(Editor’s Note: we are pleased to bring you this arti­cle thanks to our col­lab­o­ra­tion with Greater Good Sci­ence Cen­ter).

A Course Cor­rec­tion for Pos­i­tive Psychology

A review of Mar­tin Seligman’s lat­est book, Flour­ish: A Vision­ary New Under­stand­ing of Hap­pi­ness and Well-Being.

- By Jill Suttie

As pres­i­dent of the Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion in 1998, Mar­tin Selig­man chal­lenged the psy­cho­log­i­cal com­mu­nity to rad­i­cally change its approach. For too long, he charged, psy­chol­ogy had been pre­oc­cu­pied solely with reliev­ing symp­toms of men­tal ill­ness; instead, he believed it should explore how to thrive in life, not just sur­vive it. He called for a psy­chol­ogy that would uncover what makes peo­ple cre­ative, resilient, opti­mistic, and, ulti­mately, happy. The “pos­i­tive psy­chol­ogy” move­ment was born.

Yet in his lat­est book, Flour­ish, Selig­man tries to pro­vide some­thing of a course cor­rec­tion for pos­i­tive psy­chol­ogy. Read the rest of this entry »

My wife and I just came back from an inspir­ing Gold­man Prize Award cer­e­mony, where seven grass­roots envi­ron­men­tal change­mak­ers were rec­og­nized for their work and resiliency, and shared their pas­sion and pur­pose with every­one attend­ing the event. We did hear too from Al Gore, Tracy Chap­man, Robert Red­ford, and the founder of the awards 20 years ago, Richard Goldman.

The BBC recently pub­lished an Op-Ed by Mr. Gold­man on the story behind the Awards them­selves: arti­cle Here. He explains how…

• - “One morn­ing in 1989, as I sat with my daily break­fast and news­pa­per, I read about the most recent Nobel lau­re­ates and won­dered if there was a com­pa­ra­ble award for envi­ron­men­tal work.”
• - “We asked a staff mem­ber at our foun­da­tion to do some research and he found that noth­ing yet existed to recog­nise envi­ron­men­tal work on an inter­na­tional stage, thus the Gold­man Prize was born.”
• - “Our choice to focus specif­i­cally on grass­roots envi­ron­men­tal lead­ers was unique at the time.”

Mr. Gold­man, and the seven win­ners, are clearly help­ing improve the state of the world.

Now, the “state of the world” does include their very own brains — you may have seen this recent paper on how Vol­un­teer Pro­gram Pro­vides Health Ben­e­fits To Older Women

• - “She and her col­leagues found that EC vol­un­teers showed greater improve­ments in mem­ory and exec­u­tive func­tion than those who did not par­tic­i­pate in the pro­gram. In fact, the older adults with the low­est base­line per­for­mance in these areas — those most at risk for health dis­par­i­ties — demon­strated the most sig­nif­i­cant gains.”
• - “Both stud­ies high­lighted above show that every­day activ­ity inter­ven­tions (e.g., EC) can appeal to older adults’ desires to remain socially engaged and pro­duc­tive in their post-retirement years. Simul­ta­ne­ously, these activ­i­ties pro­vide mea­sur­able phys­i­cal and cog­ni­tive health benefits.”

Of course, those ben­e­fits do not accrue only for older adults (or just for women), but may help all of us grad­u­ally build Cog­ni­tive Reserves through the added nov­elty, vari­ety and challenge.

Talk about win/ win!

Related arti­cles on social entrepreneurship:

“Every­one a Change­maker”, Ashoka and Google

Richard Dawkins and Alfred Nobel: beyond nature and nurture

For infor­ma­tion on the 2008 Con­fer­ence, and the dis­count for Sharp­Brains read­ers, visit: Learn­ing & The Brain Con­fer­ence: dis­count for Sharp­Brains read­ers.

The post below refers to the 2007 Conference:

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The orga­niz­ers of this amaz­ing con­fer­ence, whose reg­is­tra­tion is about to expire, just extended their very kind offer to Sharp­Brains read­ers: you can reg­is­ter at the reduced price of $475 (right now the nor­mal price is $545) if you do so by Feb­ru­ary 9nd. You can reg­is­ter here http://www.edupr.com/reg.html, mak­ing sure to write SharpBrains1 in the com­ments section

After the car­ni­val, which was fun but a bit of work, I will do an easy post…just came accross a good brief arti­cle on how a Coun­sel­ing cen­ter offers biofeed­back to help decrease stress.

