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

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:

Presentation #380    

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

Abstract: 
This is an introduction to the use of Cranial Electrotherapy Stimulation. An overview of the technique and a brief review of research and clinical applications.

Duration: 
20 minutes

Learning Objectives: 
1. To gain an introductory understanding of Cranial Electrotherapy Stimulation (CES).
2. To have an awareness of the studies and clinical populations where CES has been applied and measured.

Test Questions:
1. What is CES (Crainal Electrotherapy Stimulation)?

Bibliography: 
The Science Behind Cranial Electrotherapy Stimulation 2nd Edition by Daniel Kirsch

http://alpha-stim.com/-the website of Electromedical Products International which has much of the current research on CES

Detailed Agenda:
1. Introduction to Cranial Electrotherapy Stimulation (CES).
2. Brief overview of research in CES.

Presenter: Bonnet, James

Presenter Address:
139 S. Sparks St.
Burbank, California  91506  United States
Phone: 
Fax: 
Email: bonnet@storymaking.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #286    

Workshop:  
The Essential Elements of Great Stories and the Secrets of Great Characters  (Workshop)

Abstract: 
In this workshop, you will gain an in-depth look at the fundamentals that drive all great stories and films, and acquire the tools you need to create important stories that make a powerful psychological connection. You will also learn a remarkable secret you can use to make your characters truly charismatic and merchandisable and just about everything else in your story more fascinating.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #289    

Plenary:  
Cracking the Story Code

Abstract: 
In this talk, James Bonnet will introduce you to a new phenomenon called the Storywheel. All great stories, ancient or modern, have a place on this wheel, and when taken all together in this way, they reveal their deeper, more amazing secrets, not the least of which is our evolutionary path, the state of the world, and the archetypes, patterns of action and cycles of transformation which run through every individual and every group, and are being played out in all of life's important stages.  If you understand these patterns, you can understand the world, your place in the scheme, and the paths which can lead you to higher states of consciousness and success.

Duration: 
45 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, Los Angeles, and Associate Clinical Professor of Psychiatry, UCLA.  He has chaired the course on Neurofeedback at the American Psychiatric Association annual meetings for the past four years.  In late 2005-early 2006 he organized and chaired two conferences for the Museum of Contemporary Art in Los Angeles tied to  their exhibition entitited, "Ecstasy: In and About Altered States". In May 2007, he will chair a symposium on psilocybin research at this year's American Psychiatric Association annual meeting.

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

Presentation #294    

Plenary:  
HEALING MYSTICISM:  NEW APPROACHES TO THE STUDY OF PSYCHEDELIC DRUGS

Abstract: 
With the recent fMRI study of mystical states in nuns (Beauregard) and ground-breaking study of positive effects of psilocybin-induced mystical states (Griffiths), consciousness study has taken a new turn into the empiric, Although psilocybin has been used for centuries for religious purposes, relatively little is known scientifically about its acute and persisting effects. In response to the epidemic of hallucinogen abuse that occurred in the 1960s, clinical research largely ceased and has resumed only recently. This presentation will review present-day research into  mystical states and end-of-life experiences with psilocybin and introduce leading-edge psychoanalytic theory of unitive states.

Duration: 
30 minutes

Learning Objectives: 
By the conclusion of this talk, the listener should have 1) an understanding of the methodology of current studies of consciousness utilizing methods as diverse as fMRI brain function and the use of psilocybin to induce mystical state; 2)an understanding of the value of how psychanalytic theory of unitive thinking has implications for how further studies should be conducted.

Test Questions:
1. Drug-induced mystical states are based on unmeasurable psychological variables and cannot be studied with sufficient scientific rigor to extract meaningful conclusions. True or False?

2. In contemporary psychoanalytic theory, a person intoxicated on psilocybin and anxious:
    a. should not be interfered with;
    b. should be psychoanalyzed “on the couch”;
    c. is likely to go through a series of psychological stages which can cause distress and/or can be facilitated with gentle intervensions.
    d. is best treated with soft music and eye shades.
    e. should be given a small dose of methylphenidate (Ritalin) to boost the subject into a higher state.

Bibliography: 
deWitt H, Editorial on [Griffiths], Psychopharmacology 187:, 2006
Griffiths RR, et al, Psilocybin  can occasion mystical-type experiences having substantial and sustained personal meaning and spiritual significance, Psychopharmacology 187:263-83, 2006
Kleber HD, Commentary on [Griffiths], Psychopharmacology 187:291-2, 2006
Merkur D, Mystical Moments And Unitive Thinking, SUNYPress, 1999
Merkur D, Unconscious Wisdom, SUNYpress, 2001 
Nichols DE, Commentary on [Griffiths], Psychopharmacology 187:284-6, 2006
Rosegrant J, The Impact of Set and Setting on Religious Experience in Nature, The impact of Set and setting on religious experieice in nature, Journal for the Scientific Study of Religion, 15:4, 301-310, 1976
Schuster CR, Commentary on [Griffiths], Psychopharmacology 187:289-90, 2006
Snyder SH Commentary on [Griffiths], Psychopharmacology 187:287-8, 2006

Detailed Agenda:
30 minute PowerPoint review

Presentation #307    

Workshop:  
HEALING MYSTICISM:  DEEP PSYCHOTHERAPY AND UNITIVE STATES

Abstract: 
Research into psychotherapy with psychedelic drugs was in its infancy when federally supported research into such drugs was essentially halted in 1965.  Competing models of “psychedelic vs psycholytic” therapy were left with unfilled promise, and the dominant model of psychoanalysis at the time, ego psychology, had little to contribute to the discourse.  In this workshop, the present-day work of Toronto-based Professor of Religious Studies and psychoanalyst Dan Merkur will be the springboard for a new consideration of the potential therapeutic application of drug-enduced mystical states.

Duration: 
120 minutes

Learning Objectives: 
By the conclusion of this workshop, the participant should have 1) an understanding of the methodology of current studies of consciousness utilizing methods as diverse as fMRI brain function and the use of psilocybin to induce mystical state; 2) an understanding of the value of how psychoanalytic theory of unitive thinking has implications for how further studies should be conducted; 3) an understanding of the historical problems associated with study of psychotherapeutic intervention with pschedelic states; 4) an approach to the evaluation new studies into personal growth in mystical states.

Test Questions:
1. Drug-induced mystical states are based on unmeasurable psychological variables and cannot be studied with sufficient scientific rigor to extract meaningful conclusions. True or False?

2. In contemporary theory, a person intoxicated on psilocybin and anxious:
    a. should not be interfered with;
    b. should be psychoanalyzed “on the couch”;
    c. is likely to go through a series of psychological stages which can cause distress and/or canbut might be be facilitated with gentle intervensions.
    d. is best treated with soft music and eye shades.
    e. should be given a small dose of methylphenidate (Ritalin) to boost the subject into a higher state.

3. Considerations in the planning of studies of psychotherapy and psychedelic drugs include:
…a. psychotherapy cannot be done while the subject is under the active influence of such drugs because the acute effects are too chaotic and uncontrollable to allow interventions;
   b. the effects are illusory and the insights do not persist;
   c. research on psycholytic and psychedelic psychotherapy in past decades was relatively uninformed about unitive psychoanalytic theory;
…d. all of the above.

Bibliography: 
Beauregard M, Paquette V, Neural correlates of a mystical experience in Carmelite nuns. Neurosci Lett. 2006 Sep 25; 405(3): 186-90
deWitt H, Editorial on [Griffiths], Psychopharmacology 187:, 2006
Griffiths RR, et al, Psilocybin  can occasion mystical-type experiences having substantial and sustained personal meaning and spiritual significance, Psychopharmacology 187:263-83, 2006
Grof S, LSD Psychotherapy, reprinted MAPS 2001, originally published 1980
Kleber HD, Commentary on [Griffiths], Psychopharmacology 187:291-2, 2006
Merkur D, Mystical Moments And Unitive Thinking, SUNYPress, 1999
Merkur D, Unconscious Wisdom, SUNYpress, 2001 
Nichols DE, Commentary on [Griffiths], Psychopharmacology 187:284-6, 2006
Rosegrant J, The Impact of Set and Setting on Religious Experience in Nature, The impact of Set and setting on religious experieice in nature, Journal for the Scientific Study of Religion, 15:4, 301-310, 1976
Schuster CR, Commentary on [Griffiths], Psychopharmacology 187:289-90, 2006
Snyder SH Commentary on [Griffiths], Psychopharmacology 187:287-8, 2006

Detailed Agenda:
Introduction--30 minutes
Videotape of Merkur lecture--45 minutes
Workshop audience discussion--45 minutes

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.

Presentation #359    

Workshop:  
AN INSIDER’S GUIDE TO NEUROCARE PRO AND NEUROCAREMOTE: WHAT YOU NEED TO KNOW TO GET TO WORK NOW

Abstract: 
You will learn how to use Zengar NeuroCARE and NeuroCAREmote.

Duration: 
240 minutes

Learning Objectives: 
1.	Understand how to create and download custom training packages for clients using NeuroCARE Pro and NeuroCAREmote,
2.	Understand how to use NeuroCARE Pro to simply and amplify neurofeedback training.
3.	Lean to use a comprehensive, adaptive approach to neurofeedback training that is not based on symptomatology
4.	Lean to use the Cross Correlation of the AutoCorrelations of the Joint Time-Frequency Analyses to ascertain the value of the training in facilitating resilience in the client.

Test Questions:
1.	NeuroCAREmote allows for practitioner controlled neurofeedback training at a distance.  (True)
2.	NeuroCAREmote offers the same training as does NeuroCARE Pro.  (True)
3.	There are no off-line analysis capabilities in NeuroCAREmote itself; rather, data from home training needs to be analyzed within NeuroCARE Pro.  (True)
4.	NeuroCAREmote allows the client to choose what visual and auditory feedback they will receive, including free-form visualizations. (True)
5.	Practitioners must design and download the specific training that they deem appropriate for each client using NeuroCAREmote.  (True)
6.	Most families can learn to use NeuroCAREmote within 1-2 sessions.  (True)
7.	NeuroCAREmote has been successfully used by a number of families and clients as an extension of the neurofeedback training begun in a practitioner’s office. (True)
8.	Clients using NeuroCAREmote can choose the frequencies on which they train. (False)
9.	Difference training can be implemented “on the fly” in NeuroCARE Pro. (True)
10.	Log scaling and log-log scaling are available for real-time training in NeuroCARE Pro. (True)

Bibliography: 
Chua, Leon, A Nonlinear Dynamics Perspective of Wolfram’s New Kind of Science Volume 1, 2006, World Scientific Publishing ISBN 981-256-977-4

Fishman, George, Discrete Event Simulation: Modeling, Programming and Analysis, 2001, Springer ISBN 0-387-95160-1

Kirkiliopnis, M. et al, Treands in Nonlinear Analysis, 2003,Springer ISBN 3-540-44198-0

Lotov, Alexander et al, Interactive Decision Maps: Approximation and Visualization of Pareto Frontier, 2004, Kluwer ISBN 1-4020-7631-2

Savken, Andrey and Evans, Robin J., Hybrid Dynamical Systems: Controller and Sensor Switching Problems, 2002, Birhauser ISBN 0-8176-4224-2

Wallace, B. Alan, Contemplative Science: Where Buddhism and Neuroscience Converge, 2007, Columbia University Press, ISBN 0-231-13834-2

Detailed Agenda:
1. Basic framework of the CARE approach 30 min
2. The controls and displays of NeuroCARE pt 1 30 min
3. Break 10 min
4. The controls and displays of NeuroCARE pt 2 50 min
5. Break 10 min
6. Introduction to ZenX Modes and neurofeedback training using automatic timing  50 min
7. Break 10 min
8. Introduction to offline Analysis, including CCAC 30 min
9. Integrating NeuroCARE and NeuroCAREmote 30 min

Presentation #362    

Foundation Course:  
CARE®: The Elegance of Non-localized and Non-Global Neurofeedback

Abstract: 
Learn about the CARE approach to providing neurofeedback training.  This presentation will describe how to facilitate Comprehensive, Adaptive Re-normalization of EEG.

Duration: 
60 minutes

Learning Objectives: 
1. Understand how the CARE model can be used to provide neurofeedback training without regard to condition, context or diagnosis.
2. Describe the roles of resilience and flexibility in diminishing the turbulence in the EEG.

Test Questions:
1. Turbulence always preceeds a phase shift in a real-world, non-linear dynamical system like the EEG. (True)
2. Simply interrupting an ongoing audio stream during neurofeedback can effectively invoke the Relaxation Response and lead to the release of suffering.  (True)

Bibliography: 
Chua, Leon, A Nonlinear Dynamics Perspective of Wolfram’s New Kind of Science Volume 1, 2006, World Scientific Publishing ISBN 981-256-977-4

Fishman, George, Discrete Event Simulation: Modeling, Programming and Analysis, 2001, Springer ISBN 0-387-95160-1

Kirkiliopnis, M. et al, Treands in Nonlinear Analysis, 2003,Springer ISBN 3-540-44198-0

Lotov, Alexander et al, Interactive Decision Maps: Approximation and Visualization of Pareto Frontier, 2004, Kluwer ISBN 1-4020-7631-2

Savken, Andrey and Evans, Robin J., Hybrid Dynamical Systems: Controller and Sensor Switching Problems, 2002, Birhauser ISBN 0-8176-4224-2

Wallace, B. Alan, Contemplative Science: Where Buddhism and Neuroscience Converge, 2007, Columbia University Press, ISBN 0-231-13834-2

Detailed Agenda:
1. Intro to CARE: the meanings of the words 15 min
2. Overview of filtering, triggering and targeting based on adaptive Gabor filters and neighborhood-based turbulence detection. 20 min
3. Why is spatial localization unimportant: ie how can non-localized training be locally useful? 10 min
4. What makes the CARE model remain so different from other approaches? 15 min

Presentation #361    

Panel:  
CARE® in the Real World: Outcomes From Using NeuroCARE Across the Range

Abstract: 
This panel will present and discuss the use of NeuroCARE across the range of situations in which neurofeedback training has been used.

Duration: 
90 minutes

Learning Objectives: 
1. Understand how CARE is comprehensive in its approach to neurofeedback training.
2. Understand how CARE is adaptive in its approach to neurofeedback training.
3. Understand how a single, fundamental approach to neurofeedback training can be used effectively without regard to prsenting problem, diagnosis, etc.
4. Understand how a unique non-localized, non-global approach to neurofeedback has been used in applied training situations.

Test Questions:
1. The CARE approach is comprehensive in that it includes targets that cover the range of time-frequency events from 0-60 Hz (True)
2. The CARE approach is adaptive in that it continually adjusts its own parameters in response to the changing dynamical response of the CNS during neurofeedback. (True)
3. CARE has been used effectively in virtually every area of application in which neurofeedback training has been usefully applied. (True)
4. Although is comprehensive and adaptive it is difficult to learn and use effectively.  (False)

Bibliography: 
Chua, Leon, A Nonlinear Dynamics Perspective of Wolfram’s New Kind of Science Volume 1, 2006, World Scientific Publishing ISBN 981-256-977-4

Fishman, George, Discrete Event Simulation: Modeling, Programming and Analysis, 2001, Springer ISBN 0-387-95160-1

Kirkiliopnis, M. et al, Treands in Nonlinear Analysis, 2003,Springer ISBN 3-540-44198-0

Lotov, Alexander et al, Interactive Decision Maps: Approximation and Visualization of Pareto Frontier, 2004, Kluwer ISBN 1-4020-7631-2

Savken, Andrey and Evans, Robin J., Hybrid Dynamical Systems: Controller and Sensor Switching Problems, 2002, Birhauser ISBN 0-8176-4224-2

Wallace, B. Alan, Contemplative Science: Where Buddhism and Neuroscience Converge, 2007, Columbia University Press, ISBN 0-231-13834-2

Detailed Agenda:
1. Introduction to the CARE model and its implementation in Zengar NeuroCARE 10 min
2. Presenter 1 case material 15 min
3. Presenter 2 case material 15 min
4. Presenter 3 case material 15 min
5. Discussion

Presentation #363    

Plenary:  
KARMA OR DHARMA: Three Acronyms That Can Clarify The Core of Neurofeedback Training

Abstract: 
The three acronyms of KARMA, OR, and DHARMA can be used to understand how neurofeedback training occurs and that personal transformation unfolds on its own, in a self-organizing manner.

Duration: 
45 minutes

Learning Objectives: 
1. Understand disorder and pathology as restrictions in human possibility.
2. Understand how simple interrupting the process of affective re-triggering is experienced as an invocation of the Relaxation Response.
3. Understand the role of the Orienting Response in neurofeedack training.

Test Questions:
1. The Orienting Response remains robust when lived significance is high, not when novelty is high.  (True)
2. Affect Theory would predict that a decrease in negative affect to a relatively neutral level would be experienced as positive affect.  (True)
3. Simple disrupting the recall of a traumatic event can lead to an experienced lessening of the trauma response.  (True)

Bibliography: 
Chua, Leon, A Nonlinear Dynamics Perspective of Wolfram’s New Kind of Science Volume 1, 2006, World Scientific Publishing ISBN 981-256-977-4

Fishman, George, Discrete Event Simulation: Modeling, Programming and Analysis, 2001, Springer ISBN 0-387-95160-1

Kirkiliopnis, M. et al, Treands in Nonlinear Analysis, 2003,Springer ISBN 3-540-44198-0

Lotov, Alexander et al, Interactive Decision Maps: Approximation and Visualization of Pareto Frontier, 2004, Kluwer ISBN 1-4020-7631-2

Savken, Andrey and Evans, Robin J., Hybrid Dynamical Systems: Controller and Sensor Switching Problems, 2002, Birhauser ISBN 0-8176-4224-2

Wallace, B. Alan, Contemplative Science: Where Buddhism and Neuroscience Converge, 2007, Columbia University Press, ISBN 0-231-13834-2

Detailed Agenda:
1. Neurofeedback: The field of convergence between Neuroscience and Buddhist practice
2. KARMA: A new acronym for an old idea about repetition, limitation and the creation of suffering
3. DHARMA: A new acronym for another old ideas about releasing suffering and experiencing happiness in returning to the present
4. Two Fundamental Psychophysiological Processes: The Orienting Response and the Relaxation Response
5. The Core towards which this field continues to converge, sometimes despite its self.

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., ABPPUniversity of Miami School of MedicineBiographical 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, Board-certified in Rehabilitation Psychology, who has been a leader in the field of rehabilitation and is currently the Director of the Biofeedback Laboratory at the University of Miami School of Medicine / Miami Jewish Home and Hospital. He has been Chief of the Division of Psychology at the University of Miami / Jackson Memorial Center from 1981 to 2005. 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, President of the Academy of Rehabilitation Psychology, Member of the Board of the American Board of Professional Psychology, President of the Council of Presidents of Psychology Specialty Academies, 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 Psychology, 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 to people with physical disabilities and has numerous publications, chapters, and presentations at scientific meetings.

Resume/CV: 
Bernard S. Brucker, Ph.D.UNIVERSITY OF MIAMICurriculum Vitae1.	Date:  			May 29, 2006	I.  PERSONAL	2.	Name:	 		Bernard S. Brucker, Ph.D., ABPP	3.	Home Phone: 	(786) 255-9189 4.	Office Phone:	 	(305) 762-3882				(305) 795-6090 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/AII.  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	 New 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-PresentUniversity 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.         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.Nedd, 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.	  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.Diego, M.A, Field, T., Hernandez-Reif, M., Hart, S., Brucker, B., Field, T.,      	and Berman, I.   Spinal Cord Patients Benefit from Massage Therapy. 	International Journal of Neuroscience. 2002, 112: 133-142. Brucker, B.S. Neuroplasticity and the Future Role of Biofeedback.                                                                                                	Psychophysiology Today. 2005, 2: 19-21.Brucker, B.S.  Biofeedback Applications for Improving Function in Persons 	with Cerebral Palsy.  Cerebral Palsy  Magazine  2005, September:  37-	43. 		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	V.  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-Present	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-Present	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, 1987-1995	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, 1989Recipient 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, 1995-1996	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, 1990	 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, 1995	 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, 197726.	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.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.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.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.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.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.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.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.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.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.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.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.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.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, 1987 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.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. 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. 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. 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. 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.  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  Meeting, Los Angeles, California, November 17, 1993.  Brucker, B., EMG: Back to Basics.  Presented at The Future Health Annual  Symposium, Key West Florida, January 26, 1994.  Brucker, B., Biofeedback applications in rehabilitation.  Workshop presented  at The Future Health Annual Symposium, Key West, Florida, January  27, 1994.  Brucker, B.S., and Pokea, S.  Neuromuscular improvement program a  technologically innovative treatment for paralysis.  Presented at the  Spinal Cord Forum, Lenexa, Kansas, July 29, 1994.  Brucker, B.S., Neuromuscular rehabilitation and EMG biofeedback.  Presented  at the Future Health’s 4th Annual EMG Seminar, Philadelphia, P.A.  July 31, 1994.  Weiss, S. and Brucker, B.S.  Future role of psychology in trauma acute

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:

Presentation #297    

Workshop:  
Important variables for successful Biofeedback and Neurofeedback applications in Rehabilition

Abstract: 
Important Variables for Successful Outcomes for Biofeedback and Neurofeedback Applications in RehabilitationBernard S. Brucker, Ph.D, ABPPUniversity of Miami School of MedicineWorkshopWinter Brain 2007 ConferenceIt is well known that central nervous system cells in the brain, brain stem and spinal cord are non-replacement structure. As such, patients suffering functional losses from strokes, brain injuries, cerebral palsy and spinal cord injuries are expected to have permanent losses.  While it is known that such patients can have functional improvement after central nervous system damage which is enhanced with traditional therapeutic intervention, recovery usually plateaus in about a year. Recent findings from the neural and behavioral sciences have not only shown that there is long term repair in the central nervous system after damage, but that it is possible for the brain to utilize alternate cell tissue to replace lost or damaged cells. It has also been shown that operant learning techniques utilized at the neural level can result in specific learned control of neural responses that would not occur otherwise. There have been a number of reported applications of Biofeedback and Neurofeedback for restoring function after central nervous system damage. However, there had been mixed results and often when used clinically, the method of reporting does not reflect the standard in the rehabilitation field. As a result, this has diminished the power and legitimacy of these procedures in the eyes of our medical colleagues. 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.  Understanding operant conditioning paradigms as the underlying procedure for effective neural learning and their applications will also be covered. 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. Further, only proper reporting of results will gain the proper recognition of the effects of these techniques.

Duration: 
240 minutes

Learning Objectives: 
1)	Participants will gain an understanding of the important functional assessment variables for determining outcomes of Biofeedback and Neurofeedback applications in Rehabilitation.
2)	Participants will understand the operant conditioning principles underlying successful Biofeedback outcomes
3)	Participants will gain an understanding of how Neuro muscular physiology is related to functional outcomes.
4)	Participants will learn the relationship between Biofeedback and Neurofeedback application and other therapeutic modalities for successful outcomes
5)	Participants will learn the appropriate format for report writing for Biofeedback and Neurofeedback applications in Rehabilitation
6)	Participants will gain an understanding of neuroplasticity and its role in functional outcomes.

Test Questions:
1)T or F The content of the clinical report is key for both reimbursement and quantification of the treatment intervension?

2) T or F Expertise in Biofeedback and Neurofeedabck applications are the only necessary requirements for applications to rehabiliation?

3) T or F Operant conditioning is the theoritcal basis for all successful Biofeedback and Neurofeedback applications?

4) T or F Successful Biofeedback and Neurofeedback applications in Rehabilitation do not need any adjuctive therapy follow up?

5) T or F Establishing medical necessity for Biofeedback and Neurofeedback applications is not necessary?

6) T or F There are standard protocols for Biofeedback and Neurofeedback applications in rehabilitation?

