Understanding Switching in the Body and the Brain
What Does It Mean? (excerpt)
by Dr. Charles T. Krebs
The concept of switching has been around in kinesiology since its early days, but few kinesiologists have an in-depth understanding of either the nature of switching or the different types of switching. The original concept of switching came from Applied Kinesiology or AK. In the AK model, switching was perceived as neurological confusion, usually related to cranial imbalance. In later Kinesiologies, switching was perceived as a polarity problem so that when switching was “on-line,” there was a reversal of the body’s polarity, and this reversal of polarity led to a reversal of signals sent out to the body, and a reversal of mental orientation. So if a person was switched, they would often point to the Right as they said turn Left.
Likewise, when a muscle on the top part of the body was sedated, it would switch off the homologous muscle (muscle that does the same function) in the lower part of the body. From a neurological perspective there are two distinct types of switching:
1) A cortically based Projection Switching, and
2) A brain-stem-limbic based Survival Switching.
Cortical Projection Switching is more superficial and results from “stress,” either physical, emotional or mental stress, causing a reversal of the output of cortical processing such that sensory input correctly processed in a specific cortical area is then “projected” to the wrong, and usually opposite part of the body; or the brain reverses its orientation relative to the body, e.g. confusing right and left. This switching is normally transitory, and only exists for the duration of the stress, e.g. you’re very tired one day and switched, but well rested and not switched the next; or the emotional situation stressing you one day has been resolved the next day so you are no longer switched.
In contrast, Survival Switching is a much deeper level of switching caused by psycho-emotional factors that exceed your personality’s ability to cope. You cannot live long in a non-coping state, so the subconscious must do something to survive psycho-emotionally. It must somehow reduce stress levels to allow your personality to cope with your life’s circumstances once more. This Survival Switching occurs deep in the brainstem and limbic areas involved with survival, and since these areas are totally subconscious, we are unaware of their existence. However, once a survival program has become switched, it totally controls our overt behavior, particularly in stress situations, because the survival system neurologically fires first before conscious cortical areas are activated.
Friday, August 21, 2009
Monday, March 9, 2009
Fatty Acids Optimize Brain Function
Saturated fatty acids, such as sunflower and corn oils, and polyunsaturated Omega-6 fatty acids are also important in the structure and function of nerve membranes, but are abundant in most Western diets; in fact often too abundant in many people’s diet today.
In contrast, the poly-unsaturated Omega-3 fatty acids are often deficient, especially DHA, the primary fatty acid in the brain controlling neural signaling and receptor activity. However, both Omega-6 and the Omeg-3 poly-unsaturated fatty acids EPA and DHA are needed for effective brain function.
In the past several hundred years, the ratio of Omega-6 to Omega-3 fatty acids has changed dramatically from an original 1:1 ratio of our ancestors. Today the ratio of Omega-6 to Omega-3 fatty acids varies from between 20:1 in general to as high as 45:1 in some mother’s milk.
Infant formula commonly has a ratio of 10:1, but until 1997 none of this was in the form of DHA. This changing ratio of fatty acids appears to have serious implication for brain function. This excess of Omega-6 fatty acids affects Omega-3 fatty acid uptake and metabolism, because competitive inhibition of the Omega-3s by the more abundant Omega-6s reduces the concentrations of Omega-3s available to the cells of the brain.
Because of the far lower amounts of the Omega-3s, especially DHA, in most people’s diet today it may be important to take a supplement containing these fatty acids to optimize your brain function. Indeed, supplementing with Omega-3 amino acids has been shown to increase the speed of nerve conduction and visual acuity, thus helping children with their physical coordination and reading.
One condition that may result from or is definitely exacerbated by fatty acid deficiency, especially a deficiency of the Omega-3 fatty acids EPA and DHA is Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity (ADHD). Children and Adults suffering from ADD or ADHD and dyspraxia (poor motor co-ordination or clumsiness) have been shown to improve when their diets have been supplemented with EPA and DHA from fish oils.
While the Omega-3 fatty acid, alpha-linolenic Acid (ALA), found in flax seed oil can be converted into EPA, and then EPA into DHA, this conversion is usually inefficient for most people, especially people with ADD and ADHD, and fish oil supplements have been shown to be superior to flax seed oil in improving ADHD symptoms.
Good nutrition supports brain function.
excerpt from Nutrition for the Brain. To order Nutrition for the Brain
In contrast, the poly-unsaturated Omega-3 fatty acids are often deficient, especially DHA, the primary fatty acid in the brain controlling neural signaling and receptor activity. However, both Omega-6 and the Omeg-3 poly-unsaturated fatty acids EPA and DHA are needed for effective brain function.
In the past several hundred years, the ratio of Omega-6 to Omega-3 fatty acids has changed dramatically from an original 1:1 ratio of our ancestors. Today the ratio of Omega-6 to Omega-3 fatty acids varies from between 20:1 in general to as high as 45:1 in some mother’s milk.
Infant formula commonly has a ratio of 10:1, but until 1997 none of this was in the form of DHA. This changing ratio of fatty acids appears to have serious implication for brain function. This excess of Omega-6 fatty acids affects Omega-3 fatty acid uptake and metabolism, because competitive inhibition of the Omega-3s by the more abundant Omega-6s reduces the concentrations of Omega-3s available to the cells of the brain.
Because of the far lower amounts of the Omega-3s, especially DHA, in most people’s diet today it may be important to take a supplement containing these fatty acids to optimize your brain function. Indeed, supplementing with Omega-3 amino acids has been shown to increase the speed of nerve conduction and visual acuity, thus helping children with their physical coordination and reading.
One condition that may result from or is definitely exacerbated by fatty acid deficiency, especially a deficiency of the Omega-3 fatty acids EPA and DHA is Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity (ADHD). Children and Adults suffering from ADD or ADHD and dyspraxia (poor motor co-ordination or clumsiness) have been shown to improve when their diets have been supplemented with EPA and DHA from fish oils.
