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SPECIAL ISSUE Volume 36, Issue4, Pp
Biofeedback ©Association for Applied Psychophysiology & Biofeedback Volume 36, Issue 4, pp. 152–156 www.aapb.org SPECIAL ISSUE Clinical Outcomes in Addiction: A Neurofeedback Case Series Jay Gunkelman, QEEG-Diplomate,1 and Curtis Cripe, PhD2 1Q-Pro Worldwide, Crockett, CA; 2Q-Pro Worldwide, Crossroads Institute, Scottsdale, AZ Keywords: EEG/QEEG, addiction, phenotype, neurofeedback This case series (N = 30) shows the impact of an addiction to absenteeism, turnover costs, accidents/injuries, decreased treatment approach that uses phenotype-basedneurofeedback productivity, increased insurance expenses, and even in an integrated clinical treatment (Crossroads Institute), workplace violence. which combines targeted brain recovery exercises and Costs related to addiction include those related to violence neurotherapy. We present pre– and post–neurocognitive and property crimes, prison expenses, court and criminal testing and electroencephalography/quantitative electro- costs, emergency room visits, health care utilization, encephalography measures of the phenotype findings child abuse and neglect, lost child support, foster care and in this polysubstance-based addict population. The welfare costs, reduced productivity, and unemployment. electroencephalography phenotypes identify two separate Of Americans aged 12 years or older, 22.5 million need drive systems underlying individual addiction: central nervous treatment, but only 3.8 million people receive it (SAMHSA, system overactivation and obsessive/compulsive drives. 2006). In addition to -
Emotion-Scanning Therapy : an Integrative Use of Biofeedback and Cognitive Therapy in Pain Management
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 Emotion-scanning therapy : an integrative use of biofeedback and cognitive therapy in pain management. Nancy J. Erskine University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Erskine, Nancy J., "Emotion-scanning therapy : an integrative use of biofeedback and cognitive therapy in pain management." (1986). Doctoral Dissertations 1896 - February 2014. 1401. https://scholarworks.umass.edu/dissertations_1/1401 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. EMOTION-SCANNING THERAPY- AN INTEGRATIVE USE OF BIOFEEDBACK AND COGNITIVE THERAPY IN PAIN MANAGEMENT A Dissertation Presented By NANCY JANE ERSKINE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February, 1986 Department of Psychology EMOTION-SCANNING THERAPY- AN INTEGRATIVE USE OF BIOFEEDBACK AND COGNITIVE THERAPY IN PAIN I^IANAGEMENT A Dissertation Presented By NANCY JANE ERSKINE Approved as to style and content by: Seymour Epstein, Chairperson of Committee Morton Harmatz, Member Ronnie Janbf f^Bulman , Member D. Nico Spinfelli, Member Seymour Berger, Deparjtment Head Department of Psychol/ogy 11 Nancy Jane Erskine All Rights Reserved . ACKNOWLEDGEMENTS In embarking upon the pursuit of a graduate degree it IS important to have access to people who represent the forerunners in one's field of study. -
Relaxation Techniques? a Substantial Amount of Research Has Been Done on Relaxation Techniques
U.S. Department of Health & Human Services National Institutes of Health Relaxation Techniques © Thinkstock What’s the Bottom Line? How much do we know about relaxation techniques? A substantial amount of research has been done on relaxation techniques. However, for many health conditions, the number or size of the studies has been small, and some studies have been of poor quality. What do we know about the effectiveness of relaxation techniques? Relaxation techniques may be helpful in managing a variety of health conditions, including anxiety associated with illnesses or medical procedures, insomnia, labor pain, chemotherapy-induced nausea, and temporomandibular joint dysfunction. Psychological therapies, which may include relaxation techniques, can help manage chronic headaches and other types of chronic pain in children and adolescents. Relaxation techniques have also been studied for other conditions, but either they haven’t been shown to be useful, research results have been inconsistent, or the evidence is limited. What do we know about the safety of relaxation techniques? Relaxation techniques are generally considered safe for healthy