow for creative insights to flow during our imagination/resting states where we can have breakthroughs like the “20% time policy at Google, where the company’s engineers get a day a week to work on whatever they want”[xvii] to keep their creativity flowing.  See how you can replicate this process with your work. Tap into Your Motivation Network: Your motivation network is what gets you out of bed in the morning and pushes you to seek out anything that has a pleasurable reward. This circuit is located in the nucleus accumbens[xviii] of the brain and is driven by your instinct and curiosity that’s one of Jaak Panksepp’s Core Emotions (Panksepp was an Estonian neuroscientist who mapped out 7 emotional circuits in the mammalian brain (the hindbrain) with play being one of them. We went deep into the importance of having fun with our work on episode #27 with Friederike Fabritius[xix] on Achieving Peak Performance where she spoke about the importance of having fun with our work, bringing us to those higher levels of peak performance. Panksepp identified another emotion called SEEKING that keeps us moving forward, engaged in new and interesting activities and work throughout our lifetime. If you have lost motivation for your work, it’s time to look or like Panksepp would say, SEEK something that your brain will find new, and interesting, that will bring you JOY. This will engage you at the brain level. Listen to Your Second Brain: Your Gut Instinct Have you ever made a decision based upon your gut instinct? Neuroscience tells us “that this mind-gut connection is not just metaphorical. Our brain and gut are connected by an extensive network of neurons and a highway of chemicals and hormones that constantly provide feedback about how hungry we are, whether or not we’re experiencing stress” [xx] and many other important signals. You can strengthen your second brain with mindfulness, opening the door to one of the most powerful tools you can use to help you to become more self-aware and socially aware as you’ll begin to sense what others need and want. I once asked a business executive who was the last step in my interview process for this job I really wanted, after she offered me to position, I asked her “What made you choose me for the job?” I wanted to know what she would say, and the answer that came from this seasoned executive was not what I expected. She said “I went with my gut instinct” showing me of the power of using our second brain, or our gut, when making decisions in the workplace. Now That Our Brain is Primed for Learning, How Do We Make Our Memories or Learning Stick? We remember John Dunlosky focused on the importance of spaced repetition for memory formation on episode #37[xxi], (practicing a skill over and over again) and we know that memories aren’t reliable from episode #44[xxii] (that each time we recall something from our past, it changes) but what exactly is happening in the brain when we remember something? Neuroscientist Joseph LeDoux explains memory consolidation: “Consolidation is what happens when a memory persists. When you have a memory, it goes into short term memory and If for some reason the memory isn’t consolidated, long term memory doesn’t occur. The conversion of short-term memory to long term memory is called consolidation. This process involves that the neurons in the brain that are forming the memory undergo protein synthesis. These proteins basically glue the memory together. Reconsolidation occurs when the memory that is fully consolidated is reactivated or retrieved, has to go through another phase of protein synthesis in order for that memory to persist into the future. If you block protein synthesis after retrieval, you prevent that storage process and disrupt the memory. This is important because each time we retrieve a memory, we have to update it.”[xxiii] He simplifies this by saying—when we first meet someone, we have a memory of that experience.  When we meet that person again, we retrieve the first memory and whatever else we’ve learned about the person in the meantime are added to form the new memory. To not forget this memory, it has to be stored, and updated with what we remember from the past, with what we add to it in the present moment. It’s not like watching a video of exactly what occurred the first time, which is the old view of how our memory works. What really happens is that “every time you take a new memory out, you must put it back in and this forms a new memory.”[xxiv] Can We Forget Certain Memories? LeDoux explains it is possible for people who had had a traumatic experience that they would like to forget to be given a substance that would “block the protein synthesis and prevent memories from forming which is called Reconsolidation Blocking and it doesn’t erase the memory, but just dampens the impact of the memory so it’s less troubling or arousing or troubling when it’s remembered later.”[xxv] REVIEW OF THIS WEEK’S BRAIN FACT BRAIN FACT 1: Did you know that emotions help memories form and stick? This episode we went deep into where our emotions begin in our brain, with strategies to balance our brains using Brain Network Theory, in our classrooms and workplaces, so we can easily take in new information, and understand how we can retain it.  We know that “memories linked with strong emotions often become seared in the brain”[xxvi]  and we can even test this theory ourselves by thinking back to certain memories you might have in your life and see what you can remember about that event. What do you remember about September 11th, 2001? Do you remember anything about September 10th, 2001? I couldn’t tell you a thing about Sept. 10th. Not what I ate for breakfast that day, or even much about the house I was living in at the time. But the day after, for some reason, everything seems crystal clear to me. I can see the television that I turned on while getting ready to watch the planes crash into the twin towers, can remember the sun coming in the windows, and even the shade the sunlight made on the ground in front of the television. The rest of that day is pretty clear as well, proving that emotions really do make memories stick. I hope this episode has helped you to imagine our brains in a new light using Brain Network Theory, how we prime them for optimal learning, to ensure what we learn goes into our long-term memory, and then how to make these memories stick…if we want them to. See you next week. REFERENCES: [i] The Compass Teachers Podcast with Ti-Fen Pan from Taiwan https://compassteacher.com/ [ii] Neuroscience Meets SEL Podcast Episode #100 with Mary Helen Immordino-Yang https://andreasamadi.podbean.com/e/professor-mary-helen-immordino-yang-on-the-neuroscience-of-social-and-emotional-learning/ [iii] Mary Helen Immordino-Yang, EdD https://candle.usc.edu/people/ [iv] Mary Helen Immordino Yang Emotions, Learning and the Brain (November 16, 2015) https://www.amazon.com/Emotions-Learning-Brain-Implications-Neuroscience/dp/0393709817 [v] Mary-Helen Immordino-Yang “We Feel, Therefore We Learn” Published on YouTube April 16, 2012 https://www.youtube.com/watch?v=85BZRVE6M0o&t=338s [vi] Mike Rousell, Ph.D.  The Power of Surprise: How Your Brain Secretly Changes Your Beliefs https://www.amazon.com/Power-Surprise-Secretly-Changes-Beliefs/dp/153815241X [vii] Jaak Panksepp The Science of Emotions TEDxRanier Published on YouTube Jan. 13, 2014  https://www.youtube.com/watch?v=65e2qScV_K8 [viii] The Influences of Emotion on Learning and Memory Published August 24, 2017 Chai M Tyng, Hafeez U Amin, Mohammed N M Saad, Aamir S Malik  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5573739/ [ix] What Makes Memories Stronger? https://qbi.uq.edu.au/brain-basics/memory/what-makes-memories-stronger [x] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #48 with Andrea Samadi on “Brain Network Theory” https://andreasamadi.podbean.com/e/brain-network-theory-using-neuroscience-to-stay-productive-during-times-of-change-and-chaos/ [xi] A Delicate Balance Between Positive and Negative Emotion by Anne Trafton Oct. 17, 2016 https://bcs.mit.edu/news-events/news/delicate-balance-between-positive-and-negative-emotion [xii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #25 with Mick Neustadt on “Mindfulness and Meditation” https://andreasamadi.podbean.com/e/mindfulness-and-meditation-expert-mick-neustadt-on-how-meditation-and-mindfulness-changes-your-life-results-and-potential/ [xiii] What is box breathing? By Ana Gotter June 17, 2020 https://www.healthline.com/health/box-breathing [xiv] https://www.pinterest.co.uk/kath6490/amygdala-first-aid-station/ [xv] Neuroscience Meet Social and Emotional Learning Podcast EPISODES #16 and #56 https://andreasamadi.podbean.com/e/lori-desautels-and-michael-mcknight-on-the-future-of-educational-neuroscience-in-our-schools-and-communities/   https://andreasamadi.podbean.com/e/educational-neuroscience-pioneer-dr-lori-desautels-on-her-new-book-about-connections-over-compliance-rewiring-our-perceptions-of-discipline/ [xvi] Amygdala First Aid Station https://www.pinterest.co.uk/kath6490/amygdala-first-aid-station/ [xvii] Your Brain at Work by Adam Waytz and Malia Mason August 2013 https://hbr.org/2013/07/your-brain-at-work [xviii] Neurowisdom: The New Brain Science of Money, Happiness, and Success by Mark Robert Waldman and Chris Manning, Ph.D. (2017) https://www.amazon.com/NeuroWisdom-Brain-Science-Happiness-Success/dp/1682303055 [xix] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #27 with Friederike Fabritius on “Achieving Peak Performance” https://andreasamadi.podbean.com/e/pioneer-in-the-field-of-neuroleadership-friederike-fabritius-on-the-recipe-for-achieving-peak-performance/ [xx] Gut Feelings-The “Second Brain” in our Gastrointestinal Systems by Justin and Erica Sonnenburg May 1, 2015 https://www.scientificamerican.com/article/gut-feelings-the-second-brain-in-our-gastrointestinal-systems-excerpt/ [xxi] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #37 with Professor John Dunlosky https://andreasamadi.podbean.com/e/kent-states-dr-john-dunlosky-on-improving-student-success-some-principles-from-cognitive-science/ [xxii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #44 “12 Mind-Boggling Brain Discoveries” https://andreasamadi.podbean.com/e/andrea-samadis-12-mind-boggling-discoveries-about-the-brain/ [xxiii] What is Memory Consolidation and Reconsolidation? Joseph LeDoux Published on YouTube November 9, 2017 https://www.youtube.com/watch?v=JKiV3FNpXhk [xxiv] IBID [xxv] IBID [xxvi] Why Are Memories Attached to Emotions So Strong? July 13, 2020 https://neurosciencenews.com/emotion-memory-16631/

In this Podcast, Alistair discusses Jaak Panksepp's Wheel of emotions. Emotions, which pre-date thoughts aren't bad or wrong but all animals share them. Panksepp identified seven primal emotional patterns, as well as negative emotions such as fear, sadness and anger there is also caring, lust, seeking and play.