While the Omega-3 fatty acid, alpha-linolenic Acid (ALA), found in flax seed oil can be converted into EPA, and then EPA into DHA, this conversion is usually inefficient for most people, especially people with ADD and ADHD, and fish oil supplements have been shown to be superior to flax seed oil in improving ADHD symptoms.
Good nutrition supports brain function.
excerpt from Nutrition for the Brain. To order Nutrition for the Brain
Sunday, March 8, 2009
Excerpt: Energetic Structure of Man and the Universe
The basis of all energy medicine is that we live in a vibrational universe largely constructed by interacting waveforms, and out of the interaction of these waveforms emerges our physical world. Physical reality therefore is an emergent property of interaction of waveforms at all levels. How this happens scientists are still trying to understand, but there are some well developed models in both physics and metaphysics that may be combined to gain a basic understanding of the true nature of our reality.
Energy medicine is based upon enhancing, manipulating or stimulating energy flows within the energetic body of humans to re-establish harmonious interactions, both energetically and physiologically. To understand how this might happen one needs a basic understanding of the structure and function of the primary energetic systems of the human body: the Chakra-Nadi system, the Acupuncture meridian system and the Tibetan figure eight system. Because these energy systems constantly interact to influence each other, the various types of energy medicine, although employing apparently different techniques, may all be effective.
To quote a Chinese chronicler Joseph Needham, "In accord wtih the character of all Chinese thought, the human is an organism neither purely spriritual nor purely material in naure." Mind and emotions are no less influential in their view of health than the state of the physical body.
The anatomy and physiology taught in modern medical schools is strongly supported by scientific experimentation and is currently believed by most doctors to be a complete explanation of the structure and function of man. While current knowledge of our physical being does indeed explain much about why we become ill, and perhaps as rational basis for treatment of our disease and illness, there are still many observations that are not explained by these theories and models, as scientific as they may be,
excerpt from "Energetic Structure of Man and the Universe" by Dr. Charles T Krebs
Saturday, March 7, 2009
International Trauma Conference in Boston
The 20th Annual International Trauma Conference in Boston in June 2009
Psychological Trauma: Neuroscience, attachment and therapeutic Interventions.
June 3-6, 2009
Seaport World Trade Center
Boston, MA
Conference director is Bessel A van der Kolk, MD
Dr. Charles Krebs will be presenting in Workshop 7:
Trauma-induced loss of brain integration: Use of muscle biofeedback and acupressure to release trauma and reintegrate brain function, utilizing LEAP®.
"LEAP® (Learning Enhancement Advanced Program), developed by the presenter while recovering from a severe spinal cord injury, is based on the premise that all learning depends on the synchronized timing of neural activity in the brain. LEAP® Brain Integration seeks to re-establish the synchronized timing of brain activity through acupressure and other techniques based on Chinese medicine, combined with modern muscle biofeedback techniques. This workshop will demonstrate various techniques involving the assessment of brain integration via direct muscle monitoring, as well as acupressure techniques that rapidly release extreme states of arousal in order to defuse traumatic feelings."
For a brochure Click here
To register: International Trauma Conference.
Psychological Trauma: Neuroscience, attachment and therapeutic Interventions.
June 3-6, 2009
Seaport World Trade Center
Boston, MA
Conference director is Bessel A van der Kolk, MD
Dr. Charles Krebs will be presenting in Workshop 7:
Trauma-induced loss of brain integration: Use of muscle biofeedback and acupressure to release trauma and reintegrate brain function, utilizing LEAP®.
"LEAP® (Learning Enhancement Advanced Program), developed by the presenter while recovering from a severe spinal cord injury, is based on the premise that all learning depends on the synchronized timing of neural activity in the brain. LEAP® Brain Integration seeks to re-establish the synchronized timing of brain activity through acupressure and other techniques based on Chinese medicine, combined with modern muscle biofeedback techniques. This workshop will demonstrate various techniques involving the assessment of brain integration via direct muscle monitoring, as well as acupressure techniques that rapidly release extreme states of arousal in order to defuse traumatic feelings."
For a brochure Click here
To register: International Trauma Conference.
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.
References:
1. Levy, J. 1985. Right brain, left brain: Fact and Fiction. May 1985, Psychology Today.
about the i-leap usa professional training
A summation of Brain Integration
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.
References:
1. Levy, J. 1985. Right brain, left brain: Fact and Fiction. May 1985, Psychology Today.
about the i-leap usa professional training
A summation of Brain Integration
Part 4 To Learn or Not to Learn - Poor Integration
TO LEARN OR NOT TO LEARN - Poor Integration of Gestalt and Logic Functions
By Dr. Charles T Krebs
Part 4 continued
The least common pattern of learning difficulty are people who have good access to both Gestalt and Logic functions, but they can only “integrate” these functions poorly if at all. This lack of integration of Gestalt and Logic functions often limits the use of the functions that they can access giving them learning dysfunctions similar to people having poor access to one or the other hemispheres. The most common behavioral symptoms are:
Poor Integration of Gestalt and Logic Functions:
* reading very difficult: Often so stressful to read that it can only be done for a few minutes
at a time, or is avoided altogether.
* spelling is totally phonetic: words spelled like they sound.
* difficulty with higher mathematics (e.g. algebra) even though arithmetic may have been
perfect.
For these people, school is often an extremely frustrating experience. They can often perform well all tasks except those
requiring good integrated function. Since integration of Gestalt and Logic functions are required for reading and spelling, but integrated functions are very stressful for these people to perform, these essential academic tasks may often be avoided.
The True Nature of Specific Learning Difficulties:
The philosophy at The Life Enrichment Center is that all learning difficulties result from the degree of access each person has to specific brain functions and how well these functions can be integrated. If a person can access all brain functions in both cerebral hemispheres with equal facility and can integrate all these functions, he performs well in all areas of learning. However, if for any reason he cannot access certain specific brain functions, he will have difficulty performing tasks dependent upon or involving those specific brain functions.
