Introduction

October 17, 2002

,

Mark's comments are on target re: protocols. Let me add a little underlying

rationale if you are interested.

The QEEG is a system based on the old medical assumption that there is a

" normal " and that all of us should strive to achieve it. I believe NF is a

self-development technology and that " normality " (which certainly leaves out

a huge percentage of our highest achievers--and perhaps many of our happiest

people) is not most people's goal. Instead, I believe the assessment should

identify specific areas a person wants to change and areas where brain

activation improvements could move them in the desired direction.

My system (which is constantly evolving as I continue training) has five

categories of activation issues (identified subjectively--what you want to

change--and objectively--what the brain does/doesn't do well). These

categories are arranged in 3 layers.

The most basic layer, which if present should always be trained first,

includes issues which represent a constant drain on the brain's energy

system--which, at its BEST, uses about 25% of the oxygen in your body and

more than 50% of the blood glucose!. They often underly the more obvious

problems of level 2. However, if you work on level 2 problems without

dealing with level 1 first, you are essentially bailing out a boat with a

leak in the bottom. You'll see an effect (at least for a while) but you'll

never be able to stop bailing.

These problems include Tone and Balance. Balance has to do with the

relative energy levels of the left vs. right prefrontal cortex and of the

front vs back of the brain. This may be an issue with your daughter. The

second, and more likely, issue is Tone. Tone nearly always shows up in

people who have experienced abuse or trauma, especially early in life--and I

think spending early years in an orphanage would probably qualify.

The result of this kind experience is a huge stress level. I define stress

not as something that happens TO you but as how you respond to what is

happening; stress nearly always involves being in a situation where you

" need " to have more control than you can have. The result of this

experience is generally twofold: first, the two sides of your brain do not

function effectively together, especially around emotionally-charged issues.

Any positive experience tends to be strongly intellectualized but with weak

or absent feeling tone; where any negative experience activates pure feeling

with no intellectual context. Hence the negative experience turns the

person into a very young child, tantrums, helplessness and all--regardless

of age! Second, the autonomic nervous system, which prepares your body for

fight-or-flight situations stays in a triggered state most of the time. The

result is quick emotional responses and (though your daughter may be young

for this effect yet) breakdowns or disruptions in physiological maintenance

systems: sleep, digestion, elimination, heart-rate, blood-pressure,

breathing, temperatures of the extremities, etc.

As Mark mentioned, the place we most often have success in training for Tone

is at T3/T4 (a bipolar placement in one channel). The main goal is to focus

on training up the correct reward frequency, which differs from person to

person. I increasingly believe this has to do with the age at which the

system was impacted rather than the current age of the client. Although we

ordinarily start in the SMR range (12-15 Hz Lobeta on the BrainMaster), I

would probably start about 9-12 with your daughter. I'd do 3-5 minute

segments on APro and watch her carefully during the training. You should

see a real settling in and quieting effect when you get to the right place.

If you do a couple segments and don't see this, then ESC and go to

properties to re-set your reward band down 1 Hz e.g. 8-11.

Try a couple sessions of this and see what happens--and let us know.

I agree with Mark that beta uptraining in a child with Tone issues is

potentially problematic for two reasons. First, beta in a young child is

not the same as beta in an adult. It tends to be a much lower frequency.

Second, you are taking an already overstressed brain (as the high theta

levels would indicate) and asking it to run wind-sprints. If you are going

to train at Fz, then I'd set the beta target so low that she was always over

it and simply focus your efforts on reducing the variability in theta.

The other protocol Mark suggested (right mastoid crease/Fp1) is more likely

to be helpful with obsessive-compulsive types of issues. I'm quite sure

that if Jay had seen elevated beta at Fz, which would go with that pattern,

he would not have you increasing beta there.

Final point: the training process is a kind of Zen or Taoist one: it's the

journey, not the outcome, which is the goal. Here again, I think QEEG often

stumbles. The concept is that training will " normalize " the EEG. In

reality, many clients see major and lasting changes in performance and

behavior and mood without seeing ANY changes in ratios or microvolt levels.

If you get on a treadmill every day and walk five miles, you may or may not

increase your speed or your distance or any other measures, but you will

experience a dramatic change in performance capacity. The world isn't about

numbers. Always remember that you didn't invest in your BrainMaster because

your daughter's theta/beta ratios were too high. You bought it to help her

change the way she is able to live her life with you--and afterward. Keep

your focus on the positive changes you are seeing and the ones you want to

see.

Pete

Re: Introduction

Hello:

I am D'. I recently purchased a Brainmaster 1.9a with

Animation

Pro to work on my 8 year old daughter. She is adopted from China and has

many post-institutional problems that we've been dealing with

therapeutically

for about 6 years(PTSD, RAD, Sensory INtegration, vision, auditory

processing, to name a few). We had a Qeeg done with a local practioner,

interpreted by Jay Gunkleman. Her Theta-Beta ratios were mostly 3

standard

deviations off norm. It's quite clear we have alot of work ahead.

We've been doing 15 mins each of FZ/A1/A2 beta, followed by C4/A1/A2 SMR.

After 15 sessions I'm seeing positive changes -- more focused and calm,

more

organized, better sleep, decreased anxiety. Theta has not dropped, Beta

has

not gone up.

