Recent neuroscience findings have uncovered that in addition to our head we also have complex, functional neural networks (or brains) in our heart and gut. Called the cardiac and enteric nervous systems respectively, these adaptive neural networks display amazing levels of memory and ‘intelligence’ and there’s a growing array of evidence (across many fields of research) that these brains are deeply involved in the control and processing of numerous functions and core behavioural competencies. By combining these findings with behavioural modelling research, a number of key insights have emerged that have profound implications for the field of coaching, personal development, education and leadership.
Multiple braining or mBraining is an integrated approach of aligning these intelligence centres. This integrated approach delivers practical, potent and immediate results to individuals and organisations.
What we have discovered is that each of the brains has a fundamentally different way of communicating and different concerns and domains of competence.
For educators working alongside students who struggle with conflicts between their thoughts, feelings and actions? Or students who experience difficulty in making decisions or stopping unwanted behaviours or habits and don’t really know why? This is a method that offers real insights into why this might be so and opportunities for working with them to become more aligned and tap into intuitions and competencies that they cannot simply get from their head brain alone. Being conversant in the method allows certificated coaches to bring their expertise into their educational organisations and to use the growing network of practitioners to support others in understanding the wider application of the method.
Understanding and applying mBIT enables teachers, parents and pupils to better interpret and actively use all this communication, which particularly in children is largely non-verbal and embodied. Children are still developing their verbal skills and vocabulary, it is often easier and more natural for them to communicate in a more embodied way, with less focus on purely the verbal. For many children and young adults communicating their anxieties, concerns or simply feelings and sensations, whilst trying to make sense of the world around them can be incredibly challenging, upsetting and frustrating. Understanding how you can facilitate this dialogue and support them in making sense of it, articulating and acting wisely upon it, will be extremely useful and impactful for professionals working with children and young adults.
Whilst educational achievements are important in many ways, they all too often focus on ‘head brain’ alone, logic, recall and applying some level of ‘meaning’ to the subject/issue at hand. There is virtually no focus on ‘Heart Brain’(how we truly connect with/to, truly desire/want and how this impacts on compassion for ourselves and others) or ‘Gut Brain’ (allowing time to deeply sense how/what we identify with, our deeply held core beliefs/needs and what deeply stops/enables us to take action).
Yet it is widely understood that for longer term wellbeing, happiness and success individuals must be able to connect with themselves at a deeper level and this is not dependent upon or related to educational achievement.
It’s no coincidence that we are seeing an increased attention to practices such as mindfulness and meditation. There is
a significant body of scientific evidence to support the use of these and other ancient esoteric practices. The sad reality is that such ‘intelligence’ is innate within all of us, that children are more in tune, even if still learning to understand it and yet through our (parents, teachers and society’s’) interventions and behaviours we discourage them from exploring, developing and using their innate intelligence to enable them to make wise decisions and actions in their lives as well as the lives of those around them; thus for them to be able to ‘be’ confidently and authentically ‘themselves’.
It’s fundamentally important for our children’s wellbeing (mental and physical health) and happiness for them to understand themselves more holistically. To learn to pay attention to the ‘discomfort’ (or dis-ease) within their bodies, especially deeply within their gut and the sensations resonating from their hearts, and have the skills to interpret them and act wisely on them. There is a growing body of evidence around the links between ‘Gut Brain’ and increasing prevalence of conditions such as depression, anxiety, fear, low self-esteem, self-worth and stress leading to a wide range digestive system conditions for example, Irritable Bowel Syndrome, inflammatory disease and eating disorders.
mBIT also introduces and teaches self-calming techniques, for example balanced breathing, which is useful to all children (as well as adults) and especially useful to children in vulnerable and stressful situations (anxiety, bullying, not ‘fitting in’ differently enabled). It’s a simply but profoundly effective technique that can be learn quickly and through just a small amount of practice become an invaluable tool for children, young and older adults alike.mBraining/mBIT is also highly relevant when seeking to understand and improve organisational performance and effective leadership. With mBraining we learn that by aligning the three intelliengies that we can make wiser decisions that truly reflect our highest values and deeply held beliefs, supporting commonly held notions such as trusting one’s ‘gut instinct’ and being ‘true to your heart’, and they back up the assertions from many fields, such as those of Adaptive Leadership, saying that whole leaders need to use not only their head, but also the innate intelligence and wisdom of both their heart and gut.
For example, if a leader’s Autonomic Nervous System (ANS) is functioning in an overly sympathetic (e.g. stressed) state, their perceptions and decisions-making will typically default to their reactive conditioning. Conversely, if their ANS is functioning in overly parasympathetic (e.g. apathetic or freeze response) state, they will exhibit an inability or lack of desire to act, or at best make timid decisions. In an optimum state of autonomic balance, leaders are able to bring an improved level of consciousness to their decisions-making.
There is a growing body of evidence in the Organisational Leadership literature, along with support from the Neuroscience of Leadership research, that competencies such as compassion, creativity and courage are vital for organisational success.
Balanced, aligned and leading from the heart, is true compassionate and authentic leadership.
There is so much to this profoundly simple evolving framework. It is an exciting time to be learning and participating in this new field of mBraining.
Next Course 13 – 16 November 2018, The Villa Levens, Brettagh Holt, Kendal
For more information and booking see www.transform2succeed.co.uk/courses or contact me at: firstname.lastname@example.org