In this episode, Xavier Bonilla has a dialogue with Mark Solms about consciousness, emotions, and how we understand the human psyche. They begin by discussing how Mark become involved in neuropsychology and psychoanalysis and how he combines these two worlds. They also discuss how he became involved with the late great Jaak Panksepp and their work on brainstem arousal and affect. They discuss Panksepp's seven affective states and make a distinction between drives, instincts, affect, emotions, and feelings. They talked about Mark's own work in understanding emotions in humans and locating some of the origins of consciousness in the reticular activating system and the periaqueductal gray (PAG). They discuss how consciousness could be in other animals and give some discussion on free will. They talk about the importance of bodily homeostasis and how it's a key feature for consciousness. They also provide some analysis and critique of the work done on emotions by Lisa Feldman-Barrett and also talk about some of the overemphasis on cognitive science.  Mark Solms is a neuropsychologist and psychoanalyst. He holds the chair of neuropsychology at the University of Cape Town in South Africa and is also the research chair for the International Psychoanalytic Association. He has written eight books with his most recent, The Hidden Spring: A Journey to the Source of Consciousness, which can be found here. You can find a list of his scholarly publications here. Twitter: @mark_solms

✅ Discover your Personal Myth with our Ultimate Handbook; for anyone who has a yearning deep in their very genome to become who they truly feel they should be, this guide is utterly indispensable https://gumroad.com/l/jtlb1​ Use code XMASMYTH at checkout for 25% off! In our most recent IPSA student study session, James was asked a few questions on the current state of knowledge between Jungian psychodynamics, Neuropsychoanalysis, and genetics. Our students can view the full 6 hours of recorded video from yesterday, but we thought it would be useful to extract a few clips out and post them publicly so you can guys can see, as it's a topic we get asked questions about quite a lot. We really hope you find it useful. Timestamps: 00:00​ - 01:00​ = Intro 01:00​ - 06:15​ = What is the Genomic Self? 06:15​ - 08:22​ = Can a complex be inherited biologically? 08:22​ - 13:15​ = How are Panksepp's 7 BES's linked to a ‘shyness' complex? ⚔️ Our cutting-edge suite of Individuation Tools ⚔️ ✅ Join our Discord server ✅ Submit questions for our podcasts ✅ Book a consultation https://www.patreon.com/jungtoliveby ✅ Integrate your Shadow with the most advanced guide ever written on the topic - completely free! https://mailchi.mp/b88a956828b8/jungtoliveby ✅ Visit our bookshop, for professional and personal development manuals, and mythic Jungian fiction! https://gumroad.com/jungtoliveby --- Instagram: @JungToLiveBy https://www.instagram.com/jungtoliveby Twitter: @JungToLiveBy https://twitter.com/JungToLiveBy Facebook: @JungToLiveByPodcast https://www.facebook.com/JungToLiveByPodcast --- Music by Mike Bastow and Luke Jennings: 'The Valiant of Albion'

Maggie and Liane discuss how to address frustration in dog training. This is a dense subject with many facets, and we attempt to break it down and create real life solutions to help dogs deal with frustration. Frustration is part of every day life, and as it is part of the RAGE System as outlined by Panksepp, it can be incredibly powerful. Ny introducing small levels of frustration into dog training, we are able to inoculate our dogs against inappropriate levels of frustration later on. Complete show notes including videos can be found here: https://www.empireridgeranch.com/blog

A psychoanalytic understanding of motivation. This lecture addresses: Being wanters and knowers; Drives - definitions, attributes, erotogenic zones; Affects - Tomkins, Panksepp & Solms, Damasio, vs emotions. Contact Email: philosophyofpsychoanalysis@gmail.com Lecturer: Associate Professor Doris McIlwain Producer: Nina McIlwain Theme song: Rose Mackenzie-Peterson Artwork: Campbell Henderson https://www.campbellhenderson.com/artwork Thanks to Dr. Andrew Geeves and to Professor John Sutton for all their hard work. Sadly A/Prof. Doris McIlwain, the course creator, died of cancer in 2015. This podcast is created by her family and friends, with hopes that her curiosity, joy and intellectual playfulness will keep inspiring and informing those who listen.

Dagens tema er lykke. Jeg begynner med et kort innlegg jeg hadde på Filosofifestivalen i Kragerø 1. juni 2019. Dagen før holdt jeg et lengre foredrag om lykke, og da var jeg litt mer seriøst orienter. I sekvensen du snart skal få høre, var klokka over ni på kvelden, publikum var samlet i en bar, jeg hadde drukket en del øl og skulle servere mine beste tips for å leve et lykkelig liv. Det gikk sånn passe. Etter dette foredraget skal jeg presentere en liten oppsummering av den positive psykologens teorier om lykke, og en del av den forskningen som er gjort på dette område. Denne sekvensen stammer fra en artikkel vi publiserte på WebPsykologen i august 2010. Den er skrevet av Maria Therese Føll. For deg som er opptatt av hva man mener når man snakke rom lykke, og eventuelt hva man kan gjøre for å oppnå dette, tror jeg episodens andre segment vil falle i smak. Velkommen til en ny episode av SinnSyn.Bli medlem av SinnSyns Mentale HelsestudioDitt bidrag kan øke kvaliteten på WebPsykologen og SinnSyn.Ved å støtte prosjektet, får du mange fordeler! Som Patreon supporter blir du medlem av SinnSyns Mentale Helsestudio. Det vil si flere episoder hver måned, tips og øvelser for trening av "mentale muskler", eksklusive videopptak og andre overraskelser. Les mer og bli medlem i på denne linken. Her kan du kjøpe bøkene fra Psykolog Sondre Liverød (WebPsykologen) til best pris og gratis frakt.I dagens episode tar jeg utgangspunkt i denne artikkelen:Positiv psykologi & hva er lykke?Positiv psykologi handler om velvære, tilfredsstillelse, flyt, vekst, lykke, optimisme og håp. Forskning på området spør; Hva er lykke, hvordan finner man den, og varer den evig om man først har funnet den?KilderI denne episoden kommer jeg med en del påstander som er forankret i litteraturen på området. Her er listen over referanser fra denne episoden:Aristoteles (384-322 f.kr, utgave 1995). Den nikomacheiske etik. Danmark: Det lille Forlag.Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachment as a fundamental human motivation. Psychological Bulletin, 117, 497-529.Brudal, L. F. (2006). Positiv psykologi. Bergen: Fagbokforlaget.Csikszentmihalyi, M. (1999). If we are so rich, why aren’t we happy? American Psychologist, 54, 821-827.Csikszentmihalyi, M. (2002). Flow. London, Sydney, Auckland, Johannesburg: Rider.Cushman, P. (1990). Why the self is empty. Toward a historically situated psychology. American Psychologist, 45, 599-611.Diener, E., & Suh, E. M. (Eds.). (2000). Culture and subjective well-being. Cambridge, US: The MIT Press.Diener, E., Lucas, R. E., & Oishi, S. (2005). Subjective well-being. I C. R. Snyder & S. Lopez (Eds.), Handbook of positive psychology (s.63-73). Oxford: Oxford University Press.Føll, M. T. (2006). Emosjonelt, Psykologisk og Sosialt Velvære: Tre Dimensjoner av Subjektivt Velvære.Masteravhandling i sosial og samfunnspsykologi. Trondheim: NTNU.Hendrick, S. S & Hendrick, C. (2000a). Linking romantic love and sex. Texas Tech University: Lubbock.James, W. (1950). The principles of psychology (2 vols.). New York: Dover. (Originalt publisert i 1890 av Holt).Kahneman, D., Diener, E., & Schwartz, N. (1999). Well-Being: The foundations of hedonic psychology. New York: Russell Sage.Keyes, C. L. M., Shmotkin, D. & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82, 1007-1022.Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73, 539-548.MacDonald, G. & Leary M. R. (2005). Why does social exclusion hurt? The relationship between social and physical pain. Psychological Bulletin, 131, 202-223.Markus, H. R., & Kitayama, S. (1994). The cultural construction of self and emotion: Implications for social behavior. I S. Kitayama & H. R. Markus (Eds.), Emotion and culture (s. 89-130). Washington, DC: APA.Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: D. Van Nostrand.Nafstad, H. (2005). Forholdet mellom individualisme og fellesskap: En utfordring for positiv psykologi.Tidsskrift for Norsk Psykologiforening, 42, 903-909.Olds, J. & Mildner, P. (1954). Positive reinforcement produced by electrical stimulation of septal area and other regions of rat brain. The Journal of Comparative Physiological Psychology, 47, 419-427.Oppedal, B., Røysamb, E., & Sam, D. L. (2004). The effect of acculturation and social support on change in mental health among youth immigrants. International Journal of Behavioral Development, 28, 481-494.Panksepp, J. (1998). Affective neuroscience. The foundation of human and animal emotions. Oxford: Oxford University Press.Rogers, C. R. (1961). On becoming a person. A therapist’s view of psychotherapy. London: Constable.Rojas, M. (2004). A conceptual – referent theory of happiness: Heterogeneity and its consequences. Social Indicators Research, 74, 261-294.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78Ryff, C. D. (1989b). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.Ryff, C. D., & Singer, B. (2005). From social structure to biology. I C. R. Snyder & S. Lopez (Eds.), Handbook of positive psychology (s.541-555). Oxford: Oxford University Press.Selnes, M., Marthinsen, K., & Vittersø, J. (2004). Hedonisme og eudaimonia: To separate dimensjoner av livskvalitet? Tidsskrift for norsk psykologiforening, 41, 165-179.Seligman, M. E. P. (2004). Positive psychology, positive prevention, and positive therapy. I C. R. Snyder & S. Lopez (Eds.), Handbook of positive psychology (s. 1-8). Oxford: Oxford University Press.Statistisk sentralbyrå (2006): Studenters levekår 2005. Rapporter 2006/22, Statistisk sentralbyrå.Vittersø, J. (2005). Lykken er mangfoldig. Tidsskrift for Norsk Psykologforening, 42, 913-917.Vittersø, J., Dyrdal, G. M. & Røysamb, E. (2005). Utilities and capabilities: A psychological account of the two concepts and their relation to the idea of a good life. Paper presented at The 2nd Workshop on Capabilities andHappiness, University of Milano – Bicocca, Italy.Waterman, A. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678-691.World Health Organization. (1948). World Health Organization constitution. I Basic Documents. Geneva: Author. See acast.com/privacy for privacy and opt-out information.

