Previous research on information processing by the human brain prompted the need for further investigation of synchronized alpha brain wave activity at five loci. The results of this investigation indicated that a particular form of attention was associated with production of whole brain synchrony. Furthermore, it was found that learning to develop this form of attending coupled with the regular practice of multichannel alpha brain wave synchrony were a highly effective means of resolving many common stress related disorders. Analysis of 132 cases using this dual approach of systematic
attention training and brain wave therapy found that more than 90% of the patients reported an alleviation of symptoms. These initial positive results with stress induced headache, joint pain, and gastrointestinal diseases were subsequently extended by Dr. Fehmi and others to treatment of diseases involving maladaptive immune responses, addictive behavior, attentional deficit problems, post traumatic stress disorder and epilepsy. It was also observed that levels of intellectual functioning and artistic and athletic performance were improved.
The authors propose that there exists a common mechanism operating in these widely different successful applications, to wit, attentional flexibility which is enhanced by systematic practice of audio taped exercises and neurofeedback therapy. Patients who participated in this program reported experiencing a release from their symptoms and conditional responses. The possible significance of this “release experience” is discussed and neurofeedback and OPEN FOCUS training are compared to other interventions which rely on peripheral modalities of biofeedback.
Les Fehmi, a pioneering researcher and practitioner of neurofeedback, and Jim Robbins, Author of A Symphony in the Brain: The Evolution of the New Brain Wave
Biofeedback, argue that voluntary control over the Brain’s electrical rhythms enables us to train ourselves to prevent or heal stress-related disorders and attention disorders.
In addition, we may find a way to gain some of the benefits of meditation practice by means that are distinctively Western.
The purpose of this paper is two fold. First, it provides a brief description of my experience with biofeedback-assisted training in independent practice, which led me to develop and
conduct stress management workshops for a college population. Second, it presents preliminary quantitative results obtained by means of these workshops; the results
confirmed my positive findings in independent practice.
The purpose of this paper is two fold. First, it provides a brief description of my experience with biofeedback-assisted training in independent practice, which led me to develop and conduct stress management workshops for a college population. Second, it presents preliminary quantitative results obtained by means of these workshops; the results confirmed my positive findings in independent practice.
To realize fully our human potential is to learn to be aware of, to choose flexibility, and implement effortlessly an expanding, dynamic range of attentional styles for the optimum
allocation of our resources. A fundamental observation is presented in this paper: Attentional styles and brain wave activity are reflected in each other. Attentional styles are
defined. Attentional biases are described and their impact and experience is suggested. Optimum attention style combinations are recommended. Research data are presented.
Talk therapy and attention are contrasted. How we use styles of attention to manage our experience is discussed. An umbrella identity is recommended as a gateway to flexible
attention.
During the Spring semester of 1982, a program of stress management workshops was developed at Baruch College to bring the benefits of stress reduction to students. The
program employed the Open Focus attention training technique. Data for 4 semesters have been examined to evaluate the results of using Open Focus attention in this
program. During the first two semesters, Open Focus attention training was used without biofeedback training. In Spring 1983, biofeedback training was incorporated
into the program and used during the Spring and Fall 1983 semesters. Changes in grade point average (GPA), stress related symptoms and physiological measures were
examined. Two studies have been previously reported (Valdes, 1985a, 1985b). In the first study, the experimental subjects’ stress data were reported. In the second study,
changes in GPA and stress data for experimental and control subjects were reported. The third study, reported in the present paper, introduced an additional control group: the conversation “rap session” control group. Changes in the same variables for experimental, control non-treatment, and conversation “rap session” control subjects were evaluated. Students in the control group showed decreased GPA, while those who participated in Open Focus training showed a trend toward improved GPA. All selected stress-related variables representative of different categories of stress showed significant improvement, as did physiological measures in all biofeedback modalities in which the experimental subjects were trained. Significantly greater
improvement was shown by the experimental subjects over the control non- treatment and “rap-sessions” control groups. No significant change was found between the two control groups. As in the previous studies, these results support the hypothesis that the workshops were successful in reducing stress levels, and suggest that additional research, with other populations, be conducted to replicate these findings.
Our handbook is an experiential journey into Open Focus. It focuses on attention training, targets attention management and the transfer of attention skill to every day life.
Alleviate depression, anxiety and ADD Reduce stress-related chronic pain Optimize mental and physical performance
