La necesidad evolutiva de la psicoterapia

Historical, scientific, and theoretical issues in the emergence of psychotherapy from its early roots in neurology are explored. Seeing the brain in an evolutionary context helps to understand its organization, vulnerabilities, and the emerging necessity of psychotherapy. These principles will be tied to the everyday clinical issues of the practicing therapist such as diagnosis, treatment and educating clients on how their brains work.En este artículo se exploran los aspectos históricos, científicos y teóricos de la emergencia de la psicoterapia desde sus raíces iniciales en la neurología. Ver el cerebro en su contexto evolutivo ayuda a entender su organización, sus vulnerabilidades y la necesidad emergente de la psicoterapia. Estos principios se ligan a cuestiones clínicas cotidianas para los terapeutas tales como el diagnóstico, el tratamiento y la educación de los clientes sobre su funcionamiento cerebral

The intrusion of early implicit memory into adult consciousness

p. 044-053Through the first few years of life the central and peripheral nervous systems grow in an exuberant, non-linear progression through a series of structures, organizations, and reorganizations. Evolving sensory, memory, and appraisal systems result in transitory modes of processing which are incorporated, superseded, and/or inhibited by later developing systems. Because of these complexities, little is understood about the phenomenology of early experience and its impact on adult functioning. The present paper hypothesizes about some aspects of early experience and memory and their possible intrusion into adult awareness, using, as an example, reported alien abduction experiences. These experiences are explained as the reinstatement of primordial memories of early caretaking which are misperceived as occurring in the present and interpreted by later developing, socially influenced cortical mechanisms of language and memory

The Neuroscience of Human Relationships: Attachment and the Developing Social Brain

Since the publication of the first edition in 2006, the field of social neuroscience has grown at a mind-numbing pace. Technical advances now provide more windows into our inner neural universe and terms like attachment, empathy, compassion, and mindfulness have begun to appear in the scientific literature. Overall, there has been a deepening appreciation for the essential interdependence of brain and mind. More and more parents, teachers, and therapists are asking how brains develop, grow, connect, learn, and heal. The new edition of this book organizes this cutting-edge, abundant research and presents its compelling insights, reflecting a host of significant developments in social neuroscience.https://digitalcommons.pepperdine.edu/facultybooks/1020/thumbnail.jp

Restoring Relationships, Healing Trauma, and Creating Securely Attached Classrooms

Our current educational system is modeled after the mass production of industrial factories, characterized by individualism, standardization, and competition. The industrial model, while efficient, largely disregards that learning is an interpersonal process. Social connection and emotional attunement activate our neurobiology for learning, while anxiety, isolation and stress inhibit those same processes. This is because our brains evolved to learn in the context of kinship groups often called tribes. This paper offers scientific support for creating classroom cultures of social cohesion which optimize students’ social, emotional and cognitive development. We will also present practical applications for teachers that can be used to create tribal classroom environments within the parameters of a modern standardized curriculum