people, although there have been a few reports of negative experiences, such as increased anxiety. People with serious physical or mental health problems should discuss relaxation techniques with their health care providers. What Are Relaxation Techniques? Relaxation techniques include a number of practices such as progressive relaxation, guided imagery, biofeedback, self-hypnosis, and deep breathing exercises. The goal is similar in all: to produce the body’s natural relaxation response, characterized by slower breathing, lower blood pressure, and a feeling of increased well-being. Meditation and practices that include meditation with movement, such as yoga and tai chi, can also promote relaxation. -
Encyclopedia of Psychotherapy-Logotherapy.Pdf
Logotherapy Paul T. P. Wong Trinity Western University, British Columbia, Canada I. Introduction Known as the “Third Viennese School of Psychother- II. The Spiritual Dimension apy,” logotherapy was developed in the 1930s because of III. The Meaning of Meaning Frankl’s dissatisfaction with both Freud and Adler. IV. Basic Tenets Frankl accepts Sigmund Freud’s concept of uncon- V. Existential Frustration and Noogenic Neurosis sciousness but considers the will to meaning as more VI. Logotherapeutic Techniques and Applications VII. Recent Developments fundamental than the will to pleasure. Existential Further Reading analysis is designed to bring to consciousness the “hid- den” meaning or spiritual dimension of the client. Frankl received training in individual psychology GLOSSARY from Adler. He differs from Adler because he focuses on the will to meaning, while Adler emphasizes social dereflection A logotherapeutic technique to redirect clients’ attention away from their problems to more positive as- interest and the will to power. However, some of the pects of their lives. It is built on the human capacity for basic concepts of logotherapy, such as freedom and re- self-distancing and self-transcendence. sponsibility, bear the imprint of Adler’s influence. existential analysis Developed by Viktor Frankl, it refers to A major difference between logotherapy and psycho- therapeutic techniques that bring the hidden meaning of analysis is that both Freud and Adler focus on the past, existence into consciousness. while logotherapy focuses rather on the future—on the logotherapy Developed by Viktor Frankl, it refers to a spiri- meanings to be fulfilled. tually, existentially oriented therapy that seeks to achieve Although logotherapy and existential analysis tend healing and health through meaning. -
Principles of Behavior Therapy and Behavior Modification (Chapter 5 from the Umh an Reflex) Rodger K
Digital Commons @ George Fox University Faculty Publications - Grad School of Clinical Graduate School of Clinical Psychology Psychology 1981 Principles of Behavior Therapy and Behavior Modification (Chapter 5 from The umH an Reflex) Rodger K. Bufford George Fox University, [email protected] Follow this and additional works at: https://digitalcommons.georgefox.edu/gscp_fac Part of the Psychology Commons Recommended Citation ISBN 9789991767680 Published by Harper & Row, New York, NY. Pages 113-133. This Book is brought to you for free and open access by the Graduate School of Clinical Psychology at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - Grad School of Clinical Psychology by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. PART III Clhallllgnllllg IHiumallll Belhavnor 50 Principles of Behavior Therapy and Behavior Modification THE EMERGENCE of behavior theory represents a striking shift from the previous history of ideas in the western world. Since the zenith of Greek civilization, it has been customary to explain behavior in terms of such internal factors as will, desire, purpose, intention, belief, expectation, memory, and character. The experimental analysis of behavior, however, shifts the locus of causal explana tions for behavior from internal processes and events to external causes. In Skinner's words, "[This shift] quite naturally led to a flood of practical applications. An early stimulus-response formula was too simple and seriously misleading, but once the role of the causal environment was properly understood, a flourishing tech nology was inevitable." 1 This chapter examines the theoretical aspects of the application of behavioral psychology (technically, the experimental analysis of behavior) to the process of behavior therapy. -