Dagens tema er lykke. Jeg begynner med et kort innlegg jeg hadde på Filosofifestivalen i Kragerø 1. juni 2019. Dagen før holdt jeg et lengre foredrag om lykke, og da var jeg litt mer seriøst orienter. I sekvensen du snart skal få høre, var klokka over ni på kvelden, publikum var samlet i en bar, jeg hadde drukket en del øl og skulle servere mine beste tips for å leve et lykkelig liv. Det gikk sånn passe. Etter dette foredraget skal jeg presentere en liten oppsummering av den positive psykologens teorier om lykke, og en del av den forskningen som er gjort på dette område. Denne sekvensen stammer fra en artikkel vi publiserte på WebPsykologen i august 2010. Den er skrevet av Maria Therese Føll. For deg som er opptatt av hva man mener når man snakke rom lykke, og eventuelt hva man kan gjøre for å oppnå dette, tror jeg episodens andre segment vil falle i smak. Velkommen til en ny episode av SinnSyn.Bli medlem av SinnSyns Mentale HelsestudioDitt bidrag kan øke kvaliteten på WebPsykologen og SinnSyn.Ved å støtte prosjektet, får du mange fordeler! Som Patreon supporter blir du medlem av SinnSyns Mentale Helsestudio. Det vil si flere episoder hver måned, tips og øvelser for trening av "mentale muskler", eksklusive videopptak og andre overraskelser. Les mer og bli medlem i på denne linken. Her kan du kjøpe bøkene fra Psykolog Sondre Liverød (WebPsykologen) til best pris og gratis frakt.I dagens episode tar jeg utgangspunkt i denne artikkelen:Positiv psykologi & hva er lykke?Positiv psykologi handler om velvære, tilfredsstillelse, flyt, vekst, lykke, optimisme og håp. Forskning på området spør; Hva er lykke, hvordan finner man den, og varer den evig om man først har funnet den?KilderI denne episoden kommer jeg med en del påstander som er forankret i litteraturen på området. Her er listen over referanser fra denne episoden:Aristoteles (384-322 f.kr, utgave 1995). Den nikomacheiske etik. Danmark: Det lille Forlag.Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachment as a fundamental human motivation. Psychological Bulletin, 117, 497-529.Brudal, L. F. (2006). Positiv psykologi. Bergen: Fagbokforlaget.Csikszentmihalyi, M. (1999). If we are so rich, why aren’t we happy? American Psychologist, 54, 821-827.Csikszentmihalyi, M. (2002). Flow. London, Sydney, Auckland, Johannesburg: Rider.Cushman, P. (1990). Why the self is empty. Toward a historically situated psychology. American Psychologist, 45, 599-611.Diener, E., & Suh, E. M. (Eds.). (2000). Culture and subjective well-being. Cambridge, US: The MIT Press.Diener, E., Lucas, R. E., & Oishi, S. (2005). Subjective well-being. I C. R. Snyder & S. Lopez (Eds.), Handbook of positive psychology (s.63-73). Oxford: Oxford University Press.Føll, M. T. (2006). Emosjonelt, Psykologisk og Sosialt Velvære: Tre Dimensjoner av Subjektivt Velvære.Masteravhandling i sosial og samfunnspsykologi. Trondheim: NTNU.Hendrick, S. S & Hendrick, C. (2000a). Linking romantic love and sex. Texas Tech University: Lubbock.James, W. (1950). The principles of psychology (2 vols.). New York: Dover. (Originalt publisert i 1890 av Holt).Kahneman, D., Diener, E., & Schwartz, N. (1999). Well-Being: The foundations of hedonic psychology. New York: Russell Sage.Keyes, C. L. M., Shmotkin, D. & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82, 1007-1022.Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73, 539-548.MacDonald, G. & Leary M. R. (2005). Why does social exclusion hurt? The relationship between social and physical pain. Psychological Bulletin, 131, 202-223.Markus, H. R., & Kitayama, S. (1994). The cultural construction of self and emotion: Implications for social behavior. I S. Kitayama & H. R. Markus (Eds.), Emotion and culture (s. 89-130). Washington, DC: APA.Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: D. Van Nostrand.Nafstad, H. (2005). Forholdet mellom individualisme og fellesskap: En utfordring for positiv psykologi.Tidsskrift for Norsk Psykologiforening, 42, 903-909.Olds, J. & Mildner, P. (1954). Positive reinforcement produced by electrical stimulation of septal area and other regions of rat brain. The Journal of Comparative Physiological Psychology, 47, 419-427.Oppedal, B., Røysamb, E., & Sam, D. L. (2004). The effect of acculturation and social support on change in mental health among youth immigrants. International Journal of Behavioral Development, 28, 481-494.Panksepp, J. (1998). Affective neuroscience. The foundation of human and animal emotions. Oxford: Oxford University Press.Rogers, C. R. (1961). On becoming a person. A therapist’s view of psychotherapy. London: Constable.Rojas, M. (2004). A conceptual – referent theory of happiness: Heterogeneity and its consequences. Social Indicators Research, 74, 261-294.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78Ryff, C. D. (1989b). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.Ryff, C. D., & Singer, B. (2005). From social structure to biology. I C. R. Snyder & S. Lopez (Eds.), Handbook of positive psychology (s.541-555). Oxford: Oxford University Press.Selnes, M., Marthinsen, K., & Vittersø, J. (2004). Hedonisme og eudaimonia: To separate dimensjoner av livskvalitet? Tidsskrift for norsk psykologiforening, 41, 165-179.Seligman, M. E. P. (2004). Positive psychology, positive prevention, and positive therapy. I C. R. Snyder & S. Lopez (Eds.), Handbook of positive psychology (s. 1-8). Oxford: Oxford University Press.Statistisk sentralbyrå (2006): Studenters levekår 2005. Rapporter 2006/22, Statistisk sentralbyrå.Vittersø, J. (2005). Lykken er mangfoldig. Tidsskrift for Norsk Psykologforening, 42, 913-917.Vittersø, J., Dyrdal, G. M. & Røysamb, E. (2005). Utilities and capabilities: A psychological account of the two concepts and their relation to the idea of a good life. Paper presented at The 2nd Workshop on Capabilities andHappiness, University of Milano – Bicocca, Italy.Waterman, A. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678-691.World Health Organization. (1948). World Health Organization constitution. I Basic Documents. Geneva: Author. See acast.com/privacy for privacy and opt-out information.

