2. Learning Objectives
• Discuss NeurOptimal in the school
systems
• Learn how to offer and sell
NeurOptimal training sessions
3. WHY?
• Our future starts with the future of our
children
• Investing in the wellbeing of our children is
investing in our future
• A better world, like the NeurOptimal video is
showing us: “This is your brain on
NeurOptimal….”
4. CONTEXT
• Working as a NO-trainer and therapist since 2007
• I have seen numerous children started to feel
better after a series of NO-sessions.
• In 2013 I trained 5 children attending the same
school: Latasteschool in Horn, The Netherlands
– A very special school.
5. School context
• All kids who attend this school are at least
double (!) diagnosed with
– ADHD and Aspergers,
– ADHD and Autism,
– ADHD and Dyslexia,
– ADD and FAS, etc.,
• Placed in foster homes secondary to
situation
6. 5 Children
• Referred to NeurOptimal to:
– Feel happier
– Live without medication, or much less
medication
– Stay out of fights and improve their
relationships/ improve social behavior
– Get better results at school
– Sleep better
– Reach the permission status on attending
their school-camping event
7. What happened when these kids
consulted me?
• I see the child, and only the child
• Diagnose has no relevancy when using
NeurOptimal
• My goal is to see who they are, as a person
• Which always leaves them an impeccable
impression
• Receiving this acknowledgment is important for
their process to become whole again:
8. “You are a child, and you are special. I don’t
need your diagnose to tell me who you are;
you are not your diagnose.”
13. And this is understood by these children
• Divergence difference in each single
session
• Timeline of Baselines show nice and
fluffy catterpillar, less gaps in the signal
• Indicating their CNS is doing its work
more efficient
15. Most important
• This client could detect the difference in how this
feels
• Difference in Div. 148,18 to Div. 40.43
• He called it
• COMPLETELY ZEN
• Which is pretty amazing for a 12 year old boy
who has been struggling
for 8 years ...
16. Exponential improvement of
Social behavior
School results
Difference in medication/ a lot less....
Sleep
Overall feelings of wellbeing
17. NeurOptimal and a little more
Conscious Awareness Coaching
WHY:
WHAT:
HOW
18.
19.
20. And this led to an invitation to this school
• Director
• Vise director
• Psychologist
• Speech therapist
• Ergotherapist
• Specialized teachers for kids with special needs
21. The conversation....and you can use this as
well
• NeurOptimal is a biofeedback instrument
• That feeds back info to the brain about what
it has JUST done...
• Just = 256 times per second (and that is pretty fast,
right?!)
• This helps the brain to, unconsciously, re-
regulate its own activity
• Specific situations demand specific balance
in awareness, and therefor brainactivity
22. • A flexible brain can easily shift to the
appropriate/needed “state of mind”
• By contrast; a ‘stuck brain’ or dys-regulated
brain, will not have that flexibility to those
specific demands
• The immature, injured, dis-regulated brain,
is not responding at the right speed;
• It responds either too slow or too fast
• SO.....
23. • There appears to be discontinuity in the
brain/CNS, or call it breakdowns, in the way
the CNS is communicating to itself
24. So, these kids brains are
• OUT OF SYNC WITH THEMSELVES
• What is being called by you and doctors
• A DIS-ORDERED BRAIN.....
