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Workshop and Commercially-Oriented Short Course Abstracts Saturday and Sunday
Saturday, August 30, 2008 View the Saturday Schedule
COSC 5: Use of the EZ Passive Infrared Hemoencephalography System (EZPIR HEG) for Working with Headaches and Other Disorders
Lecture, Experiential, Demonstration)
Jeff Carmen, Ph.D., Private Practice, carmen5272@aol.com
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Advanced
Abstract
This will be a very interesting short course. It is open to and appropriate for beginners, people with some experience, and people with lots of experience. Globally, the focus will be on the application of Jeff Carmen's infrared techniques as a photon-based type of neurotherapy. There will be coverage of the theoretical underpinnings of the system, along with explanations of the various iterations that have led to the current system.
This will have a heavy clinical focus. About 50% of the emphasis will be on headaches. The balance of the emphasis will be on using this system as a neurotherapy intervention for disorders involving disruption of the rate and magnitude of response to external and internal stimuli. Data driven clinical experiences will be reviewed. I will have my infrared camera for pre/post evaluation of session effectiveness, along
with several working pIRHEG systems for people in the course to work with. There will be a heavy emphasis on hands-on activities in which people can experience using the equipment, with plenty of time to ask questions.
For those folks who are experienced at using pIRHEG as an intervention, this course will provide up-to-date coverage of my current perspectives on this process. These have changed over the years, so if you are still relying on my perspectives from past years, they have changed.
Goals/Objectives
Use and apply the EZPIR HEG system to work with headaches and other disorders that involve problems with the rate and magnitude of response to internal and external stimuli.
Identify specific DSM diagnoses that relate to this broader classification concept.
Identify and diagnose major Headache Subtypes based the International Headache Society classification system.
Outline
Review the development of iterations of PIR HEG from original prototyping to the present hardware/software implementation. Also, the uses and techniques will be addressed. (1 hour)
Review diagnostic variables as defined in the DSM IV and the International Headache Society's latestinformation on headache classification. (1 hour)
Physical demonstration of use of the system along with hands-on of participants. (1 hour)
Financial Interest: Dr. Carmen is the sole manufacturer and distributor of this current implementation of the EZPIR SYSTEM. Concepts discussed in this presentation will also apply to other systems (Pocket-Neurobics, BrainMaster, Neuroamp) that utilize PIR HEG as a modality.
COSC 6: HBI Database A New Tool in Diagnosing Mental Disabilities
(Lecture, Demonstration, Experiential)
Juri Kropotov, Ph.D., Institute of the Human Brain, jdkropotov@yahoo.com
Andreas Mueller, Ph.D., Brain and Trauma Foundation, andreas.mueller@psychologie.ch
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Intermediate
Abstract
The workshop will show that HBI Database makes a fundamental change in diagnostic science. The HBI Database is a revolutionary tool enabling the professional to assess dysfunctions of brain systems, construct protocols of individual treatment, monitor drug effects (and predict medication response), and is used in the development of new drugs.
Progress Begins With Innovation
We are entering a new era of psychiatry and neurology. Long awaited, the fifth revised edition of The Diagnostic and Statistical Manual of Mental Disorders (DSM-V) will become the main reference for psychiatrists and neurologists upon its release in 2012. The primary focus of the new revision is to classify brain disorders according to their biological markers endopheno types. The new approach assumes that a psychiatric diagnosis is made not only from behavior, but also from the knowledge of which brain system is impaired. Parameters of quantitative electroencephalogram (QEEG) and components of event-related potentials (ERPs) are considered as the most effective biological markers.
This flaw of the current databases is resolved in a new database built on the methodology developed in the Human Brain Institute (HBI) of the Russian Academy of Sciences This methodology was awarded the USSR State Prize (the highest scientific award in the former Soviet Union) and is officially recognized as a unique discovery in the field of human physiology. The database is now used in many scientific centers abroad as well as in clinical practices in Europe and the USA.
