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Creativity & The New Creative Mind

Creativity & the New Creative Mind

Having a new creative mind is a potential that everyone can explore.

Most recent discoveries in neuroscience have established that the biological basis for the creative mind lies in the brain.
In order to understand creativity, it is beneficial to understand the basic structure of the brain.

The brain has three main parts: 1. The cerebrum 2. The cerebellum 3. The brain stem 1. The cerebrum comprises the whole upper part of the skull (about nine-tenths of the whole brain). The deeply wrinkled gray surface of the cerebrum is called the cerebral cortex. It lies right under the skull, and consists of about 14 billion neurons. 2. The word cerebellum means 'little brain' and is beneath the cerebrum. The cerebellum is responsible for muscle movement, posture, and coordination. Drinking water without spilling it, walking or running easily, and being able to throw a ball straight are skills related to this part of the brain. Like the cerebrum, the cerebellum has two hemispheres. 3. The brain stem lies below the cerebellum (muscle movement), thalamus (which receives sensation messages like pain, pressure, temperature and then sends it to the cerebrum), and hypothalamus (responsible for hunger, thirst, sleepiness, anger, fear, happiness and also controls growth).

The human brain is a 3-pound (1.4-kilogram) mass of jelly-like fats and tissues. It is the most complex of all known living structures. Up to one trillion nerve cells work together and coordinate the physical actions and mental processes that set humans apart from other species. Surgeons can cut living brains without fear of hurting their patients—the organ is incapable of feeling pain.

The cerebral cortex (the deeply wrinkled area) is divided into four major parts called lobes: a. Frontal/prefrontal lobe (blue)—conscious thought, decision making, personality b. Parietal lobe (green)—plays important roles in integrating sensory information from various senses and in the manipulation of objects; portions of the parietal lobe are involved with visuospatial processing c. Occipital lobe (red)—sense of sight; vision, lesions can produce hallucinations d. Temporal lobe (pink)—senses of smell and sound, short and long term memory, processing of complex stimuli like faces and scenes To the right, view of the brain from below: pink - frontal lobe, brown= temporal lobe, green = cerebellum The cerebrum and the cerebral cortex are divided into the right and left hemispheres. The two hemispheres are linked to each other by the corpus callosum, a thick bundle of nerves. (see below)

Left Brain Functions		Right Brain Functions
Centers for Logic Language Mathematics Analytical Thought Facts Language Grammar, Vocabulary Speech Reading Writing Language Comprehension Science Numerical Calculations Sequential Thinking Rational Objective Looks at Parts Controls right side of body Input from right visual field, right ear, left nostril		Centers for Creativity Spatial Perception Music Holistic Thought Intuition Artistic creation Art Randomness Synthesizing Subjective Nonverbal Looks at the Whole Face Recognition Spatial Visualization Ability to recognize /express emotions ability to understand shapes and forms having a sense of humor Controls left side of body Input from left visual field, left ear, right nostril

5. Corpus Callosum: The Inter-sphere Highway



The New Creative Mind intentionally crosses the inter-sphere highway (the corpus callosum)
to exercise both hemispheres of the brain.

Corpus Callosum: Left and right hemisphere are brought together in the Corpus Callosum. The Corpus Callosum merges the information from both sides and facilitates the communication between the two hemispheres.
The Corpus Callosum is a large structure in the brain that connects the left and right cerebral hemispheres. It consists of a very thick bundle of nerve fibers (with myelinated and unmyelinated axons). Information is passed from the left hemisphere to the right and vice versa. This is a vital function as the two hemispheres perform different tasks and need to communicate not only efficiently but extremely fine and rapid. There are specific activities that can stimulate the left brain: solving crossword word search puzzles recalling new information hand gestures classifications of pictures or words into categories recalling complex narratives recognizing someone you have met name recognition listening to music primarily with your right ear doing math		The better and more refined the highway, the more and the faster information can flow between the left and right hemisphere. There are activities that can stimulate the right brain: dealing with emotional issues recalling memorized lists seeing or feeling objects of different sizes, seeing different colors seeing unfamiliar faces meeting someone new listening to music with your left ear

How is the information that is being passed across the corpus callosum processed?

By Neurons - the thought processing centers of the brain.

The human brain may contain up to one trillion neurons. These neurons are interconnected via neuronal pathways so that they can transmit electrical impulses—and information—to other cells.

