Tuesday, March 3, 2009

Part 5 To Learn or Not to Learn - They Can and They Can't

Part 5 continued

To Learn or Not to Learn - They Can and They Can't
by Dr. Charles T Krebs

From our experience, many of the people having the greatest difficulty with “learning” are often innately very clever. They just cannot access specific brain functions they need to perform certain tasks that they are required to do. When you talk with these people and listen to the questions that they ask, they are often clearly clever, intelligent people. If a clearly clever, intelligent person does not read well or spell well, or has great difficulty understanding and doing even simple mathematics, a reasonable assumption is that person just isnʼt “concentrating”, or “paying attention” or “trying hard enough.” Surely, if a clever, intelligent person was “concentrating, paying attention, and trying hard enough”, then he would be successful at these rather pedestrian tasks accomplished with ease by even their less clever peers! What is over-looked is that these clever, intelligent people may indeed be clever and intelligent, but unable to access the relevant brain function when needed, or only able to do so under duress.

Perhaps an analogy here will help demonstrate the above point. If I say to most boys or men,
“Do you know how to hammer a nail?”, most would answer “Yes.”

“Will you hammer a nail for me?”
“Sure, just give me a hammer!”

However, if their hands were tied to their legs, they may still answer “yes” to the question, “Do you know how to hammer a nail?”, because they do know how; but, they would be unable to do so when asked. If you just ignored their lack of access to hand function (because it is tied up) and said “Come on now, hammer that nail!”, they may become frustrated and angry because they could hammer that nail if only they could access the function of their tied-up hands.

The difference between this analogy and the above lack of access to brain functions is that they would clearly understand their inability to hammer the nail. They would likely state, “If youʼll just untie my hands, Iʼll gladly do it for you,” letting you know why they canʼt at this time do what is asked of them, also alleviating their frustration at not being able to do so. However, with lack of access to specific brain functions, people cannot (nor can those around them) understand why they cannot perform certain tasks dependent upon the specific brain functions not accessed! The individual almost never knows consciously why he canʼt access these specific brain functions, and just gets” frustrated”, which often leads to “an- ger” and that anger often leads to “inappropriate behavior.” (See the Stress-Avoidance Cycle)

The powerful brain integration techniques were initially developed by Richard Utt, Founder and President of the International Institute of Applied Physiology in Tucson, Arizona. Further research and development of specific correction techniques for learning difficulties which now allows for the correction of most specific learning difficulties. This protocol “opens up” access to both Gestalt and Logic functions and removes blocks to integrated function.

The protocol requires on average between eight (8) and twelve (12) hours of treatment. This includes an initial assessment that serves as a benchmark against which to evaluate future change, and points out the areas needing the most attention. The next several hours are devoted to brain integration which lays the foundation for the specific learning corrections that follow. Much like building a house, there is little sense in putting time and effort into creating a functional structure unless it rests on a solid foundation. The protocol releases stresses in the deep brain centers, including the Limbic System, which control access to and integration of hemisphere functions.

Once these procedures are complete, we then apply specific learning corrections for dysfunctions in reading skills and comprehension, spelling, mathematics, and the whole range of Wechsler Intelligence Scale sub-tests. When all the functional areas have been addressed, low self-esteem and behavioral problems related to the previous learning difficulties are addressed using effective emotional and memory stress release (defusion) techniques. Just because you now can perform a learning task well does not mean that you will. Previous conditioning and memory of “how it was” often shut off our will to give it a go.

All correction techniques used are non-invasive. The techniques are based on the use of muscle monitoring, acupressure, emotional and memory release, and sound and light techniques, together with other left/right brain integration exercises. We have worked with clinical psychologists for four years who tested many of our clients on Standardized intelligence tests and re-tested them after treatment. The results of the re-tests show significant improvement in many areas that were previously deficit, and highlighted areas requiring further work. We also work closely with tutors and special education teachers that are helping to fill in the deficits in knowledge created by the previous learning difficulties.

1. Levy, J. 1985. Right brain, left brain: Fact and Fiction. May 1985, Psychology Today.

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