From Raw Data To Comparison With Norms
Brain responses (i.e. evoked potentials) to psychological tasks are decomposed into independent components. The components are associated with distinctive psychological operations. Comparing the amplitude and latency of the components with the normative data gives new insights into the different stages of information processing in patients. In clinical settings the HBI Database is a valuable resource for individualized treatment planning.
A Unique Database For ICA Components
A comparison of the independent components of ERPs with the database indicates what psychological operation is impaired in the patient, and how the dysfunction can be corrected.
Our studies show that the entire ADHD population can be separated into distinct categories, each characterized by selective suppression of a distinct component, and each responding to a specific medication.
Goals/Objectives
Explain the basic theory of HBI database.
Describe the structure of HBI program.
Demonstrate how to handle HBI Databases on single cases.
Outline
Basic theory of HBI database will be explained (1 hour)
Basic structure of program will be demonstrated (1 hour)
Exercise on single cases (1 hour)
Financial Interest: Dr. Mueller and Dr. Kropotov are the owners of HBI Database.
WS 19: Neurofeedback in Pain Management
(Lecture)
Victoria Ibric, M.D., Ph.D., Neurofeedback & NeuroRehab Institute, Inc., dribric@sbcglobal.net
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Advanced
Abstract
This workshop will introduce the audience to the use of Neurofeedback in pain syndromes. How to obtain strong, long lasting effects in correcting the pain perception in chronic pain patients is developed.
Understanding pain and the historical interpretation of pain concepts is reviewed. The combination of peripheral biofeedback in conjunction with Neurofeedback is explained, and case studies presented. The outline includes:
Discussion of the concept of pain, peripheral receptors, types of pain and the pain interpretation at the cortical level. The various theories about pain, in a historical frame from ancient times to Descartes, Melzack and Wall's "Gate Theory" and Craig's "bio-psycho-social theory" will be presented. Corticalization of pain (Rainville, Birbaumer, Ramanchandran) will be developed.
While chronic pain produces a disruption of the Default Mode Network (DMN), dynamics of the brain explains the alteration of the brain functions in totto that causes other symptoms, such as depression, anxiety, sleep disorders and cognitive functions alterations (Apkarian, Baliki). Neurofeedback proved useful overall.
Various pain syndromes and the application of BF with/ without NF will be discussed, based on some case studies.
Complex cases and various longitudinal case studies will describe the use of various NF techniques, based on electrodes localization, brain waves parameters trained, up or down trained, for the maximum efficacy in pain control.
Key Words
Acute and chronic pain syndromes, Myofascial pain syndrome, Fibromyalgia, Complex Regional Pain Syndrome, Neuropathies, Biofeedback, Neurofeedback, Enhanced type of Neurofeedback, Default Mode Network Dynamics.
Goals/Objectives
Understand the dimensions of pain, and the difference between acute and chronic pain.
Combine biofeedback with neurofeedback in various pain syndromes such as, myofascial pain syndrome, Fibromyalgia, and Complex Regional Pain Syndromes or neuropathies.
Apply neurofeedback techniques in central pain syndromes, using the necessary central localizations of pain, in order to offer clients the best reduction in their pain perception and pain affect.
