Bamboo brush painting workshop Middletown Ct

$45. Registration required: 860-347-4957 or online at www.buttonwood.org Come join artist and author Jason Mark Alster MSc October 6th at The Buttonwood Tree as he teaches the fine art of Chinese bamboo brush painting! The bamboo is said to represent China, strong but also flexible. Chinese Brush painting is meant to be more than a representation of an object; it is also a symbolic expression. Painting the leaves and stem, but never the whole plant, bamboo painting is all about the beauty of line. You will be amazed at all the different qualities of line you can achieve with just one brush, simply by changing the angle and pressure with which you hold it. Chinese bamboo brush painting lessons include brush stroke techniques, brushes used, making Chinese ink, using rice paper composition and space. You will be able to use the skills you learn from Jason to design your own shirts, create cards, and decorate your home. Chinese bamboo brush painting is relaxing and fun. You are guaranteed to go home with a beautiful painting that you've created using the skills learned in this workshop! This class is ideal for beginners and no experience is needed. The workshop is from 1PM to 5PM Materials will be included. Snacks and beverages will be available. For Adults and Children over 14. XXX for week with children include: Children must be over 14 and must be accompanied by a parent.

Proposed objective physiological measure in ADHD using GSR

Original research in Israel by Jason Alster MSc ( now in USA) has shown that the galvanic skin response
 ( GSR) or electro-dermal activity in ADHD can be a physiological fingerprint for concentration problems in many if not the majority of students with ADD / ADHD .
This video was published on Amazon.com in 2006 as Guide To GSR Biofeedback Techniques for the Natural ADHD Practitioner. Jason Alster is an award winning researcher and author who works in medical diagnostics , biofeedback, and accelerated learning strategies. Jason is also the author of Being In Control : Natural Solutions for ADHD , Dyslexia, and Test Anxiety, as well as the relaxation download , Zen for ADHD,  Zen of Spring , and Zen From Israel.  www.jasonalster.com.


New Concept in Testing for ADHD.
http://www.electroniquecurative.com/articles/adhd_biofeed


by Jason Alster

I would like to bring to your attention a new concept in ADD testing. An objective physiological measure of ADHD has been elusive. However, research by Jason Alster MSc has shown that when ADD persons try to sit still, do a boring task, or concentrate- they actually enter stress as measured by labile electro - dermal activity (EDA , GSR ). Whereas the GSR was traditionally used to teach relaxation it was overlooked as a tool to teach relaxed concentration being dwarfed by the popular and successful neurofeedback.

Measuring electron flow in a circuit the body operates largely by a series of electrical impulses which have been shown to follow certain pathways and measure changes in the electrical resistance or the ability of the tissue to conduct electricity. The GSR activity marker is positive in the majority of ADD clients tested. Once tested, then the GSR biofeedback may be used to improve the stress result with different techniques. A protocol using this valid objective physiological marker has just been published in a video- "Guide for GSR Biofeedback Techniques for the Natural ADHD Practitioner" (Amazon.com).

Using the GSR protocol only takes 10 minutes to perform. The test is valid for children as well as adults and helps parents determine if their ADHD children need intervention. The measure may then be used to match a personal technique protocol to the client depending on what type of technique helps improve the GSR from lability to stability during rest.

The GSR is measured as labile and steadily increases in amplitude when the ADHD child tries to sit quietly for 2 minutes. The GSR is then increasingly more labile during an eyes closed condition. This is in contrast to the GSR in anxiety where there is usually a decrease during a relaxing eyes closed baseline condition. In some instances- the GSR in ADHD is stable - however, will not return to baseline after prompted with a mild stimulus like noise. This shows that a symptom of ADHD when trying to sit quietly and concentrate -is acting like a stress-or for him her. This is not unlike the "disorientation" experienced in dyslexics when trying to read.

