The Brain’s Way of Healing
The discovery of neuroplasticity—that thought and mental experience can change brain structure and function—is the most important change in our understanding of the brain in 400 years.
For centuries the brain has been seen either as a kind of machine that, when damaged, cannot “grow new parts” or more recently, as having evolved to become so specialized in order to produce consciousness, that it lost the ability that other organs have, such as skin, bone, blood and liver, to heal. This gave rise to a neurological nihilism about many brain or psychiatric conditions.
This lecture will explain the basics of neuroplasticity, illustrate core experiments that originally demonstrated it, and discuss the three factors that enable progress in many conditions generally thought, until now, to be beyond help. It will show that the brain has its own unique way of healing, which is different from that of other organs, and review the five stages of the brain’s way of healing. These stages are: correcting general neuronal and cellular health, neurostimulation, neuromodulation, neurorelaxation, and neurodifferentiation.
A number of inspiring films will be shown illustrating how the five stages, all of which are non-invasive, can be used to help people with what were thought to be incurable conditions. We will explore the range of conditions that can be helped, including forms of chronic pain, learning disorders, ADHD, autism, traumatic brain injury, stroke, and time permitting, movement disorders.
Sally Goddard Blythe
Sally Goddard Blythe MSc. is Director of The Institute for Neuro-Physiological Psychology. She has been instrumental in carrying out research and extending and standardising aspects of post graduate training in the INPP method to 14 other countries. Sally is also the author of more than seven books and other published papers on child development and neuro-developmental factors in specific learning difficulties. Her books include, Assessing Neuromotor Readiness for Learning. The INPP Developmental Screening Test and School Intervention Programme and Neuromotor Immaturity in Children and Adults. The INPP Screening Test for Clinicians and Health Practitioners. Sally has lectured on the role of infant reflexes in development and later learning problems to many different groups throughout Europe including to working groups in the UK and European parliaments and providing training to Occupational and Physical therapists as part of continuing professional development in the United States.
Learning to Move; Moving to Learn. How physical development lays the foundations for learning.
Primitive and postural reflexes at key stages development provide indicators of maturity in development and functioning of the central nervous system (CNS). The INPP method uses the presence of primitive and postural reflexes in school aged children and adults as tools with which to:
a) assess functioning of the CNS; b) provide indicators as to the developmental level from which remediation intervention is started; c) measure progress.
Use of the INPP Screening Test in schools has revealed immature primitive and postural reflexes are not confined to neurological impairment but are present to a lesser degree in a percentage of the general population of school children in the United Kingdom, and that there is a correlation between immature motor skills and lower educational performance in these samples. Comparison of findings from use of the screening test in 2004 to 2018 suggests that there has been general decline in children’s physical readiness for learning. particularly in areas of social deprivation.
Introduction of the INPP school programme resulted in: a) statistically significant reduction in signs of of neuromotor immaturity; b) reduction in poverty related levels of dysfunction with a complete closure of the gap seen in all but one subscale.
These findings will be discussed in the context of the physical environment in which children are developing, educational expectations and how neuroplasticity enables physical intervention regimes to affect more than simply physical skills.
Manuel Dominguez Alcon
Manolo runs his private Istituto Fay Onlus rehabilitation center in Quercy, Lucca Province, Italy, where he works as a therapist for neuro-developmental delay. He practices INPP therapy as well as Johansen Auditory Stimulation (JIAS) and is the national principal for both of these methods in Italy. Manuel and his team deal with the following areas: treatment of autism and pervasive developmental disorders, cerebral palsy, genetic syndromes, learning difficulties. They also provide courses for family members of persons with developmental disabilities, service providers and volunteers taking care of them. They develop a comprehensive development counselling and learning disability counselling programme for their clients.
Can we understand neurodevelopment as a continuum?
Experiences about the role of an immature reflex system in severe neurodevelopmental disorders.
