Everything 4 Granted: Inculcating empathy for those with serious brain dysfunction
This blog will be due by Wednesday, January 27, 2010 for Fresno Pacific University students. For students in my Cognitive Psychology class, this one is optional, and please, Cognitive psychology students, just disregard the final question, referencing Table 1.1.
Although it's virtually impossible to be born into this world, or to be exposed to the trials of life, and come out completely functional. But when an individual suffers from a profound brain disorder, or a profound learning disability, the challenges that everyday individuals experience seem to pale in comparison. Yet, as this song suggests, it is human nature to foolishly take everything for granted, including a relatively functional brain.
Everything 4 Granted (as aired on the KWMR show,
Bakersfield and Beyond 
Dr BLT
words and music by Dr BLT copyright 2009
What are a few of the things the character in this song took for granted? What were the consequences of taking "everything for granted?"
We can lose our brain functioning if we take it for granted. I can think of one example----alcoholism, either through excessive, prolongued abuse, or through drunk driving resulting in a serious automobile accident that could render a person brain-damaged?
Can you think of other examples? If so, offer them in the comments section below.
What is it like to be somebody who has suffered a stroke, or a series of strokes? What is it like to experience hemiplegia? Who would you feel if you couldn't move one side of your body? What if you couldn't move your right arm, or your right leg? Life would become so much more challenging and things we all take for granted would take on a whole new meaning. In order to work with children, adolescents or adults with learning disabilities or brain dysfunction, we need to be able to understand the nature of their suffering, the extent and nature of their challenges, and we need to have, above all, empathy.
Empathy vs. Pity:
Empathy empowers, pity only weakens and enables those with brain dysfunction to be ensconced in self-pity, a victim mentality, and a sense of hopelessness, haplessness and helplessness.
Before we can develop a subjective understanding of what it means to experience brain dysfunction, we must have an objective understanding of what areas of the brain are impacted, the extent of injuries or damage to the brain, and the practical manifestation in terms of the effect of brain dysfunction on thought, emotions and behavior.Drawing from Table 1.1, along with any supplemental sources you'd like to incorporate, please create a vignette, involving one of these cases: a child that suffers from brain damage (either one showing hard or soft signs); a child that suffers from a specific learning disability, a child that suffers from a psychiatric condition without any clear indication of brain damage. Include details about the experience of that student that would convince your treatment team to establish feelings of empathy, but not pity, for your child case.
Categories: neuropsychology of learning,brain dysfunction,cognitive psychology
Tags: brain physiology neuropsychology of learning everything for granted cognitive psychology Everything 4 Granted
For whatever reason I was only able to d/l 48 seconds of the song, but what I did get to hear spoke of someone who had taken for grated their family, job and God, which caused them great sorrow in retrospect. I was taken aback by the intro to this song as I just had a conversation with a co-worker about this very thing this week. My coworker and I were discussing the current tragedy in Haiti and were counting our blessings and realizing how spoiled we are as a nation and how much we take for granted. I don’t know how many days a week I forget to thank God for his presence in my life, and for the amazingly blessed life I have, with a job that pays my bills, a nice home, a wonderful husband, supportive family and fabulous friends (and classmates!).
In my day job (I work for CPS) I see what an alarming number of parents in Kern County take for granted, their children. The results of perinatal drug exposure and neglect have long lasting negative effects on their children’s brain development and abilities. It is no surprise to me, that when I am assessing children for special education services during my practicum hours that so many of these children have a history in the CPS system.
With that being said I think it is the perfect stage for my vignette:
Meet Manuel
He is a nine-year old Hispanic boy in the third grade at a local elementary school. Manuel resides with his foster mother, Mrs. Wurner, were he has lived for the past eight months after being removed from his mother’s custody due to neglect. Manuel’s mother, Melissa, has been addicted to methamphetamine for the past 11 years and due to her drug use Manuel’s life has been chaotic and unstable, with poor nutrition, lack of medical care, and frequent moving. This was the only way of life that he knew of up until he came to live with Mrs. Wurner.
Manuel is a thoughtful and very sweet child whose resilient nature is astounding. Although for the first several months he had a hard time adjusting to a set schedule and rules of Mrs. Wurner’s house, he is now beginning to feel like a part of the family. Mrs. Wurner, has expressed concern to the school because, although he tries his hardest and appears motivated to learn, he continues to have difficulties in math and reading. Mrs. Wurner works with him every night on his homework, however, Manuel’s progress is very slow and he has difficulty retaining new concepts. He expresses his frustration and sometimes tells Ms. Wurner that he thinks he is "dumb." As such, a student study team has been put into place to try and make a plan for Manuel. The team is composed of Mrs. Wurner, Manuel’s mother, his teacher, and the school psychologist. The team is certain, that with Manuel’s level of motivation, that they can put into place a plan that will help him succeed.