Many ADHD clients- upon producing a stable GSR after a biofeedback assisted relaxed concentration technique - will claim when asked-that this is the first time ever they felt what relaxation /concentration is. This may be compared to someone not having ever tasted a tasty food like an orange. You can't describe it to them. However, once they taste it- they know what it feels like. So too, it turns out, with the sense of relaxation, focus in ADHD. When asked to compare this sensation with the sensation of an ADHD medication- the majority of ADHD people will say that the natural biofeedback induced sensation is better than medication- and medication does not "feel well" even though it does help them concentrate. This shows that medication like Ritalin has a different mode of action working to help ADHD than natural and behavioral methods.
The relaxation and relaxed concentration response is natural and seems to be lacking in many people with ADHD. These responses might have been lacking at birth or were compromised with an unbalancing childhood medical problem (Ears nose and throat, asthma,-sleep disorder-medical operation). However, once re-learned or acquired - the ADHD person can re-produce this
"sensation" upon need. Like learning art or music- some are born with it- but all can learn to be artists or musicians with the proper instruction. This objective physiological test is easy to replicate only with the most sensitive /graphic GSR biofeedback equipment(like Thought Stream or Mindlife for example). My hope is that this simple and valid measure will be used as a future screening test in ADHD clinics and schools as well as by biofeedback practitioners helping ADHD.

A bit of the history in how this method was developed. I began treating children with ADD quite unexpectedly in 1991. As a biofeedback practitioner and part of an anxiety clinic in Tel Aviv, Israel, I had absolutely no experience in treating children but was doing quite well with adults suffering from stress disorders and teenagers who had test anxiety and social phobias. The biofeedback clinic had just opened and each type of patient was a new experience.

With medical- technological training in neuro-electrodiagnostics and sleep/wake disorders, I was more into the neurological and psycho- physiological disorders. A child psychologist working with me wanted to try biofeedback on ADD. Then he had said that there was no treatment and no objective test for this poorly understood syndrome. The only remedy at the time was Ritalin although reports about EEG (electroencephalogram) neuro - biofeedback and Joel Lubar's research with Neurofeedback were just coming out (1991) demonstrating that ADHD can respond to a behavioral method. At first I found that EMG (testing muscle tension)was increased in ADHD and there was already a study showing that EMG biofeedback did not help in ADHD.

However, I found that found that GSR ( electrodermal resistance) was better and easier to use in ADHD than EMG. At the time there were no studies of GSR biofeedback for ADD- so I had to go it alone. After starting to treat a handful of children with biofeedback, the psychologist I was working with had to leave the unit and I had to suddenly take over his patients. All I knew then about ADD was from a television program showing a hyperactive child literally jump off the walls and I worried about what this child would do to the biofeedback equipment! I had absolutely no knowledge of learning disorders either. I mention this lack of knowledge for a reason. I had to begin treating ADD without a prior predisposition to what was written in the literature and had to see for myself what worked and fast.
On my very first ADD client I performed a regular biofeedback stress baseline for anxiety.

That is, I hooked the child up to galvanic skin resistance (GSR) sensors, muscle and peripheral temperature monitors, but not EEG. I had to start to treat ADD with what I knew and that is how to treat stress and anxiety. I was lucky. My very first patient's baseline EMG (electromyogram or muscle activity potential) showed that the more she sat quietly the EMG gained in amplitude over time. That is, sitting quietly was tense for her. I tried relaxation training and she improved her baseline in just 6 sessions and began to do better both at home and in school. This was not supposed to happen. Biofeedback in ADD was supposed to be a stubborn neurological problem that takes 40- 60 EEG biofeedback sessions to treat. Wanting to find an effective, alternative method to offer those young people and especially parents who wouldn't, or didn't want to use medication for ADHD. At least these children wouldn't be left untreated.

In my readings at the time, a number of avenues were being pursued in the treatment of ADD. Some of these were nutritional, sensory integration, guided imagery, art therapy, natural meditation, yoga, Bach flower remedies, homeopathy, chiropractic, and the use of aromatic oils. In biofeedback, animated computer games were just being introduced like Mindlife/Ultramind and Thought Stream.

I decided I could use each method and observe its effectiveness. I could try and develop an integrated and holistic approach matching the method to each child individually and determining the results by the GSR.
One of the first things that I found that can cause the GSR to become stable in ADD children and adults is holding a soft or smooth stone in your hand and studying a liquid water timer or sand clock. Other techniques include using the senses to relax like self massage, abdominal breathing, seated yoga, listening to a metronome, listening to a sea shell, guided imagery, smelling aromatic oils, and more.

Later, I found that by integrating accelerated learning techniques and study strategies such as speed reading, associative memory, mind mapping , and time management - children with ADHD and test anxiety began to reach their full potential and receive very high grades in school.




