Understanding Switching in the Body and the Brain

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.

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

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.

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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!”

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.