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:
Skip Hrin is a neuropsychologist in Wasilla, Alaska.
When he and his partner Kelci Hatcher decided to enhance their knowledge about neurofeedback, they knew just where to learn about it: Center for Brain Training’s Neurofeedback 101 course.
Susan Crews’ therapy career began in community mental health. Eventually she went on to work with a large population of veterans, specializing in trauma.
Her quest for excellence led her down a path from talk therapy to EMDR and finally to neurofeedback, ultimately seeking out training from Mike Cohen.
Susan,
Pediatrician Arif Wajid, M.D. became very frustrated with the limitations of medication. He was especially concerned for his patients with developmental delays, ADHD and autism. Not only did medication not help much, but he was troubled by potential side effects such as sleep and appetite problems.
For 25 years Dr. Jacqueline “Jackie” Winchester Davis worked in the education field, eventually becoming principal of a prestigious college prep day school in Plantation, Florida.
Over time she became increasingly concerned by the fact that children with learning challenges had so few options for academic success.
“I wanted to get to the root of learning disabilities instead of just putting a Band-Aid on the problem,