We do see stress and anx­i­ety man­age­ment as inte­gral part of brain fit­ness. Some quotes from the article

- “The Savan­nah Col­lege of Art and Design Cen­ter for Stu­dent Coun­sel­ing and Dis­abil­ity Ser­vices offers stu­dents a unique oppor­tu­nity to decrease their stress lev­els — by using a biofeed­back machine called the Freeze-Framer.“
– “Col­lege stu­dents tend to have high lev­els of stress as a result of Read the rest of this entry »

We are tempted to drop it all, find a nice warm tree in the park or cof­fee­house table, and sim­ply read 2 books that have just been pub­lished. We haven’t read them since they have lit­er­ally just been released today, but we are cer­tain there will be a fun and illu­mi­nat­ing read for any­one inter­ested in the brain and the mind.

Change or Die: The Three Keys to Change at Work and in Life by Alan Deutschman. Alan, a jour­nal­ist for Fast Com­pany, turns the superb arti­cle Change or Die he wrote in May 2005 into a book. We liked the arti­cle so much, that it has been at the top of our rec­om­mended Arti­cles since then.

Happy 2007 to everyone!

We have just for­mu­lated our New Year Res­o­lu­tion: make 2007 the year when brain plas­tic­ity and Brain Fit­ness became main­stream concepts.

How do we start? well, let’s announce the launch of the Car­ni­val of Brain Fit­ness (a Blog Car­ni­val is basi­cally the vehi­cle that blogs use to share posts around spe­cific topics).

Goal: to facil­i­tate a dia­logue about this emerg­ing field across mul­ti­ple per­spec­tives, from sci­en­tists and health pro­fes­sion­als, to edu­ca­tion and train­ing ones, to basi­cally every­one who has con­ducted an exper­i­ment on his on her brain and mind, and has news to report.

Con­text: The sci­en­tific foun­da­tions lie in neu­ro­ge­n­e­sis, neu­ro­plas­tic­ity, cog­ni­tive train­ing and stress man­age­ment. Med­ical and health appli­ca­tions range from stroke and TBI reha­bil­i­ta­tion to ADD/ADHD and early Alzheimer’s to Mind­ful­ness Based Stress Reduc­tion and cog­ni­tive ther­apy. Edu­ca­tional and train­ing appli­ca­tions go from help­ing kids improve read­ing abil­i­ties to help­ing man­age stress and anx­i­ety — includ­ing work with the “men­tal game” in sports and high-demand activ­i­ties pr pro­fes­sions. Each of us may also have expe­ri­ences to report, where we saw first hand, no mat­ter our age, our innate abil­ity to refine and trans­form our­selves (and our brains).

Mechan­ics: If you’d like to con­tribute, Read the rest of this entry »

Just came back from a hol­i­day party where I met some avid golfers who thought the con­cept of man­ag­ing emo­tions through breath­ing, visu­al­iza­tion and tech­nol­ogy sounded like a bit far out.

First I tried to para­phrase the quote “Effec­tive man­age­ment of the emo­tions in your golf game will not only lower your scores, but is guar­an­teed to increase your enjoy­ment of the game”, by Lynn Mar­riott and Pia Nils­son, Voted Top 50 Teach­ers 2003–2004, Golf Digest.

Then, I promised to find some rel­e­vant arti­cle on Brain Fit­ness for Golfers.

Here you have a Golf Digest arti­cle– Read the rest of this entry »

Since the begin­ning of the Sharp­Brains blog, we have enjoyed fre­quent, insight­ful and nice com­ments by “Eleanor”. One day we decided to track her back and see what work she was involved with, and we enjoyed learn­ing about what she does in the UK. There­fore, we asked her to write a guest entry here to intro­duce her­self, her orga­ni­za­tion and phi­los­o­phy. Eleanor, all yours!

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Sharp­Brains Inc is bril­liant. Thanks for invit­ing me to con­tribute. I work for Mind­Fields Col­lege, based in the UK, which teaches human givens psy­chol­ogy to men­tal health pro­fes­sion­als, teach­ers, social work­ers, etc.

