Futurehealth Winter Brain, Optimal Functioning and Positive Psychology and StoryCon Conferences

Presenter: Alter, Greg

Presenter Address:
1300 Quarry Ct. #311
Richmond, California  94801  United States
Phone: 510-307-4321
Fax: 
Email: alter@altermedx.com

Professional Info:

Bio:
25 years experience in bio and neuro feedback with multiple modalities, combining psychotherapy with biofeedback.

Resume/CV: 

Presentations:

Presenter: Argast, Terry

Presenter Address:
30011 Ivy Glenn, Ste. 205
Laguna Niguel, California  92677  United States
Phone: (949) 495-1262, Ext. 3
Fax: (949) 945-0323
Email: drargast@cox.net

Professional Info:
Psychologist, License Number PSY 4396, Licensed in CA 

Bio:
Clinical Psychologist for 30 years, now retired. Co-founder of Southern California Society for Ericksonian Psychotherapy & Hypnosis. Author/Co-Author of Rapid Age Regression & Now You Wanted a Trance Demonstrated Today. Taught many hypnosis training workshops and a frequent presenter at the Milton Erickson Congresses.

Resume/CV: 
1975 – 2003	Clinical Psychology Private Practice, Laguna Niguel and Anaheim, CA.	Individual and family psychotherapy specializing with child and adolescent family problems and adults with dissociative disorders and posttraumatic stress disorders.1987 – Present	Director of Clinical Services, Instructor and Co-FounderSouthern California Society for Ericksonian Psychotherapy and Hypnosis; Laguna Niguel, CA. (Originally co-founded as the Orange County Society for Ericksonian Psychotherapy and Hypnosis)	A private organization developed to serve as an educational catalyst to the professional community by providing quality training and education in the areas of psychotherapy and hypnosis. Conducting introductory, intermediate and advanced training workshops through the Society on an ongoing basis throughout the Southern California area.1991 – 1998	Consulting Psychologist, Community Psychiatric Corporation, Psychiatric Hospitals; Laguna Hills and Brea, CA. Direct in-patient care of adults.1987 – 1993	Director, Brief Therapy Clinic, Dissociative Disorders Consultation Team; Santa Ana, CA. Conducted research and provided consultation and training in the areas of dissociative disorders, hypnosis and systemic therapies.1978 – 1992	Consultant and Clinical Supervisor, Concern of Orange; Fullerton, CA.	Assisting with program development, staff training and intern supervision in this agency that provides for student and staff counseling in Catholic schools.1983 – 1990	Consultant, Los Ranchos Presbytery; Anaheim, CA. Assessment of ordained staff compatibility and assisting with the resolution of staff conflicts in the Presbyterian Church USA.1984 – 1991	Consulting Psychologist, Capistrano By The Sea Psychiatric Hospital; Dana Point, CA. Direct in-patient care of adults and adolescents.1989 – 1990	Consultant, Syntone Treatment Centers; Anaheim, CA. Staff training and program development for therapeutic group home for abused and abandoned children and adolescents.1984 – 1989	Consultant, Project Independence; Anaheim, CA. Staff education and program development for agency that assists with the independent living skill training of developmentally disabled adults.1982 – 1989	Consultant, Arnold Group Homes; Anaheim, CA. Assisting with program planning of therapeutic group homes treating abused and neglected children and adolescents.1976 – 1977	Instructor, Saddleback Unified School District Adult Education; San Juan Capistrano, CA. Instructor in classes related to family child management.1975 – 1976	Instructor, North Orange County Community College District; Fullerton, CA. Instructor in classes related to family child management.1973 – 1979	Service Chief of Child and Adolescent Services, North Orange County Regional Mental Health Services; Fullerton, CA. Directed out-patient, day-treatment and residential service programs for children and adolescents.  Provided community consultation, program development and utilization review of regional county programs.1973 – 1974	Staff Psychologist, Pasadena Child Guidance Clinic; Pasadena, CA. Provided individual and group outpatient psychotherapy for children, adolescents and their parents.1973	Staff Psychologist, Child Development Center; Pasadena, CA. Provided behaviorally oriented outpatient treatment for child behavior problems.

Presentations:
Presentation #19    

Plenary:  
The clinical application of Cranial Electrotherapy Stimulation (CES): The best kept secret in medicine.

Abstract: 
The clinical application of Cranial Electrotherapy Stimulation (CES): The best kept secret in medicine.There are over 125 studies applying CES (the application of low levels of electricity across the brain) to a wide range of clinical problems. 85% of the studies have shown significant symptom improvement. In addition, several of these studies have looked at how it amplifies results when used with biofeedback in treatment. We will also look at the specific impact CES has when studied using QEEG analysis and specific protocols using CES and Neurofeedback together.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Ballon, Rachel

Presenter Address:
390 S. Sepulveda Blvd. # 410
Los Angeles, California  90049  United States
Phone: 310/ 472-8442
Fax: 
Email: RachWrite@aol.com

Professional Info:
MFT, License Number , Licensed in CA 

Bio:
Rachel Ballon, Ph.D., M.F.T. is a psychotherapist in private practice in Westwood and an international writing consultant, who has taught writing and poetry as a therapeutic tool to mental health professionals and health care practitioners including UCLA, UC Irvine, CSUN, and conferences worldwide.  Dr. Ballon was one of the pioneers who studied with Dr. Arthur Lerner when he founded his Poetry Therapy Institute.  She’s also a screenwriter, lecturer, teacher, and author of four widely-acclaimed books - Blueprint For Writing: A Writer's Guide to Creativity Craft and Career, The Writer's Sourcebook:  From Writing Blocks to Writing Blockbusters, Breathing Life Into Your Characters:  How to Give Characters Emotional and Psychological Depth, and Blueprint For Screenwriting:  A Writer's Guide To Story Structure And Character Development.   She uniquely incorporates elements of successful screenwriting (such as, structure, plot, character transformational arc, theme, dialogue) into her therapeutic writing work with clients.

Resume/CV: 
*

Presentations:
Presentation #6    

Plenary:  
Stories we live by stories we tell; Healing mind and body through Fast Flow Writing™

Abstract: 
"The words we write can have a healing power even if they're never read by another human being." --James Pennebaker

Duration: 
45 minutes

Learning Objectives: 
Demonstration of specific story techniques and use of expressive writing for collaborating with clients to enable them to change their victim narratives into survivor ones.  Through case studies, clinical studies and lecture therapists will learn how to employ Fast Flow Writing with their clients to start the Healing process of Mind and Body.

Test Questions:

Bibliography: 

Detailed Agenda:
The therapeutic use of story as adjunct in counseling is a powerful technique to reach

individuals unconscious material and liberate repressed emotions. Psychologists and other Mental Health Professional and Health Care practitioners will learn how to use Stories for therapeutic results.  Learn how individuals form their identity around stories that are told about them and which they tell about themselves.  Story techniques will give participants additional tools to use in the counseling setting which are effective, powerful and accessible.  They will also learn how to employ the therapeutic use of rewriting stories to free  individuals from psychological blocks and old tapes.  Learning how to create new stories will enable clients to become unstuck in their lives and relationships.

Presentation #7    

Workshop:  
The Therapeutic Use of Story as an Adjunct in the Counseling Setting

Abstract: 
<blockquote>“The universe is made of stories, not atoms." --  Muriel Rukeyser</blockquote>The use of story as a therapeutic tool is a powerful technique to reach unconscious material and enable individuals to revise their problematic personal stories.  Mental Health Professional and Health Care practitioners will learn how to use Stories for positive results by showing clients how to re-author negative stories from their past which form their identity.  Participants are taught Story structure and the use of Narratives which are effective, powerful and therapeutic tools to use with clients and groups.  Stories that heal free clients from psychological blocks and negative tapes, enabling them to stop self-defeating behaviors.  Discover how to collaborate with clients to right life stories and stop playing roles in stories created by others.  Discarding victim stories and creating survivor stories enable clients to become unstuck in their lives, make changes, take risks, set new goals and reach them.

Duration: 
120 minutes

Learning Objectives: 
The objectives/goals of this workshop is to demonstrate how the use of 

writing as adjunct in counseling is a powerful technique to reach

individuals unconscious material and liberate repressed emotions.  Mental Health 

practitioners will learn how to use these therapeutic writing techniques to give them additional tools to use in the counseling setting which are effective, short term and accessible.  They will also learn how to use therapeutic writing to free certain individuals from psychological blocks and enable them to become unstuck in their lives and relationships.

Test Questions:

Bibliography: 

Detailed Agenda:
Therapists will participate in therapeutic stories and writing exercises to experience this process first hand.  Discover techniques to create new stories that are effective to replace ineffective stories that are problematic.  Participants will read their writings and discussion will follow which will focus on therapeutic benefits of the writing process.

Presenter: Barnes, Steve

Presenter Address:
., .
., California  .  United States
Phone: 
Fax: 
Email: LifeWrite@aol.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #198    

Plenary:  
Structure and Flow

Abstract: 
From one perspective, all that there is, in any discipline, is Structure: the component aspects, the technical considerations, the vocabulary of a craft, and Flow, the ability to move these components to unconscious competance and simply dance with the currents of emotion and art.  Brain surgeon, jet pilot, athlete, martial artist, lover...it doesn't matter.  To define the former and learn to enter into the latter is the doorway to mastery.

Duration: 
45 minutes

Learning Objectives: 
.

Test Questions:
and fear?

Bibliography: 
Body-Flow: Scott Sonnon
Total Fitness in 30 Minutes a Week: Morehouse and Gross
A Book of Five Rings: Musashi Miyamoto
The Relaxation Response: Benson
Ki: Steven Barnes

Detailed Agenda:

Presentation #197    

Workshop:  
The LifeWriting Approach to Writing and Life

Abstract: 
A uniquely practical and powerful approach to aligning the writer's professional work and personal life.  Includes tools for plotting, characterization, breaking writer's block, increasing creativity, and far, far more.

Duration: 
120 minutes

Learning Objectives: 
Compare different plot structures.  Summarize different models of human creativity and energy.  Clarify the pathway to accessing the writer's full potential.

Test Questions:
1) What is the relationship between plotting and characterization?
2)  What is the relationship between a writer's world view and the work he creates?
3) What are the best ways to maintain energy and enthusiasm over the course of a demanding career?

Bibliography: 
Zen and the Art of Writing: Ray Bradbury
The Lifewriting Year-Long Program: Steven Barnes
The Book Of Five Rings: Musashi Miyamoto
Techniques of the Selling Writer: Dwight Swain
The Handbook of Ancient Wisdom: Cassandra Eason

Detailed Agenda:
Plotting and cosmology
Characterization and psychology
Writer's Block and flow state
Physical and mental energies--a pancultural view

Presentation #242    

Plenary:  
Entering and Sustaining Flow.

Abstract: 
Using the body to teach the unity of mind and breath that allows entrance into one of the most powerful meditations in existence, physical flow. One of the core healing aspects of yoga, tai chi, martial arts and sufi dancing, physical flow can be accessed through FlowFit, a new, total-body  exercise routine requiring only an hour a week for basic fitness.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Block, Sandra

Presenter Address:
8677 Villa La Jolla Drive, #1250
La Jolla, California  92037  United States
Phone: 
Fax: 
Email: sblock@san.rr.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #21    

Plenary:  
The connection between fairy tale themes and DSM-IV diagnostic catagories

Abstract: 
Fairy tales have been with us for more that 500 years. When we as clinicians look at the themes and archetypes in these tales we can recognize the early descriptions of various psychiatric disorders that we apply today to our patients. This presentation will introduce the clinician to some of these description and provide resources for further study.

Duration: 
35 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Brod, Thomas

Presenter Address:
12304 Santa Monica Blvd #210
Los Angeles, California  90025  United States
Phone: 310-207-3337
Fax: 
Email: tbrod@ucla.edu

Professional Info:
physician and surgeon, License Number G-20595, Licensed in CA 

Bio:
Thomas M. Brod, MD, DFAPA is a faculty member of the New Center for Psychoanalysis (formerly LAPSI), and Associate Clinical Professor of Psychiatry, UCLA. He has a private practice of psychoanalysis and self-regulation medicine in west Los Angeles, where he has been practising biofeedback since 1980.

Resume/CV: 
Distinguished Life Fellow, American Psychiatric AssociationDiplomate, American Board of Psychiatry & NeurologyFellow, AAPB

Presentations:
Presentation #14    

Workshop:  
MYSTERIES OF NF SUCCESS: What's Happening When"Nothing's Happening"?

Abstract: 
In this two-hour workshop, T. Brod and Wm Scott will review non-linear dynamic theory and its successful application in NeuroCare Pro and the new BrainPaint application of Bill Scott. We will consider the relationship of neurofeedback to subjectivity in cases of patient recovery. Is the process de-humanized when the computer is the Analyst and the patient's "brain” is being trained? Emphasis in the workshop will be on enhancing therapist effectiveness when it appears on the surface that "nothing is happening."

Duration: 
120 minutes

Learning Objectives: 
1. Explain how brain-computer interactions, through non-linear dynamic processing, may be effective even without the conscious awareness of the client/patient.
2. Discuss the merits of auditory vs. visually weighted feedback to patients with dysfuncitonal brain syndromes.
3. Summarize necessary role functions of "therapist" in neurofeedback therapy.

Test Questions:
1. Define "information value" in the context of non-linear dynamic neurofeedback.

2. What is the relation between "brain plasticity" and the long-term recovery of patient after a stroke?

3. In your opinion, what is the role of "therapist" in neurofeedback?  Can a present-day computer play that role?

Bibliography: 
Brod TM: Notes on brainwave biofeedback for young people: AD/HD and related issues. in Incorvia JA, Mark-Goldstein BS, and Tessmer D (eds): Understanding, Diagnosing And Treating AD/HD Children And Adolescents. Jason Aronson 1999 
Egner T, Gruzelier JH Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans.  Neuroreport 2001, 12:411-415
Egner T, Gruzelier JH Ecological validity of neurofeedback: modulation of slow wave EEG enhances musical performance.  Neuroreport 2003a, 14:1223-1228
Egner T, Gruzelier JH EEG biofeedback of low bnd beta components: frequency-specific effects of variables of attention and event-related brain potentials. Clinical Neurophysiology, 2003b, in press
Scott W, Kaiser D. Sideroff S,  et al, Reduction in substance abuse recidivism when neurofeedback is a component of treatment. Am J Drug Alcohol Abuse. 2005;31(3):455-69

Detailed Agenda:
2 hr workshop.  No break.  Brod theoretical intro.  Scott introduces BrainPaint.  Brod and Scott present clinical data.  Discussion with attendees throughout.  Conclusion tying theory and clinical data.

Presentation #100    

Plenary:  
NIGHTLIGHT TRAINING: Using Neurofeedback with the Dying

Abstract: 
Neurofeedback is a valuable treatment adjunct for patients with catastophic and terminal illness.  Within a soothing and contructive environment, neurofeedback is well-suited for dealing with pain and fear.  the largest hurdle to it's more wide-spread use is therapist comfort with the dying individual.

Duration: 
45 minutes

Learning Objectives: 
1. List the "Tasks of Dying" facilitated by neurofeedback.

2.  List the tasks of the neurofeedback therapist in working with dying patients/clients.

Test Questions:
1. List at least three "Tasks of Dying" facilitated by neurofeedback.
2.Discuss those extended applications of neurofeedback listed in question #1.

Bibliography: 
2001 Kesler D, The Needs of the Dying : A Guide For Bringing Hope, Comfort, and Love to Life's Final Chapter, Harper
2001 Marquis DK Advance Care Planning: A Practical Guide for Physicians American Medical Association
2005 Smith-Stoner M, End-of-Life Needs of Patients Who Practice Tibetan Buddhism, Journal of Hospice and Palliative Nursing;7(4):228-233
Elements of Quality Care for Patients in the Last Phase of Life http://www.ama-assn.org/ama/pub/category/3717.htm
Education for Physician’s End-of-Life Care http://www.ama-assn.org/ama/pub/category/3717.html          c.

Detailed Agenda:
20 minute didactic, 25 minutes large group discussion

Presentation #99    

Plenary:  
Non-Linear Dynamic Neurofeedback: Wrangling Information For the Brain-Computer Interchange

Abstract: 
We will consider cases of dramatic recovery with NeuroCare Pro and BrainPaint biofeedback to illustrate the general phenomenon of patient recovery when it appears on the surface that "nothing is happening."  To go deeper, we will look at the "scientific" creation-myth of brain and self-regulation training.

Duration: 
20 minutes

Learning Objectives: 
explain how brain-computer interactions, through non-linear dynamic processing, may be effective even without the conscious awareness of the client/patient.

Test Questions:
1. Define "information value" in the context of non-linear dynamic neurofeedback.

2. What is the relation between "brain plasticity" and the long-term recovery of patient after a stroke?

Bibliography: 
Brod TM: Notes on brainwave biofeedback for young people: AD/HD and related issues. in Incorvia JA, Mark-Goldstein BS, and Tessmer D (eds): Understanding, Diagnosing And Treating AD/HD Children And Adolescents. Jason Aronson 1999 
Egner T, Gruzelier JH Learned self-regulation of EEG frequency components affects attention and event-related brain potentials in humans.  Neuroreport 2001, 12:411-415
Egner T, Gruzelier JH Ecological validity of neurofeedback: modulation of slow wave EEG enhances musical performance.  Neuroreport 2003a, 14:1223-1228
Egner T, Gruzelier JH EEG biofeedback of low bnd beta components: frequency-specific effects of variables of attention and event-related brain potentials. Clinical Neurophysiology, 2003b, in press
Scott W, Kaiser D. Sideroff S,  et al, Reduction in substance abuse recidivism when neurofeedback is a component of treatment. Am J Drug Alcohol Abuse. 2005;31(3):455-69

Detailed Agenda:
No breaks

Presenter: Brown, Valdeane

Presenter Address:
16-21 Dallas Rd
Victoria, British Columbia  V8V 4Z9  Canada
Phone: 250 483-4146
Fax: 815.361.9192
Email: val@zengar.com

Professional Info:

Bio:
Dr. Valdeane W. Brown is an internationally recognized "trainer of trainers", who teaches and consults widely on personal and organizational transformation and computer systems. With a Ph.D. in Clinical Psychology with a background in math, physics, computer programming, philosophy, yoga, meditation and martial arts, Dr. Brown brings a presence and precision to his work, informed by a deep sense of compassion, a profound facility with energy dynamics and commitment to revealing the elegant simplicity inherent in learning and transformation. Developer of the Five Phase Model and co-creator with his wife Sue of the Period 3 Approach to Clinical Neurofeedback, Dr. Brown has realized his vision of a truly comprehensive training system in NeuroCARE Pro©, which he personally designed and implemented, meticulously integrating it with Sue’s practical wisdom and experience. Dr. Brown provides comprehensive training, consultation and supervision to fellow professionals and healers as well as his clients, and is frequently called upon by colleagues to assist in resolving difficult clinical situations. His vision in bringing NeuroCARE Pro® to the world is to make personal transformation effortless and available to all.

Resume/CV: 
VALDEANE WELDON  BROWN, Ph.D.Inactive PsychologistZengar Institute... Rhythms For Living21 Dallas Road, Suite 16 Victoria, British Columbia V8V 4Z9Voice (250) 483-4146 Fax (250) 483-4148E-mail: val@zengar.comPsychology License #:    	PS – 004409L Pennsylvania	        EDUCATION:Ph. D.	DUQUESNE UNIVERSITY	May 1986 (Psychology,	Pittsburgh, PA		Clinical)	Department of Psychology.		Dissertation Research: "Therapists' Strong Reactions” M.A.	DUQUESNE UNIVERSITY	July 1979 (Psychology)	Pittsburgh, PA			Department of Psychology.B.S.	GEORGETOWN UNIVERSITY		May 1976(Psychology)	Washington, D.C.CAREER EXPERIENCE:Co-Founder and	ZENGAR INSTITUTE…Rhythms for Living	1996-presentDirector of	Port Jefferson, New YorkEducational Services	A Psychological Services OrganizationIndependent 	PSYCHOLOGY 		1985-present Practice 	Various locationsDirector of	SHARON REGIONAL HEALTHCARE		1991-1995Psychological	Sharon, Pennsylvania Services

Presentations:
Presentation #191    

Plenary:  
How Can Non-localized Neurofeedback Training Work Without Being “Global”?

Abstract: 
Elegant traiing relies on the intrinsic self-organinzing nature of both consciousness and the central nervous system – this presentation will explore these ideas and describe the overall framework of awakening boddhicitta and non-duality based psychology within which neurofeedback training finds a real foundation.

Duration: 
45 minutes

Learning Objectives: 
1. Explain the role of shifts in time-frequency gradients in determining the stability of a system.
2. Explain the role of iterative control loops in decreasing turbulence and catastrophic phase shifts in non-linear, dynamcial systems.
3. Explaing the difference between localized, global and comprehensive, adaptive control processes.

Test Questions:
1. If a control system isn't localizable then it is global. (T/F)
2. Comprehensive, adaptive neurofeedback can be done so as to achieve both "localized" as well as "global" objectives because of the dynamical adjusting of the neurofeedback process that occurs moment-to-moment during the actual neurofeedback training. (T/F)

Bibliography: 
Boashash, B [2003], Time Frequency Signal Analysis and Processing: A Comprehensive Reference, Elsevier: Amsterdam.

Kantz, H. & Schreiber, T [2004], Nonlinear Time Series Analysis 2nd Ed, Cambridge University Press: Cambridge, U.K.

Ladner, L. [2004], The Lost Art of Compassion: Discovering the Practice of Happiness in the Meeting of Buddhism and Psychology, HarperCollins Publishers, Inc.: NY

Qian, S [1996], Joint Time-Frequency Analysis: Methods and Applications, Prentice Hall PTR: Upper Saddle River, NY

Wallace, B. A., [2001], Buddhism With an Attitude: The Tibetan Seven-Point Mind-Training, Snow Lion Publications: Ithaca, NY.

Wallace, B. A & Wallace, V. [1997], A Guide to the Boddhisattva Way of Life: Bodhicaryavatara, Snow Lion Publications: Ithaca, NY.

Wiggins, S. [1990], Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag: New York.

Detailed Agenda:
1. The false antimony of Localization vs Global
2. The role of non-liear, dynamical control theory and joint time-frequency analysis in deriving effective control procedures that transcend the false antinomy of localization vx global
2. The role of Autopoesis and Homeodynamics in maintainng the "healthy chaos" of effectively self-regulating human psychophysiology

Presentation #40    

Plenary:  
Awakening Bodhicitta: A Fundamental Framework For Understanding the Transformative Potential of Neurofeedback

Abstract: 
Buddhist psychology provides an effective way to truly understand what actually happens during neurofeedback training.

Duration: 
45 minutes

Learning Objectives: 
1. Explain how Buddhist psychology provides a fraemework for understanding neurofeedback training as a way of transforming suffering.
2. Explain the relationship between Absolute and Relative Boddhicitta and its relevance to neurofeedback training.
3. Explain the relationship between "Returning to the Present" and triggering the Orienting Response.

Test Questions:
1. "Returning to the Present" invokes the Orienting Response. (T/F)
2. The experience of suffering is accompanied by detectable turbulence in the EEG. (T/F)

Bibliography: 
Boashash, B [2003], Time Frequency Signal Analysis and Processing: A Comprehensive Reference, Elsevier: Amsterdam.

Kantz, H. & Schreiber, T [2004], Nonlinear Time Series Analysis 2nd Ed, Cambridge University Press: Cambridge, U.K.

Ladner, L. [2004], The Lost Art of Compassion: Discovering the Practice of Happiness in the Meeting of Buddhism and Psychology, HarperCollins Publishers, Inc.: NY

Qian, S [1996], Joint Time-Frequency Analysis: Methods and Applications, Prentice Hall PTR: Upper Saddle River, NY

Wallace, B. A., [2001], Buddhism With an Attitude: The Tibetan Seven-Point Mind-Training, Snow Lion Publications: Ithaca, NY.

Wallace, B. A & Wallace, V. [1997], A Guide to the Boddhisattva Way of Life: Bodhicaryavatara, Snow Lion Publications: Ithaca, NY.

Wiggins, S. [1990], Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag: New York.

Detailed Agenda:
1. Non-Duality Psychology: Integrating Relative and Absolute Boddhicitta
2. Neurofeedback Training as Applied Non-Duality Practice
3. Triggering the Orienting Response as a way to "Return to the Present" and release the "ripples of consciousness"

Presentation #89    

Plenary:  
CARE® in the Real World

Abstract: 
The CARE® orientation remains unique.  Approaching the task of neurofeedback as a form of “cross aerobic” training for the CNS, it is based on a fundamental understanding of how to promote both resilience and flexibility, while minimizing turbulence and instability.  This panel will present the work of a number of practitioners who are using the CARE® approach in their practices and other applied settings.  Some areas of application that will be covered include: Chronic PainSleep RenormalizationOptimal Flow and FunctionDepression and AnxietyADD and Related Performance IssuesSpiritual TransformationEnergetic Healing

Duration: 
90 minutes

Learning Objectives: 
1. List areas in which CARE has been utilized.
2. Describe how the CARE approach is used across different areas of application.
3. Describe how CARE is used as a form of training instead of treatment, even when therapeutic effect may be reported or observed.

Test Questions:
1. List the 16 concurrent targets of CARE.
2. The Adaptive Gabor Transform is used to derive the information in each target. (T/F)
3. The same sequence of ZenX Modes can be used across the range of areas in which neurofeedback training is offered.

Bibliography: 
Boashash, B [2003], Time Frequency Signal Analysis and Processing: A Comprehensive Reference, Elsevier: Amsterdam.

Kantz, H. & Schreiber, T [2004], Nonlinear Time Series Analysis 2nd Ed, Cambridge University Press: Cambridge, U.K.

Ladner, L. [2004], The Lost Art of Compassion: Discovering the Practice of Happiness in the Meeting of Buddhism and Psychology, HarperCollins Publishers, Inc.: NY

Qian, S [1996], Joint Time-Frequency Analysis: Methods and Applications, Prentice Hall PTR: Upper Saddle River, NY

Wallace, B. A., [2001], Buddhism With an Attitude: The Tibetan Seven-Point Mind-Training, Snow Lion Publications: Ithaca, NY.

Wallace, B. A & Wallace, V. [1997], A Guide to the Boddhisattva Way of Life: Bodhicaryavatara, Snow Lion Publications: Ithaca, NY.

Wiggins, S. [1990], Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag: New York.

Detailed Agenda:
1. Overview of the CARE Approach to neurofeedback training
2. Aras of application
a. Sleep Disturbance
b. Chronic Pain
c. Attentional Concerns
d. Energetic Healing
e. Spiritual Transformation
f. Depression and related presentations
3. Summary and Integration

Presentation #92    

Foundation Course:  
ZenX Modes and Self-Referencing, Self-Correcting Neurofeedback: The Complex Becomes Truly Simple to Use

Abstract: 
ZenX Modes are a new feature in NeuroCARE Pro v1.95.  They allow for a very simple user interface to the complex targeting process underlying the CARE approach to neurofeedback.

Duration: 
55 minutes

Learning Objectives: 
1. List the ZenX Modes and the connection to standard cross aerobic training models.

2. Explain the manner in which the time-frequency signatures of each target was derived.

3. Describe how a typical neurofeedback training session is done using this approach.

Test Questions:
1. Zengar 3 is most like which of the following in a standard cross aerobic training program:
a. cool down
b. warm up
c. stretch
d. exercise

2. Mixture ICA techniques were used to construct the multimedia used in providing neurofeedback using this approach.  (T/F)

3. The same sequence of training and same target configurations are used for all clients. (T/F)

Bibliography: 
Boashash, B [2003], Time Frequency Signal Analysis and Processing: A Comprehensive Reference, Elsevier: Amsterdam.

Kantz, H. & Schreiber, T [2004], Nonlinear Time Series Analysis 2nd Ed, Cambridge University Press: Cambridge, U.K.

Ladner, L. [2004], The Lost Art of Compassion: Discovering the Practice of Happiness in the Meeting of Buddhism and Psychology, HarperCollins Publishers, Inc.: NY.
 
Qian, S [1996], Joint Time-Frequency Analysis: Methods and Applications, Prentice Hall PTR: Upper Saddle River, NY

Wallace, B. A., [2001], Buddhism With an Attitude: The Tibetan Seven-Point Mind-Training, Snow Lion Publications: Ithaca, NY.

Wallace, B. A & Wallace, V. [1997], A Guide to the Boddhisattva Way of Life: Bodhicaryavatara, Snow Lion Publications: Ithaca, NY.

Wiggins, S. [1990], Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag: New York.

Detailed Agenda:
1. Comprehensive, Adaptive Renormalization of EEG
2. Dynamical Targeting Procedures in general
3. ZenX Modes
a. Zengar 1 characteristics
b. Zengar 2 characteristics
3. Zengar 3 characteristics
b. Zengar 4 characteristics
4. Self Adjusting, Self Correcting Feedback

Presentation #94    

Post-Conference:  
Beginner’s Guide To NeuroCARE Pro: How To Get Up and Running Today!

Abstract: 
This one day introduction will get you up and running in NeuroCARE Pro v1.95.  Here is where you can learn what you need to know to use this comprehensive, yet easy to use, neurofeedback training system.

Duration: 

Learning Objectives: 
1. Explain how to sequence through the ZenX Modes.
2. Explain the rationale for two channel training using C3 and C4 as the active sensor sites.
3. Explain the role of 16 time-frequency based targets in providing neurofeedback using NCP.
4. Explain the Cross Correlation of the AutoCorrelation of the Joint Time-Frequency Analysis.
5. Explaing how C*r is calculated and what it means for understanding how well neurofeedback is proceeding.
6. Explain the meaning and relevance of CCAC Divergence.
7. Explain the relationship between using ZenX Modes and the metaphor of "cross aerobic" training.
8. Expaling why the interruption and/or modification of ongoing multimedia events is the feedback in the defauls ways of using NCP.

Test Questions:
1. List the time-frequency signatures of the default NCP targeting set.
2. In general, one should always sequence through the ZenX Modes.  (T/F)
3. AC stands for the Cross Correlation of the AutoCorrelation of the Joint Time-Frequency Analysis. (T/F)
4. C*r should decrease with ongoing, effective training. (T/F)
5. CCAC Divergence will increase with ongoing, effective training (T/F)
6. Using ZenX Modes one should be adjusting the Multiplier instead of adjusting the size of individual targets. (T/F)
7. The interruption and/or modification of ongoing multimedia events is the feedback in the default ways of using NCP. (T/F)

Bibliography: 
Boashash, B [2003], Time Frequency Signal Analysis and Processing: A Comprehensive Reference, Elsevier: Amsterdam.

Kantz, H. & Schreiber, T [2004], Nonlinear Time Series Analysis 2nd Ed, Cambridge University Press: Cambridge, U.K.

Ladner, L. [2004], The Lost Art of Compassion: Discovering the Practice of Happiness in the Meeting of Buddhism and Psychology, HarperCollins Publishers, Inc.: NY

Qian, S [1996], Joint Time-Frequency Analysis: Methods and Applications, Prentice Hall PTR: Upper Saddle River, NY

Wallace, B. A., [2001], Buddhism With an Attitude: The Tibetan Seven-Point Mind-Training, Snow Lion Publications: Ithaca, NY.

Wallace, B. A & Wallace, V. [1997], A Guide to the Boddhisattva Way of Life: Bodhicaryavatara, Snow Lion Publications: Ithaca, NY.

Wiggins, S. [1990], Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag: New York.

Detailed Agenda:
1. An Overview of the Controls and Features of NeuroCARE Pro
2. Introduction to the role of Joint Time-Frequency Analysis (JTFA) and Non-Linear, Dynamical (NLD) control processes to NCP.
3. Using ZenX Modes: The Complex becomes Simple and Easy to Use
4. Offline Analysis: Quick Stats, Trend Report, JTFA, CCAC, Divergence Measures
5. Trend Report of Divergence Measures
6. Putting it All Together: Walking the Talk

Presentation #196    

Workshop:  
Using Non-Linear, Dynamical Measures of Change: Keeping Neurofeedback Training Safe and On Target

Abstract: 
NLD tools can provide effective, easy to use tools to understand how well neurofeedback training is progressing, regardless of how it is done.  Two such tools are presented and explored with data.

Duration: 
120 minutes

Learning Objectives: 
1. Learn the meaning of the Cross Correlation of the AutoCorrelation [CCAC] of Joint Time-Frequency Analyses [JTFA] of EEG.
2. Understand the difference between standard meansures of Correlation [r], Correlation Dimension [C(r)] and Optimized Correlation Dimension [C*r].
3. Learn the value of Divergence measures of EEG, CCAC and C*r.
4. Recognize effective training based on trends in CCAC Divergence and C*r Divergence.
5. Understand the rationale for the various ways that differencing of various NLD and JTFA measures can be used within neurofeedback.

Test Questions:
1. CCAC Divergence should decrease Pre to Post in successful neurofeedback. [T]
2. C*r should increase Pre to Post in successful neurofeedback. [T]
3. C*r reflects a structural invariant property of a non-linear, dynamical system.  [F]
4. C*r can be quite variable during actual neurofeedback training. [T]
5. If CCAC Divergence increases Pre to Post this can indicate which form of follow up training can be done.  [T]
6. C*r reflects the overall "complexity" of the system being measured. [T]

Bibliography: 
Boashash, B [2003], Time Frequency Signal Analysis and Processing: A Comprehensive Reference, Elsevier: Amsterdam.

Kantz, H. & Schreiber, T [2004], Nonlinear Time Series Analysis 2nd Ed, Cambridge University Press: Cambridge, U.K.

Ladner, L. [2004], The Lost Art of Compassion: Discovering the Practice of Happiness in the Meeting of Buddhism and Psychology, HarperCollins Publishers, Inc.: NY.
 
Qian, S [1996], Joint Time-Frequency Analysis: Methods and Applications, Prentice Hall PTR: Upper Saddle River, NY

Wallace, B. A., [2001], Buddhism With an Attitude: The Tibetan Seven-Point Mind-Training, Snow Lion Publications: Ithaca, NY.

Wallace, B. A & Wallace, V. [1997], A Guide to the Boddhisattva Way of Life: Bodhicaryavatara, Snow Lion Publications: Ithaca, NY.

Wiggins, S. [1990], Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag: New York.

Detailed Agenda:
1. Overview of Joint Time-Frequency Analysis (JTFA) and its relevance to neurofeedback training.
2. Introduction to Non-Linear, Dynamical (NLD)Control Theories and their application to the process of neurofeedback training.
3. Cross Correlation of the AutoCorrelation of the JTFA: Derivation and Application to th process of neurofeedback training.
4. Divergence Measures and Dimensionality: Deriving a "best fit" version of Correlation Dimension for application to neurofeedback training.

Presenter: Brucker, Bernard

Presenter Address:
P.O. Box 21846
Ft. Lauderdale, Florida  33335  United States
Phone: 305-762-3882
Fax: 305-795-6090
Email: BBrucker@med.miami.edu

Professional Info:
Ph.D, License Number PY0003155, Licensed in Florida 

Bio:
Bernard S. Brucker, Ph.D., ABPPBiographical SketchDr. Bernard S. Brucker is Associate Professor in the Departments of Psychiatry and Behavioral Sciences, Orthopaedics and Rehabilitation and Radiology at the University of Miami School of Medicine.  He is a psychologist who has been a leader in the field of rehabilitation and is currently Chief of the Division of Psychology and Director of the Biofeedback Laboratory at the University of Miami/Jackson Memorial Medical Center.  He is the Past President of the Division of Rehabilitation Psychology of the American Psychological Association and the recent Past Chairman of the Brain and Spinal Cord Injury Advisory Council for the State of Florida.  Dr. Brucker is currently President of the American Board of Rehabilitation Psychology, Member of the Board, American Board of Professional Psychology, Past Vice President of the Florida Brain Injury Association and Past Board Member of the Association of Applied Psychophysiology and Biofeedback.  Dr. Brucker has received the Gil Moss Award from the National Spinal Cord Injury Association for outstanding scientific and clinical contribution to spinal cord injury, the Exceptional Achievement Award, from the Institute of Electrical and Electronics Engineers, for microprocessor control of movement in paralyzed muscle, the Lifetime Achievement Award from the Dade County Chapter of the Florida Psychological Association, the Distinguished Service Award, Division of Rehabilitation, American Psychological Association and the Karl F. Heiser Presidential Award from the American Psychological Association.  Dr. Brucker is one of the founders, and the original Co-Director of the Miami Project to Cure Paralysis.  He is world renowned for developing specific behavioral procedures for restoring function in people with physical disabilities and has numerous publications, chapters, and presentations at scientific meetings.

