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NEUROFEEDBACK IN ADDICTIVE DISORDERS TREATMENT
Alexey B. Skok, Mark B. Shtark, Olga Shubina
Abstract
This paper describes a new method of treating addictive disorders, based
on neurofeedback. The core of the method is the placing of the patient
in therapeutic virtual environment where he or she learns to influence
cerebral structures responsible for emerging and sustaining addictive
behavior. The authors tell about the new original biofeedback technology
for treating opiate addiction and present data on its effectiveness
in patients with a variety of co-morbid pathologies. CNS mechanisms
of the Neurofeedback influence on addicts are discussed.
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CHRONIC STRESS PREVENTION IN ADOLESCENTS BY MEANS
OF COMPUTER GAME BIOFEEDBACK
O. Yu. Lazareva
Abstract from "Biofeedback-4. Theory and Practice"
The aim of the investigation was to assess the changes of psychoemotional
condition of adolescents in the course of biofeedback game training.
24 students aged 13-16 passed through biofeedback training based on
"VIRA!" and "Rowing Canal" biofeedback game trainers
developed in the IMBB SB RAMS. The participants were asked to relax
under the control of their heart rate during 30-minutes seance. The
training course consisted of 10-12 days.
To reveal personal characteristics of the individuals we used 8-color
Luscher test, Spielberger-Khanin inventory (STAI) and test of attention
concentration before and after biofeedback course. During the seances
the series of cardiointervals was registered.
All the participants made progress in learning self-regulation experience
and managed to control their psychoemotional condition under the stressful
game situation. In accordance with training results all participants
were divided in 2 groups. Adolescents from 2nd group met some difficulties
during the training related to psychological factors. After the biofeedback
course all subjects demonstrated improving of attention parameters and
reducing of anxiety. Biofeedback game training can be regarded as a
basis of stress-preventing program at school.
GAME BIOFEEDBACK - A TECHNOLOGY FOR PREVENTING STRESS-INDUCED DISORDERS
O. A. Jafarova, O. G. Donskaya, A. A. Zubkov, M. B. Shtark
Abstract from "Biofeedback-4. Theory and Practice"
The paper presents the technology of game computer biofeedback. Theoretical
and practical aspects of the method applying for correction of psychoemotional
tension, and therefore for psychosomatic disorders prevention, are described.
26 healthy subjects passed through the course of game biofeedback using
the rehabilitation game trainers "VIRA!" and "Rowing
Canal". The course comprised 10-12 sessions of 20-30 minutes each.
The game plot was controlled by the player's heart rate that had to
be reduced by the player in order to win.
During the course the durations of cardiointervals were registered.
To assess heart rhythm variability the rhythmogram spectral analysis
was used. Before the course all subjects were put to psychological tests
including: Russian version of STAI (Spielberger-Khanin test); Russian
version of Mini-Mult test; Locus of Control; General State, Activity,
Mood; JAS; Eysenck Personal Inventory. 8-color Luscher Test was used
at the beginning, middle and final sessions of the course, before and
after the seance.
According to the results of the investigation all subjects were divided
in two groups: resistable (Group 1) or susceptible (Group 2) to emotional
stress. The subjects from Group 1 successfully reached the aim of the
training from the very beginning, the subjects from Group 2 met significant
difficulties during the training course. The participants were found
to differ both in psychological and physiological parameters, particularly
in regulation mechanisms of vegetative functions. All subjects learned
to increase RR-intervals to the course end, but the change of vegetative
balance to more parasympathetic activity occurred in different ways:
by the increase of parasympathetic tone in Group 1, and by the decrease
of sympathetic activity in Group 2.
The individual model of behavior appeared to be the main determining
factor of learning self-regulation in the modeled stressful situation.
The subjects susceptible to emotional stress had higher index of internality
and belonged to type A behavior.
The undoubted positive effect of the game biofeedback was shown especially
for subjects susceptible to stress. During the training they trained
to overcome modeled emotionally stressful situation, to reduce the level
of sympathetic activity, to develop behavior strategy that allowed reacting
properly to real life situations.
CLINICAL ANALYSIS OF NEUROFEEDBACK ( EEG-BETA-STIMULATION TRAINING
) USE IN ADD/HD SYNDROME CORRECTION
O. A. Jafarova, A. B. Skok, E. V. Haimovich
Abstract from "Biofeedback-4. Theory and Practice"
28 patients with Attention Deficit Disorder Syndrome were treated by
means of neurofeedback performed on the BOSLAB hard & software.
11 cases related to ADD without defiant behavior, in 6 cases ADD was
combined with defiant behavior, and in 11 patients ADD was combined
with significant organic pathology of brain. The treatment course comprised
beta-stimulation training and relaxation computer games. Each session
of beta-stimulation training consisted of three episodes. The first
was the 10-minutes episode of the beta-stimulation neurofeedback performed
by the use of the screen with graphical signal image. The second episode
was the 14-minute game "Flowers" (the higher was the magnitude
of beta, the faster was the flowers' growth. The third period of treatment
session included relaxation computer games (VIRA, RALLY and others).
The data obtained corroborated the connection between certain attention
disorders and frontal cortical slow-wave activity prevailing. The use
of EEG beta-stimulation training based on BOSLAB allowed to reduce slow
cortical activity and to achieve the remission of ADD syndrome in more
than 80% of cases, with the exception of the cases of significant organic
cerebral pathology. Long-termed (not less than 20 sessions performed
twice a week) course of biofeedback led to the changes in bioelectrical
activity which proved to be statistically significant. As a rule, minimal
values of theta-beta ratio corresponded to the best results obtained
in Shulte attention test. Effective beta-stimulation training allows
to correct attention disorders that promotes enhancing of progress in
studies and positive behavioral changes.
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