For further research consultation contact jasonalster@gmail.com

Zen for ADD ADHD

Zen for ADD ADHD

A tranquil video with natural and Zen motifs made by biofeedback specialist Jason Mark Alster M.Sc especially for people with ADD and ADHD.Full video Zen for ADD , ADHD is with Amazon.com streaming downloads . From biofeedback specialist and ADHD researcher comes a relaxation video for improving relaxed concentration for anyone and for anyone with ADHD. Jason Alster M.S also published " Being In Control : Natural techniques for increasing your potential and creativity for success in school" and  " Creative Painting for the Young Artist". Jason also produced  the videos " Being In Control : Natural Solutions for ADHD , Dyslexia and Test Anxiety; "Anyone Can Improve Their Own Handwriting" ; and " Meditative and Exotic Sights and Sounds of Israel" . All are with Amazon.com for streaming download or hard copy purchase at www.jasonalster.com

synopsis

Dysgraphia and a Defect in the Understanding of Space:

Dysgraphia:: Neurologists have come to the consensus by concluding that dysgraphia is a neurological disorder and like other learning disabilities cannot be cured.  Dysgraphia is usually also accompanied by another learning disorder such as dyslexia or attention deficit disorder. The overlapping of disorders is common because the neurological system as a whole is affected. Dysgraphia occurs regardless of the ability to read and is not in itself due to intellectual impairment.

There are three types of Dysgraphia:

1. Dyslexic Dysgraphia: A person suffering from this will usually have illegible writing and extremely poor spelling.

2. Dysgraphia Due to Motor Weakness: Extremely similar to dyslexic Dysgraphia, but finger tapping speed is generally below normal. Motor dysgraphia is due to deficient fine motor skills, poor dexterity, poor muscle tone, or unspecified motor clumsiness. Letter formation may be acceptable in very short samples of writing, but this requires extreme effort and an unreasonable amount of time to accomplish, and it cannot be sustained for a significant length of time.

3. Dysgraphia Due to a Defect in the Understanding of Space: Generally the same as dyslexic Dysgraphia, but the person has a distorted view of space. This subtype is not fine motor based.  Students with Spatial Dysgraphia often have trouble keeping their writing on the lines and difficulty with spacing between words.

In my experience, a person with Dysgraphia and a poor space defect will also have difficulties in art perception and drawing.

Symptoms of Dysgraphia include:

1. Odd wrist, arm, body, or paper orientations such as creating an L shape with your arm.

2. Cramped fingers

3. Poor organization

4. Illegible writing

5. Slow speed of writing and copying

6. Misuse of margins and lines

7. Unfinished letter or words.Having a hard time translating ideas to writing, sometimes using the wrong words altogether.

8. Mumbling and repeating while writing.

9. Irregular sizes and shapes

10. Mix of upper and lower case letters

11. Mix of printed and cursive letters

12. Excessive erasures, and poor self esteem.

13. Inattentiveness over details when writing

14. Reluctance or refusal to complete writing tasks due to  stress (which can be created by the frustration with the task of writing and/or spelling).

The “Anyone Can Improve Their Own Handwriting”  individual handwriting correction program has a 100% success rate so far. With the experiences in the correction of ADHD and Dysgraphic  handwriting I have produced an instructional video “ Anyone Can Improve Their Own Handwriting. The video techniques addresses the issues of the symptoms mentioned for motor Dysgraphia, special awareness Dysgraphia and dyslexic Dysgraphia. By combining and integrating experiences from art instruction, ADHD tutoring, and biofeedback assisted relaxed concentration, a comprehensive correction program has been developed. The program and video have included exercises for hand grip, hand stress reduction, ergonomics related to body position while writing, and focusing techniques. Added to these are exercises for acquiring an artistic mode of seeing. These will help with spatial development and proprioceptive-kinesthetic awareness. Exercises include drawing up-side down, identifying negative spaces in letters, self critique of handwriting, and a special way to notate handwriting lapses, using sound when writing, and learn to control body movements.

“Anyone Can Improve Their Own Handwriting” is a download with Amazon.com and a CD can be acquired directly at https://sites.google.com/site/improvemessyhandwriting/

       

New Website for ADHD tutoring and resources

ADHD tutoring and resources

Zen for ADD ADHD video released with Amazon.com

"Zen for ADD , ADHD"  with Amazon.com streaming video downloads
A tranquil video with natural and Zen motifs made by biofeedback specialist Jason Mark Alster M.Sc especially for people with ADD and ADHD.

ADHD a myth according to Australian psychologist.

