Attention Students of Every Age
written by Joanne Couture (Counsellor, Beyond Neurofeedback Technology Coach) on 04/09/19
Does your child struggle academically in school? Do you struggle with your performance at work?
Learning is NOT about content – it is about neuroplasticity, flexibility and resiliency.
This month’s Psychology Today speaks to the myths we have about the brain. Our capacity for learning is not about being right or left brained, about learning styles or multiple intelligences, about content or curriculums, about being young and having those 10,000 hours of practice ahead of us. When it comes to the brain, things are much too complex for us to claim that one or the other defines us or makes us successful.
Perception involves both sides of the brain. While one side may be better at using grammar when producing and understanding language, the other side may be better at discerning the tone of voice and intent of a message. Both are necessary to help us understand and know if the message is a joke or not. When one considers general intelligence, one has to agree that learning styles – whether visual, auditory or kinesthetic – oblige communication between the back of the brain (processing sensory input) and the front of the brain (processing executive function and performance).
When it comes to learning capacity, the issue is more about how clear the brain pathways are between the right and left hemispheres and between the front and back of the brain. Did you know that brainwave dysfunction can clog up clarity, create anxiety, cause brain fog or overstimulation? Have you or your child been labeled with ADD, ADHD, autism, Asperger’s – or just otherwise, tagged as a poor performer or a behavioral problem? Could those discipline problems be nothing other than frustration at brain function limitations?
Most children experience learning problems because their network is somehow stuck or imbalanced. Imbalances are caused by the brain’s need to adapt to trauma. Trauma can occur in utero, at birth or after. The more intense the trauma (be it physical, emotional or psychological trauma), the more likely the child will have focus, learning, concentration, and/or issues of self?control.
With about 100 billion neurons in a human brain, most of us find it difficult to imagine the number of possible neural connections and hence, variations in brainwave patterns that exist. Quite often, when we are given medication to change a behavior, there is often no objective test or measure that shows what is really going on in the brain. And in fact, the medication may actually be the reverse of what the brain really needs. Unfortunately, drugs can alter one’s brain chemistry for the worse and throw off the normal balance of neurotransmitters. Our brain craves balance, so it quickly adapts to changes. When the brain receives a surge of neurotransmitters through a medication, the brain tries to compensate by reducing its natural production of them. As a result, the longer one takes e.g. Adderall, the more of the drug one will need in order to keep producing the positive effects it once offered. Without the input of the drug, emotions take a dive because the brain has diminished its own capacity to produce the neurotransmitters needed.
What may start as an innocent boost in concentration and focus can easily spiral into an addiction. Students, parents, and adults alike need better education (or information awareness in general) about the considerable risks that accompany these neuroenhancement drugs. When dopamine levels become depleted, it takes more of the amphetamine to achieve the same high you originally felt. This unfortunately can increase blood pressure, heart rate, and body temperature and decrease sleep and appetite. When these meds are abused, they can lead to malnutrition and its consequences. Repeated abuse of stimulants can lead to feelings of hostility and paranoia. At high doses, they can lead to serious cardiovascular complications, including stroke. Furthermore, if stimulants are abused chronically, withdrawal symptoms—including fatigue, depression, and disturbed sleep patterns—can result when a person stops taking them. This does not lead to whole body-brain wellness nor the intended boost in learning capacity.
Attending to our brain’s need for balance is possible with Brainwave Optimization, a neurotechnology that measures the brainwave patterns and works on the frequencies of each particular lobe for more flexibility, creating new neuronal pathways so that learning can happen. We take the guessing game out of play by measuring frequencies in each session to confirm that the brain is moving in its best direction. Brainwave Optimization gives the brain the opportunity to move beyond stuck patterns into healthy patterns. Once the brain is balanced, the child overcomes previous challenges demonstrating greater resilience in adversity; happiness, self?awareness and success are the result. Once brain function is in place, normal use offers its own stimulation.
Thousands of children have moved from the bottom of the class to the top with Brainwave Optimization™. Since 2004, BWO technologists have had the benefit of seeing and understanding the patterns that cause children (and adults) to behave the way they do. When brainwaves are balanced and harmonized, children achieve more, laugh more, enjoy life more completely and engage in a healthier social life. Over and over, we’ve seen kids labeled as “disabled” who are now top performers in their school. Our surveys have demonstrated that more than 85 percent of all children who experience Brainwave Optimization meet or exceed their goals – and are set on a much happier path.
Call me at 204-612-1579 or email email@example.com to find out how our technology can identify counter-productive brainwave activity and help re-set yours (and your child’s) brain functioning for improved performance and learning this school year.
- Huston, Matt; 10 Myths about the Mind; article in Psychology Today (October 2019)
For further Reference and Exploration:
- Gerdes, Lee; Tegeler, Charles H.; Lee, Sung W.; A groundwork for allostatic neuro-education; article found online in Frontiers in Psychology – Cognitive Science (August 2015): https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01224/full