An Introduction to Neurofeedback

 

Neurofeedback pic

Neurofeedback
Image: aboutneurofeedback.com

At Provo Canyon School, students aged eight to 18 receive targeted clinical treatment for a wide variety of emotional, behavioral, and cognitive issues. To meet the needs of each individual student, Provo Canyon School uses a variety of therapeutic methodologies and tools, including biofeedback and neurofeedback.

Also known as EEG biofeedback, neurofeedback helps clients develop an understanding and ultimately increased control over their own brain patterns. It is a non-invasive and painless procedure that begins with the placement of specialized sensors on the scalp and ears. These sensors transmit information to a device that creates a visual representation of brain waves, which the professional conducting the test can then show to the client.

The display also features a computerized character, the speed and brightness of which corresponds to particular mental states. Brain waves in a desirable frequency will cause the character to travel faster and look more vivid, whereas less desirable frequencies will impede the character’s performance. In learning to control the character and succeed at the game, the client learns how to control his or her brain waves.

Thus far, clients and therapists have used EEG biofeedback to achieve positive changes in a variety of diagnoses, including anxiety and depression, in addition to attachment disorder and conduct disorder. Clients often begin to see progress in 10 sessions and meet initial goals in 20 sessions, though certain cases and diagnoses may require more or less time.

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Utah Native American Cultural Institute Plans to Build Center

 

Utah Native American Cultural Institute pic

Utah Native American Cultural Institute
Image: facebook.com

An intensive psychiatric treatment center for youth ages 8 to 17, Provo Canyon School examines its students’ needs and strengths to provide them with the counseling and support services that will help them thrive. Provo Canyon School also contributes to local organizations such as the Utah Native American Cultural Institute.

The Utah Native American Cultural Institute exists to preserve the history and culture of the five Native American tribes of Utah. Each of these five tribes, the Goshute, Navajo, Paiute, Shoshone, and Ute, has a distinct heritage with its own sacred places and traditions.

As the first organization dedicated to the preservation of the diverse Native American traditions, the Utah Native American Cultural Institute hopes to raise the funds to build a cultural center. This center will include an art gallery, conference rooms, an educational theater, a round dance hall, powwow grounds, and a trading post. It will also host a recording studio and native radio station to help broadcast information about the culture of the five tribes.

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Reactive Attachment Disorder in Children

 

Reactive Attachment Disorder  pic

Reactive Attachment Disorder
Image: theparentszone.com

Provo Canyon School offers residential treatment and education to children between the ages of 8 and 17. Provo Canyon School welcomes young people with a variety of mental health challenges, including reactive attachment disorder.

A child learns to develop through healthy emotional bonds with his or her primary caregiver. For some children, however, early abuse and neglect mean that these bonds do not form in the child’s earliest years. Lacking the early experience of mutual attachment, the child fails to learn how to empathize, trust, and relate to others.

These deficiencies in relating, combined with the inability to self-regulate and to form a positive self-image, make up the diagnosis known as reactive attachment disorder. Children with this condition exhibit either inhibition or excessive disinhibition when interacting with others.

A child with inhibited reactive attachment disorder shows emotional detachment and an unwillingness to be comforted. The child does not look to caregivers for support and may not have a primary attachment figure. Children with this form of the disorder are unlikely to reach out for comfort and may react with aloofness or aversion when an adult offers comfort.

Children with disinhibited reactive attachment disorder, by contrast, may seek out comfort without discrimination. They may show inappropriate familiarity with strange or new adults and may seem fearless in socializing. Both forms stem from the child’s failure to learn societal norms of relating.

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The Stages Involved in Dealing With Grief

Dealing With Grief pic

Dealing With Grief
Image: psychcentral.com

Based in Springville, Utah, Provo Canyon School is an intensive psychiatric residential treatment center that provides adolescents and preadolescents with personalized education and care. Provo Canyon School emphasizes clinical “best practices” and maintains a dedicated medical and clinical staff.

One area in which support is provided lies in assisting students who are dealing with grief in its various stages. The coping process associated with grief typically begins with denial, which often takes the form of avoidance, numbness, or isolation. At this stage, the loss does not seem real, and the false conviction that it did not really take place may set in.

Denial is often followed by anger and a feeling that the pain needs to be taken out on others. In the subsequent bargaining stage, an attempt is made to assign blame and get back what was lost. This stage may be familiar to those who have had the sense that changing one’s behavior could bring a loved one back. Once denial is passed through, the last two stages of grief are normally depression and acceptance.

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An Overview of the PCS Special Olympics

Provo Canyon School pic

Provo Canyon School
Image: provo.edu

Provo Canyon School is a licensed residential psychiatric treatment facility with campuses in both Provo and Springville, Utah. Provo Canyon School (PCS) is capable of providing therapeutic and academic services to students dealing with a range of learning challenges. The school frequently engages with the local community in order to host special events for students.

One of the school’s most popular events is the annual Special Olympics games. Through these games, special education students are afforded an opportunity to not only engage in fun physical activities and sports, but to demonstrate the various social skills they have developed over the course of the school year. A few of the most popular athletic events include scooter races, cycling, basketball games, and bowling.

The games are hosted by PCS, but are made possible through the support of various organizations and citizens. Brigham Young University (BYU) cheerleaders have cheered students on during races and games, while school district employees don a variety of colorful costumes and put on comedic sketches. To learn about supporting future games or other PCS events, please visit www.provo.edu.

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