Teaching Techniques: Designing Biofeedback Nuerofeedback documentary Films to educate about CNS depressants. Replace CNS depressants with Nuerotherapies (Stotler, 2019)

1. Running head: TEACHING TECHNIQUES (STOTLER, 2019)
Teaching Techniques
Depressants (Teaching Techniques)
Jacob R. Stotler

2. TEACHING TECHNIQUE (STOTLER, 2019) 2
Depressants: Teaching Technique
Time needed, Objectives & Procedures
The only viable way that I understand to teach about depressant drugs, is to do so in a well subtle
and focused way, where the 7th
– 12th
graders are forced to take the material seriously; because teaching
such young people about drugs in a sensitive proposition and as we know too, a “slippery slope”. What
are we teaching? We are teaching informativeness, and expertise, and dedication to health; we would be
focused to teach about what we know at a high school level – for precautionary purposes.
Doing just that we must be genuine and delicate about our focus where we see that abuse potential
is high, and that misinformation could be dangerous and perhaps “killer.” We cannot teach psychiatry to
high school students, and that is that, but in an educational aspect, establishing a basis for an expertise in
psychiatry and neurology / psychological applications is what we would be aspiring for.
We justify depressants as alcohol, benzodiazepines, sedatives, sleeping pills, inhalants, marijuana,
bromide etc. I see only justification in teaching such aspects, as an addition to physical education, and
strictly teaching the effects that the drugs have on the brain and neuroelectric or neuro-chemical systems
We know that these drugs are all different and have different neurofunctional attributions, but we too
acknowledge that these drugs exist on a microbiological scale and act in different ways.
We show a movie, we write a script, we design a documentary that describes these aspects to
children learning about depressants. We assign scientific research to be covered, we illustrate people’s
stories according to scientific applications; we include an organized form of chapters / scenes within the
movie, and we profess connections in order, scientifically as so (numerical list below). We are concluding
the film, as an abstract as: a movie in which walks a person / audience through the meaning and function
of depressant drugs in pharmacology, exposing a slight base and education about illegal depressant drugs
and alcohol (pinpointing that alcohol is a detached education alone), while introducing the EEG,
neroufeedback, and findings in neurofeedback, psychology, psychiatry and psychoanalysis / medicine,

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where we see that neurofeedback is applicable, and worthy attribute of science and this attention because
of treatment benefits and competitively against that of pharmaceuticals. We include, an order a video-
graphic insight from actual scientists, science and research that presents these chapters in film and
documentary, where seriousness, inheritance and history are all hierarchical composers, in which present
the material and “slides / chapters” and specially the video-graphical schema as so:
1. The names and purposes of the drugs in pharmacology and psychiatry. Scenes on depressant drugs /
CNS depressant drugs and pharmacological aspects.
2. We name the short term treatment effects of the drugs and the uses in which we imply and apply
these drugs. List the disorders and the drugs under these disorders associating an education on which
drugs are under and targeting which disorders. Scene.
3. We name and list and identify the long term negative and positive effects of these drugs. Scene
4. We then distinguish what these drugs have done in society – a history of rehabilitation that has come
within implementing these drugs, and their function in the clinic. Scene.
5. Wholly mark and distinguish that there are depressants that are illegal, illicit for plain reason and
should be ruled to be out of bounds for the pursuit of happiness and health. Scene.
6. We introduce a patient suffering from anxiety and all the while illustrating three EEG epochs of the
same person (on the same screen running synchronized in time next to each other) – the EEG
readings of a person in need of the drugs such as a person suffering from anxiety, and then presenting
EEG patterns that come with the treatment utilizing depressant drugs, and then we present tertiary –
the EEG readings of a person that has undergone or is undergoing psychoanalysis and psychological
treatment to manipulate the EEG cycles without drugs, to reduce anxiety. (Could include exhibit of
blood pressure readings in these three stages). We propose these methods with all of the relevant
drugs, or more so, the disorders involved. We introduce each patient with EEG readings in all three
stages of anxiety – anxious EEG and MMPI (or relevant anxiety assessment [RAS]) readings and
scores; then anxious but with treatment with depressant drugs and the EEG and MMPI results; and

