What is a “Christmas Tree Brain?”  Someone who likes to shop? Decorate the house? Take a limo ride to view the holiday lights? Actually, the Christmas Tree Brain is an asynchronous macro-state measured by an electroencephalogram  (EEG).  It is characterized by various brain regions firing at different amplitudes and frequencies.   Colors of blue, green, yellow and red, illuminate the EEG screen, with the overall look resembling a Christmas tree. What’s going on?

From a cognitive standpoint, this pattern is called trans-contextual thinking.  According to UCLA professor Dr. Dario Nardi in his newly released book, , “Regardless what kind of stimulus enters the brain – be it sight, sound, smell sensation- the brain responds by rapidly processing that stimulus in multiple regions, including regions seemingly not applicable to the stimulus.”  Responses to the stimuli tend to be fast, creative, and sometimes seemingly contradictory except to the originator of these thoughts!

Indeed, these are the brain patterns of the ultimate brain stormers in the psychological type world, the ENTP and the ENFP and to a lesser extent, INTP and the INFP.  Another name for these types are the extraverted intuitives. In the case of the ENFP and the ENTP, this extraverted  intuition is a dominant psychological function, occupying half of all of the brain energy these types use every day.

Doesn’t this sound wonderful?  It IS except that with this highly energized state goes creative burn-out.  Another hallmark characteristic of the ENFP/ENTP type is the tendency to work in fits and starts, waiting for the moment of inspiration to hit and set off this powerful pattern all over again.  This pattern of thinking long described in extraverted intuitive personality types scan now be supported by EEG findings.

Recently I was at a brain conference on managing bad habits and addictions. The presenter remarked that, “Nowadays, there has to be some sort of neural correlates as measured by fMRI or other type of scanning or imaging device to lend support to psychological and cognitive theories.”  The Neuroscience of Personality and the work of Dario Nardi is an important first step toward providing supporting evidence via EEG scans.  The Christmas Tree Brain is only one of  the many EEG patterns he has identified that correlate with various psychological types profiles.

On 11-11-11, I will be presenting some of Dario Nardi’s  findings along with a framework describing the challenges that psychologists have today to provide neuroscientific data to support their behavioral theories. In addition, I will offer some insight as to how this can be used in coaching and in uncovering personal potential.

If you would like more details about this upcoming presentation, please contact me at annholm@annholm.net

It’s becoming indisputably clear that exercise not only benefits the body, it benefits the brain.  I just returned from the Learning and the Brain Conference in Chicago and the importance of physical exercise for learning, mood stability, and mental acuity was reiterated.  However, what  if we aren’t motivated to exercise or have a well-meaning trainer or friend who is trying to steer us toward a program that is workable for the short term, but tedious and likely to fizzle in the long run.

Shortly after I published a review on John Ratey’s Spark book, a scientifically based but very readable text on the benefits of exercise on brain health and function, I had several people step forward praising his work.  One of these was Suzanne Brue, author of The Eight Colors of Fitness and the former president of the Association for Psychological Type International.   One of Suzanne’s major projects is help match fitness approaches and goals to one’s MBTI type.

There are 8 major types based on the perceiving function.  Hence, as an ENFP, I am grouped with ENTPs because we both share dominant extraverted intuition.  Morever, instead of trying to remember a letter code, I am assigned a color, in this case silver, to help me remember what my type is.  Silver exercisers prefer variety and the opportunity to disguise exercise as fun..  Of course, we all prefer to have some degree of fun when we exercise, but is essential to silvers in order to sustain effort over the long haul. Other colors, such as the blues, respond better to goals and objective parameters.

Imagine a silver, who prefers variety and loosely defined objectives receiving exercise direction from someone who sees objective parameters as essential to a successful exercise program.  Here you may find a client and trainer who are initially attracted to each other because of the differences in approach but over the long haul, may grow weary of each other because of these differences.    Apart from the interpersonal element, an individual may also choose a regime that worked for a friend but become discouraged because it doesn’t work for him.   The exercise plan is not the problem but the fit may be.

The Eight Colors of Fitness website has many useful components. First, there is a quiz that will help you identify what type of exerciser you are-your fitness color.  It also has suggestions on how to energize your inner exercise warrior by giving concrete suggestions on what types of activities are likely to appeal to you in the long run.   There are also several links to articles that have featured the Eight Colors system including Arthritis Today, The Chicago Daily Herald, and the  Lifetime Fitness magazine.  Please visit Suzanne’s website and browse the offerings to see if this might help you get moving and stay moving.

