Below you can find the full tran­script of our engag­ing Q&A ses­sion yes­ter­day on holis­tic brain health with clin­i­cal neu­ropsy­chol­o­gist Dr. Paul Nuss­baum, author of Save Your Brain. You can learn more about the full Brain Fit­ness Q&A Series Here.

Per­haps one of the best exchanges was: Read the rest of this entry »

Reminder: Join Live Q&A with Dr. Paul Nuss­baum by click­ing HERE, today Novem­ber 22nd at 11am Pacific Time/ 2pm East­ern Time. Chat about about a holis­tic approach to brain health with clin­i­cal neu­ropsy­chol­o­gist Dr. Paul Nuss­baum, author of Save Your Brain, recently named a Best Book on Brain Fit­ness by AARP. You can also learn more about the Brain Fit­ness Q&A Series.

Tran­scripts of pre­vi­ous Q&A Sessions:

• Dr. Gary Small on Enhanc­ing Mem­ory and the Brain
• Alvaro Fer­nan­dez on “Men­tal Cap­i­tal­ism” and Cog­ni­tive Fitness

(Editor’s note: below you have the final part of the 6-part Stress and the Brain series. If you are join­ing the series now, you can read the pre­vi­ous parts via the links below.)

Stayin’ Alive

TO FIGHT, FLEE, OR FREEZE — THAT IS THE QUESTION

With a bet­ter under­stand­ing of the neu­ro­bi­ol­ogy of stress, the LD — ADHD — stress con­nec­tion becomes clear.  Stu­dents with learn­ing dis­abil­i­ties or ADHD, con­fronted with the stress cre­ated by expo­sure to tasks that are in real­ity or in their per­cep­tion too dif­fi­cult (and thus threat­en­ing), exhibit the pro­tec­tive behav­ior of any organ­ism under extreme stress:  They fight, they flee, or they freeze. When these kids don’t under­stand why they can’t do what other kids can do (mas­ter the stres­sor), and they can’t see any way to get out of a sit­u­a­tion that won’t go away, they begin to shut down. Read the rest of this entry »

(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 »

(Editor’s note: below you have part 3 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

Under­stand­ing the Human Brain and How It Responds to Stress

The Lit­tle Brain Down Under

The tour con­tin­ues … Sit­ting under the occip­i­tal and tem­po­ral lobes of the brain is the cere­bel­lum. It’s about the size of a child’s fist. Because it looks like a sep­a­rate brain­like struc­ture attached to the under­side of the cor­tex, the cere­bel­lum is some­times referred to as the “ lit­tle brain. ” It’s con­nected to the brain stem, which in turn con­nects the brain to the spinal cord. The cere­bel­lum used to be rel­e­gated to the very sim­ple role of help­ing us main­tain bal­ance when we walk or run, but mod­ern neu­ro­science has found that the cere­bel­lum plays a much larger and more impor­tant role than that. Read the rest of this entry »

(Editor’s note:  below you have part 2 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

Gray Mat­ters

The term gray mat­ter usu­ally evokes an image of the cor­tex, because that ’ s the part most vis­i­ble in pic­tures of the brain.  In fact, gray mat­ter makes up not only the cere­bral cor­tex but also the cen­tral por­tion of the spinal cord and areas called the cere­bel­lar cor­tex and the hip­pocam­pal cor­tex.  This dense tis­sue is packed full of neu­ronal cells, their den­drites (branch­ing, root — like end­ings), axon ter­mi­nals (the other end), and those sticky glial cells I men­tioned ear­lier. The cor­tex is the area of the brain where the actual pro­cess­ing of infor­ma­tion takes place.  Because of its rel­a­tive size and com­plex­ity, it ’ s easy to under­stand why it plays a key role in mem­ory, atten­tion, per­cep­tual aware­ness, thought, lan­guage, and consciousness.

Read the rest of this entry »

(Editor’s note: We are pleased to bring to Sharp­Brains read­ers a new 6-part series on the Neu­ro­bi­ol­ogy of Stress, excerpted from the recent book Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It, by Sharp­Brains con­trib­u­tor Dr. Jerome Schultz.)

Stayin ’ Alive

Worry is like a rock­ing chair. It gives you some­thing to do, but it gets you nowhere.
— Erma Bombeck

The brain is the con­trol cen­ter for all of our thoughts, actions, atti­tudes, and emo­tions. It ’ s the pilot­house on the river­boat of our lives. It’s Mis­sion Con­trol for all of our fl ights into space or time. It ’ s the air traffic con­troller that helps us nav­i­gate and reroute our paths based on incom­ing and out­go­ing infor­ma­tion and how we’re feel­ing about it at the time. It’s the John Williams of our per­sonal sym­phony. It ’ s the Mother Ship to our Starfleet; it’s . . . (Uh, sorry, I got car­ried away there, but I think you get my point!) Read the rest of this entry »

AARP recently released a list of Top 5 Best Books for Brain Fit­ness. SharpBrains.com is hon­ored to have pub­lished one of those Top 5 books and to present this Live Q&A Series for you to ask ques­tions to the authors of 3 of those best books on brain fit­ness. Par­tic­i­pants will sub­mit writ­ten ques­tions, mod­er­a­tors will select the most impor­tant and rel­e­vant ques­tions, and book authors will write their answers for every­one to read.