Indeed, standard psychological testing to evaluate specific learning problems rely on determining which types of cerebral
functions and processes can be accessed, and how well these functions are accessed. Standardized intelligence tests such as the Wechsler Intelligence Scale Test are a carefully devised series of tasks which are divided into two groups: Verbal sub-testsand Performance sub-tests. The Verbal sub-tests are tasks which require access to predominantly Logic functions. Some of the Verbal sub-tests require access to only a few Logic functions, while others require access to both Logic and Gestalt functions at the same time, but with the “lead” functions contributed by the Logic brain. Likewise, some of the Performance sub-tests are tasks which require access to only Gestalt functions, while others require integrated functions with a Gestalt “lead.”
The score on each sub-test depends upon how well a person can access the specific functions required to perform that
sub-test. Sub-tests that a person scores poorly on indicate which types of functions he has difficulty accessing. Difficulty
accessing specific functions has been correlated with poor performance in certain academic areas.
Behavioral Aspects of Limited Access to Cerebral Functions and/or Poor Integration of these Functions & the Stress-
Avoidance Cycle:
An appreciation of some of the behaviors associated with learning difficulties may be useful at this point. How do peopleʼs behavior reflect their underlying ability to participate in this natural process of learning? In our clinical practice we are told about and see the same types of behaviors from people (especially children) who come to us for treatment of specific learning difficulties. Again and again we see the same behaviors ticked on the Behavioral Evaluation Form filled out for each client when people have certain learning dysfunctions. Why might this be?
Lack of access to specific cerebral functions will almost always have a discernible behavioral corollary. The nature of the
functions accessed, or not accessed, determine to a large degree how a person behaves. A child that is Gestalt dominant will often be perceived as “emotionally immature” because emotional maturity is essentially the ability to modulate and control the expression of emotions based on a logical analysis of circumstances. A well integrated person with good access to all cerebral functions may “feel” angry (largely a Gestalt experience), but make the rational judgement that “now” is not the appropriate time to express that anger. A Gestalt dominant person, on the other hand, will experience the anger and tend to act on these feelings without logical consideration of the consequences.
It is our philosophy that peopleʼs behavior reflects the degree of access and integration of their cerebral functions. Poor access to, or integration of, specific brain functions will result in difficulty performing tasks dependent upon these brain functions. Difficulty performing these tasks will almost always generate “stress” when attempting to do these tasks, often resulting in “avoidance behaviors.” The extent of the “avoidance behaviors” usually relates to the degree of “stress” generated when attempting to access and integrate the relevant functions.
What is often not appreciated is that peopleʼs behavior tells the truth, if you understand what is being said! When a child says, “I hate Reading, Mathematics, English, or________(fill in the blank)”, what that person is actually saying is, “I cannot access the brain functions I need to do that task easily!” The only reason anyone “hates” doing anything that is enjoyable for most other people is that he finds that specific task difficult to perform. If a person can read well and easily, he doesnʼt avoid reading, but rather seeks it out because there is just so much to learn and enjoy in books. If, on the other hand, reading is a very demanding and stressful task, people soon develop avoidance mechanisms, for instance labeling reading as “boring.” Who wants to do something that is “BORING!”
Unfortunately, these avoidance behaviors are often misinterpreted as “just not doing what you are told” or “misbehavior” plain and simple. The response to these “avoidance behaviors” may be to tell the person to just stop misbehaving and “pick up your game!” This only compounds the “stress” of attempting to do these tasks, usually leading to further avoidance behaviors, and exaggerated misbehavior. Part of what exaggerates the misbehavior is simply the frustration and anger of NOT being able to perform the assigned task, even when great effort is expended. Imagine how you would feel if you have struggled through your reading, mathematics, English etc. assignments, putting in the best effort you are capable of, only to be told, “Well youʼre just going to have to try harder!”
By Dr. Charles T Krebs
Part 4 continued
The least common pattern of learning difficulty are people who have good access to both Gestalt and Logic functions, but they can only “integrate” these functions poorly if at all. This lack of integration of Gestalt and Logic functions often limits the use of the functions that they can access giving them learning dysfunctions similar to people having poor access to one or the other hemispheres. The most common behavioral symptoms are:
Poor Integration of Gestalt and Logic Functions:
* reading very difficult: Often so stressful to read that it can only be done for a few minutes
at a time, or is avoided altogether.
* spelling is totally phonetic: words spelled like they sound.
* difficulty with higher mathematics (e.g. algebra) even though arithmetic may have been
perfect.
For these people, school is often an extremely frustrating experience. They can often perform well all tasks except those
requiring good integrated function. Since integration of Gestalt and Logic functions are required for reading and spelling, but integrated functions are very stressful for these people to perform, these essential academic tasks may often be avoided.
The True Nature of Specific Learning Difficulties:
The philosophy at The Life Enrichment Center is that all learning difficulties result from the degree of access each person has to specific brain functions and how well these functions can be integrated. If a person can access all brain functions in both cerebral hemispheres with equal facility and can integrate all these functions, he performs well in all areas of learning. However, if for any reason he cannot access certain specific brain functions, he will have difficulty performing tasks dependent upon or involving those specific brain functions.
Indeed, standard psychological testing to evaluate specific learning problems rely on determining which types of cerebral
functions and processes can be accessed, and how well these functions are accessed. Standardized intelligence tests such as the Wechsler Intelligence Scale Test are a carefully devised series of tasks which are divided into two groups: Verbal sub-testsand Performance sub-tests. The Verbal sub-tests are tasks which require access to predominantly Logic functions. Some of the Verbal sub-tests require access to only a few Logic functions, while others require access to both Logic and Gestalt functions at the same time, but with the “lead” functions contributed by the Logic brain. Likewise, some of the Performance sub-tests are tasks which require access to only Gestalt functions, while others require integrated functions with a Gestalt “lead.”
The score on each sub-test depends upon how well a person can access the specific functions required to perform that
sub-test. Sub-tests that a person scores poorly on indicate which types of functions he has difficulty accessing. Difficulty
accessing specific functions has been correlated with poor performance in certain academic areas.
