Dr. Victor Carrión

And then the other thing is, is hypervigilance something that needs to be treated? You know, I learned this from a mother early in my career. She's like, I was giving some talk in the community and she came to me afterwards and she said, listen, we live in a street that's very dark and it's very dangerous. And my kid has to pass through that every day. I want him to be hypervigilant.

And then the other thing is, is hypervigilance something that needs to be treated? You know, I learned this from a mother early in my career. She's like, I was giving some talk in the community and she came to me afterwards and she said, listen, we live in a street that's very dark and it's very dangerous. And my kid has to pass through that every day. I want him to be hypervigilant.

And if he has developed this trait of hypervigilance, this is something that could be helpful to him. And I said, you're right. I said, you're right. It's not only to him, to a lot of people. It could become very helpful to be hypervigilant, to assess the environment in which they are in. So the problem is not the hypervigilance. The problem is knowing when to turn it on and when to turn it off.

And if he has developed this trait of hypervigilance, this is something that could be helpful to him. And I said, you're right. I said, you're right. It's not only to him, to a lot of people. It could become very helpful to be hypervigilant, to assess the environment in which they are in. So the problem is not the hypervigilance. The problem is knowing when to turn it on and when to turn it off.

And if he has developed this trait of hypervigilance, this is something that could be helpful to him. And I said, you're right. I said, you're right. It's not only to him, to a lot of people. It could become very helpful to be hypervigilant, to assess the environment in which they are in. So the problem is not the hypervigilance. The problem is knowing when to turn it on and when to turn it off.

Having the cognitive flexibility, right, to be able to say, yes, this is a dangerous situation and I better respond this way. If I can give you an example of a kid, right? A kid that experiences domestic violence and has associated that with noise in the house, learns that running and getting into the room is a safe thing for them because they are out of the picture, right?

Having the cognitive flexibility, right, to be able to say, yes, this is a dangerous situation and I better respond this way. If I can give you an example of a kid, right? A kid that experiences domestic violence and has associated that with noise in the house, learns that running and getting into the room is a safe thing for them because they are out of the picture, right?

Having the cognitive flexibility, right, to be able to say, yes, this is a dangerous situation and I better respond this way. If I can give you an example of a kid, right? A kid that experiences domestic violence and has associated that with noise in the house, learns that running and getting into the room is a safe thing for them because they are out of the picture, right?

And they protect themselves in the room. But a year later, they're in the classroom. And for some reason, the classroom gets this level of noise. The body, without him knowing, right? the body reacts by the response that was helpful. This is classical conditioning, right? So he runs out of the classroom, but he's missing the context. The teacher is missing the context.

And they protect themselves in the room. But a year later, they're in the classroom. And for some reason, the classroom gets this level of noise. The body, without him knowing, right? the body reacts by the response that was helpful. This is classical conditioning, right? So he runs out of the classroom, but he's missing the context. The teacher is missing the context.

And they protect themselves in the room. But a year later, they're in the classroom. And for some reason, the classroom gets this level of noise. The body, without him knowing, right? the body reacts by the response that was helpful. This is classical conditioning, right? So he runs out of the classroom, but he's missing the context. The teacher is missing the context.

When the teacher sends him to the principal's office, the principal doesn't have the context, right? That this response was actually adaptive at one point and helpful at one point, and the body has had a hard time letting it go. To ask that kid to give us the only response that he has is not the way to help him.

When the teacher sends him to the principal's office, the principal doesn't have the context, right? That this response was actually adaptive at one point and helpful at one point, and the body has had a hard time letting it go. To ask that kid to give us the only response that he has is not the way to help him.

When the teacher sends him to the principal's office, the principal doesn't have the context, right? That this response was actually adaptive at one point and helpful at one point, and the body has had a hard time letting it go. To ask that kid to give us the only response that he has is not the way to help him.

We need to help him develop new competitive responses so that the experience of the other responses then extinguishes that response that was adaptive at one point but now is maladaptive. By the way, if they are in a traumatic situation, again, we still want them to use it, right? We still want them to run and get out of there. It's part of that hypervigilance that's protecting them in a way.

We need to help him develop new competitive responses so that the experience of the other responses then extinguishes that response that was adaptive at one point but now is maladaptive. By the way, if they are in a traumatic situation, again, we still want them to use it, right? We still want them to run and get out of there. It's part of that hypervigilance that's protecting them in a way.

We need to help him develop new competitive responses so that the experience of the other responses then extinguishes that response that was adaptive at one point but now is maladaptive. By the way, if they are in a traumatic situation, again, we still want them to use it, right? We still want them to run and get out of there. It's part of that hypervigilance that's protecting them in a way.

I'm sorry to interrupt, but if I could add, the inattention comes and goes. Because we all know kids that have ADHD, that if you give them the right video game, all of a sudden they become attentive, right?

I'm sorry to interrupt, but if I could add, the inattention comes and goes. Because we all know kids that have ADHD, that if you give them the right video game, all of a sudden they become attentive, right?

I'm sorry to interrupt, but if I could add, the inattention comes and goes. Because we all know kids that have ADHD, that if you give them the right video game, all of a sudden they become attentive, right?