How do you actually heal old attachment wounds in partnership - so you can create passionate, secure attachment with your partner? Today you’ll learn how to connect with your partner powerfully, in the present moment, to rewire your brain, break unhealthy patterns, and find the joy and wonder that’s waiting for you just below the surface. Our guest today is Dr. David Mars, the creator of AEDP for Couples. He specializes in helping couples heal attachment wounds and traumas, find each other again in the present, and create a joyful, passionate vision for their future together. His work can help you if you’re in a new relationship, or if you’ve been with your partner for 30 years. David integrates more than 30 years of experience as a couples therapist with today’s cutting edge neuroscience - and you’ll see exactly how that allows you to get into really deep touch with your own experience, with your partner’s experience - and how to bridge the gap between you. I’m so excited for you to experience David Mars’s work, and to see how AEDP for Couples can offer you something new in how you show up in your relationship! As always, I’m looking forward to your thoughts on this episode and what revelations and questions it creates for you. Please join us in the Relationship Alive Community on Facebook to chat about it! Sponsors: Want to experience a Luxury Suite or VIP Box at an amazing concert or sporting event? Check out Suitehop.com/DATENIGHT to score sweet deals on a special night for you and your partner. Resources: Visit David Mars’s website to learn more about his work and therapist trainings. If you’re in a relationship and interested in experiencing David Mars’s work, visit https://www.aedpforcouplestherapy.com/ Check out David’s AEDP for Couples' Training DVDs. FREE Relationship Communication Secrets Guide - perfect help for handling conflict and shifting the codependent patterns in your relationship Guide to Understanding Your Needs (and Your Partner's Needs) in Your Relationship (ALSO FREE) Visit www.neilsattin.com/mars to download the transcript, or text “PASSION” to 33444 and follow the instructions to download the transcript to this episode with David Mars. Amazing intro/outro music graciously provided courtesy of: The Railsplitters - Check them Out Transcript: Neil Sattin: Hello, and welcome to another episode of Relationship Alive. This is your host, Neil Sattin. It's been my mission to bring to you the most powerful healing modalities, the most powerful ways for you to find yourself in a deeper state of connection, with the people in your life that you're closest to. And of course, this can travel into all aspects of your life, but nowhere is it more important than with our partners, our spouses, our beloveds. And so it's been really important to me, not only to bring you what I consider to be the best of the best, but to also be uncovering new avenues that we haven't explored yet, because as fun as it is to have John Gottman on the show over and over again, he's a pretty cool guy, at the same time, there are so many modalities available to us that are effective and powerful. Neil Sattin: And you may have heard my episode fairly recently with Diana Fosha, which was all focused on AEDP, Accelerated Experiential Dynamic Psychotherapy. And even though that's a mouthful, in its most basic form, it's about helping us heal the attachment wounds and traumas, the things that get in the way of us having the richest experience of life that we could possibly be having. It's important stuff. And of course, my goal for you is that you can not only access that, but that you can also bring it to your relationship. Neil Sattin: So you get to overcome what it's like, not only to feel alone in you sometimes in some challenging experiences, but also what it can be like to feel alone as a couple, or alone in your couple. How do you bring connectedness in a powerful way to your experience of being with each other, in a way that deepens and leaves you feeling safer, more connected, more passionate, etcetera? So in order to dive more deeply into this topic, today we have an amazing guest with us, his name is David Mars and he is the creator of AEDP For Couples. Neil Sattin: So it is the application of this work for therapists, in... So in a therapeutic setting, towards bringing couples into deeper connection with each other, and bridging the gaps of disconnect, bringing them into a more of a sense of peace and justice with each other, and also how they enter the new phase of their life, like that new phase that happens after the work that they do together, so that it can really be a powerful send-off into this new phase. And in preparing for this conversation, I've had the honor of being able to watch David work with couples, and it has been amazingly powerful. Neil Sattin: So I'm really excited for you to be able to experience him here with me today and to get more of a sense of how this approach to healing some of our deepest wounds can actually be this amazing, life-giving, joyful, burst of experience that you can then bring into your relationship. That might sound like a lot for an hour-long conversation but I'm pretty sure we'll get close. So as usual, we will have a detailed transcript of this conversation, and in order to download that, you can visit neilsattin.com/mars, M-A-R-S, as in David, Mars, today's guest. Or, as always, you can text the word Passion to the number 33444 and follow the instructions. I think that's it. So David Mars, welcome to Relationship Alive, and thank you so much for joining us today. David Mars: Thank you so much, Neil. I'm so touched by your introduction. And I'm just so aware of your dedication to watching all four of these three DVD sets of video training, and just so happy to have this honor of talking with you and with our audience as well. Neil Sattin: Well, it's great to be here, and I appreciate your generosity in giving me access to your work. And as people who are regular listeners of this show have hopefully come to know, it's so important to me to be able to have that level of familiarity so that we can dive more deeply. And otherwise, we could talk for an hour about how you came to be an AEDP therapist, but I want to go more deeply into what you do, in ways that also are in the context of other conversations that we've had here on the show. So for example, we spoke to Diana, so you don't need to give us the full run-down on AEDP. We may do... David Mars: Yes. Neil Sattin: A little bit of that just to bring people up to speed. But if you're watching or listening to this, then I invite you to also check out the interview with Diana Fosha, which is really powerful, and where this, the AEDP, part of the work originates. David Mars: Yes. Neil Sattin: And David, you mentioned to me that you were a couples therapist for 30 years before coming into the AEDP realm. David Mars: Yeah. Yes. Starting in 1975. So it's 43 years. It's hard to believe [chuckle] but that's true. Neil Sattin: Yeah, that's amazing and let's just say that I was one-year-old when you first started. [laughter] David Mars: I should say that my beginnings with psychotherapy and couple therapy were really also working with families and with the groups, and it's a lot of aspects of work that was beyond couples alone. But the couple therapy has always been my strongest affiliation and connection, and my favorite work to do, partly because it's so darn difficult to do well, so it keeps me growing through these four and a third decades and continuing in my personal relationship also with my wife of 35 years, it's so wonderful to be with her and to see how what I learn and she learns because she co-teaches the work with me. Karen Pando-Mars and I teach together and being married together with a 19-year-old daughter and a 46-year-old daughter, from a previous marriage, really gives me a sense of the meaning, a deep meaning of how it is to be alive, how it is to have love be a guiding force and a guiding principle for how to be making decisions and how to exist even in conversation. Neil Sattin: So David you were saying that you have been in, you've been a couples therapist for 30 years, and I'm curious for you, in terms of, as we think about the landscape of what's possible in the couple's world, what was it like for you, even having been a therapist for 30 years to discover AEDP and just can you give us a glimpse of what that brought to you and what that's brought to the way that you've seen your work unfold with couples? David Mars: Yeah, I want to give a little context. In the decades before finding AEDP, which was 13 years ago, that I came to AEDP, I had done work that was very related to AEDP in process work through Arnold Mindell, and in respiratory psychophysiology, meaning the knowledge of how the breathing and the body co-relate and I would... For two decades plus would use monitoring equipment, computerized and very accurate monitoring equipment to look at breathing, heart rate, hand warming, muscle tension etcetera of the couples that I worked with, so that I could see how they're being affected by each other, but even more important, they could see how they were affecting each other, and realize that, for example, if I'm a man who speaks to his heterosexual wife in a way that's very firm and strong and sharp and clear and as expected of me at work, but when I see that her hand temperature drops her breathing rate increases. Her heart rate increases and becomes more agitated. David Mars: And I find out that, wow, that's strong masculine... How I'm speaking actually turns her off rather than on, [chuckle] except for stress arousal gets turned on. But not her closeness to me, if I'm that man, I can learn to speak more kindly and softly and firmly in a way that's more meaningful and sourced by my own experience rather than my judgments, very powerful. And in these decades that I'd worked before finding AEDP, I also was very much oriented toward positivity and would have to be kind of apologizing sometimes because people would find that over the decades, that positivity wasn't really regarded yet as being optimal for psychotherapy. David Mars: Many people felt that going darker, going more into the harsher aspect of life or a scream therapy or whatever it would be [chuckle] in the 80s, for example, or 70s, was really more important than the attending to love, to kindness, the feeling of really modulating harsh impulses and speaking even when angry, about what is really meaningful, what you really want to be understood about where I don't take my "Hurt" and hurt someone else with it, but rather maybe choose a more vulnerable side of feeling sad which is a part of hurt, feeling sad that I'm hurt and angry that I got hurt, but I go with sorrow, then the partner is much more likely to come close to me. David Mars: So, that preceded AEDP. What was different with AEDP, in 2005 for me was that in meeting Diana Fosha, within the first 20 minutes of her presentation, I knew I wanted to study with her. And work with her and come to New York and get trained by her and by the morning break... David Mars: I decided on that first morning break to come to New York and study with her, with my wife Karen Pando-Mars, and in going to New York, I found that I was able to share video of my work even during the first five-day training called an immersion course, and had that thrill of experiencing the cohesion of how I'd been working with AEDP, but also the organization of AEDP's scientific principles, the effect of neuroscience in particular, the understanding about attachment research which has been immense in my life since, to understand how attachment research informs me, and helps me as a person and as a therapist, and also Diana as a person, her remarkable intellect and, genius really, and kindness and humbleness, an odd package to find in a person, [chuckle] and it was so inspiring to me, that within a few years of study and intense work, I was able to become a faculty. I guess it was four years or so, of really intensive study and supervision with Diana. David Mars: And so the quality of, the felt experience of love that I already started with, got more deepened by understanding how the work of AEDP, Accelerated Experiential Dynamic Psychotherapy, holds out for individuals and then transfer that understanding into the couple work and adding to it my own background in bio-feedback and understanding how the heart, and breath, and mind correlate with each other, and how we can enhance that loving vibe, which is literally a pulse wave from the heart that can be felt, that that power is so gratifying to be part of an institution. The AEDP Institute in New York is so moving to be a part of. All the people in it, the 24 faculty plus Diana, are so resonant with the values that I hold, it's quite, quite a joy. Neil Sattin: Yeah, I mean, if you get the sense of like... I was watching these DVDs of you working, and found myself moved, moved to tears so many times and laughing and, or accessing even in a really sorrowful moment, we'll talk about this in a minute. But, so tapped into my own experience that I would be starting to cry and then, I'd notice "Oh my goodness. The person in the video is also on the verge of tears right now." David Mars: Yes, yes. Neil Sattin: So it's all about developing that. And so this is just watching DVDs. So