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Deep Trauma; Deep Inquiry; Deep Holding: The role of the therapist in the integration of neurofeedback and psychotherapy

Deep Trauma; Deep Inquiry; Deep Holding: The role of the therapist in the integration of neurofeedback and psychotherapy

Regardless of the kind of therapy we practice, the primary treatment goal with those who have suffered developmental trauma is affect regulation. Neurofeedback can teach brains how to quiet their own limbic eruptions and ease the pulses of fear, shame and rage that overtake these patients.  Developmental trauma is, however, a relational disorder. At its core is the profound experience of motherlessness. This cannot be addressed by neurofeedback alone. With understanding, skill and neurofeedback, psychotherapists can begin to provide an experience of regulation that these patients have not had and with that an experience of having been mothered. This workshop will focus on what the therapist treating developmental trauma must know about the interplay of affect regulation and motherlessness, how neurofeedback can affect the therapy relationship for both patient and therapist and what to anticipate in the therapeutic relationship as you begin to quiet affect. We will touch on the latest developments in the neuroscience of trauma to better understand well- tested and newer protocols for those suffering the aftermath of developmental trauma.

We will then focus on the process of protocol assessment, initial and ongoing, as it takes place within the therapy relationship. We’ll look at the clinical issues that arise when we integrate neurofeedback and psychotherapy. We will discuss the critical issue of motherlessness and the lack of capacity to regulate affect and explore how this state of affairs bears on the nature of the patient’s expectations of the therapist and of neurofeedback. Sebern has been integrating neurofeedback with psychotherapy for almost 20 years and she will reflect throughout this workshop on how neurofeedback has changed her and her understanding of the therapeutic relationship. At least one year of experience with neurofeedback is recommended.

Speakers: Sebern Fisher

ANSA 2016

Sweet Dreams; The Last Hurdle in Treating the Traumatised Client

Low-Beta (15-20Hz) Neurofeedback and Motor Performance

EEG Neurofeedback Training (NFT) is a non-invasive neurophysiological technique, aimed at facilitating learned self-regulation of electrical activity of the brain. Beyond research into clinical applications of neurofeedback, a relative surge of interest into the methodology has led to attempts to apply EEG neurofeedback as a means to facilitate performance enhancement among non-clinical populations. One such domain is the enhancement of athletic performance and motor function. While significant attempts have been undertaken to investigate outcomes of sensori-motor rhythm (12-15Hz) modulation on aspects of motor performance, research exploring behavioural outcomes of EEG-NFT targeting the beta frequencies (15-20Hz) appear scarce.

Building an Evidence Based Practice: Use of Event Related Potentials (ERPs) in Clinical Assessment and Evaluation of Treatment Outcomes

A Neuropsychological Approach to Assessment & Treatment of PTSD

Alpha Theta Training in the 21st Century

This presentation will look at the lifeline of alpha theta training from birth to its current status. From the Menninger Clinic to the prevailing and varying approaches by Bill Scott, Tato Sokhadze,

Applied Neuroscience: Neurofeedback Enhances Executive Functioning

This lecture shows how trauma directly affects the developing brain, and specific brain functions responsible for attention, concentration, regulating emotions and engaging in satisfying relationships. Even after receiving excellent therapy many traumatised children and adults continue to feel chronically on edge, scared, agitated, collapsed and helpless. To deal with this they often try to cope with alcohol or drugs, while doctors prescribe a large variety of different medications that may make life more manageable but that also affect motivation and curiosity, and that rarely really resolve the problem.

Neurofeedback for Dyslexia

Developmental Dyslexia is the most common learning disability diagnosed in children (Ziegler et al., 2008), estimated to affect between 5 to 17.5% (Shaywitz, 1998). Longitudinal studies reveal that children with dyslexia display persistently poorer literacy than peers even after intensive intervention (e.g. Shaywitz, 2003). Neuroimaging studies reveal underactivity in the left posterior language areas of the brain in both adults and children relative to controls during phonological tasks (Hoeft et al., 2006). Advances in the use of Neurotherapy for the treatment of a range of psychological conditions (e.g. in ADHD, see Arns et al., 2009), lend support for its use as a treatment tool for normalising language function.