Frequently Asked Questions

Q. How many sessions will I/or my child need to attend?

A. That really depends what each persons challenges are. I recommend at least 3 sessions. At session 3 we will discuss the way forward.

Q. How often do I/or my child need to come?

A. I usually recommend the second session within 3 weeks of the first. This is because it gives you a chance to experience the program at home and give me feedback about how it is working for you/and your family. I can then adjust the program accordingly.

Q. What if I don’t live in Nelson and cannot get to you? Can you do distance work?

A. Yes, I use Skype

Q. How much are you sessions?

A. Please see the Clinical Services tab on this website

Q. Are there any articles published about how Brain Gym works?

A. Yes, lots. Here is a sample of the published work available.

(thank you to Brain Works Global www.brainworksglobal.com for their assistance)

Using 100% of your brain- Dr Bruce Lipton (video)

Research now validates Movement Based Learning

Importance of movement for the brain

Brain Gym®, reading and dyslexia 

Learning through movement- ADD and autism

John Hopkins School of Education- ADD/ADHD and Brain Gym

Aging population, Quality of life and cognitive fitness

Brain Gym® in addictions and metal health– building bridges in the mental community

How Brain Gym® helped me with ADHD

Brain Gym® and Early Childhood

Elder care and Brain Gym® AND go to the Move With Balance website

Brain Gym® in schools

Brain Gym® in schools

Brain Gym® and Dementia

Brain Gym® and Parkinson’s Disease

Movements role in Trauma

Brain Gym and Brain Injury

Q. What research has Brian Gym International done?

A. Brain Gym® research – download research packet-Brain Gym® International

Q. Why isn’t there more quantitative research?

A. Brain Gym® International answers this question here.

Q. Isn’t quantitative, peer-reviewed research a standard requirement for any program used in schools?

A. No. For example, there are no quantitative or peer-reviewed articles that support the idea that children learn best by being tested or being grouped by age levels, yet programs that involve testing and age grouping are standard procedure in most schools.