Sebern Fisher, foremost global trauma therapist, teaches how to calm the fear-driven brain, through the Integration of neurofeedback and psychotherapy in the treatment of developmental trauma
Overview of six hour recorded course
- Trauma and the Developing Brain. How abuse and neglect in childhood impacts the developing brain.
- Behavior and Brain Circuits. Dissociation, repression and even regression as learned patterns in the brain and the implications for treatment of developmental trauma.
- The Science of Neurofeedback. What research shows about how it works and why it's effective.
- Arousal, Affect, and the Process of Brain-training. The arousal model of neurofeedback and its importance in the treatment of developmental trauma.
- Self meets other. The importance of the therapeutic relationship in helping the traumatized brain recover.
- Case study. how neurofeedback and therapy helped a patient recover from severe trauma.
Includes video interview of young woman who has recovered from DID. (Sebern’s patient interviewed by Bessel van der Kolk)
This intensive six-hour recorded seminar will help you incorporate successful strategies of neurofeedback into the treatment of developmental trauma.
Reviewing the latest neuroscience research relating to the impact of neglect and abuse on the developing brain, we will also turn to evidence-based techniques to calm the fear-driven brain. In developmental trauma, no major neurological system is spared, leading to consequences for physical and immune system health. We will discuss how trauma impacts the brain’s networks as well as its capacity to inhibit states of high arousal.
The workshop examines the brain dynamics underlying dissociation and the differences in how the dissociative and non-dissociative person processes information. These findings challenge our ways of thinking about psychological defenses including dissociation, repression and resistance. They can also inform the development of neurofeedback protocols.
All of these impacts give rise to a mind and sense of identity in our traumatized patients that we encounter as psychotherapists. The second day of this workshop will focus on how to integrate neurofeedback and psychotherapy. We will explore the powerful fields that trauma creates in our patients and in us, where these seem to show up in the EEG and how we can measure change in these fields as treatment and neurofeedback progress. We will discuss the pragmatic issues in the integration of brain and mind approaches such as touch, time and office set-up, as well as the importance of psycho-education in this approach to treatment.
We’ explore some “tried and true” protocols and some new ones that are emerging in response to the neuroscience. And we explore the changes and the setbacks we can expect to see in the course of recovery from the devastating aftermath of developmental trauma. We discuss all of this using case examples.
𝗜𝗻𝘁𝗲𝗻𝗱𝗲𝗱 𝗔𝘂𝗱𝗶𝗲𝗻𝗰𝗲: Designed for trauma therapists, including psychologists, psychotherapists, counselors, social workers, occupational therapists, nurses, and psychiatrists, this course is accessible at at an intermediate level. Specific focus on the implications of research in neuroscience on therapeutic clinical practice makes this material appropriate for graduate and post-graduate students in psychology and neuroscience.
Format: Video, lecture, facilitated discussion
Trauma and the Developing Brain. How abuse and neglect in childhood impacts the developing brain.
How does abuse and neglect manifest in a traumatized person's nervous system during development? What areas are most affected? Why can children not simply bounce back? What are the long-term effects of developmental trauma. Is it irreversible? Why is the therapeutic relationship important?
Part 1 Learning objectives:
1. Participant will be able to explain how current neuroscience supports a neurophysiological understanding of how trauma impacts the brain.
2. Participant will be able to identify areas of the brain and brain function most impacted by developmental trauma.
3. Participant will be able to describe specifically how developmental trauma impacts the brain.
Behavior and Brain Circuits. Dissociation, repression and even regression as learned patterns in the brain and the implications for treatment of developmental trauma.
How can we understand the link between behavior and neurophysiology? What does it mean to talk about habitual firing patterns in brain networks? Why does these patterns emerge? What benefit do they serve? How do dissociation, repression, and regression arise from traumatic histories? Is there a neurobiological way of describing these behaviors?
Part 2 Learning objectives:
1. Participant will be able to identify and describe how circuits in a healthy, untraumatized the brain responds to threat.
2. Participant will be able to describe circuits in the brain that develop differently in response to developmental trauma and unrelenting threat.
3. Participant will be able to describe how the brain's response to trauma and threat gives rise to particular symptom presentations, such as states of dissociation and other distortions in the sense of self and other.
The Science of Neurofeedback. What neuroscience research shows about how it works, and why it is effective.
What happens in neurofeedback? What is understood about how it works? What kinds of changes can be expected? How quickly does the traumatized brain respond? What are some of the different kinds of brain-training, and what differentiates them? What is the evidence for the effectiveness of neurofeedback? What are some ways of describing neurofeedback to patients? How can a therapist help a patient set workable goals and expectations for the process? What risks are there?
Part 3 Learning objectives:
1. Participant will be able to describe the basic principles underlying neurofeedback.
2. Participant will be able to describe what is currently known about how neurofeedback works.
3. Participant will be able to elucidate how to clearly set expectations with patients.
Arousal, Affect, and the Process of Brain-training. The arousal model of neurofeedback and its importance in the treatment of developmental trauma.