Resume/CV: 
Bernard S. Brucker, Ph.D.March, 2001Page 1UNIVERSITY OF MIAMICurriculum Vitae1.	Date:  			March 6, 2001	I.  PERSONAL	2.	Name:	 		Bernard S. Brucker, Ph.D., ABPP	3.	Home Phone: 	(954) 763-50304.	Office Phone:	 	(305) 243-1275				(305) 355-8245				(305) 243-1278 FAX5.	Home Address:	P.O. Box 21846		Ft. Lauderdale, FL  333356.	Current Academic Rank:	Associate Professor6a. Current Track of Appointment:  Clinical Educator7.	Primary Department:  Psychiatry & Behavioral Sciences8.	Secondary or Joint Appointments:  Orthopaedics & Rehabilitation                                                                Radiology9.	Citizenship:  U.S.A.10.	Visa  Type:  N/ABernard S. Brucker, Ph.D.		Page 2II.  HIGHER EDUCATION11.	Institutional: Monmouth College, West Long Branch, New Jersey, A.A., B.A., Psychology, 			1968Eastern New Mexico University, Portales, New Mexico, M.A., Psychology, 1969		New York University, New York, Ph.D., Counseling Psychology, 197712.	Non-Institutional:  N/A13.	Certification, Licensure:Certified Psychologist State of New York, #6219, 1980	Licensed Psychologist State of Florida, PY0003155, 1982American Board of Professional Psychology, Diplomate in Rehabilitation Psychology, 1996III.  EXPERIENCE14. 	Academic:Eastern New Mexico University, Portales, New Mexico, Internship, 1968-1969Eastern New Mexico University, Portales, New Mexico, Lecturer, 1969New York University Medical Center, New York, NY, Assistant ResearchScientist, 1969-1970           New York University Medical Center, New York, NY, Assistant Psychologist,1970-1973   Queens College, New York, NY, Adjunct Lecturer in Psychology, 1972-1973New York University Medical Center, New York, NY, Internship, 1972-1973New York University Medical Center, Department of Rehabilitation Medicine, Goldwater Memorial Hospital, New York, NY, Staff Psychologist, 1973-1977	 Bernard S. Brucker, Ph.D.		Page 3New York University, New York, NY, Supervisor, Masters CounselingPracticum, 1974 -1975New York University Medical Center, Department of Rehabilitation Medicine, Goldwater Memorial Hospital, New York, NY, Senior Psychologist,Director of the Biofeedback Laboratory, 1977-1981Rockefeller University, New York, NY, Adjunct Research Associate, 1977-1982 New York University, New York, Adjunct Assistant Professor, 1978-1980University of Miami School of Medicine, Department of Psychology, Miami,FL, Assistant Professor, 1981-1984University of Miami/Jackson Memorial Medical Center, Chief of the Rehabilitation Psychology Department, Miami FL, 1981-1987University of Miami School of Medicine, Miami Project to Cure Paralysis, Miami, FL, Co-Director, 1985-1987V.A. Medical Center, Miami, FL, Research Health Scientist, 1985-1988University of Miami, Department of Psychology, Miami, FL, AssociateProfessor, 1984-1991University of Miami School of Medicine, Miami Project to Cure Paralysis, Miami, FL, Director, Biofeedback  Research, 1987-1991University of Miami School of Medicine, Miami Project to Cure Paralysis, Miami, FL, Fellow, 1987-1995Nova University, Department of Psychology, Ft. Lauderdale, FL, AdjunctProfessor, 1991-PresentLynn University, Boca Raton, FL, Professor, 1993-PresentUniversity of Miami School of Medicine, Department of Orthopaedics and Rehabilitation, Miami, FL, Assistant Professor, 1981-1984University of Miami School of Medicine, Department of Orthopaedics and Rehabilitation, Miami, FL, Associate Professor, 1984-PresentBernard S. Brucker, Ph.D.		Page 4University of Miami School of Medicine, Department of Orthopaedics &Rehabilitation, Miami, FL, Director of the Biofeedback Laboratory, 1981-Present University of Miami School of Medicine, Department of Orthopaedics and Rehabilitation, Miami, FL, Chief, Division of Biofeedback, 1989-PresentUniversity of Miami School of Medicine, Department of Orthopaedics and Rehabilitation, Miami, FL, Director of the Functional Electrical Stimulation Program, 1991-Present          University of Miami School of Medicine, Department of Psychiatry and Behavioral Sciences, Miami, FL, Assistant Professor, 1984University of Miami School of Medicine, Department of Psychiatry and Behavioral Sciences, Miami, FL, Associate Professor, 1984-Present University of Miami School of Medicine, Department of Psychiatry and Behavioral Sciences, Miami, FL, Chief, Division of Psychology, 1990-Present	University of Miami School of Medicine, Department of Radiology, Miami, Florida, Associate Professor, 1998-Present15.	Non-Academic:Private Practice, New York, NY, Research Consultant, 1973-1981Private Practice, New York, NY, Psychotherapist, 1978-198116.	Military:  N/AIV.    PUBLICATIONS17.	Books and Monographs Published:         Pickering, T. G., Brucker, B., Frankel, H. L., Mathias, C. J., Dworkin, B. R., and Miller, N. E.  Mechanisms of learned voluntary control of blood pressure in patients with generalized body paralysis.  In Beatty, and H. Legewie (Eds.).  Biofeedback and Behavior.  New York:  Plenum Press, 1977, 225-234.Bernard S. Brucker, Ph.D.Page 5         Ince, L.P., Brucker, B.S. and Alba, A.  Behavioral techniques applied to the care of patients with spinal cord injuries.  In J. Kamiya, T. X. Barber, N. E. Miller, D. Shapiro and J. Stoyva (Eds.).  Biofeedback and Self-control.  Chicago, IL:  Alpine, 1977, 515-523.		         Miller, N.E., and Brucker, B. S.  A learned visceral response apparently independent of skeletal ones in patients paralyzed by spinal lesions.  In N. Birbaumer, and H. D.  Kimmel (Eds.).  Biofeedback and Self Regulation.  Hillsdale, New Jersey:  Lawrence Erlbaum Associates, 1979, 287-304.Brucker, B. S. and Ince, L. P.  Biofeedback as an experimental treatment for postural hypotension in a patient with a spinal cord lesion.  In J. Stoyva, J. Kamiya, T.X. Barber, N. E. Miller and D. Shapiro (Eds.).  Biofeedback and Self Control.  Hawthorne, NY:  Aldine, 1979, 557-561.Brucker, B. S.  Biofeedback and rehabilitation.  In L. P. Ince (Ed.).  Behavioral Psychology in Rehabilitation Medicine:  Clinical Applications.  Baltimore:  Williams and Wilkins, 1980, 188-217.Brucker, B. S.  Biofeedback applications to low back pain.  In Proceedings of Low Back '79.  Albertson, NY:  Human Resources Center, 1980, 51-61.Miller, N. E., and Brucker, B. S.  A learned visceral response apparently independent of skeletal ones in patients paralyzed by spinal lesions.  In D. Shapiro, J. Stoyva, J. Kamiya, T. X. Barber, N. E. Miller and G. E. Schwartz (Eds.).  Biofeedback and behavioral medicine.  Hawthorne, NY:  Aldine, 1981, 355-372.Brucker, B. S. Spinal cord injuries.  In Burish and Bradley (Ed.).  Coping with Chronic Disease:  Research and Applications.  New York:  Academic Press, 1983, 285-311.Brucker, B. S.  Biofeedback in rehabilitation.  In Golden (Ed.).  Current Topics in Rehabilitation Psychology.  San Diego, California:  Grune and Stratton, 1984, 173-199.Schwartz, D. M., Tapp, J. T., and Brucker, B. S.  Behavioral assessment in medical settings.  In Schneiderman and Tapp (Ed.).  Behavioral Medicine:  The Biopsychosocial Approach.  Hillsdale, New Jersey:  Lawrence Erlbaum Associates, 1985, 159-192.Bernard S. Brucker, Ph.D.Page 6Nedd, K.J., Brucker, B., and Vernberg, D.  Early rehabilitation intervention in traumatic brain injury.  In Greenberg, J. (Ed.) Handbook of Head and Spine Trauma.  New York, Marcel Dekker Inc., 1993, 351-376.18.	Juried or Refereed Journal Articles or Exhibitions:           Halberstam, J.L., Zaretsky, H.H., Brucker, B.S., and Guttman, A.R. Avoidance conditioning of motor responses in elderly brain-damaged patients.  Archives of Physical Medicine and Rehabilitation, 1971, 53, 418-424.           Zaretsky, H.H., Brucker, B.S., Guttman, A.R., and Mete, J. Motor response time and task difficulty among aged and brain-damaged patients.  Archives of Physical Medicine and Rehabilitation, 1971, 53, 418-424.           Ince, L.P., Brucker, B.S., and Alba, A.  Behavioral techniques applied to the care of patients with spinal cord injuries.  With an annotated reference list.  Behavioral Engineering, 1976, 3, 87-95.  	Zaretsky, H.H., and Brucker, B.S.  Verbal discrimination learning as a function of brain damage, aging, and institutionalization.  Journal of General Psychology, 1976, 95, 303, 312.	 Brucker, B.S., and Ince, L.P. Biofeedback as an experimental treatment forpostural hypotension in a patient with a spinal cord lesion.  Archives of Physical Medicine and Rehabilitation, 1977, 58, 49-83.	 Ince, L.P., Brucker, B.S., and Alba, A.  Conditioning bladder responses in patients with spinal cord lesion.  Archives of Physical Medicine and Rehabilitation, 1977, 58, 59-	65.	 Ince, L.P., Brucker, B.S., and Alba, A.  Conditioning responses of the neurogenic bladder. Psychosomatic medicine, 1978, 40, 14-23.	 Ince, L.P., Brucker, B.S., and Alba, A.  Reflex conditioning in spinal man.  Journal of Comparative and Physiological Psychology, 1978, 92, 796-802.           Paradowski, W., Brucker, B., Zaretsky, H., Alba, A.  The effect of unilateral brain damage on the appearance of question-induced CLEM relations.  Cortex, 1978, 14, 420-430.Bernard S. Brucker, Ph.D.Page 7	  Paradowski, W., Zaretsky, H. Brucker, B., and Alba, A.  The effect of  unilateral brain damage on the recognition of novel and familiar stimuli.  Perceptual and Motor Skills, 1980, 51, 407-418.	  Brucker, B.S., and Miller, W.  An introduction to the use of biofeedback in  sports medicine.  The American Journal of Sports Medicine, 1983, 11,  4, 272.  Fournier, A., Goldberg, M., Green, B., Brucker, B., Petrofsky, J., Eismont,  F., Quencer, R., Sosenko, J., Pina, I., Shebert, R., Kessler, K.,  MacDonald, A., Fiori, P., Burnett, B. A medical evaluation of the  effects of computer assisted muscle stimulation in paraplegic patients.  Orthopedics, 1984, 7, 7, 1129-1133.	  Stein, R.B., Brucker, B.S., Ayyar, D.T.  Motor units in incomplete spinal  cord injury; electrical activity, contractive properties and the effect of  biofeedback.  The Journal of Neurology and Psychiatry. 1990, 53, 880- 885.	  Klose, K.J., Schmidt, D., Needham, B., Brucker, B., Green, B., and Ayyar, A.J.  	Rehabilitation therapy for long term spinal cord injured.   Archives of Physical Medicine and Rehabilitation.  1990, 7, 659-662.	  Brucker, B.S., Bulaeva, N.  Biofeedback effect on electromyography  responses in patients  with spinal cord injury.  Archives of Physical     Medicine and Rehabilitation.  1996, 77:133-137.	  Brucker, B.S., Pokea, S., Zhao, W.  Stimulating Possibilities.  Rehab    Management.  2000, 13:30-33.19.	Other Works, Publications and Abstracts:	 Brucker, B.S., Maiatico, M.A., and Pauza, C.  Long term recovery in spinal    cord injury with the use of biofeedback techniques.  Archive of    Physical Medicine and Rehabilitation 1992, 73,10, 960.	 Numerous other abstracts.20.       Other Works Accepted for Publication:  N/A	Bernard S. Brucker, Ph.D.Page 8V.  PROFESSIONAL21.	Funded Research Performed:          	The Effect of Biofeedback and Functional Electrical Stimulation in the          		Restoration of Function in Persons with Incomplete Spinal Cord Injury.          	Robert Wood Johnson Foundation. PI: Bernard S. Brucker, Ph.D., Co-Investigators: Myron Goldberg, Ph.D., Frank Eismont, M.D., ($128,147), 1984-1986.          	The Use of EMG Biofeedback and Functional Electrical Stimulation in SpinalCord Injury. Veterans Administration. Co-Principal Investigators: Barth A.	Green, M.D. Investigator: Bernard S. Brucker, Ph.D. Co- Investigators:  Newton McCollough , III, M.D., Frank Eismont, M.D., Myron Goldberg, Ph.D. Marilin Wells, M.D., ($320,600), 1985-1987.Miami Area Geriatric Education Center.  Health Resources and ServicesAdministration, Department of Health and Human Services. P.I: Edwin Olsen, M. D. Core Faculty, B. Brucker and other faculty.($1,024,880). 1988-1991.22.	 Editorial Responsibilities:Reviewer, Archives of Physical Medicine and Rehabilitation, 1977-1999            Assistant Editor of the Journal, Rehabilitation Psychology, 1981-1997            Associate Editor of the Rehabilitation Psychology News, 1981-1986            Editorial Review Board, the Journal, Biofeedback and Self-regulation, 1981-  Present23a.	 Professional and Honorary Organizations:	American Psychological Association,		Associate Member, 1973-1979		Member, 1979-1992		Fellow, 1992-Present	Division 6, American Psychological Association, Physiological and Comparative Psychology		Member, 1980-1993		Fellow, 1993-PresentBernard S. Brucker, Ph.D.Page 9	Division 38, American Psychological Association, Health Psychology		Member, 1980-Present		Member, Program Committee, 1981-1984	Division 22, American Psychological Association, Rehabilitation Psychology		Member, 1974-1992 		Fellow, 1992-Present		Member, Executive Board, 1986-1992		President Elect, 1988-1989		President, 1989-1990		Past President, 1990-1991		Member Advisory Council, 1991-Present		Chairman, Membership Committee, 1978-1985		Member, Research Committee, 1979-1984		Member, Program Committee, 1979-Present		Chairman, Psychology Specialty Committee, 1989-Present		Chairman, Membership Committee, 1999-Present	Eastern Psychological Association		Member, 1970-Present	Florida Psychological Association		Member, 1991-Present	American Congress of Rehabilitation Medicine		Member, 1975-PresentAssociation of Applied Psychophysiology and Biofeedback, (Formerly Biofeedback Society of America)		Member, 1978-Present		Member, Executive Board, 1990-1994		Member, Program Committee, 1983-1984		Member, Membership Committee, 1995-Present		Chairman, Certification and Training Committee, 1988-1991		Chairman, Public Relations Committee, 1995-1997	National Brain Injury Foundation		Member, 1994-PresentBernard S. Brucker, Ph.D.	  	  Page 10	Florida Brain Injury Association		Member, 1994-Present		Member, Executive Board, 1996-Present		Member, Executive Committee 1999-Present		Vice President, 1999-Present	American Board of Rehabilitation Psychology		Diplomate, 1995-Present		Member, Executive Board, 1995-Present		Vice President, 1995-Present	American Board of Professional Psychology		Diplomate, 1997-Present		Member, Board of Trustees, 1997-Present	American Association for the Advancement of Science		Member, 1993-1997	Foundation for Education and Research for Biofeedback and Related Sciences		Chairman, 1988-1992	Spinal Cord Injury Council, State of Florida		Member, 1982-1995		Member, Rehabilitation Facilities Committee, 1982-1995		Chairman, Psychology Standards Committee, 1982-1995Head Injury Advisory Council, State of Florida		Chairman, 1985-1995		Chairman of the Rehabilitation Facilities Committee, 1986-1995		Chairman, Psychological Standards Committee, 1986-1995	Brain and Spinal Cord Injury Council, State of Florida		Chairman, 1995-1997		Co-Chairman, Rehabilitation Facilities Committee, 1995-Present		Chairman, Psychological Standards Committee, 1995-Present		Chairman, Sub-Acute and Managed Care Facility, 1996-Present	Miami Project to Cure Paralysis		Co-Director, 1985-1987		Director, Biofeedback, 1987-1991		Fellow, 1987-1995Bernard S. Brucker, Ph.D.		Page 11	Russian Neurological Society		Member, 1994-Present	Miami Jewish Home and Hospital for the Aged		Member, Executive Board, 1996-Present23b.	Examining Boards and Study Section Memberships:	NINCDS, Grant Reviewer and Site Visitor, 1983-1984	NIDRR, Grant Reviewer, 1992-1994	Miami Project to Cure Paralysis, Member, Scientific Advisory Board, 1986-1987Kent Waldrep Foundation, Secretary, Scientific Advisory Board, 1986-1990State of Florida, Department of Vocational Rehabilitation, Site Reviewer for Spinal Cord Injury Centers, 1985-PresentState of Florida, Department of Vocational Rehabilitation, Site Reviewer for Brain Injury Centers, 1988-PresentThe American Psychological Association, Site Surveyor, Psychology Internship Programs, 1988-1996The American Psychological Association, Site Surveyor, Psychology Graduate Programs, 1993-1996The American Board of Rehabilitation Psychology, Examiner for Diplomate Status in Rehabilitation Psychology, 1996-Present24a.	  Awards:Recipient of the National Spinal Cord Injury Association Gil Moss Award for Scientific Contributions to Research and Clinical Care of the Spinal Cord Injured, 1986Recipient of the Dade County Chapter of the Florida Psychological Association Lifetime Achievement Award in Recognition of Outstanding Contribution to the Practice of Psychology through Commitment and Dedication to Expanding the Role of Psychology in the Delivery of Quality Health Care, 1989Bernard S. Brucker, Ph.D.	  Page 12Recipient of Certification of Appreciation for Outstanding Contribution to the Head Injury Advisory Council and Valuable Service to Florida’s Head Injured Citizens from the Florida Department of Labor and Employment Security, Division of Vocational Rehabilitation, 1990Distinguished Service Award, Division 22, American Psychological Association, Rehabilitation Psychology, 1995Recipient of the Karl F. Heiser Presidential Award, American Psychological Association, 199624b.	Honors:			Chairman of the Head Injury Advisory Council, State of Florida Department of Health and Rehabilitative Services, 1985 to 1995	Chairman, Committee on Psychological Standards for State Spinal Cord Injury Centers, State of Florida, Department of Health and Rehabilitative Services, 1985  Elected Member, Executive Board, Division of Rehabilitation Psychology, American Psychological Association, 1986 to 1990	President, Division of Rehabilitation Psychology, American Psychological Association, 1989-1990	Appointed Official Liaison Officer for Army Rehabilitation for the Brazilian Army, 1990	Elected Executive Board Member of the Association of Applied Psychophysiology and Biofeedback, 1991-1994	Elected Fellow, American Psychological Association, 1992	Elected Delegate, National Conference on Postdoctoral Fellowship Training in Professional Psychology, 1992	Elected, Member of the Board of Directors, Miami Jewish Home and Hospital for the Aged, Miami, FL, 1992-Present	Who’s Who in Executives and Professionals, 1995-1996Bernard S. Brucker, Ph.D.	  Page 13	Elected to the Board of Trustees, American Board of Professional Psychology, 1997 to Present	Elected Vice President, American Board of Rehabilitation Psychology, 1995 to Present	Liaison, The Division of Rehabilitation Psychology, Committee on Disabilities, American Psychological Association, 1997-Present	Appointed Chairman of the Brain and Spinal Cord Injury Council, State of Florida, 1995-1997	Elected Vice President, Florida Brain Injury Association, 199924c.	 Visiting Professorships:	 Mapfre Rehabilitation Center, Madrid, Spain, May 28-30, 1981	 Craig Rehabilitation Hospital, Denver, Colorado, March 18-19, 1983	 Nova University, Fort Lauderdale, Florida, April 14, 1983	 South Miami Hospital, Miami, Florida, June 15, 1983	 Lucerne Spinal Cord Injury Center, Orlando, Florida, June 19, 1985	 Charleston Area Medical Center, Charleston, West Virginia, October 23-24,  1985	 ABBR Rehabilitation Center, Rio De Janeiro, Brazil, June 15-17, 1987	 The Center for Neurological Rehabilitation, Indianapolis, Indiana, September 14-16, 1988	 D.T. Watson Rehabilitation Center, Pittsburgh, Pennsylvania, April 10-11,  1989	 Lake Erie Institute of Rehabilitation, Erie, Pennsylvania, September 21-22,  1989	 Brazilian Air Force Hospital, Rio De Janeiro, Brazil, September 26, 1990Bernard S. Brucker, Ph.D.Page 14	 University Hospital, Rio De Janeiro, Brazil, September 26, 1990	 Catholic University Hospital of Petropolis, Petropolis, Brazil, September 26,  1990	 Florida Hospital, Orlando, Florida, October 30-31, 1990	 Kansas Rehabilitation Hospital, Topeka, Kansas, April 28-29, 1991	 Wesley Rehabilitation Hospital, Wichita Kansas, June 10-12, 1992	 Russian Medical University, Moscow, Russia, June 16-24, 1992	 University of Panama School of Medicine, Panama City, Panama, September  19-23, 1992	 University of Pennsylvania Medical Center, Philadelphia, PA, February 16-17,  1993	 Jerusalem Community Health Center, Jerusalem, Israel, June 20-27, 1993	 Kansas Rehabilitation Hospital, Topeka, Kansas, September 8-10, 1993	 D.T. Watson Rehabilitation Hospital, Pittsburgh, Pennsylvania, October 6-8,  1993	 Jerusalem Community Health Center, Jerusalem, Israel, November 12-13, 1993	 Universal Rehabilitation Institute, East Hanover, NJ, December 1-3, 1993	 Kansas Rehabilitation Hospital, February 2-5, 1994	 Houston Rehabilitation Institute, Houston, TX, February 16-18, 1994	 Florida Hospital, Orlando, Florida, May 26-27, 1994	 Jerusalem Community Health Center, May 29-June 6, 1994	 Kansas Rehabilitation Hospital, Topeka, Kansas, December 7-9, 1994	 Houston Rehabilitation Institute, Houston, Texas, January 17-19, 1995Bernard S. Brucker, Ph.D.Page 15	 San Ramon Medical Center, San Ramon, California, February 23-24, 1995	 Kansas Rehabilitation Hospital, Topeka, Kansas, April 26-27, 1995	 Florida Hospital, Orlando, Florida, August 3-4, 1995	 Jerusalem Community Health Center, Jerusalem, Israel, December 4-9, 1995	 Kessler Institute of Rehabilitation, East Orange, New Jersey, January 1, 1996	 Houston Rehabilitation Institute, Houston, TX, January 11-12, 1996	 Jerusalem Community Health Center, Jerusalem, Israel, March 4-9, 1996	 Florida Hospital, Orlando, Florida, March 27, 1996	 Baylor University Medical Center, Dallas, Texas, April 11-12, 1996	 Houston Rehabilitation Institute, Houston, Texas, April 25-26, 1996	 Kansas Rehabilitation Institute, Topeka, Kansas, May 29-30, 1996	 Sarah Kubitchek Hospital, Brazilia, Brazil, September 3, 1996	 Jerusalem Community Health Center, Jerusalem, Israel, October 26-November  1, 1996	 Houston Rehabilitation Institute, Houston, Texas, February 20-21, 1997	 Florida Hospital, Orlando, Florida, March 6-7, 1997	 Kansas Rehabilitation Institute, Topeka, Kansas, March 27-28, 199725.	Post-Doctoral Fellowships:Internship, Psychology, New York University Medical Center, Goldwater Hospital, New York, N.Y, 1973-1974Fellowship, Physiological Psychology, The Rockefeller University, New York, New York, 1977Bernard S. Brucker, Ph.D.Page 1626.	Other Professional Activities:26a.     Scientific Presentations at National and International Meetings Halberstam, J.L., Zaretsky, H.H., Brucker, B.S., and Guttman, A.R.            Instrumental Conditioning as a function of aging or brain damage.            Implications for rehabilitation medicine.  Presented at the Annual            Meeting of the American Congress of Rehabilitation Medicine, New            York, August 19, 1970.			 Zaretsky, H.H., Brucker, B.S., Guttman, A.R., and Mete, J. Reaction time            performance as a function of task difficulty, age, and brain damage.            Paper presented at the Annual Meeting of the American Congress of            Rehabilitation Medicine, San Juan, Puerto Rico, November 10, 1971. Wasson, R., Kagon, L., and Brucker, B.S. Interpersonal skill training:  A            demonstration.  Presented at the Counselor Education Seminar, Annual            Education Alumni Conference, New York University, New York,            March 8, 1975. Brucker, B.S., Dworkin, B.R., Eisenberg, L., Miller, N.E., and Pickering,            T.G. Learned voluntary control of diastolic pressure, and circulatory            effects of attempted muscle contraction in several paralyzed patients.            Paper presented at the Oxford Meeting of the Physiological Society,            Oxford, England, July 19, 1975. Ince, L.P., Brucker, B.S., and Alba, A. Reinstatement of bladder control in            patients with spinal cord injuries through conditioning procedures.  Presented at the Annual Meeting of the American Congress of Rehabilitation Medicine, Atlanta, Georgia, November 18, 1975. Brucker, B.S., and Ince, L.P. The clinical application of biofeedback techniques as treatment for postural hypotension in a spinal cord lesion patient.  Presented at the Annual Meeting of the American Congress of Rehabilitation Medicine, Atlanta, Georgia, November 18, 1975. Pickering, T.G., Brucker, B.S., Frankel, H.L., Mathias, C.J., Dworkin, B.R., and Miller, N.E.  Mechanism of learned voluntary control of blood pressure in patients with generalized bodily paralysis.  Paper presented at the NATO Symposium on Biofeedback and Behaviorism, Munich, July 28, 1976.Bernard S. Brucker, Ph.D.Page 17 Brucker, B.S., Ince, L.P., Pickering T., Miller, N.E., and Zaretsky, H.H.  Learned voluntary control of blood pressure as a treatment for postural hypotension in spinal cord injury patients.  Presented at the Annual Meeting of Biofeedback Society, Orlando, Florida, March 8, 1977. Ince, L.P., Brucker, B.S., and Alba, A. Reflex conditioning below the lesion in spinal cord injured humans.  Presented at the American Psychological Association Convention, San Francisco, August 28, 1977. Brucker, B.S., Ince, L.P., Pickering T.G., Miller, N.E., and Zaretsky, H.H. Learned voluntary  blood pressure increases by spinal cord injury patients.  Presented at the American Psychology Association Convention, San Francisco, August 28, 1977. Brucker, B.S.  What the counselor and counseling psychologist should know about biofeedback.  Invited address, Counselor Education Seminar, Annual Education Alumni Conference, New York University, New York, March 19, 1979. Brucker, B.S. Biofeedback applications for the treatment of pain.  Presented at Low Back '79, Human Resources Center, Albertson, New York, March 20, 1979.	 Brucker, B.S.  Blood pressure biofeedback for hypotension resulting from            spinal cord injuries.  In L.P. Ince (Chair).  Symposium:  Biofeedback            application in rehabilitation.  Presented at the American Psychological            Association Convention, New York, September 3, 1979. Sitver, M.S., Brucker, B.S., McNamara, R. A multi-base approach to the            anarthria person.  Presented at The New York State Speech and Hearing Association Convention, Monticello, New York, April 22, 1980. Brucker, B.S. Behavioral applications in rehabilitation medicine. Chairman,            invited symposium presented at the Biofeedback Society of American Annual Meeting, Louisville, Kentucky, March 16, 1981. Brucker, B.S.  Learned control of blood pressure and its therapeutic            implications for Rehabilitation.  Presented at the Biofeedback Society of American Annual Meeting, Louisville, Kentucky,  March 16, 1981.Bernard S. Brucker, Ph.D.Page 18 Brucker, B.S.  Control of blood pressure in spinal cord injury by biofeedback mechanisms.  Presented at the 25th National Rehabilitation Conference, Hollywood, Florida, July 6, 1981. Brucker, B.S.  Biofeedback applications for stroke patients.  Presented at the 25th National Rehabilitation Conference, Hollywood, Florida, July 7, 1981. Brucker, B.S.  Future trends in behavioral medicine:  Application to rehabilitation.  Chairman, invited symposium presented at the American Psychological Association Annual Meeting, Los Angeles, California, August 26, 1981. Brucker, B.S.  The behavioral medicine laboratory:  Its possible future role in rehabilitation.  Presented at the American Psychological Association Annual Meeting, Los Angeles, California, August 26, 1981. Brucker, B.S.  Conditioning and biofeedback:  Families and children.  Chairman, poster session presented at the American Psychological Association Annual Meeting, Los Angeles, California, August 27, 1981. Brucker, B.S., and Fordyce, W.  Behavioral medicine and rehabilitation psychology:  Natural partners.  Presented at the American Psychological Association Convention, Washington, D.C., August 24, 1982. Brucker, B.S., and Miller, W.E.  State of the art workshop on biofeedback application in sports medicine.  Co-Chairman, presented by the American Orthopaedic Society for Sports Medicine, Bal Harbour, Florida, December 3,4, and 5, 1982. Brucker, B.S.  History, theory, and applications of biofeedback.  Presented at the State of the Art Workshop on Biofeedback Applications in Sports Medicine, Bal Harbour, Florida, December 5, 1982. Brucker, B.S. Biofeedback instrumentation.  Presented at the State of the Art Workshop on Biofeedback Applications in Sports Medicine, Bal Harbour, Florida,  December 5, 1982. Brucker, B.S.  Treatment of sports injuries with biofeedback techniques.  Presented at the State of the Art Workshop on Biofeedback Applications in Sports Medicine, Bal Harbour, Florida, December 5, 1982.Bernard S. Brucker, Ph.D.Page 19 Brucker, B.S.  Biofeedback:  Theory and instrumentation.  Presented at the New Technology in Orthopaedics and Rehabilitation Post Graduate Course, Bal Harbour, Florida, December 6, 1982. Brucker, B.S.  Applications of biofeedback in orthopaedic rehabilitation.  Presented at the New Technology in Orthopaedics and Rehabilitation Post Graduate Course, Bal Harbour, Florida, December 6, 1982. Brucker, B.S.  Measurement of motor unit potentials in evaluation of recovery of nerve root function.  Presented at the New Technology in Orthopaedics and Rehabilitation Post Graduate Course, Bal Harbour, Florida, December 7, 1982. Brucker, B.S.  Psychological evaluation of spinal cord injured patients.  Presented at the Acute Spinal Cord Injury Comprehensive Management Post Graduate Course, Bal Harbour, Florida, January 23, 1983. Brucker, B.S. Biofeedback in spinal cord injured patients.  Presented at the Acute Spinal Cord Injury Comprehensive Management Post Graduate Course, Bal Harbour, Florida, January 23, 1983. Brucker, B.S.  Musculoskeletal and neuromuscular applications of biofeedback.  Chairman, paper session presented at the Biofeedback Society of America Annual Meeting, Denver, Colorado, March 19, 1983. Brucker, B.S. Biofeedback:  What is it and how does it work?  Presented at the Modern Concepts of the Rehabilitation Process for Nurses Post Graduate Course, University of Miami/Jackson Medical Center, Miami, Florida, April 29-30, 1983. Brucker, B.S.  Behavioral applications to sports psychology and sports medicine. Chairman, invited symposium presented at The American Psychological Association Convention, Anaheim, California, August 27, 1983. Brucker, B.S.  Learned control of physiological responses for the treatment of sports injuries.  Presented at The American Psychological Association Convention, Anaheim, California, August 27, 1983. Brucker, B.S., and Miller, N.E. Rehabilitation - The future proving grounds of behavioral medicine.  Presented at the American Psychological Association Convention, Anaheim, California, August 28, 1983.Bernard S. Brucker, Ph.D.Page 20 Brucker, B.S., Sweet, G., and Kaplan, R.M.  Psychological factors in illness and medical treatment.  Co-Chairs, poster session presented at the American Psychological Association Convention, Anaheim, California, August 29, 1983. Brucker, B.S.  Contributions of psychology to the treatment of disease and disability.  Chairman, invited symposium presented at The American Psychological Association, Convention, Anaheim, California, August 29, 1983. Brucker, B.S.  Neuromuscular and cardiovascular biofeedback applications to the treatment of disabling conditions.  Presented at the American Psychological Association Convention, Anaheim, California, August 29, 1983. Brucker, B.S.  Biofeedback application to sports injuries and orthopedics.  Invited address presented at the New Horizons in Orthopedics Post Graduate Course, Hollywood, Florida, November, 4, 1983. Brucker, B.S.  The use of biofeedback in the spastic and nerve injured upper extremity.  Presented at the Post Graduate Course on Surgery and Rehabilitation of Complex Problems of the Upper Extremity.  Bal Harbour, Florida, December 10, 1983. Everrsmann, W., Cooney, W.P., Stein, F., Brucker, B.S., and Miller, R.  Surgery and rehabilitation of tendon transfers in the upper extremity.  Panel presented at the Post Graduate Course on Surgery and Rehabilitation of Complex Problems of the Upper Extremity, Bal Harbour, Florida, December 10, 1983. Green, B.A., Brucker, B.S., Steele, R.M., and Edgar, M.D., Co-Directors  Controversies in rehabilitation for neurological trauma and disease.  Post Graduate Course, Bal Harbour, Florida, January 26-29, 1984. Brucker, B.S.  Computerized biofeedback for neurological disorders,  Presented at the Post Graduate Course, Controversies in Rehabilitation for Neurological Trauma and Disease.  Bal Harbour, Florida, January 26, 1984. Brucker, B.S.  Performance and Biofeedback.  Chairman, symposium presented at the Biofeedback Society of American Annual Meeting, Albuquerque, New Mexico, March 27, 1984.Bernard S. Brucker, Ph.D.Page 21 Brucker, B.S.  Biofeedback in the treatment of sports injuries.  Presented at the Biofeedback Society of America Annual Meeting, Albuquerque, New Mexico, March 27, 1984. Brucker, B.S.  Multi-microprocessor approach for EMG biofeedback applications in rehabilitation.  Presented at the Association for the Advancement of Medical Instrumentation Annual Meeting, Washington, D.C., April 15, 1984. Brucker, B.S.  Biofeedback in the treatment of postural hypotension in spinal cord injury patients.  Presented at the Association for the Advancement of Medical Instrumentation Annual Meeting, Washington, D.C., April 15, 1984. Brucker, B.S.  Rehabilitation disasters.  Presented at the Florida Hand Society Meeting, Grenelefe, Florida, May 19, 1984. Brucker, B.S.  The role of computerized multichannel EMG biofeedback in spinal cord rehabilitation.  Presented at the National Spinal Cord Injury Association Annual Convention, Boston, August 10, 1984. Brucker, B.S., and Schwartz, G.W.  Psychology's expanding role in medicine and rehabilitation.  Co-chairman, invited symposium presented at the American Psychological Association Convention, Toronto, Canada, August 25, 1984. Brucker, B.S.  Innovative behavioral treatment interventions in medicine and rehabilitation.  Chairman, invited symposium presented at the American Psychological Association Convention, Toronto, Canada, August 25, 1984. Brucker, B.S.  Behavioral techniques for restoring voluntary motor neuron control in neuropathology.  Presented at the American Psychological Association Convention, Toronto, Canada, August 25, 1984. Brucker, B.S.  Important considerations in transplantation and implantation.  Presented at the Prolonging Life Symposium Series, Miami-Dade Community College, Miami, Florida, September 10, 1984.Bernard S. Brucker, Ph.D.Page 22 Brucker, B.S.  Innovative biofeedback/behavioral techniques for functional improvement.  Presented at the South Florida Regional Conference on Higher Education and the Handicapped.  Miami, Florida, October, 16, 1984. Brucker, B.S.  Biofeedback:  Neuro learning as treatment.  Presented at the Post Graduate Course Neuro update 1985, Miami, Florida, November 8, 1984. Brucker, B.S.  Biofeedback and the management of spinal disorders.  Presented at the Post Graduate Course Advances in Spinal Surgery-IV, Bal Harbour, Florida, November 30, 1984. Bowker, J.H., and Brucker, B.S.  Co-Chairman, Post Graduate Course Innovative strategies in rehabilitation:  The search for function.  Bal Harbour, Florida, December 7-9, 1984. Brucker, B.S.  Innovative biofeedback applications in neurological rehabilitation.  Presented at the Post Graduate Course Innovative Strategies in Rehabilitation:  The Search for Function.  Bal Harbour, Florida, December 7-9, 1984. Brucker, B.S.  Computerized biofeedback and functional electrical stimulation:  SCI.  Presented at the Post Graduate Course Innovative Strategies in Rehabilitation:  The Search for Function.  Bal Harbour, Florida, December 8, 1984.Brucker, B.S.  Biofeedback applications to voice disorders.  Presented at the Miami Association of Communication Science Fall Workshop, Miami, Florida, October 26, 1984. Green, B.A., and Brucker, B.S.  Co-Directors, Post Graduate Course Controversies in rehabilitation for neurological trauma and disease-II.  Bal Harbour, Florida, January 23-27, 1985. Brucker, B.S.  What is the future of computerized EMG biofeedback in brain injury and disease?  Presented at the Post Graduate Course Controversies in Rehabilitation for Neurological Trauma and Disease-II, Bal Harbour, Florida, January 24, 1985.Bernard S. Brucker, Ph.D.Page 23 Brucker, B.S.  Is computerized EMG biofeedback for spinal cord injury effective?  Presented at the Post Graduate Course Controversies in Rehabilitation for Neurological Trauma and Disease-II, Bal Harbour, Florida, January 24, 1985. Brucker, B.S.  Cardiovascular biofeedback in the treatment of postural hypotension in spinal cord injury.  Presented at the Post Graduate Course Controversies in Rehabilitation for Neurological Trauma and Disease-II, Bal Harbour, Florida, January 27, 1985. Brucker, B.S., and Trexler, L.E.  Behavioral medicine's role in the treatment of neurological trauma, disease and disability.  An institute presented at the Society of Behavioral Medicine Annual Scientific Sessions, New Orleans, Louisiana, March 27, 1985. Brucker, B.S.  The successful integration of biofeedback in acute and rehabilitation medicine.  Short course presented at the Biofeedback Society of America Annual Meeting, New Orleans, Louisiana, April 15, 1985. Brucker, B.S.  Computerized multichannel EMG biofeedback. Presented at the Florida Medical Association Annual Meeting, Hollywood, Florida, May 4, 1985. Brucker, B.S.  Biofeedback-breakthrough advances and the disabled.  Presented at Florida Association of Rehabilitation Providers Annual Meeting, Hollywood, Florida, May 17, 1985. Brucker, B.S.  Biofeedback application in rehabilitation.  Presented at the Biofeedback Society of Florida Workshop, Fort Lauderdale, Florida, June 8, 1985. Brucker, B.S.  Upper extremity function:  Biofeedback and FES.  Presented at the Paralyzed Veterans of American Annual Convention, Seattle, Washington, July 31, 1985. Brucker, B.S.  Biofeedback in rehabilitation:  An alternative to technology?  Presented at the Rose Seminar, Minneapolis, Minnesota, August 2, 1985.Bernard S. Brucker, Ph. D.Page 24 Brucker, B.S.  Behavioral medicine applications to neurological trauma, disease, and disability.  Chairman, symposium presented at the American Psychological Association Convention, Los Angeles, California, August 25, 1985. Brucker, B.S.  Learned control of motor neuron recruitment as a treatment for disease and disability.  Presented at the American Psychological Association Convention, Los Angeles, California, August 25, 1985. Brucker, B.S., and Matarazzo, J.O.  Integration of psychology and medicine:  problems and solutions.  Presented at the American Psychological Association Convention, Los Angeles, California, August 26, 1985. Brucker, B.S.  Non invasive knee treatment for chondromalacia and subluxing patella.  Presented at the Scientific Gymnastic Conference, Montreal, Canada, November 3, 1985. Brucker, B.S.  Spasticity and biofeedback. Presented at the "From Micro Surgery to Rehabilitation, Management Strategies for the Spastic Hand" Symposium, Miami, Florida, November 9, 1985. Brucker, B.S.  Effects of cardiovascular biofeedback on postural hypotension.            Presented at the Biofeedback Society of California Annual Meeting, San Diego, California, November 16, 1985. Brucker, B.S.  Interfacing computer technology and biofeedback systems in neuromuscular rehabilitation.  Keynote address presented at the Biofeedback Society of California Annual Meeting, San Diego, California, November 16, 1985. Brucker, B.S.  Rehabilitation of sports injuries.  Presented at the Biofeedback Society of California Annual Meeting, San Diego, California, November 16, 1985. Bowker, J.H., Green, B.A. and Brucker, B.S.  Co-Directors, Post Graduate Course. Innovative and controversial strategies in rehabilitation III:  Technology and technique.  Bal Harbour, Florida, December 4 - 8, 1985.Bernard S. Brucker, Ph.D.Page 25 Brucker, B.S.  Computerized biofeedback:  Its contributions to neurorehabilitation.  Presented at the Post Graduate Course Innovative and Controversial Strategies in Rehabilitation III:  Technology and Techniques,  Bal Harbour, Florida, December 4, 1985. Brucker, B.S.  Computerized EMG biofeedback in spinal cord injury:  Is it effective?  Presented at the Post Graduate Course Innovative and Controversial Strategies in Rehabilitation III:  Technology and Techniques,  Bal Harbour, Florida, December 5, 1985. Brucker, B.S.  Biofeedback in the treatment of autonomic dysregulation.  Presented at the Post Graduate Course Innovative and Controversial Strategies in Rehabilitation III:  Technology and Techniques, Bal Harbour, Florida, December 6, 1985. Brucker, B.S. The successful integration of psychology and medicine with specific behavioral techniques for restoring function.  Institute presented at the Society of Behavioral Medicine Annual Scientific Sessions, San Francisco, California, March 5, 1986. Brucker, B.S.  Neuromuscular reeducation after trauma, disease and disability.  Invited workshop presented at the Banff International Conference on Behavioral Science:  Behavioral Medicine Prevention and Early Intervention, Banff, Alberta, Canada, March 20, 1986. Brucker, B. S.  Biofeedback applications for restoration of function in patient with neuropathology.  Symposium presented at the International Symposium on Models and Techniques of Cognitive Rehabilitation, Indianapolis, Indiana, March 23, 1986. Brucker, B. S.  The successful integration of biofeedback in acute and rehabilitation medicine.  Continuing Education Workshop presented at the Biofeedback Society of America Annual Meeting, San Francisco, California, March 25, 1986. Brucker, B. S. Biofeedback applications in the treatment of paralysis in the upper extremity.  Presented at the Florida Hand Society Meeting, Amelia Island, Florida, May 10, 1986.Bernard S. Brucker, Ph.D.Page 26 Brucker, B. S. Psychological issues in orthopaedic disabilities.  Presented at the Conference on Provocative Issues in Independent Living for the Physically Disabled:  Psychological Aspects and Affirmative Action, Miami, Florida, May 22, 1986. Brucker, B. S. and Franks, C.  The rehabilitation of traumatic brain injured individuals.  Co-Chairpersons, Post Graduate Course, Florida Vocational Rehabilitation Department, Miami, Florida, July 30, 1986 - August 1, 1986. Brucker, B. S.  Applied bioengineering and computer assisted technology.  Presented at the National Spinal Cord Injury Association Convention, Milwaukee, Wisconsin, August 1, 1986. Brucker, B. S. Functional restoration - strategies for improvement in the upper extremity.  Presented at the National Spinal Cord Injury Association Convention, Milwaukee, Wisconsin, August 2, 1986. Green, B. A., Brucker. B. S., and Horlen, K.  What are we getting for our research money?  Presented at the National Spinal Cord Injury Association Convention, Milwaukee, Wisconsin, August 2, 1986. Brucker, B. S.  Behavioral interventions and cost effectiveness in the treatment of disease and disability.  Chairman, invited symposium  presented at the American Psychological Association Convention, Washington, D.C., August 23, 1986. Brucker, B. S. Biofeedback for restoring function in physical disabilities: Is it cost effective?  Presented at the American Psychological Association Annual, Washington, D.C, August 23, 1986. Brucker, B. S. and Weiss, S. M.  Psychology's contributions to acute and rehabilitation medicine:  Are they effective?  Presented at the American Psychological Association Annual Convention, Washington, D.C., August 24, 1986. Brucker, B.S.  Biofeedback application with the spinal cord injured.  Presented at the Traumatic Spinal Cord Injury - 1986 Post Graduate Course, Pensacola, Florida, September 25, 1986.Bernard S. Brucker, Ph.D.Page 27 Brucker, B.S.  Biofeedback applications for restoration of function in persons with head injury.  Presented at the 5th Annual National Symposium of the National Head Injury Foundation, Chicago, Illinois, November 14, 1986. Brucker, B.S.  Biofeedback applications to restore function to the head injured.  Presented at the National Head Injury Foundation Florida Association Annual Conference, Pompano Beach, Florida, November 15, 1986. Brucker, B.S.  Computerized Biofeedback:  Its contribution to neuro rehabilitation for increasing function.  Presented at the Post Graduate Course on Biotechnology:  What the Future Holds for the Spinal Cord Injury Population.  Harrisburg, Pennsylvania, November 19, 1986. Brucker, B.S.  The use of biofeedback in the treatment of autonomic hyperreflexia and hypotension.  Presented at the Post Graduate Course Biotechnology:  What the Future holds for the Spinal Cord Injury Population.  Harrisburg, Pennsylvania, November 19, 1986. Brucker, B.S.  Reinstatement of bladder control in patients with spinal cord injuries through conditioning procedures.  Presented at the Post Graduate Course Biotechnology:  What the Future Holds for the Spinal Cord Injury Population.  Harrisburg, Pennsylvania, November 19, 1986. Bowker, J.H., Green, B.A. and Brucker, B.S.  Co-Directors, Post Graduate Course.   Innovative and Controversial Strategies in Rehabilitation IV: Research and Practice.  Bal Harbour, Florida, December 3-7, 1986. Brucker, B.S.  Psychological and behavioral components in rehabilitation.  Presented at the Post Graduate Course.  Innovative and Controversial Strategies in Rehabilitation IV:  Research and Practice, Bal Harbor, Florida, December 5, 1986. Brucker, B.S.  Computerized biofeedback application in rehabilitation:  Is it effective?  Presented at the Post Graduate Course, Innovative and Controversial Strategies in Rehabilitation IV:  Research and Practice, Bal Harbour, Florida, December 7, 1986. Brucker, B.S.  Computerized biofeedback for restoring human function.  Presented at the Science in Our Society Symposium Series, New Developments in Medical Science, Miami, Florida, January 21, 1987.Bernard S. Brucker, Ph.D.Page 28 Brucker, B.S.  Biofeedback applications for neuromuscular disorders:  Are they cost effective?  Presented at the Biofeedback Society of America Annual Meeting, Boston, Massachusetts, March 15, 1987. Brucker, B.S.  The role of the health care industry in promoting economic rehabilitation:  Emotional and social stigmas associated with disabled employment.  Presented at the Annual Conference on the Employment of the Disabled, Miami, Florida, March 20, 1987. Brucker, B.S.  Strategies for functional restoration, improved movement with integrated EMG - biofeedback.  Presented at the Post Graduate Course Rehabilitation Frontiers for the 90's, Hartford, Connecticut, March 26, 1987. Pettrofsky, J.S., Brucker, B.S., Green, B.A. and Arnold, P.B.  New diagnostic techniques in head injury and spinal cord injury:  Implications for prognosis and treatment.  Presented at the Post Graduate Course Rehabilitation:  Frontiers for the 90's, Hartford, Connecticut, March 26, 1987. Bruce, J., Brucker, B. and Goldberg, M.  Spinal cord injury and head injury program in Florida.  Presented at the South East Regional National Rehabilitation Association Annual Conference, Memphis, Tennessee, March 16, 1987. Brucker, B.S.  Integration of psychology into medicine and rehabilitation:  It's success and failures.  Presented at the American Psychological Association Annual Meeting, New York, New York, August 29, 1987. Brucker, B.S.  Chair, Symposium,  Implications of behavioral interventions for restoring function.  Presented at the American Psychological Association Annual Meeting, New York, New York, August 31, 1987. Brucker, B.S.  Learned control of voluntary motor neuron recruitment for restoring function.  Presented at the American Psychological Association Annual Meeting, New York, New York, August, 31, 1987. Brucker, B.S.  Update on the Miami Project.  Presented at the Post Graduate Course, Dramatic Spinal Cord Injury - 1987, Pensacola, Florida, September 17, 1987.Bernard S. Brucker, Ph.D.Page 29 Brucker, B.S.  Biofeedback applications with the spinal cord injured.  Presented at the Post Graduate Course, Traumatic Spinal Cord Injury - 1987, Pensacola, Florida, September 17, 1987. Brucker, B.S.  Biofeedback: general overview.  Presented at the Post Graduate Course on Current Issues and Trends in Physical Rehabilitation, Hampton, Virginia, September 25, 1987. Brucker, B.S.  EMG computerized biofeedback - applications to rehabilitation patients.  Presented at the Post Graduate Course on Current Issues and Trends in Physical Rehabilitation, Hampton, Virginia, September 25, 1987. Brucker, B.S.  Biofeedback and the return of function for spinal cord injuries.  Presented at the Post Graduate Course on Current Issues and Trends in Physical Rehabilitation, Hampton, Virginia, September 25, 1987. Brucker, B.S.  Update of biofeedback applications in rehabilitation.  Presented at the Congress of Rehabilitation Medicine Annual Meeting, Orlando, Florida, October, 21, 1987. Bowker, J.H., Green, B.A. and  Brucker, B.S., Chairpersons, Post Graduate Course,  Innovative and controversial strategies in rehabilitation V: Technology and Practice.  Miami, Florida, December 3, 1987 through December 7, 1987. Brucker, B.S. Psychological and behavioral components of rehabilitation.  Presented at the Post Graduate Course Innovative and Controversial Strategies in Rehabilitation V:  Technology and Practice, Miami, Florida, December 4, 1987. Brucker, B.S.  Computerized biofeedback application in rehabilitation:  Is it affective?  Presented at Post Graduate Course in Innovative and Controversial Strategies in Rehabilitation V:  Technology and Practice, Miami, Florida, December 5, 1987. Brucker, B.S.  Biofeedback techniques in neuro-rehabilitation.  A workshop presented at the Post Graduate Course on Innovative and Controversial Strategies in Rehabilitation V:  Technology and Practice, Miami, Florida, December 5, 1987Bernard S. Brucker, Ph.D.Page 30 Brucker, B.S.  Tinnitus management using biofeedback.  Presented at the Post Graduate Course on Current Clinical Concepts in Otolaryngology - 1988, Bal Harbour, Florida, March 11, 1988. Brucker, B.S.  Biofeedback in orthopaedics.  Presented at the Post Graduate Course, in Orthopedics, Miami, Florida, May 11, 1988. Brucker, B.S.  Workshop on computerized biofeedback.  Presented at the Bethany Medical Center, Kansas City, Kansas, April 16 - 17, 1988. Brucker, B.S.  Chronic pain and rehabilitation.  Presented at the Society of Behavioral Medicine Annual Meeting, Boston, Massachusetts, April 29, 1988. Brucker, B.S.  Biofeedback in the care of spinal cord injury.  Presented at the Annual Meeting of the National Coordinating Council on Spinal Cord Injury, Atlantic City, New Jersey, May 19, 1988. Brucker, B.S.  Biofeedback applications in the treatment of head injury.  Presented at the Post Graduate Course on Rehabilitation of the Brain Injured Adult and Child, Williamsburg, Virginia, June 10, 1988. Brucker, B.S.  Specific biofeedback techniques for establishing coordinated motor neuron recruitment.  Presented at the Post Graduate Course on Rehabilitation of the Brain Injured Adult and Child, Williamsburg, Virginia, June 11, 1988. Brucker, B.S.  Integrated EMG - biofeedback:  Functional changes in the spinal cord patient.  Presented at the Post Graduate Course Advances in Spinal Cord Injury Rehabilitation, Saratoga Springs, New York, July 7, 1988. Brucker, B.S. and Schwartz, G.  Psychology's important role in medicine and rehabilitation.  Presented at the American Psychological Association Annual Meeting, Atlanta, Georgia, August 14, 1988. Brucker, B.S.  Research methods for investigating the influence and significance of vital issues in group psychotherapy  Presented at the American Psychological Association Annual Conference, Atlanta, Georgia, August 14, 1988.Bernard S. Brucker, Ph.D.Page 31 Brucker, B.S.  Biofeedback applications and rehabilitation:  Theory and technique.  A Post Graduate Workshop, Dayton, Ohio, August 26-27, 1988. Brucker, B.S.  Spinal cord injury research.  Presented at the Post Graduate Course New Directions for Spinal Cord Injuries, Ann Arbor, Michigan, September 9, 1988. Brucker, B.S.  Efficacy of EMG biofeedback.  Presented at the New Advances in the Treatment of Neuromuscular Disorders, Post Graduate Course, Indianapolis, Indiana, September 16, 1988. Brucker, B.S.  Using microprocessor based systems in the training of specific motor neurons in spinal injury and head injury with consideration of applications in sports medicine and surgery.  Keynote address, presented at the Annual meeting of the Biofeedback Society of New England, Rockport, Massachusetts, October 29, 1988. Brucker, B.S.  Biofeedback with CNS disorders.  Presented at the National Academy of Neuropsychologist, Orlando, Florida, November 4, 1988. Brucker, B.S.  Biofeedback applications to medicine and rehabilitation.  Presented at the Symposium on Rehabilitation, Pittsburgh, Pennsylvania, November 15, 1988. Brucker, B.S.  Biofeedback in the care of spinal cord injury.  Presented at the Annual Meeting of the National Coordinating Council on Spinal Cord Injury, New Orleans, Louisiana, December 7, 1988. Brucker, B.S.  Biofeedback applications in medicine and rehabilitation.  Workshop presented in Chicago, Illinois, March 13, 1989. Brucker, B.S.  A contemporary overviews of biofeedback applications in rehabilitation.  Presented at the Annual Meeting of the Application for Applied Psychophysiology and Biofeedback, San Diego, California, March 19, 1989. Brucker, B.S.  How to avoid an ethical or legal conflict:  Burying your head in the sand isn't the answer.  Presented at the Psychophysiology and Biofeedback, San Diego, California, March 21, 1989.Bernard S. Brucker, Ph.D.Page 32 Brucker, B.S.  Biofeedback applications for restoring function in spinal cord injury patients:  Current clinical applications and future directions.  Presented at the Post Graduate Course "Future Directions in Treatment of the Spinal Cord Injured"  Scranton, Pennsylvania, April 14, 1989. Brucker, B.S.  Principles of neuromuscular rehabilitation of the post-acute spinal cord injury patient.  Presented at the Symposium on Advances in the Treatment of Spinal Cord Injury, Indianapolis, Indiana, April 21, 1989. Brucker, B.S.  Case studies and outcomes of biofeedback to the spinal cord injured.  Presented at the Symposium on Advances in the Treatment of Spinal Cord Injury, Indianapolis, Indiana, April 21, 1989. Brucker, B.S.  Job re-entry for survivors of traumatic brain injury.  Presented at the Annual Meeting of President's Committee on Employment of People with Disabilities, Tampa, Florida, May 10, 1989. Brucker, B.S.  The use of small group participation and discussion for teaching interdisciplinary group process in geriatrics.  Presented at the Miami Area Geriatric Education Center on Adult Development and Aging Symposium "New Directions for Teaching Geriatrics" Miami, Florida, June 3, 1989. Brucker, B.S. Chair, Invited address by Ed Taub.  Overcoming learned non-use in stroke patients with motor impairments.  Presented at the American Psychological Association Annual Convention, New Orleans, Louisiana, August 13, 1989. Brucker, B.S.  Chair, and Discussant, Investigating the influence and significance of interpersonal touching in group psychotherapy participants.  Presented at the American Psychological Association Annual Convention, New Orleans, Louisiana, August 14, 1989. Brucker, B.S.  Behavioral research applications to the CNS trauma patients.  Presented at the Post Graduate Course Taking CNS Trauma into the 90's, Miami, Florida, March 16, 1990. Brucker, B.S.  How to avoid ethical or legal conflict in supervision:  Burying your head in the sand isn't the answer.  Presented at the Annual meeting of the Association for Applied Psychophysiology and Biofeedback Washington, D.C., March 24, 1990.Bernard S. Brucker, Ph.D.Page 33 Brucker, B.S.  The interdisciplinary team approach to health care for the elderly.  Presented at the Post Graduate Course, Health Care for Older People in the 90’s:  Developing a Therapeutic, Comprehensive Approach to Care.  Lake Worth, Florida, March 29, 1990. Brucker, B.S.  Biofeedback in orthopaedics and rehabilitation.  Presented at the Post Graduate Course Update in Orthopedics 1990.  Miami, Florida, May 8, 1990. Brucker, B.S.  Learned control of motor neuron recruitment for functional recovery.  Presented at the Association for Behavior Analysis:  International, Convention.  Nashville, Tennessee, May 30, 1990. Brucker, B.S.  Chair, invited symposium, Turning tragedy to triumph.  Presented at the American Psychological Association Annual Convention, Boston, MA, August 12, 1990. Brucker, B.S.  The behavioral approach:  A powerful method for increasing physical function.  Division 22 Presidential Address presented at the American Psychological Association Annual Convention, Boston, MA, August 12, 1990. Brucker, B.S.  Chair, invited symposium,  Group psychotherapy in rehabilitation:  special techniques for special populations.  Presented at the American Psychological Association Annual Convention, Boston, MA, August 13, 1990. Brucker, B.S. Computerized biofeedback applications as a method for restoring function in individual with spinal cord injuries.  Presented at the Post Graduate Course "Future Directions in Treatment of Spinal Cord Injured III", Scanton, PA, September 14, 1990. Brucker, B.S.  Applications of computerized EMG biofeedback in rehabilitation.  Presented at the Annual Meeting of the National Congress of Rehabilitation Medicine of Brazil.  Sao Lourenco, Brazil, September 28, 1990. Brucker, B.S.  Computerized multichannel EMG biofeedback - Its role in SCI.  Presented at the Post Graduate Course,  "Spinal Cord Injury:  A Team Approach to Comprehensive Management and Integrated Research."  Bal Harbour, Florida, January 27, 1991.Bernard S. Brucker, Ph.D.Page 34 Brucker, B.S.  Behavioral research: Its role in the central nervous system compromised patient.  Presented at the Post  Graduate Course,  "Intensive Care for Neurological Trauma and Disease:  XI."  Key Biscayne, Florida, March 10, 1991. Brucker, B.S. and Wolf, S. Biofeedback applications in rehabilitation.  Presented as a round table discussion at the Association for Applied Psychophysiology and Biofeedback Annual Meeting, Dallas, Texas, March 15, 1991. Brucker, B.S.  The cost effectiveness of behavioral and biofeedback approaches to restoring function in paralyzed individuals.  Presented at the Association for Applied Psychophysiology and Biofeedback Annual Meeting, Dallas, Texas, March 19, 1991. Brucker, B.S., and Redondo, J.P., Co-Chairs.  Specific techniques and issues for group psycho-therapy with special populations.  A symposium presented at the American Psychological Association Annual Convention, San Francisco, California, August 18, 1991. Brucker, B.S.  Psychology's expanding and increasingly more critical role in medicine and rehabilitation.  Presented at the American Psychological Association Annual Convention, San Francisco, California, August 19, 1991. Brucker, B.S.  Biofeedback and motor learning for restoration of function in long term spinal cord injured patients.  Presented at the Post Graduate Course Controversy in Spinal Cord Injury Treatment and Rehabilitation, Deerborn, Michigan, March 27, 1992. Brucker, B.S.  Biofeedback applications to rehabilitation.  Presented as an all day post-graduate course, Topeka, Kansas, April 29, 1992. Brucker, B.S.  Biofeedback application to condramalatia and dislocating patella..  Presented at the Post Graduate Course Update in Orthopedics 1992, Miami, Florida, May 4, 1992. Brucker, B.S.  Biobehavioral techniques for restoring function in people with physical disabilities.  Paper presented at the American Psychological Association Annual Convention, Washington, D.C. August 15, 1992.Bernard S. Brucker, Ph.D.Page 35 Brucker, B.S.  Establishing biofeedback for rehabilitation in Rio, Moscow, and to Jerusalem.  Paper presented at the American Psychological Association Annual Convention, Washington, D.C., August 18, 1992. Brucker, B. and Wolf, S. Novel uses of biofeedback in rehabilitation medicine.  Workshop presented at the Association of Applied Psychophysiology and Biofeedback Continuing  Education Conference, San Antonio, Texas, September 12, 1992. Brucker, B.  Biofeedback: theory and instrumentation.  Paper presented at the XXI Annual Scientific Seminar, Panama City, Panama, September 21, 1992. Brucker, B.  Biofeedback applications in sports medicine and the treatment of Cardiovascular disorders.  Paper presented at the XXI Annual Scientific Seminar, Panama City, Panama, September 21, 1992.	 Brucker, B.  Applications of biofeedback in rehabilitation.  Paper presented at            the XXI Annual Scientific Seminar, Panama City, Panama, September            21, 1992Brucker, B.  Application of biofeedback for restoration of function in stroke,   head injury, and cerebral palsy.  Paper presented at the XXI Annual Scientific Seminar, Panama City, Panama, September, 22, 1992. Brucker, B.  Application of biofeedback for restoring function in patients with            spinal cord injuries.  Paper presented at the XXI Annual Scientific            Seminar, Panama City, Panama, September 22, 1992.        Brucker, B.S., Maiatico, M.C., and Pauza, K.  Long-term recovery in spinal cord injury with the use of biofeedback techniques.  Paper presented at The Annual Meeting of the American Academy of Physical Medicine and Rehabilitation, San Francisco, California, November 14, 1992.  Brucker, B., Psychological aspects of pain management.  Paper presented at  the 1993 South Florida Spinal Conference, Ft. Lauderdale, FL, March  13, 1993.  Brucker, B., Communicating with our broadest constituency: short and long  range objectives of the public  information committee.  Paper presented  at the Annual Meeting of the Association for Applied Psychophysiology  and Biofeedback, Los Angeles, California, March 27, 1993.Bernard S. Brucker, Ph.D.Page 36  Brucker, B., Increased specificity in EMG measurement and biofeedback 		 protocols for restoring function in the physically disabled.  Paper		 presented at the Annual meeting of the Association for Applied 		 Psychophysiology and Biofeedback, Los Angeles, California 		 March 28, 1993.Brucker, B., The role of operant conditioning for learned specific motor control  after brain injury.  Paper presented at the 5th Annual Conference on  Rebuilding Shattered Lives, Edison, New Jersey, May 7, 1993.  Brucker, B.,  Principles of biofeedback applications for restoration of motor  function after central nervous system damage.  Workshop presented at  the 5th Annual Conference on Rebuilding Shattered Lives, Edison, New  Jersey, May 8, 1993.  Brucker, B., Specific biofeedback techniques in muscle rehabilitation. Short  course presented at The Biofeedback Society of California Annual  Meeting, Los Angeles, California, November 12, 1993.  Brucker, B., The power of biofeedback for restoring function in people with  severe long term paralysis.  Keynote address presented at the  Biofeedback Society of California Annual Meeting, Los Angeles,  California, November 13, 1993.	  Brucker, B., Cardiovascular biofeedback for postural hypotension in spinal  cord injury.  Presented at The Biofeedback Society of California Annual  Mee

Presentations:
Presentation #68    

Plenary:  
The Emerging Role of Biofeedback and Neurofeedback in Neuroplasticity

Abstract: 
Recent neural and behavioral sciences findings have shown that central nervous system (CNS) cells, if damaged, have potential for remyelinization and axonal repair which can take place years post damage from injury or disease. It is also now known that the CNS can have both dendrite and axonal sprouting in its attempt to regain integrity.While the functional correlates of such neural repair were once thought to be automatic, it is becoming clear that to maximize this neural potential, specific learning techniques at the neuronal level are necessary. Advanced Biofeedback and Neurofeedback are the techniques best suited for maximizing this potential

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #69    

Workshop:  
Important Variables for Successful Outcomes for Biofeedback and Neurofeedback Applications in Rehabilitation

Abstract: 
. This workshop will focus on the important variables that need to be addressed in Biofeedback and Neurofeedback applications in rehabilitation including proper methods for patient assessments, selection of patients, utilization of pre-and post-measurements, data collection, proper report writing and data analysis. Many individuals facing permanent functional losses due to central nervous system damage do have the neuro potential for greater functional recovery even long term post onset. Biofeedback and Neurofeedback techniques can be extremely powerful in gaining this increase in function through more efficient use of the central nervous system, but only if applied properly.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Coben, Robert

Presenter Address:
1035 Park Blvd, Suite 2B
Massapequa Park, New York  11762  United States
Phone: 
Fax: 
Email: robcoben@optonline.net

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #42    

Plenary:  
Neurofeedback For Autism: Empirical Validation and Theoretical Framework

Abstract: 
This presentation will focus on empirical data and a theoretical framework from which to understand Neurofeedback interventions for Autistic Spectrum Disorder.  Our research evaluated the efficacy of assessment (QEEG) -guided neurofeedback for children with Autistic Spectrum Disorder (ASD).  Findings included a 92% success rate with a  41.57% reduction in Autistic symptoms, which was significantly different than a wait-list control group.  Neurophysiological changes included increased metabolic flow to frontal cortices and movement towards normalized QEEG connectivity. A theoretical approach for treatment of ASD focusing on aspects of EEG connectivity will be presented.

Duration: 
40 minutes

Learning Objectives: 
1. Learn about Autism and the use of NF in such cases.
2. Learn how assessment based NF can improve efficacy.

Test Questions:
1. Can NF be used to help with Autistic symptoms?
2. What is the largest QEEG problem in Autism?

Bibliography: 
Attwood, T. (1998).  Asperger’s Syndrome: A Guide for Parents and Professionals. Jessica Kingsley Publishers: London, England.

Jarusiewicz, B. (2002).  Efficacy of neurofeedback for children in the Autistic Spectrum: A pilot study, Journal of Neurotherapy,6(4), 39-49

Rimland, B (2005).  Autism Effectiveness Survery.  Retrieved from Autism Research      Institute http://www.autism.com/treatrating/.

Sicile-Kira, C. (2004).  Autism Spectrum Disorders: The Complete Guide to    Understanding Autism, Asperger’s Syndrome, Pervasive Developmental Disorder, and ASDs.  The Berkley Publishing Group: New York, New York.

Siegel, B. (1996).  The World of the Autistic Child: Understanding and Treating Autistic     Spectrum Disorders.  Oxford University Press: New York, New York.

Detailed Agenda:
Review Autism research.

Discuss effectiveness of various approaches.

Presentation of empirical data.

Discuss theoretical framework.

Presenter: Collins, Al

Presenter Address:
615 E. 82nd Ave. #102
Anchorage, Alaska  99518  United States
Phone: 907-344-3338
Fax: 
Email: acollins@gci.net

Professional Info:
Psychologist, License Number 220, Licensed in Alaska 

Bio:
Al Collins has Ph.D.s in two fields, Indian studies and clinical psychology. His professional and scholarly work involves integrating these areas.  A neurofeedback practitioner for eight years, he has published widely in Indian psychology, Jungian psychology, psychoanalysis, mens' psychology, and the psychology of film.

Resume/CV: 
Professional Activities:1982-2005: Clinical Psychologist, Anchorage, Alaska1994-1995, Associate Professor of East/West Psychology,California Institute of Integral Studies1978-82, Psychologist and Assistant Director, Beacon Therapeutic School, ChicagoRecent Publications: Fatherson: A Self Psychology of the Archetypal Masculine.  Chiron Publications, 1994. Selfhood in the Indian Context.  In Vaidyanathan and Kripal (eds.) Vishnu on Freud's Desk. A Reader in Psychoanalysis and Hinduism. Oxford University Press, 2001.Dancing with Prakrti. In Hiltebeitel and Erndl (eds).  Is the Indian Goddess a Feminist?  Routledge and Kegan Paul, 2000.Over the Wall: Mens'quest in the films of Clint Eastwood.  San Francisco C. G. Jung Institute Library Journal, 2005.

Presentations:
Presentation #106    

Plenary:  
Neurofeedback as a Purushartha Practice ("for the sake of the self")

Abstract: 
Indian yoga psychology sees life as existing solely for the sake of the enjoyment and the liberation of consciousness (purusha). As a Western technology of consciousness, neurofeedback can be seen as a branch of yoga.  This insight suggests ways of understanding the practice of neurofeedback.  Clear, one-pointed but egoless attention/insight (buddhi) in a state of autonomic relaxation may be the most basic curative factor.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #108    

Workshop:  
Mindfulness and neurofeedback: integral treatment of ADHD, anxiety, and depression

Abstract: 
Mindfulness and neurofeedback complement one another and form the basis for a multimodal approach to psychopathology.  Neurofeedback trains focal attention and a relaxed attitude; mindfulness makes the learning from neurofeedback available during daily life.  In addition, mindfulness deepens and refines the attitude required for optimal learning during neurofeedback.

Duration: 
120 minutes

Learning Objectives: 
Practice basic mindfulness
Integrate neurofeedback with mindfulness practice
Use self ratings as a way to enhance mindfulness

Test Questions:
1. Mindfulness refers to:
a. Concentrated attention
b. Deep meditation
c. Nonjudgmental awareness
d. Control of the senses
2. Why use self ratings?
a. To encourage self criticism
b. To enhance self esteem
c. To increase self awareness the next day
d. To compare oneself to others.
3. Neurofeedback is enhanced by mindfulness practice because
a. Mindfulness teaches concentration
b. Mindfulness assists awareness of attention and mental focus
c. Mindfulness teaches loving kindness
d. Mindfulness makes us more relaxed.

Bibliography: 
Kornfeld, Jack (1998), A Path With Heart
Blackstone, Judith & Zoran Josipovic (2001), Zen For Beginners
Kapleau, Philip (1968), The Three Pillars of Zen
Larson, Gerald (1967), Classical Samkhya
Mathiessen, Peter (1996), The Snow Leopard

Detailed Agenda:
A. Describe mindfulness and locate it in its Buddhist and Western contexts
B. Describe what neurofeedback is and does
C. Describe how mindfulness enhances neurofeedback
D. Describe how neurofeedback can add to the effects of mindfulness
E. Describe autonomic techniques (HRV breathing and hand warming) used as adjuncts.
F. Go over the self rating scale I use
G. Summarize my experience using this approach for over five years.

Presentation #216    

Plenary:  
Tales of the "Fatherson": The Son's Rejection and Renewal of the Father in American Narrative

Abstract: 
I will discuss an archetypal pattern in American fiction and film, that of the son who rebels against his father, often shaming or even killing the old man but potentially also redeeming the father and giving him new life.  In Nicholas Ray's 1950s cult film classic, "Rebel without a Cause" and in Mark Twain's great novel, "The Adventures of Huckleberry Finn" we see this archetype fully realized, but its structure can be found in most American fiction (as well as American religion, philosophy, and other aspects of culture).

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Collura, Tom

Presenter Address:
24490 Broadway Ave Suite #2
Oakwood Village, Ohio  44146  United States
Phone: 440 232-6000
Fax: 440 232-7171
Email: tomc@brainm.com

Professional Info:
Professional Engineer, License Number E-52161, Licensed in OH 

Bio:
Dr. Collura has over 30 years experience as a biomedical engineer and neurophysiologist.  He has conducted clinical research and development and system design, in the areas of evoked potentials, microelectronics, human factors, EEG mapping for epilepsy surgery, and neurofeedback.  His graduate work focused on the real-time measurement of visual and auditory evoked potentials, and relationships with selective attention in a vigilance task.  He then spent 8 years with AT&T Bell Laboratories as a technical staff member and supervisor in the areas of integrated circuit technology, computer graphics, networking, and man/machine interfaces.  He then served from 1988 to 1996 on the Staff of the Department of Neurology, Cleveland Clinic Foundation, where he conducted research and development in EEG mapping for epilepsy surgery, long-term EEG monitoring, and DC brain potentials.  As a consultant to industry, he has designed software and hardware for computerized tomography, automated radiometry, and automated imaging.  Since 1995, he has been founder and president of BrainMaster Technologies, Inc.  He has published over 100 peer-reviewed journal articles, book chapters, abstracts, and papers.  He has 2 patents and 3 patents pending, all in the areas of neurofeedback, electrode technology, and evoked potential methods and systems.  His current interests focus on research and development of automated neurofeedback systems, evoked potential neurofeedback, and low-cost quantitative EEG.  He is a licensed Professional Engineer in Ohio and Illinois, is a past board member of the International Society for Neuronal Regulation (ISNR), and is president-elect of the Neurofeedback Division of the Association for Applied Psychophysiology and Biofeedback (AAPB).

Resume/CV: 
Education:A.B. Philosophy 1973 (Brown University, Providence, RI)Sc.B. Biology 1973 (Brown University, Providence, RI)Ph.D. Biomedical Engineering 1978 (Case Western Reserve University, Cleveland, OH)Professional Experience:Mechanical Engineering: Industrial Drives (Eaton Corp.)Silicon Semiconductor Engineering: MOS-LSI Microcircuit process design and development (AT&T Bell Laboratories)Software & Systems Engineering: Computer Graphics (AT&T Bell Laboratories)Neurological Computing Science:  Section of Epilepsy and Clinical Neurophysiology (Cleveland Clinic Foundation)Adjunct Assistant Professor of Biomedical Engineering (Case Western Reserve University)CT Imaging Systems & Software Design (Picker X-Ray Corporation, InVision Technologies, Inc.)Biofeedback & Neurofeedback Systems Research, Development, and Design;  Publication and Teaching (BrainMaster Technologies, Inc., Stress Therapy Solutions, Inc.)Professional Credentials:Licensed Professional Engineer (P.E., Ohio and Illinois)President, Neurofeedback Division, Association for Applied Psychophysiology and Neurofeedback (AAPB)Certified as trainer by Biofeedback Certification Institute of America (BCIA)Board Certified Neurotherapist (BCN), Neurofeedback and Biofeedback Certification Board (NBCB)

Presentations:
Presentation #230    

Post-Conference:  
Technical Foundations of Neurofeedback - One Day Course / BCIA

Abstract: 
This workshop will describe the technical foundations of neurofeedback instruments, with an emphasis on neurophysiological, electronic, and computer aspects.

Duration: 

Learning Objectives: 
To articulate the neurophysiological origins of the EEG.
To describe how sensor placement affects EEG measurements.
To describe how instrumentation translates bioelectric signals to visual and auditory output.

Test Questions:
Question 1: If you were to reverse the active and reference leads on an EEG amplifier, which of the following would result:

A. The frequency content would shift up or down.
B. The waveforms would be displayed “upside down”.
C. The amplitude of the waveform could change.
D. There would be no change in the signals at all.

Question 2:  CMRR or “common-mode rejection ratio” should be high in order to:

A. Reduce the effects of 60 Hz interference.
B. Reduce the effects of motion artifact.
C. Reduce the sensitivity to electrode imbalance.
D. All of the above.

Question 3:  “SMR” can be described as the following:

A. A high-frequency alpha wave from the sensorimotor cortex.
B. A low-frequency beta wave recorded from C3, Cz, or C4.
C. A brain rhythm associated with the intention not to move.
D. All of the above.

Question 4:  Which of the following applies to Penniston-style “alpha/theta” training?

A. Alpha is rewarded, and theta is inhibited.
B. Alpha is rewarded, and theta is also rewarded.
C. Alpha is inhibited, and theta is inhibited.
D. None of the above.

Question 5. As defined, “Percent time over threshold” reflects which of the following:

A. The proportional amount of time that a signal exceeds the defined threshold.
B. The overall size of the signal.
C. The level of effort of the trainee.
D. The amount of noise in the EEG.

Question 6. Two bandpass filters are compared.  They are identical.  However, one is set for 8-12 Hz and  the other is set for 7-13 Hz.  The second filter with the wider passband will be able to do which of the following:

A. Reject out of band signals better than the first filter.
B. Respond faster to component “waxing and waning”.
C. Have more precise cutoff frequencies.
D. All of the above.

Bibliography: 
Collura, T.F. (2000).  Basic Electronics and Physics.  In K.H. Levin and H.O. Luders, (Eds.), Comprehensive Clinical Neurophysiology (pp. 1-10).  Philadelphia: W.B. Saunders Company.

Demos, J. (2005) Getting Started with Neurofeedback.  New York: W. W. Norton & Company.

Evans, J., and Arbanel. (1999) Quantitative EEG and Neurofeedback.  New York: Academic Press

Nunez, P.L.; Wingeier, B.M.; Silberstein, R.B.. (2001).  Spatial-temporal structures of human alpha rhythms: theory, microcurrent sources, multiscale measurements, and global binding of local networks. Human Brain Mapping, 13, 125-64.

Thompson, L. and Thompson, M. (2004) The Neurofeedback Book. New York: W. W. Norton & Co.

Detailed Agenda:
Overview (4 Hrs)
Review of basic principles of EEG & NF training
Review of Neurophysiology
Review of EEG recording concepts – Amplifiers, filters
Review of Electrode Locations – Monopolar, Bipolar techniques
Common Frequency Bands & Digital Filtering / Bandwidth issues
Control of Feedback: Visual and Auditory
Concepts of Operant Conditioning

Lunch (provided)

System Operation (2 Hrs)
Protocols – what they are, how they are set up
Common protocols
Review of Setup and Control methods
Common Screen Visual Displays
Controlling thresholds & Autothresholding
Using additional screens & animations
Using two or more monitors
Instructions to Trainee
Display Options
Sound Modes

Advanced topics (2 Hrs)
Two-channel connections
Two-channel training
Sum-channel mode
Coherence/Phase Training

Presentation #206    

Plenary:  
Neurophysics - A 21st Century Science of the Mind

Abstract: 
Neurophysics is a label applied to an interdisciplinary pursuit of an integrated understanding of the brain and mind.  It incorporates a great deal of “old” science, but it is a new science for the future.  This talk will describe the emerging concepts and paradigms, and provide a perspective for viewing the developments which may be expected during the next century.  Key aspects include information theory (“high-information” physics),  self-organizing systems, multidimensional field potentials, and the breakdown of classical causality.

Duration: 
30 minutes

Learning Objectives: 
To articulate how classical and modern physics relate to the understanding of the brain and mind.

To describe how the connection between the mind and body, as classically understood, place a special challenge on physics, chemistry, and biology.

To describe how future developments in physics may impact our understanding of the mind, and the brain/mind connection

Test Questions:
Among the questions that neurophysics addresses are:

What properties lead to a system that can be conscious?
Is it possible to create artificially conscious systems?
Can we grade consciousness into a quantifiable property?
Would an exact duplicate of an individual be identically conscious?
Why would nature devote the resources to create conscious beings?
What is the role of self-awareness in conscious experience?
What is the role of experience and history in coloring conscious experience?
How do emotion and desire interact with the mechanics of consciousness?
Does consciousness extend into other dimensions?
What are the physical properties of the conscious field?
Is it possible to measure consciousness directly?
What can EEG measure relative to navigating consciousness?
What is the role of the glia, and SCP potentials, in the brain and consciousness?
Can consciousness be shared between individuals?
What does quantum physics imply for consciousness?
What does M-theory (“string theory”) imply for consciousness?
Is consciousness a field?
Is there a field theory of consciousness?
What light can be shed on the philosopher’s “mind/brain problem”?
What are the mechanisms of clairvoyance, if it is possible?
What are the mechanisms of remote viewing, if it is possible?
Are there possible physical mechanisms underlying the experience of “ghosts”?
What is the physical basis of subjective conscious experience?
How do volition and intention interface with the physical world?
At which point do desire and will enter into the neuronal picture?
(Where does the free will “kick in”?  Is it at the level of the mind?)
What is the nature of free will and choice?
In precisely what ways is a person “responsible” for their actions?

Bibliography: 
Bohm, D. (1980) Wholeness and the Implicate Order.  London: Routledge & Kegan Paul Ltd.

Greene, B. (1999)  The Elegant Universe. New York: Vintage Books.

Nunez, P.L. (1995) Neocortical Dynamics and Human EEG Rhythms.  New York: Oxford University Press.

Pribram, K. H. (1991) Brain and Perception – Holonomy and Structure in Figural Processing. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Walker, E.H. (2000) The Physics of Consciousness.  New York: Basic Books.

Detailed Agenda:
History of Science and Consciousness (10 min)
Current state of understanding  (10 min)
Structure of a proper physics of the mind (10 min)

Presentation #119    

Plenary:  
Real-time synchronous gamma training made easy.

Abstract: 
Gamma waves have been shown to reveal a cohesive, organized state of mind that includes binding of many perceptions into a unified whole.  Richard Davidson reported seeing these rhythms in advanced meditators. This presentation will show results and describe methods for the real-time training of fast bihemispherically synchronized 40 Hz (“gamma”) activity, through real-time detection and targeting of brief synchronous bursts.  This method can capture single brief (e.g. less than ¼ second) bursts of gamma that occur very rarely (e.g. once per minute), and can clearly discern and feed back individual bursts, for training purposes.  This will be related to the cortical dynamics that underly the gamma rhythm, and discussed in the context of gamma training.

Duration: 
25 minutes

Learning Objectives: 

Test Questions:

Bibliography: 
W.J. Freeman, B.C. Burke, and M.D. Holmes (2003) Aperiodic Phase Resetting in Scalp EEG of Beta-Gamma Oscillations by State Transitions at Alpha-Theta Rates. Human Brain Mapping 19(4) 248-272.

B. Schack, N. Vath, H. Hetsche, H.G. Geissler, and E. Moller (2002) Phase-coupling of Theta-Gamma EEG Rhythms Durnig Short-Term Memory Processing Int. Journal of Psychophysiology 44(2) 143-163.

A. Von Stein, J. Sarnthein (2000) Different Frequencies for Different Scales of Cortical Integration: From Local Gamma to Long Range Alpha/Theta Synchronization. International Journal of  Psychophysiology 38(3) 301-313.

Lutz, L.L. Greischar, N.B. Rawlings, M. Ricard, and R.J. Davidson (2004) Long-Term Meditators Self-Induce High-Amplitude Gamma Synchrony During Mental Practice, Proceedings of the National Academy of Sciences, 101 (46), 16369-16373.

Fehmi, L.L. and Sundor, A. (1989) The Effects of Electrode Placement Upon EEG Biofeedback Training: The Monopolar-Bipolar Controversy, International Journal of Psychosomatics 36(1-4): 23-33.

Detailed Agenda:

Presentation #120    

Plenary:  
Brain, Mind, and Neurofeedback - The Next 10, 20 years, and Beyond,

Abstract: 
This panel will discuss the past and future of the brain, mind, and biofeedback.

Duration: 
90 minutes

Learning Objectives: 
To gain a perspective on the previous history of neurofeedback
To articulate possible futures of the science of brain and mind
To understand how current activities relate to future developments

Test Questions:
1. The human EEG was first measured by:

A. Caton
B. Berger
C. Adrian
D. Kamiya

2. The ability to discern EEG alpha state by subjective experience was first demonstrated by:

A. Berger
B. Kamiya
C. Sterman
D. Fehmi

3. The ability of cats to operantly condition SMR was first shown by:

A. Berger
B. Sterman
C. Fehmi
D. Kamiya

The number of dimensions in Einstein’s general theory of relativity is:

A. 1
B. 3
C. 4
D. 9

The concepts of quantum mechanics include:

A. Wave/particle duality
B. Heisenberg’s uncertainty principle
C. Action at a distance
D. All of the above

Bibliography: 
Bohm, D. (1980) Wholeness and the Implicate Order.  London: Routledge & Kegan Paul Ltd.