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What diagnoses did you entertain, if any, for Phoebe as you watched the movie? Obsessive compulsive disorder,schizophrenia,autistic
What diagnosis did she and the family discover to be the one that most adequately matched her symptoms? Turett Syndrome
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The song “Everything 4 Granted” provides several examples about how there are certain things in our every day life that we do not take the time to appreciate more. For instance, some of the things the character in the song took for granted included the following: God, family, health, life, pets, and his “garden” of all that he had achieved in his life. However, the character in the song did not consider all of this until he had a dream of losing everything precious in his life. The consequences for taking everything for granted resulted in sadness as indicated by his crying, and a loss of pride and a sense of purpose in life. Also, another consequence might have been feelings of guilt for not giving thanks for everything before it all was gone. In my perspective, I agree with the concept in that most individuals do not realize all that they have until they lose it, which is greatly linked with this song. This song made me better understand the idea in that instead of complaining about our troubles in life, we should be grateful for all that we have, no matter how much. From listening to this song, I think that people should not wait until they lose something to appreciate what they had, but instead should be grateful at an earlier time. Thus, the message for this week focuses on how most individuals tend to take everything for granted, especially having a working brain, which in turn relates to the significance in developing compassion for others that experience challenges in life due to having some type of damage to the brain. In regards to losing brain functioning that people might take for granted, the only examples, besides alcoholism, that I can think of that might lead to poor cognitive functioning include drugs, depression, or becoming involved in a fight that results in a serious blow to the head.
Case: Monica
Monica is a 15-year-old Hispanic female who was diagnosed with the developmental disability of cerebral palsy (CP) during infancy. Monica’s mother was concerned when her daughter did not exhibit the normal developmental milestones (motor skills) similar to other children her age (i.e. sitting, crawling, and walking). Careful consideration was put forth, but a developmental specialist came to the decision that CP was the disorder. The exact cause of CP is not known, but Monica was at risk for this disorder as a result of being born prematurely, and her birth weight was 2.5 pounds. CP is recognized as a type of paralysis disorder in which movement, muscle tone, and posture are impaired as a result of damage to the developing brain; moreover, the condition is classified as being non-progressive, which means that the injury to the brain for a child with CP will not further deteriorate throughout time (Hinchcliffe, 2007). The primary section of the brain that is most likely to be damaged is the cerebellum, which is responsible for movement, balance, posture, and coordination functioning. Monica has spastic-quadriplegia CP, which
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Continuation: Case (Monica)
means that she experiences stiff and tight body muscles, specifically in arms and legs as well as back. Moreover, Monica experiences mild speech difficulty. Despite there being no cure for CP, the treatment and therapy for this condition received has helped Monica. Monica receives physical, occupational, and speech therapy, which includes activities that have enhanced her growth and development. Yes, Monica has CP, but with the proper support, care, and guidance, she is not letting this disorder prevent her from being a teenager. Like other children, she attends high school and has established and maintained wonderful friendships. Also, Monica is involved in her school’s drama program. Monica enjoys spending time with her mother at her beauty salon and interacts well with others. Monica is a teenage girl with CP that requires some assistance and accommodations, but she is still a teenager. No matter what type or severity of CP a child is diagnosed with, each individual child has the potential in achieving goals within distinct areas (e.g. motor development, education, communication). As with any child, the goal and hope for children with CP should be to thrive in life despite the barriers that are experienced.
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Cognitive Psychology/Phoebe in Wonderland/Cathy Lazarus
1. While watching the movie, I determined that Poebe showed the signs of a neurological problem, specifically Obsessive Compulsive Disorder, due to her repetitive, ritualistic actions she felt compelled to perform like washing her hands repeatedly until they bleed and doing a series of exactly numbered steps and movements over and over again. I also thought she was exhibiting signs of Tourettes Syndrome as she could not subdue the cumbersome thoughts that interrupted her train of thought often causing her to blurt out unacceptable verbal responses at inappropriate times.
2. I must have had my own neurological episode while watching the movie because I didn’t hear the complete diagnosis of the therapist when he told Phoebe’s Mother. I did hear the word Tourette’s but couldn’t quite make out what the rest of the words spoken. I must have had a misfire of a synapse in my Temporal Lobe.The diagnosis of the therapist fit the criteria of the childhood onset, neuropsychiatric disorder.
3. The brain structures implicated in Tourette’s Syndrome include the basal ganglia, globus pallides, thalamus, substantia nigra, and the cerebellum. The Tics associated with Tourettes are believed to result from dysfunction in cortical and subcortical regions, the thalamus, basal ganglia and frontal cortex. Neuroanatomic models implicate failures in circuits connecting the brain’s cortex and subcortex, and imaging techniques implicate the basal ganglia and frontal cortex. The Tics associated with Tourettes could be a result of a malfunction of the neurons of the basal ganglia located in the cerebrum, which control subconscious movements or some relay problem through the Thalamus. The cerebellum helps regulate voluntary movements which Phoebe willed herself to repeat over and over again because of her comorbid OCD condition causing self-injurious behavior.
