Publications for Downloading
The following is a list of abstracts from a portfolio of publications which have
been published on the topics of OPEN FOCUS and Biofeedback. To access the
full text of a publication click on the ORDER button. You will need to register
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print one copy of each publication for your own personal use as long as you
agree to respect the copyright rights of the authors and copyright laws.
been published on the topics of OPEN FOCUS and Biofeedback. To access the
full text of a publication click on the ORDER button. You will need to register
to read the materials. They are at NO cost to you. Feel free to
print one copy of each publication for your own personal use as long as you
agree to respect the copyright rights of the authors and copyright laws.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
The way we pay attention directly affects our bodies and minds. Two scientists not only
describe open focusing, they also show how to do it.
describe open focusing, they also show how to do it.
This article looks at the experience of Frankie, an autistic 8 1/2 year old boy. He was
diagnosed mildly autistic by several specialists. One specialist claimed he was brain
damaged and "autistic-like" and that there was no hope for improvement. At Frankie's
mothers request, neurotherapy diagnosis and treatment was begun. After 31 sessions,
Frankie showed positive changes in all the diagnostic dimensions defining autism in
DSM-III-R. This has profound implications for treatment in a field with few low-risk
alternatives
diagnosed mildly autistic by several specialists. One specialist claimed he was brain
damaged and "autistic-like" and that there was no hope for improvement. At Frankie's
mothers request, neurotherapy diagnosis and treatment was begun. After 31 sessions,
Frankie showed positive changes in all the diagnostic dimensions defining autism in
DSM-III-R. This has profound implications for treatment in a field with few low-risk
alternatives
Does step-care treatment of hypertension increase cardiovascular risk and mortality?
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Roles of tradition, convenience, and noise or artifact rejection are discussed with regard
to the monopolar versus bipolar electrode placement controversy in
electroencephalography (EEG). Particular emphasis is placed on the relevance to
biofeedback. The crucial interactions between the differential amplifier, brain waves,
and monopolar/bipolar placements are discussed. Through logical analysis and
empirical observation, it is demonstrated how the very nature of the EEG's differential
amplifiers must destroy elements of brain activity which are common to the recording
electrodes. Controlled experiments further illustrate the critical importance of electrode
placements. Various methods, including preferred electrode placements, are presented
to help resolve recording problems that frequently arise. It is concluded that there are
serious implications for researchers, EEG clinicians, biofeedback providers, and their
clients in preferring one type of electrode placement technique over the other. EEG
recording accuracy is affected by this choice.
to the monopolar versus bipolar electrode placement controversy in
electroencephalography (EEG). Particular emphasis is placed on the relevance to
biofeedback. The crucial interactions between the differential amplifier, brain waves,
and monopolar/bipolar placements are discussed. Through logical analysis and
empirical observation, it is demonstrated how the very nature of the EEG's differential
amplifiers must destroy elements of brain activity which are common to the recording
electrodes. Controlled experiments further illustrate the critical importance of electrode
placements. Various methods, including preferred electrode placements, are presented
to help resolve recording problems that frequently arise. It is concluded that there are
serious implications for researchers, EEG clinicians, biofeedback providers, and their
clients in preferring one type of electrode placement technique over the other. EEG
recording accuracy is affected by this choice.
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.
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.
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