- PLENARY:
HOW TO EMBRACE THE FEMININE WORLD, SAVE THE PLANET AND LIVE TO TELL
THE STORY.
- Ray
Bergen
-
- WORKSHOP
(2 hrs):
- HEALING
THE GENDER CONFLICT IN THREE NOT SO EASY STEPS
- Ray
Bergen
-
- The
stalemate created by the differences between how men and women
approach interpersonal issues lies at the heart of every
relationship breakdown. This
same difference is played out in issues facing humankind, like
terrorism or global warming.
- This
workshop demonstrates the archetypal roles that men and women can
step into in order to bridge the gap between them. Participants
will learn the three steps for moving from breakdown to connection
which apply equally to the micro world of our relationship as well
as the macro world of politics.
-
-
- AGENDA
-
- 1ST
HR: Understanding the nature of these archetypal roles and how
they apply to us.
- 2nd
HR: Learning the three steps
-
-
- LEARNING
OBJECTIVES
-
- Participants
will:
- 1)
Understand interpersonal conflict in a whole new way
- 2)
Understand global conflict in a whole new way
- 3)
Gain tools to resolve issues
-
Meditation
Prescribed by the Doctor
Presented
by Naras Bhat, MD,
FACP. Cybernetix Medical Institute, 2182 East St., Concord,
California, 94520. Phone: 925-685-4224. Fax: 925-685-6997. Web
address: heartsaver.com
Course
Description
Learn to
prescribe meditation in a single office visit by specific concepts:
what is meditation, why meditate, how to meditate and when to
meditate. Demonstrate meditation using brain wave technology. The course is based
on years of teaching meditation to UC Berkeley students and heart
disease support groups at a community hospital.
Attendee
description
All
biofeedback practitioners and clinicians can attend this program. Of
special interest for people involved in teaching stress control, and
cardiovascular work.
Statement
of Objectives
1. Learn
the concepts of secular meditation and clinical applications.
2. Learn
how to meditate in one moment, one minute, and five minute segments,
any time and anywhere.
3. Learn
the common state dependent psychophysiological denominator of
all meditative systems.
Presenters:
Naras
Bhat, MD, FACP. is a professor
of behavioral medicine, and teaches meditation and integrative
medicine at UC Berkeley. He is a board certified internist, certified
in stress management education by AAPB, and member of AAPB. Author of
widely acclaimed book, How
to Reverse Heart Disease and Cancer. He is director of a heart disease reversing program at
Concord, California. The program consists of weekly educational and
support group, individual sessions of biofeedback to reduce reactivity
of mind-body in general and heart in particular. Dr Bhat is originally
from India, and has studied the mind-body healing from the standpoint
of biological reactivity. He has conducted more than 500 seminars and
workshops all over the world on doable stress control for 21st
century.
Prerequisites
None
Claim
of the course
1. The
altered state of meditation can be accomplished by anybody by
following the user friendly steps.
2.
Meditation and imagery is a useful modality in mind-body clinical
practice. The secular meditation can be taught to the client in a
single office visit.
Examination
Questions
Attached.
Course
outline
1. What is meditation: How
the meditation is a state dependent phenomenon regardless of what
system you follow.
2. Why people fail in meditative practices? Problems
and solutions.
3. How to meditate: The three P's of
meditation: Place, Posture, and Passive state. The three R's of
meditation: Relax the muscles, Respiration watch, and Repeat the sound
(mantra).
4. Meditation dynamics:
what to do with your body and mind during meditation. How to use
creative imageries for stress control, healing, and personal growth.
Hand
outs
Attached.
- Laughter
Yoga: Therapeutic laughter for no other reason
- Naras
Bhat, M.D.
The
unique idea of Laugher Club was discovered in March 1995 by Dr Madan
Kataria, Physician from Mumbai (India). Anyone can laugh in a group
for 15-20 min without depending upon the Sense of Humour, Jokes or
comedy. It combines laughter exercises based on Yoga breathing, which
turns into real laughter when practiced in a group. Now there are more
than 2500 laughter clubs around the world such as India, USA, UK,
Canada, Australia, Germany, France, Italy, Belgium, Switzerland,
Singapore, Malaysia, Hong Kong and Dubai.
Based on
the experience with thousands people, we systematically present the
phenomenology and neurobiology of laughter, qualitative and
quantitative data from these clubs, and share the proven protocols of
laughter sessions. Statement
of the claim of the course: Laughter yoga is a new group therapy tool
in the era of positive psychology. The therapeutic benefits of
laughter are easily reachable to everyone using this model, regardless
of ones sense of humor or level of otherwise life satisfaction. Once
initiated, the phenomenon of stimulated laughter and its aftermath of
release feeling are similar to spontaneous laughter.
Biodata:
Naras
Bhat, MD, FACP is a board certified specialist in Internal Medicine
and Metabolic Cardiology. He has an active heart disease reversal
clinic at Concord, California focused on the tripod model of heart
disease: plumbing blockage, cholesterol chemistry, and emotional
factors. He was a professor of Behavioral Medicine at Rosebridge
College of Integrative Psychology, and teaches at University of
California, Berkeley. He is immediate past president of Biofeedback
Society of California and serves as board member of AAPB. He is the
author of two popular books: How to Reverse and Prevent Heart Disease;
Reversing Stress and Burnout. He prescribes meditation as well as
medications for his patients.
PLENARY:
The New Story-Mind Connection: Story Patterns Reveal
a New Model of the Psyche
James
Bonnet
In
this talk, James Bonnet will describe a new story model called The
Golden Paradigm which is also a model of the human psyche and was
brought to light by intriguing new patterns discovered hidden in great
stories. These new patterns reveal all of the psychic dimensions,
their structure, their hierarchy, their conflicts and their goals.
This psychological model becomes a story model when it is used to
create new stories. Once you understand these new patterns and models,
you will not only be able to create better stories, you will
understand why the struggle between good and evil is the dominant
pattern in great stories and why it is playing such a significant role
in our lives.
Bonnet
will also explore the source of creativity
and how the conscious and creative unconscious minds can interact to
form a creative partnership which is applicable, not only to
storymaking, but to many different art forms, and can bring powerful
inner resources to light.
WORKSHOP:
Archetype and Metaphor: The Secret Language of Great
Stories and the Human Mind
James
Bonnet
Metaphor
is the symbolic language of story. In this workshop, James Bonnet will
decipher the metaphors found in great stories and the psychological
archetypes they reveal. These archetypes, patterns of action and
cycles of transformation are the same archetypes, patterns and cycles
which run through every individual and every group, and are being
played out in all of life's important stages. The secrets of great
stories, it turns out, are the secrets of the human mind and the study
of story is the study of this remarkable phenomenon. Every great story
reveals some small piece of that magnificent mystery. With this new
deeper understanding of story, there will be no limit to the power and
art that can be created through your work.
Bonnet
will also demonstrate why a knowledge of story and the act of
storymaking are essential links in a creative process that can
reconnect us to our lost or forgotten inner selves and why a vast,
unrealized potential exists within us which a
knowledge of story and storymaking can help to make real.
BIO: James Bonnet http://www.storymaking.com
began his career as an actor and writer. He created the role of James
Roosevelt in the Tony Award winning hit Broadway play Sunrise at Campobello, and at twenty-three he wrote for the
television series It’s A Man’s World. He was elected twice
to the Board of Directors of the Writers Guild of America and has
written or acted in more than forty television shows and features. For
the last twenty years he has been the director of Astoria Filmwrights,
a research project studying all the significant story models and
theories about story from around the world and their connection to the
creative process, storymaking, psychology, myth and film. The
culmination of this work is the breakthrough “unified” theory of
the origin and nature of story, and a
revolutionary new story model that can teach writers and filmmakers
how to create contemporary novels and films that are significantly
more powerful, successful and real than stories currently are. These radical new ideas are
revealed in his book Stealing Fire From The Gods: A Dynamic New
Story Model For Writers And Filmmakers and his weekend seminar,
Storymaking: The Master Class, and are having a major impact on
writers in all media.
- “What
Good, if any, is Joint Time Frequency Analysis?”
- Grant
Bright
- The
goal of early computerized EEG recording systems was to make
recordings as reliable and faithful as those seen with the
traditional pen and paper chart recorders.
- As
scientists began to explore the digital recordings, it was found
that computerized eeg recordings actually contained more
information than was seen in the pen and paper chart recorders.
- Advanced
mathematics is a tough subject for many of us. While, computers
do the mathematics for us, it is important to understand that
advanced methods of mathematics offer us views of EEG not seen
in traditional measures.
-
- “A
Viable Business Model for Professional NeuroFeedback”
- Grant
Bright
- Many
NeuroFeedback clinicians are effective computer program operators.
They make substantial invests of time, money, and other resources.
Some have thriving practices with waiting lists, while others
check for dial tone to see if their phone working.
- The
difference in success and lack of success lies in an understanding
of effective business methods, clinical strategy, professional
salesmanship, demonstrated energy, personal qualities including
telling effective story telling, office environment, and personal
ethics and integrity.
Workshop
(2 Hr)
- The
CARE Approach to NF Training: Comprehensive, Adaptive
Renormalization of EEG
- Valdeane
Brown
Many
approaches to NF training are based localized theories and/or
collections of discrete protocols. The CARE approach is
fundamentally different and is based on the idea that – regardless
of the specific manifesttion – all disorder involves limitations in
the resilience and flexibility of the CNS. From this perspective
NF Training is done so as to facilitate the return or restoration of
resilience and flexibility – with disorders “dropping away” on
their own as that process unfolds. This greatly simplifies
training as it means that specialized training approaches, particular
sensor sites, and/or unique training sequences are not needed.
An overarching targeting procedure can be useful across context.
This workshop will explore the details of using this kind of approach
regardless of NF training system used.
- plenary:
The 7 Hz Resonances of NF Training: A Central Role For the
Thalamic Pacemaker
-
Valdeane Brown
Traditionally
most NF training uses a single “augment” in combination with 1-2
“inhibits”. This traditional approach necessitates the use
of various assessment procedures in order to ascertain which
particular “augment” and/or “inhibits to use at a particular
time. Recent research has validated the presence of a roughly 7
Hz “central rhythm” that can be traced to the Thalamus. This
research also indicates that there may well be a bi-modal distribution
to Thalamic activity involving both 7 and 14 Hz. Interestingly,
14 Hz has been clearly identified as the central signature of SMR,
when accessed over the sensory-motor strip. We have been
exploring the integration of these two streams, in particular the role
of 7 Hz and its “resonant” patterns in NF training and how the use
of multiple, concurrent targets can yield a single comprehensive
approach to NF training. This presentation will outline how the
various 7 Hz multiples of 7, 14, 21, 28, 35, 42, 49 and 56 can all be
used concurrently to yield a powerful, yet ultimately simple, adaptive
training approach.
- plenary
(short) Cutting Edge Visualization Techniques As An Assist in NF
Training: Cross Correlation of the AutoCorrelation of Joint
Time-Frequency Analysis
-
Valdeane Brown
Historically
a number of Gausssian statistics have been used to assist in
understanding the potential usefulness of NF training. However
useful these may have been in the past, the reality is that EEG is
neither linear nor Gaussian – and the data from NF training supports
the idea that traditional linear measures are insufficient to capture
both the dynamics of the NF training itself as well as the relevant
outcomes in a large number of cases. Clearly, additional means
are needed in order to truly understand how NF training occurs and how
well it has been implemented in particular instances. There is a
robust literature concerning the use of Cross Correlations of the
AutoCorrelations of Joint Time-Frequency Analyses. These tools
have been applied to NF training and reveal a possible use of this
kind of tools for understanding how well training is progressing, esp
in re: to how the resilience of the CNS has increased as a result of
training. Data from a series of clients diagnosed with seizure
disorders will be used, along with several others, to illustrate the
possible value of this technique.
- NCP
User Group (as before 1 or 2 times)
- Valdeane
Brown
-
- Plenary
Topic:
-
- “Pathways
Through the Brain”
- Tom
Brownback
-
- How
do sensory input, emotion and thought travel through the brain.
- From
an international 10-20 System point-of-view, where does primary
sensory processing take place; sensory perception; sensory
comprehension. How does emotional memory get triggered by
sensory input, etc., etc., etc. What are the implications for
neurodiagnostics and neurotherapy.
-
-
-
- Panel
“To Q or not to Q”
-
Tom Brownback
- Panel
– Case Study – Comparing QEEG verses non-QEEG approaches to
determine training placements, band widths, whether to train to
increase or decrease amplitude and other neurotherapy
recommendations.
-
ws4 Functions,
Pathologies and Frequencies at Each of the International 10-20 System
Placements within a Fully Integrated Neurofeedback System (BMANS)
Thomas
S. Brownback, M.Ed, Linda Mason Brownback, M.A.
This
workshop will cover perspectives (views) of the brain; brain
neuroanatomy and neurophysiology and descriptions of the functions
associated with different EEG frequencies. Based in this knowledge,
participants will then learn the pathways through which information
travels through the brain, including how this information is colored
by emotion. The culmination of this portion is an understanding of how
executive decision-making takes place. All of the neuroanatomy and
neurophysiology will be constantly referenced to the International
10-20 System placements.
-
-
-
-
-
-
- Neurotechnologies of the Spirit;
Emergent Properties as Spirituality Evolves on the Wheel of
Science Alfred Collins Chair
- Panel
Enlightenment
and Individuation: Integrating Eastern and Western Technologies
Alfred
Collins www.braindance.us
Neurofeedback
is a spiritual, or psychological, discipline very similar to yoga,
mindfulness meditation, zazen, the medieval “art of memory,” and
even the spiritual exercises of Ignatius Loyola.
To put it as neutrally as possible, it is mind culture.
(Most of us accept now, as Indian philosophy has always
known, that the brain and the mind are one, so it makes no
difference whether we call it “brain culture” or “mind
culture.”) History
teaches us, however, that there are two kinds of mind culture, which
are related to what Friedrich Nietzsche called the “Apollonian”
and “Dionysian” modes of life.
The latter seeks moments of ecstasy, when the structures of
selfhood and perception come tumbling down and we are plunged
into our essential nature. I
call these Dionysian practices “ways of essence” because they
aim to cut through the base metal that hides the essential gold at
the heart of the psyche. The other approach seeks to strengthen and clarify the self
and mind. These
Apollonian practices I call “ways of totality” because they seek
the wholeness of the person rather than ego transcendence.
The Dionysian perspective seeks the deeper self or soul,
whereas the Apollonian view aims to refine and strengthen the ego,
or “executive” parts of the brain and mind.
While most neurofeedback primarily serves the ego,
alpha-theta work and some other approaches are “ways of essence”
that can lead to spiritual breakthroughs.
In the last analysis, though, both aims are present in all
forms of neurofeedback, in different proportions.
Workshop
(2 hours?)
“The
Big Bang: Enlightenment and the Brain”
Alfred
Collins www.braindance.us
Many
have experienced moments of blinding light, when mind and body
dissolved and a flood of joy welled up and erupted in
laughter. Yamada Roshi, a great Japanese Zen teacher with whom
I studied in 1973, saw the image of the sky opening a mouth that
hooted with world-annihilating laughter as he achieved kensho on the
commuter train back home to
Kamakura
. What is happening in the brain during such
experiences? We will review the neurophysiological theories
that have tried to explain these great moments. Some claim
global field synchrony, others see sudden shifts in the orientation
centers of the parietal lobe, and some like James Austin find a
process of etching away ego structures until the whole house of
cards collapses. My own view is that none of these
explanations is adequate and that quantum phenomena, or the
quasi-quantum field structures posited by Roy John, must be
involved. Enlightenment is an event prepared for in ways that
have been suggested by the authors mentioned above, but when it
happens something entirely new takes place, something that comes
from the depths of the mind where quantum processes act in the
service of consciousness. To make this idea plausible I will
discuss some recent ideas of Roger Penrose, Stuart Hameroff
The
Neurophysiology of Free Will
Thomas
F. Collura, Ph.D., P.E., BCN
- BrainMaster
Technologies, Inc.
Oakwood Village, Ohio
- This
talk will review the technical and philosophical aspects of the
human attribute of free will, and will also
discuss the impact of neurofeedback on the expression
of free will. This will include a review of current
thought on how the human brain and mind give rise
to free will in the ability to forsee and understand
alternative possible futures, in
the ability to choose
between them, and in the ability to act upon those
choices.
- Essential
physiological and information-processing
mechanisms and attributes of a freely acting being will be
identified, and impediments to free decision making will also be
discussed. It will be shown that, although we can begin to
structure a systematic theory of free will, there remain
profound mysteries that are still
unsolved, and may be fundamentally unsolvable.
- In
addition, consideration will be given to
the possibility or impossibility of creating artificial devices
that have free will, and how this consideration sheds light on
natural beings that have free will. Ultimately, it is
believed that this line of thought will help us to fully
appreciate the role of humans in the universe, as well as
the role of
neurofeedback and related techniques in the development
of free will, and its fullest expression in the form of
individual freedom of thought, choice, and action.
-
- A
novel timesharing approach to supervised clinical neurofeedback
- Tom
Collura and Tom Boone
- This
workshop will describe a novel approach to supervised clinical
neurofeedback, in a clinical setting. This approach provides the
ability for a single clinical director and technician to oversee
8 or more clients at once, and provide services centered around
neurofeedback, but including other counseling, motivational, and
instructional elements. All clients are accompanied by family
members or coaches who are taught the basics of neurofeedback,
and oversee the details of the training.
Clients purchase "time sharing" allottments of
training time, which includes the rental of the equipment and
clinic space, and can be used at any time. Clients schedule
themselves to use the equipment, and are in fact leasing the
instruments, as well as the time of the clinical director and
technician.
The equipment is situated in a large shared environment
separated into training areas, allowing the clinical staff to
see the overall progress of training. Computer-networked EEG
systems provide the ability to monitor all training areas from a
central computer.
The clinical director oversees all training, and manages clients
using a variety of motivational and instructional techniques,
which augment and extend neurofeedback. These techniques include
the use of audio tapes, EEG- controlled photic stimulation,
EEG-controlled games and devices, one-on-one counseling, and the
awarding of prizes, based on neurofeedback performance.
Overall, the quality of the neurofeedback training is
maintained, while costs and clinical professional time are
reduced. In addition, the involvement of the family members and
coaches provides an opportunity for interaction that is
beneficial at many levels. This provides a reinforcement to the
neurofeedback training, as well as a positive experience for the
family, and an opportunity for clinicians to observe and work
with family or coach interpersonal dynamics.
Based on this approach, a small office is now able to serve a
considerably greater number of clients, in an atmosphere that is
characterized by support
and cooperation.
-
Neurofeedback
Practicum - Remote Training
Tom
Collura
This
workshop will be a hands-on demonstration, and participants are
invited to bring equipment for in-class work. The emphasis will be
on working up and managing remote clients, using home, school, or
office-based equipment. Methods will be shown to handle simple
assessments, set up protocols and controls, administer them to
clients, and maintain ongoing control and supervision.
Each
participant will have the opportunity to understand how to manage
remote clients for neurofeedback training, as well as how to set
up and monitor training from a central location, with clients in
diverse locations.
Plenary:
Our Exciting Stroke: Five Years Later
Frank & Mary Deits
On
Feb 6, 1999 near the end of the Winter Brain Conference, Mary
experienced a major hemorrhagic stroke.
This was the beginning of a journey of discovery and
healing for each of us. The process has tested and refined our
model of bio/neurofeedback. We have learned a lot and are excited
to share the experience!
In
this short presentation we will track Mary’s progress over the 5
years to date, discuss our approach, and share a few experiences
that have happened along the way.
Workshop
Dealing
with Stroke: A Look at Alternative Approaches.