What is the arousal model? In what ways does this model offer a means of understanding "stuckness" and dysregulation? What does the arousal model say about the link between affect and activation? In what ways to the limbic system and frontal cortex play a role? How does the arousal framework help to describe the process of learning brain self-regulation through neurofeedback?
Part 4 Learning objectives:
1. Participant will be able to describe how arousal is affected by trauma.
2. Participant will be able to describe neurophysiological markers of high and low arousal.
3. Participant will be able to describe how high arousal in the nervous system can manifest as uncontrollable affect and behavior.
Self meets other. The importance of the therapeutic relationship in helping the traumatized brain recover.
Why is the therapeutic relationship so important in helping your patient to cultivate a flexible sense of self and other? How does a therapist balance brain-training and therapy? What are some of the particular obstacles for people who have experienced abuse and neglect by a care-giver? How can a therapist overcome the special challenges these histories may present in terms of developing a relationship of trust and acceptance? What are some of the pitfalls to be aware of in this relationship? How can the therapist supportively address transference, blame, fear, distrust, paranoia?
Part 5 Learning objectives:
1. Participant will be able to describe why the therapeutic relationship is a critical part of successful recovery from trauma.
2. Participant will be able to describe how the therapist can provide support for the patient in the development of a sense self and other.
3. Participant will be able to describe what the therapist looks for and asks for to evaluate progress of the patient towards a healthy, functional sense of self and other.
Case study: how neurofeedback and therapy helped a patient recover from severe trauma.
Included: Video of young woman who has recovered from DID. (Sebern’s patient interviewed by Bessel van der Kolk)
How can brain-training and therapy help patients with devastating trauma histories to recover and thrive? How do patients understand this process? How long does this process take? Is it possible for the brain to change too quickly? What can the therapist do to help patients feel comfortable and safe as their brain begins to learn more effective functioning? What kinds of setbacks should be expected?
Part 6 Learning objectives:
1. Participant will be able to describe brain-training and therapy work together in calming the fear-driven brain.
2. Participant will be able to describe the process of recovery.
3. Participant will be able to describe strategies for therapists using neurofeedback when the patient's brain is not immediately responsive to training.
Includes live question and answer session.
Conflict of Interest and commercial support
𝘐𝘯 𝘵𝘩𝘦𝘴𝘦 𝘤𝘰𝘶𝘳𝘴𝘦𝘴 𝘵𝘩𝘦𝘳𝘦 𝘪𝘴 𝘯𝘰 𝘤𝘰𝘯𝘧𝘭𝘪𝘤𝘵 𝘰𝘧 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵 𝘯𝘰𝘳 𝘤𝘰𝘮𝘮𝘦𝘳𝘤𝘪𝘢𝘭 𝘴𝘶𝘱𝘱𝘰𝘳𝘵 𝘧𝘰𝘳 𝘵𝘩𝘦 𝘱𝘳𝘰𝘨𝘳𝘢𝘮𝘴 -- 𝘈𝘯𝘺 𝘱𝘰𝘴𝘴𝘪𝘣𝘭𝘦 𝘤𝘰𝘯𝘧𝘭𝘪𝘤𝘵 𝘰𝘧 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵 𝘰𝘳 𝘰𝘵𝘩𝘦𝘳 𝘦𝘵𝘩𝘪𝘤𝘢𝘭 𝘢𝘮𝘣𝘪𝘨𝘶𝘪𝘵𝘺 𝘸𝘪𝘭𝘭 𝘣𝘦 𝘵𝘳𝘢𝘯𝘴𝘱𝘢𝘳𝘦𝘯𝘵𝘭𝘺 𝘢𝘯𝘥 𝘪𝘮𝘮𝘦𝘥𝘪𝘢𝘵𝘦𝘭𝘺 𝘳𝘦𝘱𝘰𝘳𝘵𝘦𝘥.