Long ago in my career as a speech pathologist helping brain-injured people recover, it was intuitively clear to me that individual differences in the personality of the client dictated what approach would yield the best long-term results.  For any resilient changes to occur, a brain must be engaged and anything that goes against cognitive preference is likely to be discarded in the end (unless the client deliberately chooses to operate out of natural preference).   How one prefers to approach a challenge serves as the underpinning for the strategies he chooses to meet the challenge.

So it is with exercise!  Match your personality with the vast array of methods to achieve fitness goals. We now know that exercise and brain health are inextricably bound so start exploring your preferences for the sake of your body and your mind!  In  the words of  Thomas Jefferson:  A strong body makes the mind strong. As to the species of exercises, I advise the gun. While this gives moderate exercise to the body, it gives boldness, enterprise and independence to the mind.

For more information on the Eight Colors of Fitness system, there is a free webinar this Thursday, 12-12:12:45 EDT.  Click this link for more information and to register.

Exercise releases a substance that is  ”Miracle Grow for the Brain”, according to John Ratey, an expert on the effects of exercise on optimal brain functioning. The release of brain-derived neuroptropic factor (BDNF), in effect, fertilizes brain cells to keep them functioning and growing, as well as spurring the growth of new neurons.  This was one of  the several benefits of exercise that Dr. Ratey shared at the Learning and Brain Conference I attended recently.   We were designed to move and yet our culture has evolved to the point where we sit more often than we exercise. Tight clothes, lethargy, high blood pressure, diabetes, and heart disease aren’t the only threats from inactivity.  Our brains pay the price too.

Our ancestral brains and bodies were used to walking/running 10-14 miles per day. We kept active because we were searching for food or avoiding a threat.  Our brains benefited from this exercise. When we move, 3 important brain chemicals, serotonin, dopamine, and norepinephrine are released and the organism becomes patient, optimistic, focused and motivated. From an evolutionary context, these are the qualities that make if possible for man to zero in on it’s prey (food). Likewise, when an individual gets consistent and sufficient exercise in today’s world, these same neurochemicals  helps him or her keep a stable mood, focus on tasks, meet challenges and engage in purposeful activities .  The more we exercise, the more nerve synapses in the brain are primed to be alert to these chemicals making these beneficial states of mind available to us.

Another benefit of exercise is that it regulates the stress hormone cortisol.  The brain and body needs a certain amount of cortisol to respond to stress but excessive levels of cortisol has a toxic effect on neurons.  The neuronal connections erode in the presence of high and unrelenting levels of cortisol, causing difficulty with learning and memory.  The hippocampus structure in the brain is the way stay station that bundles new and stored information together making learning possible.  This structure is highly sensitive to the effects of cortisol. It is also a structure that benefits from BDNF, the chemical that nurtures neuronal growth.   Exercise attenuates the damaging effects of cortisol and at the same time, increases the growth of new brain cells via the action of BDNF.

Who do you think has the highest math and science scores in the world?  An Asian country?  We know it’s NOT the United States.  We aren’t even in the top 10.  It’s Finland.  The typical school day in Finland has 45 minute class periods followed by 15 minutes of compulsory exercise. Students don’t use these 15 minutes to check cell phones and laptops.  They go to the gym or step outside to throw a few snowballs.  The best time to learn new information and have it stick is after a period of physical activity.

The take-away:

1. Exercise every day not only to stay physically fit but to stay mentally fit.  The same activity can provide multiple benefits.  What an efficient use of time!

2. Keep challenging your mind so your brain takes advantage of it’s readiness to learn something new as a result of exercising.

After the conference, I purchased Dr. Ratey’s book Spark that covers this topic.   He makes the case that if you can’t find the motivation to exercise for the sake of your body, it is certainly a good idea  to move for the sake of your brain. This is a highly readable book that will inspire most couch potatoes to get moving once and for all!

It wasn’t that long ago when the ability to multi-task was considered a valued and even necessary skill in the workplace.  Perhaps multi-tasking meant something else in those days, the ability to manage several projects at once, take on several roles, effectively or to demonstrate flexibility.   Nowadays, multi-tasking has morphed into a massive task shifting endeavor that is both tiring and inefficient for the brain.  Ten years ago, no one could have envisioned the incredible growth of  cell phones, internet usage, social networking ; growth has been exponential with no end in site.   This growth has set the stage for creating tired, inefficient brains.

