A Brain Based Approach Dr Michael Gurian The Gurian Institute wwwmichaelguriancom wwwgurianinstitutecom Just out A new book for men on how to understand women How large and detailed is our educational manual on how to understand girls and women ID: 624656
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The Minds of Boys and Girls:A Brain Based Approach
Dr. Michael Gurian The Gurian Institute www.michaelgurian.com, www.gurianinstitute.comSlide2
Just out!A new book for men
on“how to understand women!”Slide3
How large and detailed is our educational manual on how to understand girls and women? Slide4
Just out!A new book for women
on“how to understand men!”Slide5
How large and detailed is our educational manual on how to understand boys and men? Slide6
Elephant in the room: Generally, educators have more questions about boys. Slide7
Nature, Nurture, and CultureSlide8
Gender Differentiation: Gender, like personality, is gene-based and expressed through nurture, socialization, and culture. Slide9
Gender and Gender Roles are not the same.Slide10
Nurture the Nature: This is a Systems Theory approach. The whole gender spectrum needs to be covered in our systems.
Slide11
Genetics: Epigenetics, Environmental Toxicology, Neurotoxins: Testing Slide12
Nature, Nurture, and Culture
Gender Differentiation: Gender, like personality, is gene-based and expressed through nurture, socialization, and culture.
Gender and Gender Roles are not the same.Nurture the Nature: This is a Systems Theory approach. The whole gender spectrum needs to be covered in our systems.
Genetics: Epigenetics, Environmental Toxicology, Neurotoxins: Testing Slide13
We lack training in this “holy trinity” of male/female development; most Schools of Education teach gender roles but not a one semester nature-based gender theory course—”soft science” rather than “hard science.”Slide14
Most of us are not provided with training in gene expression or genetics theory either, especially X/Y in utero development.Slide15
So we create Systems that fail each gender in various ways. No one is “at fault.” This is a Systems Issue we can address in new approaches.Slide16
Science and Brain-Based, Research-Oriented, Strategies-FocusedSlide17
Three decades of research show positive results, e.g. two year pilot at University of Missouri-Kansas City, and evidence from diverse settings for all grade levels. Slide18
The Gurian Institute has trained more than 60,000 and teachers and reached more than one million parents.Slide19
To learn more about our programs, consulting, and initiatives please visit www.gurianinstitute.com. Slide20
Understanding the Minds of Boys and GirlsSlide21
No Stereotypes:
Nurture the Nature;Everything is on a Spectrum!Slide22
Gabrielle
Observes first, speaks second
Not too over-sensitive to others’ opinions of herLittle need to push her or critique, not over-praise; positive reinforcement, yes, but direction, suggestions, long-goal vision is better; more like silk than steel. Slide23
Davita
Argues first, observes second (“Is this the room for an argument?”)
Very sensitive to others’ opinions of her Can’t push her as much—need high expectations, but lots of positive reinforcement—and need to argue and like it, until it is finally just too much; short-goal vision is better.Slide24
Gabrielle
Observes first, speaks second
Argues first, observes second (“Is this the room for an argument?”)
DavitaSlide25
Gabrielle
Not too over-sensitive to others’ opinions of her
Very sensitive to others’ opinions of her
DavitaSlide26
Gabrielle
Little need to push her or
critique, not over-praise;positive reinforcement, yes,but direction, suggestions,
long-goal vision is better;more like silk than steel. Can’t push her as much—needs high expectations, but lots of positive reinforcement—and needs to argue and likes it, until it is finally just too much; short-goal vision is better
.
DavitaSlide27
Citizen Science *
dolls and trucks experiment*darts and objects moving through spaceSlide28
Three Steps
1. Chromosome markers
2. In utero development3. Nurture/culture/socializationSlide29
Three Steps
*Trans-cultural analysis. No gender stereotypes!*Brain is pre-set for gender, including gender spectrum.
