Coping Brain Analysis

A child who utilizes his/her affect as a coping mechanism is relying upon the ability to express or ventilate through emotion. He/she will require opportunities to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the adults in his/her life.”

Studying parts of the brain that are involved in dealing with fear and stress also helps researchers understand possible causes of PTSD to begin formulating a plan to treat PTSD. The amygdala is known for its role in emotion, learning, and memory. The amygdala appears active in learning to fear an event as well as in the early stages of fear extinction. In storing extinction memories and dampening an existing fear the prefrontal cortex, which is involved in problem solving, decision making, and judgement, is seemingly

In their day to day world, the impacts can be devastating as they are unable to regulate their emotions and cannot face everyday situations. There are opportunities to fail in deals with all interactions from a child not coping in the classroom when told to explain his work to not being able to cope with waiting in line at the supermarket, to an angry outburst over a work-related issue not going your way. The impact of emotional functioning on those who have experienced trauma is a day to day struggle to function within society (Doyle, 2012).

In particular, the neocortex of many primates has undergone substantial expansion, and has reached its largest in humans (Rilling and Insel, 1999). The neocortex is generally associated with, cognitive memory, and higher-order information processing. Emotions such as fear, happiness, jealousy and understanding the need for conflict resolution stem from this part of the brain. “Although, many theories have been put forth to account for cerebral expansion in primates, Epiphenomenal and developmental models have interpreted brain

. • Effective expression and modulation are taught to help children and parents identify and cope with a range of emotions

release high levels of chemicals in the brain allow the emotional state of the individual be more

The Prefrontal Cortex is involved in planning of behavior, attention and judgment and the orbitofrontal cortex plays an important role in emotions and impulse control. This is related to the article because in order for people to feel empathy, their orbitofrontal cortex has to function. To act the way people do when approached by their competitors, people need their prefrontal cortex to act how they would. The article does not necessarily contradict any of the content we learned but it gives examples of how there structures in our brain aid in our behavior and in the way we act. If these parts of our brain weren’t working, people would experience impulsiveness, antisocial behavior, experience of various emotions and deficits in the ability

Intervention: CSP, MHS and Reighn discussed improvement in thinking and reacting to peers at school. CSP and Reighn review coping skill that assist best with expressing her emotions and reactions. CSP and MHS discussed the youth’s ability to manage her reactions in diverse settings.

Adolescents face a conundrum of developmental challenges as they navigate through traumatic experiences and make positive use of healthy coping skills. Self-awareness and self-regulation are two important skills

It is very important to have strong copying mechanisms and adequate social support to deal with PTSD and other psychology issues. Using emotional and avoidant coping skills, such as denial, mental disengagement, wishful thinking and emotional suppression may not helpful because it can hinder the recovery process. This can even contribute to long term problems for the nurses who experienced a traumatic event. In contrast, problem-focused coping helps the nurses to focus on the causes of stress in

One effectivecoping strategy for controlling a high level of anger is to not make asumptions or come into conslusions before listening to the other person's point of view. A secon strategy is to avoid places or situations that trigger anger, so that one can avoid unecessary high levels of anger. The third and last strategy is to learn a way to lower the levels of anger by either taking deep breaths, count to ten, or do some

If you’re not paying attention, the mind can be a tricky labyrinth. The less you know about it, the more inexplicable and frightening it becomes. For example, why do seemingly benign elephants wreak havoc upon villages? In “An Elephant Crackup,” Charles Siebert explores the aberrant nature of these elephants and correlates them to their traumatizing upbringing, deprived of community and kinship. The biochemistry of the human mind, analyzed in “Love2.0” by Barbara Frederickson, serves as a worthy addendum to Siebert’s conjecture. “Love2.0” explains that the brain, hormones, and nerves work in unison to build emotional fortitude, stimulate oneself, and express positivity resonance. Siebert’s ideas of elephant culture and trans-species psyche can put Frederickson’s theory of emotions into practice. The absence of certain hormones within elephants, provided their fragmented community, can explain their volatile outbreaks. Alternatively, the reinstitution of human parental roles into elephant culture can help reconstruct their broken emotional states of elephants and rebuild their resilience; this healing process can also extend to humans.

The three parts of the coping brain are thinking, emotional and reptilian. The thinking brain is also called Neocortex. The neocortex has seven major characteristics. The first characteristics is the problem solving brain, then the choose among different options, ability to learn, develop new coping strategies, ability to understand, ability to create and ability to adapt. It is by far the largest coping brain. It is responsible for coordinating all coping brain responses when we are faced with stressful situations. This is the only brain function that has the ability to name and group things and experiences by words.

Play is considered as an important tool for emotional development as children recognise themselves more clearly and they are encouraged to fully realize their potential (Oliver & Klugman, 2002). Piaget explains that during pre-operational stage children develop their ability to distinguish between the real and mental world by using an object as a symbol for something else rather than the object itself and Vygotsky also agreed to this concept (Dockett & Fleer, 2002). Play enables them to share their play with their peers and listen to others point of views which develop their empathy (Smidt, 2011). Play positively affects the emotional well- being of the child when they show their enjoyment through laughter, smiles. They get motivated to play when they are the active participants in the play and achieve mastery in known fields being acknowledged by the adults. It gives them internal excitement which nurtures their desire to learn.

In the next paragraphs I will consider some theories, factors and evidence on cognitive controlling of emotion in terms of