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then the EEG and MMPI (or RAS) reading and results after neurofeedback and psychotherapy
(biofeedback targeted to relax and “depress” the central nervous system and brain)– that is the
function of the CNS depressant drugs. We conclude that neurofeedback can be utilized to be just as
effective as drugs, where “anxiety scores dropped by up to 78% from neurofeedback / alpha brain
wave increases / brain training for alpha brain wave production” (Hammond, 2005). Scene.
7. We introduce a patient suffering from seizures. We introduce the test results from the three stages: 1.
Seizures. 2. Siezures after treatment with depressants. 3. Same person with seizures and treatment
with neurofeedback. We associate the three EEG readings on the screen and propose that
neurofeedback is, or can be just as effective as treatment with depressants (Walker & Kozloqski,
2005). Scene.
8. We introduce a patient with muscle spasms. We introduce the test results from the three stages: 1.
Muscle spasms. 2. Muscle spasms after treatment with depressants. 3. Same person with muscle
spasms and treatment with biofeedback / neurofeedback. We associate the three EEG readings on the
screen and propose that we neurofeedback is or can be just as effective (using electromyograph data);
show the EMG data from the three stages (Deepak, Behari, 1999). Scene.
9. We focus on the brain mechanism of the depressants in pharmacology and treatment and show
biofeedback and neurofeedback processes that can substitute for drug and pharmacological treatment.
Scene.
10. Lastly, we introduce neurofeedback processes that can assimilate the phenomena and epochs that
happen with depressant drugs, but we instigate that these same kinds of rehabilitation and recovery
effects can come from psychotherapy and biofeedback / psychoneurological therapy and
neurofeedback / psychoanalysis and clinical mental health therapeutic processes etc. Electical
applications in psychology.
11. We give a very circular and throughout exposure / look at all of these problems and introduce
futuristic applications and means of potential processes that can substitute and completely replace
pharmaceuticals with electronuero-functionality and re-integrative nuero-biology strategems. Scene.

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We must sustain the scientific background and accent on this material.
National standards that this technique is affiliated
The national health standards relevant are such that of Standard 1: “health promotion and disease
prevention.” Standard 2 “analyzation of the influence of family, peers, culture, technology and other
health related factors.” Standard 3 “demonstration of the ability to access valid information….and
services to enhance health.” Standard 4 “ability to use interpersonal communication skills to enhance
health…” Standard 5 “demonstration of ability to use decision making skills….” Standard 6 “students
must demonstrate the ability to use goal-setting skills…” Standard 7 “students to demonstrate the ability
to practice health-enhancing behaviors and avoid health risks.” Standard 8 “students to demonstrate the
ability to advocate for….health”.
Materials & Preparation
The people of grades 7-12 are introduced to the video and required thus to watch and experience
the video-graph as a representation of scientific finding in modern medicinal applications.
Assessments
The assessment involved is a short form quiz after the initial presentation and headlining video-
graph in which assess the main points and topics introduced, with a bias on neuro / biofeedback
information. Questions such as “what are alternatives to depressants?”. “What are the dangers of CNS
depressants?” “What are the medical uses for alcohol?” “What are the repercussion of alcohol use and
abuse?” “What does marijuana use and abuse lead to?” “Can electricity take the place of marijuana?” etc.
The people are introduced to clinical educations on neurofeedback and CNS depressant drugs, and the
potential future for electro-neurodiagnosistcs and neurotreatment stratagems to take over CNS

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depressants, and the potential for investment in education this direction in medicine as opposed to
pursuing street drugs etc.

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References
Deepak, K. & Behari, M. (1999). Specific Muscle EMG biofeedback for hand dystonia. Applied
Psychophysiology and Biofeedback. (24). 4. P. 267-280. Retrieved April 9, 2019
from https://search.proquest.com/docview/228039633?pq-origsite=summon (Links to an external
site.)Links to an external site. .
Hammond, D. (2005). Neurofeedback with anxiety and affective disorders. Child and Adolescent
Psychiatric Clinics of North America. (14). 1.P. 105-123. Retrieved April 9, 2019
from https://doi.org/10.1016/j.chc.2004.07.008 (Links to an external site.)Links to an external
site. .
Walker, J. & Kozlowski, G. (2005). Neurofeedback treatment of epilepsy. Child and Adolescent
psychiatric clinics of North America. (14). 1. P. 163-176.