1. Why do pupils behave as they do?

2. Understanding Behaviour: Getting the theory out of the way Psychodynamic Freud Ecosystemic Molnar and Lindquist Cognitive Behaviourist Watson, Skinner, Thorndike Psychological perspectives Humanist Maslow, Rogers

3. Heard of itKnow a bitKnow a lot Behaviourist Cognitive Ecosystemic Humanist Psychodynamic

4. Cortex Amygdala(e) Limbic System Brain Stem/ Reptilian Brain Frontal Lobe A New Dimension: The Physiological Perspective

5. Areas of the Cortex

6. Frontal Lobe Higher executive functions: Planning Problem-solving Organisation Decision-making Control of behaviour and emotional regulation Impulse control Aspects of memory and attention

7. Limbic System Collection of structures with a variety of functions, including: Emotions Memory formation and cognitive maps for navigation of memory Regulation of consciousness and alertness Links the cortex to the oldest parts of the brain and the endocrine system (hormones) Amygdala– threat response, empathy and emotions of fear, anger and pleasure - It is c 200,000,000 years old. To set it in context, modern humans are c 195,000 years old and the old settlement discovered so far in the UK is 8,820 years old

8. Reptilian Brain Includes the main structures found in a reptile's brain (the brainstem and the cerebellum) Controls the body's vital functions such as heart rate, breathing, body temperature and balance Controls fight or flight response – triggered by the Amygdala

10. Making connections Brain cells (neurons) connect with each other so that we can perform specific tasks or learn something All our behaviours are controlled by networks of neurons (or templates), which are developed in response to stimuli - “learned behaviours” Brain chemicals (or neurotransmitters) are vital in developing and maintaining communication between nerve cells

11. Neural Templates and Behaviour Learned behaviours result in brain cells becoming “wired” together in sub-routines (sometimes referred to as “zombie systems”) - these are accessed automatically

12. Do you remember locking your front door when you left home?

13. Have you ever driven somewhere and could not remember the journey?

14. How can Andy Murray return a ball travelling at 150 MPH?

15. How can this rider keep control of a highly unstable motorcycle with 240 BHP, capable of travelling at 220 MPH and at lean angles of 60 degrees? Who is he?

16. They can do these things because they have developed zombie systems

17. Brain Plasticity We all have the capacity to alter patterns of behaviour and rewire neural templates – this is known as “brain plasticity” The degree of brain plasticity varies from person to person – but we all have the capacity When we teach children, we are enabling them to develop new neural templates – this relates to knowledge, skills and understanding – and patterns of behaviour

18. Brain Plasticity When we reward positive achievement or behaviour, we stimulate a specific release of dopamine in the child’s brain. This serves two functions: the development of neural networks and pleasurable feelings Positive neural templates begin to dominate the negative templates, which will eventually die off through lack of use But sometimes the “default” negative template returns to dominate This is when we need to continue our efforts until the new template becomes the default

19. Evolutionary influences 99% of our evolutionary history is geared to make us successful hunter-gatherers Genetically engrained behaviours (e.g. social exchange) Internally-driven responses (basic levels of Maslow’s hierarchy of need – food, shelter) Acquired automatic behaviours – useful routines e.g. riding a bicycle, acceptable social behaviours Consciousness is reserved for solving new problems and learning something new

20. Brain Development Babies are born with their full complement of brain cells Huge numbers of connections are made during early childhood These are then organised into what is useful and what is not at around the age of two Connections that are not useful are deleted through a process known as synaptic pruning

21. Adolescence Begins at age ? to age ? Is a time of major synaptic pruning and brain rewiring High levels of myelinisation occur – protecting nerve connections with a myelin sheath, which allows for faster connections between cells

22. Adolescence Is focussed on: Testing and developing communication and relationships – necessary biological prerogatives Discovering self-identity (in relation to others) Social boundaries and positioning within the group Any surprise that they talk a lot?

23. Later Brain Development The higher level functions of the frontal cortex are not completely developed until our mid- twenties These include areas related to emotional regulation and impulse control Hence the volatile emotions and risky behaviour we see during this phase of development

24. The impact of abuse, neglect and trauma When children have had early exposure to these experiences: key structures in the brain become under-developed (e.g. Hippocampus and Corpus Callosum) Traumatic memories are stored in the Amygdala – and are difficult to erase and can lead to “flashbacks” and the behaviour that goes with them The frontal lobes of the Cortex are affected – leading to impaired cognitive functioning, decision- making and emotional regulation

25. The impact of stress on the body Our stress system is highly effective at keeping us alive – the “fight or flight response” – but can be very damaging if long-term Heart rate and blood pressure are elevated Blood is increased to some areas of the body (e.g. muscles) and reduced to others (e.g. digestive system) This can lead to physical symptoms, such as stomach aches, headaches and aching muscles & joints, tiredness

26. The impact of stress on children Continued stress in children can lead to reduced development of the Pre-frontal Cortex, which impacts on: Memory Attention and concentration Behaviour regulation Stress produces Cortisol, which limits the production of Testosterone – reducing motivation