Billions of neurons (also knows as neurone or nerve cell) are linked to each other throughout the body in networks that make up the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS consists of the brain and spinal cord. The PNS consists of the network of nerves (a bundle of neurons) outside the brain. Neurons carry signals (messages) back and forth from the brain to other parts of the body. A neuron has four major parts, each with a specialized function: 1. Cell body: The cell body directs the maintenance and repair of the cell. Like many other cells, it contains a nucleus with chromatin and DNA, mitochondria, and apparatus for translating DNA to RNA to protein. 2. Dendrites: Several dendrites (input connections) of a neuron receive signals from other neurons or from the external environment. 3. Axon: One axon (output connection) conducts electrical signals or impulses via the synaptic terminals to the dendrites (input connection) of another neuron. Axons are surrounded by a fatty covering called a myelin sheath. Myelin acts like insulation around an electric wire and helps speed neuron messages. Some axons can reach from the spinal cord to the feet. 4. Synapse: Because neurons do not touch one another, a message has to leap from one neuron to the next neuron across a tiny gap called a synapse. Synapses always pass signals in the same direction and do not work in reverse. A message (an electrical impulse) is passed from one neuron to many others along an almost endless number of neuronal pathways. (picture to the right) How neurons transfer information: 1. Through internal or external stimuli (other neurons or touch, sound, light, smell, pressure, heat, etc.) the brain's neurons receive signals. 2. Dendrites, which are branched and provide a large surface area, perform the "receive function" for those signals. (either chemical neurotransmitters or electrical signals). 3. If chemical neurotransmitters are received, the dendrites can transform those into electrical signals. 4. The electrical signals travel down the dendrites and come together on the neuron's cell body which serves as an integration center. 5. The neuron's cell body adds up the signals. If the sum of all these signals is sufficiently positive, the neuron will produce an electrical output signal (action potential). 6. The electrical output signal travels along the axon to the synapse (synaptic terminal) where it triggers the release of chemicals called neurotransmitters (serotonin, dopamine, norepinephrine, and epinephrine (adrenaline)) into the synapse. 7. The neurotransmitters are picked up by receptor sites on the dendrite of another neuron where they again are transformed into electrical impulses. Some common Neurotransmitters: Serotonin is a common neurotransmitter manufactured in the brain where it performs important functions. Besides the brain, 90% of a person's serotonin supply can be found in the digestive tract and in blood. An imbalance of serotonin can affect a person's appetite, mood, memory processing, sleep, sexual desire, and social behavior. Dopamine is another common neurotransmitter that helps control the brain’s reward and pleasure centers. It helps to regulate movement and emotional responses and enables people to see rewards and work towards them. A deficiency in dopamine is the critical factor influencing Parkinson’s disease. Physicians often prescribe dopamine therapy to increase dopamine levels in the brain. (Source: PsychCentral) Epinephrine (also known as adrenaline) is a neurotransmitter and a hormone. It increases heart rate, constricts blood vessels, dilates air passages, and participates in the fight-or-flight response of the sympathetic nervous system. Norepinephrine (noradrenaline) . Norepinephrine is also a neurotransmitter and a hormone. It assists in the body's response to stressful situations. It is also involved in increasing blood sugar levels, opening up the bronchial airways, converting bodily fats to fatty acids, controlling heart rate and blood pressure, and participates in the fight-or-flight response. Endorphins (endogenous morphine) Endorphins are endogenous opioid peptides that function as neurotransmitters. They are produced by the pituitary gland and the hypothalamus in vertebrates during exercise, excitement, pain, consumption of spicy food, love and orgasm. They resemble the opiates in their abilities to produce analgesia and a feeling of well-being.

A neuron (picture above) is an electrically excitable cell that processes and transmits information via neuronal pathways (picture below). A number of specialized types of neurons exist: Sensory neurons respond to touch, sound, light and other stimuli affecting cells of the sensory organs that then send signals to the spinal cord and brain. Motor neurons receive signals from the brain and spinal cord, cause muscle contractions, and affect glands. Interneurons connect neurons to other neurons within the same region of the brain or spinal cord. Why does it matter? The Synapse, Neurotransmitters, or Receptors are affected by drugs (cocaine, morphine, opium, codeine, heroin, LSD), Alcohol, tranquilizers, some antidepressant medications, and other chemical substances. It has been estimated that the brain of a three-year-old child has about 1 quadrillion synapses. This number declines with age, stabilizing by adulthood. Estimates vary for an adult with 100 to 500 trillion synapses . The neurotransmitter serotonin also plays a role in aggression. A lack of dopamine reduces frontal lobe activity and has been associated with schizophrenia. Endorphins play a role in the system which produces sensations of pain and pleasure.