imagine the power of bringing that into how couples really learn to experience each other. David Mars: Yes. Neil Sattin: So it's not like glimpsing that level of positive effect, but also living there. David Mars: Yeah, I so agree with you. And I just saw a couple last night, for example, where the couple came in with the dynamic actually, like the one I described, of the harsh speaking pattern in the male in this heterosexual couple, and the woman being quite well-meaning, quite dear, very sensitive, and not used to being talked to harshly. And how she was raised, for her it's shocking to be disrespected, but for him, he grew up with a lot of disrespect, and a lot of challenging behavior from his elder brothers, and lack of protection by the parents, so for him, harshness, is part of a defense structure that is survival-based, and as he lets go of it and becomes kinder and loving with her... David Mars: I was able to say to the couple, "You know I just see how much progress you're making between sessions, how many great examples you've given me today of how I see you becoming more loving with your wife, and she's responding so warmly. My thought is, let's just shorten the session today, I could see you doing the work in between sessions, and you can see this recording of the session and rehearse it at home," And he said, "I'm so glad because I'm exhausted, I would love to go home early." [chuckle] It's a very unusual situation of knowing their work is between sessions right now. David Mars: With their two-year-old son, and that's a joy from me, that that work comes home, and shows up in the next session, as evidence of the work, really, I mean, part of the natural lived life of this couple. Neil Sattin: Yeah, that's an interesting feature of your work. And my understanding is that obviously, it's not a requirement for couples to have their work with an AEDP for couples therapist videotaped, but that is something that you do encourage as... And it gives them the opportunity to see themselves... David Mars: Yes. Neil Sattin: In these, sometimes less than ideal states with each other. David Mars: Yes, yes. Neil Sattin: And also to witness their transformation moments and... David Mars: Yes, absolutely. Neil Sattin: Yeah, that seems really powerful for the couples that choose to do that, and choose to watch the videos that are taken. David Mars: Yup, yeah. It is true that in the therapists that I supervise and train, most do not videotape all their couples. But all videotaped some of their couples, a couple, so they can get trained. And for me, I videotape all the work that I do, and I'm so joyful that my couples that call, I let them know over the phone, that's how I work. And for me, my first experience of video being used with me was in 1970, and I got to see myself several times a week, on video as part of my undergraduate training interacting with others, trying to solve problems and seeing how my brilliant idea when expressed in a certain way, would shut down the conversation. In another way, I could be more humble and come forward in a more soft way, a more relational way that would bring the conversation up, and all of us would rise together, like the tide rises, lifts all boats. David Mars: So, I got to see in 1970, how that is, had that blessing. So for now, all the way from to then, I have this continuous relationship to video as a way to enhance learning, into how people understand, how the reflective function can increase, and the capacity to reflect on oneself accurately is a direct relationship to secure attachment and developing more earned secure attachment. If I know actually how I am being, and I'm aware of myself, I can be aware of you, and by being aware of you and me together, I can become more attuned, and this attunement is so precious because, without it, it's like driving a car around with newspaper glued over all the windows, not knowing where one is going. It's so important. Neil Sattin: Yeah, that reminds me of really learning any skill, and the process of myelination, and how important it is to slow things down in order to get to a new place. And I think particularly around self-reflection, that's something that, it's not easy to, a lot of us don't learn that as we grow up. So I can see that video-ing, process as a way of actually slowing down the circuit, and bringing people into that cycle of self-reflection in a way that would eventually accelerate and become just part of how you operate, from practicing it that way. David Mars: Yup thank you for that. In attachment research, it's very clear that when babies are reflected by their mothers or their fathers, and they are shown that they exist and are recognized in a harmonious way that's reciprocal, that goes back and forth and it's contingent, where the baby's response and the loving parent's response are in harmony with each other, and there's a conversation called the proto-conversation before speech, that baby learns, "I am safe, I am loved, I am delightful, and I'm with delightful people who delight in me being delightful." It teaches that love is a guide, as opposed to fear being the guide, and it's a powerful, powerful example of reflection. David Mars: I'm going to mention something else, Neil, that you mentioned about a couple seeing themselves when they're in these regulated states and realizing how they unconsciously and habitually, they drive their partner away rather than bring their partner closer. What I also really enjoy, is couples seeing each other in love. Pinking cheeks, reddening lips, eyes becoming more vivid in color, bright like shining light, and seeing the light in each other and the love in each other and learning to enjoy love. For many people, love was not something that they had joy with. It's loved mixed with fear, love mixed with danger, love mix with avoidance and dissociation. And so to find that love is safe to soak in, safe to send and receive, and visualize it on the video, visualize it and see more clearly how I can see love in my partner, and feel love for my partner by choice. These are immense, immense powers to possess and to cultivate. Neil Sattin: Yeah, I noticed over and over again as I was watching your work, the refinement with which you were able to notice what was happening in a couple, and then to draw their attention both the person who may be having the experience to, their own experience that they were having, and then to bring their partner in, to invite them into the experience. David Mars: Yes, yes. Neil Sattin: In a way that kept them in dyad with each other. David Mars: Yup. Neil Sattin: Can you talk about that part of your process and why that's so important? David Mars: I'm having such an experience of delight that you've seen these videos, and they're so dear to me, I've seen them so many times in the process, [chuckle] of doing them, creating the workshops etcetera. For me, there's something of great, great delight in being a bridge of consciousness, somatic consciousness, and to see the best in people, and reflect the best of them back to them, and for them to see, hear, feel, sense, even knowing their own movement, that they are vehicles of love when they want to be, with increasing skill, with increasing pride, because it is such a deep deep shame for people and deep sorrow to feel not competent to love. David Mars: It's such a feeling of loss, that I can feel I'm speaking of it. And to be able to love, to be able to be loving, and to be lovable, being loveable, is a skill that many, many people did not learn to do. Survival is not enough in my point of view, and thriving in this world to me, actually, it really requires people to love and be loved. And that's really, I think one of the core elements of how I can help couples to see the best in each other, and to see the moment of a smile before the frown appears to cover it, and just to be there as an open channel for the couples to see, and hear, and feel, and sense each other more vividly in each session. Neil Sattin: Now, if I'm listening, then the question that comes up for me is, "Okay, but how do you address problems then if you're so focused on finding the goodness," I mean the goodness sounds great. Yeah, sure, right. So if you're having this kind of question, maybe one thing to ask yourself is, how open are you to the experience of love, like David was just talking about? And at the same time... Yeah, because people come in right with big, big stuff. "You cheated on me, you're always negative, you're... " right? David Mars: Absolutely. One of the parts I really enjoy about couple therapy is the challenge of having a couple come in, who already is coming in with a dryness, with an anger, with a revenge impulse, with feelings of bitterness, hopelessness, deep, deep, deep even rage, about, let's say, betrayal. And the challenge for me as a therapist, to find the sweet spot with them, in the first question I ask them, which is, "What do you want with each other?" David Mars: What do you want to develop with each other, not for each other or to get from each other? What do you want with each other to experience, should this therapy be successful? And the couple might say I just came in, we have just came in from an argument. I can't think about that right now. I said well I understand this is a transition that's difficult to make. I do see this intention between you, but all the more reason in this therapy, to choose to remember what you want with each other. Because that's our purpose in being. We can certainly talk about what happened in the car before you came into the waiting area. But I would rather have you approach that in a place of loving each other and valuing each other and feeling that you are worth working this through to each other. And from this place we can do great things, working out your conflicts, but only from this place of love can we do it successfully. Neil Sattin: So you're grounding them in that sense of, why are we here? And if this could work, what would we want with each other. And how would you help someone who, for instance, is really landing in a sense of, "Wow, I'm struggling. I'm struggling to even want to answer that question for you". David Mars: Right, so in that case, I might say. I wonder there's a part of you that wants to want to know what you want with your partner and find that part of you that wants to want to be close to her, and just to suspend for the time being the doubting part of you, or the angry part of you that is here. I understand that's a real part of you, but for the time being, to practice a mindful choice to occupy the place of choosing her, just to take the moment. Now, if you will please just see her right now. As you see your partner, "What do you love about her? Just set aside all the rest, just find that 10% of you maybe that really is willing to do this and occupy this part of you". Neil Sattin: Yeah. David Mars: What would I find Neil is that it may be almost unbelievable to imagine people can do this the first session, but it is true. I have video to show it. What I have permission to teach from videos, is very clear that people can choose love over revenge and love over aggravation or love over dissociation because they want to, they get better and better at it. Yes, more, more complete at it, yes. David Mars: Some people can get out one phrase of what they love about their partner, what they want with their partner, and the next Non sequitur is what they're mad at them about. I just need to say, "Wait wait wait, so that lasted 20 seconds. On the positive side, please would you go another minute, just stretch to go a minute of being positive with your partner what you want with your partner. Just one minute." And they go another 14 seconds, another complaint, and I say, "Wow okay, 14 more seconds we're now 34 seconds in, see if you can go another 26 seconds and just be with this that you really want something with your partner, and just hang in." And I'm smiling when I'm saying this, I'm really getting how difficult it is, particularly in contentious couples who come often, at least one of them comes from argumentative family systems. Where learning to argue and have conflict was a skill. And to set it aside, you could hear the armor clinking on the floor, to release that armor is scary, it's downright, terrifying. Neil Sattin: Yeah. And what I love about what you're offering is the way that love and tapping into that energy gives people the strength, and safety to then visit harder places. David Mars: Yes. Neil Sattin: Because I definitely saw that in your work, that there were times when one member of a couple would get to this really vulnerable place and offering something and then the other person just like... And as you're watching it, you're like, "What do you think is going to happen right now?" And of course what happens is it's like, is that love received? No, it's met with some harshness, or disbelief or doubt. And something that I'm curious about is your ability to hold the love and the vulnerability that one person offers and I think this is a valuable skill as a therapist, and also in relationship to be able to... Neil Sattin: For instance, hold that you're offering something that's vulnerable, and at the same time to be met with a no from your partner, a refusal, and to allow them that experience without it necessarily sending