© N.Masson Sékiné
For more information on Neuro-Pedagogy !
How does Neuro-Pedagogy affect psychological and cognitive automatisms?
How does it restore the accuracy of nervous reactions, for more harmonious management of the demands of everyday life?
1. Stress management is a matter of reflexes!
Neuroscience and associated innovative technologies have provided the scientific basis for brain function, particularly that of the psyche:
Emotions, behavior and cognition are unconscious and involuntary neurobiological mechanisms, that is, automatic or pre-programmed - reflexes, like the vital functions regulated by the primitive brain - breathing, metabolism, reactions and stereotyped movements.
Therefore, a perfect organization of the reflex arcs ensures appropriate reactions to common demands /
Stimulation 1 - Reaction 1
Conversely, a disorganization of the reflex arcs, in other words a deconfiguration of the control box caused by shocks and various traumas and/or chronic stress /
Stimulation 1 - Reaction 10
Stimulation 1 - Reaction 0.3
is inevitably accompanied by excesses: obsessions, mental confusion, sleep and mood disorders, withdrawal, violence, anxiety, attention difficulties, lack of control, state of hyper-vigilance...
These are so-called "functional" disturbances, that is, of nervous origin, without organic, lesional or infectious substrate. See paragraph 6.
2. The eye - a direct access to the central nervous system!
The perception and processing of visual information requires the activation of more than half of our brain, and affects the entire organism: metabolism, neuro-vegetative life, affective, intellectual and behavioral functions which are its concretization.
Vision is a reflex process, the quality and precision of which depend on the integrity of the nervous mechanisms that contribute to the development of the image.
However, visual mechanisms involve the limbic and cognitive brains, pillars of emotional intelligence. A disorganization of the brain's reflex arcs therefore has repercussions on both the psychological and visual levels.
Stereoscopic neuro-pedagogy devices allow:
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the detection of defective cerebral reflex arcs - "the Evaluation "
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the integration of new cerebral reflex arcs - " the Neuro-Training "
3. Detection of defective cerebral reflex arcs - "The Evaluation"
The assessment consists of presenting 22 test images, intended to stimulate and evaluate the reflex reaction of the nervous system.
An altered vision of the tests reflects an inappropriate nervous reaction: "hyper or hypo" either excessive or insufficient!
The assessment thus informs us about the nature of the disorganization of the reflex arcs and its potential consequences, mainly on the emotional, behavioral or academic levels, in stressful situations.
Neuro-pedagogical assessment is a tool for identifying risk factors for functional difficulties in adults and children.
4. Integration of brain reflex arcs - "The Neuro-Training"
Training is a true neuro-pedagogy. Adapted to each individual based on the results of the assessment, it involves subjecting the nervous system to a learning process in order to restore the accuracy of innate automatisms.
The sensory stimulation generated by the test image causes regulatory brain gymnastics until the image is perceived correctly.
=> The correct perception of the image after training attests to a perfect match between the visual stimulation and the nervous energy provided (or nervous reaction) and therefore to the reestablished integration of the innate reflex mechanisms which contribute to its development
Stimulation 1 - Reaction 1
Over the course of the 30-minute sessions, the progressive reorganization of the reflex arcs is accompanied by an improvement in nervous balance. The changes are felt in daily life on various levels.
This is a proven process of neuro-visual biofeedback, in other words, normalizing feedback from the cause – brain functions, by acting on the effect – visual functions.
=> Neuro-Pedagogy is a stress management practice that is structural, sustainable and accessible to all!
5. Neuro-Pedagogy in the Age of Neuroscience!
The neuro-pedagogical devices used in our practices have evolved considerably in recent years to combine the proven process of neuro-visual biofeedback with modern techniques of brain synchronization and light therapy, for faster and more comfortable training.
Light Therapy
Studies show that providing lighting that is as close as possible to the properties of sunlight in terms of intensity, temperature, and color spectrum allows you to perform a task without fatigue. It is also a key element in regulating circadian cycles and a valuable support for mental balance and cognitive performance.
Brain Synchronization
This mechanism is widely documented today and is used in medical practice. It allows, by means of sequential (or stroboscopic) lighting with very precise frequencies, to improve the coherence of the nerve impulses of certain cortical areas (motor, associative, mental, emotional, etc.) and to harmonize the nervous activity of the right and left hemispheres.
In addition to a global functional rebalancing, this technique facilitates the process of reflex integration of the proposed test image.
6. Functional Disorders
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Anxiety – Impulsivity
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Stress – Hypervigilance – Insecurity
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Depression – Fears
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Lack of confidence – Introversion
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Hyperemotionality – Obsessions
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Hyperactivity – Laziness – Procrastination
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Nervous fatigue – Burnout
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Attention, concentration, and memory disorders
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Confusion, sleep disorders – Insomnia, hypersomnia
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Digestive, eating, and skin disorders – Enuresis
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Migraines
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Coordination disorders
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Muscle tension – Neck pain – Neuralgia – Bruxism
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Stuttering, hypersensitivity to light and noise…
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More than 300 functional disorders of the nervous system have been identified.
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They manifest in varying degrees, sometimes severely disrupting quality of life.
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Nervous disorders account for around 30% of medical consultations each year.
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With what result?
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Often partial and temporary relief, accompanied in many cases by the feeling of being misunderstood, along with worry and guilt.
Why is that?
A functional disorder is not a disease*.
Medical examinations generally detect neither infection nor organic or structural damage, the types of conditions for which standard medical techniques are effective.
“You are in perfect health!”
And yet…
So, what is a functional disorder?
It is the result of malfunctions in the central nervous system, of tiny errors in information processing, and consequently of poor adaptation to both the external and internal environments.
Everyday activities orchestrated by the nervous system — such as digesting, reading, learning, conversing, relaxing, etc. — become difficult and effortful.
It is, quite simply, like wrong notes produced by a musical instrument that is out of tune.
However, willpower has no influence over reflex mechanisms.
This explains the commonly shared feeling of helplessness when functional disorders appear.
Functional disorders are REVERSIBLE!
Experience shows this clearly.
For nearly 100 years, thousands of patients have benefited from the Quertant Method.
Neuro-sensory tests stimulate the brain’s remarkable self-regulating capacities.
The nervous system possesses the necessary plasticity.
Imagination, confidence, freedom, creativity, serenity, and fulfillment can finally be expressed.
* Functional disorders with a lesional or psychotic origin require medical supervision.