Working to Achieve Balance

Don’t Just Tell Kids What Not to Do: Show Them What to Do

Wed, 25 Apr 2012 15:50:00 GMT

Our children learn so much by watching us. This is a great article outlining some ideas to model healthy coping strategies to your children. The Article is part of a series in Psychology Today, "Raising Reslient Children and Teens" By: Kenneth Ginsburg, M.D., M.S.Ed.

“Don’t Just Tell Kids What Not to Do: Show Them What to Do”

Knowing You're Not Alone.

Wed, 18 Apr 2012 17:34:00 GMT

The article by Maria Lin is beautifully honest. Being a parent of a child with special needs has a unique set of challenges and she articulates many of them. We are working on beginning a "Parent Education Group" in Boise in the near future. The sentiments expressed in the article re-enforce our desire to get this up and going!

What would you add to her list?

"7 Things You Don't Know About A Special Needs Parent" by Maria Lin

Acceptance

Tue, 10 Apr 2012 17:13:00 GMT

“With awareness there comes choice. And so you are able to say: "I allow this moment to be as it is". And then, suddenly, where before there was irritation, there is now a sense of aliveness and peace. And out of that comes right action.” Eckhart Tolle

For many of us, we had a preconceived notion of how things are supposed to be, how they “should” be. Unfortunately, for many of us, that is not how things are. This is especially true for many of the individuals that we work with. Behavior, learning styles, and abilities are outside of the “norm”.

When we find ourselves in this position, what are our options? What comes to mind, for me, are the “Three A’s”. Awareness, Acceptance and Action. What we commonly see, is that everyone wants to move straight to Action. The reality is, if any change is going to be effective, we need to become aware of our situation and how it affects our life. Then, we must accept the situation. Once we have moved through the first two steps, then effective, long lasting change through action is possible.

The concept that most people struggle with is acceptance. The misconception is that if we accept our situation, we are approving it. We are giving up and resigning ourselves. I look at acceptance in a different way. To accept, is to acknowledge the reality of our situation as it currently stands. As long as we keep resisting the reality of our situation, the less likely we are to be able to change it. In accepting our situation, we allow our mindset to change from "I wish" to "I am" and then "I will."

Feedback and Discussions Welcome! ~Cindy

Brain Injury and Bodywork

Thu, 05 Apr 2012 20:53:00 GMT

Guest post from Rebecca Urban, LMT, M.A., CCC-SLP

The National Certification Board of Therapeutic Massage and Bodywork (NCTMB) defines "Bodywork" as "the use of a variety of therapeutic techniques, involving touch and movement, to promote health and healing of the human body." I welcome you to read on to discover how Therapeutic Bodywork can help individuals with a brain injury. It is with great excitement that I write about this incredible therapy.

When the brain has been injured, it often has difficulty performing one of its most crucial functions, to process stimulation being thrown its way by the sensory system through the eyes, ears, nose and skin. Sounds, bright or flashing lights, scents and touch may become very challenging for the brain to regulate. This results in a heightened level of arousal causing individuals to become agitated, stressed, frustrated etc..

Now add pain into the mix. Many people who have had a brain injury suffer from headaches or pain in other areas of the body. Being in pain can lead to increased difficulty paying attention to a task at hand. Unfortunately, when a person can't focus and attend well, their ability to process, store and recall information is negatively impacted. Being in pain can also make getting the proper amount of quality sleep nearly impossible. Poor sleep can negatively affect an individual's attention and memory skills, decrease their processing speed and make sequencing and planning of daily tasks challenging for them. Unfortunately, these challenges frequently result in depression, anxiety and anger. Struggles with depression, anxiety and anger often cause relationships with family members and friends to break down. A person may also exhibit decreased work performance and he or she may also lose interest in activities of daily living that were once enjoyable to them.