Our brains were designed to do one thing at a time particularly when the task involves attention rich inputs.  Certainly we can walk and chew gum at the same time.  However, automatic tasks such as walking and chewing gum use different brain structures than those used in deliberate task completion.  Automatic tasks draw on the basal ganglia whereas focused task completion relies heavily on the prefrontal cortex.   We can’t  effectively write a term paper and respond to e-mails and Facebook messages at the same time.  That involves task shifting and it taxes the brain mightily.

There are short-term consequences from multi-tasking as well as long-term effects on the brain.  Studies show that when a person is interrupted, it takes 50% longer to accomplish a task and the there are 50% more errors.  Here’s why:

1. To begin a task, blood rushes to the prefrontal cortex alerting the brain that it is about to shift attention to the particular task.

2.Then the brain must search for the neurons to complete the task and then rouse the neurons to engage in the task.

3. If the task is interrupted, the brain must now disengage from the task and re-engage in a different task.

4. The brain has to search for different neurons to complete the task and rouse them to engage in the other task.

This sequence of events takes place every time someone has to switch tasks.  In the old days, interrupting an individual’s train of thought was considered to be an intrusion and it was done in only the rarest of circumstances. These days, we do it to ourselves all day long!

There are also long-term consequences to chronic multi-tasking.   Chronic multi-taskers have difficulty with effective task switching, have decreased memory capacity and there is evidence even emotional intelligence suffers because the multi-tasker cannot engage with someone long enough to read social cues.  Multi-taskers also tend to write rambling documents with longer sentences-a byproduct of the struggle to regain a train of thought after being chronically interrupted.

The evidence continues to mount that multi-tasking, today’s multi-tasking that involves trying to complete tasks while constantly trying to manage emails, social networks, and cell phone use, has both short and long-term implications for the brain.  We have inherited a brain from our ancestors that can only focus on one task at a time and we subject it to a dizzying array of stimuli it wasn’t meant to handle simultaneously.  Yes, neuroplasticity suggests that the brain can adapt to certain environmental challenges but this capacity is not unlimited, particularly in the realms of attention and focus.  In fact, it is exactly adequate attention and focus that allows us take advantage of the adaptability of the brain to create change.

There were several excellent lectures and workshops at the Learning and the Brain Conference- The I-Brain.  The presenters were from Stanford, Cal-Berkeley, Harvard and other cutting edge institutions studying the state of the human brain as it interfaces with the latest technology.  Although much of the conference was geared toward the student brain in the age of information, the principles apply to anyone who uses technology.  Rather than try to summarize everything that was presented, I will answer the questions I had leading into the conference and what I learned.

1. Are video games good or bad for the brain?

There are many angles to this question, and to give credit to the Learning and the Brain Society, an even-handed perspective was presented.   In some ways, video games are good for the brain especially if they encourage problem solving and visual-spatial challenges.  Processing speed and reaction times can be positively affected as well.  The best scenario is if the gamer is engaged with other gamers in communities where they are discussing the games and possibly solving problems together.

There were many beneficial games that were listed including The Sims, Waste of  Space (a physics videogame), and even the venerable World of WarCraft.  One presenter stated that she has organized a WWC club at school where the gamers play, discuss strategies, and learn the social skills of group interaction.   Another presenter stated that “schools should abandon yearly standardized tests in favor of the ongoing progress model used by videogame developers.  As you master a level, you move on.”

There are several downsides to video games too.  First and foremost is that they are potentially addicting, especially in susceptible individuals.  Much of gaming involves dopamine reinforcement so individuals who tend to be dopamine driven might become addicted.  There are several signs of withdrawal that are typical of addiction including moodiness when the stimuli are withheld, neglect of basic needs (such as eating, sleeping, and human interaction) in order to keep interfacing with the addicting force, and requirements for more of the stimulus in order to achieve satisfaction.   Video games show the capacity for addictive behavior.  One presenter even described a video game rehabilitation program in China where addicted clients go cold turkey to break the addiction. Those with ADHD tendencies are particularly at risk.

