LESSON REVIEW
Instructions
Review questions will accompany each lesson. Each question and the answer to each question must be typed or hand written. A copy of the completed review for each lesson must be submitted to the school along with other work required for the applicable lesson module. Work will be reviewed by the school and corrections and comments to each lesson review will be returned to the student.
E-mail
If working via e-mail, students must type their name and date at the top of the e-mail screen, the lesson number, then each question must be typed and followed by the typed answer. Questions must be numbered as in the lesson review sheet and listed one after the other in a clear manner. A copy must be made and kept by the student as back up, in case of loss of material via e-mail.
Regular mail
If working via regular mail, the students
name and date submitted, as well as the lesson number must appear at
the top of the page. Questions should be typed or hand written clearly
on a sheet of paper with each question followed by the answer. A copy
should be kept by the student in case of loss of material sent.
Benefits
Completion of review questions in this manner is the first process of review after reading the lesson. It is designed to allow for a multi-sensory exposure to the important points of every chapter. The questions reflect the main points in each chapter. The student not only reads the material but also then rereads the main points as each answer is sought. This important material is, further, written or typed causing further "engagement" with the material.
PRACTICUM SESSION RECORD SHEET
Definition
Practicum sessions are defined as a session held by a student with an individual for the purpose of gaining practice in the application of the tools of NeuroTherapy Training. Fifty separate sessions held are a requirement for certification by The North American Institute of NeuroTherapy, Inc. A session will include a Pre-Induction explanation period and facilitating a mental training session with the person seen. Approximate time of sessions should be between 35 - 50 minutes.
A Master Practicum Form will be provided in Module 2, Lesson 4. Students are required to document each session on this form. Students are required to provide a copy of this master documentation form with the final project requirement at the end of the program. A copy should be kept for student records.
The N.A.I.C.T. requires that students provide a Practicum Session Record Certificate for each session held. A sheet containing two certificates will be included in Module 2, Lesson 4. Thereafter, three certificates will be sent with each lesson. After completing a practicum session with someone, the student must fill out and sign the top of the form and have the person seen fill out the bottom, initialing it. This provides documentation to the school that sessions were held, and helps to assess the progress and effectiveness of the student work. All forms are held by the school in confidence and such, is stated on each form. Students send back the filled out forms along with the other requirements due as stated with each Module.
RIGHT BRAIN MAPPING
Instructions
Each lesson will be accompanied by a 1-page
graphical framework referred to as a Right Brain Map. This framework
enables a more holistic and visual representation of the textual material
presented in each chapter, (thus the reference to the more visual/ holistic
processing area of the brain, the right hemisphere). Students are required
to fill in by hand each Map provided by copying the filled-in map provided.
This will be submitted with the other material required for that lesson.
A completed map must accompany other requirements due with each two-lesson
Module. A copy of each should be retained by the student.
Benefits
This is a multi-sensory approach to learning that enables review, in one glance, of an entire body of textual material. It provides the student a second process of review of each lesson. The right hemisphere of the brain processes information in a visual-holistic manner. Outlining a body of material (each lesson) in this manner allows an efficient review process. (It is especially helpful for those who learn best by seeing the "big picture"). Students should find Right Brain Mapping of each lesson, an interesting and enjoyable review process.
AUDIO RECORDING REQUIREMENTS
Instructions
Five audio assignments are required as
part of this training. Specific instructions will accompany each lesson
explaining the requirements of each assignment. After review, recordings
will be returned to the student along with the next module.
A schedule of audio taped assignments appears below:
• Module 2 - Lesson 4 - Preinduction recording - A demonstration of an effective Pre-Induction explanation of concepts to be taught to clients.
• Module 3 - Lesson 5 - Induction recording - A demonstration of manner, speed of speech, integration of pauses, etc. for effective guidance of clients through a set of basic mental training exercises.
• Module 5 - Lesson 9 - Light Exercise recording - Demonstration of an authoritative aspect of mental training through inclusion into the mental training format an exercise called the Light Exercise.
• Module 5 - Lesson 10 - Neuro-Motor Technique recording - A procedure taught in Lesson 10 called Neuro-Motor Reaction, should consist of guiding a client through a series of mental training exercises including the Neuro-Motor Reaction section.
• Module 8 - Lesson 15 - Hypermnesia Induction recording - A demonstration using the mental training format for a procedure of a specific memory enhancement.
Benefits
As well as one may cognitively understand concepts to be taught, actually explaining them verbally is a different process. Students are taught to be comfortable with the explanation process through actual practice. Guiding someone through a series of mental training exercises to stimulate an effective state of concentration is an art. Students practice and receive feedback about their approaches enabling them to develop effective skills at this essential process.
SECTIONS
Inductions are the word tools used to guide someone into a concentrated mental state, help them sustain concentration, and help stimulate emotional and cognitive changes. The Snyder Michael Multi-Section Induction Method is taught. This method teaches students to create effective induction word tools in a series of short separate sections, each section having a separate purpose.
Students will keep their induction materials (called induction sections) in the smaller 5 ½" x 8" three-ring binder listed in materials needed. This book will be referred to as an Induction Book. It will be used when guiding someone through a mental training session. Section materials will be included in the materials accompanying modules. The section material within the induction book should be arranged with page dividers according to student's ease of use. As use of induction material is discussed within various lessons, methods of organization of materials will become clear to students.