*AND: we do lifelong refinement of the brain*BUT gender has low plasticity, nurture guides brain expression, but format and structure are pre-set.Slide30
Changes in Gender Differences in the BrainSlide31
Areas of Gender Difference Throughout the BrainSlide32
Key Gender Differences…Males Tend Toward:
More reliance on spatial-mechanicals; visual/graphic,
for learning and social emotional development; less verbal. Greater activity in the cerebellum (a “doing” center)
More gray matter, less inductive processing (less diverse data processed--especially if it is sensory or emotive) More motivation/habit (basal ganglia) risk; less cingulate gyrus activity
Larger amygdala--right side dominant.
Halpern, D. F., C. P. Benbow, D. C. Geary, R. C. Gur, J. S. Hyde, and M. A. Gernsbacher. “The Science of Sex Differences in Science and Mathematics.”
Psychological Science in the Public Interest
(August 2007), 8 (1).Slide33
Strategy: Use Male’s Visual Proclivity
PowerPointsGraphic Organizers
Video ClipsWall ChartsMaps
Hand OutsDraw before WritingSlide34
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Features of the Female Brain
More brain activity (15-30% more glucose metabolism), even in a rest state
More white matter, connecting more dots; better facial cues recognition More verbal centers in the female brain that cross communicate Greater internal sensory and emotive
experience processed
More corpus callosum activity, thus more
cross talk between hemispheres
Slide35
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Boys Hunt Differently than Girls…
…a father of two daughters, keeping a sense of humor!Slide36
Strategy:Girls Only Day in the Block Corner: Start Spatial Development EarlySlide37
The first systematic evaluation of the hearing of girls and boys was performed in the late 1950's. Researchers found that girls hear better than boys.
In a study of 350 newborn baby girls and boys, researchers found that the girls’ hearing was substantially more sensitive than the boys, especially in the 1000- to 4000-Hz range which is so important for speech discrimination.
Strategy: Some boys may need to be put in front of the class in order to hear better.Slide38
Strategy: Re-evaluate Attention/Hyper Diagnoses…
ADD & ADHD Children
(www.amenclinics.com)Slide39
Strategy: Gene Mapping/Core Nature Development
DNA: Genes are 1.2 percent of our DNA (they are nucleic acids that serve as template for RNA). RNA: 90% of DNA becomes RNA (that will transfer DNA signals out of nucleus into cells, then amino acids, then proteins)
Genes get expressed through these cells, that create body/brain, then are affected by environment.
A lot happens in utero to set DNA/RNA—genes are set for expression after birth.Natural Boy and Natural Girl: Become Citizen Scientists and Suggest Gene TestingSlide40
A most profound difference between girls and boys is in the sequence of development of the various brain regions. They develop in a different sequence and different tempo.
Girls reach the inflection point (halfway in brain development) just before age 11 years; boys do
not reach the same until age 15. Strategy: Systems Change for Expectations of
Organizational Ability. Repetitive Training
for Boys AND PARENTS!Slide41
GOAL SETTING
CAUSE AND EFFECT
PRAYER AND
MEDITATIONBoys may need help here
Organization and Other Prefrontal Cortex FunctionsSlide42
GOAL SETTING
CAUSE AND EFFECT
PRAYER AND
MEDITATIONResponsible use of choice and agency – organization is a vulnerability.
Boys may need help here
Organization and Other Prefrontal Cortex FunctionsSlide43
(Brain Scans Provided by Daniel Amen, M.D.)
Brain Scans
: Brains at RestFemale
MaleSlide44
Brains at Rest, IICourtesy of Daniel Amen, M.D. , www.amenclinics.comSlide45
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Boys get bored (enter rest state) more easily than girls; this often requires more/varying stimulation to keep them attentive.
(Average Attention Span = 5 minutes, unless on gray matter predilection)Girls are better at self-managing boredom during all aspects of therapy and less likely to “give up” on the therapeutic process or act out.