ADHD a mythhttp://www.youtube.com/watch?v=pFc67ZiZ2M0&feature=related

Need help with the ASVAB ???

PS, I took the ASVAB test myself  as part of my tutoring skills preparation and guess what?    I did well, in the 80's. Actually, the test is not rocket science and is more like a high school exam , not as difficult as an SAT. However, the ASVAB is comprehensive and covers materials like electronics, mechanics,  and math, and critical reading at a level you would need if you were to join the armed services, but not necessarily if you were to enter university.  I found this really cool video on YouTube  of  someone talking about their ASVAB experience. Taking the ASVAB

If you need help in doing well on the ASVAB then contact jasonalster@gmail.com
www.jasonalster.com

My recent activities in helping students with ADHD

I wanted to share with followers how my methods are working in practice  for helping ADHD students by combining relaxed concentration techniques with accelerated learning strategies, study strategies, and test taking  strategies.
It is working great.  Not only that, I am helping students even in top schools and they are telling me my methods are unique and they never seen them before. Well a synopsis. For speed reading I have a 15 years old student now who increased his reading speed of 240 words a minute, with excellent retention to over 400 words a minute. Now even though the student is diagnosed with ADHD, and read above average reading speed of about 180 words per minute for his age, he was not meeting his potential of 400 words a minute. Now this is an important step in helping him with his ADHD. Due to the distraction, fatigue, that come with ADHD even if he could read above average speed with good retention, the student would still not have the stamina to read for longer periods of time. The speed reading techniques  developed for ADHD students not only increase reading speed and retention, they help with the stamina for reading for longer periods of time needed with school study.

The basics of the speed reading method with the relaxed concentration tips are in the movie Being In Control: Natural Solutions for ADHD Dyslexia and Test Anxiety.



Being In Control : Natural Solutions for ADHD Dyslexia and Test Anxiety.

If you are a student with ADHD , have poor handwriting, or need help with learning strategies and test taking skills and you  live in or around Connecticut then have a look at this video .

ADHD tutor in Connecticut

ADHD tutoring for higher grades in school using natural techniques

Hello,
I offer ADHD tutoring services for achieving higher grades in school. Help with SAT ASVAB , memory techniques, improving math, organization of materials, speed reading , better handwriting , seated yoga techniques, time management , fixing a messy room, self actualization , test taking help, help with home work and much more.

Natural Zen for ADHD and Hyperactivity , hyper arousal

A video I made of relaxing scenes from Israel especially for ADHD , hyperactivity and hyper arousal

New e book Book I read promotes better handwriting, drawing skills

Click Here!

New improve handwriting / letter writing/drawing resources in e-book format

I just read a series of e books named "Master Handwriting" which teaches better handwriting in an ebook as well as "Master The Techniques of Letter Writing" and Master Pencil Drawing For Beginners!links below. Click Here!

Hi everyone,
I am happy to announce that I developed a new method of art and art teaching. This will especially help people with dysgraphia enjoy painting, but even senior citizens, or young artists. You know that artists will take a complicated to draw photo and project it on a wall or canvas and trace it in black charcoal pencil, then paint over it. Other artists use mixed media water colors as a base paint then paint over it with pastels allowing some of the water color to show through leaving a luminous effect. Well what I did was print a color photograph on pastel paper in my printer and then with pastels pencil or stick paint over the photo. The end product is a beautiful original painting with some color of the photo showing through as if it was a pastel painting with water color showing through. The combined easy to paint without learning to draw effect is just beautiful.

Above  are three paintings over photos I did and below a video about my book " Creative Painting for the Young artist."



http://www.youtube.com/watch?v=FCz0D0d57os

Bach Flower Remedies for ADHD

Agrimony :
Putting on a cheerful face to hide problems. Sensitive, yet troubled
inside. Need to avoid conflict, thus are often "peacemakers" to
their own detriment.