Glia cells (or Glial) outnumber the neurons ten to one. They do not carry messages but surround, support, and protect neurons. Glia cells supply nutrients and other chemicals to the neurons allowing neurons to function optimally.

There are three major types of Glia cells: 1. Astrocytes (green, number 6 in picture) Astrocytes provide structural and nutritional support for neurons, isolation of the synapse, debris cleanup, blood–brain barrier, and participation in chemical signaling. Astrocytes form connections with the blood supply of the brain. The close association of astrocytes with the blood supply allows these glia to transfer glucose and other nutrients to the neurons. Along with specially constructed capillaries in the brain, the astrocytes contribute to the blood–brain barrier. The blood–brain barrier prevents most toxins circulating in the blood from entering the brain. Astrocytes surround and isolate the area of the synapse keeping neurotransmitters from floating around unwanted areas in the brain. 2. Oligodendrocyte (purple, number 1 in picture to the right). Provide myelination (insulation) of a neuron's axons. 3. Microglia (brown, number 5 in picture, Debris cleanup) Microglia are the brain’s immune cells, but they also monitor neighboring brain cells for damage and gobble up debris. Most recent and ongoing research is exploring the importance of glia cells in all aspects of brain functioning.

Source: Stanford University School of Medicine Astrocytes (6) carry on a host of activities. Their long extensions can monitor levels of neuronal activity either along axons at synapses (7) – junctions that relay signals from one neuron to the next – and, when those activity levels are high, signal to local blood vessels (8) to dilate, increasing blood supply to hard-working neurons. Astrocytes also produce and secrete substances that have a major influence on the formation and elimination of synapses.

With new scientific techniques like MRIs (Magnetic Resonance Imaging), or Pet scans (Position Emission Tomography), researchers can observe changes in an individual's brain as it responds to an odor, visual stimuli, auditory stimuli, or other stimuli. The right shows the Pet scan of a person as he/she reacts to outside stimuli.
Similarly, the damaged region of stroke patients can be precisely localized by the lack of blood flow, metabolic activity, and neural activity.

You are not dead until your brain is dead. Your brain needs two things to survive: Fuel and Activation.

Fuel comes in the form of oxygen and glucose. Glucose comes from the food you eat, and oxygen comes from the air you breathe. The art of breathing as well as the art of eating has therefore a major impact on how our brain functions! Activation of our brain comes through our actions and experience. The art of breathing can be learned through meditation: Research on the processes and effects of meditation is a growing subfield of neurological research. Modern scientific techniques and instruments, such as fMRI and EEG, have been used to see what happens in the body of people when they meditate. Meditation changes the brain. Neurological studies have shown substantial bodily changes as a consequence of regular meditative practice including growth in regions of the brain. Learning Meditation is similar to learning other skills like how to ride a bike or play the piano.

Generally, the limbic system is considered to be the "emotional brain". The limbic system is tightly connected to the prefrontal cortex and there is some evidence that the left prefrontal cortex is activated by positive stimuli. Additional factors affecting emotions are the neurotransmitters Serotonin, Dopamine, and Noradrenalin.

Different areas of the limbic system have a strong control over emotions such as pleasure, pain, anger, fear, sadness, sexual feelings and affection. The major parts of the limbic system include the thalamus, hypothalamus, amygdala, and hippocampus. Thalamus: The thalamus relays sensory and motor signals to the cerebral cortex and regulates consciousness, sleep, and alertness. Hypothalamus: The hypothalamus links the nervous system to the endocrine system via the pituitary gland. It is roughly the size of an almond. The hypothalamus controls body temperature, hunger, thirst, fatigue, and sleep. Amygdala: The amygdala performs a primary role in the processing and memory of emotional reactions. It is involved with strong feelings of rage or aggression. Hippocampus: The hippocampus helps control the transferring of present experiences into permanent memories. It is also closely linked to the cerebral cortex. In Alzheimer's disease, the hippocampus is one of the first regions of the brain to suffer damage. Memory problems and disorientation appear among the first symptoms.

Source: MedicalArtLibrary.com

The fact that emotions are mainly processed in the limbic system and not in the prefrontal cortex (area for conscious thought and decision making) makes many individuals feel powerless when it comes to dealing with emotions. Feeling powerless and regarding emotions as something that has to be managed or controlled though, misses the true potential of emotions and the impact they can have on our life.

