PS 200

Cameron, Stress, and Learning

How to Counteract the Effect of Stress on Intelligence
Liz Uelmen 11/26/2011

PS200 Uelmen November 2011Final Project

Cameron is a 15-year-old who seems distracted during class lately. Faced with his parents' divorce, he is already dealing with something that is known to cause a lot of stress for young people, in addition to having to cope with the emotional challenges of Oppositional Defiant Disorder (Pruitt, 2000). I believe it is important to address Cameron's issues with that in mind, because it's vital to work within the more limited parameters of behavioral adjustments that Cameron will tolerate. There may be an element of disciplining to any giving of advice, especially if Cameron feels defensive. Things will go smoother if he is always reminded of his personal stake in keeping himself on track, so that his work in counseling and practicing the techniques suggested is free of any perceived power struggles. Experts on Oppositional Defiant Disorder point out that it is important to recognize and praise positive behaviors, being as specific as possible. In his case, it is highly commendable that Cameron continues to care about his schooling and wants to learn how to cope. He deserves to hear that he has been brave and sensible in seeking assistance. As the mentor or advisor he sought out, it is my duty to model the behavior that is desirable, so maintaining an upbeat, constructive outlook on his issues is imperative and will help him to do the same. He should also be advised on how to make sure he gets enough sleep, water, exercise, and proper nutrition. I am sure that Cameron would greatly benefit from enrichment activities such as a chess club, weight-lifting, or debate. Through these activities, not only should he receive social skills training to help him learn how to interact more positively and effectively with peers, he will also experience the healthy outlets for competitive tendencies that are shown to be a good therapy for ODD teens (Students FIRST Project, 2011). The information processing system (IPS) in part includes the three main subdivisions of memory, each of which is processed in a different area of the brain. The equation that most clearly illustrates the IPS is based on the Atkinson and Shiffrin model proposed in 1968. In the
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terminology of modern cognitive psychology, working memory is made up of STM (content/input) and the process of accessing long-term memory, or rehearsal loop (Atkinson & Shiffrin, as cited in KU Ebook, 2011). First, content from the sensory cortices is collected in the short-term memory (STM) and sent to working memory if it seems important. This collection of sensory information can also include feelings and emotions that are stirred up in association with the actual sound, smell, or sight. Working memory does its best to coordinate this input with applicable long-term memories to allow us to respond to events as they happen. Working memory (WM) happens at the front of the brain, in the prefrontal cortex, and newly gained information is transferred into permanent (or long-term) memory in the hippocampus (Cave & Schwartzenberg, 1998). All of these processes are linked together since the areas are physically linked together as parts of the limbic system. Connected by a neural super-highway called the fornix, the limbic system includes the hippocampus, the clearinghouse for the LTM, and the amygdale, which is responsible for giving us warning messages in the form of unpleasant emotions like fear, anger, and stress. Since the capacity of the WM is limited, and the length of time for which the STM can retain information is so short, intelligence and good cognitive functioning may be said to be dependent upon one's ability to filter out distracting emotions that may be triggered by sensory input and translate the important input properly so that it is associated with the correct long-term information. The ability to then use and apply the new knowledge, and strengthen associations with more longterm memories, creates a more flexible and faster working memory for the new information, so that the next time similar information is needed, there is a greater context in the memory for recalling the schema of the stored information. This is what is generally termed intelligence: the speed and efficiency with which the brain processes information.

PS200 Uelmen November 2011Final Project

To utilize one's intelligence to the highest degree possible, one should be able to perceive the relevant stimuli only, process that input properly so it is stored for retrieval, and react to the simuli in the most beneficial way. To do this, it is necessary to be able to direct one's attention, and learning to self-regulate is an important element of doing that (Kaplan, 2011). Cameron's mind is being pulled away from his schoolwork by worry and stress, so that his ability to focus on and retain information is being negatively affected. He must be taught the information and skills that will help him to refocus. As Cameron meta-cognitively 'thinks about his thoughts', he will be able to catch his mind wandering and at that moment choose to refocus his attention by telling himself he will 'Be Here Now'; that is, he will do this present thing because this is what is important right now. As far as concrete tasks, mastering the process of taking and utilizing effective notes is a central skill for any student. Learning how to take good notes in class and how to keep them organized as a study guide first of all allows the working memory (WM) to capture the information, and then supports the rehearsal loop into the long-term memory, back to the WM and back to LTM. The rehearsal loop is the solid foundation of forming accurate semantic memory (Kaplan PS 200 Ebook, 2011). Cameron should also practice a variety of mnemonic tricks such as making acronyms out of important chunks of information. He should keep track of the different techniques he uses and assess how well each one has worked for him using meta-memory. This will help him be more aware of his thought processes in the classroom and more engaged in his learning, which in turn will keep the connections between his working memory and his long-term storage fresh and active. All of these practices should serve to improve his ability to recall information on demand. Cameron should also be using role-playing and discussion (perhaps with peer groups) to develop assertiveness training skills, where he might learn to express himself in polite, firm and

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not overly aggressive or passive ways, like saying, 'I feel angry when you yell at me; please stop yelling' (Amer. Academy of Pediatrics, 2005). He should probably practice having some conversations with his parents about how he feels regarding their divorce. He will want to know how it is going to impact him and he will need reassurance and some degree of closeness with each parent, so perhaps by journaling and rehearsing some scenarios he might get more comfortable initiating this. According to the Mayo Clinic, "Stressful changes that disrupt a child's sense of consistency such as divorce or moving increase the risk of disruptive behavior"(2009). Given the divorce going on, his home situation should be tactfully examined to ensure that everything possible is being done to keep this potentially traumatic life change from doing any serious long-term damage to Cameron's behavioral health. It would be a good idea to touch base with one or preferably both of his parents, even if just to pass along some information about ODD and how they can help Cameron cope by making a few adjustments. For instance, they can be offered guidelines for expectations about his behavior, consequences for wrongdoing, and accommodations for defiance that avoid full-blown battles such as staying calm and hearing what his message truly is behind the behavior. Other advice for Cameron, his family, and for those who work with him would be: with Cameron's input, set realistic limits and be prepared to enforce any reasonable consequences that have been established consistently and without emotional entanglement; and help him to set up a consistent schedule for off-school time. Both of his parents should be encouraged to make sure they spend quality time with Cameron, and build that into the schedule so that Cameron knows it's really a priority and when and how it's going to happen. Despite the fact that they have decided to split up, the more they can set aside their differences and work together to help their son, the better the whole process will be for everyone concerned.