25. Example
• Most childhood dis-orders show
daydreaming-type of activity instead of
thinking/concentration-type activity
during a task
• Remember: this is an explanation to
schools and parents. Turbulence is not
mentioned
26. No matter how
loving kind caring
their parents are, there are some children
who will not respond well to love; these
children suffer from dys-regulated brain
activity, and that is the main reason why
they cannot respond well to their loving and
caring parents and/or teachers
27. So
• The Latasteschool took NeurOptimal into their school
curriculum
• Since 2014 the school received the honor of
becoming an EXCELLENT school, 2 times in a row
• Due to their very special team of external care
specialists and fantastic teachers
• I am honoured to be part of that team, providing
NeurOptimal Neurofeedback
28. To capture it
• No teaches kids to easily shift from task to task,
because it is re-normalizing brain-activity
• It re-balances and seems to have a generalizing effect
on the entire CNS
• I have seen, in my >13 years experience, that these
implications are profound
29. • Training a dys-regulated brain has positive effects on
• Neurological functioning as well on
• Cardio-vascular
• Gastro-instestinal
• Immune- and
• Endocrine system
30. • I am not interested in diagnose, I am interested in
the individual person and his/her context
• It is all about self-healing which is the key to the
brains’ability to improve
• cognitive/intellectual functioning BUT
• It also aids the body in healing itself
• The effects of NeurOptimal Neurofeedback
31. • Seem to have a global effect on functional systems of
the body and its rhythmic activity seems central to all
systems
• It appears that NeurOptimal has a systemic effect
• And........
32. Self-healing is what NeurOptimal
Neurofeedback is all about
A special thank you to Lynn Kreaden, because she was the one who encouraged me to
simply go for it. Thank you Lynn!
Editor's Notes
In this lecture I would like to share why I offer NO in a school and, how this was made possible. At the end of this lecture you will have learned to step into a school with your system, and start selling sessions there.
What you will learn from this presentation, is, how you can discuss the idea of offering NeurOptimal sessions in a school.
And, you will receive some tools how to talk/discuss with schoolboards in the perspective of NeurOptimal
We know that, if NeurOptimal would be offered in schools, it would boost the entire atmosphere in those schools. We know it would make the world a better place....eventually. And, that would really equal one of the most important mission statements of their developers....
And, all kids who attend this school are at least DOUBLE diagnosed with ADHD and Aspergers, ADHD and Autism, ADHD and dyslexia, ADD and FAS etc.........
Some of these kids live in a fosterhome, because their parents can’t handle the situation with their child.....
Anyway, these 5 kids all came into my private pracitse because they, and their parents wanted to get a better life.
So, none of these kids came in because they were suffering from some kind of syndrome or disorder. They simply were unhappy with the ongoing situation of feeling miserable and distracted.
The funny thing is, that their parents hand me all the medical files because at first, they do not understand that diagnose really is not important for me....
I will show you some data of one of these 5 kids. Ivo was on medication for his ADHD, 30mg of Ritalin each day, and 2 mg of Melatonine 2 hrs. prior to bedtime... This spectrogram shows ‘gaps’ in the drawing of the raw e.e.g, meaning that this kids cns is open to recieve disturbance from ‘outside’, such as dropping of a pencel, someone coughing, bus passing schoolyard, etc....This is a un untrained concentration muscle, and NeurOptimal will train this muscle
After 12 sessions we see that the #pre is dropped from hundred and fourty-eight, to Forty-six...
The posts also show us a drop in divergence difference, and, it has been quite a journey with Ivo....struggling with fights, being kicked out of his football team for some weeks...feeling miserable during the trainingprocess, but, he learned a lot, especially how to concentrate, and how to stay out of fights
During the months he took his sessions, over the weeks, his EEG renormalized, and so did his behavior. The learning curve he showed is very useful for me in illustrating what NeurOptimal can do, and what it facilitates.
The ‘raw’ e.e.g signal is now showing us a less ‘gappy’ winding. Now, I use the methaphore of a trained muscle again. Most important; Ivo was able to notice the difference. At that point he really noticed the difference in a positive way. He was able to return to his football team, he got better grades, he was more co-operative at home, and showing more affection to his little brother, and, simply had more joy in his life than ever before...
During the weeks and months, the e.e.g renormalizes, as well as the kids behavior, wich influences his or her entire life.
Alongside the process of NO I use coaching techniques that mainly include questions that start with What, Why and How.
So,
Why did you decide to participate in the argument?
Why would you wnat to ruin your frineds’pile of leaves? (autumn)
Why did you throw that pencil?
Why did you yell at her?
Why did you get out of bed at 01.00 at night?