Greene, B. (1999)  The Elegant Universe. New York: Vintage Books.

Nunez, P.L. (1995) Neocortical Dynamics and Human EEG Rhythms.  New York: Oxford University Press.

Robbins, J. (2000) Symphony in the Brain.   New York: Atlantic Monthly Press.

Pribram, K. H. (1991) Brain and Perception – Holonomy and Structure in Figural Processing. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Walker, E.H. (2000) The Physics of Consciousness.  New York: Basic Books.

Detailed Agenda:
Introduction (10 min)
Individual Panel Members speak (20 min each)

Presentation #121    

Workshop:  
Coherence, Synchrony, and the Rest: Putting it all together with 2-channel training

Abstract: 
2-channel training is used for bihemispheric (both sides of the brain) training, coherence/synchrony training, and asymmetry training.  This workshop will explain the concepts of 2-channel EEG training and include practical demonstration.

Duration: 
120 minutes

Learning Objectives: 
Describe in detail the capabilities of 2-channel versus 1-channel neurofeedback
Demonstrate the use of 2-channel EEG for neurofeedback
Explain the issues of coherence and asymmetry in relation to neurofeedback

Test Questions:
If two EEG channels are added together as waveforms, which of the following activity will specifically be made more visible?

A. Low-frequency activity
B. High-frequency activity
C. Synchronous waves
D. Independent wave activity

C

Which of the following is true of a bipolar EEG derivation?

A It measures the difference between the active and the reference sites
B It typically produces a smaller EEG waveform than a monopolar derivation
C It is most sensitive to brain locations between the active and reference sites.
D All of the above

D

Generally, which of the following is true of the normal human EEG?

A Higher frequencies tend to be more diffuse on the scalp
B Lower frequencies tend to be more diffuse on the scalp
C Higher frequencies tend to be higher in amplitude
D There is no relation between frequency and scalp distribution

B

The work of Davidson, Rosenfeld, and Baehr indicates which of the following:

A Differential activity of the frontal lobes is associated with mood
B Happy people generally have a higher right frontal alpha
C Depressed people generally have a higher right frontal activation
D Mood can be affected by EEG asymmetry training
E All of the above

E

It is possible to do specific asymmetry training with a single interhemispheric (bipolar) EEG channel

True
False

F

It is possible to do “anticoherence” training with a single interhemispheric (bipolar) EEG channel

True
False

T

Bibliography: 
Baehr, E., Rosenfeld, J.P., Baehr, R., and C. Earnest (1999)  Clinical Use of an Alpha Asymmetry Neurofeedback Protocol in the Treatment of Mood Disorders,  in: Evans, J., (ed) Quantitative EEG and Neurofeedback, Academic Press. 181-201.

R.W. Thatcher, P.J. Krause, and M. Hrybyk  (1986)  Cortico-Cortical Associations and EEG Coherence: A Two-Compartmental Model. Electroencephalography and Clinical Neurophysiology, 64: 123-143.

Fehmi, L.L. and Sundor, A. (1989) The Effects of Electrode Placement Upon EEG Biofeedback Training: The Monopolar-Bipolar Controversy, International Journal of Psychosomatics 36(1-4): 23-33.

Thatcher, R.W. (1997) Neural Coherence and the Content of Consciousness, Consciousness and Cognition 6, 42-49

Davidson, R.J. (1995) Cerebral Asymmetry, emotion and affective style in: Davidson, R.J. and Hugdahl, K (eds) Brain Asymmetry pp. 369-388. Cambridge: MIT Press

Detailed Agenda:
Agenda:
1 Hr Electrophysiology of EEG and multiple channel recording
1 Hr Review of protocols for 2-channel training
2 Hrs Demonstration of training protocols

Presentation #213    

Foundation Course:  
Origins of Brain Electrical Activity

Abstract: 
This workshop will describe the technical foundations of neurofeedback instruments, with an emphasis on neurophysiological, electronic, and computer aspects.

Duration: 
30 minutes

Learning Objectives: 
To articulate the neurophysiological origins of the EEG.
To describe how sensor placement affects EEG measurements.
To describe how instrumentation translates bioelectric signals to visual and auditory output.

Test Questions:
Any pair of EEG sensors is maximally sensitive to dipole sources that are:

1. Near either one of the sensors
2. Aligned parallel to an imaginary line connecting the sensors
3. Consisting of many synchronous neuronal generators
4. All of the above

Whereas the EEG is normally measured in 10’s of microvolts, what is the corresponding magnitude of the underlying neuronal generators?

1. Millivolts
2. Kilovolts
3. Nanovolts
4. None of the above

Bibliography: 
Collura, T.F. (2000).  Basic Electronics and Physics.  In K.H. Levin and H.O. Luders, (Eds.), Comprehensive Clinical Neurophysiology (pp. 1-10).  Philadelphia: W.B. Saunders Company.

Demos, J. (2005) Getting Started with Neurofeedback.  New York: W. W. Norton & Company.

Evans, J., and Arbanel. (1999) Quantitative EEG and Neurofeedback.  New York: Academic Press

Nunez, P.L.; Wingeier, B.M.; Silberstein, R.B.. (2001).  Spatial-temporal structures of human alpha rhythms: theory, microcurrent sources, multiscale measurements, and global binding of local networks. Human Brain Mapping, 13, 125-64.

Thompson, L. and Thompson, M. (2004) The Neurofeedback Book. New York: W. W. Norton & Co.

Detailed Agenda:
Introduction (5 min)
Origin of neuroelectric signals (5 min)
Sensors and amplifiers (5 min)
Translation to visual and auditory output (5 min)

Presenter: Combatalade, Didier

Presenter Address:
2180 Belgrave Ave.
Montreal, Quebec  H4A 2L8  Canada
Phone: 514-489-8251
Fax: 
Email: research@thoughttechnology.com

Professional Info:

Bio:
Didier Combatalade, D.C. is the Research Manager at Thought Technology. Didier has over 20-years experience in the healthcare industry as a clinician and in biomedical software development. Following 7-years of clinical chiropractic work in both private practice and in a large, multidisciplinary clinic, he pursued further training in electronics and computer systems. Didier has developed printed and multimedia materials for user training and is a seasoned instructor who is very easy to follow and knows how to make material interesting. Didier is a regular presenter at the annual conferences of the AAPB, ISNR & BFE.

Resume/CV: 

Presentations:
Presentation #240    

Workshop:  
Peripheral biofeedback with BioGraph Infiniti

Abstract: 
Thought Technology’s ProComp/BioGraph Infiniti is a multimedia biofeedback system capable of integrating a full range of peripheral biofeedback modalities with standard EEG biofeedback practices. The workshop will demonstrate how easy it is to use physiological measures like skin conductance, temperature, respiration, heart rate from EKG or BVP (photoplethysmograph) and EMG to monitor you client’s sympathetic and parasympathetic activity and get a broader understanding of the underlying neurological physiology.

Duration: 
120 minutes

Learning Objectives: 
1) List the standard physiological measures used for biofeedback
2) Explain the basics of physiological signal processing
3) Discuss various auto-thresholding stategies
4) Compare proportional and inverse proportional feedback

Test Questions:
1)	Can you name and briefly describe three physiological measurements generally used in biofeedback?
2)	What is a virtual data-channel and how is it related to the raw data from the physical sensor?
3)	Can you describe when proportional and inverse-proportional feedback should be used by giving two examples?
4)	When is an automatic threshold useful?

Bibliography: 
Biofeedback: A Practitioner's Guide. Mark S. Schwartz. New York: Guilford Press (1995).
Handbook of Mind-Body Medicine for Primary Care. Donald Moss et al. Sage Publications (2003).
The Neurofeedback Book. Lynda & Michael Thompson. The Association for Applied Psychophysiology and Biofeedback (2003).
Getting Started with Neurofeedback. John N. Demos, MA,LCMHC,BCIA-EEG. New York: W.W. Norton & Company (2005).
Breathing for Health with Biofeedback. Peper, E. Montreal: Thought Technology Ltd. (1990).

Detailed Agenda:
Hour 1:
1)	Physiological sensors: Overview
a.	SC
b.	Temp
c.	Resp
d.	EKG or BVP (HRV)
e.	EMG
2)	Key Concepts: 
a.	Thresholds Above/Below
b.	Auto-Threshold
c.	Proportional/inverse proportional feedback

Hour 2:
3)	Recording Sessions
a.	Open Display or Script
b.	Baseline assessment
c.	Stress Assessment
4)	Training
a.	Session Duration & # of Trials
b.	Combining physiological measures
5) 	Review/Report
c.	In-session trend report
d.	Cross-session trend report

Presenter: Csoka, Louis

Presenter Address:
APEX Performance, Inc., 14045 Ballantyne Corporate Park, Suite 350
Charlotte, North Carolina  28277  United States
Phone: (704) 831-5614
Fax: (704) 831-5619
Email: lcsoka@apexperform.com

Professional Info:

Bio:
<a href="http://www.apexperform.com/louis.shtml">Detailed Bio</a>President & Founder <a href="http://www.apexperform.com">Apex Performance</a>, has designed, developed, andimplemented Leadership Development programs with primary focus on sustained peak performance. He has successfully delivered targeted results as a performance consultant with various organizations across a multitude of disciplines and industries. He has worked with organizations in applying peak performance technology as the primary lever for achieving extraordinary results. Dr. Csoka’s engagements have focused on the following areas:• Creating Peak Performance Centers and providing peak performance skills training• Designing and implementing performance-based leadership frameworks and programs• Providing Executive Performance Coaching• Developing high-performance executive teams• Training and developing athletes in mental skills for sustained peak performance

Resume/CV: 
Louis S. Csoka, President & Founder, has designed, developed, andimplemented Leadership Development programs with primary focus on sustained peak performance. He has successfully delivered targeted results as a performance consultant with various organizations across a multitude of disciplines and industries. He has worked with organizations in applying peak performance technology as the primary lever for achieving extraordinary results. Dr. Csoka’s engagements have focused on the following areas:• Creating Peak Performance Centers and providing peak performance skills training• Designing and implementing performance-based leadership frameworks and programs• Providing Executive Performance Coaching• Developing high-performance executive teams• Training and developing athletes in mental skills for sustained peak performanceProfessional AccomplishmentsAt West Point, COL (RET) Csoka created, developed, and directed the U.S. Military Academy’s first-ever Performance Enhancement Center. The center provides education and training in mental skills essential for enhancing performance. It received international recognition as a unique, one-of-a-kind performance excellence program. The Center has been highlighted on ESPN, ABC, NBC, CBS and PBS. More recently, Dr. Csoka has created the first ever Peak Performance Center in a Fortune 500 company. It is modeled after the Center created at West Point. The adaptation of performance enhancement principles from the West Point experience has proven to be a successful leader development tool for business executives.As SVP for Human Resources in a $6B global manufacturing company, Dr. Csoka led the transformation of the company’s human resources function. This involved reengineering the HR organization, recruiting and training new human resources talent, and aligning HR practices with business needs. Under his leadership, the human resources organization led the company in creating a team-based organization and designing its first leader development program.Serving as Director of Research at The Conference Board, Dr. Csoka led the reorganization and transformation of the Human Resources and Organizational Effectiveness research cell, resulting in world-class reports on key human resources issues and best practices. In this role, he also facilitated senior human resources executive councils of Fortune 1000 companies in their periodic meetings to discuss and find solutions to challenging issues.COL (RET) Louis Csoka served for 21 years on the West Point faculty in the Department of Behavioral Sciences and Leadership. As Professor of Psychology & Leadership and part of the first leadership team of this newly formed department, he played a major role in the design of the organization and its curriculum, course development, and faculty selection and development. In addition to teaching, he published extensively in professional journals, made over 50 presentations at conferences, and served as an internal leadership and organizational development consultant to the U.S. Army.COL (RET) Csoka served with distinction as an Army officer and unit leader in Germany, Holland, Korea, and Vietnam. He retired from the US Army in 1993.Education and Professional OrganizationsAs a successful leader, scholar, teacher, and consultant, Dr. Csoka understands the day-to-day performance challenges executives face. He is a graduate of the U.S. Military Academy at West Point and holds an M.S. and Ph.D. from the University of Washington. Dr. Csoka is a member of the American Psychological Association, American Society for Training & Development, International Society for Performance Improvement and the Association for the Advancement of Applied Sport Psychology.

Presentations:
Presentation #148    

Workshop:  
Five Points  to Reach Peak Performance

Abstract: 
The ability to perform at the highest level of one's capability requires a systematic and integrated approach to training and development that combines basic principles of performance psychology and sensory feedback. This workshop will introduce the participant to the successful development of a Peak Performance Center and Program in a Fortune 500 company modeled after the Center at Wrest Point. The same training and development that has been so successful with elite athletes has now been validated for business executives and leaders. Participants will engage in active learning and activities that will engage them to better understand the application of peak performance skills to the development of business leaders.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #180    

Plenary:  
Inner Game of Leadership: Principles for Sustaining Peak Performance Under Pressure

Abstract: 
The ability to perform at the highest level of one's capability requires a systematic and integrated approach to training and development that combines basic principles of performance psychology and sensory feedback. This session will discuss the successful development of a Peak Performance Center and Program in a Fortune 500 company modeled after the Center at Wrest Point. The same training and development that has been so successful with elite athletes has now been validated for business executives and leaders.

Duration: 
45 minutes

Learning Objectives: 
(1) Explain the basic principles of peak performance
(2) Discuss the Peak Performance Model as developed and presented by APEX Performance
(3) Summarize the application of peak performance skills training to business executives and leaders

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Demos, John

Presenter Address:
PO Box 325
Westminster, Vermont  05158  United States
Phone: 
Fax: 
Email: jnd@sover.net

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #72    

Foundation Course:  
Electrode Placement- where, why & how.

Abstract: 
Foundation course- one hourParticipants will learn the basics of electrode placement and the International 10-20 system.The rationale behind choosing specific sensor locations will be explored and demonstrated.

Duration: 
60 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #82    

Plenary:  
Neurofeedback meets wholistic counseling

Abstract: 
Neurofeedback is an effective tool for enhancing brain metabolism. However, many prospective clients present with physiological symptoms, family issues and poor life style habits. Effective screening at the intial intake explores life-style habits, family structure as well as physiological problems.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #84    

Workshop:  
Neurofeedback meets neurology

Abstract: 
Symptoms can often be traced to specific regions of the brain. Neurotherapy protcols can be driven in part by an undertanding of neurology. This power point presentation will provide a rationale for therapy.

Duration: 
240 minutes

Learning Objectives: 
Identify poor executive functioning
Understand the basic functions of:
-Parietal lobes
-Temporal lobes
-Cingulate gyrus
-Cerebellum
-Sensorimotor cortex
Learn the basics of protocol selection based upon Neurology

Test Questions:
What strucuture of the brain may contribute to the symptom of worry?

What two stuctures often contribute to math deficits or dyscalculia?

How did Phineas Gage contribute to our understanding of Neurology?

Why are most air traffic controllers male?

Bibliography: 
Demos, J. (2005) Getting Started with Neurofeedback
   New York, WW Norton
Amen, D. (2001) Healing ADD
   New York, Putnam
Ratey, J. (2001) A User's Guide to the Brain
   New York, Vintage
Schwartz, H. & Beyette, B (1996) Brain Lock
   New York, Regan
Pease, B & Pease, A (2000) Why men don't listen and women can't read maps.
   New York, Broadway

Detailed Agenda:

Presentation #86    

Pre-Conference:  
Getting Started with Neurofeedback; 36 hours of BCIA required training leading to EEG certfication

Abstract: 
36 hours of training will provide you with a certificate, 34 continuing education credits (APA or ASWB) and it is the first step towards EEG-biofeedback certification by the Biofeedback Certification Institute of America (BCIA)www.bcia.org. Our program is designed for health care professionals who are state certified or licensed in their chosen field including: medical and naturopathic doctors as well as psychologists, social workers, counselors, physical and/or occupational therapists, registered nurses, chiropractors, credentialed special education teachers and schoolcounselors working in a school environment.Others who may not be meet the above qualifications may alsobenefit from this training include graduate students as well as thestaff of a neurofeedback practice: specific questions aboutcertification should be directed to BCIA.

Duration: 

Learning Objectives: 
1. Record and tabulate the EEG from various International 10-20
locations with EEG biofeedback equipment.
2. Identify the normal EEG by interpreting 2-dimensional graphics.
3. Identify EEG signatures or brain wave patterns that reflect
various disorders.
4. Discuss indications and contraindications for therapy in order to
identify those who will benefit the most from neurofeedback
training.
5. Locate artifacts in the EEG that are caused by scalp muscles
and eye movements.
6. Reduce artifacts in the EEG recording.
7. Discuss the application of EEG-biofeedback to various disorders
such as ADHD, Depression, Anxiety and mild traumatic brain
injury.
8. Organize and write training plans that relate to those same
disorders.

Test Questions:
10 questions are raised and answered each day of the  4 day workshop, the following are a few of the many questions that will be considered:
When is neurofeedback contraindicated?
What is the correct order of neuronal tranmission?
What is the advantage of bipolar montages?
What lobe oftens shows abnormalities with TBI?
What is the dominant rhythm of the brain and at what age is it achieved?

Bibliography: 
References

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Detailed Agenda:
Daily Schedule:

Day 1
8:00-10:00 Definition, principles, concepts and rationale for
biofeedback
10:00-10:15 Break
10:15-1200 History and evolution of biofeedback/neurofeedback
12:00-1:00 Lunch
1:00-2:00 Understanding the electrical activity of the brain
2:00-3:00 International 10-20 system and functional localization
3:00-3:15 Break
3:15-6:00 General cortical and subcortical brain anatomy
(w/ 10 min break at 4:00)

Day 2
Neurofeedback instrumentation demonstration and terminology:
8:00-10:00 Acquiring & processing EEG with digital filters and FFT's
10:00-10:15 Break
10:15- 10:30 Comparing SEMG and EEG electrical signals
10:30- 12:00 Montages, Common mode rejection and impedance
meters, recognizing and limiting artifact and use of thresholds
12:00- 1:00 Lunch
1:00- 3:00 Continued
3:00- 3:15 Break
3:15- 4:00 How physical and developmental factors effect the EEG
4:00- 4:10 Break
4:10- 6:10 How prescribed and non-prescribed drugs effect the EEG

Day 3
Effective interviewing and Treatment Planning:
8:00- 9:00 Consultation phase and contraindications to
neurotherapy
9:00- 10:00 Non-EEG interviewing and symptomatology
10:00- 10:15 Break
10:15- 10:45 Continuous performance tests
10:45- 12:00 2-channel EEG assessments
12:00- 1:00 Lunch
1:00- 3:00 Continued
3:00- 3:15 Break
3:15- 4:00 QEEG and normative database assessments
4:00- 4:10 Break
4:10- 6:10 Training Plans and development

Day 4
Executing treatment plans and professional development
8:00- 10:00 Training standards for specific clinical conditions
10:00- 10:15 Break
10:15- 11:00 Case histories based upon the EEG
11:00- 12:00 Professional Conduct and limitations to your practice
12:00-1:00 Lunch
1:00- 3:00 Continued
3:00- 3:15 Break
3:15- 4:00 Finding your first supervisor (mentor) and keeping
records
4:00- 4:10 Break
4:10- 6:10 Using research to guide your clinical practice

Presenter: Ewing, John

Presenter Address:
1106 19th St
Baraboo, Wisconsin  53913  United States
Phone: 608-254-5400
Fax: 
Email: tigerbeardr@yahoo.com

Professional Info:
M.D., License Number 47760-020, Licensed in Wisconsin 

Bio:
Graduate of UNM School of Medicine 1995Taught Family Medicine for 3 yearsWorked in a busy ER for 3 yearsIs currently working at an Integrative Medicine Clinic doing Family and Holistic Medicine

Resume/CV: 
John Read Ewing DOB 6-6-56Las Cruces High School 1974U.S. Army 82nd Airborne 1974-78Construction and Heavy Equipment operator 78-83Odessa College 83-86 AS Medical Laboratory Technology86-91 UNM BS in Biology and S.E.D. Laboratories Supervisor91-95 UNM Medical School95-98 Family Practice Residency in Madisonville Kentucky98-2001 Teacher of Family Medicine at Trover Foundation Family Practice Residency2001- Mar 2005 Regional Medical Center Emergency Medicine Physician2005-current Holistic and Family Medicine Physician at Dean St Mary's VEntures Integrative Medicine Clinic in Lake Delton Wisconsin

Presentations:
Presentation #9    

Plenary:  
The Human Operating System

Abstract: 
The Human Operating System can now be described in a flowchart fashion.  Emotion, desire, and consciousness can be described as processes in this simple model of thought.  Many spiritual systems can now be mapped into a common schema of desire energy.  The utility of this approach is that we can now have a model of what it is we are adjusting with various forms of therapy and can see how or why they might work.

Duration: 
30 minutes

Learning Objectives: 
1.Using a simple flowchart of the thought process participants will be better equipped to apply therapeutic methods.
2.Participants will be able to sketch out the process by which emotion is generated.
3. Participants will be able to translate desire processes into different cultural contexts.

Test Questions:
1. Define consciousness as a process.
2. Draw a flowchart of the thought process.
3. Draw the loop representing emotion.

Bibliography: 
summary to follow

Detailed Agenda:
This lecture and question and answer session is flexible.  I need a half hour to 40 minutes to present the material and perhaps 5-10 minutes of discussion.  If it seems appropriate there are one or two practicums that could be done at a workshop at some point but this is optional.

Presenter: Fallahpour, Kamran

Presenter Address:
263 West End Ave. #1D
New York, New York  10023  United States
Phone: 212-877-2130
Fax: 
Email: kfneurocog@aol.com

Professional Info:
Clinical Psychologist, License Number , Licensed in New York 

Bio:
Kamran Fallahpour, Ph.D., is  a licensed clinical psychologist with expertise in clinical and research applications of neuropsychophysiology. He is the director of Brain Resource Assessment and Treatment Center of New York and  the Director of the Neurofeedback Consortium for The Brain Resource Company International,  an International consortium of researchers, who have established a standardized benchmark in databasing the human brain through unprecedented levels of integration and quality control.  He is also the co-founder of Brainquiry, a manufacturer of state-of-the art wireless biofeedback and neurofeedback equipment.  In addition to his clinical practice and research activities, he remains active in design and refinement of physiological and cognitive monitoring systems and human-computer interface.

Resume/CV: 

Presentations:
Presentation #128    

Plenary:  
Golf performance enhancement by means of real-life neurofeedback training based on personalized event-locked EEG profiles

Abstract: 
This study reports on a new method for golf performance enhancement employing real-life neurofeedback during golf putting. Participants (n=12) received an assessment and three real-life neurofeedback training sessions. In the assessment, a personal event-locked EEG profile was determined for successful vs. unsuccessful puts. Target frequency bands and amplitudes marking optimal mindset were derived from the profile by two raters. The training sessions consisted of four series of 80 puts in an ABAB design. This study demonstrates that the ‘zone’ or the optimal mental state for golf putting shows clear recognizable individual patterns. Furthermore, most subjects improved their performance with feedback on their personal EEG profile with 10 %, on average. The learning effects suggest that this real-life approach to neurofeedback improves learning. In a follow-up study we will study the long term learning effects and the effects on these golf players handicaps.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #146    

Plenary:  
Development and ageing across the lifespan using common

Abstract: 
This study established standardized age, gender and years of education norms forsubjects spanning nine decades for a newly developed battery of neuropsychological tests,IntegNeuro. The battery is standardized and fully automated, using a computerizedtouchscreen. The twelve neuropsychological tests of the battery were administered to 1007male and female volunteers across the age range 6 to 82. Sensitive indicators of changeduring development and ageing were widely obtained on comprehensive measures ofattention and working memory, learning and memory retrieval, and language, visuospatialfunction, sensori-motor and executive function. Improvement tended to occur through tothe third and fourth decade of life, followed by gradual decrement and/or relativelystabilized performance thereafter. These results strongly underscore the need for mostneuropsychological tests to norm according to age. Gender differences were obtained onmeasures of sustained attention, verbal learning and memory, visuospatial processing andmotor function. Years of education in the adult cohort was reflected in better performanceon a range of verbal measures. The IntegNeuro test battery presented as a sensitiveindicator of normative function and provides a reference for assessing the presence ofabnormal cognition, for evaluation of treatment effects and for longitudinal casemanagement.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Fehmi, Les

Presenter Address:
317 Mt. Lucas Rd.
Princeton, New Jersey  08540  United States
Phone: 609-924-0782
Fax: 609-924-0782
Email: lesfehmi@ix.netcom.com

Professional Info:
Psychologist, License Number 35S1221135, Licensed in New Jersey 

Bio:
Les Fehmi, Ph.D., Director, Princeton Biofeedback Centre, Princeton, New Jersey, 609-924-0782, www.openfocus.com, founding member of the Biofeedback Society of America (now AAPB).  For over thirty years he has conducted research and practiced clinically in the area of attention and EEG biofeedback . He developed Open Focus(TM) training and specializes in multi-channel, phase-synchrony neurofeedback.

Resume/CV: 
Lester G. Fehmi, Ph.D.317 Mt. Lucas RoadPrinceton, New Jersey  08540Phone/Fax  609) 924-0782  email:  lesfehmi@ix.netcom.comEDUCATION1966-1967	Post Doctoral FellowUCLA Brain Research Institute1966		Ph.D. Physiological PsychologyUniversity of California at Los AngelesMinor in Neurophysiology and Biophysics1965		M.A. Physiological PsychologyUniversity of California at Los Angeles1961		B.A. PsychologySan Jose State CollegeMinor in Physics, Mathematics and Electrical EngineeringEXPERIENCE1986-1996	Sports Psychology Consultant, National Association of Speed and Explosion(Certified Specialist in Speed & Explosion)1986-1991	Biofeedback and Attention Training Consultant, NFL Dallas Cowboys Conditioning Coach, Bob Ward1984-1991	Biofeedback and Attention Training Consultant, NBANew Jersey Nets Coach, Stan Albeck1984-1987	Consulting Editor, International Journal of Psychosomatics.1981-Present	Certified Biofeedback Provider by BCIA1977-1997	Director, Behavioral Medicine Learning Clinic:  Stress Management ProgramMedical Center at Princeton1977-Present	Affiliate Staff, Department of MedicineMedical Center at Princeton1973-Present	Executive Director  Princeton Biofeedback Centre                                                                               Princeton, New Jersey1976-1999	Executive DirectorBiofeedback & Stress Management Clinic of Manhattan  Manhattan, New York1975		Consultant to Johnson & Johnson, Inc. Lester G. Fehmi, Ph.D.				- 2 -			                    		 Cont’d.1967-1973	Assistant Professor of Psychology, State University of New YorkStony Brook, New York1971-1972	Biofeedback Consultant, Kane-Miller Corporation, New York1970-1971	Consultant in Psychology, Veterans Administration, New York1970-1971	Biofeedback Consultant, Garrett Corporation, Los Angeles, California1970		Biofeedback Consultant, Harvard Medical School, Massachusetts GeneralHospital, Massachusetts1968-1969	Stanford-Ames Summer Faculty Fellow, Stanford University,Ames Research Center, Palo Alto & Mountain View, California1968		Chaired First Meeting of Biofeedback Researchers, Snowmass atAspen, Colorado, 3rd Annual “Winter Brain Research Conference.”1966-1967	Lecturer in Psychology, Loyola University, Los Angeles, California1966-1967	NIH Post-Doctoral Fellow, Brain Research Institute, University of California,Los Angeles, California1964-1966	NIH Pre-Doctoral Fellow, Brain Research Institute, University of California,       Los Angeles, California1961-1965	Research Assistant, Donald G. Lindsley, University of California, Los Angeles,California1961		Engineer Psychologist, Lockheed Space and Missiles Division,Sunnyvale, California1958-1961	Electronic Research Analyst, Lockheed Space and Missiles Division,Sunnyvale, California1954-1958	Private through 1st Lieutenant, United States Army, Artillery   	   Combat Development  	   Experimentation Center   	   H.L.M.R., CaliforniaLICENSURE1979-Present	License to Practice Psychology - Pennsylvania - PS-003096-L1978-Present	License to Practice Psychology - New Jersey - SI011351993-Present	License to Practice Psychology - New York - 01169-1CERTIFICATION1981-Present	Certified Biofeedback Provider - Biofeedback Certification Institute of AmericaTEACHING AFFILIATIONSLoyola University, Los Angeles, CaliforniaState University of New York at Stony Brook, New YorkNew School for Social Research, New York CityTemple University, Philadelphia, Pennsylvania Lester G. Fehmi, Ph.D.				-3-				      	   	 Cont’d.Conducted the following Seminars, Lectures and Laboratory CoursesPhysiological Psychology, Graduate Level Comparative Psychology	Experimental PsychologyPhysiological Correlates of Perception, Graduate Level	Autoregulation of Internal Processes and Associated States of Consciousness (Graduate Level)	Psychology, Philosophy and Religion	Physiological Methods and Instrumentation, Graduate LevelIntroduction to the Nervous SystemPhysiological Correlates of Perception and Attention, Graduate LevelNeuropsychology, Graduate LevelBiofeedback Methods and Research, Graduate LevelRESEARCH INTERESTSPhysiological Correlates of Attentional Processes	Autoregulation of Physiological Processes Using BiofeedbackInformation Processing in the Nervous System Emphasis:  Visual Neural Organization and Information ProcessingSCIENTIFIC SOCIETIESAward received in recognition of contributions to the development of Applied Psychophysiology and Biofeedback  Instrumentation, March 1989, Presented by the Association for Applied Psychophysiology and Biofeedback.Diplomate in Behavioral Medicine, International Academy of Behavioral Medicine, Counseling and Psychotherapy.The Academy of Medicine of New Jersey, Fellow	American Psychological Association, MemberNew Jersey Psychological Association, MemberThe American Academy of Behavioral Medicine, DiplomateBiofeedback Society of New Jersey, First President   Chairman, Certification and Training CommitteeBiofeedback Society of America, Former Member Executive Committee (5 years)Chairman Applications Standards Subcommittee (For initial 3 years of Applications Standards Subcommittee wherein    supervised the writing of the 1st Application Standards of the Biofeedback Society of America).Academy of Certified Neurotherapists, NeurotherapistAmerican Academy of Pain Management, DiplomateChairman, Professional Affairs Committees including Subcommittees:  Application Standards Committee  Certification Committee  Ethics Committee  Membership Committee  Peer Review Committee  President, National Council of State Societies (Term March 1982 - March 1983) SOFTer, Society of OPEN FOCUS&#61652; Training, Experience and Research,  Founder and First PresidentPATENTS(Commissioner of Patents and Trademarks)   Biofeedback Patent No. 3978847, September 7, 1976   Biofeedback Patent No. 4031882, June 28, 1977   OPEN FOCUS  Patent and Trademark No. 1,100,614, August 29, 1998   OPEN FOCUS Stylistic Design Logo, No. 76/627/675, Patent and Trademark Pending, January 2005. Lester G. Fehmi, Ph.D.				-4-						Cont’d.PUBLICATIONS AND PAPERS READ1.	Fehmi, L.G. and McGaugh, J.L. “Discrimination Learning by Descendants of Trym Maze-Dull Strains,” Psychol. Reports, 1961 8, 122.2.	Johnson, R.D. and Fehmi, L.G., “Aural-Oral and Written Word Material,” J. Gen. Psychol., 1963, 69, 122-129.3.	Fehmi, L.G., Lindsley, D.B., and Adkins, J.W., “Electrophysiological Correlates of Visual Perception in Man and Monkey, Com 6th International Congress, Electroenceph. Clin. Neurophysiol., 1965, 6, 237-238.4.  	Fehmi, L.G., “Electrophysiological Correlates of Perceptual Masking in Monkeys,” Doctoral Dissertation, University of California, Los Angeles, 1966.5.	Fehmi, L.G., and Bullock, T.H., “Discrimination Among Temporal Patterns of Stimulation in a Computer Model of a Coelenterate Nerve Net,” Kybernetik, Marz, 1967, Band 3, 240-241.6.	Fehmi, L.G., “The Effects of Temporal Uncertainty on the Expectancy Wave and Reaction Time,” ASEE-NASA Summer Institute, 1968 Stanford-Ames Reports, 1968, 45-57.7.	Adkins, J.W., Fehmi, L.G., and Lindsley, D.B., “Perceptual Discrimination in Monkeys: Retroactive Visual Masking,” Physiology and Behavior, 1969, 4, 255-259.8.	Fehmi, L.G., “Auto-Regulation of Electrophysiological Processes,” Winter Brain Research Conference Abstracts, 1969, 80-81.9.	Fehmi, L.G., Adkins, J.W. and Lindsley, D.B., “The Electrophysiological Correlates of Perceptual Masking in Monkeys,” Exp. Brain Research, 1969, 7, 299-316.10.	Fehmi, L.G., “Feedback and States of Consciousness Meditation,” (Ed.) B. Brown, 1-22, Proceedings of Biofeedback Research Society, 1970, BFRS:  Los Angeles, CA. 11.	Fehmi, L.G., “EEG Feedback,” (Ed.) B. Brown, 1-51, Proceedings of Biofeedback Research Society, 1971, BFRS:  Los Angeles, CA.12.	Fehmi, L.G., and Osborne, S., “Autoregulation of Occipital EEG Phase Relations,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Los Angeles, CA, 1971.13.	Fehmi, L.G., “Feedback and Altered States of Consciousness,” (Ed.) B. Brown, 1-54, Proceedings of Biofeedback Research Society, 1972, BFRS.14.	Fehmi, L.G., “Biofeedback of Electroencephalographic Parameters and Related States of Consciousness,” Delivered at Panel Discussion:  Auto Control of Internal States, APA, 1971.15.	Fehmi, L.G., “Electroencephalographic Biofeedback:  Subject Reports,” Delivered at the Annual American Psychological Association Meeting in Montreal, Canada, 1973.16.	Fehmi, L.G., “Effects of Biofeedback Training on Middle Management Executives,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Colorado Springs, Colorado, 1974.17.	Weber, E.S.P. and Fehmi, L.G., “The Therapeutic Use of EEG Biofeedback,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Colorado Springs, Colorado, 1974.18.	Selzer, F.A., and Fehmi, L.G., “Autoregulation of Mid-Frontal Lobe EEG Activity as a Function of the Direction of Conjugate Lateral Eye Movements,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Colorado Springs, Colorado, 1974.Lester G. Fehmi, Ph.D.					-5-					         Cont’d.19.	Fehmi, L.G., “OPEN FOCUS&#61652; Training,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Monterey, CA, 1975.20.	Selzer, F.A. and Fehmi, L.G., “Effects of Rhythmical Auditory Signals on the Electroencephalogram,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Monterey, CA, 1975.21.	Fehmi, L.G., and Selzer, F.A., “Effects of Phase Signal Delay of Auditory Biofeedback on Electroencephalographic Activity,” Paper presented at the Annual Meeting of the Biofeedback Research Society in Colorado Springs, Colorado, 1976.22.	Libo, L.F. and Fehmi, L.G., “Cognitive Strategies in Biofeedback Training of Peripheral Skin Temperature,” Paper presented at the Annual Meeting of the Biofeedback Society of America, Orlando, Florida, 1977.23.	Fehmi, L.G., OPEN FOCUS&#61652; Cassette Training Series, (Basic 1000), Biofeedback Computers, Inc., 1977.24.	Fehmi, L.G., “EEG Biofeedback Multi-Channel Synchrony Training and Attention,” (Ed.) A. Sugerman, Expanding Dimensions of Consciousness, Springer Press, New York, 1978, 155-182.25.	Fehmi, L.G. and Selzer, F.A., “Controlling the Intensity of Conscious Experience:  Dissolving Pain,” Paper presented at the Annual Meeting of the Association for Humanistic Psychology, Toronto, Canada, 1978.26.	Fehmi, L.G., “Biofeedback, Attention, and a Concept of Man,” Presidential Address presented at the Annual Meeting of the Biofeedback Society of New Jersey at Rutgers Medical School, Piscataway, New Jersey, 1979.27.	Fehmi, L.G., “Integration of Biofeedback with Psychotherapy:  Training for Effective Preventive Mental Health Care,” Paper presented at the Annual Meeting of the American Psychological Association, New York, New York, 1979.28.	Fritz, G., Selzer, F.A. and Fehmi, L.G., “Psychophysiological Release Phenomena in the Clinical Application of Biofeedback and Attention Training,” Paper presented at the Annual Meeting of the Biofeedback Society of America in Colorado Springs, Colorado, 1980.29.  	Fehmi, L.G., “Winning by Not Trying:  Dissolving Attentional Inflexibility in Psychotherapy,” Paper presented at the Annual Meeting of Division 29 of the American Psychological Association, 1980.30.  	Fehmi, L.G. and Selzer, F.A., “Attention and Biofeedback Training in Psychotherapy and Transpersonal Growth,” (Eds.) Boorstein, S. and Speeth, K., Explorations of Transpersonal Psychotherapy, Janson Aronson, Inc., N.Y., N.Y., 1980.31.	Fehmi, L.G. and Fritz, G., “OPEN FOCUS&#61652;:  The Attentional Foundation of Health and Well-Being,” Somatics, Spring 1980, 24-30.32.	Fehmi, L. G. and Selzer, F., “Biofeedback and Attention Training,” (Ed.) Boorstein, H.D., Seymour, Transpersonal Psychotherapy, Science and Behavior Books, Inc., Palo Alto, CA, 1980, 314-337.33.	Fritz, G., Selzer, F.A., and Fehmi, L.G., “An Attentional Strategy for the Generalization of Biofeedback Training Skills,” Paper presented at the Annual Meeting of the Biofeedback Society of America in Louisville, Kentucky, 1981.34.	Fritz, G., and Fehmi, L.G., “From Relaxation to Self-Regulation:  A Paradigm Shift in Biofeedback Training,” Paper presented at the Biofeedback Society of America, Thirteenth Annual Meeting, Chicago, Illinois, March, 1982.35.	Alson, E. and Fehmi, L.G., Treatment of Pylorospasm with Biofeedback and OPEN FOCUS&#61652; Attention Training:  Case Report,” Paper presented at the Biofeedback Society of America Thirteenth Annual Meeting, Chicago, Illinois, March, 1982.36.	Fritz, G., Fehmi, L.G., and Hitchcock, P., “Biofeedback and Attention Training to Reduce the Frequency and Intensity of Severe Hemophiliac Hemorrhagic Episodes and Related Pain:  Two Case Studies,” Paper presented at the Biofeedback Society of America Thirteenth Annual Meeting, Chicago, Illinois, March, 1982.Lester G. Fehmi, Ph.D.					-6-					           Cont’d. 37.	Fritz, G., and Fehmi, L.G., “The OPEN FOCUS&#61652; Handbook, The Self Regulation of Attention in Biofeedback Training and Everyday Activities,” Biofeedback Computers, Inc., August, 1982.38.	Fritz, G., and Fehmi, L.G., “Cluster Headaches:  A Cerebrovascular Disorder Treated with Biofeedback-Assisted Attention Training,” Paper presented at the Annual Meeting of the Biofeedback Society of America in Denver, Colorado, March, 1983.39.	Fritz, G. and Fehmi, L.G., “Primary Fibrositis:  A Skeletal Muscle Disorder Treated with Biofeedback-Assisted Attention Training,” Paper presented at the Annual Meeting of the Biofeedback Society of America in Denver, Colorado, March, 1983.40.	Fritz, G. and Fehmi, L.G., “Clinical Protocols for OPEN FOCUS&#61652; Attention to the Biofeedback Signal,” Paper presented at the Annual Meeting of the Biofeedback Society of America in Denver, Colorado, March, 1983.41.	Fehmi, L.G., “The Interdisciplinary Nature of Biofeedback Training:  Biofeedback: Both a Model and a Tool,” Paper presented at the Fifth Annual Conference of the Pennsylvania Society of Behavioral Medicine and Biofeedback, Keynote Address, May 1983.42.	Fehmi, L.G., “Biofeedback - Assisted Attention Training:  OPEN FOCUS&#61652; Workshop,”Psychotherapy in Private Practice,  4 (4), Winter, 1986.43.	Fehmi, L.G., Sundor, A., “The Effects of Electrode Placement Upon EEG Biofeedback Training:  The Monopolar-Bipolar Controversy,” International Journal of Psychosomatics,1989, 36, 23-33.44.	Sichel, A.G., Fehmi, L.G. and Goldstein, D.M., “Positive Outcome with Neurofeedback Treatment in a Case of Mild Autism,” Journal of Neurotherapy, Summer 1995, 60-64.45.	Fehmi, L.G., “Attention to Attention.” In Applied Neurophysiology and EEG Biofedback, 2003.	46.	McKnight, J.T., Fehmi, L.G., “Attention and Neurofeedback Synchrony Training: Clinical Results and Their Significance,” Journal of Neurotherapy, 5(½)2001.47.	Fehmi, L.G., Robbins, J., “Mastering our Brain’s Electrical Rhythms,” Cerebrum, (The Dana Forum on Brain Science), Summer 2001, 3:3, 55-67.48.   	Fehmi, L. G. and Robbins, J., The Art of Open Focus™, pending publication 2005.LFCVRevised 2005

Presentations:
Presentation #41    

Workshop:  
with Susan Shor Fehmi; OPEN FOCUS™ AND NEUROFEEDBACK:  THE ROLE OF ATTENTION IN ORCHESTRATING AWARENESS AND BRAIN WAVE ACTIVITY

Abstract: 
This workshop is a blend of hypothesis, research,clinical observation, and demonstration. The relationship between attention and brain wave activity will be described. There is accumulated evidence that attention orchestrates EEG activity and vice versa.  The various types of attention and their corresponding brain activity will be presented.  It will be proposed that objective reality is created through the mechamism of phase relationships between brain waves.  Whole head synchrony is associated with a diffused and immersed type of attention. A demonstration of an attention flexibility enhancing process will be presented, along with a unique form of analog synchrony training.

Duration: 
240 minutes

Learning Objectives: 
1.  Participants will be able to identify synchronous and asynchronous brain waves.

2.  Participants will be able to choose the attentional states that accurately correspond to Both synchronous and asynchronous activity.

3.  Participants will be able to select the proper neurofeedback electrode placements and  Frequency choices for individual and couples synchrony training. 

4.  Participants will be able to integrate Open Focus techniques into their own practices.

Test Questions:
1.  Phase synchrony describes a particular kind of coherence, one in which brain waves of  a specific frequency peak and trough at the same time.  (True)

2.  An attentional state that is immersed and diffused is correlated with brain wave phase synchrony.  (True)

3.  When an individual becomes skilled at producing both synchronous and asynchronous brain waves, there is an increase in attentional flexibility which promotes health, well- Being and peak performance.  (True)

4.  When two people become skilled at producing synchronous activity in tandem, they  experience a sense of rapport and intimacy.  (True)

5.  The proper placement sites for phase synchrony training are monopolar placements at  FPZ, CZ, OZ, T3 and T4 with the ground and reference on each ear.  (True)

6.  An attention state that is narrow and objective is association with stress and pain.  (True)

Bibliography: 
Fehmi, L.G., Lindsley, D.C., and Adkins, J.W. (1965).  Electrophysiological   Correlates of Visual Perception in Man and Monkey. Com 6th International Congress Electroenceph. Clin. Neurophysiol., 6, 237-238.

 McKnight, J.T., et. al.., “Attention and Neurofeedback Synchrony Training – Clinical Results and Their Significance,” Journal of Neurotherapy, 5(1/2) 2001, 45-61.

Robbins, J., A SYMPHONY IN THE BRAIN, Atlantic Monthly Press, 2000.

Valdez, Maria R., “A Program of Stress Management in a College Setting,” Psychotherapy in Private Practice, 6(2), 1988, 43-54.

Valdez, Maria, “Biofeedback in Private Practice and Stress Reduction in a College Population Using Biofeedback & Open Focus Technique,” Psychotherapy in Private Practice, 3(1), 1985, 43-55.

Valdez, Maria R., “Effects of Biofeedback-Assisted Attention Training in a College Population,” Biofeedback and Self-Regulation, 10(4), 1985, 315-323.

Detailed Agenda:
9:00-10:30    A discussion of the distinction between synchronous and asynchronous brain waves 

                      A comparison of the attentional states that organize and give rise to synchronous 
                      And asynchronous brain wave activity

10:30-10:45  Break

10:45-12:00 A discussion of the neurofeedback protocols, including electrode placements and 
                     Frequency selections.

          A hands-on demonstration of the neurofeedback equipment for individual and
                      Couples synchrony training.

12:00-1:00    A discussion of the relevance of attention training in the production of brain
                      Wave synchrony.

          A group demonstration of Open Focus attention training.

Presentation #49    

Plenary:  
SYNCHRONY:  HOW THE BRAIN CODES INFORMATION

Abstract: 
Early studies on information processing in the visual system have shown that visual information is transmitted as a spatial, not a temporal, code.  Information travels toward the cortex as waves of synchronous action potentials. The role of synchrony in transmission of various kinds of information will be described.  The role of synchrony in coding information at the level of the nerve, and at higher levels of neural organization, is crucial for controlling attention.  Learning to increase and decrease brain wave synchrony with neurofeedback provides a skill set which is crucial to attentional flexibility and well being.

Duration: 
45 minutes

Learning Objectives: 
1.  Participants will be able to discuss the mechanism of information coding in the brain.

2.  Participants will be able to discuss neurofeedback and its role in training attention and controlling brain synchrony.

Test Questions:
1.  What is synchrony?
2.  How does synchrony code information?

Bibliography: 
Fehmi, L.G., Lindsley, D.C., and Adkins, J.W. (1965).  Electrophysiological   Correlates of Visual Perception in Man and Monkey. Com 6th International Congress Electroenceph. Clin. Neurophysiol., 6, 237-238.

 McKnight, J.T., et. al.., “Attention and Neurofeedback Synchrony Training – Clinical Results and Their Significance,” Journal of Neurotherapy, 5(1/2) 2001, 45-61.

Robbins, J., A SYMPHONY IN THE BRAIN, Atlantic Monthly Press, 2000.

Valdez, Maria R., “A Program of Stress Management in a College Setting,” Psychotherapy in Private Practice, 6(2), 1988, 43-54.

Valdez, Maria, “Biofeedback in Private Practice and Stress Reduction in a College Population Using Biofeedback & Open Focus Technique,” Psychotherapy in Private Practice, 3(1), 1985, 43-55.

Valdez, Maria R., “Effects of Biofeedback-Assisted Attention Training in a College Population,” Biofeedback and Self-Regulation, 10(4), 1985, 315-323.

Detailed Agenda:
10 minutes:  A description of the early research on information processing in the visual system .

10 minutes:  A description of synchronous brain wave activity.

10 minutes:  A discussion of how synchrony codes information.

20 minutes:  A discussion of how attention controls the production of brain synchrony.

Presentation #51    

Foundation Course:  
Open Focus(tm) and Brain Synchrony Training - Foundations

Abstract: 
On-off synchrony training, especially in the peak alpha range of frequencies, helps the brain to return to flexible functioning, relaxed and ready to pay attention as may be appropriate to the situation at hand.  Especially after periods of training, people report feelings of oneness, unselfconsciousness, intimacy, a reduction in stress symptoms and an increase in peak performance skills.  The value of including both Aon@ and Aoff@ training is to promote brain wave flexibility. The brain learns to shift easily into synchrony and then asynchrony, thus avoiding rigidity.  Open Focus™ is a verbally guided attention training technique that encourages synchrony.

Duration: 
55 minutes

Learning Objectives: 
Each attendee will learn (1) to identify phase synchronous brain wave activity. 

Each attendee will learn (2) the relationship between attention and EEG.  

Each attendee will learn (3) how to combine phase synchrony training and Open Focus.

Test Questions:
What is brain wave synchrony?

What is Open Focus(tm)?

Bibliography: 
Fehmi, L.G., Lindsley, D.C., and Adkins, J.W. (1965).  Electrophysiological   Correlates of Visual Perception in Man and Monkey. Com 6th International Congress Electroenceph. Clin. Neurophysiol., 6, 237-238.

 McKnight, J.T., et. al.., “Attention and Neurofeedback Synchrony Training – Clinical Results and Their Significance,” Journal of Neurotherapy, 5(1/2) 2001, 45-61.

Robbins, J., A SYMPHONY IN THE BRAIN, Atlantic Monthly Press, 2000.

Valdez, Maria R., “A Program of Stress Management in a College Setting,” Psychotherapy in Private Practice, 6(2), 1988, 43-54.

Valdez, Maria, “Biofeedback in Private Practice and Stress Reduction in a College Population Using Biofeedback & Open Focus Technique,” Psychotherapy in Private Practice, 3(1), 1985, 43-55.

Valdez, Maria R., “Effects of Biofeedback-Assisted Attention Training in a College Population,” Biofeedback and Self-Regulation, 10(4), 1985, 315-323.

Detailed Agenda:
15 minutes:  A discussion about the difference between brain wave synchrony, coherence and correlation.

15 minutes:  The effects of synchrony on health and well-being.

20 minutes:  What Open Focus(tm) is and how it fosters brain synchrony, along with neurofeedback.

Presenter: Gross, Tom

Presenter Address:
21 Clement Drive
Horse Shoe, North Carolina  28742  United States
Phone: 828-891-8868
Fax: 828-891-8897
Email: drgross@mchsi.com

Professional Info:
Doctor of Chiropractic, License Number 2118, Licensed in NC 

Bio:
Dr. Tom Gross, a chiropractic Neurologist, is an innovator who relentlessly strives to improve and find new ways to bring optimal function to human health and wellness.  He has integrated leading edge ideas in the fields of Neurology, Physiological Psychology, Biochemistry and Applied Kinesiology to bring forth a more holistic view of human vitality.  He possesses an inner drive to unravel the "big picture" to find the root causes of sub-optimal health.  His approach to restoration of optimal health hinges on identifying and providing exactly what the body needs in order to promote self-healing and self-regulation. He has an unwavering commitment to clinical research and a vision for the integration of the Allied Health fields.  He has a passion to see people healed and restored and wants to bring extraordinary health care into your neighborhood.

Resume/CV: 
Curriculum VitaeTom A. Gross D.C., D.A.C.N.B.2005Personal					Tom Alan Gross, BA, BS, BS, DC, DACNBI am happily married to my wife Laura with two children. My son, Chris is age twelve and my daughter, Angela is age nine. I was Born July 4th, 1961 in Arlington, TexasE-mail  drgross@mchsi.com or drgross2005@hotmail.comDaytime Ph:  828-891-8868   Cell Ph:  828-489-9966Home Address:     	21 Clement Drive,  Horse Shoe, NC  28742  USAI am an innovator who relentlessly strives to improve and find new ways to bring optimal function to human health and wellness.  I have integrated leading edge ideas in the fields of Biochemistry, Neurology, Physiological Psychology and Applied Kinesiology to bring forth a more holistic view of human vitality.  I have an inner drive to unravel the "big picture" to find the root causes of sub-optimal health.  My approach to restoration of optimal health hinges on identifying and providing exactly what the body needs in order to promote self-healing and self-regulation.  I have an unwavering commitment to clinical research and a vision for the integration of the Allied Health fields.  I have a passion to see people healed and restored and want to bring extraordinary health care into your neighborhood.Educational HistoryAmerican Chiropractic Neurology BoardDiplomate Certification by Examination    January 22, 2005Carrick Institute of Graduate Studies, Cape Canaveral, FloridaDoctoral Fellow in Neurology,  2/2003 – 1/2005Specialist Certification in the treatment of AD/HD 2/2003Advanced Studies in Vertigo and Vestibular Rehabilitation 9/2003-1/2005American Holistic College of Nutrition, Birmingham, AlabamaBachelor of Science, Independent Study, Human Nutrition, 9/1994Parker College of Chiropractic, Dallas, TexasDoctor of Chiropractic, Cum Laude Honors, 1/1994Bachelor of Science, Anatomy, Cum Laude Honors, 1/1994Who’s Who in American Colleges and Universities, 1992-1993Post-Graduate Certification in Meridian Therapy, 1/1994Texas Tech University, Lubbock, TexasBachelor of Arts, Psychology, Honors Psi Chi, 12/1985Professional Work HistoryApplied Functional NeuroscienceProposed and planned Trade Name for diagnostic and therapeutic technique integrating neurobiology, biochemistry, neurology and psychophysiology.Innovator, Conceptualist and Founder,  1st planning session 2/2005Institute for Applied Functional NeuroscienceProposed and planned Not-For-Profit organization for the purpose of supporting continued innovation, development and research in diagnostic and therapeutic applications in applied functional neuroscience.Innovator, Conceptualist and Founder, 1st planning session 2/2005BrainBase, Inc., Asheville, NC, ClinicFounder of Asheville Clinic, Co-Founder of Concept and Methodologies1st planning session 3/2004 to PresentMills River Family Chiropractic, P.A., Asheville, NCPresident, Clinical Director, Founder, Attending Physician1/1994 to PresentABC Learning Lab, DBA, Asheville, NCFounder, Clinical Director, Conceptual Innovator 4/2003 to PresentJohn Bergren, DC, PA, Florence, South CarolinaAttending Physician during license suspension of Clinic Owner, Dr. Bergren6/1994 – 9/2004Brookhaven Psychiatric Pavilion, Dallas, TexasMental Health Technician, Chronic Pain, Pediatric Psych, Substance Abuse, Eating Disorders, Severe Mental Illness, Code “Dr. Green” response team member5/1990 – 9/1990Professional Licenses and CertificationsState of North Carolina,  License #2118, 11/1994The North Carolina State Board of Chiropractic ExaminersContinuous Good StandingState of South Carolina,  License #1808, 3/1994The South Carolina State Board of Chiropractic ExaminersApproved for Therapeutic ModalitiesContinuous Good StandingCertified in Meridian Therapy, 112 Hours, 1/1994Parker College of Chiropractic, Post-Graduate EducationAwarded Bachelor of Science in Nutrition, 9/1994American Holistic College of Nutrition, Independent Study Certified in Applied Kinesiology, 100 Hour Cert., 6/1997International College of Applied KinesiologyAdvanced Master Series Training under Dr. Walter Schmitt and Dr. Christopher Anstill-Smith 1997 - PresentAdvanced Training in Chiropractic Rehabilitation, 100 hours, 3/2000Los Angeles College of Chiropractic, Post-Graduate DivisionCarrick Institute of Graduate Studies, Cape Canaveral, FloridaDoctoral Fellow in Neurology, 2/2003 – 1/2005Specialist Certification in the treatment of AD/HD 2/2003Advanced Studies in Vertigo and Vestibular Rehabilitation 9/2003-1/2005American Chiropractic Neurology BoardDiplomate Certification by Fully Accredited Examination    January 22, 2005Professional Objectives* Develop and replicate Concept Clinics Internationally* Design and generate research advancing applied functional neuroscience* Publish research documenting efficacy of novel methods integrating applied functional neuroscience disciplines* Publish educational resources and provide personal and professional training for allied professionals to integrate applied functional neuroscience principles* Publish educational resources for the public, adult, pre-school, grade school and college age promoting knowledge and awareness of applied functional neuroscience principlesProfessional InterestsInvestigations into why Cortical hemispheric and sub-cortical central neurologic integrative states and functional metabolic capacity should be considered in various allied healthcare fields.Investigations into the interrelatedness of cellular physiology with soft signs of sub-optimal function as seen in a functional neurological exam, taken into integrated perspective with Quantitative Electroencephalograpy.Investigations and innovations into the utility and efficacy of using receptor tonus techniques to attenuate pre-synaptic drive promoting neural plasticity and restoring neurophysiological auto-regulation.Investigations and innovations in the functional restoration in Neurologic disorders with a special interest in AD/HD and the Autistic Spectrum disorders, TBI (traumatic brain injuries) and SCI (spinal cord injuries), Dystonia’s and Vestibular Disorders.

Presentations:
Presentation #209    

Plenary:  
Brain Centered Whole Person Healing for AD/HD

Abstract: 
Dr. Tom Gross, a board certified Chiropractic Neurologist, integrates drugless, natural neuroscientific methods of intervention helping  overcome AD/HD and Aspergers Spectrum Disorders.  This amazingly comprehensive approach screens for fundamental metabolic, neurological and neuropsychological problems. Interventions are aimed at restoring the innate self regulatory mechanisms so the benefits represent genuine and lasting healing.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #215    

Plenary:  
Modern Neuron Theory and Functional Restoration

Abstract: 
Great strides have been made in understanding neuronal function over recent years while functional interventions have been slow to make use of these findings.  Three key elements regulating neuronal function are oxygen, glucose and activation.  These three key elements are explored as rate limiting variables in Functional Neurological Rehabilitation.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Gunkelman, Jay

Presenter Address:
1612 West Olive Avenue, Suite 301
Burbank, California  91506  United States
Phone: 510-787-7743
Fax: 
Email: jay@q-metrx.com

Professional Info:
Neuroscientist, License Number , Licensed in  

Bio:
Starting in 1972 with the first State Hospital based biofeedback laboratory, and then specializing in EEG for decades, Jay is one of the most experienced Clinical and research EEG/qEEG specialists in the world.  Author of many scientific papers, and a mounting list of books, his depth of understanding of the mind/brain's function is unique.  Jay is a popular lecturer world-wide, and he has occupied leadership positions in the field's professional societies, as well as running a successful EEG/qEEG business.

Resume/CV: 
Current Employment:Executive Vice President, Q-Metrx, Inc., Burbank, CA                818-563-5409Professional Organizations:AAPB Treasurer 2004, 2005, and Membership Chair 2003-2005Society for Neuronal Regulation, Board of Directors, 1997-2003SNR President of the Board, 2001-2002SNR, Program Committee Chairperson, 1996-2003Community Involvement:Board of Directors (charitable groups, corporations or chartered advisory groups): CREEC, CIA, CCF, CAP, VCHOAFinalist: St. Andrews International Prize for the Environment 2005Career Experience:1972   Co-founder, Biofeedback Laboratory, ND State Hospital1976   EEG Technologist, TeleDiagnostic Systems, Inc., San Francisco, CA1976   Staff Lecturer, The Biofeedback Institute of SF (12 years)1983   Chief EEG Technologist, TDS, Inc., SF, CA 1991   Chief Technologist, TELEMEDX, Inc., Houston, TX1998   President, NeuroNet Neuroscience Centers, Inc., Beverly Hills, CA2000   Technical Editor, Journal of Neurotherapy2001   Executive Vice President, Q-Metrx, Burbank, CAPublications: Gunkelman, J.  Lambda in QEEG, Summer/Fall Volume 3, Numbers 3 and 4 1999; Journal of NeurotherapyGunkelman, J.  The Effect of Montage on Apparent Frontal Alpha,  Journal of Neurotherapy, 2000, 4, (1). Gunkelman, J.  Low Voltage or Absolute Power, Journal of Neurotherapy. 2001, 5, 1-2. Gunkelman, J.  Evaluating the frontal lobes in affective and attentional disorders with QEEG and EP - the electrophysiology of frontal lobe disconnection syndrome: implications for neurotherapy. Journal of Neurotherapy. 1998. Johnstone, J., Gunkelman, J.  Use of databases in QEEG evaluation.  Journal of Neurotherapy, 2003, 7 (3/4), 31-52.J Johnstone, Ph.D., J Gunkelman, QEEG-D, and J Lunt, RN, BCIA Clinical Database Development: Characterization of EEG Phenotypes; Clinical Electroencephalography, Spring, 2005  Wright, C., Gunkelman, J.  QEEG evaluation doubles the rate of clinical success. Series data and case studies. Abstracts 6th Annual Conference, Society for the Study of Neuronal Regulation, September 10-13, 1998, Austin, TX“The Art of Artifacting”, (Book), co-authored with Cory Hammond, Ph.D.. Published by iSNR (2001)

Presentations:
Presentation #8    

Plenary:  
The neurophysiological substrate of archetype

Abstract: 
The functioning of the mind and brain imply memory function, and this short talk will focus on a mechanism for "memory"... from storage and retrieval, to short term and long term memory. The neurophysiological underpinnings of memory contain within the cognitive neuroscience some direct implications regarding a mechanism for archetypal memory. This talk will attempt to communicate some of the mystery and awe that are inherent to real neuroscience.

Duration: 
40 minutes

Learning Objectives: 
The participant will identify the difference between semantic and episodic memory and match them with their EEG correlates.