For the old creative mind, emotions were a source of inspiration that was often guided by innate talent or intuition. Many composers, musicians, writers, painters, sculptors, and other artists were able to bring the powerful force of emotions to life in their art. Unfortunately, being to able to feel and artistically express those emotions also came with the price of melancholy, depression, anger, fear, or despair. (Our eBook What's the Deal with Learning Disabilities discusses in detail the challenging emotions that many famous artists experienced)

Unlike the past, the new creative mind can be much more empowered. Today, the powerful force of emotions can serve not only as an inspiration for art and creativity but also as a powerful force for personal growth.

With a new understanding of creativity and how our brain functions, the new creative mind can use emotions to access and connect different areas of the brain. The interconnectedness of different areas of the new creative mind through the power of emotions can be seen in the life and work of Steve Jobs (connecting art and science), Bill Gates (connecting science and philanthropy), George Clooney, (acting and humanitarian work), Salman Khan (technology and teaching), and many more ..... Unlike the creative mind of the past, people with a new creative mind can use the powerful force of emotions to explore areas of interest beyond their initial field of expertise and interest.

Case studies:

Jeremy:
At the age of 11, Jeremy was an intelligent but overweight, overemotional, and over-vigilant young man. He hated his school, friends, his father (divorced from his mother), and his mother's boyfriend. After reading the What's the Deal with Learning Disability eBook, his mother recognized a potential artistic talent in her son but felt powerless and did not know how to help him. During the following weeks, Jeremy was shown how to use the Triple A Survival Guide for Emotions software whenever he felt sad, angry, frustrated, and overcome by feelings that were difficult to cope with. The immediate effect of the program's first two steps (which focus on moving an emotion from the limbic system into the prefrontal cortex) became immediately obvious in Jeremy's grade improvement. Jeremy was now able to focus on his studies rather than on his emotions. Jeremy's activation of different brain areas - his actions- became a true exploratory journey. While his brain reacted positively to both left as well as right hemisphere activities (he became excellent in playing piano, writing, Karate, oil painting, and drawing), his brain's neuronal pathways really began to react and develop when he tried out Yoga.
At the age of 12, Jeremy attended his first yoga retreat and approximately one year later, he graduated from a 200-hour teacher training course through the Deep Yoga School of Healing Arts (DYSHA). At 13, Jeremy became a certified yoga teacher. At 14, Jeremy was recorded while chanting the 40-verse long Sanskrit prayer, Sri Hanuman Chalisa, which he originally memorized at 13. Currently 15 years of age, Jeremy continues to study Ayurveda, yoga's sister science, and Yoga Therapy.


Tom:
At the age of 8, Tom was diagnosed with severe active and passive language processing disabilities and characteristics of borderline autism. Tom's parents were dedicated, supportive, and willing to invest everything in their son's well-being and education. Even though the book What's the Deal with Learning Disabilities and the software program The Triple A Survival Guide for Emotions had not been published yet, they were more than interested in applying the concept of both to their own and their son's life. After learning about the concept that every disability has an amazing ability (as documented in What's the Deal with Learning Disability book) and the concept that emotions serve to propel us into growth (as exercised in the Triple A Survival Guide software), Tom's parents applied both the book and the software to their daily interaction with their son and their own overpowering, overwhelming, and devastating emotions.
Because of the concept of the Triple A Survival software program, the parents were not just able to deal with their overwhelming emotions but they were able to use those emotions to contribute to their child's growth. Tom's language processing difficulties made it difficult to communicate with him; however, his reaction to being exposed to different actions spoke more than words. To everyone's surprise, Tom's brain did not respond the most positively to painting, drawing, music, Karate, animals, or other boy's clubs activities, but to ice-skating. By combining ice-skating with music and gymnastics, several of Tom's brain areas showed positive stimulation and neuronal growth. Today, Tom is not only a successful college student but also an international ice-skating champion representing a whole nation.