A session of bodywork, with a practitioner who is trained to work with individuals with a brain injury, can calm the nervous system and facilitate healing in a number of ways. Simply entering a quiet room with the right lighting, and lying down on a comfortable therapy table, may help decrease a heightened level of arousal and all of the emotions that come with being in this state. Often, when the neck, & shoulders are massaged for even a few minutes, the body is able to transition from a sympathetic (fight or flight) state to a parasympathetic (healing) state. When the body switches to a parasympathetic state, the heart rate slows, blood pressure decreases, and the digestive system is activated. In addition to facilitating the switch to the parasympathetic state, the therapist uses a number of techniques to release restrictions in the fascia (connective tissue) and muscles of the body. Examples of these techniques include soft and deep tissue massage, myofascial release and trigger point therapy. This release and softening can decrease pain, increase range of motion of body parts and optimize how the vital organs of the body function.

Therapeutic Bodywork may help a person, who has had a brain injury, gain greater awareness of what their body feels like when their brain is no longer in a state of heightened arousal. Decreasing pain and discomfort may help them to sleep better, focus more easily, process and store new information more effectively and recall information with greater ease. The completion of basic and higher level daily tasks may become less challenging and improve overall quality of life as a result.

Fortunately, the field of Therapeutic Bodywork is growing and is more widely accepted in the medical community. For close to 14 years, I have worked as a Speech/Language Pathologist in a variety of settings. For the past six years, I have worked primarily with individuals with brain injuries. It is through this work that I discovered the incredible need for Therapeutic Bodywork in medical settings. When a therapist, of any type, begins working with a patient, they enter a partnership where respect, trust, collaboration and hard work are essential for success. With many of the patients I worked with prior to studying Therapeutic Bodywork, a strong partnership was in place yet I felt as though something was missing. Unfortunately, many of these wonderful individuals were still struggling with overarousal of the nervous system, pain and insomnia. Despite my best intention, the techniques and strategies that I was attempting to teach my patients were only partially effective due to their battles with these issues. It became imperative that I broaden my skills to incorporate ways to assist my patients with these issues prior to providing speech / language therapy.

I am thrilled with the unique opportunity to utilize my skills, as both a Therapeutic Bodyworker and Speech / Language Pathologist, in conjunction with The NeuroDevelopment Resource Center. I firmly believe that, for many individuals, bodywork is the missing link needed for healing and success in the therapeutic process after a brain injury.

Recording for the Blind and Dyslexic (RFB&D) has a New Name!

Wed, 11 Jan 2012 00:32:00 GMT

Recording for the Blind and Dyslexic (RFB&D) has a New Name, they are now "Learning Ally". We have recommended this resource to our patients for many years . They provide educational materials to people with visual and other learning disabilities. They have a collection of over 65,000 digitally records textbooks and literature titles. Check them out! www.learningally.org

Why can’t an Advocate handle a Due Process Special Education Hearing when so many Parents just cannot afford an Educational Attorney?

Thu, 08 Dec 2011 17:34:00 GMT

A guest post from Amy Eisner, MA, Education Advocate

In my 20+ years of being both a Special Education Teacher and an Advocate for parents who have children with Special Needs, it frustrates me that only the privileged, who can afford an Educational Attorney, are allowed to have an Impartial Special Education Due Process Hearing. What about all of those parents who need help, want a Due Process Hearing, but can’t afford one? Are their children any less important? Aren’t they entitled to the same privileges as the wealthy? Apparently not! Senator Chris Dodd (D) recently addressed this very same issue last year. The Individuals with Disability Education Act (IDEA) has been around since 1975. It was designed to include children with disabilities would be in the mainstream population, rather than in a self-contained one. This law is commonly referred to the least restrictive environment. (LRE) Why aren’t the Due Process Laws covered in IDEA affording these services to parents who simply can’t afford an Attorney?

If an Advocate is allowed to handle a Mediation Hearing, which is a less formal kind of “Due Process” then why can’t we do the Due Process Hearings too? I have come across so many parents who need this service, but are not allowed to have due to economical factors! If this law was designed to give all children a Free and Appropriate Education, then why is a due process hearing available only if you can

Produce a retainer fee of numerous thousands of dollars!

Parents are allowed represent themselves in a Due Process Hearing, having no knowledge in Special Education Law. Then why are not allowed to be represented by an advocate who has more knowledge than they do. Wouldn’t some help be better than no help? It is true that the old saying “you get what you pay for” has meaning here. It is inherently understood that an advocate is not an attorney! Why can’t the average family choose to buy some comfort and support for the hearing?