you into a shame spiral or a dorsal vagal response. So yeah. How do you hold that dynamic as a therapist? Because I was impressed by how powerful it was to honor, like, it's okay that you're resisting this love right now, I'm not going to force you to accept it. David Mars: Absolutely. Neil Sattin: In this environment, even though that, it's probably what you think. I want you to do... David Mars: Exactly. That's very well put, Neil. Yeah, it isn't about compliance, it isn't about love your partner because I'm saying you should. It's much more really to remember for example in the... That volume one volume two from New Jersey the 30-year marriage DVD set that is a two-part set, when Joanne is refusing Mike's overtures to being loving and at a point, she says I've had 30 years of difficulties with you. I am not going to simply just collapse with my upset with you just because you're nice to me in this session, I'm not, I'm still mad at you. [chuckle] Neil Sattin: Yeah. David Mars: And I have a right to be, and I'm not going to... I'm not going to just set it aside. I'm really, really hurt and lonely. And you haven't gotten it, and I want you to get it. Of course, the way she does it, puts him into dorsal vagal again, but I just love that her assertion is so clearly based in her sense of her rights to be a person who has truth with self as the first prerogative beyond behaving herself with a partner and complying with me or her husband and her ferocity I think is really an essential response to being deprived of having rights all through her life growing up. Neil Sattin: Yeah. David Mars: So, it was such a... She taught me something there in that. Because it went on. [chuckle] It was like a 13-session series of sessions. It wasn't a super long treatment, but it was one that sometimes felt long to me because the setbacks were almost every session. There would be some part of her that just needed to be mean to him and, thump him one, not physically, but with contempt. And I would just go, wow, okay. [chuckle] Ouch. That actually hurts from over here. And that kind of transparent response that often bring humor to her. She said, "Oh that was really sharp. I don't want to be that aggressive 16-year-old right now, I'm sorry". And she'd apologize to him sometimes. It's that subpart of self that really wasn't quite in her conscious knowing, that would sometimes reach out and do something of an ouch to him. Neil Sattin: Yeah, yeah. David Mars: In the sweetest, most vulnerable moments. [chuckle] Neil Sattin: Yeah. So much here to unpack, first I love that you incorporate that notion of multiplicity and parts that are operating. We've had Dick Schwartz on the show to talk about internal family systems and also Toni Herbine-Blank, which is her incorporation of that into couples work. So I find that to be so helpful in people being able to give a voice to the more challenging aspects of their experience, but in a way that keeps a healthy distance from it, while at the same time honoring it, so that they are not becoming it. So I love that you've incorporated that into your work. And I also just want to give some context, to everyone who's watching and listening to that... So David is talking about this two-part DVD set so it's actually six DVDs that are this couple's Conference and in it they show video of David working with a couple, and this couple had been together for 30 years and they were on the brink, the woman partner had had enough, she was done with things being the way they were, and so... Neil Sattin: And I often get emails from listeners like I've been married for 30 years. Is there any hope for me? I think I literally got that email, like three days ago. So one, yes, there is hope for you. And then we get to watch over the course of 15 sessions how they progress together. So it's not like an instant fix and it's also not an un-enduring length of time that it took for them to achieve a lot of progress as a couple. David Mars: Yeah. Neil Sattin: So, just setting some context. The DVDs are amazing. And if you're a therapist or a healer, that immersing yourself in the approach like that is one way that I think would be super helpful for you. David Mars: Can I add something to this Neil? Neil Sattin: Please yeah. David Mars: I'm thinking about how Joanne and Mike, and they had given me permission to use their first names. Neil Sattin: Great. David Mars: In discussing their work, they're very, very joyful about being of service in the world. So that their couple experience can inspire other couples to grow and develop past traumatic ways of interacting and deadening ways of interaction, to ones that are really truly conscious and enhancing. And the couple was on stage with me, and in the... In showing their videos. So they were being interacted with the audience of about 100 therapists in using language, I-language like I use with them, like they use with each other, with the channels of experience, which are sensation, emotion, energy, movement, auditory, visual, and imaginal and using these seven channels along with I-language. They can communicate about their internal experience, what's moving in them, what they sense in their bodies, what emotions are coming up, what kind of energetic experience they're having. David Mars: And the intimacy of that speech with the audience of 100 therapists gets combined when the therapists are also speaking level, not speaking and pontificating, giving ideas or advice but are actually being moved and speaking from their own experience of their own hope that's being opened in them by Joanne and Mike and speaking from that hope and that joy and that honoring of Joanne and Mike for their struggle and for their breakthroughs, and for their being present with us. They flew all the way from San Francisco Bay Area to New Jersey to be there at that conference, and [chuckle] it's just quite a statement of their dedication to wanting to transform. Neil Sattin: Yeah, yeah. Joanne, just to revisit something, we were talking about a moment ago, she mentions that one of the most powerful moments for her to witness was the moment where you... To say called her out isn't really exactly the right phrase, probably, but you highlighted how she was coming at Mike in a very cutting way and the beautiful way you said it, it was something like, "Are you perhaps mocking him right now?" but you said it in a way that wasn't at all talking down to her, it was just like, I'm inviting you to ponder, was that maybe mocking him? And she spoke to just the impact of, "Oh my goodness! Right, I am doing that. And that is, as you mentioned, not what I want to be doing." David Mars: Yeah, that's huge, that's huge. And I love this part about tapping in the middle of my forehead, the orbitofrontal cortex, the third eye in more mystical traditions. The orbitofrontal cortex is the senior executive that chooses how to be relational, how to be conscious or it can lay relatively dormant. [laughter] David Mars: If we're really actively choosing our partners in an atmosphere of love, choosing to want to be with them or even to want to want to be with them, as I mentioned earlier, to find the parts of us that are really open to moving away from argumentation and toward really saying, "What do we want to be understood?" As opposed to going for revenge or for an impact, to go instead for understanding is a major, major shift in consciousness and is an invitation to be recognized for the depth of what one wants to say and to bring the partner closer, even though it could be in the context of conflict. It does not have to be in the context of conflict, because I can speak about the part of me that wants the closeness. David Mars: I can also say how I feel saddened that I'm not reaching that, and particularly for a male in this world that I live in, to be soft, the one that I grew up in, in my family it was not such a wise strategy. To be tough, to be resistant rather than resilient, a lot of what I learned, and now in these many years, decades really of practice, how to be soft and responsive, is such a joy in marital relating, because it's so conducive to being understood. Neil Sattin: Yeah, yeah. For me, what comes up is this vision of true responsiveness. David Mars: Yes. Neil Sattin: Like the more... What I particularly love of the many things in AEDP for couples is, how you're bringing people more and more online into their present moment experience and all the different channels, you just named the different channels of experience, we can maybe talk about that a little bit more. David Mars: Sure. Neil Sattin: But as a way of enhancing how you show up in the moment. So when you say softness, what I feel is my own like, "Oh yeah. It allows me to take in the world, to take in my partner." David Mars: Yes. Neil Sattin: And to not be bowled over by it, but also to really respond to it. I don't have to push back at it, I don't have to react to it, I don't have to shut down typical fight-flight responses. I don't have to do that because I'm learning how to feel that in the moment. David Mars: Yup. I like that. Neil Sattin: Yeah. I wonder if you could give... Just because I'm noticing we've been talking a little while without naming... I would love to hear from you what you feel are the unique features of AEDP for couples and how people learn to experience each other, and how therapists learned to work with couples and bridge, be a bridge of consciousness, as you were mentioning earlier. David Mars: Sure, yeah. I'd be happy to talk about that. I want to spring from what I heard you just saying about when a person knows they don't have to do anything, they're not required to do anything, but it's simply a choice. That's the key to me about AEDP for couples, it's about choosing, about the freedom, the liberty, the liberation from feeling constrained. I must do something for you. For many people already brings up resentment and a hardening inside, to submit one's own wishes to do the wishes and biddings of another. Part of the control struggle that is phase two in marriage. First stage, falling apart... [chuckle] into love, kind of disassembling into love, merging into love, being, kind of losing our senses into love. For many of us, it is how we fell in love, not all, but for many. And that merger state moves into the next state, which is control phase. Who's in control? David Mars: Who's driving this bus? "It's me." "No. It's me. I drive the kids and you drive at work." How do we actually have a life with two steering wheels in the vehicle and not have it be a battle? There's something about the quality that for me is in AEDP for couples, that is symbolized by a marriage ritual where there are three candles and that the two lit candles are the candles that represent each of the couple members, be they same-sex or heterosexual, and they come forward and they light together. The middle candle represents the marriage, but they don't blow out their separate candles. In some ceremonies, the individuals blow out their candles and the union is always left. David Mars: This is a major problem. It gives me chills to think about the fate of that couple that gives up their individuality to become merged into one, and for me, it's a mess that's invited, where one couple gets absorbed... One couple member gets absorbed into the other perhaps and submits to the other and the dying of the self is a tragedy that does not go well, for most couples in my experience. So when all three candles are lit, both individuals are thriving and bringing light into the world and to each other and the middle candle of their marriage is also doing this, that the children that come from that marriage can be, if there are children that come from it, can be loved and loving, and feel the joy the parents share with them as well. As part of that AEDP for couples model, that if the guiding light of love, the consciousness of love and the guiding principles of the whole body. David Mars: Mind, heart, and gut helping the couple members to discern what is right action, what is the correct and wise way to be right now with you my partner, my beloved, my chosen one? How do I be with you in a way right now because my habit right now would lead me into another direction, that I know is going off a cliff of sorts. I'm going to run into a brick wall of sorts. That habit is not my friend right now. How do I, in this moment of activation, of anxiety, of pressure, how do I find myself? Of exhaustion perhaps. How do I find myself freshly, consciously and be guided by my own body to do the un-thought known. David Mars: That's something that I haven't given thought of yet, but it suddenly springs to awareness. I can be like this with you. It's an actual creativity, and that creativity and living is so much part of how we humans, in fact, all sentient creatures can be creative, and I'm thinking about hummingbirds, for example, who are so, to me, remarkable in their durability, and resiliency to get through storms, and cold and rain and to still be there the next day at the hummingbird feeder at the Mexican sage getting sap from the flowers. How they do this is a miracle of their, to me, divine nature to be following their own guidance. They know how to raise a family, how to be directionally wise to go where it's warm, to go where there's food. David Mars: This is part of