Bibliography: 
See Published papers and Chapters in CV

Detailed Agenda:
Variables for successful outcomes for Biofeedback and Neurofeedback Applications in Rehabilitation

Bernard S. Brucker, Ph.D., ABPP
University of Miami School of Medicine

I.	Important Considerations for Rehabilitation patients
A.	Assessment of variables to be treated 
B.	Quantification of assessment variables
C.	Identifying those variables that will respond to Biofeedback Intervention
D.	Developing a treatment plan 
E.	Establishing medical necessity

II.	Quantification of Variable
A.	Functional Assessment tools 
B.	Neuro Physiological measurement
C.	Outcome measurement

III.	Establishing Medical Necessity
A.	Preventing falls and other safety factors
B.	Decreasing cost of care
C.	Increasing functional independence

IV.	Report Writing
A.	Proper format
B.	Proper terminology
C.	Identification of diagnosis and disability
D.	Functional assessment
E.	Treatment plan
F.	Medical necessity
G.	Treatment intervention
H.	Treatment outcome
I.	Recommended follow up

V.	Biofeedback and Neurofeedback General Principles
A.	Definition and misconceptions of biofeedback
B.	Theoretical principles of biofeedback

VI.	Operant Conditioning as the Basis of Biofeedback
A.	Definition of operant conditioning
B.	Establishing an operant
C.	Shaping procedures
D.	Application of operant conditioning for establishing learned control of physiological responses

VII.	Instrumentation
A.	Important measurement and feedback variables for effective biofeedback applications
B.	The use of microprocessor technology in biofeedback applications

VIII.	Biofeedback Application for Rehabilitation
A.	Neurological theories of disability
B.	Traditional neuromuscular assessment
C.	Traditional neuromuscular rehabilitation
D.	Principles of operant conditioning based biofeedback applications in rehabilitation
E.	Neuroplasticity and operant conditioning

IX.	Variables for Successful Biofeedback Treatment
A.	Understanding the etiology
B.	Establishing the physiological response to be learned
C.	Establishing the method of measurement
D.	Determining the feasibility of learned voluntary control
E.	Establishing functional outcome goals
F.	Applying operant conditioning procedures

X.	Biofeedback Applications to Stroke
A.	Etiology of stroke
B.	Biofeedback for increasing voluntary motor neuron control
C.	Biofeedback for controlling spasticity in synergistic patterns
D.	Biofeedback combined with traditional treatment applications
E.	Criteria for patient selection
F.	Clinical effect
G.	Implications for brain plasticity and long term recovery

XI.	Biofeedback applications to Brain Injury
A.	Etiology of neurological damage in brain injury
B.	Increasing motor neuron recruitment
C.	Decreasing spasticity
D.	Decreasing ataxia
E.	Increasing coordinated motor neuron recruitment for increased function
F.	Cognitive deficit issues
G.	Biofeedback combined with traditional treatment approaches
H.	Criteria for patient selection
I.	Clinical effect
J.	Implications for brain plasticity and long term recovery

XII.	Biofeedback Applications to Cerebral Palsy
A.	Etiology of cerebral palsy
B.	Traditional approaches
C.	Behavioral approaches
D.	Biofeedback for increasing coordination of motor neuron recruitment
E.	Biofeedback combined with traditional treatment approaches
F.	Biofeedback and surgery
G.	Cognitive issues
H.	Patient selection criteria
I.	Clinical effect
J.	Implications for brain plasticity

XIII.	Biofeedback Applications to Spinal Cord Injury
A.	Etiology
B.	Traditional assessment
C.	EMG measurement
D.	Functionally vs. neurologically complete injuries
E.	Theories of recovery
F.	Biofeedback applications to increase voluntary motor neuron recruitment
G.	EMG biofeedback combined with traditional treatment
H.	Patient selection criteria clinical effect
I.	Clinical effect
J.	Implications for spinal cord plasticity and long term recovery

XIV.	Increasing Effectiveness of Biofeedback Applications
A.	Understanding etiology of the symptom
B.	Choosing the correct operant
C.	Appropriate measurement and feedback apparatus
D.	Appropriate use of operant conditioning paradigms
E.	Therapist expertise
F.	Focus on functional outcome

XV.	Future Direction
A.	Advances in microprocessor developments
B.	Advances in treatment procedures
C.	Advances from the neurosciences

Presentation #299    

Plenary:  
The Role of Biofeedback and Neurofeedback in Neuroplasticity

Abstract: 
The Role of Biofeedback and Neurofeedback in NeuroplasticityBernard S. Brucker, Ph.D, ABPPUniversity of Miami School of MedicineRecent findings from the neurosciences have shown that CNS cell damage occurring from trauma or disease has the capability of long term repair. It still remains apparent that cell death results in the absence of CNS tissue. This presentation will discuss the recent findings related to cell repair and demonstrate how specific operant conditioning techniques used in Biofeedback and Neurofeedback applications, designed to increase voluntary control of motor neuron responses, can result in significantly greater use of CNS tissue regardless of the time since damage and its associated clinical effect.

Duration: 
30 minutes

Learning Objectives: 
1) Participants will understand the concepts of Neuroplasticity
2) Participants will understand the role of Neurofeedback and Biofeedback in Neuroplasticity

Test Questions:
1)T or F Neuroplasticity refers to the non-organic elements of the brain?

2) T or F Operant conditioning based Neurofeedback and Biofeedback are successful procedures for establishing neuronetworking?

Bibliography: 
See Publication and Chapters in CV

Detailed Agenda:
The Role of Biofeedback and Neurofeedback in Neuroplasticity

Bernard S. Brucker, Ph. D., ABPP
University of Miami School of Medicine 

I.	Definition of Neuroplasticity 
A.	Repair of CNS structure
B.	Sprouting
C.	Neuronetworking

II.	Etiology of CNS damage 
A.	Traumatic
B.	Ishemic
C.	 Viral

III.	Types of CNS damage
A.	Trauma
B.	Myelin sheath
C.	Axonial
D.	Cell death

IV.	Structural Neuro recovery
A.	Decompression
B.	Re- Myelinization
C.	Axonial growth
D.	Dendrite sprouting
E.	Axonial Sprouting

V.	Neurofeedback and Biofeedback implications
A.	Operant conditioning based
B.	Neuronetworking
C.	Establishment of functional connections

      VI.	       Conclusion
                   A. Advances in the Neuro and Behavioral Sciences 
                   B. The role of Neurofeedback and Biofeedback in CNS transplant

Presenter: Caamano, Ray

Presenter Address:
6450A Mt. Madonna Rd.
Gilroy, California  95020  United States
Phone: 408-847-6567
Fax: 
Email: ray@icaptech.com

Professional Info:

Bio:
Inventor, product developer, entreprenuer, holder of fifteen U.S. patents. Student of American physicist Lester Levenson, creator of the Release Technique.

Resume/CV: 
20 years experience in product development of advanced alternative energy technologies, and technology based consumer products.Student and archiver of the works of American physicist Lester Levenson on the subject of the liberation of the subconcious mind. 5 years of work as a student and facilitator of the Release Technique, with the last two years incorporating the aid of neurofeedback.

Presentations:
Presentation #401    

Plenary:  
Neurofeedback and The liberation of the subconcious mind

Abstract: 
1) How neurofeedback can be used to permanently free any individual from unwanted feelings.2) A few words about how thought patterns create emotions.3) A short talk on how emotions are attached to memories.4) A presentation of our own discoveries of the mechanics ofhow unwanted emotions can be permanently discharged usingneurofeedback to guide and verify the process.

Duration: 
20 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Collura, Thomas

Presenter Address:
24490 Broadway Ave, Suite #2
Oakwood Village, Ohio  44146  United States
Phone: 440 232-6000
Fax: 
Email: tomc1@brainm.com

Professional Info:

Bio:
Tom Collura has over 30 years experience as a biomedical engineer and neurophysiologist.  He has conducted clinical research and development in evoked potentials, microelectronics, human factors, EEG mapping for epilepsy, and neurofeedback.  He received undergraduate degrees in Philosophy and Biology (1973) from Brown University, and received the Ph.D. (1978) in Biomedical Engineering from Case Western Reserve University. His graduate work focused on real-time visual and auditory evoked potentials and selective attention in a vigilance task.  He spent 8 years with AT&T Bell Laboratories as a technical staff member and supervisor in integrated circuits, computers, and man/machine interfaces.  He 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, he has designed software and hardware for computerized tomography, automated radiometry, and automated imaging.  He has conducted research in psi phenomena, and in 1984 discovered synchronous gamma EEG waves in a gifted clairvoyant.   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, and has taught at the university and medical school level. He has 4 patents and 3 patents pending, all in the areas of neurofeedback, electrode technology, and evoked potentials.  He is a licensed Professional Engineer, is a past board member of the International Society for Neuronal Regulation, and is president of the Neurofeedback Division of the Association for Applied Psychophysiology and Biofeedback, and was a 2006 recipient of the Hans Berger award of the AAPB.

Resume/CV: 
Born Cleveland, Ohio, January 5, 1952Exchange Student, Shiga Prefecture, Japan, American Field Service, 1968Graduated Euclid High School, Euclid Ohio, 1969Brown University, A.B. Philosophy of Science, 1973, Concentration: Biological Foundations of Mind, Sc.B. Biology, 1973, Concentration: Cellular Neurobiology, Human Information ProcessingUnited States Peace Corps, Tuberculosis Control Worker, Suwon, Korea, 1973Application Engineer, Eaton Corporation, Industrial Drives Division, Airflex Plant, Cleveland, Ohio, 1973-1974: Design and application of clutches and brakes for stamping presses, oil wells, winches, paper machines, and grinding mills. Published technical reports and application notes, developed computer simulation methods.Case Western Reserve University, M.S. 1977, Ph.D. 1978, Biomedical Engineering.  M.S. Thesis: "Application of Analog Spectrum Analysis to the Human EEG Photic Driving Response";  Ph.D. Dissertation: "Synchronous Brain Evoked Potential Correlates of Directed Attention in Humans"Member of Technical Staff, AT&T Bell Laboratories, Allentown, PA, 1978-1980: Development of 5-micron and 3.5-micron silicon-gate MOS-LSI integrated circuit technology, and design of process diagnostic hardware and software, including experimental silicon structures.Supervisor, AT&T Bell Laboratories, Skokie, IL, 1980-1986: Led 5-member group chartered with design of 3.5-micron and 2.5-micron silicon-gate process technology for custom-logic integrated circuits. Designed a UNIX-based system for LSI IC process monitoring, diagnostics, and simulation. Developed systems engineering group from 3 to 14 technical staff. Technical requirements and plans for next-generation data, voice, and graphics terminals. Developed Data Systems Terminals product-line strategy, product architecture, and software integration plans.Consultant, Department of Behavioral Toxicology, University of Illinois Chicago 1984-1986Member of Staff / Neurological Computing Scientist, Section of Neurological Computing, Department of Neurology, Cleveland Clinic Foundation, 1986-1995:  Research and engineering for long-term EEG monitoring, digital EEG, integrated laboratory systems, signal processing & control. Contributed to commercialization effort for Vangard product line, software and user-interfaces, design specification and control. Obtained FDA 510(K) clearance, set up GMP processes, ISO9000 compliance. Development of computer-based clinical neurophysiological computing systems for detection and analysis of epileptiform EEG activity. Design of man/machine interfaces and interactive graphic software for long-term EEG monitoring.Clinical Instructor in Neurophysiology, Department of Neurology, Cleveland Clinic Foundation, 1995-2000:  Trained medical staff in technical foundations of EEG, EEG electrophysiology, and principles and applications of neurological computing.Senior Associate and Project Director, Plexar Associates, Inc., / Picker X-Ray Corporation 1995-2000: Research and development of medical imaging systems; software and systems engineering. Design of detector acquisition and processing software for X-ray Computerized Tomography, and infrared laser-imaging CT. Embedded and DSP software specification, development, testing. Analysis, simulation, and development of algorithms. MR, Nuclear medicine, and surgical applications. Image processing, format conversion, control of digital cameras; FDA compliance, GMP, ISO standards development and compliance.Consultant, InVision Technologies, 1999-2000: Development of remote diagnostic and reporting systems for automated CT-based inspections systems.Founder and President, BrainMaster Technologies, Inc., 1995-present: Developer, Manufacturer, and Provider of EEG monitoring and biofeedback systems. Development of hardware and software, received US patents (5,899,867; 6,574,513; 6,931275) and FDA clearance (K990538). Currently providing systems and software for clinical and nonclinical use

Presentations:
Presentation #331    

Plenary:  
Neurophysics - a unified approach to brain and 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:
1.	Synchrony can be described as a form of:
A. Activation training
B. Relaxation training
C. Connectivity training
D. A and B
E. B and C

2. Davidson described which sustained rhythm in advanced meditators?
A.	alpha
B.	theta
C.	beta
D.	gamma

3. If bilateral alpha amplitude is uptrained, which of the following might result:
A.	alpha coherence may increase
B.	beta amplitude may decrease
C.	theta activity may increase
D.	all of the above

4. Collura found which of the following in a gifted clairvoyant?
A. Repetitive bursts of gamma at 6-7 per second
B. Repetitive bursts of alpha at 2-3 per second
C. Repetitive bursts of beta at 1 per second
D. All of the above

5. Sterman found which of the following in able pilots?
A.	ability to cycle flexibly between relaxation and concentration
B.	ability to sustain concentration for long periods of time
C.	ability to focus on specific stimuli
D.	none 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.

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 #332    

Workshop:  
Neurophysics of optimal and psi performance

Abstract: 
Neurophysics is an approach to brain and mind that incorporates concepts of energy, information, and causality.  It is applicable to optimal performance and psi phenomena, as well as normal brain function.  This workshop will explore specific EEG phenomena that are related to highly optimal functioning and psi phenomena (telepathy, clairvoyance, healing, etc.), as a means to detect and train these qualities using neurofeedback.

Duration: 
120 minutes

Learning Objectives: 
To describe principles of energy, information, and brain science relevant to optimal performance

To describe EEG phenomena related to optimal performance and psi phenomena

To understand how to construct EEG biofeedback protocols targeted toward optimal and psi abilities.

Test Questions:
1.	Synchrony can be described as a form of:
A. Activation training
B. Relaxation training
C. Connectivity training
D. A and B
E. B and C

2. Davidson described which sustained rhythm in advanced meditators?
A.	alpha
B.	theta
C.	beta
D.	gamma

3. If bilateral alpha amplitude is uptrained, which of the following might result:
A.	alpha coherence may increase
B.	beta amplitude may decrease
C.	theta activity may increase
D.	all of the above

4. Collura found which of the following in a gifted clairvoyant?
A. Repetitive bursts of gamma at 6-7 per second
B. Repetitive bursts of alpha at 2-3 per second
C. Repetitive bursts of beta at 1 per second
D. All of the above

5. Sterman found which of the following in able pilots?
A.	ability to cycle flexibly between relaxation and concentration
B.	ability to sustain concentration for long periods of time
C.	ability to focus on specific stimuli
D.	none of the above

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

Collura, T.F., N.S. Don, and C.A. Warren, EEG Event-Related Spectral Signatures associated with Psi-conducive States, 35th Annual Meeting of the Association for Applied Psychophysiology and Biofeedback, Colorado Springs, CO, April 1-4, 2004.

Don, N.S., C.A. Warren, B.E. McDonough, and T.F. Collura, “Event-Related Brain Potentials and  Phenomenological Model of Psi-Conducive States”,  Research in Parapsychology, Scarecrow Press, 1987

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:
Principles of energy, information, and brain/mind (1 hour)
Principles of signal properties and EEG phenomena (45 minutes)
Description of EEG training protocols applied to optimal functioning ( 1 hour)
Practical demonstration of optimal functioning and psi-targeted EEG protocols (1 hour)

Presentation #330    

Panel:  
Brain, Mind, and Neurofeedback – The Next 100 Years

Abstract: 
This panel will be based on a brief historical and technical overview of the last 100 years of science, with a view toward anticipating and discussing developments over the next century.  In particular, work in physics (field theory, quantum mechanics, nonlinear dynamics) can help to provide some sense of the types of developments that may be seen, and how the brain, mind, and neurofeedback technology may fit into the new order that is sure to emerge.

Duration: 
60 minutes

Learning Objectives: 
Describe the history and technology of EEG and brain/mind science.
Describe how future developments may become possible in EEG and brain/mind science.
Describe possible futures of the science of the brain and mind.

Test Questions:
Which of the following is NOT one of the discoveries of Dr. Joe Kamiya?

a)	Humans can learn to recognize when they are producing alpha waves
b)	Humans can learn to increase alpha waves using biofeedback training
c)	Production of alpha waves is associated with certain internal feeling states
d)	People who produce alpha waves have reduced gravitational mass
e)	Individuals vary in their ability to respond to alpha biofeedback training

Which of the following is NOT one of the discoveries of Dr. Barry Sterman?
a)	Cats can be operantly conditioned to produce the resting sensorimotor rhythm
b)	Cats trained to produce SMR become resistant to chemically-induced seizures
c)	Skilled pilots undergo a natural alpha/beta cycle of relaxation and concentration
d)	Children trained to produce SMR become less seizure-prone
e)	The sensorimotor area is responsible for telekinetic ability

Bibliography: 
Burr, H. S. (1972) Blueprint for Immortality – The Electric Patterns of Life, Essex: Neville Spearman Publishers

Churchland, P.S., (1986) Neurophilosophy - Toward a Unified Science of the Mind-Brain, Cambridge: MIT Press

Evans, J.R. and Arbanel, A., eds, (1999) Introduction to Quantitative EEG and Neurofeedback, New York: Academic Press.

Hartmann, T. (1997) Attention Deficit Disorder – A Different Perception, Grass Valley, CA: Underwood Books.

Kuhn, T.S., (1962) The Structure of Scientific Revolutions,  Chicago: University of Chicago Press.

Robbins, J. (2000) A Symphony in the Brain – The Evolution of the new Brain Wave Biofeedback, New York: Atlantic Monthly Press.

Steinberg, M. & Othmer, S. ADD The 20-Hour Solution, Bandon, OR: Robert D. Reed Publishers.

Weiner, N. (1961) Cybernetics or Control and Communication in the Animal and the Machine  Cambridge: MIT Press

Wise, A. (1995) The High Performance Mind – Mastering Brainwaves for Insight, Healing, and Creativity, New York: Penguin Putnam.

Wilber, K, ed (1982) The Holographic Paradigm and Other Paradoxes, Boston: Shambhala.

Detailed Agenda:
Introduction and Historical Overview – Tom Collura - 20 minutes
Individual Discussants – 20 minutes each
Suggested Panel:
Karl Pribram
Rob Kall
Jay Gunkelman
Len Ochs
Bill Scott
Paul Swingle
Hershel Toomim
Chuck Davis
Jon Lowan

Presentation #333    

Workshop:  
Whole Brain and Couples/Group Training using EEG Connectivity

Abstract: 
This course will provide technical background and practical applications for training the whole brain using EEG feedback techniques including various measures of coherence, synchrony, and asymmetry, using a variety of methods inluding Z-score based training and BiHemiSynchronous protocols.  Couples work will be covered, including joint synchrony training, group feedback, and competitive training paradigms.

Duration: 
240 minutes

Learning Objectives: 
Describe in detail the capabilities of 2-channel versus 1-channel neurofeedback

Explain the issues of coherence and asymmetry in relation to neurofeedback

Demonstrate the use of 2 and 4 channel EEG for 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

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

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

C
D
B
E

Bibliography: 
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.

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.

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:
Explanation of  the use of 2-channel EEG for neurofeedback (60 minutes)

Demonstration of training protocols including Z Score training methods. (45 minutes)

Laboratory practical using BrainMaster EEG system with two and four-channel protocols including Z score training. (120 minutes)

Presentation #334    

Post-Conference:  
Advanced BrainMaster Workshop

Abstract: 
This workshop will cover advanced BrainMaster training techniques including use of the Event Wizard, complex protocols, adaptive thresholding, connectivity training, z-score training, and MINI-Q based assessments.

Duration: 

Learning Objectives: 
To understand the latest software capabilities in the BrainMaster Atlantis/3.0 system.
To use protocols for advanced training methods.
To use the Event Wizard, Multimedia Player, Flash Player, and other enhancements.

Test Questions:
1.

Bibliography: 
1.

Detailed Agenda:
Basics of folders and settings
Autothresholding and protocol design
2 channel protocols
Coherence and connectivity training
Event Wizard Designs
Adaptive Thresholding
Use of multimedia player
Use of Flash Player
Use of Z Score Training
Use of MINI-Q for assessments

Presentation #397    

Foundation Course:  
Technical Foundations of Neurofeedback

Abstract: 

Duration: 
60 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: DeLuca, John

Presenter Address:
1400 28th St., Suite 1
Boulder, Colorado  80303  United States
Phone: 303.637.5931
Fax: 303.449.6825
Email: johndeluca@fearlessheart.com

Professional Info:
Psychologist, License Number 2846, Licensed in Colorado 

Bio:
John W. DeLuca, Ph.D., founder of Fearless Heart®, is a fully licensed psychologist in Colorado and Michigan. He is also in private practice in Boulder providing psychotherapy, neuropsychological assessment, QEEG brain mapping, neurofeedback and performance enhancement training. He was formerly Assistant Professor at Wayne State University School of Medicine and Director of the Neuropsychology Lab, University Psychiatric Center (1992-2002). Dr. DeLuca is a graduate and former faculty member of Elizabeth Stratton’s Touching Spirit® Training Programs as well as continuing student of Kyabje Gehlek Rimpoche, Jewel Heart Tibetan Buddhist Center, Ann Arbor, MI. Dr. DeLuca is a warm and accessible  teacher. His workshops are built upon his own personal and heartfelt transformational journey. He explains "In late 1995, I began a journey of deeper spiritual exploration after a series of traumatic personal events rather close in time. My journey began with Reiki training and studying with Elizabeth Stratton, a healer and founder of the Touching Spirit Center® in Litchfield, Connecticut. Serendipitously, I also became a more serious student of Kyabje Gehlek Rimpoche of the Jewel Heart Buddhist Center in Ann Arbor, MI with whom I  have studied with less consistently since the early 1990's.”

Resume/CV: 
Dr. DeLuca is a Fellow of the National Academy of Neuropsychology (NAN) and member of the American Psychological Association (APA), Association of Applied Psychophysiology and Biofeedback (AAPB), International Society for Neuronal Regulation (ISNR), and International Society for the Study of Subtle Energy and Energy Medicine (ISSSEEM). He has several publications and numerous presentations in the areas of inner development, QEEG brain mapping, neurofeedback and neuropsychology. He is adjunct Associate Professor in the Department of Psychology at the University of Windsor. Dr. DeLuca was a consulting editor for The Clinical Neuropsychologist (1990-2000) as well as ad hoc reviewer for several other professional journals. He was previously Chief Psychologist of both the Adolescent Inpatient Unit and Service for Child and Adolescent Neuropsychology at Lafayette Clinic in Detroit, MI (1990-1992) and staff psychologist at Hawthorn Center in Northville, MI (1986-1990).Dr. DeLuca completed his clinical training at the University of Windsor, Regional Children’s Centre in Windsor Ontario, and Henry Ford Hospital in Detroit, MI. He has M.A. degrees in General/Experimental Psychology (University of Detroit, 1981) and Asian Studies with emphasis on Indo-Tibetan Buddhism (University of Michigan, 1978) as well as a Ph.D. in clinical/neuropsychology (University of Windsor, 1986). He has also attended teachings and/or workshops by His Holiness the 14th Dalai Lama, Ribur Rimpoche, Denma Locho Rimpoche, Lati Rimpoche, Zong Rimpoche, Rizong Rimpoche, Marianne Williamson, Margaret and Mietek Wirkus, Rosalyn Bruyere, Roger Woolger, Marion Woodman, Robert Bly, Wayne Dyer, Carolyn Myss, Anodea Judith, Altivo Carissimi Pamphiro, Gwilda Wiyaka, and others. His interests include Indo-Tibetan Buddhism, Jungian analysis, neurofeedback, and alternative healing techniques.

Presentations:
Presentation #266    

Plenary:  
Exploring the In-Between: QEEG/LORETA Findings of "Other Dimensional Awareness"

Abstract: 
Anomalous experiences, such as spirit communication and perception of other dimensions, have been reported in individuals with complex partial seizures and temporal lobe epilepsy, closed head injury, or other traumatic emotional experiences.  The QEEG and LORETA findings of a near 50-year old man with the above symptoms and a history of temporal lobe epilepsy are presented. The latter are compared to previous SPECT and MRI data as well relevant findings in the literature.

Duration: 
30 minutes

Learning Objectives: 
n/a

Test Questions:
n/a

Bibliography: 
n/a

Detailed Agenda:
n/a

Presentation #269    

Workshop:  
Entering the Mandala: Living the Sacred Circle sm

Abstract: 
From early childhood, we construct a notion of ourselves and world.  When our life experience is at odds with our view that arises from these fabrications, we suffer. In this experiential workshop, we explore the notion of the self as a mandala and more importantly, our immersion into the sacred space of the mandala environment in the spirit of Buddhist tantric practice.  In this sense, the mandala is a metaphor for the deconstruction and reformation of the self and our notion of reality.  Create a better life. Change your expectations and change your world. Re-vision yourself and live the light!

Duration: 
120 minutes

Learning Objectives: 
Participants will analyze and identify ways in which they have constructed a view of themselves and the world that include hidden assumptions and preconceived notions.

Participants will differentiate ways in which incorrect perceptions and conceptualizations are formed.

Participants will examine the underlying symbolism of the mandala as well as the essence of its practice.

Participants will acquire techniques that will allow them to improve mental flexibility.

Participants will describe the role of intention and expectations in everyday life.

Participants will identify new ways to consciously set their intention and transform their vision.

Test Questions:
1) Jung’s interpretation of the mandala was that it was...
a) a metaphor for the self
b) a symbol of wholeness
c) contained four essential energies
d) all of the above

2) For Buddhists, the mandala is a process of detachment.
True or False

3) Mandalas exist only as two dimensional representations.
True or False

4) “Context dependent” development means that
a) situations change, nothing stays the same
b) we learn from the examples and resources around us
c) life is chaos, so stick to one belief system
d) consistency is not important

5) The “four powers” refers to
a) techniques for reducing negative actions and emotions
b) the omnipotence and omniscience of “W”
c) recognize, release, repair and prevent/protect
d) a & c

6) Cognitive flexibility is one of the critical components underlying spiritual transformation.
True or False

7) The essence of the mandala practice is to fully embody spirit.
True or False

Bibliography: 
Andrews, T. (2006). The Art of Shapeshifting. Jackson, TN: Dragonhawk Publishing.

Brauen, M. (1992).  The Mandala: Sacred Circle in Tibetan Buddhism. Boston: Shambala.

Brezsny, R. (2005). Pronoia - is the Antidote for Paranoia.  Berkeley, CA: Frog Ltd.

Bryant, B. (1992). The Wheel of Time Sand Mandala. Ithaca, NY: Snow Lion.

Campbell, J. (2004). Pathways to Bliss. Novato, CA: New World Library.

Cushnir, H. (2000).  Unconditional Bliss: Finding Happiness in the Face of Hardship. Wheaton, IL: 
Quest Books.

Epstein, Mark (1998). Going to Pieces Without Falling Apart: A Buddhist Perspective on Wholeness. New York: Broadway Books.

Gold, P. (1994).  Navajo and Tibetan Sacred Wisdom: The Circle of the Spirit. Rochester, VT: Inner Traditions.

H.H. the Dalai Lama (2002).  How to Practice: The Way to a Meaningful Life. New York: Pocket Books.

Hicks, E. & J., (2004). Ask and It Is Given: Learning to Manifest Your Desires. Carlsbad, CA: Hay House.

Hicks, E. & J. (2006). The Amazing Power of Deliberate Intent. Carlsbad, CA: Hay House.

Jung, C. (1969). Mandala Symbolism. Princeton, NJ: Princeton University Press.

Liedy, D. & Thurman, R. (1998).  Mandala: The Architecture of Enlightenment. Boston: Shambala.

Lipton, B. (2005). The Biology of Belief.  Santa Rosa, CA: Mountain of Love/Elite Books.

Preece, R. (2000). The Alchemical Buddha. Mudra Publications.