(Average Attention Span = 15 – 20 minutes)Boredom Slide46
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Strategy: Systems Change via Gender Initiatives
Education and counseling favor females. They are “non-doing,” verbal-emotive, non-visual, non-aggressive, multi-lateral, and sit-still.
“Use Your Words” is not enough.Slide47
Female
Bridge Male
Male
Scans Provided by Daniel Amen, M.D. www.amenclinics.comDiversity: The “Bridge Brain”Slide48
Girls have higher levels of oxytocin.
Boys have higher levels of testosterone.
Slide49
Girls have higher levels of oxytocin. Boys have higher levels of testosterone.
What it Affects? ► Self-worth Development: fight-or-flight, tend-and-befriend, risk-taking, status-seeking, stress-response,
aggression vs. empathy nurturance, aggression vs. violence. Slide50
Girls have higher levels of oxytocin. Boys have higher levels of testosterone.
What We Favor in Our Systems ► We favor oxytocin arrays in educational paradigms and environments; oxytocin-based strategies are “easiest” in a classroom, school, or office.Slide51Slide52
Strategies: Working with Sensitive Boys and Men
Remember that they may be bridge brains, so sit-and-talk may work.They still gain from movement, graphics, other male-friendly innovations.
They need practical advice re social functioning in the “mass of males.”Gay, transgender males need support in “key relationships,” e.g. with father.
Avoid too much shaming of sensitivemen and boys.Slide53
Gender Differences, Reactions to StressThe Female Brain
As girls progress through puberty, they show more intense, daily, hourly reactions to stress than boys.
Girls react more to relationship stresses.
A teen girl needs to be liked and socially connected.Strategy: Process the Stress for three to five minutes.Slide54
Strategy: Bi-Strategic Nurturing/Education is CrucialSlide55
Strategy: Bi-Strategic Nurturing/Education is CrucialSlide56
Strategy: Bi-Strategic Nurturing/Education is CrucialSlide57
Strategy: Bi-Strategic Nurturing/Education is CrucialSlide58
Overall, Males tend to…
► Bond with people in shorter bursts of contact
► Teach order, pattern thinking, ritualized action
► Downplay emotion, up-play performance
► Promote risk-taking and independenceSlide59
Overall, Males tend to…
► Expect/enforce discipline – provide contests/tests of skill► Fight against personal/group vulnerability
► Seek authority-thinking, if respectable
►Encourage immediate action as path to self-worth► Help others feel stronger rather than feel betterSlide60
Overall, Females tend to…
► Bond with others in greater variety of ways
► Provide hands-on and needs-based attachment
► Emphasize multi-tasking development
► Help others express emotions in words
► Search for methods of
direct empathySlide61
Overall, Females tend to…
► Relinquish personal/daily independence to meet other’s needs
► Treat others as public allies
► Promote development through verbal encouragement/praise► Help others feel better and feel more
Bottom Line: “Social Emotional Development” is different for males and females.Slide62
More Strategies for Teaching and Mentoring Boys and GirlsSlide63
Strategy: Remove Neuro-Toxins for Both Genders. Neuro-toxins affect social-emotional development and learning. Slide64
*Testosterone depletion in our males—depression, rage.
*Estrogen overload in girls: For long term self esteem in girls, deal with obesity/issues now.
*Gene testing for Meds and vulnerabilities. *Watch for BPA (Bisphenol) in plastics, junk food,
*Be aware of food allergies that affect cognition and Behavior.Slide65
Over-reliance on “Reward Pathway” habits results in atrophy of the prefrontal cortex. Passive brain function of screens can retard pathway development.
Boys and Girls: Beware of Screens,
Phones, Cortical Hypo-frontalitySlide66
Peripatetic Education and Counseling for Both Genders: How does movement help learning and life?
Increases oxygen to brain (water helps, too)
Increases glucose utilization, cognition
Increases “feel good” neurotransmittersAdrenaline increases
Attention and motivation increaseSlide67
Peripatetic Education and Counseling for Both Genders: How does movement help learning and life?