Behavioral Aspects of Limited Access to Cerebral Functions and/or Poor Integration of these Functions & the Stress-
Avoidance Cycle:
An appreciation of some of the behaviors associated with learning difficulties may be useful at this point. How do peopleʼs behavior reflect their underlying ability to participate in this natural process of learning? In our clinical practice we are told about and see the same types of behaviors from people (especially children) who come to us for treatment of specific learning difficulties. Again and again we see the same behaviors ticked on the Behavioral Evaluation Form filled out for each client when people have certain learning dysfunctions. Why might this be?
Lack of access to specific cerebral functions will almost always have a discernible behavioral corollary. The nature of the
functions accessed, or not accessed, determine to a large degree how a person behaves. A child that is Gestalt dominant will often be perceived as “emotionally immature” because emotional maturity is essentially the ability to modulate and control the expression of emotions based on a logical analysis of circumstances. A well integrated person with good access to all cerebral functions may “feel” angry (largely a Gestalt experience), but make the rational judgement that “now” is not the appropriate time to express that anger. A Gestalt dominant person, on the other hand, will experience the anger and tend to act on these feelings without logical consideration of the consequences.
It is our philosophy that peopleʼs behavior reflects the degree of access and integration of their cerebral functions. Poor access to, or integration of, specific brain functions will result in difficulty performing tasks dependent upon these brain functions. Difficulty performing these tasks will almost always generate “stress” when attempting to do these tasks, often resulting in “avoidance behaviors.” The extent of the “avoidance behaviors” usually relates to the degree of “stress” generated when attempting to access and integrate the relevant functions.
What is often not appreciated is that peopleʼs behavior tells the truth, if you understand what is being said! When a child says, “I hate Reading, Mathematics, English, or________(fill in the blank)”, what that person is actually saying is, “I cannot access the brain functions I need to do that task easily!” The only reason anyone “hates” doing anything that is enjoyable for most other people is that he finds that specific task difficult to perform. If a person can read well and easily, he doesnʼt avoid reading, but rather seeks it out because there is just so much to learn and enjoy in books. If, on the other hand, reading is a very demanding and stressful task, people soon develop avoidance mechanisms, for instance labeling reading as “boring.” Who wants to do something that is “BORING!”
Unfortunately, these avoidance behaviors are often misinterpreted as “just not doing what you are told” or “misbehavior” plain and simple. The response to these “avoidance behaviors” may be to tell the person to just stop misbehaving and “pick up your game!” This only compounds the “stress” of attempting to do these tasks, usually leading to further avoidance behaviors, and exaggerated misbehavior. Part of what exaggerates the misbehavior is simply the frustration and anger of NOT being able to perform the assigned task, even when great effort is expended. Imagine how you would feel if you have struggled through your reading, mathematics, English etc. assignments, putting in the best effort you are capable of, only to be told, “Well youʼre just going to have to try harder!”
Nutrition for the Brain
"This book offers a specific, comprehensive prescription to natural nutrition that we all would benefit from, and which would have a significant impact not only on our health and wellness, but also our mental performance by simply choosing nutrient rich organic, natural foods replete with vitamins and minerals.
This is a tremendous educational resource to assist in choosing appropriate supplements.
The information in this book gives individuals the opportunity to choose from a more empowered place and take personal responsibility for their nutritional health."
Murray Caplan, MD.
(One of the leading ADHD specialists in the United States, and Founder of the Child-First Pediatric Clinic in Denver, CO.
Quote is taken from the back cover.
To order Nutrition for the Brain
Part 3 To Learn or Not to Learn - Major Patterns of Specific Learning Difficulties
To Learn or Not to Learn - Major Patterns of Specific Learning Difficulties
By Dr. Charles T Krebs
Part 3 continued:
Different learning tasks, therefore, require access to different types of functions, and different degrees of integration of these functions. Some of these functions are located predominantly in the Gestalt/right brain, while others are located predominantly in the Logic/left brain. The more complex learning tasks like reading and spelling require access not only to functions in both hemispheres, but the integration and simultaneous processing of information in both hemispheres. Therefore, if you can access all brain functions in both cerebral hemispheres with equal facility and can integrate all these functions well, you will probably find learning easy!
However, if for any reason you cannot access certain brain functions or have difficulty integrating the functions accessed, you may well have difficulty performing tasks dependent upon or involving those specific brain functions. From our perspective here at The Life Enrichment Center, all specific learning difficulties result from this lack of access to specific functions or the inability to effectively integrate these functions. Depending upon how well a person can access certain Gestalt and/or Logic functions, he will demonstrate one of the patterns of specific learning difficulties briefly discussed below.
Major Patterns of Specific Learning Difficulties, Based on How Well Logic and Gestalt Functions are Accessed:
The most commonly observed specific learning difficulty is Gestalt dominance in processing information or Attention Deficit Disorder (A.D.D.). People with this pattern of learning dysfunction have good access to most Gestalt functions, but only poor access to Logic functions, with Gestalt processing the predominate mode used for performing all tasks. Because of this Gestalt dominance in processing information, the normal balance provided by complementary Logic functions is largely absent. These people, therefore, often display the following behavioral symptoms:
Gestalt Dominance in Mental Processing (Attention Deficit Disorder):
* tendency to be impulsive.
* little appreciation of the connection between “cause” and “effect”: I want to do X so I do it, never thinking, “What will happen if I do!”
* difficulty budgeting time: Because of this and difficulty concentrating, projects are often left incomplete and organizational skills are poor.
* difficulty concentrating: “Concentration” is merely paying attention over time. If there is no “sense of Time”, attention cannot be paid over it?
* difficulty spelling: Generally spelling is phonetic by putting letters together until it “sounds” like the word.
* difficulty with mathematics: Difficulty remembering times tables and/or understanding mathematical concepts.
* reading may be fluent, but there is often poor comprehension of what was read: Interpretation of symbols (Gestalt) may be accessible, but there is difficulty assigning meaning to the words/symbols interpreted (Logic).
* often well coordinated or even gifted athletically. Remember: Gestalt functions control body awareness and orientation in space.
It is precisely because of the above symptoms that people displaying Gestalt-dominant processing are found to be “atten-
tion deficit”. Attention Deficit Disorder is assessed by having a person perform a series of sequential tasks, any one of which the person can do easily. However, people suffering from A.D.D. will not be able to complete the series of tasks, not because they cannot perform them, but rather, because they lose concentration or are easily distracted.