Outline
Discuss the concept of pain, peripheral receptors, types of pain and the pain interpretation at the cortical level; present the various theories about pain, in a historical frame, from ancient times to Descartes, Melzack and Wall's "Gate Theory" and Craig's "bio- psycho-social theory". Corticalization of pain (Rainville, Birbaumer, Ramanchandran, Baliki) will be developed (60 minutes)
Various pain syndromes and the application of BF with and without NF will be discussed, based on case studies (60 minutes)
Complex cases and various longitudinal case studies will describe the use of various NF techniques,based on electrodes localization, brain waves parameters trained, up or down trained, for the maximum efficacy in pain control (60 minutes)
Financial Interest: No financial interest
WS 20: Show Me The Data! EEG Waveform Review
(Lecture)
Jack Johnstone, Ph.D., Q-Metrx, Inc., jack@q-metrx.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate
Abstract
Introduction
This workshop is a review of raw EEG data. A brief review of recording techniques and issues will be presented followed by a series of exemplary cases showing transient EEG abnormalities, persistent EEG findings, artifacts, effects of drowsiness and sleep (including polysomnography), and effects of medication. Cases will include both children and adults. Important issues in cerebral maturation will be addressed with examples of cases of autism, ADD, and learning disabilities. Typical findings in psychiatric disorders such as depression and anxiety will covered and findings often seen in epilepsy (paroxysms, spike and wave) and head injury will be reviewed. The overall focus is on implications for qEEG assessment and NF training.
Methods
Exemplary case reviews.
Goals/Objectives
Understand the utility of EEG as an assessment technique and the basics of recording and interpretation of clinical EEG.
Agenda
Introduction to digital EEG recording for pre-NF assessment: Instruments, montages, recording conditions, localization, medical interpretation.
Evaluation of artifact: Movement, EMG, EOG, electrode artifact, EKG, GSR.
Assessment of transients: Transient slowing, focal and diffuse. Paroxysmal activity, spike/wave discharges, "normal variants" (slow waves of youth, mu, fusiform alpha), patterns with shifting laterality.
Persistent findings: Slowing in dementia, stroke, head trauma, developmental disorders.
Drowsiness and Sleep: Onset of drowsiness, burst patterns, sleep stages.
Effects of common medications: Antidepressants, anxiolytics, anticonvulsants, psychostimulants, antipsychotics, non-psychoactive meds.
Question/answer period.
Goals/Objectives
Discuss important EEG transients, drowsiness and sleep, artifacts, and persistent abnormalities.
Describe implications of EEG findings for neurofeedback.
Describe the differences between dynamic events such as transient EEG abnormalities and static, persistent qEEG findings such as focal slowing.
Outline
Introduction to digital EEG recording for pre-NF assessment: Instruments, montages, recording conditions, localization, medical interpretation (30 minutes)
Evaluation of artifact: Movement, EMG, EOG, electrode artifact, EKG, GSR. (20 minutes)
Assessment of transients: Transient slowing, focal and diffuse. Paroxysmal activity, spike/wave discharges, "normal variants" (slow waves of youth, mu, fusiform alpha), patterns with shifting laterality (45 minutes)
Persistent findings: Slowing in dementia, stroke, head trauma, developmental disorders (30 minutes)
Drowsiness and Sleep: Onset of drowsiness, burst patterns, sleep stages (25 minutes)
Effects of common medications: Antidepressants, anxiolytics, anticonvulsants, psychostimulants, antipsychotics, non-psychoactive meds. (25 minutes)
Question/answer (20 minutes)
Financial Interests: No financial conflict.
WS 21: Advanced Techniques for Live Z-Score Training Using an Activation/Coherence Model
(Experential, Demonstration)
Thomas Collura, Ph.D., BrainMaster Technologies, Inc., tomc1@brainm.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
This workshop will demonstrate and explain the latest techniques developed by BrainMaster for live Z-Score training. These include the use of multivariate proportional (MVP) target variables for comprehensive whole-head training, the use of the MINI-Q for 4-channel training, and the design of advanced protocols. This workshop will provide hands-on experience and the opportunity for attendees to implement and use a wide range of both simple and complex protocols. Feedback including all types of multimedia sounds, animations, DVDs, CDs, and real-world devices will be explained, as these provide intuitive and simple feedback for complex brain parametric training. The concept of functional 4-channel training montages will be explained, and the connection between 4-channel training and a modular activation/coherence brain model will be discussed.
Goals/Objectives
Demonstrate use of live Z-score in neurofeedback.
Design protocols using multivariate training.
Explain the value of multivariate training in clinical outcome.