Cognitive Behavioral Therapy (CBT)
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Educational Psychology Papers and Publications Educational Psychology, Department of 2010 Cognitive Behavioral Therapy (CBT) Rhonda Turner University of Nebraska-Lincoln Susan M. Swearer Napolitano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/edpsychpapers Part of the Educational Psychology Commons Turner, Rhonda and Swearer Napolitano, Susan M., "Cognitive Behavioral Therapy (CBT)" (2010). Educational Psychology Papers and Publications. 147. https://digitalcommons.unl.edu/edpsychpapers/147 This Article is brought to you for free and open access by the Educational Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Educational Psychology Papers and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Encyclopedia of Cross-Cultural School Psychology (2010), p. 226-229. Copyright 2010, Springer. Used by permission. Cognitive Behavioral Therapy (CBT) Therapy, Rational Living Therapy, Schema Focused Therapy and Dialectical Behavior Rhonda Turner and Susan M. Swearer Therapy. Department of Educational Psychology, Uni- History of CBT versity of Nebraska-Lincoln, Lincoln, Nebraska, A precursor to the development of CBT U.S.A. was the emergence of Albert Bandura’s So- cial Learning Theory. Unlike the prevail- Cognitive Behavioral Therapy (CBT) is a ing psychodynamic or behavioral views form of psychotherapy that focuses on the of psychological disturbance, Bandura role of cognition in the expression of emo- viewed people as consciously and actively tions and behaviors. CBT assumes that mal- interacting cognitively with their environ- adaptive feelings and behaviors develop ments. He introduced the notion that cog- through cognitive processes which evolve nitive mediation occurs in the stimulus-re- from interactions with others and experi- sponse cycle of human behavior. -
Psychology 510, Behavior Analysis and Behavior Change
Psychology 510, Behavior Analysis and Behavior Change Fall 2015 Syllabus, Section 002, 3 credit hours Melissa Reeves, Ph.D., NCSP Class Meets: Mon/Wed, 9:30–10:45am, Kinard 102 Phone: 704-999-9631 Email: [email protected] Office Hours: Kinard Rm.300 or [email protected] Mon.11:00am - 12:15pm Wed.by appt. Prerequisites to taking this course: PSYC 101 or EDUC 210 Required Textbook: Martin, G. & Pear, J. (2011). Behavior Modification: What It Is and How To Do It (9th Edition). Upper Saddle River, New Jersey: Pearson Prentice Hall. Student Learning Outcomes: Students in PSYC 510 will: 1. become familiar with the basic principles and procedures of behavior modification to include behavioral assessment, applied behavior analysis, behavior therapy, cognitive-behavior therapy. 2. be able to identify behaviors and apply specific principles of behavior modification to real-life situations. 3. learn to assess antecedents and consequences that influence behavior. 4. use observation and recording methods to assess targeted behaviors. 5. understand and apply methods used to influence behavior, i.e., reinforcement, punishment, modeling, stimulus control, etc.. 6. learn to evaluate the effectiveness of behavior modification procedures and change those procedures if needed. 7. use behavior modification procedures to analyze and solve case examples. 8. use self-reflection and critical analysis to apply behavior modification/analysis principles to current events. 9. develop and implement a behavioral self-management program and a. learn to use behavior modification to change own behavior. b. describe how goal setting may be used to prompt desired behaviors. c. name and describe behavior tactics for changing behavior (reinforcement, stimulus control, aversive control and its limitations, etc....). -
A Contemplative Biofeedback Intervention for Adults with ASD