Another drawback is that there are several critical time periods in human development where individuals learn emotional intelligence via interaction with real human faces, emotional regulation, and empathy.  One of the skills that will be required of the 21st century mind will be the capacity for empathy as the world becomes smaller.  These opportunities to develop capacities that make us human are potentially at risk in the absence of the opportunity to develop them.

Yet another drawback to videogames is that it if you are plugged into a videogame, you are not getting any exercise. Statistics on rising childhood obseity were given.  In addition, our brains were wired to benefit from physical exercise.  The school system that leads the world in science, math and other measures of critical thinking is Finland.  It should be no suprise that every 45 minute class period is followed by a 15 minute period of compulsory exercise.  Either you go to the gym and do a few exercises or you go outside and throw snowballs!  More on exercise and the brain later…

An additional drawback of videogames is that it reduces freeform creativity.  When interacting with a videogame, you are confined to respond to an algorithm.  There is something human and creative to figuring out how to amuse oneself with whatever is available, perhaps creating a game that is completely unique.  A child’s brain is endlessly capable of unique play schemes.

Bottom line and Suggested Guidelines:

1. Not all videogames are bad.  It is important to remember that they are potentially addicting, and they can create conditions where an individual is out of balance.  If an individual becomes moody, does not address physical and social needs, then he needs to cut back or stop altogether.

2. Since there are critical developmental stages, especially for social development from age 0-12 years, videogame use should be limited.  Some studies suggest there should be no screen time for children under 2.  The general rule is less is more, especially for the very young.

3. Negotiate how long someone can spend on a videogame.  Involving the child in the process rather than merely setting a rule will help him/her understand his own brain and his own capacity to be moderate overuse.

4. Give a wind down time so that a child can begin to disengage with the game.  The idea of a “cool down” might need to be coached.

5. If you have agreed to let the child play the videogame, allow them to play in peace.  Make that part of the agreement.   You will allow uninterrupted gaming if they stop, wind down, and agree to do something else when the time is up.

Videogames and technology will always be available.  The genie is out of the bottle and there is no stuffing him back in.   There is no black or white verdict on whether vdeogames are good or bad.  What is clear is that balance is required.  Remember the days when we had to be forced to come back home or inside after a day of play?  Now that there is plenty to do inside, it is critical to counterbalance this reality with encouragement to go outside for fresh air, exercise, and social interaction with friends absent any technology to interfere.

Next up: The I-Brain,Multi-tasking and Memory

Time to go for a walk!

Diver brains and surfer brains are different.  The diver brain thinks deeply and can hold a line of thought for an extended period of time, generally without distraction. Imagine going deep beneath the surface, studying and thinking about the surroundings, carefully maintaining attention.   There are no cell phones, Google, or RSS feeds to interrupt the experience.  In contrast, the surfer brain skims the surface, taking in data and making rapid decisions and judgments about the data.  Stimuli are coming from all directions and the brain has to constantly  decide if it is relevant or not.  Much like surfing, it is exciting but the brain quickly fatigues.  Moreover, surfing absolutely precludes the possibility of deep thinking.

In recent weeks, I read  The Shallows by Nicholas Carr and Brain Rules by John J. Medina, in preparation for the 4-day Learning and the Brain Conference in February titled, iGENERATION:  HOW THE DIGITAL AGE IS ALTERING STUDENT BRAINS, LEARNING & TEACHING.   Clearly this is a hot topic.  In The Shallows, Carr sets up the argument that our brains, due to their neuroplastic nature, adapt to the demands of the environment.  He outlines the changes that likely occurred in the brain as a result of moving from the oral traditions of managing information, to the first methods of recording information on stones and papyrus, to the invention of the printing press and now the internet.  As information management evolved, some cognitive processes were strengthened and some were weakened.  Today’s brain is bombarded with information but how do we manage it so that we can also think?

Meanwhile, in the Brain Rules book, Medina addresses attention.  What engages the brain and what distracts it?  He states bluntly that the brain cannot multi-task  and he tells the story of his son trying to write a paper for school with 11 other windows open including 2 instant messaging screens!  Each time he has to shift attention, his brain has to engage, disengage, and re-engage somewhere else. This sequence has to occur every time attention is shifted. Studies show that a person who is interrupted takes 50% longer to complete a task and he makes up to 50% more errors in the process!  What’s more, this is an exhausting process.  I wonder how long a surfer could actually surf  if he had an endless wave?