Outline
Basics of z-score training (45 minutes)
Use of advanced protocols (45 minutes)
Design of protocols (45 minutes)
Clinical use of 4-channel z-score protocols (45 minutes)
Financial Interests: Dr. Collura has a financial interest in BrainMaster Technologies, Inc.
WS 22: Connectivity Guided Neurofeedback For Autistic Spectrum Disorder
(Lecture, Demonstration)
Robert Coben, Ph.D., Private Practice, drcoben@gmail.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract:
Autistic disorders have multi-system impact with significant adverse effects on the development of the central nervous system. The neurobiological study of autistic disorders has shown problems related to neural connectivity (Coben et al., 2008; Murias et al., 2007). This has been demonstrated at multiple levels of analyses including neuropathological, fMRI, MRI-DTI and EEG studies. As such, therapeutic interventions of significance should lead to improvements in neural connectivity.
We have shown that specific connectivity guided EEG training approaches:
(1) are effective in reducing autistic symptoms (Coben & Padolsky, 2007);
(2) lead to therapeutic changes on measures of EEG connectivity and power (Coben, 2008a);
(3) these changes are localizable and predictable (Coben, 2007); and
(4) improvements in symptoms and EEG activity are long lasting (Coben, 2008b).
During this workshop, information will be shared regarding:
(1) the definition of the range of Autistic Spectrum Disorders;
(2) neurophysiological findings in ASD;
(3) measuring neural connectivity in ASD;
(4) designing neurofeedback protocols based on connectivity data in ASD; and
(5) measuring change and research design.
Goals/Objectives
Identify connectivity anomalies and how they impact autistics.
Interpret EEG connectivity data for assessment and treatment planning purposes.
Design neurofeedback protocols that may remediate connectivity anomalies.
Outline
Defining the range of Autistic Spectrum Disorders (15 minutes)
Neurophysiological findings in ASD (45 minutes)
Measuring neural connectivity in ASD (30 minutes)
Designing NF protocols based on connectivity data in ASD (60 minutes)
Measuring change/Research design (30 minutes)
Financial Interests: We use QEEG software, but I have no financial relationship with the companies that produce such software.
WS 23: Neuroanatomical Underpinnings of Effective Intervention with Asperger's Syndrome: From Theory to Practice
(Lecture, Demonstration)
Lynda Thompson, Ph.D., Michael Thompson, M.D., ADD Centre, lyndamichaelthompson@gmail.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
This workshop will assist participants in understanding the basic symptoms of Asperger's syndrome. It will demonstrate how an assessment is carried out. These assessments typically show dysfunction in seven neuroanatomical areas that are involved in autistic spectrum disorders (ASD). These include: (1) Prefrontal cortex (2) Hippocampal Gyrus, (3) Amygdala with its connections to the Orbital and Medial Frontal areas of the brain, (4) Fusiform gyrus, (5) Superior Temporal Gyrus containing the auditory cortex, (6) Anterior Insula and the Anterior Cingulate (both part of the limbic system (or emotional brain), and (7) Frontal and Parietal-Temporal Mirror Neuron areas (on the right side underlie sensory and motor aprosodia).
This will be combined with an understanding Stephen Porges' Polyvagal Theory to show how the integration of cortical dysfunction with autonomic functioning leads to an understanding of why biofeedback, and in particular heart rate variability training, should be combined with neurofeedback (NFB) to treat these disorders. The participants will see how lack of normal functioning in cortical, diencephalic, corpus striatum, midbrain, and brain stem regions can correspond to the clients' symptoms and how dysfunction in these areas can be identified using the quantitative electroencephalogram (QEEG) combined with low resolution electro-magnetic tomographic assessment (LORETA) and a psychophysiological stress assessment. The QEEG will also show abnormalities in connectivity (coherence) between sites.