Susan:
At the age of 23, Susan was working as a cashier at a Target store. During Target store rush hours (as she called it), emotions would fly high among customers and her coworkers. Trained by her supervisor not to show her emotions as a cashier (the customer is always right), Susan would come home exhausted, drained, and fed up with people. After using the Triple A for Survival software, Susan reported, "I'd come home, start Triple A, click,click,click..and felt better. The only action I picked was using the program :). I think the reason why it helped so easily was because I could vent my frustrations so quickly. Before I had the program, I would think about everything that bugged me at work for hours and it would make me tired. Now it was out, in the program, and done with it. It was also interesting to see the dates, how I felt, what I did, in the program's journal. That was neat. When I picked writing as an action, I discovered that while I was doing my job as a cashier (having to be nice), those annoying people in line were doing their job as humans (not being nice because of long lines, wrong prices, price-checks, declined credit cards - and what not). As one of my software program actions, I started making a list of all of the human emotions I got to witness from the people in line. Needless to say, since I now approach everything with my head instead of reacting with my own feelings, my whole energy at work and after work changed. I rarely get frustrated at work anymore. When I do, I use the software program in my head. I learned from the program that I can sometimes just let my feelings be and not have to do anything. I found out that by doing that, that I am controlling my emotions rather than my emotions controlling me. I also decided to try out some college courses in human behavior and see where it takes me.


Joe
At the age of 48, Joe was busy working as a custodian at a local college and providing for his family. He liked his neighborhood, his easy access to shopping, his short commute to work, and his children's school. However, dealing with the increasing littering of trash by local kids around his neighborhood used to drive him up the wall and bring up old anger issues. "As a custodian, I have to deal with trash all day long. The last thing I want to see when I come home is trash." By coincidence, Joe heard of the Triple A Survival Guide for Emotions software and since it only required a few clicks, wanted to put it to the test in dealing with his anger. "I actually started laughing when I clicked on the second step of the program." In dealing with his anger about the neighborhood trash, Joe tried different actions. Today, his children's school has a monthly litter pick-up program (under the guidance of Joe's custodian coworkers) with lunch donations from local businesses - and Joe has a clean neighborhood.


Roger
At the age of 56, Roger had worked most of his life as a farrier (a specialist in horse hoof care, including the trimming and balancing of horses' hooves and the placing of shoes on their hooves). Roger was not only working with horses but was as strong as a horse. At over 200 pounds, muscular, beard, and a deep voice), he would have been an excellent character as a blacksmith in any Western movie. Roger's physically demanding work had taken a toll on his back and he was suffering from chronic back pain. Medication was not really an option since he needed to be at the top of his mental performance while working with horses. Roger's wife, who used the Triple A Survival Software program, suggested to her husband to give it a try to see if it would lead him into finding an innovative response for his back pain. Most unexpectedly, Roger did find the perfect activity for his back pain - Yoga! Roger told us, "Yoga was the best thing that I could have done. It has taken care of all my back problems. I really enjoyed taking the yoga classes until my wife came to visit one time and saw all the girls in the yoga class in their tights - that was the end of that. Now I just take my yoga mat and do it at home. It is the best time investment ever."


Karen:
At the age of 52, Karen had spent much of her life suffering from clinical depression. After having tried antidepressant medication and experiencing severe side effects, Karen had decided not to take any more medication. Karen enjoyed her monthly sessions with her psychologist but they did not help her with her daily tiresome emotional struggles. As a history high school teacher, Karen found it difficult to focus on her students and her work. After using the Triple A Survival Guide for Emotions software for only 7 days, Karen was able to apply the program's first two steps (moving emotions from the limbic system into the prefrontal cortex) even when away from the program. Whenever possible during school breaks, while eating, or even during class time, Karen documented her experience in the software program. Since the software program records all experiences in a journal format, Karen was not concerned with having to move her actions and experiences into her hippocampus (transfer of present experiences into permanent memories) but could focus on how her brain responded to different actions. To Karen's surprise, her emotions did not propel her into the kind of growth that she would have expected - watching television, treating herself to chocolate or ice-cream, walking animals as a volunteer in an animal shelter, growing vegetables around her house, or autogenic training (a form of meditation).
A few months ago, Karen reported to us that her most interesting discovery in exploring a variety of actions was her positive response to creative growth and change. "I was never interested really in growing vegetables, working in the yard, or building anything. Following the software program, I tried all different kinds of actions, and to my surprise, seeing things grow and change actually helped the most with my depression. Now, instead of draining me of energy, my depression pushes me into creating something new and different."
Karen's most recent e-mail update informed us that she expanded her enjoyment of growth to her professional life. Instead of teaching history, she is now a high school support counselor for students dealing with emotional issues and depression.