Preece, R. (2006). The Wisdom of Imperfection. Ithaca, NY: Snow Lion.

Rockwell, I. (2002). The Five Wisdom Energies: A Buddhist Way of Understanding  Personalities, Emotions and Relationships. Boston: Shambala.

Seligman, M. (2002).  Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment.  New York: Free Press. 

Trungpa, C. (1991). Orderly Chaos: The Mandala Principle. Boston: Shambala.

Tucci, G. (1961). The Theory and Practice of the Mandala. New York: S. Weiser

Williamson, M. (1992).  A Return to Love: Reflections on the Principles of a Course in Miracles. New York: Harper Perennial.

Detailed Agenda:
Entering the Mandala: Living the Sacred Circle sm

Mandala Basics (1.5 hours)		

-Welcome
-Workshop Overview		
   -Meditation:  Opening and Energizing
-Introducing the Mandala
   -Mandala as Metaphor
   -Mandala as Sacred Space
   -Mandala as an Offering
   -Mandala as a Transformative Process
   -Meditation & Exercise: Life Mandala
   -Process and Review

Short Break

Understanding the Mandala Process (1.5 hours)

-“How’s that working for you?” Dr. Phil
   -Understanding the ego/self
   -Dealing with fear: death and emptiness (from
    Epstein)
   -Our solution is to seek to fill the void....
      -With accumulations & addictions
   -Unraveling the knots...
      -Unconscious
      -Shadow
      -Repression
      -Projection
      -Wholeness
      RX: (Identify and release)
	  (Recognize, release, repair,
          prevent/protect)
   -Meditation: Who Are You?
   -Process and Review

Lunch/Dinner Break

Mechanisms of Transformation (1.5 hours)

   -“If you keep on acting and reacting in the
    same ways, you’ll get the same results” W.Dyer
   -So how do we change?
   -Spiritual Practice, meditation
       -Reduce negative karma
       -Increase positive karma
   -Meditation: Re-visioning Yourself
   -Process and Review

   -Cognitive Flexibility
   -So exactly what needs to be transformed?
       -Five Primal Energies of the Mandala
       -understanding negative emotions and their
        transformation
       -antidote - “transforming poison into
        wisdom”
   -Meditation and Exercise: Spiritual Alchemy:
    Transforming the Five Poisons into the Five
    Wisdom Energies
   -Process and Review

Short Break

Living the Sacred Circle (1.5 hours)

   -Changing your thoughts will change your life
   -Holding the Vision, Creating a Sacred Space
   -Continuing the Process
       -Forgiveness of self and others
       -Releasing unresolved attachment and anger
       -Gratitude
       -Increasing merit and positive karma
        through generosity and thankfulness
       -Compassion
       -Surrender
       -Trust, expect miracles
       -Bliss and wisdom: Learning to shift our
        perspective and living our divine nature
   -Meditation: Stepping into Your Own Truth
   -Process and Review

   -Manifesting:
       -Joseph Campbell - Follow your Bliss
       -Napoleon Hill - Thoughts are things
       -Wayne Dyer - Wish, Ask, Intent to create
        it, Passion
       -Teachings of Abraham - Esther & Jerry
        Hicks
       -The Secret
       -Vision, Act as if, Surrender/Trust,
        Gratitude
   -Meditation: Changing Your Inner Landscape:
    Healing Mandala
   -Process and Review
   -Closing

© 2003-2006  John W. DeLuca  All Rights Reserved

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

American Medical Association (1998). Current procedural terminology: CPT 1999.
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Baehr, E., Rosenfeld, J. P., Baehr, R & Earnest, C. (1999). Clinical use of an alpha
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	In J. R. Evans & A. Arbarbanel (Eds.), Introduction to quantitative EEG and 
neurofeedback (pp. 181-201). San Diego, CA: Academic Press.
Blume, W. T., & Kaibara, M. (1995). Atlas of adult electroencephalography.
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Brown, V. W., & Brown, S. (2000). The role of 40 Hz activity and training. (question 2).
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Budzynski, T. H. (1996). Brain brightening: Can neurofeedback improve cognitive
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Budzynski, T. H. (1999). From EEG to neurofeedback. In J. R. Evans & A. Arbarbanel
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Diego, CA: Academic Press.
Collura, T. (2002) Application of repetitive visual stimulation to EEG neurofeedback
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Congedo, M., & Lubar, J. F. (2003). Parametric and non-parametric analysis of
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Demos, J. (2005) Getting Started with Neurofeedback. New York: WW Norton
Hammond, D. C. (2000). The role of 40 Hz activity and training. (question 1)
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Neurotherapy, 5(1-2), 113-128.
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effects of overwhelming experience on mind, body, and society. 
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multiple disorders. In J. R. Evans & A. Arbarbanel (Eds.), Introduction to quantitative EEG and neurofeedback (pp. 341-367). San Diego, CA: Academic Press.

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

Presentation #398    

Workshop:  
Getting Started with MiniQ and full QEEG brain mapping

Abstract: 
A number of clinians are considering adding either MiniQ and QEEG topographical brain mapping to their practice. One demonstration and several examples will illustrate how protocols can be developed from normative data. This short presentation is suitable for those new to topographical brain mapping methodology.

Duration: 
120 minutes

Learning Objectives: 
1. Participants will be able to differentiate between absolute and relative power maps
2. Participants will be able to explain the basic differences between miniQ and full QEEG topographical brain maps

Test Questions:
1. Why do Absolute power maps differ from relative power maps in certain cases?
2. What is the rationale behind miniQ topographical brain maps?
3. What is linear neurofeedback?

Bibliography: 
Davidson, R.J., (1998) Affective style and affective disorders. Cognition and Emotion, 12(3), 307-330.
Demos, J.N.., (2006) Getting Started with Neurofeedback. New York: WW Norton
Hughes, J.R., (1994) EEG in clinical Practice (2nd ed) Boston: Butterworth-Heinemann
Ratey, J.J., (2001). A user’s guide to the brain: Perception, attention and the four theaters of the brain. New York: Vintage.
Toomim, H. (2002). Neurofeedback with Hemoencephalography (HEG). Explore, 11(1), 19-21.

Detailed Agenda:
The first hour will focus on map skills using EEG recording caps as well as key definitions
The second hour will provide examples

Presentation #399    

Foundation Course:  
Bipolar vs. Monopolar montages

Abstract: 
Participants will learn the difference between a monopolar and bipolar montage. One clinical example will be discussed.

Duration: 
60 minutes

Learning Objectives: 
The audience will be introduced to the Lubar method of montage comparisons on the posterior and anterior cingulate gyrus with the goal of interpreting the change in theta/beta ratios.

Test Questions:
What is the normative theta/beta ratio in adults and children?

Bibliography: 
Demos, J.N. (2006) Getting Started with Neurofeedback. New York: WW Norton & Co
Lubar, J.F. (2001) The rationale for choosing bipolar verses referential training. Journal of neurotherapy. 4(3) 94-97

Detailed Agenda:
1 hour of explanation combined with a demonstration.

Presentation #403    

Pre-Conference:  
Getting Started with Neurofeedback , BCIA training

Abstract: 

Duration: 

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Eaddy, Starr

Presenter Address:
Hunziker Wing Ste 139, William Paterson University
Wayne, New Jersey  07470  United States
Phone: 201-312-5525
Fax: 
Email: eaddys@wpunj.edu

Professional Info:
Assistant Professor, License Number , Licensed in  

Bio:

Resume/CV: 

Presentations:
Presentation #270    

Plenary:  
A Protective Edge: Sensation Seeking, Perceived Wellness & Life Effectiveness.

Abstract: 
Can you be well on the “edge”? Sensation seeking has long been associated with high risk health behavior (e.g., unintentional injury). Little is known about sensation seekers’ perception, ability or motives to engage in protective vs. endangering health behavior. This presentation will describe the results of an investigation of the interplay between sensation seeking, perceived wellness and life effectiveness. Study results will aid in the development of techniques to identify and enhance the health promoting aspects of sensation seeking.  The results of the study offer professionals practical applications in the areas of optimal living, stress management, goal setting, rehabilitation and wellness plan adherence.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Enders, Pamela

Presenter Address:
385 Broadway
Cambridge, Massachusetts  02139  United States
Phone: 617-491-3394
Fax: 617-441-8066
Email: pamela_enders@hms.harvard.edu

Professional Info:
Clinical psychologist, License Number 3117, Licensed in Massachusetts 

Bio:
Pamela Enders, Ph.D is a licensed psychologist and performance and executive coach.  Dr. Enders has over 26 years of experience working with corporate executives, attorneys, entrepreneurs, bio-tech professionals, academics, and performing artists. She has extensive experience in providing a range of psychological services including executive coaching, performance coaching and consultation to individuals and organizations.  Dr. Enders has also established mentoring programs in a variety of settings.  Her areas of expertise include performance psychology, communication, group dynamics, gender roles, and leadership.  She is on the faculty of Harvard Medical School and is affiliated with the Massachusetts General Hospital in Boston.

Resume/CV: 
Pamela L. Enders, Ph.D.         385 BroadwayCambridge, Massachusetts 02139(617) 491-3394 pamela_enders@hms.harvard.eduEDUCATION1976	Bachelor of Arts Degree (with distinction)            University of Wisconsin- Milwaukee1979  Master of Arts Degree (Clinical Psychology)            Temple University1982  Doctor of Philosophy Degree (with distinction)            Clinical Psychology (Program approved by APA) Temple UniversityCLINICAL TRAINING1978 - 1979  Pre-doctoral internship in clinical psychology                                Temple University Hospital, Department of                                 Psychiatry1981 - 1983  Post-graduate training program in psychotherapy                      Boston Institute for Psychotherapy1983 - 1985  Post-graduate training program in psychotherapy                                Massachusetts General Hospital/Harvard  Medical School	1996 - 1997   Extern Program in Hypnotherapy I (32 CEUs)			 Practicum in Hypnotherapy Methods			 Daniel Brown & Associates			 Cambridge, MA	1997 -  1997  Extern Program in Hypnotherapy II (32 CEUs)			Clinical Applications of Hypnotherapy			Daniel Brown & Associates			Cambridge, MA	1997 – 1998  Extern Program in Behavioral Medicine			64 CEUs			Daniel Brown & Associates			Cambridge, MA 2001 – 2001  Foundations of Coaching 		           Mentor Coach, Inc.			Six Month Program	2001 – 2002 – Executive and Small Business Coaching			  Mentor Coach, Inc.			 Six Month Program	2004 – 2004   Group Coaching Skills Master Program			Mentor Coach, Inc.			Six Month Program	2006 – now    Positive Psychology and Coaching			Mentor Coach, Inc.			12 – Week Program	2006 – now   Leadership Coaching Master Class			Mentor Coach , Inc.			12 – Week ProgramLICENSURE AND CERTIFICATION1982	Licensed Psychologist and Health Service Provider,            Commonwealth of Massachusetts           License # 3117  1987  National Register of Health Service Providers in            Psychology,  #35664 1994  National Registry of Certified Group Psychotherapists,            ACADEMIC APPOINTMENTS     1983 - 1985  Clinical Fellow in Psychology, Department of                   Psychiatry, Harvard Medical School     1985  - now  Clinical Instructor in Psychology, Department                  of Psychiatry, Harvard Medical SchoolHOSPITAL APPOINTMENTS1980 - 1983  Staff Psychologist, Spaulding Rehabilitation  Hospital1983 - 1985  Clinical Fellow in Psychology, Massachusetts                   General Hospital1985 - 1994  Clinical Associate in Psychology (Psychiatry),                   Massachusetts General Hospital1994 - 2002  Allied Health Professional Staff,                   Cambridge Hospital2002 - Now   Clinical Assistant in Psychology (Psychiatry),Massachusetts General HospitalOTHER PROFESSIONAL POSITIONS1976 - 1977  Research Assistant                   Behavior Therapy Unit                   Temple University Medical School1980 - 1983  Staff psychologist, group therapist                   Boston Pain Center                   Spaulding Rehabilitation Center1983 - 1985  Psychotherapist/psychologist             Clinical fellow, General Psychiatry Practice,                   Department of Psychiatry, Massachusetts  General Hospital      	1983 - now   Private practice                  Cambridge, Massachusetts1985 - 1987  Psychological consultant                   Episcopal Divinity School1985 - 1987  Clinical supervisor - Group Therapy  Cambridge Hospital/Harvard Medical School1985 - 1988  Psychological consultant to staff  Human Resource Institute      	1985 - 1994  Member, Clinical and supervisory staff,                   General Psychiatry Practice, Department of                   Psychiatry, Massachusetts General Hospital1987 - 1991  Associate Director - Postgraduate Training Center -  Boston                       Institute for Psychotherapy1991 - 1994  Director of the Center for the Therapy and                   Study of Women - General Psychiatry Practice                   Massachusetts General HospitalMAJOR COMMITTEE ASSIGNMENTSMEDICAL SCHOOL      1987 - 1990  Executive Committee Member and Co-Editor                   of the Newsletter, Joint Committee on                    the Status of Women, Harvard Medical School	      1991 - 1992  Chairperson, Joint Committee on the Status                   of Women, Harvard Medical SchoolHOSPITAL      1991 - 1992  Co-Chairperson, The Committee on Women's                   Issues, Department of Psychiatry,                   Massachusetts General HospitalMEMBERSHIPS, OFFICES, AND COMMITTEE ASSIGNMENTS IN PROFESSIONAL SOCIETIESAmerican Psychological Association American Group Psychotherapy AssociationNortheastern Society for Group Psychotherapy         	   1983 - 1986  Member, Collegial Seminar Committee,                    Northeastern Society for Group Psychotherapy           1986 - 1989   Member, Forum Committee, Northeastern                   Society for Group Psychotherapy           1991 - 1993  Member, Conference Planning Committee,                   American Group Psychotherapy Association   	1991 - now    Member, Women's Committee, American Group                   Psychotherapy Association  	1994 - 1996   Chairperson, Program Committee of the                   Annual Conference, Northeastern Society                   for Group Psychotherapy1996 - 1999   Board of Directors, Northeastern Society for                    Group Psychotherapy2001 - 2004   Board of Directors, Northeastern Society for          Group Psychotherapy 2005 – now   Nominating Committee, Northeastern Society for            Group  Psychotherapy     PRESENTATIONS1983 - 1988  A Workshop on Stress Management                  			Annual conference of New England Systems Waltham, MA1985    Group Treatment with Psychosomatic Patients            		 Delaware Valley Group Psychotherapy Association  	Philadelphia, PA1985    Group Treatment of Severely Disturbed Patients                 			 Lipton Community Mental Health Center                 			 Fitchburg, MA1985	  Group Treatment with Psychosomatic Patients                   			Northeastern Society for Group Psychotherapy                  			 Annual Conference1985      Understanding and Working with Psychosomatic              					    Patients                   			Waltham Hospital                   			Waltham, MA1992     Conjoint PsychotherapyAmerican Group Psychotherapy Association Annual Conference New York, NY 1992	  Gender Considerations in the Diagnosis and Treatment of Borderline Personality Disorders                   			 Conference sponsored by CME, Inc.                   			 Newport Beach, CA1993    The Development of Therapeutic Style                   			 American Group Psychotherapy Association                    			Annual Conference, San Diego, CA1993     Psychotherapy Groups for Women                    			Conference - Women and Group Psychotherapy                    			Sponsored by Human Resource Institute                   			 Boston, MA1993	   Female Psychological Development and                    	 Critical Review of Research on Gender Differences                    			Psychology Intern Seminar                    			Massachusetts General Hospital1993      Reflections on the Development of Therapeutic Style                    			Northeastern Society for Group Psychotherapy                   			 Annual Conference, Wellesley, MA                    1993    Women and Psychotherapy                    			The Graduate Forum of the Northeastern                    			Society for Group Psychotherapy                   			 Boston, MA 	1993    The Paranoid Patient in Individual and Group                   	  Psychotherapy                    			Conference - Treating Personality Disorders                  			  Massachusetts General Hospital/Harvard Medical School                  			  Boston, MA1994     Sibling Relationships in Group Psychotherapy                   			 Northeastern Society for Group Psychotherapy                   			 Annual Conference, Wellesley, MA1994   The Use of Group Psychotherapy to Demythologize Gender Role                   			 Grand Rounds                    			Cambridge Hospital/Harvard Medical School1995	 A Gendered View of Affect in Group Therapy            		 American Group Psychotherapy Association  		Annual Conference, Atlanta, Georgia 1995	The Paranoid, Schizoid, and Schizotypal  Patient                          		Conference - Treating Personality DisordersMassachusetts General Hospital/Harvard Medical SchoolBoston, MA1996	Psychotherapy for Women with Attention Deficit Hyperactivity DisorderA Women's Health Conference: Psychosocial and Behavioral Factors in Women's Health.American Psychological AssociationWashington, D.C.1996	Group Psychotherapy for Adults with Attention Deficit DisordersAttention Deficit Disorders ConferenceCambridge Hospital/Harvard Medical SchoolBoston, MA 1997	The Unmarried Option: Living Alone and Voluntary ChildlessnessCrisis Points in Adult Life - ConferenceMassachusetts General Hospital/Harvard Medical SchoolBoston, MA            1998   Different Styles of Interventions in Group  TherapyNorthern Ireland Group Psychotherapy Conference - The Culloden Group                    			Belfast, Ireland1998        Managing Process in a Non-Process GroupShort and Long Term Therapy Group ConferenceCambridge Hospital/Harvard Medical SchoolBoston, MA1999	Managing Process in a Behavioral Therapy GroupNortheastern Society for Group PsychotherapyAnnual ConferenceWellesley, MA2001	The Group LeaderNortheastern Society for Group PsychotherapyAnnual ConferenceWellesley, MA 2001	Preparing Patients for Group TherapyGroup Therapy ConferenceCambridge Hospital/Harvard Medical SchoolBoston, MA2002	The Group LeaderAmerican Group Psychotherapy AssociationAnnual ConferenceNew Orleans, LA2002	The Group LeaderNortheastern Society for Group PsychotherapyAnnual ConferenceWellesley, MA 	2003    Transforming Your Practice: Rejuvenating Yourself 				Doing Private Practice Conference				Cambridge Hospital/Harvard Medical School				Boston, MA	2003   Performance Enhancement in the Workplace, the Arts, and in Sports				Northeastern Society for Group Psychotherapy				Annual Group Therapy Conference				Wellesley, MA	2004   Foundations of Group Psychotherapy				American Group Psychotherapy Association				Annual Conference				New York, NY	2005   Performance Enhancement in the Workplace, the Arts and in Sports				Northeastern Society for Group Psychotherapy				Annual Group Therapy Conference				Wellesley, MA	2005   How to Keep Your Cool in High Stress Situations				Tufts University 				Department of Health Sciences				Boston, MA	2005  Mental Toughness Skills for Lawyers				Lawyers Concerned for Lawyers				Boston, MA	2005  Mental Toughness Skills for Business				Boston Chapter of Business Network International				Boston, MA2005  Developing Mental Toughness: How to Perform Masterfully and Project                          Confidence in High Pressure Situations				New Jersey Institute for Continuing Legal Education				New Brunswick, New Jersey	2005  How to Manage the Jitters and Become a Powerful Presenter 				Center for Faculty Development				Massachusetts General Hospital				Boston, MA	2005  Performance Enhancement Workshop				Berklee College of Music				Boston, MA	2006  Mental Toughness – It’s Not Just for Athletes				Boston Bar Association				Boston, MA2006  Developing Mental Toughness: How to Perform Masterfully and Project                          Confidence in High Pressure Situations				New Jersey Institute for Continuing Legal Education				New Brunswick, New Jersey2006 How to Manage the Jitters and Become a Powerful Presenter, Facilitator or          Trainer				International Training and Technology Conference				Sturbridge, MassachusettsPUBLICATIONS Aronoff, GM, Evans, WO, & Enders, PL, A review of follow-upstudies of multidisciplinary pain units, Pain, 16, 1-11, 1983.Enders, PL. The Value of Psychological Testing with Chronic  Pain Patients. In: Aronoff, GM, ed. Evaluation and Treatment of Chronic Pain, Baltimore: Urban, Schwarzenberg, 1985.  Doherty, P. Enders, PL, Women in Group Psychotherapy.In: Alonso,A, Swiller,H, eds. Group Psychotherapy in Clinical Practice, Washington, D.C.: American Psychiatric Press, 1992.Enders, P. The Psychology of Performance – Part I. In New England Entertainment Digest, January  2003.Enders, P. The Psychology of Performance – Part II. In New England Entertainment Digest, February 2003.Enders, P. How do Performing Artists Prepare for Performance? In New England  Entertainment Digest, December, 2004.Enders, P. Manage My Stress. In Motherwell, L., Shay, J. eds. Complex Dilemmas in Group Therapy, New York: Brunner-Routledge, 2005.Enders, P. The Psychology of Performance,  National Association of Music Educators , 14, 32 – 35, 2005. Enders, P. Mental Toughness is Not Just for Athletes, Massachusetts Lawyers Weekly,  November 7, 2005.Enders, P. Battling Procrastination with Mental Toughness Training, Massachusetts Lawyers Weekly, February 20, 2006.

Presentations:
Presentation #276    

Plenary:  
Mental Toughness Trainig for Lawyers, Physicians and Executives

Abstract: 
Using techniques developed by sports psychologists to help athletes perform at an optimal level, I coach lawyers, physicians,  executives and others to function with poise and confidence in high visibility, high stress situations. “Mental Toughness” is what can determine an athlete’s competitive edge. Mental Toughness  includes the ability to bounce back from setbacks and mistakes; to handle pressure; to focus on what's important and minimize distractions; to possess confidence and poise that is unshakable; and to be highly motivated and energized. Learn Mental Toughness skills so that you can do your job with greater ease, fun, and satisfaction.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Fisher, H. John

Presenter Address:
268 West Street
Cummington, Massachusetts  01026  United States
Phone: 413.634.5421
Fax: 
Email: hjohnfshr@aol.com

Professional Info:

Bio:
John Fisher has worked in both the private and public sectors.  He is a former CEO and Board Chair of EEG Spectrum International.  He presently works as a consultant and writer and oversees the Foundation for Neurofeedback and Applied Neuroscience.

Resume/CV: 

Presentations:
Presentation #264    

Panel:  
If We're So Great, How Come Nobody's Heard of Us?

Abstract: 
Neurofeedback has been around since the 1960’s.  An ever-growing number of studies have demonstrated its efficacy.  In an editorial in the January, 2000 issue of the journal Clinical Encephalography, Frank Duffy, director of the Clinical Neurophysiology Laboratory and Developmental Neurophysiology Laboratory at Children’s Hospital in Boston, wrote: “In my opinion, if any medication had demonstrated such a wide spectrum of efficacy it would be universally accepted and widely used.”Yet in spite of all this, we remain relatively unknown.  Why isn’t neurotherapy universally recognized after more than 40 years?  What are we doing that’s wrong?  What aren’t we doing that we should be doing?   This panel will attempt to take a look at what needs to be done to move neurofeedback towards wider acceptance.John Fisher, Moderator.  Panelists: Val Brown, Tom Collura, John Hollister, Rob Kall, and Hal Myers.

Duration: 
50 minutes

Learning Objectives: 
1. Identification of what factors have held back a wider acceptance of neurofeedback.
2. Proposing strategies to address these shortcomings.

Test Questions:
1. What keeps neurofeedback from gaining wider acceptance?
2. What mistakes have we made in seeking to gain this wider acceptance?
3. What can we do to move the field forward?

Bibliography: 
n/a

Detailed Agenda:
Panel discussion with audience input if time permits.

Presenter: Fisher, Sebern

Presenter Address:
34 Elizabeth Street
Northampton, Massachusetts  01060  United States
Phone: 413-586-4230
Fax: 413-584-5794
Email: sebern.fisher@verizon.net

Professional Info:
Psychotherapist, License Number 721, Licensed in Massachusetts 

Bio:
Sebern Fisher is a psychodynamic psychotherapist with a primary interest in the importance of secure attachment throughout the life span. She incorporated neurofeedback into her clinical practice in 1997. The effects of brain training that she has both experienced and witnessed have had significant impact on the way she now conceptualizes personality, self, psychopathology and even free will. Emerging theory in all fields of psychotherapy is focused on the importance of affect regulation. After almost ten years of work with neurofeedback, Sebern has come to believe that the single most important contribution of neurofeedback is regulation of affect, and further, that the most important affect to regulate is fear. In pursuit of this, she discovered the site FPO2, “the gateway to the amygdala”, in 1999, and uses it specifically to quiet fear and reactivity.  She has fully integrated neurofeedback into her practice of psychotherapy, rarely now, providing one without the other. She works with people suffering from conditions as apparently diverse as PTSD, dyslexia, dissociative disorders, Asperger’s, and attachment disorder.Sebern was the Clinical Director of a residential treatment center for severely disturbed adolescents for fifteen years, where she implemented the first milieu DBT program in the US. She now maintains a private practice in Northampton, Massachusetts. She is an owner of EEG Spectrum International, and speaks nationally and internationally on neurofeedback, on the integration of neurofeedback and psychotherapy, and on attachment and neurofeedback.