Her passion is the therapy of children with developmental delay. She is an author of many articles. She is a physiotherapist and osteopath in early intervention and scientist at the Poznan University of Medical Science Poland. She completed courses: Brazelton's Neonatal Behaviour Assessment Scale, Neonatal Behavioural Assessment Scale, Cambridge; NDT Bobath; Bobath Baby, General Movements (basic, advanced); Sensory Integration, FITS, PNF, Halliwick. She is one of the six member of the National Team of Experts on Quality and Monitoring of the Physiotherapy Process at the National Chamber of Physiotherapists.
The role of Tomatis therapy as a component of the treatment in children with developmental disorders
Children with developmental disorders need complex therapy. Music may be used as therapeutic interventions. Tomatis method is used in the treatment of children with developmental delays, brain injury, multiple sensory system dysfunctions. The study has confirmed, that Tomatis therapy can affect developmental reading skills.
Susanne has a degree as Teacher for special education, hard hearing and deaf children and Speech therapy. She is certified specialist in such areas as Craniosacral therapy, Myofascial release and several interdisciplinary approaches. She is a certified NLP-trainer, trainer for dysfunctional therapy, senior consultant clinic for cranio-maxillo-facial surgery and has developed k-o-s-t concept. Susanne, as Honorary doctor of medicine at the Medical faculty of University of Basel, teaches a MAS Course Craniofacial Kinetic Science (MCFKSc). She works for years with mentally and motor handicapped children and adults with dysfunction and face malformations face after accident, trauma or disease.
The Concept of the Body orientated Speech Therapy (k-o-s-t)
Maria Matuszkiewicz, MA, is a PhD student at the Faculty of Psychology at the University of Social Sciences and Humanities in Warsaw (Poland), a psychologist, and speech therapist, INPP and SI neurodevelopmental therapist, Johansen IAS hearing therapist, EMDR therapist. The principal of INPP Poland, where she is responsible, among others, for conducting the INPP one year course for therapists. Member of the American Speech-Language-Hearing Association (ASHA). Her main research and therapeutic interests are the relationship between neuromotor immaturity and impaired speech development and anxiety.
Specific language impairment and the level of persistent primitive reflexes in young children
Specific language impairment (SLI) is observed in children who – for no specific reason and without any serious cognitive, auditory, environmental or neurological deficits – develop their language skills in an inappropriate way. The aim of research was to determine if the level of uninhibited primitive reflexes is increased in the group of SLI children compare to typical development (TD) children. The conclusion was that persistence of primitive reflexes is an important factor of SLI. Children with impaired speech and language development tend to undergo a slower development of the nervous system.
Key factors in supporting adult clients through their neurodevelopmental change process
A new method of metabolic examination – clients with psychological symptoms of Asperger syndrome, autism and behavioural problems
Marina de Santiago Buey
Marina de Santiago has a degree in Speech Therapy, continuing her studies in further research on the neurological basis of learning, reading and behavioural problems. In her work, she became familiar with the special needs of adopted children, which seem different from those of other children. Due to the knowledge she acquired in the INPP training, she was able to understand some of these difficulties and how they were caused. Motivated by the difficulties encountered, she decided to deepen her knowledge on the electrical functioning of the brain, especially interested in the QEEG as a measure of normal or pathological functioning of the brain and on Neurofeedback as a therapeutic tool.
The complicated symptomatology of adopted children. The value of QEEG as a complementary tool to develop a treatment profile combining INPP and Neurofeedback (Biofeedback).
Because of the great deficiencies that adopted and institutionalised children have suffered in their childhood, we find, among this population, individuals who present very important problems not usually found in other groups. Recent studies show that prevalence of ADHD, learning problems and psychiatric disorders is much higher among this group.
Therapists who work with these children implementing the INPP therapy face some additional difficulties such as: the enormous possibility of causing side effects at the beginning of the treatment: challenging, irritable and sometimes even aggressive personalities, as well as symptoms such as hyperkinesia or impulsivity that do not seem to evolve positively with treatment.