Included with various Modules will be section material. As part of Module 4, Lesson 7 students will be required to actually create a section of material for the purpose of increased concentration. Also included is a section writing instruction sheet, an in-depth discussion for creating the required section material. Module 3, Lesson 5 will discuss in-depth the Snyder Michael Multi-Section Induction Method . In Module 6, Lesson 12 students will be required to create a section of material for the purpose of enhanced self-esteem. In Module 7, Lesson 14, students will be required to create a section of material for the purpose of specific symptom management.
Benefits
The Snyder Michael Multi-Section Induction Method revolutionizes the creation of effective inductions. It is taught like one might learn phonics for learning to read. The essential underlying structure and components composing an induction are taught. Students are then able to modify induction like variations on a theme. This is essential for effective use of an induction designed to "train the brain" and stimulate mental processes improving mind-body interaction and neutralizing the damaging effects of the signature of emotion in the body - the goals of NeuroTherapy Training.
FINAL PROJECT
Students will be required to submit a final project with Module 10. For this project, students will receive forms for a short-answer documentation of a ten-session sequence of training. Module 10 will include the packet of forms with the questions and provide the guidelines for documenting this final project.
Benefits
This allows demonstration of how training in the tools of NeuroTherapy Training evolves over a series of sessions guiding clients to their desired self-control goals.
EXTRA SUGGESTED WORK (Optional)
Flash cards
Students may find that writing or typing up each question
and answer accompanying the lessons onto flash cards is helpful for learning
and review. An easy way of doing this is to hand write or type the questions
and answers in a manner that they may be easily cut into 4 X 6 index
cards with the question on one side and the answer on the other. This
flash card system is designed to allow for an efficient review process.
Projects
Included in various Modules, will be Projects providing
an opportunity to learn concepts in other ways. Opportunity is also given
for an expanded project if desired by students that could delve into a
specific application for NeuroTherapy Training. There are a total of seven
suggested projects (not required for certification). Each project includes
a set of instructions and, if the student chooses, can be completed and
sent in at any time during the training. Completion of one or all of the
projects will not affect the pass or fail mark of the student; they are
purely for learning purposes only. Once sent in, comments will be offered
and they will be sent back to the student via email or with the next Module.
Project of Interest
Students learn effectively in different ways. They often come to the training with a primary interest for the use of the method, NeuroTherapy Training. It may be life-threatening illnesses, panic attacks, fibromylgia-chronic fatigue, athletic improvement, or other primary focus. The training offers an opportunity to develop and complete a project surrounding an area of primary of interest. This allows instructors to offer more specific guidance in the application of NeuroTherapy Training in that area of interest.
Readings
Included in the lessons sent to the student, is a bibliography of extra reading material. Outside reading is also optional, but will benefit the student in learning the subject matter. Students who desire to do a more in depth study on a particular subject, they should contact the school, and they will be sent additional resource or reading suggestions.
Flip Chart
A graphical flip chart is provided as a teaching aid (aid for students in teaching concepts to clients). A series of pages 51/2" x 81/2" will be included along with various Modules. It is suggested that the student keep the flip chart pages in their Induction Book. On these pages, are diagrams and pictures to help students explain concepts being presented to those they see. It gives people seen a picture in their minds, to help them learn the material. There is no requirement attached to use of this flip chart process, and use of it is not part of the certification requirements. It does, though, encourage interested students to create further visual teaching tools.
Reference Pages
Reference pages will be included in certain modules. A reference section can be created in the Induction Book. In Module #3, Lesson Six, for example, there are four reference pages of Induction Symbols. These offer the student, a shorthand approach to writing out the sections to be included in an induction (this will be called an Induction Menu.) There is no requirement attached to use of the reference pages, and it is not part of the certification requirements.
Client Record Form
A client record form is part of Module 2, Lesson 4. Students may choose to use this to document the sessions held. It is offered as one example of how record keeping may be structured. Copies may be made of the enclosed form, or students may choose to make their own.
Personal Mental Exercises
Included in Module One, Lesson One is a card listing the steps of the Basic Mental Exercises that will be taught to people seen. As part of the learning experience it is expected that each student practice the Basic Mental Exercise twice daily, in the same manner as they instruct clients to practice it.
In NeuroTherapy Training, daily mental work is characterized in a manner that might be described as "mental calisthenics", "training the brain" or "putting the brain through its paces".
As other tools are taught it will be expected that students incorporate into their daily lives the elements of NeuroTherapy Training to experientially understand what clients are learning.
MATERIALS NEEDED AND SUGGESTED
Materials Needed:
Tape recorder (micro or regular) and blank cassettes, or the ability to make digital recordings that can be submitted via email in .wav or .mpg format or on a CD.
- 1 Small three-ring binder (5-1/2" X 8-1/2")
- 15-20 Dividers with tabs (5-1/2" X 8-1/2")
Extra suggested Materials
- 1 Large Three-ring binder 8-1/2" X 11" for extra materials copies of requirements submitted and notes
- 50-5-1/2" X 8-1/2" sheet protectors for the 5 ½ X8 ½ book required*
- (*one brand available may be ordered online from C-Line Products, Inc. #00009 Qty. 50 - 8 1/2 x 5 1/2 - 3-hole - heavy wt., clear.)
- 200- 4 X 6 inch index cards (If you choose to make flashcards for personal review of Lesson Review questions)