Much less common than Gestalt dominance is Logic dominance in decision-making processing. People who access their Gestalt functions poorly, but have good access to Logic functions are the “true dyslexics” by standard psychological definition. That is, they display the following four behavioral symptoms:
Logic Dominance in Mental Processing (Dyslexia):
* cannot spell or do so entirely phonetically by putting letters together to “sound” like the word is said.
* have great difficulty reading: Usually stumble over words, mis-read words, or just cannot “sound” words out. However, comprehension of what was read is often excellent.
* display dysrhythmia, an inability to clap or tap a tune.
* are physically uncoordinated or “clumsy”.
In addition, these people are usually good at mathematics at least to the level of algebra, display good concentration, and
follow sequential directions well. However, they may have to be taught things that other people learn unconsciously.
The next most common type of learning difficulty after Attention Deficit Disorder or Gestalt Dominance is poor or limited
access to both Gestalt and Logic functions. This pattern is usually associated with a great deal of confusion in cerebral
processing and creates the greatest learning difficulties. If a person has good access to either Gestalt or Logic, but poor access to the opposite side functions, he can at least compensate with the functions he does access well! However, if their are major deficits in both Gestalt and Logic functions, then the ability of the brain to compensate for these deficits is extremely limited. The following behavioral symptoms result from this pattern of access:
Limited Access to both Gestalt and Logic Functions (Real Problems):
* language development often extremely delayed for age: For instance, an eight year old child that only recognizes 3 letters and 2 numbers.
* reading very delayed for age: Often difficulty even recognizing words, or word recognition a real struggle.
* spelling very delayed for age: Often cannot spell words with more than 3 or 4 letters.
* difficulty understanding numbers, even basic arithmetic: Often have difficulty with learning to count, concepts of adding and subtraction, knowing the days of the week, etc.
* no concentration or focus: Appears away with the “fairies”.
* person appears confused/lazy or just plain “slow mentally”: Often fairly apathetic and lethargic with no zest for life.
We generally only see these people as children in early adolescence. Because of the extreme nature of their learning dysfunctions these people have normally been dismal failures in school and have departed the academic scene by their early
teenage years.
i leap usa program
By Dr. Charles T Krebs
Part 3 continued:
Different learning tasks, therefore, require access to different types of functions, and different degrees of integration of these functions. Some of these functions are located predominantly in the Gestalt/right brain, while others are located predominantly in the Logic/left brain. The more complex learning tasks like reading and spelling require access not only to functions in both hemispheres, but the integration and simultaneous processing of information in both hemispheres. Therefore, if you can access all brain functions in both cerebral hemispheres with equal facility and can integrate all these functions well, you will probably find learning easy!
However, if for any reason you cannot access certain brain functions or have difficulty integrating the functions accessed, you may well have difficulty performing tasks dependent upon or involving those specific brain functions. From our perspective here at The Life Enrichment Center, all specific learning difficulties result from this lack of access to specific functions or the inability to effectively integrate these functions. Depending upon how well a person can access certain Gestalt and/or Logic functions, he will demonstrate one of the patterns of specific learning difficulties briefly discussed below.
Major Patterns of Specific Learning Difficulties, Based on How Well Logic and Gestalt Functions are Accessed:
The most commonly observed specific learning difficulty is Gestalt dominance in processing information or Attention Deficit Disorder (A.D.D.). People with this pattern of learning dysfunction have good access to most Gestalt functions, but only poor access to Logic functions, with Gestalt processing the predominate mode used for performing all tasks. Because of this Gestalt dominance in processing information, the normal balance provided by complementary Logic functions is largely absent. These people, therefore, often display the following behavioral symptoms:
Gestalt Dominance in Mental Processing (Attention Deficit Disorder):
* tendency to be impulsive.
* little appreciation of the connection between “cause” and “effect”: I want to do X so I do it, never thinking, “What will happen if I do!”
* difficulty budgeting time: Because of this and difficulty concentrating, projects are often left incomplete and organizational skills are poor.
* difficulty concentrating: “Concentration” is merely paying attention over time. If there is no “sense of Time”, attention cannot be paid over it?
* difficulty spelling: Generally spelling is phonetic by putting letters together until it “sounds” like the word.
* difficulty with mathematics: Difficulty remembering times tables and/or understanding mathematical concepts.
* reading may be fluent, but there is often poor comprehension of what was read: Interpretation of symbols (Gestalt) may be accessible, but there is difficulty assigning meaning to the words/symbols interpreted (Logic).
* often well coordinated or even gifted athletically. Remember: Gestalt functions control body awareness and orientation in space.
It is precisely because of the above symptoms that people displaying Gestalt-dominant processing are found to be “atten-
tion deficit”. Attention Deficit Disorder is assessed by having a person perform a series of sequential tasks, any one of which the person can do easily. However, people suffering from A.D.D. will not be able to complete the series of tasks, not because they cannot perform them, but rather, because they lose concentration or are easily distracted.
Much less common than Gestalt dominance is Logic dominance in decision-making processing. People who access their Gestalt functions poorly, but have good access to Logic functions are the “true dyslexics” by standard psychological definition. That is, they display the following four behavioral symptoms:
Logic Dominance in Mental Processing (Dyslexia):
* cannot spell or do so entirely phonetically by putting letters together to “sound” like the word is said.
* have great difficulty reading: Usually stumble over words, mis-read words, or just cannot “sound” words out. However, comprehension of what was read is often excellent.
* display dysrhythmia, an inability to clap or tap a tune.
* are physically uncoordinated or “clumsy”.
In addition, these people are usually good at mathematics at least to the level of algebra, display good concentration, and
follow sequential directions well. However, they may have to be taught things that other people learn unconsciously.