what the research of Northoff and Panksepp brought forward before Panksepp's untimely death this last year, the trans-species, neuro-biological core self, and this is a consciousness that's in living beings that is not just the high brain, but it's in some cortical areas as well, that guides us toward wise choices and it's tapping into this that AEDP for couples is specialized in, tapping into sentience and the knowing of the self, is biologically corrected and overrides early defenses and early habits that are not necessarily helpful. They're just habits. David Mars: And I want to say one more thinking about this, part of my joy is seeing couples take the best of each of their lineages, the best attributes what they learn through modeling through their parents through being raised, and surviving in that home their, true strengths, but they simply don't need to be all the space junk of everything else that their parents brought through their unresolved trauma that can be moved out of the back yard of this couple's lives and just cleaned up. It does not need to be that the replication of traumas with the couple has to endure together, but rather the healing of trauma through kind firmness. There's a clarity of mind and heart that are really dedicated to having a life that really thrives. That's really the core of AEDP for couples. Neil Sattin: Yeah, I'm thinking of a couple things one like a really kinda broad concept and one like a very specific thing. The broad one being, what we spoke about in the very beginning of our conversation, that the work is about accessing those core states of being and how we bring them to each other. And along with joy and sadness is your lust and sexuality. This is the work you were just referring to and your ability to bring all of those things online is related to your ability to shed your defenses and your defensive states, not in a like laying yourself bare kind of way, but in a practicing new habits of interaction, new habits of handling big emotions, which also seems like something that AEDP and AEDP for couples is really strong at helping people with. Neil Sattin: And then the specific thing that popped into mind is, when you ask people, "How do you know that you're having this experience?" Can you talk a little bit about that question because I think it's such a lovely invitation to bring people more into their awareness and also, to combat the projection, that so often is happening. David Mars: Very well put Neil. Yes, and rather than operating by projection which is... Projection is necessary if you don't have sufficient information of what's going on and projection is not a bad thing, it's just that it's sort of inaccurate often, its approximate and often has our own stuff laced into it or it very confusing and sort of it condemns the other person if we follow projection as our way of understanding our partner, it condemns them to having our internal material put on them rather than really seeing them truly for who they are. Its very lonely to live like that. Neil Sattin: Right. David Mars: So for me, one of the beauties is when couple members have an experience of discernment. I'm noticing, oh, my gosh, my partner right now is smiling at me. I could have totally missed that had my therapist not pointed it out. She's smiling at me and I love her smile and I suddenly realize that her eyes are bright, she still has a light in her eyes even though it's just being disassociated, just that I lost track of where she was in the room even. Lost track of the fact she was actually here. And I was just talking to myself in a way and that moment of seeing more clearly in the foreground awareness that my love for her is in my heart, and I can actually feel heat in my heart. And then this is a quote from a session where the man says, "This is weird, there's heat in my heart. It's so weird." And she says, "I've been waiting for you to say that for 23 years." [laughter] David Mars: "I am so glad to hear you have heat in your heart looking at me when I'm smiling at you." And then he says, "It's actually more like warmth. It's so weird." And I could just... It brings tears to my eyes to imagine a lifetime of his life before meeting her then 23 years later, that she's still waiting for him to feel a warmth in his heart and know the warmth is real and he can trust it and therefore he can trust her and relax his defenses against her hurting him or being less than. And there's something so liberating that that moment changes everything. David Mars: Once the feeling heart isn't just a pump, is actually a heart that feels and knows that sentience of being is with him. This is not a man who studies consciousness. He's a businessman. It doesn't matter, he could be a military person, he could be a dentist, it could be a doctor, whatever it is, we all have hearts of knowing, particularly if we can train ourselves to listen to them, and hear our whole bodies how they can speak to us and get this tingling in my fingertips, I'm having right now, as I'm speaking with you, as an energetic state that relates to the excitement I feel in this conversation and that if I can relax myself a little bit and slow my speech I can feel a heart movement. David Mars: I can start to notice how my muscles can start to relax. I can start to let my excitement tone down some, so I can feel more of the sense of grounded-ness in my chair, the sensation of my chair seat and my chair back behind me and the floor beneath me, supporting me, I can feel I'm really here more grounded with you. I can begin to hear that in my voice, so the auditory channel, come online. I can feel the deeper resonance of my voice coming in. The quality of this self-reflection in this moment that is so much about the sensations, the movement, the auditory, the visual, the whole imaginal field that come alive in me when I imagine the possibility of this being heard by so many of your listeners and just there's something about that awareness and any moment for any couple member's life, any therapist's life, to know I can choose right now to get more grounded and connect more deeply with myself, simply because I want to, is a great freedom. Neil Sattin: So this is so powerful and I want to spend just a little bit more time here and the invitation for you listening or watching, if you're watching is to tune in to each of these aspects of your experience, because at any given moment, you can bring your awareness to them and that will help do what David has been talking about, to bring you more into a sense of presence with your partner and more of a knowing, "How do I know that my partner trusts me, right now, how do I know that I'm safe with them? How do I know that I'm angry? How do I know that they're angry with me because I might be interpreting something that isn't actually happening?" So and to be clear too, you use these channels of experience in a therapeutic way as well, because as a therapist being able to tune in to what's happening in your experience and the overall field experience of what's happening between you and your clients, you're able to wake up in them, all of these dimensions of their experience with each other to things that are happening in their body that they may have not even been aware of. David Mars: Yes. Thank you for that Neil. I'm aware of this two-part way, that I can interact with a couple. One is, how do you know that right now you're feeling sad, or I could even say, how do you know that the wetness on your shirt, the wetness on your cheek is saying something to you and the person literally says, "Really. Oh, right my cheek is wet right." I guess I'm sad. Oh, I am, I'm sad". And then he says to his daughter... Sorry his step-daughter, who is on a video monitor, cause it wasn't really safe for her to come into the session. Cause they had such rancorous exchanges with each other, she's on a video monitor instead, on Zoom, as we are in this session, you and I. And he says, "I'm sorry that I hurt you. I'm sad that I hurt you." David Mars: And she's so shocked because his boarding school in Britain didn't train him to be this way, the beatings that he got from age seven on taught him to never cry. And the tears are leaking out unbidden unknown until he sees them on his shirt and he feels them on his face, and suddenly it brings chills into my legs and my back to feel the power of his being able to apologize for that totally shocks his wife, that totally shocks his wife of 22 years. David Mars: Totally shocks his step-daughter and she begins to weep just weeping and he's weeping and she's weeping and her mother's weeping in this couple session with the daughter there, who's 43, and we're all with tears and the feeling of the mercy of his breakthrough based on him for seeing the tears on his shirt. Answering the question, what do the tears want to say? How can you tell what the tears want to say? And suddenly his apology comes completely out of the blue. And a man who does not apologize particularly not from the heart. I could say as him, "I'm sorry you feel that way." Which, that's not an apology. But in this case, that dearness of his true self, the true core neurobiological self of him breaks through the defenses and suddenly his face is soft, his eyes are loving and his wife and daughter get to see him. At this moment she's his daughter, not his step-daughter, she really is in this united experience that she wants to be in with him as part of family. And the reunion happens this way. It's just so touching. Neil Sattin: Yeah, I can feel that, that that is an example of how we transform in an instant. David Mars: Yes. Neil Sattin: Yeah. David Mars: This is very true. Neil Sattin: And can you highlight because you've gone through them quickly, but can we just spend maybe 10 seconds on each of the channels of experience so we can all really take in what they each are? David Mars: Sure. Neil Sattin: Yeah? David Mars: Yeah. So sensation right now, probably I'll just say, the sensations I can notice are a fine hum that I feel throughout the surface of my body, the sensations of the hairs of the back of my neck, the sensations of my muscles becoming more relaxed, the sensations of my vocal cords and my voice again slowing down. The sensations of resonance in my chest as I'm speaking. Neil Sattin: Great. David Mars: And the auditory channel linking with the sensations that validate that what I'm feeling in my vocal cords and in my chest vibration is related to the pitch of my voice dropping and the quality of hearing my own breath coming in, the friction of my breath is part of that auditory channel that helps me to pace myself in my breathing which is central to self-regulation as a therapist or a partner in a marriage, and the quality of the tonal, the slight raspiness of my voice, the gravely-ness of my voice, the drop in for me is part of the feeling of gratitude for the grace of being with this couple that I just spoke of from last Thursday and to think of the channel of emotion. Mad, sad, glad, scared, disgust and surprise are the six categorical emotions. David Mars: Many of us have one emotion that we specialize in that we can really access and regulate quite well. Perhaps there are other emotions that we don't do quite as well with that are very difficult for us to regulate. But to be regulated in all six emotions is part of the goal of AEDP for couples and AEDP. To be able to be with surprise for example and say, "My gosh, I was surprised you said that. And now I'm still surprised you said that and I'm still feeling the delight in surprise that I'm having this experience with you right now, Neil, I feel so joyful and so connected. David Mars: And to feel surprise is not a fleeting moment, but one that I can continue to experience again and again as a surprise of the enlightenment of moments that are so... Are so precious and dear because they are literally unbidden, they just come sometimes. And if we go on... Surprise really is one of the categorical emotions that is most often missed by therapists because it happens and comes and goes so quickly. Present tense experience of surprise can remain for a lifetime. David Mars: A surprise for example, when I'm 13 years old and I'm really asking for a sign that God exists and suddenly I feel, and see, and sense energetically I'm filled with this purple energy in my... Above my solar plexus, just between my heart and my gut, and it stays with me today at age 67. I was 13 years old, I am 13 years old in this hand dug cave and I have this energy of response and this powerful, powerful combination of imaginal seeing the purple energy, the body sensation of the energy filling my whole body as light, the body sensation throughout my body still now feeling a head to toe experience of being occupied by a sense of some deep surprise, that also is something that was so deeply longed for and wanted as a sense of validation that I'm not alone. So when we think about the emotion of this, for me, it's a combination of the gratitude and the sadness of having missed that in the previous 12 and a half years of my life, and now to feel that joy and connection with still having this as a presence. David Mars: So in terms of what we've covered now, are sensation, energy, emotion, think about movement, as I'm giving these, counting these out my fingers are involuntarily showing automatically