Resume/CV: 
CURRICULUM VITAE Sebern F. Fisher, M.A.34 Elizabeth Street Northampton, Massachusetts 01060Phone: 413-586-4230Fax: 413-584-5974Sebern@aol.com EducationBachelor of Arts, University of Massachusetts, 1976.Master of Arts in Counseling Psychology, Antioch New England College, 1978.Specialized EducationDialectical Behavior Therapy, Marsha Linehan, Ph.D., 1990.Neurofeedback Training, EEG Spectrum: Comprehensive Course in Neurofeedback, 1996; Advanced Course in Neurofeedback, 1998; Alpha-Theta Training, 1999. Ongoing annual training at national and international neurofeedback conferences.Licenses and Certifications: MHC, 721 (Massachusetts).  Certification in EEG Biofeedback, BCIA.Professional ExperienceDirector of Training and Education, Family Planning Council of Western Massachusetts.  1972 – 1979.  A founder of the first family planning organization in Massachusetts.  During my tenure, I opened and oversaw family planning clinics, trained family planning counselors throughout New England, designed and delivered training for outreach workers, family life educators and rape crisis counselors, and conceived and implemented three national conferences.Private Consultation on Sexuality in Residential Treatment Centers for Emotionally Disturbed Adolescents. 1978 - 1982.Clinical Director, Tri-County Youth Programs. 1982 - 1997.  While at this residential treatment center for severely disturbed adolescents, I developed intake assessment criteria related to attachment history, which became reliable predictors of treatment viability, and implemented the first institutional adoption of Dialectical Behavior Therapy in the United States.  As Clinical Director and member of the agency’s management team, I guided the institution through its first successful JCAHO accreditation process.Private Practice of Psychodynamic Psychotherapy. 1978 to present. Integration of neurofeedback into clinical practice in 1997. Workshops and Conference Presentations“Men, Women and Rape.” Ann Burgess, Nicholas Groth and Susan Brownmiller. National Conference, Amherst, Massachusetts, 1976.“Women on the Mental Health of Women: The Borderline Dilemma as seen by Women Theorists.”  Marsha Linehan, Anne Alonzo and Dusty Miller. National Conference, Amherst, Massachusetts, 1978.“The Integration of Psychotherapy and Neurofeedback.” Clinical Interchange Conference, Lake Arrowhead, California, 1998.Presentations and workshops on neurofeedback, attachment and brain development, given each year at annual conferences of the Association for Training and Treatment of Attachment Disordered Children, 1998 through 2006.Presentations, papers and workshops on the clinical aspects of neurofeedback related to attachment, attachment disorder and fear at annual Winter Brain Conferences and Clinical Exchange Conferences from 1999 through 2006.Speaker on neurofeedback, Psychotherapy Networker Conference, 2000 and 2001, and invited workshop presenter, 2002, 2005 and 2006.“FPO2:  Discovery and Function.”  International Society for Neuronal Regulation, Udine, Italy, 2003.Various presentations on the role of neurofeedback in dissolving fear and its implications for regulation of affect at annual meetings of the North American chapter of the International Society for Neuronal Regulation, 2003, 2004 and 2005.The Dance of Discernment, two day workshop on the integration of psychotherapy and neurofeedback. Cambridge, Mass. 2005International trainer, one- and four-day seminars on the clinical use of neurofeedback.Publications“Family Planning Counseling in a Rural Setting,” Emory University, 1977.Editor, “Handbook for Family Planning Counselors,” Western Massachusetts Family Planning Council, 1978.“Identity of Two: The Phenomenology of Shame in Borderline Development and Treatment,” Psychotherapy, 22 (1), Spring, 1985.“On Becoming a Neurofeedback Practitioner: The Integration of Psychotherapy and Neurofeedback,” EEG Spectrum, 1997.“Neurofeedback: A Treatment for Reactive Attachment Disorder,” EEG Spectrum International, 2000.“Riding the Waves,” Psychotherapy Networker, September 2004.

Presentations:
Presentation #272    

Plenary:  
Trauma and Recovery:The Integration of Neurofeedback and Psychotherapy

Abstract: 
Post-traumatic stress disorder is, at its foundation, a disorder of the brain, particularly of the brain's ability to regulate fear. The brain oscillates between high sympathetic arousal as manifest in nightmares and startle responses and parasympathic under arousal, manifest, at its worst, in dissociation. PTSD is a brain in the grip of fear. The regulation of fear is the single most important contribution neurofeedback makes in the remediation of PTSD. This workshop will focus on the integration of neurofeedback and psychotherapy in the treatment of post-traumatic stress disorder, both acute and chronic.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #290    

Workshop:  
Trauma and Recovery: The Integration of Neurofeedback and Psychotherapy

Abstract: 
Post-traumatic stress disorder is, at its foundation, a disorder of the brain, particularly of the brain's ability to regulate fear. The brain oscillates between high sympathetic arousal as manifest in nightmares and startle responses and parasympathic under arousal, manifest at its worst in dissociation. PTSD is a brain in the grip of fear. The regulation of fear is the single most important contribution neurofeedback makes in the remediation of PTSD. This workshop will focus on the integration of neurofeedback and psychotherapy in the treatment of post-traumatic stress disorder, both acute and chronic.

Duration: 
240 minutes

Learning Objectives: 
Participants will be able to:

1. describe state dependence.
2. discuss the centrality of affect regulation in emotional disorders, particularly in PTSD and early relational trauma.
3. articulate the linkages between attachment history and the fear based disorders.
4. describe the effects of early relational trauma on brain development.
5. explore the difference between “repressed memory” and “inaccessible memory”.
6.  implement neurofeedback approaches to the treatment of fear based disorders.
7.  implement specific protocol recommendations and justifications in working with PTSD.
8.  describe the logistics of integrating neurofeedback and psychotherapy.
9. discuss the contribution of psychotherapy to the effectiveness of neurofeedback.
10. describe the contribution of neurofeedback to the effectiveness of psychotherapy.

Test Questions:
1.  Poor attachment experiences in the first two years of life can affect brain development primarily in   (Circle all the apply)
  a.	The right pre-frontal cortex
  b.	The entire right hemisphere
  c.	The anterior cingulate
  d.	The left pre-frontal cortex
  e.	The entire left hemisphere

2.   The amygdala is responsible for:
  a.    Learning the conditioned fear response
  b.	Storing fear related memory
  c.	Generating fear
  d.	Biasing feelings, thoughts, decisions and actions
  e.	All of the above           

3.	 The amygdala is susceptible to for:
   a. Traumatic hijacking
   b. Hypervigilance
   c. Unstable and repetitive firing or ‘kindling’
   d. Limited cognitive access
   e. All of the above

4. There are two amygdalas in the brain, that develop at different times and with different functions
   a. True
   b. False

5.  The part of the brain that exercises control over the amygdala is:  (Circle all that apply)
	a. The right pre-frontal cortex
	b. The anterior cingulate
	c. The right temporal lobe
	d. The occipital lobe
	e. The thalamus
        f. The hippocampus

6.	The core emotion in most severe          psychopathology is
    a.	shame
    b.	fear
    c.	grief
    d.	sadness
    e.	anxiety

7.	Repressed memory may be more accurately described as inaccessible memory
    a.	True
    b.	False

8.	According to this model, the presence of the therapist during training is
    a.	Optional
    b.	Important
    c.	Mandatory
    d.	Negotiated

9. FPO2 is used primarily to quiet fear
    a.	True
    b.	False

10.	PTSD requires training at both hemispheres
     a.	True
     b.	False
     c. Depends on assessment

Bibliography: 
Bowlby, J, A Secure Base, Basic Books, 1988
Karen, R., Becoming Attached, Warner Books, 1994
LeDoux, J., The Emotional Brain, Touchstone, 1996
Joseph, R., Neuropsychiatry, Neuropsychology, and Clinical Neuroscience…2nd ed., Williams and Wilkins, 1996.
Scaer, R., The Body Bears the Burden, Haworth, 2001.

Schore, A., Affect Regulation and the Origin of the Self, Laurence Erlbaum, 1994.
Schore, A., Affect Dysregulation and Disorders of the Self, Norton, 2003.
Schore, A., Affect Regulation and the Repair of Self, Norton, 2003.
Siegel, D., The Developing Mind, Guilford, 1999.

Detailed Agenda:
Trauma and Recovery: Integrating Neurofeedback and Psychotherapy
Two 4 hour sessions

Day One:
Affect Regulation
  The role of psychotherapy and the psychotherapist
  The role of neurofeedback in affect regulation One hour

Fear
 The circuitry of fear
 Fear as the core affect in psychopathology
 Fear as a developmental phenomenon
One hour
15 minute break
Atachment, brain development and PTSD 
One and 3/4 hours

Day 2:
Illustrative case studies in integration of neurofeedback and psychotherapy
One hour
Transference, "repressed memory" and other issues
One hour
15 minute break
The pragmatics of integration: time, touch, presence of the therapist, system set-up and other issues. The limits of self training
One hour and 1/4
Question and answers and post test 
1/2 hour

Presentation #293    

Plenary:  
Affect Regulation, State Dependence and the Limits of Self Training

Abstract: 
Affect dictates our state. When states are rehearsed they become traits. States create self justifying narratives and we believe them. Worse yet, we actually think we are our traits. When neurofeedback addresses affect appropriately, it eases the grip of state. But neurofeedback also has the power to disregulate and promote negative states. This creates a hazard in training oneself. Given that states produce self-justifying narratives, how do we assess what we are doing?  It is the conclusion of this presentation that any shift in state toward reactivity be considered compelling information that our training must change.

Duration: 
30 minutes

Learning Objectives: 
Participants will be able to:

1. describe the relationship of state to self-training 
2. describe negative states as indications of training gone wrong or the need for training to begin

Test Questions:
1. According to this model, arousal drives state
   a. True
   b. False

2. Neurofeedback changes state through changing arousal and affect
    a. True
    b. False

3. According to this model, we are all state dependent.
     a. True
     b. False

4. According to this model negative states are indications to change the training course.
     a. True
     b. False

Bibliography: 
Bowlby, J, A Secure Base, Basic Books, 1988
Karen, R., Becoming Attached, Warner Books, 1994
LeDoux, J., The Emotional Brain, Touchstone, 1996
Schore, A., Affect Regulation and the Origin of the Self, Laurence Erlbaum, 1994
Schore, A., Affect Dysregulation and Disorders of the Self, Norton, 2003
Schore, A., Affect Regulation and the Repair of Self, Norton, 2003
Siegel, D., The Developing Mind, Guilford, 1999

Detailed Agenda:
30 minute Power Point presentation for the Plenary session

Presenter: Freud, S. David

Presenter Address:
22425 Ventura Blvd. #282
Woodland Hills, California  91364  United States
Phone: 
Fax: 
Email: sdavidfreud@thehealthylife.com

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

Bio:
Linda Freud is regarded by many open-minded physicians as perhaps the leading medical intuitive in America.  Burton Goldberg, prominent author of a landmark resource book entitled "The Definitive Guide to Alternative Medicine" recently wrote a very positive article for Alternative Medicine Magazine on Linda entitled "Channeling Help from Afar" that is available on her website at www.thehealthylife.com.  Linda sees clients in Los Angeles, but also has an international reputation. Over the last two years she has worked with clients at the Kientalerhof Centre for Well Being and at the prestigious Paracelsus Klinik in Switzerland. In addition, a book describing Linda's work will be released by Basic Health Publications in both English and German in 2007.

Resume/CV: 

Presentations:
Presentation #357    

Plenary:  
Natural Supplement Modalities for the Detoxification of Environmental Neurotoxins and the Reestablishment of Optimal Brain Function

Abstract: 
S. David and Linda will discuss their approach to the utilization of homeopathy, ortho-molecular nutrients, herbs, and diet to detoxify environmental neurotoxins and reestablish and optimize the proper balance of neurotransmitters, nutrients, and oxygen in the brain. The ideas presented here may have a significant bearing on the successful outcome of neurofeedback therapy.

Duration: 
25 minutes

Learning Objectives: 

Test Questions:

Bibliography: 
S. David Freud is a medical researcher who possesses a broad array of medical knowledge on detoxification protocols for a range of environmental toxins including heavy metals from dental materials, electromagnetic pollution and radiation, pesticides, vaccinations and pharmaceuticals. He has also been involved in research involving innovative methods that can significantly reduce or eliminate fungal proliferation and parasites, which are often precursors for serious chronic degenerative disease. Additionally, he is involved in research regarding natural methods for detoxifying neurotoxins as well as reestablishing and optimizing the proper balance of neurotransmitters, nutrients and oxygen in the brain.
Linda Freud is considered by many open-minded doctors and healers to be the leading medical intuitive in the country. She channels angels to get incredibly detailed levels of medical/emotional/spiritual information using a pendulum in conjunction with a database of 2000 pages of medical information.

Detailed Agenda:

Presenter: Gunkelman, Jay

Presenter Address:
879 Redwood Ct.
Crockett, California  94525  United States
Phone: 510-787-7743
Fax: 
Email: qeegjay@sbcglobal.net

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 an experienced Clinical and research EEG/qEEG specialist and consultant.  Author of many scientific papers, and a mounting list of books, his depth of understanding of the mind/brain's function is helpful in communicating the underlying mechanisms and systems of the brain, mind, and consciousness.  Jay is a popular lecturer world-wide, and he has occupied leadership positions in the field's professional societies.  Now with Q-Pro, an international EEG/qEEG services group, he provides services world-wide.

Resume/CV: 
Current Employment:Q-Pro; 510-787-7743Professional Organizations:AAPB Treasurer 2004, 2005,2006  ISNR Procram Committee Co-Chair 2006-2007ISNR, 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, CA2006   Q-Pro co-founderPublications: 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.

Presentation #350    

Plenary:  
Understanding Phenotypes and Clinical Subtypes to Use qEEG More Effectively in Planning Neurofeedback

Abstract: 
Abstract: The clinical use of EEG / qEEG is rapidly expanding since the acceptance of the clinical application of qEEG in 1994.  This talk will provide a survey of various approaches to diagnosis and treatment planning, as well as having a depth discussion of the phenotype approach for predicting interventions based on EEG/qEEG data.

Duration: 
30 minutes

Learning Objectives: 
The participany will be able to contrast the subtype approach and the phenotype approach to evaluating the EEG/qEEG.

Test Questions:
Behavior correctly predicts EEG and therapy approach. (false)

EEG predicts behavior and therapy correctly. (true)

Bibliography: 
Bierut LJ, Saccone NL, Rice JP, Goate A, Foroud T, Edenberg H, Almasy L, Conneally PM, Crowe R, Hesselbrock V, Li TK, Nurnberger J Jr, Porjesz B, Schuckit MA, Tischfield J, Begleiter H, Reich T.  (2002). Defining alcohol-related phenotypes in humans. The Collaborative Study on the Genetics of Alcoholism.  Alcohol Res Health. 26:208-13.

Chabot, R. J., & Serfontein G. (1996). Quantitative electroencephalographic profiles of children with attention deficit disorder. Biological Psychiatry, 40, 951-963.  

Chabot, R. J., Merkin, H., Wood, L. M., Davenport, T. L., & Serfontein, G. (1996). Sensitivity and specificity of QEEG in children with attention deficit or specific developmental learning disorders.  Clinical EEG, 27, 26-34.

Enoch, MA, White, KV, Harris, CR, Rohrbaugh, JW, & Goldman D. (2002). The relationship between two intermediate phenotypes for alcoholism: Low voltage alpha EEG and low P300 ERP amplitude. Journal of Studies on Alcohol, 63(5), 509-17.

Gunkelman J. (1998). 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, Volume 3, No. 1-2, 

Gunkelman J. (2001). Low voltage or absolute power. Journal of Neurotherapy,  5, 1-2.

John ER, Prichep LS, & Almas M. (1992). Subtyping of psychiatric patients by cluster analysis of QEEG.  Brain Topography, 4, 321-326.

Johnstone, J. (2005a, September 11).  QEEG Patterns: Subgroups, profiles, phenotypes. Presentation to 13th Annual Meeting of the International Society for Neuronal Regulation, Denver, CO.

Johnstone, J. (2005b, April 29) Symposium on quantitative EEG, neurofeedback, and cognition. Quantitative EEG profile as phenotype, Presentation to the Neuropsychiatric Institute, UCLA, Los Angeles, CA. 

Johnstone, J., Gunkelman, J.,& Lunt, J.. (2005). Clinical database development: Characterization of EEG Phenotypes. Clinical EEG and Neuroscience, 2, 99-107.

Kaneko S., Iwasa H., & Okada M. (2002). Genetic identifiers of epilepsy. Epilepsia, 43 (Suppl 9), 16-20.

La Vaque, T.J,  Hammond, D. C., Trudeau, D., Monastra, V.,  Perry, P., & Lehrer, P. (2002). Template for developing guidelines for the evaluation of the clinical efficacy of psychophysiological interventions. Applied Psychophysiology and Biofeedback, 27(4), 273-281. 

Monastra, V., Lynn, S., Linden, M., Lubar, J. F., Gruzelier, J., & LaVaque, T. J. (2005). Electroencephalographic biofeedback in the treatment of Attention Deficit/Hyperactivity Disorder, Applied Psychophysiology and Biofeedback, 30(2), 95-114.

Niedermeyer, E., & Lopes da Silva, F.  (1993). EEG patterns and genetics. In E. Niedermeyer & F. Lopes da Silva, Electroencephalography: Basic principles, clinical applications and related fields, 3rd edition (pp. 192-195). Baltimore: Lippincott, Williams & Wilkins.   

Prichep LS, Mas F, Hollander E, Liebowitz M, John ER, Almas M, De Caria CM, & Levine RH. (1993)  Quantitative electroencephalographic subtyping of obsessive-compulsive disorder. Psychiatry Research, 50(1), 25-32.

Prichep LS, & John ER. (1992). QEEG profiles of psychiatric disorders. Brain Topography, 4(4), 249-257.

Suffin SC, & Emory WH. (1995). Neurometric subgroups in attentional and affective disorders and their association with pharmacotherapeutic outcome. Clinical Electroencephalography, 26, 76-83.

Vaughn, BV, Greenwood, RS, Aylsworth, AS, & Tennison, MB. (1996). Similarities of EEG and seizures in del(1q) and benign rolandic epilepsy. Pediatric Neurology, 15(3), 261-4.

Wright, C, & Gunkelman J. (1998, September 10-13). QEEG evaluation doubles the rate of clinical success. Series data and case studies. Abstracts of the 6th Annual Conference, Society for the Study of Neuronal Regulation,  Austin, TX.

Yucha C, & Gilbert C. (2004). Evidence-based practice in biofeedback and neurofeedback.  Wheat Ridge, CO: The Association for Applied Psychophysiology and Biofeedback

Detailed Agenda:
This is a short talk, not a workshop.

Presentation #351    

Plenary:  
Trans-cranial Direct Current Stimulation (TCDC): a old new tool for modifying brain function

Abstract: 
TCDC is a technique that has been known for many decades, but has only recently begun to have clinical application interest.  The ability to excite or suppress function locally is easily accomplished, though there are technical details that are critically important.

Duration: 
25 minutes

Learning Objectives: 
The participant will be able to differentiate alternating from direct current, and know the effect of the stimulus polarity on the expected cortical response.

Test Questions:
Stimulation with the negative pole causes decreased function of the area stimulated.  (true)

Alternating Currents have a similar effect, but require more sessions. (false)

Bibliography: 
Clinical Neurophysiology 114 (2003) 589–595
Brain polarization in humans: a reappraisal of an old tool for prolonged
non-invasive modulation of brain excitability
Alberto Priori*

TRENDS in Cognitive Sciences Vol.xx No.xx Month2005;  Recharging cognition with DC brain polarization
Eric M. Wassermann1 and Jordan Grafman

Neuroscience and Biobehavioral Reviews xx (2005) 1–15;  The neurobiological basis of temperament: Towards a better
understanding of psychopathology
Sarah Whittle a,b, Nicholas B. Allen a,b,*, Dan I. Lubman a,c,d, Murat Yu¨cel a,c,d

Biological Psychology 67 (2004) 7–49;  Frontal EEG asymmetry as a moderator and
mediator of emotion
James A. Coan&#8727;, John J.B. Allen

Birbaumer N, Elbert T, Rockstroh B et al.  Biofeedback of event-related slow potentials of the brain. International Journal of Psychology 1981; 16:389-415.

Gibbs FA, Gibbs EL. Atlas of electroencephalography. Reading MA: Addison-Wesley, 1950.

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

Detailed Agenda:
This is a short talk, not a workshop

Presentation #352    

Workshop:  
How the Brain works; Designing Neurofeedback Interventions

Abstract: 
This workshop is designed for intermediate attendees, and is oriented at providing a more in depth understanding of the phenotype approach to designing a NF intervention.

Duration: 
120 minutes

Learning Objectives: 
The participant will be able to identify the generators of delta.

The participant will be able to identify the generators of theta.

The participant will be able to identify the generators of alpha.

The participant will be able to identify the generators of beta.

The participant will be able to list the general EEG phenotypes.

The participant will identify the effect of the major medication classes on the EEG, including stimulants and SSRI antidepressants.

The effects of frontal asymmetries on mood will be identified by those attending.

Test Questions:
Delta is generated by the amygdala. (false)

Theta may be generated by the limbic system. (true)

Alpha is generated solely by the cortex. (false)

Alpha is limited to the band from 8 to 13 Hz. (false).

Behavior predicts the EEG finding. (false)

EEG predicts behavioral findings. (true)

Bibliography: 
Bierut LJ, Saccone NL, Rice JP, Goate A, Foroud T, Edenberg H, Almasy L, Conneally PM, Crowe R, Hesselbrock V, Li TK, Nurnberger J Jr, Porjesz B, Schuckit MA, Tischfield J, Begleiter H, Reich T.  (2002). Defining alcohol-related phenotypes in humans. The Collaborative Study on the Genetics of Alcoholism.  Alcohol Res Health. 26:208-13.

Chabot, R. J., & Serfontein G. (1996). Quantitative electroencephalographic profiles of children with attention deficit disorder. Biological Psychiatry, 40, 951-963.  

Chabot, R. J., Merkin, H., Wood, L. M., Davenport, T. L., & Serfontein, G. (1996). Sensitivity and specificity of QEEG in children with attention deficit or specific developmental learning disorders.  Clinical EEG, 27, 26-34.

Enoch, MA, White, KV, Harris, CR, Rohrbaugh, JW, & Goldman D. (2002). The relationship between two intermediate phenotypes for alcoholism: Low voltage alpha EEG and low P300 ERP amplitude. Journal of Studies on Alcohol, 63(5), 509-17.

Gunkelman J. (1998). 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, Volume 3, No. 1-2, 

Gunkelman J. (2001). Low voltage or absolute power. Journal of Neurotherapy,  5, 1-2.

John ER, Prichep LS, & Almas M. (1992). Subtyping of psychiatric patients by cluster analysis of QEEG.  Brain Topography, 4, 321-326.

Johnstone, J. (2005a, September 11).  QEEG Patterns: Subgroups, profiles, phenotypes. Presentation to 13th Annual Meeting of the International Society for Neuronal Regulation, Denver, CO.

Johnstone, J. (2005b, April 29) Symposium on quantitative EEG, neurofeedback, and cognition. Quantitative EEG profile as phenotype, Presentation to the Neuropsychiatric Institute, UCLA, Los Angeles, CA. 

Johnstone, J., Gunkelman, J.,& Lunt, J.. (2005). Clinical database development: Characterization of EEG Phenotypes. Clinical EEG and Neuroscience, 2, 99-107.

Kaneko S., Iwasa H., & Okada M. (2002). Genetic identifiers of epilepsy. Epilepsia, 43 (Suppl 9), 16-20.

La Vaque, T.J,  Hammond, D. C., Trudeau, D., Monastra, V.,  Perry, P., & Lehrer, P. (2002). Template for developing guidelines for the evaluation of the clinical efficacy of psychophysiological interventions. Applied Psychophysiology and Biofeedback, 27(4), 273-281. 

Monastra, V., Lynn, S., Linden, M., Lubar, J. F., Gruzelier, J., & LaVaque, T. J. (2005). Electroencephalographic biofeedback in the treatment of Attention Deficit/Hyperactivity Disorder, Applied Psychophysiology and Biofeedback, 30(2), 95-114.

Niedermeyer, E., & Lopes da Silva, F.  (1993). EEG patterns and genetics. In E. Niedermeyer & F. Lopes da Silva, Electroencephalography: Basic principles, clinical applications and related fields, 3rd edition (pp. 192-195). Baltimore: Lippincott, Williams & Wilkins.   

Prichep LS, Mas F, Hollander E, Liebowitz M, John ER, Almas M, De Caria CM, & Levine RH. (1993)  Quantitative electroencephalographic subtyping of obsessive-compulsive disorder. Psychiatry Research, 50(1), 25-32.

Prichep LS, & John ER. (1992). QEEG profiles of psychiatric disorders. Brain Topography, 4(4), 249-257.

Suffin SC, & Emory WH. (1995). Neurometric subgroups in attentional and affective disorders and their association with pharmacotherapeutic outcome. Clinical Electroencephalography, 26, 76-83.

Vaughn, BV, Greenwood, RS, Aylsworth, AS, & Tennison, MB. (1996). Similarities of EEG and seizures in del(1q) and benign rolandic epilepsy. Pediatric Neurology, 15(3), 261-4.

Wright, C, & Gunkelman J. (1998, September 10-13). QEEG evaluation doubles the rate of clinical success. Series data and case studies. Abstracts of the 6th Annual Conference, Society for the Study of Neuronal Regulation,  Austin, TX.

Yucha C, & Gilbert C. (2004). Evidence-based practice in biofeedback and neurofeedback.  Wheat Ridge, CO: The Association for Applied Psychophysiology and Biofeedback

Detailed Agenda:
Hour one: Review anatomy and physiology of the brain.

Break for 15 minutes

Hour two: Review qEEG analysis effects of the EEG

Break for 15 minutes

Hour 3: Review the phenotype paper and prediuction of medication and NF approach.

Break for 15 minutes.

Remaining time: Questions

Presenter: Huang, Tina

Presenter Address:
14 Linden Circle Apt B
Somerville, Massachusetts  02143  United States
Phone: 617 233-9693
Fax: 
Email: TinaLHuang@gmail.com

Professional Info:
Director of Research, License Number , Licensed in  

Bio:
Tina L. Huang is the Director of Research at Transparent Corp.  She has a Ph.D. in Neuroscience from the University of Rochester, and 2 postdoctoral fellowhips from Johns Hopkins Bloomberg School of Public Health and the Jean Mayer/USDA Human Nutrition Research Center on Aging at Tufts University in neuroepidemiolgy where she conducted research in nutrition in Alzheimer's Disease.  Her strong interest in alternative medicine led her to the Brain Entrainment field. The potential of brain entrainment to provide mental health solutions that anyone could afford led her further to investigate its effects on psychological health.