Existing theories of dysfunction in the ASDs including: Mirror Neuron and Salience Landscape theories and the three neuro-cognitive theories (Theory-of-mind, weak-central-coherence, and Executive Function) and the Polyvagal theory will be mentioned as they relate to QEEG findings and symptoms and how practitioners can intervene using a combined neurofeedback plus biofeedback approach to achieve good results. Our outcomes with more than 150 consecutive clients will be shared. The approach used addresses the four key groups of symptoms: (1) ADHD symptoms of inattention and impulsivity, (2) anxiety and affect modulation, (3) empathy, affect interpretation and expression and maintaining social interactions, and (4) executive function difficulties.
Goals/Objectives
List and describe the symptoms of Asperger's syndrome and describe how Asperger's can be differentiated from Autism and from ADHD.
Identify (using QEEG and LORETA), seven Neuroanatomical areas commonly found to be outside database norms in ASDs.
Discuss current theories for understanding ASDs including: Mirror Neuron and Salience Landscape theories and the triad: Theory-of-mind, Coherence, and Executive Function deficit theories and the Polyvagal theory.
Demonstrate how to combine NFB with BFB to address the four primary symptom areas including:
(1) ADHD (symptoms of inattention and impulsivity), (2) anxiety and affect modulation, (3) empathy and affect interpretation and expression, and (4) executive function difficulties.
Outline
Recognize Symptoms of autistic spectrum disorders (ASD) (45 minutes)
EEG Assessment: Participants will learn the fundamentals of EEG assessment using one or two channels and understand typical patterns that may be observed using a full cap assessment (45 minutes)
Autonomic Nervous System and EMG (Stress) Assessment: Participants will learn the basics of a psychophysiological stress profile and how to carry out a brief stress assessment in a careful and responsible manner with this type of client (30 minutes)
Neurofeedback: Participants will be able to state the rational for the use of neurofeedback and describe how the assessment leads to appropriate conditions for either one or two channel training (60 minutes)
Financial Interests: Lynda Thompson is co-author of THE A.D.D. BOOK
Michael and Lynda are co-authors of SETTING UP FOR CLINICAL SUCCESS
Michael and Lynda Thompson are co-authors of THE NEUROFEEDBACK BOOK
It is likely that these books may be on sale at the meeting. The authors will state their interest in these books at the workshop.
Sunday, August 31, 2008 View the Sunday Schedule
COSC 7:An Introduction to Thought Technology Z-Score Neurofeedback: Presented Within the Context of Treating Youthful and Special Populations
(Lecture, Demonstration, Experiential)
Linda Walker, Nokomis Challenge Center, WalkerL3@michigan.gov
Credits: CME 3, American Psychological Association, NBCC, ASWB, TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Beginner to Intermediate
Abstract
At-risk and adjudicated youth have a wide range of challenges and special needs that require focused assessment, specially-tailored treatment programming and a blending of therapeutic techniques. Substance use, learning difficulties, abuse and a host of behavioral or mental health issues often create a tangle of comorbidity. Involvement with the courts, expulsion from school, family problems or poverty creates additional layers of complication.
Focused assessment and flexible interventions, such as z-score neurofeedback, are key tools in a therapist's quest for appropriate treatment solutions. This commercially-oriented short course provides an introduction to implementing z-score neurofeedback with at-risk and adjudicated adolescent populations using the Thought Technology Procomp Infiniti platform and the Thatcher Lifespan Normative Database by Applied Neuroscience, Inc.
Because at-risk and delinquent youth typically present with multi-faceted problems and can be traditionally difficult to engage, the presenter explores an overview of adolescent treatment considerations, such as assessment, integration of biofeedback and other modalities, and techniques to keep younger patients engaged while also making progress.
Participants receive an introduction to z-score neurofeedback while observing demonstrations of treatment sessions using a variety of Procomp Infiniti z-score screens and tasks. The course combines lessons from practical experience, best therapeutic practices for juveniles, and demonstration of software. Treatment examples are drawn from the Neurotherapy Project at Nokomis Challenge Center, a medium-security state training school in Michigan.
