This special issue is dedicated to Judson B. Reaney, MD, shown on the front cover. Judson Reaney completed a medical fellowship in the 1970s in behavioral and developmental pediatrics at Minneapolis Children's Hospital. There he worked with Karen Olness, who encouraged him in the use of hypnosis and biofeedback for children. Reaney became a pioneer and leader in integrative pediatric care. A South Dakota native, he spent much of his professional life in Minneapolis. Judson Reaney died February 24, 2012, with the love and respect of friends, family, and colleagues. I include here (with permission)Introduction to the Special Issue
The mission of the Biofeedback Certification International Alliance (BCIA) is to certify applicants who demonstrate entry-level knowledge and to progressively recertify them progressively as they expand their knowledge base and skill set through continuing education. BCIA requires accredited coursework to ensure the credibility of its credentials within the insurance and medical communities. Accreditation is provided by regional accrediting bodies, professional organizations, licensing boards, and BCIA itself. BCIA has developed flexible and inexpensive options for earning continuing education to better serve its North American and international audience.
In this case study, surface electromyography (SEMG) was used to help a severely brain-damaged adolescent regain head control. In addition to relearning a lost motor skill, the patient, because of the extensiveness of the injury, had to overcome deficits in memory, visual processing, and cognitive tone. The process of quantitative SEMG was used to teach the patient to use a targeted series of muscles, which, in 14 weeks, brought her to the point that for many activities a headrest was no longer needed.
This article sought to understand the current training and activities of professionals providing biofeedback to children, via an anonymous survey administered though professional organization listservs. Based on 57 responders, we identified gaps in training and in the use of evidence-based interventions. However, these responders are communicating primarily with other biofeedback practitioners. The vast majority are not active in biofeedback research on children. We conclude by raising several questions for professionals and professional organizations to consider regarding the specialized training and evidence-based practice of biofeedback.
The Physiologically Gifted Child model proposes that sensitive children can turn their vulnerability to stress into strength through physiological training. When the child's sensitivity is viewed as a physiologically modifiable trait, the child is less likely to engage in self-blame and more likely to engage in self-care strategies to manage emotions. The author emphasizes that cardiovascular reactivity is significantly higher in a child with physiological giftedness. Because the physiologically gifted child is wired to react more intensely to stress, he or she is unlikely to be able to reduce sensitivity without addressing its physiological origin. The author proposes biofeedback and self-care activities as methods to reduce a physiologically gifted child's vulnerability to stress while simultaneously allowing the child to benefit from his or her extraordinary gifts of feeling and perceiving. A description of a physiologically gifted child and optimal performance strategies illustrate this concept.
The Alcanzando Niños en las Fronteras project brings together years of biofeedback, art therapy, and somatic education work with underprivileged and disadvantaged children. The program is designed to reach the most at-risk youth in Mexico: those children living in towns along the U.S./Mexico border. These towns are racked with violence due to the drug wars, and the children in these towns are especially susceptible to being led into illegal activities. In cooperation with Sonoma State University, the U.S. State Department, the Government of Mexico, Rotary International, and a number of other organizations, the program will train more than 200 medical doctors in noninstrumental biofeedback methods, including art therapy, music, somatic training, autogenic breathing, temperature control, and reading. By reaching children early and educating families in prevention and health, the program will have a lasting impact on reducing illegal activities and bringing about true social change.
As a group, children are more responsive to hypnosis than adults are. Children are hypnotically talented because of their unique behavioral and developmental characteristics. Hypnosis cultivates imagination, and imaginative play is the work of childhood. In an emergency situation, very little explanation of hypnosis is needed. Creating a positive expectancy and the careful use of language is important. The article describes how the clinician, as the imagination coach, can introduce the concept of hypnosis to children. Young children may learn how a hippopotamus named Harry learned to use hypnosis to help himself with shots, a toothache, and anxiety and became a Hypno-potamus. For older children, hypnosis can be reframed as brain power exercises. A technique to engage cooperation and demonstrate the power of imagination to children is explained. The article also describes how to demonstrate experientially the mind-body connection: how thoughts and feelings can influence physiology. Teaching a child diaphragmatic breathing is an important first step in self-regulation. Harry Hypno-potamus imagination cards can be used to stimulate mental imagery, to teach breathing techniques and muscle relaxation, and most importantly, for ego-strengthening. Introducing hypnosis to children appeals to their quest for self-mastery, and teaching them hypnotic skills is a gift that lasts a lifetime.
This article presents a case study to illustrate how children with attention-deficit/hyperactivity disorder (ADHD) can be assessed and successfully trained using neurofeedback. There is established efficacy for using neurofeedback to treat ADHD (Arns, De Ridder, Strehl, Breteler, & Coenen, 2009; Gani, Birbaumer, & Strehl, 2009; Gevensleben et al., 2009). Indeed, the American Academy of Pediatrics gave biofeedback Level 1 efficacy in its 2012 review (American Academy of Pediatrics, 2012), the same level of efficacy as is given to medications. The other condition that has sufficient randomized controlled studies to establish efficacy for electroencephalogram biofeedback is epilepsy (Tan et al., 2009). This case is presented to share techniques that will help clinicians conduct neurofeedback appropriately so that good results are obtained. The future of our field depends on every practitioner doing a quality job with excellent outcomes.