Frank & Mary Deits
The Experience of Stroke and Other
Brain Injuries
Following Mary’s
major hemorrhagic stroke while attending the 1999 Winter Brain Mind
Conference we embarked on a journey of healing. Our emphasis has
been on encouraging her organism to move toward wellness. We were
determined to take advantage of Mary’s background and motivation.
Biofeedback/neurofeedback played a large part in the process with
most every modality being involved at some time. We have kept our
eye on the journey rather than the destination. After 5 years major
changes are still happening.
This workshop is
an opportunity to understand the stroke experience from a unique
perspective. Some
of the topics to be covered are:
- The
medical decisions made during the acute phase of the recovery.
- Mary's
experience of the stroke.
·
The use of
biofeedback, neurofeedback, and HEG including the choice of
placements, filters, and modalities.
·
The rehab
hospital experience and our decision to take over the process
ourselves.
·
Our approach
to the risk/benefit issue.
·
Application
of our experience to the rehab setting.
Expect
a lively, informal, challenging workshop with ample time for
questions
Suggested
reading: My Exciting Stroke by Mary Deits
-
-
-
- Neurofeedback
– Quo Vadis?
- Controversies
In The Field Of Neurofeedback
-
- Presenter
- Dr.
Wolfdieter Diersch, LL.M.
- Rützhaubstr.
13
- D
67346 Speyer
-
Phone
+49 (0) 6232 29
15 99
-
Fax
+49 (0) 6232 29 15 99
- Email
diersch@corestar.de
-
- Summary
-
-
Dr. Diersch
offers Neurofeedback in his own practice in Speyer (Germany).
-
- From
his own experience of researching the field in 2002 he shares his
knowledge and provides valuable background information, which will
help others to decide whether they should enter the field of
Neurofeedback.
-
- Dr.
Diersch has entered the field, because he is convinced that
Neurofeedback is a very powerful tool to help clients to help
themselves with many problems on the physical, the emotional and
the mental level, and after the problem solving phase, the client
can continue Neurofeedback for peak performance training or
training of optimal flow and functioning.
-
- For
those who have entered the field or have decided to enter it, Dr.
Diersch
- will
touch some controversial topics of the field:
-
- -
Neurofeedback:
Training vs. medical treatment
-
- -
Effectiveness of Approach:
Protocol vs. Comprehensive
-
- -
Quality of the Equipment
-
- -
Training of the Neurofeedback Practitioner
-
-
-
Supervision and Intervision
-
-
FOUNDATIONS
COURSE DESCRIPTION:
COHERENCE
TRAINING: WHY DO IT?
Les
Fehmi
Coherence
applies to brain waves of a given frequence which maintain a
consistent relationship with each other, extremes of which are
often thought of in neurofeedback circles as undesirable.
The optimizing effects of training phase synchrony, a
particular kind of coherence, one in which brain waves of specific
frequency peak and trough at the same time, will be described.
PLENARY
DESCRIPTION:
SYNCHRONY VS. ASYNCHRONY TRAINING:
THERE LIES THE RUB
Les
Fehmi
In
recent years the subject of coherence and synchrony has come to
the forefront in neurofeedback circles, leaving many confused
about the difference between the two and wondering whether it is
good or bad to have coherent or synchronous brain waves. Coherence
applies to brain waves that maintain a consistent relationship
with each other. Phase
synchrony describes a particular kind of coherence, one in which
brain waves of a specific frequency peak and trough at the same
time. When they peak and trough perfectly in time they are said to
be phase synchronous. Brain
synchrony can be trained at two sites, or globally over the whole
head, at many sites. It
also can be trained between individuals, which will be discussed
and demonstrated in our workshop this weekend.
Synchrony
training, especially in the peak alpha range of frequencies, helps
the brain to return to non-biased and flexible functioning,
relaxed and yet ready to attend and direct itself as may be
appropriate or ideal to the situation.
Sometimes during this zero bias and ready way of
functioning, and especially after periods of practice, people
report feelings of oneness, unselfconsciousness, intimacy, a
reduction in stress symptoms and an increase in peak performance
skills. Since the brain is biased towards creating islands of asynchronous
activity, which the brain does in order to make objective reality
known to us, the training of synchrony is a significant
normalizing tool.
However,
as important as synchrony training is, the training of individuals
in what I call AOn/Off@ training, specifically asking the brain to alternately produce whole
head phase synchrony (AOn@)
and whole head phase asynchrony (AOff@), yields the attentional flexibility which is respopnsible for general
normalization of physiology. The value of including AOff@ training is to promote brain wave flexibility.
The brain learns to shift easily into both synchrony and
then asynchrony, both dissolving objective reality and
recreating it, avoiding rigidity and stimulating fluidity.
Thus, there is no rub: both synchrony and asynchrony
training are important, just as bidirectional training is
important to thermal, EMG, or GSR biofeedback training.
-
-
- SYNCHRONY
TRAINING FOR INDIVIDUALS AND COUPLES
- Les
Fehmi and Susan Shor Fehmi
-
- In recent years the subject of coherence and synchrony
has come to the forefront in neurofeedback circles, leaving many
confused about the difference between the two and wondering whether it is good or bad to have coherent or
synchronous brain waves. As many of you know, Les Fehmi has been talking about
the value of "on/off phase synchrony training coupled
with Open Focus training for over thirty years, myself for over
twenty. This training protocol is practiced in our Princeton
Biofeedback Centre along with other more familiar neurofeedback
protocols.
- Coherence applies to brain waves that
maintain a consistent relationship with each other. Phase
synchrony describes a particular kind of coherence, one in which
brain waves of a specific frequency peak and trough at the same
time. When they peak and trough perfectly in time they are said
to be phase synchronous. Brain synchrony can be trained at two
sites, or globally over the whole head, at many sites. It also
can be trained between people, which is a very exciting option.
- In one of our synchrony protocols we train people in what
we call "on/off training, specifically asking the brain to alternately produce whole
head phase synchronous alpha ("on") and whole head
phase asynchronous alpha ("off), using a neurofeedback
instrument of Les' design. Along with Open Focus training, an attention technique that also encourages
the brain to move toward whole head phase synchrony,
neurofeedback synchrony training has proven to be valuable as a neurological normalizing tool.
- Synchrony training, especially in the peak alpha range of
frequencies, helps the brain to return to non-biased and
flexible functioning, relaxed and yet ready to attend and direct
itself as may be appropriate or ideal to the situation.
Sometimes during this zero bias way of functioning, and
especially after periods of practice, people report feelings of
oneness, unselfconsciousness, intimacy, a reduction in stress
symptoms and an increase in peak performance skills. The value
of including "off training is to promote
brain wave flexibility, the brain learns to shift easily into both
synchrony and then asynchrony, avoiding rigidity.
- One of the more interesting applications of synchrony
training is with couples to foster connectedness. The couple may consist of a pair of any kind, a parent and
child, two friends, business partners, two siblings, employer and employee,
teacher and student, coach and player, romantic partners or any
other combination in which connectedness is desired. The
protocol employs the use of linked neurofeedback that requires
both partners to produce whole head phase synchronous brain
waves, in phase in their own brain, and in phase with each
other, in order to get feedback. Neither partner will get
feedback if they are out of synchrony with the other. The
resultant experience can be a sense of harmony and unity between
people, dubbed "the honeymoon
response" by one of our married clients.
- Until now, individual and couples' synchrony training
required the use of a stand-alone, multichannel, phase sensitive EEG of Les' design. Recently, Les
designed a less expensive Synchrony Converter that will turn any neurofeedback
instrument into a five channel, phase sensitive, EEG which
can train synchrony all over the head in the way that the more
expensive stand-alone synchrony trainer does. With two
Converters, any existing dual channel EEG feedback instrument
can be turned in to a couples synchrony trainer as well. It was
Les' desire to help people
to convert whatever neurofeedback instruments they already own
into one that does synchrony
training.
- As the neurofeedback community becomes more sophisticated,
we understand the value of many different kinds of brain wave training. There is a place for whole head
phase synchrony training at one end of the continuum, as well as
a place, at the other end of the continuum, for more localized
synchrony and asynchrony training, as in the ADD protocols. We
use many of them, for they all yield
specifically different treatment outcomes.
- At this workshop we will discuss the relationship of
attention to the various brain wave training approaches commonly
in use. We will discuss how to perform synchrony training
individually and as a couple. We will also demonstrate the use
of the Synchrony Converter for individuals and couples. A
limited opportunity for personal experience is available for a
few workshop participants.
- Susan Shor Fehmi
- 317 Mt. Lucas Road Princeton, New Jersey 08540
- 609-924-0782
- email:
lesfehmi@ix.netcom.com
-
- Neurofeedback
for The Attachment Disordered Patient: Protocols, Practice and
Patience
- Sebern
Fisher
Attachment
Disorder is a vastly under-recognized clinical and societal problem.
Early attachment breaks disrupt optimal brain development,
particularly in the right hemisphere, which in turn significantly
impairs regulation of affect. Schore
argues convincingly that without “good enough” affect regulation
there can be no development of self or other.
Neurofeedback training offers the single most efficacious approach
to affect regulation for the profoundly disregulated population.
Hence it is vital that neurofeedback practitioners understand
this increasingly widespread clinical problem, know what protocols
best address it and know what, along neurofeedback, is required for
a successful outcome.
Topics
to be covered: Etiology of Attachment Disorder, assessment, signs
and symptoms, present approaches to treatment and the integration of
neurofeedback.
3.
AGENDA:
First
45 minutes Etiology,
assessment, signs and symptoms of attachment disorder
last
1.25 hour Treatment approaches, neurofeedback protocols; integration
-
- WS
If
one type of treatment leads to stagnation, try another one”.
Adaption of different neuro-techniques to the individual needs of
the client
- Uwe
Gerlach
- Skilled
neurotech-healers have a differentiate toolbox at their disposal.
The tools in our practice are:
- -
classical
neurofeedback
- -
light
and sound
- -
acoustic
techniques like binaural beats
- -
healing
and relaxation music
- -
guided
imagery
- -
for
kinesthetic needs of the body we newly introduce magnetic field
therapy
- -
breating
techniques like our breat-walk
- As
we have a sort of sixth sense to actually diagnose our clients we
may e. g. choose only SMR training for a child this time. In the
next session with our child we use healing music combined with
light-sound. If a client actually suffers from a certain pain we
add a specific magnet field near the pain area to an Beta reward,
Theta suppress feedback training to enable the client to control
and diminish the pain.
- In
the workshop we give detailed and practical guidelines when and
how to use which metod for a special diagnosis.
- Brief bio -
Dr. Uwe Gerlach, Germany:
-
- Today
I'm 52 years old, my profession is physicist. My normal career was
in the field of materials science. I did a lot of scientific
research and worked many years as a materials engineer. My second
career began in the early 80's with a severe sickness consisting
of a deep depression and phobias. I cured them with the aid of
bodily centered psychotherapy (holotropic breathwork) and two
years of daily deep relaxation training. The relaxation methods
were breathwork, floatation tank and sauna. In addition to
psychotherapy I experienced transpersonal phenomena and spiritual
transformation similar to descriptions of Stanislav Grof.
-
- Since
1990 I am part of the Megabrain movement in Germany. I wrote two
books around these topics and became an expert of brain
technology. From 1991 til today, I offer mental training workshops
assisted by light and sound technology. Many workshops take place
in great holiday clubs. In the past three years I became
interested in neurofeedback and studied its main structure and its
actual state-of-the-art. Two years ago I founded my own company
"info-brain" in collaboration with medical doctors and
trainers experienced in light and sound technology.
-
- Signature:
-
- Uwe
Gerlach
-
-
- Curriculum
vitae:
-
- 24.6.44
Born in Romania
- 1950
- 70
primary and high school, university study
-
til the degree of physicist in
Germany
- 1975
doctorat in physics, materials science
- 76
- 84
research in materials science
- 85
- 92
materials engineer in a company producing heavy machinery
- 92
- 95
leading position in a business software company
- 90
- today
expert in light and sound technology, publishing
-
three books about this topic,
-
head of the company
"info-brain"
- 93
- 97
second marriage with the teacher and therapist Gordana
Gerlach
- 97
– today
partnership with Mrs. Elke Sparkuhle
Emotions
and Meditation:
'Four
Great Catalysts of Being'
Richard
W. Glade M.A.,L.C.S.W.
This
plenary session presents a buddhist view of emotion and describes
the differences between "Destructive" and "
Catalytic" emotions and sentiments. A process is described
which can be used both as an immediate antidote to destructive
emotion "on the spot" as well as an ongoing training or
practice for releasing and eventually eliminating 'emotional
reactivity'. HRV biofeedback has been used in this training and its
use will be described.
Worshop: Discovering and
Dissolving Mind Loops in Meditation Practice
Richard Glade
Within the Tibetan Tradition
the practice of meditation is said to unfold along Five
Paths which have both a sequential relationship and an
interdependent one. Each path unfolds as the student cultivates
the appropriate View, Meditation, and Conduct or
Activity. While particular schools and individual lineages
vary in their specific application of this system, the basic
pattern is shared by most Tibetan Buddhist lineages:
-The
Path of Preparation on which the student develops a life style and
a commitment/intention which is
non-harming,
calms the mind, and provides the basis for "discerning the
real;
-The
Path of Accumulation on which the student clears away interference
and entanglement
and
'accumulates' the causes and conditions (including skills) that
will allow 'Discerning the Real' (direct
apprehension
of what is, just as it is);
-The
Path of Seeing which unfolds as the student has freed her capacity
for remaining (in a beginning
way) in
an alert,open state beyond thought;
-The
Path of Meditation on which the student engages the real directly;
-And,
The Path of No-Meditation where the student has stabilized and
integrated the Path of Meditation.
Both the plenary presentation
and the workshop will introduce these stages as outlined by
Longchenpa in the three volume text Kindly Bent to Ease Us and
then present the presenters' experience with the particularly
stubborn difficulties western students often have as they begin to
move along these paths.
Calming the mind includes many
elements which are introduced and cultivated. The student learns
to combine deep relaxation, alertness, and a stable, aligned,
balanced and relaxed posture. This can be quite difficult for
those of us who have associated relaxation with drowsiness and
mild trance, and who have associated alertness and/or an erect
posture with effort and tension. The use of both peripheral (GSR/EMG/HEART)
and neurofeedback to support students in developing this capacity
will be illustrated and discussed.
At more advanced stages of
practice a student may find herself in a loop in which progress is
blocked and motivation and interest wane; illusions may develop
about what is happening and where one is in her practice. Examples
will be given illustrating the use of neurofeedback to resolve or
ease these blockages. Participants in the workshop can expect to
get an overview of one system of meditation and how biofeedback
may be used as an aid to trditional techniques and practices;
experiential excercises will be include to help make some of the
points presented.
Brief Bio---Richard W. Glade
L.C.S.W.
Rich Glade was introduced to
meditation by a family friend during high school and has been a
student in several traditions; in 1979 he began formal study of
buddhist meditation and was particularly drawn to the Tibetan
practice of Lojong (Mind Training). In 1992 Rich was asked to
teach a classic traditional text and method:'The Seven Points of
Training the Mind' and has continued to teach this method and
material as the resident teacher of TsaTso Choling (Salt Lake
Dharma Society) in Salt Lake City.
From 1971 to 1978 Rich was an
associate professor at the University of Alberta in Edmonton,
Alberta Canada. He has a private psychotherapy practice in Salt
Lake City.
EEG Changes and Conscious
States Associated with Energy Healing
Frank Gordon Tom Collura
We report on EEG changes
observed in an energy healer, who
was monitored for 40 minutes
during a healing session. This
healer holds a Doctor or
Medical QiGong degree and uses QiGong for healing. His EEG
was measured using a Lexicor 24 with linked ears reference in an
eyes open baseline, eyesclosed orking and eyes open working
conditions. These working conditions involved self
healing/qi manipulation without
a subject. This was followed up by using a Brainmaster with 2.0
software to monitor the temporal lobes during healing with
subject.
Several significant EEG changes
were seen. During the without subject conditions large
amounts of slow wave activity were noted in large areas
compared to the baseline. During the with subject condition
periods of
extremely high and coherent
theta (4-7) waves, alternating with
periods of high beta (20-30 Hz)
waves were observed. The EEG changes were
associated with the alternating
conscious state of the healer,
who alternated between an
inward-directed and an outward-directed
state. These observations
are consistent with the idea that the
EEG changes accurately reflect
the conscious transitions,
and depth of consciousness,
associated with this healing method.
An
Invitation for Evidenced Based Neurofeedback Research
Kamran
Fallahpour, PhD
Dr. Fallahpour,
will be discussing the Brain Resource Company's first
Standardized International Database on human Brain and implications
for Neurofeedback.
The
Brain Resource Company has set up the first standardized
International Database on the human brain.
Through the use of our international brain database, we are
able to make integrated assessments of brain structure and brain
function, using our new ways to analyse the brain. A consortium of
the world’s leading scientists has brought together complementary
elements about the brain that are usually assessed in isolation. These elements were selected to reflect a profile of
information about individual differences, overall brain function,
brain structure, genetics and performance. Standardized
psychophysiological and psycchometric profiling will be a
powerful asset in evidenced based neurofeedback research and
clinical work.
Kamran
Fallahpour, PhD
The Brain Resource Company , New York
The Institute of Neuropsychology and Cogntive Performance
263 Westend Ave #1D
New York, NY 10023
212. 877.2130
Email: kf@brainresource.com or kfneurocog@aol.com
Biofeedback
in a Wireless Blackhawk-Down-Type Combat Virtual Reality Environment
Kyle Gabler,
David Jimison, Allison Styer
As part of
DARPA’s program to Improve
Warfighter Information Intake under Stress with Augmented Cognition,
Carnegie Mellon University is building a virtual reality battlefield
simulation. The simulation will occur in a Vicon motion capture lab, and
include EKG, GSR and 128 channel EEG.
The goals are to:
·
Determine which
modalities can be measured accurately on a moving subject
·
Create a challenging
virtual environment which can apply and measure cognitive stressors
to the subject including spatial, visual, and auditory functioning
·
Create a messaging
system which delivers pertinent information in a format appropriate
to the subjects current stress level and areas of engagement
The actual
simulation takes place during a Blackhawk
Down scenario, in which a soldier on a rooftop is involved in an
intense urban conflict. During
the simulation, the soldier will need to observe suspicious
activity, relay information to their superiors, and fire back at
enemies.
David Jimison
Graduate Student
Entertainment Technology Center
Carnegie Mellon University
office: (412) 268-9792
cell: (412) 478-4435
DJimison@andrew.cmu.edu
www.DavidJimison.com
- Plenary
What is Behavioral Optometry and How Can it Help You
Or Your Clients?
- Ray Gottlieb, O.D., Ph.D.
336 Berkeley Street
Rochester, NY 14607
(585) 461-3716 Fax: 271-6924
raygottlieb@frontiernet.net
-
-
In addition to ocular conditions
such as near and farsightedness, presbyopia, eye fatigue, and
eye turns, behavioral optometrists work with attention
disorders, reading/learning disabilities, brain trauma
rehabilitation, autism, and sports and performance enhancement.
Vision is central to everything we do. Even listening relates to
vision. Vision therapy uses the eyes to directly train the
brain. Eye aiming, eye-hand coordination, peripheral vision
enhancement, eye movement speed, stamina and accuracy, gross
movement/balance/timing/integration, multi-tasking, ocular-motor
planning, visual thinking, stress-point learning, and syntonic
color therapy are just some of the avenues that are used. This
presentation will give an overview of the field and how this
important and often overlooked specialty is a key ingredient in
the developmental, rehabilitation and performance enhancement
fields. Material and demonstration of how to administer and
interpret Five Tests of Vision Function related to learning and
performance.
