Showing posts with label brain assessment. Show all posts
Showing posts with label brain assessment. Show all posts

Tuesday, April 17, 2018

QEEG brain mapping assessment

Your brain is a highly complex organ made up of billions of cells called neurons. Neurons send and receive messages to and from all parts of your body. This electrical flow in the brain can be measured and mapped using a QEEG (Quantitative Electroencephalogram). This is known as a “brain map.” Getting a QEEG involves having patients put on a cap that measures 19 sites on their brain. The sites show functions such as focus, worry, decision making, and obsessive thinking.

QEEG, which was developed in the late 1970s, is a type of brain map or database that provides a more visual way to look at the formation of brain waves. QEEG allows you to see more clearly what's going on with their brain functioning. It enables us to see how their brain is communicating. With quantitative electroencephalogram (QEEG) it is possible to observe several patterns that include optimal states of psychic balance, but also states of focus, attention, language ability, fear, anxiety, panic, anger, impatience, panic attack and depression etc.
Why do I need QEEG brain mapping?
We use the brain map as a kind of “fitness evaluation” or a “roadmap” so we know how best to develop a neurofeedback protocol for your specific situation. In doing so, mind we endeavor to teach your brain how to balance itself, physician eliminating the “noise” and habits that may be causing or contributing to your symptoms. Clinical Neurofeedback training can also be used to enhance your performance, remedy too.Your brain map, which takes just an hour, will capture a window of your brain activity, analyze the data, and create a visual representation for each lobe of the brain and each specific type of brain wave (Delta, Theta, Alpha, and Beta). And please be aware that brain mapping is not a medical diagnostic tool but merely a method to understand your brain function better.
Prior to getting a QEEG, we could only see how the brain was functioning at specific sites. With the QEEG, we can now see the relationships between different areas of the brain at the same time. As a result, I have a much clearer picture of what's going on in patients' brains, so their treatment is much more effective. QEEG is really a wonderful tool that works hand in hand with clinical neurofeedback.

What experience and training do you need to provide brain maps and neurofeedback training?
Hiro Koo is a certified clinical neurofeedback practitioner from the Spectrum Biofeedback Certification Institute of Asia (SBCIA). He is also master trainer of the SBCIA, it is an institute that provide certification and research & development in the field of Neurofeedback and Biofeedback. SBCIA is the premiere training/Research institute in Asia-Pacific for neurofeedback, biofeedback and self-regulatory exercises. Hiro Koo is one of the first two master trainers of clinical neurofeedback in Malaysia. Hiro Koo was trained by the late Dr Dr Kenneth Kang, a Educational Psychologist, who is the founder of the first neurofeedback therapy centre in Asia (1995) and founding president of SBCIA.

What can I do after the QEEG brain mapping assessment?
You can do the brain training with clinical neurofeedback which can help build new circuits that minimize fear, shame, and anger, that is, compromised brain development can affect emotional control, Control of verbal or behavioral impulses and neurocognition as intelligence, memory, perception and attention. 
The treatment is based on the belief that the source of a person’s problematic condition — for example anxiety and depression - is due to brain disregulation and Neurofeedback Training (NFT) helps to restore that balance. The electrodes on the electroencephalogram (EEG) cap allow your brain function to be fed back to you through the computer screen. The specific problematic areas are then identified that need training.
“The only way you can get that video to play is by making your brain function better. That happens randomly at the beginning but what happens over time is that by making the video play, a person is learning to control their brain function in the area where it is needed.”


Friday, October 28, 2016

Brainwaves Analysis - A peak into your subconscious mind

Brainwaves Analysis 检测服务包括:
EEG biofeedback (Brain entrainment) is a safe, painless and non-invasive training method to improve your brain function. Brain entrainment falls under the jurisdiction of the Association of Hypnotherapy Practitioners, Malaysia (AHPM) - clause 3(b) and it is regulated by T&CM Act 2016. EEG biofeedback screening is not a diag­nos­tic tool but a training device. Brainwaves analysis method is a tool that designed to give the client’s subconscious mind a voice and allows the Clinical Hypnotherapist to reveal the various underlying factors that shape the client’s cognitive abilities, emotional responses, and automatic behavior.

How should I prepare for the assessment 检测事前准备? 
  1. 维持干爽的头发Make sure your hair is clean, freshly washed, and free from any styling products. 
  2. 避开咖啡因You may eat regular meals, but avoid drinks that contain caffeine (coffee, tea or coke) for at least 5 hours before the test. 
  3. 避免事前小睡Do not nap before the test. 

