Hemi-Sync® Journal 1990-4 (Fall)

unexpected order and/or regularity...” Complex systems are characterized by “strange” attractors, which are unpredictable because the trajectory never returns to the same point of the limit cycle. More importanily, all known strange attractors are fractals. Thus, the first step in determining what kind of attractors might govern the behavior of a complex system is to discover its fractal dimension. Professor Pearce said that by in- vestigating these attractors “. . . we are slowly but surely ap- proaching the day when we will be able to formulate and test hy- about the general principles underlying complex ‘al behavior.” Human brain function is an example of complex dynamical be- havior which is the subject of current research in a number of cen- ters. For example, attractors have been constructed for EEG data from subjects doing mental arithmetic and at rest. Some of these were seen in a film preceding Professor Pearce’s presentation. His interest is in extending this research to data from the TMI Brain- mapping Project. He proposes to investigate questions of the fol- lowing kinds: * Are there attractors characteristic of specific TMI focus levels? © Are there attractors characteristic of specific consciousness states, even if not correlated with well-defined TMI frequency patterns? * Can dynamical analysis begin to provide insight into phenomena seen in the TMI laboratory which, at present, appear to be random events? © What implications would affirmative answers have for the future development of Hemi-Synec technology and for controlled access to specific states of consciousness? Professor Pearce reported that he has already consulted with one of the leading researchers in this field—Dr. Paul Rapp of the Medical College of Pennsylvania—whose research team was gener- ous with time and advice. The next step will be to assemble a re- search group at his university: a brief preliminary discussion with applied mathematicians “shows promise” he s The most im- portant future step would be to spend extended periods at TMI, working with members of the Brainmapping Project. He hopes his presentation will help to foster that development. In anticipation, he has managed to arrange a year off from teaching, beginning next spring. [For more information see: James Gleick, CHAOS: Making a New Science, Viking Penguin, Inc., 1987; Benoit Mandelbrot, The Fractal Geometry of Nature, W.H. Freeman & Co., 1977, 1983.] HEMI-SYNC AND THE FACILITATION OF SENSORY INTEGRATION by Suzanne Evans Morris, Ph.D. Suzanne Evans Morris, a speech-language pathotogis and educator in private practice near Charlottesville, Vir- ginia, is nationally and internationally known for her work with children with developmental disabilities. Dr. Morris maintains a practice which includes direct clinical work, continuing-education workshops, development of clinical materials, and clinical research. She is the director of New Visions, which sponsors innovative professional workshops and provides family-oriented clinical services. She is also a member of the TMI Board of Advisors. ‘The ability to organize and integrate multisensory information is central to attention and learning. Children with sensory integrative dysfunction experience learning difficulties which range from severe retardation to mild, specific learning disabilities. The state of awareness facilitated by Hemi-Sync has been effective with these children because of its clinical association with an increased focus of attention, greater openness to learning, and improved sensory organization. Dr. Morris used videotaped examples with a theoretical model to explain how some of the changes in function may occur. “Sen: integration,” she explained, “is a term used to describe the way in which the brain sorts out and organizes for our use the many sensations we receive, It allows us to ‘put together’ parts to create a whole; it attaches meaning to sensations through --- PAGE 6 (OCR) --- HEMI-SYNC JOURNAL comparing them with past experiences; it enables high levels of motor coordination; it is the basis of perception.” Because learning is presumed to be a function of the brain, and disorders of learning reflect a deviation in neural function, sensory input plays a critical role in brain function. “None of us organizes sensations perfectly,” Dr. Morris continued. “There is a continuum of skill in sensory processing and integration. A high level of sensory integration may enable an individual to be a skilled gymnast or artist. Most of us have average abilities in this area.” About 5% to 10% of children experience “sensory integrative dysfunction,” which means they have enough problems with sensory integration to cause slow learning, specific learning disabilities, or behavioral problems. Those with the poorest sensory integrative abilities usually have tremendous difficulty functioning in our complex world, and “. . . may fall within the diagnostic categories of severe mental retardation.” Some of the common characteristic differences of these children in their early development are: delays in learning to sit, stand, walk, run, tie shoes, or ride a bike; poor muscle tone; delays in language development; difficulty coloring or putting puzzles together; dislike of touch sensations; difficulty focusing attention, hyperactivity, and irritation or distraction by certain kinds of light or noise; and problems with social interaction and academic learning. Stimuli from the external environment can be chaotic “... the addition of Hemi-Sync ... to the background music increases the child’s focus of attention...” because “in sensory integrative dysfunction, the brain does not process or organize the flow of sensory impulses in a way that gives the individual precise information about himself and the world . . . Children with severe [integrative] difficulties . . . experience what we might call sensory overload. In order to survive the sensory