Resume/CV: 
RESEARCH		Director of Research, Transparent Corporation (present)POSITIONS:		Research Interests:  Benefits and use of brain entrainment technology for mental 				health.			Collaborating Researcher &  Research Consultant (2005-present)			Tufts-NEMC, Human Nutrition Research Center on Aging, Boston, MAAdvisor:  Dr. Katherine TuckerEDUCATION :	Ph.D.  	Neuroscience  (1997 -2001)			M.S.  Neuroscience  (1994 -1997)			University of Rochester, School of Medicine and Dentistry, Rochester, NYResearch Interests:  Natural Mechanisms of Aging and Alzheimer’s DiseaseThesis Advisor:  Dr. Kerry O’Banion, Dept. of Neurobiology and Anatomy			B.A. with Honors, Computer Information Sciences  (1987-1991)  			University of California, Santa Cruz, CA  POSTDOCTORAL 	Charles A. King Postdoctoral Fellow (2004-2005)FELLOWSHIPS:	National Institute of Health Postdoctoral Fellow (2003-2004) 			Tufts-NEMC, Human Nutrition Research Center on Aging, Boston, MA			Research interests:  Nutritional epidemiology and cognitive decline 			Advisors:  Dr. Irwin Rosenberg and Dr. Katherine TuckerNational Institute of Mental Health Postdoctoral Fellow (2001-2003)			Johns Hopkins University, Bloomberg School of Public Health, Baltimore, MD Research interests:  Epidemiology of Alzheimer’s diseaseAdvisors:  Dr  John Breitner and Dr. Peter Zandi, Department of Mental HealthGRANTS &		Postdoctoral Fellowship grant  (8/1/04-8/1/05)AWARDS:			Charles A. King Trust Postdoctoral Research Fellowship ProgramAlzheimer’s Association travel award (July 2004)			Technical Assistance Workshop travel award (Nov 2002)Grant writing workshop with the National Institutes of AgingIndividual Predoctoral NRSA  (7/1/99-7/1/01) (F31 NS10910-01)National Institute of Neurological Disorders and Stroke  			Graduate Student Society travel award  (1997) PUBLICATIONS: 	Huang, T.L., Carlson, M.C., Zandi, P.P., Fried, L., Kuller, L.H., Fitzpatrick, 		A., Burke, G.L., Tucker, K.L. (2005)   Benefits of Fatty Fish for 		Dementia Appear Stronger for Those Without APOE &#949;4.  		Neurology 65, 1409-1414.Huang, T.L., O’Banion, M.K. (2000)  The pathological consequences of 	simultaneous glucocorticoid and cytokine upregulation:  Implications for neuron survival.  Recent Research Developments in Neurochemistry. 3, 93-104.Huang, T.L., O’Banion, M.K. (1998)  Interleukin-1&#61538; and Tumor Necrosis Factor-&#61537; Suppress Dexamethasone Induction of Glutamine Synthetase in Primary Mouse Astrocytes.  J. Neurochem. 71, 1436-1442.ABSTRACTS/          Huang, T.L., Carlson, M.C..,  Zandi, P. P., Fried, L.P., Kuller, L.H., Fitzpatrick, PRESENTATIONS:	  A.L., Burke, G.L., Tucker, K.L. (2005)  Benefits of Fatty Fish on Dementia Risk Are Stronger for Those Without APOE &#949;4  SER-CSEB 2005 Joint Meeting:  Epidemiology without Borders. PN 310.	Huang, T.L., Carlson, M., Fried, L., Fitzpatrick, A., Kuller, L.H., Burke, G., Zandi, P.  (2004)  Height, Armspan and Knee Height: A Reflection of 	Early Life Environment and risk of dementia 9th International Conference on Alzheimer’s Disease and Related Disorders, Philadelphia, PA  Abstr. P3-106.	Huang, T.L., Zandi, P., Lyketsos, C. (2002)  Exploratory Analysis of Risk Factors Associated with Psychiatric Subtypes of Alzheimer’s Disease,  NIA Technical Assistance Workshop.			Huang, T.L., O’Banion, M.K. (2000)  NF-&#61547;B Expression in Primary Mouse 				Astrocytes.  Society for Neuroscience Annual Meeting, New Orleans, 				LA. Soc. Neurosci. Abstr.  26:1898. 				Huang, T.L., O’Banion, M.K. (1999)  Mechanisms of Glutamine Synthetase Regulation by Glucocorticoids and Cytokines.  Society for Neuroscience Annual Meeting, Miami Beach, FL.  Soc. Neurosci. Abstr.  25:2278. Huang, T.L., Coleman, P.D.,  O’Banion, M.K. (1997)  Interleukin-1&#61538; Suppresses Dexamethasone Induction of Glutamine Synthetase in Primary Mouse Astrocytes.  Society for Neuroscience Annual Meeting, New Orleans, LA.  Soc. Neurosci. Abstr.  23:73.PAPERS WRITTEN Huang, T.L., Carlson, M.C., Fried, L., Fitzpatrick, A., Kuller, L.H., & IN REVIEW:		Zandi, P.P.  Height, Armspan and Knee Height: A Reflection of	Early Life Environment and Risk of Dementia.  Submitted to Neurology.Qui, W.Q., Sun, X., Selkoe, D.J., Mwamburi, D.M., Huang, T.L, Bhadela, R., Burgethon, P., Scott, T.M., Summergrad, P., Wang, L., Rosenberg, I., Folstein,M.  Low Plasma A&#946;42 is Associated with Depression and Amygdala Atrophy—A Depression Subtype Distinct from Vascular Depression in the Elderly.TEACHING 		Course Director for Nutritional Epidemiology Journal Club (2003-2005)EXPERIENCE:	Group Exercise Instructor YMCA, Healthworks, BSC (2003-present)	Bodylink Intern  Maryland Museum and Science Center (2002-2003)	Guest lecturer, Epi. of Mental Disorders Johns Hopkins U. (Nov, 2002)	Teaching volunteer, STARS program Johns Hopkins U. (Jan, June 2002)Summer Science Camp Counselor U. of Rochester (Aug 1998, 1999, 2000)Teaching Assistant, Undergrad Neuroscience Lab, U of R (Spring 1996)INDUSTRY	Xilinx,  San Jose, CAEXPERIENCE:	Software Engineer (1991-1993)  CLINICAL 	Discovery Associates, Cambridge, MA  EXPERIENCE:	Neurofeedback Intern/ marketing/educator (8/2005-present)CONSULTING	Generated research report for Merk entitled:EXPERIENCE:	A Double-Blind, Placebo-Controlled,	 Phase II Clinical Trail of 6-methyl 				tetrahydrofolate (MTHF) for Treatment of Symptoms and Disease Progression 			in Elderly Adults with Osteorarthritus of the Knee and Hip (2006).			Analysis of a clinical trial of the Effects of Vitamin E on cognitive 					functioning and activities of daily living in a Nursing Home Study.			.

Presentations:
Presentation #326    

Plenary:  
A comprehensive review and analysis of the psychological effects in brain entrainment research

Abstract: 
A comprehensive review of the literature on the psychological effects of brainwave entrainment was conducted.  Search terms used to describe brainwave entrainment and psychological outcomes were used to search major databases for peer reviewed articles. Experimental and quasi-experimental studies were accepted.  Case studies were excluded. Eighteen published studies that satisfied our criteria included cognitive outcomes, relief of stress and anxiety, mood enhancement, relief of pain, migraines and pre-menstrual syndrome.  All published studies reported positive outcomes using either auditory (4) or photic stimulation (12), and/or audio visual entrainment (AVE) (5), within frequencies hypothesized to have positive effects.

Duration: 
30 minutes

Learning Objectives: 
Summarize the psychological benefits for brain entrainment as understood by the peer reviewed literature.

Test Questions:
1.  What psychological outcomes are shown to be positively effected by brain entrainment?

Bibliography: 
N/A

Detailed Agenda:
N/A

Presenter: Jacobs, Karen

Presenter Address:
2600 TENTH STREET
Berkeley, California  94710  United States
Phone: 510-843-4680
Fax: 
Email: kfjacobs@berkeley.edu

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

Bio:

Resume/CV: 

Presentations:
Presentation #358    

Plenary:  
Organic Storytelling

Abstract: 
Great stories originate in the mind of the creator. By articulating remembered feelings the writer can engage the audience wiht authentic emotional resonance.

Duration: 
20 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #315    

Workshop:  
Method Storytelling

Abstract: 
Explore your own history. Access the demons and crises in your life, identify nature experiences and render their marrow for your story telling. We will do group and individual processes to mine our own lives, to locate our most intense emotional experience. We will practice ways to utilize this marrow to render compelling stories.

Duration: 
120 minutes

Learning Objectives: 
1. Better writing

2. More healing

3.  Greater access to their inner life

Test Questions:
1. What are you thinking & feeling?

2. How can you heal yourself?

Bibliography: 
1. Own brain.

2. Own feelings - in the head and in the gut.

3. Own writing.

4. Own thinking.

5. Own relationships with others.

Detailed Agenda:
Do not know enough about the meeting to do this.  Am fully willing to be scheduled into best slot for my presentation

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:

Presentation #254    

Plenary:  
The First Opinion Poll on Biofeedback  and Self Regulation Awareness

Abstract: 

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #346    

Foundation Course:  
History of EEG Biofeedback and Neurofeedback

Abstract: 
A walk through the people, technology, science, techniques, theories and models that have influenced the current state of the art of Neurofeedback and EEG biofeedback, from a speaker who has known many of the pioneers.

Duration: 
60 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #338    

Plenary:  
Varieties of Awakening

Abstract: 
There are different ways to wake up. We wake up from sleep. The rest are metaphorical. This presentation will explore different kinds of awakening and diffent paths and approaches for enabling them.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #347    

Panel:  
Story Panel: Accessing and Processing Stories

Abstract: 
This panel will discuss the ways of Finding, Mining, Divining, Dreaming Stories-- how to access, acquire, process, analyze, integrate, edit, revise stories.

Duration: 
60 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #400    

Plenary:  
Meeting Opening, Greeting and Orientation

Abstract: 

Duration: 

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Larsen, Stephen

Presenter Address:
310 River Road Extension
New Paltz, New York  12561  United States
Phone: 
Fax: 
Email: stephenlarsen@earthlink.net

Professional Info:

Bio:
Dr. Stephen Larsen is certified by both AIBT and BCIA in eeg, licensed as a Mental Health Counselor in New York State, as well as licensed as a 1 on 1 HeartMath provider, and certified as a LENS master teacher. He has been practicing Biofeedback and Neurofeedback since 1970. He is the Author or editor of ten books on subjects as varied as shamanism, mythology, consciousness, and neurofeedback. www.stonemountaincenter.com

Resume/CV: 

Presentations:
Presentation #384    

Plenary:  
The LENS Neurofeedback With Animals

Abstract: 
Since the work of Dr. Barry Sterman with Cats and Sensory-motor rhythm, and Neal Miller, on conditioning models using pleasure center stimulation on rats to slow or speed cardiac rhythms, there have been explorations of using biofeedback/neurofeedback with animals. Stephen and Robin Larsen have been using the LENS, a passive neurofeedback method, using low energy electromagnetic stimulation as the feedback, with animals such as Horses, dogs and cats. In this presentation they use powerpoint, with EEG topographic brain maps, and quick-time clips of the animals before and after treatment to show how effective the method can be. The presentation includes discussion of the paper coming out in the Winter edition (2006) of the Journal of Neurotherapy, an issue devoted to the LENS.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #383    

Plenary:  
The Mything Side of the Mind: (The Perilous Rapture of Fundamentalistic Thinking)

Abstract: 
The thesis of this paper is based on Dr. Larsen’s forthcoming book entitled: Perilous Rapture: On the Dangers of Fundamentalistic Thinking. Larsen takes the position that some kinds of myths are extremely dangerous, and polarize our duality-prone nervous systems still further, into dysfunctional and even pathological patterns. The thesis dates from an idea of Joseph Campbell’s that our brains are the hardware, and culture the software, of human functioning.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #382    

Workshop:  
Head and Heart: Combined Modalities: The LENS neurofeedback and HRV training

Abstract: 
Since 2002, I have used Heart Rate Variability training along with the LENS neurofeedback, to help patients with anxiety and concentraition problems especially; although the protocol seems also to help with acute chronic pain, insomnia and other problems of dysregulation. The primary modality of the LENS, as a passive form of neurofeedback, needed some kind of "homework" approach, in this case involving the HeartMath protocol to train diaphragmatic breathing along with positive visualization and thinking. The combination helps people both function better neurologically, and have a useful form of self-management when things get tough.Dr. Larsen will accompany this powerpoint presentation along with experiential demonstrations in achieving coherence in HRV and neurological balance.

Duration: 
240 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #385    

Pre-Conference:  
Basic Training in LENS Fundamentals: 3 Day Pre-conference Training

Abstract: 
The LENS form of Neurofeedback has been in development for about seventeen years, and now has achieved a reliable protocol, and training procedure. It is quickly becoming recognized as one of the most effective treatments for generic CNS dysregulation. It has shown extreme effectiveness in work with very small children with CP, or PDD, and even animals. It helps with attentional problems and autism, anxiety and depression, and is possibly the premier treatment for TBI, and PTSD. The method also has considerable potential for aiding optimal performance.In this three day training for professionals, Dr. Stephen Larsen will take beginning LENS students through the basic Intake Procedure (a little different for LENS than other forms of neurofeedback), the administration of the CNS Questionnaire, and the Sensitivity/Reactivity Questionnaire. How to run the basic computer programs of USE 3 and The Report Generator. Also covered are how to do and interpret the Offset Procedure and make a 21 site Topographic Brain Map, how to conduct treatments sessions, and evaluate the results of treatment.)

Duration: 

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:
Michael Linden, Ph.D. has been the  director of ADD   Treatment Centers in Orange County & San Diego for 15 years.  He was one of the pioneers in Neurofeedback and QEEG assessment for ADD in the 1990s and conducted several research studies with Joel Lubar & Vince Monsatra.  Recently, he has been conducting research on QEEG subtypes on Autism & Aspergers and using them to increase the efectiveness of Neurofeedback.  His recent research will be published in the Journal of Early & Intensive Behavioral Intervention.

Resume/CV: 
You have on file.

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:

Presentation #391    

Plenary:  
Aspergers: Less severe but more difficult than Autism?

Abstract: 
This talk will describe the EEG & symptomatic difference between Aspergers and Autism.  I will discuss how students with Aspergers are more difficult to work with in Neurofeedback then students with Autism based on behavioral, family and QEEG characteristics

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Lowan, John

Presenter Address:
5076 Old West Saanich Rd, Peaklife@shaw.ca
Victoria, British Columbia  V9E 2B1  Canada
Phone: 
Fax: 
Email: peaklife@shaw.ca

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

Bio:
John has been a meditation leader in both eastern and western disciplines (including Yoga, Transcendental Meditation, Vipassana, Contemplative, and Zen) for over 30 years. He has presented meditation workshops in Europe, Asia, and across North America. Using and designing EEG and Biofeedback technology since 1972, John studied with, assisted and co-taught with Anna Wise, a recognized pioneer, author, and authority on brainwaves and consciousness. He is currently a certified Neurotherapist and has taught neurotherapy and meditation integration at Brainmaster Technologies, the Esalen Institute, and the Mayo Clinic. A lively presenter and workshop leader, John has taught groups in meditation, communication, problem solving, leadership, and parenting.

Resume/CV: 

Presentations:
Presentation #304    

Plenary:  
Meditation and Neuroscience

Abstract: 
Neuroscience and MeditationJohn Lowan, mediation teacher and certified neurotherapy trainer, and Paul Petty, meditator and physician with the Mayo Clinic, will lead an informative and experiential workshop that explores the integration of neuroscience and meditation techniques.Participants will learn about the connection between brainwave patterns and states of consciousness, and how the advances in neuroscience have allowed faster access to deep states of consciousness. Discussion will include possibilities for lifestyle change now and further research for the future.John and Paul will also demonstrate the new techniques with an alpha-state relaxation meditation for all participants.

Duration: 
50 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #348    

Workshop:  
The science of meditation

Abstract: 
A condensed version of a two day workshop on the Art and Science of Meditation. We will review discoveries from brain science which accelerate and enhance meditation. Participants will be offered enough experience and information and experience to develop a successful meditation practice.

Duration: 
240 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Maymin, Senia

Presenter Address:
Senia@pos-psych.com (I Respond Within 24 Hours...email Again If You Havent Heard
Na, Other  Na  United States
Phone: na
Fax: 
Email: senia@pos-psych.com

Professional Info:

Bio:
Senia Maymin, MBA, MAPP consults to corporations about Positive Psychology.  Senia is the Founder and Editor of Positive Psychology News Daily (www.pos-psych.com), a daily news site about the latest Positive Psychology research and applications.  She also runs a blog on positive psychology ideas at Senia.com.  Senia has a background in entrepreneurship, finance, high-tech, and video production.  She speaks English, Russian, French, and Japanese.  Senia received her AB in Mathematics and Economics at Harvard, her MBA at Stanford, and her Master in Applied Positive Psychology at UPenn.

Resume/CV: 
na

Presentations:
Presentation #389    

Workshop:  
How Can You Increase Job Productivity and Enjoyment?

Abstract: 
In this workshop, we will go over three factors that can increase your job enjoyment and your colleagues' job enjoyment.  We will do exercises in Strengths, Flow, and Optimism.This is a lively, active, hands-on workshop: you will move around the room and have several exercises.  Suggestion:  To make the Strengths part more personal and active, I suggest you fill out one questionnaire online sometime before the workshop (for example, the night before).  Go to www.authentichappiness.com and take the 20-40 minute the VIA Signature Strengths Questionnaire.

Duration: 
120 minutes

Learning Objectives: 
* People who attend this workshop will know their strengths, and have a good sense of how to use them at work.
* People will know their explanatory styles and be able to adjust their styles for work situations.
* People will be able to recognize flow experiences.

Test Questions:
* What are your strengths?
* What is your explanatory style?
* What is flow?

Bibliography: 
"Resilience" by Reivich and Shatte
"Positive Psychology: A Primer" by Peterson
"Authentic Happiness" by Seligman
"Learned Optimism" by Seligman
"Character Strengths and Virtues" by Peterson and Seligman

Detailed Agenda:
00:00 - 00:40   Strengths
(each participant decides on top five strengths, we engage in a strengths shuffle and a strengths building project)
00:40 - 00:60  Questions about Strengths
00:60 - 00:90  Optimism 
(each participant will learn his/her current explanantory style (towards optimism or pessimism), and we discuss resilience in this context)
00:90 - 01:10  Questions about Strengthys
01:10 - 01:20  Brief discussion about Flow

Presentation #390    

Plenary:  
Increase Three Factors Critical for Job Productivity and Enjoyment

Abstract: 
Have you ever wondered how to keep employees interested in and engaged in their jobs?  Are you yourself sometimes bored or detached from your work?  Here we examine three techniques to increase employee engagement - whether you're the employee or the employer.

Duration: 
30 minutes

Learning Objectives: 
* People will be able to give an example of one of their strengths.
* People will be able to explain their own explanatory styles.
* People will be able to summarize some techniques for making work more interesting to employees.

Test Questions:
* What is one of your strengths?
* What is your explanatory style?
* What two factors are most correlated with employee interest in the job and with low turnover?

Bibliography: 
"Now, Discover Your Strengths" by Clifton and Buckingham
"Learned Optimism" by Seligman
"Character Strengths and Virtues" by Peterson

Detailed Agenda:
30 minutes.... 
5 min intro, 10 min strengths, 10 min optimism, 5 min closing

Presentation #402    

Plenary:  
New Positive Psychology Results for BEHAVIOR MODIFICATION

Abstract: 
People sometimes find themselves addicted to certain behaviors.  And they have the resolve to change, but not the tools to change.  Now Positive Psychology highlights some tools to change behaviors.  How can you modify behaviors for good?  What are some tools and techniques?  What tools and techniques will work for you?  In what order can you combine the tools of positive psychology towards behavior modification?In this talk, we will discuss self-regulation, the happiness-choice tradeoff, the Ben Franklin method, creating new trigger activities, lessons from goal theory and hope theory, and incremental successes.

Duration: 
30 minutes

Learning Objectives: 
* To list several tools for modifying behavior.

Test Questions:
1) Why is self-regulation important?
2) What should a person do to limit the lure of trigger situations?

Bibliography: 
To be added later.

Detailed Agenda:
To be added later.

Presenter: McGugan, Peter

Presenter Address:
1390 Market Street Suite 2805
San Francisco, California  94102  United States
Phone: 
Fax: 
Email: petermcg1@aol.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #295    

Plenary:  
When Something Changes Everything

Abstract: 
The author of  “When Something Changes Everything”,  Peter McGugan, offers an amazing experience with the breath of life…change.  He teaches practical reinvention skills for working, planning and living with less worry and more grace. Rated among the top motivational speakers in America, he uses dramatic visuals, music and stories that calm minds and equip mentors, guides and therapists. His company, Sobriety 911, has one of the highest addiction recovery success rates in the country. Acquiring the skills of change masters and learning Peter’s three step process for making good decisions will enhance you in every area of working, living and loving.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: McGugan, Peter

Presenter Address:
1390 Market Street Ste. 2805
San Francisco, California  94102  United States
Phone: 
Fax: 
Email: petermcg1@aol.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #349    

Plenary:  
Turning Point - untapped potentials for stories.

Abstract: 
Peter McGugan   Turning Point - untapped potentials for stories.Everything you perceive is a story. Your accumulation amounts to your Life. Peter McGugan is a trend tracking, best-selling author that meeting planners have rated among the top ten motivational speakers in America. He’ll pop your top with insights into the untapped potentials of stories. He’s an in demand reinventionist, advisory board member, think tanker and motivational speaker. As the president of the highly successful recovery agency “Sobriety 911” he resolves addictions by teaching people to change their story. His latest book is “When Something Changes Everything” a guide for reinvention. You’ll experience new ways to participate in the story of this era, business opportunities you’re probably missing and thoughts for mobilizing the potentials of story for the highest good. He's a speaker, writer, storyteller, performer futurist and he'll show you ways to tell and sell your stories and story perceptions that are just now emerging. This is the presentation the buzz will be all about and he’ll only create this turning point once.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Melillo, Robert

Presenter Address:
2805 Veterans Memorial Hwy
Ronkonkoma, New York  11779  United States
Phone: 
Fax: 
Email: drrm1019@aol.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #335    

Plenary:  
Motricity and Hemisphericity and thier clinical significance in Neurobehavioral disorders

Abstract: 
What is the relationship between motor symptoms and cognitive symptoms?Is there a direct relationship or are they completely unrelated?These are questions that have to date not truely been addressed.The answers are significant because they actually speak to the very nature foundation and evolutionary history of brain function.This relationship may also be at the root of most neurobehavioral disorders.In this presentation we will review the relationship betwenn motricity and cognitive function.We will also discuss how this relates to hemispheric synchronization and thalamocortical osscilations.We show how a breakdown in these systems produce symptoms and what may be done to treat this condition.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Minson, Ron

Presenter Address:
5655 So. Yosemite St. #303
Greenwood Village, Colorado  80111  United States
Phone: 303-320-5502
Fax: 303-322-5550
Email: rminson@dynamiclistening.com

Professional Info:

Bio:
Ron B. Minson, M.D. received his medical degree from UCLA School of Medicine and is board-certified in Psychiatry and Neurology. His general medical background includes serving as a Peace Corps physician, family physician and Medical Director of fifty physicians at a metropolitan neighborhood health center.  After completing his psychiatric residency at the University of Colorado Health Sciences Center, he established a private practice.  He served as Chief of Psychiatry for Presbyterian Medical Center and Director of Behavioral Sciences at Mercy Hospital in Denver. In 1990, Dr. Minson studied personally with Dr. Tomatis in Europe and returned to the States as one of the first Americans to be certified in the Tomatis Method. For over 15 years, Dr. Minson and Kate O’Brien-Minson operated The Center for InnerChange, a clinic offering Tomatis-based listening therapy as well as psychiatric counseling. Their new clinic, Sensory Therapies and Research (STAR) Center, co-founded with Lucy Jane Miller, Ph.D., OTR, is in the metro Denver area and is garnering national attention.  Dr. Minson has studied and developed a variety of listening programs, and in 2001, he founded Dynamic Listening Systems, Inc., the premier listening therapy technology for clinicians and educators. Dr. Minson has presented domestically and internationally on the therapeutic application of sound.