Mind Fitness Training (Non-drug approach) 身心健康训练服务包括 (非药物保健咨询):
  • 个人化自我催眠教学Tailored self-hypnosis training for various issues
  • 自律神经放松教学 Tailored self-hypnosis training for the autonomic nervous system (the ANS)
  • 生活教练/人生导师 Life coaching 
  • 脑波反馈训练/脑电波心身回馈治疗 EEG biofeedback training for better brain function
  • 团体身心健康催眠 Group hypnotherapy for mental health issues

Disclaimer: Brain Entrainment method (EEG biofeedback/Neurofeedback) is not a diagnosis tool or a cure for any diagnosed conditions. It works by resolving the underlying imbalances and brain dysregulation. It is clearer viewed as personal training rather than a treatment.

Thursday, October 6, 2016

[Corporate Health Talk for SAP Malaysia] Mental Energy Booster Program

A full day workshop with SAP Malaysia during the SAP people weeks 2016.
 My topic is about how can sleep deprivation affect your mental energy level and what are the effective ways to manage it.

Yes, the best way to boost up your mental energy level is to learn healthy coping strategies.
Thus, my role of the day is to share some DIY coping techniques for all the staffs here.
We all know that learning to do-it-yourself can save thousands of dollars in nearly any arena of life.

Participants were undergoing the brainwaves assessment during the workshop.

For your information, brainwaves assessment is not a medical diagnosis procedure but a safe, non invasive and painless method designed to give the client’s subconscious mind a voice, and allow the Clinical Hypnotherapist to reveal the various underlying factors that shape the client’s cognitive abilities, emotional responses and automatic behavior.

About SAP:
SAP South-East Asia (SEA) has grown from its humble roots in the late 1980’s to become one of the most successful companies operating in the region today. SAP SEA covers a diverse territory consisting of Singapore, Malaysia, Indonesia, Thailand, Philippines, Vietnam and the rest of the Emerging Markets. Headquartered in Singapore, SAP is now serving 1,222 large enterprise customers and 4,585 small and medium enterprises (SMEs) across the region.

We hope all the staffs found the sessions advantageous in future decision-making on health-related services. Please do not hesitate to contact us for any further information.

Saturday, September 17, 2016

Beating depression the natural way - EEG biofeedback training

The dorsolateral prefrontal cortex (dlPFC) is important for "cognitive" and "executive" functions such as working memory, intention formation, goal-directed action, abstract reasoning, and attentional control. It is also known that the dorsolateral prefrontal cortex (dlPFC) plays an important role in top-down regulation of emotional processing as part of the more extensive cognitive network that is also critically involved in emotion regulation, particularly by distraction from the emotional stimulus. This dlPFC is important for the reappraisal/suppression of negative affect and a defect in this regulation of negative affect due to a dysfunction of the dlPFC appears to play a very important role in clinical depression. 

Modification of a negative attentional bias by cognitive training alters dlPFC activity in response to emotional stimuli and this is likely the primary result of successful treatment by means of cognitive and cognitive-behavioral psychotherapies. AThe results of a recent study examining the effects of anodal transcranial direct current stimulation (tDCS) of the left dlPFC on temporary reduction of negative attentional bias during learning in depressed versus non-depressed college students supports the suggestion that tDCS may actually enhance the learning of cognitive-behavioural therapeutic strategies.

 While there is some strong evidence suggesting that a reduction in dlPFC activity and/or over-activity of the vmPFC may play a major role in the development of depression brain imaging studies continue to reveal other areas of the brain that are also involved in depressed mood and suggest that depression is largely a result of reduced activation/metabolism in a number of brain areas and reports of increased activation of any particular brain area have not consistently been associated with depression. Anxiety, on the other hand, correlates with increased regional cerebral blood flow (rCBF) in posterior cingulate and bilateral inferior parietal lobules. Since comorbid depression and anxiety are quite common, it is important to recognize the different areas that are activated or inhibited by both depression and anxiety.

Electroencephalographic (EEG) studies have largely confirmed these findings by demonstrating increased alpha (8-12 Hz) EEG relative power in the left frontal regions of the brains to be associated with dysthymia and major depressive disorder (MDD) as well as the onset of depression in patients with damage to the left frontal lobe. Since alpha is generally viewed as a cortical idling rhythm and is inversely related to neuronal activity, increased left frontal alpha results in deactivation of the left prefrontal cortex and a functional dominance of the right prefrontal cortex. Indeed, a number of brain researchers have suggested a laterality of the brain’s affective system; with negative emotions having a bias in activating the right hemisphere and positive emotions activating the left hemisphere. The left frontal lobes may be considered to include an “approach behavior” circuit whereas the right frontal lobes may include an “avoidance-behavior” circuit. As the left becomes more active, we tend to see things as generally more interesting, more rewarding, more approachable (i.e., the cup as half-full). In contrast, activation of the right circuit causes us to see things as potentially more dangerous and less rewarding (i.e., the cup as half-empty). Brain research suggests that a person's mood may largely depend on which side of the prefrontal cortex is more active.

