Jennifer Merino 1

The Whole-Brain Child

The Whole Brain Child by Dan Siegel and Tina Bryson not only offers strategies to
nurture a developing mind but also explains how each part of the brain works, independently and
together. Two concerns that parents generally have are to survive (through the tough experiences
with their children) and to thrive (wanting whats best for their children). This book provides an
examination of the childs brain and its influence in development and behavior. Furthermore, the
authors provide strategies to help parents (and others) develop skills that will allow them to
survive difficult moments by establishing techniques that enable a child to thrive. Essentially, the
book supports the idea that every experience is an opportunity for development.
Each chapter introduces a key element that fosters an understanding of the brain and the
child. Chapter 2 discusses the left and the right brain and the importance of integration between
the two. The left hemisphere is logical and literal while the right brain cares about emotion and
experiences. Rigidity occurs when only the left brain is used and chaos occurs when the right
brain is engaged (a flood of emotions is chaotic). Integrating both sides of the brain will allow a
child to feel emotion and to use logic. Siegel and Bryson identify two strategies that can be used
to integrate both sides of the brain. Strategy #1 is to connect and redirect- often a child calms
down when a parent consoles them and shows understanding. Trying to be logical with a child
during a burst of emotion will not lead anywhere. Connecting with the childs right brain is the
start to a smooth transition to the logical left brain (understanding the issue). The second strategy
is called name it to tame it- which encourages a child to recall a story repeatedly, identifying
their emotions, and the parents supporting the left brain, by allowing the child make sense of the
event and to feel good enough about it to move on.

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Chapter 3 discusses the lower part of the brain (responsible for strong emotions, instincts
and reactions) and the upper part of the brain (thinking, planning, control, empathy) also
considered as the upstairs and downstairs parts of the brain. The authors describe the role and
importance of the amygdala, located in the lower part of the brain that is responsible for fast
responses. Sometimes it is important to act before we think, but most normal situations require
thinking before action. The goal is to integrate the upper and lower part of the brain. One of the
three strategies offered includes move it or lose it (one that I look forward to practicing). When a
childs amygdala has taken over and the upper part of the brain is not accessible, the only way to
calm a child down may be to encourage body movement (run, exercise, stretch, deep breaths) in
order to gain control.
Siegel and Bryson examine memory (implicit and explicit) and how it can influence the
present. Implicit memory is automatic, learning how to walk or ride a bike are implicit forms of
memory. Recalling a specific event is explicit (conscious). Chapter 4 describes ways in which
parents can help their children bring implicit memories into explicit forms. For example, I
crashed my bike a couple of years ago because I was trying to ride without using my hands and
balancing with my body (it sounds illogical, but it is something a lot of people do). Anyway, if in
the present time someone asked me to ride bikes with them and I keep denying by saying I am
tired, what might actually be happening is that my body is reacting, making me say no because it
associates bikes with crashing. If a parent were to notice that reaction in me, a way to help bring
this implicit memory into awareness is to use the remote of mind strategy. A parent begins the
story of when I crashed, allowing me to take over the story-telling, but is able to pause and fast
forward during a part I am not comfortable telling. Gaining control of the memory and realizing

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that in the end I survived and my bike was fixed will allow for rewinding and expressing the
difficult parts of the memory. This chapter allows the reader to identify, heal, and grow.
Chapters 5 and 6 focus on mindsight, a term coined by Daniel Siegel as, understanding
our own mind and understanding the mind of another (Bryson, Sigel, 2011, p. 93). In regards to
the individual, it is important to recognize that feelings do not define a person, that feelings are
temporary and constantly changing. One strategy that the authors describe is to use the wheel of
awareness tool. Imagine a bicycle wheel, the center is the mind and the spokes lead to the rim
that represents influences (memories, dreams, difficulties, thoughts, and feelings). Sometimes an
individual focuses only on one aspect of the rim that can lead to an overwhelming flood of
emotions. Encouraging a child (or adult) to become aware of the other aspects of the rim can
help them realize that they have the ability to control what they focus on, take steps to relax, and
decide to concentrate on other matters. The Me-We connection of mindsight in chapter six
focuses on the connection of an individual with others. The authors discuss mirror neurons where
we mirror behaviors and sponge neurons by soaking up the intentions and emotions of others.
Caretakers play a key role in the me-we connection of the brain. Modelling good relationships
will positively affect children in their relationships and expectations. Two strategies are offered
to help children integrate the self and others, first- connection through conflict by helping them
empathize with the other person, learning how to identify nonverbal cues (frowns and body
language) and thinking of strategies to help children learn how to solve problems and work
together with others. The second strategy is through playful parenting. Having fun with the
family, playing games and telling jokes will increase the enjoyment a child has with his/her
family which will influence their positivity in connection with others. Family fun can increase

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the bond between siblings, giving siblings the opportunities to learn together and work together
in positive and fun activities will allow them to value their relationships.
The Whole-Brain Child is a great resource not only for parents and caretakers, but for
therapists and teachers as well. Understanding the developing brain gives insight to the teacher
about the reasons for behaviors. This book is a great tool because it identifies the neural
processes that occur in certain circumstances that lead to particular behaviors and provides
strategies to survive and thrive. I found this book to be a great read because adults can relate to
the material in the book and use it to clarify their own personal experiences. I realized that I read
it in an aunts perspective, constantly thinking of my nephew, and I look forward to reading it
again by trying to understand it from a teachers perspective.

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References
Siegel, D., & Bryson, T. (2011). The whole-brain child: 12 revolutionary strategies to nurture
your child's developing mind. New York: Delacorte Press.