(Editor’s note: below you have part 5 of the 6-part The Neu­ro­bi­ol­ogy of Stress series. If you are join­ing the series now, you can read the pre­vi­ous part Here.)

Stayin’ Alive

The Human Brain Likes to Be in Balance

For­tu­nately, the brain has some built — in safety sys­tems. Too much cor­ti­sol in the blood sig­nals the brain and adrenal glands to decrease cor­ti­sol pro­duc­tion. And under nor­mal con­di­tions, when the stress is over­come or brought under con­trol (by fight­ing, flee­ing, or turn­ing into an immo­bile statue, or by mas­ter­ing the threat), the hypo­thal­a­mus starts send­ing out the orders to stand down. Stop pro­duc­ing cor­ti­sol!  Event over!  Under con­tin­u­ous stress, how­ever, this feed­back sys­tem breaks down. The hypo­thal­a­mus keeps read­ing the stress as a threat, furtively send­ing mes­sages to the pitu­itary gland, which screams out to the adrenal glands to keep pump­ing out cor­ti­sol, which at this point begins to be neu­ro­toxic — poi­son to the brain. Read the rest of this entry »

(Editor’s note: below you have part 4 of the 6-part The Neu­ro­bi­ol­ogy of Stress series. If you are join­ing the series now, you can read the pre­vi­ous part Here.)

Stayin’  Alive

THE STRESS RESPONSE EXPLAINED

Stress was put on the map, so to speak, by a Hun­gar­ian — born Cana­dian endocri­nol­o­gist named Hans Hugo Bruno Selye (ZEL — yeh) in 1950, when he pre­sented his research on rats at the annual con­ven­tion of the Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion. To explain the impact of stress, Selye pro­posed some­thing he called the Gen­eral Adap­ta­tion Syn­drome (GAS), which he said had three com­po­nents. Accord­ing to Selye, when an organ­ism expe­ri­ences some novel or threat­en­ing stim­u­lus it responds with an alarm reac­tion. This is fol­lowed by what Selye referred to as the recov­ery or resis­tance stage, a period of time dur­ing which the brain repairs itself and stores the energy it will need to deal with the next stress­ful event.

Read the rest of this entry »

Have you already read The Sharp­Brains Guide to Brain Fit­ness?

Let’s see…

1. Pick the only part of your body that does not con­tain fat:

a. Arm
b. Thigh
c. Brain
d. None

Answer: d) Fats are also present in the brain: in neu­rons’ mem­branes to keep them flex­i­ble. These fats are the omega 3 and omega 6 fatty acids mol­e­cules. (Page 32 of the book)

2. Pick the only food prod­uct that doesn’t con­tain Omega-3 fatty acids

a. Tuna
b. Wal­nut
c. Kiwi
d. Jelly Beans

Answer: d) Fatty acids can be found in cold-water fish (such as mack­erel, her­ring, salmon, and tuna), kiwi, and wal­nuts. (Page 33)

3. Pick the only food prod­uct that doesn’t con­tain antioxidants

a. Olive oil
b. Milk
c. Nuts
d. Berries

Answer: b) Antiox­i­dants can be found in veg­etable oils, nuts, green leafy veg­eta­bles (e.g., spinach), cit­rus fruit, and berries. (Page 33)

4. Chronic Stress cannot:

a. Pre­vent you from being cre­ative
b. Kill brain cells
c. Pre­vent you from sleep­ing
d. Kill liver cells

Answer: d) Pro­longed expo­sure to adrenal steroid hor­mones like cor­ti­sol, which is released into the blood stream when we are stressed, can lead to cell death and block the for­ma­tion of new neu­rons. (Page 35)

5. What type of phys­i­cal exer­cise is the best for your brain health?

a. Weight lift­ing
b. Aer­o­bic exer­cises
c. Flex­i­bil­ity exer­cises Read the rest of this entry »

What stresses you out ?

What­ever it is, how you respond to it may have more con­se­quences than you think. Let me show you how.

Recap­ping from last months arti­cle (see Stress and Neural Wreck­age: Part of the Brain Plas­tic­ity Puz­zle)…our bod­ies are a com­plex bal­anc­ing act between sys­tems work­ing full time to keep us alive and well. Any change which threat­ens this bal­ance can be referred to as stress. Cor­ti­sol, a key com­po­nent of the stress response, does an excel­lent job of allow­ing us to adapt to most stres­sors which last more than a cou­ple of min­utes. How­ever, hav­ing to endure a high stres­sor for longer than about 30 min­utes to an hour neg­a­tively impacts the brain in var­i­ous ways.

Read the rest of this entry »

Below you have a very insight­ful arti­cle on stress by one of our new Expert Con­trib­u­tors, Gre­gory Kel­let, a researcher at UCSF. Enjoy! (Credit for Pic of Vic­to­ria Crater in Mars: Mars Recon­nais­sance Orbiter, via Wikipedia).

———————————————-

“My brain is fried, toast, fraz­zled, burnt out. How many times have you said or heard one ver­sion or another of these state­ments. Most of us think we are being fig­u­ra­tive when we utter such phrases, but research shows that the bio­log­i­cal con­se­quences of sus­tained high lev­els of stress may have us being more accu­rate than we would like to think.

Crash Course on Stress

Our bod­ies are a com­plex bal­anc­ing act between sys­tems work­ing full time to keep us alive and well. This bal­anc­ing act is con­stantly adapt­ing to the myr­iad of changes occur­ring every sec­ond within our­selves and our envi­ron­ments. When it gets dark our pupils dilate, when we get hot we sweat, when we smell food we sali­vate, and so forth. This con­stant bal­anc­ing act main­tains a range of sta­bil­ity in the body via change; and is often referred to as allosta­sis. Any change which threat­ens this bal­ance can be referred to as allo­sta­tic load or stress.

Allo­sta­tic load/stress is part of being alive. For exam­ple just by get­ting up in the morn­ing, we all expe­ri­ence a very impor­tant need to increase our heart rate and blood pres­sure in order to feed our newly ele­vated brain. Although usu­ally man­age­able, this is a change which the body needs to adapt to and, by our def­i­n­i­tion, a stressor.

Stress is only a prob­lem when this allo­sta­tic load becomes over­load. When change is exces­sive or Read the rest of this entry »

We are very excited to announce sub­mis­sions are open for our Brain Essay Con­test held in con­junc­tion with four other blogs. The hosts are:

• A Blog Around The Clock
• Neu­rophi­los­o­phy
• Pos­i­tive Psy­chol­ogy News Daily
• Sharp­Brains
• The Quick and the Ed

The goal of this con­test is to con­nect high-school stu­dents and teach­ers of biol­ogy and psy­chol­ogy with sci­ence and psy­chol­ogy blog­gers. Stu­dents will need to answer in 400–800 words:

“Based on brain and mind research (within the past 5 years),

1. How do we learn?
2. How can this new knowl­edge improve edu­ca­tion and the lives of all people?”

Sub­mis­sions are due by May 10, 2007.

The ten best essays, as selected by the jury of the host blogs, will be posted on the host blogs and entered into blog car­ni­vals. The win­ners will gain recog­ni­tion in the blo­go­phere and get a com­pli­men­tary annual sub­scrip­tion to Tuition­Coach, a per­son­al­ized, internet-based pro­gram that de-mystifies the col­lege finan­cial aid process for stu­dents and their fam­i­lies and helps fam­i­lies find the best options to finance col­lege choices.

Are you a high school stu­dent? Do you know a high school stu­dent? If so, get those key­boards warmed up and send us your best!

Here you have some use­ful advice from a fel­low blog­ger.