I think we need both a diver brain and a surfer brain. However, it’s important to know what situation calls for which brain.  One does not put on an oxygen tank when he plans to surf and one does not go without one if he plans to dive.   The key to all of this will be teaching strategies to know how to manage the different demands that each situations calls for.  Do you have a paper to write?  Then it’s probably a good idea to close the other windows on your computer and turn off your cell phone.  Do you need to research something quickly?  Then Google is your answer, not the stacks at an old university library.  Do you want to get to know someone really well?  That’s a diver’s job.  Put away the cell phone.  Are you looking for a restaurant in the area?  Time to surf!  You get the idea.

I will have more to share on this topic after I attend the I-Brain conference in a couple of weeks.  As a life coach, I hope to learn strategies that will help everyone, student and non-student alike, maximize their performance in school and work, and reduce the potentially overwhelming feeling of brain fatigue as we manage our lives in the Age of Information.

Cognitive blind spots. Everyone has them.  Cognitive blind spots are often manifested as repeated patterns of ineffective behavior or resolutions to change that seem to fall short of the goal.   The nature of blind spots is that one is perceiving limited data or is using inadequate methods of judgment to address a problem.   This phenomenon is similar to the blind spots you have when driving a car.  There are certain visual fields that are not readily apparent and you must mindfully check those areas for other cars or use a device to identify those vehicles. Similarly,it is difficult to correct for cognitive blind spots because you often lack the insight and resources to do so.  If you had these perspectives and remedies operating effectively already, then goals would always be met and change would be easy.  Such is not the case and that is where outside support in the form of coaches, teachers and mentors can be helpful.

Have you ever noticed the plethora of self-help books  in the bookstore?   What used to be a few shelves of books mostly by Wayne Dwyer or Dale Carnegie is now an ever-expanding selection of  remedies and advice that seem to provide a temporary burst of ideas and energy, but ultimately leads to limited meaningful change.  In other words, if self-help books were so effective, why would there be a need for more and more of them?   I am not opposed to using a self-help book as a vehicle for personal insight, and in fact, I have a collection of these books myself.  However, there is a tendency to default to the well-worn path in our minds despite our best intentions, often leading to frustration and despair.

Personal coaches can help by providing additional insight and accountability.  In my practice, I use the principles of the Myers-Briggs Type Indicator, my background in brain science, principles learned in my coach’s training and some meditation to assist a client in the process of change.  Following is an example of how this process might work:

A client may come to me with the complaint that even though he has no shortage of great ideas, he doesn’t seem to follow through on any of them.  He gets very excited about his new schemes and in fact, he can enthusiastically gather support for his ideas among his coworkers.  Inevitably, once the crescendo of excitement starts to recede, he loses interest and the project is never completed.  What’s more, this is a pattern that has been repeated so often, his coworkers do not take his ideas seriously anymore.

After getting as much information as possible using open-ended questions, I am likely to use one of the Myers-Briggs Type Indicator instruments (Step I, II, or III) to provide additional insight into the client’s preferred ways to perceive and judge information.  Why?  The MBTI provides reliable insight into a client’s cognitive strengths and probable blind spots.

In this case, the client is an ENFP which is essentially characterized by someone who is cognitively energized by new ideas and possibilities, the ultimate brain stormer!  However, a typical blind spot for an ENFP personality type is inattention to details and a dislike of routine.  Once the initial burst of excitement has worn off, it is much more difficult to finish the task.  What’s more, wherever an individual has a blind spot, there tends to be a defensiveness.  Solutions are often blocked by an unwillingness to admit there is a problem in the first place or that the problem is your challenge not someone elses! It’s the my coworker who is so obsessed with details that makes this so difficult to implement!

Certainly, awareness of the problem is the first step.  However, because these cognitive patterns are preferred and well-worn in the brain, it will take more than just awareness to create meaningful change.  The brain is plastic and fully capable of lasting changes.   However, these changes require tremendous effort, motivation and in fact, a dampening down of  default methods of thinking to bring about these changes.   It is similar to a sled hill.  It’s easy to go down the paths that are already well-established but it takes deliberate effort to move your sled and make a new run.  That is how the brain tends to operate.