Promotes readiness for word use, focus
Improves behavior, helps organize brain functions
Increases procedural memoryKeeps boredom and rest states at bay
Develops a bond of trust through sense of “fun”Slide68
Strategies for Boys: Education as Risk-TakingSlide69
Strategy: Wired to Move
Schedule and allow movement
Stand to answer
Teacher always moving!Standing Desks/Bouncy ChairsSlide70
Strategy: Wired to Move
Hand fidgets
Brain breaks
Get outsideUnstructured play
Discipline with movementSlide71
*
Use more graphics, in teaching and in assignments.*Teach more through service work, nature learning.*Use more long-term project-driven learning.
*Use more vocational ed.; use work as education.
*Avoid excessive and unnecessary homework/worksheets.
Learning Strategies for Boys Slide72
Crucial: Male motivation develops in large part through mentors, teams, and competitive, relevant projects.
Learning Strategies for Boys Slide73
*Train all faculty on how the male brain learns.
*Squeeze balls, hands-on learning; teacher moves around, boys move around.
*Mentoring of younger/older boys in classrooms.
*Read/write what is relevant to a boy —gory!Crucial: Male motivation develops in
large part through mentors, teams,
and competitive, relevant projects.
Learning Strategies for Boys Slide74
Strategy: Use His Dopamine System
Competition
TimersChallenges
Short term rewardsPositive takeawaysAcknowledge successTransitions
Auditory cues
Visual cuesSlide75
Strategy: Challenge Boys’ Media Use/Screen Time Beware of Dopamine/Gray Matter Pathway Pruning
.Slide76
Strategies for Succeedingwith Boys and Men in Counseling
Thematic and CORE Motivations (Compassion, Honor, Responsibility, Enterprise)Peripatetic Teaching/Counseling
Aggression Nurturance and Debate/Challenge
Use of Expressive ArtsSqueeze/Toss Balls, MovementSlide77
Strategy: Use All Eight Ways Males Process Feelings
1. Action-Release (Experience, Express and Expel emotions)
2. Suppression-Delayed Reaction3. Displacement-Objectification
4. Physical Expression***No single approach is better, i.e. “Use Your Words” isn’t necessarily superior.
►
Males often favor physical
emotion over verbal
► Males mask vulnerabilitySlide78
Strategy: Use All Eight Ways Males Process Feelings
5. Into the Cave, Distancing6. Feeling-Conversation
7. Problem Solving8. Crying***No single approach is better, i.e. “Use Your Words” isn’t necessarily superior.
► Females may want to express; males may want to release, feelings***For males: emotions are often design problems to be solvedSlide79Slide80
Boy-friendly communication techniques
Increase use of tactical confrontation.
Use active, not passive, dialogue, including “filling in the blanks” re feelings/emotions.Interrupt as necessary—shows
authority, decreases repetition loops, keeps topic-focus, reduces boredom. Toss ball when talking, allow movement, allowdoodling
.Slide81
Strategy: Try these non-verbal tools for working with boys
Sit closer to challenge space/territory.
Use pictures, movie- clips, music.
Play games, including videogames.Slide82
Motivating Boys vs.Maladaptive Under-motivation
Adjust nutrition/diet away from estrogen receptors
(beware of low testosterone) Always remember the brain’s reward system; Keep them moving and gaining achievement-oriented dopamine rewards.
Seek Their Passion, use the arts, performance, sport.
Find a mentor to motivate, including task-bonding. Slide83
Motivating Boys vs.Maladaptive Under-motivation
Use both aggression and empathy nurturance.
Use videogames and social media as leverage.
The male brain needs to be out in natureGive them honorable work from early on then jobs by 13, 14 – 16Slide84
Strategy: Re-Think Bullying, Violence,Aggression, Discipline Systems
“Use Your Words” is too little/creates constant male failure.
Male Impulsivity especially needs the Three Times Rule. Zero Tolerance policies show lack of training in child development.