-
-
-
- Two
hour workshop:
- Tension,
Attention and Intention -
Stress-Point Attention and
Memory Training
- Presented
by Ray Gottlieb, O.D., Ph.D.
- 336
Berkeley Street
- Rochester,
NY 14607
- 585)
461-3716
-
- Tension,
Attention and Intention - Stress-Point Attention
and Memory Training
- Ray
Gottlieb, O.D., Ph.D.
-
- Focus:
Stress-point learning problems occur when a leaning challenge
exceeds the learner’s ability. Some people shrink from
stress-point learning and thus limit their achievement
potential. Others self-actualize by embracing appropriate
stress-point challenges. Effective learners can increase their
mental attention to successfully master tasks that cause initial
failure. They don’t get frustrated but actually enjoy the
tension of the challenge. Ineffective learners tighten-up and
lose control in these stress situations. They can’t muster the
mental effort and are easily defeated by anxiety and emotional
tension. Their coordination, timing, attention and
self-direction fall apart. Most educators and therapists ignore
or don’t know what to do about this important aspect of
learning. Most learners are not conscious of their negative
stress-point habits and aren’t aware that this important
learning skill can be trained directly.
- This innovative approach
includes bouncing on a small trampoline while reading letters,
numbers, or sentences to improve visual perception and
information processing. The trampoline is a timing device. So is
the brain. Attention, information processing and performance are
degraded unless timing is present, precise and predictable. In
addition, the trampoline improves balance and coordination. The
therapy/training is individualized for each person. Tasks are
made as easy as necessary to insure initial success and
motivation and then made more complex to increase mental focus
and flow. Anxiety, frustration, impulsiveness, attention deficit
and other learning blocks evaporate in the process. The
speaker will demonstrate how to train attention and memory skill
development at the stress-point.
-
-
- Longer
description
- Tension, Attention and
Intention - Stress-Point Attention and Memory Training
- Improve your and your
children/students /clients learning and performance under stress
conditions.
-
-
This technique
uses stress-point tasks such as reading letter, number, or word
sequences in rhythm while bouncing on a trampoline. Trampoline
bouncing is an aerobic exercise, increases blood flow in the
body and brain, and also improves balance, timing, and gross
coordination. Stress-Point Learning is expressive and active. It
requires doing the right thing at the right time. Hidden
learning and perception blocks are exposed at the stress-point.
Attention deficits go away as one learns to recover their
attention so quickly, completely and automatically that
attention springs back even before it leaves (precovery). In
this highly creative consciousness, time proceeds in slow motion
and instinct guides performance so that mind absorbs more and
can recall, process and act with ease at unusually rapid rates.
People at every age and level of education can benefit. This
includes average achievers, high performing students, athletes,
actors, musicians, as well as individuals with developmental
lags, learning and reading disabilities, emotional problems and
brain trauma. Lasting changes in the chemistry and physiology of
attention take place deep in the brain. The result is increased
ability to handle life’s learning challenges with greater
mental focus, clarity and ease.
-
- Here’s
how it works. At first, the exercises are simple and the client
is coached to master them at very high levels of competence.
Then the tasks are made more and more complex. Finding the right
degree of challenge is the key to successful training. Task
difficulty must match attention and performance skills. Tasks
that are too easy are boring and lead to decreased alertness,
sluggish thinking, and short attention span. Overly difficult
tasks overwhelm the student and result in loss of control, loss
of meaning, and anxiety, anger, frustration, and impulsiveness.
Appropriate tasks, in which the task seems doable but first
attempts bring failure and then success after several tries. The
effort to succeed motivates stronger attention and results in
pleasure of learning and a desire for more. This we call
stress-point learning. The result: great increases in
self-confidence, information processing, and decision-making, as
well as the ability bring one’s self to states of effortless
and flowing learning.
-
- The
following task demonstrates the essence of this approach. Try
it. Clap your hands in a steady tempo, at about one or two claps
per second. Can you keep the beat? If not, use a metronome or a
helper to clap with you. If you bounce on a trampoline for this
exercise, clap at the bottom of each bounce. When you can
sustain a steady clap rhythm, read these numbers out loud in
time with your claps.
-
-
7
4 3 9 5 6 2 9 4 7 2 3 8 6 1 4
-
- Find the optimal exercise
by starting easy and adding complexity until you reach your
stress-point. If you don't achieve sustained improvement after a
few attempts, try using less numbers or slowing the pace by
putting an extra clap between numbers. There are many ways to
increase the demand for greater attention: faster tempo; read in
reverse order; increase task length by going forwards and
backwards three times in a row without stopping; say only the
even but not the odd numbers (clap but keep silent on the odd
numbers); add or subtract one (or two or three) to/from every
number or just to even numbers; sum the numbers as you go; or
alternate saying the number on every other beat and the letters
of the alphabet in between. As attention skills are honed,
learning blocks (stress-point patterns) become obvious. Repeated
patterns of omissions, reversals, wrong numbers, distracting
thoughts such as "This is too easy" or "I can’t
do it, post-failure failure (making a mistake causes subsequent
failure), poor attention recovery (can’t save yourself in
action), false starts or mistakes just at the end are examples.
A major goal is to learn how to recover (regain attention
quickly) to avert mistakes. When your mind wonders, can you
recover your attention and keep going or do you fall apart? Can
you catch your errors or must someone tell you?
As you discover your stress point behaviors you will
learn to self-direct more effective powers of learning and
attention.
-
-
- Course
Description
- 1.
What will the presenter cover?
- The workshop will show how
to recognize learning blocks and train mental attention during
stress-point learning.
- 2.
What is the goal?
- To provide a solid,
practical understanding of the principles, techniques and
strategies for creating positive stress-point learning behaviors
that increase attention and memory abilities for all tasks.
- 3.
How will this be accomplished?
- Students
will observe and participate in in-depth demonstrations of the
approach.
- 4.
Is there written material to reinforce the workshop?
- The
presenter has written a book, Attention
and Memory Training for Children. This book explains the
approach in detail and includes step-by-step procedures and
charts.
-
-
- Statement
of Objectives
- 1.
How to create learning tasks that reveal stress-point learning
blocks.
- 2.
How to train attention and memory skills by developing positive
stress-point behaviors.
- 2.
How to apply the approach to specific learning/attention
problems.
- 4.
How to observe and measure progress.
-
- Attendee
description
- Anyone
interested in attaining or teaching high optimal learning states
of consciousness.
-
- Prerequisites
- None
-
- Claim
of the course
- 1.
Learning skills of people at every age, developmental level and
physical condition can improve their learning using this
approach.
- 2.
Emotional, cognitive, perceptual and physical learning abilities
improve.
- 3.
The learning approach makes intuitive sense and is fun.
-
- Course
outline
- 1.
Find the stress-point:
- Start
with easy tasks and add complexity until learning falters and
mistakes are made.
- 2.
Observe learning blocks.
- Learn how to look for
positive and negative changes in attention, coordination and
emotions, caused by initial failure.
- 3.
Use learning strengths to eliminate learning weaknesses.
- Learn step-by-step
techniques and the art of coaching the student to achieve highly
effective learning states.
- 4.
Look for mastery at each stage of learning
- Five questions: Can I do
it; can I do it well, can I do it well for a long time, every
time; can I accept change (apply it in new situations); can I be
creative in the process?
- 5.
Practical applications
- How
to use the technique for learning and memorizing specific
information.
-
-
-
-
Ray
Gottlieb, O.D., Ph.D., has been training children and adults
to improve their vision and attention and memory abilities since
1973. A certified behavioral optometrist, he has a private
optometric vision therapy practice in Rochester, NY. In
addition, he is the Dean of the College of Syntonic Optometry
(since 1979), is on the faculty of the University of Rochester
School of Medicine, is resident optometrist at the Rochester
Psychiatric Center, is a consultant for the Rochester City
School District and the Rochester Rehabilitation Center and is
on the faculty at the Chautauqua Institution Summer Music School
where he trains attention skills of advanced piano students. He
was the research editor of the Brain/Mind Bulletin (1982-91), on the faculty of the University of
California Berkeley School of Optometry, University of Houston
College of Optometry, Sonoma State Mental Hospital, Santa Rosa
Community College and was the creator and director of the Eye
Gym in Santa Monica, CA. He wrote Attention
and Memory Training for Children and Fundamentals
of Flow in Learning Music (with Rebecca Penneys) and writes
articles and presents workshops and lectures. A video of his
technique for reversing presbyopia, The
Read Without Glasses Method, has just been released.
- RAY
GOTTLIEB, O.D., PH.D., FCOVD, FCSO
- Dean,
College of Syntonic Optometry
- 336
Berkeley Street, Rochester, NY 14607, Ph:1-585-461-3716,
raygottlieb@frontiernet.net
-
- LICENSE: New
York Lic: T U V 005385, Phase One Therapeutic Pharmaceutical
Agents 2002,
- Phase
Two Therapeutic Pharmaceutical Agents (Glaucoma) 2003
- California
LIc: 4714
- Certified
in Behavioral Optometry by the College of Optometrists in Vision
Development
-
- DOB June 22, 1940
-
- EDUCATION
- Optometry
Degree from the University of California, Berkeley (1964).
(Highest Honors)
- Masters
of Optometry, University of California, Berkeley (1964)
- Ph.D.
Degree in Humanistic Psychology from Saybrook Graduate School
and Research
- Center
San Francisco (1978)
-
- TEACHING
EXPERIENCE
-
University of
California, Berkeley, School of Optometry (1964-65)
-
University of
Houston, College of Optometry (1965-68)
-
Free University
of Berkeley, Berkeley CA (1970-1972)
-
California
State University, Sonoma, Humanistic Masters Program (1974-78)
-
California
State Mental Hospital at Sonoma, California — trained hospital
staff to
improve learning and attention in retarded patients
(1975-77)
-
Dean of the College of Syntonic Optometry (1979-present)
-
Eastman School
of Music — course for music students to improve attention,
memory,
- learning
and visual/motor skills and to reduce performance anxiety
(1994-1998)
-
Chautauqua
Institution, Chautauqua, NY; Music Department Faculty and
Chautauqua
- Childrens’
School (1993-present)
- Lectures
at optometry, education, medical and psychology conferences
- Rochester
City School System, In Service Training for Occupational
Therapists (2003)
- Rochester
Rehabilitation Center, consultant (2003)
-
- OPTOMETRY PRACTICE
- Private
Optometry Vision Training Practice in Santa Rosa, CA —
(1972-80)
- Founder
and Director of the Eye Gym in Los Angeles, CA — large scale
visual fitness
- club
for training strabismus, amblyopia, visual/motor and
visual/perceptual
- improvement,
myopia control and visual stress reduction (1980-83)
- Private
Practice in Rochester, NY — specializing in behavioral vision
training for
strabismus, amblyopia, visual/motor and visual/perceptual
improvement, myopia
- control,
and visual stress reduction (1993-present)
- Optometrist
Employed at Cohen's Fashion Optical, Rochester, NY (1998-2002)
- Optometrist
Employed Genesee Valley Eye Institute, Rochester, NY (2002-2003)
- Univ.
Rochester Sch. of Med, Department of Ophthalmology, Senior Clinical
- Associate
(2003-present )
- Rochester
Psychiatric Center, Resident optometrist (2003-present)
-
- OTHER
WORK EXPERIENCE
-
Extensive
travel and study in Europe 1968-1970)
-
Invention and
design of AutoRefractor – Berkeley Bioengineering 1970-1972)
- Research
editor for Brain/Mind
Bulletin reviewing and writing articles about brain
research, education, creativity, health, psychotherapy and
neuroscience (1983-91)
- DeMille
Center for Psychotherapy, NYC, NY – Applied Vision Therapy
- Approach
with Psychotherapy Patients (1991-1993)
- YMCA,
Madison, NJ: Coached girls gymnastic team using vision training
techniques.
-
-
- ARTICLES,
CHAPTERS AND BOOKS (incomplete)
-
The
Neuropsychology of Nearsightedness,
Ph.D. dissertation, 1977 (Saybrook)
- "The
Neuropsychology of Myopia," J.
Optometric Vision Development, 1982
-
"Teaching
for Mastery; Education for Mystery," Assoc.
Humanistic Psychology
- Newsletter,
1977
-
Attention
and Memory Training for Children
(self-published manual), 1993
-
The
Fundamentals of Flow in Learning Music
with R. Penneys (self-published)1994
- "Vergence
Training in Real Space," in Vision
Therapy: Nonstrabismic Vergence Probs,
- OEP,1997
- “Relieving
Stress in Myopia,” in Vision
Therapy: Myopia Control, OEP, 1998
- "Syntonic
Phototherapy" (with Larry Wallace, OD) J
Behavioral Optometry 2001
- "Introduction
to Syntonics as Energy Medicince," J
Optometric Phototherapy 2002
- “Mild
Traumatic Brain Injury, Visual Fields And Light Therapy, ”
- Submitted
to Chicago Medicine.
-
Workshop:
"QEEG Patterns of Dyslexia, Dyscalculia,
Auditory Processing and Dyslexia and Treatment
Interventions."
Robert
Gurnee, MSW, DCSW
The multiple
subtypes of each of the four above disorders will be presented and
relevant EEG Neurofeedback interventions.
Research from SPECT, PET and FMRI will also be utilized.
Lecture:
"Subtypes of Alcoholism and CNS Depressant
Abuse"
Robert
Gurnee, MSW, DCSW
Although
approximately 90% of alcoholics have excessively elevated
Beta and or a high mean frequency of
Beta, other subtypes exist.
The
other subtypes are the same that occur with Generalized
Anxiety
Disorder: the six
subtypes of GAD include elevated Beta,
elevated
Beta Mean frequency, Alpha deficiency, excess diffuse
Alpha
elevated Alpha mean frequency, and Cingulate dysfunction.
Treatment
interventions will be discussed for each subtype.
Alpha-
Theta
training may make the diffuse Alpha subtype worse.
It is
important to note that these subtypes
often coexist in any
combination
and in a high percentage of cases the alcoholism
subtypes
present are combined with other coexisting disorders.
- 1 hour talk: The Edison
Gene
- Thom Hartmann
In this talk, Thom Hartmann,
provides new genetic evidence that children and adults with ADHD
have gifts, not liabilities. He argues that the brains of these
children and adults who possess the Edison Gene are wired to give
them brilliant success as innovators, inventors, explorers, and
entrepreneurs, but that those same qualities often cause them
problems in the context of our public schools. Thom offers concrete
strategies for helping Edison gene children and adults to reach
their full potential and shows that rather than being “problems,”
they are an important and vital gift to our society and world.
- 1 hour talk: A Return to
Democracy: Reviving Jefferson’s Dream
- Thom Hartmann
Democracy is at risk. In this
talk Thom not only presents the historical and biological roots of
democracy but also how far adrift we have become from Jefferson’s
dream of a world which we have fought and died in wars from 1776 to
the 20th century to preserve. Thom is calling for nothing less than
a restoration of democracy, of government of, by, and for the
people, in a culture that works for all.
Objectives:
- 1 hour talk: How
Stories, Legends and Myths have Caused Global Problems
- Thom Hartmann
Culture is the set of
invisible stories that we all agree are true. Thom will touch on how
"civilized" thinking, legends, and myths have caused
global problems, and what we can do about it. Individual actions and
changes in our cultural stories -- lessons we can learn from ancient
cultures -- can save the world from impending ecological and
cultural crises. What are these stories and what are the new stories
and myths that can replace them for a better world and future?
Workshop: 2 hour ADHD: 2
Hours to Transformation
Thom Hartmann
presents concrete NeuroLinguistic Programming (NLP) techniques and
methods that can readily be picked up by adults and /or taught to
children and adults in both clinical settings and everyday life and
relationships. Learn to see your life and the world around you
differently. Thom will guide you through transformational exercises
to enable you to see, hear and feel your own past behavior in a new
and empowering way. This workshop offers help at home, at school,
and at work.
Workshop: NLP writing Tools
for Success
Thom Hartmann offers concrete
NLP tools and techniques to improve your writing and story-telling.
Thom will be your guide as you explore transformational exercises to
draw your reader into the worlds and character's lives that you
construct . Thom will also explore techniques to avoid
procrastination, and other obstacles to finding success as a writer.
This workshop will help you understand, visualize and get a solid
handle on your writing craft and content.
Bio:Thom Hartmann is the
award-winning, bestselling author of over a dozen books, and the
host of a daily radio show. He is a former psychotherapist and one
of the founders of the Hunter School, a residential and day school
for children with ADHD , and an NLP Practitioner and Trainer. (One
of his NLP mentors, Richard Bandler, wrote the foreword to one of
Thom's books.) He lives in central Vermont. Thom’s newest books
are The Edison Gene and Unequal Protection. www.thomhartmann.com
- Full
qEEG Recordings During Neurofeedback
-
- William J.
Hudspeth, Ph.D.
- Neuropsychometric
Lab
- Los Osos, CA
|
-
- and
|
- Victoria I. Ibric,
M.D.
- Therapy and
Prevention Center
- Pasadena, CA
|
-
- This
study shows how full qEEG recordings change over the course of a
neurofeedback session (i.e., before, during & after). to
provide clear information about what happens to brain
connectivity during NF training. This case is based on an
extensive and stable series of 7 EEG recordings obtained over a
2 year period. Inter-laboratory
reliabilities were very high, ranging between 77% to 95%.
-
- Real-time
EEG recordings were obtained before, during and after
neurofeedback training. A
newly developed high-resolution connectivity panel was used to
characterize and compare all of the available qEEG datasets.
EEGs obtained during neurofeedback had the fewest significant
coherence deviations. There was a post-training rebound in which
the coherence deviations returned to baseline levels and
topographic distributions.
-
- These
findings show that dynamic changes in the qEEG provide an
excellent description for EEG brain states during neurofeedback.
The tools allow the clinician to determine whether a
neurofeedback session did or did not improve brain function,
according to normative standards.
In addition, post-training qEEG findings provide critical
answers about the persistence and permanence of entrained brain
states. This
approach can provide requisite data needed to normalize qEEG
profiles by means of operant conditioning.
-
- ============================================================
-
- Biography:
- ===========
-
- William
J. Hudspeth, Ph.D.
-
- He
earned a doctorate in physiological psychology from Claremont
Graduate School and he obtained further postdoctoral work in
neurophysiology and neuroanatomy at the Brain Research Institute
(UCLA). He was most
strongly influenced by training in Dr. Roy John’s laboratory
at New York Medical College and, not surprisingly, these ideas still permeate Dr. Hudspeth’s work today.
-
- Dr.
Hudspeth has developed unique qEEG methods that allow clinicians
to use an idiographic approach to completely describe the
uniqueness of a client’s qEEG profile and, at the same time,
subject the same data to nomothetc analysis based on the largest
known connectivity database, the newly revised Adult Database
II.
-
- During
the last year, he and Dr. Victoria Ibric have developed the
first known real-time qEEG assessment for the entire
neurofeedback process. Dr.
Hudspeth says that, “the results are like taking a drive
across town with a sighted driver”.
Neurofeedback training in chronic
pain syndromes
Victoria L. Ibric1,
M.D., Ph.D., and Liviu G. Dragomirescu2,
Ph.D.