One way to make deliberate changes is to become mindful of both your present behavior and to create a reasonable alternative.   It is more effective to say, “I will do this instead of that” rather than, “I won’t do that.”   There are several forms of meditation that train the brain to resist existing patterns of thinking and refocus on new ways of thinking.  Meditation is an emollient to smooth transitions in the mind.  Particularly pertinent to the ENFP  personality type whose mind can run a million miles per minute in a million different directions, meditation can be very helpful.   Be mindful of details and following through.  Or at least ask someone who does this well, to help you.   Use your brain storming capabilities often but know what to shift to other modes.

Most of all, realize that change takes time.  The brain requires several opportunities to try out new behaviors before they become readily accessible.  In between the resolution to make a significant change and the actual attainment of the goal can be many challenges.   There is always the temptation to go back to the familiar.  However, with a coach, teacher or mentor that you trust and rely on, your chances of success are greatly improved.

Happy New Year from Annholm.net!   Make 2011 a very good year!

The Executive Brain written by Elkhonon Goldberg, is a book that examines the role of the frontal/prefrontal cortex (frontal lobes, frontal cortex and prefrontal cortex will all be used interchangeably in this article) in the overall functioning of the human mind. Goldberg, who studied under the venerable Russian psychologist Alexander Luria, is an engaging writer who describes the critical functions that the this brain structure plays in higher level thinking such as judgment, attention, problem solving, personality, imagination and ethical behavior. He uses a wide variety of examples and many excellent metaphors making the concepts accessible to most readers.   One of the metaphors he uses in his book is that of  a computer, wherein skills such as language, motor control, knowledge, and all of the possible skills that any brain can acquire are elegantly accessed via the frontal lobes, which serve the same function as an internet search engine.  The book , written in 2001 largely precedes the phenomenal emergence and importance of the internet search engine but  the power of this comparison written almost in passing,  continues to become more and more apt.  Increasingly, our minds are more and more challenged to stay focused, to access what is relevant, much the way a search engine cuts through irrelevancy and delivers the information we want.

The frontal lobes, and in particular, the prefrontal cortex, are connected to all of the other areas of the brain.  They do not store knowledge, per se.  Instead,they act as a a CEO, a general, or a sophisticated search engine to access the right information at the right time. Damage to this area of the brain can be devastating because even with normal functioning in other cortical areas, there is no way to get to it, to organize it, to use it.  Likewise, the development of these areas is critical because in an increasingly complex world, one must know how to think, to prioritize, to act appropriately more than ever before.

Recently, I attended the Project Zero education conference in Washington DC.   Howard Gardner, best known in educational circles for his theory on multiple intelligences, outlined 5 “new minds” that will be required of the  new generation of brains.  These new minds, as defined by Gardner include:

1. The Disciplined Mind -  A mind that can concentrate, hold attention, and understand in-depth.  In the digital world, the temptation is to take in snippets of information rather than to learn deeply.  However scholarship is a prerequisite to new ideas.   As Gardner stated, “You can’t think outside of the box until you know what the box is.”

2. The Synthesized Mind-  A mind that can blend and compare concepts. Cognitive flexibility.

3. The Creating Mind- A mind that can create new ideas. Entrepreneurship.  The willingness to make mistakes en route to new discoveries. Imagination!

4. The Respectful Mind- A mind that can understand the perspectives of another especially those who are from a different culture.

5. The Ethical Mind- A mind that does not confuse resourcefulness with cheating.

Never have the frontal lobes been more important in successfully navigating the challenges of today and in the future.   As the world rapidly changes and information, data and stimuli approach us from every angle,  a way to sort through and select the right course of action will be critical.  As a society, how are we progressing toward this goal?  Within the next few months, I will be attending two Learning and the Brain Conferences to find out what the experts in the field are saying.  One conference is titled, “The I-Generation: How the Digital Age is Altering Brains, Learning and Teaching”, the other is “The Science of Success: Optimizing Student Success and Reducing Failure.”

Whether one is a student, a young adult embarking on a career, or someone wanting to reinvent him or herself,  the concepts are the same.   Optimizing how we learn and respond, given the challenges and rapid pace of today’s world, is going be an important component for success moving forward.  The prefrontal cortex is indeed your personal search engine and mindfully and deliberately attending to it’s healthy development will pay off long into the future.