Aggression and Violence are not the same. Aggression Nurturance is crucial to maturation of children. School to Prison pipelines begin in our systemic lack of failure
regarding male behavior.Slide85
Accomplishment
(“How am I needed?” is a core male question we must answer
Four Targets for Engagement of Resistant Boys
Risk
Leadership
AttachmentSlide86
Working with At-Risk Boys
Beware of too much passivity. Remember the amygdala difference.
Avoid too many words, over-emphasis on verbal constructs.
Sit-and-talk is often anathema to at-risk boys—use movement.Slide87
Working with At-Risk Boys
Emphasize hierarchy and character development.
Facilitate and provide useful work.
Provide mentors, father-figures, elders, rites-of-passage into manhood.Slide88
Effects of Brain Chemistry Differences for Working with Girls
Girls: lower levels of testosterone, higher levels of oxytocinBoys: lower levels of oxytocin, higher levels of testosterone
Generates
More More Verbal-Emotive Processing More Relational Imperative
More Direct Empathy
More Physical Activity, Territory
Performance Imperative, Risk
More Aggression Nurturance
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Generates
MoreSlide89
Effects of Brain Chemistry Differences for Working with Girls
Girls: lower levels of testosterone, higher levels of oxytocinBoys: lower levels of oxytocin, higher levels of testosterone
Generates
More More Multi-tasking and Rapport Building
Greater Variety of Interpersonal Goals
Face-to-face Conversations & Bonding
Individual, Independent Performance
More Interest in Rise in Status
More Shoulder-to-Shoulder Bonding
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Generates
More
Experiences Self Worth Through:
Experiences Self Worth Through:Slide90
Spatial-Cognitive Development Difference Requires Strategy: Give girls a spatial assignment, but without words/written instructions (then vice versa). Encourage them to use reasoning/problem-solving to produce a product.Slide91
Math Strategies for Girls
Four Main Areas of Focus:Use spatial activities frequently!
Build on girls’ writing skills to enhance math & science performance.Challenge girls with mental-math activities.
Use literature to unlock math.Slide92
Teach girls that their academic abilities are
expandable and improvable.Use encouraging words!
Provide girls with prescriptive feedback.Expose girls to female role models who havesucceeded in math and science.
Connect these subjects to students’ personal experiences.
Encouraging Girls in Math and ScienceSlide93
Strategy: Beware of Stereotype Threat
"Who has time for homework when there's a new Justin Bieber album out? She'll love this tee that's just as cute and sassy as she is," the marketing copy declares.
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Provide quieter environment with fewer distractions.
Give full directions and answer questions before
starting to work.
Warmer room, working in a circle, may use less physical work space.Collaborative work but competition is good, too.
Teaching Girls WellSlide95
Grades & desire to please provide motivation.
Watch tone of voice – not too loud or harsh—stimulates stress response.
Small talk & relaxation before tests/quizzes, and in coaching girls’
sports (bond first).Success attributed to hard work.
Teaching Girls WellSlide96
Self-Esteem vs. Self-Worthand a Few Words About Praise…
Beware of excessive praise for expected behavior.
Praise girls often, genuinely.Use specific praise.Praise girls for their accomplishments.
Teach girls how to accept a compliment.Slide97
Trudy’s story, Depression/
Endocrinological assessmentBegin with Pediatrician, but move toward specialist as needed.
Educate girl and family on effects of brain biology on mood and behavior.Girls tend toward body and bonding disorders.
Brain-Based Analysis Of MoodBeginning at eight or nine, look at biology first.Biology is not “Stereotypes.”Slide98
Be Aware of Girls’ Emotional Memory
Research: Girls and women tend to use both sides of the brain to respond to emotional experiences; boys and men use only one.
Brain Scans: When viewing emotional images, nine areas light up for females; two areas light up for males.
Amygdala: Girls and women have more activity on the left side—the worry side—boys on the right, the aggression/anger side.Slide99
Be aware of girls’ anger, i.e. relational violence
The fear, anger, & aggression control center, the prefrontal cortex, is relatively larger in girls and women. A less direct relationship to anger.