In this vein, Henriques & Davidson (1990, 1991) examined frontal EEG asymmetry in currently depressed versus never depressed individuals and found elevated left frontal alpha power in the depressed individuals. Other researchers have confirmed these findings as well as observing that individual differences in frontal asymmetry emerge early in life and are associated with individual differences in “approach-withdrawal” behavior and the “introversion-extroversion” personality dimension. Taken together, these findings suggest that EEG asymmetry marked by relative left frontal hypoactivation may be a biological marker of familial and, possibly genetic risk for mood disorders. 

EEG biofeedback or Neurofeedback is direct training of brain function, by which the brain learns to function more efficiently. We observe the brain in action from moment to moment. We show that information back to the person. And we reward the brain for changing its own activity to more appropriate patterns. This is a gradual learning process. It applies to any aspect of brain function that we can measure. Neurofeedback is also called EEG Biofeedback, because it is based on electrical brain activity, the electroencephalogram, or EEG. Neurofeedback is training in self-regulation. It is simply biofeedback applied to the brain directly. Self-regulation is a necessary part of good brain function. Self-regulation training allows the system (the central nervous system) to function better.
Neurofeedback addresses problems of brain disregulation. These happen to be numerous. They include the anxiety-depression spectrum, attention deficits, behavior disorders, various sleep disorders, headaches and migraines, PMS and emotional disturbances. It is also useful for organic brain conditions such as seizures, the autism spectrum, and cerebral palsy.

We offer brainwaves assessment service. It is a tool that designed to give the client’s subconscious mind a voice, and allow the Clinical Hypnotherapist to reveal the various underlying factors that shape the client’s cognitive abilities, emotional responses and automatic behavior. Contact us now for more info.


Thursday, March 31, 2016

Education and the Brain: What Happens When Children Learn?