Accessibility and non-discrimination
𝘌𝘌𝘎 𝘓𝘦𝘢𝘳𝘯 𝘪𝘴 𝘤𝘰𝘮𝘮𝘪𝘵𝘵𝘦𝘥 𝘵𝘰 𝘢𝘤𝘤𝘦𝘴𝘴𝘪𝘣𝘪𝘭𝘪𝘵𝘺 𝘢𝘯𝘥 𝘯𝘰𝘯-𝘥𝘪𝘴𝘤𝘳𝘪𝘮𝘪𝘯𝘢𝘵𝘪𝘰𝘯. 𝘜𝘯𝘥𝘦𝘳𝘴𝘵𝘢𝘯𝘥𝘪𝘯𝘨 𝘵𝘩𝘦 𝘭𝘪𝘮𝘪𝘵𝘢𝘵𝘪𝘰𝘯𝘴 𝘰𝘧 𝘥𝘪𝘷𝘦𝘳𝘴𝘪𝘵𝘺, 𝘦𝘲𝘶𝘪𝘵𝘺, 𝘢𝘯𝘥 𝘪𝘯𝘤𝘭𝘶𝘴𝘪𝘰𝘯 𝘢𝘴 𝘨𝘰𝘢𝘭𝘴 𝘰𝘳 𝘦𝘯𝘥 𝘱𝘰𝘪𝘯𝘵𝘴, 𝘸𝘦 𝘴𝘦𝘦 𝘵𝘩𝘦𝘴𝘦 𝘢𝘴 𝘢 𝘱𝘢𝘳𝘵 𝘰𝘧 𝘰𝘶𝘳 𝘥𝘢𝘺-𝘵𝘰-𝘥𝘢𝘺 𝘸𝘰𝘳𝘬 𝘰𝘧 𝘭𝘦𝘢𝘳𝘯𝘪𝘯𝘨 𝘢𝘯𝘥 𝘵𝘢𝘬𝘪𝘯𝘨 𝘢𝘤𝘵𝘪𝘰𝘯. 𝘎𝘦𝘵 𝘪𝘯 𝘵𝘰𝘶𝘤𝘩 𝘧𝘰𝘳 𝘮𝘰𝘳𝘦 𝘪𝘯𝘧𝘰.
APA Continuing Education𝘛𝘩𝘪𝘴 𝘤𝘰𝘶𝘳𝘴𝘦 𝘲𝘶𝘢𝘭𝘪𝘧𝘪𝘦𝘴 𝘧𝘰𝘳 6 𝘤𝘳𝘦𝘥𝘪𝘵 𝘩𝘰𝘶𝘳𝘴 𝘰𝘧 𝘤𝘰𝘯𝘵𝘪𝘯𝘶𝘪𝘯𝘨 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘧𝘰𝘳 𝘱𝘴𝘺𝘤𝘩𝘰𝘭𝘰𝘨𝘪𝘴𝘵𝘴. 𝘌𝘌𝘎 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 & 𝘙𝘦𝘴𝘦𝘢𝘳𝘤𝘩 𝘪𝘴 𝘢𝘱𝘱𝘳𝘰𝘷𝘦𝘥 𝘣𝘺 𝘵𝘩𝘦 𝘈𝘮𝘦𝘳𝘪𝘤𝘢𝘯 𝘗𝘴𝘺𝘤𝘩𝘰𝘭𝘰𝘨𝘪𝘤𝘢𝘭 𝘈𝘴𝘴𝘰𝘤𝘪𝘢𝘵𝘪𝘰𝘯 𝘵𝘰 𝘴𝘱𝘰𝘯𝘴𝘰𝘳 𝘤𝘰𝘯𝘵𝘪𝘯𝘶𝘪𝘯𝘨 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘧𝘰𝘳 𝘱𝘴𝘺𝘤𝘩𝘰𝘭𝘰𝘨𝘪𝘴𝘵𝘴 . 𝘌𝘌𝘎 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 & 𝘙𝘦𝘴𝘦𝘢𝘳𝘤𝘩 𝘮𝘢𝘪𝘯𝘵𝘢𝘪𝘯𝘴 𝘳𝘦𝘴𝘱𝘰𝘯𝘴𝘪𝘣𝘪𝘭𝘪𝘵𝘺 𝘧𝘰𝘳 𝘵𝘩𝘪𝘴 𝘱𝘳𝘰𝘨𝘳𝘢𝘮 𝘢𝘯𝘥 𝘪𝘵𝘴 𝘤𝘰𝘯𝘵𝘦𝘯𝘵.
BCN recertification 𝘛𝘩𝘪𝘴 𝘤𝘰𝘶𝘳𝘴𝘦 𝘱𝘳𝘰𝘷𝘪𝘥𝘦𝘴 6 𝘤𝘳𝘦𝘥𝘪𝘵 𝘩𝘰𝘶𝘳𝘴 𝘰𝘧 𝘢𝘤𝘤𝘳𝘦𝘥𝘪𝘵𝘦𝘥 𝘤𝘰𝘯𝘵𝘪𝘯𝘶𝘪𝘯𝘨 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘵𝘰𝘸𝘢𝘳𝘥𝘴 𝘵𝘩𝘦 𝘉𝘊𝘐𝘈 𝘊𝘌 𝘳𝘦𝘲𝘶𝘪𝘳𝘦𝘮𝘦𝘯𝘵 𝘧𝘰𝘳 𝘳𝘦𝘤𝘦𝘳𝘵𝘪𝘧𝘪𝘤𝘢𝘵𝘪𝘰𝘯.
Organized by EEGer / EEG Learn in partnership with Neurofeedback i(n) Stockholm.