Jay Gunkelman, QEEG-D
Jay Gunkelman is recognized as one of the top leaders in the field of EEG and QEEG, and has processed over 500,000 EEGs since 1972. He has conducted, published or participated in hundreds of research papers, articles, books and meetings internationally. He continues to lecture on EEG/QEEG at neuroscience meetings worldwide.
Presenting: "DSM-5: How did we get this screwed up?”
This talk discusses the evolution of our current situation, whereby neurology ignores EEG findings and psychiatry clings to the DSM and disregards EEG. Covering the DSM evolution, from 1-5, and the details of the clinical EEG history, trying to be diagnostically specific, has eliminated the clinical utility to classical EEG for epilepsy and encephalopathies. The loss of clinical patterns seen in both epileptics and psychiatric cases, are now either normal variants, "controversial patterns" or as "non-specific" findings.
This rigid categorization with no predictive validity led to the split of the EEG world into modern computational analysis and the older classical waveform analysis. With the strict limits applied, psychiatric issues are not spoken of, nor treated unless there is a convulsion.
The rich tapestry of John Hughes' work and the Gibbs and Gibbs EEG atlases and their 1967 Clinical EEG text are all lost in this degradation. Their texts clearly identify those mixed presentations precisely, though this is now lost to the DSM's diagnostic rigidity, which gained nothing for us clinically, unfortunately.
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.