Aspen :
Fears and worries of unknown origin, nervous and anxious


Beech :
Critical and intolerant of others


Centaury :
Difficulty in saying no, anxious to please, codependent or
caretaking


Cerato :
Doubtful of own ability to judge situations, always needs others'
advice


Cherry Plum :
Fear of losing control and of irrational thoughts and/or impulses


Chestnut Bud :
Failure to learn from experience, thus repeating the same mistakes


Chicory :
Over-protective, possessive, selfish


Clematis :
Day-dreaming, lack of interest in present - not grounded in physical
reality


Crab Apple :
Poor self-image, feelings of shame, sense of uncleanliness


Elm :
Overwhelmed or burdened by responsibility


Gentian :
Easily discouraged - especially after an improvement followed by a
setback, hesitant, despondent


Gorse :
Hopelessness and despair, pessimism


Heather :
Self-absorbed, dislike of being alone, excessively talkative


Holly :
Feelings of being unloved, or extreme jealousy - bitter, envious,
suspicious


Honeysuckle :
Living in the past, feeling homesick


Hornbeam :
Monday morning feeling, emotional - or more often, mental -
exhaustion


Impatiens :
Impatient, irritable


Larch :
Lack of self-confidence, feeling of inferiority without envy


Mimulus :
Fear of known or familiar things, shyness, tremulousness and self-
conciousness


Mustard :
Deep gloom, despondency, or depression for no apparent reason


Oak :
Exhausted, but struggles on


Olive :
Physical, mental & emotional burnout; burning the candle at both
ends


Pine :

Red Chestnut :
Overanxious or over-concerned for others


Rock Rose :
Terror, sudden alarm, nightmares


Rock Water :
For those who are overly strict with themselves


Scleranthus :
Indecisive, unable to decide between two options


Star of Bethlehem :
After-effects of fright, grief or shock


Sweet Chestnut :
At the limits of endurance, deep despair, bleak outlook


Vervain :
Over-enthusiastic, argumentative with fixed principles and ideas


Vine :
Strong-willed with a tendency to be domineering or inflexible


Walnut :
Facing major life changes, needing protection from the influences of
others


Water Violet :
Prefer to be alone, proud


White Chestnut :
Persistent unwanted thoughts, preoccupations and worries


Wild Oat :
Uncertainty as to the correct path in life, dissatisfied with
current lifestyle, can't decide which path to follow


Wild Rose :
Resigned, apathetic, making little effort to improve situations


Willow :
Resentment, feelings of self-pity


Rescue Remedy :

Bach Flower Essences for the Treatment of Attention- Deficit/Hyperactivity Disorder (ADHD)

Bach Flower Essences for the Treatment of Attention-
Deficit/Hyperactivity Disorder (ADHD)


Introduction - Bach Flower Therapy:

The idea of using flowers for healing is far from new. For
centuries, healers have been using plants and flowers as medicine.
Many traditional medications, like Digitalis (an alkaloid of
Foxglove, or "Digitalis purpurea/officinalis"), come from plants .
At the beginning of the 20th century, Dr. Edward Bach, a British
bacteriolgist and homeopathic physician developed a treatment method
using the essences of flowers for healing.

Dr. Bach believed that many illnesses have their roots in our mental
and emotional states. According to Bach, learning to improve our
outlook could lead to good health. He postulated that disease was
caused by negative aspect of emotions like anger, fear and sorrow.
Bach began searching for me


dications that could heal the soul. His
search led him to flowers, plants and shrubs. He believed that the
essences of certain flowers could affect our moods. He experimented
by placing flower petals or leaves on his tongue. He observed how
his mood was affected by different plants. Through this process of
trial and error, in his lifetime, Dr. Bach was able to identify 38
flowers that could improve negative mental and emotional states and
create a balance in a person's ability to connect with their full
potential.

The 38 Bach flower essences are created by placing flowers in spring
water in the sun to make a solution filled with the flower essence
and sun energy. All natural ingredients are used in Bach Flower
Therapy. Dr. Bach used brandy as a preservative to keep the flower
essences fresh. Today, a small amount of ethyl alcohol is usually
used to preserve the essences, though the remedies are available
with vinegar to those who are keenly intolerant of even a slight
amount of alcohol. The Bach flower essences are usually taken orally
or sublinguinally and can sometimes be applied to the skin. Bach
Flower Essences are FDA approved.