Boyd, W.D & Campbell, S.E. (1998). EEG biofeedback in schools: The use of EEG biofeedback to treat ADHD in a school setting. Journal of Neurotherapy, 2(4), 65-71.
Fernandez, T., Herrera, W., Harmony, T., Diaz-Comas, L., Santiago, E., Sanchez, L., Bosch, J., Fernandez-Bouzas, A., Otero, G., Ricardo-Garcell, J., Barraza, C., Aubert, E., Galan, L., & Valdes, P. (2003). EEG and behavioral changes following neurofeedback treatment in learning disabled children. Clinical Electroencephalography, 34(3), 145-150.
Foks, M. (2005). Neurofeedback training as an educational intervention in a school setting: How the regulation of arousal states can lead to improved attention and behaviour in children with special needs. Educational & Child Psychology, 22(3), 67-77.
Gunkelman, Jay (2006). Transcend the DSM Using Phenotypes. Biofeedback. 34 (3) 95-98.
Huang,-Storms, L., Bodenhamer-Davis, E., Davis, R., & Dunn, J. (2006). QEEG-guided neurofeedback for children with histories of abuse and neglect: Neurodevelopmental rationale and pilot study. Journal of Neurotherapy, 10(4), 3-16.
Martin, G., & Johnson, C. L. (2005). The Boys Totem Town Neurofeedback Project: A pilot study of EEG biofeedback with incarcerated juvenile felons. Journal of Neurotherapy, 9(3), 71-86.
Quirk, D. A. (1995). Composite biofeedback conditioning and dangerous offenders: III. Journal of Neurotherapy, 1(2), 44-54.
Smith, P. N., & Sams, M. W. (2005). Neurofeedback with juvenile offenders: A pilot study in the use of QEEG-based and analog-based remedial neurofeedback training. Journal of Neurotherapy, 9(3), 87-99.
Tarolla, Susan M., Wagner, Eric F., Rabinowitz, Jonathan and Tubman, Jonathan G. (2002). Understanding and treating juvenile offenders: A review of current knowledge and future directions. Aggression and Violent Behavior. 7(2), 125-143.
Teplin, Linda A., Abram, Karen M., McClelland, Gary M., Dulcan, Mina K. and Mericle, Amy A. (2002). Psychiatric Disorders in Youth in Juvenile Detention. Arch Gen Psychiatry. 2002;59:1133-1143.
Thatcher, Robert W. (2007). Z-Score Biofeedback: Technical Foundations. Applied Neuroscience, Inc. [Online] Available: www.appliedneuroscience.com.
Thornton, K.E. (2004). A Cost/Benefit Analysis of Different Intervention Models for the LD/Special Education Student. Biofeedback, 32(4), 9-13.
Trudeau, D. L. (2005). Applicability of brain wave biofeedback to substance use disorder in adolescents. Child & Adolescent Psychiatric Clinics of North America, 14(1), 125-136.
Goals/Objectives
Complete the appropriate steps to initiate a z-score open display or scripted treatment session.
Select at least one appropriate computation or statistic for the specific application.
Describe processes by which multimedia display screens can be tailored for the population and specific application.
Use and make simple script modifications to meet treatment needs.
Interpret a session report and a trend report over several sessions recorded during the course.
Outline
Introduction to Z-Scores (25 minutes)
Using display screens for clinical success (45 minutes)
Using a short scripted session (35 minutes)
Modifying screens and scripts to address specific needs (55 minutes)
Monitoring progress (20 minutes)
Financial Interest: Certain portions of this presenter's travel expenses have been paid for by the Biofeedback Foundation of Europe under the umbrella of the International Research & Education Project (IREP) teams using the Infiniti software manufactured by Thought Technology.