chaos, portions of the brain shut down and the child may appear to be deaf, blind, autistic, or severely retarded.” Although sensory integration occurs at all levels of the central nervous system, the brain stem appears to play the most significant role in sensory processing. “The brain stem and the thalamus,” Dr. Morris explained, “receive sensory information from every sensory modality. Information passing through these structures is modified, integrated with other sensory information, and directed to the cor- tex of the brain.” As multisensory input is received by the brain, it acts to filter from consciousness, or dampen, any information which does not support the learner's inner needs and goals. “Chil- dren who have been labeled hyperactive are unsuccessful in fil- tering out irrelevant information.” Dr. Morris employs an effective treatment for sensory in- tegrative dysfunction called sensory integrative therapy, which pro- vides controlled sensory input in a way that allows the child to in- tegrate sensations and enhance brain organization. “Treatment includes activities that allow sensory integration to occur primarily at the brain-stem level.” To augment sensory integrative therapy techniques, she utilizes music and Hemi-Sync, Summarizing a dis- cussion of brain neurophysiology and clinical evidence relative to the facilitation of sensory integration through the auditory system, Dr. Morris stated, “Both clinical experience and preliminary re- search indicate that the addition of Hemi-Sync signals (containing frequencies which produce more Theta patterns in the brain) to the background music increases the child's focus of attention and creates a mental set of open receptivity.” Citing an informal pilot study of twenty developmentally dis- abled children, Dr. Morris reported that each child was evaluated during learning/therapy sessions in three ways: 1) therapy only dur- ing the first third of the session; 2) therapy and music during the second third of the session; 3) therapy and music with Hemi-Sync during the last third of the session. Informal data was collected on each child. Two of the children responded negatively to the Hemi-Sync with music, and its use was discontinued. Fifteen of the remaining eighteen children continued to receive music with Hemi-Sync. These children showed positive changes in the behaviors being addressed in treatment. “Changes which were observed,” said Dr. Morris, “included improved focus of attention, reduction in tactile defensiveness and overall improvement in sensory organization, increased physical relaxation, improved motor coordination, and reduction in fearfulness.” Also, all the children demonstrated a greater openness and enthusiasm for learning. In several cases, improvements were seen with just the music background. “However,” she noted, “the degree of change was more pronounced when Hemi-Sync was combined with the music.” Of the eighteen children, three showed minimal or inconsistent changes of behavior with Hemi-Sync. Using dramatic, videotaped segments from actual therapy sessions, Dr. Morris illustrated significant changes in behavior associated with Hemi-Sync introduction. Some of the children, so sensorily dysfunctional that minimal contact or other sensory input caused extreme defensive reactions, and in one case, seizures, became visibly relaxed and focused after Hemi-Sync introduction. One child who could not tolerate being touched or held, reached out to Dr. Morris after listening to a Hemi-Sync METAMUSIC tape for a few minutes. “A hug tells you you're doing something right,” she sai “With greater acceptance of touch and movement,” Dr. Morris concluded, “small contrasts can be provided which enable the child to develop and enhance sensory discrimination. As discrimination skills evolve within the sensory system, the survival sensory system is brought into balance and sensory defensiveness is permanently reduced. Research to explore the addition of specific auditory facilitation with Hemi-Sync is warranted.” [For more information on Dr. Morris's New Visions program, write or call: Route 1, Box 175-S, Faber, Virginia 22938; (804) 361- 2285.) @ The Monroe Institute’s HEMI-SYNC JOURNAL is published four times annually. Editors: Leslie France, Nancy McMoneagle, Shirley Bliley Writer: Leslie France Graphic Design & Publishing Coordinator: Marti Cunningham é HEMI-SYNC JOURNAL is a publication of the Pro- fessional Division of The Monroe Institute. Its purpose is to provide a vehicle for reporting on research and applica- tion of the Hemi-Sync technology in a variety of pro- fessional fields. The Monroe Institute is a 501(c)(3) non- profit research and educational organization dedicated to exploring and developing the uses and understanding of human consciousness. --- PAGE 7 (OCR) --- Fall 1990 ee ACCELERATING CORPORATE CULTURE CHANGE THROUGH HEMI-SYNC by Iris Martin, M.S. Iris Martin, president of Creative Dimensions in Man- agement, Inc. (CDM), @ Philadelphia-based CEO support services firm, assists chief executive officers and senior ex- ecutives in transforming their organizations’ cultures to achieve their corporate vision. CDM has worked with both Fortune 500 organizations and fast-growing regional mar- ket leaders in a variety of industries, and has sponsored some of the most innovative and progressive research in the psychology of executive development. Ms. Martin holds a masters degree in psychological services from the Uni- versity of Pennsylvania, and lives in New Jersey. Creative Dimensions in Management is a leader in corporate culture transformation, utilizing a unique approach that integrates psychological and operational change strategies and techniques into a comprehensive model for transformation, Ina fast-paced presentation, Ms. Martin described the application of Hemi-Syne in two phases of culture transformation: individual and group man- agement training and mentoring, and customer analysis. "With the