Families with developmentally disabled and brain injured children
have used Bach Flower Therapy to help with agitation and other
emotional and psychological symptoms of ADHD

aromatic oils I found useful in ADHD

The following is a list of aromatic oils I found useful in ADHD. The
oils I use are Absolute Oils from the UK. I find that they are a
superior oil for most aromas. Cinnamon, bergamot, lemon, grapefruit,
mandarin, rose, orange, spearmint, and apple fragrance. These are the
main oils that ADD children like. Sometimes they chose lavender but
not often. Paradoxically, like stimulant medication, the children
like oils that pick them up and make them smile as opposed to oils
that relax. For test anxiety, on the other hand, lavender, geranium,
rose, jasmine, bergamot, grapefruit, oils that relax, are more
prefered. The best thing is to find the tree best oils that the
child likes and then combine them. This gives a great aroma that is
superior to each aroma separately. The child may put a drop on his
clothes and go to school or put a drop on his table when doing
homework

7 Things Happy People Have In Common

7 Things Happy People Have In Common






Ever notice how some people just seem to be able to be content and
in good spirits no matter what the circumstances? Research shows
that this isn't a gift or a talent - it's a skill that they have
developed. Surprised? Well, the real surprise is that you too can
put to work their techniques and make your life happier too.

1. Happy people cooperate with life.
Each person has a destiny to fulfill. You can fight it or cooperate
with it. Does that mean you just lay back and let life happen? No.
But you can adopt the attitude that you will play the cards you are
dealt the very best you can. When you begin to cooperate with life,
you will notice new ways in which you are motivated. Life wants you
to realize your destiny. Wouldn't you rather cooperate than battle
with life?

2. Happy people don't think positive.
They ACT positive. Thinking positive definitely has its place, and
you'll need to change your thoughts to ever be truly happy. But
don't wait on the feelings to come. You have direct control over how
you act and what you think (feelings and physiology are indirectly
affected). Feeling better begins with controlling your behavior. If
you want to be a happier person, act happier. If you want to be a
more compassionate person, act more compassionate. If you want to be
a friendlier person, act friendlier. The mind will follow.

3. Happy people ask for what they need.
Good things don't generally just fall out of the sky. Complaining
gets you nothing, except to attract you to other complainers. If you
believe that "you reap what you sow", then asking for what you want
makes much more sense than sowing complaints. It's your choice-- you
can choose to point fingers and assign blame, and still end up with
nothing. Or you can simply ask.

4. Happy people are willing to change.
It's contrary to all laws of nature for things to stand still. If
you try to make that happen, you'll always be disappointed. If you
let fear of change stop you, you are in essence agreeing to not
having what you want. You can believe that change will harm you and
resist it. Or you can embrace it and believe that it will help you
It all depends on what you decide to believe.

5. Happy people don't allow themselves to be defeated.
A failure or setback does not mean that the goal will never be
yours, nor is it evidence that you should quit. It simply means that
you need more practice, more experience, maybe a different method.
Be willing to make mistakes. Don't give up. Don't allow one slipup,
or setback from the outside, influence you to erase all the progress
you've made. Feel the joy of the finish line!

6. Happy people live in the present.
If you are alert to the present, and anticipating the future, you
are better able to take advantage of opportunities. If you are
brooding over the past, you'll be blinded to present possibilities,
and lose the advantage for future prospects. A happy life is the
product of living a great present. And a well lived present is a
guarantee of a wonderful future. You can only affect your future by
what you do today.

7. Happy people plan ahead.
Happy people know that they must exercise mastery in their lives,
show control in their life in order to guard against feelings of
being helpless and victims. Planning is essential to getting things
done. Planning is essential to making sure you are spending time on
your priorities, and not just the next thing that gets your
attention. Eliminate distractions so that you can focus on what's
important to you without losing your focus or energy.


Kathy Gates, RealLifeCoach.com

Salmon Khan explains why I also made videos

Six Pillars to Helping ADHD Naturally. An interview with Judith Monk.