It only hurts when I cry
When I listened to the song: It only hurts when I cry, my Cingulate Gyrus was stimulated with complex emotions. I felt sadness, empathy, anger, and admiration all within the course (chorus) of the verses. My hippocampus was also affected as I recalled the days of curfews and unrest. My medullas oblongata caused my blood pressure to raise just thinking of the injustice that once was, and often still is, inflicted on others. My temporal lobe helped me with the ability to process the sound and the profound words contained in the melodious message. And finally, my thalamus tried to make sense of the emotions erupting within my limbic system while straining my frontal lobe trying to understand how the evolved brains of human beings could have justified such intolerance.
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The character in this song took quite a few things for granted. According to the lyrics, he took “everything” for granted, including his own life. Among the items specifically mentioned includes taking his wife, job, garden, health and pets for granted. The character in the song has a dream in which he believes that he has lost his life. The consequences for taking these extremely important things in his life for granted was him feeling a deep sense of sadness and remorse. As a result of this dream and the character’s reflection on it, the listener of this song is left with the impression that the he has learned from this dream and no longer takes these things for granted. You also are left to believe that it was possibly the character’s own pride that was symbolically buried with his body in the dream, that interfered with his ability to not take these things for granted.
An example that I can think of where someone can take brain function for granted is in the cases of patients with Alzheimer Disease (AD). People who previously had normal brain function who then acquire AD have to deal with a degenerative condition where they lose memory function, suffer increased confusion, experience a decline in their language skills, and generally lose their senses until they die from the disease . Some research suggests that people who have a lifestyle with plenty of mental stimulation, through activities like puzzles, word games, and chess, in addition to exercise and proper nutrition, can prevent the occurrence of this disease. Additionally, a stroke can cause permanent neurological damage. Some risk factors for experiencing a stroke include having high cholesterol, cigarette smoking, and high blood pressure. For both AD and Stroke, people can take their normal brain function for granted and make lifestyle choices that can make the occurrences of these serious conditions more likely.
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Subject: Jacob
Jacob is an eleven-year-old Hispanic male enrolled in Mrs. Wilson’s fifth grade class. His primary language is English and no other languages are spoken in the home. Jacob is the second child born to a then 21 year-old mother. He has one older sister and a younger half-brother. Jacob resides with both his siblings, as well as his mother and step-father. His mother reports that she received regular prenatal care throughout her pregnancy. Jacob was carried to full-term, weighing 6 pounds, 12 ounces, with no complications. Despite frequent ear infections as a young child, Jacob’s mother reports him to have been a happy, healthy child. Based on the school nurse’s screening, Jacob is considered to be a healthy weight and both his hearing and vision are within normal limits.
Jacob has not received any special education services prior to this initial assessment. Despite falling below grade level in reading and writing for two consecutive years, his teachers did not refer him for special education testing. A Student Success Team (SST) meeting was held 1/08 due to the teacher’s concerns that “Jacob is not meeting grade level standards in language arts.” Several modifications were put into place, including extra time to complete assignments/tests, pair with a helpful student, and shortened spelling lists.” No follow-up SST was conducted. Jacob’s California Standards Test (CST) scores for third grade were Below Basic in English Language Arts and Proficient in Math. Jacob’s fourth grade CST scores were Far Below Basic in English Language Arts and Basic in Math. His current teacher referred Jacob for special education testing due to these continuing concerns.
Based on the WISC-IIII, Jacob’s cognitive ability is estimated to be in the average range, with a full scale IQ of 108. His academics were assessed with the Woodcock Johnson III Tests of Achievement. When compared to others his age, Jacob’s scores on this test were average in broad math (standard score 98), low in broad written language (standard score 79), and very low in broad reading (standard score 67). Jacob is eligible for special education services under Specific Learning Disability. He will receive Resource Support Services in the areas of reading and writing.
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I liked Colin's statement that the man in the song who took everything for granted buried his pride as well as his body in the dream letting go of defensed to gain awareness of what pleasure he was missing. One could have compassion for this man when one considers clinical depression as his affliction. It is very different than pride standing in the way of the person who does bot appreciate the blessings of his life. For instance if serotonin levels are inhibited his neurons in his hypothalamus are not receiving the transmission of chemicals that help a person experience pleasure from life. I believe that with the help of a positive relationship with a therapist and medication that a person suffering from ahedonia can develop new neuro-pathways and begin to enjoy life. When a person experiences joy in life gratitude could be a natural consequence.