WS 24: The Role of Nutritional Factors in Cognitive, Behavioral, and Mental Disorders
(Lecture)
Rosemary Boon, M.A., Learning Discoveries Psychological Services, ldps@bigpond.net.au
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty:Beginner to Intermediate
Abstract
The presenter is a psychologist and nutritionist practicing in Australia. While the clinic offers neurofeedback and other interventions for improving brain function, nutrition is now becoming a major focus in the centre. This workshop will give attendees an understanding of the role of nutritional disorders and the correlation with cognitive, behavioral and emotional/mental disorders. As neurofeedback practitioners it is important for us to be cognizant of these factors to improve outcomes for our clients. Recognizing the symptoms of nutritional disorders and then referring for appropriate biomedical investigations acknowledges integrative medicine and follows best practice guidelines. Suitable for beginners and intermediates this workshop is based on the presenter's clinical experience with ADHD, depression, anxiety, autism, epilepsy and head injury.
Goals/Objectives
Identify main nutrients required for optimum brain function.
Recognize the cluster of nutrient deficiencies in different disorders.
Explain the utility of biomedical investigations for identifying these deficiencies.
Outline
Introduction to main groups of vitamins and minerals and functional foods- food source and function in the body and brain (60 minutes)
Common deficiencies/metabolic syndromes in depression, anxiety, ADHD, Autism (90 minutes)
Biomedical investigations (30 minutes)
Financial Interests: No financial interests.
WS 25: New Innovations in the Use of the Low Energy Neurofeedback System (LENS)
(Lecture, Demonstration, Case Consultation)
D. Corydon Hammond, Ph.D., University of Utah School of Medicine, D.C.Hammond@utah.edu
Nick Dogris
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
In the past year there have been new advancements with the development of specialty protocols for use with the Low Energy Neurofeedback System (LENS). These new protocols allow much greater individualization to the unique characteristics of patients. This workshop will describe the development, field testing, and clinical experiences with these protocols. Indications and contraindications for the use of the protocols will be discussed, and time provided for case consultation. This will be a clinically focused workshop for intermediate to advanced practitioners.
Goals/Objectives
List new innovations in protocols for the Low Energy Neurofeedback System.
Identify clinical indications for the use of new protocols.
Identify cautions and contraindications for the use of advanced treatment protocols.
Outline
Presentation of new, advanced protocols for use with the Low Energy Neurofeedback System (LENS) (60 minutes)
Discussion of case examples and indications and contraindications for the use of advanced protocols (60 minutes)
Case consultation (60 minutes)
Financial Interests: No financial interests.
WS 26: Integrating Neurofeedback with Couples and Family Therapy
(Lecture, Discussion, Experiential)
Randall Lyle, Ph.D., St. Mary's University, rlyle@stmarytx.edu
Sarah Prinsloo, M.A., St. Mary's University, saraha_prinsloo@hotmail.com
Jennifer Greening, Ph.D., St. Mary's University, jcrtex@yahoo.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
Integrating Neurofeedback with Couples and Family therapy is an essential and natural next step in the development of the field. No one is completely disconnected from others in their daily life. Treating individuals in isolation from the others in their lives and families is like assuming that treating Cz has no effect on the rest of the brain. This workshop will offer participants the opportunity to learn how to integrate systems perspectives into their neurofeedback treatment and to enrich their ability to help individuals, families and couples improve both internal brain function and external relationships that are the real life expression of brain function.
Goals/Objectives
Describe systems theory and its role in couples and family dynamics.
Describe how systems dynamics within the brain are reflected and inform the dynamics outside of the brain.
Use neurofeedback as a viable and important source of intervention in couple and family dynamics.
Outline
I. Introduction
A. Who are we?
B. Who are you?
C. What do we do? (15 minutes)
II. Just what is a Family anyway? We all think we know what a family is until we are asked to actually define it. This portion will invite attendees to explore the variety of ways we can understand what a family is and how it works. The discussion will progress to an examination of some traditional definitions of family. This will also allow attendees to explore non-traditional family structures and wonder if traditional vs. non-traditional makes any difference in regard to treatment.