This is a copy of a published interview I did with Judith Monk in 2006, who runs a large ADHD support group in England. I was on a trip there from Israel to be with my nephew who was living there on a college study program from BU. I had considered in bringing my program to England, however, in the end, I opted in producung a video of the techniques I used and developed in Israel for helping ADHD naturally. ,Written by Judith Monk - England Interview with Jason Alster, author of "Being in Control" on alternative and natural treatments for ADHD. Quite unexpectedly I received an email from Jason Alster. It said this: I am the author of the books BEING IN CONTROL: Natural Techniques for increasing your Potential and Creativity for Success in School and for Improving Concentration and Learning in Children with ADHD and Dyslexia and the book CREATIVE PAINTING FOR THE YOUNG ARTIST. I have been working with natural treatments of ADHD and test anxiety and dyslexia and have developed, over the last 15 years, a very powerful program to treat most cases of ADHD naturally and successfully. Whom may I speak to in your organization about workshops in the UK or distribution of these books and relay more information upon request? I do plan on being in the UK -London sometime in April and would be happy to meet up if possible. Sincerely, Jason Alster MSc, Center for Psychophysiology/Peak Performance and Learning Strategies, Zichron Yacov, Israel. Jason Alster Intrigued by the man's confidence, I decided to meet him. We met at his hotel opposite the Natural History Museum. I was immediately struck by Jason's intensity and passion for his work. I asked him to explain how he'd become involved in treating ADHD. "I began treating children with ADD quite unexpectedly in 1991. I had been a biofeedback therapist as part of an anxiety clinic in a mental day care setting in Tel Aviv, Israel. I had absolutely no experience in treating children but was doing quite well with adults suffering from stress disorders and teenagers who had test anxiety and social phobias. The biofeedback clinic had just opened and each type of patient was a new experience. With my medical-technological training in neuro-electrodiagnostics and sleep/wake disorders, I was more into the neurological and psycho-physiological disorders while a child psychologist working with me wanted to try biofeedback on ADD. Then he had said that there was no treatment for this poorly understood syndrome. The only remedy was Ritalin, although reports about EEG (electroencephalogram) biofeedback and Joel Lubar's research with neurofeedback were just coming out. At first I used EMG (testing muscle tension). Then over time found that GSR (electrodermal resistance) was better and easier to use. At the time, there were no studies of GSR biofeedback for ADD. After starting to treat a handful of children with biofeedback the psychologist I was working with had to leave the unit and I had to take over his patients. All I knew then about ADD was from a television program showing a hyperactive child literally jump off the walls and I worried about what this child would do to my biofeedback equipment! I had absolutely no knowledge of learning disorders either. I mention this lack of knowledge for a reason. I had to begin treating ADD without a prior predisposition to what was written in the literature. I had to see for myself what worked, and fast. " How did you decide what would work? "On my very first ADD patient I performed a regular biofeedback stress baseline for anxiety. That is, I hooked the child up to galvanic skin resistance (GSR) sensors, muscle and peripheral temperature monitors, but not EEG. I had to start to treat ADD with what I knew and that is how to treat stress and anxiety. I was lucky. My very first patient's baseline EMG (electromyogram or muscle activity potential good for measuring stress) showed that the more she sat quietly the EMG gained in amplitude. That is, sitting quietly was stressful for her. I tried relaxation training and she improved her baseline in just 6 sessions and began to do better both at home and in school. This was not supposed to happen. Biofeedback in ADD was supposed to be a stubborn neurological problem that takes 60 sessions to treat." Your book, Being in Control, indicates that you have extended the range of tools you now use to treat youngsters with ADHD. It says that your methods are natural, integrative, and holistic and comply with recent theories in educational research. Does this mean you are against using ADHD stimulant medication? "No, not at all, stimulant medication for ADHD has its place for some youngsters and their parents. I wanted to find an effective, alternative method to offer those young people and especially parents who wouldn't, or didn't want to, use medication to treat ADHD. At least these children wouldn't be left untreated. I then found that my method worked so well with the many children in our trials that it could be a viable alternative to medication and should perhaps be tried as a first line treatment. In my readings at the time, a number of avenues were being pursued in the treatment of ADD. Some of these ADD treatments were nutritional, sensory integration, guided imagery, art therapy, natural meditation, yoga, Bach flower remedies, homeopathy, chiropractic, and the use of aromatic oils. In biofeedback, animated computer games were being introduced. I decided I could use each method and observe its effectiveness. I could develop an integrated and holistic approach. I could match the method to each child individually. One of the first things that I found that can cause the GSR to become stable in ADD children and adults is holding a soft or smooth stone in your hand. Who would ever expect that this piece of nature could compete with Ritalin? But it does. I got this idea from the worry stones and beads of the Middle East." (end of interview) Jason Alster is keen to not only promote his books Being In Control and Creative Painting for the Young Artist, but he also wants to run workshops to train facilitators in his methods. He feels that any practitioner with an existing qualification, such as teachers, social workers, psychologists, classroom assistants and so forth could easily learn, employ and devolve his methods and these would be beneficial to any children that were struggling with ADHD, Dyslexia and other learning disorders. His books are not big learned volumes full of highly technical information, but encapsulate the thinking and methods that he uses. They are small, soft backed books written and illustrated in such a way as to be immediately accessible to the children who will use them and easy for parents to facilitate the steps required. Jason Alster convinced me that his 6 pillars approach - Animated Biofeedback, Sensory integration, Emotional intelligence, Accelerated learning, Creativity and Natural nutrition could add to the armoury of ADHD treatments for all affected children, on its own for some and in conjunction with ADHD medication and psychological interventions for others. To find out more visit his website www.jasonalster.com or contact him at jasonalster@gmail.com Note ; since the interview i have returned to the USA and offer ADHD study skills tutoring and coaching, offer workshops on natural relaxed concentration techniques for ADHD, test anxiety; offer workshops on accelerated learning; improving handwriting; and distribute videos on helping ADHD.