showing a counting of four, and these movements are moved by the anterior cingulate in the brain unconsciously, but they inform what I'm saying as I move from my heart out to you the audience to be able to know I'm really wanting to come from my heart and speak, knowing that I deeply, deeply care about, about AEDP for couples and about love and the healing power of love and how hand gestures can also be involuntarily showing push away or put down, or harsh measures of threat that are unconscious, and seen by the other more clearly than by the self often. That is part of the value of tracking movement channel, to my mind its the most unconscious of all channels because it's also clearly visible that it's happening to others but maybe not to us. David Mars: So we have sensation, emotion, energy, movement, auditory, and imaginal. Let's speak about the imaginal channel. The imaginal channel contains the other six channels. I can have imagined emotion, I can have imagined experiences of moving of being free when I'm feeling stuck and I can imagine my couple member and I being joyful, my partner Karen and I being joyful, and in that imagining of joy I bring the biochemistry of joy into my body, the oxytocin, the dopamine, the citicoline come into my body and my brain cells. All the neurons of my body are affected by the imagination of love, being pure and true, and reliable and resilient. David Mars: So for me, it's an upwelling of a combination of energetic thrill and emotional gratitude that it's possible to be 35 years into a marriage and be joyful about it and feel tears in my eyes, the sensation of tears in my eyes that we have this. Not that it's a permanent... That could be just uncultivated because marriage always has to be cultivated. In my mind, either a marriage is improving or devolving at any moment. David Mars: This is not a guarantee. Oh yeah, we're set now. There's no set part of it for me. It's a living organism. So for me that's the channels of experience. I'll just say them again sensation, emotion, energy, movement, auditory, visual, and imaginal. I didn't overtly say the visual part. I just want to mention visual channels are essential to us humans, to see eye expressions, to see facial coloration, to see markers of tension, in ourselves and others, and to be very conscious about our own peripheral vision of our movement. So I'm aware of what I'm actually signaling. It's a great gift to know what I'm actually signaling to my partner or just someone else in the grocery store, whatever, I'm actually showing myself. Neil Sattin: Yeah. Perfect, thank you for giving us the rundown, and I like too in terms of the imaginal, I love that it contains all of those, and I also find that they're such a gift often in those images that come to us. I often offer those in my coaching sessions with clients and Chloe and I, that's part of how we interact with each other, my wife. This image just came to me of blah, blah, and so often that has a really positive and deepening impact on our interaction. David Mars: Absolutely. What a transcendent function to have, to share between you and Chloe. Neil Sattin: We're lucky. David Mars: Absolutely. Neil Sattin: And we practice it, as you were just alluding to. It requires attention. David before we go, this has been such a rich conversation, I could talk to you for another hour easily cause this time has flown by. Hopefully, we will have the chance to talk again. David Mars: I hope so. Neil Sattin: First, I do have a question for you, but I'm wondering... Let's just talk about how people can find out more about your work and if they want to work with you, or if they want to train with you, what's available to then? David Mars: Well, there's a website, the Center for transformative Therapies website, which is, the URL is C-F-T-T site, so it's C-F-T-T-S-I-T-E.com, and also the AEDP Institute site, A-E-D-P Institute, both have programs and training that I'm giving. A five-day program in Cape Cod that will be happening this summer and also in July and also one in Vancouver, Canada will be happening, another five-day training in Vancouver in June, and also other workshops that I give that are local and international and ongoing that'll be on their websites. Also, I give intensives for couples that want to fly in to have a weekend intensive, and also group work. Where a group work can come together and decide they want to fly in to work with me or fly me out to work them to facilitate group work that's transformational. David Mars: And that's direct delivery to people that may want that, couples groups, for example, can fly me in or religious organizations, church organizations can fly me in. And the power of the work is so joyful to deliver because in a day or in an afternoon or two days so much can happen that really changes lives in a forward-moving way. You mentioned coaching, Neil, I'm so glad for that because it's something that's so important in the world to have this capacity, not just psychotherapy to work deeper but also coaching to work deeply. Neil Sattin: Thank you, and we will have links to your sites on the show notes for this episode, and as a reminder if you want to download the show notes and transcript you can visit NeilSattin.Com/Mars, M-A-R-S, which is David's last name, or you can text the word passion to the number 33444 and follow the instructions, and David, I'm curious, do you have time for one more question? David Mars: I do. Neil Sattin: Okay great. David Mars: I do. Neil Sattin: There are actually so many more, so it's challenging for me to pick one, but I'm curious so many couples who listen to this show, so many are married, many are not married. David Mars: Yes, yes. Neil Sattin: And I'm wondering, there's something about being married obviously that elevates our levels of commitments to each other, most of us. How do you work with couples who aren't married, and who are in that dance around, I'm not even sure... You know they could be asking the very same questions that a married couple would be asking like, "Are you the right one for me, do I still want to be in this. Wow, this is really hard, part of me has a foot out the door." Is there something extra that you bring, or that you would invite for a couple that's not hitched as a way of helping then actually stick with the work that's required in order to figure out maybe those questions that they have about each other? David Mars: Yeah, I appreciate the question. You know the DVD set called Infidelity that is about trauma treatment and a case of infidelity, was of a couple that was not married, and they are still not married. They're still very deeply connected and committed, in having a joyful experience of relating, which I just saw one of the couple members just in a restaurant just recently and she was quite radiant and very grateful for the work, which happened five years ago. We're not doing the work anymore, but it's still living in their lives. So the marriage part isn't required, but it certainly does help from my point of view for many, many of us to have a commitment of marriage, to have that knowing my partner is with me in a way that has some kind of a substance beyond our decision making unto ourselves. David Mars: And for me, a couple I'm working with now that is actually not married and they have a child and they're in the process of dissolution of their living together due to some pretty ingrained issues that are not, they're not remedying. I've only seen them twice, but they came in really this direction of unlinking with each other but keeping, of course, the responsibility of parenting. And for me it's a major joy in my life and a major piece of meaning to see that even couples who have never married can be deeply committed, even couples that have a child and who end up not continuing to be in a relationship can be loving parents of that child and can be wonderful co-parents even without living together, even without being married, but can still be in that place of that child coming up with a strong and secure attachment. If they haven't gotten that secure attachment already, they can develop that secure attachment over time by living with parents who are growing and transforming themselves. Neil Sattin: And so for a couple who's let's say, there may be a little bit more in. So they're not actually dissolving but they don't have the, we're married to rely upon. Is there something, is there a way that you invite those couples to find safety, the safety that's kind of inherent in a marriage vow, because I know, as you just mentioned, "Okay, we're in this. We got married". And divorce as common as it is hard and challenging and requires a lot to make happen. So yeah, how to deal with the paradox of safety in a relationship where they haven't spoken vows with each other. David Mars: Yeah exactly. And for me, I want to give the example of polyamory, which is funnily one of the most challenging ways to be in relationship that exists on the planet. I know many people are very keen on that. It works for them but the couples that I've known who have done that work on polyamory, it is a very, very complicated process, and for me, the safety experience is really, in many cases about how securely attached is this person to themselves? There's a recent song lyric I was listening to of an old song, "And I know you won't let me down because I have my feet so firmly on the ground". David Mars: In truth, we're all vulnerable to having our heart broken, no matter how strong we are, and it's one of the greatest agonies that can be, to have a lost love in my experience, and also in research as well, but to be able to feel the truth of one's words is real, that one's actions and one's words match to me that's part of the integrity of married or unmarried, whatever it is, that can help couples to feel truly safe and truly believable and believed is to really make sure that our actions and our words match. That our apologies are followed by corrected action, not just words that sound good, and actually a commitment to live differently. Neil Sattin: Yeah, and a commitment to be in that process of the experience of earned secure attachment with your own being, and I've seen how that even changes what people ask for in relationship. I've experienced that myself, I've seen it in others, so yes, that I think is a great way of confronting that, I'm always safe in me and then I can bring that into however complicated this situation is to try and resolve it for the better. David Mars: Yeah. Wonderful. Neil Sattin: David. It is such a treat to have you here. I really appreciate your time, your wisdom, your work. AEDP and AEDP for couples is such a powerful modality and I'm really delighted that you were able to be here, to share with us, and I hope that for those of you watching and listening, that your curiosity is peaked and you're going to seek ways out of experiencing this for yourself. But, David, I have such appreciation for your work in the world and the way that that's rippling out from here and from the other ways that you're training people and working with people, it's super powerful. David Mars: Thank you so much. What an honor to be in this conversation, with you and to be asked questions I've not been asked, before. Neil Sattin: Oh. Good. [laughter] David Mars: Yeah. It was a joy to be with you and I hope we get to speak again in another podcast another time. Neil Sattin: Great, great, we'll make that happen for sure. David Mars: Okay, bye. Bye.

Dr. Jaak Panksepp, pioneer of Affective Neuroscience died in April 2017 at the age of 73. Because he was one of our most popular guests we are replaying his first interview from 2010. Please visit Brain Science website for detailed show notes and links to transcripts. Here are links to the show notes for his other free interviews. BS 91 Books and Ideas 51 In the next episode we will explore newer theories of emotion, but I think Dr. Panksepp's legacy is worth honoring.   Send feedback to brainsciencepodcast@gmail.com Follow Dr. Campbell on Twitter @docartemis.

This episode is a followup interview with Dr. Jaak Panksepp, pioneer of Affective Neuroscience. In a recent episode of the Brain Science Podcast we talked with Dr. Panksepp about his latest book "The Archaeology of Mind: Neuroevolutionary Origins of Human Emotions." In this episode of Books and Ideas we talk about the implications of his research with a focus on how learning that we share basic emotional circuits with other mammals should influence how we treat the animals in our lives.  Click here for complete show notes or visit bookandideas.com. Click here for free episode transcript. Send email feedback to brainsciencepodcast@gmail.com. The main brain website is http://brainsciencepodcast.com.

Episode 51 of Books and Ideas is actually a followup of Dr. Jaak Panksepp's recent interview on the Brain Science Podcast. There we talked in depth about the scientific evidence that humans share basic emotional circuitry with other mammals. In this interview we talk about the implications of this discovery. We focus on how it should impact the treatment of laboratory animals. We also consider our relationships with pets and other domestic species. For detailed show notes and free episode transcripts go to http://booksandideas.com. Send email to Dr. Campbell at gincampbell at mac dot com.