The Effects of Stress on the Brain

The Effects of Stress on the Brain

Life and stress can feel like a package deal but some people are more susceptible to stress than others. The same crisis can cause some to grow and others to break and become sick with illnesses such as depression.

Researchers have shed the light on why.

The answer lies in our genes. The response to stress is determined by a complex interaction between versions of the depression gene and the environment.

The research, published in the Journal of Neuroscience, has found that stressful life events interact with certain genes to change the size of the hippocampus, the part of the brain that processes emotions and transfers new information into long-term memories. An effectively functioning hippocampus is critical for learning.

What does stress do to the brain?

The hippocampus is particularly sensitive to stress because of the damaging effects of cortisol, the stress hormone.

When the body is subject to stress, cortisol attacks the neurons and the hippocampus shrinks in size. This is commonly seen in people with depression and is the reason for some of the physical symptoms.

The effect of cortisol is to force attention onto the emotions being experienced, while at the same time compromising the capacity to take in new information.

The duration of stress can be almost as damaging as the degree of stress.

What about positive stress?

On the other hand, positive stress, such as that which is experienced in exciting social situations, can cause the hippocampus to increase in size.

It’s our genes that decide whether the same stressful event causes the hippocampus to shrink or enlarge, and therefore whether the stress is good or bad for our brain.

The greater the number of risk genes somebody has, the more likely it is that stressful life events will shrink the hippocampus.

If there are only a small number or none of the risk genes present, the same stressful event can have a positive effect on the anatomy of the brain.

The research. What they did.

Researchers collected information from healthy participants about any stressful life events they’d been through, such as deaths of loved ones, divorce, unemployment, financial losses, relocations, serious illnesses or accidents.

Genetic analyses were also carried out, as well as scans of the subjects’ hippocampi.

What They Found.

As explained by lead researcher, Lukas Pezawas, ‘People with the three gene versions believed to encourage depression had a smaller hippocampus than those with fewer or none of these gene versions, even though they had the same number of stressful life events.’

On the other hand, people with one or none of the risk genes had an enlarged hippocampus when compared with people who had been through similar life events but had more of the risk genes.

Other Effects of Stress on the Brain 

As well as changing the size of the hippocampus, stress has also been found to have the following effects on the brain:

  • The fight or flight response becomes activated. When this happens, the part of the brain responsible for automatic reactive responses takes charge, sidelining a more thoughtful, considered response.
  • Increased cortisol can result in diminished short-term memory function.
  • The hippocampus also plays a role in immune system function so when its efficiency is compromised, so too is the immune system. This is why illness often strikes when you’re stressed.

Nature/nurture is a topic that has fuelled lively debate. In the case of the neurological effects of stress, it would seem both make it off the bench.

‘These results are important for understanding neurobiological processes in stress-associated illnesses such as depression or post-traumatic stress disorder … It is ultimately our genes that determine whether stress makes us psychologically unwell or whether it encourages our mental health.’ – Lukas Pezawas, lead researcher.

Genes don’t mean destiny though, and the environment and our response to stressful situations have an enormous influence on the final outcome. Awareness of a susceptibility to fall quicker and harder to the ravages of stress makes it all the more important to take deliberate measures to keep stress levels under control as much as possible.

Mindfulness: A Heroic Defence Against Stress

Mindfulness is exceptional in its capacity to control stress and the effectiveness of this ancient practice is seeing it take its place in the mainstream. Everybody can do it. Everybody can make time for it. Here’s how it works …

As little as one minute a day of concentrated stillness can have a huge effect, but the more you can do, the more the effect will carry through. 15 minutes three times a week will have a profound effect on mental health. 

Mindfulness is all about experiencing what’s happening in the moment rather than being strapped by the past (rumination – going over and over the details – which can lead to depression) or worrying about the future (which can lead to anxiety). To practice basic mindfulness:

  • breathe in for five seconds,
  • hold for five seconds,
  • breathe out for five seconds. 
  • while you do this, focus on your sensory experience. What are you experiencing right now?What do you feel against your skin? What smells can you notice? Sounds? Temperature? What’s happening beneath your skin? Bodily sensations? Can you hear your breathing? Feel your heartbeat? 
  • let other thoughts come and go but the idea is not to hang on to them for too long. Stay as much as you can in the present moment.

Mindfulness can take a bit of practice, especially if your mind is used to racing around on its own. The more you practice, the easier it will become.

[irp posts=”890″ name=”Rethinking Stress: How Changing Your Thinking Could Save Your Life”]

3 Comments

Hannah

I am a healthy 24 year old female. I am fine when my life is stable, but things started to change: my family decided we are moving after Christmas, I was going to go to college somewhere else but then suddenly we switched to me being closer to where they would be moving, some relationships changed, I was told I should break up with my boyfriend, and then the other night, my family left to go on a trip. I was overtired and over-caffinated. I began having panic attacks and for the last couple of days, I have been anxious and sleepy and feel like I am loosing my mind. Maybe this helps explain that.

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Research has shown us, without a doubt, that a sense of belonging is one of the most important contributors to wellbeing and success at school. 

Yet for too many children, that sense of belonging is dependent on success and wellbeing. The belonging has to come first, then the rest will follow.

Rather than, ‘What’s wrong with them?’, how might things be different for so many kids if we shift to, ‘What needs to happen to let them know we want them here?’❤️
There is a quiet strength in making space for the duality of being human. It's how we honour the vastness of who we are, and expand who we can be. 