The next most common type of learning difficulty after Attention Deficit Disorder or Gestalt Dominance is poor or limited
access to both Gestalt and Logic functions. This pattern is usually associated with a great deal of confusion in cerebral
processing and creates the greatest learning difficulties. If a person has good access to either Gestalt or Logic, but poor access to the opposite side functions, he can at least compensate with the functions he does access well! However, if their are major deficits in both Gestalt and Logic functions, then the ability of the brain to compensate for these deficits is extremely limited. The following behavioral symptoms result from this pattern of access:
Limited Access to both Gestalt and Logic Functions (Real Problems):
* language development often extremely delayed for age: For instance, an eight year old child that only recognizes 3 letters and 2 numbers.
* reading very delayed for age: Often difficulty even recognizing words, or word recognition a real struggle.
* spelling very delayed for age: Often cannot spell words with more than 3 or 4 letters.
* difficulty understanding numbers, even basic arithmetic: Often have difficulty with learning to count, concepts of adding and subtraction, knowing the days of the week, etc.
* no concentration or focus: Appears away with the “fairies”.
* person appears confused/lazy or just plain “slow mentally”: Often fairly apathetic and lethargic with no zest for life.
We generally only see these people as children in early adolescence. Because of the extreme nature of their learning dysfunctions these people have normally been dismal failures in school and have departed the academic scene by their early
teenage years.
i leap usa program
Part 2 To Learn or Not to Learn - Gestalt and Logic Functions
To Learn or Not to Learn - Gestalt and Logic Functions
By Dr. Charles T Krebs
Part 2 continued
In the popular press these are often referred to as the “right and left brains” because of their anatomical distinctness and the differences in the way each hemisphere processes information.
These two hemispheres are not separate, however, as they are connected along most of their length at the bottom of the fis- sure by a structure called the Corpus Callosum (Fig. 1). Neurologically, the Corpus Callosum is approximately 200 million nerve fibers running between the two hemispheres. It functions much like a telephone exchange allowing a two way flow of communication between the hemispheres. Whenever the hemispheres are required to “work together” to produce an integrated function, the Corpus Callosum is the site of that integration.
Each cerebral hemisphere carries out a number of different functions, and each processes information in a very different way from its partner. It is as if each side of the brain is a specialized organ of thought, with the right hemisphere possessing a set of functions that complement those of the left hemisphere and vice versa (See Table 1). The right hemisphere functions in most people are global or Gestalt in nature dealing with the whole and recognition of overall patterns, while the left hemisphere functions in most people deal with logically sequenced analysis of the parts of the whole. It is because of these differences in functions and processing that the right hemisphere is sometimes called the “Right” or “Gestalt” brain and the left hemisphere the “Left” or “Logic” brain.
Table 1. Functions of and Information Processing in the Right and Left Hemispheres in most people.
GESTALT or RIGHT HEMISPHERE LOGIC or LEFT HEMISPHERE
LEAD FUNCTIONS: LEAD FUNCTIONS
Spatial Orientation Temporal (time)
Body Awareness Mathematics
Facial Recognition
Music Recognition (melody) Rhythm
Pre-verbal & Non-verbal (gestural) Language (verbal)
Interpreting Symbols Assigning Meaning to Symbols
Creative/Lateral
Thinking (daydreaming)
PROCESSES INFORMATION:
Globally, Wholistically as a Gestalt Linearly, Logically and Analytically
Simultaneously, Subjectively Sequentially
Intuitively Objectively (with reference to “Facts”)
“Knowing” based on intuition
While the popular press may refer to it as “right and left brain thinking”, it is not the physical hemispheres housing these functions that is important, but rather the location of the Gestalt and Logic functions themselves. In some individuals these cerebral functions may be transposed with the Gestalt functions physically located in the left hemisphere and the Logic functions physically located in the right hemisphere. By the definition of the popular press, these people would have their “right brain” in their “left brain,” which doesnʼt make any sense.
They just happen to have their Gestalt functions located in their left hemisphere and their Logic functions located in their right hemisphere. Only about 3-5% of people, however, display transposed Logic and Gestalt functions with 95-97% of people having their Logic functions in their left and their Gestalt functions in their right hemispheres. Because the dominant handtends to be opposite the Logic hemisphere, most people are right-handed, while many people with transposed functions (e.g. Logic right) tend to be lefthanded or ambidextrous.
It must be emphatically stated here that both hemispheres participate all the time at many levels in the “various thought
processes.” The way we think is a result of the degree of integration of the two hemispheres with each hemisphere contributing its own special capacities to all cognitive activities. The contrasting yet complementary contributions of each hemisphere is clearly demonstrated during complex mental activities such as reading as illustrated in the following quote from Levy: “When a person reads a story, the right hemisphere may play a special role in decoding visual information, maintaining an integrated story structure, appreciate humor and emotional content, deriving meaning from past associations, and understanding metaphor. At the same time, the left hemisphere plays a special role in understanding syntax, translating written words into their phonetic representations and deriving meaning from complex relationships among word concepts and syntax.” (1)
Although there is no activity in which only one hemisphere is involved or to which one hemisphere makes the only contribution, functions predominantly in one cerebral hemisphere may be all that are required for many simple cognitive tasks. There is both psychological and physiological evidence that the relative degree of activation of functions in the two
hemispheres varies depending upon the nature of the task being performed. When doing simple arithmetic tasks such as counting or adding 1 + 1, the Logic functions will be activated with little Gestalt activity required. A predominantly Gestalt task, such as matching patterns, will require little Logic involvement. The more complex the learning task becomes, the greater the degree of activation and integration of functions in both hemispheres that is required.
To read part 1:Part 1 To learn or Not to Learn
By Dr. Charles T Krebs
Part 2 continued
In the popular press these are often referred to as the “right and left brains” because of their anatomical distinctness and the differences in the way each hemisphere processes information.
These two hemispheres are not separate, however, as they are connected along most of their length at the bottom of the fis- sure by a structure called the Corpus Callosum (Fig. 1). Neurologically, the Corpus Callosum is approximately 200 million nerve fibers running between the two hemispheres. It functions much like a telephone exchange allowing a two way flow of communication between the hemispheres. Whenever the hemispheres are required to “work together” to produce an integrated function, the Corpus Callosum is the site of that integration.