Test Questions:
Theta is associasted with ADD/ADHD when it is:
 A)Tonic****
 B) Phasic

Theta is associated with good memory retrieval when it is
A) Phasic***
B) Tonic

Slower alpha is associated with memory
A) gains
B) losses*****

Bibliography: 
Klimesch, W.  EEG alpha and theta oscillations reflect cognitive and memory performance: 
a review and analysis. Brain Research and Brain Research Review, 1999, 29 (2-3), 169-195.

Nelson, L. A.  Neurotherapy and the challenge of empirical support: A call for a neurotherapy practice research network, Journal of Neurotherapy, 2003, 7(2) 53-67. 

Niedermeyer, E. and F. Lopes Da Silva (Eds) Electroencephalography: Basic Principles, Clinical Applications, and Related Fields, 4th edition, Baltimore: Lippincott, Williams & Wilkins, 1999.

Sterman, M. B.  Basic concepts and clinical findings in the treatment of seizure disorders with EEG operant conditioning.  Clinical Electroencephalography, 2000, 31(1), 45-55.

Johnstone J, Gunkelman J.  Use of databases in QEEG evaluation.  Journal of Neurotherapy 2003; 7(3/4):31-52.

Detailed Agenda:
40 minutes, straight talking and gesticulating, no breaks...

Presentation #173    

Workshop:  
how the brain works

Abstract: 
The depth and complexity of the real workings of the human brain, as well as the sense of mystery and awe seen when really studying the brain will be covered.

Duration: 
240 minutes

Learning Objectives: 
Participants will be ablke to list the generators of tranditional EEG bands.  They will compare models of consciousness.  Those attending will identify the dynamics of the nested EEG rhythms in visual displays of EEG.

Differentiating EEG associated with the actions of the mind and that of the brain will be done by all participants.  The multifaceted functions of the various forms of memory will be identified.

Test Questions:
Episodic recall is associated with theta. (t)
Semantic memory is associated with theta. (f)
The thalamus decides where and when alpha will be seen.  (f)
The cortex determines the spatisal and temporal distributions of alpha. (t)  

Gamma is a persistent rhythmic waveform. (f)

Bibliography: 

Detailed Agenda:

Presentation #190    

Plenary:  
Mind/Brain/Consciousness

Abstract: 
The various EEG frequencies are ascribed to generators, and the timing relationships and dynamics seen as the brain processes information are used to show the implications on the mind-brain problem.

Duration: 
45 minutes

Learning Objectives: 
The attendees will be able to differentiate EEG findings associated with the process ascribed to the mind from those ascribed to the brain.

The attendee will be able to identify nested rhythms from within ERS/ERD JTFA displays.

Test Questions:
The brain generates the mind. (f)

The mind is what the brain does. (f)

Consciousness is an emergent property of the interaction between the mind and the brain. (t)

Bibliography: 

Detailed Agenda:
45 minutes, all lecture, no breaks... only 5 minutes for discussion.

Presenter: Hauge, Michael

Presenter Address:
5250 Lemona Av
Sherman Oaks, California  91411  United States
Phone: (818) 995-4209
Fax: (818) 986-1504
Email: mhauge@adelphia.net

Professional Info:
Script Consultant; Author, License Number , Licensed in  

Bio:
MICHAEL HAUGE is a script consultant, screenwriter, author and lecturer who works with filmmakers and executives on their screenplays, film projects and development skills. He has coached writers or consulted on projects for Warner Bros., Paramount, Disney, Columbia, New Line, Joel Silver Prods., CBS, Lifetime, Morgan Freeman, Jennifer Lopez, Val Kilmer and Julia Roberts.Michael also consults with attorneys, psychologists, corporations and individuals on employing story principles in their projects, their presentations, and their work with clients and patients.Michael’s book Writing Screenplays That Sell, now in its twenty-eighth printing for HarperCollins, is a definitive reference book for the film and television industries. His highly anticipated new book, Sell Your Story in 60 Seconds: The Guaranteed Way to Get Your Screenplay or Novel Read, will be published next year by Michael Wiese Productions, followed by Character: A Guide for Writers, Actors, Filmmakers and Storytellers.Michael has presented seminars and lectures to more than 30,000 participants throughout the US, Canada and Europe. He is on the Board of Directors of the American Screenwriting Association and the Advisory Board for Scriptwriter Magazine in London. He can be reached through his web site at www.ScreenplayMastery.com.

Resume/CV: 
1987: Author: Writing Screenplays that Sell1999 - Present: Board of Directors: American Screenwriters Assoc2000 - Present: Board of Advisors: Screenwriter Magazine1983 - Present: Guest lecturer: Univ of Southern California; Univ of Pennsylvania; American Film Institute; Univ of British Columbia; UC Berkeley; American University, Washington, DC; Univ of Georgia; San Diego State University1990 Visiting Professor of Screenwriting: Webster University, St Louis, MO1977-1985 Screenwriting Instructor: UCLA1971-1974 Instructor: Head Start

Presentations:
Presentation #162    

Workshop:  
STRIPPING AWAY THE ARMOR TO FIND THE HIGHER SELF

Abstract: 
We all respond to the pain and fear of wounds from the past be creating identities – protective behaviors and personalities that keep us in our comfort zones and protect us from every again experiencing those real or imagined threats. The problem is that while this emotional armor keeps us in our comfort zone, it prevents us from real fulfillment – from achieving our destinies.This workshop will lead participants through the process of understanding and replicating the ways movie heroes face their fears, achieve their goals and transform their lives, and the lives of their clients or patients.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #187    

Plenary:  
USING SCREENWRITING PRINCIPLES TO CAPTIVATE YOUR AUDIENCE

Abstract: 
Successful screenwriters have mastered the art of seducing the reader in the first ten minutes of a movie. By using the same tools of character, empathy, setting, mood, fear, longing, desire and conflict, you can immediately capture your audience for any speech, lecture, or professional presentation.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #188    

Plenary:  
LOVE STORIES AS MODELS FOR TRANSFORMATION AND COURAGE

Abstract: 
Sex and romance not only heighten a story’s emotional appeal, they offer a powerful tool for understanding fear, longing, inner conflict, courage, growth and fulfillment. As fictional lovers step out of their safe identities and risk the terror and vulnerability of exposing their wounds and fears in order to find passion and fulfillment, they give us models for facing our deepest fears and finding our destiny.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Kall, Rob

Presenter Address:
211 N. Sycamore St.
Newtown, Pennsylvania  18940  United States
Phone: 215-504-1700
Fax: 215-860-5374
Email: rob@futurehealth.org

Professional Info:

Bio:
Rob is the organizer founder of the Winter Brain, Optimal Functioning and Positive Psychology and StoryCon Meetings. He is president of <a href="http://www.futurehealth.org">Futurehealth, Inc.</a>, Publisher of <a href="http://www.opednews.com">www.OpEdNews.com</a> and has interests in <a href="http://www.positivepsychology.net">Positive Psychology</a> as well as being involved in the field of biofeedback/neurofeedback since 1972. see <a href="http://www.futurehealth.org/robkallb.htm">my more detailed bio, here.</a>

Resume/CV: 
http://www.futurehealth.org/rkCV.htm

Presentations:
Presentation #2    

Plenary:  
Story Mining and Analysis for Political Candidates and Other People who need to Promote Themselves

Abstract: 
Whether you are a politician, a practitioner, a performer or corporate executive, identifying key life stories that define who you are, your values, the way you function can be a valuable, effective asset. This presentation will discuss some cases and the process of minding, analysis and coaching to effectively present the stories.

Duration: 
30 minutes

Learning Objectives: 
-use story mining in coaching clients
-ability to analyze client stories to detect values, strengths

Test Questions:

Bibliography: 
Rank, Otto, The Myth of the Birth of the Hero 1914, 1932

Cornog, Evan, The Power and The Story 2004

Detailed Agenda:

Presentation #105    

Plenary:  
Integrating Peripheral Biofeedback With Neurofeedback

Abstract: 
Peripheral biofeedback skills can add important, valuable resources for clients, and can play a major roll in helping clients get started with self regulation training. It can also add a whole range of new client populations the neurofeedback practitioner might not ordinarily see. This presentation will introduce EMG, thermal, cardiorespiratory, electrodermal and blood pressure feedback concepts and applications.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #116    

Foundation Course:  
History of Biofeedback and Neurofeedback

Abstract: 
A brief overview of the history and roots of the field, with colorful anecdotes.

Duration: 
60 minutes

Learning Objectives: 
Enable attendees to intelligently put the current work of neurofeedback into the historical context.

Test Questions:
Describe Basmajian's early work with single motor unit feedback. 

(Taught subjects to send morse code.)

Bibliography: 

Detailed Agenda:
One hour on the history of the field

Presentation #189    

Plenary:  
Conference Welcome And Greeting; Opening Remarks

Abstract: 
Opening remarks, orientiation for first timers, special announcements. All attendees and speakers are encouraged to attend.

Duration: 
15 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Kamiya, Joe

Presenter Address:
20 Encline Court
San Francisco, California  94127  United States
Phone: 
Fax: 
Email: joekam@ix.netcom.com

Professional Info:
(example: Psychologist), License Number , Licensed in  

Bio:
Dr. Kamiya is generally acknowledged as the father of the field of EEG Biofeedback / Neurofeedback. He first worked with brain self regulation at the University of Chicago, 47 years ago. He spent much of his career at UC San Francisco Langley Porter Institute.

Resume/CV: 

Presentations:
Presentation #77    

Plenary:  
Next Challenge for Biofeedback: The Basic Science of Consciousness

Abstract: 
How much can biofeedback of the future help us to think, feel, imagine, and remember?  Going beyond the clinical applications that are now the preoccupation of the field, we can ask about the potential reach of biofeedback (especially of EEG, HEG and fMRI), in basic research on cognitive functions, emotions, creativity, and help even in the philosophy of mind. Such research on the brain-mind interface is not only among the most challenging theoretically in all of science, but its results should help provide important practical applications, especially in education. Several potential research directions will be discussed.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:
1.    a. EEG biofeedback was initiated with the aim of teaching control of 
fluctuations of amplitudes in the alpha frequency range..
        b. EEG biofeedback was initiated with the aim of teaching discernment of fluctuations of amplitudes in the alpha frequency range.
        c. Discernment or discrimination of a physiological change of state is not supportive evidence of the subjective experience of it.
        d. Discernment of a physiological state can not lead to control of it without the aid of a feedback signal that continuously monitors it.

2.    The most important next challenge for biofeedback is:
        a. more applications in clinical practice from the basic science of consciousness.
        b. improved clinical practice without the trappings of a basic science of any field.
        c. the development of a basic science of consciousness.
        d. to forget the medical model of regarding psychological problems as a disease.

3.    a. Introspection is a failed method for the science of consciousness.
        b. Consciousness is private in that it can not be directly observed by the public, so it simply can not be studied by science.
        c. The biological mechanisms associated with subjective experiences are universal across different cultures.
        d. Convergent evidence is not needed for a theory of consciousness.

4.    a. Among different cultures basically similar teachings about how 
persons should relate to each other to form friendships have developed 
historically. This idoes not      mean that the types of human subjective 
experience are universal.
        b. The fact that evolution has produced the same human brain functions in all groups of humans is totally unrelated to the fact they 
have the same types of               subjective experiences.
        c. Reflecting, thinking, introspecting, meditating, etc. can be overdone to the detriment of the individual.
        d. Introspection is a basic tool of a personal science.

Answers:  1 b      2. c       3. c     4. d

Bibliography: 

Detailed Agenda:

Presentation #217    

Plenary:  
DISCOVERING OPTIMAL CONDITIONS FOR INCREASED LONGEVITY

Abstract: 

Duration: 
30 minutes

Learning Objectives: 

Test Questions:
Questions for credit seekers: Choose only one answer for each question. All statements are to be evaluated as to whether the speaker said them or not.

1  a. Since longevity is dependent on public policies, we can not do anything about it.
     b. Longevity is primarily dependent on what people eat
     c. Longevity is dependent on public policies.
     d. Longevity is dependent only on what a person does to enhance it.

2.  a. A person's diet is over rated as a determiner of how long he will live.
      b. Food supplements, including vitamin and mineral pills, are a waste of money.
      c. Obesity in America as a problem can be corrected with food supplements.
      d, Vested interests often make it difficult to learn what's best for one's health.

3.  a. Groups for educating persons on how to maintain optimal health should be attended by everybody.
      b. Enjoying bonds with family and friends is not important for longevity.
      c. In the end, how best to enhance the quality of ones relationship to others is something only he or she can choose.
      d. Training of medical students has emphasized that human physiology is based on the fact that man is a social species.

4.  a. Biofeedback is not useful for enhancing social relationships.
      b. Biofeedback for two persons controlling the feedback signal has not been done before.
      c. Biofeedback can be used to control the clarity of communication channel between two persons.
      d. Fehmi used the degree of synchronization of heart beats between two persons to control the feedback signal.

.answers 1. c     2. d      3. c    4. c.

Bibliography: 

Detailed Agenda:

Presentation #243    

Foundation Course:  
"The Past, Present and Future of Biofeedback".

Abstract: 
How biofeedback Got Started and where it can go in the future.

Duration: 
35 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #245    

Plenary:  
...the next 10, 20, 30 years

Abstract: 

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Kozlowski, Gerald

Presenter Address:
Kozlowski, Neurotherapy Center Of Dallas
12870 Hillcrest Suite 120, Texas  75230  United States
Phone: 972-991-1153
Fax: 972-991-1346
Email: gpkoz@comcast.net

Professional Info:

Bio:
B.S. Aquinas College, M.S. Michigan State University, Ph.D. University of Illinois Champain-Urbana, Currently neurotherapist at Neurotherapy Center of Dallas. BCIA-EEG Fellow.

Resume/CV: 

Presentations:
Presentation #207    

Workshop:  
Structural-functional correlates of neurofeedback

Abstract: 
This workshop is intended to describe sensory and motor systems that are involved in cortical and subcortical brain regions affected by neurofeedback. First, we will examine thalamo-cortical and cortico-thalamic modules which form the basis for the electrophysiological recording seen with EEG. Next we will follow connections to and from cortical modules as they link to various sites of the brain and spinal cord. The functional compartmentalization seen in the different lobes of the brain will be described as well as their vascular supply. The latter will relate to those using HEG. Connectivities between gyri, lobules and lobes will be emphasized in order to understand how neurofeedback has an effect far distant to electrode placements. Excellent visuals should impart a 3-dimensional understanding of brain structures.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Labno, Jeff

Presenter Address:
2344 Fletcher Drive #214
Los Angeles, California  90039  United States
Phone: 
Fax: 
Email: jefflabno@earthlink.net

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #129    

Plenary:  
EEG and Mind Machines

Abstract: 
E.E.G and Mind MachinesMr. Labno has worked with Mind Machines since 1978.  He developed an E.E.G program with Dr. Bob Beck, Sc., Dr. Terry Oleson, Ph.D., Dr. Russell Jaffe, M.D., to measure before and after brainwave profiles of meditation, flotation tanks, light and sound machines, motion tables, vibration, massage, etc.The program design was set up for meditators to learn about their brainwaves, and find methods of controlling them.  Mr. Labno used this E.E.G. program at Altered States MindGym, and at Tools For Wellness to help evaluate products.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Linden, Michael

Presenter Address:
30270 Rancho Viejo Road, Suite C
San Juan Capistrano, California  92675  United States
Phone: 949-248-4399
Fax: 949-248-7511
Email: drmike49@aol.com

Professional Info:
Director ADD Treatment Centers, Psychologist, License Number PSY 11788, Licensed in CA 

Bio:

Resume/CV: 

Presentations:
Presentation #169    

Workshop:  
The Autism/Aspergers/ADD Subtype Connection

Abstract: 
This workshop will present how to determine  Subtypes of Autism, Aspergers & ADD in children, adolescents & adults using QEEG Mapping & other assessment methods.  We will discuss Neurofeedback protocols for the different subtypes of Autistic Spectrum Disorder & ADD.  We will explain how to interface Neurofeedback with other multimodality treatments for ASD & ADD, including medication, social skills, parenting & psychotherapy.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #170    

Plenary:  
A new Approach to Working with Autistic & Aspergers Patients, Including Violent Ones

Abstract: 
This talk will explain new discoveries in unique subtypes of Autism & Aspergers.  I will present a treatment approach in which Neurofeedback is the foundation.  We will discuss how individuals with Autism & Aspergers can become depressed, socially isolated & even lethally violent at times.

Duration: 
40 minutes

Learning Objectives: 
1. Learn about 4 subtypes of Autism and 2 subytpes of Aspergers.

2. Understand how Neurofeedback can be a foundation to the treatment of Autistic Spectrum Disorders

Test Questions:
1.  What are the 4 subtypes of Autism that Dr. Linden discussed?

2.  How can Neurofeedback be included in a multimodality treatment approach for Autism and Aspergers?

Bibliography: 

Detailed Agenda:

Presenter: Martin, George

Presenter Address:
127 Co  Rd   C   #5
Little Canada, Minnesota  55117  United States
Phone: 651 263 2606
Fax: 
Email: gmartin@usfamily.net

Professional Info:
Licensed Psychologist, License Number 1096, Licensed in Minnesota 

Bio:

Resume/CV: 

Presentations:
Presentation #166    

Plenary:  
Entropy, Information, and Flexibility

Abstract: 
An overview of entropy from anesthesia research.Spectral entropy has been referred to as the log of available cortical microstates.  The Presentation will review research on anesthesia and entropy, cortical microstates, and possible applications to neurofeedback training and review of sessions.

Duration: 
25 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #176    

Plenary:  
Neurofeedback with adolescents in The System

Abstract: 
Recidivism rates for juvenile offenders in Minnesota have been between 61% and 75%. A pilot study was done at a Minnesota correctional institution.  There those in the pilor study had a 45% recicivism rate.     Factors that may have interfered with greater success for this group and other youngsters involved in the Criminal Justice and social services system will be examined with suggestions for more effective intervention with this group pf clients.

Duration: 
20 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #211    

Workshop:  
Advanced BioExplorer Workshop

Abstract: 
This workshop is for clinicians with a basic working knowledge of BioExplorer.  Topics covered will be 1)Using BioExplorer to train variability2)Using the Button object to change    training parameters and feedback options “on the fly”3)Modifying and personalizing feedback (auditory and visual)4)Creating dynamic binaural beats5)BioReview reports for assessing variability and flexibility6)Sequential QEEG and BioExplorer7)Integrating Photic Stimulation with BioExplorer8) Filter selection

Duration: 
240 minutes

Learning Objectives: 
Participants will be able to:
1) Implement variability training with clients
2) Create designs that allow for on the fly changes in training parameters
3) Create designs that allow for on the fly changes in training parameters
4) Create dynamic binaural beats the can track a variety of values
5) Make informed choices for filter selection for training designs and BioReview reports

1) determine proper filter selection for various protocols

Test Questions:
1) Which filter type is most appropriate for use in BioReview reports?

2) Dynamic binaural beats are created using which objects?

3) What measure of variability is standarized on a zero to 1 scale?

4) Which function of the BioExplorer Video Player object is used to have a video's position track a particular value?

5) Session time can be tracked and utilized in a BioExplorer design using which object?

Bibliography: 

Detailed Agenda:

Presenter: Mehl-Madrona, Lewis

Presenter Address:
Dept. Of Family Medicine, Royal University Hospital, 103 Hospital Dr.
Saskatoon, Other  S7N 0W8  Canada
Phone: 306-655-6357
Fax: 306-655-6822
Email: Lewis.Mehl-Madrona@usask.ca

Professional Info:
M.D., License Number 207415, Licensed in Saskatchewan 

Bio:
Lewis Mehl-Madrona graduated from Stanford University School of Medicine and completed residencies in family medicine and in psychiatry at the University of Vermont.  He is the author of Coyote Medicine, Coyote Healing, Coyote Wisdom, and the upcoming Narrative Medicine.

Resume/CV: 
See www.drmadrona.com

Presentations:
Presentation #20    

Plenary:  
Aboriginal models for integration of Brain, mind, spirit, and body

Abstract: 
European civilization has evolved multiple models to explain mind.  We will look at theories as stories about the world with prescriptive functions and maintain social relationships.  We will look at stories about mind that arise from aboriginal communities with more ways of knowing than just observational and empirical.  These stories about mind and mental health produce different social relationships and meanings than conventional Western stories.  We will review what stories brain physiology can tell and the ways that story can interface with European and aboriginal stories.  We will conclude with the questions of what stories are transformational and which are sustainable.

Duration: 
40 minutes

Learning Objectives: 
1.  Participants will list three conventional models of mind?

2.  Participants will be able to compare the aboriginal model of mind with at least one conventional model.

Test Questions:
What is your favorite conventional model of mind and why do you like it?

How does the aboriginal model of mind compare to this model?

Bibliography: 
Mehl-Madrona L.  Coyote Wisdom.  Rochester, vt: InnerTraditions, 2005.

Ways of Knowing about Health: An Aboriginal Perspective. 
Advances in Nursing Science. 19(3):28-36, March 1997.
Turton, Cheryl L. Reynolds PhD 

Reedy-Maschner, Katherine "Colonizing Bodies: Aboriginal Health and Healing in British Columbia, 1900-50, and: Ways of Knowing: Experience, Knowledge, and Power among the Dene Tha (review)"
Ethnohistory - Volume 47, Number 2, Spring 2000, pp. 499-502 
Duke University Press

http://www.uni-trier.de/uni/fb4/ethno/know.pdf.  Aboriginal knowledge and local knowing.

http://www.ecoknow.ca/documents/TEKUnit1.pdf.  Traditional Ecological Knowledge

Detailed Agenda:
I. European civilization has evolved multiple models to explain mind.  
II. We will look at theories as stories about the world with prescriptive functions and maintain social relationships.  
III. We will look at stories about mind that arise from aboriginal communities with more ways of knowing than just observational and empirical.  
IV. These stories about mind and mental health produce different social relationships and meanings than conventional Western stories.  
V. We will review what stories brain physiology can tell and the ways that story can interface with European and aboriginal stories.  
VI. We will conclude with the questions of what stories are transformational and which are sustainable.

Presentation #23    

Workshop:  
Shaman’s Mind, Shaman’s Work, Shaman’s Dialogue

Abstract: 
In this workshop, we will explore the shamans (indigenous or aboriginal healers) take on mind, consciousness, health, and illness.  We will compare this aboriginal way of gaining knowledge with European-derived cultures’ insistence upon external expertise that is codified in categories and algorithms of practice.  Many Western mindsets would view this story about mind as preposterous, invalid, or even psychotic, yet shamans quietly go about their work in communities where there reputation and livelihood is based upon sufficient success as to be noticed.  We will close by discussing what we can learn from shamanic practice to enrich our own practices.

Duration: 
120 minutes

Learning Objectives: 
1.  Participants will be able to compare shamanic perspectives on health and illness with those of conventional medicine.
2.  Participants will be able to discuss the dialogical process.
3.  Participants will be able to explain the concept of aboriginal knowledge.
4.  Participants will be able to list 3 elements of shamanic practice.

Test Questions:
1.  What are shamanic perspectives on health and illness?
2.  What is the dialogical process?
3.  What is aboriginal knowledge?
4.  What are three elements of shamanic practice?
5.  How do shamans know they are talking to spirits?

Bibliography: 
Annual Review of Anthropology
Vol. 23: 407-434 (Volume publication date October 1994) 
(doi:10.1146/annurev.an.23.100194.002203)

Spirit Possession Revisited: Beyond Instrumentality
J Boddy­

Norwegian Archaeological Review  
   Publisher:   Routledge, part of the Taylor & Francis Group  
   Issue:   Volume 32, Number 2 / November 15, 1999  
   Pages:   73 - 94  
   URL:   Linking Options  
   DOI:   10.1080/00293659950136174  

The Shore Connection. Cognitive Landscape and Communication with Rock Carvings in Northernmost Europe

Knut Helskog 

Spirit Healing: Native American Magic & Medicine  
by Mary Dean Atwood
 
Provided by Sterling Publishing Company, Inc. 

Mehl-Madrona, Lewis.  Coyote Healing.  Rochester, VT: InnerTraditions, 2003

Detailed Agenda:
I. The perspective shamans (indigenous or aboriginal healers) take on mind, consciousness, health, and illness.  
II. The dialogical process in which the healer engages the spirit of the illness, ancestral spirits, the person’s spirit, the healer’s own helper spirits, and the spirits of place and Nature, to gain information and to enroll them in the healing process.  
III. Comparisons of this aboriginal way of gaining knowledge with European-derived cultures’ insistence upon external expertise that is codified in categories and algorithms of practice.  
IV. Shamanic practice requires an open, flexible mind, attuned to several dimensions, in ongoing dialogue with residents of these dimensions, and aimed at finding help for the client – whether a person, community, or ecosystem.  
V. Many Western mindsets would view this story about mind as preposterous, invalid, or even psychotic, yet shamans quietly go about their work in communities where there reputation and livelihood is based upon sufficient success as to be noticed.  
VI. What we can learn from shamanic practice to enrich our own practices.

Presentation #30    

Plenary:  
Stories and Transformation

Abstract: 
No guidelines, algorithms, or principles exist for sudden, dramatic transformations in the lives of individuals, communities, or cultures.  We may be able to predict when transformation is about to occur, but its directions are outside of our grasp.  In this presentation, we will consider stories as a source of wisdom for how to transform.  Aboriginal culture is replete with stories of spiritual and other transformations, the repetition of which, installs in the listener an intuitive sense for how to proceed and the belief that sudden transformation, even against all odds, is possible.

Duration: 
45 minutes

Learning Objectives: 
1.  Partipants will be able list 3 ways in which stories can be transformative.
2.  Participants will be able to explain how clues to being able to transform are contained within stories.

Test Questions:
1.  What are three ways in which stories can be transformative?
2.  What are three ways in transformation is contained within stories?

Bibliography: 
Mehl-Madrona, Lewis.  Coyote Medicine.  New York: Simon and Schuster, 1998.

Journal of Community Psychology
Volume 28, Issue 5 , Pages 495 - 506
Published Online: 6 Nov 2000
Community narratives and personal stories in alcoholics anonymous 
Keith Humphreys, PhD * 

Human Development and the Spiritual Life: How Consciousness Grows Toward Transformation  
by Ronald R Irwin
Springer

  Dialectical Anthropology (Historical Archive) 
Publisher: Springer Science+Business Media B.V., 
Issue:  Volume 14, Number 4 
December 1989 
Pages: 331 - 343  
Narratives of creative transformation: Constituting critical movements in contemporary American culture
Ananta Giri

http://www.christchair.ucalgary.ca/lectures/Spiritual%20and%20Psychic%20Transformation.pdf

Detailed Agenda:
I.  No guidelines, algorithms, or principles exist for sudden, dramatic transformations in the lives of individuals, communities, or cultures.  II. The Western experimental methods have no clues about how to precipitate transformations, which are discontinuous, sudden, radically altering events.  
III. The outcomes are unpredictable.  
IV. Rules do not govern their emergence.  
V.  We may be able to predict when transformation is about to occur, but its directions are outside of our grasp. 
VI. A literature exists in physics and chemistry for the emergence of unexpected events from far-from-equilibrium conditions and through communication of parts of systems that usually do not interact.  
VII. Hardy studied 3000 stories of spiritual transformation in the UK, cataloging the preceding event, but came no closer to understanding the nature of transformation.  
VIII. In this presentation, we will consider stories as a source of wisdom for how to transform.  
IX. Aboriginal culture is replete with stories of spiritual and other transformations, the repetition of which, installs in the listener an intuitive sense for how to proceed and the belief that sudden transformation, even against all odds, is possible.  
X.  The presenter will tell some stories, both from aboriginal culture and from modern European culture, about transformations in which amazing cures and healings occurred.  We will ask if there are any similarities about these stories, and will wonder if the similarity is the ability of the story to replicate itself by inspiring further transformation in listeners.

Presentation #37    

Workshop:  
PET Scans and Spirits

Abstract: 
What do PET scan results say about metaphor?  In this workshop, we will explore the craft of dialogue, shamanic and other.  How do we use language, music, dance, and other modalities to switch worlds?  Once those blinders are removed, how to we proceed?  How do we invite a spirit to present itself?  Are there rules for encounter and engagement?  What are the results of these conversations and how do we develop them further for our own benefit and the benefit of others?

Duration: 
120 minutes

Learning Objectives: 
1. Participants will be able to discuss PET scan findings that might correlate with shamanic states.

2.  Participants will be able to compare different views of spirit communication.

3.  Participants will be able to summarize ways to access trance states.

4.  Participants will be able to explain four aspects of dialogue?

5.  Participants will be able to explain PET scan findings related to shamanism.

Test Questions:
1.  What PET scan studies are relevant to shamanic states?

2.  What are three contrasting views of spirit dialogue?

Bibliography: 
Cognitive Models and Spiritual Maps: Interdisciplinary Explorations of Religious Experience  
by Jensine Andresen, Robert Forman
Provided by Imprint Academic

Bibliographic information

Title The Veil's Edge 
Author(s) Willow Polson 
Publisher Citadel Press 
Publication Date Mar 1, 2003 
Subject New Age / Parapsychology 
Format Paperback 
Pages 224 
Dimensions 5.56 x 8.30 x 0.59 in 
ISBN 0806523522 

http://www.journaloftheoretics.com/Links/Papers/INTENT.pdf.  On a possible mechanism for intent in paranormal phenonoma.

The Last Sorcerer: Echoes of the Rainforest  
by Ethan Russo, Jade C Angelica
Provided by Haworth Press  
 
The Brain, Consciousness & Illusion of Truth  
by Karol Ondrias, Emma Nezinska
Universal Publishers

Detailed Agenda:
I. What do PET scan results say about metaphor?  In this workshop, we will explore the craft of dialogue, shamanic and other.  
II. How do we use language, music, dance, and other modalities to switch worlds?  
III. Once those blinders are removed, how to we proceed?  
IV. How do we invite a spirit to present itself?  V. Are there rules for encounter and engagement?  VI. What are the results of these conversations and how do we develop them further for our own benefit and the benefit of others?

Presenter: Muench, Fred

Presenter Address:
156 Fifth Aveune 1218
New York, New York  10010  United States
Phone: 212-255-5991
Fax: 
Email: fred.muench@helicor.com

Professional Info:

Bio:
Fred Muench is the Director of Clinical Research and Development at Helicor, a biofeedback company. Prior to his current position, he was an Instructor at Columbia University College of Physicians and Surgeons. He maintains an Adjunct Assistant Professor position at New York University.

Resume/CV: 

Presentations:
Presentation #241    

Plenary:  
The StressEraser: Overview and Pilot Study Findings

Abstract: 
The presentation will highlight the underlying technology and pilot study findings of an ambulatory RSA biofeedback device named the StressEraser. The StressEraser is a class II, (510(k) exempt) FDA regulated medical device marketed for the purposes of stress reduction, relaxation, and relaxation training. Two pilot studies, one in an outpatient clinic and one using beta testers reporting high stress levels, were conducted to test the usability and effectiveness of the device according to marketing claims. Results indicate that the device can be easily integrated into practice, yields high compliance rates, and is an effective adjunctive and stand-alone stress reduction device.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Newman, Jan

Presenter Address:
3436 Mountain Dr
Clinton, Montana  59825  United States
Phone: 406-258-6284
Fax: 
Email: jnewman@whitehorseheaven.com

Professional Info:
Physician, License Number 6293, Licensed in Montana 

Bio:
Dr. Newman is a Fellow of the American and International Colleges of Surgeons and Diplomat of the American Board of Holistic Medicine who has studied and practiced biofeedback and meditation since 1976.She utilized meditation and biofeedback techniques in her residency and surgical practice both personally and for her patients to aid them in stress reduction, smoking cessation and pain management. She spent a year studying gastrointestinal physiology including the Brain Gut axis and contributed chapters to Gastrointestinal Endocrinology. Over  the last 10 years  She has studied and practiced yoga and Buddhism with spiritual masters including the Dalai Lama, learned new biofeedback modalities, and completed her Master's of Arts in Fine Arts with a major in  integrated arts and education at the University of Montana. She guest lectures to teachers in the Master's Degree Program at the University of Montana. She utilizes a multimodality approach to illustrating how combining medicine, biofeedback and the arts can further health, human development and promote learning, stress management and wellness. She has presented at the Winter Brain Meeting on "Walking the Spiritual Path and It's Relationship to Health and Disease and Neuro and Biofeedback.". She is founder of Meditation for Modern Man a start-up organization whose mission is to foster individual, organizational and community multimodality therapy, education and research to promote health, compassion, and wellbeing. She is currently on the steering committee of the Western Montana Integrative Health Alliance. She is also a poet,  freelance writer and photographer.

Resume/CV: 
Curriculum VitaeJan B. Newman M.A., M.D. , F.A.C.S.,F.I.C.S.,A.B.H.M..2002-present		Founder and Director of Meditation for Modern Man Guest lecturer University of MontanaSteering committee member Western Montana Integrative Health Alliance(See attachment) 	2001-2002	Meditation teacher Dickenson Life Long Learning Center and Experimental College of the University of Montana, Missoula Montana	Consultant Intergrative Medicine Task Force Community Medical Center, Missoula MT.                                                                  	BIOGRAPHICAL DATA	Date of Birth ; 3/15/51	Place of Birth: Butte,Mt.	Home address: 3436   Mountain Dr.                                     Clinton, Mt. 59825            EDUCATIONPRIMARY EDUCATION 	1957-1966	Butte,Mt.			1966-1969	The Grier School	Tyrone , Pa	.	COLLEGE	1971-1972	Westchester Community  College	 Valhalla, N.Y.	Associate's Degree in Liberal Arts, Math, Science                                                                          	Dean's List		1972-1974	State University of New York	Downstate Medical Center 	College of Nursing	Bachelor's of Science Degree 	Cum Laude	1975	Herbert H. Lehman College	Bronx, N.Y.	Master's Tutorial " The use of Beta 	Adrenergic  Blocking Agents in the 	Control of Essential Hypertension"	Organic Chemistry MEDICAL SCHOOL	1976-1980	State University of New York 	Downstate Medical Center	College of Medicine	Brooklyn, N.Y.With HonorsRESIDENCY	1980-1984 University of Texas 	 Galveston,TX	Surgical Resident PG1-PG4	Including one year of research in Gastrointestinal Physiology 1985-1988	Surgical Resident PG3-PG5	University of Vermont	Medical Center Hospital of Vermont	Burlington ,VTMASTER'S OF ARTS	 2003-2005	Completed the Master's Degree Program in Integrated Arts and Education	4.0 GPA	University of Montana	Missoula, MTEMPLOYMENT 	1968-1980	I had multiple jobs to work my way through college and medical schoolincluding veterinary assistant, psychiatric aide, concession clerk, mother's helper, camp counselor, short order cook, administrative assistant and nurse		1974-1976	Registered Nurse	Neurological Intensive Care	Cardiothoracic Surgery Intensive Care	Montefiore Hospital 	Bronx,N.Y. 	1976 and vacations 1976-1980	Registered Nurse	Emergency Center	Ben Taub General Hospital	Houston,Tx.	1984-1985	Surgical Assistant	Christian Hospital N.E.-N.W.	11133 Dunn Rd. 	St. Louis,Mo.63136		1988-1993	Surgeon Private Practice	200 S. Clark St.           Butte, Mt.59701			4/1/93-7/7/93Surgeon Private Practice	900 N. Orange St.	Missoula, Mt.59802	12/93-1995 –Intermittent short term emergency	room positions and limited office practiceHOSPITAL PRIVILEGES           9/1/1988- 1996	Medical staff	St. James Community Hospital	Butte, Mt. 59701	1989-1995	Medical staff	Powell Country Memorial Hospital            Deer Lodge, MT					            1993-1995            Provisional Medical Staff            Community Medical Center            2827 Fort Missoula Rd.            Missoula, Mt. 59801            Provisional Medical Staff             1993-1996            St. Patrick Hospital            500 N. Broadway             Missoula , Mt. 59802On 7/7/93  I sustained an injury which resulted in total avulsion of my left thumb. Reimplantation failed. This ended my surgical career. I closed my office 8/95. I subsequently relinquished medical staff privileges as I no longer had an active clinical practice.RESEARCH ACTIVITY	1982-1983	Gastrointestinal Physiology and Actionsof  Peptide Hormones with Dr. James C. Thompson, University of Texas      Medical Branch, Galveston TX	PROFESSIONAL ASSOCIATIONS AND CERTIFICATION	Diplomate National Board				of Medical Examiners #227516,	July 1,1981	Diplomat American Board of Surgery	March 16,1990	Fellow American College of Surgeons Fellow International College of Surgeons		Diplomat American Board of Holistic Medicine  Dec. 31, 2002			Vice-president  Silver Bow County	Medical Association  1991		President Silver Bow County Medical	Association 1992-1993	Member Montana Medical  Association	Member American Holistic Medical Association	Member Institute of Noetic Sciences	Member International Association of Yoga Therapists	Member Meditation Society of America	Member Association For Applied Psychophysiology and Biofeedback	 	LICENSUREMontana 6293 expires March 31, 2006New York State 3158027,inactive 	Previously licensed in  	Missouri  R4E40 expired Jan.31,1996Colorado 26164 expired May 31,1998	DEA	AN2824969HOSPITAL   ACTIVITIES Chairman of Continuing Medical Education CommitteeSt. James Community Hospital 1992-1993 . Instituted fully accredited C.M.E. program at St. JamesICU  Committee and Pharmacy and Therapeutics committee 1988-93EXTRACURRICULAR ACTIVITIESVice-chairperson and treasurer Downstate Medical Center Student`	Center Governing Board 1973-74Student Delegate Downstate Retreat on Basic Science Medical Education Student member Committee on Basic Science Medical Education 1976-1977Chairperson Downstate Medical Center	Student Center Governing Board 1977-1978  Enabled the  Student Center to become one of the few financially self-sufficient student unions in the U.S.                                                                                                                 I  breed, train and show  Hanoverian Sport horses My other avocations are freelance writing, skiing, hiking and gardening and  photography	PUBLICATIONSMEDICAL1.	Newman  J, Lewis BG, Swierzek JS, Sakamoto T, Townsend CM Jr, Thompson JC. The Effect of graded doses of Verapamil on pancreatic exocrine secretion in awake  dogs. Gastroenterology 84:1259,1983 (A).2.  	Zhu XG, Newman J , Weiner I, Thompson JC. Correlation of  in vitro measurements of gallbladder contractility with in vivo  ultrasonographic findings in patients with gallstones. Gastroenterology 84:1359.1983(A)3.   Newman J, Townsend CM Jr, Greeley GH Jr, Thompson JC. Neurotensin:      Effect on pancreatic secretion and release of gastrin, pancreatic polypeptide,       and cholecystokinin-33 in dogs. Surg Forum 34: 213-216,19834.   Weiner I, Fagan CH,Newman J. Greeley GH Jr, Fried GM, Thompson JC       Effect of Cholecystectomy on levels of cholecystokinin in man Surg Forum        34:218-219,19835.	Sakamoto,T, Fujimura M, Newman J, Townsend CM Jr. Thompson JC       Effect of Neurotensin on endogenously-stimulated pancreatic secretion in                        Dogs. Dig Dis Sci 28:947,1983(A)6.   Newman J, Steinsland OS, Thompson JC, VIP and related peptides: Action on Vascular Smooth muscle in the isolated perfused rabbit ear artery. Fed.       Proc. 43:836,1984(A)7.   Sakamoto T, Newman J, Townsend CM Jr, Greeley GH Jr. Thompson       JC . Role of  neurotensin in the intestinal phase of pancreatic polypeptide       release induced by fat . Gastroenterology 86:1229 1984(A)8.   Sakamoto T, Newman J, Fujimura M, Greeley GH Jr, Townsend CM Jr       Thompson JC: Role of Neurotensin in pancreatic secretion .Surg 96:        146-153, 19849.  Sakamoto T, Fujimura M, Newman J, Zhu X-G, Greeley GH Jr.,Thompson     JC  A Comparison of hepatic elimination of different forms of cholecystokinin     in dogs .Bioassay and radioimmunosssay comparisons of CCK-8     and CCK-33. J. Clin Invest 75:280-285,198510. Zhu X-G, Greeley GH Jr, Newman J, Weiner I, Fagan CJ, Thompson JC,      Correlation of the in vitro measurements of gallbladder contractility       with the in vivo ultrasonographic findings in patients with gallstones.         Surg Gynecol Obstet 161:470-472,198511.  Newman JB, Lluis F, Townsend  CM Jr. "Somatostatin" Chapter  4. In       Gastrointestinal Endocrinology. JC Thompson, GH Greeley Jr, PL        Rayford, C.M. Townsend Jr (eds) . McGraw Hill Book Co. New York,1987        pp286-29912.  Greeley,G.H. Jr, Newman JB. "Enteric Bombesin-like Peptides" Chapter 25       In Gastrointestinal Endocrinology. JC Thompson , GH Greeley Jr, PL       Rayford, CM Townsend Jr,(eds) McGraw Hill Book Co, New York 1987        pp322-329  13. Marx M, Newman JB, Guice KS, Nealon WS, Townsend CM Jr Thompson                                                                                                                                        JC "Clinical Significance Of Gastrointestinal Hormones" Chapter 36 In                                                                                                                                                                                                Gastrointestinal Endocrinology  JC Thompson , GH Greeley Jr,PL        Rayford, CM Townsend Jr.(eds) McGraw Hill Book Co. New York        1987, pp409-42814 .   Gamelli RL , Newman JB , TABLE: Aquired Surgical Disorders of the          Heart. Chapter 55 in Clinical  Surgery Davis JR et al, C.V. Mosby Co. St.         Louis, Mo.1987 pp2084-208915.   Newman, JB, “Review of Cardiac Physiology and Medical Therapy for        Yoga Teachers with Peter Van Houten,M.D., International Journal of Yoga  Therapy , 13:106-107, 200316.   Newman, JB, Review of HEALING AS A SACRED PATH :A Story                 Personal Medical and Spiritual Transformation L. Robert Keck, Ph.D. International Journal of Yoga Therapy, 13:102-103, 2003NONMEDICAL1. Newman, Jan  "Gift of the Blizzard ", Darshan  129:54-57, 19972. “Eclipsing Illusions”  in A River of Emotion, pg 24 International Library Of Poetry, Owings Mills, Md. 20013.“Bountiful Sorrow”,  in Journey to the Stars  pg 37 International Library of Poetry “Owings Mills,MD” 2001 4.“Beginnings and Endings” In Best Poets and Poems of 2001 pg 41 International Library of Poetry, Owings Mills,MD 2001                                                   PRESENTATIONS 1.	The effect of graded doses of verapamil on pancreatic exocrine	secretion in awake dogs. American Gastroenterological Association	poster session 19832.	Correlations of in vitro measurements of gallbladder contractility	with in vivo ultrasonic findings in patients with gallstones	American Gastroenterological Association poster session 19833.	Neurotensin: Effect on pancreatic secretion and release of gastrin,	secretin,CCK-33, and pancreatic polypeptide in dogs. American	College of Surgeons Surgical Forum 19834.	The Effect of somatostatin on neurotensin-stimulated pancreatic exocrine	secretion and pancreatic polypeptide release. Society of University 	Surgeons Resident Meeting 19845. 	VIP and related peptides: Action on vascular smooth muscle in the 	isolated perfused rabbit ear artery. FASEB 19846.        Walking the Spiritual Path: Its relationship to health and disease and  bio and neurofeedback Winter Brain Meeting 20057.	 Critical Thought :Creative Pulse Master's Degree Program in Integrative 	Arts and Education University of Montana June 20058.	Walking the Spiritual Path: It's Relationship to Health and Disease, Neuro  	and Biofeedback and the Arts; University of Montana July 2005

Presentations:

Presenter: O'Malley, Ed

Presenter Address:
Norwalk Hospital Sleep Disorders Center, Norwalk Hospital
Norwalk, Connecticut  06612  United States
Phone: 203 852-2145
Fax: 203 852-2945
Email: edmaryo@optonline.net

Professional Info:
Director, Sleep Disorders Center, License Number , Licensed in  

Bio:
BS in Psychology SUNY Stony Brook, PhD Neurobiology Cornell Univer (1992), PostDoc Sleep Research NYU (1992-94), Sleep Medicine Fellowship NYU (1994-96), Research Assistant Professor of Medicine NYU School of Medicine, and Director Norwalk Hospital Sleep Disorders Center 1996-present

Resume/CV: 
CURRICULUM VITAENAME: EDWARD O.MALLEYNATIONALITY: AMERICANADDRESS:        	The Sleep Disorders Center			Norwalk Hospital			Maple Street			Norwalk, CT 06856			Lab: 	(203) 855-3632			Fax: 	(203) 852-2945EDUCATION:		B.S.	(1985)	Psychology	SUNY, Stony Brook	Ph.D.	(1992)	Neurobiology	Cornell University Graduate School of Medical SciencesPOSTGRADUATE TRAINING:                             Sleep Medicine Fellow, with Drs. Joyce A. Walsleben and David Rapoport, 1993-95. Clinical training in sleep disorders medicine leading to Board certification. Specialty clinical training focused on Insomnia as follows: Relaxation Therapy for Insomnia with Glenn Goldfinger, P.T., APSS 1995 Insomnia in Children and Adolescents course, APSS 1994 Insomnia in Adults course, National Sleep Foundation Insomnia Course.			Board Certification in Sleep Medicine, 1996, by the American Board of Sleep Medicine, Rochester, MN, established 1978.PROFESSIONAL EXPERIENCE:	CURRENT POSITIONS:	Director, Norwalk Hospital Sleep Disorders Center, 1996-present.	Research Assistant Professor of Medicine, NYU School of Medicine, 1997-present	ADMINISTRATIVE POSITIONS:	Chair, Connecticut Thoracic Society Section on Sleep Medicine, 1998-1999	President, Northeastern Sleep Society, 1998-1999; 2000-2001	CLINICAL POSITIONS and  TRAINING:	Clinical Research Scientist, Principal Investigator, 2000-present. Effect of  Night-Float System on Sleep Patterns and Performance on Medical Housestaff. 	Clinical Research Scientist, Principal Investigator, 2002-2003. Comparison of efficacy (PSG) and safety of zolpidem-MR 6.25 mg and placebo in elderly patients with primary insomnia.  A double-blind, randomized, placebo controlled, parallel group study.	Clinical Research Scientist, Principal Investigator, 1999-2001. Double-Blind Placebo Controlled Study Of The Efficacy And Safety Of Three Doses Of SR 46349B In Patients With Obstructive Sleep Apnea Hypopnea Syndrome, and, Double-Blind Placebo Controlled Long-Term Study Of The Efficacy And Safety Of Three Doses Of SR 46349B In Patients With Obstructive Sleep Apnea Hypopnea Syndrome.		Clinical Research Scientist, Principal Investigator, 1999-present. Efficacy of Binaural Auditory Beats to Improve Sleep in Primary Insomnia		Clinical Research Scientist, Principal Investigator, 1998-1999. A Six-Week Open-Label Study of Safety and Efficacy of Provigil„µ (Modafinil) In Patients Switching From Stimulant Therapy For Narcolepsy-Associated Excessive Daytime Sleepiness, Followed By A Six-Month Open-Label Extension.	Chief, NYU/Bellevue Insomnia Section, 1995-1996. Responsibilities included clinical initial assessments, instituting treatment plans and ongoing management of all insomnia patients; liason and follow-up for Neurology, Psychiatry and Medicine Insomnia Referrals.	Clinical Research Scientist, Sub Investigator, with Dr. Joyce A. Walsleben, 1995-present. A Phase III, Multicenter, Randomized, Double-blind, Placebo-controlled, Parallel-group, Safety, Tolerance, and Efficacy Study of 10 and 20 mg of Zaleplon in Adult Outpatients with Insomnia.	Clinical Research Scientist, Independent Evaluator, with Drs. Joyce A. Walsleben and David Rapoport, 1994-95. A Nine-week, Placebo-controlled, Double-blind, Randomized, Parallel-group Study of the Safety and Efficacy of Two Fixed Doses (200 mg & 400 mg) of Modafinil in Patients With Narcolepsy Followed by a 40 Week, Open-label, Flexible-dose Continuation Study.	CLINICAL RESEARCH EXPERIENCE:	Clinical Postdoctoral Fellow, with Drs. Joyce A. Walsleben and David Rapoport, 1992-94. Have integrated previous education and training at the cellular and behavioral levels in the study of human brain function during wakefulness and sleep. Currently employing electrophysiologic techniques including evoked potentials and topographic brain mapping in sleep disordered populations.	Clinical Research Assistant, with Dr. Nancy K. Squires, 1983-86. Administration of neuropsychological (WRAT, WAIS, Peabody), psychophysical (frequency discrimination, auditory threshold, signal detection, dichotic listening) and electrophysiological tests (scalp electrical recording of human cognitive and brainstem auditory evoked potentials).„h Board certification / Name of board:Board Certification in Sleep Medicine, 1996, by the American Board of Sleep Medicine, Rochester, MN, established 1978.	PUBLICATIONS:O'MALLEY, E.B., O¡¦Malley, M.B.. Hemi-Sync in the treatment of Insomnia. 2003, In: Using the whole brain, 2nd ed, Ronaled Russell , ed, in press.O'MALLEY, E.B., Walsleben, J.A., Norman, R.G. and Rapoport, D.M. The addition of frontal EEG leads improves detection of cortical arousal following obstructive respiratory events. Sleep, 2003, 26:435-39.Patel, S., O'MALLEY, E.B. Adverse effects of shift work in healthcare professionals . Clin Occup Environ Med, 2003, 3:293-309.Walsleben, J.A., Norman, R.G., Nowak, R.D., O'MALLEY, E.B., Rapoport, D.M. and Strohl, K.P. Sleep survey of the Long Island Rail Road cohort. Sleep, 1999, 15;22(6):728-34Mitler, M.M., Sangal, R.B., Shapiro, C., Taylor, S., Walsleben, J.A., Belisle, C., Erman, M.K., Hayduk, R., Hosn, R., O'MALLEY, E.B., Sangakl, J.M., Schuttle, S.L., Youakim, J.M. A normative study of the maintenance of wakefulness test (MWT). Electroencephalography and Clinical Neurophysiology, 1997, 103(5):554-562.Walsleben, J.A., O'MALLEY, E.B. and Rapoport, D.M. Sleep Disorders and Work. In: Rom, W.N. (ed.) Environmental and Occupational Medicine 3rd Edition. 1997.O'MALLEY, E.B., Sieber, B.-A., Morrison, R.S., Black, I.B., and Dreyfus, C.F. Nigral Type I astrocytes release a soluble factor that increases dopaminergic neuron survival through mechanisms distinct from basic Fibroblast Growth Factor. Brain Research, 1994, 647:83-90.Walsleben, J.A., O'MALLEY, E.B., Bonnet, K., Norman, R.G., and Rapoport, D.M. The utility of topographic brain mapping in sleep apnea. Sleep, 1993, 16 S76-S78.O'MALLEY, E.K., Sieber, B.-A., Black, I.B., and Dreyfus, C.F. The type I astrocyte subtype augments substantia nigra dopaminergic neuron survival. Brain Research, 1992, 582:65-70.O'MALLEY, E.K., Black, I.B., and Dreyfus, C.F. Local support cells preferentially increase dopaminergic cell number in the substantia nigra in vitro. Experimental Neurology, 1991, 112:40-48.McCaughran, J.A., Jr., Juno, C.J., O'MALLEY, E.K. Differential ontogeny of a 1-adrenergic and cholinergic receptor sites in the atria and ventricles of the inbred Dahl hypertension-sensitive (S/JR) and -resistant (R/JR) rat. Journal of the Autonomic Nervous System, 1987, 20(3):207-220.McCaughran, J.A., Jr., Juno, C.J., O'MALLEY, E.K., and Rosenthal, M. Ontogeny of renal ƒÑ1 and ƒÑ2 adrenoceptors in the Dahl rat model of experimental hypertension. Journal of the Autonomic Nervous System, 1986, 17(1):1-20.

Presentations:
Presentation #126    

Plenary:  
From Neurofeedback to Sleep: Recognize and Manage Sleep Disturbance to Enhance Neurofeedback Efficacy

Abstract: 
This presentation will provide the non-sleep specialist neurofeedback provider with an overview of the tools and techniques necessary to recognize, assess and manage a variety of sleep complaints with which clients typically present. One rationale for alleviating sleep disturbance in this population is that left unmanaged poor sleep will undermine the effectiveness of neurofeedback training. Also presented will be a summary of the current thinking in management of Insomnia today based on the recent NIH State of the Science statement, June 2005.

Duration: 
30 minutes

Learning Objectives: 
Participants will be left with:

1. How to recognize and assess the cardinal signs of the major sleep disorders.
2. Overview of which instruments are used to provide initial assessment, monitor progress, success, and positive outcomes e.g. insomnia scales, sleep logs.
3. Familiarity with the most current Cognitive Behavioral Techniques used to manage Insomnia.
4. Summary of NIH’s current understanding of the nature of Insomnia and it’s research directive (you’ll be surprised-NOT a call for more pharmaceuticals!).
5. Understanding that there is a relationship between sleep and neurofeedback efficacy.

Test Questions:
1. What are the major sleep disorders likely to be encountered in a typical practice?
2. Name 2 instruments utilized in the assessment of sleep complaints.
3. Why is adequate sleep integral to neurofeedback efficacy?

Bibliography: 
1. NIH state of the science conference statement: Manifestations and management of chronic insomnia in adults. J Clin Sleep Med 2005;1(4): 412-421.
2.Jacobs GD. The American Journal of Medicine, Volume 100, pages 212-216, 1996.
3. Perlis M et al.

Detailed Agenda:
Presentation Outline

I. Overview of normal sleep
a.	Major influential factors
i.	Circadian
ii.	Homeostat
iii.	Psychophysiological arousal 
II. Overview of abnormal sleep (presenting complaints)
a.	Sleep history key components
i.	Sleepy client complaints
ii.	Anxious client complaints
III. Overview of most common sleep disorders
a.	Sleep apnea
b.	Restless legs syndrome (RLS)/periodic limb movement disorder (PLMD)
c.	Narcolepsy
d.	Insomnia (including circadian rhythm disorders)
IV Management strategies
1.	CBT
a.	Stimulus control
b.	Sleep restriction
c.	Sleep hygiene education
d.	Relaxation therapies
i.	Relaxation response
ii.	Autogenic training, PMR, cognitive restructuring, biofeedback
V. Sleep as extrinsic constraint to NF efficacy discussion

Presentation #127    

Workshop:  
From Neurofeedback to Sleep: Tools and Techniques to Recognize and Manage Insomnia to Enhance Neurofeedback Efficacy

Abstract: 
This workshop will provide the non-sleep specialist neurofeedback provider with tools and techniques necessary to recognize, assess and manage a variety of sleep complaints with which clients typically present. One rationale for alleviating sleep disturbance in this population is that left unmanaged poor sleep will undermine the effectiveness of neurofeedback training. Additionally, you will learn enough to manage even your difficult insomnia clients rather than needing to refer out.Also presented will be a discussion on the current thinking in management of Insomnia today based on the recent NIH State of the Science statement, June 2005.

Duration: 
120 minutes

Learning Objectives: 
Participants will be left with:

1. Recognition of the cardinal signs of the major sleep disorders.
2. Know when to refer to a sleep specialist and how to work with the sleep specialist to maximize client improvement, regardless of therapeutic approach.
3. How to utilize and interpret instruments with which to provide initial assessment, monitor progress, success, and positive outcomes e.g. insomnia scales, sleep logs.
4. Familiarity and ability to implement the most current Cognitive Behavioral Techniques used to manage Insomnia.
5. Understanding the relationship between sleep and neurofeedback efficacy.

Test Questions:
1. What are the major sleep disorders likely to be encountered in a typical practice?
2. Name two instruments utilized in the assessment of sleep complaints.
3. What are the major components of Cognitive-Behavioral Therapy used to manage insomnia?
4. Name at least 2 newer hypnotics and their time course of action.
5. Why is adequate sleep integral to neurofeedback efficacy?

Bibliography: 
1. NIH state of the science conference statement: Manifestations and management of chronic insomnia in adults. J Clin Sleep Med 2005;1(4): 412-421.
2.Jacobs GD. The American Journal of Medicine, Volume 100, pages 212-216, 1996.
3. Perlis M et al.

Detailed Agenda:
Section I. Brief overview of normal sleep

a.Major influential factors
i.	Circadian
ii.	Homeostat
iii.	Psychophysiological arousal 

Section II. Overview of evaluating abnormal sleep (presenting complaints)

a.	Sleep history key components
i.	Sleepy client complaints
ii.	Anxious client complaints

Section III. Brief overview of most common sleep disorders

a.	Sleep apnea
i.	Presentation
ii.	When and why to refer
iii.	Utility of NF
b.	Restless legs syndrome (RLS)/periodic limb movement disorder (PLMD)
i.	Presentation
ii.	When and why to refer
iii.	Utility of NF
c.	Narcolepsy
i.	Presentation
ii.	When and why to refer
iii.	Utility of NF

Section IV. Overview Sleep Disorders-Insomnia Management

A.	Insomnia (including circadian rhythm disorders)
i.	Presentation
ii.	How to evaluate
1.	assessment tools
2.	interpretation of data
iii.	management strategies
1.	CBT
a.	Stimulus control
b.	Sleep restriction
c.	Sleep hygiene education
d.	Relaxation therapies
i.	Relaxation response
ii.	Autogenic training, PMR, cognitive restructuring, biofeedback
2.	pharmacotherapy
a.	how to assess efficacy
b.	aid to CBT
iv.	When and why to refer
v.	Utility of NF
1.	primary Tx or training for insomnia
2.	adjunctive uses

Section V. Sleep as an extrinsic constraint to NF efficacy discussion

a.	evidence
b.	case studies

Presentation #130    

Workshop:  
Psychoneurenergenetics and Neurofeedback : A Bridge Between East and West?

Abstract: 
This workshop is designed to provide the neurofeedback provider with a radically different view of the therapeutic approach to the neurofeedback training process and it’s relation to ancient mental training practices, like mindfulness meditation.

Duration: 
240 minutes

Learning Objectives: 
Participants will leave with:
1. tools for implementing the psychoneurenergetic approach in their everyday practice
2. ways to aid clients to solidify gains through home practice (relax response, mindfulness)
3. tools for effecting personal transformation in their roles as practitioners
4. a deeper understanding of psychoneurenergetics as a potential field
5. an update on the current discussions between western neuroscience and Buddhist meditative practices: similarities and differences
6. the potential role for ancient mental practices as integrative healing methods

Test Questions:
1. Name two ways to implement the psychoneurenergetic approach to neurofeedback session.
2. Name the two home practices used to solidy gains.
3. Describe one of the two home practices in psychoneurenergetics.
4. What are the features of psychoneurenergetics that define it as a distinct field of study?
5. Name two differences and two similarities between western neuroscience and Buddhist meditative practices.

Bibliography: 
1. Jacobs GD, Pace-Schott EF, Stickgold R, Otto MW. Cognitive behavior therapy and pharmacotherapy for insomnia: a randomized controlled trial and direct comparison.
Arch Intern Med. 2004 Sep 27;164(17):1888-96

2. The Relaxation Response, Benson, H., William Morrow and Company, Inc. New York, 2000 

3. Lama, Dalai. The Universe in a Single Atom: The Convergence of Science and Spirituality. Morgan Road Books.2005

Detailed Agenda:
Workshop Outline

Session I. Overview of a typical neurofeedback session
a.	Role of the practitioner
i.	Goals
ii.	Director approach to effecting change
b.	Role of the client
i.	Goals 
ii.	Non-participatory expectations
c.	Role of the technology
i.	Tool for inducing change

Session II. Sea change event - personal transformation
a.	Recognition of the energetics underlying therapeutic relationships
b.	Immersion in the energetic field of client/self/technology
c.	Pre/post case presentation

Session III. Overview of typical psychoneurenergetic neurofeedback session
a.	Role of the practitioner
i.	Goals
ii.	Facilitator approach to effecting change
b.	Role of the client
i.	Goals 
ii.	Increased participation tied to expectations
c.	Role of the technology
i.	Facilitates presence necessary for change
d.	More case studies

BREAK

Session IV. Demonstration of the psychoneurenergetic interactive process with full audience participation
a.	Volunteer hooked up to equipment
b.	Audience brought through anxiety-provoking visualization
c.	Audience brought through deep relaxation visualization
d.	Both scenarios reflected in technology viewed live on computer screen

Session V. Brief overview of science of mindfulness meditation and neurofeedback
a.	Use of mindfulness meditation to improve conditions requiring self-regulation such as depression, anxiety, stress, asthma, psoriasis, cardiovascular disease
b.	NF improvements similarly effected through self-regulation
c.	NF as tool to effect more rapid mental training
i.	Especially in those who have trouble “sitting” meditation
d.	Energetics as the connection between meditation and NF?
e.	Psychoneurenergetics - a new field??