Brief Report: A Contemplative Biofeedback Intervention for Adults with ASD: Feasibility of a Community-Based Treatment Rachel S. Brezis1*, Amitai Levin1*, Yuval Oded2, Opher Zahavi3, Nava Levit-Binnun1 1Sagol Center for Brain and Mind, Baruch Ivcher School of Psychology, Interdisciplinary Center Herzliya, Israel 2 Center for CBT-BFTM, Tel Aviv, Israel 3Beit-Ekstein Organization, Kerem Maharal, Israel * Joint first-authors Corresponding author: Rachel S. Brezis Sagol Center for Brain and Mind Baruch Ivcher School of Psychology Interdisciplinary Center Herzliya P.O.Box 167 Herzliya 46150 ISRAEL Email: [email protected] Abstract Background: As the number of adults living with ASD continues to grow, a lack of resources and lack of available interventions exacerbate their low quality of life, including low levels of education and employment, and high levels of co-morbid anxiety and depression. Here we build upon existing research showing the effectiveness of contemplative interventions on individuals with ASD, to provide a low-cost biofeedback- enhanced training which can be implemented by non-professional staff, and may help autistic individuals grasp abstract contemplative techniques. We hypothesize that the intervention will decrease participants’ anxiety and autism symptoms, and increase their self-awareness, self-determination, and empathy. Method: Fourteen adults with ASD, residing in assisted living, were provided with 16 weekly half-hour contemplative-biofeedback sessions with non-professional trainers, in which they learned to reduce their arousal levels through combined biofeedback and contemplative techniques, and apply those to everyday life. Quantitative and qualitative data was collected pre- and post-intervention, to determine changes in participants’ self- awareness, self-determination, anxiety, autism symptoms, and empathy. -
Behavior Modification Interventions
Behavior Modification Interventions Least Intensive Interventions Response-Cost Lottery Designed to be time effective for teachers, this strategy can be used with individual students or small groups. Materials: • Index card, tape • Colored slips of paper (different color for each student) Preparation: • Develop a reward menu for each student targeted for this intervention. • Select 1-3 behaviors that you wish to reduce in the targeted student(s) and write out concrete definitions for each. • Decide on a time period during the instructional day that the Response Cost Lottery program will be in effect (e.g., 30 minutes during math class). NOTE: You may want to limit the length of the monitoring period at the start of the intervention, to increase the odds of student success. As the intervention proves successful, you can extend the monitoring period. • Decide how many points (i.e., paper slips) you will award to students at the outset of each monitoring period. (NOTE: For short monitoring periods, you may want to start with 4-5 points/paper slips.) • Prepare the lottery tickets. Use a different color paper for each student's tickets, so that you can tell them apart from one another. Or type blanks on student tickets onto which the recipient can write in his or her name and the date that the ticket was awarded. • Choose how frequently you will hold lottery-ticket prize drawings. NOTE: Many teachers find that once per week is sufficiently motivating to make the intervention effective. For students with more intense or severe levels of misbehavior, however, you may want initially to hold prize drawings more frequently (e.g., daily) and as students' behaviors improve, gradually extend intervals between drawings Steps in Implementing This Intervention: Step 1: Introduce the Response Cost Lottery Program to Targeted Students. -
Clinical Use of Hypnosis in Cognitive Behavior Therapy
The Clinical Use of Hypnosis in Cognitive Behavior Therapy A Practitioner’s Casebook Robin A. Chapman, PsyD, ABPP, is a clinical psychologist at McLean Hospital, Belmont, MA, and North Shore Counsel- ing Center, Beverly, MA, and maintains a private practice. He is currently an in- structor in psychology in the Depart- ment of Psychiatry, Harvard Medical School. Dr. Chapman earned his doctorate from the Illinois School of Professional Psychology in 1990 and earned a certifi- cate in Cognitive Behavioral Therapy from the Adler School of Profes- sional Psychology in 1994. He is board certified in cognitive and behavioral psychology by the American Board of Professional Psy- chology. Additionally, he is an approved consultant in clinical hypno- sis granted by the American Society of Clinical Hypnosis. His teaching experience includes graduate classes at the Illinois School of Professional Psychology and the Chicago School of Professional Psychology. He