• Novem­ber 1st, 2011, 2-3pm ET: Dr. Gary Small, author of The Mem­ory Bible
• Novem­ber 15th, 2011, 2-3pm ET: Alvaro Fer­nan­dez, co-author of The Sharp­Brains Guide to Brain Fitness
• Novem­ber 22nd, 2011, 2-3pm ET: Dr. Paul Nuss­baum, author of Save Your Brain
• (in Span­ish) Novem­ber 29th, 2011, 2-3pm ET: Alvaro Fer­nan­dez, co-autor de The Sharp­Brains Guide to Brain Fit­ness Read the rest of this entry »

Dr. John Docherty is an Adjunct Pro­fes­sor of Psy­chi­a­try at the Weill Med­ical Col­lege, Cor­nell Uni­ver­sity, Direc­tor of Post Grad­u­ate Edu­ca­tion there, and Chief Med­ical Offi­cer of Brain Resource. Trained as a clin­i­cal research fel­low in neu­ropsy­chophar­ma­col­ogy at NIMH, he later returned as Chief of the Psy­choso­cial Treat­ments Research Branch, respon­si­ble for all fed­er­ally sup­ported psy­choso­cial treat­ment research in men­tal health nation­wide. He over­saw the land­mark National Col­lab­o­ra­tive Study of the Treat­ment of Depres­sion and served as a mem­ber and Chair­man for over 10 years on the NIMH and then NIDA Treat­ment Research IRGs. Dr. Docherty has wide expe­ri­ence in suc­cess­fully imple­ment­ing inno­va­tion in both clin­i­cal oper­a­tions and man­aged health care. He founded North­east Psy­chi­atric Asso­ciates in 1985. As National Med­ical Direc­tor for National Med­ical Enter­prises, he over­saw med­ical con­trol and qual­ity improve­ment in 74 hos­pi­tals in 34 states. He was the Exec­u­tive Vice-President and Chief Med­ical Offi­cer for Merit Behav­ioral Care, which then cov­ered 30 mil­lion peo­ple. In 1998, he founded Com­pre­hen­sive Neu­ro­Science (CNS). Its Care Man­age­ment Tech­nolo­gies are cur­rently imple­mented in 17 state Med­ic­aid plans. Dr Docherty has received numer­ous hon­ors and awards and has authored over 100 sci­en­tific publications.

(Editor’s note: this inter­view with Dr. John Docherty was orig­i­nally pub­lished in Sharp­Brains’ mar­ket report Trans­form­ing Brain Health with Dig­i­tal Tools to Assess, Enhance and Treat Cog­ni­tion across the Lifes­pan, pub­lished in July 2010)

Alvaro Fer­nan­dez: Dr. Docherty, it is a plea­sure to be with you today to dis­cuss the main theme of Sharp­Brains’ 2010 mar­ket report – how the con­ver­gence of sci­en­tific find­ings and tech­nol­ogy plat­forms and tools is reshap­ing how as a soci­ety and as indi­vid­u­als we will take care of cog­ni­tion and men­tal well­ness along the life­course, giv­ing birth to the emerg­ing dig­i­tal brain health and fit­ness mar­ket. Can you first briefly dis­cuss your career tra­jec­tory and your cur­rent role at Brain Resource?

Dr. John Docherty: Sure. The main theme of my work since the 1960s has remained the same, “How do we put knowl­edge into effec­tive use to improve men­tal health?” Over the last cen­tury, med­i­cine made tremen­dous progress in gen­er­at­ing sci­en­tific and clin­i­cal knowl­edge. Basic research dis­cov­ery sci­ence and clin­i­cal treat­ment devel­op­ment sci­ence have made great progress. Within Psy­chi­a­try there was stan­dard set­ting advance in the 1960’s through the NIMH-VA coop­er­a­tive stud­ies to the method­ol­ogy of assess­ing the effi­cacy of psy­chophar­ma­co­log­i­cal drugs. This work estab­lished prin­ci­ples adopted for the study of med­ica­tions in the other areas of med­i­cine. The study of psy­chother­apy, how­ever, lagged in devel­op­ment. In my role of Chief of the Psy­choso­cial Treat­ments Branch of the NIMH , I helped con­tribute to the advance of that work by sup­port­ing the efforts of an extra­or­di­nary group of indi­vid­u­als led by Irene Waskow who car­ried out the TDCRP. This study estab­lished the method­olo­gies that made pos­si­ble the effec­tive sci­en­tific study of the effi­cacy of psy­chother­a­pies. The evi­dence base and of such treat­ments as CBT, DBT, Moti­va­tional Enhance­ment Treat­ment and other evidence-based psy­chother­a­pies derives directly from this study and its sem­i­nal influ­ence. This was a con­tri­bu­tion to the sci­ence of Clin­i­cal Treat­ment Devel­op­ment research.

I would say that my major inter­est, how­ever, has been in the next step, the sci­ence of knowl­edge trans­fer. There has been and remains a long and costly (in terms par­tic­u­larly of unnec­es­sary suf­fer­ing) lag between the devel­op­ment of new knowl­edge and its com­mon and effec­tive use in practice.

In order the help the field moved for­ward, I have worked for the last 20 years in the devel­op­ment and imple­men­ta­tion of meth­ods to effec­tively trans­fer knowl­edge into prac­tice. Read the rest of this entry »