Emotions & Memories:
Today, scientists do know that people tend to remember extremely happy or sad occasions vividly because of the emotional connection. Extreme emotions trigger the release of a chemical in the brain called norepinephrine. Norepinephrine somehow helps memories last a long time – some even a lifetime. For example, when a person asks, “Where were you when the 9/11 attacks happened?” most people can recall immediately where they were and what they were doing when they heard the news. They remember the moment as if it just happened because a national tragedy arouses emotion and emotion somehow makes memories last for a long time. Source: PsychCentral


Emotions & Meditation:
Research on the processes and effects of meditation is a growing subfield of neurological research. Modern scientific techniques and instruments, such as fMRI and EEG, have been used to see what happens in the body of people when they meditate. Meditation changes the brain. Neurological studies have shown substantial bodily changes as a consequence of regular meditative practice including growth in regions of the brain.

Richard Davidson, a neuroscientist at the University of Wisconsin, has led experiments in cooperation with the Dalai Lama on effects of meditation on the brain. His results suggest that long-term, or short-term practice of meditation results in different levels of activity in brain regions associated with such qualities as attention, anxiety, depression, fear, anger, the ability of the body to heal itself, and so on. These functional changes may be caused by changes in the physical structure of the brain. Source: DalaiLama.com

Sara Lazar, "We use neuroimaging techniques to study neurological, cognitive and emotional changes associated with the practice of meditation and yoga. We also incorporate measures of peripheral physiology (breathing, heart beat) in order to understand how meditation practice influences the brain-body interaction." Sara Lazar


Emotions & Equine Therapy:
But we must also be aware that starvation itself, alters emotional responses. As an anorexic goes without food, the body responds by resorting to alternative fuel sources. The adrenal glands activate, epinephrine and nor-epinephrine are released, and the anorexic experiences what is known as “starvation high.” In fact, the physiology is not that different from a stimulant medication, or drug. However, as the person is essentially in flight mode, anxiety levels rise, and the desire to restrict food increases to counteract it. Yet, as time goes on, cognitive deterioration is more likely, and the potential to understand what is happening, on a cognitive level, decreases. This also means the anorexic’s chance of recovery declines. So enter a horse. A horse, communicating primarily on a physiological level, uses emotional responses — which have physiological ramifications — to receive and convey messages, read others, and determine roles, expectations and intentions. By responding to the physiology that the client presents with, the horse opens to window to her repressed emotions. PsychCentral

The Equine Assisted Growth and Learning Association (EAGALA) is dedicated to improving the mental health of individuals, families, and groups around the world by setting the standard of excellence in Equine Assisted Psychotherapy and Equine Assisted Learning, also known as horse therapy or equine therapy. Equine Assisted Psychotherapy (EAP) incorporates horses experientially for emotional growth and learning. EAP is a powerful and effective therapeutic approach that has an incredible impact on individuals, youth, families, and groups. EAP addresses a variety of mental health and human development needs including behavioral issues, attention deficit disorder, autism, PTSD, substance abuse, eating disorders, depression, anxiety, relationship problems and communication needs. EAGALA is an international non-profit organization with locations around the world. To find a program near you, please visit their website. www.eagala.org


Emotions & Exercise:
Endorphins are endogenous opioid peptides that function as neurotransmitters. They are produced by the pituitary gland and the hypothalamus in vertebrates during exercise, excitement, pain, consumption of spicy food, love and orgasm. They resemble the opiates in their abilities to produce analgesia and a feeling of well-being. Endorphins can be activated by exercising, acupuncture, breast feeding, and deep relaxation.

Neuroplasticity is the brain's ability to reorganize itself by forming new neural connections or neural pathways through repeated action and experience. Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury, disease, or chemical imbalances and to adjust their activities in response to new situations or to changes in their environment. Click here to see more pictures of neurons and their functions. Neuroplasticity differs from one individual to another. Scientific studies have found that numerous brain areas show altered activity in depressed patients but it has not been possible to determine a single cause for depression. Click here to go to the Neuroplasticity chapter of this web page. Because of neuroplasticity, most recent Neuroscientific research shows that action and experience can actually change both the brain's structure and functioning.

11. The New Creative Mind and ADD/ADHD

The old creative mind used life for the exploration and enrichment of creativity.
The (empowered) new creative mind uses creativity for the exploration and enrichment of life and new human frontiers.