Vignette: Mother of a developmentally disabled four year old girl is in distress and calls her Kern County Regional Center worker because her daughter has started having seizures in her sleep and hurts herself.
The mother is afraid and sleeps in the daughter's bedroom bracing herself to protect her daughter physically from hitting the wall with her head.
The family redesigns the daughter's room so that falling is not an option because the girl's mattress is on the floor and the surrounding wall is padding in a flowered fabric. Still the mother is afraid for her daughter's safety. She feels compelled to sleep in her daughter's room and her husband and she are considering breaking up.
The girl's seizure increase so that her mother requests twenty-four hour care.
The child has a degenerative disease with encephalitis and has a life expectancy of seven years. She is very frail. Due to funding the county can not obtain twenty four/seven coverage. The mother joins advocacy groups to fight for an in home aide.
One day three years later her consumer service worker sees the mother smiling and serving customers working behind the service desk at the local Costco.
The consumer service coordinator asks the mother how the daughter is doing. The mother says that her daughter continues to have several seizures per day and that they meaning her husband and her have accepted their daughter's condition having taken every precaution to keep her safe. She smiles and states they are enjoying her life now as much as they can one day at a time. She adds with an even broader smile that her daughter has already exceeded her life expectancy.
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Cognitive Psychology/Cathy Lazarus/Everything 4 Granted
A few if the things the singer took for granted were his wife, job, life in general, health, and God. The consequences for taking everything for granted were the withering of these assets like the failure of a planted garden to thrive due to lack of nourishment, love, and care. If the assets in one’s life are neglected, they may fade or disappear altogether. We often regret, too late, that we did not pay closer attention to the support systems and gifts given to us. A garden can be restored but it is often weakened by neglect that can lead to its destruction.
Drug use is another example of a substance that can destroy one’s own life and negatively affect all those surrounding the abuser. It can destroy so many brain cells that the abuser can no longer functioning appropriately to deal with even the simple routines of life that many of us take for granted; like, getting up in the morning and going to work or school. All the user can concentrate on is finding another fix, which often leads to criminal behavior. The user severely compromises his/her life and often devastates the lives of loved ones.
Don’t give up on me just because I have ADHD
Sara was a young girl with a reading and learning disability. Sara tried so hard in school but she often found it difficult to read because the letters became all jumbled up as she read. The harder she tried the more confused she became. Her parents thought she needed glasses but the optometrist assured her parents that her eye sight was just fine. He suggested however, they consult with someone that specializes in learning disabilities. Sara’s parents were incensed that the good doctor would suggest that their daughter may have faulty brain connections causing her to be anything less than a perfect student. After all, she had an above average IQ but her poor performance in school did not match her intelligence level.
Sara found, quite by accident due to a mirror sitting on her study desk, that she could read the words better on the printed page if she held the reading material up to a mirror while she read. One of her teachers suggested she use a colored plastic sleeve placed over her reading material which helped her better differentiate the letters of the words. Unfortunately, these aids alone did not significantly affect Sara’s grades.
Sara became progressively more frustrated in school, unable to focus on her work as the context had little meaning to her. She began disrupting the class on a regular basis with her lack of impulse control. She would do inappropriate things in class and constantly get herself into trouble.
Sara’s parents, finally at their wits end, sought professional help. They were concerned that Sara was becoming exceedingly depressed, anxious about school, and was not sleeping well at night. Their intervention helped Sara avoid further devaluing her abilities, embarrassment, and the possible escalation into more aggress
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Often people have astigmatism that affects their dyslexia. She could see an ophthalmologist. My mother could not read until she was sixty, had the surgery and now reads everything.
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“Everything for Granted” I couldn’t make out some of the words, but for the most part this character has experienced lessons that many of us have. This subject lost everything he has planted or invested. Sometimes one can’t appreciate the more valuable and most precious elements of life such as God, and family until the most tragic or a horrendous event has transpired in one’s life. The character realized it was a dream after crying for eternity, the lesson has been learned and there is another chance, experience is our greatest teacher.
My son was diagnosed with cancer in 2007, during the journey in my family’s lives, I’ve learned to appreciate the more simpler but yet more precious substances such as pain and happiness as I saw my son endure the constant needles going through his veins along with lots of tests at the age of 8 years old or watching other children tolerate such excruciating treatment or even to see children with missing limbs because of the monster that eats away at their bodies and not being able to play energetically with other children outside in the sunshine riding their bikes. As a result of the cancer and treatment my son is blind in one eye and his memory is not the same, but I’ve noticed his personality has changed from this experience, he had a short temper now not so easy to get upset along with a greater drive for life he is cancer free now and for the most part a normal life. I use to be angry for the lost of his eye but not anymore my son said to me “ I’m grateful for the one eye I can see out of mommy” as I type this tears just fall from my face. This adventure has brought my children and I closer together we are more grateful and appreciative.
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