She “bites her tongue.” Usually talks first to a third person.
Slower to act out of anger, but once her faster verbal circuits get going, watch out!! Her barrage of words can’t be matched.Slide100
Strategies for Mentoring Girls
Help girls fail and enjoy imperfection.
Reality check with her (even regarding obesity, painful areas)
Contextualize “dark side of oxytocin.”Contextualize relational violence as a character/values issue
!Slide101
Strategies for Mentoring Girls
Help girl tell you what’s bothering her with language, and without tangents. Challenge her (even interrupt) when she’s tangential.
Help her do a life-review and see how normal and useful conflict actually is.
Stop her from blaming when she is to blame. !Slide102
The Wonder of Girls
Two young women, me, and DavitaQuestion of adolescent girls’ clothing
“We don’t argue, we discuss.”“You make me uncomfortable.”The value of discomfort, wrong
standardSlide103
Strategies for Succeedingwith Girls in Counseling
Girl-friendly verbal communicationNon-verbal techniques
Peripatetic CounselingSelf-worth vs. Self-esteem counseling
Use of Expressive ArtsMovementRelational Aggression counselingSlide104
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For Men Working with Girls
Listen for “gem,” “kernel,” in long speech, paraphrase it back.Ask introverted girl to discuss and demonstrate specialized knowledge.
Ask her to discuss facial cues she picked up, and reality check those with her.Discuss topics that appeal to girls and women.
** Set goals and objectives, give
advice, be directive when needed.
Slide105
Accomplishment
(“How am I love?” is a core female question we must answer
Four Targets for Engagement of Resistant Girls
Risk
Leadership
AttachmentSlide106
Working with At-Risk Girls
Beware of over-stimulating worry centers. Redirect worry to action/positive memory.
Avoid too many words, over-emphasis on verbal constructs; interrupt when needed.
Sit-and-talk is often anathema to at-risk girls—use movement.Slide107
Working with At-Risk Girls
Facilitate and provide useful work.
Provide mentors, mother-figures, female elders, rites-of-passage into womanhood.
Discuss technology/social networking, make plan for avoiding cyber-hyper-bonding.Slide108
Integration and Implementation Plans
3 interesting facts you learned
2 questions
you have
1
real
life connection
1
real
life connectionSlide109
Integrate Brain-Based Gender Psychologyinto Your Whole Child System
Step 1: Study. Study your data by gender; disaggregate data.
Step 2: Design. Plan initiative to help educators, parents, community, students.Step 3: Implement. Train faculty, parents, mentors, counselors and deploy all assets.
Step 4: Evaluate. Watch the data shift and trend positively, both quantitative and qualitative.You don’t have to re-invent the wheel. Please contact www.gurianinstitute.com for proven initiatives.Slide110
Build Gender Teams That:
1. Help find male and female mentors in family.2. Help discover mentors in faith communities.
3. Team boy/girl with favorite-activity mentors.4. Help organize rites-of-passage for boys.
5. Use Single Gender Groupings as much as needed.6. Team up with other-gender when necessary and helpful. www.gurianinstitute.com
Slide111
The Gurian Institute Mission:
To create systemic change by helping professionals, parents, and policy makers strategically reach boys and girls.
Close achievement gaps, decrease discipline referrals and drop out rates, turn around low performing schools.
Increase digital citizenship among boys and girls, educators, parents, and community members.Provide mental health services mentoring and consulting to achieve mental health systems change.
www.gurianinstitute.comSlide112
Burning Questions?
Contact Gurian Institute – michaelgurian@comcast.netwww.michaelgurian.com
or www.gurianinstitute.comSlide113
End of first section – please take a break if you need one and continue with the second section.Slide114
End of second section – please take a break if you need one and continue with the third section on the next disk.Slide115
End of third section – please take a break if you need one and continue with the fourth section.Slide116
End of first section – please take a break if you need one and continue with the second section.