Have you lost your house keys recently? If so, you probably applied a spot of logical thinking. You looked first in the most obvious places – bags and pockets – and then mentally retraced your steps to the point when you last used them.
Researchers looking at child development often use search-and-find tasks to look at the ways in which children apply what they are learning about the physical world. Tests carried out on toddlers reveal that something quite remarkable happens in child development between the ages of two and five – a stage identified by both educationalists and neuroscientists as critical to the capacity for learning.
Dr Sara Baker is a researcher into early childhood at the Faculty of Education. She is interested in the role of the brain’s prefrontal lobe in how young children learn to adapt their understanding to an ever-shifting environment. Many of her studies chart changes in children’s ways of thinking about the world. She uses longitudinal designs to examine the shape of individual children’s learning curves month by month.
Research by Baker and colleagues is contributing to an understanding of the acquisition of skills essential to learning. She explains: “The brain’s frontal lobe is one of the four major divisions of the cerebral cortex. It regulates decision-making, problem-solving and behaviour. We call these functions executive skills – they are at the root of the cognitive differences between humans and other animals. My executive functions enable me to resist a slice of cake when I know I’m soon having dinner.”
In an experiment designed to identify the age at which executive skills develop, Baker and colleagues used a row of four interconnected boxes to test children’s ability to apply their knowledge of basic physics. A ball rolled down an incline entered the first box and disappeared. A barrier (its top visible) was slotted in between two of the boxes to stop the ball rolling any further. The children were asked to open the door of the box in which the ball was hidden.
Aged 29–31 months, only 32% of the children correctly identified the location of the ball by working out that the barrier would have stopped it. Aged 32–36 months, 66% of children were successful. Toddlers under the age of three appear to understand the principles of solidity and continuity, but have trouble acting on this knowledge. A single month in a child’s age affected their ability to carry out the task correctly.
Baker’s interest in children’s development of executive skills dates from the moment a decade ago when she picked up a picture book while sitting in the foyer of a nursery school; the narrative focused on opposites: big/small, light/dark, hot/cold. How would children respond if they were asked to point to the opposite picture to the one depicting the word they heard spoken? This question became the topic for her PhD. Her findings confirmed that the huge variability of children’s executive skills could explain the range of social and cognitive behaviours we see emerging in the early years. What we learn at this stage, and what we learn to apply, sets us on course for life.
Most three-year-olds find the ‘opposites’ task hard. Given two pictures of bears, one big, one small, they automatically point to the big bear when they hear the word ‘big’ spoken aloud. They point to the big bear even when they have been asked (and appear to have understood) to point to the image that is the opposite of the word they hear.
Five-year-olds are much more successful in carrying out the task explained to them. “By age five, most children have acquired the ability to override their impulses, and put them on hold, in order to follow a request,” says Baker. “The ability to control impulses is vital to children’s socialisation, their ability to share and work in groups – and ultimately to be adaptable and well adjusted.”
What happens in children’s brains and minds to enable them to make these important leaps in understanding? The answer involves an understanding of neuroscience as well as child development. Baker and colleagues are engaged in multidisciplinary projects including examining how individuals with autism may perceive and learn about the physical world differently from those without a diagnosis. Her team is also developing a pedagogical, play-based approach in collaboration with teachers.
“Executive function is a hot topic in education. When we talk to teachers about the psychology behind frontal lobe development, they immediately recognise how important self-regulation is, and will tell you about the child who can’t concentrate. It might be the case that this child is struggling with their executive functions: their working memory or inhibitory control might be flagging,” says Baker.
“The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development. In early years’ education, playful learning and giving children freedom to explore could help to encourage independence as well as the ability to know when to ask for help, both of which depend on self-regulatory skills. If we want to encourage adaptability and self-reliance, we have to look beyond the formal curriculum.”
Baker’s research into children’s ability to apply knowledge to successfully predict the location of an object hidden from view revealed much more than simply which age group was successful. She says: “In looking at the data from tasks, it’s not enough to focus only on children’s failures. We need to look at why they search for an object in a particular place. Often they’re applying something else that they’ve learnt.”
When younger children opened the same door twice in the boxes experiment, despite the barrier having been moved, they were applying logic: an object may be precisely where it was found before. After all, it’s always worth looking for the house keys first where they should be.
In another experiment (involving dropping balls into opaque tubes that crossed each other), the younger children applied their knowledge of gravity (the ball would fall down the tube) but failed to take into account that the tubes were not straight. Baker says: “When children repeat a mistake, they reveal something about their view of the world and, as researchers, we learn how their brain is developing. As teachers and parents, our role is to help children to overcome that strong, but wrong, impulse.”
During the course of a day, your frontal lobe will have enabled you to do far more than find your keys. The synaptic firing of millions of cells in your brain may have guided you through a tricky situation with colleagues or prompted you to make a split-second decision as you crossed a busy road. “The development of this vital area of your brain happened well before you started formal education and will continue throughout your lifetime,” says Baker.

Monday, November 30, 2015

[Health talk and assessment] Rin Enzyme Annual Thanks Giving Event

Health talk for Rin Enzyme Annual Thanks Giving event. 
We hope you all enjoyed the health talk and the assessments.

[Corporate Health Talk on Stress Management] Group Hypnotherapy for the Manager of Public Bank

A full day workshop with Public Bank Managers, how can stress affect your productivity and performance and what are the ways to manage it.

Yes, the best way to manage your stress is to learn healthy coping strategies.
I taught a simple self hypnosis technique as a coping skill to manage stress for all of them.
It is easy, fast and you can see how your brainwaves relieve stress instantly.

Offering brainwaves analysis (for understanding your sleep quality, stress, focus and attention abilities) after the health talk for all managers.

Contact us if you are interested. 

Sunday, October 25, 2015

[Corporate Health Talk on Stress Management] Group Hypnotherapy Session at Lonpac Insurance Bhd

 Group hypnotherapy session to relieve stress
Yes, you can train your brainwaves like a muscle!
"Ubah frekuensi gelombang otak" by using neuro-hypnotherapy training method.
I mentioned about this concept in newspaper before.

                       Chinese Physician was sharing how to use therapeutic massage to reduce stress.

 Naturopath was sharing how to reduce stress by using the concept of nutritional therapy.
She shared similar nutritional therapy tips on 8TV program too.

Health Talk conducted in English at Lonpac Insurance Bhd.

Health Talk Topic:
Stress Management tips from Clinical Hypnotherapist, Chinese Physician and Naturopath.

Esther Peh, President of Naturopathic Medical Association Malaysia 
Hiro Koo, Clinical Hypnotherapist 
 Madam Low, Chinese Physician

Group Activities:
1) Group hypnotherapy session 
2) Therapeutic massage DIY session
3) DIY juice therapy
4) Brain assessment for understanding your stress, focus and attention abilities

Contact us if you are interested.