Therapy and Prevention Center,
Pasadena, CA1, and Bucharest University, Faculty of Biology, Bucharest, RO2
®This
is an attempt to analyze the efficacy of the Neurofeedback (NF)
training in chronic pain syndromes. From our total of 147 patients,
referred to us for biofeedback since 1996, only 74 completed 20 or
more NF sessions. Out of 74, 68 cases (92%) reported a significant
reduction in their pain perception. Overlapping diagnoses made the
classification difficult. Based on the main pain diagnosis we
arbitrarily classified the pain syndrome in four groups: headaches
only, headaches plus other symptoms, chronic back and abdominal
pain, and complex pain syndromes. We found that there were no
significant differences in between these category groups regarding
the efficacy of NF. There were no significant differences between
the number of NF sessions and the age of the patient population
analyzed in this study. There were no significant differences
between male and female responses to NF training regarding
the change in pain perception. However, the number of NF sessions
influenced the outcome. Based on the Kruskal-Wallis One Way Analysis
of Variance, a significant correlation
(p value of 0.0000001) between the numbers of sessions and
cured patients vs. ameliorated vs. without any effects was
found. Therefore, 20 sessions were necessary and almost sufficient
to produce a positive effect over the pain perception. Some patients
interviewed yearly reported sustained benefits for more than 5
years. We previously reported this carry-on effect in other
longitudinal studies (Ibric, Kaur, 1999 and Ibric 2001). Many of the
individuals studied also reported a reduction or complete
elimination of their pain medications. This is the most desirable
outcome for many chronic pain syndromes. We hypothesize that the
neuromodulation obtained through NF, and in particular NF enhanced
by light or electromagnetic closed-loop EEG may produce
neurophysiological regulations with longer lasting effects than
EMG-biofeedback training alone. Further investigations and an
increase in the sample size are warranted.
Keywords:
Chronic Pain, Biofeedback/ Neurofeedback, corticalization of
pain,
neuromodulation of pain
NEUROFEEDBACK
TRAINING IN CHRONIC PAIN syndromes-a workshop
Victoria
L. Ibric, M.D., Ph.D.
Therapy
and Prevention Center, Pasadena, CA
The
scope of this workshop is to analyze the results obtained using
neurofeedback training on chronic pain syndromes. We will present
the use of biofeedback in a historical perspective. We will compare
the use of peripheral, EMG biofeedback (EMG-BF) versus central
biofeedback, neurofeedback in various chronic pain syndromes.
EMG-BF, for more than 40 years, was used in the treatment of various
pain conditions. Neurofeedback (NF) has proven beneficial in
Epilepsy, Attention Deficit Disorder), and in other disorders. In
the last decade, NF has shown more beneficial than EMG-BF in
reducing chronic pain by producing longer lasting effects. Since
1996 we evaluated and treated 147 patients, who were referred to us
for biofeedback training, for different chronic pain syndromes, such
as: headaches, back pain, fibromyalgia, and complex regional Pain
Syndromes. Prior to BF patients were treated with other modalities
without complete resolution of pain. To monitor their progress
periodically stress tests, depression/anxiety scales were taken.
Electrodes were set in varied positions according to the 10/20
system, and based on the location of pain, and/or emotional
component, for each individual case. Sessions were 45 minutes long,
and the VAS pain scale was used pre/ post training. The NF was done
as “simple NF” (audio-visual NF), and/or as NF enhanced by light
or electromagnetic closed loop EEG (CL-EEG) NF. Patients with
different pain syndromes required different number of NF sessions.
We discuss the Statistical data of the results obtained. In short,
from 147 patients, only 74 completed 20 or more NF sessions. Out of
74, 68 cases (92%) reported reduction in their pain perception that
was sustained for more than 5 years. Previously we reported other
longitudinal studies. NF training can permanently modify pain
perception and pain affect. The effects obtained through NF training
are based on operant conditioning. Birbaumer, and Rainville have
shown that pain has cortical and sub-cortical representation. NF
training addresses directly areas corresponding to pain perception,
memory, and affect. NF training is enhanced by light or
electromagnetic stimulation CL-EEG and the effects obtained were
faster, greater and longer lasting than those obtained through “simple
NF”. We presently hypothesize that the Neuromodulation obtained
through NF enhanced may produce deeper neurophysiological
regulations. To confirm this, further investigations are warranted.
Keywords: Chronic Pain, Biofeedback/ Neurofeedback, Corticalization of
Pain, Neuromodulation of pain
WS
What the brain does during neurofeedback
Victoria
L. Ibric, MD, PhD,1and William
Hudspeth, PhD2
Therapy and
Prevention Center, Pasadena1 and Neuropsychometric Labs,
Los Osos2, CA
==========================================================
Scope:
The
workshop will demonstrate how brain electrical activity is
organized during neurofeedback training.
The description is based on an extensive qEEG battery of
measurements before, during and after neurofeedback sessions. As
well, the course will present some comparative findings using
various training devices, e.g., BioComp, HEG, Lexicor,
Neurocybernetics and Roshi.
The
course will demonstrate how EEG operant conditioning can be used to
identify and localize brain dysfunctions, using individual case
studies. Findings will
also be related to client states by means of stress, depression and
anxiety tests and, as well, the IVA.
The practicum will include experience with the ROSHI and
ROSHI-personal trainer.
Keywords:
Neurofeedback enhanced diagnosis, cerebral activity measurements,
EEG excitability and connectivity, regional blood perfusion, HEG.
Mythic
aspects of healing and growth processes.
Rob Kall
Joseph
Campbell’s archetypal characterization of the Hero’s Journey and
Mircea Eliade’s descriptions of myths of origin
apply beautifully to the process of discovering the
intention, desire or need to begin the healing process, deciding
begin, going through through a healing “process “and returning
to the old life with a new “elixir.” New models of story
structure also apply nicely to reframing the process and concept of
healing. These will be presented as ideas that practitioners can use
to help clients better understand, relate to and embrace the healing
journey.
Agenda:
-Intro to mythology
-Intro to origin myths
-Introduce hero’s journey
-Discuss application to healing and growth
plenary
The Politicoeconomics of Mind
Body Health, Drugs, Education and Consciousness
Rob Kall
Understanding the
Psychosocial, cognitive factors that produce the political position,
perspective and attitude of an individual can be useful in
understanding not only the person’s political leanings, but also
attitudes and ways of viewing morals, family, health, education,
responsibility… and much more. This presentation will discuss
several models that help to understand these issues and how they can
actually apply to bio/neurofeedback, client motivation and retention,
focusing on the cognitive science framing moral model of George Lakoff.
Agenda
-
orientation to cognitive
science framing model of George Lakoff
-
-discussion of relevant moral
perspectives of the nurturing parent vs. strict father.
-
Discussion of relationship
between political filtering and attitude towards health care, reward,
punishment, health, illness, etc.
Objectives:
-
Understand the cognitive
science framing model of George Lakoff
-
Be able to explain basic
aspects of the nurturing parent and strict father moral models.
Understand the connection between political
leaning, the psychological underpinnings and attitude towards health
behavior
-
- workshop
Tools for happiness and Positive Experience
- Rob
Kall
-
- This
workshop offers a model based on the idea that Positive
experiences and the associated
good feelings are the basic building blocks of inner strength and
resources. You will learn the anatomy of positive experience and
specific interventions you can use on yourself and with clients to
optimize positive experience and good feeling skills.
-
- Course
Objectives
-
- Attendees
will learn 1)a positive experience and good feelings based model
of mental health 2)the anatomy of Positive Experience 3) smile
anatomy, zygomaticus (smile muscle) EMG biofeedback training and
related home exercises 4)
Positive experience memory recall guided relaxation exercise,
daily diary keeping and exploration 5) using story structure and
therory to take charge of your life story.
-
Can Neurofeedback and
Biofeedback Get it Together as a Profession And as a Field? followed
by panel discussion of the same topic.
Joe Kamiya
There are now two main
professional groups for neurofeedback practitioners and researchers.
One group is a part of the AAPB and is called the Neurofeedback
Division. The other group is the ISNR. A substantial proportion of
members of each group belongs to both organizations. What ought to be
the current and future relationship of the two groups will be
discussed. The issues include the costs to members of belonging to two
organizations and attending their annual meetings, duplication of
functions, interfacing with the public, governmental agencies and 3rd
party payers. The merits of cooperation, competition, federation,
merging, etc., will be reviewed for the good of the field as a whole.
-
- “Interweaving
neurotechnologies
with
psychotherapy –
- a
saluto-genetic adaptive model for the treatment of psychotrauma”
- Dörte
Klein
-
- A
heuristic adaptive model for the interweaving of neurotechnologies
with psychotherapy will be presented. Underlying concepts will be discussed
based on psychotraumatological
frames like resource-orientation and salutogenesis, differential
stress-patterns, cognitive-behavioral methods of intervention.
- Two
cases of pre- and post-natal traumatisation
are presented. Two boys
with panic (16 years old) and adhd and tic-disorder (13 years
old) were treated with a combination of neuro-techniques and
cognitive-behavioral methods. Results are discussed in terms of the
combined procedure of neuro-techniques and cognitive-behavioral
methods and the analysis of early stress-patterns. Essential stages
in the proceeding of the two cases will be demonstrated.
- The
results lead to the
conclusions, that
- 1.
stress-patterns from different developmental stages are stored in
differential cognitive and neuronal
modalities,
- 2.
the focus on stress-genesis with its different modalities of storing
and focussing on
individual resources are means a) to understand the cognitive and
the EEG-pattern and b) to supply guidelines for changing the
patterns by cognitive-behavioral strategies and by neurofeedback.
- Both,
neurotechnologies and cognitive-behavioral strategies are to be seen
in adaptive reflexive loops.
-
-
- Keywords:
cognitive-behavioral methods, neurotechnologies, neurofeedback,
stress-patterns
-
-
-
- gez.
Dörte Klein
- Diplom-Psychologin/
approb. Psychotherapeutin
- *(Approb.-Beh.:
Land Nieders. - Landesprüfungsamt f. Heilberufe)
EEG Effects of
Weak Electromagnetic Fields
Martha S. Lappin, PhD
Alternative Health Care Research, Inc.
10841 Split Oak Lane
Burke, VA 22015
This study used a single subject research design to assess the combined
effects of neurofeedback and pulsed electromagnetic fields on brain wave
activity. The mean amplitude of EEG activity in the theta, alpha,
and beta frequency bands was used as the dependent variable.
Evidence that very weak electromagnetic fields can increase or decrease
levels of arousal in specific areas of the brain may lead to the
development of methods for facilitating or augmenting neurofeedback in
the treatment of a variety of neurologically based disorders.
Method:
Over 40 neurofeedback trials were conducted using Neurocybernetic
equipment. The active electrode was placed at F3 and 15-18Hz
activity was rewarded, and 8-12 and 22-30 Hz activity was inhibited. The
author served as the sole research subject.
Each session began with five 3-minute periods of neurofeedback to
establish baseline amplitudes for each frequency band. Then feedback was
paused and a small electromagnetic field generator (the Enermed device)
was applied to the scalp or forehead in the vicinity of F3.
The device was worn for eight additional game periods and then was
either removed or replaced with a different frequency device for a final
four game periods. Each session lasted almost one hour, and consisted of
17 3-minute game periods.
The analyses focus on a comparison of baseline EEG amplitudes to
amplitudes obtained while wearing an Enermed programmed to pulse
continuously at four beta frequencies (15, 16, 17, and 18 Hz). The
effects of listening to a book on tape during training and varying the
location of the device are also reported.
Results:
Results are presented in a series of graphs that display average
amplitudes in each frequency band across the baseline period, the first
four Enermed periods, the second four Enermed periods, and the final
four periods in each session (some with and some without an Enermed).
Statistical (repeated measures analysis of variance) and visual analyses
revealed three clear trends:
1) the 15-18 Hz Enermed produced an increase in the average amplitude of
the 15-18 and 22-30 Hz bands in the EEG;
2) the effects of the 15-18 Hz Enermed were delayed; the increase did
not appear until periods 10-13, approximately 10 to 12 minutes after the
device was applied;
3) a 4-7 Hz Enermed suppressed mid and high frequency activity;
4) the effects of the 4-7 Hz Enermed appeared and disappeared much more
quickly than the effects of the 15-18 Hz Enermed; suppressive effects
were apparent with 1-2 minutes, however, amplitudes rebounded to
baseline levels within 4 to 6 minutes, even with the device still
attached;
5) Consistent effects were only observed when the device was placed
toward the forehead just in front of F3, not when it was placed further
away from the electrode or toward C3.
Discussion:
The limited data available thus far suggest two very intriguing
possibilities:
a) that very weak electromagnetic fields can affect brain wave activity
during neurofeedback training,
b) that effects of high and low frequency stimulation follow a different
time course and possibly operate through different mechanisms.
Additional research may point to ways we can capitalize on these effects
to facilitate neurofeedback and/or enhance clinical effects. For
example, in this study, the brain appeared to resist being drawn into
slow, externally imposed idling states. Challenging the brain to resist
the pull of a 4-7 Hz stimulus may prove to be an effective way to
strengthen self-regulatory mechanisms.
On the other hand, we may learn that neurofeedback training proceeds
more quickly for some individuals if we use 15-18Hz stimulation to
"boost" them into a higher state of arousal. The purpose of
presenting these preliminary analyses is to stimulate discussion and
interest in this kind of research and to illustrate single subject
design and analysis strategies.
-
-
Advances in the Diagnosis &
Treatment of
Attention Deficit Disorder &
Autistic Spectrum Disorder
Michael
K. Linden, Ph.D. - Director ADD Treatment Centers
- This
Intermediate course will focus on the advances in the
psychological assessment and treatment of ADD and Autistic
Spectrum Disorders (ASD) in children, adolescents and adults.
The use of brain imaging techniques (SPECT, QEEG) and
computerized CPT tests will be explained. Neurofeedback candidate selection, protocol development, and
treatment decisions will be presented.
-
- COURSE
AGENDA:
-
-
History & Background
-
-Diagnosis,
Signs, Symptoms, Prevalence
-
-Co-Morbidity, Course &
Prognosis
-
-Epidemiology, Etiology,
Subtypes
-
-
Assessment
-
-Diagnostic
Interview, Behavior Rating Scales
-
-Continuous Performance Tests (CPT)
-
-Brain Imagining: Q-EEG Scan QEEG
Map, SPECT Scan
-
-
Psychopharmacological Management
-
-Stimulant
& Anti-Depressant Medications
-
-Titrated Medication Regimes
-
-New Medications (Strattera)
-
-
Psychological Interventions
-
-Neurofeedback Therapy
-
-Social Skills Groups
-
- LEARNING
OBJECTIVES
-
- 1.
Review the etiology and symptoms of ADD & ASD in children,
adolescents and adults
- 2.
Gain a working knowledge of QEEG & computerized assessment
methods available to accurately diagnosis ADD and identify ASD
patterns
- 3.
Implement a variety of psychological interventions to treat
children, adolescents and adults with ADD & ASD
- 4.
Apply Neurofeedback techniques for ADD & ASD
-
Breathing Chemistry and Neurofeedback
Peter
M. Litchfield, Ph.D.
Lecture
Presentation: Winter Brain 2004
The
chemistry of breathing is a fundamental and system-wide
physiological context that sets the stage for neurobehavioral
competence, or its compromise.
Deregulated breathing chemistry brought about by
overbreathing, i.e., hypocapnia (carbon dioxide deficit), may result
in a debilitating combination of alkalosis in extracellular fluids
(e.g., blood and cerebrospinal fluid), cerebral hypoxia, cerebral
hypoglycemia, short term effects of sodium migration on neuronal
excitability, long term effects of neuronal metabolic shifts, and
increased cerebral vascular resistance.
The consequences may include serious deficits in ability to
attend, focus, imagine, rehearse, engage in complex tasks, sleep
(apnea), make decisions, perform perceptual motor-skills,
parallel-process information, access relevant memory, think, and
communicate effectively. Overbreathing
can result in loss of emotional control, intensification of
emotional states, and exacerbation of debilitating stressful states
of consciousness, e.g., apprehension, anxiety, anger, frustration,
fear, panic, vulnerability, and feelings of low self-esteem.
And significantly, poor chemistry may result in
"state" changes, i.e., dissociative shifts in
consciousness, which mediate access to different dimensions of
personality, i.e., different sets of behavioral repertories,
involving "defensiveness" or "embracement" modes
of psychophysiologic function.
The importance of monitoring, evaluating, and self-regulating
breathing chemistry in the practice neurofeedback is profound.
Workshop:
THE BRAIN-BREATH
CONNECTION:
Breathing chemistry and
its effects on
neurophysiology,
emotion, cognition, personality, performance and health
Peter
Litchfield
2.
WORKSHOP DESCRIPTION:
A paragraph or two describing the session and what you will
cover.
Poor
breathing chemistry, brought about by improper ventilation of carbon
dioxide (CO2), is undoubtedly one of the most insidious and
dangerous physiological responses to stress, emotional distress,
difficult and/or complex tasks, and relationship challenges.
"Overbreathing" means bringing about CO2 deficit in
the blood, and other extracellular fluids, through excessive
ventilation (increased "minute volume"), a condition that
may result in debilitating short-term and long-term complaints and
symptoms. Overbreathing is a dangerous behavior immediately triggering
or exacerbating a wide variety of serious emotional, perceptual,
cognitive, attention, behavioral, and physical deficits in human
performance and health. The
slight shifts in CO2 chemistry associated with overbreathing may
cause physiological changes such as hypoxia (oxygen deficit),
cerebral vasoconstriction (brain), coronary constriction (heart),
blood and extracellular alkalosis (increased pH), cerebral glucose
deficit, ischemia (localized anemia), buffer depletion (bicarbonates
and phosphates), bronchial constriction, gut constriction, calcium
imbalance, magnesium deficiency, and muscle fatigue, spasm (tetany),
and pain.
Good
breathing chemistry establishes a system-wide context conducive to
optimizing health and maximizing performance.
Basic principles, concepts, and applications of monitoring and evaluating
the chemistry and mechanics of breathing will be presented in the
context of live demonstrations of the effects of deregulated
chemistry (i.e., overbreathing) on health and performance.
Profile assessments and techniques for restoring adaptive
breathing based on breathing chemistry will be demonstrated, and
resulting data interpreted and discussed with the audience.
Evaluating, establishing, maintaining, and promoting good
respiratory chemistry are fundamental to virtually any professional
practice involving biofeedback, neurofeedback, or self-regulation
training.
3.
AGENDA: (sequence
of topics)
- RESPIRATION:
chemistry and mechanics
- CHEMISTRY:
the role of carbon dioxide in acid-base physiology
- DEREGULATION:
effects of hypocapnia (carbon dioxide deficit)
- COMPENSATION:
long term effects of overbreathing and their price
- OVERBREATHING:
effects on health, cognition, emotion, and performance
- CONSCIOUSNESS:
personality, dissociative states, embracement vs.
defensiveness
- ASSESSMENT:
instrumentation, measurement, checklists, interviewing
- DEMONSTRATIONS:
evaluating breathing mechanics and chemistry
- EDUCATION: crisis
interventions, mechanics, and misconceptions
- TRAINING:
somatic, visceral, and state awareness learning
- APPLICATIONS:
chemistry (CO2) biofeedback in neurofeedback practice
- 4.
LEARNING OBJECTIVES:
- Workshop
participants will be able to:
- *describe
and explain basic principles and concepts of breathing
chemistry
- *discuss
and summarize the consequences of deregulated breathing
chemistry
- *identify
and apply simple breathing chemistry assessment and training
techniques
- *plan
and prepare for implementation of CO2 biofeedback in
neurofeedback practice
-
2
hr workshop: Combining Neurofeedback with Meditation, Energy
Medicine, and Hypnotherapy Techniques
Judith
Lubar
In
this workshop I will demonstrate techniques from meditation, energy
healing, and Ericksonian hypnosis.
Practiced by practitioners, they allow one to be less stressed
and more present for the process of helping their patients get better.
Taught to the patients they become an extension of the therapy
into the patient=s
everyday life and allow them to increase their overall well being and
greatly enhance the possibility of successful treatment.
Each technique will be demonstrated in the workshop.
The participants will experience the effects of each technique
and learn how to apply it for personal and clinical use.