Two behaviors that really bother me haven't budged and I wonder if there

is

anything more I could be doing. They are:

Frustration levels that escalate over sometimes simple tasks (while

reading

along smoothly, she stumbles over one word that she obviously knows. When

corrected she flies out of control huffing and stomping, making a big

scene,

diminishing learning). It boils down to whenever she perceives that she's

doing something the slightest bit wrong, or making any kind of mistake,

she

reels out of control. She wants to be perfect in every way.

Emotional Outbursts not necessarily related to learning frustrations.

She

can become very angry and violent. They seem to be PTSD reactions that

can

be triggered.

Are there any books I could read about NF that explain the electrode sites

and behaviors/symptoms associated with them? (I have already read

Symphony

in the Brain)

I would appreciate any advice, especially if anyone has worked long-term

with

a post-institutionalized child.

Thanks,

D'

October 17, 2002

,

I don't have a post-institutionalized child, just a 13 year old with

lots of issues. She has been diagnosed with ADHD and ODD and the Dr's

would like to give her a few more lables if I would let them.She was

diagnosed with ADHD at 7 and has been seeing a counciler and taking

medication ever since. Unfortunatly she was and is not able to handle

schoolwork without her med's. It's great you started your daughter at

such a young age, I wish I had, it would have saved her a lot of

emotional pain.If you havn't taken a course with I would highly

recommend it. He is a great teacher-- even with we beginers. He has a

wealth of imformation about NF and helping with the emotional and

behavioral issues your dealing with. I know how tough it can be at

times.

My daughter has a very explosive temper,and can not control it at all

when she gets angry. She is extremely implusive, easily

distracted,and very disorganized. She does and says things without

any thought to the reprocusions. Her social skills are poor and she

is immature for her age.

Over the last year and 1/2 she has definitaly imporved both at home

and school. After the assesment, we started the NF training in June.

She has since had about 30 sessions C3/C4, 20 T3/T4 and 10 C3/P3.She

can only handle 3 minute sessoins, but will do 5 or 6 at one sitting.

She runs the whole program. I put on the leeds and watch, she does

the rest. She started 8th grade in Sept., she now does all her

homework without us asking, her conduct grades are A's and we have

not had one complaint from a teacher all year! She used to argue aout

little things like going to bed---every request no matter how small

used to be met with obstanance. She rarly does anymore

I have lowered the reward for SMR from 11-14 Hz to 9-11 HZ.Although

everyone compliments us on her recent " big change " , I don't see much

change in ratios. She has lowered her theta some but the SMR dosn't

change.

I am thrilled with the positive changes in her behavior,and know that

NF was the reason. I would be happy even without the change in

ratios. However, there are still behaviors that need to be worked on

and want her to get the most from the NF that she can. Iwould

apreciate some ideas of where to train next? Should I try working at

lowering the reward HZ's? She still has problems with her impulsivity

and is very disorganized. Any ideas you guys

Debbie

October 18, 2002

, I just read this thread and thought I'd addmy two cents since I am an

adoptive parent of a " special needs " child and in private practice working

with adopted children and families. We added NF to our practice a year ago

and began with, almost exclusively right sided training and going down in

frequency( c4, t4, or c4-pz, t4-p4 ) These protocols have worked well in

calming MOST of the kids down however, going too low also produced negative

results. I am beginning to combine some t4-t3 followed by right sided

training during sessions. Also trying some p4-p3 and some frontal work. I

remember my own daughter having a huge rage and destroying property after

left sided work so I respect not wanting to agitate an already stressed

nervous system. I hope this is helpful and encouraging.

Mershona Parshall

October 18, 2002

, I'd just like to piggyback on what Mark, Pete, and others have

said regarding training beta or training up for children who are

considered to have RAD. Almost every child in my client in my

practice either has strong attachment issues or could be considered

RAD. I am an attachment therapist, but unfortunately the system in

which I work hasn't allowed me to use NFB with most of " my kids " .

It's a day I look forward to.

Pete's methods are for me the most systematic approach to NFB while

at the same time honoring each and every single person's unique

mental, physical, and spiritual makeup. Most folks I've met who do

attachment(talk/affect)therapy and are also using NFB would suggest

that calming, calming, calming is the way to go. Pete and Mark have

already explained this. I just want to applaud you and adoptive

parents like you who are continually searching out new ways to work

with these children. I know the work you are doing is EXTREMELY

difficult, I see it every day. I also hope you will keep us updated

on your journey.

October 18, 2002

Deb,

This is such a great story--especially knowing from the inside how much you

went through to get everything working on your computer! It's very

important for other parents to notice that you give her the responsibility

and control for the training, which really helps motivation. In my practice

in Atlanta, I routinely did this with kids as young as 5 or 6, and it was

amazing how much they could do--and how much more they enjoyed it when it

wasn't something someone did TO them.

After the number of sessions you've done, I think it would be very helpful

to re-run the assessment and see what shows up. I'd especially be

interested in her frontal areas. If you have trouble downloading the latest

instructions for how to run the assessment from the Braintrainer site, let

me know, and I'll e-mail them to you back-channel. You can send me the

files (the xlf files from the Brainm:Studies folder), and I'll process the

assessment and send it back to you with some ideas. If you would like, we

can also share that with the list and see what ideas other folks have as

well.

Thanks for sharing this--and for sticking with it!

Pete

re:Introduction