Resume/CV: 
CURRICULUM VITAERON B. MINSON, M.D.Address:	5655 S. Yosemite Street, # 303, Greenwood Village, CO  80111		Tel: 303-320-5502 / Fax:  303-322-5550EDUCATION	University of Arizona							1957 – 1960	Tucson, Arizona	Medical Degree:	UCLA Medical School							1960 – 1964	Los Angeles, California	Internship – Rotating:	UCLA Affiliated Hospitals						1964 – 1965	Los Angeles, California	Residency:	General Surgery Residency	University of Colorado Medical Center				1967 – 1968	Denver, Colorado	Psychiatry Residency:	University of Colorado Medical Center				1970 – 1973	Denver, Colorado	Tomatis Certification	Tomatis Internationale						1989 – 1990	Paris, France	Auditory Integration Training	The Georgiana Foundation						1992	Westport, Connecticut			EEG Neurotherapy and Biofeedback Training	EEG Spectrum, Inc.							1995	Encino, California	Psychological Kinesiology	Ki-Point Communications						1995	Denver, Colorado	EEG Certification	BCIA									1997	Denver, ColoradoRon B. Minson, M.D.								page twoMILITARY SERICE	United States Public Health Service	Peace Corps Physician							Costa Rica, Central America						1965 – 1967POSITIONS	  Founding Member	  Dynamic Listening Systems, Inc.				            2001 – present	  Denver, Colorado								Founding Member:	  Center for PsychoAcoustic Research				1999 – present	  Ogden, Utah							           	Advisory Board Member:	  National Assoc. for Child Development Scientific Adv. Board 	1999 – present 	  Ogden, Utah									Medical Director:	  The Center for InnerChange						1990 –present	  Denver, Colorado	Psychiatrist, private practice:	  Prescott, Arizona							1979 – 1990	  Denver, Colorado							1973 – 1979	Psychiatric Consultant:	  Sedona Villa, Alcohol & Drug Treatment Center			1987 – 1988	  Sedona, Arizona	  Rainbow Acres, Inc. (Treatment of Mentally Handicapped)	1988 – 1991	  Cottonwood, Arizona	  Sudden Infant Death Counseling and Information Center		1977 – 1979	  Denver, ColoradoDirector of Psychiatry & Behavioral Sciences	  Mercy Hospital							1975 – 1979	  Denver, Colorado	Chief of Psychiatry	  Presbyterian Medical Center					1975 – 1977	Arapahoe Mental Health Center	  Psychiatric Consultant						1973 – 1974	  Denver, ColoradoRon B. Minson, M.D.								page threeDepartment of Health and Hospitals	  Westside Neighborhood Health Center	  Denver, Colorado	    Physician in General Practice					1968 – 1970	    Medical Director							1969 – 1970 ASSOCIATIONS	Colorado Public Health Association					1968 – 1970	American Psychiatric Association					1975 – 1983	American Holistic Medical Association				1993 – presentColorado Head Injury Foundation					1994 – retired ‘05PUBLICATIONS	Dryfus, EG; Minson, RB; Sbarbaro, JA; Cowas, DL – “Internal chart audit in a 	Neighborhood Health Program:  A problem-oriented approach.”	Medical Care Vol. 9, No. 5, September- October, 1971.	“A Sonic Birth”, Music and Miracles, edited by D. Campbell, 1992.	“Depression, Chronic Fatigue Syndrome, Head Trauma & The Tomatis Method”,	OPEN EAR, 1992.	“The Tomatis Method:  Singing with the Ear”, Connections, Vol. 8, No.4,	Winter 1994.LICENSED TO PRACTICE MEDICINE	Arizona								1979, retired ‘05	California								1965, retired ‘05	Colorado								1968 	ADDITIONAL BACKGROUND	Co-Designer of Dynamic Listening System™, released in 2001	Technical Co-Designer of The Listening Program™, released in 1999 	Teaching seminars on deepening communication in relationships.	Volunteer Work:	  Consultant to West Yavapai Guidance Clinic	  Consultant to Samaritan Village Nursing Home	  Consultant to Meadow Park Nursing Home

Presentations:
Presentation #292    

Plenary:  
Effects of Auditory Stimulation on Brain Function

Abstract: 
Using clinical presentations and case studies the effects of The Dynamic Listening Therapy, based on the work of Dr Tomatis, will be presented.  Cases include Mild Traumatic Brain Injury, ADHD, Learning Disabilities, and emotional states, most notably depression.  You will learn how to integrate this therapy into a successful neuro-therapy practice.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #371    

Workshop:  
Listening Therapy - Hands On Workshop

Abstract: 
Dr. Minson will review the components of a listening protocol, explaining the physiological basis for filtration, gating, and bone conduction.  Participants will then be experience listening to various types of altered music through the custom-fitted bone conduction headsets.

Duration: 
120 minutes

Learning Objectives: 
1- To become familiar with the principles of auditory stimulation.
2- To understand how auditory stimulation can be incorporated into other therapies such as neurofeedback.
3- To experience high quality listening therapy (i.e. listening which includes high frequency filtration and bone conduction).

Test Questions:
There will not be a test on the material covered.

Bibliography: 
Bibliography will be handed out at the workshop.

Detailed Agenda:
Please see course objectives.  This workshop will be a combination of hands-on experiential learning and presentation.

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: edom7@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'MALLEYADDRESS:        	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, Northeast Sleep Society, 1998-1999; 2000-2001Treasurer, Northeast Sleep Society, 2003-present	CLINICAL POSITIONS and  TRAINING:	Clinical Research Scientist, Principal Investigator, 2000-2004. 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.

Presentation #325    

Plenary:  
Neurofeedback to Sleep

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. The major rationale for alleviating sleep disturbance in this population is that left unmanaged poor sleep will undermine the effectiveness of neurofeedback training.

Duration: 
30 minutes

Learning Objectives: 
1. Recognition of cardinal signs of major sleep disorders.

2. Familiarity with the most current Cognitive Behavioral Techniques used to manage Insomnia.

3. Relationship of Neurofeedback to sleep.

Test Questions:

Bibliography: 

Detailed Agenda:
OUTLINE:

Section I. Overview of normal sleep

Section II. Overview of most common sleep disorders

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

Section III. 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

Section V. Sleep as an extrinsic constraint to NF efficacy

Presentation #327    

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

Abstract: 
From Neurofeedback to Sleep: Tools and Techniques to Recognize and Manage Sleep Disturbance to Enhance Neurofeedback Efficacy What is the connection between sleep and neurofeedback training?Is there a relationship between adequate sleep and neurofeedback efficacy?How does one manage the myriad complaints and presentations that accompany sleep disturbance, and know when to refer out?Are there techniques, other than or in addition to neurofeedback, that actually work?What is the State of the Science of Insomnia, according to the NIH?

Duration: 
240 minutes

Learning Objectives: 
Learning objectives for 4 hr

1. How to recognize and assess the cardinal signs of the major sleep disorders.
2. How to utilize and interpret instruments with which to provide initial assessment, monitor progress, success, and positive outcomes e.g. insomnia scales, sleep logs.
3. Familiarity and ability to implement the most current Cognitive Behavioral Techniques used to manage Insomnia.
4. Know when to refer to a sleep specialist and how to work with the sleep specialist to maximize client improvement, regardless of therapeutic approach.
5. Knowledge of the newest hypnotics and their role in a comprehensive insomnia management program.
6. Understanding the relationship between sleep and neurofeedback efficacy.
7. Knowledge 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!).
8. Recognition of the important features gleaned from diverse case studies of successful outcomes.

Test Questions:

Bibliography: 

Detailed Agenda:
Section I. 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. Overview of most common sleep disorders

a. Sleep apnea
i. Presentation
1. assessment tools
2. interpretation of data
ii. When and why to refer
iii. Utility of NF
b. Restless legs syndrome (RLS)/periodic limb movement disorder (PLMD)
i. Presentation
ii. How to evaluate
1. assessment tools
2. interpretation of data
iii. When and why to refer
iv. Utility of NF
c. Narcolepsy
i. Presentation
ii. How to evaluate
1. assessment tools
2. interpretation of data
iii. When and why to refer
iv. Utility of NF

Break

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

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 more than 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:

Presentation #375    

Foundation Course:  
Brain Models Underlying Neurofeedback: An Overview

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:

Presentation #376    

Plenary:  
Empathy: A Network Perspective

Abstract: 
The emergence of altruism, a puzzle to evolutionary biology, can be understood as a natural concomitant of the emergence of empathy. The latter in turn can be understood in the language of networks. By analogy to the mapping of our external sensory environment into our inner experience through dynamical representations in our neuronal networks, the emotional experience of the other can be brought into our own emotional awareness. The neurophysiological mechanisms of emotional responding are trainable through neurofeedback, with obvious implications for criminality and the personality disorders in particular, and for disorders of attachment in general.

Duration: 
30 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

Presentation #317    

Foundation Course:  
An Evolving Clinical Model of Neurofeedback

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. An evolving 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: 
60 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 – hyper-excitability 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

Presentation #318    

Plenary:  
More Effective Neurofeedback with Very High-Arousal Clients: Going Below 0-3 Hz

Abstract: 
High-arousal neurofeedback clients have continued to challenge us over the years to develop techniques that are sufficiently calming. Each new approach has extended our reach, but also revealed a population that could benefit from even more calming. This past year has seen another breakthrough in our ability to help a broader spectrum of high-arousal clients and to impact them more profoundly. We are now achieving greater clinical success with symptoms of autism, reactive attachment disorder and childhood bipolar disorder, as well as severe pain, anxiety and sleep disorders, In this presentation we will discuss a model of reward frequency related to individual arousal level. The use of reward frequencies below 0-3 Hz for some individuals will be described for inter-hemispheric and for left and right-hemisphere neurofeedback training. Implications of this new low frequency training for the clinical model will also be discussed.

Duration: 
45 minutes

Learning Objectives: 
1.Discuss the relationship of arousal level to optimum reward frequency
2.List three symptoms that might suggest a very low optimum reward frequency.
3.Describe the relationship of left and right-side reward frequencies above and below 0-3 Hz.

Test Questions:
1.A lower reward frequency results in a shift to a lower arousal state.     T   F
2.Most neurofeedback clients respond best to reward frequencies at or above 12-15 Hz.      T   F
3.An optimal right-side reward frequency of 0-1 Hz suggests an optimal left-side reward of 0-2 Hz.    T   F

Bibliography: 

Detailed Agenda:
Thinking about reward frequencies
Arousal level, performance and reward frequency
	An individual variable
	Set-point problems and differences
	Increasing control versus amplitude in reward band
	Bipolar training: synchrony and stability

The challenge of high arousal
	High arousal symptoms 
	Clinical population tends toward low frequency training 
	
Limitations to getting low enough
	Inter-hemispheric training
	Left and right-side
	3-Hz wide reward filters
	
A new approach 
	Lower than 0-3 Hz
	Sensitivity to small frequency shifts
	How low is low enough
	Left and right-side reward frequencies below 0-3 Hz 
	Recent clinical data on reward frequencies and symptoms
	Improved clinical outcomes

Presentation #319    

Workshop:  
Neurofeedback with Young Children

Abstract: 
There has been some controversy within the neurofeedback community regarding the possibility of working with children under 6 or 7 years of age. Our clinical experience over the last 20 years is that even very young children are able to effectively engage with and benefit from neurofeedback.  This follows from a model of neurofeedback as a simple brain exercise leading to improved self-regulation of brain states. In the first few years of life our brains are learning basic self-regulation of physical, emotional and physiological states.  If that development is not on track, it is useful to intervene as soon as possible in order to provide a better foundation for later development.In this workshop, we will discuss why we might work with young children and what outcomes are expected. We will review our clinical experience with young children and infants who are brain injured, developmentally delayed or dangerously hyperactive, agitated or aggressive. We will also discuss in detail appropriate neurofeedback protocols and feedback modalities, as well as communication and assessment during and between sessions.

Duration: 
120 minutes

Learning Objectives: 
1.Describe a neurofeedback set-up that would be appropriate for working with very young children
2.List three symptoms of brain disregulation in an infant that might be improved with neurofeedback.
3.Describe a means of optimizing neurofeedback protocol for young children as presented in this workshop.

Test Questions:
1.Children under 7 years of age can engage with and benefit from neurofeedback.     T   F
2.Reward and inhibit frequencies are expected to be quite different for young children.      T  F
3.Parents are helpful in providing support, encouragement and observation of change during neurofeedback with young children.    T   F

Bibliography: 

Detailed Agenda:
Is neurofeedback possible with young children?
	How young?
	Why does this work?
	Early brain development and learned self-regulation
	
Why do we work with young children?
	Symptoms that need attention
	Developmental delays
	Brain injury and seizures
	Emotional self-regulation and attachment

How do we work with young children?
	Neurofeedback protocols
	Feedback displays 
	Parents’ role
	Assessing progress

Expectations and outcomes
	Continuing brain development and training opportunities
	Long-term training options

Presenter: Pribram, Karl

Presenter Address:
PO Box 679
Warrenton, Virginia  20188  United States
Phone: 
Fax: 
Email: pribramk@georgetown.edu

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #324    

Plenary:  
A Conversation With Karl Pribram

Abstract: 
a wide ranging conversation on the brain and neuroscience, with on of the Wise elders of the field

Duration: 
60 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #337    

Workshop:  
What Makes Humans Humane

Abstract: 
As one takes a comprehensive look at the literature on the relationship between emotions, motivations and the "limbic systems" of the brain, one finds confusion of terminology, confusion of what is to be considered within the limbic systems, confusion as to what parts of the brain -- including what parts of the limbic brain -- are to beconsidered related to emotions and motivations.  The workshop willtrace the origins of the confusions and a rather surprising set ofdata that afford a resolution of the confusion.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Raaymakers, Molly

Presenter Address:
3310 Eagle Park Drive, Suite 105
Grand Rapids, Michigan  49525  United States
Phone: 616.940.9870
Fax: 
Email: molly.neuro@sbcglobal.net

Professional Info:

Bio:
Molly Raaymakers, MA, LLP has a private practice in Grand Rapids, Michigan.  She began as a Biofeedback Therapist for Mary Free Bed Rehabilitation Hospital Pain & Headache Program 1993.  She joined S.M.M.M.H.C Wege Institute for Holistic Medicine in 1999, establishing her private practice in 2002.

Resume/CV: 

Presentations:
Presentation #284    

Workshop:  
Neurofeedback and Asthma:  Is asthma the undetected variable dragging out your cases?

Abstract: 
The domination of asthma in my Midwestern region plays a clear role in multiple Bi-polar, ADD/ADHD, Mood Disorder, Migraine and TMJ cases.  On average 66% of cases annually display amplitude variances correlated with allergies observable in their EEG's.  Of those cases, 45% have poorly managed/undiagnosed asthma perpetuating presenting mental health issues.Understanding how to detect and assist with respiratory management, combined with Neurofeedback accelerates resolving outcomes.  EEG baselines can track asthma and offer clarity on mental health struggles.  Interlacing Neurofeedback to stabilize conditions and educate families; recognizing these respiratory cues verses emotional deficits has proven critical for many.

Duration: 
120 minutes

Learning Objectives: 
1. list allergy and asthma symptoms
2. review EEG in cases asthma variables perpetuated emotional/cognitive/behavioral symptoms
3. discuss how respiratory difficulties intertwine with other presenting disorders
4. explain 'respiratory effort breathing' effects on quality sleep
5. identify tools for monitoring and managing respiratory factors
6. combine respiratory knowledge with Neurofeedback training to accelerate case outcomes.

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #291    

Plenary:  
Neurofeedback and Asthma:  Is Asthma the undetected variable dragging out your cases?

Abstract: 
The domination of asthma in my Midwestern region plays a clear role in multiple Bi-polar, ADD/ADHD, Mood Disorder, Migraine and TMJ cases.  On average 66% of cases annually display amplitude variances correlated with allergies observable in their EEG's.  Of those cases, 45% have poorly managed/undiagnosed asthma perpetuating presenting mental health issues.  This presentation will look at an overview on cases utilizing Neurofeedback for detection and assistance with respiratory management to accelerate resolving outcomes.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 
Fuhlbrigge AL, Adams RJ, Guilbert TW et al.  The burden of asthma in the United States.  Am J Respir Crit Care Med.  2002;166:1044-1049 (Michigan Asthma Resource Kit:  Tools for quality asthma care.)

Detailed Agenda:

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 .

Presentation #310    

Plenary:  
THE UNIFIED FIELD

Abstract: 
The basic underlying and uniting force of the universe is a psychic energy field of love and soul cosnciousness ( the Unified Field ) which exists not only beyond time and space but also beneath our deepest fears . I'll  explain the three tenets of the Unified Field and its principle property THE URGE TO UNITE ~ and why mankind can no longer resist its innate pull toward altruism and social cooperation  ~ with many examples. I'll also explain how this urge to unite exists within the world of the atom as well as the world of planets and galaxies and that Gravity is a condition of state within this field.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #356    

Plenary:  
THE HERO'S JOURNEY IS THE PATH OF THE HEART

Abstract: 
By fully surrendering to love many years ago and falling through a rabbit hole to another state of consciousness ~ I found and embraced a child within myself who always wanted to love that deeply and who had an intentioned destiny to fulfill as well as a need to share this truth with the world. Every love relationship that has ensued since I opened my heart has tested and led me to the blissful awareness that my heart has now become a fragment of life's heart.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #313    

Panel:  
UNDERSTANDING AND OVERCOMING FEAR

Abstract: 
THE PATH TO THE SOUL IS THROUGH DOORS OF FEARIn our present political scene ~ Truth is seen as Treason and fear is worshiped and celebrated  at the alter of fascism. In actuality, FEAR is ( False Exaggerations Appearing Real ) but we don't realize that until we go through it.As such, the only way out of fear is through it and that means repecting it but not being controlled by it .Love is making friends with fear because fear is the constant companion of intimacy ~ and when you bring fear out of the darkness and into the light, you realize it was an illusion based on our own insecurities.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #312    

Workshop:  
LOVE AND SYNCHRONICITY

Abstract: 
The Soul contains the event that shall befall it.Jung's theory of synchronicity ( meaningful events and coincidences which later make complete sense ) can be explained as the working out of our individual yet interconnected destinies within a Unified psychic energy field of love, soul consciousness and an evolving loving plan.Thus , all of our key love relationships must be seen as synchronistic ~ in that they have led us closer to our ultimate surrender to love and eventually our part in an evolving loving plan.The two hour workshop will be an experiencial journey into the key love relationships of your life and understanding them as synchronistic stepping stones toward claiming yourself.  This is a workshop I've always wanted to do and it should be transformational for the participants.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

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 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 (June, 2006)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.Professional Positions and Consulting (1990-onward)2002-2006	Project Director, Institute for Frontier Science, Emeryville, CA in consortium with University of Arizona, Tucson (consortium funded by NIH).  2001-                         Clarus Products International, LLC, San Rafael, CA.  Scientific consulting on consumer health care products and electromagnetic interactions in biology and medicine2000-	Core Professor, part-time, Union Institute & University, Graduate College, Cincinnati, OH1999-2002		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, Sweden1996- 	Founder, President, and Principal Investigator, Institute for Frontier Science, a 501(c)(3) nonprofit Delaware corporation for scientific & medical research.1993-2003	Starlight International, Inc., Monterey, CA.  Member, Product Research Council,    developed nutritional supplements, conducted scientific research, presented lectures to distributors, and wrote educational materials1995 -                         Holistic health educator to individual clients on nutrition, live blood analysis, biofield analysis, meridian stress testing, exercise physiology testing, qigong, yoga, heart rate variability, breath, and circulation testing  1988-1995		Founding Director, Center for Frontier Sciences, Temple University			Philadelphia, PARecent Publications (1990 - onward )Rubik, B. (book chapter, 2006).  Where Mind Goes, Energy Flows.  In:  Mack, John (ed.) The Primacy of Consciousness.  (book manuscript in press). Rubik B; Brooks A, and Schwartz G.  (2006) In Vitro Effect of Reiki Treatment on Bacterial Cultures:  Role of Experimental Context and Practitioner Wellbeing.  Journal of Alt. & Comple. Med 2006;12(1):7-13.Rubik, B and Brooks. (2005) AJ. Digital Electrophotographic Assessment of the Fingertips of Subjects Practicing Qigong.   Evidence-Based Integrative Medicine Journal 2005;2(4):245-252.   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) 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) 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. (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, 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.) 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 Grants2002-2005, 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.1996-1999, Institute for Frontier Science, Philadelphia, PA.  Personal donations 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-)2006	Workshop, “Frontiers of Subtle Energy Research:  Where East Meets West”,  Internat. Soc. For Subtle Energies & Energy Medicine, Boulder, CO2006			Frontiers of Water Research and Health.  Public lecture series to the San 			Francisco Bay Area Community, Institute for Frontier Science, Emeryville,			CA2006			Lecture: “Water, the Matrix of Life:  What to Drink for Health and Eco-Living”, 			Teleosis Institute, Berkeley, CA 2006			Lectures on Subtle Energy, Qigong, and Water, Future Health’s Winter Brain			Conference, Palm Springs, CA2006	Presentations on Biofield Modalities and Biofield Research, National Center for Complementary and Alternative Medicine, NIH, Bethesda, MD 2005	Keynote speaker, Holistic Health Conference, Kawakami Yoga Ashram, Tokyo, Japan2005	Invited speaker, International Conference on Science and Religion in an Age of Crisis, 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, CA2004	Lecture, Heart Rate Variability and Acceleration Photoplethysmography in Mind-Body Medicine; and Lecture and Class on Qigong, University of Texas Medical Branch, Galveston, TX2003	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, MexicoDoctoral Seminars, Graduate College, Union Institute and UniversityScience and ConsciousnessScience, Art, and CreativityHuman Subjects in ResearchQuantitative Research DesignProfessional MembershipsBioelectromagnetics SocietyInternational Society for the Study of Subtle Energies and Energy MedicineSociety for Scientific ExplorationAwards, Recognitions, and Service to Peers2006-ongoing		Member, Editorial Board, Integrative Medicine Insights2005			Scientist of the Year Award, 8th World Qigong Congress, San Francisco, CA2004-ongoing		Professional listing in Who’s Who in the World2003-ongoing	Member, 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-ongoing		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, CA1997-2003		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 Online1996-2000		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, AZ1995-1997		Member, Advisory Board, John Templeton Foundation, Radnor, PA1995-1998		Member, Scientific Advisory Board, Tru-Light Corporation, Carmel, CA1994-2003		Member, Product Research Council, Starlight International Inc., Monterey, CA 1994-1996		Committee Member, International Cancer Association Network, Sydney, 					Australia1994-1997		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 Engineering1993-1994		Nominator for Fellows Program of the MacArthur Foundation1993-2002		Council member, Society for Scientific Exploration1993-1999		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)1992-1994		Member, Ad Hoc Advisory Panel, Office of Alternative Medicine, NIH, 				Bethesda, MD1992-1994		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

Presentation #280    

Workshop:  
Polycontrast Interference Photography:  What Does your Energy Field Reveal?

Abstract: 
Polycontrast Interference Photography (PIP) is used to visualize the whole-body human energy field, including the chakras, dantians, and acupuncture meridians, via photon interaction with the body.  (For more background information, please see the plenary talk on this subject by the same presenter.) Just as x-rays are useful in imaging, PIP may be considered as an “e-ray.”  All participants will be PIP-scanned.  For greatest accuracy, participants should wear white clothing that covers the body minimally, such as white swimwear or underwear.  From the symmetry and colors of the PIP patterns obtained, the energy fields of participants will be evaluated and discussed.

Duration: 
120 minutes

Learning Objectives: 
1.  To observe firsthand how the human energy field appears in the Polycontrast Interference Photographic technique.

2. To observe directly how the human energy field can shift in response to an intervention, as seen by the PIP technique.

3. To learn how to interpret PIP scans by means of empirical examples in a workshop setting.

4. To discover the advantages and shortcomings in the technique through examples in real-time in a workshop setting.

Test Questions:
1. How is the PIP scan performed, and what are the important setup parameters?

2.  How are the following features of PIP scans used in interpreting the photos of the human energy field:  overall pattern symmetry, color, light/color around the body? 

3. What are some typical changes in PIP scans observed pre-post an energy medicine or mind-body medicine intervention? 

4. How are the ambient light and its uniformity important in taking PIP scans?

5. What are the advantages and shortcomings of the PIP scan technique, in relation to what you directly observed in this workshop?

Bibliography: 
Gerber, Richard (2001) Vibrational Medicine.  Santa Fe:  Bear & Company (3rd edition).

Lindgren, CF (2000) Capturing the Aura:  Integrating Science, Technology, and Metaphysics.  Nevada City, CA:  Blue Dolphin Publishing.

Mhatre, PR. (2003) Principles of Integrated Medicine.  New York:  Tata McGraw-Hill Publishing.  

Oldfield, Harry and Coghill, Roger (1991). The Dark Side of the Brain:  Major Discoveries in the Use of Kirlian Photography and Electrocrystal Therapy.  Dorset, UK:  Element Books.  

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.

Solomon, Jane & Grant (2003).  Harry Oldfield's Invisible Universt.  Essex, UK:  Campion Books.

Detailed Agenda:
I. Introduction and explanation of equipment, software, and setup to measure participants--10 min
II. Instructions on how to measure the human energy field--10 min
III. Measurement of each participant with interpretation of the energy field and discussion--45 min
IV.  10 minute break
V. Measurement of each participant with interpretation of the energy field and discussion--45 min.
VI. Conclusions & overall discussion--10 min.

Presentation #279    

Plenary:  
Polycontrast Interference Photography (PIP) of the Human Energy Field

Abstract: 
PIP-scans allegedly visualize the human energy anatomy characterizing individuals  and their conditions and states.   Reflected light patterns around the human subject are digitally captured and processed by PIP software to suggest such features as the chakras and areas of energetic imbalance and blockage within the body.  Just as differentially transmitted x-rays reveal internal body structures, differentially reflected light in PIP-scans is believed to reveal energy patterns (“e-rays”) of the biofield.  The PIP imaging technology will be described and examples from research and the clinic analyzed.   The prospects for applying PIP to health care and research will be explored.

Duration: 
30 minutes

Learning Objectives: 
1.	To explain the Polycontrast Inteference Photographic method of visualizing the whole-body energy field.

2.	To show examples of the technique from the clinic and from research

3.	To discuss the advantages and disadvantages of the method for the clinic and for research

Test Questions:
1. What is our present understanding of the basis of Polycontrast Interference Photography of the human energy field?

2. Give some examples of what can be seen using this technique.

3. What are the advantages and disadvantages of the technique?

Bibliography: 
Gerber, Richard (2001) Vibrational Medicine.  Santa Fe:  Bear & Company (3rd edition).

Lindgren, CF (2000) Capturing the Aura:  Integrating Science, Technology, and Metaphysics.  Nevada City, CA:  Blue Dolphin Publishing.

Mhatre, PR. (2003) Principles of Integrated Medicine.  New York:  Tata McGraw-Hill Publishing.  

Oldfield, Harry and Coghill, Roger (1991). The Dark Side of the Brain:  Major Discoveries in the Use of Kirlian Photography and Electrocrystal Therapy.  Dorset, UK:  Element Books.  

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.

Solomon, Jane & Grant (1998) Harry Oldfield's Invisible Universe.  Essex, UK:  Campion Books

Detailed Agenda:
I. Introduction and overview---5 min.
II. History and development--5 min.
III. The PIP method and our present understanding--5 min.
IV. Examples of photographs taken in the clinic--5 min.
V. Examples of photographs taken in research--5 min.
VI. Conclusions & discussion---5 min.