Why can’t they enjoy the same privileges of our upper echelon in our society? Doesn’t having a lawyer represent you provide you with comfort and support, in addition to his degree? I know there are a few attorney’s who do this pro-bono, but there is a long line for one of these, and a series of hoops to jump through. It always comes back to the almighty dollar doesn’t it? These are defenseless children, who have parents trying to help them. Does it have to be all or nothing?

I understand the reasoning of that it is a legal hearing, so having an advocate to represent a family verses an attorney representing a family is not comparable! Wouldn’t a family with slim to know knowledge of the law be better off with an advocate, rather than being forced to represent them-selves?

Attorney’s fees range somewhere between 3-15 thousand dollars. Advocates fees would range approximately 1-3 thousand. That makes a huge difference to a struggling family! Additionally, if the district can reimburse attorneys fees, then why can’t the same rule apply to advocates? As a society, many people are using A.P.R.N.’s instead of a Doctor, because it is more affordable. Where is the quid pro quo here?

According to the dictionary Parity is defined as: “Equality of rank, pay, etc., close or exact analogy or equivalence, finance. Does this sound like parity for the families who cannot afford an attorney?

Is this a punishment for the struggling family? Is a due process hearing only available to the elite truly parity?

Respectfully,

Amy Eisner, MA www.help4specialeducation.com

How to prepare for your child's PPT meeting.

Thu, 08 Dec 2011 17:33:00 GMT

Guest Blog from Amy Eisner, MA Education Advocate.

Do you FEEL INVISIBLE AT YOUR CHILD’S PPT?

DO YOU LEAVE YOUR SCHOOL WITH MORE QUESTIONS THEN ANSWERS? If so then this article is for you!

Write your questions down before the meeting, as these meeting move fast, and you may not have a chance to ask unless you are prepared to “jump right into a conversation”. Preparing for the meeting is key! First identify where you feel your child is behind. Is it in phonics (the sounds letters make)?, or reading comprehension,?, then you know what to focus on in the meeting. Also bring those past report cards where areas where marked “needs improvement” by your child’s’ teacher. For example if the problem area seems to be in phonemic awareness, you can do a Google Search: “Tests for Phonemic Sounds” or “diagnostic assessments for phonics”, and get a list of tests used. My personal favorite is the Test of Phonemic Awareness. (TAPS). You will also see other pertinent evaluations. If the school gives your child a test that measures expressive language, and your child’s weak area is in phonics, then you are not going anywhere fast!

Do you see what I mean about narrowing down the area in question? Write down the names of tests, from your web search. Ask someone at the PPT, if the test you found, will be helpful in assessing your child’s weaker areas. Schools are obligated under “Child Find” 34 CFR 300.111 to assess any area where a suspected disability may exist. By writing your questions down, identifying where you feel your child may need more help, and doing just a bit of research, you will enter the room with a new feeling of confidence. Doing your homework is key! Your school will note your new enlightened demeanor too, and will know that you are serious!

Have you heard about Scientifically Researched Based Instruction SRBI? This ensures that the schools use high quality curriculum in the general education setting too. It also incorporates universal common assessments used to assess students’ grade level progress. Monitoring progress is also a key component to assess the interventions being done and if they are successful or not. Get the name of the SRBI program that your school is using, and ask what level your child is on. Write this down, so that you can ask what level your child is on at your next PPT. Establishing this baseline allows you to monitor your child’s progress. Monitoring progress is also a key component to assess the effectiveness. of interventions used to assist struggling learners. Once you have the level (baseline) established, in your next meeting ask for the level again, and you will see if your child is making appropriate progress! It feels better when you are the one asking the questions about your child! When others share at the meeting, be polite, and listen.