The DVD  video : "Being In Control: natural Solutions for ADHD Dyslexia and Test Anxiety" includes the book Being In Control with live demonstrations of many of the relaxed concentration and focusing / seated yoga / techniques in the book and two temperature biofeedback finger sized strips for relaxed concentration exercises.  The book also includes simple accelerated learning techniques , creativity exercises, study strategies, memory techniques, improve handwriting techniques and simple relax focus games.

BEINGINCONTROLVIDEO

Option 1 $45.00 USD Option 2 $45.00 USD Option 3 $45.00 USD

"Being In Control" is a colorful self help of book natural techniques for students with learning challenges

" Being In Control : Natural techniques for Increasing Your Potential and Creativity for Success in School: Also for Improving concentration and learning in Children with ADHD and Dyslexia", by Jason Mark Alster MS. Included in the book are techniques for increasing self confidence; relaxed concentration; seated yoga; creativity; time management; organization of material; sensory integration- using our senses to relax and focus; relaxation/focusing game ideas; better cursive handwriting; speed reading; improving math, test taking strategies, creativity concepts, memory techniques, and more.

A review of the book. Jason Alster is a multi-talented author with a specialty in natural treatments for attention and learning differences. In Being in Control, the Alster packs short, yet effective techniques in a forty-page book to help young people in their personal, creative and scholastic lives. The book is engaging visually with colorful photos and illustrations. Being in Control continues seamlessly from one-page topics that cover four basic areas: problem-solving, self-help, hands-on approach (tools to make and use. Fun!), and success in school. Alster has written a shining self-help book for children of all ages, including teens. And since I like books that capture my attention, you could say it would be a good read for adults, too. Review by Janie Bowman on Amazon.com

In this self-help book, Mr. Alster (a neurophysiologist who developed the concepts in Israel ) teaches natural techniques for children with ADHD (and other disabilities) instead of medication.  The aim of this book is "to help children overcome learning problems, to be more relaxed so that they may sit quietly and do homework and improve their concentration."  This book also contains tools for helping children to be more creative and to socialize better with other children.  I believe that Jason has done a superb job gearing this book toward its intended audience - the child with a disability.  By using pictures to explain the steps throughout the book, I believe that children will have no problem understanding and grasping the intended lessons.  I recommend this book for any child who is ready to take a more natural approach to dealing with a disability. Jackie Igafo-Te'o

By Millie Grenough "OASIS in the overwhelm creator" (New Haven, CT) -



This review is from: Being in Control: Natural Techniques for Increasing Your Potential and Creativity for Success in School ( soft cover)

On a non-stop JFK to LA flight this book made the hours go quickly and enjoyably. I took my time scanning the illustrations and experimenting with the techniques. I interspersed this with scheming how I might use the tecnhiques with my coach clients, napping, switching to the big view out the plane window, and watching the multiply-demanding activities of stewardesses and of parents who were trying to handle their restless children.

Conclusion? Jason Alster's ideas are sound, appealing, practical. Their simplicity and brevity is not a sign of shallowness, but of depth: they truly invite children and adults to explore many facets of themselves in ways that are spacious rather than rigid... The strategies are simple, easily learned, and can have a profound difference in a person's ability to have an upbeat and "in-control" relationship with mind/emotions/body.

Many years ago when Howard Gardner pointed to the importance of Multiple Intelligences, he blew away the old notion of intelligence - "Johnny has a low IQ - - he has trouble concentrating in school - he's not very smart - he'll never make it in life."

Alster's techniques help multiple intelligences take root and bloom, in children and adults.

Being In Control ; Book

Option 1 $20.00 USD Option 2 $20.00 USD Option 3 $20.00 USD