These techniques can be applied for optimal functioning or
specific problems that the patient is experiencing including physical
or emotional pain
-
The Therapeutic Power of
Smiling
Wendy Maltz [30
minute talk]
Desmond Morris describes smiling
as, "without a doubt, the most important social bonding signal in
the human gestural repertoire." It also bears the distinctions of
being the most researched facial expression and the primary way we
express positive emotion. Yet, perhaps because it is silent,
pervasive, and woven into our daily interactions, many people continue
to view smiling as innocuous and insignificant. In this presentation,
smile expert Wendy Maltz gives a brief overview of the special
physiological and social characteristics of smiling. She also presents
a selection of the latest scientific findings on smiling, including
studies that show how smiling can improve appearance, reduce stress,
increase job success, establish intimate and social relationships,
counteract depression, and increase our overall sense of well-being.
Smile Exercises for Physical
and Emotional Well-Being
Wendy Maltz
[2 hour workshop]
Come prepared to smile!!! In
this dynamic, upbeat workshop, certified laughter leader and smile
expert Wendy Maltz will lead participants through a wide variety of
therapeutic smile exercises.
Following a brief discussion of
smile musculature, types, and the benefits of smiling, we will
practice Rob Kall¹s pumping smile iron and biofeedback exercises,
cosmetic dentistry smile exercises, the kundalini yogic smile, Thich
Naht Hanh¹s Buddhist smile practice, Mantak Chia¹s Taoist inner
smile meditation (following a video), smile exercises for borderline
personality patients, and more. Learn techniques that you can
integrate in personal, research, and therapeutic settings. Discover
the power of your own smile and the uplifting contagiousness of
smiling with others.
-
workshop:
Awakening the Inner Revolution through the synergy of multimodal
feedback.
Liana
Mattulich
Very recent
research in physics details a scaling law for all organized matter
*(developed from observational data and theoretical analysis), which
describes phenomena ranging from cosmological data to sub-atomic
structures. Conversations with the researchers/authors in Hawaii in
November 2003 revealed pronounced and electrifying parallels and
mathematical correlations with states of optimal brain functioning
observed by us over the last decade. Data, protocols, somatic
exercises, and practical "mind-body-energy" tools will be
explored to support this correlation and to facilitate applications
in the lives and professional practices of participants.
*Published in
"A Scaling Law For Organized Matter In The Universe & A New
View Of Unification" by Nassim Haramein, Princeton University,
and Elizabeth Rauscher, Tecnic Research Laboratory, AZ (February
2003)
- PLENARY
PRESENTATION
-
- BREATH
TRAINING TOWARD
- PEAK PERFORAMANCE IN THE
HIMALAYAS
- By
- Rosemary
MacGregor, RN, MS
-
- In
1989 and 1990 I undertook a study to evaluate the benefits at high
altitude of proper breathing training to improve the overall
response to altitude using an oximeter and capnograph as biofeedback
measuring tools.
-
- The
Sherpas of Nepal and Tibet tend to have an altered breathing
response to low oxygen and make it to altitude with little
difficulty in comparison to trekkers.
I hypothesized that this might be a function of their
breathing pattern and in reviewing the literature on mountain
climbing noted that this had not been investigated in terms of
breathing behavior. I
looked at their bent-over posturing, their pursed-lip whistle
breathing, their elongated exhalations, their ability to sing and
talk while carrying heavy loads and climbing, and their
diaphragmatic movement as opposed to chest expansion as significant
to their ability to adjust to high altitudes.
-
- Two
research trips over two years were conducted with 21 trekkers who
were trained for a three month period of time to practice breathing
diaphragmatically and exhale slowly while at rest and slower than
normal while exercising. Except
for one, the trekkers were untrained as mountain climbers.
Both an oximeter and capnograph were used as biofeedback
measuring devices at sea level and altitude.
Fat analysis and psychological profiling were also performed.
Ages ranged from 19 to 51.
-
- The
three untrained breathers and youngest dropped out of the study at
11, 200 feet. At 14,000
another dropped out because of weakness from the Katmandu flu and
subsequent cerebral edema, and three others because of sinus,
respiratory coughing, and less than optimal conditioning and weight
bearing. The one
marathoner was the first to get sick.
Fourteen others made it to between 18,000 and 20,000 feet and
maintained 02 levels in the 90% range, were able to breathe the very
common night-time headaches away in a few minutes, exhibited no
cheynes-stoke breathing, had no injuries and no muscle complaints.
-
- The
over results were very significant and positive for those unable to
take high altitude medications such as Diamox, but more so to
explain how possibly man can survive at altitude with proper
breathing.
-
-
workshop:
HOW TO TEACH BREATH SELF-REGULATION, WITH AN UNDERSTANDING OF HRV, RSA,
CO2..and the connection to BRAIN TRAINING
Rosemary
P. MacGregor
Like
peak performance, optimal brainwave EEG training is dependent upon a
maximal supply of oxygen and glucose.
Delivery or perfusion is dependant upon blood supply. Blood
supply is a function of optimal breathing. A good foundation in
breathing (and not just deep abdominal breathing) is requisite to
the undertaking of Neurofeedback.
This workshop will educate the practitioner in the finer
aspects of teaching good breathing and breathing effects on the
brain. Requisite
variety or flexibility in breathing while maintaining appropriate
CO2 levels is just as significant as the flexibility we strive for
in brain training. On-going
breathing is one of the finest tuned state shifters in our
body/brain. The connection between proper breathing while doing
Neurofeedback training will be discussed. You will understand: how
CO2 levels can cut off brain perfusion and especially those that
interfere with “frontal thinking” (non-HEG thinking), right/left
brain dominance, be able to observe brain regulation according to
metabolic need, better understand the dynamics of CO2, and
ultimately the connection to peak performance.
Stretch
receptors in the diaphragm and chest wall mediate the sympathetic
and parasympathetic systems.
Carbon dioxide is one of the most important factors
governing nervous system activity.
Changes in CO2 govern immediate changes in nerve cells.
Motor and sensory hyper-irritability are related directly
to CO2 alkalinity. However,
without the use of a capnograph (The Better Breathing and Heart
Wave Trainer), the practitioner and client will only be guessing
at CO2 levels. The
Autistic/Asperger, anxiety, cardiac and many others will be
missed.
-
-
- Plenary: The brain
as mediator between spirit and matter.
-
Lewis
Mehl-Madrona, M.D., Ph.D.
- Through quantitative EEG
studies of the effects of different types of ceremonial prayer
upon the recipient, we have become aware that the brain does
respond differently to actual prayer compared to situations in
which the person thinks he or she is receiving prayer, and
isn't. PET scan data also exists from which to confirm brain
activity during states of prayer and meditation. Beginning
- with this data, we move on
to wonder how spirit interacts with matter. How are quantum
concepts of holism, non-locality, and non-separability involved
in this story? How does prayer work? We propose the brain as a
mediating organ, functioning like an antennae to spiritual
energies and then as a transducer that translates these energies
into biological signals. In the other direction, we propose that
the brain creates thought that is simultaneously chemical,
magnetic, electrical, and transduces into the spiritual plane.
-
- We will review what level
of data exists to support these positions and will discuss the
special cases of mediums, shamans, and schizophrenics, leading
us to theories of many worlds and quantum superposition and
decoherence, the language that physics holds for consciousness
studies.
-
-
-
- Workshop description:
- States of brain-mind;
states of healing: speaking the language of shamans.
-
-
Lewis
Mehl-Madrona, M.D., Ph.D.
-
- When health and disease is
conceptualized from complex systems concepts, we arrive a
topography of hills and valleys, where some valleys represent
states of illness and other valleys represent states of health.
Consciousness is one descriptor of these states. Brain activity
is another. Prigogine's theory of far from equilibrium systems
teaches us that systems may have to move far from their current
state to achieve sufficient energy to fall into a new attractor
basin, transforming from health to disease or disease to health.
Healing may require great expenditures or outputs of energy to
move the organism into a new area of this topological space, and
sometimes in unexpected directions. Homeopathy, for example, is
one system of healing that may work by "greasing the
skids" between attractor basins and by increasing the
natural oscillations that sometimes lead to spontaneous shifts
of state. In this workshop,
- following some discussion
of theory we will contemplate the practical aspects of these
concepts -- how do we help people find state changing places?
- Shamanism provides another
excellent example of how energies can be moved, while the
stories shamans tell provide narratives of whole system
behavior. From this perspective we can interrelate such seeming
disparate activities as shamanic ritual, neurofeedback, and
cranial work, for all move the organism away from its prior
state and toward a new potential outcome.
-
- Lewis Mehl-Madrona, MD, PhD
- Coordinator, Integrative
Psychiatry and Systems Medicine
- Program in Integrative
Medicine
- University of Arizona
- P.O. Box 245153
- Tucson, AZ 85724-5153
- Fax: 520-626-6484
- Phone: 520-304-6898
- Messages: 520-626-3512
- Clinical Office:
- 1990 N. Kolb Rd.
- Tucson, AZ 85715
-
-
EEG-Driven Music Composition
for Neurotherapy
Michael O'Bannon
For centuries music has been regarded
as a powerful tool for altering consciousness and promoting states
of healing. Traditionally, when music is used for therapeutic
applications, a therapist selects material from existing pieces
produced by composers and performers. The current project presents a
radical alternative to this approach.
A machine learning algorithm from the
domain of artificial intelligence was implemented to compose and
perform brief musical passages. In its basic configuration, the
program generates compositions then improves them based on
evaluative feedback from a human listener. The listener serves as a
"tutor" for the program by judging the quality of each
composition. For purposes of this study, the program was given the
capability of monitoring the listener's EEG responses to each
musical passage. Over a series of interactions between listener and
program, the algorithm acquired the capability for writing musical
motifs that facilitate target EEG patterns with known therapeutic
effects.
An initial series of experiments will
be described and samples of the resulting musical output presented.
The methodology is shown to generate original compositions with
specific effects on individual human cortical activity. A variety of
applications can be envisioned using these compositions as primary
or adjunctive methods of shaping EEG responses for therapeutic goals
or performance enhancement.
Plenary: Seeking a
unitary perspective on biofeedback and neurofeedback.
Sig Othmer
Biofeedback has been called the core discipline in mind/body
medicine, yet it is a field driven by differentiating rather
than unifying perspectives. Can we discern and then build upon
the commonalities in order to present a more coherent, more
integrated model of biofeedback to the allied health professions
and to the public at large?
The Emergent EEG.
Len Ochs
EEG measurements do not reflect static
states. The EEG at any site may rise or fall when receiving
feedback
stimulation. While high amplitudes of EEG are often thought of as
pathological, high amplitude EEG that is released from suppression
often
accompanies increase in level of functioning. How does suppression
occur? What does it look like? What are some of the behavioral
consequences of it's release? What is the behavioral course once
released? What happens to the EEG post suppression?
- EEG Training for the Back Half
of Your Head
- Susan F. Othmer
- EEG Institute
- 22020 Clarendon Street
- Suite 305
- Woodland Hills, CA 91367
- 818-373-1334
- Fax: 818-373-1331
-
-
- Recent work with parietal lobe
EEG training is yielding exciting clinical results. By exercising
brain circuits mapping internal and external space, we see
improvements in body awareness and social-emotional awareness. This is
proving to be an important tool in training people with ADHD, Bipolar
Disorder, Reactive Attachment Disorder or the autism spectrum. It is
also helpful for body relaxation and awareness with eating disorders
and pain syndromes. Occipital lobe training is starting to show
results with visual deficits and is also strongly calming and soothing
for people with a trauma history.
-
- A surprise has been with the
reward frequencies required when training parietal and occipital
sites. General rules are emerging for the relationship of reward
frequencies frontally, centrally and posteriorly. The choice of
inhibit bands is also important in maximizing the calming effects. Our
current rationale for parietal and occipital lobe training will be
discussed along with details of training protocol and effects.
-
-
-
-
- Two-hour
Workshop:
-
- EEG Training for Pain
Syndromes: Theory and Practice
- Susan F. Othmer
- EEG Institute
- 22020 Clarendon Street
- Suite 305
- Woodland Hills, CA 91367
- 818-373-1334
- Fax: 818-373-1331
-
-
-
- Pain is always an emergency that
commands our immediate attention. This is adaptive until the pain
becomes chronic. Then the vicious cycle begins of narrow focus and
reactivity to pain. Biofeedback modalities have been employed for many
years to help calm the nervous system or distract it from the chronic
pain. With EEG biofeedback we can now, with some pain syndromes,
expect to reduce or eliminate the pain.
-
- This workshop will focus on our
current understanding of a variety of pain syndromes and our best
clinical results with EEG training. Arousal and pain threshold will be
discussed in the context of pain and depression. Hyperexcitability
will be discussed as a model for migraine, trigeminal neuralgia,
neuropathic pain and fibromyalgia.
The role of genetics and trauma will be considered in
predisposing to pain and triggering pain episodes. Beta/SMR and
Alpha/Theta protocols will be described with expected clinical effects
for a wide variety of pain syndromes.
-
-
-
- CV:
-
- SUSAN
F. OTHMER, B.A., B.C.I.A.C.
-
- Susan
Othmer is Clinical Director of the EEG Institute, which is the
clinical arm of The Brian Othmer Foundation. 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.
workshop
"Brain
and Mathematics" which takes David Bohm's ideas on the quantum
potential and active information a step forward.
Karl
Pribram
The approach taken is that we
begin all inquiry with our personal experience. Over the centuries that
experience has led us to distinguish the experiencer from what is being
experienced. For the most part, the "what is being
experienced" has been classified as "matter". With the
advent of thermodynamics in the 19th Century and with communication
theory in the 20th, a more sophisticated division -- and relationship --
can be discerned. Brain science contributes in essential ways to this
sophistication which, in many respects, fills in the mind/matter gap.
Discussion will be welcomed.
-
The
Biofield Model of Life and Healing
{Proposed
Talk for Winter Brain Conference, 2004, Palm Springs}
Beverly
Rubik, Ph.D.
Institute
for Frontier Science
Oakland,
CA
And
Core
Professor, Graduate College
- Union Institute &
University
- Cincinnati, OH
-
- A field model of life based
on biophysics that is complementary to the dominant view of life
based on chemistry, will be developed.
At the holistic level, living systems are complex,
nonlinear, dynamical, self-organizing systems of intelligent
energy. They
constantly exchange energy-with-information at multiple levels of
organization to maintain themselves.
They also possess higher-order features of context,
meaning, and realms of mind that have profound effects on health,
disease, and healing processes.
When perturbed by stress or disease, living systems do not
return to their original state, but attain a new dynamical state
that integrates the new information.
This process is called homeodynamics.
Homeodynamics replaces the older term, “homeostasis”.
-
- We propose that regulation of
homeodynamics is achieved by the biofield of the organism.
The biofield is proposed as the complex organizing field of
the organism that is comprised of well-known energy fields
(electromagnetic and acoustical) and more subtle fields of
information involving nonlocal mind or universal consciousness not
yet elaborated by conventional science. The electromagnetic
component of the biofield is hypothesized to be a complex dynamic
standing wave produced by the superposition of all component waves
of the electrically-charged oscillators of the organism, ranging
from the atomic, molecular and cellular levels to that of whole
organs and organ systems including the heart and the brain.
The biofield regulates homeodynamics of the organism via
bio-information contained in the field.
This goes beyond the usual molecular concepts of
bio-information, to include electromagnetic and acoustical
bio-information as well as information conveyed by more subtle
fields, including universal or transpersonal consciousness.
-
- The biofield as proposed here
is consistent with bioelectromagnetics and the physics of
nonlinear, dynamical, open systems, but it goes beyond
conventional science in offering a holistic model of
mind-body-spirit. Consider that the heart is the most powerful
oscillator in the human body whose pulse is felt in every cell
both acoustically and electromagnetically.
According to Chinese medical theory, the heart is also the
seat of the shen (soul), the universal consciousness. These
two forces---physical and ultraphysical, or ego self and the
higher self—also represent the most powerful forces in the life
of a human being.
-
- The biofield also offers a
unifying hypothesis to explain many phenomena that presently
challenge the dominant biomedical view of life based on molecular
reductionism. For
example, it provides the rudiments of a scientific foundation for
certain types of complementary and alternative medical
interventions that involve the transfer of bio-information carried
by extremely small energy signals, such as acupuncture, biofield
therapies, bioelectromagnetic therapies, and homeopathy.
It is hypothesized that these interventions may work by
interacting directly with the biofield and thus impacting directly
the global regulatory processes of life, rather than impacting
particular physical including molecular structures of the body.
Moreover, the rapid signal propagation of electromagnetic
and other fields comprising the biofield as well as its holistic
properties may account for the rapid, holistic effects of certain
alternative and complementary medical interventions.
-
- Supported in part by NIH Grant
P20 AT00774-01.
Changes
in Heart Rate Variability Following Inner Yoga, color
therapy, acupuncture, qigong, and massage.
Beverly
Rubik, Ph.D.
Institute
for Frontier Science
Oakland,
California
And
Core Professor, Graduate
College
Union
Institute and University
Cincinnati,
Ohio
2nd Proposed Talk
for Winter Brain Conference, 2004, Palm Springs
-
Beverly Rubik
-
-
- Heart
rate variability (HRV) is a relatively new clinical test that
provides information on heart function, overall health, and the
degree of balance between the parasympathetic and sympathetic
components of the autonomic nervous system (ANS).
HRV testing may also reveal the degree of distress in
response to stressors as well as the general status and prognosis
of certain chronic disease states.
-
- Measurements
of HRV were made on human volunteers using infrared pulse
plethysmography on the fingertip or earlobe before and after
complementary interventions including color therapy, acupuncture,
qigong, and massage. A variety of changes in HRV parameters were
observed following the complementary interventions, depending upon
whether they were sedating or tonifying.
-
- A
pilot field experiment on inner yoga was then performed on 12 yoga
teachers in a yoga class setting.
HRV was measured for each subject before and after a 1-hour
yoga class. A gentle
form of hatha yoga that emphasized inner peace, harmony, and the
breath, was performed. Heart
rate, SDNN (standard deviation of the R-R interval in the
electrocardiogram), and heart frequency domain measures of HRV
were calculated from the heart tachogram data for each subject
pre- and post-yoga. For
11 of 12 subjects, heart rate decreased and SDNN increased
immediately following yoga. In
general both heart function and ANS balance improve after yoga,
indicating greater capacity to cope with stress.
The observed changes in parameters were largest for yoga
beginners. This may
be because advanced yogis were observed to have better overall HRV
parameters at baseline.
-
- These
studies indicate that HRV testing may be useful in assessing
physiological response to health care interventions, and may be
especially important for complementary and alternative medical
practices.
-
- Keynote Address:
"Attachment, the right brain, and the origin of
self-regulation"
- Allan N. Schore, Ph.D.
- Department of Psychiatry
and Biobehavioral Sciences
- University of California at
Los Angeles
- David Geffen School of
Medicine
-
- Drawing upon his new book
Affect Regulation and the Repair of the Self (W.W. Norton), the
lecture will offer current fMRI studies on infant brain
development and basic research in developmental affective
neuroscience in order to model how early attachment experiences
of interactive regulation indelibly influence the development of
corticolimbic regulatory circuits in the infant right brain.
Studies will be described which show that for the rest of the
life span the right hemisphere is centrally involved in
appraising trust, fear, aggression, and the sense of the
physiological condition of the body, and for the processing of
social-emotional information and affect regulation. This rapidly
expanding body of research suggests that the nonverbal right
hemisphere is dominant for the emotional and corporeal self. Dr.
Schore will also discuss how very recent psychoneurobiological
conceptions of attachment are now being incorporated into
clinical treatment models that impact right brain functions.
- Workshop: "The
enduring impact of attachment trauma on the developing right
brain: Disorders of self-regulation."
- Allan N. Schore, Ph.D.