Each cerebral hemisphere carries out a number of different functions, and each processes information in a very different way from its partner. It is as if each side of the brain is a specialized organ of thought, with the right hemisphere possessing a set of functions that complement those of the left hemisphere and vice versa (See Table 1). The right hemisphere functions in most people are global or Gestalt in nature dealing with the whole and recognition of overall patterns, while the left hemisphere functions in most people deal with logically sequenced analysis of the parts of the whole. It is because of these differences in functions and processing that the right hemisphere is sometimes called the “Right” or “Gestalt” brain and the left hemisphere the “Left” or “Logic” brain.
Table 1. Functions of and Information Processing in the Right and Left Hemispheres in most people.
GESTALT or RIGHT HEMISPHERE LOGIC or LEFT HEMISPHERE
LEAD FUNCTIONS: LEAD FUNCTIONS
Spatial Orientation Temporal (time)
Body Awareness Mathematics
Facial Recognition
Music Recognition (melody) Rhythm
Pre-verbal & Non-verbal (gestural) Language (verbal)
Interpreting Symbols Assigning Meaning to Symbols
Creative/Lateral
Thinking (daydreaming)
PROCESSES INFORMATION:
Globally, Wholistically as a Gestalt Linearly, Logically and Analytically
Simultaneously, Subjectively Sequentially
Intuitively Objectively (with reference to “Facts”)
“Knowing” based on intuition
While the popular press may refer to it as “right and left brain thinking”, it is not the physical hemispheres housing these functions that is important, but rather the location of the Gestalt and Logic functions themselves. In some individuals these cerebral functions may be transposed with the Gestalt functions physically located in the left hemisphere and the Logic functions physically located in the right hemisphere. By the definition of the popular press, these people would have their “right brain” in their “left brain,” which doesnʼt make any sense.
They just happen to have their Gestalt functions located in their left hemisphere and their Logic functions located in their right hemisphere. Only about 3-5% of people, however, display transposed Logic and Gestalt functions with 95-97% of people having their Logic functions in their left and their Gestalt functions in their right hemispheres. Because the dominant handtends to be opposite the Logic hemisphere, most people are right-handed, while many people with transposed functions (e.g. Logic right) tend to be lefthanded or ambidextrous.
It must be emphatically stated here that both hemispheres participate all the time at many levels in the “various thought
processes.” The way we think is a result of the degree of integration of the two hemispheres with each hemisphere contributing its own special capacities to all cognitive activities. The contrasting yet complementary contributions of each hemisphere is clearly demonstrated during complex mental activities such as reading as illustrated in the following quote from Levy: “When a person reads a story, the right hemisphere may play a special role in decoding visual information, maintaining an integrated story structure, appreciate humor and emotional content, deriving meaning from past associations, and understanding metaphor. At the same time, the left hemisphere plays a special role in understanding syntax, translating written words into their phonetic representations and deriving meaning from complex relationships among word concepts and syntax.” (1)
Although there is no activity in which only one hemisphere is involved or to which one hemisphere makes the only contribution, functions predominantly in one cerebral hemisphere may be all that are required for many simple cognitive tasks. There is both psychological and physiological evidence that the relative degree of activation of functions in the two
hemispheres varies depending upon the nature of the task being performed. When doing simple arithmetic tasks such as counting or adding 1 + 1, the Logic functions will be activated with little Gestalt activity required. A predominantly Gestalt task, such as matching patterns, will require little Logic involvement. The more complex the learning task becomes, the greater the degree of activation and integration of functions in both hemispheres that is required.
To read part 1:Part 1 To learn or Not to Learn
A Revolutionary Way of Thinking
Book Description
On the morning of January 22, 1982, Dr. Charles Krebs was a fit 35 year old with a world of possibilities at his feet. By the evening he was a quadriplegic facing death or at least, a life sentence of physical and mental disability. Possessing both the knowledge of human anatomy and an indomitable will, Charles Krebs decided that whatever it took, he would walk again. In seeking the scientific explanation for his own miraculo recovery, Dr. Krebs synthesised the vast bounty of knowledge of the function of the human body and brain - from the 5,000 year old texts of the East to the very frontiers of Western neuroscience.
To order your copy click here
Also by Dr. Krebs-Nutrition for the Brain
Charles Krebs, PhD
Charles Krebs received his Ph.D. in the field
of marine biology. He taught at Boston
University for several years before mov-
ing to Australia.
There he had a traumatic diving accident
that altered his life. Told by doctors that he would never
walk again, Dr. Krebs used his knowledge of biology and his
indominable spirit to explore alternate methods of healing.
That path led him to kinesiology, which aided him to regain
the full use of his legs, and he’s never looked back.
Dr. Krebs is a co-founder of the LEAP program, designed to
help children and adults with learning difficulties and dys-
lexia. He has been working in the kinesiology field for over
twenty years, and now travels the world, lecturing to enrapt
audiences about energy medicine and how it relates to our
bodies. Dr. Krebs currently has several research projects
underway that explore the viability of kinesiology and its
many uses.
of marine biology. He taught at Boston
University for several years before mov-
ing to Australia.
There he had a traumatic diving accident
that altered his life. Told by doctors that he would never
walk again, Dr. Krebs used his knowledge of biology and his
indominable spirit to explore alternate methods of healing.
That path led him to kinesiology, which aided him to regain
the full use of his legs, and he’s never looked back.
Dr. Krebs is a co-founder of the LEAP program, designed to
help children and adults with learning difficulties and dys-
lexia. He has been working in the kinesiology field for over
twenty years, and now travels the world, lecturing to enrapt
audiences about energy medicine and how it relates to our
bodies. Dr. Krebs currently has several research projects
underway that explore the viability of kinesiology and its
many uses.
Part 1 To Learn or Not to Learn - Intro to Specific Learning Difficulties
Part 1
TO LEARN OR NOT TO LEARN - WHY IS THE QUESTION?
By Dr. Charles T Krebs
Introduction to Specific Learning Difficulties:
All learning dysfunctions, hence difficulty in learning, have their root in how the brain functions. The brain is designed to “learn”. From the time we are born until we die, learning is as natural as breathing, and certainly as important since our very survival depends on it.