Session VI. Future proposals based on science of mediation, neurenergetics and NF discussion
a.	Can NF bridge the divide between East and West?
b.	Can psychoneurenergetics assist clients to become active participants in their own health care? 
c.	Can psychoneurenergetics assist health care providers to become equivalent participants in the health care they provide?

Presentation #132    

Plenary:  
Psychoneurenergetics and Neurofeedback: A Bridge Between East and West?

Abstract: 
This presentation is designed to provide the neurofeedback provider with a radically different view of the therapeutic approach to the neurofeedback training process and it’s relation to ancient mental training practices, like mindfulness meditation. The psychoneurenergetic view holds that there is an energetic connection established between the client, practitioner and technology that allows a more direct connection with the client in the therapeutic relationship, through fostering presence in the moment. This energetic connection is always present in a caring therapeutic relationship, yet, usually goes unrecognized or unappreciated as the powerful tool that it is.

Duration: 
30 minutes

Learning Objectives: 
Participants will learn an overview of a potentially new field, pyschoneurenergetics which stives to unite neurofeedback, mindfulness and energy sensing.

Test Questions:
1. What home practice is used to solidify gains in neurofeedback?
2. What is the key element in the practice of psychoneurenergetics?

Bibliography: 
1. The Relaxation Response, Benson, H., William Morrow and Company, Inc. New York, 2000 

2. Lama, Dalai. The Universe in a Single Atom: The Convergence of Science and Spirituality. Morgan Road Books.2005

Detailed Agenda:
30 minute presentation:
I. Overview of a typical neurofeedback session
II. Overview of typical psychoneurenergetic neurofeedback session
III. Brief overview of science of mindfulness meditation and neurofeedback
IV. Future proposals based on science of meditation, psychoneurenergetics and NF.

Presenter: Ochs, Len

Presenter Address:
8151 Elphick Lane
Sebastopol, California  95472  United States
Phone: 925-933-4296
Fax: 
Email: lochs@earthlink.net

Professional Info:

Bio:
Len Ochs is a psychologist in private practice, having done biofeedback since 1975 and psychotherapy since 1966.  He is considered one of the pioneers in biofeedback especially in the area of instrumentation development.

Resume/CV: 
Professional CredentialsCalifornia Licensed Psychologist No. PSY12119Academic Credentials1973 	Ph.D. in Social Psychology:State University of New York at Albany, Albany, NY1965 	M.A. in Psychology with specialization and internship in School Psychology:Hofstra University, Hempstead, NY1963 	B.A. from Muhlenberg College, Allentown, PAMajor: French; Minors: Psychology and EnglishEducation1993 	Completed 24-hour course in EEG Biofeedback Theory and Practice EEG Spectrum, Encino, CA Completed 24-hour course in Advanced Topics: EEG Biofeedback/Neurotherapy Futurehealth, Inc. Trevose, PA and Biofeedback Training Assoc. (APA CEU approval)1978 	Completed 28-hour course in Clinical Biofeedback Training: Emory University School of Medicine, Atlanta, GA Completed two-year intensive post-graduate training in gestalt therapy: Gestalt Institute of Cleveland, Cleveland, OH1970-1971	Completed post-graduate training in family therapy: Albany Medical College of Union University, Albany, NYExperience1994-Present 	President, OchsLabs.: A research and development company exploring the diagnostic and treatment significance of EEG-Driven Stimulation for chronic central nervous system dysfunction. Designed research protocol for NIH-funded study on Fibromyalgia; Received an OAM-sponsored grant for a controlled pilot study head injury and depression, and conducting double blind randomized controlled research into treatment of fibromyalgia.OchsLabs, LLC 3557 Klamath Street, Oakland, CA 94602. Web site: http://www.ochslabs.com .1992 	Co-editor of Biofeedback, the news-magazine of the Association of Applied Psychophysiology and Biofeedback, Wheat Ridge, CO.1986-Present 	Private practice of psychology: Currently specializing in the rehabilitative treatment of post-traumatic conditions such as closed head injury, stroke and spinal cord injury, PTSD, and depression. Previously specializing in psychophysiological treatment and documentation of injury, including traumatic closed head injury for medical-legal evaluation, Quantitative EEG evaluations (Thatcher Data Base Comparisons), expert witness testimony specializing in post-concussive behavioral problems, psychophysiological assessment and treatment of chemical dependency problems, civilian and military PTSD, soft-tissue injuries, and acute post-traumatic closed wound pain.Center for Neurofunctioning 1766 Lacassie Ave, Walnut Creek, CA 94596; and formerly 1238 Alpine Rd. Unit C.   Walnut Creek, CA 94596;   2220 Boynton Avenue, Fairfield, CA 94533 and 1016 Belfield Avenue, Drexel Hill, PA 190261989-1990 	Peer reviewer of personal-injury treatment documents of psychologists in the Philadelphia region. Formulated the seminal document concerning the Application Standards for Peer Review for the Insurance Committee of the Association for Applied Psychophysiology and Biofeedback.1987 	Clinical administrator of a pain and stress treatment center. Designed and trained psychologists in psychophysiological documentation and evaluation of patients' soft-tissue injuries that sometimes include chronic pain. Established on-going computer-based research program to support the integrity of the service.Omega Professional Center Suite F56 Newark DE 197131975-1985 	Private practice of psychology: psychotherapy of psychotherapists, individuals, couples, families, and children: adjunctive use of biofeedback for emotional, gastrointestinal, cardiovascular, dermatological, neuromuscular, pain, and post-traumatic healing. Mean duration of treatment was 7 sessions, with 95% completing treatment in less than 17 sessions. Presented three grand rounds at Albany Medical College and one regional medical college-sponsored CE radio program.Member of the Board of Trustees of the Jones Boarding Home, a psychiatric aftercare facility. Chaired the consolidation of this agency with two others. (1984-1985)Introduced biofeedback to the physical and occupational therapy departments of Sunnyview Rehabilitation Hospital, Schenectady, NY, and trained the therapists in its uses in rehabilitation.Developer of computerized biofeedback instruments, features of which were patented; Developed and designed the Apple II-based "Clinician-Researcher," which served as the forerunner of the "Orion" system from Self Regulation Systems, Inc.; founder of Self Regulation Systems, Inc., Redmond, WA, producer of psychophysiological monitoring equipment.Founder of Medibase Associates, developer of clinical-research software for the medical/ psychological community, that permits clinicians to automatically use their financial/scheduling records as clinical tools.1980-1995 	Adjunct Faculty, Union Graduate of the Union of for Experimenting Colleges and Universities, Cleveland, Ohio.1977-1979 	Field Faculty: Goddard College, Plainfield, VT1975-1977 	Director, Student Counseling Center: Administration of counseling center and its outreach programs, supervision of interns, and direct individual, group, and biofeedback therapy of students. Quadrupled clinic's caseload while keeping average treatment duration the same. Sharply reduced the number of students on psychotropic medication. No suicides on campus during this period for the first time in 10 years.-Rensselaer Polytechnic Institute, Troy, NY 121811973-1975 	Staff Psychologist: Group and individual psychotherapy and counseling with adults and adolescents; acting team leader; assistant director of day hospital program; supervisor/ trainer of psychiatric residents, nurses and paraprofessionals; public speaking to local groups on mental health topics; psychological evaluation; Chair, medical records committee.Rensselaer County Community Mental Health Center, Samaritan Hospital, Peoples and Burdett Avenues, Troy, NY 121801969-1972 	School Psychologist: Classroom and family systems intervention and follow-up (40%); Consultation to high school students (20%) and to teachers and parents (20%); psycho-educational testing (10%); high school psychology club after school (5%); wrote, set type for and published psychological memoranda for school community (5%).Board of Cooperative Educational Services of Albany, Schenectady and Schoharie Counties, NY, Grades K -12 in three buildings with a student population of 2,000.1972 	School Psychologist: Co-author of drug-education curriculum, Voorheesville Central Schools, Voorheesville, NY.1968-1969 	Supervisor of undergraduate fieldwork of psychology senior projects at Union College, Schenectady, NY.1969 	Instructor, Developmental psychology: The college of Saint Rose, Albany, NY1968-1969 	School Psychologist: psychoeducational diagnosis (60%); individual and group psychotherapy with children and adults (30%); trained elementary educational paraprofessionals and learning disability aides (10%). Grades K - 5.Schalmont Central Schools, Schenectady, NY 123061965-1966 	School Psychologist: Group and individual psychotherapy with children and adults in a psychiatrist-psychologist-social worker team. Educational and psychological evaluation: classes in critical thinking in grades 5-12; traveled among 17 different school systems with a total student population of 5,000.Board of Cooperative Educational Services, First Supervisory District, West Hampton Beach, NY1966 	Instructor, Child psychology: Suffolk County Community College, Riverhead Extension, Riverhead, NYHonors1993-1994 	Developer of the "Tortoise and Hare" exhibit in the APA-sponsored traveling exhibition on the brain, in San Francisco at the Exploratorium in the Winter of 1993.1989 	Honored by the Association for Applied Psychophysiology and Biofeedback (formerly the Biofeedback Society of America) for "Pioneering" contributions to the development of computerized biofeedback.1984-1985 	President of the Biofeedback Society of New York.1971 	Invited participant, Arden House Conference on School Psychology of the Future, sponsored by the New York State Psychological Association, Division of School Psychology.1968 	Fellowship, Department of Pediatrics, Albany Medical College, Albany, NY. Research and consultation on learning disabilities and childhood emotional problems.1966-1968 	Fellowship: The Albany Study Center for Learning Disabilities of the State University of New York at Albany, Department of Educational Psychology.1963-1965 	Research Assistant: Hofstra University Psychology Department, Hempstead, NY.Community Involvement1996-1999 	Health-Medicine Forum Board of Advisors; Walnut Creek, CA.1986-1988 	Wellness Task Force: Old Pine Presbyterian Church, PA1986-1988 	Advisory Board: Movement Theater International, Philadelphia, PA. Presenters of the nationally-known Mime and Clown Festival.Publications & WorkshopsHow to Write Reports for the Sharks Without Being Eaten Alive: Introduction Enough to Get Your Feet Wet (1990). Biofeedback, 18:4, 28-32A Personal View on Peer Review (1990). Biofeedback, 18:2, 24-29Deep Vascular Relaxation: Workshop, presented at the Association for Applied Psychophysiology and Biofeedback meeting; Washington, DC, 1990Clinical Research: From Agony to Ecstasy: Short Course, presented at the Association for Applied Psychophysiology and Biofeedback meeting; Washington, DC, 1990How to Feel: Short Course, presented at the Association for Applied Psychophysiology and Biofeedback meeting; Washington, DC, 1990Advanced Instrumentation in Behavioral Medicine: Workshop, presented at the Biofeedback Society of America meeting; Colorado Springs, CO, 1988, as well as in New Orleans, LA, 1985, and Albuquerque, NM, March, 1984Self-Interruption Training: Short course, presented at the Biofeedback Society of America meeting; Colorado Springs, CO, 1988, as well as in New Orleans, LA, 1985, and Albuquerque, NM, 1984Healing Ourselves as Healers: Invited paper, presented at the A.H.N.A. (Toronto Support Group) and N.H.P.A. meeting; Toronto, Canada, June, 1985Overcoming Deficiencies in Equipment: Invited paper, presented at the Biofeedback Society of America; Albuquerque, NM, March, 1984Microcomputers in Behavioral Medicine I: State vs. Function Biofeedback: Paper, presented to the Biofeedback Society of California; Monterey, CA November, 1982Microcomputers in Behavioral Medicine: Workshop, presented to the Biofeedback Society of Arkansas; July, 1982Choice Points and Procedures for Teaching Self-Regulation; Published privately, January, 1981Aids to Biofeedback Consultation II: American Journal of Clinical Biofeedback, 2:2 Summer, 1979Aids to Biofeedback Consultation I: American Journal of Clinical Biofeedback, 2:2 Spring, 1979A Flow Chart Describing the Teaching of Self-Regulation in a Private Practice Setting: Poster session presentation; Biofeedback Society of America, San Diego, March, 1979

Presentations:
Presentation #13    

Pre-Conference:  
LENS Introductory Training

Abstract: 
This is a four day introductory training in the Low Energy Neurofeedback System.  Participants will learn how to operate the software which will allow them to:1. conduct evaluations to properly select prospective clients,2. conduct treatment sessions3. evaluate the efficacy of treatment and revise  the treatment plan4. evaluate client sensitivity -- the cornerstone of deciding treatment dose  Participants will understand the history of the LENS approach, the results of research, and the conceptual as well as the practical considerations in its use.

Duration: 

Learning Objectives: 
Objectives, Day 1:
a.	To provide a theoretical and conceptual overview of the LENS approach, especially in relation to the theory, concepts, and practices of traditional neurofeedback.
b.	To define the core paradigms and principles of the LENS approach so that the central elements, issues, approaches, and practices make sense to the attendees.
Objectives, Day 2:
a.	To concretize the Day 1 presentations by describing the LENS hardware and software as they developed historically so that the both hardware and practices make technical sense to the attendees, and the hardware and software exemplify the paradigms and principles discussed in Day 1.
b.	To describe several inadvertent triple blind experiments that help move the effects of the LENS beyond placebo.
c.	To demonstrate and familiarize the attendees with elements of the USE3 and LENS software for Windows XP.
d.	To practice starting and exiting from the LENS software, as well as running and terminating feedback sessions.
Objectives, Day 3:
a.	To demonstrate the management of data from its export from USE3, to its import and generation of information, treatment plans, and treatment evaluation in the Report Generator.
b.	Again, to concretize the paradigms and principles by the use of the Report Generator to show how it becomes a tool to generate treatment plans and treatment re-evaluations.
c.	To provide practice for attendees in making topographic maps and offset evaluations.
d.	To illustrate issues important in the conduct of the LENS approach so that the clinician can more intelligently inform the prospective client about the risks and benefits of his/her particular involvement.
e.	To present clinical questionnaires related to central nervous system (CNS) functioning, as well as sensitivity, reactivity, robustness, and suppression to help the clinician predict the course of therapy.
f.	To present ways to integrate the historical, clinical, and EEG data into something that makes sense to the clinician and prospective client.
Objectives, Day 4:
a.	To begin the discussion of clinical complexity: integrating client sensitivity, re-formulating prognoses, enlisting collaboration from the client, note taking and symptom indexes, transference.
b.	To discuss and handle questions on such issues of discriminating stages of treatments from overdose, redefining treatment protocols, and the courses of healing and recovery of function as they correlate with systems of symptoms.
o	Conducting Early Treatment Sessions
o	Making a Prognosis after Three Treatment Sessions
o	Discerning the simple versus the complex case
o	Helping the Client to be a Colleague
o	Keeping Clinical Progress Notes
o	The Subjective Symptom Rating Scale 
o	When to bring in Psychotherapy or other modalities
o	Transference and Psychodynamic Dimensions

Test Questions:
1.	Feedback as supplied by the Low Energy Neurofeedback System consists of the Offset added to the ___________
2.	As the Offset increases it becomes ______________
3.	Referring to the site-sort sequence, treatment begins with the __________________
4.	The key factor assessing dose is the evaluation of the patient’s __________________
5.	The LENS approach uses contingent feedback    T____   F____
6.	Inhibits and reinforcements are as important to the LENS approach as they are in traditional neurofeedback _____________    T____   F____
7.	Most central nervous system dysfunctions are characterized by EEG slowing.  T____   F____
8.	Negative offsets lower the dominant frequency _______    T____   F____
9.	Most chronic central nervous system dysfunctions are characterized by difficulties taking in, processing, organizing, and retrieving ______________
10.	Less is (1) less  (2) more (3) it depend on other variables as to whether it’s weaker or stronger
11.	The purpose of using such profoundly low stimulation as a feedback carrier is to (1) prevent overdoses (2) avoid triggering hyperreactions of the brain (3) satisfy FDA concerns about safety
12.	According to the material presented in this course, the cortex can be selectively permeable to (1) subcortical voltages (2) inhibitory neurotransmitters, (3) electrical noise
13.	It was hypothesized that the LENS attains its effects with mild traumatic brain injury by (1) regenerating new axons and dendrites (2) replacing myelin sheath lost in diffuse axonal shearing (3) disrupting the mechanisms perpetuating neurochemical blockades of inhibitory neurotransmitters
14.	An Offset of 5 is less of an attractor than an offset of 20.  T____   F____
15.	Photic feedback _____ is ______ is not  possible today with the LENS approach.

Bibliography: 
"Treatment of Fibromyalgia Incorporating EEG-Driven Stimulation: A Clinical Outcomes Study". Mueller, H., Donaldson, C.S., Nelson, D., Layman, M. Journal of Clinical Psychology, Vol. 57 (7). 933-952. (2001).
view abstract

"Fibromyalgia. A Retrospective Study of 252 Consecutive Referrals." Donaldson, C.S., Sella, G., Mueller, H. Canadian Journal of Clinical Medicine. Vol 5, #6. June, 1998.

"The Neural Plasticity Model of Fibromyalgia. Theory, Assessment, & Treatment". Donaldson, C.S., Sella, G., Mueller, H. Practical Pain Management Part one May/June 2001. view abstract

"Fibromyalgia & Chronic Myofascial Pain. 2nd Ed., 2001 Devin Starlanyl & Mary Ellen Copeland. New Harbinger Publications, Inc. Section on EEG Neurotherapy pp. 178-179.

"Flexyx Neurotherapy System in the Treatment of Traumatic Brain Injury: An Initial Evaluation." Schoenberger, N., Shiflett, S., Esty, M.L. et al. The Journal of Head Trauma Rehabilitation. Vol.16, # 3. pp. 260 - 274. June 2001.
view article

"EEG Amplitude and Variability Changes Following Low-Intensity Neurofeedback-Based Stimulation for Fibromyalgia", Marcus, L., 2001. (Unpublished doctoral dissertation. Western Graduate School of Psychology, Palo Alto, CA)

Detailed Agenda:
Day 1 

I: Paradigms and Principles – 6 Hours

•	Placing Neurofeedback within the field of Biofeedback (40)
•	Placing LENS within the field of Neurofeedback  (40)
•	The Concept of EEG-driven Stimulation (30)
Break (15)
•	History and development of the LENS (35)
•	Fields of Application of the LENS  (40)
•	The core algorithm: Dominant Frequency (20)
•	Offset (30)
o	Defined
o	Purpose
o	Effects on the dominant
o	The offset as a pressure on the dominant frequency to move out of its habitual excursion
o	Positive and negative offsets and the tendency of the dominant freq to be higher and to function well
Lunch: 1 hr
•	Stimulation, under- and over- (40)
•	Sensitivity and Reactivity (45)
•	Comodulation (Amplitude binding) the encumbering of interdependence among sites (20)
Break (15)
•	Cortex: Its function as an inhibitor to subcortical activity (15)
•	Selective permeability, dysfunction, and the permitting of selected band activity to be recorded at the scalp leading to the appearance of band activity (15)
•	Functional versus structural impairments and improvements (15)

Introduction to and Practice administering Offset Evaluation

Day 2	

II: Hardware and Software Development: 

•	Light and Sound Machines (40)
•	The Predecessors and Competitors of Modern LENS (40)
•	From the J&J I-400 to the J&J C2 Family of EEGs (40)
Break (15)
•	From Excel macros to the report generator  (25)
•	Development of the Report Generator  (40)
•	Concepts emerging from the Offset and Map: Empirically deriving the Offset and Site Treatment Plan (40)

Lunch (1Hr)

Introduction to Use USE3:  - 1 hour
•	Features of the graphic interface
o	Entering USE3 (10)
o	The Screen Menu (10)
o	The Session Controls: Task scheduler, Pause, Record On/Off/Exit (10)
o	The Display Controls (10)
o	Saving and exporting data (10)
o	Excel and troubleshooting  (10)

Break (15)

•	Practice with screen elements: – 3 hours
o	The Instruction Summary as the source of all instructions  (10)
o	Client data (10)
o	Choosing Applications (5)
o	Sensor site and impedance (10)
o	Task scheduler, task duration, and intensity setting (20)
o	Pausing and resuming (5)
o	Stopping the session (5)
o	Exiting (10)
o	Updating software (10)
o	How to set up and run an Offset Evaluation (40)
o	How to set up and record a 19 site Map (40)
•	Introduction to and Practice Administering Topographic Maps
 
Day 3		

III. The Report Generator, Overview:	 – 4 Hours (less 15 mins for break)

•	About data: where it’s located; copying (processing) into the Report Generator (10)
•	Processing, or importing, session data (10)

Lunch (1 Hr)

•	Practice with the Report Generator  (3 hours, 25 minutes) (less 15 mins for break)
o	Importing
o	Choosing reports
o	Viewing and printing reports
o	Combining sessions for maps
o	Correcting sensor sites
o	Replacing lost reports
o	Updating software

Day 4		More Practice; Managing Treatment: – 4 Hours (less 15 mins for break)
 
•	Continued practice in Offset, Map, and Feedback session evaluation – 4 hours less 15 minutes for break.

Lunch (1 Hr)

•	Evaluating Response to Treatment: – 4 Hours (less 15 mins for break)
o	Preparing the client  for Overdose
o	Distinguishing overdose from experiences to go through
o	Processing Overdose
o	Changing Protocols
o	The Topography of Healing
o	Questions, Discussion, and Exam

Presentation #224    

Workshop:  
The Photonic Stimulatoras an Adjunct to Neurofeedback

Abstract: 
The Photonic Stimulators are infra red light sources that reduce pain, speed tissue regeneration, and block sympathetic nerovous system activity.  As such, they help to reduce treatment time with neurofeedback with reasonable rapidity.  When used in doses tied to a person's sensitivity, significant improvements can be seen.

Duration: 
240 minutes

Learning Objectives: 
A.Be able to describe Photonic Stimulators and their uses
B.Discuss the history of their use throughout the world
C.Be able to describe differences between professional vs. consumer models
D.Discuss the applicability of federal regulation: 510K and professional scope of practice
E.Be able to describe the mechanisms of operation and test operationally
F.Be able to discuss areas of applicability
G.Be able to discuss side effects and discriminate them from transitions a person must go through
H.Be able to assess a potential client’s sensitivity/reactivity factor
I.Be able to demonstrate how to use them in relation to neurofeedback applications

Test Questions:
1. Photon stimulators (1) stimulate photons (2) directly stimulate mitichondria (3) directly stimulate blood flow (4) directly stimulate tissue growth.
2. Which one is not true: (1) photon stimulators stimulate tissue growth (2) photon stimulators disrupt the neurovascular networks production of pain afferents (3) photon stimulators reduce seizures by directly modifying the EEG (4) Photon stimulators block sympathetic activity
3. Sensitivity can make the difference between the photonic stimulator's ability to block seizures or not.  True__  False__
4. Side effects are the same as Transition effects __
5. There are no negative consequences to the use of the photonic stimulator. True__  False__

Bibliography: 
Albrecht-Buehler, G: (2005) Cell Intelligence  Chicago: Northwestern University. http://www.basic.northwestern.edu/g-buehler/cellint0.htm. 

Clinical Policy Bulletin, (2005) Infrared therapy Aetna.  Nov 22

Mochizuki-Oda N, Kataoka Y, Cui Y, Yamada H, Heya M, Awazu K. (2002) Effects of near-infra-red laser irradiation on adenosine triphosphate and adenosine diphosphate contents of rat brain tissue. Neurosci Lett. 3; 323(3):207

Prasad, N. P. Introduction to Biophotonics (2003) Hoboken: John Wiley & Sons 
Vo-Dinh, T.  Biomedical Photonics Handbook.  (2003) Boca Raton: CRC Press  

Reeds, K. B., Ridgway, T. D., Higbee, R. G., Lucroy M. D. (2004) Non-coherent light for photodynamic therapy of superficial tumours in animals.  Veterinary and Comparative Oncology, 2:3 157

Detailed Agenda:
A.	Photonic stimulators: physical descriptions and components
a.	spectra involved; 
b.	characteristics of the stimulation
c.	intensities involved 
d.	differences between professional vs. consumer models
B.	Historical antecedents in Europe and in the Americas
C.	Regulation: Federal, scope of practice
D.	Areas of applicability by impact on client
a.	Problems for self-awareness: wounds, tics, seizures, pain
b.	Problems affecting other problems: sympathetic discharge
E.	Operating and testing the equipment
a.	Movement of the unit across the skin
b.	Clothed or unclothed
c.	Distance: right on the surface; away from the surface
d.	Proximal or distal from the pain
e.	Areas selected in relation to pain
f.	Strategies for dysautonomias
g.	Speed of movement and duration of exposure
F.	Maps of treatment over time
a.	Maps of vascular and tissue healing.
b.	Suppressed symptoms released during treatment; reverse ontogeny
c.	Signs of overdose
d.	Unevenness of improvement among multiple systems
G.	Assessment of sensitivity, reactivity, hardiness, fragility, and suppression
H.	The interface between neurofeedback and photonic stimulation
a.	Strategies for choosing which symptoms to go after, with which approach, in complex situations
b.	Navigating through painful situations
c.	Deep vascular relaxation as an adjunct: voluntary self regulation as a tool
d.	Seeing and hearing the client
e.	Talking to the client: both introducing the approaches and during treatment
f.	Finishing treatment

Presentation #226    

Plenary:  
Neurofeedback as a Catalyst for Maturation in Rehabilitation

Abstract: 
We are used to thinking of neurofeedback from an interventionist point of view, in which we shape the EEG.  Another viewpoint is that once a person is impaired, the individual is unable to proceed by him or herself through the maturation process to regain function.  Neurofeedback acts as a releaser mechanism to permit normal maturation of function by blocking the neurochemical defenses that were erected to protect the brain.  Instead, however, these neurochemical defenses interfere with normal functioning.  It is the brain’s seeking of normalcy that is catalyzed by neurofeedback, for which we are the midwives.

Duration: 
20 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Othmer, Siegfried

Presenter Address:
22020 Clarendon St, #305
Woodland Hills,, California  91367  United States
Phone: (818) 373-1334
Fax: (818) 373-1331
Email: siegfried@eeginfo.com

Professional Info:
Chief Scientist, The EEG Institute at the Brian Othmer Found, License Number , Licensed in  

Bio:
Siegfried Othmer has been active in neurofeedback for twenty years, through instrumentation development, clinical research, and the conduct of professional training courses.

Resume/CV: 
SIEGFRIED OTHMER, Ph.D.Since 1988, Siegfried Othmer has been engaged in research and the management of the clinical applications of EEG biofeedback through EEG Spectrum, Inc., as its president and more recently as Chief Scientist of EEG Spectrum International and currently of the EEG Institute at the Brian Othmer Foundation. Dr. Othmer provides training for professionals in EEG biofeedback, and presents research findings in professional forums. Since 1985, he has been involved in the development of computerized instrumentation to provide EEG biofeedback training.FORMAL EDUCATIONCornell University, Ithaca, New York; 1962-1970; received Ph.D. in experimental physics, with minors in theoretical physics and mathematics; received Danforth Fellowship and teaching assistantship.Virginia Polytechnic Institute and State University, Blacksburg, Virginia; 1957-1962; received B.S. in physics; received First Honors, School of Science and General Studies; Co-op student at Oak Ridge National Laboratory, Solid State Physics Division. Was selected to Phi Kappa Phi, as well as to the leadership honorary, ODK; the debating honorary, TKA; the journalism honorary, PDE; the physics honorary, SPS; and the YMCA honorary, Golden Triangle. Served as president of the college YMCA for two years, and as the President of the Southern Area of Student YMCAs for one year. Was selected to Who’s Who in American Colleges and Universities.OCCUPATIONAL HISTORYMay 2002 to present, Chief Scientist, The EEG Institute. President of the Brian Othmer FoundationMay 2000 to May 2002, Chief Scientist, EEG Spectrum International, Inc.Dec. 1988 to April 2000: President and Chief Scientist, EEG Spectrum, Inc.June 1987 – February 1989; Laboratory Scientist, Missile Development Division, Hughes Missile Systems Group, Canoga Park, CA.August 1986 – June 1987; Manager, Sensor Components and Integration Department. Hughes, MSG, Canoga Park, CA.January 1986 – August 1986: Manager, Sensor Components Department, Hughes Missile Systems Group, Canoga Park, CAAugust 1982 – January 1986: Head, Focal Plane Array Development Section, Hughes Missile Systems Group, Canoga Park, CANovember 1970 – August 1982: Member of the Research Technical Staff, Northrop Research and Technology Center, Palos Verdes, CAPUBLICATIONSImprovements in IQ Score and Maintenance of Gains Following EEG Biofeedback with Mildly Developmentally Delayed Twins, Matthew J. Fleischman and Siegfried Othmer, Journal of Neurotherapy, (in press)“Efficacy of Neurofeedback for Pain Management,” Siegfried Othmer and Susan F. Othmer, Chapter 50 in Weiner’s Pain Management, Seventh Edition: A Practical Guide for Clinicians, edited by Mark V. Boswell and B. Eliot Cole; Taylor and Francis, Boca Raton, Florida (2005) (in press)Effects of an EEG Biofeedback Protocol on a Mixed Substance Abusing Population, William C. Scott, David Kaiser, Siegfried Othmer, and Stephen I. Sideroff, American Journal of Drug and Alcohol Abuse, 31 (3), 455-469 (2005)"The Subjective Experience of Neurofeedback," Siegfried Othmer, Vicki Pollock, and Norman Miller; in "Mind-Altering Drugs, The Science of Subjective Experience," Mitch Earleywine, Oxford University Press, London (2005) “Emerging Trends in Neurofeedback: I. On the Status and Future of Mechanisms-Based Training,” Siegfried Othmer, Biofeedback, 30(2), pp. 21-3 (2002)“Emerging Trends in Neurofeedback: II. The Challenge of QEEG-based and NLD-based Neurofeedback Protocols,” Siegfried Othmer, Biofeedback, 30(3), pp.43-45 (2002)“Effect of Neurofeedback on Variables of Attention in a Large Multi-Center Trial,” David A. Kaiser and Siegfried Othmer, Journal of Neurotherapy, 4(1), 2000, pp.5-15“EEG Biofeedback: An Emerging Model for Its Global Efficacy,” Siegfried Othmer, Susan F. Othmer, and David A. Kaiser, in Introduction to Quantitative EEG and Neurofeedback, James R. Evans and Andrew Abarbanel, editors, Academic Press, San Diego, pp 243-310 (1999)“EEG Biofeedback: Training for AD/HD and Related Disruptive Behavior Disorders,”Siegfried Othmer, Susan F. Othmer, and David A. Kaiser, in Understanding, Diagnosing, and Treating AD/HD in Children and Adolescents, An Integrative Approach, James A. Incorvaia, Bonnie S. Mark-Goldstein, and Donald Tessmer, editors, Aronson Press, Northvale, NJ, pp.235-296 (1999)“EEG Biofeedback: A Generalized Approach to Neuroregulation,” Siegfried Othmer, Susan F. Othmer, and David A. Kaiser, to appear in Applied Neurophysiology and Brain Biofeedback, Rob Kall, Joe Kamiya, and Gary Schwartz, editors (1997) “EEG Biofeedback Training for Attention Deficit Disorder: A Review of Recent Clinical Controlled Studies and Clinical Findings”, Siegfried Othmer, Susan F. Othmer, and David A. Kaiser, Journal of the BSC, October 1995.“EEG Biofeedback: An Approach to Personal Autonomy”, Siegfried Othmer, Megabrain Journal, 2, #4, 1995.“EEG Biofeedback Training: The Old and the New,” Siegfried Othmer, Megabrain Journal, 2 (3), 1994.“EEG Biofeedback Training for Attention Deficit Disorder, Specific Learning Disabilities, and Associated Conduct Problems”, Siegfried Othmer, Susan F. Othmer, and Clifford S. Marks, Journal of the Biofeedback Society of California, September 1992.PRESENTATIONS (Limited listing)“The Promise of Neurofeedback,” Keynote Address, Oregon Psychological Association Annual Conference, May 5, 2003“Static and Dynamic Protocols: The Continuing Search for Balance,” Winter Brain Conference, Jan 2003“Quantitative EEG and Neurofeedback for ADD,” Biofeedback Society of CA, Nov 9, 2002“Mechanisms-based EEG Training,” Winter Brain Conference, Miami, Feb 9, 2002“Neurofeedback for Autistic Spectrum Disorders,” Poster Presentation, IMFAR Conference, San Diego, CA, November 10, 2001 “Neurofeedback for Bipolar Disorder in Children,” Society for Neuronal Regulation, Monterey, CA, October, 2001“Neurofeedback for Traumatic Brain Injury,” New York Academy for Traumatic Brain Injury, December, 2000. “Neuroregulation in the Bioelectrical Domain,” part of a course on “Foundations of Clinical EEG Biofeedback/Neurotherapy,” Thomas M. Brod, MD, Director. Presented at the Annual Meeting of the American Psychiatric Association, May 17, 2000.“Effect of Neurofeedback on Variables of Attention in a Large Multi-center Trial, American Association for the Advancement of Science, February 2000.“Brain and Behavior: The Role of Neurotherapy”, with Stephanie Mallett, Midwest Symposium for Leadership in Behavior Disorders, Symposium 2000, February 25, 2000“Neurofeedback for Severe Emotional Disturbance, Irrational Violence, and Sociopathy,” Winter Brain Conference, February 2000. “EEG Biofeedback for Tourette’s Syndrome”, TSA National Conference, November 1996. (Outstanding Speaker award)“EEG Biofeedback: Ansatz to the Grand Unified Theory”, SSNR Conference, September 1996.“EEG Biofeedback Training for ADHD: Results of TOVA Testing”, TOVA Conference, Minneapolis, October 1995.“EEG Biofeedback for Bipolar Disorder”, SSNR, May 1995.“Recovery from Battlefield Stress”, Tri-Service Battlefield Stress Conference, Camp Pendleton, CA, May 1995.“EEG Biofeedback: SMR and Beta Protocols”, Foundations Course, FutureHealth Key West Conference on EEG Biofeedback, February 1995.“EEG Biofeedback: The Larger Picture”, BSC, November 1994“Model Curriculum for EEG biofeedback”, APA Division 42, August, 1994.“EEG Biofeedback for Chronic Pain”, and “EEG Biofeedback for PMS”, Texas Biofeedback Society Conference, October 1994.“Training the Brain: A new Frontier”, Tri-Service Battlefield Stress Conference, Camp Pendleton, CA, May 1994.“EEG Biofeedback Training for Chronic Pain:, SSNR, May 1994.“EEG Biofeedback: The Larger Picture", FutureHealth Key West Conference, Foundations Course, February, 1994.“EEG Biofeedback for ADHD and Other Disorders”, California Psychological Association, November 1993. “EEG Biofeedback for Traumatic Brain Injury and Stroke”, AAPB, March 1993.“EEG Biofeedback for ADHD; results of TOVA testing, “ AAPB, March 1993.“EEG Biofeedback: The Larger Picture”, FutureHealth Key West Conference on EEG Biofeedback, January 1993.“EEG Biofeedback for ADHD, Related Conduct Disorders, and Specific Learning Disabilities:, AAPB, March 1992.“EEG Biofeedback for ADHD and Specific Learning Disabilities”, California Association of School Psychologists, January 1991.PROFESSIONAL ASSOCIATIONSAssociation for Applied Psychophysiology and Biofeedback (AAPB)International Society for Neurotherapy and Research (ISNR)American Association for the Advancement of ScienceInstitute for Electrical and Electronic Engineers (IEEE)Biofeedback Society of California (BSC)American Society of Pain EducatorsMember of the Board, LatitudesCERTIFICATIONSBiofeedback Certification Institute of America (Certificate #1074)HONORS AND AWARDSWinner, IRAD (Independent Research and Development) Corporate Award for Detector Array Development Project, 1988.Co-Winner, best paper award, Hughes Missile Systems Group, 1987.Winner, IRAD Corporate Award for detector radiation hardening project, 1986.Co-winner, best paper award, Hughes Missile Systems Group, 1985.Winner, IRAD award for hybrid focal plane array development, 1985, 1984.Co-winner, best paper award, IEEE Radiation Effects Conference, 1981.Co-winner, best paper award, IEEE Radiation Effects Conference, 1980.

Presentations:
Presentation #80    

Plenary:  
Simplicity and Complexity in Neurofeedback

Abstract: 
Considerable proliferation has occurred in recent years in basic approaches to neurofeedback. Yet there is considerable overlap in terms of efficacy. The attempt is made in this talk to extract the essential elements of commonality among these approaches, and the essential elements that differentiate them. In the manner, it may be possible to discern a minimal set of attributes that neurofeedback strategies should feature in order to yield full coverage of the clinical terrain.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #81    

Workshop:  
Theoretical Models Underlying Neurofeedback

Abstract: 
One of the most striking aspects of neurofeedback is that it addresses such a broad variety of clinical conditions with a very simple set of techniques. What can explain such generality of effects? It is helpful to adopt a network model in which neurofeedback addresses the “hub” of a regulatory network that is hierarchical in nature, and to which yet other regulatory networks are intimately coupled. A second key aspect is that it addresses the problems of regulation where the most stringent constraints apply.

Duration: 
120 minutes

Learning Objectives: 
The attendee will be able to understand neurofeedback efficacy in terms of network theory.
The attendee will be able to apply the Stephen Wolfram “building-block” model to the understanding of brain organization and thus of neurofeedback efficacy. 
The attendee will view his or her own clinical methodology in terms of a few simple models of efficacy.

Test Questions:
1. The following names are associated with the small-world network model. Name the exception:

A.	Barabasi
B.	Watts
C.	Strogatz
D.	Granovetter
E.	Llinas  (correct answer) 

2. The following names are associated with the model of Thalamocortical Dysrhythmias. Name the exception:

A.	Llinas
B.	McCormick
C.	Damasio (correct answer)

3. The described models are deemed to apply to the following modalities. Name the exception.

A.	Protocol-based training
B.	QEEG-driven training
C.	Coherence normalization training
D.	EEG-driven stimulation
E.	Hemoencephalography  (correct answer)

Bibliography: 
Albert-Laszlo Barabasi, Linked, Perseus Books, New York (2002) 
Duncan J. Watts, Six Degrees of Freedom, The Science of a Connected Age, W.W. Norton, New York (2003) 
Steven Strogatz, Sync, The Emerging Science of Spontaneous Order, Hyperion, New York (2003) 
Stephen Wolfram, A New Kind of Science, Wolfram Media, Champaign, IL (2002)
Evian Gordon, Integrative Neuroscience, Harwood Academic, Australia (2000)
Walter J. Freeman, Neurodynamics, Springer, London (2000)

Detailed Agenda:
Detailed Agenda, breaks and all 
Presentation of the crucial studies that underpin the models to be presented will consume the first thirty minutes.
Presentation of the network model will consume the next thirty minutes.
Presentation of the “bottom-up” model will consume the next twenty minutes
The Thalamocortical Dysrhythmia model will occupy some twenty minutes 
Coverage of the classification of neurofeedback approaches in terms of these models will take ten minutes, leaving ten minutes for general discussion.

Presentation #193    

Plenary:  
"The Self-Regulation Regime: Conceptual and Practical Reunification of Biofeedback and Neurofeedback"

Abstract: 
Abstract: As a discipline at the forefront of mind-body medicine, applied psychophysiology must address itself to the arbitrary split between feedback on peripheral physiology and on the EEG. It is most likely that changes adopted in the practitioner community to combine the strengths of both approaches will lead toward a theoretical reconceptualization of feedback by any modality as an aspect of a more unitary approach toward improved self-regulation.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #200    

Foundation Course:  
Brain Models Underlying Neurofeedback

Abstract: 
Abstract: The objective of this talk is to give an overview in several areas. The first task is to present some basic models of brain function that support the case for neurofeedback. Secondly, the basic approaches to neurofeedback will be classified, yielding further implications for brain models. Thirdly, the attempt will be made to connect the principal neurofeedback approaches with the standard formulations of psychopathology in terms of classical disorders and of neurophysiological failure modes. Finally, the case will be made for a systems perspective on disorders of disregulation, with neurofeedback and biofeedback constituting a comprehensive self-regulation remedy.

Duration: 
50 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Othmer, Sue

Presenter Address:
22020 Clarendon Street, Suite 305
Woodland Hills, California  91367  United States
Phone: 818-373-1334
Fax: 818-373-1331
Email: sue@eeginfo.com

Professional Info:
Clinical Director, License Number , Licensed in  

Bio:
Sue Othmer is Clinical Director of the EEG Institute in Woodland Hills, California. She has been involved in clinical research and the development of EEG biofeedback protocols since 1988. She teaches professional training courses in EEG biofeedback, and presents clinical research findings in professional forums.

Resume/CV: 
FORMAL EDUCATION1989-1991	Biofeedback Institute of Los Angeles		California Graduate Institute, Los Angeles, California                Includes course work in biofeedback theory and practice and             	    cognitive behavior therapy.		 1970-1971	UCLA Brain Research Institute, Los Angeles, CA		     Continued Ph.D. thesis work1966-1970	Cornell University, Ithaca, NY; Ph.D. Candidate in Neurobiology and		 Behavior with minors in Biochemistry and Physical Biology.1962-1966	Cornell University, Ithaca, NY; B.A., Physics, magna cum laude andwith distinction in all subjects. Selected to Phi Beta Kappa.OCCUPATIONAL HISTORY2002-present	Clinical Director, EEG Institute1999-2002	Director of Clinical Research and Development, EEG Spectrum Institute1988-1999	Clinical Director, EEG Spectrum InstituteCERTIFICATIONCertified Biofeedback PractitionerCertified Neurofeedback PractitionerBiofeedback Certification Institute of AmericaBiofeedback Society of CaliforniaPRESENTATIONS (Partial listing) “Expectation, Observation and Understanding: Development of a Clinical Model of Neurofeedback,” ISNR Annual Conference invited presentation, Denver, CO, September 2005“Neurofeedback for the Bipolar Child,” Futurehealth Winter Brain Conference, Palm Springs, CA, February 2005“The Role of Neurofeedback in Pain Management,” American Academy of Pain Management 14th Annual Clinical Meeting, Denver, CO, September 2003“General and Specific Effects of EEG Training,” Biofeedback Society of California Conference, Monterey, CA, November 2002“EEG Biofeedback and Seizure Control,” Alternative Therapies for Special Kids Conference, Boston, MA, May 2002“Promoting Physiological Self-Regulation in Autism Spectrum Disorder,” Infant Mental Health Symposium, Cedars-Sinai Medical Center, Los Angeles, CA, April 2002“Frontal Lobe EEG Training: Optimizing Organization and Control of Brain Function,” Future Health Winter Brain Conference, Miami Beach, FL, February 2002“Interhemispheric EEG Training: Theory and Application,” Future Health Winter Brain Conference, Miami Beach, FL, February 2002“EEG Training to Enhance Stability of Brain Function: A New Alternative to QEEG-driven Training,” Future Health Winter Brain Conference, Miami Beach, FL, February 2001“An Arousal and Stability Model of Brain Disregulation,” Future Health Winter Brain Conference, Palm Springs, CA, February 2001“Recovering Social-Emotional Connectedness with Neurofeedback Training,” Autism Society of America Conference, Long Beach, CA November 2000“Cortical EEG Training and the Descending Modulation of Pain,” Biofeedback Society of California Conference, Monterey, CA, November 2000“The Hijacked Brain: Subcortical Survival Mechanisms and Alpha-Theta Training,” Future Health Winter Brain Conference, Palm Springs, CA, February 1999“EEG Biofeedback: Its Application to Affective Disorders,” Biofeedback Society of California Conference, Monterey, CA, November 1998“EEG Biofeedback: An Update of the Clinical Model,” EEG Spectrum Annual Clinical Interchange Conference, October 1994-2002“EEG Biofeedback Training for PMS,” Society for the Study of Neuronal Regulation Conference, Las Vegas, NV, May 1994“EEG Biofeedback for Traumatic Brain Injury and Stroke,” Association for Applied Psychophysiology and Biofeedback Conference, Los Angeles, CA, March 1993PUBLICATIONS“Interhemispheric EEG Training,” Journal of Neurotherapy, Vol. 9(2) 2005Biofeedback Society of California Newsletter articles on EEG biofeedback:	Spring 1999	“Brain Waves and Brain States”	Summer 1999	“Regulation of Sleep States”	Fall 1999	“Many Faces of Depression”	Winter 2000	“Right Side Training for Social Emotional Deficits”	Spring 2000	“Headache”	Summer 2000	“Training Non-verbal Clients”	Fall 2000	“Stop Smoking”	Winter 2001	“Pain and Suffering”	Spring 2001	“Finding a Common Language”“EEG Biofeedback Training for Attention Deficit Disorder: A Review of Recent Clinical Controlled Studies and Clinical Findings”, Siegfried Othmer, Ph.D., Susan F. Othmer, B.A., CNP, and David A. Kaiser, Ph.D.; Journal of the Biofeedback Society of California, October 1995.“EEG Biofeedback Training for Attention Deficit Disorder, Specific Learning Disabilities, and Associated Conduct Problems”, Siegfried Othmer, Ph.D., Susan F. Othmer, B.A., CNP, and Clifford S. Marks, Ph.D.; Journal of the Biofeedback Society of California, September 1991. BOOK CHAPTERS“Efficacy of Neurofeedback for Pain Management,” Siegfried Othmer and Susan F. Othmer, Chapter 50 in Weiner’s Pain Management, Seventh Edition: A Practical Guide for Clinicians, edited by Mark V. Boswell and B. Eliot Cole; Taylor and Francis, Boca Raton, Florida (2005) “EEG Biofeedback: Training for AD/HD and Related Disruptive Behavior Disorders,” Siegfried Othmer, Susan F. Othmer, and David A. Kaiser, inUnderstanding, Diagnosing, and Treating AD/HD in Children and Adolescents: An Integrative Approach, edited by James A. Incorvaia, Bonnie S. Mark, Donald Tessmer, Chapter 10, Jason Aronson Inc., 1999.	“EEG Biofeedback: An Emerging Model for its Global Efficacy,” Siegfried Othmer, Susan F. Othmer, and David A. Kaiser, in Introduction to Quantitative EEG and Neurofeedback, edited by James R. Evans and Andrew Abarbanel, Academic Press, San Diego, 1999.

Presentations:
Presentation #43    

Plenary:  
Beyond Good And Bad Brainwaves: A New Understanding Of Rewards And Inhibits

Abstract: 
A simple model of rewarding good (beta/SMR) brainwaves and inhibiting bad (theta) brainwaves no longer predicts or explains the clinical results we find with new neurofeedback training approaches. Our understanding of the neurofeedback process has evolved with a new appreciation of the different roles of reward and inhibit bands in exercising control mechanisms versus detecting out-of-control activity in the EEG. We are also led to a consideration of the relationship of bipolar training to phase and synchrony measurements, and its impact on stability of brain function.

Duration: 
40 minutes

Learning Objectives: 
1.	Describe the different roles of rewards and inhibits in EEG training.
2.	Discuss the difference between arousal and EEG activation, and the implications for choice of reward frequency. 
3.	Describe the role of bipolar training in reducing synchrony and increasing stability of brain function.

Test Questions:
1.	It is often clinically useful to reward frequencies as low as 0-3Hz.  T  F
2.	EEG training can be effective with reward and inhibit bands that overlap.  T  F
3.	Bipolar training rewards increased synchrony between two electrode sites within the reward frequency.  T  F

Bibliography: 

Detailed Agenda:
1.	Changing clinical approach and challenges to the model (1)
i.	Beta and SMR training – good and bad frequencies
ii.	Expanding inhibits
iii.	Moving the reward band
iv.	High and low frequency rewards
v.	Overlapping rewards and inhibits
vi.	Wide inhibits

2.	Rethinking inhibits (1)
i.	Disregulated EEG activity
ii.	Inhibits as event detectors
iii.	Abnormal amplitude versus frequency

3.	Rethinking rewards (2)
i.	Normal regulatory rhythms
ii.	Exercising control – not more amplitude
iii.	Activation versus arousal
iv.	Very high or low frequency rewards

4.	Bipolar training (3)
i.	Increasing the difference
ii.	Phase and synchrony
iii.	Desynchronization – long and short distance stability
iv.	Interhemispheric versus one-hemisphere
v.	One and two-channel training

5.	EEG assessment versus EEG training (2)
i.	Are we fixing the EEG?
ii.	What analysis is useful for training?

Presentation #64    

Workshop:  
Reward And Inhibit Strategies:  Recent Advances in Theory and Practice

Abstract: 
This workshop will cover (1) the very different roles of rewards and inhibits, and how they relate to normal regulatory rhythms versus abnormal disregulated EEG activity; (2) different clinical options in combining inhibit bands and optimizing reward frequencies with one and two-channel EEG training; (3) the role of bipolar training in desynchronizing EEG activity and stabilizing brain function; and (4) the integration of interhemispheric with single-hemisphere training.  New EEG display and training options will be demonstrated, and the process of optimizing reward frequencies according to the individual’s response to training will be demonstrated with one or more volunteers.

Duration: 
240 minutes

Learning Objectives: 
1.	Discuss the different roles of rewards and inhibits in EEG training.

2.	Describe the expected relationship of optimal reward frequency when training left hemisphere versus right hemisphere versus left minus right (interhemispheric).

3.	Design an appropriate inhibit strategy for one or two-channel training. 

4.	Adjust the reward frequency to optimize training effects during EEG training.

Test Questions:
1.	High arousal as defined symptomatically is consistent with a relatively low frequency reward.  T  F

2.	It is possible to train with the same reward and inhibit frequency bands (e.g. 8-11 Hz), and simultaneously exceed the reward threshold while staying below the inhibit threshold.  T  F

3.	A single channel bipolar EEG signal will increase in amplitude when the activity at the two sites is more synchronous.   T  F

4.	When training inter-hemispherically, it is possible to predict an appropriate reward frequency for frontal or parietal training when the optimal reward is known on the central strip.  T  F

5.	EEG or QEEG data might be helpful in suggesting where to train and optimal reward frequencies.  T  F

Bibliography: 

Detailed Agenda:
A developing model of EEG training (1)
	Early work with beta and SMR rewards,    theta and EMG inhibits	
	Event detection versus shaping of EEG
	Good and bad frequencies
	Activation and arousal
	Differing Roles of rewards and inhibits
	Implications of bipolar training  - phase and synchrony
	Desynchronization and stability – large and small scale
	
Clinical applications: (2,3)
Rewards
	Optimizing by arousal
	Left/right
	Left – right (interhemispheric)
	Front/back
	
Inhibits
	Wide inhibits
	Targeted inhibits
	Multiple inhibits
	Windowed inhibits

Demonstration: (4)
Display and training options with BioExplorer, BrainMaster, Biograph 
One and two-channel options
Optimize reward frequency with volunteer

Presentation #136    

Foundation Course:  
Neurofeedback – A Clinical Model

Abstract: 
In order to understand and effectively use neurofeedback, it is helpful to consider how the brain manages its own brain states, and how this process is disregulated in different individuals. Neurofeedback will be seen first as an exercise in self-regulation of state and second as a process for accessing deep states for resolution of learned fears and habits. A clinical model will be discussed that helps guide neurofeedback assessment and training in order to optimize training benefits for each client. Understanding the specific effects of reward and inhibit frequencies allows the adjustment of training protocol within and between sessions according to the client’s response to training. General and specific effects of training different cortical sites also guide protocol development to address each individual’s specific symptoms.  The clinical model allows us to think about neurofeedback as a process of improving function by increasing self-regulation of brain states. This applies both to symptom reduction and also to peak performance applications. Tools for assessing and tracking performance will be discussed. Expected outcomes will be considered in terms of rate of progress, and short-term and long-term gains with varying clinical complexity.

Duration: 
55 minutes

Learning Objectives: 
1.	Describe the different roles of awake-state and deep-state EEG training in both reducing symptoms and improving function.
2.	List three assessment procedures that might be useful in beginning a neurofeedback program.
3.	Explain why different individuals might benefit from training with different frequencies and at different sites.

Test Questions:
1.	Awake-state training can be considered a brain exercise which improves the skill of self-regulation of brain state.  T   F
2.	 It is possible to train different brain circuits to improve specific brain functions based on known localization of brain functions.  T  F
3.	Different reward frequencies will move people in different directions along their own individual arousal curves.    T   F

Bibliography: 

Detailed Agenda:
Awake-state and deep-state training
	Self-regulation of state
	Resolution of learned fears and habits

Frequency and placement (how and where to train)
Frequency 
		Reward – arousal (improving function)
		Inhibits – Disregulation (decreasing dysfunction)
		Individual differences and sensitivity
Set point versus instability – hyperexcitability and disinhibition
Arousal curves
Inhibit options – broad, targeted, multiple
Placement
		Exercising specific circuits – improving function
		Targeting abnormal activity – decreasing dysfunction
		Specificity and generality of effects
		Anterior/posterior, left/right
		Bipolar and referential
		One and two-channel – simultaneous or combined

Assessment – interpretation and application to NF
	Interview: Symptoms
	Testing: CPT
	Brain imaging: EEG, qEEG, SPECT

Results
	Short and long term expectations
	Adjusting reward frequencies
	Adding training sites
	Deficits and peak performance
	Specificity of effects 
	Awake and deep state
	Measuring progress
	Maintaining progress

Presenter: Parkinson, Lesley

Presenter Address:
Brainhealth, The Diagnostic Clinic, 50 New Cavendish Street
London, Other  W1G 8TL  United Kingdom
Phone: 00144 207 009 4650
Fax: 
Email: lesleyparkinsoncp@hotmail.com

Professional Info:
Clinical Psychologist, License Number 130192, Licensed in United Kingdom 

Bio:
Clinical Psychologist in London, UK, providing a specialist practice applying Neurofeedback and other psychophysiological interventions to clients with a range of conditions including MTBI, ADHD, Autistic Spectrum Disorder, Epilepsy, Fatigue Disorders, Impaired Memory and Concentration.Also performance enhancement for athletes, creative artists, musicians and pressured executives.

Resume/CV: 
Clinical Psychologist in Hospital setting for 26 years before moving into private practice.Honorary Lecturer Charing Cross Medical School lecturing to psychologists and medical personnel at both undergraduate and post-graduate level.

Presentations:
Presentation #78    

Workshop:  
The Treatment of Fatigue States

Abstract: 
The aim of this workshop is to provide participants with a greater conceptual framework of fatigue disorders, enabling them to refine the assessment and treatment of these disordersThe neuro-physiological and neuro-anatomical systems underpinning fatigue disorders will be described and participants will learn how to discriminate between primary and secondary fatigue disorders.  Primary fatigue disorders are those such as “adrenal stress”, “cellular burnout”, Chronic Fatigue Immune Deficiency Syndrome (CFIDS) and mood disorders such as anxiety and depression.  Secondary fatigue disorders are those such as thyroid dysfunction, inflammatory disease, toxic overload, multiple chemical sensitivities and “tired all the time” or TATT. Neurofeedback protocols for fatigue disorders, neuro-vegetative states and other physical dysfunctions will be described.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #201    

Plenary:  
The Effects of Neurofeedback and HRV Biofeedback on Dance Performance

Abstract: 
This talk reports a controlled study comparing the performance of dancers randomly allocated to one of three groups - Neurofeedback, HRV Biofeedback and No Intervention. Both Neurofeedback and HRV Biofeedback improved dancers' performance, but in different ways. This talk will present the study and the results and describe the reasons for the differential effects. The implications for other performance disciplines and clinical populations will be discussed.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Raaymakers, Molly

Presenter Address:
Saint Mary's Health Care; Wege Institute, 300 Lafayette SE, Suite 2014
Grand Rapids, Michigan  49503  United States
Phone: 
Fax: 
Email: Raaymakm@trinity-health.org

Professional Info:

Bio:

Resume/CV: 

Presentations:

Presenter: Roland, Allen

Presenter Address:
P.O.Box 1221 /, 660 Vischer Ct.
Sonoma., California  95476.  United States
Phone: (707) 933-8636
Fax: (707) 933-8668
Email: allen@allenroland.com

Professional Info:
Psychotherapist, License Number MFC 9498, Licensed in California 

Bio:
My whole life has been a quest to rediscover and share a great truth I knew as a child ~ that beneath our deepest fears lies a state of love and soul consciousness that also lies beyond time and space.That quest included 5 years as a Navy carrier pilot flying supersonic jets ~ 10 years as a successful stock broker with a major wall steet firm and 30 years as a psychotherapist facilitating transformation and jump starting hearts in the process. My ultimate dream was to share that truth I knew as a child with the world ~ which I now do through my published books, monthly radio show and daily weblog which now reaches over 60 countries.

Resume/CV: 
Navy carrier pilot 1957 - 1962Stockbroker 1962 - 1975M.A. Clinical Psychology 1975 Certified lifetime California Community College Credential as Instructor and Counselor in Psychology 1976 / Sierra College,Rocklin, CaliforniaPublished book CONSCIOUS LOVE, THE ULTIMATE ENERGY in 1976Wrote Unified Field in 1979Proved it existed beyond time and space in 1987Presented it at the AHMA annual meeting in 1989Have proved it in my work as a psychotherapist for past 17 yearsWrote THE TRUTH THAT SHALL SET EVERYTHING ABLAZE in 1995 (Tribute to Teilhard de Chardin )PHD dissertation THE UNIFIED FIELD in 1998Published RADICAL THERAPY in 2000Segment Host on Conscious Talk Radio's monthly TRUTHTALK since 2003Website and daily weblog now reaches over 60 countries.

Presentations:
Presentation #155    

Plenary:  
HIGGS FIELD IS ROLAND UNIFIED FIELD OF LOVE

Abstract: 
We are not all floating around in a static and disconnected Higgs quantum field of molasses like unrelated particles but, instead, are all swimming in a Roland  Unified  field of love, connection and soul consciousness ~ that permeates the universe.

Duration: 
30 minutes

Learning Objectives: 
Participant will perceive a vast and connected Universe ~ within which he has a part to play.

Test Questions:
Does the possibility of a connected versus a static universe resonate with you ?

Bibliography: 
July 2005 issue of Scientific America / lead article entitled The Mysteries of Mass

Detailed Agenda:
No breaks

Presentation #158    

Plenary:  
THE NEED FOR A RADICAL EMPIRICISM / SEEING THROUGH THE HEART

Abstract: 
If we cannot find truth within ourselves, or trust the inner knowing that is the essence of our true self, ~ we can never fashion a reliable science. For a science divorced from the heart will be misinterpreted by a mind that is afraid to comprehend its own essential knowing

Duration: 
20 minutes

Learning Objectives: 
Participant will reexamine his own belief system regarding science and subjective knowledge

Test Questions:
What role has love played in your own evolution ?

Bibliography: 
The Unified Field / Allen l Roland 

Teilhard de Chardin / Phenomenon of man

John Hagelin / Mind/Body Connection

Detailed Agenda:
No breaks

Presentation #159    

Plenary:  
THE JOY OF BLOGGING AND EFFECTIVELY CONVEYING YOUR MESSAGE IN CYBERSPACE

Abstract: 
TEN RULES FOR EFFECTIVELY CONVEYING YOUR MESSAGE IN CYBERSPACE ~ FOR A WORLD THAT WANTS AND NEEDS TO HEAR YOUR VOICE.

Duration: 
15 minutes

Learning Objectives: 
Participant will examine their own use of cyberspace

Test Questions:
Are you effectively conveying your message in cyberspace ?

Bibliography: 
Allen L Roland / www.allenroland.com

Detailed Agenda:
No breaks

Presentation #160    

Workshop:  
UTILIZING VISUALIZATION TO FACILITATE INNER TRANSFORMATION

Abstract: 
Dr Allen L Roland will demonstrate three visualizations he utilizes in his transformational counseling practice which greatly facilitates the inner healing process by opening the heart ~ without which no true healing can occur.