The QEEG or Brain Mapping is a non-invasive technique that allows therapists to examine brain activity by measuring the electrical activity of each area of the brain and comparing it with a normative database according to age and sex. This test allows to start investigation on the reason why these added difficulties occur in adopted children population. Neurofeedback as an effective technique to modulate this brain activity in combination with the INPP therapy can help in the process of overcoming these difficulties.
MUDr. Ivan Juráš
Ivan Juráš, graduated from the Faculty of Medicine, Comenius University, Bratislava, worked at pediatric clinic in Bratislava, completed The Postgradual training course on neurodevelopmental delay in The Institute of Neuro-Physiological Psychology (INPP) International, Chester, UK. Founder and advisor of Maria Montessori's Private Elementary School with Kindergarten in Bratislava. Former member of the executive board and vicepresident of Montessori Europe. Served as director general of Central Office of Labour, Social Affairs and Family and external advisor of Minister of Education, Science, Research and Sport of the Slovak Republic for preparation of National program for the development of education and training. Co-author of reform document "Učiace sa Slovensko" (Learning Slovakia) and Founder and manager of several commercial and service companies in fields of medicine, chemistry, medical research and goods distribution. Recently working as chief operational officer and chief scientific officer in Lambda Life, Bratislava, active member of NGOs "Institute of Psychotherapy and Sociotherapy". Acting as person centered approach (PCA) encounter groups facilitator and facilitator of family systems harmonisation, professional guarantor for INPP method of the INPP national principal for Slovak and Czech Republics. Lecturing on neurophysiology, different fields of medicine, education, inclusion and personal development.
Human Biology vs. Technology (Impact of the digital age)
Mgr. et Mgr. Viera Lutherová
Psychologist and teacher that has long term experience of work with children with special needs. She works in private praxis. She is INPP practitioner and also a coordinator for INPP method in Slovakia. She uses also methods of Bilateral Integration, HANDLE and auditive stimulation (JIAS and Tomatis). She specializes on individual neurodevelopmental therapy for children with neurodevelopmental disorders, mental and school problems. She lectures programs for helping professions, regularly publishes articles for professionals from various fields. She is a member of Institute of Psychotherapy and Sociotherapy.
Connection between physical activity, cognitive functions and academic performance
Humankind has dramatically reduced the amount of physical activity and expenditure of energy needed for survival under influence of civilization achievement. The development of digital technologies has accelerated this trend in last decades. At the same time we have been witnessing growth of developmental disorders related to poor school performance in last 20 years. The growing number of studies refer that physical activity and fitness abilities correlate with the quality of academic performance in all age categories. Experimental studies suggest, that increasing physical activity in daily routine positively influences the quality of attention, academic performance and reduces the behavioural problems in all school age categories. This effect is stronger on school children with school related problems. There is a body sitting at school and at work not the brain itself. Through body we perceive all the information, through physical movement the neuronal networks processing them are built and through body we carry out (implement) the obtained knowledge. The body is not the rail for the head, but the strong tool for cognitive development.
Beatriz Aguilar Guerrero
INPP School Program applied to a International Montessori School in Málaga
She graduated on the Fachhochschule für Optik und Optometrie in Cologne, Germany, with a degree in optometry. She passed the behavioural optometry tests at the WVAO (Scientific Association of Opticians and Optometrists). She had her own practice in Germany and since 2012 she has also worked in the Optics Fokus in Bratislava, where she performs visual training. She is a member of the Board of Directors of the Optical Union in Slovakia and teaches the study field Optician on Secondary Health School in Bratislava.
Functional optometry – a dynamic vision process
Functional (or behavioural) optometry deals with functional disorders of the visual system, ie. not only the vision itself, but also the overall perception in response to the surroundings. The lecture will provide an introduction to various visual disorders and developmental defects in childhood, their identification and proposed therapy and interdisciplinary care.