At the end of the meeting, ask for someone to read the minutes aloud. I can’t tell you how many times I have received my follow-up written documentation regarding the meeting, and wondered if we were at the same meeting? The minutes are supposed to reflect what was said at the meeting. As the minutes are being read back, look at your list of questions you brought into the meeting, and make sure all of your concerns were addressed. You will receive this package via the mail within 5 working days. Read this package when it comes, if there is anything in there that you feel is an inaccurate call your school immediately, and request another PPT! If you have requested a service/test and it was denied it should be marked on page 3 of your package under “Actions Refused”. Don’t let your child fall through the cracks. Don’t you feel better already? EMPOWER YOURSELF WITH KNOWLEDGE!

* Every state has a Department of Education. If you call them with a question, my experience has been that I always get a call back, along with a lot of helpful information. I would also try to answer any questions you may have. Feel free to call at 860-742-9149.

Amy Eisner, MA www.help4specialeducation.com

My Child is Struggling in School. What Should I Do?

Mon, 08 Aug 2011 19:22:00 GMT

Guest Blog from Amy Eisner, MA, Education Advocate

Dear Parents,

So you have a child who is struggling, and you want to know what to do. First let’s identify a few key factors. If your child is from ages Birth - three your state has a program called “Birth to three”. This service is free and your child will be helped by this agency. If you cannot find it, ask your local school, or your local Town Hall. If your child is between ages 3 and 5 your child will additionally receive free services from this agency too. It is frequently called a “Head Start Program”. You will also have what is called a “transition meeting”, as you enter your public school for kindergarten. If you were getting these services from a Head Start program, your child should not be exited from Special Education without exit testing. In other words, these services should follow you into you public school. The label of “Developmental Delay” it is used for all children requiring Special Education/Related services for children ages 3-9 years old.

Get a loose-leaf notebook, and save every piece of documentation you are given from your school, or any place your child has been receiving services! Organize this book by dates, and used dividers to separate each school year. Be sure to keep this in a safe place. If you can narrow down the area in which your child seems to be having difficulties that would also be helpful. (Reading, Math, Behaviorally)? I cannot express the importance of saving your child’s documentation! If you need to hire an advocate, they will need these papers, in order to get a sense of your child’s history of academic and social functioning levels. If your child is already attending a local public school then you can write a small note to your school, requesting a complete copy of your child’s cumulative files, including state mastery testing and any diagnostics that your LEA may have done. You are entitled to one free copy of your child’s cumulative file, and it must be copied for you within 10 business days. As soon as you submit this letter, your school will know that you either have an advocate/attorney working for you. (I have never had a client wait for more than four days to have their records photo-copied).

Where do you find an advocate/attorney? One of my favorite sites is: www.wrightslaw.com. Find your state under the yellow pages for children on their website, ask for references and make sure that you feel confident that this person will advocate in your child’s best interest. Remember early intervention is key for success! Another great website to familiarize you with all of the special education acronyms is: www.help4specialeducation.com.

When do I need an advocate? Immediately! The first time you see a “needs improvement” or a “not mastered” on your report card in any content area, (Math Reading and Writing) get help for your child immediately! An advocate is a lot cheaper than an attorney, and is often just as good. Most attorneys do not know curriculum, or have knowledge of the testing/diagnostics your school may use to determine eligibility. One of the most important things you can do is find a website that lists the endless acronyms of special education. It has a language of its very own. Additionally; beginning in third grade, your child will begin taking state mastery testing. Look at your child’s score, and compare it with the school’s average score. If your child is ten or more points below your schools average, in any content area, it is time to ask your school some serious questions!

EMPOWER YOURSELF WITH KNOWLEDGE. Special education law can be tricky, and if you are not a specialist don’t go alone! A child can be referred to Special Education one of two ways: This will be either by a “teacher referral” or by a “parent referral”. Since the majority of teachers have a “gag order” you need to assert yourself when advocating for your child. Get the name and level of whatever reading program your child is using. (Now you have a baseline and will be able to monitor for progress). Please do not wait for your school to tell you this crucial information, as they usually do not. As a parent who has a child with special needs, you will always be your child’s best advocate, as you know them the best! The law “No Child Left Behind” enacted in 2001, has made it very easy to shuffle your child through school, whether they know the material or not! I recently attended a PPT for an eleventh grader who could not read “cat, hat, bat” words.

Stay tuned for my next article called “How to prepare for your PPT meeting”.

Respectfully yours,

Amy Eisner, MA

Arousal and Brain Injury

Mon, 07 May 2012 20:15:00 GMT

One of the major issues we address when treating someone with a brain injury is the issue of arousal. Arousal refers to “a state of responsiveness to sensory stimulation or excitability”. We fluctuate through various states of arousal throughout a 24 hour period. A low state of arousal would be deep sleep or meditation and a high state of arousal is the fight or flight response.

When an individual has had a brain injury, the most basic of deficits is the ability to regulate their level of arousal. There is heightened and prolonged response to influences on their level of arousal.

Some examples of over-arousal are: agitation, irritability, disorganization, poor / impulsive decision making, anxiety / panic attacks, inattention, confusion, poor eye contact, sensory overload and mental shutdown. These symptoms can eventually lead to secondary problems such as: headaches, stomachaches, joint / muscle pain, social isolation and depression.

It is extremely important to address the issue of arousal throughout the life span of someone who has had a brain injury. Over-arousal is extremely disruptive and frustrating if not adequately understood and treated.

The Foundation to "Calming Down"

Wed, 27 Jul 2011 20:01:00 GMT

Guest Post by Cindy Nilsson, PT

Typically calming down means taking a few deep, cleansing breaths. When someone has had a brain injury, it is more complicated. Their ability to self-calm is impacted by the injury to their nervous system. They have neurogenic irritability. How does someone with neurogenic irritability “calm down”.

To answer that, we have to go to the source of the problem, the nervous system. We need to specifically calm the nervous system. Until the irritation to nervous system is decreased, the individual will not be open and available to many, typically affective treatment options.

At The NeuroDevelopment Resource Center, we have found that the two most effective means of calming the nervous system, with someone who has had a brain injury, are medication and / or neurofeedback. Both can be highly effective but they both also have their drawbacks.

Neurofeedback is a form of biofeedback that measures EEG activity of the brain. When there is a decrease in EEG activity (ie., calming of the nervous system) the patient is rewarded (typically by watching a movie or playing a video game). A patient typically needs to do about 20 sessions to “solidify the new habit”. The positive is there are no side effects and the effects are permanent. The negative is that it can be expensive and is typically not covered by insurance.

Medication can be very effective when the right medication is found. The "right" medication is one that provides you with the benefit that you are looking for, without side effects (ie., sedation). For most individuals, there is a medication available that will meet both goals. The down side is it can take some trial and error to find the medication. The other downside is that the medication must continue to be taken for the benefits to be seen.

Once the nervous system is calmed, we have found that the patient is now open and available to learning previously tried (and usually failed) methods of self-calming. We work on educating the patient on their triggers and what they can do to manage them.

When a Deep Breath is Not Enough

Wed, 27 Jul 2011 20:01:00 GMT

Guest Post by Cindy Nilsson, PT

How many times have you been told, or have you told someone who is upset “Just take a deep breath and calm down”. For most people that is excellent and effective advice. For others, a deep breath is not enough.

For someone with a history of brain injury, their ability to regulate moods and emotions is significantly compromised. When they experience emotions such as frustration, irritability, stress, and anxiety; they are exaggerated. These emotions can lead to disorganization, poor memory, sleeplessness, agitation, anger and in rare cases even violence. Being told to “take a deep breath and calm down” can further exacerbate the situation.

For these individuals, this is not a behavior issue or lack of self-control. This is brain injury. A more specific description is “neurogenic irritability”. Their nervous system (as a result of injury to the brain) is irritated. It therefore has a lower threshold to handle stress, frustration and anxiety. It is also has a lower threshold to handle input to the sensory system (light, noise, touch) which can compound the problem.

The emotions experienced after the “event” further erode their self-esteem and confidence. It can be very bewildering for the person who also thinks they “should” be able to control themselves. In their minds as well, they are thinking “I just need to take a deep breath and I will calm down”.

In subsequent blogs we are going to talk about what can be done to help calm the neurogenic irritability. The first thing that we always want to emphasis is “Understanding the Logic” of the behavior. This is the first step towards defining the best treatment approach.

Dad is not off the hook!

Wed, 15 Jun 2011 20:50:00 GMT

I was driving home from the office recently when I noticed a father and son out on the lawn playing catch. It brought back memories of what I did as a father and what I wish I would have taken more time to do. Caught up in financially supporting the family, making available to them the things I wish I would have had, I went to work early and came home late. I was able to provide things for my family that seemed so important at the time, but in retrospect, I would give anything now to have an hour to play ball, to wrestle on the lawn, and spend more time doing the little things they wanted to do. Those moments and experiences are so important in the growth and development of our children.

The thoughts that followed those memories were those of how even more critical those same activities, the need for father time, the one-to-one time to play, to talk, and to learn, are for children with special needs. The extra time to work on motor skills (e.g., playing catch and other physical activity, working on balance, improving strength), and learning communication skills, basic skill development and the list goes on. Looking back, I remember many dad’s who dutifully came to appointments, but for a variety of reasons, did not take, have, or seek the time to be with their son and daughter with special needs, taking time to do the little things, those things that are the foundation of their development and self-esteem. Your time is of more value and has greater impact than you know!

I can’t be too judgmental. I try to focus on the fact that I was not as bad as the dad down the street, but the foundation is that I could have done better at a time that it would have been of greatest benefit. I am proud of my children, what they have accomplished, and what they are accomplishing. In retrospect, I would like to have been more central in their lives, to provide a greater level of support, and bolstered their development with every opportunity available. What do we owe our children? Probably more than we give in the demands of a difficult economy, with the stresses dads encounter day-to-day.

Be the father that you had or would like to have had, especially for a special needs child!!

Working to Achieve Balance through Neurofeedback

Wed, 27 Jul 2011 20:00:00 GMT

A primary goal for The NeuroDevelopment Resource Center has been to help patients and families better “Understand the Logic” of behavior, learning, socialization, self-regulation of mood and emotion, etc. In understanding that logic, we can identify optimal treatment strategies for the individual. For some families, the chaos generated by the extreme behavior of an individual becomes very disruptive. Reducing the chaos of extreme behavior assists the family to achieve an environment of safety, security, and comfort not enjoyed previously. Many families report having attempted use of medication and/or psychotherapy, but unsuccessfully. Others have been resistant to the use of medication, given concern for side-effects.

Neurofeedback, an operant behavioral training intervention using EEG technology, has proven to be a valuable tool in developing optimal levels of mood regulation for the individual. Some individuals experience particularly disruptive behavior (e.g., anxiety, anger, inattention, excessive reactivity) given their inability to self-regulate. Our patients achieve considerable success using a combination of Neurofeedback, biofeedback and patient education.

The Neurofeedback Program consists of four steps:

Calm the Neurogenic Irritability of the brain (e.g., anxiety, irritability, anger, etc.)

Increase patient awareness of their own level of arousal, and its effect on their behavior, state of mind, and physical health.

Recognizing external contributions to pathological arousal level.

Provide education about self-regulation of arousal level.

For more information about the Neurofeeback Program, click here.

If have any questions, feel free to email me at cindy@neurodevcenter.com

“Get it Together” ... if it were just that easy!

Tue, 26 Jul 2011 18:37:00 GMT

Guest Blog from Michele Casey, TBI survivor and Certified Massage Therapist / iRest Yoga Nidra Instructor .

Hi Everyone! I wanted to share a bit of my story with you. In Jan. of 2003 I was hit by a car traveling 30 mph while crossing as a pedestrian in a well marked cross walk. I was pretty broken from head to toe including a Traumatic Brain Injury (TBI). I went through physical therapy, speech therapy, occupational therapy...you name it! It took about a year to get ‘put back together’ physically. However, my friends, family, co-workers would tell me that I needed to ‘get it together’. Up until a few years ago I denied that I was still suffering from the long term effects of a TBI. Anger, hyper-sensitivity, irritability the ability to filter my thoughts, isolating, & depression were getting the best of me. I was doing the best I could with the skills that I had but I was constantly feeling like something was wrong with me. Duh...these are all normal behaviors and effects of a TBI. I knew I needed more tools to help calm, nurture and support myself emotionally. I found iRest Yoga Nidra. What a gift. I am finding that I am more calm, focused, feel effective in my communication and know how to give myself a mental & emotional ‘time out’ to keep from getting overwhelmed and embracing a deep space of inner wellbeing.

The Integrative Restoration Institute (IRI) provides programs and teacher trainings that show you how to live a contented life, free of conflict and fear, by opening your mind and body to its inherent ground of health and well-being. It is our vision to help people resolve their pain and suffering by rediscovering their essential wholeness and their interconnectedness with all of life. From this place of discovery, trauma and difficult life situations are then met with a deeply wise and compassionate response.

iRest Yoga Nidra, one of the principle programs offered by IRI, is an evidence-based transformative practice of deep relaxation and meditative inquiry that:

releases negative emotions and thought patterns
calms the nervous system
develops a deep capacity to meet any and all circumstances you may encounter in life

Feel free to visit www.irest.us for more information on iRest Yoga Nidra.

I have been in private practice with “Flowing Harmony Bodywork” since 1997 in Boise, Idaho and find most people are looking for more ways to feel centered, calm and be better equipped to deal with the overwhelming stresses of every day life. Several clients initially come in for bodywork & massage to address and heal physical aches and pains. Interestingly, after a few sessions of bodywork, more awareness about beliefs, thoughts, emotions, pain & trauma arise. The physical body pain is often the messenger for greater and deeper levels of healing to emerge. The blend of iRest and Bodywork is a very nurturing process of deepening awareness of authentic well Being. I became certified in advanced trainings in iRest Yoga Nidra because of the great effects on my life, I am now sharing it with others!

Feel free to visit www.flowingharmony.com for more information on the services I offer in massage or iRest Yoga Nidra.

"Don't let your mind bully your body into believing it must carry the burden of its worries."

~Astrid Alauda

Have a Beautiful Day! Michele Casey ABT, CMT

Neurofeedback

Tue, 26 Jul 2011 18:43:00 GMT

Neurofeedback is a treatment intervention used to improve brain function and achieve a balanced nervous system. Neurofeedback is biofeedback that utilizes EEG technology and operant conditioning to read brainwaves and then provides the brain with positive feedback when optimal brain wave patterns are created. That’s the scientific explanation…now let’s tell you what that means in practical terms.

The common underlying issue for many people with problems related to attention, concentration, anxiety / depression etc. is a dysregulated nervous system. Every hour, every minute we move between arousal levels depending on our current activity. For example, we are more aroused and alert when we are driving, less aroused and relaxed when reading a book. When we are faced with a crisis we go into “fight or flight” mode and do what we need to do to resolve the crisis. Once the crisis is resolved, for a person with a regulated nervous system, their level of arousal returns to baseline. For people with a dysregulated nervous system, shifts in arousal level are typically over-reactive and they have difficulty returning to baseline. A description we commonly use is "neurogenic irritability".

The goal of neurofeedback is to teach an individual how to better regulate shifts in arousal.

During a session of neurofeedback, we encourage a decreased state of arousal, a state of calm. The primary reason for this is to create an optimal learning environment. This environment will first allow the individual the opportunity to figure out its own solution to its dysregulation and secondly open them up to be taught better self-regulation by others. We want to “quiet the system”, giving it a chance to “think”. Think of your own experiences; is it easier to effectively solve a problem amongst chaos or calm?

Neurofeedback is the foundation for change, it is not a standalone treatment, it is not going to fix all the problems. Neurofeedback is going to help create an optimal environment needed for change and learning. Once we have created this optimal environment, we take the next step and educate you on how to live and function within this new environment. For many that we work with, this new environment is a whole new world.

We work with each patient of developing awareness of their state of mind, body and arousal level. We will help determine what specific influences there are on those states and help to problem solve what changes can be made to improve self-regulation of those states. We will also provide recommendations as to what other therapies / interventions will be of benefit. These may include parenting strategies, learning accommodations, talk therapy, yoga, acupuncture, occupational therapy, speech therapy etc.

If you have any specific questions about neurofeedback, please email our program director, Cindy Nilsson, PT at cindy@neurodevcenter.com