Duration: 
120 minutes

Learning Objectives: 
Participant will experience another dimension of themselves in a supportive environment.

Test Questions:
Did you experience an aspect of yourself that you were not aware of ?

Bibliography: 
Allen L Roland / www.allenroland.com

Detailed Agenda:
One short break ~ if necessary .

Presenter: Rubik, Beverly

Presenter Address:
6114 LaSalle Avenue, PMB 605
Oakland, California  94611  United States
Phone: 510-428-4084
Fax: 510-531-7224
Email: brubik@earthlink.net

Professional Info:
Holistic Health Practitioner/Research Scientist, License Number n/a, Licensed in  

Bio:
Dr. Beverly Rubik is a leading scientist internationally renowned for her research exploring frontier areas of science and medicine.  She specializes in subtle energies in health and healing.   In 1979, Dr. Rubik earned her doctorate in biophysics at the University of California at Berkeley.  She has published over 60 papers in scientific and medical journals and 2 books.  	Dr. Rubik serves on the editorial board of several medical journals, including Journal of Alternative & Complementary Medicine, and Evidence-Based Integrative Medicine.  She was one of 18 hand-picked advisors to the original Office of Alternative Medicine at the US National Institutes of Health (NIH), and she helped launch this new federal office through its startup years, from 1992 through 1997.  She also chaired an NIH panel on energy medicine.   The American Medical Students Association hired Dr. Rubik to develop the first medical school curriculum on energy medicine, which was also funded by NIH. In 1996, Dr. Rubik founded the Institute for Frontier Science, a nonprofit research laboratory in Oakland, California to explore subtle energies and energy medicine.  In 2002, her Institute was awarded an NIH center research grant to study the human energy field together with scientists at University of Arizona.  She and her colleagues have been conducting research on Oriental concepts of subtle energy and practices such as Reiki and qigong.  They are building a scientific foundation for understanding the human bioenergy field in health, healing, and optimal performance.Dr. Rubik also has a small clinical practice where she advices people on alternative and complementary health practices.    Beverly Rubik has appeared on numerous television programs throughout the US and worldwide, including a live appearance on “Good Morning America” (ABC-TV), where she presented her work on the human energy field in December 2000.

Resume/CV: 
CURRICULUM VITAE (November, 2005)BEVERLY  RUBIK, Ph.D.6114 LaSalle Avenue, PMB 605Oakland, CA 94611Tel. 510-531-5767Fax 510-531-7224brubik@earthlink.netEducation1979			University of California, BerkeleyPh.D. Biophysics, Phi Beta Kappa. 1972			Illinois Institute of Technology, Chicago			B.S. Chemistry, summa cum laude.  Minor in Physics.Academic and Research Positions2002-	Project Director, Institute for Frontier Science, Emeryville, CA in consortium with University of Arizona, Tucson (consortium funded by NIH).  2000-	Core Professor, part-time, Union Institute & University, Graduate College, Cincinnati, OH1999-02		Visiting Professor, University of Arizona, College of Medicine,Program in Integrative Medicine under Dr. Andrew Weil, Tucson, AZ1998-                        	Adjunct faculty member, Calif. Inst. of Human Science, Encinitas, CA1997                          	Visiting faculty member, University for Global Well Being, Hoor, Sweden1988-95		Founding Director, Center for Frontier Sciences, Temple University			Philadelphia, PARecent Publications (1990 - )Rubik, B; Brooks, Audrey, and Schwartz, Gary (2005, abstract)  In Vitro Effect of Reiki Treatment on Bacterial Cultures:  Role of Experimental Context and Practitioner Wellbeing (abstract) Proceedings of the Annual Conference of the International Society for the Study of Subtle Energies and Energy medicine (June 2005), Colorado Springs, CO.  Rubik, B.; Brooks, Audrey; and Schwartz, Gary. (2004, abstract)  The Effects of Reiki on Bacterial Culture Growth in Relation to Psycho-Social Context (abstract). Proceedings of the annual conference of the International Society for the Study of Subtle Energies and Energy Medicine, June 2004, Colorado Springs, CO.  Rubik, B. (2004, in press) The Human Biofield and a Pilot Study on Qigong.  In:  Joaquim Fernandes (ed.) Proceedings of the International Forum on Science, Religion, and Consciousness.  Porto, Portugal.Rubik, B. (2004, in press) Changes in biofield emission parameters of chronically ill subjects following qigong.  In:  R.I. Heinze (ed.).  Proceedings of the 20th International Conference on the Study of Shamanism and Alternative Modes of Healing, Santa Sabina Center, Dominican University, San Raphael, CA, September 1-3, 2002.  Berkeley, CA:  Independent Scholars of Asia, Inc., Rubik, B. (chapter, in final editing stage, 2004).  Where Mind Goes, Energy Flows.  In:  Mack, John (ed.) The Primacy of Consciousness.  (book manuscript). Rubik, B and Brooks, AJ.  Digital Electrophotographic Assessment of the Fingertips of Subjects Practicing Qigong.  (manuscript in final preparation). Rubik, B. (2004) Scientific Analysis of the Human Aura.  In:  Konstantin Korotkov (ed.) Measuring Energy Fields:  Current Research.  Fair Lawn, NJ:  Backbone Publishing Co, Inc.  Rubik, B (2003) The Biofield Hypothesis  (abstract). Proceedings of the Quantum Mind Conference, University of Arizona, Tucson, March, 2003.Rubik, B. (2002). The  Biofield Hypothesis:  Its Biophysical Basis and Role in Medicine. Journal of Alternative and Complementary Medicine, December 2002, 8(6), 703-718.Rubik, B. (2002) Sympathetic Resonance Technology:  Scientific Foundation and Summary of Biological and Clinical Studies.  Journal of Alternative and Complementary Medicine, December 2002, 8(6), 823-856. Rubik, B. (2002) Scientific Analysis of the Human Aura.  In:  Heinze, R.I. (ed.) Proceedings of the 19th International Conference on the Study of Shamanism and Alternative Modes of Healing, Santa Sabina Center, Dominican University, San Raphael, CA, September 1-3, 2002.  Berkeley, CA:  Independent Scholars of Asia, Inc.,104-125.Rubik, B. (2002) Can Science Offer Us Hope for the Future?  In:  Warnstrom, Ingemar (ed.) The First Book of Hope.  Malmo, Sweden:  Bohlins Grafiska, 17-21.Rubik, B. (2001) Complementary and Alternative Medicine:  The Paradigm Shift Underway in Science and Medicine.  Network, 17(1), March 2001, p 4-8.  Rubik, B. (2000).  Subtle Energies in Biology and Medicine.  In Akutsu, Jun (ed.), Shocking Science Tokyo:  Tokuma Press, p.57-70, (in Japanese). Rubik, B. (1999). “Alice experiences coherence in the quantum community”, (fiction). In: Shanley, William (editor), Alice Zwischen Den Welten (Alice Between the Worlds), Stuttgart, Germany:  DVA, ISBN 3-421-0521-05179-8, (in German).   Rubik, B. (1999). The perennial challenge of anomalies at the frontiers of science.  Infinite Energy, Vol. 5, Issue 26, pp. 34-41.   Rubik, B. (1997) The unifying concept of information in acupuncture and other energy medicine modalities.  Proceedings of the 1996 Medical Acupuncture Research Foundation Symposium on the Physiology of Acupuncture.  Journal of Alternative and Complementary Medicine, Vol. 3, Suppl. 1, pp. S-67 - S-76.  Rubik, B. (1997) Bioelectromagnetics and the Future of Medicine.  Administrative Radiology Journal, Vol. XVI, No. 8., August 1997, pp. 38-46.  Rubik, B. (1997) The Perennial Challenge of Anomalies at the Frontiers of Science. In: Bastide, M. (ed.) Signals and Images, Amsterdam:  Kluwer Academic Publishers, pp. 15-28. Rubik, B. (1997) Information, Energy, and the Unpredictable Whole. Advances:  The Journal of Mind-Body Health. vol.13 (2), Spring, 1997, pp. 67-70.Bower, P.J., Rubik, B, and Weiss, S.J. (1997). Manual Therapy:  Hands on Healing.  Patient Care.  December 15, 1997, pp. 69-90.    Rubik, B. (1996) What Health Care Practitioners Can Learn from the Frontiers of Science.  Alternative Health Practitioner.  vol. 2 (3), Fall/Winter 1996, pp. 165-168.    Rubik, B. (1996) Life at the Edge of Science.  Oakland, CA.  Institute for Frontier Science. [book of 14 papers; 192 pp]. Rubik, B. (1996) The Challenge of Consciousness Study.  In D. N. Ghista (ed.), Biomedical and Life Physics, Proceedings of the Second Gauss Symposium, 2-8 August 1993, University of Munich, Munich, Germany.  Wiesbaden, Germany:  Vieweg Verlag, pp. 375-382.Rubik, B., et al. (editorial review board) (1995) NIH Report:  Alternative Medicine:  Expanding Medical Horizons.  (book, 420 p.) U.S. Government Printing Office, Washington, D.C. Rubik, B. (1995) The Status of Field Investigations by the U.S. National Institutes of Health, Office of Alternative Medicine, on the Efficacy of Some Alternative Cancer Treatments.  In J. Burke (ed.), Proceedings of the First World Congress on Cancer, Darling Harbor, Sydney, Australia, April 16-18, 1994, Sydney:  Independent Medical Research.   Rubik, B. (1995) The NIH Office of Alternative Medicine:  What Has It Accomplished in Its 3 Years?  Alternative Health Practitioner, vol. 1, No. 1, Spring, pp. 7-11.Rubik, B. (1995) The Machine is Broken and No Medicine Can Fix It. Alternative Health Practitioner, vol.1(3), Fall 1995, pp. 159-161.Rubik, B. (1995) Can Western Science Provide a Foundation for Acupuncture?  Alternative Therapies in Health and Medicine. Sept. 1995 1(4): 41-47. Rubik, B. (1995) Energy Medicine and the Unifying Concept of Information.  Alternative Therapies in Health and Medicine, March, vol. 1(1): pp. 34-39.Rubik, B., Walleczek, J., Liboff, A., Hazelwood, C., and Becker, R.O. (1995)Bioelectromagnetics Applications in Medicine.  In Rubik, B. et al., (11-member editorial review board), NIH Report:  Alternative Medicine:  Expanding Medical Horizons.  U.S. Government Printing Office, Washington, D.C., pp. 45-65.Rubik, B., Pavek, R., Greene, E., Laurence, D., Ward, R., et al. (1995) Manual Healing Methods.  In Rubik, B. et al., (11-member editorial review board), NIH Report:  Alternative Medicine:  Expanding Medical Horizons.  U.S. Government Printing Office, Washington, D.C., pp. 113-157.Rubik, B. (1995) Rethinking Pleomorphism in Biology and Medicine.  In R. I. Heinze (ed.) Proceedings of the 12th International Conference on the Study of Shamanism and Alternate Modes of Healing, San Rafael, CA, September 2-4, 1995.  Berkeley, CA: Independent Scholars of Asia, Inc., pp. 198-211.Rubik, B. (founder and editor) Frontier Perspectives 1(1) (journal, ~60 p.) 1990-1995.  Center for Frontier Sciences at Temple University, Philadelphia.Rubik, B. (1994) The Perennial Challenge of Anomalies at the Frontiers of Science.  British Homeopathic Journal, Vol. 83, pp. 155-166. Rubik, B. (1993) Can Western Science Provide a Foundation for Acupuncture?  American Association for Medical Acupuncture Review, 5(1), Spring-Summer, pp. 15-27.Rubik, B. (1993) Changing Science, Changing Ourselves. In Feuerstein, G. and Feuerstein, T.L. (eds.) Voices on the Threshold of Tomorrow.  Quest Books, Wheaton, IL, pp. 158-160.Rubik, B. (editorial consultant) (1993) William Poole and the Institute of Noetic Sciences.  TheHeart of Healing. (companion volume to Turner Broadcasting Television Program “The Heart of Healing”, 192 p.) Atlanta:  Turner Publishing, Inc.Rubik, B. and Rauscher, E. (1993) Volitional (Healer) Effects on a Model Bacterial System.  In Kane, Beverly; Millay, Jean; and Brown, Dean (eds.) Silver Threads:  25 Years ofParapsychology Research, Praeger, Westport, CT, pp. 181-187.Rubik, B. (1993) Natural Light from Organisms:  What, if Anything, Can It Tell Us?  NoeticSciences Review, Summer, 1993.  The Institute of Noetic Sciences, Sausalito, CA, pp. 10-15.Rubik, B. (ed.) (1992) The Interrelationship Between Mind and Matter. (book, 281 p.)  Center for Frontier Sciences at Temple University, Philadelphia, PA.Josephson, B.D., and Rubik, B.A. (1992) The Challenge of Consciousness Research.  Frontier Perspectives 3(1), Fall, 1992. P. 15-19.Josephson, B.D., Rubik, B.A., Fontana, D., and Lorimer, D. (1992) Defining Consciousness.Nature 358, 20 August 1992, p. 618.Rubik, B. (1992) Toward a Real Science of Life, Noetic Sciences Review, Winter 1992. TheInstitute of Noetic Sciences, Sausalito, CA., pp. 20-22.Rubik, B.A. (1992) Toward a Real Science of Life, II. In Albertson, M. (ed.), Proceedings of the 1992 Conference of the International Association of New Sciences, Fort Collins, CO.Rubik, B. (1992) Toward a New Science: A Feminine Perspective. Proceedings of the 8thInternational Conference on the Study of Shamanism and Alternate Modes of Healing (1991). Heinze, R.I. (ed.), Berkeley, CA: Independent Scholars of Asia, Inc., p.11-28.Rubik, B. (1992) Three Frontier Areas of Science that Challenge the Mainstream. FrontierPerspectives 3(1), 26-32.Rubik, B. (1992) Reunion of Spirituality and Science. In book, The Reunion of Science andSpirit, Cauldron Productions, Inc., New York, NY, p.11-15.Rubik, B. A. and Havern, J. R. (1992) Two Quantum Shamans: A Dialogue. In book, TheReunion of Science and Spirit, Cauldron Productions, Inc., New York, NY, p.82-97.Rubik, B. (1991) Life at the Edge of Science:  The Center for Frontier Sciences at Four Years.  Raum und Zeit (Space and Time) 3(1), 59-64.Rubik, B. (1990) Homeopathy and Coherent Excitation in Living Systems.  Berlin J. on Res. in Hom. 1(1), pp. 24-27.Research Grants2002-2006, Institute for Frontier Science, Emeryville, CA.  NIH Center Grant for Center for Frontier Medicine in Biofield Science at University of Arizona, Tucson, and Institute for Frontier Science to conduct scientific and medical research on the human energy field including biofield therapies (therapeutic touch, qigong, Joh Rei, and other modalities) and training scientists in research. 2003, Institute for Frontier Science, Emeryville, CA.  Lifebridge Foundation grant for general operating expenses.2002, Faculty Development Research Grant, Union Institute and University, Cincinnati, OH.  Research project on the subtle energetics of drinking waters.  2001, Institute for Frontier Science, Emeryville, CA.  Grants from Ideas One, Inc.; the Silicon Valley Community Foundation; and the Joseph Carley Foundation for research equipment and general operating expenses.  1999, Institute for Frontier Science, Emeryville, CA.  Grant from Lifebridge Foundation and the Joseph Carley Foundation for studies on the human biofield in health and healing.  1997-2000, Institute for Frontier Science, Emeryville, CA.  Annual grants from Jeanne Rich Foundation for purchase of scientific equipment and general operating expenses.1996, Institute for Frontier Science, Philadelphia, PA.  Grant from the Lifebridge Foundation to self-publish Life at the Edge of Science, a book.1996, Institute for Frontier Science, Philadelphia, PA.  Personal donation from Laurance S. Rockefeller, Sr., to establish the Institute for Frontier Science, a 501c3 nonprofit corporation for research & education.1995, Temple University, Philadelphia, PA.  Grant from Lifebridge Foundation for the Center for Frontier Science at Temple University, education and outreach programs on frontier science and medicine. 1988-1995, Temple University, Philadelphia, PA.  Annual grants from the Richard J. Fox Foundation for the Center for Frontier Science at Temple University, education and outreach programs on frontier science and medicine1988, Temple University, Philadelphia, PA.  Grant from John Fetzer Foundation to set up the Center for Frontier Sciences, for education and international outreach programs on frontier science and medicine.  List of Recent Lectures and Workshops (1994-)2005	Invited Presentation on Qigong Research, World Qigong Congress, San Francisco2005	Keynote speaker, Holistic Health Conference, Kawakami Yoga Ashram, Tokyo, Japan2005	Invited speaker, International Conference on Science, Consciousness, and Religion, Yoko Civilization Research Institute, Awaji, Japan2005			Invited speaker & panelist, Health Medicine Forum Health Faire, Orinda, CA2005		            Contributed paper, “In Vitro Effect of Reiki Treatment on Bacterial Cultures”,    			Healing Research Symposium, International Society for the			Study of Subtle Energies and Energy Medicine, Colorado Springs, CO			2005	Invited presentations on light therapy and on qigong at Whole Person	Healing Symposium, Bethesda, MD			2005	Lecture & workshops on energy medicine at Future Health Event, Winter Brain Meeting, Palm Springs, CA2004	Keynote lecture, Feminine Contributions to Frontier Science, United States Psychotronic Association, Annual Conference, Columbus, OH2004	Contributed paper, “The Effects of Reiki on Bacterial Culture Growth in Relation to Psycho-Social Context”, Healing Research Symposium, International Society for the Study of Subtle Energies and Energy Medicine, Colorado Springs, CO2004	Two invited presentations and demonstrations of heart rate variability measurements, Optimal Performance Institute, Sunnyvale, CA2003	Contributed paper, “Digital Electrophotography of Subjects Pre-Post Qigong”, 6th World Qigong Congress, San Francisco, CA2003	Invited presentation, International Forum on Science, Religion, and Consciousness. University of Fernando Pessoa, Porto, Portugal 2003	Digital Electrophotography of Chronically Ill Subjects Pre- and Post-Qigong, presented at 19th Annual International Conference on the Study of Shamanism and Alternate Modes of Healing, San Raphael, CA.  2003	Contributed paper, Changes in Heart Rate Variability and the Autonomic Nervous System Following Yoga, Annual Meeting of the Society for Scientific Exploration, Kalispell, MT. 2003	Invited speaker on Heart Rate Variability:  The Next Vital Sign, Chicago Medical Society, Annual Conference, Chicago, IL2003	Workshop, Exploring the Science of Body Energy Therapies, Department of Holistic Health Education, San Francisco State University, San Francisco, CA2003			Speaker on biofield hypothesis at Quantum Mind Conference, University of 			Arizona, Tucson, AZ2003, 2004	Invited speaker on heart rate variability following complementary medical interventions, Future Health’s Winter Brain Conference, Palm Springs, CA2002	Keynote speaker, Non-linear Systems Dynamics in Living Systems, International Conference on Seeds of Wholeness, Hilversum, The Netherlands2002	Invited speaker on Scientific Assessment of the Human Energy field in Subjects Practicing Dayan Qigong, 5th World Congress on Qigong, San Francisco, CA2002	Invited speaker on subtle energy research in acupuncture, Annual Meeting, California Society for Oriental Medicine and Acupuncture, San Francisco, CA2002	Invited speaker on Leadership and the New Science, Summer Leadership Conference under Dr. Jean Houston (host), Southern Oregon State University, Ashland, OR2002	Invited speaker on biofield research, Annual Conference, Association for Applied Psychophysiology and Biofeedback, Las Vegas, NV2002	Scientific Analysis of the Human Aura”, 19th Annual International Conference on the Study of Shamanism and Alternate Modes of Healing, San Raphael, CA.  2001	Colloquium speaker on research on energy medicine, Panum Institute, University of Copenhagen Medical School, Denmark.2001	Keynote speaker on mind-body-spirit in medicine, Spirituality, Health, and Healing Conference, University of Arizona, Tucson, AZ2001	Invited speaker on qigong research methodology, 4th World Qigong Congress, San Francisco, CA2001			Invited speaker, Society for Orthomolecular Medicine, Annual Conference.  San 			Francisco, CA2000	Keynote speaker on acupuncture research, Annual Symposium, Society for Acupuncture Research, Baltimore, MD2000	Keynote speaker on bioelectromagnetic applications in medicine, Syntonic Optometry Annual Conference.  St. Louis, MO.2000	Keynote speaker, bioelectromagnetic medicine, 1st National Symposium on Complementary and Alternative Medicine in Geriatric Health Care.  Logan College of Chiropractic Medicine, St. Louis, MO.2000	Keynote speaker on new paradigms in the life sciences, Year 2000 World Summit on Peace, Freedom, and Time.  Planetary Academic Federation.  Kobe, Japan.  2000	Invited speaker, science & consciousness, Mind & Supermind Colloquium Series, Santa Barbara City College, Santa Barbara, CA1999	Invited speaker & workshop presenter on consciousness studies,  Conference on New Paradigms in Science and Education, Autonomous University of Baja California, Mexicali, Mexico.1999			Invited Speaker, 3rd World Congress on Qigong.  San Francisco, CA.  1999			Invited speaker, State of the World Forum, San Francisco, CA.  1999	Keynote speaker, Third International Conference of the Yoko Civilization Research Institute, Takayama, Japan.1999	Invited speaker, International Conference on Integrative Medicine,Seattle, WA.1999	Invited speaker, International Conference on Science and Consciousness,Albuquerque, NM.1998			Keynote speaker on subtle energies in biology and medicine.  Waseda			University, Tokyo, Japan 1998			Invited speaker, Penn State University, Subtle energies and bioelectromag-			netic applications in medicine.  State College, PA1998			Seminar on the implications of a post-modern view of consciousness for 			integrative medicine, Program in Integrative Medicine, University of Arizona			Medical School, Tucson, AZ			1997			Invited speaker, Antioch College Conference on Self-Organizing Systems, 				Keene, NH1997			Invited speaker, Holistic Medicine, University of Urbino, Italy1997			Invited speaker, Bioelectromagnetic applications in medicine, Alternative			Therapies Second Annual Symposium, Orlando, FL	1997			Lecture and workshop on alternative medicine, Antioch New England 					Graduate School and Consortium of Healthcare Clinics, Keene, NH1997			Lecture, Cntr. for the Study of Complementary & Alternative Therapies, 					University of Virginia, Charlottesville, VA1996			Keynote speaker and member, International Organizing Committee, 1st 					International Conference on Consciousness, New Medicine, and New Energy, 				Tokyo, Japan1996			Invited speaker, International Conference on New Paradigms in Science and 				Education, Autonomous University of Baja California, Mexicali, Mexico1996			Invited speaker, 1st International Conference on the Physiology of			Acupuncture, Medical Acupuncture Research Foundation, Crystal City, VA1996	Invited speaker, Assisi Conference on the Confluence of Matter and Spirit, Assisi, Italy1996			Keynote speaker, 19th Annual Symposium, American Holistic Medical 			Association, Philadelphia, PA 1996			Lecture on science and the sacred, University of Pennsylvania, Philadelphia 1996			Invited speaker and workshop leader, University of Arizona Medical School, 				Program in Integrative Medicine1996			Invited speaker, Society for Enlightenment and Transformation, United 					Nations, New York, NY1996			Invited speaker, 1st Annual Conference, Alternative Therapies in Health and 			Medicine, San Diego, CA1995			Participation in Conference on the New Scientific Paradigm Applied to 				Business, SEI Center for Advanced Studies in Management, Wharton 					Business School, University of Pennsylvania, Philadelphia, PA1995			Two invited presentations at the Italian Homeopathic Foundation, Naples, 					Italy1994			Lecture on Alternative Medicine to World Presidents' Organization.			South China University Conference, Hong Kong1994			Presentation at NIH Office of Alternative Medicine Conference on  					Research Methodology, Bethesda, MD1994			Lecture on Biophoton Emission to Japan Psychotronics Institute,   		 				Tokyo, Japan1994			The Center for Frontier Sciences in Relation to Alternative Medicine. 					Lecture at Uniformed Services University of the Health Sciences, 						Bethesda, MD 1994			Keynote presentation on Subtle Energy.  Annual Conference of the 			International Society for the Study of Subtle Energies and Energy 			Medicine, Boulder, CO1994			Keynote presentation on Scientific Basis for Homeopathy and Energy 					Medicine. Annual Conference of the National Center for Homeopathy,  		 			Chicago, IL1994			Role of the NIH Office of Alternative Medicine in Researching 			Alternative Treatments for Cancer. World Congress on Cancer, Darling 					Harbour, Sydney, Australia1994			Workshop on the Challenge of the Frontier Sciences to Contemporary			Science and Its Foundations. University of Guadalajara, MexicoProfessional MembershipsBioelectromagnetics SocietyInternational Society for the Study of Subtle Energies and Energy MedicineSociety for Scientific ExplorationAwards, Recognitions, and Service to Peers2005			Scientist of the Year Award, World Qigong Congress, November 20052004-ongoing		Professional listing in Who’s Who in the World2003-ongoing	Member, Honorary Editorial Board, Evidence-Based Integrative Medicine (journal)2002-ongoing	Member, Steering Committee, Center for Frontier Medicine in Biofield Science,	University of Arizona, Tucson, AZ2002-ongoing	Member, Editorial Board, Journal of Alternative and Complementary Medicine. 2002			Roger Callahan Award, Association for Comprehensive Energy Psychology2001			Member, International Advisory Board, The International Joseph H. Navach 			Project, Human Energy Systems Laboratory, University of Arizona, Tucson, AZ2000-2001		Member, Board of Advisors, Lightbridge Productions, “Healing Quest”,San Francisco, CA1999-2000	            Member, Medical Advisory Board, Integrative Medicine Arts Group, Beaverton, OR.  1999-2000            	Member, Committee for the Application of Ki-Energy. Ministry of International               Trade and Industry (MITI), JAPAN.1998-ongoing		Member, Scientific Advisory Board, Health Medicine Forum, Lafayette, CA1997-ongoing		Member, Scientific Advisory Board, Biomed Comm Inc., Seattle, WA 1997-1998 		Advisory Board Member, Wellness Sciences Inst., Philadelphia, PA1996-1999	Member, Program Advisory Council, Office of Alternative Medicine, National Institutes of Health (NIH), Bethesda, MD1996-ongoing		Advisory Board Member, HealthWorld Online1996-ongoing		Advisory Board Member, CANHELP, and University for Global Well-Being,			Malmo, Sweden1995-2000		Member, Editorial Advisory Board, Journal of Complementary Therapies 			in Medicine1995-2000		Member, Advisory Board, The Arizona Center for Health and Medicine, 					Phoenix, AZ1995-2000		Member, Advisory Board, Program in Integrative Medicine, University of 				Arizona Medical School, Tucson, AZ1995-7			Member, Advisory Board, John Templeton Foundation, Radnor, PA1995-8			Member, Scientific Advisory Board, Tru-Light Corporation, Carmel, CA1994-2003		Member, Product Research Council, Starlight International Inc., Monterey, CA 1994-6			Committee Member, International Cancer Association Network, Sydney, 					Australia1994-7			Member, Advisory Board of Editors, European Journal of Classical  					Homeopathy1994-ongoing		Listed in The World Who's Who of Women1994-2001		Member, Editorial Board, Alternative Therapies in Health and Medicine1994-1999		Associate Editor, Alternative Health Practitioner, Journal of  				Complementary and Natural Care1994-ongoing		Member, Journal Advisory Board, Subtle Energies		1994-ongoing		Listed in Who's Who in Science and Engineering1993-4			Nominator for Fellows Program of the MacArthur Foundation1993-2002		Council member, Society for Scientific Exploration1993-			Member, Advisory Board, International Centre for Earth Renewal,      		 		Vancouver, BC.1993-2000		Member, Advisory Board, Institute for Functional Research,			Tiburon, CA1993			Invited Participant to White House Health Care Task Force Meeting			on Alternative and Complementary Medicine (under Hilary Clinton)1992-4			Member, Ad Hoc Advisory Panel, Office of Alternative Medicine, NIH, 				Bethesda, MD1992-4			Chair, Bioelectromagnetics Panel, Office of Alternative Medicine, NIH1992-ongoing		Listed in Who's Who in Science and Theology

Presentations:
Presentation #122    

Workshop:  
Oriental Medicine Made Incredibly Easy with the EMAS Device

Abstract: 
We will demonstrate the state-of-the-art in electroacupuncture diagnostic/biofeedback devices, the EMAS (Electro-Meridian Analysis System; www.hepoch.com).  No knowledge of acupuncture is required.  Its software offers great insight into Oriental interpretations of a person’s condition as well as East-West combination treatment plans.  The electrical conductivity at various hand and foot acupuncture points is measured to reveal the energy flow in the 12 meridians.  Computer analysis then shows which acupuncture points need needling or acupressure according to different systems of acupuncture. Autonomic nervous system regulation is also indicated.  Moreover, treatment using aromatherapy, herbs, foods, and self-massages, are shown.  Demonstrations will be made on volunteer participants.

Duration: 
120 minutes

Learning Objectives: 
1. To describe how the acupuncture system of meridians and acupuncture points is fundamental to a holistic view of life. 
2. To describe how acupuncture works.
3. To describe the concept of qi or subtle life energy, yin/yang, 5-elements, and their  principles in Oriental Medicine
4. To explain the essential discoveries behind electrodermal testing and how it evolved to the present time.
5. To explain how the EMAS devic works and what information it can reveal about health and wellness.

Test Questions:
1. What is electrodermal testing?  What kind of information about health does it reveal?
2. What is the EMAS and how is it superior to other devices currently in use?
3. How can use of the EMAS show subtle energy excess, deficiency, or energy blocks?
4. What can be done about a client's energy imbalances, once they are elucidated by the EMAS?
5. What are the basic underlying principles of Oriental Medicine that all health practitioners should know? 
6. To enumerate the reasons why electrodermal testing and specifically use of the EMAS can enhance or expand a holistic health practice.

Bibliography: 
www.hepoch.com

Eisenberg, D. Encounters with Chi, Exploring Chinese Medicine.  New York:  WW Norton Co., 19

Kaptchuk, TJ. The Web That Has No Weaver;  Understanding Chinese Medicine. New York:  McGraw-Hill, 2000

Lo, Shui Yin.  The Biophysics Basis for Acupuncture and Health.  Pasadena, CA:  Dragon Eye Press, 2004. 

Zoll, SJ. The Bridge Between Acupuncture and Modern Bio-Energetic Medicine. Brussels:  Haug International, 1991.

Detailed Agenda:
1. Introduction and overview on Oriental medicine and diagnosis in particular-- 20 min. 
2. Introduction and overview on electrodermal testing---20 min.
3. Presentation on EMAS device and software--10 min
4. Q&A--10 min.
5. Measurements on participant-volunteers--40 to 60 min.
6. If time permits, short qigong exercise following by measurement on a volunteer to observe any changes in the energy sysem upon intervention--15 min.

Presentation #154    

Plenary:  
Water---the Matrix of Life, and What to Drink to Stay Healthy

Abstract: 
Water is more than just a carrier for the biomolecules in life. The greatest change in aging is not in your biomolecules, but in loss of water from your cells.   Water’s ultrastructure and its special ability to store information, is the very basis of the living state.  Water can be programmed with various frequencies that convey information useful for healing.    The “best” water that you can drink to maintain hydration, remove toxins, stay alkaline, keep your cell membranes energized, and maintain the biofield, will be described.  New developments in “designer water” will also be discussed.

Duration: 
40 minutes

Learning Objectives: 
1. To describe the latest scientific knowledge of the structure of liquid water
2. To describe how water can be encoded with information carried by various frequencies
3. To explain how progressive dehydration occurs with age.
4. To describe why drinking microstructured alkaline water is most beneficial for increased hydration, detoxification, and anti-aging.
5. To enumerate the various factors that make bottled water less healthy to drink than point-to-use microstructured water.

Test Questions:
1. Why is poor water quality the biggest challenge to our health?
2. What is the state-of-the-art in water and water device technology to produce the best drinking water that is grounded in scientific theory and testing?

Bibliography: 
Batmanghelidj, F. Your Body's Many Cries for Water. Vienna, VA:  Global Health Solutions, Inc., 1997.

Baroody, TA. Alkalize or Die.  Waynesville, NC:  Holographic Health Press, 1991. 

www.watercure.com

www.protonlabs.com

www.alkalizeyourbody.com

Detailed Agenda:
1. Present new evidence from material science of the oligomeric structre of water--5 min.
2. Present evidence from biophysics of the subtle energy-with-information storage capacity of water--5 min.
3. Present overview on physical properties of water--5 min.
4. Present subtle energetics of water--5 min.
5. Present use of water in human body, and progressive dehydration--5 min.
6. Present results of studies on bottled water--5 min.
7. Present details about microstructured alkaline water, in terms of properties and observed effects on blood.--10 min

Presentation #151    

Plenary:  
Anti-Aging and Longevity:  The Slippery Slope From Wellness to Disease and How to Prevent It

Abstract: 
Long before chronic degenerative disease sets in, the typical aging adult slowly slips down the slope from optimal wellness into “functional” disorders.  These typically include one or more of the following: fatigue, pain, disturbed sleep, immune dysfunction, sexual dysfunction, digestive disturbances, food intolerances, multiple allergies, etc.  Functional disorders are often dismissed as “aging”, but we offer another perspective.   We will reconsider these in light of ancient and state-of-the-art anti-aging and longevity practices and how functional disorders can be reversed with improved diet and nutritional supplements, photostimulation, appropriate exercise, ancient Oriental health practices, and more.

Duration: 
20 minutes

Learning Objectives: 
1. To define "aging" as a process that can be mitigated by appropriate interventions and lifestyle changes.
2. To distinguish "functional disorders" from conventional medical diagnoses.
3. To describe how "functional disorders" can be reversed or mitigated over time by using various holistic health practices.
4. To explain several anti-aging/longevity practices from state-of-the-art knowledge and ancient Oriental medicine.

Test Questions:
1. What are some of the various definitions of aging? 
2. What are "functional disorders"?  
3. What are some anti-aging/longevity practices that frontier science has discovered?
4. What are some ancient Oriental health practices believed to be anti-aging?

Bibliography: 
http://www.antiaging-systems.com/aamintro.htm

http://www.anti-aging-guide.com/

Fisher A, Morley JE.  Antiaging Medicine:  The good, the bad, and the ugly.  J. Gerontol A Biol Sci Med Sci 2002 Oct; 57(10), M636-9

Sancier, K.  Anti-aging Benefits of Qigong http://www.zenergyarts.com/papers/AntiAging.pdf

Teeguarden, R. Radiant Health:  The Ancient Wisdom of Chinese Tonic Herbs.  New York:  Warner Books, 1998.

Detailed Agenda:
1. Definitions of aging--1 minute
2. New thoughts on aging--1 minute
3. Functional disorders vs. disease--5 minutes
4. REversing functional disorders--3 minutes
5. Ancient Oriental practices for anti-aging--5 minutes
6. Frontier discoveries and anti-aging---5 minutes

Presenter: Schram, Robert

Presenter Address:
4950 York Road PO Box 231
Holicong, Pennsylvania  18928-0231  United States
Phone: 215.794.0800
Fax: 
Email: schram@verizon.net

Professional Info:
Executive Director, License Number , Licensed in  

Bio:
Dr. Schram was born in Newark, New Jersey and has a Masters Degree in Counseling Psychology and a Doctorate in Public Administration. He is a divorced father of two grown sons.  He has always treasured the joy of laughter and is blessed to be employed as Executive Director of BARC in Bucks County, Pennsylvania. He has experienced many of life's ups and downs. He enjoys reading, travel, golf, professional basketball, classical music, opera, spiritualism, yoga, meditation, teaching, helping others, and children.Robert H. Schram, D.P.A has been Executive Director of BARC since 1977 serving children and adults with developmental disabilities and mental health diagnoses. Dr. Schram is the Founder and President of the Rehaschra School of Yoga and Meditation. He also teaches at the college level and does consulting work for business. He was promoted to Fellow in the American Association on Mental Retardation for meritorious service in 1990. Dr. Schram holds certificates in: Finance from the University of Pennsylvania, Wharton School; Leadership from the Commonwealth of Pennsylvania and Desales University; Medical Ethics from the University of Penn Medical School; Dispute Resolution from the Ford Motor Company.

Resume/CV: 
ROBERT H. SCHRAM, D.P.A.4950 York Road PO Box 231Holicong, PA 18928-0231 __________________________________________________________________________EDUCATIONFairleigh Dickinson University     B.A.      Political Science Fairleigh Dickinson University  M.A.    Personnel/Counseling Nova Southeastern University D.P.A. 	Doctor/Public AdministrationDissertation Topic: The Relationship of Nonprofit Capital Fundraising Strategies to Selected Organizational VariablesTRAININGS TAKENFinance Certificate (University of Pennsylvania – Wharton School); Leadership Certificate (Pennsylvania DPW-OMR 100 hours); Leadership Certificate (North Penn Academy – Desales University 55 hours); Medical Ethics and Decision Making Certificate (University of Penn Medical School 60 hours); Ford Motor Company Dispute Resolution Training Certificate (New Orleans 40 hours).SKILLSBudgeting, fiscal analysis, pension/trust fund management and investment, production line management, marketing, writing, fund-raising, capital campaigns, association management, new program start-up, long range and strategic planning, teaching/training (cultural, ethnic, gender and sexual orientation), supervision, public speaking, arbitration, mediation, conflict management/dispute resolution, group and individual counseling/therapy, human resource management, yoga and meditation.AWARDS AND PUBLICATIONSSumma cum laude graduate, Council for Advancement and Support of Education nomination for the Outstanding Doctoral Dissertation Grenzebach Award, Promoted to Fellow for Meritorious Service in the American Association onMental Retardation, Appointed to Ford Motor Company Dispute Settlement Board, Hired by Thomas Edison State College to mentor and approve associate, bachelor and master degrees in six credit practicum, Elected to the EagleWorkers' Compensation Trust Board of Directors as Vice Chairperson, Semi-professional baseball Most Valuable Player and Batting Champion, Wrote statewide position papers on: death penalty, rent rebates, sociality, sexuality, Author of book “Maximize Life by Living for Peace, Harmony, and Joy”.COURSES DEVELOPED AND TRAINING PROGRAMS FACILITATEDProvided consultant services to businesses in Cultural and Gender Sensitivity, and Policy Manuals, Can Do Spirit, Gender Sensitivity and Sexual Harassment Sensitivity, Cultural Diversity, Public Relations, The Reality Factor, How To Manage Your Boss, Supervision Basics, Supervisory and Progressive Discipline, Conducting Investigations of Staff Misconduct, Performance Evaluation, Implementing and Continuing Staff Appreciation Efforts, Improving Staff and Organizational Communication, Developing Program Quality Control Mechanisms, How to Conduct Productive and Efficient Meetings, Leadership Training for Managers, Successful Nonprofit Fundraising, Nonprofit Capital Campaign Fundraising, Multi-Modal (bio-psycho-social) Analysis, Personal Safety and Abuse  Prevention Education Program to Empower Adults with Disabilities and Train Service Providers, Outcome Measurement for Human Service Programs, Using Multivariate Statistical Analysis, Medication Error Tracking, Analyzing and Correcting,  Stress Reduction Through Rehaschra Yoga and Meditation.EMPLOYMENT HISTORYPRESENTExecutive DirectorBARC Inc. Buckingham, Pa 18928PAST EMPLOYMENT	1. Instructor - Rutgers University, 2. Executive Consultant - Federation of Straight Chiropractic Oganizations3. Director of various Human Service Programs,4. Special Education Teacher for Roselle Board of Education, 5. Epidemiologist N.Y.C. U.S. Public Health Service.ACCOMPLISHMENTSHUMAN SERVICE PROGRAMS·	Expanded early intervention services to five counties and state of Delaware serving over 600 children, ·	Constructed four new group homes, initiated senior day care, adult day care, and employment training,  ·	Founder of Rehaschra School of Yoga and Meditation, ·	Opened two new Thrift stores to offset second year of no COLA from Commonwealth of PA,·	Offered private pay vocational services,·	Started agency marketing division and developed child assessment teams for Bucks and Berks Counties,·	Converted group homes to independent living situations and promoted person-centered planning,·	Purchased three group homes and converted ten group homes to 2176 Waiver funding,·	Started psychosocial clinics to accompany monthly psychiatric clinics,·	Began project serving children with behavioral, social and emotional concerns in community day care centers, ·	Initiated numerous public and private pay group homes, ·	Started competitive microfilm operation and set up two photo-license centers,·	Created disabled senior retirement group,·	Originated supported employment and a mobile workforce program.FISCAL AND HUMAN RESOURCES·	Initiated a domestic partner benefit program and Martin Luther King’s birthday as a holiday, ·	Secured a residential irrevocable funeral trust program,·	One of twelve Pennsylvania Executives to initiate a lawsuit for increased direct care wages, ·	Refinanced all long term debt ($4.1 million) at 4.36% interest, ·	Downsized administration and assumed responsibility of Chief Financial Officer and Development Manager,·	Transformed pension plan to individualized investments,·	Self-funded Employee Health Plan, Unemployment Insurance, and Workers' Compensation Insurance,·	Converted all long term debt ($3.5 million) to tax-free financing, ·	Developed and implemented a comprehensive computer plan for agency, ·	Reviewed, rated and ranked all job descriptions and salary grades as participant on compensation committee, ·	Increased production and efficiency at light manufacturing sheltered workshops (300 workers) by 40%,·	Won real estate tax appeal on three group homes and a variance to convert one home to a two family duplex,·	Initiated satisfaction surveys for staff and parents·	Activated a safety committee to meet monthly,·	In two capital campaigns raised campaign goal of $500,000 and $2,300,000,·	Overhauled investment strategy of Eagle Workers' Compensation trust for ten organizations,·	Implemented wide area network (WAN) interconnecting 150 computerized workstations.·	Sold all equity holdings 10/16/87 9:30AM prior to 10/19/87 stock market crash.FUND RAISING AND PUBLIC RELATIONS        Participated in five county image marketing campaign appearing four times on local TV network, ·	Played 108 holes of marathon golf in new fund raiser,·	Began dinner-dance fund raiser with ad journal,·	Successfully marketed new day care centers, ·	Marketed fundraisers and employment opportunities on newly developed internet web page, ·	Started a golf tournament, Mercedes Benz Raffle, and Horse Show and Country Fair,·	Wrote public and private grants generating in excess of $500,000 per annum.ADVOCACY AND PLANNING·	Crafted strategic plans for three service areas (residential, employment and early intervention), ·	Successfully nominated two board members for county and state advocacy awards, ·	Active on advisory committee for county public transportation, ·	Launched twenty year plus club for staff and volunteers, ·	Successfully defended use of psychotropic drug Nimotop for consumers with Refractory Bipolar Disorder, ·	Activated county-wide advocacy program and human rights committee,·	Utilized three-year plans to expand services for children and adults.

Presentations:
Presentation #161    

Workshop:  
Maximize Life by Living for Peace, Harmony, and Joy

Abstract: 
This interactive workshop will encourage participants to explore areas and issues of their own choosing in order to plumb their past and improve their future. The presenter, Dr. Robert H. Schram is author of a newly published book "Maximize Life by Living for Peace, Harmony, and Joy" in which he lays out his life and emotions for all to see in the hope that others will be encouraged to be honest and frank enough with themselves so as to effectuate a happier and more joyful existence. Participants may choose to come and listen or actively participate. By utilizing the learned lessons of the book each participant will learn techniques to overcome their own personal demons and negative habits. The workshop will explore some of the topics and benefits that the book offers in addition to areas that participants may choose:

Duration: 
120 minutes

Learning Objectives: 
1. Participants will be able to discuss and list techniques to life more fulfilling lives.

Test Questions:
1. What thoughts do I have that the same or similar to those discussed in the workshop?
2. What can I do to better control those thoughts?
3. Am I ready to begin the work necessary to change?

Bibliography: 

Detailed Agenda:

Presentation #179    

Plenary:  
"Thought Control/Modification Through Meditation"

Abstract: 
"Thought Control/Modification Through Meditation" presents methods and techniques to deal with the issues of: stress, conflict, worry, anxiety, pain, suffering, and overload. Some people are attached to these issues and incorporate them into their daily thoughts allowing them to become counterproductive and sometimes destructive. In many cases detachment to these thoughts can lead to personal liberation and freedom.

Duration: 
40 minutes

Learning Objectives: 
The participants should be able to list and explain the thoughts they would like to better control and the techniques to accomplish it.

Test Questions:
1. What personal thoughts would you like to modify and/or better control?
2. What techniques could you employ to modify and/or better control your personal thoughts?

Bibliography: 
Abbott, T.  "Review of 'On Being Mindless: Buddhist Meditation and the Mind-Body Problem' by P. Griffiths." Journal of Asian Studies 47, no. 1 (1988): 178-179.

Abdullah, S., and H. Schucman.  "Cerebral Lateralization, Bimodal Consciousness, and Related Developments in Psychiatry." Research Communications in Psychology, Psychiatry and Behavior 1 (1976): 671-679.

Alexander, C.N., G.C. Swanson, M.V. Rainforth, et al. “Effects of the Transcendental Meditation Program on Stress Reduction, Health, and Employee Development—A Prospective Study in 2 Occupational Settings." Anxiety, Stress, and Coping 6, no. 3 (1993): 245-262.

Armstrong, R.M. "The Psychology of Inner and Outer Space." Pastoral Psychology 37, no. 3 (1989): 161-164.

Aron, E., and A. Aron. “The Maharishi Effect: A Revolution Through Meditation.”
Walpole, NH: Stillpoint, 1986.

Aron, E., and A. Aron. "Transcendental Meditation Program and Marital Adjustment."
Psychological Reports 51 (1982b): 887-890.

Astin, J.A. "Stress Reduction Through Mindfulness Meditation: Effects on Psychological Symptomatology, Sense of Control, and Spiritual Experiences." Psychotherapy & Psychosomatics 66 (1997): 97-106.

Benson, H. "The Relaxation Response: Its Subjective and Objective Historical Precedents and Physiology." Trends in Neurosciences 6, no. 7 (1983b): 281-284.

Benson, H. "Stress, Health and the Relaxation Response." Behavioral Medicine: Work, Stress and Health. eds. W.D. Gentry, H. Benson, and C.J. deWolbb. NATO ASI Series D, no. 19 (1985b): 15-32.

Benson, H. "Your Innate Asset for Combatting Stress." Harvard Business Review 58 (1980): 86-92.

Benson, H., A. Kornhaber, C. Kornhaber, M.N. LeChanu, P.C. Zuttermeister, P. Myers, and R. Friedman. "Increases in Positive Psychological Characteristics with the New Relaxation Response Curriculum in High School Students." Journal for Research and Development in Education no. 27 (1994): 226-231.

Benson, H., M.S. Malhotra, R.F. Goldman, G.D. Jacobs, et al. "Three Case Reports of the Metabolic and Electroencephalographic Changes during Advanced Buddhist Meditation Techniques." Behavioral Medicine 16, no. 2 (1990): 90-95.

Benson, H., and W. Proctor.  “Your Maximum Mind.” NY: Avon Books, 1987.

Bloomfield, H.H.  “Transcendental Meditation: Discovering Inner Energy and Overcoming Stress.” London: Unwin Paperbacks, 1978.

Castillo, R.J. "Depersonalization and Meditation." Psychiatry 53, no. 2 (1990): 158-168.

Castillo-Richmond, A., R.H. Schneider, C.N. Alexander, R. Cook, H. Myers, S. Nidich, C. Haney, M. Rainforth, and J. Salerno. "Effects of Stress Reduction on Carotid Atherosclerosis in Hypertensive African Americans." Stroke 31 (2000): 568-573.

Caudill, M., R. Friedman, and H. Benson. "Relaxation Therapy in the Control of Blood Pressure." Bibliotheca Cardiologica 41 (1987): 106-119.

Caudill, Margaret. "Decreased Clinic Utilization by Chronic Pain Patients after Behavioral Medicine Intervention." Pain 45 (1991): 334-335.

Chan, D.W. "Introducing the Chinese Hexiangzhuang (Flying Crane) Qigong Therapy."
International Journal of Psychosomatics 34, no. 4 (1987): 28-34.

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Detailed Agenda:
I.  Introduction
II. Background definitions and research
III. Meditation Process
IV. Nonlocal Mind and the Akashic Field
V. Six Steps to thought control
VI. Questions and Answers

Presenter: Schummer, Gary

Presenter Address:
24050 Madison St., #111
Torrance, California  90505  United States
Phone: 
Fax: 
Email: gjschummer@cs.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #97    

Workshop:  
Neurofeedback Treatment of Dyslexia

Abstract: 
The prevalence of dyslexia ranges from 5-17% of school-aged children, with 40% of the entire population reading below grade level. Recent qEEG findings have led clinicians and researchers to treat dyslexia with Neurofeedback. Results have varied from minor improvements in comprehension to advancing three grade levels after 25 sessions. Neurofeedback  promises to become a significant tool to remediate this pervasive disorder. This workshop will assist the participant to understand the complexity of the disorder, summarize training strategies derived thus far, and propose areas for future exploration.

Duration: 
120 minutes

Learning Objectives: 
1. Broaden the applications of Neurofeedback to treating Dyslexia.
2. Understand the complexity of the disorder.
3. How QEEG is helpful in diagnosis and treatment of Dyslexia.

Test Questions:
The main measure in QEEG that is helpful in treating dyslexia is:  1) Asymetry;  2) Amplitude stabalization; 3) Coherence;  4) Phase

According to recent research, Dyslexia is remediated best via:  1) stimulant medication;   2) Neurofeedback;  3) Fast Forward;  4) Neuropsychological assessment.

According to Jonathan Walker, MD, the QEEG has, to date:
1)  Established that there are at least 26 subtypes of Dyslexia;   2) Been unsucessful in remediating Dyslexia;  3) Shown some utility in treating Dyslexia;  4) Been shown to cure Dyslexia in every case.

Bibliography: 
At this point there's very little in the literature, I'm only aware of J. Walker's paper which is "In Press" for the Journal of Neurotherapy which is a case study of 12 individuals which were successfully treated by him.  This will be presented as a "Pilot Study" and the results of my clinical work which needs further research.

Detailed Agenda:
55 min.
I. Learning Disorders overview
II. Dyslexia - commonly accepted definitions, cost of this disorder, problems unique to the English language.
III.  Summary of research to date both outside and inside the field of Neurofeedback.
IV. QEEG - its utility if diagnosing Dyslexia and definition of relevant terms.
V. Focus on two approaches to rediation within the Neurofeedback field:  amplitude normalization and coherence training verses coherence training by itself.

10 Min. Break 
55 Min
VI.  Developing an effective model for diagnosing the disorder.
VII.  Integrating other assessments (teacher rating scales, neuropsychological testing, QEEh as it relates to other neuroimaging techniques.
VIII.  Convergence of data
IX. Recommended method for diagnosing and treating Dyslexia.
X. How to put this information forward and what to expect from the "experts" in the Dyslexia community as a response.

Presentation #203    

Plenary:  
Success Builds Sucess: Beyond the Double Blind

Abstract: 
Neurofeedback has many roads to success, depending on the definition of success.  A model of success beyond that offered through research will be presented.  We're speaking of the creation of many well managed effective treatment centers.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Scott, Bill

Presenter Address:
18219 Coastline Drive, Suite #1
Malibu, California  90265  United States
Phone: 
Fax: 
Email: williamcscott@aol.com

Professional Info:

Bio:
Bill Scott is a co-investigator of a research project studying somatization disorders at UCLA’s Neuropsychiatric Institute with Lobsang Rapgay, Ph.D. He’s in the design process of a study investigating brain states during mindfulness meditation with Jeffery Schwartz, M.D. and Barry Sterman, Ph.D. He recently developed a new neuroimaging technology that creates a fractal signature from EEG and is successfully utilizing this technology as a form of EEG biofeedback in a process termed BrainPaint®. He is the first author and principal investigator of a controlled study on addictions (n=121) which was published in August 2005 in The American Journal of Drug and Alcohol Abuse, with David Kaiser, Ph.D, Siegfried Othmer, Ph.D, and Steven Sideroff, Ph.D. Bill was also the principal investigator and first author of an addiction research project that yielded a 79% success rate with Native American alcoholics. This study was with Dr. Eugene Peniston (in press). An interview with Bill by the Psychiatric Times was published as a feature article. Bill and David Kaiser presented research at the American Association for the Advancement of Science with Dr. David Kaiser. He trained the researchers Dr. John Gruzelier and Dr. Tobias Egner (members of Department of Cognitive Neuroscience and Behaviour, Imperial College Medical School) in the use of alpha-theta protocols. The results of this research project so improved music abilities among Royal Conservatoire of Music students that the Conservatoire adopted these protocols into the school’s curriculum. Bill has been published in the January 2000 issue of Clinical Electroencephalography (EEG), an official journal of the EEG and Clinical Neuroscience Society (ECNS). He contributed a chapter on alpha-theta EEG biofeedback in Jim Robbins' Book, "A Symphony in the Brain." He has presented his research and has taught workshops with Tom Brod, M.D. on anxiety disorders at three American Psychiatric Associations annual conventions. In association with Michael Hoffman, Bill is also currently involved with the Narcotics Division of the American Embassy in South America where they are teaching their protocols to other researchers in order to quickly replicate their work in Latin America. He participated in the 4th annual Meeting of Experts on Demand Reduction for the Organization of American States.Bill has been training EEG biofeedback practitioners since 1996 and has taught over two thousand of them at this time. He’s most passionate about evaluating and demonstrating EEG biofeedback’s effectiveness through research, refining assessment, improving protocol selection, measuring outcomes and discovering innovative ways to transfer his knowledge to practitioners and research teams. He’s been in private practice since 2000 in West Los Angeles and Malibu.

Resume/CV: 

Presentations:
Presentation #231    

Plenary:  
Bypassing the Mind; "Brainpainting"

Abstract: 
Cortical Visual Prosthesis have been dabbled with since 1929 starting with the work of Foerster, O. (1929) Beitrage zur Pathophysiologie der Sehbahn und der Sehsphare. J. Psychol. Neurol., Lpz, 39, 463-485. Brindley, G.S. and Lewin, W.S. (1968) The sensations produced by electrical stimulation of the visual cortex. J. Physiol., 196, 479-493. showed a patient could detect patterns from their cortex being stimulated through electrode implants.  My thoughts were, “If the brain in all its complexity can make sense of crude input, what might happen if it's given the chance to output and manipulate complex systems?" “Why is it that we get such good results even from a subject watching a simple bar graph fluctuating, yet we usually see no significant changes in the fast frequencies we have been "rewarding"?” Perhaps it’s because we haven't yet been able to quantify the brains complexity.  Now, years later as computers acceded speeds above 2 gigahertz I've done just that.  This talk will demonstrate the brain's doodling in what I'm calling BrainPaint. We're able to animate these fractal images at speeds greater than 20 per second.  Here's a sample image of thousands of them I've collected.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Seid, Kirby

Presenter Address:
6016 North Arlington Blvd
San Pablo, California  94806  United States
Phone: 
Fax: 
Email: kirbyt23@earthlink.net

Professional Info:

Bio:
Kirby Seid has traveled the world for crystals, fossils and ancient artifacts with his mineral business, has taught workshops and designed tools for spiritual practices for the past 25 years. Kirby has a B.A. degree in psychology from UC Santa Cruz and teaches Light Labyrinth workshops across the US and leads seminars at Omega Institute in New York. He has been developing the Light Labyrinth Project in collaboration with artists and scientists who have worked with the Exploritorium in San Francisco and Apple Computers.

Resume/CV: 

Presentations:
Presentation #192    

Workshop:  
Neo Shamanic Meditation with The Light Labyrinth: Light, Crystal and Brainwave Technology

Abstract: 
Join us for an exciting workshop of deep trance meditation with The Light Labyrinth, an advanced technology of dazzling light forms and brainwave frequencies that are projected into the fractals, fissures and veils of large spectacular quartz crystals and are designed to encourage shifts in consciousness. The Light Labyrinth accesses shamanic liminal states - the spaces between conscious and unconscious, like dreaming. The visual light frequencies and crystals allow viewers to access profound peace, tranquility and spiritual guidance in an enchantingly beautiful experience. The Music Visualizer, which allows viewers to see music, will be included for an exciting multimedia experience!

Duration: 
120 minutes

Learning Objectives: 
Learning Objectives
·	Understand an overview of neo shamanism and altered states.
·	Learn how modulated light forms, crystals and refined human awarness synergize to
create a visual resonance field, thereby transcending a normal subjective-objective oriented experience.
·	Explore various psychological processing methods through trance meditation induction by
programmed light forms, color and spectacular quartz crystals.
·	Understand how to use the physics of minerals and crystals to access resonant field knowledge

Test Questions:
Post test questions
What are the component factors of Visual Resonance Imaging and what is the
effect of Visual Resonance Imaging on subjective/objective perception?
What are motivations for alterning normal perception?
What are some of the properties of Quartz Crystals and how do these
properties affect human consciousness?

Bibliography: 

Detailed Agenda:
Detailed agenda
Workshop Outline
40 minutes-Part 1: Discussion/Lecture on Neo Shamanism, Physical properties of minerals and crystals and The Light Labyrinth Project

10 minutes-Brief  Break

40 minutes- Part 2: Facilitated trance meditation with The Light Labyrinth and Music Visualizer

30 minutes- Part 3: Question and answer session with experiential feedback.

Presentation #237    

Plenary:  
Neo Shamanic Mediatation with Light, Crystal and Brainwave Technology

Abstract: 
Join us for an introduction into cutting edge light and crystal technology designed for neo shamanic meditation. Participants will view one of the most powerful light and crystal experiences available. We will explore the importance of the mineral kingdom in this technology and introduce the The Light Labyrinth Project, including large spectacular quartz crystals and a Music Visualizer that allows you to see the music you are hearing with light, color and crystal! The Light Labyrinth helps facilitate pathways to dazzling inner journeys. This demonstration is appropriate for all those interested or involved in the mineral kingdom, shamanism, enhanced group process, healing, hypnotherapy & non-ordinary states of consciousness.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Sherlin, Leslie

Presenter Address:
8503 E. Keats Ave
Mesa, Arizona  85209  United States
Phone: 480-797-9304
Fax: 
Email: LeslieSherlin@NovaTechEEG.com

Professional Info:

Bio:
Leslie Sherlin received his undergraduate degree and first years of graduate school from the University of Tennessee, Knoxville while working in the Brain Research and Neuropsychology laboratory of Dr.  Joel Lubar, a pioneer in neurofeedback with attention disorders.  To further the integration of advanced EEG imaging he went to the Key Institute for Mind Brain Research in Zurich, Switzerland to learn Low Resolution Electromagnetic Tomography (LORETA) directly from the developer Dr. Roberto Pascual-Marqui.  Following this training he co-founded Nova Tech EEG, Inc. to facilitate the development and widespread distribution of powerful, flexible and accessible tools for the Brain Electromagnetic Research.  He remains the president of Nova Tech EEG, Inc.  He holds the degree of Master of Science in Clinical Psychology and is currently a doctoral candidate (Ph.D.) in Psychology.  Following his first 5 years of intensive research in QEEG and LORETA, he was employed in Scottsdale, AZ practicing QEEG analysis and neurotherapy clinically for 3 years.  In addition to being president of Nova Tech EEG, Inc, he currently is adjunct faculty at Southwest College of Naturopathic Medicine, Tempe, AZ teaching QEEG and neurofeedback; is a neurofeedback practitioner at Southwest Naturopathic Medical Center; and is employed by Q-Metrx, Inc. in Burbank, CA, a QEEG analysis service.  He is certified at the Diplomate level in QEEG and Neurotherapy, is a Board Certified Neurotherapy Instructor and a Certified Biofeedback Practitioner.

