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Learning Neurofeedback:

suggestions for professionals just getting started

by John N Demos, MA, LCMHC, BCIA-EEG

Looking for quality training in the field of biofeedback and neurofeedback can be quite perplexing to the clinician just getting started with Neurofeedback. One of the reasons I wrote my book "Getting Started with Neurofeedback" was to provide professionals with an anchor, to ground them in generally accepted neurofeedback practice. Although, many articles had been written to help one understand the depth and breadth of one or another topic in neurofeedback, there was a dearth of literature that was easy to understand. Consequently, for those who lacked a background in electroencephalography (EEG) dynamics and neurology getting started with neurofeedback was typically a daunting affair. In the same way, the purpose and scope of my training seminars has always been to provide information for the practicing clinician rather than for the researcher. Furthermore, I have tried to avoid the trap of becoming wed to the latest fad in neurofeedback or to insist that one approach to neurofeedback is the penultimate method.

A well rounded training seminar ought to introduce students to several training methodologies: there is a need for eclecticism in neurofeedback. Over the years, numerous key figures have developed training concepts in neurofeedback that have worked. Individuals such as Margaret Ayers, Joel Lubar, Robert Gurnee, Jay Gunkelman, Michael & Linda Thompson, Sue & Siegfried Othmer, Eugene Peniston, Cory Hammond, Michael Tansey, Thomas & Linda Brownback, Bill Scott, Hershel Toomim and Richard Soutar - to name a few. By drawing from their accumulated knowledge it's possible to match the client/trainee with the protocol that fits the best.

The first and foremost issue in getting started with neurofeedback is to help the student understand the basics. Questions are often raised such as, what is the electroencephalography (EEG); how does its activity relate to the neurons and brain lobes; how can electrodes placed on top of the head actually get electrical readings below the skull? It's essential to take the mystery out of neurofeedback.

Students need to learn how to differential between normal and abnormal EEG activity. One way to begin to do this is by assessing the Brain at key sites with electrodes. Next, EEG data is collated and examined to see if it explains why there are symptoms and how they can be corrected. Finally, the student is faced with the decision: how to choose the correct protocol. Needless to say, more data is needed. Students are taught to rely upon data plus symptoms rather than symptoms alone. Protocols ought to based upon three necessary ingredients: (A) Symptoms, (B) EEG, (C) Neurology. Later on, when their practice develops many students decide to invest in assessment equipment such as BrainMaster’s Discovery or MiniQ technology.

When students have finished "Getting Started with Neurofeedback" training they are encouraged to begin acquiring data from family and friends. The goal is not to treat family or friends; rather it is to learn the science of assessment and the skill of electrode placement. When enough confidence has been mustered, it's often time to get a mentor and begin the practice of neurofeedback. The goal is to master basic skills and to be able to treat problems that are the most likely to respond to neurofeedback: various stress related problems respond well to neurofeedback.

Neurofeedback is a therapy or a training modality and not a treatment for any disorder. However, peer reviewed studies have shown the value of neurofeedback training when applied to any one of a long list of egregious problems--a comprehensive list that is updated on a regular basis can be found at www.isnr.org.

After practicing for a few months students return for more training. Many newcomers request mentoring assistance to get started. Some have entered into a brief internship program.

(for mentoring log onto www.eegvermont.com)

Getting Started with Neurofeedback is for clinicians who want to help patients with cutting edge treatments that directly impact the nature and metabolism of the brain. However, neurofeedback is not adequately learned in a weekend workshop. It is investment in your own personal growth as a clinician. Personally, I found that neurofeedback has opened up new therapy vistas. I now see clients who have not responded to either counseling modalities or medication. It is extremely satisfying to see clients heal themselves through the power of their own cerebral cortex.

One last topic: I want to address the value of getting certified in the field of neurofeedback. In past decades we have seen the rise of numerous serious therapy modalities and treatments such as acupuncture, reflexology, massage and many others. One thing they all have in common is a central form of certification and in a few cases state licensure have been created by experience practitioners. It is my contention that certification is necessary in order to maintain the credibility of both the clinician and the field as a whole. Certification demonstrates that the clinician is willing to stand before his advanced peers and prove that he or she has learned the basics. National Certification is similar to state licensure. Likely, as the field of neurofeedback expands we will find more and more interest in state licensure. Clinicians who establish their credentials sooner will not have regrets at a later time.

About the author:

John N Demos, MA, LCMHC, BCIA-EEG is the Educational Director of Stress Therapy Solutions, Inc. He is certified by the Biofeedback Certification Institute of America (BCIA) in the field of EEG-biofeedback. His "Getting Started with Neurofeedback" training seminars are also accredited by BCIA. Those seminars are in part based upon his book "Getting Started with Neurofeedback" published by WW Norton & Co. Currently, he is conducting mentoring classes for those reaching out for certification. He may be reached at workshop@eegvermont.com