Sleep is a necessary process to refuel, recharge, and restore our bodies. As important as it is for adults, it’s even more critical for teens. Their bodies and brains are still developing, making shuteye crucial to ensure proper development.
As kids move from their childhood to their teenage years, they experience a shift in their biological clock.
After including neurofeedback in her counseling practice for a dozen years, Sara Henry, LMFT, decided to broaden the scope of her knowledge of the neurofeedback field. She had studied with a mentor on a monthly basis and attended trainings and conferences over the years, but she wanted to experience something different in her continuing education.
Sarah* was fascinated with the brain from the time she was a little girl. She remembers asking her father to buy her a set of headphones and a computer game she heard about where she could move digital boxes around on the screen by using her mind. “It was exciting to me that what I was doing was more than a game,” she recalled.
After eight years in practice, LCSW Jasie Boyd found herself frustrated.
Employing conventional talk therapy tools alone often required months of sessions before clients with complex issues opened up and made significant progress. Some people she couldn’t help at all. She wished there were a better way.
One day she got that wish.
Eleven-year-old Oliver is still a “smarty pants,” says his mom Lorena with a smile, but the tornado he used to impersonate is long gone. Diagnosed several years ago with ADHD, he remains very active but isn’t “over the top” anymore when it comes to being distracted – and exasperating.
No longer hearing complaints from school about her son,
by Mike Cohen
I heard a story recently from Shauna Krzanowski. Her story was both disturbing and, sadly, not a surprise, because it was representative of the uphill battle neurofeedback has been engaged in for nearly five decades.
Shauna is an occupational therapist in Lake Worth, Florida, a former student of mine and a provider of neurofeedback.
Deirdre Peters wants to open a neurofeedback practice. To gain the knowledge she feels she needs, she’s taken several neurofeedback courses over the past nine years. Unfortunately, none left her feeling prepared to be a clinician until she took Mike Cohen’s Neurofeedback 101 course.
The problem, she said, was that they were either geared toward passing a certification exam or exposed her to little more than theory and various types of equipment.
Brain mapping technology is better than it’s ever been and is something we use frequently at the Center for Brain Training.
The information we get from a brain map helps us three ways:
