Lucy (not her real name), as an intelligent and energetic high school freshman, enjoyed the non-academic school atmosphere more than her studies. She began neurofeedback with a long history of ADHD treatment with stimulant medication. Initially, neurofeedback treatment addressed many areas of ADHD, but she still lacked the academic focus that matched her ability. Her parents expressed concern because she seemed to lack purpose, initiative, motivation and real goals for all things academic despite her ability.
Regina (not her real name), an adult woman, was concerned about the consequences of the many head injuries sustained during her younger years. Injuries from several car accidents and sports injuries were causing her concern. She reports being forgetful, struggling with driving routes, feeling anxious, being impatient, having difficulty staying on task, sleep difficulties, worrying, and difficulty following directions. Feeling helpless and unsure of her future, she was concerned she would develop Alzheimers’ as a result of the injuries.
Buddy (not his real name) was a very active Kindergartener with ADHD. His behaviors were disruptive in the class room, and frequently resulted in his being sent to the office. He did not respond favorably to redirection which often resulted in additional consequences. Sibling issues were often problematic resulting in additional parental involvement to deescalate. Buddy seemed to not “get it” when redirected, and appeared defiant with adults, in his own little way.
Alan, not his real name, a high school student from Lawrenceville, began neurofeedback as a troubled and depressed student. At that time, thoughts of self-harm were disturbing him. Moodiness and withdrawal from the family were a concern to his mother. He lost interest in many activities, friends, and family, while experiencing difficulty with communicating his feelings.Read More