Resume/CV: 
Leslie H. Sherlin8503 E Keats AveMesa, AZ 85209Voice: (480) 797-9304	  		Email: LeslieSherlin@NovaTechEEG.comEducation:2007                    		      Doctor of PhilosophySpecialization: PsychologyHAROLD ABEL SCHOOL OF PSYCHOLOGYCAPELLA UNIVERSITYMinneapolis, MN2003	Master of Science, Psychology Specialization: Clinical PsychologyHAROLD ABEL SCHOOL OF PSYCHOLOGYCAPELLA UNIVERSITYMinneapolis, MN2000	Bachelor of Arts, PsychologyTHE UNIVERSITY OF TENNESSEEKnoxville, TennesseeProfessional Certification:	Certified Crisis Intervener – Level 1 by the American Psychotherapy Association and the American Board of Examiners in Crisis Intervention, 2005Certified Biofeedback Practitioner in EEG Biofeedback by the Biofeedback Certification Institution of America, 2005Board Certified Diplomate of Neurotherapy by the Neurotherapy and Biofeedback Certification Board, 2005Quantified Electroencephalography Diplomate by the Quantitative Electroencephalograph Certification Board, 2004				Board Certified Neurotherapist by the Neurotherapy and Biofeedback Certification Board, 2004Certified Neurotherapy Instructor by the Neurotherapy and Biofeedback Certification Board, 2004Professional Experience:June 05 to Present		   Manager of QEEG Rapid Reporting Services Manager of QEEG rapid reporting service reporting directly to the CEO.  This includes processing QEEG studies in cooperation with Q-Metrx staff.  The job duties also include supporting educational programs, research activities, and sales and promotion of the Q-Metrx reporting service.Jack Johnstone, Ph.D. – President & CEOJay Gunkelman, QEEGD – Executive Vice PresidentQ-METRX, INC.Burbank, CaliforniaJune 05 to Present		   Neurofeedback PractitionerProvide neurofeedback training to clients of a naturopathic medical center in conjunction with ongoing treatment for various symptomatology.  John Dye, N.D. – Shift SupervisorSOUTHWEST NATUROPATHIC MEDICAL CENTERTempe, ArizonaMay 05 to Present		   Adjunct FacultyCourse instruction in EEG Biofeedback and Quantitative EEG.  Clinical rotation supervision in EEG Biofeedback.Department of Mind-Body MedicineJohn Dye, N.D. – Department ChairSOUTHWEST COLLEGE OF NATUROPATHIC MEDICINETempe, ArizonaNov 99 to Present		   PresidentManage and oversee various aspects of the company, including product development, marketing and customer relations.NOVA TECH EEG, INC.Knoxville, TennesseeMar 02 to June 05		   QEEG Technician & Neurofeedback TherapistRecord and process Quantitative Electroencephalography (QEEG) collected from in house clients and outside referrals.  Data analysis and EEG recording proficiency required with all available QEEG software.  Provide EEG biofeedback to children, adolescents, and adult with varying disorders.Robert Gurnee, MSW – DirectorJanet Falgout, Ph.D. Psychologist - Supervisor	ATTENTION DEFICIT DISORDER CLINIC AND SCOTTSDALE NEUROFEEDBACK INSTITUTEScottsdale, ArizonaApr 00 to Mar 02		   Resident CounselorProvided individual and group counseling services to    adolescent male sex offenders as part of an inpatient treatment program.  Provided client supervision, taught psychoeducational groups, and assisted with administrative tasks.Jean Schaid, Ph. D. – SupervisorClinical DirectorREFLECTIONS TREATMENT AGENCYKnoxville, TennesseeMar 05 to Present	   Society of Applied Neuroscience Student Network                    CoordinatorLaboratory Experiences:Aug 98 to Mar 02		   Laboratory Research AssistantParticipated in ongoing research topics examining relationships between Quantitative Electroencephalography (QEEG) and Low Resolution Electromagnetic brain Tomography (LORETA)Joel F. Lubar, Ph.D. – SupervisorBRAIN RESEARCH AND NEUROPSYCHOLOGY LABORATORYThe University of TennesseeKnoxville, TennesseeField Training Experience:	June 05 to Present		     Clinical Psychology Practicum1000 Hours - The primary emphasis of the practicum training is the Psychological Screening, Critical Incident Stress Debriefings and Fitness for Duty Evaluations for contracted Police Departments and Public Safety organizations.  Other services of the training include: Individual counseling and psychotherapy, Group counseling or psychotherapy, Crisis Counseling, Vocational/Career Counseling, Child Assessment, Adult Assessment, Couples Counseling and psychotherapy, Family Counseling and psychotherapy, Drug or alcohol counseling, Consultation/Coordination of Services     Stephen L. Carson, Ph.D. Psychologist - Supervisor	STEPHEN L. CARSON & ASSOCIATESTempe, AZApr 03 to Sept 03		    Clinical Psychology Practicum600 Hours - Service clients in a group private practice for psychological services, including clinical interview, diagnostic testing and treatment.    Janet Falgout, Ph.D. Psychologist - Supervisor	ATTENTION DEFICIT DISORDER CLINICPublications:			   	Sherlin, L., & Congedo, M., (2005).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA).  Neuroscience Letters. Volume 387, Issue 2 , October, Pages 72-74.Sherlin, L., & Congedo, M., (2004).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA) [Abstract].  Journal of Neurotherapy. Vol 8:2.Sherlin, L., & Congedo, M., (2003).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA) [Abstract].  Applied Psychophysiology and Biofeedback. Vol 28:40 p311.          Congedo, M., Ozen C., & Sherlin, L. (2002).  Notes on EEG Resampling by Natural Cubic Spline Interpolation.  Journal of Neurotherapy. Vol 6:4.Budzinski, T., Budzinski, H., & Sherlin, L. (2002).  Short and Long Term effects of Audio Visual Stimulation (AVS) on an Alzheimer's Patient as documented by Quantitative Electroencephalography (QEEG) and Low Resolution Electromagnetic brain Tomography (LORETA) [Abstract].  Journal of Neurotherapy. Vol 6:1.Presentations:	     Sherlin, L., Townsend, A., & Hall, J.  (September 2005).  sLORETA Analysis of Alzheimer's Disease.  Paper presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.      Morgan, E., & Sherlin, L.  (September 2005).  Cognitive Switching Deficits Reflected in the EEG.  Paper presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.      Townsend, A., Sherlin, L., & Hall, J.  (September 2005).  sLORETA and QEEG Correlations with the Alzheimer's Disease Assessment Scale.  Paper presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.     Sherlin, L., & Demos, J.  (September 2005).  BCIA Didactic Training on Basic Neurophysiology & Neuroanatomy.  Workshop presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.     Sherlin, L., & Demos, J.  (September 2005).  BCIA Didactic Training on Research and Psychopharmacological Considerations.  Workshop presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.     Sherlin, L., & Demos, J.  (September 2005).  BCIA Didactic Training on Professional Conduct.  Workshop presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.     Sherlin, L., & Myer, D.  (September 2005).  QEEG & LORETA analysis: Details you were aftraid to ask.  Workshop presentation at the 13th annual meeting of the International Society for Neuronal Regulation, Denver, CO.     Sherlin, L., Budzynski, T., Budzynski, H.K., Congedo, M. Fischer, M.E., Goldberg, J., Ashton, S., & Buchwald, D.  (March 2005). Low Resolution Electromagnetic Tomography (LORETA) in Monozygotic Twins Discordant for Chronic Fatigue Syndrome (CFS).  Paper presentation at the 36th annual meeting of the Association of Applied Psychophysiology and Biofeedback, Austin, TX..     Sherlin, L., Budzynski, T., Budzynski, H.K., & Congedo, M.  (March 2005). Low Resolution Electromagnetic Tomography (LORETA) in Monozygotic Twins Discordant for Chronic Fatigue Syndrome (CFS).  Poster presentation at the 36th annual meeting of the Association of Applied Psychophysiology and Biofeedback, Austin, TX.     Morgan Canyock, E., Sherlin, L., & Baird, B.  (March 2005).  Cognitive Switching Deficits Reflected in the EEG.  Paper presentation at the 36th annual meeting of the Association of Applied Psychophysiology and Biofeedback, Austin, TX.     Sherlin, L., Budzynski, T., Budzynski, H.K., Fischer, M.E., Goldberg, J., Ashton, S., & Buchwald, D.  (August 2004). Low Resolution Electromagnetic Tomography (LORETA) in Monozygotic Twins Discordant for Chronic Fatigue Syndrome (CFS).  Paper presentation at the 12th annual meeting of the International Society for Neuronal Regulation, Ft. Lauderdale, FL.     Sherlin, L., & Congedo, M.  (April 2004).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA).  Paper presentation at the 35th annual meeting of the Association of Applied Psychophysiology and Biofeedback, Colorado Springs, CO.     Sherlin, L., & Congedo, M  (April 2004).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA).  Poster presentation at the 35th annual meeting of the Association of Applied Psychophysiology and Biofeedback, Colorado Springs, CO.     Sherlin, L., & Congedo, M  (September 2003).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA).  Paper presentation at the 11th annual meeting of the International Society for Neuronal Regulation, Houston, TX.		     Smith, P., Sams, M., & Sherlin, L.  (September 2003).  The Neurological Basis of Eating Disorders. I: EEG Findings and the Clinical Outcome of Adding Symptom-Based, QEEG-Based, and Analog/QEEG-Based Remedial Neurofeedback Training to Traditional Treatment Plans.  Paper presentation at the 11th annual meeting of the Society for Neuronal Regulation, Houston, TX     Congedo, M., Lubar, J.F., & Sherlin, L. (September 2003).  Exact Statistics for qEEG and LORETA Data: A Theoretical Tutorial and a Computer Program for Performing Analysis.  Workshop presentation at the 11th annual meeting of the Society for Neuronal Regulation, Houston, TX.         Sherlin, L., & Congedo, M.  (March 2003).  Obsessive Compulsive Disorder Localized using Low Resolution Electromagnetic brain Tomography (LORETA).  Paper presentation at the 34rd annual meeting of the Association of Applied Psychophysiology and Biofeedback, Jacksonville, FL		              Lubar, J.F., Congedo, M., & Sherlin, L. (September 2002).  LORETA of Cerebral Activity in Chronic Derpressive Disorder.  Paper presentation at the 10th annual meeting of the Society for Neuronal Regulation, Scottsdale, AZ.     Congedo, M., Lubar, J.F., Pascual-Marqui, R., & Sherlin, L. (September 2002).  Combining Enhanced QEEG and LORETA Analysis:  Clinical Intervention and Research.  Workshop presentation at the 10th annual meeting of the Society for Neuronal Regulation, Scottsdale, AZ.        Budzynski, T., Sherlin, L., & Seiver, D.   (September 2002).  QEEG, LORETA and SKIL Analyses of Monozygotic Twins Discordant for Chronic Fatigue Syndrome.  Panel Discussion presentation at the 10th annual meeting of the Society for Neuronal Regulation, Scottsdale, AZ.         Gurnee, R., & Sherlin, L. (September 2002).  Learning Disabilities Case Study: Elevated Beta correlating with ADHD, Auditory Processing Disorder, Dyslexia, and Math Learning Disability.  Poster presentation at the 10th annual meeting of the Society for Neuronal Regulation, Scottsdale, AZ.     Budzinski, T., & Sherlin, L.  (March 2002).  Short and Long Term effects of Audio Visual Stimulation (AVS) on an Alzheimer's Patient as documented by Low Resolution Electromagnetic brain Tomography (LORETA).  Paper presentation at the 33rd annual meeting of the Association of Applied Psychophysiology and Biofeedback, Las Vegas, NV.  Budzinski, T., & Sherlin, L. (February 2002).  Short and Long Term effects of Audio Visual Stimulation (AVS) on an Alzheimer's Patient as documented by Low Resolution Electromagnetic brain Tomography (LORETA).  Paper presentation at the annual meeting Future Health, Miami, FL.     Lubar, J.F, Congedo, M., Joffe, D., Sherlin, L. (October 2001).  LORETA 3-D Neurofeedback, Normative Database and New Findings (Part I and II).  Workshop presentation at the 9th annual meeting of the Society for Neuronal Regulation, Monterey, CA.     Budzinski, T., & Sherlin, L.  (October 2001).  Short and Long Term effects of Audio Visual Stimulation (AVS) on an Alzheimer's Patient as documented by Quantitative Electroencephalography (QEEG) and Low Resolution Electromagnetic brain Tomography (LORETA).  Paper presentation at the 9th annual meeting of the Society for Neuronal Regulation, Monterey, CA.     Sherlin, L. (April 2001).  LORETA differences in adult ADHD and non-clinical controls during three neuropsychological tasks. In J.F. Lubar (Chair), Low Resolution Electromagnetic Tomography (LORETA) in Adult ADHD.  Symposium conducted at the 32nd annual meeting of the Association of Applied Psychophysiology and Biofeedback, Raleigh-Durham, NC.Honors/Awards:Student Scholarship Award, 13th annual meeting of the Society for Neuronal Regulation, Denver, CO.Certificate of honors by colleagues of the clinical psychology specialization for exceptional skill in cohort leadership.  Presented by Scottsdale, AZ cohort of the Harold Abel School of Psychology, 2004-2005 Year-in-Residence, Capella University.Best Student Paper Presentation, 36th Annual Meeting of the Association of Applied  Psychophysiology and Biofeedback, Austin, TX.  Presented by Thought Technology, Inc.Citation Paper, 36th  Annual Meeting of the Association of Applied Psychophysiology and Biofeedback, Austin, TX.Citation Poster, 36th Annual Meeting of the Association of Applied Psychophysiology and Biofeedback, Austin, TX.Student Scholarship Award, 36th Annual Meeting of the Association of Applied Psychophysiology and Biofeedback, Austin, TX.Student Scholarship Award, 12th annual meeting of the Society for Neuronal Regulation, Ft. Lauderdale, FL.Student Scholarship Award, 35th Annual Meeting of the Association of Applied Psychophysiology and Biofeedback, Colorado Springs, CO.Student Scholarship Award, 11th annual meeting of the Society for Neuronal Regulation, Houston, TX.Student Scholarship Award, 34th Annual Meeting of the Association of Applied Psychophysiology and Biofeedback, Jacksonville, FL.Citation Paper, 33rd Annual Meeting of the Association of Applied Psychophysiology and Biofeedback, Las Vegas, NV.Outstanding Undergraduate Research Assistant, Department  of Psychology, The University of Tennessee, May 2001, Knoxville, Tennessee.Professional Membership:Society of Applied Neuroscience.  Member since 2005.Association of Applied Psychophysiology and Biofeedback- Neurofeedback Division.  Member since 2005.Association of Applied Psychophysiology and Biofeedback.  Member since 2005.American Association of Christian Counselors.  Member since 2005.Coalition of Clinical Practitioners in Neuropsychology.  Member since 2004.American Psychological Association.  Member since 2002.International Society of Neuronal Regulation.  Member since 2002.National Academy of Neuropsychology.  Member since 2002.

Presentations:
Presentation #221    

Plenary:  
Low Resolution Electromagnetic Tomography (LORETA) in Monozygotic Twins Discordant for Chronic Fatigue Syndrome (CFS)

Abstract: 
CFS is an illness characterized by profound fatigue lasting at least 6 months accompanied by disturbances of sleep, mood, musculoskeletal pain, and other symptoms.  A study using EEG has demonstrated brain activity differences between CFS and healthy control subjects.  LORETA has been used to show differences between normal subjects and those diagnosed with depression.	This study addresses the potential utility of LORETA as a clinical tool for CFS.Because many EEG features appear to be heritable, the co-twin methodology provides a powerful control for non genetic characteristics.Methods: A comprehensive research project by Budzynski et al., (2004), provided the raw data for this study. Seventeen pairs of monozygotic twins discordant for CFS were selected for comparative analysis.  Brain electrical activity had been digitally recorded in various awake states. For this study, the eyes closed data was visually edited for artifacts, and the cross-spectral analysis for each subject was computed in 9 bands. Each group’s cross spectra was computed and the two groups compared using a within subject T-sum multiple comparison procedure based on a combination of Test-Statistics.Results: When compared to their matched twins, individuals diagnosed with CFS have significant differences in current source density.  The twin group diagnosed with CFS has higher Delta in the left Uncus and Parahippocampal Gyrus and higher Theta in the Cingulate Gyrus and right Superior Frontal Gyrus.	Discussion:  These results demonstrate that underlying neurophysiological activity in certain areas of the brain differentiates normal individuals from those with CFS.  Because the EEG is trainable and LORETA is a derivative of the EEG, we might hypothesize that neurofeedback treatment could be beneficial.  Further study should address the specificity of these findings when comparing CFS to a more heterogeneous population sample.

Duration: 
20 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #223    

Workshop:  
sLORETA- what is it and what does it mean to me?

Abstract: 
This 2 hour workshop is intended to teach the basic principles and practices for understanding and interpreting QEEG and sLORETA.  The workshop will involve theory, literature review, and integration of knowledge into an actual case study. The workshop is experiential and attendees will be participating in the practical demonstration.

Duration: 
120 minutes

Learning Objectives: 
The attendee will:
1.	Gain understanding of theories underlying the analysis techniques.  
2.	Be able to recognize patterns of pathology based on the published literature.
3.	Gain insight into integrated findings into clinical understanding.

Test Questions:
1.	What are the assumptions in LORETA theory?
a.	Forward and Inverse 3D, discrete, linear Solutions
b.	Maximal Smoothness Constraint
c.	3-Shell Spherical Head Model registered to the Talairach and Tournoux Human Brain Atlas
d.	Homogeneity of the Medium
e.	Noise-free Measurements

2.	What is the formula for the Inverse Solution utilized in LORETA?
a.	J=T&#934;

3.	sLORETA compared to LORETA offers?
a.	Much smoother reconstruction
b.	Less processing time
c.	Less localization in the temporal lobes

4.	The literature indicates Obsessive Compulsive Disorder can be localized to the cingulate gyrus in which frequency?
a.	Delta
b.	Theta
c.	Alpha
d.	Beta

5.	The literature suggests alpha elevations in these areas can be correlative with depression?
a.	Left parietal lobe and cingulate gyrus
b.	Cingulate gyrus and left frontal lobe
c.	Right frontal lobe and right occipital lobe
d.	Wernicke's and Broca's area

6.	When a scalp topography indicates alpha in the left superior temporal lobe and the sLORETA illustrates the generator in the left uncus, where would be the best electrode placement for neurofeedback?
a.	C3
b.	T5
c.	T6
d.	T3
1.	What are the assumptions in LORETA theory?
a.	Forward and Inverse 3D, discrete, linear Solutions
b.	Maximal Smoothness Constraint
c.	3-Shell Spherical Head Model registered to the Talairach and Tournoux Human Brain Atlas
d.	Homogeneity of the Medium
e.	Noise-free Measurements

2.	What is the formula for the Inverse Solution utilized in LORETA?
a.	J=T&#934;

3.	sLORETA compared to LORETA offers?
a.	Much smoother reconstruction
b.	Less processing time
c.	Less localization in the temporal lobes

4.	The literature indicates Obsessive Compulsive Disorder can be localized to the cingulate gyrus in which frequency?
a.	Delta
b.	Theta
c.	Alpha
d.	Beta

5.	The literature suggests alpha elevations in these areas can be correlative with depression?
a.	Left parietal lobe and cingulate gyrus
b.	Cingulate gyrus and left frontal lobe
c.	Right frontal lobe and right occipital lobe
d.	Wernicke's and Broca's area

6.	When a scalp topography indicates alpha in the left superior temporal lobe and the sLORETA illustrates the generator in the left uncus, where would be the best electrode placement for neurofeedback?
a.	C3
b.	T5
c.	T6
d.	T3

Bibliography: 

Detailed Agenda:

Presenter: Shor Fehmi, Susan

Presenter Address:
317 Mt. Lucas Rd.
Princeton, New Jersey  08540  United States
Phone: 609-924-0782
Fax: 609-924-0782
Email: lesfehmi@ix.netcom.com

Professional Info:
Social Worker, License Number 44SL05071600, Licensed in New Jersey 

Bio:
Susan Shor Fehmi, M.S.W., Executive Director, Princeton Biofeedback Centre, Princeton, New Jersey, 609-924-0782, www.openfocus.com, has been teaching Open FocusJ and neurofeedback for over twenty fiveyears, specializing in multi-channel, phase-synchrony, brain wave training.  She has long been interested in the integration of neurofeedback, attention training, and psychodynamic psychotherapy

Resume/CV: 
Susan B. Shor, M.S.W.	3l7 Mt. Lucas Road	Princeton, NJ 08540	(609) 924-0782EDUCATIONMaster of ScienceColumbia UniversityGraduate School of Social Work (May 1977)“Graduated with Distinction”“Dean’s Award for Outstanding Performance”Bachelor of ArtsCity University of New YorkRichmond College(August, 1974)“Graduated with Highest Honors”LICENSURE & CERTIFICATIONSLicensed  Social WorkerNew Jersey State License #44SL05071600(January 2001)Licensed Master Social WorkerNew York State License #19955January, 1978Certified Biofeedback ProviderBiofeedback Certification Institute of America (1986)Certified Neurofeedback ProviderNational Registry of Neurofeedback Providers (1994)Certified NeurotherapistAcademy of Certified Neurotherapists (1994) Susan B. Shor, M.S.W.								EMPLOYMENTJanuary 2001  - Present		Executive DirectorPrinceton Biofeedback CentrePrinceton, New JerseyJanuary 1987  - January 2001		Director of Psychological ServicesBehavioral Institute & Clinic of PrincetonPrinceton, New YorkJanuary 1985 - February 1999	Co-DirectorBiofeedback & Stress Management Clinic of ManhattanNew York, New YorkJanuary 1980 - Present		Psychotherapist in Private PracticeNew York, New YorkJanuary 1980 - Present		Consulting PsychotherapistNew York Commission for the Blind & Visually HandicappedNew York, New YorkSeptember 1979 - January 1980	Field Instructor Hunter CollegeGraduate School of Social WorkNew York, New YorkSeptember 1978 - January 1980	Adjunct Faculty Member Hunter CollegeCenter for Lifelong LearningNew York, New YorkMay 1977 - January 1980		Director of Social Services & Clinical SupervisionDiMele Center for PsychotherapyNew York, New YorkSeptember 1976 - May 1977		Graduate InternClinic K. Outpatient ClinicAdult Psychiatric DepartmentSt. Luke’s HospitalNew York, New YorkSeptember 1975 - May 1976		Graduate InternSocial Work DepartmentU.S. Public Health Service HospitalStaten Island, New York Susan B. Shor, M.S.W.				January 1975 - September 1975	Full-Time Community WorkerFamily Court/Department of ProbationReading Center Project of Staten IslandStaten Island, New YorkAugust 1974 - September 1975	Part-time Community WorkerFamily Court/Department of ProbationReading Center Project of Staten IslandStaten Island, New YorkOctober 1974 - January 1975		Assistant to the Director of Group HealthPreventive Medicine Institute - Strang ClinicNew York, New YorkSeptember 1973 - September 1975	Co-Leader, Multiple Family Therapy GroupStaten Island Family Court/Department of ProbationStaten Island, New YorkSeptember 1973 - December 1973	Undergraduate Field WorkerStapelton ClinicNorth Richmond Community Mental HealthStaten Island, New York

Presentations:

Presenter: Smith, Pamela Jaye

Presenter Address:
7231 Franklin Ave.
Hollywood, California  90046  United States
Phone: 323-874-6042
Fax: 
Email: mythworks@sbcglobal.net

Professional Info:

Bio:
PAMELA JAYE SMITH is a mythologist, writer, consultant, speaker and award-winning producer-director with twenty-five years in media.  She is the author of "INNER DRIVES: How to Write and Create Characters Through the Eight Classic Centers of Motivation" [the chakras].  Her company MYTHWORKS™ offers ‘Applied Mythology for more Powerful Reality’. Clients and credits include Microsoft, Paramount Pictures, Disney, Universal, RAI-TV Rome, Marseille France, GM, Boeing, Pepperdine, Screenwriting EXPO, film festivals, and the US Army (during the Clinton administration).

Resume/CV: 
PAMELA JAYE SMITH is an Author, Consultant, Speaker, and award-winning Producer/Director with over twenty-five years experience in features, TV, music videos, commercials, documentaries, corporate, and military films.Smith is the author of INNER DRIVES: How to Write and Create Characters Using the Eight Classic Centers of Motivation published by Michael Wiese Productions.  She has appeared on national TV and radio programs as a mythology expert, including on the “Forbidden Secrets” TV series.MYTHWORKS is Pamela’s consultation and information company featuring“Applied Mythology for more Powerful Reality”.  She teaches and consults on story, communication, leadership, and creativity.  MYTHWORKS also consults with organizations and individuals redesigning themselves and their images.Clients and credits include Microsoft, Disney, Paramount, Columbia-Sony, Universal, RAI-TV Rome, UCLA, USC Film School, American Film Institute, Thot Fiction Marseille France, Natl. Film Institute of Denmark, Pepperdine University, Natl. Assoc. of Broadcasters, and various film festivals and story conferences.  Others include the American Assoc. of University Women, Junior ROTC, General Motors, Boeing, Hyundai, Hughes Space & Communications, the FBI, and the U.S. Army. Ms. Smith belongs to a Boeing Think Tank on Space Education and served on the U.S. Army’s Advanced Warfighting Working Group at Fort Knox. Pamela lectures and consults on Group Dynamics, Divergent Thinking, Leadership, the Warrior Spirit, Ethics and Values.  Her production company wrote and designed the Command Briefing CD for the U.S. Army Signal Command.  Various projects have taken Smith to the Arctic, the Andes, SE Asia, Europe, and New Zealand.  She has filmed on the largest off-shore oil rig in the Gulf of Mexico, slept in grass huts and eaten guinea pig under Ecuador’s highest volcano, caught her own sushi in the Leyte Gulf, and rappelled into the jungles of Mindanao searching for lost WWII Japanese gold.Pamela is an avid reader, drives a ’77 Bronco, and enjoys opera.  A dilettante approach to sports has included surfing, skiing, snorkeling, flying, go-cart & auto racing, and driving an off-shore oil rig and an Army tank -- both under close supervision.PAN PACIFIC SOUTHEAST ASIA WOMEN'S ASSOC. Past President - LA ChapterBOEING THINK TANK      U.S. ARMY ADVANCED WARFIGHTING WORKING GROUP        CHINA EXPLORATION & RESEARCH SOCIETY   CALIFORNIA EMERGENCY RESPONSE TEAMWHO'S WHO IN THE WORLD - Millennium EditionAIR FORCE WAR COLLEGE 1992  & 1997 - NATIONAL SECURITY FORUMSARMY WAR COLLEGE 1996 - NATIONAL SECURITY SEMINARTHE WISDOM SCHOOLS - 7 yrs formal study;  2 yrs Teaching CertificateUNIVERSITY OF TEXAS at Austin - BA English; Latin, Film    NORTH TEXAS STATE UNIVERSITY, Denton - Music, English, Latin7231 FRANKLIN AVE. #5   HOLLYWOOD, CA 90046-3029 USA  323-874-6042 phone/fax      www.mythworks.net

Presentations:
Presentation #12    

Plenary:  
ArchePaths: Self-Initiation Through Story

Abstract: 
Warrior, Monk, Scientist, Magician, and Lover…?What Path are you on?  How about your story characters?  Your clients?  Your colleagues?Discover the three levels and three aspects of each Path. Explore  the Ageless Wisdom of the ArchePaths for story character creation, personal growth, counseling, group dynamics, leadership, and team building.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #229    

Plenary:  
Creating Our Next Mythologies

Abstract: 
Visionary story-tellers can both reflect and help shape the zeitgeist of an era.  This talk presents Seven Thematic Approaches to insightful stories, plus a new look at Character Transformation, all from the Ageless Wisdom of our most powerful and timeless myths.Many mythic systems envision the ideal pattern for the evolution of people, cultures, and the species as a progression from Tribal Consciousness to Individual Consciousness to Group Consciousness.  We will explore in depth aspects and manifestations of each level, methods of growth and transformation, and ways to express same in language both verbal and visual.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #208    

Workshop:  
Archetypal Ailments: Physiological, Psychological & Philosophical aspects of the chakra system  for story character development and personal healing.

Abstract: 
Based on Smith’s new book INNER DRIVES, this workshop will explore the typical imbalances of each of the eight major Centers of Motivation (chakras) as they express in foibles, phobias, and physical illness.Suggestions for balance and optimal health will include tapping in to myths and archetypes, physical exercises and diet changes, meditations, mantras, and behavioural changes.

Duration: 
120 minutes

Learning Objectives: 
1. List the eight Centers of Motivation (chakras).

2. Identify the main symptoms of chakra imbalance and discuss manifestations of same in attendees’ experience and observation.

3. Suggest ways to use the Archetypal Ailments to create dynamic, believable story characters.

4. Explore suggestions for balancing and integrating the Centers of Motivation for self and for clients.

Test Questions:
How do the chakras affect emotions?

What chakra is connected to personal boundary issues?

What is an affective activity to strengthen the immune system?

How can you counter the disruptive effects of “rubber-banding” between pairs of chakras?

Bibliography: 
Bailey, Alice. Esoteric Healing. New York: Lucis Publishing Company, 1953.

— Esoteric Psychology I. New York: Lucis Publishing Company, 1936.

— Esoteric Psychology II. New York: Lucis Publishing Company, 1942.

Beinfield, Harriet and Korngold, Efrem. Between Heaven and Earth: A Guide to Chinese Medicine. New York: The Ballantine Publishing Group, 1991.

Blavatsky, H. P. The Secret Doctrine: The Synthesis of Science, Religion, and Philosophy. London: The Theosophical Publishing Company, Ltd., 1888.

Cedercrans, Lucille. The Nature of the Soul. Whitier, CA: Wisdom Impressions, 1993.

Gray, Henry. Gray’s Anatomy. Philadelphia, PA: Courage Books, 1999.

Hall, Manly P. Man, The Grand Symbol of the Mysteries. Los Angeles, CA: The Philosophical Society, Inc., 1972.

— Secret Teachings of All Ages. Los Angeles, CA: The Philosophical Society, Inc., 1928.

Maciocia, Ciovanni. Foundations of Chinese Medicine: A Comprehensive Text for Acupuncturists and Herbalists. New York: Churchill Livingston, 1989. 

Smith, Pamela Jaye. Inner Drives: How to Write and Create Characters Using the Eight Classic Centers of Motivation. Studio City CA: Michael Wiese Productions, 2005.

Detailed Agenda:
[Two hour workshop, with handouts.]

Introduction - What are the Centers/chakras and how do they work?

The Centers - We’ll explore each one, their ailments and suggestions for balance.  We will also see how story-tellers can use these ailments to enhance the creation of unique, believable characters. 
	Root
	Sacral
	Lower Solar Plexus
	Aspirational Solar Plexus
	Heart

[Break] 

The Centers (continued)
	Throat
	Ajna
	Crown

Pairs of Centers
	Root - Crown
	Sacral - Throat
	Solar Plexus - Heart

Conclusion

Presenter: Soutar, Richard

Presenter Address:
628 Spring Harbor Drive
Woodstock, Georgia  30188  United States
Phone: 
Fax: 
Email: quiff@aol.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #24    

Workshop:  
An EEG Based Inventory For Neurofeedback Professionals

Abstract: 
The Interactive Self Inventory is designed to be used by neurofeedback practitioners to assess clients in a variety of dimensions of social interaction.  Using this Inventory they can assist clients in taking steps to change that are consistent with their qEEG patterns and their neurofeedback training.

Duration: 
120 minutes

Learning Objectives: 
1.	Assess client’s behaviors in terms of EEG coupling and symmetry.
2.	Measure changes in social interaction patterns due to NFB training.
3.	Measure changes in social interaction patterns due to transcendent experience.
4.	Determine client strength and weaknesses in key dimensions of social interaction.
5.	Advise clients on specific steps to accelerate transformation.
6.	Predict EEG measures by assessing social interaction patterns.

Test Questions:
True/False
1.	There is a relationship between EEG coupling and behavior.
2.	Hypocoupled individuals are compulsive and anxious.
3.	Hypercoupled individuals may be depressed or have symptoms similar to AD/HD.
4.	Individuals with excess left hemisphere alpha are usually hypercoupled.
5.	Avoidant individuals are likely to be high in perfectionism, depression and dependence dimensions.
6.	Interactive individuals are likely to be high in assertiveness, relaxed, and co-operative dimensions.
7.	The ISI can be used to determine steps to change and transformation.
8.	The ISI can be used to assess behaviors that undermine social accuracy.

Answers (all of the above areTrue)

Bibliography: 
Kaplan, G. and Hammer, R. P. (2002).  Brain Circuitry and Signaling in Psychiatry: Basic Science and Clinical Imlications.  Washington,D.C: American Psychiatric Publishing.  

Soutar, R (2005). The Automatic Self:  Integrating Neurophysiology and Social Behavior.  Atlanta: New Mind Publications.

Cozolino, Louis (2002).  The Neuroscience of Psychotherapy.  New York:  W. W. Norton & Company.

Corcoran, K. and Fischer, J (2000). Measures For Clinical Practice.  New York:  The Free Press.

Kline, Theresa (2005).  Psychological Testing: Apractical approach to design and evalusation.  Thousand Oaks: Sage Publications

Le Doux, Joseph. (1996). The Emotional Brain:  The Mysterious Underpinnings of Emotional Life. New York: Simon & Schuster.

Detailed Agenda:
I.The Concept of Social Accuracy.
Social Accuracy and Interaction Patterns
II.EEG measures of Approach and Avoidance.
Coupling theory and Approach and Avoidance.
Sub-dimensions of Approach and Avoidance.
III.  The ISI as an assessment instrument.
ISI Dimensions
Construct and Face Validity
Internal and External Validity
Cross Validation Measures
Dimensional Orthagonality
IV.The ISI as a guide to change in interaction patterns.
The ISI steps to change
Transformation Measures vs Trancendence measures

Presentation #117    

Plenary:  
Measuring Transformation

Abstract: 
The Interactive Self Inventory relates dimensions of social behavior to dimensions of EEG distribution.  Consequently general patterns of EEG distribution can be predicted based on dimensions of social behavior and vice-versa.  In addition these dimensions can be used to identify key areas for transformation toward optimal performance as well as pre and post changes in behavior due to neurofeedback training and optimal performance training.  This provides a unique instrument for assessment for neurofeedback providers based on the social domain that is educational in nature and does not require psychological expertise or certification for implimentation.

Duration: 
20 minutes

Learning Objectives: 
Same as workshop

Test Questions:
NA

Bibliography: 
Same As Workshop

Detailed Agenda:
NA

Presenter: Stephenson, Bret

Presenter Address:
3386 S. Upper Truckee Rd.
South Lake Tahoe, California  96150  United States
Phone: 530-577-6920
Fax: 530-577-8415
Email: bret@adolescentmind.com

Professional Info:

Bio:
Bret Stephenson is an adolescent counselor who has worked with teens from more than 100 countries.  Specializing in archetypal adolescent approaches, he specializes in issues related to the loss of initiation and rites of passage.

Resume/CV: 
Bret Stephenson M.A., is the author of Slaying the Dragon: The Contemporary Struggle of Adolescent Boys--Modern Rules in an Ancient Game.   He has been a counselor of at-risk and high-risk adolescents and their families for more than sixteen years.  Bret has worked in residential treatment, clinical counseling agencies, group homes, private counseling, foster parent training, Independent Living Program, and managed mentoring and tutoring programs.  He has been a presenter and speaker at numerous national and international conferences and workshops, including the International Transpersonal Association's Youth Conferences in America and Ireland, the United Nations World Peace Festival, and the World Children’s Summit. 		Presentations at the Association of Transpersonal Psychology's annual conferences have included Transpersonal Approaches to Working with High-Risk Youth, and Western Adolescence: Shadow of the Patriarchy.   He has been a presenter at multiple California State Foster Parent Association conferences as well as the Indiana Foster Care annual conference, and is a Global Program Faculty Mentor for the Institute of Transpersonal Psychology.   As a men's group facilitator, he has also led workshops in the U.S. as well as Switzerland.  Bret has worked with teens from more than 100 countries		Bret was recently Director of Special Projects for Foster/Kinship Care Education and the Independent Living Program at Lake Tahoe Community College for five years.  He has been pioneering the use of Internet based systems intended to deliver distance education classes for rural providers and group home staff, and has previously launched a teen web project through the Independent Living Program in which the web content and construction of the web page was completed by ILP teens only.  He designed and taught classes on Understanding Adolescence, Reactive Attachment Disorder, and Oppositional Defiant Disorder.  Bret is currently also working with the California Conservation Corps, providing anger management training and case management.  He is currently a case manager for Rite of Passage, Inc. in Nevada.	In June 2004, Bret once again headed the teen module of the International Transpersonal Association's Youth Conference in Palm Springs.  In July 2005 he headed the teen component for the Institute of Noetic Sciences’ first Youth Conference in Washington DC.  Bret is the founder and Executive Director of Labyrinth Center, a nonprofit organization dedicated to adolescent services and programs.  In 2006 Bret will be conducting workshops at the Futurehealth Winter Brain, Optimal Functioning & Positive Psychology and StoryCon Meeting in Palm Springs

Presentations:
Presentation #58    

Workshop:  
Why 'Just Say No' Just Hasn't Worked: Teens and  Non-Ordinary States of Consciousness (B)

Abstract: 
Most adults misunderstand the archetypal drive for teens to experience altered states of consciousness.  Raised in a culture permeated with legal and illegal drugs, teens gravitate to unhealthy risks due to the lack of healthy, ceremonial means to alter consciousness.

Duration: 
120 minutes

Learning Objectives: 
1--Attendees will learn of archetypal adolescent development: the way teens are on any given day, in any culture.  What teens are like universally and cross-culturally.

2-Attendees will understand how growing up in a culture with high adult drug & alcohol usage models illicit use among teens.

3--Attendees will leant how adolescents crave Non-Ordinary States of Consciousness (NOSC), as do most humans.

4--Attendees will learn of healthy, historical and cross-cultural models of helping teens engage in healthy altered states.

Test Questions:
1--Is the desire to alter one's consciosness a universal dynamic?

2--How are NOSC's related to adolescent development?

3--Teens use drugs & alcohol for partying purposes only?

4--Do teens have the same chemical dependency stages and timing as adults?

5--Has modern society been successful at replacing traditional initiations and rites of passage with modern subsittutes?

Bibliography: 
Mahdi, Louise.  1996.  Crossroads:  The Quest for Contemporary Rites of Passage. Open Court, LaSalle,
IL.

Oldfield, David.  1987.  The Journey:  A Creative Approach to the Necessary Crises of Adolescence. 
Foundation for Contemporary Mental Health, Wash., D.C.

Raphael, Ray.  1988.  The Men from the Boys:  Rites of Passage in Male America.  Univ. of Neb. Press.

Stephenson, Bret.  2004.  Slaying the Dragon: The Contemporary Struggle of Adolescent Boys--Modern Rules in an Ancient Game

Somé, Malidoma.  1994.  Of Water and the Spirit:  Ritual, Magic and Initiation in the Life of an African
Shaman.  Tarcher/Putnam, N.Y.

Detailed Agenda:
PowerPoint delivery with ongoing question and answer dialogue.

Presentation #60    

Plenary:  
A Mile Wide and An Inch Deep: Modern Adolescent Discontent & America's Shallow Approach to Teens

Abstract: 
America invented the concept of modern adolescence, and by letting go of tried & true archetypal approaches, created the need for teen 'control': group homes, treatment centers, juvenile halls, medication and incarceration.

Duration: 
45 minutes

Learning Objectives: 
1-Attendees will learn the historical reasons for the decline of adolescent health in modern society

2-Attendees will get an historical, cross-cultural view of overall adolescent development

3--Attendees will understand the need and roles of initiation practices and rites of passage

Test Questions:
Plenary--no questions...

Bibliography: 
Mahdi, Louise.  1996.  Crossroads:  The Quest for Contemporary Rites of Passage. Open Court, LaSalle,
IL.

Oldfield, David.  1987.  The Journey:  A Creative Approach to the Necessary Crises of Adolescence. 
Foundation for Contemporary Mental Health, Wash., D.C.

Raphael, Ray.  1988.  The Men from the Boys:  Rites of Passage in Male America.  Univ. of Neb. Press.

Stephenson, Bret.  2004.  Slaying the Dragon: The Contemporary Struggle of Adolescent Boys--Modern Rules in an Ancient Game

Somé, Malidoma.  1994.  Of Water and the Spirit:  Ritual, Magic and Initiation in the Life of an African
Shaman.  Tarcher/Putnam, N.Y.

Detailed Agenda:
Lecture and PowerPoint presentation....

Presentation #218    

Workshop:  
Archetypal Adolescent Development: Controlling the Uncontrollable

Abstract: 
Modern America has shifted away from approaches with teens that worked successfully for millennia.  Without truly understanding the process of adolescence in it’s largest sense, most approaches miss the mark and fail to impact teens as we adults hope.

Duration: 
120 minutes

Learning Objectives: 
Attendees will gain a broad understanding of the universal, cross-cultural developmental dynamics common to all adolescents.  participatns will learn of historical models that worked successfully for millennia as compared to modern approaches which seem to be failing as adolescent health in modern society diminishes.

Test Questions:
1.  What are five universal adolescent developmental dynamics common in all cultures?
2.  All cultures have historically had adolescent problems requiring incarceration and/or medication for control.
3.  Classic initiations have successfully been replaced by modern approaches like sports and gangs.

Bibliography: 
Mahdi, Louise.  1996.  Crossroads:  The Quest for Contemporary Rites of Passage. Open Court, LaSalle,
IL.

Oldfield, David.  1987.  The Journey:  A Creative Approach to the Necessary Crises of Adolescence. 
Foundation for Contemporary Mental Health, Wash., D.C.

Raphael, Ray.  1988.  The Men from the Boys:  Rites of Passage in Male America.  Univ. of Neb. Press.

Stephenson, Bret.  2004.  Slaying the Dragon: The Contemporary Struggle of Adolescent Boys--Modern Rules in an Ancient Game

Somé, Malidoma.  1994.  Of Water and the Spirit:  Ritual, Magic and Initiation in the Life of an African
Shaman.  Tarcher/Putnam, N.Y.

Detailed Agenda:
Historical and archetypal look at adolescent developmental dynamics common to all teens universally, regardless of time in history or location on the planet.  Then, an individual look at more than a dozen major developmental challenges of adolescence.

Presenter: Stoler, Diane

Presenter Address:
P.O. Box 148
Georgetown, Massachusetts  01855  United States
Phone: 978-352-8269
Fax: 978-352-2835
Email: diane@drdiane.com

Professional Info:
Psychologist & Health Service Provider, License Number 2229, Licensed in MA 

Bio:
Author:  Coping with Mild Traumatic Brain InjuryInternational Speaker and TrainerNeuropsychologistSurvivor of 2 TBI and an ABICaregiver of 2 TBI family membersLicensed Psychologist and Health Service Provider

Resume/CV: 
·  Masterson Institute Study Group, Boston, MA;  Specialized Training in Personality Disorders   1984 - 1990· Harvard University, Cambridge, MA;  Department of Psychology and Social Relations Appointment  Postdoctoral Research Fellowship in Psychology   1978 - 1979DIPLOMATES· Diplomate in Behavioral Medicine· Diplomate in Professional Counseling· Diplomate in Psychotherapy· Diplomate in Sports PsychologyLICENSES· Massachusetts, Licensed Psychologist   The Commonwealth of Massachusetts, 1979· Health Service Provider- 1993   The Commonwealth of Massachusetts· Massachusetts Teacher, Certified 1972   Department of Education, Commonwealth of MassachusettsAPPOINTMENTS· Holy Family Hospital, 2000, Stroke Committee· Beth Israel Hospital, 1990, PsychiatryHONORS· Nominated for Alumni Council, Graduate School   Representative Tufts University, 1984· Outstanding Young Women of America, 1979CERTIFICATION· Neuro Biofeedback 2002· EdxTM, Energy Diagnostic and Treatment Methods,  Certified Practitioner 2002 Certification and Approved  Consultant in  Clinical Hypnosis - The American Society of Clinical Hpnosis - 2003· Certified Fellow in Clinical Hypnotherapy 2002· Thought Field Therapy (TFT) 2000· Emotional Freedom Techniques (EFT)-2000· Specialized Training; Chi Gong---2000· Specialized Training; Balinese Healing--1999· Certification and Approved Consultant in Clinical Hypnosis· The American Society of Clinical Hypnosis- 1995CLINICAL AND RESEARCH EXPERIENCE· President / Director, Childbirth Inc. Boxford, MA 1984 - present  A practice specializing in issues of infertility, as well as hypnosis for pain control in childbirth. Individual, couples and group therapy.· President / Director, Lafayette Counseling Center, Boxford, MA 1979 - present  A practice specializing in health, sports and performing arts psychology, as well as Thanatology. Individual, couples, group and  family therapy.· Staff Psychologist, Human Resource Institute Lawrence, MA 1977-1979  Specializing in individual, couples and group therapy for children, adolescents and adults, as well as behavioral medicine,  trauma, sexual dysfunctions neuropsychological and psychodiagnostic testing.

Presentations:
Presentation #164    

Workshop:  
Marketing: Neurofeedback: A New Frontier

Abstract: 
Marketing Neurofeedback:Think outside the box: Cooperation leads to better Competition

Duration: 
120 minutes

Learning Objectives: 
Learn Marketing Methods
How to promote neurofeedback
Methods of advertising
Education of the general public about neurofeedback
Education of medical and psychological community about neurofeedback
Education of business and sports community about neurofeedback.

Test Questions:
How can I promote neurofeedback in my state and/or local community.

How can I get people to know more about neurofeedback?

Bibliography: 
none

Detailed Agenda:
Lack of knowledg about Neurofeedback
Why products sell
Methods of Marketing
Break
Proposed Marketing Plan
Branding

Presentation #182    

Plenary:  
Neuroband

Abstract: 
Demonstration of unique headband for the following applications: Neurofeedback, TLC, Mini Q and QEEG.Unlike other types of headbands that do not allow for the precise placement of the electrode, Neuroband is precise.

Duration: 
15 minutes

Learning Objectives: 
Key features of the Neuroband are:
          o Ease of use: no parting the hair, no neuroprep needed, no need for alcohol clean up
          o Comfortable to those with skin or head sensitivities
          o One size fits all (fully adjustable)
          o Lightweight strapping with Velcro and chamy/felt lead pockets
          o Clean - fully re-usable: Easy to wash. No sticky paste to clean out of electrodes.
          o Applied with a saline solution rather than Neuro-paste
          o Can be applied in one minute or less and removed in seconds

Test Questions:
How effective and efficient?
How precise and does it have low impedence?

Bibliography: 
none

Detailed Agenda:
20 minute demonstration

Presentation #183    

Plenary:  
Setting up a Neurofeedback Practice.

Abstract: 
Ten types of Practice:1) Psychotherapy and the use of neurotherapy2) Psychotherapy, use of neurotherapy and research3) Psychotherapy, QEEG, use of neurotherapy and/or research4) Neurotherapy5) Neurotherapy and research6) Neurotherapy, QEEG, and/or research7) QEEG and/or Research8) Neuro Center9) Mind Fitness 10) Mind Fitness Center

Duration: 
45 minutes

Learning Objectives: 
How to set up a neurofeedback practice.
What types of legal operations are best suited for you.
What type of business office to set up.
What type of business software is needed.
What type of neurofeedback equipment is needed.
How to write a business plan.
How to do cost analysis and set up a budget.
How to do effective marketing.
What insurance codes can I use.
How to do effective public relations and networking.

Test Questions:
From what I hear, will I know how set up a complete neurofeedback practice?

Will the information help me improve my current neurofeedback practice?

Bibliography: 
None

Detailed Agenda:
none

Presenter: Stoner, Marilyn

Presenter Address:
447 Sherie Ct.
Beaumont, California  92223  United States
Phone: 
Fax: 
Email: marilynstoner@verizon.net

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #246    

:  
NIGHTLIGHT TRAINING: Using Neurofeedback with the Dying

Abstract: 

Duration: 

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Strackbein, Sally

Presenter Address:
PO Box 710540
Herndon, Virginia  20171  United States
Phone: 703-262-0361
Fax: 
Email: Sally@DefiningStory.com

Professional Info:

Bio:
Sally Strackbein helps people express themselves in business and socially. She speaks and facilitates communication and story workshops. She has appeared on shows such as, NBC Nightly News, with Tom Browkaw, Fox News, NPR Marketplace, This is America with Dennis Wholey, and numerous other radio and television shows in the United States, France, Germany, Hungary, Australia and more.

Resume/CV: 

Presentations:
Presentation #114    

Workshop:  
Storytelling for Business Success

Abstract: 
In this experiential workshop, participants will discover and recover personal and professional stories. They will learn how to add essential details to make stories come to life. They will learn how to use personal stories to illustrate key points they want others to understand, retain and act on.Participants will:=> discover personal stories to use for business=> identify attributes of a great business story=> list the required components of a story=> craft their own story during this workshop

Duration: 
120 minutes

Learning Objectives: 
Participants will:

=> discover personal stories to use for business
=> identify attributes of a great business story
=> list the required components of a story
=> craft their own story during this workshop

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #112    

Plenary:  
Storytelling - the World's Greatest Marketing Tool, How to Create Stories That Persuade, Motivate and Sell

Abstract: 
Your own stories dramatically improve your ability to attract people and clients who are right for you. We explore how to use stories on websites, in marketing material and in "elevator speeches." You learn how to turn your experiences into stories that touch emotions moving people to act. You learn: => Why today's marketing needs to be personal to work => How to craft stories that evoke emotions => How to find your own story and make it a marketing tool for you

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Swingle, Paul

Presenter Address:
630-1190 Melville Street
Vancouver, British Columbia  V6E 3W1  Canada
Phone: 604-608-0444
Fax: 604-684-7659
Email: pswingle@drswingle.com

Professional Info:
Psychologist, License Number 1306, Licensed in British Columbia 

Bio:
Paul G. Swingle, Ph.D. was Professor of Psychology at the University of Ottawa prior to moving to Vancouver.  A Fellow of the Canadian psychological Association, Dr. Swingle was Lecturer in Psychiatry at Harvard Medical School from 1991 to 1998 and during the same time period was Associate Attending Psychologist at McLean Hospital where he was also Coordinator of the Clinical Psychophysiology Service.  Dr. Swingle was Chairman of the Faculty of Child Psychology at Ottawa University from 1972 to 1977 and Clinical Supervisor from 1987 to 1997.  He is a Registered Psychologist in British Columbia and is Certified in Biofeedback and neurotherapy.

