The Neurology of Neuro-Developmental Mentoring: A Bit Like Star Wars.

Debbie explains the role Neurology plays in NDM as “the science of the workings of the brain, brain states, and neurodiversity.” While at first glance this might look like a crash course on understanding the differences between neurodivergent brains and neurotypical brains, NDM is more about understanding the similarities in how both brains develop: “NDM is just as much about the mentor’s state of mind as about the mentee” Debbie said.

This idea that NDM is a modality that applies to the practitioner as much as the recipient is refreshing and unique. One limitation of common techniques in human services professions today is that they tend to be one-sided. They teach professionals to engage with their clients empathetically, to remain objective, and to not be influenced by their personal biases. There’s a good reason for that: we don’t want professionals infringing on client autonomy, and we don’t want interventions to turn into sessions for the professional’s benefit, but there are some downsides too. 

In settings where all the focus and attention is directed towards an identified client, the client’s focus is turned inward, promoting more self-analysis, hyperawareness, and occasionally limiting their perspective of others. Parenting strategies and therapeutic modalities that focus too much on the client alone are often less effective than desired. All this is especially important with neurodivergent children, teens, and young adults, which is why NDM proposes taking things one step further. 

NDM situates the professional as part of the system that needs change. Let me say that again. NDM includes the professional, parent, or other vested party in the process of a neurodivergent person’s development. No longer an unaffected observer, director, counselor, or instructor, but rather a partner in change—a partner, because they both change together, and they both act together. 

The Science of the Workings of the Brain

You may be more familiar with neuroscience than you think. You’ve probably heard terms like neurons, endorphins, or synaptic vesicle endocytosis. Okay, maybe not that last one. But basic knowledge of the major functions of the brain and how they work on a cellular and intercellular level is becoming increasingly ubiquitous. 

People generally know that the part of their brain that is creative, logical, problem-solving is referred to as the frontal lobe or, more specifically, the prefrontal cortex. We also seem to know a lot about the parts of the brain responsible for emotion, such as the amygdala, or that vision is processed in the occipital lobe. Functional MRIs (fMRIs) have gone a long way to show us the relationship between parts of the brain and specific functions, and, because science is fun, this knowledge has spread quickly. 

We seem to know enough about the brain’s functions and dysfunctions to be able to separate the brain from the self and say things like: “My brain is tired,” “I can’t believe my brain just did that,” or like my sister, when, out of sheer surprise, she realized she accomplished something she didn’t know she could, she exclaimed, “Good job, Brain!” It’s cool to know something about how we think, and it satisfies our curiosity about ourselves, but what can learning about the brain teach us about human development? And how can it help us help someone else develop? According to NDM, the answer is all about brain states, which we will get into in our next post. 

Brain States

The Higher Brain

Consider your brain as having two states. A state of security, creativity, logic, and future, past, and present-oriented thinking, with practically limitless resources at your disposal. Ahh. That sounds Nice. This state of mind is the state commonly associated with the functions of the anatomical regions of your upper, or higher brain, so, NDM has dubbed it the higher brain state. Those of you out there who are neuroscience experts will have already taken issue with that statement, but remember we’re talking about a state of mind, rather than precise physiological functions of specific anatomical brain regions. 

The higher brain is like the Jedi council. Its role is that of processing and adapting based on the information it receives about its circumstances. Here the brain optimizes for success. Informed by memory, emotion, sensation, logic, and pattern recognition, it is wise, methodical, and sensitive. It operates for the good of the person and seeks to create optimal present and future circumstances. If you’ve seen Star Wars, you’ll recall that lightsabers are not useful in the Jedi Council. There is, however, another brain state where lightsabers are more useful. 

Informed by patterns of the past, and constantly in touch with “the force:” a sense of anything that could be damaging or dangerous to the person, the brain is ever ready to issue a state of alarm that NDM has dubbed “the lower brain” after the regions of the brain that typically deal with survival. 

The Lower Brain

Occasionally thought of as inferior, the lower brain is sharp and powerful. It operates more like a Jedi in the field. It is acutely sensitive to danger, and quick to react. Here, the brain optimizes for survival, employing typically one of four generally effective, yet not sustainable, strategies: 

Fight

If a person in their lower brain state determines that they are greater than or equal to their challenges, they may elect to fight. Fighting follows these principles among others: address problems head-on with conflict. Engage in self-preservation at all costs. Consider relationship, achievement, and future-oriented casualties are acceptable losses. It emphasizes not losing safety or security. 

Flight

If a person determines that a fight is helpless, they may elect to flee. Flight says, “Avoid conflict.” Escape danger. Hide. Survive by putting as much distance as possible between danger and the self. It interestingly also emphasizes safety and security. 

Freeze

Occasionally, a quick analysis reveals that neither fighting nor fleeing produces favorable outcomes. In this case, optimizing for the best possible outcome in a disaster might look like taking it on the nose. The freeze tactic is about endurance. It says, “If I do nothing, this will pass, and when it passes, I will be safe and secure.”

Fawn

Perhaps the least understood, fawn doesn’t look like a lower brain state. It looks creative, charismatic, optimistic, cool, and comfortable. Fawn realizes it is behind enemy lines and that drawing attention to weakness could mean sudden destruction. Fawn is a mask. Though surrounded by danger, it says: “I can hide in plain sight, and nobody will know I am in danger,” thus, avoiding bigger problems and clinging to some semblance of safety and security usually through escaping later on. 

Stay tuned for our next post to learn about what NDM does to help mentors get back into their higher brain. 

Thanks for reading!