has taught undergraduate psychology classes at Elmhurst College. The Clinical Use of Hypnosis in Cognitive Behavior Therapy A Practitioner’s Casebook Robin A. Chapman, PsyD, ABPP, Editor Springer Publishing Company Copyright 2006 Springer Publishing Company, Inc. All rights reserved. No part of this publication may be reproduced, stored in a re- trieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, Inc. Springer Publishing Company, Inc. 11 West 42nd Street New York, NY 10036 Acquisitions Editors: Sheri W. Sussman and Lauren Dockett Production Editor: Sara Yoo Cover design by Joanne Honigman Cover background image by Richard A. Chapman Cover foreground image by Noah Chasek 0607080910/54321 Library of Congress Cataloging-in-Publication Data The clinical use of hypnosis in cognitive behavior therapy / [edited by] Robin A. -
Biofeedback Can Improve Mindfulness for Chronic Pain
Biofeedback ÓAssociation for Applied Psychophysiology & Biofeedback Volume 46, Issue 1, pp. 15–20 www.aapb.org DOI: 10.5298/1081-5937-46.1.06 SPECIAL ISSUE ‘‘Watch the Screen’’: Biofeedback Can Improve Mindfulness for Chronic Pain Saul Rosenthal, PhD, BCB Newton, MA Keywords: chronic pain, mindfulness, acceptance, biofeedback Chronic pain has a significant impact on the quality of cognition, emotion, family, school, work, and culture are lives for millions of people. Because it is resistant to some of the factors that interact to have an impact on the traditional medical intervention, the optimal approach to chronic pain experience (American Psychological Associa- chronic pain management relies on a biopsychosocial tion, Interprofessional Seminar on Integrated Primary Care understanding of health and treatment. To date, cognitive Work Group, 2016; Engel, 1977). It is important to point behavioral therapy (CBT) has been the treatment of choice. out that far from rejecting the biomedical model, a However, CBT’s emphasis on active control can prove biopsychosocial perspective integrates it into a more counterproductive because the cognitions, behaviors, and complete understanding of health. emotions related to pain are difficult to directly confront. Practicing from a biopsychosocial model raises many More recently, CBT has begun to integrate mindfulness, challenges, not least of which is patient (and fellow shifting toward paradigms of accepting sensations rather practitioner) buy-in. While it is relatively easy to agree than trying to change them. This is difficult for individuals with the notion that psychosocial interventions can help with chronic pain, who frequently spend significant manage pain, in the midst of a severe migraine most people resources avoiding and trying to minimize sensations. -
A Paradoxical Intention: a Brief Description of a Cognitive
DOCUMENT RESUME ED 279 920 CG 019 728 AUTHOR Athanasou, James A. TITLE A Paradoxical Intention: A Brief Descriptionof a Cognitive Behaviour Therapy Approach andIts Potential for Counselling. INSTITUTION New South Wales Dept. of Industrial Relations, Darlinghurst (Australia). REPORT NO ISBN-0-7240-8304-9 PUB DATE Aug 84 NOTE 8p. PUB TYPE Reports - General (140) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Attitude Change; Behavior Modification;*Career Counseling; Cognitive Restructuring; *Counseling Techniques; Foreign Countries; Paradox; Psychotherapy; *Stress Management; *Unemployment IDENTIFIERS Australia; *Logotherapy; *ParadoxicalTechniques ABSTRACT Techniques of cognitive behavior modificationsuch as cognitive restructuring have recentlybeen employed in behavior therapy. Other procedures which fall within theapproach of cognitive behavior therapy are techniques suchas paradoxical intention which are subsumed under the title of logotherapy. Logotherapyrefers to a form of psychotherapy or counseling whichoperates through developing a meaningful life. There is an emphasis on synthesizingpsychodynamic approaches, existentialist views, anda broad learning theory or cognitive behavior modification perspective.In response to unemployment, individuals may react withwrong passivity, wrong activity, right passivity, or right activity.In cases where an active response to unemployment is limited,logotherapeutic techniques such as paradoxical intentionmay be used to stimulate the right passive approach to the problemsof unemployment. Paradoxical