SV: Explaining NF to Kids

[Guest guest]

Thanks for the

explanitions Pete. I really liked them.

Jim

Fra: braintrainer [mailto:braintrainer ] På vegne av Van Deusen

Sendt: 25. mai 2007 14:00

Til: braintrainer

Emne: Re:

Explaining NF to Kids

,

I like to explain to the kid (parents can be there, but I always talk

to the kid, not to them) that they will be making things move on the computer

without their hands--just with their brains. I tell them I will explain a

little about their brains, so they can do better on the computer, then I

explain a little about slow (daydreamy) waves and fast (concentration

waves). I tell them both are good, but if their brain can't make the fast

waves very well, then it doesn't help them in school as much as some other

kids' brains help them.

I always tell them that I can't change the way their brain makes those

waves. Only one person can do that--them! I tell them that kids who got very

good at moving things on the computer with their brains also found that their brains

helped them get their homework done faster, get seatwork done in class, get

along better in birthday parties, etc. Whatever seems to motivate them

(we've already talked about what they like doing and what they find hard to

do). Then I ask them what they think their brain makes: lots of slow or lots of

fast. After they tell me, we go into the training room (usually with the

family coming along.)

There I explain about the electrodes, that they are like the joystick

for their brain to be able to move thinigs on the screen. When they are

hooked up I open screen one, which is only a power spectrum. I show them

where the slow waves are and where the fast waves are. We talk about

whether their brain has a lot of slow or fast and how that might explain the

things they find difficult. I may tell them, " you see: the problems you

are having are not because you aren't smart, not because you are lazy or don't

care. Your brain is not helping you do those things! " I may tell

them, " your brain is like a car. Intelligence would be the

horsepower of the engine. But what we are working on is the transmission.

You can have a very powerful engine, but if you only have first gear, you can't

drive very well on the highway! When your brain works better in the other

gears, you'll be able to show how smart you are in other ways, like at

school. "

We go to screen 2 then: a single bar graph. I usually hook up at Cz (or

with really wiggly kids, maybe at C4) and train to reduce 2-5 hz. That's

what's showing in the bar graph. I watch it for maybe 10-15 seconds while they

are watching it, and I note where are the low points that the brain reaches in

its normal fluctuation. Then, when the graph is high, I put my finger

alongside the bargraph at what is their normal point and say, " bring the

bar down to here just by paying attention. " Nearly 100% of the

clients do exactly that to the astonishment of their families and

themselves. " Good! " I say, " Now keep it there, " but

of course in a matter of seconds it pops back up to the higher end of their

range. " That's the problem, " I explain to them: " It's not

that you can't pay attention; it's that you can't KEEP paying attention for

very long. You listen to the teacher or start working on your homework,

and then you are gone. The better you get at controlling the computer, the

longer your brain will pay attention without you having to work so

hard. " Then we turn on the scoring.

I believe that the key to successful training is for the client to

recognize--to have that visceral " aha! " moment--that he or she is

actually controlling what's on the screen with attention. That is an amazing

discovery. In the first trial, I want them to see that there is a state

they get into, however briefly, that causes them to score more points, to make

the bar go down below the target, and that when they lose that state, they lose

the control.

I usually have them play 3 games (1-2 minutes each). Could be

just trying to score points looking at the bar graph, could be pacman. I

like to keep it simple. I do NOT believe in trying to seduce a kid into

training with false promises that this will be like playing video games,

popping them onto puzzles or Inner Tube or DVD training the first time I see

them--or even early in training. Because I have seen it happen too many

times that a kid who has only the bargraphs or a fast trend object (sometimes

even the power spectrum) can spend several sessions just figuring out how they

are doing what they are doing and getting better at it. Even then, I like

to use the games as a reward. After they have scored (for example) 200

points, then they can play Inner Tube.

It's very important how you start kids off. The more you promise

entertainment, the more bored they are likely to get. It's great if a kid

is willing to do NF because he likes watching a particular DVD, but eventually

it's not hard to figure out that you could be watching that DVD without the

electrodes. If the training results are happening, which they may be,

then that's fine. But if the kid is just watching the DVD's but the

things we want to change via NF aren't really showing much improvement, then

what is the benefit of not having to fight him/her to do something which is

essentially not achieving anything?

At the end of the first session, I always tell kids two things:

" Tell me: was I doing any work here today? I was just

sitting here watching you. And was your family doing any work? They

were cheering when you scored all those points. How about the

computer? Was that doing any work? It was just showing what your

brain was doing. Who was the only one here who was doing any work? It was

you! And so when you get better and better at controlling the screen, and

your homework is getting done faster and your grades are getting better, only

one person gets to take credit for that. And that's YOU! Because

YOU were the one who did it! "

And I also tell them, " You know what I want you to do? When

you see your friends at school tomorrow, tell them, 'you know what I did

yesterday? I practiced changing the speed of electrical pulses in my

brain!' You know they are going to laugh and say, NO WAY! But you

saw yourself doing it here today. Your family saw you and I saw

you. And the better you get at controlling the screen, the better you

will be at doing something that most people don't even believe is possible! It

will be like a secret power you have, and you'll have it for the rest of your

life! "

Good luck.

Pete

On 5/23/07,

Eure <jessicamarieeure>

wrote:

Hello all,

I have just been referred 3 children for neurofeedback (ages 7, 9, and

11). I haven't had a ton of experience in working with younger kids

and would love advice or tips! Any suggestions on good ways to

explain to them what neurofeedback is? Ways to help them get through

the assessment process easier, etc? Thanks so much for any help.

--

Van Deusen

pvdtlcgmail

http://www.brain-trainer.com

305/433-3160

The Learning Curve, Inc.