What happened when you did that? We ended up being angry, sad and fighting.
What was the result of ruining the pile of leaves? My friend became very angry.
What was the consequence of throwing the pencil? It hit the teacher and made it all even worse.
What happened when you came out of bed? My parents became upset with me.
Sometimes the kids cannot answer the questions immediately. However, these questions will help them to become more aware of their unconscious immediate re-actions and processes. And none of these kids want to be in a fight, want to feel angry, want to destroy things.
Bringing action and reaction toghether, these kids learned to resonate with their environment. However, most children I see in my work live in an environment in which almost all elements are there in order to mainain the diagnosed disorder. I see parents tying shoelaced of their 11 year old kid, because the parent/teacher finds it hard to see his/her child is having difficulty doing this by her/himself....What these adults forget is that every child can learn. However, some kids simply need more time, and that is not a problem....
So the children I am speaking of, were offered unconscious shifts in their cns using NO, and, alongside the NO sessions, they were able to make a consciousness shift as well
These children can shift from unhappy, diagnosed kids into happy and undiagnosed kids in a timeframe of =/- 10 months
At present, I fully understand that not all of my clients suffer from braintrauma. They demonstrate behaviors that are not well understood by theachers, parents and other children.
The five children I am speaking of, were able to make an impressive shift within less than 10 months and were even allowed to attend the school-camping event that year.
Of course the shift that occured in their overall wellbeing and personal growth, was noticed by their teacher. These kids all handed my business card to their teacher and principal. What they also did, was explain what they had learned and why they thought NeurOptimal should be available in their special school.
As a result of that, the schoolboard invited me to come to their school and let me explain about my work.
Their main question was, how these five children where able to achieve their behavioral, cognitive and affective goals within a `10 months timeframe, after all, they reported working with them for more than 5 years, with little succes...
I responded that this was because they had taken at least 10 NeurOptimal Neurofeedback sessions and additional coaching sessions with me.
I told them that NeurOptimal Neurofeedback could mean a lot for any child in their school, regardless of what they come into that school with.....
There appears to be discontinuity in the brain and CNS, or breakdowns, in the way the CNS is communicating. In other words:
The brain of the children I am training is not processing information/responding at the right pace. It responds either too soon or too late. Or, else said: it responds either to fast or too sluggish.
Which means that the brain is not communicating correctly, or in sync with itself.
So, these childrens’brains are
OUT OF SYNC WITH ITSELF!
What is being called by doctors, and you (and I mean the schoolboard, remember here, I am telling this to schoolboards, a
DISORDERED BRAIN.....
Which is, from my perspective as a NeurOptimal trainer, a brain that is stuck, or parked at the wrong place. It uses brain-activity that is inappropriate for the immediate situation.
Remember, this is about how I explain my work as a NO trainer to schools and parents. I use parallel language that teachers and doctors will understand. So, in this context I will not talk about turbulence the way we use it explaining NO. In this case I am explaining my work, in order to achieve a certain goal = getting NO into a school
Explaining it like this at first, will offer/open a different perspective on diagnose, in order to get NO in places other than therapy settings.
In fact, their brain-acitivity is too dysregulated, or, and this is where I do introduce the word ‘Turbulence” , their brain-activity is suffering from turbulence.
These are the children who will have the tendency to act inappropriately in social situations, who are agressive and take unusual risks.
These are the children who take risks that threaten life and limb, with not a single thought of the consequences.
Their violent behavior leads to more violent behavior.
If their turbulent brain-activity is not offered the learning process of diminishing that turbulence, their behavior becomes their way of life.
Now, the DATA I showed you come from a child that suffered from turbulence. He terrorized his family, and was in the process of destroying his future. He completed only 15 NeurOptimal sessions, and, became a completely normal kid. His parents told me they could finally see who their son really was. The child himself is happy. “I finally feel well.”
In my >13 years of experience, I have found that the implications are profound.
Self-regulation is the key to improve cognitive functioning, BUT it also aids the body in healing itself..
