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Inside this issue:
I. Biofeedback and Microcurrent Therapy & Stroke Rehabilitation
The American Physiological Society recently reported in a Newswise article
on a study involving Biofeedback and Microcurrent Therapy for loss of hand
function due to stroke.
EMG biofeedback is being used to detect the ability of a person affected by
stroke to grasp and release an object. The EMG amplitude increases when the
object is grasped. The amplitude decreases when the object is released.
The time it takes for the EMG amplitude to increase or decrease gives an
indication of the level of function. Subjects that are affected by stroke
take longer to grasp and release an object than subjects not affected by
stroke. Stretching exercises help stroke patients reduce the amount of time
it takes to grasp an object but it actually seems to increase the amount of
time it takes for them to release an object. EMG biofeedback can help
subjects by giving them more awareness of muscle contractions so that they
can learn to contract and relax muscles more at will.
There is also a hypothesis that certain parts of the brain are overactive as
a result of the stroke. This causes the continued contraction of the muscle
when the person is trying to release the object. Trans cranial (micro
current) stimulation of the brain could reduce the activity in the
overactive part of the brain that causes continued muscle contraction when
the subject is trying to release. I believe that EEG biofeedback might also
be used in this case to inhibit that activity.
The authors of the study are Na Jin Seo, William Z. Rymer and Derek G.
Kamper. They work at the Rehabilitation Institute of Chicago. Dr. Rymer also
works with Northwestern University, and Dr. Kamper is affiliated with the
Illinois Institute of Chicago.
You can read more about the study at:
II. Biofeedback and Stress Management Tools for Educators
Now more than ever, I believe that education about stress management needs to
start early. I had the opportunity to provide a workshop on biofeedback and
stress management along with Elizabeth Stroebel 2 1/2 years ago for my local
school system. I was able to teach the workshop again last month. The
group that attended the workshop was made up 19 Pre-Kindergarten through
High School teachers (both regular and special education).
We talked about sources of stress for students and teachers. We talked
about the physiological responses of stress and the negative effects it can
cause. I explained what biofeedback is and how it works. I demonstrated
each modality using volunteers from the group as subjects. I gave the
participants reprints of articles on biofeedback and stress to read before
our next session. I also told them about the Yonkers, NY, Neurofeedback
program run by Mary Jo Sabo several years ago. They were interested and
impressed with the results but were not confident that the Ossining School
System or local community would be willing to fund a similar program.
During the next session we discussed various relaxation exercises. The
teachers wanted to know what they could do that would not require
instrumentation. We practiced progressive muscle relaxation, diaphragmatic
breathing, heart centered breathing with imagery, stretching, and scanning
our bodies for areas of tension. We blew soap bubbles to experiment with
changing our breathing. The participants formed groups and worked on two
assignments. The first assignment was to make a poster that could be
displayed in the classroom that would remind the students to be thinking
about stress management. The second assignment was to come up with a list
of stress management activities that they could comfortably use in the
classroom. The group seemed excited about integrating the stress management
techniques they learned into their classrooms. They believe that it can
help reduce hyperactivity, conflicts, arguing, behavior problems, and
inattention. I also offered to come in and demonstrate biofeedback to their
classes so that the students can see how their physiology is affected by
stress. This might help them to understand the value of the relaxation
exercises the teachers would be showing them.
One of the teachers who attended the workshop has also contacted me about
starting an after-school biofeedback club. I will be working with her to
make that happen. If these young people are taught about stress management
at an early age they will more likely continue to do a better job at
managing their stress throughout their lives. They might also have a
positive effect on their fellow students and other people they come in
contact with. I see this as a small contribution that I can make to use
what I know to make the world a better place.
I also gave a presentation on biofeedback for Project Earthquake, a group of
minority young men at Ossining High School (Ossining, NY). Project
Earthquake is a program that strives to instill integrity, discipline, honor
and respect in young Black men by building their desire to become healthy,
positive, productive citizens in our society. Project Earthquake offers
personal support to young men to help counteract the forces that contribute
to academic failure. They stress the importance of academic success as well
as social codes of commitment to family, personal independence and strong
moral character. The Project Earthquake Mission Statement is to: Reduce or
eliminate lateness to class, cutting classes and referrals for inappropriate
behavior. Promote completing homework assignments on time, taking college
level classes and to raise GPA's.
I talked to them about stress in school and at home and the negative effects
that it can have on them, their parents, and teachers. I talked to them
about biofeedback. We talked about anger, its relationship to stress and
the problems it can cause. I had no problem getting them to volunteer so
that I could demonstrate biofeedback on them. The presentation was recorded
on video. Please contact me if you would like to receive a DVD copy of it.
Project Earthquake is currently working on funding an educational trip to
Egypt. To learn more about their group and activities visit:
http://www.projectearthquake.com
For more information on biofeedback or micro current instruments or stress
management books and audio/video recordings you can visit:
http://www.biofeedbackinternational.com
III. Training Schedule:
Neurofeedback: July 17-20, November 13-16, 2009 - Hawthorne, NY
Biofeedback: August 1-5, October 24-28, 2009 - Hawthorne, NY
For more information on these and other events, visit:
http://www.biofeedbackinternational.com
Feel free to forward this newsletter to a friend.
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23 June 2009
- a BioFeedBack Resources International email newsletter -
written & edited by Harry L. Campbell, President
technical editing and production by Edwin Johnson
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