So much of our stuckness, and our children's stuckness, comes from needing to silence the parts of us that don't fit with who we 'should' be. Or from believing that the thought or feeling showing up the loudest is the only truth. 

We believe their anxiety, because their brave is softer - there, but softer.
We believe our 'not enoughness', because our 'everything to everyone all the time' has been stretched to threadbare for a while.
We feel scared so we lose faith in our strength.

One of our loving roles as parents is to show our children how to make space for their own contradictions, not to fight them, or believe the thought or feeling that is showing up the biggest. Honour that thought or feeling, and make space for the 'and'.

Because we can be strong and fragile all at once.
Certain and undone.
Anxious and brave.
Tender and fierce.
Joyful and lonely.
We can love who we are and miss who we were.

When we make space for 'Yes, and ...' we gently hold our contradictions in one hand, and let go of the need to fight them. This is how we make loving space for wholeness, in us and in our children. 

We validate what is real while making space for what is possible.
All feelings are important. What’s also important is the story - the ‘why’ - we put to those feelings. 

When our children are distressed, anxious, in fight or flight, we’ll feel it. We’re meant to. It’s one of the ways we keep them safe. Our brains tell us they’re in danger and our bodies organise to fight for them or flee with them.

When there is an actual threat, this is a perfect response. But when the anxiety is in response to something important, brave, new, hard, that instinct to fight for them or flee with them might not be so helpful.

When you can, take a moment to be clear about the ‘why’. Are they in danger or

Ask, ‘Do I feel like this because they’re in danger, or because they’re doing something hard, brave, new, important?’ 

‘Is this a time for me to keep them safe (fight for them or flee with them) or is this a time for me to help them be brave?’

‘What am I protecting them from -  danger or an opportunity to show them they can do hard things?’

Then make space for ‘and’, ‘I want to protect them AND they are safe.’

‘I want to protect them from anxiety AND anxiety is unavoidable - I can take care of them through it.’

‘This is so hard AND they can do hard things. So can I.’

Sometimes you’ll need to protect them, and sometimes you need to show them how much you believe in them. Anxiety can make it hard to tell the difference, which is why they need us.♥️
The only way through anxiety is straight through the middle. This is because the part of the brain responsible for anxiety - the amygdala - is one of the most primitive parts of the brain, and it only learns through experience.

The goal is for kids to recognise that they can feel anxious and do brave. They don't have to wait for their anxiety to disappear, and they don't need to disappear themselves, or avoid the things that matter to them, in order to feel safe. 

There is always going to be anxiety. Think about the last time you did something brave, or hard, or new, or something that was important to you. How did you feel just before it? Maybe stressed? Nervous? Terrified? Overwhelmed? All of these are different words for the experience of anxiety. Most likely you didn't avoid those things. Most likely, you moved with the anxiety towards those brave, hard, things.

This is what courage feels like. It feels trembly, and uncertain, and small. Courage isn't about outcome. It's about process. It's about handling the discomfort of anxiety enough as we move towards the wanted thing. It's about moving our feet forward while everything inside is trembling. 

To support them through anxiety, Honour the feeling, and make space for the brave. 'I know how big this is for you, and I know you can do this. I'm here for you. We'll do this together.' 

We want our kiddos to know that anxiety doesn't mean there is something wrong with them, or that something bad is about to happen - even though it will feel that way. 

Most often, anxiety is a sign that they are about to do something brave or important. With the amygdala being the ancient little pony that it is, it won't hear us when we tell our kiddos that they can do hard things. We need to show them. 

The 'showing' doesn't have to happen all at once. We can do it little by little - like getting into cold water, one little step at a time, until the amygdala feels safe. 

It doesn't matter how long this takes, or how small the steps are. What matters is that they feel supported and cared for as they take the steps, and that the steps are forward.❤️
So often the responses to school anxiety will actually make anxiety worse. These responses are well intended and come from a place of love, but they can backfire. 

This is because the undercurrent of school anxiety is a lack of will or the wish to be at school. It’s a lack of felt safety.

These kids want to be at school, but their brains and bodies are screaming at them that it isn’t safe there. This doesn’t mean they aren’t safe. It means they don’t feel safe enough. 

As loving parents, the drive to keep our kids safe is everything. But being safe and feeling safe are different.

As long as school is safe, the work lies in supporting kids to feel this. This is done by building physical and relational safety where we can.

Then - and this is so important - we have to show them. If we wait for them to ‘not feel anxious’, we’ll be waiting forever.

The part of the brain responsible for anxiety - the amygdala - doesn’t respond to words or logic. This means the key to building their capacity to handle anxiety isn’t to avoid anxiety - because full living will always come with anxiety (doing new things, doing things that matter, meeting new people, job interviews, exams). The key is to show them they can ‘move with’ anxiety - they can feel anxiety and do brave. Kids with anxiety are actually doing this every day.

Of course if school is actually unsafe (ongoing lack of intent from the school to work towards relational safety, bullying that isn’t being addressed) then avoidance of that particular school might be necessary.

For resources to support you wish this, I wrote ‘Hey Warrior’ and the new ‘Hey Warrior Workbook’ to help kids feel braver when they feel anxious. 

And if you live in New Zealand, I’ll be presenting full day workshops for anyone who lives with or works with kids on the topic of anxiety driven school ‘avoidance’. For more details see the in the link in the bio.♥️

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