For general suggestions on how you can tune up your “search engine”, please contact me at annholm@annholm.net  or see my website at http://www.annholm.net/

Frequently, I am asked about the Ann C  Holm/Annholm.net logo. What do these colorful squares actually mean?  I have heard all kinds of interesting guesses including:  That’s a Myers-Briggs table!  It’s a Rubric’s Cube because you’re going to figure me out!   Are they just happy colors?  All of these interpretations are correct.  Moreover,  this group of colors I call the optimism squares is intended to represent the individual beauty that lies within every person.  If you shift your focus from one distinct color to the next, you are likely to find that all of these colors are mood lifting and optimistic. If you allow your eye to take them in as a whole, they still project this positive energy. Together or separately, these colors hold a certain power.  In my mind, human beings project this energy in a similar way even though sometimes individuals may not be aware that this is so.   Life coaching is the act of assisting others in uncovering their unique talents (or “color”) and to provide encouragement, perspective, and accountability as they strive to become all that they are meant to be.    To answer the question, “What do those squares mean?”   The answer is, “Whatever you want them to mean.  There really is no wrong answer.”

Mindfulness, meditation, and  breath awareness.  Is this all a big fad or can you actually gain a cognitive edge from sitting for 15-20 minutes each day focusing on the breath? A recent study published in Science Daily states even after 4 days of 20 minute breath awareness exercises, cognitive improvement can be measured.   Furthermore, Daniel Seigel and others have linked mindful practices to the building the middle prefrontal cortex area of the brain, the area that integrates cortical, limbic, brainstem, somatic and social input.  In short, the middle prefrontal region of the brain, when developed and strengthened like a muscle, can create a state of self-awareness that allows one to navigate the river of thought and experience without getting stuck in the banks of  either rigidity (too much judgment) or chaos (too much perception).  This notion of modulated balance between perception and judgment has significant implications for MBTI practitioners who use the awareness of the 4  functions (dominant, auxiliary, tertiary and inferior) to coach clients using the MBTI model.

In breath awareness exercises, one is instructed to find on the breath first at the level of the nostrils, moving to the chest and finally deep within the abdomen.  After fully identifying all components of the breath,  finding the place where the breath is felt most naturally is the next step.  Breath awareness exercises are not relaxation exercises, they train the mind to be focused.  When the mind starts to wander as it invariably will do, it is important to take note of that and gently refocus without judgment. From my own personal experience as an ENFP doing these exercises, I am amazed at how many thoughts dart through my head as I attempt to focus on the breath.  Anyone who shares intuition as the dominant function can probably relate to how difficult it can be to maintain focus and follow through on a given task or maintain a topic of conversation  when connections, patterns, and new ideas are emerging, competing for cognitive primacy.  The key is to be aware of what the mind is doing then gently redirect thought within the cognitive system. In my own experience with meditation, I have improved my focus as well as developed an awareness of when I need to to stop generating options and perspectives and use my auxiliary function, feeling, to craft a course of action.  In addition, as my ability to self-monitor my thoughts and judgments has improved, so has my ability to successfully access my tertiary and inferior functions.   This self-awareness assists in creating an elegant shift among the 4 functions all brought about by the strengthening  the prefrontal cortex area of the brain, the area that directs energy and thought throughout the rest of the human brain.

What if someone has a judging function as the dominant function?  Can an ESTJ use meditation to navigate the river of thought and experience?   The answer is yes because meditation is strengthening the fibers of  the brain where self-monitoring  and behavior modulation take place,  not the functions of either judgment or perception.  To use an analogy, it is like tuning up the transmission of a car allowing for improved shifting among the 4 functions.  Whereas excessive perceptive can create chaos in the mind, rigidity is the result of too much judgment.  So, taking the example of an ESTJ, who may be quick to render a judgment,  balance can be achieved by consciously shifting into the fact gathering mode.  In fact, one can go to any area of brain more easily if self-awareness and the ability to redirect cognitive activity is present through a well-developed prefrontal cortex.

Meditation can be tricky.  Many people are turned off by it because it feels like a waste of time. Others are frustrated because they don’t think they are “doing it right.” My first round with mindfulness and meditation was rigorous.  It involved 45-minute body scans, sitting meditations, and yoga.  With all that needs to be done in a day, it may be difficult to fit in all of the components of a comprehensive program.  However, for a less time consuming,  day to day application of meditation, I highly recommend a 20 minute simple breath awareness meditation. With this increase in awareness, it may be possible to shift more easily among the functions of perception and judgment.

*For more information on a good place to start this meditation practice, please see my article entitled “Breath Awareness Meditation” at annholm.net