- Department of Psychiatry
and Biobehavioral Sciences
- University of California at
Los Angeles
- David Geffen School of
Medicine
-
- In this workshop Dr. Schore
will present clinical applications of regulation theory derived
from his other new volume, Affect Dysregulation and Disorders of
the Self (W.W. Norton). He will discuss the negative impact of
traumatic attachments on brain development, the neurobiology of
infant trauma, the neuropsychology of a disorganized /
disoriented attachment pattern associated with abuse and
neglect, and the links between trauma-induced enduring
impairments of right brain functions. fMRI and PET studies of
right brain disturbances in various self-regulation pathologies,
attachment dysfunctions, and psychiatric disorders (PTSD,
borderline and antisocial personality disorders, addictions
etc.), as well as of metabolic changes in right brain function
as a result of psychotherapy will also be presented.
ws
Integrating
Energy Therapies,EMDR and Neurofeedback in the treatment of closed
head injuries with PTSD
Carol
Schneider
Symptoms
of post concussive syndrome and PTSD often overlap and may cause the
therapist to miss the diagnosis of one or the other syndrome.
Methods for diagnosing both from QEEG and questionnaire data
will be described. Treatments
involving the use of EFT
and EMDR will be described with case examples.
In certain cases neurofeedback and EMDR can be done in the
crossover state to effect resolution of persisting traumatic images.
An energy therapy involving stimulation of acupressure points can
sometimes normalize the QEEG with attendant changes in visual and
cognitive problems, including reading and memory dysfunction. Case
material and EEG data will be presented.
Plenary session presentation
Spiritual
experiences of a paranormal sort in mystics ,saints and traumatic
brain injury. Do these experiences involve an amygdala-hippocampus-temporal
lobe connection?
Carol
Schneider
The work
of Nicholson on self induced hippocampal seizures during meditation,
as well as DeLuca’s work with meditating monks will be compared with
pre- post head injury data to draw connections between limbic seizures
triggering into the temporal lobe and mystical paranormal experiences.
The ways in which the ear muff effect involving gamma frequencies in
the QEEG described by Ed Wilson are related to this phenomena will be
explored. Handouts will
include a recently discovered unpublished paper by
Wilson
.
Plenary
Talk: Recent
Advances in Biofield Science and Energy Medicine
Gary
Schwartz
Description:
Advances in biofield science and energy medicine are presented,
including new research on energy detection plus biophoton imaging of
plants influenced by energy healing. The
A.R.C. – S.E.A. (Averaged Repetitive Cycle – Synchronized Event
Averaging) wave synchronization analysis system (Schwartz et al,
2003), implemented on Thought Technology’s Infiniti System,
illustrates a new method for quantifying intra-personal and
inter-personal physiological-biophysical interactions.
Applications to health psychology and medicine are considered.
Agenda:
A.
What is energy? What
is information? What is a
system? What is a
biofield?
B.
How is energy detection measured?
C.
Biophoton recordings from living systems.
D.
A.R.C.-S.E.A. analyses
Implications
for psychology and medicine
- Plenary
Talk: Science
of story: Eight
Realities: Expanding the Stories We Conceive The World With
- Gary
Schwartz
-
-
Science can be understood as a narrative – a particular
story adopted by individuals who label themselves as scientists.
The story of science is changing in light of new findings from
physics and systems science.
Contemporary science is revealing eight different
realities: (1) normal senses (2) micro reality, (3) macro
reality, (4) invisible processes, (5) meta processes, (6)
consciousness and mind, (7) wholistic / absolute reality, and
(8) implicate / potential realities.
Virtually all ancient and contemporary views of science
and reality fall within these eight categories of reality.
Eight Reality Theory facilitates the integration of
science and spirituality.
-
- Agenda:
-
- Science as story.
- The
reductionistic story versus the systems story.
- Eight
realities and their evolution over history
- Implications
of eight reality theory for the integration of science and
spirituality.
-
- Objectives:
-
- Review the idea of science as story.
- Compare
the reductionistic story with the systems story.
- Analyze
eight different realities recognized by science, broadly
defined.
- Demonstrate
how science and spirituality are integrated via eight reality
theory.
-
- Workshop:
The Afterlife
Connection; from Theory to Technology
- Gary
Schwartz
- This
workshop reviews contemporary theory, research, and applications
of afterlife science. New
research from the Human Energy Systems Laboratory explores (1) the
reality of afterlife phenomena, (2) mechanisms of mediumship, (3)
the scoring of mediumship data, and (4) changes in grief patterns
following afterlife experiences. Participants
will be invited to share their afterlife experiences (e.g. after
death communications and signs), their beliefs about the
afterlife, and the implications of afterlife science for
psychology, medicine, and society.
-
-
AGENDA:
-
- A.
Introduction to afterlife science
- B.
Sharing of after death communications and signs
- C.
Alternative explanations of afterlife experience, from
imagination to spirit communication.
- D.
Contemporary methods in investigating afterlife phenomena.
- E.
Single-blind versus double-blind research
- F.
Double-deceased paradigm
- G.
“Drop ins”
- H.
Psychological and neurological mechanisms
- I.
Applications to the grieving process
- J.
New biophoton and related technologies for developing
electronic spirit communication devices
-
- LEARNING
OBJECTIVES:
- A.
Define afterlife science, after death communications and
signs
- B.
Analyze evidence consistent with the survival of
consciousness hypothesis
- C.
Compare single-blind and double-blind methodologies
- D.
Explain evidence obtained from mediumship studies
- E.
Apply mediumship to grief counseling
Biofeedback
Treatment of Vascular Disorders; Raynauds, Hypertension and Migraine
Headaches.
Keith
Sedlacek
The
workshop will focus on relevant clinical cases and research with
practical clinical tips for treatment of these disorders.
Biofeedback assisted relaxation and specific treatment protocols
will be described and reviewed.
The
Physiology of Audio-visual Entrainment (Workshop 1)
-
by Dave Siever C.E.T.
Since
the discovery of photic driving by Adrian and Matthews in 1934, much
has been discovered about the benefits of brainwave entrainment (BWE)
or audio-visual entrainment (AVE) as it is commonly known today. AVE
affects cerebral blood flow, neurotransmitters, dissociative states
and brainwave activity. Research on the effectiveness of AVE in
promoting relaxation, cognition and hypnotic induction, treating
ADD, PMS, SAD, PTSD, migraine headache, chronic pain, anxiety,
depression and hypertension is now available. This research will be
reviewed in detail, including the most recent studies. The
physiological and/or psychological aspects of the treatment will be
explained.
Time: 4 hours.
Treatment
Protocols and Operation of the DAVID
Audio-Visual
Entrainment Systems. (Workshop 2)
-
by Dave Siever C.E.T.
To
date, thousands of clinicians use the DAVID Paradise AVE system.
This workshop covers technical operation of the DAVID systems and
considerations of using AVE with clients. This course covers
specific treatment protocols (with the DAVID Paradise XL) for
insomnia, chronic fatigue, fibromyalgia, trauma, anxiety,
depression, seasonal affective disorder, ADD, ADHD and cognitive
disorders. We will also learn to program on the XL Editor so that
clinicians may learn how to design sessions for their clients. Our
most recent software upgrades and the latest protocols will be given
to those with older ParadiseXL, XL+ and TC systems. The “Protocol
Guide” will be available free of charge. Bring your DAVID Paradise
and your laptop and experience this one-of-a-kind, hallmark
workshop!
Time: 3 Hours
Helping
the Heart With Audio-Visual Entrainment
-
by Dave Siever, C.E.T.
Irregularities
in heart rhythm are synonymous with generalized anxiety. When
someone with generalized anxiety, is paced as recommended with
heart-rate variability (HRV) therapy, there is sure to be an
abreaction at roughly three minutes into the exercise. However, if
that same person is undergoing simultaneous audio-visual entrainment
(AVE) using white-light in the alpha range, the HRV typically
becomes “smooth and cyclic” with great reductions in autonomic
activation. The theory of HRV and case results of several anxious
people, pre-post treatment with alpha, white-light AVE will be
shown.
White
light, sub-delta AVE has also been shown to reduce the systolic by
20 points and the diastolic by 15 points. In non-anxious,
non-depressed persons, it is possible that sub-delta, white-light
AVE directly impacts physiological functions (via the hypothalamus)
rather than psychological ones.
Plenary:
30 minutes
Biographical
Sketch of Dave Siever
Dave
graduated in 1978 as an engineering technologist. He later worked in
the Faculty of Dentistry at the University of Alberta designing TMJ
Dysfunction related diagnostic equipment and research facilities. He
organized research projects, taught basic physiology and a TMJ
diagnostics course. Dave had noted anxiety issues in many patients
suffering with TMJ dysfunction, prompting him to study biofeedback
through the Ed. Psych. dept. There he learned and practiced
biofeedback and designed biofeedback devices. In 1984, Dave designed
his first digital audio-visual entrainment (AVE) device- the DAVID1.
He has been researching and refining AVE, crania-electro stimulation
(CES) and biofeedback technology ever since, specifically for use in
treating anxiety, depression, PMS, ADD, FMS, SAD, cognition and
insomnia. Dave has written a book about AVE, and is an established
presenter at the Assn. for Applied Psychophysiology and Biofeedback,
the Society for Neuronal Regulation and the Futurehealth Winter
Brain conferences. Dave and Michael Joyce’s study on treating ADHD
with AVE has just been published in the December issue of the
Journal of Neurotherapy.
-
-
-
- ***************************************************************************
Workshop (tuesday)
Building the Bridge for Emotional
Intelligence in the Young Child’s Life
Z'eva Singer
Children are often overwhelmed by
life circumstances that do not match their previous experiences.
These circumstances are inevitable and include losses big and
small. There is relief
when someone can acknowledge a child, at the level of his/her
neurological development and understanding.
This requires “bridge building” and results in an
advancement of “Intra-Personal” intelligence.
This workshop will provide a glimpse of the young child’s
world and specific methods of responding to the very young, even
pre-verbal child. Some
of these methods will come from the work of pioneers and their work
with “Brain Gym” ©.
THE SOUND MIND
David Sonnenschein
How do we perceive the world and how are we affected by sound in
our environment? Filmmaker, musician, sound designer and
neurobiologist David Sonnenschein explores the arena of
psychoacoustics with experiential demonstrations.
Workshop:
PSYCHOACOUSTICS IN EDUCATION, THERAPY AND ENTERTAINMENT
David Sonnenschein
Through film clips, sound recordings and sound
"sculpting", David Sonnenschein presents theory and
application of the perception of sound in various areas of human
experience.
Author of best-selling film book "Sound Design", he
will invite the audience to participate in sound awareness
experiments.
Taxonomic,
Intuitive, Clinically Driven NFB
Richard
Soutar, Ph.D.
Initially
most NFB be was done without recourse to qEEG.
A variety of standard protocols were applied to a variety of
disorders utilizing decision trees of various levels of
sophistication. Some of these protocols were based on research
experiments and some were based on extensive clinical experience.
There is presently still considerable controversy regarding
whether NFB should be done in this manner without recourse to a
brainmap. Recently the
Othmers have developed a new set of robust protocols that have taken
the symptomologically driven decision tree approach to a new level
of sophistication. Utilizing
qEEG analysis, this approach will be evaluated by comparing changes
in clients first treated with standard neurometrically driven
protocols and then treated with the Othmer protocols.
WS
Is the Gabor Function What Ava Did Well?
The
Application of Non-linear Dynamics to Enhance Protocol Design
Valdeen
Brown, Ph.D. & Richard Soutar, Ph.D.
For many NFB
therapists Non-linear dynamics is an esoteric topic that seems to
have little relevance when it comes to clinical applications, yet
many authorities in the field indicate that it is likely the most
effective model for analysis of EEG activity in the brain.
This workshop is designed (for clinicians) to explain in
non-technical terms the basics of this theoretical approach and show
how it can be harnessed to better understand the dynamics of NFB
training and improve interventions.
A qEEG
Analysis of Single Channel Bipolar Montage Temporal Lobe Training For
Cortical Instabilities
Richard Soutar
An
innovative form of training has recently emerged in NFB and is being
used by many key therapists and instructors.
This protocol appears to be especially useful with cortical
instabilities. Sue &
Sigfried Othmer have proposed that cortical instability be considered
another primary category of EEG disorder in contrast to hyperarousal
and hypoarousal. Many
clinicians have found this category of phenomena difficult to treat,
but are finding considerable success with this new approach.
This presentation will briefly review several case studies of
pre and post treatment with this protocol and compare it to more
conventional qEEG approaches utilizing qEEG and LORETA analysis.
-
- Cycles, Spirals, and
Resonances:
- The Reflection of Human
Behavior in Neocortical Dynamics.
Workshop
- By Richard Soutar, Ph.D.
-
- A picture is emerging from
the research of Richard Davidson, Paul Ekman, Daniel Goleman,
Joseph Le Doux, and Jeffrey Schwartz which mirrors and
supports the work of ancient navigators of consciousness.
As a modern culture we are beginning to develop a
scientific language that explains the experiences and teaching of
these traditional modes of human transformation and transcendence.
Some of the new research suggests new ways of understanding
and framing human suffering and how to deal with it utilizing
modern scientific technological tools, especially when it is
integrated with Beck’s cognitive theories, Berger and Luckman’s
“social construction of reality” theories, and Goffman’s
dramaturgical analysis.
Neurofeedback provides a precision instrument for
operationalizing, measuring and deploying this new understanding
when used in conjunction with an experiential insight of the
ancient principles. The
implication of application of this approach for clinical purposes
is profound and already being documented in research centers such
as UCLA as well as in private clinics around the country.
Reviewing recent research in neuropsychology, psychology,
and sociology as well as ancient sources such as Patanjali,
Plotinus, and the Dhammapada these principles will be elucidated
and integrated with neurofeedback technology and then explicated
through case studies.
-
- Outline
-
- 1. Chaos, Periodicity, and
Geometric Solutions
-
- 2. Consciousness engages the
brain and mind emerges.
-
- 3.
The Spiral Pattern of Engagement
-
- 4.
The Periodicity of Engagement
-
- 5.
Energizing the Cycles with Consciousness Through
Attentional Networks
-
- 6.
Attachment, Cycle Intensity, and Bondage/Suffering- Karma
-
- 7.
Conditioning and Extinction in the Amygdala and Associated
Neural Networks
-
- 8.
Latency Periods and Shifting to Alter Periods (attractor
states)
A
Colourful Look at the Brain
Beverly
Steffert
For
many years since Helen Irlen in California discovered that tinted
overlays seemed to stabilise print for visual Dyslexics there have
been argujments over subjectivity of the assessment prescribing the
colour of the overlays or lenses as well as the efficacy of them.
So we did a Q on 40 children who had been diagnosed by an
opthamlologist as visual Dyslexics, which revealed an alpha
peak attenuation when wearing the coloured lenses across
occiptal-temporal-parietal areas. In other words without the
lenses their brains were in "idle mode", hardly conducive
for reading - which is why they couldn't!
The
next question then became why, what does colour do to the brain. I
will attempt to answer this in terms of the colour areas of the
brain and also contrast the problems of visual Dyslexics with
those of phonological Dyslexics. Although quite
different sensory modes, they both contribute to reading
and may have similar underlying causative factors.
Title: Effect of Heart Rate
Variability (HRV) Biofeedback on Batting Performance in Baseball
Benjamin
W. Strack, Ph.D.
Professional
Affiliation: California School of Professional Psychology - San
Diego
Home
Address: 305 Monte Vista Ave.
Costa Mesa, CA. 92627
abstract:
The
anxiety/arousal-performance relationship is one of the most widely
researched areas in sport psychology. Although great strides have
been made in the past few decades, the models that attempt to
predict and explain the relationship and the interventions that have
been developed and used in an attempt to regulate anxiety and
arousal for performance enhancement need further validation. The
primary goal of this study was to investigate the effects of heart
rate variability (HRV) biofeedback on batting performance in
baseball. Forty-three varsity level high school baseball players
participated in the study. Participants engaged in a competitive
batting contest and a six-week biofeedback training protocol.
Physiological stress profiles were conducted and participants were
measured on batting performance scores and self-reports of state
anxiety (CSAI-2), flow (FSS-2) and a visual analog scale (VAS) of
how well the baseball was tracked visually.
Results showed that participants who received training in HRV
biofeedback improved significantly more in batting performance than
control participants. In addition, batting performance percent
improvement by group was calculated with the HRV biofeedback group
showing a 60% improvement compared to a 21% improvement for the
control group. Training participants also significantly increased
the percent of total low frequency (LF) power in the heart rate
spectrum. Predictions made for the VAS and subscales on the CSAI-2
were not confirmed. Partial support was found for the occurrence of
the subjective state of flow. Results highlight the potential
benefits of HRV biofeedback for performance enhancement with
athletes. Implications for expanding current theory on the
arousal/anxiety-performance relationship are discussed.Key words:
Heart Rate Variability Biofeedback, Baseball, Flow, Performance
Enhancement, anxiety/arousal and competitive sport
- WS
Performance
Enhancement for Athletes
-
- Ben
Strack, Ph.D. & Michael Linden, Ph.D.
- Mission
Psychological Consultants
-
- Biofeedback and EEG
Neurofeedback have been used to enhance performance in sports for
the past decade. This
workshop will present Biofeedback and Neurofeedback strategies and
protocols to enhance sports performance.
-
- Participants will learn how to
integrate Heart Rate Variability (HRV), GSR and EMG
biofeedback training with sports consultations with athletes.
Specific strategies on teaching athletes to increase Low Frequency
activity in the HR spectrum while using paced breathing and RSA
training will be presented. We
will explain how cognitive restructuring is used to eliminate “stinkin
thinking” and enhance the “quiet mind”.
Pitfalls and barriers to successful use of HRV training (by
catering to individual needs of each athlete) will be reviewed.
-
- This workshop will also discuss
the use of EEG Neurofeedback for peak performance with athletes.
The use of QEEGs to guide Neurofeedback will be presented.
Protocol selection and performance monitoring will be
reviewed.
- FOUNDATIONS
- Paul
Swingle
- Patient
records will be scrutinized to provide step-by-step procedures for
the neurotherapeutic treatment of a wide variety of disorders.
The problems of artifacts that compromise treatment will be
examined. Complementary treatments that potentiate
neurotherapy will be discussed in detail so that participants can
incorporate these procedures in their practices.
-
- WORKSHOP
- QUICKQ:
RAPID ASSESSMENT FACILITATES EFFICIENT TREATMENT
- Paul
Swingle
- When
clients present for treatment, the major focus of diagnostic
procedures is not to validate the complaint nor to offer diagnostic
labels. Rather the purpose is to isolate the neurological
specificity of the complaint. In the case of ADD, for example,
questionnaires, continuous performance tests, rating scales and the
like are largely irrelevant because data from these sources offer
little information that influence therapeutic decisions.
Further, long intakes imply long treatment so only therapeutically
relevant data should be obtained. The QUICKQ is a very rapid 5
site protocol that provides remarkably accurate assessment of
problems for which the client seeks treatment.
- The
efficiency of the QUICKQ permits treatment to commence often in the
first visit but more importantly the client leaves the assessment
session with the conviction that the neurotherapist has a genuine
and unique understanding of their psychophysiological state.
- In
addition to reviewing the QUICKQ, efficient treatment strategies
based on the assessment are presented. These protocols will
include many effective treatments that are complimentary to
neurotherapy.
-
- PAPER
- EMOTIONAL
RELEASE TECHNIQUES AS ADJUNCT TO NEUROTHERAPY
- Paul
Swingle
- Clients
presenting with sequella of traumatic stress often benefit from
emotional release techniques in conjunction with Alpha/Theta
training. Cases involving emotional release techniques
including somatoemotional release, OEI, EMDR, and hypnosis will be
reviewed showing the synergy with neurotherapy.