If you have ADD, or think you might have it, learn about both the challenges as well as the strengths of ADD.
Symptoms of ADD/ADHD (Challenges): Inability to maintain attention Impulsive behaviors Physical and motor restlessness Not paying attention Making careless mistakes Not listening Not finishing tasks Not following directions Being easily distracted Fidgeting Talking excessively Running around at inappropriate times Interrupting others Having difficulty awaiting turns	Strengths: The ability to focus on a multitude of tasks simultaneously. A unique ability to see ordinary things in extraordinary ways, to display unique personal observations and insights, to find a new approach to problems or issues, to make sudden and astonishing connections, to come up with non-conformist independent ideas, and to have a keen awareness of any sights, sounds, or movement. To see a list of famous people with ADD/ADHD, click here.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), the symptoms of ADD/ADHD fall into three categories: inattention, hyperactivity and impulsivity, and combined. Modern research describes ADD or ADHD as a “neurobiological disorder resulting from problems in the dopamine neurotransmitter systems in the brain.” Most cases are genetically inherited. If a parent or close relative has ADD, there is a 30% or higher chance that a child will also have ADD. More generally, ADD/ADHD is characterized as the inability to maintain attention, impulsive behaviors, motor restlessness, not paying attention, making careless mistakes, not listening, not finishing tasks, not following directions, being easily distracted, fidgeting, talking excessively, running around at inappropriate times, interrupting others, and having difficulty awaiting turns. Source: What's the Deal with Learning Disabilities

If you or your child has ADD/ADHD, there are several actions that you can take to work with both your challenges as well as your strengths.
1.	Genetics	Since ADD/ADHD can be genetically inherited, explore and examine your ancestors' life for ADD/ADHD symptoms. In doing so, please keep in mind that what might be regarded as a disability today might have been an amazing ability in the past. Please refer to the list above for both challenges as well as strengths in your family history research.
2.	Environment	Besides genetics, environment can have a major impact on a child with ADD/ADHD. The book "What's the Deal with Learning Disability" describes what the parents of Thomas Edison, Galileo Galilei, Orville Wright, and Michael Phelps did differently to enable their child to become successful. Dedicate two 24-hour periods to taking notes about your child's environment and his/her behavior in a specific environment. One period should include a child's academic environment while the other period should include a weekend day. Most schools should allow a parent to shadow a child's school day. During your observations, take notes when your child is physically or mentally restless and when he/she is not restless. Your goal is actually to look for the times when your child is not physically or mentally restless because it will guide you in understanding your child's brain functioning better. Since ADD/ADHD children are acutely observant and aware of sights, sounds, lights, and movement, pay attention to those influences on your child's brain. After your two periods of observations and taking notes, use intermittent observation times to confirm or revise your original notes. If your child is taking medication, also record the times of administering the medication in your notes. You can use your notes to modify your child's environment and to recreate certain environmental factors. If your child appears to be calmer and more focused in a certain section of a store, notice the next time you go to the store if the same section in the store has the same effect again. In observing your child's environment and taking notes, you are empowering yourself with the choice of recreating positive environments and getting to know your child's brain better.
3.	Neurobiology	Since ADD/ADHD is considered to be a neurobiological disorder, understanding the most important aspects of neurobiology can help you in understanding your child's brain. Chapters 3 to 7 of this web page cover some important aspects of neurobiology.
4.	Neuroplasticity	Chapter 7 of this web page discusses neuroplasticity and the brain's ability to restructure itself and to form new neuronal pathways. Whether you have a child with ADD/ADHD or whether you are an adult with ADD/ADHD, knowing about neuroplasticity empowers your creative mind. The challenge of having ADD/ADHD and neuroplasticity is that you might want to form many different neuronal pathways at the same time. Unfortunately, any growth - including that of the brain - takes time and patience. You can make a list of things that you would like to develop and focus on a few of them. Not all of your neuronal pathways will respond positively to growth. Only action and experience will tell you what skills you will be able to work on and which ones will be too difficult. The Triple A Survival Guide for Emotions software will provide you with a list of actions to try and keep a record of all of your dates, actions, and experiences.
5.	Exercise	Meditation, Yoga, Swimming, Running, and Martial Arts have shown to be beneficial exercises for children and adults with ADD/ADHD. Unlike non-ADD/ADHD children and adults though, it is important to record whether you benefit from doing a variety of exercise activities continuously or to just focus on one.
6.	Divergent Energy	In dealing with ADD/ADHD, it is important to remember that one of the strengths of ADD is the ability to focus on a multitude of tasks simultaneously. This divergent energy and interest in various things results easily in not completing a task. As the life of Leonardo da Vinci, Albert Einstein, and Thomas Edison have shown, (described in What's the Deal with Learning Disability), understanding and learning how to use this divergent energy creatively can open up new paths and frontiers for the ADD/ADHD mind.