Resume/CV: 
PAUL G. SWINGLE, Ph. D, F.C.P.A., R. PsychSuite #6301190 Melville StreetVancouver, British ColumbiaV6E 3W1Phone: (604) 608-0444Fax: (604) 684-7659Email:  pswingle@drswingle.comEducation:	B.A. (1960) - Hofstra UniversityM.A. (1962) - Hofstra UniversityPh.D. (1964) -University of MassachusettsRegistrations, Certifications & Honors:College of Psychologists of British Columbia, Registration # 1306Canadian Register of Health Service Providers in Psychology, Certificate # 2652Senior Fellow, Biofeedback Certification Institute of America, Certificate # 2524Fellow, Canadian Psychological AssociationDiplomate and Examiner, National Registry of Neurofeedback Providers, Certificate # 47008Fellow, Canadian Institute for Conflict ResolutionFellow, Biofeedback Certification Institute of America, EEG Feedback Certification # 1185Professional Experience:Private Practice in Clinical Psychoneurophysiology, 1998 - Present.Visiting Professor, School of Psychology, University of Ottawa, 1998-2000Professor, School of Psychology, University of Ottawa, 1972 - 1998.Associate Attending Psychologist,  McLean Hospital, 1991 - 1998.Lecturer, Department of Psychiatry, Harvard Medical School, 1991 - 1998.Coordinator, Clinical Psychophysiology, McLean Hospital, 1991 - 1997.Clinical Supervisor, Centre for Psychological Services, University of Ottawa, 1987 - 1998.Chair, Department of Child Psychology, University of Ottawa, 1972 - 1974.Associate Professor of Psychology, McMaster University, 1969 - 1972.Associate Professor of Psychology, McGill University, 1966 – 1969.Assistant Professor of Psychology, Dalhousie University, 1964 - 1966.PUBLICATIONS AND PAPERSBOOKS:Swingle, Paul G. (1992). Subliminal treatment procedures: A clinician's guide. Sarasota, FL: Professional Resource Press.Williamson, R.C., Swingle, P.G., Sargent, S.S. (1982). Teacher's manual for social psychology. Itasca, IL: Peacock.Williamson, R.C., Swingle, P.G., & Sargent, S.S. (1982). Social psychology. Itasca, IL.: Peacock.Swingle, P.G. (1976). The management of power. Hillsdale, NJ: Erlbaum.Swingle, P.G. (Ed.). (1973). Social psychology in natural settings. Chicago: Aldine. Reprinted in England (1973) entitled Social psychology in everyday life. Middlesex: Penguin.Swingle, P.G. (Ed.). (1970). The structure of conflict. New York: Academic Press.Swingle, P.G. (Ed.). (1968). Experiments in social psychology. New York: Academic Press. Revised printing of the book published in 1969 by Academic Press.	CHAPTERS IN BOOKSSwingle, P.G. (1998). Clinical applications of subliminal auditory stimulation: The treatment of attention deficiency. In J. Kamiya, B. Kall & G. Schwartz (Eds.), Applied Neurophysiology and Brainwave Biofeedback. Trevoese, PA: Futurehealth.Swingle, P.G. (1998) Subliminal treatment procedures: Research commentary. In R.P. Byers (Ed.) Neurotherapy Reference Library. Wheat Ridge, Co.: Association for Applied Psychophysiology and Biofeedback.Swingle, P.G. (1979). Damned if we do - damned if we don't. In L.H. Strickland (Ed.), Soviet and Western perspectives in social psychology. New York: Pergamon.Swingle, P.G. (1978). Les jeux de risque. In C. de la Pzadelle (Ed.), Encyclopedie univers de la psychologie. Paris: Edition Lidis.	Swingle, P.G. (1976). Critique on resolution versus revolution. In L.H. Strickland, F.E. Aboud, & K.J. Gergen (Eds.), Social psychology in transition. New York: Plenum Press.	Swingle, P.G. (1973). It feels good when it stops. In P.G. Swingle (Ed.), Social psychology in natural settings. Chicago: Aldine.	Swingle, P.G. (1970). "Dangerous" games. In P.G. Swingle (Ed.), The structure of conflict (pp. 235-276). New York: Academic Press.		PAPERS IN REFERRED JOURNALSSwingle, P.G., Pulos, L., & Swingle, M.K. (in press) Neurophysiological indicators of EFT treatment of post-traumatic stress.  Subtle Energies & Energy Medicine.	Swingle, P.G. (2001) Parameters associated with rapid neurotherapeutic treatment of common ADD (CADD). Journal of Neurotherapy. 5, 73-84. 	Swingle, P.G. (1998). Neurofeedback treatment of pseudoseizure disorder. Biological Psychiatry, 44, 1196 -1199.	Swingle, P.G. (1996). Subthreshold 10Hz sound suppresses EEG theta: Clinical application for the potentiation of neurotherapeutic treatment of ADD/ADHD. Journal of Neurotherapy, 2, 15-22.	Swingle, P.G. (1989). The resolution of conflict. Canadian Psychology, 30, 650-661.	Swingle, P.G. (1987). A minimal negotiation situation. Psychological Reports, 60, 831-834.Swingle, P.G., & Hope, G.H. (1987). Interpersonal influence on temporal measures of vocalization in an interview situation. Language & Speech, 30, 159-167.Swingle, P.G. (1984). Temporal measures of vocalization: Some methodological considerations. Journal of Personality and Social Psychology. 47, 1263 -1280.Swingle, P.G. (1975). The effects of game structure and subjects' behavior on the attitudes toward cooperative opponents. Journal of Conflict Resolution, 18, 714-726.Swingle, P.G., & Santi, A. (1972). Communication in non-zero-sum games. Journal of Personality and Social Psychology. 23. 54-63.Swingle, P.G., & MacLean, B. (1971). The effects of illusory power in non-zero-sum-games. Journal of Conflict Resolution, 15, 513-522.Swingle, P.G. (1970). Exploitative behavior in non-zero-sum games. Journal of Personality and Social Psychology. 16,121-133.	Swingle, P.G. (1970). Motivational properties of performance feedback. Psychonomic Science, 8, 73-75.	Swingle, P.G. (1969). Ethnic factors in interpersonal bargaining. Canadian Journal of Psychology, 23, 136-146. Reprinted (1972) in J.W. Berry & G.J.S. Wilde (Eds.), Social Psychology: The Canadian context. Toronto: McClelland and Stewart.	Swingle, P.G. (1969). Effects of the win-loss ratio and challenge upon speed in a two person lever pressing race. Journal of Experimental Psychology 80, 542-547.	Swingle, P.G., & Coady, H. (1969). Social class, age and the nature of the incentive in children's lever pressing performance. Canadian Journal of Psychology 23, 41-48.	Swingle, P.G. (1968). Illusory power in a "dangerous" game. Canadian Journal of Psychology 22, 176-185.	Swingle, P. G., & Gillis, J. (1968). The effects of the emotional relationship between protagonists in the Prisonees Dilemma. Journal of Personality and Social Psychology, 8, 160-166.	Swingle, P. G., & Moors, D. (1967). The effects of small monetary incentive upon human lever pressing rates. Psychonomic Science, 9, 205-206.	Swingle, P.G. (1967). The effects of the win-loss difference upon cooperative responding in a "dangerous" game. Journal of Conflict Resolution, 11, 214-222.	Swingle, P. G., & Coady, H. (1967). The effects of the partner's abrupt strategy change upon the subject's responding in the Prisoner's Dilemma. Journal of Personality and Social Psychology, 5, 357-363.	Swingle, P. G. (1966). An inexpensive pulse source for obtaining elapsed time. Journal Experimental Analysis of Behavior, 2, 4094.	Swingle, P.G. (1966). The effects of the emotional relationship between protagonists in a two-person game. Journal of Personality and Social Psychology, 4, 270-279.Swingle, P.G., Coady, H., & Moors, D. (1966). The effects of performance feedback, social and monetary incentives upon human lever pressing rate. Psychonomic Science, 4, 209-210.	Swingle, P.G. (1965). Relatives' concepts of mental patients. Mental Hygiene, 49, 461-465.	PAPERS IN NON-REFEREED JOURNALSSwingle, P.G. (Summer 2003).  Craniosacral Therapy alters brain functioning.  IAHE Connection.Swingle, P.G. (Summer 2003).  Potentiating Neurotherapy:  Techniques for stimulating the EEG.  California Biofeedback.Swingle, P.G. (Fall 1991). Game, disputes and symphonies: The study of experimental conflict. Interaction.	Swingle, P.G. (1982). Mastering machines. Enterpriser, 5 (11),  33-36.Swingle, P. G. (March, 1971). Problems of non-integrated expertise in organizations. Engineers' Digest.Swingle, P.G. (1970). Administrative orbiting. Canadian Association of University Teachers' Bulletin, 19, 9-13.Revusky, S.H., Cohen, A.I., Scherer, I.W., Lett, B.T., & Swingle, P.G. (1963). Automated training of social relationships in extremely withdrawn patients. Newsletter for Research in Psychology , 5, 32-36.	PROFESSIONAL AND SCIENTIFIC REPORTSSwingle, P.G. (February, 2005) K.I.S.S.: Simple, Straightforward and Effective Assessment and Neurotherapeutic Treatment Procedures for Primary Care Practices.  Workshop presented at FutureHealth Conference on Neurotherapy, Palm Springs, CASwingle, P.G. (February, 2005).  Potentiating Neurotherapy.  Paper presented at the FutureHealth Conference on Neurotherapy, Palm Springs, CA.Swingle, P.G. (February, 2004)  Trauma : Assessment and Treatment with Children.  Paper presented at the FutureHealth Conference on Neurotherapy, Palm Springs, CASwingle, P.G. (February, 2004)  Failures in Neurotherapy:  What Should we Learn From Our Trainwrecks?  Paper presented at the FutureHealth Conference on Neurotherapy,  Palm Springs, CA.Bradshaw, R.A., Grace, R., & Swingle, P.G. (July 2004) An exploration of trauma-specific frontal lobe brainwave activity and posttraumatic symptomatology before and after the application of specific bilateral stimulation and integration technique.  Paper presented at the neuroscience Symposium of the American Scientific Affiliation Conference, Trinity Western University, Langley, BCSwingle, P.G. (February, 2003).  Energy techniques in neurotherapy.  Paper presented at the Futurehealth Conference Advances in Neurotherapy, Palm Springs, CA.    Swingle, P.G. (February, 2003). Fundamentals of neurofeedback.  Workshop presented at the Futurehealth Winterbrain Conference, Palm Springs, CA.Swingle, P.G. (February, 2003) Emotional release techniques facilitate enhancement of occipital theta density in patients with severe traumatic stress.  Paper presented at the Futurehealth Conference Advanced in Neurotherapy, Palm Springs, CA.Swingle, P.G. (September, 2002) An acupressure technique to increase SMR in the treatment of epilepsy.  Paper presented at the Society for Neuronal Regulation Meetings, Scottsdale, AZ.Swingle, P.G. (February, 2002) Clinical applications of the Swingle Quick Q diagnostic brain assessment.  Workshop presented at the Futurehealth Advances in Neurotherapy Conference, Miami, FL.Swingle, P.G. (April, 2001) EFT and theta suppression harmonic accelerates neurofeedback treatment of epilepsy. Paper presented at the Association of Applied Psychophysiology and Biofeedback Meeting, Raliegh-Durham, NC.Swingle, P.G., (February, 2001) Rapid treatment of attention deficit disorder. Invited Workshop presented at Futurehealth Conference Advances in Neurotherapy, Miami, FL.Swingle, P.G. ( May, 2000) EFT treatment complements sensory motor rhythm neurofeedback treatment of epilepsy, Paper presented at the Energy Psychology Association Meetings, Las Vegas, NV.Swingle, P.G. Pulos, L., and Swingle, M.K. (May 2000) Neurological changes associated with successful EFT treatment of PTSD. Paper presented at the Energy Psychology Association Meeting, Las Vegas, NV.Swingle, P.G. (April, 2000) Parameters associated with rapid neurotherapeutic treatment of Common ADD (CARD). Paper presented at the Association of Applied Psychophysiology and Biofeedback Meeting, Denver, Co.Swingle, P.G., (February, 2000) Adjunctive treatments to enhance neurofeedback efficiency. Paper presented at Futurehealth Conference Advances in Neurotherapy, Palm Springs, CA.Swingle, P.G., (February, 1999) Patient management issues in neurotherapy. Workshop presented at Futurehealth Conference Advances in Neurotherapy, Palm Springs, CA.Swingle, P.G. (April, 1998) Subthreshold stimulation protocols for the potentiation of hypnotherapeutic procedures. British Columbia Clinical Hypnosis Society, Vancouver, B.C.Swingle, P.G. (1998, February) Adjunctive treatment procedures. Paper presented at the Futurehealth Conference Advances in Neurotherapy. Palm Springs, CA.Swingle, M.K., & Swingle, P.G. (1998, February) Optimizing second language learning. Paper presented at the Optimal Functioning Meetings. Palm Springs, CA.Swingle, P. G. (1997, February) Artifact problems in EEG biofeedback. Paper presented at the Futurehealth Conference Advances in Neurotherapy. Palm Springs, CA.Swingle, P. G. (Chair) (1997, February) Symposium entitled- Failures in neurotherapy assessment of causes. Presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.Dupont, F., & Swingle, P.G. (1996, August). Troubles deficitaires de I'attention et reduction de 1'activité cérébrale theta par une technique subliminale auditive. Paper presented at the International Congress of Psychology, Montreal, Quebec.Swingle, P. G., & Budzynski, T. (1996, February). Subthreshold 10 Hz audio stimulation effects on theta brainwave harmonics. Workshop presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.Swingle, P. G. (Chair) (1996, February). Symposium entitled: "Failures in neurotherpy: Assessment of causes. Presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.Swingle, P. G. (1996, February). Advances in the treatment of pseudoseizure disorder: Three case studies. Paper presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.Swingle, P. G. (1996, March). Clinical application of auditory and somatosensy subthreshold stimulation. Invited workshop presented at the Association of Applied Psychophysiology and Biofeedback Meeting, Albuquerque, NM.Swingle, P. G. (1996, January). Neuronal feedback treatment protocols for pseudoseizure disorder. Ontario Society for Clinical Hypnosis, Ottawa, On.Swingle, P. G. (1995, April). An alternative treatment for Attention Deficit Disorder. Paper presented at the Meeting of the Society for the Study of Neuronal Regulation, Scottsdale, AZ.Swingle, P. G. (1995, June). Clinical application of auditory and somatosensory subliminal stimulation. Invited workshop presented at the Canadian Psychological Association Convention. Charlottetown, PEI.Turner, D., & Swingle, P. G. (1995, June). The effects of guided imagery on core and peripheral body temperature. Paper presented at the Canadian Psychological Association Convention. Charlottetown, PEI.Budzynski, T., & Swingle, P. G. (1995, February). The clinical use of subliminal technology. Workshop presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.Swingle, P. G. (1995, February). Somatosensory effects on brainwave architecture in neuronal therapy. Paper presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.Swingle, P. G. (1995, February). The treatment of alcoholism with Alpha/Theta brainwave feedback. Workshop presented at the Futurehealth Conference Foundations of Brainwave Biofeedback, Key West, Fl.Swingle, P. G. (1994, May). Brainwave treatment of pseudoseizure disorder. Invited address. Society for the Study of Neuronal Regulation. Las Vegas, NV.Swingle, P. G. (1994, January). The effects of subthreshold hemitones on suppression of EEG theta. Paper presented at the Futurehealth Conference Advances in Neurotherapy, Key West, Fl.De Koninck, J., Swingle, P. G., Hebert, M., Couture-Cote, C., & Cote, Y. (1993, June). Self-regulation of core body temperature and sleep. Paper presented at the Annual Meeting of the Association of Professional Sleep Societies, Los Angeles, CA. Abstract published in Sleep Research, 22, 399.Swingle, P.G. (1993, June). Subliminal facilitation. Workshop presented at the International Conference on Transcultural Psychiatry, Montreal, Quebec.Swingle, P.G. (1993, March). Treatment of attention deficit disorder with a theta inhibiting auditory subliminal: A case study. Paper presented at the meeting of the Society for the Study of Neuronal Regulation. Avalon, CA.Swingle, P.G. (1993, January). The effects of auxiliary subliminal auditory stimulation on the autonomic and central nervous systems. Paper presented at Futurehealth Conference Advances in Neurotherapy, Key West, FL.Swingle, P.G. (1992, August). Subliminal treatment procedures. In symposium entitled "Subliminal influence: For better or for naught?” American Psychological Association Meeting, Washington, DC.Swingle, P.G. (1990, June). The resolution of conflict in and out of the laboratory. In G.D. Carr (Chair), The psychology of international conflict: A look at the state of knowledge. Symposium presented at the meeting of the Canadian Psychological Association, Ottawa, ON.Viens, M., Swingle, P. G., & De Koninck, J. (1989, June). The treatment of periodic leg movements using thermal biofeedback: Failure to replicate. Paper presented at the Annual Meeting of the Association of Professional Sleep Societies, Washington, DC. Abstract published in Sleep Research. 18, 318.Swingle, P.G. (1986, May). Conflict resolution. Paper presented at Conference entitled "Quest for Peace in our Day", Ottawa, ON.Swingle, P.G. (1986, March). Laboratory studies of conflict.  Paper presented at Conference entitled "Trust", Carleton University, Ottawa, ON.Swingle, P.G. (1985, February). Organizational conflict resolution.  Paper presented at the Ontario Psychological Association Meeting, Ottawa, ON.Swingle, P.G. (1983, October). Propaedeutic training: Biofeedback stress reduction as preparation for other therapy. Paper presented at Conference entitled "The Biobehavioral Management of Stress Related Disorders", Ottawa, ON.Swingle, P.G. (1983, August). Content-free measures of speech: Some methodological considerations. Paper presented at the American Psychological Association Meeting, Anaheim, CA.Swingle, P.G. (Chair). (1983, May). Workshop entitled "Conflict Resolution and International Cooperation", International Symposium on Communications Technology and International Development. Institute for International Development and Cooperation, University of Ottawa, Ottawa, ON.Swingle, P.G. (Chair). (1982, June). Symposium entitled "The individual institution interface", Canadian Sociological and Anthropological Association Meeting, Ottawa, ON.Cliffe, R., Kruidenier, B., & Swingle, P.G. (1978, June). Investigation of the structure of communication in dyads. In D. Phillips (Chair), Analysis of time patterns in interpersonal communication. Symposium presented at the meeting of the Canadian Psychological Association, Ottawa, ON.Swingle, P.G. (1977, May). Damned if we do - Damned if we don't. Paper presented at the Soviet-Canadian Conference on Social Psychology, Carleton University, Ottawa, ON.	Swingle, P.G. (1976, February). Incantation of the operational definition. Paper presented at the International Studies Association Meeting, Toronto, ON.Betak, J.F., Brummel, A.C., & Swingle, P.G. (1974, May). An approach to elicit attributes of complex environments. Paper presented at the Environmental Design Research Association Meeting, Milwaukee, WI.Swingle, P.G. (1970, June). Deterrence models. Paper presented at the Canadian Peace Research Association Summer School, Ottawa, ON.Swingle, P.G. (1970, June). Strategy in high risk situations. Paper presented at the Canadian Peace Research Association Summer School, Ottawa, Ontario.Swingle, P.G. (1968, April). Pre-treatment effects in non-zero-sum games. Paper presented at the Eastern Psychological Meeting, Washington, DC.Swingle, P.G. (1967, May). "Dangerous" games . Paper presented at the Canadian Peace Research Association Meeting, Ottawa, ON.Swingle, P.G. (1967, April). Response variability in non-zero-sum games. Paper presented at the Eastern Psychological Association Meeting, Boston, MA.Swingle, P. G. (1966, June). The effects of the power relationship upon exploitative behavior in non-zero-sum game. Paper presented at the Canadian Psychological Association Meeting, Montreal, QC.Swingle, P.G. (1966, April). Experimental analysis of "dangerous" games. Paper presented at the Eastern Psychological Association Meeting, Atlantic City, NJ.Swingle, P.G. (1965, April). The effects of the emotional relationship between protagonists upon the response to uncooperativeness in a two-person game. Paper presented at the Eastern Psychological Association Meeting, New York, NY.Swingle, P.G. (1975). Stone by stone. (A review of J.T. Tedeschi, B.R. Schlenker, & T.V. Bonoma, Conflict power and games. Chicago: Aldine, 1973). Contemporary Psychology 20. 134-136.CLINICAL TREATMENT PROTOCOLSSwingle, P.G. (1997). Attention: Harmonic for increased focus. (Treatment protocol and cassette recording). Chatsworth, CA: Tools for WellnessSwingle (1998). Alert: Harmonic for increased focus. (Treatment protocol and CD recording). Chatsworth, CA: Tools for WellnessSwingle, P.G. (1998). Sleep: Harmonic for sleep induction. (Treatment protocol and CD recording). Chatsworth, CA: Tools for WellnessSwingle, P.G. (1993a). SUB/ALPHA: Subliminal treatment for attention deficit disorder. (Treatment protocol and cassette recording). Sarasota, FL: Professional Resource Press.Swingle, P.G. (1993b). SUB/BETA: Subliminal autonomic nervous system relaxant. (Treatment protocol and cassette recording). Sarasota, FL: Professional Resource Press.Swingle, P.G. (1992a). HYB/S: A volitional breathing and hypnotic relaxation exercise with subliminal mood modifier. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.Swingle, P.G. (1992b). PMR/APS: Progressive muscular relaxation exercise with subliminal mood modifier. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.Swingle, P.G. (1992c). SUB/AC: Subliminal aversive conditioning. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.Swingle, P. G. (1992d). SUB/AD: Subliminal treatment for anxiety and/or depression. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.Swingle, P.G. (1992e). SUB/BS: Subliminal slow wave treatment for the enhancement of sleep quality. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.Swingle, P.G. (1992g). SUB/OCB: Subliminal treatment for obsessive thoughts and/or compulsive behaviors. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.Swingle, P.G. (1992h). SUB/S: Subliminal treatment to support the cessation or reduction of smoking. (Treatment protocol and cassette recording.) Sarasota, FL: Professional Resources Press.

Presentations:
Presentation #4    

Pre-Conference:  
Neurotherapy as primary care

Abstract: 
Neurotherapy is rapidly evolving into a primary care option for many disorders.  Problems with mood, anxiety, sleep quality, learning, cognitive processing, pain, addictions, anger management, and age related memory are all amenable to rapid assessment and treatment.  The assessment procedures are simple and straight forward involving assessment of a limited number of brain sites.  Treatment options other than neurofeedback have been developed to markedly accelerate neurotherapy.  These complementary techniques markedly facilitate neurotherapy as a viable primary care alternative to dangerous and often ineffective pharmaceuticals.

Duration: 

Learning Objectives: 
1. practice rapid assessment procedure
2. discuss intake protocol
3. explain brainwave patterns associated with various forms of depression
4. explain brainwave patterns associated with various forms of AD(H)D
5. explain brainwave patterns associated with various forms of emotional volatility
6. explain brainwave patterns associated with cognitive inefficiencies.
7. summarize brain inefficiencies associated with autism and aspergers
8. practice procedures for potentiating neurotherapy

Test Questions:
True/False
1. Emotional trauma is often associated with low SMR amplitude (F)
2. Sleep disturbances are often associated with low occipital theta amplitude (T)
3. a negative alpha response at Cz and O1 is an indicator of wmotional trauma (T)
4. Braindriving procedures are particularly useful in the treatment of autism (T).
5. A full QEEG rather than a QuickQ would be advisable for clients with TBI (T).
6. Alpha/theta training is the most effective treatment for migraine (F).
7.  Depression is usually associated with elevated beta amplitude at F3 (F)
8. ADD and ADHD brainwave patterns are always very distinquishable (F).
9.  With PTSD, in addition to a negative alpha response, one usually finds a low theta/beta ratio at O1 (T).
10. Severe autistic children cannot be treated with neurotherapy because they cannot attend to the feedback (F).

Bibliography: 
Clinical Electroencephalography, Vol. 31, No. 1 (whole issue)

Thompson, M., & Thompson, L (2003)"The Neurofeedback Book", Wheat Ridge, CO: AAPB

Demos, J. N. (2005) "Getting Started with Neurofeedback", New York: Norton

"Child and Adolescent Clinics of North America" (2005), Vol 14, NO 1. (whole issue)

Swingle, P.G. (2001) Parameters associated with rapid treatment of Common ADD (CADD). "J. Neurotherapy", 5, 73-84.

Detailed Agenda:
COURSE ITINERARY

A.	9:00  – 10:20 AM
1.	Therapeutic rationale for rapid intake
2.	Rapid Assessment Procedure (Quick Q)
3.	Diagnostic indicators
4.	Hands on assessment training
5.	Interpreting the Quick Q

B.	10:30 – 12:00
1.	Developing the treatment plan
2.	The psychotherapy dimension 
3.	Treating simple problems
a)	Common ADD
b)	Depression
c)	Sleep disorders
d)	Burn out

C.	1:00 – 2:45
1.	Case presentations
2.	Treatment strategies
3.	Braindriving techniques
4.	End of the road clients

D.	3:00 – 5:00 PM
1.	Adjunctive treatment procedures
2.	Hands on training is some energy techniques
3.	When you need a Full Q
4.	Contraindications for adjunctive/aggressive protocols

Presentation #5    

Workshop:  
Methods for potentiating neurotherapy

Abstract: 
Methods for potentiating neurotherapy are very useful for clients who have limited capacity to attend for neurofeedback (e.g., autism) and for clients who are at a therapeutic plateau or barrier.  Methods include braindriving, CES, AVS, craniosacral therapy, harmonics and energy techniques.

Duration: 
240 minutes

Learning Objectives: 
1. review adjuncts to neurofeedback
2. practice braindriving techniques
3. identify conditions most suitable for potentiation procedures
4. discuss limits of potentiation procedures.
5. idnetify methods for prescribing appropriate self-administered treatments

Test Questions:
1. Cranial microamperage stimulation is a FDA regulated procedure (T)
2. Braindriving cannot be used with stoke patients (F)
3. Braindriving is safe for children (T)
4. Braindriving is not affected by artifacts in EEG measurement (F)
5. Sounds must be above subjective hearing threshold to have an effect on brainwave activity (F)
6. Electrical stimulation of acupuncture points has a measureable effect on brainwave activity. (T).
7. Craniosacral therapy has no measureable effect on brainwave activity (F)

Bibliography: 
Swingle, P.G. (Summer, 2003) Potentiating neurotherapy.  Techniques for stimulating the EEG.  California Biofeedback.
Swingle, P.G. (2001)Parameters associated with rapid treatment of Common ADD (CADD) J. Neurotherapy, 5, 73-85.
Russell, H.L. & Carter, J.L. (1993) An investigation of auditory and visual entrainment of brainwave activity in learning-disabled boys. J. of the Texas Center for Educational Research, 4, 65-73.
Kirsch, D. (2002) The Science Behaind Cranial Electrotherapy Stimulation, Edmonton Alberta. Medical Scope Publishing.

Detailed Agenda:
Course Agenda

1-2PM Rationale for potentiation procedures
      Different potentiation methods
2-3PM Hands-on training with CES and craniosacral methods
3-3:15PM break
3:15-5PM Hands-on training: determining appropriate clients for braindriving, practice with administering braindriving.

Presentation #118    

Foundation Course:  
Identification and control of artifact, Overview of QuickQ, Case exxamples on rapid diagnosis and treatment

Abstract: 
Basics for getting started with neurotherapy.  Artifact problems and minimization.  Rapid assessment and diagnosis procedures.  Case presentations demonstrating efficient methods for immediately using neurotherapy  in your practices.

Duration: 
60 minutes

Learning Objectives: 
Learn to identify and control artifact
Learn potential of QuickQ methods

Test Questions:
With the new High Impedence amplifiers, artifact is no longer a problem (F)

QuickQ is an adequate method for all clients (F)

Bibliography: 
Swingle, P. G. (2002) Potentiating neurofeedback California Biofeedback

mpson, M and Thompson, L.(2003)  The Neurofeedback Book.  AAPB

Detailed Agenda:
Identifiaction of artifact
Control of artifact
Overview of QuickQ
Cases on rapid diagnosis and treatment

Presentation #144    

Plenary:  
Has your get-up-and-go got up and gone? Gussying up the EEG for us seniors..

Abstract: 
Age related declines in cognitive functioning can be mitigated with neurotherapy focused on Gussying up the alpha response and frequency.  Procedures for keeping the brain sharp are presented.

Duration: 
30 minutes

Learning Objectives: 
Learn the diagnignostic indicators of cognitive inefficiencies
Learn methods fopr brainbrightening

Test Questions:
1. Age related declines are not reversable (F)
2. A major contributor to cognitive inefficiencies in the elderly are prescription medications (T)

Bibliography: 
Swingle, P. G. et al(2004)  Neurophysiological indicators of EFT treatment SUBTLE ENERGIES AND ENERGY MEDICINE, 15, 75-86

Swingle, PG (1996)  10 HZ subliminal sound suppresses theta amplitude JOURNAL OF NEUROTHERAPY 1

Budzynski, TH. (1996)  Brainbrightening  BIOFEEDBACK, Summer, 1996

Detailed Agenda:
Brainmapping the senior
detoxification
Breainbrightening
Home treatment methods
case studies

Presentation #139    

Plenary:  
Treatment of emotional trauma

Abstract: 
Emotional trauma is often revealed in the intake QEEG.  The pattern is a blunted or absent alpha response.  Behavioral consequences of the blunted alpha include poor memory, anxiety conditions and sleep qualitiy problems.  Methods for treating trauma with neurotherapy and emotion al release techniques are presented

Duration: 
30 minutes

Learning Objectives: 
Learn to identify the trauma pattern on the QEEG
Learn emotional release techniques

Test Questions:
1.  Artists show patterns similar to that of traumatized clients (F)
2.  Fainting is a common pseudoseizure behavior (T)

Bibliography: 
Swingle, P. G. (1998(Neurofeedback treatment of pseudoseizure disorder BIOLOGICAL PSYCHIATRY 44 1196-1199

TOWNSEND, AL (2004)  QEEG FINDINGS AND EEG BIOFEEDBACK WITH ADULTS REPORTING CHILDHOOD SEXUAL ABUSE PAPER PRESENTED AT THE ISNR CONFERENCE.

Detailed Agenda:
1. Trauma QEEG pattern
2. Emotional release techniques
3. Case studies

Presenter: Tatkin, Stan

Presenter Address:
4505 Las Virgenes Road, Suite 217
Calabasas, California  91302  United States
Phone: 805-499-6171
Fax: 805-435-1482
Email: stanleyt.winterbrain@spamslicer.com

Professional Info:
Stan Tatkin, Psy.D. MFT, License Number MFC -- 29303, Licensed in California 

Bio:
Stan Tatkin, PsyD, MFT, practices psychotherapy in Calabasas, California. Dr. Tatkin was a primary inpatient therapist at the John Bradshaw Center, was clinical director of Charter Hospital's intensive outpatient drug and alcohol program, and is a former president of the California Association of Marriage and Family Therapists, Ventura County chapter. Trained in developmental object relations, his private practice specialized in the treatment of adolescents and adults with personality disorders. His interests have since branched out toward psycho-neurobiological theories of human attachment, integrating principles of early mother-infant attachment with adult romantic relationships. He speaks to professional audiences on subjects of couples therapy and preventative psychotherapy through early intervention with infants, children and their parents. He has published several articles on the psychobiology of couples' therapy and is currently writing on couples interventions using attachment theory and principles of arousal and affect regulation. In addition to his private practice, he teaches and supervises first-year family medicine residents at Kaiser Permanente, Woodland Hills, through which he is an assistant professor at the UCLA David Geffen School of Medicine, Department of Family Medicine. He is also adjunct faculty for Antioch University, Santa Barbara Graduate Institute, and California Lutheran University. He serves as a consultant and supervisor to the staff and faculty of CALM, a child abuse center in Santa Barbara.Dr. Tatkin is a veteran member of Allan N. Schore's study group. He has trained in the Adult Attachment Interview through Mary Main and Erik Hesse's program out of University of California, Berkeley. He is a contributing editor on a book with Allan Schore for W.W. Norton & Company due out in Fall of 2006.

Resume/CV: 

Presentations:
Presentation #171    

Workshop:  
The Four Puzzle Pieces: a psychobiological approach to couples therapy

Abstract: 
The four domains of arousal regulation, attachment, developmental neuroscience, and therapeutic enactment are puzzle pieces that integrate various forms and disciplines of psychotherapy, human development, and scientific investigation. This approach is largely built around the premise that marriage, or committed romantic partnership, has a purpose. Couples in distress ordinarily come into therapy without a life supporting or marital sustaining theory. It is for this reason that the psychobiologically attuned therapist must provide meaningful organization as to how a primary attachment relationship functions that both explains the couple's distress and points to a way out of that distress.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #172    

Plenary:  
The Primacy of Arousal Regulation In Psychotherapy

Abstract: 
The psychobiologically-focused clinician looks upon the primary adult attachment relationship in radically new ways. He or she views the adult couple as a psychobiological unit whose endurance depends upon the co-regulatory skills of its partners. This represents a shift from a conflict model to a deficit model of regulatory maturity.

Duration: 
45 minutes

Learning Objectives: 
The participant will be able to:

•	Identify
o	Approach/Avoidance attachment strategies
&#61607;	the autoregulating partner
&#61607;	the disorganized/disoriented/dissociated partner
&#61607;	the dismissive/avoidant partner
&#61607;	the angry/resistant partner
o	arousal biases of partners
o	dyads and triads: joint attention vs triangulation
•	Understand
o	The dysregulated couple
o	The “bipolar” couple
o	The traumatized couple
o	The pseudosecure couple
•	Assess
o	Co-Regulatory Competence/Skill
&#61607;	Ability to rapidly repair injury
&#61607;	Ability to soothe partner
&#61607;	Ability to stimulate partner

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Toomim, Hershel

Presenter Address:
6542 Hayes Drive
Los Angeles, California  90048  United States
Phone: 
Fax: 
Email: hershel@biocomp.mpowermail.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #75    

Plenary:  
symposium Hershel Toomim, Rob Coben  discuss HEG improvements in clinical practiice.

Abstract: 
Hershel Toomim will present his discovery of a direction for improvement in the use of 95% of the time spent on neurotherapy. He will show the basis of an hypothesis of brain use leading to improved intelligence and perhaps life span.       Rob Coben will present the results of his study of autism treated with a combination of HEG and EEG

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #204    

Workshop:  
All You Ever Wanted to Know About HEG

Abstract: 
Hershel Toomim will present PowerPoint programs detailing how to use HEG in clinical settings. The use of infrared camera to verify effective in session change is the basis of Jeff's presentation. Hershel will present the basics of HEG first from a physiological standpoint then will show how to select training positions dependant on measured dysfunctions.These formal presentations will be followed by clinical demonstrations with volunteer attendees.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #205    

Foundation Course:  
Hemoencephalography (HEG): A New Form of Neurofeedback With Potential for Enhancing Brain Function in Multiple Conditions

Abstract: 
Conditions Hemoencephalography (HEG) is an innovative method of biofeedback-guided brain exercise, which can enhance brain function through targeted activation of underfunctioning brain areas. The brain recruits its localized blood supply based on moment-to-moment needs.  When a specific area of brain is activated, blood flow to that area momentarily increases to meet the demand.  As the local brain activation returns to baseline, the local blood flow returns to baseline as well.  Patterns of local brain blood flow thus provide an ongoing map of patterns of local brain activation.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #220    

Plenary:  
HEG Focus Training (Attention Index)

Abstract: 
This new HEG technique drives an animated video display with your degree of attention on a score of 20% to 100%. The technique allows the trainer to interrupt whenever an distracting thought changes the score in order to bring the distraction to clear consciosness

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Turner, Colleen

Presenter Address:
P.O. Box 82
Pacific Palisades, California  90272  United States
Phone: 
Fax: 
Email: catalyst@ix.netcom.com

Professional Info:

Bio:
Colleen Turner, Ph.D. is a management consultant, trainer, speaker, and coach for individuals, teams, and organizations.  She serves as a catalyst for optimizing outcomes in areas such as leadership, teamwork, strategic planning, and process improvements by creating a synergy of best problem-solving practices from a wide range of disciplines. Her background includes international sports competition and college coaching, teaching and research, and service as a military officer.  Her client range includes Vista Disney, The California Endowment, the U.S. Army Tank Command, and UCLA’s interfaith University Religious Conference. She is the author of a small book entitled "Communication for Transforming 'No Way' into 'Way to Go!'" that blends proven winning methods from a variety of arenas.

Resume/CV: 
Dr. Colleen Turner is a management consultant, trainer, facilitator, speaker, and executive coach. She inspires individuals, teams, and organizations beyond barriers to breakthrough results using powerful models of communication drawn from a wide range of disciplines.  She serves as a catalyst for optimizing outcomes in areas such as leadership, teamwork, strategic planning, and process improvement.Her uniquely integrated approach empowers clients towards positive shifts in performance that:* Create and maintain participants who want to give their best towards realizing goals.* Enable breakthroughs in problem-solving, insoluble impasses, conflict resolution, and teamwork.* Draw from and integrate the “best practices” of diverse disciplines:  e.g. management, sports, militarysciences, psychology, and physiology.* Facilitate paradigm shifts for reorganizing individuals and systems towards higher levels of functioning by exchanging reactive communication and thinking patterns for those that create desired outcomes.She has successfully developed and delivered programs for a wide range of participants including corporate and non-profit executives, teachers, parents, professionals, supervisors, assembly line workers, and inner city gang members. Her broad client range includes Vista Disney, The California Endowment, the U.S. Army Tank Command, and UCLA’s interfaith University Religious Conference.  She has a MA in Human Relations and obtained her MSW and Ph.D. from UCLA in Social Welfare with concentrations in public policy, theory, and research.  She’s served on the faculty of the Department of Behavioral Sciences and Leadership at the U.S. Air Force Academy and the faculty of the University of Phoenix certified to instruct courses such as group processes, mediation, and communications.  She has conducted research for the California Task Force on Self-Esteem and Personal Responsibility, a major diversity project honoring the bi-centennial of the Bill of Rights and the U.S. Air Force's pilot empowerment program.  She was selected to represent UCLA at the Metanexus Institute’s interfaith conference hosting representatives from 27 countries on Religion: Catalyst for War or Peace? She was most recently sponsored by the Institute for National Security Studies to complete a research project entitled:  Best Practices for Inspiring Pro-American Sentiment: Exploring Methods of American Masters for Winning Hearts and Minds Around the Globe.Complimenting her organizational and academic orientation to excellence and teamwork, Dr. Turner has been an outstanding athlete and military officer.  In the sport of volleyball, she helped lead UCLA to its first national championship (her #44 jersey was retired).  She was a member of the USA women's team and later became a winning college coach.  As a retired reserve U.S. Air Force officer, she holds the rank of Lieutenant Colonel and last served as a Senior Programs Advisor for Human Resources strategic planning at the Space and Missile Systems Center. Her military honors include the Outstanding Unit Award, Meritorious Service Medals, the expert marksmanship ribbon, and freefall parachute jumpwings. As Acting Commander of the Exercise Evaluation Team while serving on active duty in the Mediterranean during the TWA hostage crisis, she developed and evaluated a comprehensive range of terrorist defense scenarios. Her special affiliations include: certified trainer for The Organization Workshop whose developer was featured in Fast Company magazine (an interactive simulation highlighting the impact of organizational structure and tradition on employees, products, and customers), associate for IntelliLearn (a learning corporation that provides educational strategies on the cutting-edge of the science of learning that reduces training time while increasing retention), and Mensa.Dr. Turner has been praised for her exceptionally stimulating conference and meeting presentations:  e.g. regional events of the American Society of Training and Development (formerly on LA’s Board of Directors), the Institute of Management Consultants, and the World Business Academy on topics such as Facilitating Difficult Teams and Groups, Consciously Communicating, Transformational Leadership, Tips for Executive Self-Coaching, Life Is A Team Sport and Winners Don’t Play Games, and What To Do When “They” Don’t Get It. She is the author of a small book entitled Communication for Transforming "No Way" into "Way to Go!" that blends proven winning methods from a variety of arenas.  These extremely powerful yet relatively unknown techniques show how anyone can get and stay on top of work and life without needing to put others down.

Presentations:
Presentation #52    

Workshop:  
Everyday Olympics:  Coach yourself to achieve breakthrough outcomes by  shifting paradigms

Abstract: 
What do you do when your everyday method of problem-solving doesn’t solve your problem?  Quit?  Tell yourself it can’t be solved?  How about altering your approach?  This workshop can help you resolve a difficulty of your choosing by using methods favored by masters from markedly different spheres. Doubtful?  Keep in mind unfamiliar techniques or ones you find uncomfortable or consider silly may provide just the nudge your blind-spotted default position needs.  Shaking up your “correct” strategy can create openings for outcomes otherwise unavailable.  So don’t give up before giving this workshop a chance to help clarify your “favorite” conundrum.

Duration: 
120 minutes

Learning Objectives: 
1. The participant will be able to list at least two of five different approaches to problem-solving.

2. The participant will be able to apply a problem-solving method derived from one discipline to help solve a problem within another.

Test Questions:
1. Name at least two of the five approaches discussed in this workshop that can be used to solve problems in a new way? 

Answer:  coach, scientist, counselor, cheerleader, winner

2. What method of problem-solving tends to provide the most breakthroughs?

Answer:  The one the problem-solver usually avoids because it disrupts established patterns and facilitates new perspectives.

Bibliography: 
Ellis, Albert. A Guide to Rational Living.  Englewood Cliffs, NJ, Prentice Hall Direct, 1975.
Gelb, Michael J.  How to Think Like Leonardo da Vinci: Seven Steps to Genius Every Day.  New York:  Dell, 2000. 
Rubenstein, Moshe F., and Iris R. Firstenberg.  Patterns of Problem-Solving.  Englewood Cliffs, NJ:  Prentice Hall, 1995.
Sun Tzu  (Translated by Thomas Cleary).  The Art of War Boston, MA:  Shambhala Publications, Inc. 1988.
Shula, Don and Ken Blanchard.  Everyone's a Coach: You Can Inspire Anyone to Be a Winner.    Grand Rapids, MI.  Zondervan, 1995.
Wooden, John R. They Call Me Coach.  Chicago, IL:  Contemporary Books, Inc., 1988.

Detailed Agenda:
This session does not require any breaks or meals.

Presentation #149    

Plenary:  
Best Practices For Inspiring Hearts and Minds:  A Military Officer’s Quest To Wage Peace

Abstract: 
When the U.S. march to war with Iraq began, a career reserve military officer volunteered to go back onto active duty hoping to find a way to demonstrate powerful alternatives. While the initial combat phase would most likely result in a swift victory, she was convinced a lack of cultural awareness and sensitivity would evoke an endless stream of suicide bombings and the costs in lives, dollars, and international reputation could jeopardize national interests.  Her Pentagon-sponsored research project revealed a myriad of untapped, creative, and ethical approaches for realizing international influence and respect. The author shares her findings, highlights of her journey, and describes how and why anyone might want to champion the lessons learned for the benefit of all inhabitants of spaceship earth.

Duration: 
40 minutes

Learning Objectives: 
1. Participants will be able to explain how best practices from a variety of disciplines can be applied to international relations.

2. Participants will be able to summarize barriers preventing these approaches from being used and what can be done to overcome them.

Test Questions:
1. Describe one of the six examples given of masters used to illustrate potentially tranferable best practices towards improving international relations.

Lance Armstrong (athlete), Herb Cohen (negotiator), Father Greg Boyle (street gang priest), Bill the Mensan, Al Scates (NCAA coach), William McDonough (architect).

2. What do the best practices examples illustrate about methods of influencing others?

Answer:  There are a myriad of cost-effective yet untapped alternatives for constructively influencing others.

Bibliography: 
Armstrong, Lance and Sally Jenkins. It’s Not About The Bike/My Journey Back To Life.  New York:  Berkley Publishing Group, 2000/2001.    

Cohen, Herb.  You Can Negotiate Anything.  Secaucus, N.J.:  Lyle Stuart, Inc., 1980.

McDonough, William and Michael Braungart. Waging Peace With Intelligent Design. green@work:  November-December 2002: 38-42.

9/11 Commission.  The 9/11 Commission Report.  New York:  W.W. Norton & Co., 2004

Nye, Joseph S.  Soft Power: The Means to Success in World Politics.  Boulder, CO:  Perseus, 2004.

Patterson, Kerry, Joseph Grenny, Ron McMillan, and Al Switzler. Crucial Conversations:Tools For Talking When the Stakes Are High. New York:  McGraw-Hill, 2002.

Pew Research Center For The People & The Press.  A Year After Iraq War - Mistrust of America in Europe Ever Higher, Muslim Anger Persists. Washington, D.C.:  March, 2004.

Turner, Colleen. Best Practices for Inspiring Pro-American Sentiment: Exploring Methods of American Masters for Winning Hearts and Minds Around the Globe. Submitted for consideration as an INSS Occasional Paper. USAF Institute for National Security Studies.USAF Academy,Colorado, October 2004

Detailed Agenda:
This talk does not require breaks or meals.

Presenter: Van Deusen, Peter

Presenter Address:
16246 SW 92nd Ave
Miami, Florida  33157  United States
Phone: 305-321-1595
Fax: 
Email: pvdadp@mindspring.com

Professional Info:

Bio:
Ran 4-office practice in Atlanta 1992-2001, developed widely-used assessment tool. Has been training trainers internationally since 2001.

Resume/CV: 
Various

Presentations:
Presentation #18    

Plenary:  
BrainPrime and Neurofeedback for the Aging Brain (part of Panel on Longevity and Anti Aging)

Abstract: 
Effects of aging on cognitive function, both pathologic and normal, are reviewed in light of whether they are unavoidable and irreversible. Work of Budzinski, Hardt, Diamond and others are reviewed. A training approach to resolve these issues is presented.

Duration: 
95 minutes

Learning Objectives: 
List pathologic brain changes related to aging.
List normal changes in EEG related to aging
Describe findings of Diamond.

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #234    

Plenary:  
Meditation, Technology and the Future of NF

Abstract: 
The history of meditation and the growth in technology point to a future for NF that may caution us against the short-sighted decisions being pushed by some of the field's current self-appointed leaders.

Duration: 
30 minutes

Learning Objectives: 
1. describe parallels between the development of meditation and neurofeedback as fields of self-regulation.
2. Identify 3 dangers inherent in restrictive approaches to propagating the technology.

Test Questions:
1. Describe the development of meditation from its closely held to its more widely disseminated position in the marketplace of ideas.

2. List three potential dangers in current efforts to restrict neurofeedback access.

Bibliography: 
none

Detailed Agenda:

Presentation #184    

Foundation Course:  
Practical Brain-Based Assessment

Abstract: 
.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #185    

Workshop:  
BrainPrime and the Aging Brain

Abstract: 
Overview of brain changes in aging with a specific focus on a tested training approach to reversing them. The BrainPrime program was tested in Atlanta and shows consistent success.

Duration: 
240 minutes

Learning Objectives: 
List changes is normal EEG that age-related training can impact.
Describe use of AVS in age-related training protocols.
Identify brain systems most affected by aging.

Test Questions:
1.	What is the most basic change in activation in the aging brain?
2.	List 3 major performance objectives in BrainPrime.
3.	Describe the lasting effect of BrainPrime training.

Bibliography: 

Detailed Agenda:

Presentation #194    

Plenary:  
TLC; A Low Cost Alternative to qEEG

Abstract: 
TLC Assessment is a free system for using generally available training equipment and software to perform brain-based evaluations that focus on activation patterns, not normative comparisons to guide trainers to effective protocols.

Duration: 
45 minutes

Learning Objectives: 
List differences in QEEG and Pattern-based Assessments.
Identify 3 benefits of TLC over Q.
Identify 3 weakness of TLC vs. Q.

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #195    

Workshop:  
Performing the TLC Assessment

Abstract: 
Focus on gathering and reading the TLC Assessment data, including demonstration of various brain activation patterns commonly seen. Covers hardware and software options for performing the TLC.

Duration: 
120 minutes

Learning Objectives: 
Name appropriate hardware/software platforms for performing TLC.
List the steps fro performing TLC.
Define Tone Issues.
List 8 Activation categories used in the TLC Assessment.

Test Questions:
1.	How do Tone issues affect choice of training protocols?
2.	What is the difference in view between Histogram and Maps?
3.	Name 4 patterns related to sub-cortical emotional drive issues

Bibliography: 

Detailed Agenda:

Presenter: Webb, Craig

Presenter Address:
Box 513 Snowdon
Montreal, Quebec  H3X 3T7  Canada
Phone: 514-990-2113
Fax: 
Email: cwebb@dreams.ca

Professional Info:

Bio:
Craig Webb, frontier physicist and Executive Director of the DREAMS Foundation (www.dreams.ca), is a dream and consciousness researcher, author, public speaker, and inventor. He's been involved in pioneering dream and lucid dream research at Stanford University and Montreal’s Sacré-Coeur Hospital, helped found and produce Making Contact (a progressive radio show airing on ~200 stations for over a decade), and has made hundreds of media/public/corporate/academic appearances.

Resume/CV: 
Craig Webb, frontier physicist and Executive Director of the DREAMS Foundation (www.dreams.ca), is a dream and consciousness researcher, author, public speaker, and inventor. He's been involved in pioneering dream and lucid dream research at Stanford University and Montreal’s Sacré-Coeur Hospital,helped found and produce Making Contact (a progressive radio show airing on about 200 stations for over a decade), and has made hundreds of media/public/corporate/academic appearances.

Presentations:
Presentation #83    

Plenary:  
Precognitive Dreams and the Everyday Physics of Free Will

Abstract: 
Have you ever dreamt of events that later come to pass in waking life? If so, you are in good company along with 2/3 of the general population. Can such information be harvested for beneficial and practical use? The new hit TV show "Medium" shows one application -- helping to solve crimes, but there are many others. For many people, such dreams bring fear or guilt, since most of us have no training about how to handle such experiences. Others are skeptical that such premonitions are even possible or more than just random chance. This presentation will explore the science, experience and applications of such dreams and visions.

Duration: 
45 minutes

Learning Objectives: 
Participants will be able to discuss various aspects of precognition, and also explain why many precognitive dreamers have guilt or fear and how to avoid it.

Test Questions:
1. Name two examples of famous precognitive dreams that changed the course of history
2. Describe how precognitive dream statistics support the "Many Probable Worlds" paradigm of modern quantum physics.

Bibliography: 
David Ryback, Dreams that Come True (Ballantine Books, 1988). 
Robert Van de Castle, Our Dreaming Mind (Ballantine Books, 1994).
Salvador Dalí, Fifty secrets of Master Craftmanship, translated by Haakon Chevalier (New York: Dover, 1992).
Rabbi Hile Wechsler, Rosembaums of Zell (Berthold Strauss, 1962), 84.
Nancy Sondow, The Decline of Precognized Events with the Passage of Time: Evidence from
Spontaneous Dreams (JASPR 82:33-51, 1988)

Detailed Agenda:
5 min - Introduction
15 min - History of Precognitive Dreams w/ Examples
5 min - Statistics and Quantum Physics
5 min - Precognitive Fear and Guilt: What to Do
10 min - Free will, Knowledge and Responsibility
5 min - Conclusion/Summary

Presenter: White, Nancy

Presenter Address:
1900 St. James Place, Suite 800
Houston, Texas  77056  United States
Phone: 713-962-5243
Fax: 713-552-0752
Email: nancy@enhancementinstitute.com

Professional Info:
Psychologist, License Number 2-3583, Licensed in Texas 

Bio:
Dr. Nancy White, a licensed psychologist, licensed Marriage and Family Therapist and a Certified Sex Therapist, stands as one of the original clinical practitioners of Neurotherapy.  She is founder and Clinical Director of The Enhancement Institute in Houston, Texas. Dr. White is a Diplomate in Neurotherapy, a Quantitative EEG Diplomate, a Fellow of the International Society for Neuronal Regulation, a Fellow of the Biofeedback Certification Institute of America – EEG specialty, and a consulting editor for the Journal of Neurotherapy. She is author of a number of groundbreaking articles in the field, has contributed a chapter to the Academic Press book, Quantitative EEG and Neurofeedback, edited by Evans and Abarbanel, and has presented at conferences and symposia both nationally and internationally. Dr. White is listed in Who’s Who In Medicine and Healthcare and in Who’s Who In America.

Resume/CV: 
LICENSED PSYCHOLOGIST   State of Texas #2-3583, (exp. 02/28/06)LICENSED PROFESSIONAL COUNSELOR  (LPC)   State of Texas #02335 (exp. 02/28/06)LICENSED MARRIAGE AND FAMILY THERAPIST (LMFT)  State of Texas #002039-002072 (exp. 02/28/06)ADVANCED ADDICTION COUNSELOR (AAC)   State of Texas #1356-1000CERTIFIED NEUROTHERAPY INSTRUCTOR   Neurotherapy Certification Board #1015CERTIFIED PEAK PERFORMANCE INSTRUCTOR   Neurotherapy Certification Board #1015  PROFESSIONAL ORGANIZATIONS AND CERTIFICATIONSAmerican Psychological Association:  Clinical MemberAmerican Association for Marriage and Family Therapy:  Clinical MemberQuantitative Electroencephalography Certification Board:  Quantitative EEG Diplomate (QEEGD)American Board of Sexology:  Diplomate and Clinical SupervisorThe American Academy of Clinical Sexologists:  Clinical Fellow (FAACS)American Association of Sex Educators, Counselors and Therapists:  Diplomate - Certified Sex TherapistBiofeedback Certification Institute of America (BCIA): Certified EEG, FellowInternational Society For Neuronal Regulation: Clinical FellowNeurotherapy Certification Board: Diplomate in Neurotherapy #1039Neurotherapy Certification Board: Diplomate in Peak Performance #1014International Academy of Behavioral Medicine, Counseling and Psychotherapy, Inc: Diplomate in Professional	PsychotherapyThe Electroencephalography and Clinical Neuroscience Society: MemberNational Academy of Neuropsychology: Member   The PAIRS Program:  Master Teacher   Consulting Editor, The Journal of Neurotherapy, Haworth Press

Presentations:
Presentation #54    

Plenary:  
The Alarming Rise in Mental Illness Linked to Increased Drug Use: Causes and Prospective Solutions

Abstract: 
The literature shows that psychotropic drugs worsen the conditions they are prescribed to correct by incapacitating the brain’s own neurochemical facilities. A number of acceptable non-drug treatments exist which we intuitively assume have a balancing effect on neurochemistry without being able to demonstrate how that may occur. Now, some exciting new avenues are being explored that hold promise, but the mechanisms by which they work also are unclear. Thus, a future direction of research is clear: in order to expand the potential of non-pharmocologic approaches we might better demonstrate how brainwave patterns and neurotransmitters affect each other.

Duration: 
30 minutes

Learning Objectives: 
A participant will be able to discuss the historical rise of mental illness and pharmacology’s part in its increase.

A participant can explain what some non-drug solutions are, or could be, and the research needed to expand their potential.

Test Questions:
Psychotropic medications accelerate the diminishing of neurotransmitters. T or F  (ans.T)

Stress and anxiety are the major causes of serotonin loss.  T or F   (ans.T)

Bibliography: 
Whitaker, R. 2005. "Anatomy of an Epidemic: Psychiatric Drugs and the Astonishing Rise of Mental Illness in America." Ethical Human Psychology and Psychiatry, Volume 7, Number 1, Spring 2005

Detailed Agenda:
Describing the condition – the alarming rise of mental illness

Looking at the underlying causes and their effects on neurotransmitters
	Long term effects of drug use

Prospective non-drug means of balancing neurotransmitters
	Neurofeedback 
– It is an intuitive assumption that as brainwave patterns are changed, neurochemistry is correspondingly changed. We do not know the mechanism by which this occurs.
	Ocular light therapy 
– Dr. Norman Shealy’s research
	Cranial Electrical Stimulation (CES) 
– research outcomes
	Amino acids as precursors to neurotransmitters
–	Dr. Kenneth Blum’s research
–	Neuroscience profiles and formulas 
–	Brainwave patterns

Presentation #57    

Workshop:  
Trauma Resolution: A Multi-Modality Approach

Abstract: 
Although emotional trauma is increasingly seen as a single condition that expresses itself in many ways, there currently exists no overall diagnosis for it. The DSM IV simply lists specific symptoms (Anxiety, PTSD, Depression, etc.) without addressing the possibility of a larger dynamic. As a result, emotional trauma may not be treated for what it is; a syndrome of which the individual symptoms are just component expressions. Once the practioner can see and identify the underlying dynamic of emotional trauma, he or she can achieve better outcomes. Chronic Trauma Syndrome is best resolved, from this presenters experience, with a multi-modality approach that addresses at least three levels:Neurochemical balance Perceptual renormalizationHealing the unconsciousIn this workshop, we describe Chronic Trauma Syndrome, introduce a number of modalities and how they may work in appropriate combination for various patients, and offer case histories demonstrating the potential of a multi-modality approach.

Duration: 
120 minutes

Learning Objectives: 
Participant can describe several alternative modalities used to mediate trauma and how they work. 
Participant can show how the many discrete DSM IV diagnoses fit into a continuum of “Chronic Trauma Syndrome.”
Participant/practioners will have information to make more cogent evaluations, helping emotional trauma patients get the most appropriate treatments

Test Questions:
1.	PET scans show that provoked arousal in a traumatized person generates an increase in metabolic activity in the right hemisphere – specifically in the 
                  a. hippocampus   b. amygdala   c. Broca’s area   d. fornix

2.	One important meta-analysis involving seventy-seven different studies showed that disturbances in social support after a trauma are less of a predictor for PTSD than a person’s pre-trauma situation. 
                  True         False             

3.	The original researchers who created the Alpha/Theta protocol for resolving trauma
          was 
a.	Barry Sterman  b Joel Lubar  c. Eugene Peniston  c. Joe Kamiya

4.	Repetitious events or accidents generally give clues as to the nature of an unresolved trauma. 
                    True        False

Answers:
1.	amygdala
2.	false
3.	Eugene Peniston
4.	True

Bibliography: 
“Alpha-Theta Training for Chronic Trauma Disorder, A New Perspective”.  1995, The Journal of Mind Technology and Optimal Performance, Mega Brain Report.  Vol. II, No. 4

Detailed Agenda:
1.Intro to the pervasive nature of trauma - physical, emotional, mental and spiritual
2. Chronic Trauma Syndrome - comorbidity
3. Who is susceptible to trauma: profiles and case histories
4. Cycle of Trauma resolution
   a. Introducing an effective multi-modality approach
   b. Specific modalities and their usage in resolving trauma
5. Conclusions - Questions and Answers

Presentation #88    

Foundation Course:  
Transpersonal and Energy Considerations in Biofeedback

Abstract: 
The Quantum view of reality sees a person as a matrix of energy and information. In this paradigm, we can attain states of consciousness that allow us to exchange information with non-local fields in ways that change our perception of reality. Under specific conditions that the therapist can induce, Alpha/Theta Neurofeedback therapy provides a gateway to non-local reality and the transpersonal realm of individual transformation.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Whitehouse, Bob

Presenter Address:
1400 28th St., Suite 1
Boulder, Colorado  80303  United States
Phone: 303-417-0293
Fax: 303-666-7160
Email: bobwhitehouse@gmail.com

Professional Info:
Psychologist, License Number 1955, Licensed in CO 

Bio:
In private practice and consulting in Boulder and Denver, in pain, stress, anxiety,  and educational applications.  Started one of nation's first college biofeedback programs in 1974. Former AAPB Board member and Insurance/Legislative chair.

Resume/CV: 
see e-mailed copy

Presentations:
Presentation #95    

Workshop:  
HEART and BREATH, an Integration of Research and Techniques

Abstract: 
Optimal Heart Rate patterns and efficient breathing are gateways to better brain function.  This seminar will be be my integration of the works of Lehrer, Gevirtz, HeartMath, Cram, and Litchfield with a special emphasis on live monitoring and techniques for attaining 4 keys to health and optimal performance: healthy heart rate variability,Resonant Frequency heart waves, and mechanically and chemically efficient breathing.  Surprising information will give new understandings of the emotional signatures in heart rate, the role of the heart in intuition, and what most of us have been doing wrong in teaching breathing.

Duration: 
120 minutes

Learning Objectives: 
1.	Identify what Heart Rate Variability (HRV) predicts
2.	Identify the 3 main bandwidths of heart waves (frequencies)
3.	Identify which bandwidth of heart frequencies is associated with Sympathetic Nervous  System activity
4.	Identify which bandwidth is associated with ParaSympathetic
5.	Identify  ”          “               “        “           “     the Resonant Frequency or zone of coherence
6.	Identify 4 research findings from HeartMath about benefits of producing the heart’s Resonant Frequency
7.	Identify 2 researched ways to produce the Resonant Frequency
8.	Explain what is the minimum ETCO2 for chemically efficient breathing
9.	Explain what overbreathing is
10.	Explain what ETCO2 is
11.	Explain why deep breathing may increase HRV but drop ETCO2
12.	Identify 3 “emotional signatures” in heart rate patterns
13.	Explain what HeartMath says about the role of the heart in Intuition
14.	Explain the relation between the shape and function of the heart and the electromagnetic field of the heart and earth

Test Questions:
1.	What does low Heart Rate Variability (HRV) predict
2.	What are the 3 main bandwidths of heart waves (frequencies)
3.	Which bandwidth of heart frequencies is associated with Sympathetic Nervous  System  (SNS) activity
4.	Which bandwidth is associated with ParaSympathetic (PSNS)
5.	Which  ”          “               “        “      the Resonant Frequency or zone of coherence
6.	What are 4 research findings from HeartMath about benefits of producing the heart’s Resonant Frequency
7.	What are 2 researched ways to produce the Resonant Frequency
8.	What is the minimum ETCO2 for chemically efficient breathing
9.	What is overbreathing 
10.	What is ETCO2 
11.	Why could deep breathing increase HRV but drop ETCO2
12.	What is one key way to get improved ETCO2 
13.	What do the  “emotional signatures” of anger, relaxation and appreciation look like in heart rate patterns
14.	Can SNS and PSNS both be activated at the same time 
15.	What does HeartMath says about the role of the heart in Intuition
16.	What is the name of the shape of the electromagnetic field of the heart and earth

Bibliography: 
Gevirtz, R.

Lehrer, P.

Litchfield, P.

McCraty, R.

Detailed Agenda:
I. About the Heart
   A. Interesting Facts
   B. Heart Rate recordings
   C. Heart Rate Variability
      1. As predictor
      2. And ANS correlations
   D. Spectral Analysis (DFT), Heart Waves
      1. 3 bandwidths and ANS correlates
      2.

Presentation #96    

Plenary:  
Insurance Billing and Coding Considerations

Abstract: 
Insurance billing and coding for neurofeedback and biofeedback is now  tricky. Whether you bill or have someone else do so, you may get in trouble if you don't know a few key points.  In this talk you will learn what codes are best, who can use them and when, how to get pre-authorizations if needed, and how to handle denials.  Also covered will be new codes, MediCare's policy, and what constitutes fraud.

Duration: 
45 minutes

Learning Objectives: 
1.  Identify proper codes to use for NF/BFB 
2.  Explain who decides who can bill insurance, with what codes, for what diagnoses, when, and for what reimbursement.
3.  Explain ethical considerations and what constitutes fraud.

Test Questions:
1.  What is the general code used for NF/BFB training?
2.  Who decides who can bill insurance, with what codes, for what diagnoses, when, and for what reimbursement?
3.  Ethically who should contact the insurance company for NF/BFB benefits?
4.  What constitutes fraud in billing?

Bibliography: 
Whitehouse, R. & Striefel, S. (2003). Billing, Coding, and Reimbursement Issues.  Biofeedback, 31(4), 5-8
   Striefel, S. (2003). Ethics in Billing, Coding, and Reimbursement.  Biofeedback, 31(4),9-12
   Rosenthal, R.  (2003).  Biofeedback Billing and Coding Issues.  Biofeedback, 31(4), 13-14,19
   Striefel, S., Whitehouse, R., & Schwartz, M.S. (2003). Other professional topics and issues. In M.S. Schwartz and F. Andrasik (Eds.), Biofeedback: A Practitioner's Guide (3rd Ed) (pp835-866). New York: Guilford Press
   Whitehouse, R. (1998). CPT Coding Issues:1998 update. Biofeedback, 26(2), 14A-17A

Detailed Agenda:

Presenter: Zinsser, Nathaniel

Presenter Address:
Center For Enhanced Performance, United States Military Academy
West Point, New York  10996  United States
Phone: 845 938 7814
Fax: 
Email: yn0808@usma.edu

Professional Info:

Bio:
Nate Zinsser is currently the Director of the Performance Enhancement Program at the United States Military Academy’s Center for Enhanced Performance. He earned his PhD in sport psychology at the University of Virginia and has since become an AAASP Certified Consultant and member of the US Olympic Committee’s Sport Psychology Registry. Dr Zinsser also provides sport psychology training for the Philadelphia Flyers of the NHL, athletes in the US Army’s World Class Athlete Program, and has conducted workshops in performance enhancement for neurosurgeons, musicians and management teams. He is the author of Dear Dr Psych, a sport psychology guidebook for youth sport athletes which won an American Library Association award, five textbook chapters on cognitive techniques for enhancing confidence, and numerous articles on applied sport psychology in trade publications.

Resume/CV: 
Nathaniel W. Zinsser	9  EAST MEADOW COURT HOPEWELL JUNCTION, NEW YORK 12533 (845) 897 2817	Present Position: Director, Performance Enhancement Program, United States Military Academy, West Point, NY.  July 1992 to present.  Responsible for all phases of program operation and supervision: budget, curriculum development, coordination with athletic, academic, physical education and military instruction departments, staff supervision and professional development, conducting individual and group training.•	Conducted over three hundred classes and group training sessions.•	Conducted over twelve thousand individual performance enhancement appointments •	Designed and delivered 40-lesson, course “Mental Skills for 21st Century Warfighters”Education and Training•	Ph.D. Sport Psychology, University of Virginia, •	M.A. Psychosocial Study of Human Movement, Teachers College Columbia University•	B.A. Psychology and physical education, Hampshire College, Amherst, MA. •	Psychoanalytic Training Institute, New York Counseling and Guidance Center, New York, NY September 1983 – May 1984.•	Certified Sport Psychology Consultant, Association for Advancement of Applied Sport Psychology. Certification completed September 1995.•	Member, United States Olympic Committee Sport Psychology Registry 1996 – 2000 QuadrenniumUniversity Teaching Experience: Marist College, East Stroudsburg University, University of           Virginia, William Paterson CollegeInvited Performance Psychology Presentations and Workshops for:•	Business and Professional Groups (Reader’s Digest, Salomon Smith Barney)•	U.S. Army and FBI units •	Elite Athlete Groups including Philadelphia Flyers, United States Army World Class Athlete Program, United States Army Marksmanship Unit, United States Olympic Committee, Professional Ski Instructors of America, Jacksonville Jaguars•	Universities Vassar College, Bard College, University of Delaware, University of Southern Maine, Seton Hall University, University of Texas at El Paso, Pace University, Marist College, United States Merchant Marine Academy, Mary Washington College, East Stroudsburg University, Sweet Briar College, Montclair State College, •	Hospital and Wellness Programs.  American Association of Neurological Surgeons, Ellis Hospital, New Jersey Psychological Assocation, University of Texas Southwest Medical Center, Neurosurgery Department, Omega Institute for Holistic Studies•	Secondary Schools Twenty Presentations at International, National and Regional Conferences Fifty publications in college textbooks, scholarly journals, military journals, professional manuals, trade magazines, and popular magazinesInterviewed for publication and broadcast by ESPN, the BBC, Muscle Media, Outside,  New York Times, Soldiers Magazine,  Child, Self,

Presentations:
Presentation #111    

Plenary:  
Mentoring Winners

Abstract: 
Through many years of mentoring athletes and other performers three vital lessons consistently surface as essential to success and satisfaction. These lessons will be will be explained and illustrated using examples from the 2000 US Olympic Trials and the 2002 Winter Olympic Games.In brief, the lessons are:1) It's all about confidence2) The higher the level at which you compete, the "lower" many things become3) The difference between victory and defeat is microscopically small

Duration: 
45 minutes

Learning Objectives: 
1. How TO COMMUNICATE AND SUPPORT THE CONFIDENCE PROCESS

2. HOW TO  PLAN AND PREPARE FOR LOADS OF UNFAIRNESS

3. HOW TO COACH THE ACTIVE SEARCH FOR THE LITTLEST OF BREAKS

Test Questions:
Why is "confidence" so misunderstood  and how does that make its training and maintenence so problematic?

What are the specific psychological perpectives used by the athetes in this presentation (Bakken Ross, Ingalls, and Sharp) that were critical intheir success?

Bibliography: 
The Tipping Point - Malcom Gladwell

Mastery - George Leonard

Learned Optimism - Martin Seligman

Heads Up Baseball - Ken Ravizza

Karate Do Kyohan - Gichin Funakoshi

Detailed Agenda:

Presentation #115    

Workshop:  
Thriving Under Pressure

Abstract: 
This is a workshop on bringing out one's best performance under highly pressurized conditions based on 20 years of work with elite performers and 30 years of study in meditation and martial arts. Participants will learn a pratical vocabularly for adressing the dynamics of stress management and a series of practical exercises for future use.

Duration: 
120 minutes

Learning Objectives: 
Reintrepret stressors effectively

Balance episosde of stress with episodes of recovery

Enjoy the natural activation of energy in preparation for any performance activity

Test Questions:
Describe the adaptive significance of the stress response in human history.

Describe the difference between physical, mental , and emotional recovery

Explain why the anticipation and appreciation of adrenaline prior to performance is more effctive than any attempt to minimize it's impact.

Bibliography: 
The Relaxation Response - Herbert Benson

Your Maximun Mind - Herbert Benson

Peace Love and Healing - Bernie Siegel

Toughness Training for Life - Jim Loehr

The Antarctic Mile - Lynn Cox

Detailed Agenda: