Pre-Conference Courses

Alpha Theta Training: Expand Your Neurofeedback Repertoire

Ed Hamlin, PhD, BCN & Mary Ammerman, Psy.D., BCN
Ed Hamlin & Mary Ammerman
Wednesday, April 25, 2018 - 9:00am to 5:00pm

Decades of research support the use of this deep state training tool with addictive behaviors, trauma, and peak performance. Alpha/Theta training enlists the power of the subconscious to transform limiting beliefs. This one day workshop will provide an overview of the history and research behind the protocol and give step-by-step instructions for conducting the sessions. Course participants will have an opportunity to personally experience alpha/theta training as both the therapist and client.

Course Objectives

  1. Describe the evidence for using Alpha/Theta training for substance abuse, PTSD, and peak performance.
  2. Describe the role of the therapist for implementing Alpha/Theta training.
  3. Program the standard Penniston protocol for doing Alpha/Theta training.
  4. Develop protocol variations to include recent mechanism findings for efficacy.
  5. List common client sensations associated with an alpha state and theta state.
  6. Describe the best way to facilitate client's processing of the alpha theta experience.
  7. Specify ideal candidates for Alpha Theta and those requiring caution.
7 CEs

Does Neuroscience Change Everything? -- A participatory seminar

Sebern Fisher, MA, BCN
Sebern Fisher, MA, BCN
Wednesday, April 25, 2018 - 9:00am to 5:00pm

The latest neuroscience research demonstrates that early childhood trauma and neglect impact every system in the human brain. It wires itself for survival. This seminar will review the latest research on the multiple impacts of developmental trauma. We will then discuss questions such as: In the absence of a self-other network, what is the nature of the therapeutic relationship? How do these findings impact the role of the therapist? What are the possible implications for therapeutic intervention? How do these findings influence protocol selection in neurofeedback. It will be a full and fascinating day.

Course Objectives

Participants will:

  1. See the latest research on the impact of developmental trauma on the human brain.
  2. Discuss the default mode network and a person’s sense of self and other.
  3. Discuss the impact of these findings on the practice of psychotherapy.
  4. Explore the changing role of the therapist who is using neurofeedback.
  5. Focus on protocols that help establish the self/ other network.
  6. Explore how the arousal/regulation model meets the emerging neuroscience.
7 CEs

Mining the EEG & Reviewing the EEGer Review Screen

Ed Hamlin, PsyD, BCN
Ed Hamlin, PsyD, BCN
Thursday, April 26, 2018 - 9:00am to 5:00pm

The EEGer program provides a powerful set of tools for examining the EEG in detail and displaying information to the neurotherapist regarding changes to the EEG occurring during training. In this workshop we will examine various EEG patterns and discuss their meaning and possible clinical presentations associated with them. Examples of these patterns will be drawn from EEGer screen data as well as from 19 channel EEG recordings. We will discuss talk about how training may be adjusted to address particular EEG patterns and how to prioritize interventions. Next we will explore the wealth of information presented in the Review Screen found in EEGer. The data provided in the Review Screens serves as the primary tool for feedback for the therapist regarding how the person’s brain is responding to the protocol chosen. There will be discussion of what each display is telling the clinician and how protocols might be adjusted to maximize the client’s response to them.

Course Objectives

  1. Assess and calculate autonomic tone from EEG measurements.
  2. Name at least 3 extrinsic factors which can impact the EEG and its measurements.
  3. Visually identify 3 problematic phenotypes commonly encountered in clinical populations.
  4. Identify the factors displayed in the graphing displays in EEGer’s Review Screen.
  5. Define 3 measures of client progress available in the Review Summary.
  6. Describe the meaning of “coefficient of variability” and what it reflects about brain functioning.
  7. Determine when and how training thresholds should be changed based on data in the Review Summary.
7 CEs

More Advances In Coherence

Rob Coben, PhD
Rob Coben, PhD
Thursday, April 26, 2018 - 9:00am to 5:00pm

Synchronization of brain activity is at the heart of all human neurological functioning. It affects the way we move, feel, emote and think. This synchronization is often referred to as connectivity. In EEG terms, coherence is the closest concept to these and is at the heart of all brain wave activity. Neurofeedback is capable of altering and enhancing coherence and connectivity and leading to dramatic clinical improvements. During this course, participants will learn about a new feature of EEGer focusing on 4-channel multivariate coherence training. Participants will learn about these concepts, their measurement and treatment.

Course Objectives

  1. Define coherence.
  2. Describe how coherence relates to the different types of connectivity.
  3. Describe the different ways in which coherence can be measured and their value.
  4. Describe the measures of multivariate coherence and how they are produced.
  5. Describe multivariate coherence training as a form of neurofeedback.
  6. Describe the difference in efficacy in using multivariate coherence versus pairwise coherence training methods.
7 CEs

QEEG Analysis blended with Behavioral Assessment

Joy Lunt, RN, BCN
Joy Lunt, RN, BCN
Thursday, April 26, 2018 - 9:00am to 5:00pm

There are a great many aspects of assessment for Neurofeedback that vary greatly from other forms of assessment. While understanding the details of a person’s family life, social settings and demographics can lead to some helpful insights, we need much more information about how each person’s nervous system interacts with and responds to the world. Gathering information that is related to how each lobe of the brain functions under daily tasks can be very helpful in designing protocols that will address the needs of each individual brain.

In this one day class, we will discuss the types of questions that can reveal information about each of the different lobes; the various functions of the different lobes, inhibits and rewards to address the dysregulation found in each, how the Arousal model forms the basis for many of the decisions you will make and gives you a rationale for the protocols you develop. I will be presenting two cases as examples and if we have time we may discuss a case or two from those who attend. Please remember to take the names off any information you plan to share.

Course Objectives

  1. The participant will be able to identity the locations of the various lobes of the brain.
  2. The participant will be able to identify the unique functions of the various lobes of the brain.
  3. The participant will be able to describe concepts involved in the Arousal Model of assessment.
  4. The participant will be able to identify the difference between Absolute and Relative Power on a QEEG report.
  5. The participant will be able to identify the areas and the frequencies involved in various coherence findings on the QEEG report.
  6. The participant will be able to relate some of the objective findings shown in the QEEG report and some of the findings from the behavioral interview.
  7. The participant will be able to discuss Neurofeedback protocols that are justified by both the QEEG data and the Behavioral interview data.
7 CEs

Beta Reset

Jaclyn Gisburne, PhD
Jaclyn Gisburne, PhD
Thursday, April 26, 2018 - 9:00am to 5:00pm

Beta Reset is a EEG neurofeedback protocol intended to help restore and reregulate the default-mode system at the cerebellar level using the novelty response dynamic. The novelty response is known to suppress and re-engage alpha and beta frequencies using evoked and invoked gamma wave frequency. Discovered in 2005, it has been shown to have profound potentials for use with chronic and neurodegenerative conditions. However, it is not considered to be a stand-alone protocol. The purpose of this hands-on interactive workshop will be to review its background, research, uses, limitations, and anticipated benefits, as well as to introduce and review several somatic modalities we found useful to help increase client well-being and quality of life.

Course Objectives

  1. Describe the history and importance of BetaReset training for EEG biofeedback.
  2. Cite research on the underlying condition causation, neuronal distortions of developmental trauma, and the neurological premise for BetaReset.
  3. Provide the logistics, set-up, and conduct multiple on-site BetaReset sessions.
  4. List four conditions/disorders for which BetaReset has been effectively applied as well as the protocol's limitations.
  5. Develop effective strategies for utilizing BetaReset in a practice
  6. Introduce two somatic modalities used in conjunction with BetaReset to improve lasting outcomes.
7 CEs