Developments in Neurofeedback: Should Health Educators Be Paying Attention?

Autor/in	Cleary, Michael J.
Titel	Developments in Neurofeedback: Should Health Educators Be Paying Attention?
Quelle	In: Health Educator, 43 (2011) 2, S.21-26 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-5943
Schlagwörter	Evidence; Attention Deficit Hyperactivity Disorder; Anxiety Disorders; Pain; Autism; Seizures; Drug Addiction; Medicine; Patients; Brain; Biofeedback; Training; Children; Outcomes of Treatment; Health Education; High Schools + Suchen Sie Ihr Suchwort? Evidenz; Schmerz; Autismus; Anfallsleiden; Drug dependence; Drug consomption; Drogenabhängigkeit; Medizin; Patient; Gehirn; Ausbildung; Child; Kind; Kinder; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; High school; Oberschule
Abstract	Since the early 1970s, neuroscientists recognized that it was possible for patients to re-regulate brain wave activity. Much of this early work focused on helping persons with epilepsy control their seizures and was later extended toward helping children with attention deficit hyperactivity disorder (ADHD) with concentration. This brainwave training is called quantitative electroencephalography (QEEG) biofeedback or neurofeedback. Today, there is increasing scientific evidence that neurofeedback training can help address a variety of cognitive and behavioral issues in children and adults; particularly in the area of ADHD. In addition, neurofeedback is being employed in the treatment of those persons with alcohol and drug dependency, anxiety disorders, traumatic brain injury, chronic pain, depression, and autism spectrum disorders. Further, there appears to be a growing public awareness and support of this technology. This article explores the history of QEEG, reviews the biological basis for neurofeedback training, identifies how this technology appears to help clients with a variety of psychological and physiological disorders, and offers a critique concerning the state-of-research regarding neurofeedback efficacy. Strategies on the part of health educators to responsibly engage emergent developments in the field of neurofeedback are offered. (Contains 2 tables.) (As Provided).
Anmerkungen	Eta Sigma Gamma Inc. 2000 University Avenue CL 325, Muncie, IN 47306. Tel: 800-715-2559; Tel: 765-285-2258; Fax: 765-285-3210; Web site: http://www.etasigmagamma.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10