PS200 Uelmen November 2011Final Project

Another important area of the brain to know about in regard to the effect of emotions and stress on learning and other cognitive functions is the medial frontal cortex, which integrates sensory information with self-knowledge and retrieves autobiographical information. One's awareness of what associations the medial frontal makes and what actions and perspectives result can help in self-regulation and in controlling one's reactions in any situation. Clearly, a greater degree of meta-cognitive control would be beneficial to more efficient thinking processes and more appropriate reactions. School demands and frustrations and the separation or divorce of parents are two of the top causes of stress for teens, and Cameron has both factors currently at work against him. Teenagers, like adults, may experience stress everyday and can benefit from learning stress management skills. People experience stress when they perceive a situation as more dangerous, difficult, or painful than they have the resources to cope with. When a situation is perceived as difficult or painful, changes occur in mind and the body to help the person respond to danger. It is difficult, however, to monitor one's perceptions or deliberately transform them if one is overloaded or overwhelmed by the stressors. The American Academy of Pediatrics recommends monitoring teens for signs of stress overload, providing social and physical outlets, and making sure that teens learn how to put a stop to stress responses by turning on the reciprocal relaxation response, which can diminish or even avoid the damaging flood of cortisol into the hippocampus (2005). Cameron can be taught to try out simple relaxation exercises, such as choosing appropriate music and atmosphere adjustments, taking a break from work, deep breathing, and meta-awareness or self regulation. Self-regulation is especially important when it comes to recognizing negative self-talk. Replacing defeatist internal statements like, "My life is really the pits," with something slightly more future-oriented like, "This is a tough time right now, but I'll get through it and things will be better," can really just be a matter of listening to

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one's self-talk and choosing to change it. Another aspect of ODD can be perfectionism, so Cameron should know to cut himself and others some slack, and learn to accept a competent job as good enough. If Cameron doesn't at least attempt to resolve some of his anxiety about the situation on the home front, it will be fighting a losing battle to keep his attention and the proper attitude at school. However, by proactively dealing with his parents, exercising meta-cognitive processes to monitor and counteract his stress so that it does not interfere with his learning, and utilizing good study habits and mnemonic devices, Cameron can be sure that he is doing everything possible to mitigate the negative effects of this stressful time on his future intelligence.

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REFERENCES American Academy of Pediatrics. 2005. Helping teenagers with stress, # 66. Retrieved November 2011 from http://www.aacap.org/cs/root/facts_for_families/helping_teenagers_with_stress Atkinson, R.C. and Shiffrin, R.M. 1968. Human memory: a proposed system and its control properties. In K.W. Spence and J.C. Spence (eds.), The Psychology of Learning and Motivation Volume Two. London: Academic Press. Cave, S. & Schwartzenberg, S. 1998. Sheep brain dissection: Anatomy of memory. Retrieved October 2011 from http://www.exploratorium.edu/memory/braindissection/index.html Kaplan University College of Arts and Sciences Ebook. 2011. PS200, Chapter One, p. 11. Mayo Clinic staff. 2009. Oppositional defiant order, p. 4, Risk factors. Retrieved November 2011 from http://www.mayoclinic.com/health/oppositional-defiantdisorder/DS00630/DSECTION=risk%2Dfactors Pruitt, D. 2000. Your adolescent: Emotional, behavioral, and cognitive development from early adolescence through the teen years. New York: Harper Collins Publishers. Selye, H. 1936. As cited in Gabriel, 2011. Hans Selye: The discovery of stress, paragraph 2. Retrieved October 2011 from http://brainconnection.positscience.com/topics/? main=fa/selye Students FIRST Project. 2011. Disorders and strategies: Oppositional defiant disorder. Retrieved November 2011 from http://studentsfirstproject.org/disorders-strategies/oppositionaldefiant-disorder/
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PS200 Uelmen November 2011Final Project

Unit 9 Grading Course Content Explanation of how memories are created, stored, and recalled using specific description of the information processing system Explanation of why the subject is experiencing memory interference (Soledad, Cameron, or Linda). Specific explanation of stress, memory distortion, or related issue.

% - Points 0 - 40

40

0 - 40

40

Explanation of how intelligence relates to the subject's main problems 0 - 35 as described in the scenario (Soledad, Cameron, or Linda). Propose at least two specific strategies that can help the subject in the scenario to increase his or her ability to recall stored memories. Support these suggested strategies with information from the text or from outside (peer reviewed) sources. Writing Structure: Includes introduction with clear thesis statement, complete paragraphs, and brief summary paragraph rephrasing thesis. Mechanics: Uses correct grammar, spelling, punctuation, and APA format for the title page, reference page, and citations. Meets the 3-page essay length requirement which does not include the cover and reference page. Total An explanation of the points earned, as well as where the assignment could be strengthened will be included with your grade. 180 0 15 0 - 35

35

35

0 - 15

15

14

179