Presentation #283    

Plenary:  
Remarkable Anecdotes on Healers and Their Interventions

Abstract: 
Dr. Rubik began conducting research on spiritual and energy healers in the late 1970s, after she had a remarkable personal healing experience.  She will tell stories of remarkable healings that have occurred in the clinic as well as the laboratory, on humans, animals, and cell cultures.   These data include the qualitative, inner dimensions of healing, and depict unique and sometimes uncontrolled events.   They are inspirational and provide insights into the mysterious real-life phenomena of healing, revealing its transpersonal dimensions.  Healing experiences are remarkably unique to each person and typically offer spiritual lessons for both healer and healee.

Duration: 
20 minutes

Learning Objectives: 
1.	To compare and contrast the wide range of anecdotes about healing and how this qualitative data complements scientific studies on healing.
2.	To elucidate the transpersonal dimensions of healing anecdotes and the relationship to indigenous knowledge of healing.

Test Questions:
1. Give 3 examples of healing anecdotes and analyze their content from a transpersonal perspective and from the perspective of an indigenous system of knowledge.

Bibliography: 
Benor, Daniel J. (2002) Spiritual Healing.  Southfield, MI:  Vision Publications.

Benor, Daniel J. (2006). Personal Spirituality:  Science, Spirit, and the Eternal Soul.  Medford, NJ:  Wholistic Healing Publications.

Blessing, Kamila (1999) It Was a Miracle:  Stories of Ordinary People & Extraordinary Healing. Minneapolis:  Augsburg Fortress.    

Haberly, Helen J. (1990) Reiki:  Hawayo Takata's Story.  Olney, MD:  Archedigm Publications.  

Rubik, B (1996) Volitional effects of healers on a bacterial system.  In Rubik, B.  Life at the Edge of Science.  Oakland, CA:  Institute for Frontier Science, pp. 99-119.

Detailed Agenda:
I. Introduction and personal story of healing:  8 min.
II. Story of inner experience of healing laboratory bacteria by Reiki master:  3 min.
III. Story of fish healing: 2 min.
IV. Other story: 4 min.
V. Conclusions and discussion:  3 min

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:

Presentation #367    

Plenary:  
The Neurophysiology of Fear and State Specific EEG Changes

Abstract: 
Fear states were induced in subjects to determine how their EEG, heart rate, and mental processing would change when compared to a neutral condition. We found significant differences in cognition, EEG and heart rate.  Subject’s (15-30Hz) amplitudes and cognitive functioning significantly dropped in amplitude while experiencing fear. Half of them had significant reductions in alpha (8-11Hz) and theta (5-8Hz).  Doesn’t reducing alpha, theta, and high beta improve cognition?  Or do we just need a new measuring stick for wave analysis that goes beyond amplitude, frequency and variability? Perhaps I’ve found one.

Duration: 
20 minutes

Learning Objectives: 
Participants will expand their understanding of EEG. They will have a more descriptive language to explain to their clients why some brainwaves don’t change as they might expect.

Test Questions:
Is the brain amplitude modulated?
Can we tell what is different in a client by the way a brainwave changes?

Bibliography: 
Oscillatory brain states and learning: Impact of hippocampal theta-contingent training.
Seager MA, Johnson LD, Chabot ES, Asaka Y, Berry SD.
Proc Natl Acad Sci U S A. 2002 Feb 5; 99(3): 1616-1620. published online before print January 29, 2002

Affective style and in vivo immune response: Neurobehavioral mechanisms.
Rosenkranz MA, Jackson DC, Dalton KM, Dolski I, Ryff CD, Singer BH, Muller D, Kalin NH, Davidson RJ.
Proc Natl Acad Sci U S A. 2003 Sep 16; 100(19): 11148-11152. published online before print September 5, 2003

Detailed Agenda:
1:00-1:15 Deliver presentation
1:15-1:20 Questions

Presentation #386    

Workshop:  
Protocol Efficiency

Abstract: 
This workshop teaches practitioners how to recognize progress or the lack thereof in their EEG biofeedback clients. About one in three clients have extraordinary reactions to their first session but what about the others? It’s important for clinicians to be able to tell when people are responding in positive and negative ways. We’ll cover what types of things tend to improve first in the first few sessions when you have the right protocols. You’ll also learn what things tend to worsen when you have the wrong ones.

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #387    

Workshop:  
Protocol Efficiency

Abstract: 
This workshop teaches practitioners how to recognize progress or the lack thereof in their EEG biofeedback clients. About one in three clients have extraordinary reactions to their first session but what about the others? It’s important for clinicians to be able to tell when people are responding in positive and negative ways. We’ll cover what types of things tend to improve first in the first few sessions when you have the right protocols. You’ll also learn what things tend to worsen when you have the wrong ones.

Duration: 
120 minutes

Learning Objectives: 
Participants will expand their understanding of EEG and complex systems. They will have a more descriptive language to explain to their clients why some brainwaves don’t change as they might expect. They will have a better understanding on how to select better protocols to increase client growth.

Test Questions:
What are three symptoms that will emerge when someone has undergone too much beta?

How might you tell you have a good protocol for someone following their first EEG biofeedback session?

What is the most important variable to look in when adjusting protocol?

Bibliography: 
Oscillatory brain states and learning: Impact of hippocampal theta-contingent training.
Seager MA, Johnson LD, Chabot ES, Asaka Y, Berry SD.
Proc Natl Acad Sci U S A. 2002 Feb 5; 99(3): 1616-1620. published online before print January 29, 2002

Affective style and in vivo immune response: Neurobehavioral mechanisms.
Rosenkranz MA, Jackson DC, Dalton KM, Dolski I, Ryff CD, Singer BH, Muller D, Kalin NH, Davidson RJ.
Proc Natl Acad Sci U S A. 2003 Sep 16; 100(19): 11148-11152. published online before print September 5, 2003

Detailed Agenda:
30 minutes: Introduction of the days topics
15 minutes: Personal agendas
60 minutes: Covering course material
15 minutes: Discussion and follow-up questions

Presenter: Seid, Kirby

Presenter Address:
6016 North Arlington Blvd
San Pablo, California  94806  United States
Phone: 510.233.6251
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 #381    

Plenary:  
Introductory Presentation

Abstract: 
Join us for an exciting discussion introducing The Light Labyrinth Project, an exploration into three vectors of consciousness: the mineral kingdom through ancient quartz crystals, the consciousness of light and color and the expansion of human consciousness through shamanic journeying. We will discuss how crystals, minerals, hypnotic flickering light and sound have been used throughout history to access shamanic healing. The Light Labyrinth’s carefully selected meditation programs are a combination of strobe and stunning color effects projected through the heart of a fine quartz crystal. The programs are designed to produce various brainwave states that allow the viewer to break out of normal consciousness. Among those working with The Light Labyrinth are workshop leaders, hypnotherapists, scientists, musicians, artists, spiritual practitioners and shamanic teachers and healers. People around the world are currently using this technology to access profound meditation, enhanced group connection and accelerated learning/healing states.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

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:

Presentation #273    

Workshop:  
Light Mind Technology: The Light Labyrinth and Music Visualizer

Abstract: 
Join us for a profound trance experience of cutting edge light and sound meditation with The Light Labyrinth and spectacular ancient quartz crystals. The Light Labyrinth™ incorporates an advanced technology of dazzling light meditation programs and brainwave frequencies that are projected into the fractals, fissures and veils of natural quartz crystals. The Light Labyrinth™ utilizes advanced light/mind technologies to help viewers access hypnogogic states for deep meditation, self-awareness, stress reduction, creative inspiration and inner guidance. Many spectacular ancient crystals will be included! The Light Labyrinth has helped viewers tap into accelerated learning/healing states and intuitions from the unseen.

Duration: 
10 minutes

Learning Objectives: 
·	Understand an overview of The Light Labyrinth Project and altered states.
·	Learn how modulated light forms, crystals and refined human awareness synergize to
create a visual resonance field, thereby transcending a normal subjective-objective experience.
·	Explore various processing methods through trance meditation induction by programmed light forms, color and spectacular quartz crystals.
·	Understand more about the physics and metaphysics of light and crystals

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 altering normal perception?
What are the unfamiliar senses?
What are some of the properties of quartz crystals and how do these
properties affect human consciousness?

Bibliography: 

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

10 minutes-Brief  Break

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

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

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

Presentation #250    

Plenary:  
The Future of Consciousness

Abstract: 
THE FUTURE OF CONSCIOUSNESSWhat Myth and Metaphysics Foresee.What Science Observes.What Media Shapes.What Imagination Creates.

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #251    

Plenary:  
SYMBOLS & IMAGERY AS STORY ELEMENTS & INFORMATION VECTORS

Abstract: 
SYMBOLS & IMAGERY AS STORY ELEMENTS & INFORMATION VECTORSHow the ancients used Symbols & Imagery to convey information and create specific responses. What modern neuroscience shows us about how S&I function. How you can use S&I as story devices. How you can use S&I as vectors in non-fiction situations to convey information.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #252    

Workshop:  
THE POWER OF THE DARK SIDE

Abstract: 
THE POWER OF THE DARK SIDEMyths of Tragedy and Catharsis Does Modern Media Fulfill the Same Service? If not, why? How can we remedy that?

Duration: 
120 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #271    

Plenary:  
The Original Biofeedback System

Abstract: 
Ancient Biofeedback -- The Ajna CenterFor thousands of years, advanced spiritual disciplines have taught their devotees a sophisticated system of biofeedback. The Ajna Center (often depicted as a small golden sun in front of the forehead) is the chakra that, unlike the others, must be consciously built. Through a progressive process of balancing and integrating the physical, emotional, mental and spiritual bodies, the aspirant learns to assess one’s reactions to situations and alter one’s internal mechanism.This presentation will explore the history of the Ajna discipline, the physiology of the processes, and a sample focus and meditation.

Duration: 
45 minutes

Learning Objectives: 
N/A

Test Questions:
N/A

Bibliography: 
N/A

Detailed Agenda:
N/A

Presenter: Snook, Chris

Presenter Address:
1133 6th Ave Suite 211
San Diego, California  92101  United States
Phone: 
Fax: 
Email: chris@actionpotentials.com

Professional Info:

Bio:

Resume/CV: 

Presentations:
Presentation #392    

Plenary:  
Beat Burnout and Create Legendary Client Breakthroughs!

Abstract: 
Do you want more clients? Do you want more money from less clients (i.e. leverage)? Do you want better retention or client results? Translating your substantial personal knowledge of mind-theory into value to the masses is often a disheartening task.  Chris J. Snook will show you fast, efficient ways to alter your consultations and sessions to create immediate take-home value for your clients, that translates into better client results/change, increased retention, increased revenue, and client empowerment to keep YOU from Burning out!

Duration: 
30 minutes

Learning Objectives: 

Test Questions:
What is the picture of your mind?
How does the servo-mechanism help or hurt results as it relates to your client's self-image

Bibliography: 
You were Born Rich-Bob Proctor
Psycho-Cybernetics-Maxwell Maltz
Think and Grow Rich-Napoleon Hill
Concept Therapy-Thurman Fleet
The Master Key System-Charles Hannell

Detailed Agenda:

Presenter: Soutar, Richard

Presenter Address:
628 SpringHarbor Drive
Woodstock, Georgia  30188  United States
Phone: 770-649-8630
Fax: 
Email: mindflux@bellsouth.net

Professional Info:
Social Psychologist, License Number , Licensed in  

Bio:
A pioneer in the field of neurofeedback, Dr. Soutar has published three books on the topic of neurofeedback and conducted workshops on  the various aspects of neurofeedback at conferences and clinics in the U.S and  Europe.  As a former professor of psychology and sociology, he has had extensive experience in teaching and training at both the undergraduate and the graduate level.  He has also been working continuously over the years as a clinician, director and business administrator of various clinics around the country as well.  He developed the first fully certified internet training course for neurofeedback.  He has worked successfully with professional atheletes and businessmen on peak performance as well as a wide spectrum of individuals with the traditionally labeled psychological and medical disorders.  He has also pioneered a wide range of clinical screening and assessment tools for neurofeedback including, the MiniQ, The MagnitudeAnalysis System, The Interactive Self Inventory, and The NPC Symptoms Checklist.  He has also consulted with a variety of equipment manufacturers on the development of  The MiniQ, Distance Training and Training Screen Formats as well as the protable mini neurofeedback trainer, the Bioscan ABT.  Presently he is consulting on a variety of grants and research projects for the development of cybernetic interface for ALS patients, Spinal Chord Injury, PTSD programs for the U.S Military, and Industrial Design and Marketing.

Resume/CV: 
RICHARD SOUTARResumeHome Address:	628 Spring Harbor Drive			Phone: 770-924-7761		Woodstock, GA 30188Date of Birth:  May 17, 1950Place of Birth: Sacramento, CAEDUCATION1996	Ph.D.,Oklahoma State University, Stillwater.	Major Study Areas:  Social Psychology, Organizational Analysis.1993	M.A., University of Arkansas, Fayetteville.	Major Study Areas:  Social Psychology, Family & Addictions.1991	B.A.,  University of Arkansas, Fayetteville.	Major Study Areas: Psychology1968	Graduate of Greenwich High School, Greenwich, CT.PROFESSIONAL MEMBERSHIPAlpha Kappa DeltaGeorgia Biofeedback SocietyInternational Society for Neurotherapy & Research  Association For Applied Psychophysiology & BiofeedbackCERTIFICATIONSCertified EEG Specialist:  Biofeedback Certification Institute of AmericaCertified Teacher:  Maricopa County Community CollegesCertified Peak Performance Specialist:  American Biotec CorporationPublicationsBook:  Mindfitness Training:  Neurofeedback and the Process, by Adam Crane & Richard Soutar.  Book:  Doing Neurofeedback, by Richard SoutarBook:  The  Automatic Self by Richard SoutarThe Synapse Neurofeedback Webcourse (For BCIA Certification Didactic Hours)Workshops, Papers & PresentationsSNR 1998:  Workshop: Neurofeedback and Shamanism:  The Convergence of Ancient and Modern Technologies of Human Transformation       SNR 1999: Workshop:  Balancing Energies With Neurofeedback:  Psychological, Neurophysiological, andSociological Correlates of the Alpha Attractor StateFuturehealth 2000:  Workshop: A Shaman’s Guide to Neurofeedback:  The Convergence of Ancient and Modern Technologies of Human Transformation. Paper: A Quantum Interpretation of Ancient Paradigms of TransformationSNR 2000: Workshop: AVE & Neurofeedback, Complementary TechnologiesPaper- Can Audio Visual Entrainment Enhance Neurofeedback Training?  Axioms and Confounds of Entrainment.Futurehealth 2001:  Workshop: Alpha/Theta Training & Spiritual Dimensions of Counseling.Arizona Biofeedback Society 2001:  Workshop:Neurofeedback and the Relaxation Response, 4hrs.SNR 2001: Workshop: Neurophysiology of Anxiety and Depression and qEEG Correlates, 4hrs.  Panel:  Entrainment     SNR 2002:  Workshop:  Exploring EEG Configurations in Anxiety and Depression.AAPB 2002: Workshop: Neurofeedback and the Neuropsychology of Spiritual TransformationAAPB 2003:  Workshop:  Neurofeedback, Meditation, and The Relaxation ResponsePanel:  Appysing Story and Narrative Approaches to Applied Psychophysiology, Biofeedback, and Self-Regulation.  Futurehealth 2003:  Foundations Course: Training Toward the Normal DistributionWorkshop: Teaching Meditation Through NeurofeedbackPanel:  Mini-Qs; status, practicality, applications.Paper: Attachment, Habituation and Mental Disorder:  East Meets WestISNR 2004: Workshop: Linking the EEG of the Anxious Mind to BehaviorWorkshop: Using Entrainment to Enhance NeurofeedbackFuturehealth 2004: Workshop: Introduction to qEEG with Jay GunklemanWorkshop: Cycles, Spirals, & Resonances:  The Reflection of Behavior in Neocortical DynamicsPaper: Taxonomic,Intuitive, Cinically Driven NFBFuturehealth 2005:  Paper: Confounds of Training Westerners in Meditation From An EEG PerspectiveWorkshop: Demystifying Researched Alpha Theta Protocols with Bill ScottPaper: The Self With A Million FacesWorkshop: Neurofeedback Assisted MeditationFuturehealth 2006: Workshop: An EEG Based Inventory For Neurofeedback ProfessionalsEMPLOYMENT HISTORY2002-2006:  General Manager of Neurofeedback Professional Centers.  Director of Neruofeedback Services & Professional Workshops  for  Synapse Neurofeedback & New Mind Centers, Atlanta, Georgia.1999- 2002  General Manager & Director of the Neurofeedback Services, Neurofeedback Professional Center, LLC, Phoenix & Scottsdale, AZ.  Offering BCIA certified Web Courses in EEG Biofeedback, Distance Training Programs, Professional Clinical Training in EEG Biofeedback, Graduate Student Interships, EEG Biofeedback, Psychological Testing Services, qEEG Brain Mapping, Neurometric Analysis Services.  Website: npctalk.com.1997-1999; Owner & General Manager of Neurosytems Consulting, LLC.  Offering to individual and corporate programs in stress management, life enhancement, and peak performance as well as consulting and training in couples skills and parenting skills utilizing biofeedback and neurofeedback.2002:  Adjunct Professor, Estrealla Mountain Community College, Psy 1012001:  Adjunct Professor, Estrealla Mountain Community College, Psy 1012000:  Adjunct Professor, Estrella Mountain Community College, Psy 1011999:   Adjunct Professor, Estrella Community College, AZ- Psychology 101, Social Psychology, Developmental Psychology1998: 	Adjunct Professor, Glendale Community College, AZ- Statistics, Psychology 101.	Adjunct Professor, Estrella Mountain Community College, AZ- Psychology 101.1997: 	Adjunct Professor, Northern Arizona University Graduate Statewide Programs- 	Research Methods, Statistics, Applied Behavioral Management.	Adjunct Professor, Gateway Community College, AZ- Psychology 101.	Adjunct Professor, Arizona State University- White Collar Crime.	Ajunct Professor, Glendale Community College, AZ-Developmental Psychology, 	Sociology101.1997: 	 Adjunct Professor, Gateway Community College- Statistics.1996: 	Spring Semester:	Adjunct Professor, Tulsa Junior College, Tulsa ,OK- Developmental Psychology1994-96:  Graduate Teaching Associate, Oklahoma State University, Stillwater, OK- Introduction to Sociology.1993: 	Instructor, University of Arkansas, Fayetteville- Information Technology For Social Work.1992-93:  Research Assistant, Department of Social Work, University of Arkansas, Fayetteville, AR. Design research and manage data bases for department and Arkansas Department of Human Resources.1991-92:  Psych Tech on staff of Residential Treatment Center, Habberton House, Northwest Arkansas Center for Families and Children.  Assist in management of 	treatment mileu, patient care, and documentation.

Presentations:
Presentation #300    

Plenary:  
Waking Up The Automatic Self

Abstract: 
Our neurophysiological organization is such that we routinize our responses to all situations and once the routines are established to act reflexively or automatically to the fast majority of future situations unless they are novel.  As a consequence we tend to become prisoners of our own habitual patterns.  If those patterns are not well matched to our environment we may misinterpret what we perceive and respond inaccurately.  The result can be unproductive conflict or neglect resulting in lack of access to social resources.  This workshop focuses on methods of identifying key domains of routinization  that pertain to social interaction that are counterproductive. Methods of transforming these patterns utilizing neurofeedback, self-awareness training, visualization and insight will be explored.

Duration: 
45 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #301    

Workshop:  
Waking Up The Automatic Self

Abstract: 
Our neurophysiological organization is such that we routinize our responses to all situations and once the routines are established to act reflexively or automatically to the fast majority of future situations unless they are novel.  As a consequence we tend to become prisoners of our own habitual patterns.  If those patterns are not well matched to our environment we may misinterpret what we perceive and respond inaccurately.  The result can be unproductive conflict or neglect resulting in lack of access to social resources.  This workshop focuses on methods of identifying key domains of routinization  that pertain to social interaction that are counterproductive. Methods of transforming these patterns utilizing neurofeedback, self-awareness training, visualization and insight will be explored.

Duration: 
120 minutes

Learning Objectives: 
Attendees will be able to:
identify and classify key domains of routinization
measure individual domains of negative routinization
implement protocols for self-awareness training related to transformation
predict areas of friction due to routinization
predict brainmap patterns based on dimensions of psycho-social interaction
plan/construct a regime of coaching to transform negative routinization
distinguish between positive and negative routines
distinguish between transformation and transcendence
apply methods of insight to transformation

Test Questions:
1. One of the primary ways the human nervous systems organizes percepts, memories and behaviors is through the development of
a.	routines
b.	habits
c.	algorithms
d.	a & b

2. One of the best techniques for re-programming a routine is
a.	visualization
b.	concentration
c.	will power
d.	none of the above

3. One of the best methods for identifying negative routines is
a.	self-awareness training
b.	asking the opinion of others
c.	watching for negative emotions
d.	all of the above

4. One of the best approaches for identifying dimensions of behavior that indicate sources of trauma that lead to the development of negative routines is
a.	taking the ISI
b.	taking the 16PF
c.	asking a good friend
d.	reading a self help book.

Answers: 1. a, 2. a, 3. a, 4. a

Bibliography: 
Soutar, Richard (2006). The Automatic Self.  iUniverse: Lincoln, NE.

Beck, Judith S. (1995).  Cognitive Therapy: Basic and Beyond.  New York:  The Guilford Press.

Cozolino, Louis (2002).  The Neuroscience of Psychotherapy:  Building and Rebuilding The Human Brain.  New York:  Norton.

Davidson, Richard J. (2000).  Affective Style, Psychopathology, and Resilience:  Brain Mechanisms and Plasticity,  American Psychologist.

Le Doux, Joseph (2002).  The Synaptic Self:  How Our Brains Became Who We Are.  Viking: New York.

Schwartz, Jeffrey M. and Sharon Begley (2002).  The Mind and The Brain.  Harper Collins: New York.

Detailed Agenda:
Detailed Agenda
1.	The Automatic Self; Living With Minimal Self-Awareness.
2.	Routines: The Organization of Information & Behavior in the CNS.
3.	The Networks of Routine: Identifying Pathways of Organization.
4.	qEEG Correlates of the Domains of Routinization.
5.	How Routines Generate Interactional Conflict.
6.	The Dimensions of Psycho-Social Interaction.
7.	Measuring the Socio-behavioral Domains of Routinization.
8.	Methods for Changing Embedded Patterns of Routine.
9.	Transformation vs Transcendence.

Presentation #303    

Plenary:  
The Context of Transformation and Transcendence

Abstract: 
We typically think of transformation and transcendence as independent of context.  We often nurture the myth of the successful self-realized executive or someone who is the master of the Zen of Tennis.  We might even entertain the notion of Holy War.  We cherish the notion that we can do what ever we want and still achieve self-realization.  This kind of thinking is more likely the immature western belief in superman, the triumph of will rather than intent and compassion.  Worse, we might entertain the notion of achieving enlightenment using a machine without making any effort outside of our machine training efforts.  Both tradition and clinical experience, however, suggest a different picture.  The candidate for transformation or transcendence must cultivate a nurturing environment and practice self-discipline. Factors external to our practice can drag us down and defeat our efforts.  We should consider what a nurturing environment would look like and how we can identify and mitigate behavioral stumbling blocks to growth and insight.

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

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: Stone, Tom

Presenter Address:
2445 Fifth Ave. Suite 332
San Diego, California  92101  United States
Phone: 619-557-2700
Fax: 
Email: tomstone@cox.net

Professional Info:
Human Software Engineer, License Number , Licensed in  

Bio:
Tom Stone is an expert in the application of biophysics and changing patterns of energy in the human body. He has studied applied biophysics extensively in Europe with leading experts in the field. Tom has integrated bio-energetic testing, wave interference, and sophisticated electronic technology to be able to pinpoint and resolve the "bugs" in our inner human software. These Human Software Engineering™ techniques can be used to debug and upgrade any aspect of human life.

Resume/CV: 
Extensive Training in Bioresonance Therapy during 8 visits to Germany to study with the leading researchers and practitioners in this field. Currently a guest lecturer for the International Mediterranean University of Malta.

Presentations:
Presentation #374    

Plenary:  
Exploring the Connection Between TB Miasms and ADD

Abstract: 
Recent research in Africa confirms a connection between tuberculosis and ADD/ADHD. If someone in your ancestry had TB it can cause a tendency for ADD in you. Due to huge TB epidemics over the centuries, about 60% of the population has this tendency. A simple 1 minute test can determine if you have it. During the conference we will be experimenting to see if there are differences in brain waves from “debugging” volunteer’s for TB miasms with a new non-invasive technique. The background and technique for testing and “debugging” for this tendency will be explained and demonstrated.

Duration: 
20 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

Presentation #256    

Pre-Conference:  
Neurotherapy for the primary care practitioner

Abstract: 

Duration: 

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #258    

Foundation Course:  
Foundations wrap-up

Abstract: 
Wrap-up for the Foundations course including problems with artifacts, limitations of practice and many case studies showing the diagnosis and treatment of many disorders.

Duration: 
90 minutes

Learning Objectives: 
Review procedures for limiting artifact
Review intake procedures
Case reviews

Test Questions:
1.  Neurotherapy is a not a stand alone therapy  (True)
2.  Emotional reactions of clients during neurotherapy is indicative of poor treatment procedure  (False)

Bibliography: 
Swingle, P.G. (Summer 2003).  Potentiating Neurotherapy:  Techniques for stimulating the EEG.  California Biofeedback.
        Swingle, P.G., Pulos, L., & Swingle, M.K. (2005) Neurophysiological indicators of EFT treatment of post-traumatic stress.  Subtle Energies & Energy Medicine. 5,  75-86
	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.

Detailed Agenda:
Review procedures for limiting artifact
Review variuous intake procedures
Detailed case reviews

Presentation #259    

Plenary:  
Mapping a healer for Prime Time

Abstract: 
Under controlled conditions, the influence of a well-known healer was assessed by obtaining a QEEG of a target patients/subjects before, during and after a healing procedure.