-
- The
additional workshop information is as follows:
-
- Agenda
-
-First 80 minutes: The QuickQ procedure
-
-Break 15 minutes
-
-Second 80 minutes: Cases showing
diagnostic
probes indicated by the QuickQ statistics.
-
- Learning
Objectives
-
1. Identify brain signatures for trauma.
-
2. Discriminate multiple varieties of
attention
problems.
-
3. Learn treatment protocols indicated by
the
QuickQ.
-
4. Learn when to proceed to full QEEG.
- Workshop: Adding Peak
Performance Techniques to your practice!
- Introducing An
Integrated Program to Enhance Performance in the Workplace,
Academics, Sports and the Performing Arts.
-
- Instructor:
Rae Tattenbaum, MSW, BCIA Certified in Neurofeedback
-
-
- Course
Content.
Whether their area of excellence is business, sports or
the performing arts, peak performers share an important
characteristic. They
are able to enter a state where they are totally focused on what
they do. They have
learned to bring themselves to a place that combines mental
clarity and sustained energy with a sense of inner calm and
active engagement. Virtually
everyone experiences these “moments of flow” at some point
in their lives. Peak
performers learn how to access them when they need to, whether
they are performing before a live audience, closing an important
deal, helping a troubled patient or merely playing a game of
golf with a friend.
-
- Participants in this
two-day workshop will learn the techniques necessary for
achieving optimum personal performance, both for themselves and
for those they counsel or coach. Among the topics to be covered are: the characteristics of
flow and the performance state; personal impediments to
performance; the clinical role versus the coaching role;
achieving physiological balance through relaxation techniques,
biofeedback, meditation and open focus; the use of neurofeedback;
cognitive approaches; the “inner journey”; mental imagery
and the role of the coach.
-
- This workshop is of
particular value to coaches and personal trainers, as well as to
neurofeedback practitioners and therapists who wish to see their
clients move to the “next level” of functioning.
-
- Instructor.
Rae Tattenbaum is a licensed social worker.
Along with an MSW from the Columbia School of Social
Work, she has an undergraduate degree in theater arts and
extensive experience in both the theater and business worlds.
Ms. Tattenbaum’s experience in senior executive
positions with companies such as Northern Telecom and Nortel
enables her to understand the need for business executives to
learn how to best manage their energy and resources.
More recently, she has become well known, both as a
personal coach for artists and athletes and as one of the
leading instructors in peak performance techniques.
-
-
Plenary:
"Send In The Clowns"
Rae
Tattenbaum
Performers continued struggled to stay at their best. Rae
Tattenbaum drawing upon her seven years of experience with
performers will present the obstacles that continue to face the
peak performer ranging from facing an economic downturn or
personal problems. How do we continue to provide support and help
the client thru what becomes a crisis of their spirit?
-
- “Just behind Your
Eyes”
- Creating Mental Imagery
and Rehearsal (Two Hours)
- Rae Tattenbaum
-
-
- Agenda:
-
- Overview of Mental
Imagery
-
Applications
-
Constructing
-
- Dialogue With the Client
-
How and When Used
-
Are the Images Moving?
-
Holding on to the Image!
-
- Getting Started
-
Light
-
Relaxation Procedures
-
Safe Place
-
- Confidence Exercise
-
-
- Imaging the Event
-
-
- Event Rituals
WS
NEUROGUIDE: CLINICAL APPLICATIONS OF QEEG
Robert
Thatcher
-
How to Automatically Eliminate artifact and how to measure the
test re-test Reliability and the Quality of EEG recordings. How
to re-montage to average reference and current source density
and linked ears and bipolar montages by mouse clicks, how to
identify medication effects and to eliminate the influence of
medications and how to detect focal deviations from normal. How
to use dynamic normative database comparisons to linked ears,
average reference, current source density in the eyes open and
closed conditions. How to export to LORETA and to produce
3-dimensional source localization images. How to interpret EEG
coherence and EEG phase and other network dynamics of the brain.
How to statistically compare pre-treatment EEG to post-treatment
EEG and to produce color topographic maps of t-test results. How
to evaluate the variance of the EEG in the time domain and in
the frequency domain to determine deviations from normal with
respect to the variability of the EEG.
Asperger’s
& ADD; Differences and Similarities- Preliminary Observations
Lynda
Thompson & Michael Thompson
INTRODUCTION
Asperger’s
Syndrome lies along the autistic spectrum but does not have the
language delays that are characteristic of autism (pervasive
developmental disorder, PDD). Core symptoms are “characterized by
the triad of impairments of social interaction, communication, and
imagination associated with a narrow range of repetitive activities.”
(Wing, 2001). Delayed language is characteristic of the autistic child
(pervasive developmental disorder, PDD) but is not characteristic of AS. They want to have social
interactions but lack the social graces to do it appropriately. The
Asperger’s child will often present like a little professor with
extensive knowledge in their area of interest. These children also
often exhibit all the classic symptoms of Attention Deficit Disorder
including inattention and distractibility when asked to do tasks that
they find boring or irrelevant.
Preliminary
observations concerning the EEG in Asperger’s appears to be showing
slowing (theta and alpha) in the right parietal and temporal areas
(P4, T6) and, at times, frontally at F3 and F4. There are also
findings of comodulation (spectral correlation) differences including
hyper-comodulation between P4, C4 and F4 and a comodulation ‘disconnect’ between the right
cerebral hemisphere sites and the left frontal area.
However, these children also show the characteristic patterns
seen in ADD with slowing at C3, Cz and C4, and/or at F3 and Fz with a
‘dip’ in 13-15 Hz (SMR) across
the central region (C3, Cz and C4).
Clinically
the children with ADD appear to have somewhat different patterns on
intellectual and academic testing. While the Asperger’s group often
show excellent verbal and reading capacities (left hemisphere
strengths), they tend to have symptoms of non-verbal learning
disabilities (right hemisphere problems). The ADD children, on the
other hand, may perform well on non-verbal performance tasks but
demonstrate increased incidence of preschool speech disorders (Love
& Thompson) and reading difficulties in the early school years.
The
amygdala, orbital and medial prefrontal cortex, medial and temporal
areas and the thalamus are all involved in the process of attaching
emotional significance to stimuli and are most likely of central
importance in understanding the autistic spectrum disorders (Schulz,
2000). Temporal lobe dysfunction has been found (Boddaert, 2002).
Neurophysiologically the medial and basal zones of the cerebral
hemispheres are critical in the emotional aspects of social
interactions; the ventromedial prefrontal region is important in
learning concerning social interactions and the lateral nucleus of the
amygdala is critical in assigning emotional valance to events. The
central nuclei of the amygdala are more involved in emotional
expressions including flight or fight responses. Dysfunction in the
interconnections between the orbital and medial wall of the prefrontal
cortex and the amygdala, and/or dysfunction in the lateral and central
nuclei of the amygdala, may therefore lie at the root of some of the
difficulties encountered in the autistic spectrum disorders.
Of importance to NFB practitioners, however, are the aprosodia
symptoms and their correspondence to EEG patterns seen on assessment. High
right frontal slow wave activity is
consistent with flat, monotone speech and inappropriate intonation
(motor aprosodia – note correspondence to Broca’s aphasia with
damage to this area in the left hemisphere.)
High
slow wave activity in right parietal-temporal
area is consistent with inability to interpret social cues, inuendo
and emotions (sensory aprosodia – note correspondence to Wernicke’s
aphasia with damage to this area in the left hemisphere).
It
is postulated that in ADD there is reduced dopamine in the
fronto-mesolimbic system in the left hemisphere. The type of cognitive
processing which is affected and deficient is that which requires
slow, serial effort. In the right hemisphere differences from normal
may relate to excessive locus coeruleus norepinephrine production and
thus excess noradrenergic stimulation to the right cerebral
hemisphere. This may in part account for people with ADD seeming to
have automatic processing which is fast and simultaneous.
This style of attention is biased towards novelty and change.
(Note that persons with AS, in contrast to AD, dislike novelty and
change.) Overactivation of the noradrenergic system in the right
hemisphere is also associcated with extroversion and impulsivity
(Tucker, 1984).
Both
Asperger’s and ADD may be associated with anxiety. In Asperger’s,
however, anxiety in social situations where they are unsure of how to
behave appears to be at the core of their difficulties. In ADD, on the
other hand, mild to moderate anxiety may be a protective factor that
can result in the child doing well academically and not acting out in
an oppositional and defiant manner.
METHOD
Chart
reviews on more than 100 clients with ADD have been reported by the
authors previously (Thompson, 1998)
The charts for more than 50 clients with AS, age five to
fifty-one, are being reviewed to check EEG patterns and to determine
if these clients have benefited from neurofeedback training to the
same extent as ADD clients did. Information on all clients includes
EEG assessments, medication status, parent questionnaires, clinical
observations, IQ testing, continuous performance tests and academic
measures. Training parameters were based on client’s symptom
picture, EEG pattern, and knowledge of cortical functions. The most
frequent intervention for both groups of clients was to decrease the
client’s dominant slow wave frequencies while enhancing 12-15 Hz or
13-15 Hz activity with placement at Cz or C4 referenced to the right
or the left ear respectively. With the Asperger’s group, when full
cap assessments showed excessive slow wave activity at other locations
(P4, T6, FZ, F3, Fp1) these sites were also used. Coaching in
metacognitive strategies was done as appropriate for academic levels.
RESULTS
EEG
patterns of the Asperger’s group resembled ADD patterns in the
central areas but amplitudes tended to be more extreme. Excess slow
wave activity in either the delta through theta range or excess alpha
activity were found in both groups. In the Asperger’s group the
peaks at 7 Hz had the morphology of paediatric alpha. Full cap
assessments showed slowing (excessive low alpha, 8 to 10 Hz.) in the
right parietal region (P4) and some slowing at T6.
There was high amplitude theta at FP1, F3, Fz and Cz.
There were also differences in coherence and comodulation.
ADD
training usually took between 40 and 60 sessions. In the Asperger’s
group, sometimes more than 100 sessions was necessary. In both groups
NFB training consistently produced a decrease in theta/beta ratio with
the clearest change being an increase in SMR.
IQ increases of about 10 points were found. TOVA data were
inconsistent with the Asperger’s children. This may be due to their
anxiety and willingness to follow instructions precisely resulting in
them often scoring well even prior to training. In both groups social
interactions improved. In the Asperger’s group the children went
from having no friends to initiating and maintaining some peer
friendships. The largest improvements were in those who received >
80 sessions.
DISCUSSION
There
is overlap in symptoms and overlap in EEG differences observed in
clients with ADD and AS. These findings provide a rationale for using
neurofeedback. In both groups excess slow wave activity corresponds to
being more in their own world; low
SMR is consistent with
fidgety and impulsive behaviour and also with the tactile sensitivity
exhibited by many; high left prefrontal and frontal slow wave activity
is consistent with lack of appropriate inhibition. In AS high slow
wave activity in right parietal-temporal area is consistent with
inability to interpret social cues and emotions. Improved social
interaction found in conjunction with EEG shifts makes sense: more
activation means more alert to the outside world and thus better able
to benefit from socialization efforts. The positive results support
neurofeedback as an intervention in Asperger’s syndrome. In future
we may find ways to make the training in AS more efficient perhaps
through the application of comodulation training.
References:
Attwood,
Tony ( 1997) Asperger’s Syndrome: A Guide for Parents and
Professionals. London: Jessica Kingsley Publications.
Boddaert,
N., Chabane, N., (2002) Temporal Lobe dysfunction in childhood autism:
J. Radiol Dec. 83 1829-33
Love,
A.J.; Thompson, M.G.G.; Language Disorders and Attention Deficit
Disorders in a Child Psychiatric Outpatient Population, American
Journal of Orthopsychiatry, 58(1), January 1988.
Malone,
M.A., Kershner, J.R., Swanson J.M. (1994). Hemispheric Processing and
Methylphenidate Effects in Attention-Deficit Hyperactivity Disorder. Journal
of Child Neurology, 9(
2), 181-189.
Pavlakis,
Frank Y. (2001) Brain imaging in neurobehavioral disorders. Review,
Paediatric Neurology. 25(4): 278-287, Oct.
Schultz,
Robert T., Romanski, Lizabeth M., Tsatsanis, Katherine D. (2000)
Neurofunctional Models of Autistic Disorder and Asperger Syndrome,
Clues from Neuroimaging. In Asperger Syndrome edited by Ami
Klin, Fred R. Volkmar, Sara S. Sparrow. New York: Guilford Press.
Thompson
L., Thompson M., (1998), Neurofeedback Combined with Training in
Metacognitive Strategies: Effectiveness in Students with ADD. Applied
Psychophysiology and Biofeedback,
23, ( 4), 243-263.
Sincerely
yours,
Lynda
Thompson, Ph.D., C.Psych.
Executive
Director
- Anxiety
and HEG
- Hershel
Toomim & Robert Joneson
-
-
- Abstract
1:
-
- Seven resolved Anxiety Case
Reports with before and after QEEG and Loreta studies will be
presented by Robert Jonelson .
-
- Method:
- Training with HEG was given at
Fp1, Fp2, and Fpz for 10 minutes at each of 30 sessions.
-
- Results:
- After
30 sessions all cases were in complete recession
-
- Conclusion:
- This is the first report where
HEG affects a mental state usually relegated to EEG or
psychotherapy. This
clear experience with a system having a demonstrated physiological
basis led to the possibility that there was an underlying genetic or
acquired physiological complex making one prone to these devastating
experiences.
-
- Abstract
2:
-
- Successful training of Anxiety
with HEG led to the following reasoning:
- Anxiety, resulting from
amygdala activation, has evolutionary advantages in rapidly
preparing the individual for flight or fight in threatening
situations. A brain excitatory exceptionally fast pathway has been
found from the striatum that reaches the amygdala via the special
branch of Broca. Another
inhibitory pathway traverses the cortex before reaching the amygdala
and is slower. This second pathway is inhibitory
- The normal expectation is
thought (cortical activity) can subdue the anxiety response if the
pathway for negation to the amygdala is fast and strong enough to
limit the nor epinephrine release that activates the uncontrolled
response.
-
- Hypothesis:
- The timing and strength of left
prefrontal response to a sudden stimulus relative to the response of
the right prefrontal cortical response will be greater and more
rapid for anxiety free individuals than for the victims of anxiety
attacks
-
- Method:
- Measuring the strength and
timing of the left prefrontal response relative to the right
prefrontal emotional response can test this.
Computer graphics show a typical case for a high anxiety
client as contrasted to a more normal response.
- Measurement with a dual HEG
headband makes rapid simultaneous recording of these responses
convenient.. The
response to a sudden unexpected impact is clearly shown by the ratio
of these two responses. The magnitude and timing of all three
responses can be examined pixel by pixel of the saved recording
-
- Conclusion:
- This is a preliminary
presentation opening a possible pathway for analysis and training
anxiety prone individuals toward more controlled responses.
Workshop
Title:
- Clinical
Cerebral Blood Flow Neurofeedback Workshop
- Hershel
Toomim
-
- The
workshop develops ability to use Hemoencephalography (HEG) as a
treatment for brain dysfunctions characterized by insufficient brain
blood flow.
-
- Course
Description
-
- The
workshop teaches use of EEG,
SPECT, TOVA, MicroCog, and a Questionnaire to select relevant brain
areas for training.
-
- Attendees
will learn:
-
Relationship
between EEG and HEG
-
Objective tests of
progress and their interpretation
-
Use of objective and behavioral
measures of blood flow to determine training
positions
- Attendees
will experience HEG treatment (hands on)
-
- Who
Should Take This Course
-
- The
Blood Flow Workshop is designed for practitioners of the
Neurofeedback art
-
- Course
Objectives
-
- The
workshop will present the history of HEG with identification of
major contributors. Attendees will learn:
- (1)
The simplicity and advantages of HEG neurofeedback
- (2)
To use HEG equipment
- (3)
To use cerebral studies for locating treatment sites
- (4)
To evaluate limitations on HEG placement
- (5)
Use of objective tests assessment of client progress.
-
- Brief
biographical sketch for each presenter
-
- Hershel
Toomim Sc.D.
- 6542
Hayes Drive
- Los
Angeles 90048 CA.
-
- Affilliation
: Biocomp
Research Institute – President 1969 to present
- Education:
B.S.E.E. University of Illinois 1945; Sc.D. Union University 1977
- Honors:
-
Phi Eta Sigma
Freshman Honorary Society, University of Illinois 1937
-
Sigma Xi Honorary
Research Society, University of Illinois 1939
-
Sc.D. Honorary
advanced degree, Union University 1977
-
Director Biofeedback Society of
California 1974
-
- Examination
-
- Choose the answer that
most thoroughly covers the subject.
-
- 1.
What tests would you use to determine if your client is ADD ?
- A. T.O.V.A.
- B. Blood Flow Graph
- C. MicroCog Assessment of
Cognitive Functioning
-
D
Patient History
-
E.
All of the above
-
-
Answer E
-
- 2.
How would you evaluate progress in Cerebral Oxygenation Blood
Flow Therapy ?
- A. Maintain a session by
session graph of incoming blood flow
- B. Evaluate Brain Map each 10
sessions
- C. Assess Cognitive
functioning after each 10 sessions
- D. Assess T.O.V.A. after each
10 sessions
- E. A and B
- F. C and D
-
-
Answer F
-
- 3
What artifacts limit EEG therapy which are no longer present
in Cerebral Oxygenation Blood Flow Therapy?
- A.. Eye movement artifact in EEG
prefrontal cortex training
- B. Electrode to skin impedance
makes EEG susceptible to movement artifact
- C. Electrode to skin impedance
makes EEG susceptible to 60 Hz interference
- D. Muscle contraction artifact
must be guarded against in EEG therapy
- E.
All
of the above
-
-
Answer E
-
- 4.
What is the best correlation between EEG Therapy and Cerebral
Oxygenation Blood Flow Therapy?
- A. The Beta to Theta ratio
varies with cerebral blood flow.
- B. Excessive Theta levels
correlate with low blood perfusion
- C. Excessive Theta levels
correlate with high blood flow
- D. Excessive Beta levels
correlate with high blood flow
-
- Answer
A
- 5.
What instrument is used in Oxygenation Blood Flow Therapy?
- A. The near infrared
spectrophotometer
- B.
Far infrared Spectrophotometer
- C.
Far Infrared thermometer
- D.
Audio Visual Flashing light instrument
- E.
A., B., or C.
- F.
All of the above
- G.
Nono of the above
- H.
C. and D.
- Answer E.
-
- 6.
Ambient interior light artifact should be avoided because it…
-
A.
Makes readings
unstable
-
B.
Causes
increased blood flow readings
- C.
Causes undulating blood flow readings
- D.
All of the above if poor skin contact
through hair exists.
- E.
A., B., C., and D. if light leaks into the headband skin
surface
-
F.
Has no effect
on the HEG signal
- Answer
E.
-
- 7.
The internal cover on the headband is designed to
-
A.
Strengthen the headband
-
B.
Block ambient light
-
C.
Block extracerebral light crosstalk
-
D.
None of the above
- E.
Make a convenient mount for the optodes
- Answer C.
-
- 8. The most significant
signs of patient fatigue are:
-
A.
Drop in HEG signal lasting for more than 2 minutes.
-
B.
Drop in indicated HEG signal
-
C.
Patient complaint
- D.
Any of the above.
- E.
A. or C. above
- Answer E.
-
- 9.
What do repeating undulating readings signify?
-
A.
Eye blink artifact
-
B.
Excess theta
-
C.
Heart beats
-
D.
A or B
- F.
Poor ground skin contact and weak signal.
- G.
Ambient artificial light leakage
- H.
E. or F.
- Answer G.
-
- 10.
HEG treatment is aided by…
- A.
Thinking pleasant thoughts
- B.
Relaxing
- C.