A. Symbolic (roles)
B. Utilitarian (cost/benefit)
C. Religious (sacrament)
D. Biological (evolutionary requirement) (15 minutes)
III. Life Cycle Development is a helpful alternative way of examining family from functional/developmental way. This introduces the idea that families and couples (and thus individuals as well) do not simply exist in a linear model. Adding a systemic perspective dramatically shifts out perceptions and the avenues available for change shift as well.
A. Vertical and Horizontal Developmental Stressors
B. 6 Stage model Jennifer Greening, Ph.D. (60 minutes)
IV. Introduction to Systemic Epistemology. The exploration of a cybernetic epistemology begins the process of linking what goes on inside the brain with what goes on outside the brain. It is our contention that one is in fact duplicating the other. Our world, or marriages, our families, our passions and pains look the way they do because we have the brain we have. Exploring systems thinking will also be an exploration of brain function and its meaning for human relationships. This will go from simple to increasingly complex, again, a reflection of the brain's own organization.
A. Simple Cybernetics
1. Applied to the Family
2. Applied to the brain
B. Cybernetics of Cybernetics
1. The Family and the Brain in complex relation Sarah Prinsloo (60 minutes)
II. The Brain and the Couple. The primary brain systems as illucidated by Jaak Panksepp will be used to illustrate the brain/human interface and how each is determinative of the quality and success of these relationships. This portion will link structure and function with more qualitative experiences in intimate relationships. From this exploration of structure/function/relationship specific means of using Neurofeedback will be presented and discussed. Anecdotal evidence will be presented of how the authors have integrated traditional therapy with Neurofeedback and the results and the attendees will be invited to tell their stories and/or explore possibilities as well.
A. Implicit and Explicit memory
B. Structure
C. Influence
III. The Basic Brain Systems (Atkinson) (30 minutes)
IV. Pragmatics. The actual integration of Couples and Family Therapy is by and large unexplored territory. The authors have done some experimentation with different modalities and have ideas for future research in this area. Participants will be invited to join in an exploration of the how, what, where and whom of integrating Neurofeedback treatment with families and couples. Randall R. Lyle, Ph.D. (60 minutes)
Financial Interests: No financial interest or relationship with any products.
WS 27: Determining Appropriate Behavioral and Nutritional Supports for Neurofeedback Using qEEG
(Lecture)
Richard Soutar, Ph.D., New Mind Neurofeedback Center, drs@newmindcenter.com
Credits: CME 3, American Psychological Association, NBCC, ASWB AND TX MFT CE 3, BCIA recertification 3
Level of Difficulty: Intermediate to Advanced
Abstract
Practicing clinicians have noted there are many factors that can confound a client's progress during neurofeedback training. Key areas generating these factors are nutritional profile and physical health, family system dynamics, career/work environments, and client belief systems. This workshop will review qEEG guided protocol analysis of ADHD, seizure, migraine, addiction and depression cases in conjunction with nutritional lab analysis and socio-behavioral analysis. Successful symptom reduction will be correlated with changes in nutrition and changes in socioemotional behavior patterns as well as pre and post qEEG comparisons.
Goals/Objectives
Identify and measure external confounds to neurofeedback in the family system or social order.
Demonstrate how to test for and determine nutritional confounds to neurofeedback protocols using qEEG and laboratory testing methods.
Identify and measure socio-behavioral impediments to successful neurofeedback outcomes using qEEG and statistical measurement instruments.
Relate behavioral deviations to qEEG abnormalities.
Outline
The qEEG correlates of abnormal behavior based on frequency distribution and MRI research regarding function and location (60 minutes)
The qEEG correlates of nutritional deficiencies and their implications for brain function and behavior (60 minutes)
The qEEG and nutritional correlates of socio-emotional behavior (60 minutes)
Financial Interests: Dr. Soutar is the owner of the New Mind MiniQ Database Reporting System.