Duration: 
30 minutes

Learning Objectives: 
Discuss methods for evaluating the affects of healers

Test Questions:
Increased Alpha amplitude in the presence of a healer is definitive evidence that the target's brain has been affected by the healer  (False)

Bibliography: 
Adam, "Dreamhealer", Prentice Hall, Canada

Detailed Agenda:
Methodology
Case presentations

Presentation #260    

Workshop:  
Potentiating neurotherapy

Abstract: 
There are many clients who are not capable of volitional neurofeedback training.  such clients include those with ASDs, very young infants, and those with dementias.  New techniques for "driving' brainactivity as adjunct to or propaedeutically to neurofeedback will be explained and demonstrated.

Duration: 
240 minutes

Learning Objectives: 
1. Learn how to use braindriving procedures
2. Explain how and when to prescribe home administered treatments
3. Practice patient preparation for braindriving
4. discuss integration of braindriving into conventional neurofeedback training.

Test Questions:
1.  Some clients can't be treated with neurotherapy because of problems with attending to the feedback  (False)
2. CES is contraindicated for clients with pacemakers (True)
3. Conventional neurofeedback is in general the preferred method for treatment as compared with braindriving  (True)

Bibliography: 
Ohatrian, G.E., Peterson, M.C., and Lazarre, J.A. (1960) Responses from clicks from the human brain:  Some depth electrographic observations.  Electroencephalography and Clinical Neurophysiology, 12, 479-489

Swingle, P.G. (1992)  Subliminal Treatment Procedures: A Clinician’s Guide. Sarasota, FL: Professional Resource Press

Swingle, P.G. (1993, June) Subliminal Facilitation.  Invited Workshop.  International Conference on Transcultural Psychiatry, Montreal, Quebec

Swingle, P.G. (1996)  Subthreshold 10-Hz sound suppresses EEG theta:  Clinical application for the potentiation of neurotherapeutic treatment of ADD/ADHD. Journal of Neurotherapy, 2, 15-22

Swingle, P.G. (2001) Parameters associated with rapid treatment of Common ADD (CADD).  Journal of Neurotherapy, 5, 73-84

Detailed Agenda:
1. Introduction to concept of potentiation
2. Review of adjunctive treatment
3. Break
4. Description of methods for braindriving
5. Demonstration and practice with braindriving techniques
6. Case reviews

Presenter: Tattenbaum, Rae

Presenter Address:
70 Auburn Road
West Hartford, Connecticut  06119  United States
Phone: 860 561-5222
Fax: 
Email: rtinneract@aol.com

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

Bio:
Performance coach Rae Tattenbaum earned her BA and completed advanced study in Theatre Arts at Hofstra University. She also has an MSW from the Columbia University School of Social Work.The recipient of the Nortel's President's award for excellence, she is a licensed clinical social worker with expertise in Ericksonian Hypnosis, Neurofeedback, and teaching performance enhancement methods to adolescents and adults.A pioneer in using Neurofeedback for enhancing performance, Tattenbaum is featured in Jim Robbinsï¿½s May 2000 book, A Symphony in the Brain: The Evolution of the New Biofeedback. Raeï¿½s unique tapestry of tools which enhance performance in creativity, academics, business and the performing arts has been recognized  in Jim Robbinsï¿½s book, A Symphony in the Brain: The Evolution of the New Biofeedback.  This unique five part program and itï¿½s application to classical singers was featured in 2004 in ï¿½Classical Singer Magazine. She has also been featured nationally on WNPRï¿½s "The Infinite Mind". She is the chair of the AAPB Optimal Functioning Section and most recently served as a primary source for the WSJï¿½s article on the role of Neurofeedback in working with elite athletes... Ms. Tattenbaum teaches internationally including courses at the University of Hartford. She works actively with Elite Athletes , who recently competed in the 2006 Winter Olympics, and with Broadway and Metropolitan Opera performers. Rae Tattenbaum earned her BA and completed advanced study in Theatre Arts at Hofstra University. She also has an MSW from the Columbia University School of Social Work

Resume/CV: 
Objective:To design and facilitate workshops that  provide a model of services to work with athletes, performing artists, student athletes, scholars, or business professionals on the qualities of brain/mind allows the client to dissolve obstacles that he or she experiences to full achievement. This five component program provides tools to optimize success in achievement-oriented clients. Summary:Eleven years in clinical private practice with a sub-specialty in the role of anxiety and attention in achieving improved performance in sports, academics, work and the performing arts.  Prior experience in corporate consulting as well as formal training and experience in both the performing arts and clinical social  work. Recognized as a pioneer in leader this  unique tapestry of tools  have been shown to enhance performance in creativity, academics, business and the performing arts has been recognized  in Jim Robbinsï¿½s book, A Symphony in the Brain: The Evolution of the New Biofeedback.   A frequent guest on WTIC radio as well as Channel 3, Channel 8, and Channel 30and featured nationally on WNPRï¿½s "The Infinite Mind". cChair of the AAPB Optimal Functioning Section.  Designed and facilitated workshops in Europe and the United States in peak performance, for therapists, educators and performers.  Numerous coaching and teaching engagements in Connecticut, New York, California and Mass.  Clinical Experience:Clinical Director, Inner Act:  1994 to Present - Private practice with international client base of performers, athletes and executives. Custom designed program that provides stress reduction techniques, EEG neurotherapy, mental imagery, hypnosis, coaching, cognitive techniques and short term counseling.  Teaching:ï¿½Adjunct Faculty, Hartt School , Dance Division, 2006Lecturer, Hartt School Masterï¿½s Program for Opera Singers 2004 ï¿½Performance Coaching, The Intermezzo Program, Windsor, CT. 2001ï¿½Lecturer, West Hartford Continuing Education 1997-presentï¿½Visiting instructor at the Hartt School and Hartford Ballet with college students majoring in dance teaching techniques for enhancing performance.ï¿½Guest instructor at the Academy for the Performing Arts in Hartford, CT. for high school students in dance.ï¿½Master classes and teaching weekly stress reduction and peak performance classes and workshops for actors and singers at the Hartt School. ï¿½Lecturer at Manchester Community College, Yeshiva University School of Social Work, Sullivan County Community College.Workshop Design and Facilitation:ï¿½Designed and taught two day program, An Integrated Model For Enhancing Performance In Athletics, The Performing Arts And The Workplace.  Participants included psychologists, medical doctors, social workers, family therapists and biofeedback practitioners.  Sponsors: EEG Spectrum International, Biofeedback Foundation of Europe and Future Health 2002, 2003, 2004, 2005.ï¿½Designed and facilitated workshop for biofeedback professionals at 2001 AAPB meeting on peak performance.ï¿½Designed and facilitated workshop for psychologists and Neurofeedback practitioners at 2000 SNR meeting on peak performanceï¿½Designed and facilitated workshop for biofeedback professionals at 2000 EEG Spectrum Clinical Interchange Conference.  ï¿½At the 2002 Voice Foundation, introduced and presented the research from A Pre Clinical Pilot Program Using EEG Biofeedback And Other Techniques To Improve The Clarity Of The Voice.ï¿½Designed and Facilitated workshop for Sports Psychologists in Springfield, MA. June 2003ï¿½Facilitated a performance-coaching seminar for Opera Vocalists at the Hochschule Musik in Zurich 2002ï¿½Facilitated a coaching session on dissolving barriers to performance for members of the Tonhalle Orchestra in Zurich.2002ï¿½Designed and facilitated two day program for an international community of psychotherapists, biofeedback professionals and coaches in Zurich, Switzerland.ï¿½02ï¿½Designed Nortel Communications coaching workshops for management. 1993ï¿½Designed retreats for classroom teachers and administrators on the role of technology in on the distant education and broad band networks within a classroom and at home.1994ï¿½Designed and facilitated retreats and workshops for Presidents of State Universities and their leadership on behalf on Nortel Communications. 1994Previous Experience:ï¿½Nortel Communications: Technology Consultant to Education and Health Care Industry specifically the Governor and state government of NYC, the Mayorï¿½s office of NYC. 1984-1994.ï¿½Bridging the Gap: Organizational consultant, 1982-1985.ï¿½Birns Telecom: Organizational consultant, 1981-1982.ï¿½City and Country Private Schools and Interpublic Group: Management Consulting, 1979-1981ï¿½Womens American Ort: Director of Promotions, 1977-1979.ï¿½Private Practice: Crisis intervention for Performing Artists, NYC 1971-1777.Individual and group therapist at Gay Menï¿½s Health Crisis providing emergency services and ongoing therapy for individuals and their care partners dealing with AIDS and HIV diagnosis, treatment, and death.ï¿½Promenade Dinner Theater, RT Productions: Producer and Director, 1973-1975 Education: Columbia University School Of Social Work, MSW, 1969.Hofstra University, BA (Theatre Arts) plus Teaching Certification, 1964.Roosevelt Hospital, Dept. Of PsychiatryHarvard University , Kennedy Center , 200 hours on role of technology in health care and education Licensing  Licensed Clinical Social Worker, State Of Conn.:# 003029Licensed Clinical Social Worker, State Of New York: # 011710-1Certified, Neurofeedback Practitioner, BCIA 1995 to PresentNeurotherapy Certification Board  Publications  Tattenbaum,Rae: ï¿½Expressive Play In The Helping Processï¿½, Columbia University 1969.Tattenbaum, Rae: ï¿½Volunteers Turned Pros: Itï¿½s All in the Trainingï¿½, Fund Raising Management, 1981.Tattenbaum, Rae: ï¿½Want To Beef Up Your Performance? Forget The Pantyhose!ï¿½ A five-step, Integrated Approach to Peak Performance, Association For Biofeedback, Biofeedback, Spring 2001, Moss, Donald, PhD, Editor.Tattenbaum, Rae: ï¿½The Impact of EEG Biofeedback Integrated with Open Focus and Safe Place Techniques on Aspiring Opera Singers: A Clinical Pilot Studyï¿½, Association For Biofeedback, Biofeedback, Winter 2001, Moss, Donald, PhD, Editor.Necula, Cristina: ï¿½Inner Power: New Methods To Create Your Best Performanceï¿½,Classical Singer Magazine, February 2004.Robbins, Jim: A Symphony In The Brain, Grove Press, ISBN 08021-3819-5:  P223-225 Additional Clinical Training ï¿½Harvard Medical School, Continuing Education: Enhancement of Peak Performance in Sports, the Performing Arts and the Worksite (Five Day Insititute)ï¿½U.Conn Dept Psychiatry, Depression and Pain Management with Dr. Michael Yapkoï¿½U.Conn Dept Psychiatry, Treating Childhood Anxiety, Dr Robert Friedbergï¿½U.Conn Dept Psychiatry , Disorders of Childhood and Adolescence, Dr. Steven Berkï¿½CIC , EEG Spectrum, California 1999ï¿½Attachment Disorder, Sebern Fisher, North Hampton 1999ï¿½U.Conn Dept Psychiatry, Play Therapy,  Dr. Louise Guerney ï¿½EEG Applications, Dr.Val Brown 1997ï¿½Future Health Conference, 1997ï¿½EEG for ADD, Dr. Susan Thompson, ADD Centers, Toronto ï¿½Stens Professional Biofeedback Certification Training, Toronto,ï¿½Neurofeedback for The Diagnosis and Treatment of ADD, Chronic Pain, Mild   Depression and other clinical applications with Susan Othmer, May 1996,Atlantaï¿½Integrating EEG And EMG, Thought Technology Seminar, Research Associates, Dr. Tom Allen, March 1996, 16 hoursï¿½EMG and Pelvic Floor Muscle Reeducation, Self Regulation Systems, Oct 1995, Seattle,40 Hoursï¿½The Physiology of Continence and Pelvic Muscle Dysfunction, Dr. Jeanette Trees, AAPB, 1996 (8 Hours)ï¿½Open Focus and Coaching Attention Flexibility (8 Hours) AAPB 1996ï¿½Progressive Relaxation assisted by Biofeedback, AAPB, 1996ï¿½Patient Assessment and Outcomes, AAPB 1996ï¿½Neurofeedback For The Management Of ADD, Key west, Dr. Joel Lubar (8 hours)1996ï¿½Alpha Theta Training, Dr. Julian Issacs, Oct. 1995, Calif.ï¿½Neurophysiology, Dr. Barry Sterman, Oct. 1995, Calif.ï¿½EEG Certification Training, Dr. Othmer, Susan Othmer, at EEG Spectrum, Calif.  40 Hoursï¿½Ericksonian Hypnosis and Application in Short Term Solution Oriented Applications, Ericksonian Institute, Scottsdale Arizona, March 1996 (60 hours).ï¿½ADD and ADHD Diagnosis and Treatment Protocols, Dr. Harriet Johnson, U. Conn. 1995ï¿½Post Traumatic Stress Syndrome, Use of Rituals In Helping, U. Conn. 1995ï¿½Depression In Adolescents, U. Conn., Dr. John Thomas, U. Conn. 1995ï¿½Women and Psychotherapy, Dr. Joe Nol, U Conn., 1995ï¿½Mind/Body Connection, Miron Borsenko, U. Conn. Master Therapists, 1995ï¿½Griffin Heart Disease Reversal Program, Didactic Training on Stress, Anger Kills with Dr. Redford Williams, Depression and its Treatment 1995 (40 Hours)ï¿½Manhattan Womenï¿½s Center For Psychotherapy, Eating  (24 Hours) New York City 1993ï¿½The Role Of Technology in Education, National Academy Of Medicine, Washington, DC 1995ï¿½The Goal: Setting Goals and Identifying Inhibitors, Goldratt Institute, Toronto 1995ï¿½Coaching, Wilson Learning Programs and Nortel, Chicago, (50 Hours)ï¿½Peak Performance, Skills and Competencies, Nortel (24Hours)ï¿½Managing Crisis and Change, Consulting Series, Nortel, 1992 (12 Hours)ï¿½Racism, Atlanta Center For Racial Studies, 1992 (24 Hours)ï¿½Harvard, Kennedy School For Strategic Information, Emerging Applications in Delivering Services To The Citizen, Areas of Focus, Health Care and Education, 1991-1993 (105 Hours)ï¿½Aspen Institute, Emerging Trends in Education and Technologyï¿½Aspen Institute, Aspen, Leadership and Problem Solvingï¿½Blessing And White, Quick Start Certification, Toronto 1994ï¿½Jon Kabat Zinnï¿½s Professional Trainingï¿½s in Mindfulness and Stress Reduction Strategies, Oct. 1994 (80 hours)

Presentations:
Presentation #262    

Plenary:  
My Normal Brain: The Power of Technology and Spirit in renormalizing the Brain

Abstract: 
A previously undiagnosed case of Lyme disease of the central nervous system revealed a shift from a basically normal brain map  to one that was strikingly abnormal. I used many intervention methods in my search for recovery ranging from medical, to neurological, to spiritual. I benchmarked my progress using past maps taken during the healing process and ultimately saw a clear shift from normal, to abnormal, to renormalization.  But which of all these techniques made this happen? Which of them helped me regain my cognitive functioning?

Duration: 
55 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #263    

Pre-Conference:  
The Secret Weapon: The Mind Empowering Achievement-Oriented Clients with a Five Step Program for Optimal Performance

Abstract: 
When asked by a NY Times reporter what was the most important attribute of his game, Tiger Woods responded, “My mind”. Those seeking to achieving Edge from the Metropolitan Opera to Scholars to  Olympic athletes talk about qualities of mind as central to their performance. Recently, the Wall Street Journal, ESPN and other media featured AC Milan's use of biofeedback, particularly EEG biofeedback as important contributions to Italy's capture of the World Cup. EEG biofeedback works directly with the brain to enhance qualities of mind, to activate the secret weapon. This workshop will provide a model of services to work with athletes, performing artists, student athletes, scholars, or business professionals on qualities of mind, including quieting emotion and gaining attention.

Duration: 

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #394    

Foundation Course:  
Optimal Functioning in Neuro and Biofeedback; An Overview

Abstract: 

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #395    

Plenary:  
Optimal Functioning in Neuro and Biofeedback; An Overview

Abstract: 
Where has biofeedback fit in in the development of elite performance?

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Tattenbaum, Rae

Presenter Address:
70 Auburn Road
West Hartford, Connecticut  06119  United States
Phone: 
Fax: 
Email: rae@inner-act.com

Professional Info:

Bio:

Resume/CV: 

Presentations:

Presenter: Toomim, Hershel

Presenter Address:
6542 Hayes Drive
Los Angeles, California  90048  United States
Phone: 323 930 8500
Fax: 323 930 8505
Email: hershel@biocomp.mpowermail.com

Professional Info:
President of Biocop Research Institute, License Number , Licensed in  

Bio:
Lifetime in innovative research resulting in many honors, patents, and pioneering development of biofeedback computer based instrumentation including Biocomp 2010 followed by invention of hemoencephalography (HEG)

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:

Presentation #302    

Plenary:  
Neurofeedback Empowered Memory Revision

Abstract: 
This new concept empowers the neurofeedback therapist with new powers to alter or enhance memory related experiences that interfere with optimal functioning. This applies to many behavioral problems such as depression, anxiety, ADD/ADHD, autism, Aspberger's syndrome, even possibly Alzheimers disease. Building on prior work with HEG the new method empowers flexibility and malleability with frozen memories The therapist enhances memory change while maintaining high activation of the brain module while helping the client to experience more productive activity to build improved behavior. As an example: a therapist enhanced memory recall experience can be incorporated in the neurofeedback session

Duration: 
40 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #396    

Foundation Course:  
Intro to Heg

Abstract: 

Duration: 

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Turner, Colleen

Presenter Address:
P.O. Box 82
Pacific Palisades, California  90272  United States
Phone: 310 454-4510
Fax: 
Email: catalyst@ix.netcom.com

Professional Info:

Bio:
Colleen Turner, Ph.D. (Lieutenant Colonel, U.S. Air Force Reserve, Retired) is a communications consultant and trainer whose client range includes Vista Disney, The California Endowment, the U.S. Army Tank Command, and UCLA's interfaith University Religious Conference.  More recently her focus has been on advancing U.S. foreign policy towards positive outcomes.  She has designed terrorist defense scenarios and has been tasked to make national level recommendations for the enhancement of international communications. Her research paper entitled:  Best Practices for Inspiring Pro-American Sentiment was selected for website publication by the University of Southern California's School of Public Diplomacy:  http://uscpublicdiplomacy.com/pdfs/turner.pdf   She is the author of a small book that blends proven winning methods from a variety of arenas entitled "Communication for Transforming 'No Way' into 'Way to Go!'"

Resume/CV: 
See bio

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.

Presentation #353    

Plenary:  
A Quest To Wage Peace:  How  Your Story Propels You Towards A Summit or An Abyss

Abstract: 
The way we tell our real life stories can impact how they turn out. Highlights from Lieutenant Colonel Turner's story: "A Quest To Wage Peace" illustrates this phenomena and helps the listener understand how they can advance the outcomes of their own quests by telling their stories from the perspective of a champion.

Duration: 
40 minutes

Learning Objectives: 
Participants will be able to:

Explain how interpretive choices influence the meaning of stories.

Distinguish if a story is being told from a victim or victor perspective.

Relay how the frame of a real life story contributes to actual outcomes.

Test Questions:
1.  What aspect of an event significantly impacts how someone reacts to that event?

Answer:  How a person interprets the meaning of the event.

2.  Why is it important to help ourselves and others realize choices can be made about how events are interpreted?

Answer:  It empowers us to choose options that lead to more desirable outcomes.

3. Why is it important to choose to tell a victor rather than victim story?

Answer:  It facilitates a self-fulling prophesy in the direction of success.

Bibliography: 
Dyer, Wayne W. (2004).  The Power of Intention.  Hay House:  Carlsbad, CA.

Ellis, Albert, Harper, Robert A. and Melvin Powers  (1975). A Guide to Rational Living.  Wilshire Book Co.:  Chatsworth, CA. 

Frankl, Viktor E. (2006).  Man’s Search for Meaning.  Houghton Mifflin:  Boston, MA.

Millman, Dan (2000) Way of the Peaceful Warrior: A Book That Changes Lives. H.J. Kramer and New World Library: Tiburon and Novato, CA

Detailed Agenda:
30-45 minutes, no breaks/meals

Presenter: Walker, Jonathan

Presenter Address:
12870 HIllcrest Rd.
Dallas, Texas  75230  United States
Phone: 
Fax: 
Email: Neurotherapy@hotmail.com

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

Bio:

Resume/CV: 

Presentations:
Presentation #321    

Workshop:  
THE MODULAR COHERENCE APPROACH TO NEUROFEEDBACK TRAINING

Abstract: 
Hour 1 – The Modular Activation Coherence Approach            Excesses – delta, theta, alpha, low beta, high beta            Insufficiencies            Disconnections            Hyper connections Hour 2 -- Using QEEG to Guide Neurofeedback Training – Examples Hours 3 and 4 – Neurofeedback for Specific Disorders            Learning difficulties/dyslexia            Closed head injury            Epilepsy            Depression            Movement Disorders

Duration: 
240 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #322    

Plenary:  
Clinical/qEEG Correlations of High Frequency Beta Activity

Abstract: 
coming soon

Duration: 
35 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presentation #323    

Plenary:  
Treatment of Migraines with Neurokinesiology

Abstract: 

Duration: 
30 minutes

Learning Objectives: 

Test Questions:

Bibliography: 

Detailed Agenda:

Presenter: Wesch, Jerry

Presenter Address:
2050 Hassell Road,, #203
Hoffman Estates, Illinois  60169  United States
Phone: 847-590-2565
Fax: 
Email: weschj@alexian.net

Professional Info:
Director, ABHN Pain Program, License Number 071-003536, Licensed in Illinois 

Bio:

Resume/CV: 
PhD Clinical Psychology - 1970; Staff Psychologist - USAF; Director of behavioral medicine and chronic pain programs in 4 hospitals; NIH-NIAID Co-Investigator - HIV/AIDS study; Director- Integrative Medicine Center; Executive Board - BSA, ISSSEEM, IPA.

Presentations:
Presentation #373    

Plenary:  
How To Help Chronic Pain Patients With A Simple Temp Trainer

Abstract: 
Low arousal training / de-toning the sympathetic nervous system is a simple and effective tool for pain patients to begin self-control and move toward self-efficacy.

Duration: 
25 minutes

Learning Objectives: 
1) List ways to use temperature biofeedback for pain management.
2) Compare biofeedback with other tools for self-awareness and self-efficacy development.

Test Questions:
1) The criteria for successful temperature training is the number of sessions.  False
2) Achieving 96 degree finger temperature is the goal for working with pain patients with temperature biofeedback.  True

Bibliography: 

Detailed Agenda:
15-30 Minutes of detailed discussion of the application of Temperature Biofeedback to pain management.

Presentation #372    

Workshop:  
Self-Regulation & Biofeedback Treatment of Borderline Personality

Abstract: 
Borderline Personality Disorder patients are common in health psychology practice, presenting with stress disorders, exacerbated somatic symptoms, chronic pain, headache, and other troubling symptoms. The systematic use of self-awareness building approaches, self-soothing cognitive and behavioral training and self-regulation strategies, reinforced by biofeedback instrumentation, can make treating these complex patients easier and more effective.The presentation provides a step-by-step protocol for integrating biofeedback, self awareness training and cognitive behavioral techniques.

Duration: 
120 minutes

Learning Objectives: 
1) Summarize the psychological & somatic characteristics of borderline personality disorder that are targeted by self-regulation.
2) List steps for applying biofeedback and self-awareness tools to treatment of borderline personality disorder.

Test Questions:
1) Borderlines are untreatable with self awareness techniques.  False

2) Biofeedback is hard to use but effective in treating somaticized borderline patients.  True

Bibliography: 

Detailed Agenda:
I. History and Rationale: Borderlines get a bad rap in Behavioral Medicine
II. Model: Deficits and defects in self awareness & self regulation as a core problem in borderline patients.
III Stages of treatment
   * Rapport & Trust
   * Self-monitoring & Soothing
   * Affect differentiation and labeling
   * Advanced self-awareness skills
   * Transfer of training
IV Managing crises and special problems

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

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Presentation #309    

Foundation Course:  
Transpersonal and Energy Considerations in Neurofeedback

Abstract: 

Duration: 
40 minutes

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Detailed Agenda:

Presentation #308    

Plenary:  
Training the Brain BETTER by Tracking Neurotransmitters

Abstract: 

Duration: 
25 minutes

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Presenter: Wilson, Jeffrey

Presenter Address:
27725 Santa Margarita Pkwy, Suite 215
Mission Viejo, California  92691  United States
Phone: 949 272 3870
Fax: 
Email: jwilson@addtreatmentcenters.org

Professional Info:
PhD, License Number psy12832, Licensed in CA 

Bio:
Engaged in providing Biofeedback Therapy using various modalities for 35 years.  Extensive experience in treatment of addictions, chronic pain, anxiety and stress disorders, sleep disorders, attention disorders, Learning disorders, Autistic Spectrum disorders.  Currently clinical director of ADD Treatment Center in Mission Viejo.

Resume/CV: 

Presentations:
Presentation #379    

Workshop:  
Introduction to QEEG

Abstract: 
Not overly technical, this workshop focuses on a general understanding of the information provided by the QEEG (i.e., frequency bands, absolute and relative power, Z-scores, coherence, etc.) and the practical application of QEEG to Neurofeedback training.  A QEEG is not required for successful Neurotherapy.  However QEEG can uncover otherwise hidden locations of brain dysfunction that, when treated,  can significantly increase the effectiveness of Neurofeedback Treatment, or turn a non-responding case into a successful one.  Different QEEG analyses often provide different evaluation outcomes.  The workshop will compare some common differences between the Neuroguide, NxLink, and SKIL database analyses, discussing strengths and weaknesses of each.

Duration: 
120 minutes

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Presentation #378    

Plenary:  
QEEG Analysis Comparisons

Abstract: 
Comparison of the SKIL, Neuroguide, and NxLink QEEG analyses used to guide Neurofeedback therapy.

Duration: 
30 minutes

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