Initially it is our physical survival that depends on learning “Look both ways before crossing the road!”. Later in technological societies it is our economic survival and success that are dependent upon what we learned in the educational and training environments we encountered. Since learning is so natural, why is it that some of us learn easily, others learn only with difficulty, while others have a difficult time learning traditional skills such as reading, spelling, and mathematics at all?
You might say it is all a matter of access: what brain functions you can access, how well you can access the functions available, and what you have to access. A person with low innate intelligence, but full access to all brain functions may find learning difficult. On the other hand, a person of high innate intelligence, but with problems accessing specific brain functions may also experience difficulty learning, at least in some areas. The brain functions much like water running down a hill; it will always take the most direct processing route available. Unimpeded, water will always run straight down the hill, but if its path is blocked, it will seek the next most direct route down the hill. If that path is also blocked, it will again seek the next most direct route, etc. Each time it is blocked, the pathway becomes longer and less efficient at getting the water down the hill.
The same is true of processing in the brain. If all functions are equally accessible, the brain will always choose the simplest, most direct functions to do the processing required. However, there are many ways of performing all mental tasks and the brain will just choose the next most efficient route for processing if the most direct function is not available/accessible for whatever reason. If the next most efficient pathway is also blocked, the brain will then route the processing to other functions that are accessible, even if these functions are a far less efficient way of processing that information. If many brain functions are not accessible, the processing path may become very long and inefficient creating difficulties in doing tasks dependent upon these processes.
Each time the processing path becomes longer and less efficient, the level of “stress” encountered using that pathway increases. When the level of “stress” reaches a high enough level, we may opt out of situations that require us to access these functions altogether.
Different learning tasks require access to different functions and/or combinations of functions in the brain. The brain can be divided into several functional regions, each of which processes information in different and often unique ways. The two brain regions recognized most commonly by people are the right and left cerebral hemispheres. When the brain is removed from the skull, it appears to have two distinct “halves” because of the deep longitudinal fissure separating the cerebral hemispheres.
TO LEARN OR NOT TO LEARN - WHY IS THE QUESTION?
By Dr. Charles T Krebs
Introduction to Specific Learning Difficulties:
All learning dysfunctions, hence difficulty in learning, have their root in how the brain functions. The brain is designed to “learn”. From the time we are born until we die, learning is as natural as breathing, and certainly as important since our very survival depends on it.
Initially it is our physical survival that depends on learning “Look both ways before crossing the road!”. Later in technological societies it is our economic survival and success that are dependent upon what we learned in the educational and training environments we encountered. Since learning is so natural, why is it that some of us learn easily, others learn only with difficulty, while others have a difficult time learning traditional skills such as reading, spelling, and mathematics at all?
You might say it is all a matter of access: what brain functions you can access, how well you can access the functions available, and what you have to access. A person with low innate intelligence, but full access to all brain functions may find learning difficult. On the other hand, a person of high innate intelligence, but with problems accessing specific brain functions may also experience difficulty learning, at least in some areas. The brain functions much like water running down a hill; it will always take the most direct processing route available. Unimpeded, water will always run straight down the hill, but if its path is blocked, it will seek the next most direct route down the hill. If that path is also blocked, it will again seek the next most direct route, etc. Each time it is blocked, the pathway becomes longer and less efficient at getting the water down the hill.
The same is true of processing in the brain. If all functions are equally accessible, the brain will always choose the simplest, most direct functions to do the processing required. However, there are many ways of performing all mental tasks and the brain will just choose the next most efficient route for processing if the most direct function is not available/accessible for whatever reason. If the next most efficient pathway is also blocked, the brain will then route the processing to other functions that are accessible, even if these functions are a far less efficient way of processing that information. If many brain functions are not accessible, the processing path may become very long and inefficient creating difficulties in doing tasks dependent upon these processes.
Each time the processing path becomes longer and less efficient, the level of “stress” encountered using that pathway increases. When the level of “stress” reaches a high enough level, we may opt out of situations that require us to access these functions altogether.
Different learning tasks require access to different functions and/or combinations of functions in the brain. The brain can be divided into several functional regions, each of which processes information in different and often unique ways. The two brain regions recognized most commonly by people are the right and left cerebral hemispheres. When the brain is removed from the skull, it appears to have two distinct “halves” because of the deep longitudinal fissure separating the cerebral hemispheres.
About the i-LEAP USA program
Completion of this training will fulfill level 2 professional certification with the USA and AU Energy Kinesiology Associations.
Learning Enhancement Acupressure Program
Cognitive processing, thinking and memory are distributed throughout the brain. No function occurs entirely in one specific brain region.
Loss of synchrony and timing of neural impulses, both within and between processing centers, results in the loss of brain integration and thus, of cognitive functioning.
The primary cause of the loss of integration is stress and the activation of the ‘fight/flight/freeze” response, which inhibits the frontal lobe-the area of higher reasoning.
Resynchronization does not automatically occur. This loss of synchronized function may result in learning problems, emotional or behavioral issues, hyperactivity or attention deficit. The longer it continues, a negative feedback cycle begins to hamper self esteem and behavior.
The natural enjoyment of learning becomes crippled.
Applications of neuro-integration techniques such as kinesiology and acupressure, along with nutritional support, allow the brain function to normalize.
I Leap USA
• 16 5 day modules
• Every 8th module reserved for testing
• Schedule: 3 months on, 1 off
• Wed-Sun schedule
• New program starting in 2009!
• Structured, independent home study in addition to the course modules:
Nutrition for the Brain (by Dr Krebs)
NeuroScience (online course)
Anatomy & Physiology (online)
This training is for you if:
You are interested in helping people reach their full potential.
You believe that there can be a non-medicinal approach to enhancing learning and performance.
You are interested in an intense and detailed course of serious study.
You desire to learn more about neuroscience, human energetics, nutrition, and kinesiology.
You desire a solid foundation of skills for a new career or to add to your existing career.
for information on the i leap usa training, contact ileapus@aol.com
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