Internalizing the feedback sound
- D.
Keeping the feedback objective
- Answer
C.
-
- Exbamination
Key.
-
- 1.
E.
6. E.
- 2.
F.
7. C.
- 3.
E
8. E.
- 4.
A.
9. G.
- 5.
E.
Plenary Title:You
can be an Author.
Presenter: David
L. Trudeau, MD
Abstract:
Introduction:
Busy practitioners have a wealth of clinical data collected in their
practices. Although case reports and case series from such practices
are often reported at meetings such as this, many are not reported and
few make it into print.
Method:
Examples will be given where inexperienced clinician authors have
successfully published in peer reviewed journals. Specific pointers on
authoring case series, case studies, data review for observational
studies and participating in larger randomized controlled studies will
be discussed. Resources
for mentoring and collaboration by published authors will be
presented.
Findings:
Clinicians can be successful authors.
Discussion:
The authored peer reviewed contributions from clinicians can be an
important contribution to the literature on the clinical science of
neurotherapy
Foundations of Neurofeedback:
8 Functions of the Brain Trainer
Peter Van Deusen
A practical overview of the jobs
a successful trainer must perform to achieve consistent success; these
range from technical skills to management of the training process.
Talk: Brain-Based Training
Plan without QEEG
Peter Van Deusen
Using simple, readily available
2-channel hardware and software, trainers can perform a broad
assessment of brain function and activation patterns in less than an
hour. Using free forms that work in Microsoft Excel, the assessment
provides multiple views of the brain and guidance in answering the two
key questions of training: where do I put the leads and what do I
train up or down? The talk will show samples of the assessment and
discuss the concept of training planning.
Workshop:
Beyond Amplitude Training: A
practical guide to new options
New software packages have
brought training options into the reach of all trainers which allow
expansion of the more traditional amplitude-based training options
(e.g. theta down, beta up). It is not necessary to understand chaos
theory or advanced math to be able to implement these options in a
general neurofeedback practice. This talk will present the potential
benefits of these alternatives, limitations of pure amplitude-based
approaches and some of the contra-indications to such approaches as
coherence, phase, ratio/percent, peak frequency, sum-channel and
variance training.
-
- 4 hr
workshop: Getting the Most from BioExplorer
- Peter Van Deusen
- This workshop will orient participants to using
BioExplorer software to perform assessments and training sessions,
record and review training sessions and change training parameters
during the session, including thresholds and feedback.
It will demonstrate a variety of training capabilities,
including binaural beats, ratio or percent training, peak
frequency, coherence, phase, symmetry and squash protocols as well
as the standard amplitude-based protocols.
-
- Those with laptops are welcome to bring them and practice
along with the trainer. Information
on protocol packages and video files will also be provided.
-
- 3. AGENDA:
Attach a detailed description of what you will do during
the time allotted. Please
indicate time for all segments, including breaks and meals.
-
- Hour 1: File
structure and screen elements in BioExplorer; installation and the
dongle, demonstration of an assessment done on BioExplorer.
- Hour 2: Running
a session (using playback and record functions) to demonstrate
changing thresholds, sound and video feedback, power spectrum and
waveform displays. Also
covers use of dual monitors.
- Hour 3: Reviewing session results, including use of
BioReview, in graph and table format; changing the resolution of
the graph, adding and deleting signals and frequencies and setting
up new reports.
- Hour 4: Setting
up designs and/or revising templates, including an overview of the
flow-charting system, the Signal Diagram and the various objects
and their connections.
-
- 4. LEARNING
OBJECTIVES: List
3-5 learning objectives. Format
as what participants will be able to DO after
the session, not what the presenter intends to COVER
during the session. Begin each objective with a verb from the attached list of
behavioral verbs.
-
- 1.
Perform and record a training session in BioExplorer
software;
- 2.
Revise training parameters and feedback options including
thresholds;
- 3.
Produce graphical summaries of training sessions and
output tabular data;
- 4.
Create a BioExplorer Design to use in training sessions;
- 5.
Upload and place design, media and report files;
THE RADIANT ENERGIES BALANCE (REB):
A FLEXIBLE, COMPREHENSIVE, THERAPEUTIC and TRANSFORMATIVE PROTOCOL
Phillip
Warren
Engaging the body's energy system
accesses some of the most efficient adjunctive therapeutic modalities
available since the energetic approaches both resolve psychoenergetic
imbalances on their own and also they serve as powerful catalists for
other interventions. The REB protocol is one of the simplist, most
flexible and efficient approachs to tapping into body's energy system.
It can easily be incorporated into many more traditional approaches,
especially cognitive/imagery methods.
The Radiant Energies Balance (REB)
protocol provides a bridge between everyday life and the higher (more
spiritual) levels of existence. It provides an "elegant"
solution for a wide variety of psychoenergetic problems on the
physiological, psychological, and spiritual levels. The REB posture
balances the Autonomic Nervous System by balancing the Triple Warmer and
Spleen meridians and thus provides dramatic and rapid relief from
"the slings and arrows of outrageous fortune." Providing
release from the past opens the potential for the individual to start on
a more spiritual life path, facilitating movement to a
"witness" and "mindfulness" orientation to life. The
protocol builds on leading edge approaches from trauma/PTSD therapy and
psychophysiology while incorporating approaches from several
Energy/Information Psychology systems: Eden's Energy Medicine, HeartMath,
EMDR, Brain Gym, Integrative States Therapy, Rapid Eye Technology, NLP,
One Brain, Focusing, and Reiki.
The REB posture engages the
powerful "Radiant Circuit" system which serves as a
"hyper link" to all of the body's energy system. With
intention, the "Radiant Circuit" system automatically corrects
and balances where ever needed. The basic REB posture uses Eden's triple
warmer/spleen "hug" and connects the central and governing
meridians. These four meridians all have dual functions of regular
meridians as well as being Radiant Circuits (curious or extra-ordinary
meridians or strange flows). The protocol balances the autonomic nervous
system and, from a spiritual development perspective, engages the
Radiant Circuits which are the principal channels for "Yuan
chi" energy which, in the Chinese model, represents ancestral
energy or the energy of the soul.
I (PWW) presented the first
version of this Radiant Energies Balance (REB) at the CALSCA (Canadian
Alliance of Life Skills Coaches and Associations) 2001 September
conference. Subsequently I presented more recent versions at the 2002
ISSSEEM (International Society for the Study of Subtle Eneregies and
Energy Medicine) June conference in Boulder CO: http://www.issseem.org/
and at the 2002 Energy Psychology convention in Toronto in November:
http://www.meridianpsych.com/ I presented it at the North American
(Canada and USA) convention of specialized kinesiologies in 2003 April
with introductory REB training on April 9. Janet Nestor and I are
scheduled to present and train at the 2004 April convention of Energy
Kinesiology Organization. http://www.energyk.org
- Part One: Research/Theory
Background (~200 pp.)
- Bibliography, references and
resources (~42 pp.)
- Part Two: The Balance Procedure
(13 pp.)
- Part Three: Additional
Approaches, Other Practitioners' uses of the REB
- protocol, and Resources for
"The Art of Delivery" (~165 pp.)
- *A Descriptive Summary of the
Radiant Energies Balance (REB) (~19pp)
- RELATED DOCUMENTS
- Eden and Feinstein "Wired
for Joy" (11 pp.)
- Eden and Feinstein "Triple
Warmer: It's Hotter Than You Think" (4 pp.)
- Feinstein and Eden "The
Meridians and the Emotions: Why Energy Psychology
- Can Go Where Joseph Wolpe Never
Dreamed" (10 pp.)
- Andrade and Feinstein
"Energy psychology: theory, indications, evidence" (15
pp.)
Plenary talk: “How
Old is Too Old forNeurofeedback?
Nancy
E. White, Ph.D. – 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 and a consulting editor for the Journal of
Neurotherapy. She is author of a number of groundbreaking articles
in the field, has contributed chapters to college level texts on
Neurotherapy and has presented at conferences and symposia
internationally. Dr. White is listed in Who’s Who In Medicine and
Health
Healthcare
and in Who’s Who In America.
- Neurofeedback
and Spiritual Crisis
-
- 2-Hour
workshop By
-
- Anna
Wise
-
-
- Workshop
Description and 2-Hour Agenda
-
- As the economic and political
difficulties of the 21st century become more and more
entrenched, people are looking increasingly for an experience of the
ineffable. Spiritual
crises are escalating in frequency and stem from an expanding
variety of causes. The
disparity between society’s expectation and one’s inner
experience is enough in itself to cause a spiritual emergency.
Unfortunately, the prevailing social paradigm generally
excludes the spirit and the soul, as well as all forms of psychic
experience.
-
- Often people undergoing an
awakening will have a spiritual crisis accompanying their newfound
sense of expanded awareness and god-consciousness.
The awakening of kundalini, which is becoming more and more
prevalent, is often preceded or accompanied by a variety of symptoms
- from seeing visions and hearing unusual sounds to feeling
tingling, itching, crawling sensations, and undergoing spontaneous
yoga positions. Many of these symptoms can result in a spiritual crisis unless
the individual is able to obtain appropriate and knowledgeable
guidance.
-
- Neurofeedback is not only
likely to attract people in spiritual crisis, it might also uncover
spiritual crisis that has not yet been identified or even stimulate
it by activating certain lower frequency brainwaves.
One way to assist the client undergoing this experience is to
teach conscious awakening. This
workshop will give the practitioner a framework of approach to
spiritual crisis – both for short term remediation and long term
training.
-
- Proper understanding, support,
and validation along with awakened mind training, neuromonitoring,
energy balancing and the use of specific meditations depending on
the signature brainwave pattern of the individual will be discussed.
Experiential work will include a meditation on The Expansion
and Contraction of Consciousness.
-
-
- Learning
Objectives
-
- Participants will be able to:
-
- Define
spiritual crisis.
-
- Propose
a treatment or training plan to help an individual undergoing
spiritual crisis.
-
- Practice
a meditation designed to help alleviate spiritual crisis.
-
-
-
-
-
Mind-Body Edutainment
-
- Vietta
‘Sue’ Wilson
York University
Toronto
-
-
-
- This
session will present techniques and tools that are used in the
classroom, corporations and with individuals to demonstrate,
illustrate, and help the individual make a connection between the
mind and body. This is
important not only for group presentation but for individuals who
need awareness in
biofeedback or neuorfeedback programmes.
-
- ‘Edu’
refers to the relevance of the material to the topic being presented
or discussed. ‘Tainment’ refers to the delivery in a manner that
involves the participants either physically or mentally in an
entertaining way. People
generally feel better and remember longer if they enjoy or become
involved in the learning process. Selling ones skills is easier if
past clients have learned or changed in a significant manner and
have enjoyed the process.
-
- Through
the delivery of the edutainment tools and techniques seminar
participants will be able to see principles of
good learning progressions, modeling,
basic motivational techniques and research information
utilized in a more effective manner.
-
- Edutainment
for breathing, muscle control, mind-body affects, temperature
control, perceptual interference, priming and other relevant
psychophysiological principles will be presented that facilitate an
‘aha’ or awareness of mind-body interaction.
-
- A
C-D with the visual displays and a review of the edutainment
exercises will be available.
-
- Workshop:
- Nothing
Succeeds Like Success
- How
to Use Psychological Skill Training with Neurofeedback
- Vietta
E. ‘Sue’ Wilson, Ph.D.
- York
University
-
- From
the performance literature, nothing motivates and enhances
learning faster or longer than being successful. The premise of
this seminar is that when individuals engage in training in
neurofeedback or biofeedback it takes a significant amount of time
before the changes can be noted in their target performance or
their daily lives. This seminar will focus on how clinicians can
use an optimum performance model to identify areas where the
client can obtain success while waiting for the effects of the
biofeedback and neurofeedback training to become permanent.
Psychological knowledge and skills that can be practiced
daily to enhance confidence and foster success behaviours will be
presented.
-
- Motivational
interviewing
- Goal
Charting
-
Successful self-regulation skills:
energizing, relaxing, regeneration, breathing
-
Successful brain regulation skills:
imagery, focusing, re-focusing, re-framing
- Deliberate
Practice for target behaviour
- Neurofeedback
protocol for performance enhancement: with or without QEEG
- Coordinated
Coaching
-
- Actual
case histories as well as group research will be used to
illustrate why specific tools or techniques were used and the
strengths and weaknesses of these decisions. In particular, what
and how to look for opportunities to create success or re-frame
for success will be discussed.
-
Pain and Bleeding control by a Yogic
Master While Piercing:
Psychophysiological Correlates
Erik
Peper
SanFrancisco
State University
Vietta
E. Wilson
York
University, Toronto, Canada
Mitsumasa
Kawakami and Misa Sata
Institute
for Research of Subconscious Psychology, Tokyo, Japan
A
Yogi master was psychophysiologically monitored while he pierced his
neck and tongue with skewers to demonstrate control of pain and bleeding
(see Figure 1). Measurements
included respiration rate (RR), heart rate (HR), diaphragmatic and
thoracic breathing, electrodermal activity (EDA) and
electroencepholography (EEG) from Cz and Fz.
The Yogi reported no pain during piercing and no bleeding was
observed. In general he had elevated HR and low unresponsive EDA
throughout the session. His respiration rate averaged 7 bpm during the
slow breathing meditation prior to and following the piercing but
elevated to approximately 25 breaths per minute during piercing.
His EEG showed predominate alpha of 10 Hz during meditation.
Alpha, SMR, and beta EEG elevated at Cz during piercing with no change
in delta or theta. Beta EEG elevated at Fz during piercing with no
changes in SMR, delta or theta EEG (see Figures 2, 3 & 4). He
reported piercing and pushing the skewer through his tissue during the
exhalation phase of respiration, while totally relaxing his tongue. This demonstration and the EEG data suggest that conscious
self-regulation through narrowing of attention, as opposed to
disassociation, is modulated through controlling attention and
inhibiting autonomic responses to painful stimuli.
Figure 1.
Demonstration of the neck and tongue piercing by the yogi, Mr.
Kawakami
Figure 2.
Average EEG amplitude as recorded from Cz to linked ears as
recorded during the different conditions.
Figure 3.
Average EEG amplitude as recorded from Fz to linked ears as
recorded during the different conditions.
Figure 4. Power
spectra of Cz and Fz with reference to linked ears during eyes closed
baseline and neck piercing.
The
Field of Awakened Mind Training – Defining
an Emergent Specialty:
Anna Wise
Using
Dynamic EEG, Meditation, and the Interrelationship of the State and the
Content of Consciousness to Train Personal Mastery.
- 7-hour
Workshop February
10, 2004
-
- QEEG
Hands-On
- K. H. Wong, PhD, BCIAC, BCIA-EEG,
ECNS-QEEG
-
- This workshop focuses on
practical skills training, especially (Part I)
for practitioners just beginning to or planning to conduct
quantitative EEG independently and/or
(Part II) for those who would like first-hand experience
using a database, from setting up the hardware, running the
software, hooking up electrodes, collecting data, to making sense of
the data with or without a reference/normative database.
-
- Part I
-
- 1.
Electrodes placement with and without cap
- 2.
Placement/monitoring of artifact electrodes and artifact
channels
- 3.
QEEG instrumentation
- 4.
QEEG data collection
-
- Part
II
-
- 5.
QEEG data editing practice and issues
- 6.
Mapping without reference database
- 7.
Choosing a normative database
- 8.
Database interpretation
- 9.
Multiple databases: Issues and implications
- 10.
Case interpretation and protocol design
- Two –Hour Workshop
-
- Tools, Gears, and
Paraphernalia in QEEG
- K. H. Wong, PhD, BCIAC, BCIA-EEG,
ECNS-QEEG
-
-
- This Workshop focuses primarily
on QEEG hardware. Beginning with the historic, heavy-duty hospital
grade and pioneering brain electrical activity mapping equipment, to
the latest 128 channels powerhouse, to some desktop A/C versions
that range from 19 to 32 channels, followed by the more recent
battery operated, truly portable laptop based, almost wearable
versions. Will also review the necessary accessories such as caps,
electrodes, headbox, etc. that are necessary
data collection.
-
-
-
-
-
-
-
-
-
- Topic
for “Foundations of QEEG”
-
-
- The
Role of QEEG in Neurofeedback
- K. H. Wong, PhD, BCIAC, BCIA-EEG,
ECNS-QEEG
-
-
- Among
others, quantitative EEG, with or without topographic brain mapping,
ascertains the brain status prior to training, facilitates
training/treatment protocol design and pre-post treatment
comparisons. However, there are issues from hardware, software to
different processing approaches that could change the dynamics or
interpretation of the QEEG, especially with regard to reference or
normative databases. Furthermore,
what do you train when the QEEG is “within normal limits”
? Is deviancy less than
2 standard deviation normal ? These and related issues will be
addressed.
-
-
-
-
-
- Plenary
Topic
-
-
- Treatment without Stigma: Does your
hand have equal length fingers ?
-
K. H. Wong, PhD, BCIAC, BCIA-EEG, ECNS-QEEG
-
- For
a client who is seeking peak performance training, how would each
of the following practitioners’ approach be different ?
-
-
- A solo practitioner who
works primarily in the area of peripheral
- biofeedback;
-
- One who specializes only
in neurofeedback;
-
- A psychologist or mental
health practitioner who has a broad scope of or eclectic practice in
a multidisciplinary setting; or
-
- A medical professional such
as a neurologist or neuopsychiatrist who is also competent in QEEG
and neurofeedback.
-
-
What are the
implications ?
-
-
-
-
-
-
- BIO
-
-
- K.
H. Wong,PhD, BCIAC, BCIA-EEG, ECNS-QEEG
-
- Director,
QEEG and Neurotherapy Institute
www.neurotherapy.org
-
- For
over 20 years, Dr. Wong has focused his research and clinical
interests on neurorehabilitation, behavioral medicine, peripheral
and EEG biofeedback, working with TBI, CVA, ADHD/ LD/DD, stress,
chronic pain, addictions, seizure clients,
including teaching at university/colleges, and presenting at
conferences. He is a licensed psychologist in Pennsylvania, a BCIA
Fellow/Associate Fellow and a Diplomate in EEG biofeedback. He is
board-certified by the EEG & Clinical Neuroscience Society in
EEG, Quantitative EEG and Neurophysiology.
-
Between
1994-96 he completed fellowship in QEEG/ EEG/ Neurophysiology at
Children’s Hospital and Harvard Medical School, under the supervision
of Drs. Frank Duffy and Gloria McAnulty, with clinical training in
behavioral medicine from Dr. Herbert Benson’s team at the Mind-Body
Medical Institute in
cardiac wellness/ rehabilitation, chronic pain management,
insomnia, and medical symptom reduction.
Besides
a visiting fellowship in fMRI
and Transcranial Magnetic Stimulation, he was also trained in electrode
placement in a hospital setting by a team of registered EEG and
experienced QEEG technologists.
Since 1995 he has been monitoring the development of QEEG as
legal evidence in the courtroom. As a BCIA approved supervisor, Dr. Wong
provides training, supervision/ consultation to neurotherapy
practitioners on neurotherapy/QEEG and is preparing a manuscript on this
subject. He is the author of an upcoming book Quantitative EEG Atlas.
---------------------------------
Coaching
Clients to Gain Confidence and Live Confidently in an
Intimidating
Unfriendly World
Nathaniel
Zinsser PhD
Director, Performance Enhancement Program, United States Military
Academy
This session will cover a
curriculum for understanding the concept of functional confidence,
building functional confidence through conscious thinking habits, and
protecting this confidence from attack. Participants will explore
definitions and misconceptions of confidence, and will learn specific
thinking skills that maximize functional confidence regardless of
external circumstances.
|
Futurehealth
Winter Brain, Optimal Functioning &
Positive Psychology and StoryCon
Meeting
Futurehealth.org
