Exploring the Intersection of Coaching and Neuropsychology in the Emerging Field of the Neuroplastician
The intersection of affective neuroscience, applied neuroplasticity, neurolinguistics, neurotransmission and coaching psychology has seen the emergence of new kind of professional, the Neuroplastician.
The Neuroplastician, a coaching practitioner, is skilled in applying neuroplasticity. Neurotransmitters play a crucial role in emotional experiences and the relevance of neurolinguistics (words attributed to neural activity) to describe emotional and psychological states, toward behavioral change.
A coaching-neuropsychology entente is proposed toward the integration of insights from these fields to enhance coaching's effectiveness in improving emotion regulation, stress management, social intelligence, decision-making, affective and behavioral change.
This is achieved by applying the coach's bespoke toolkit and referring to an index card that links neurotransmitters to emotions, language, and behavior change. This approach is a framework to ensure the valid application of neuroplasticity. This framework does not suggest specific approaches to coaching but rather offers an opportunity to better understand the involvement of the nervous system for clients to achieve desired outcomes.
More than a century ago, William James proposed the concept of neuroplasticity in his work Principles of Psychology. He believed that the human brain could continuously change its functions. Later, Polish neuroscientist Jerzy Konorski defined the term “neuroplasticity.”
It was further suggested by Ramon y Cajal, as a theory that neurons when activated by an active neural circuit, can change and incorporate themselves into that circuit. Further to this, Donald Hebb established Hebb's rule, also known as pre-post coincidence, which suggests that changes in one neuron's biochemical processes can stimulate neighbouring, simultaneously activated synapses.
Eric Kandel, a Nobel Prize winner in medicine, said that neuroplasticity marked the Decade of the Brain has championed this change and here we propose to do the same toward proposing a framework for the emerging discipline of the Neuroplastician, the practitioner who can effectively ensure functional neuroplasticity.
Neuroplasticity
Neuroplasticity is a large domain of academic research but in this context, we refer to changes in the connections between neurons, which can be strengthened or weakened depending on the neurological activity. This process is influenced by various factors, including experience, environment, and genetics. Further to this, Ami Citri and Robert Malenka suggest equally important is synaptic plasticity, which plays a critical role in our abilities to learn.
Neurotransmission
Neurotransmission is a huge area of research and here we refer only to the process by which signals or messages are sent between neurons in the brain and nervous system. It involves releasing, binding, and reuptake of neurotransmitters, which are chemical messengers that facilitate communication between neurons.
The question is, what is the difference between neurotransmission and neurotransmitters? Neurotransmitters are chemical messengers released by neurons in the brain and nervous system, while neurotransmission refers to the process by which these neurotransmitters transmit signals between neurons.
In other words, neurotransmitters are chemicals involved in transmitting signals from one neuron to another. At the same time, neurotransmission is the broader term that encompasses all the steps involved in that process, including releasing, binding, and reuptake of neurotransmitters.
Affective Neuroscience
Fushun Wang, et al., offer an approach to studying emotions, and this approach is through the use of neuromodulators rather than isolated small brain areas. The theory posits that basic emotions are derived from widely projected neuromodulators, such as dopamine (DA), serotonin (5-HT), and norepinephrine (NE) and notes that monoamine neuromodulators have long been considered the substrate for emotions, with antidepressants targeting these neuromodulators used for almost all affective disorders.
The theory also proposes that central DA is a hedonic signal for salient stimuli, central 5-HT is related to disgust or punishment, and central NE is the substrate for emotions that trigger "fight or flight" responses, such as fear and anger. Wang cites recent experimental and theoretical studies as providing support for this theory of emotion based on the three monoamines.
A phrase such as "I feel much calmer" is related to the activity of inhibitory neurotransmitters such as serotonin and vasopressin. This reinforcement helps sustain the benefits of the felt experience improvement and the new associated language.
From Affective Neuroscience, Paul Ekman has identified the primary words that have a neurolinguistic association with six primary emotions. They are fear, anger, joy, sadness, disgust, and surprise. In terms of support, the Neuroplastician can assist the client to associate neurotransmitters with physical and emotional states. There are simple steps for the Neuroplastician to help clients, such as the following:
i. Take note of their somatic felt experience and associated neurotransmitters.
• Awareness of their neurophysiological markers.
ii. Use descriptive words to describe their emotional experience and mood.
• Application of neurolinguistic protocols.
iii. Apply relevant coaching process.
iv. Take note of the change in their somatic felt experience and associated neurotransmitters.
• Increase clients' awareness of their neurophysiological change.
v. Help clients associate relevant words to describe their new emotional experience and mood.
• Increase client's awareness of their neurolinguistic change and associated
vi. Support the client to sustain habits that sustain observed benefits.
By influencing the activity of neurotransmitters, linguistically and behaviorally, the neuroplastician can facilitate the neuropsychological development of healthy habits. According to G. Kotbagi, et al., this promotes sustained behavior change as an ‘affective’ change agent to sustain new habits for clients, by practicing as a neuroplastician.
An individual's belief in their ability to successfully perform a behavior. Higher levels of self-efficacy are associated with greater success in sustaining behavior change when it is associated with positive language.
Defining the Emerging Discipline of the Neuroplastician
The framework for the Neuroplastician proposes guiding clients to increase their self-awareness of their current physical state (neurophysiology). In conclusion, it is proposed that through coaching, clients are encouraged to find the words they use to explain their experience they observed.
The impact of coaching on changing self-awareness and emotions, which is part of affective neuroscience, is noted. To observe the activation or inhibition of neurotransmitters in relation to behavior change, index cards are used. As a result of the coaching intervention, the client may reframe their feeling to ‘calm’ or ‘relaxed’, leading to a reduction in excitatory neurotransmitters such as epinephrine and cortisol. Effective coaching then stimulates the augmentation of the inhibitory neurotransmitter, serotonin.
The emerging discipline of the Neuroplastician represents an exciting new area of practice for coaches, integrating insights from coaching psychology, applied neuroscience, and neuroplasticity.
By applying this proposed framework, the emerging discipline of the Neuroplastician can be employed to refine the competencies required for coaches to effectively work with clients and promote neuroplasticity that optimises their neural functioning for affective well-being, behavior change, and sustaining new habits.
This paper is presented by O’Brien. I., Purnell. K., Schwartz-Hebron. R., Goodwin. K., Kennedy. JJ., Tagliaferri. A., Downing. B., Conlinn. C., Gay. C., Dale. C., Gould. E., Cormick. F., Leonard. J., Newman. J., Hardie. K., Alanen. K., Gonzalez. M., Dutta. T. A., Swaim. R., Donev. Z., Kinnear. A., Bradley. V., Conlinn. C., Migliore. R. The Institute of Organizational Neuroscience in association with the Department of Educational Neuroscience, Central Queensland University, Australia. Monarch Business School, UGSM, Switzerland, Organizational Neuroscience Faculty.