James Croall
James Croall began working in the field of computer security while attending Thomas Jefferson High School for Science and Technology in 1994, working part time and summers at a research aide at the MITRE Corporation. After leaving an Electrical Engineering program at Virginia Tech early in the spring of 1998, he began work full time and since then has spent nearly 30 years working in the fields of computer, network and application security. James has always been a student of the esoteric and has had mentors in both the eastern and western traditions. James is researching how to apply the emerging science of ontological mathematics to the brain and to neurotherapy – by understanding the mathematical language of thought, and how this relates to brain activation patterns, and studying ways to augment diagnostic techniques in neurotherapy.
Presenting: “The Grammar of a Mind: Reading Brain Organization as Psychological Structure”
What if our instruments don't just show us brain features—they show us the terrain a psyche operates within? This presentation introduces a structured clinical protocol for reading QEEG and task-based ERP data as organizational patterns rather than isolated features, drawing on dynamical systems theory, Jungian depth psychology, and clinical neurophysiology as three languages converging on the same level of description. The protocol asks seven ordered questions of any brain: What does the terrain look like? What structures shaped it? How does the navigator move? Can it differentiate demands? Does it recover? What is the ego's relationship to the structures it lives among? And what does the person report living inside this organization? We'll apply the method to sample cases and explore what organizational reading reveals that feature-based reports miss—and why the distinction matters for choosing interventions. The approach is speculative but carefully reasoned, and offered as a testable method for closing the gap between what our instruments measure and what our clients actually experience.
Education Level: INTERMEDIATE
Content builds upon the learner's foundational knowledge, familiarity with the literature and/or experience in a content area. Programming at this level includes more depth than at a beginning level program. It could also serve as a refresher course for individuals who have a background in a content area and are interested in learning more contemporary applications. The primary goal of this particular program is to broaden the clinical, consultative, and research knowledge bases of attendees and was deemed intermediate, by the definition above. For those psychologists using the modality of biofeedback and interested in efficacy, science, and latest clinical applications. This conference presents research relevant to psychological practice, education, and science; (2) it is our intention to host an offering to help psychologists to keep up with the most current scientific evidence regarding assessment, intervention, and education; and (3) we believe that this program would allow psychologists to increase competencies to improve services to patients. This conference is IN NO WAY a substitute for the basic academic education and training needed for entry into the field of psychology.