The human givens approach has been described as “the miss­ing heart of pos­i­tive psy­chol­ogy” and is named after its core organ­is­ing idea, that there are innate needs (or ‘givens’) phys­i­cal and emo­tional, which must be met for good men­tal health. These needs, which are genet­i­cally pro­grammed into us, include secu­rity, receiv­ing and giv­ing atten­tion, auton­omy and con­trol, emo­tional con­nec­tion to oth­ers, feel­ing part of a wider com­mu­nity, friend­ship, inti­macy, pri­vacy, sta­tus, sense of com­pe­tence and achieve­ment and to be stretched (from which comes our sense that life is mean­ing­ful). We also have innate resources (e.g. imag­i­na­tion, long-term mem­ory, the observ­ing self and a con­scious ratio­nal mind) required to ful­fil these needs, which are also givens.

After launch­ing our Mind­Fields Col­lege blog, I stum­bled across the Sharp­Brains blog, and was fas­ci­nated to see that, by encour­ag­ing higher pub­lic aware­ness of “Brain Fit­ness” they are addi­tion­ally pro­vid­ing valu­able and prac­ti­cal ways to help peo­ple get their emo­tional needs met too.

For exam­ple: Read the rest of this entry »

Jonah Lehrer dis­sects and builds on a New York Times arti­cle on the edu­ca­tion Achieve­ment gap. Quotes from Jonah’s post:

• “most of the research sug­gests that the “achieve­ment gap” has real neu­ro­log­i­cal roots, which are caused by dis­tinct home envi­ron­ments: Hart and Ris­ley showed that lan­guage expo­sure in early child­hood cor­re­lated strongly with I.Q. and aca­d­e­mic suc­cess later on in a child’s life.”
• “This is really impor­tant research, but I can’t help but think that part of the equa­tion is miss­ing. While Paul Tough, author of the Times arti­cle, focuses on gaps in envi­ron­men­tal enrich­ment — poor kids are exposed to fewer words, have less stim­u­lat­ing con­ver­sa­tions, etc. — he ignores what might be an even more potent vari­able: stress.”
• “Gould’s work implies that the symp­toms of poverty are not sim­ply states of mind; they actu­ally warp the mind. Because neu­rons are designed to reflect their cir­cum­stances, not to rise above them, the monot­o­nous stress of liv­ing in a slum lit­er­ally lim­its the brain.”

Dave writes How to edu­cate those who seem une­d­u­ca­ble, build­ing on Jonah’s post and link­ing to “research by Angela Duck­worth and Mar­tin Selig­man show­ing that self-discipline is more impor­tant than high IQ in stu­dent achieve­ment.”

I agree that the impor­tance of stress man­age­ment and self-discipline (or emo­tional self-regulation) are often over­looked, which is pre­cisely why we are focus­ing there. You can read a Tech­nol­ogy & Learn­ing mag­a­zine arti­cle on Biofeed­back for Emo­tional Man­age­ment and Peak Per­for­mance, and a post on Cog­ni­tive Neu­ro­science and Edu­ca­tion Today, where we mentioned:

(new pro­grams help address) Anx­i­ety and stress: not only test anx­i­ety, but over­all high-levels of anx­i­ety that inhibit learn­ing and higher-order think­ing: a pro­gram already used in many schools, and with promis­ing research results, is the Insti­tute of HeartMath’s Freeze-Framer. Read How stress and anx­i­ety may affect Learn­ing Readi­ness, and Why chronic stress is some­thing to avoid.

Good night,

Alvaro

In the post Trader Peak Per­for­mance and biofeed­back pro­grams we showed the Heart Rate Vari­abil­ity pat­terns cor­re­lated with lev­els of a) anx­i­ety or b) Peak Per­for­mance, “The Zone”. Biofeed­back sup­ports our emo­tional self-regulation: we can visu­ally track what is going on inside us and train our­selves to man­age our emo­tional state. On the left you have an exam­ple of my own per­for­mance dur­ing a 5-minute exper­i­ment 4 months ago. At the top, you see my name; at the bot­tom, the dura­tion of the ses­sion. Right axis, for top half, is Heart Rate. (This is only the half left of the screen in the program-the right half would give you more infor­ma­tion.) I have high­lighted sev­eral phases:

A: you can see long waves fol­low­ing a smooth rhythm-that is the phys­i­o­log­i­cal “The Zone”, where I can per­form at max­i­mum level. I was using breath­ing and visu­al­iza­tion tech­niques that are some­times called “The Men­tal Game” in ath­let­ics and sports.

B: I stressed myself. How? well, maybe think­ing of a pre­vi­ous boss, or some bad moment in my life. You see that the “waves” dis­ap­pear, and nar­row erratic pat­terns appear instead.

C: I quickly go back into “The Zone”, Read the rest of this entry »