In addition to the above insights for anyone dealing with ADD/ADHD, below are some additional important factors that affect ADD/ADHD:

"In 2008 the Center for Science in the Public Interest (CSPI) in Washington, DC, petitioned the Food and Drug Administration (FDA) to ban artificial food dyes because of their connection to behavioral problems in children. Two years later a new CSPI report, Food Dyes: A Rainbow of Risks, further concludes that the nine artificial dyes approved in the United States likely are carcinogenic, cause hypersensitivity reactions and behavioral problems, or are inadequately tested. Artificial dyes derived from petroleum are found in thousands of foods. In particular breakfast cereals, candy, snacks, beverages, vitamins, and other products aimed at children are colored with dyes. Even some fresh oranges are dipped in dye to brighten them and provide uniform color, says Michael Jacobson, executive director at CSPI. ..Red 40, Yellow 5, and Yellow 6 contain benzidene, a human and animal carcinogen permitted in low, presumably safe levels in dyes... Meanwhile, in Europe, as of July 2010 most foods that contain artificial dyes must carry labels warning they may cause hyperactivity in children. “ (Source: Environmental Health Perspectives)


"Meditation has been used as an attention training method for many thousands of years, and was mostly involved with religious or spiritual practices in various parts of the world, especially in the eastern countries. Breathing meditation is a popular method which can be applied to all people without instructions that are too complicated. In meditation therapy, by breathing meditation which is specified to treat attention deficit hyperactivity disorders, benefits this group of patients, it would be very useful, culturally appropriate, cost-effective and would reduce the drugs used which will save the child from drug side effects." Source: ClinicalTrials.gov


The United States Institute of Health continuously conducts research about the "Functional MRI of Relaxation Response Training in Adults With Attention-Deficit/Hyperactivity Disorder (ADHD)". It also conducts research about the benefits of meditation, yoga, and other relaxation techniques for adult and children with ADD or ADHD. Check for latest studies at ClinicalTrials.gov

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12. The New Creative Mind and Writing

The old creative mind used life for the exploration and enrichment of creativity.
The (empowered) new creative mind uses creativity for the exploration and enrichment of life and new human frontiers.

Writing is one of the most powerful ways to explore and enrich one's own life and to enter previously unknown human frontiers.

By beginning to write, a person's mind initiates an electrical impulse that continues to travel along neuronal pathways (shown to the right) into unknown areas of the brain. Those unknown areas of the brain that are reached and accessed through writing can include: hidden feelings (limbic system) subconscious memories (prefrontal, parietal lobe) genetic memories imagination (the ability of forming images and sensations when they are not perceived through sight, hearing, or other senses) dreams (dreams can be recreated through writing) other previously unexplored territories of the brain in all subject matters.

Case studies & examples:

On March 30, 2012, Danny Hurley was a guest on the Charlie Rose Brain Series about Schizophrenia. During the 60 minute Charlie Rose Brain Series, Danny shared his journey from being a university honor student to being a schizophrenic. The turning point of his mental voyage into schizophrenia occurred during a trip to Europe where he began writing a journal. His writing did not remain in the prefrontal areas of his brain but took a journey into the world of voices, images, and feelings of grandeur associated with schizophrenia.

In her book, Writing Down the Bones: Freeing the Writer Within, Natalie Goldberg "inspires writers and would-be writers to take the leap into writing skillfully and creatively. She offers suggestions, encouragement, and solid advice on many aspects of the writer’s craft: on writing from “first thoughts” (keep your hand moving, don’t cross out, just get it on paper), on listening (writing is ninety percent listening; the deeper you listen, the better you write), on using verbs (verbs provide the energy of the sentence), on overcoming doubts (doubt is torture; don’t listen to it)—even on choosing a restaurant in which to write. Goldberg sees writing as a practice that helps writers comprehend the value of their lives." Source: Amazon.com

For some, Natalie Goldberg's book has accomplished much more than writing skillfully and creatively. By following the book's writing prompts and beginning to write, people have taken a writing journey into their imagination, spirituality, recuperation from depression, and recovering memories of near-death experiences.

To read more about the creative mind's power of writing, please visit our The Lost Art of Essay Writing web page.

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