Brain Profiling
Brain Dominance Profiling is an invaluable
tool used to determine how individuals are uniquely ‘wired’. Based on the science of Kinesiology, we are able to ascertain how
a person functions, identify and understand their strengths and areas of development,
but most of all, explain what happens to
their overall functioning under emotional stress (anxiety).
Where does Brain Dominance
Profiling (BDP) come from?
Brain Dominance Profiling was developed by Dr Carla Hannaford (Neurophysiologist, educator and author of Smart Moves and The Dominance Factor) and Dr Paul Dennison (Founder of Brain Gym).
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Dr Hannaford is a neurophysiologist and educator. She is a counsellor for elementary and intermediate school children with learning difficulties. She presents and trains internationally on the neural basis of learning and educational Kinesiology.
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Paul E. Dennison, Ph.D., is a professional educator, a pioneer in the field of kinesiology, and an authority on the breakthrough attainment of cognitive and academic skills.
How and when is one assessed?
Children as young as three can be assessed and the results are stable over a life-time. More importantly GDP is not subject to bias such as age, education, emotional maturity or language ability
The GDP is determined using a physical test, with the test being based on the science of Kinesiology. The test is simple, non-invasive and fun to do. It identifies 5 modalities, which make up the genetic profile.
While there are implications for each modality, the true power of knowing your GDP is in understanding the combination of the modalities. We are able to accurately predict how he will react under stress, and what impact stress has on his ability to function effectively.
What will the profile reveal?
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Confirms strengths and talents related to intellectual, perceptual, emotional and physical ability.
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Assists in ascertaining ones unique learning styles, potential barriers to learning while acknowledging areas of development.
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Potential regarding the nine intelligence's – which intelligence’s the individual is born with and which ones needs deliberate development
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GDP will also reveal those skills and attributes that need deliberate development
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Concentration span;
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Patience levels;
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Hyperactivity;
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Interpersonal skills;
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Decision making preference;
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Relevance and occurrence of daydreaming and possible attention deficit
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Leadership and management styles
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Ability to work as a team member
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Understanding your child’s profile can assist you to be a better parent
Why is it important to understand your child’s/students/own Profile?
If you are right brain dominant and right handed, do you have different tendencies than someone who is left brain dominant and left handed? The answer is yes. Scientists, educators and psychologists have long suspected there are links between the side of the body we favour for seeing, hearing, touching, and moving and the way we think, learn, work, play and relate to others. Through GDP you will realise why it is so important to understand them – and how to use this self-knowledge.
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GDP informs a teacher or parents of best way to reach any given learner. It allows for communication from the outset and thus there are no false starts. Understanding ones Brain Dominance Profile is key for unlocking an individual’s potential and for understanding and overcoming barriers to learning and performing at ones highest level. It is a highly efficient and safe way to build on learners strengths before trying to eliminate weaknesses – we need to acknowledge one another’s differences.
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Understanding your child’s GDP also helps with understanding, for example, why he works hard for exams, but once he walks into the exam room he feels like he has forgotten everything he has learnt.
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As educators and parents we must accept and acknowledge that we are all uniquely wired and thus this determines how one chooses to take in information and to learn. As a result all children learn differently and these differences need to be accommodated within the classroom setting and home environment.
FEEDBACK FROM A GRADE 1 TEACHER
“I was astonished, being informed of my learners profiles provided me with the background criteria needed as prerequisites to reach each individuals optimal functioning. The ideal is to place an individual in a position that accommodates and uses the positive aspects of the profile. For example a person with a sympathetic left ear will be more receptive when instruction is given to him in a soft, gentle verbal manner. Such a profile would benefit greatly from co-operative learning as he is naturally good at giving advice, guiding or facilitating. Yet, when placed in the position where the individual needs to supervise or manage others he will experience stress and frustration.
Benefits of profiling your children/teenagers
Benefits of profiling your children/teenagers
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Understand your child’s natural abilities and sensitivities
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Understand child’s behaviour and emotional stability
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Improve your relationship and communication with your child
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Help you choose hobbies and activities that your child will enjoy and will assist with their development
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Help you identify the source of stress and better manage it
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It will help you avoid potentially unnecessary medication and therapy.
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Shocking statistics reveal that approximately 20 – 40% of children in pre and primary school are affected by stress and anxiety. The figures are higher for teens and adults. It is therefore essential that we consider how our child’s functioning and our own may be disrupted.
Through GDP we are able to determine which areas of functioning will be inhibited under stress. Stress blocks a child’s natural abilities and enables us to understand what causes behavioural changes and thus identify what causes frustration and mood swings. In many instances stress can reveal reasoning behind hypo and hyper activity and ones inability to focus and concentrate which in turn explains why performance in tasks is negatively affected.
The impact of stress
THE APPLICATION IN REALITY
I always make reference to a very special boy who overcame all obstacles at school and is now a first class, grade 7 learner. When I initially started my work with him, let’s call him Scott, his profile revealed that he lacked logical thought and methodology. No wonder then that he consistently left for school each morning with the incorrect books struggled to keep his files and books organised, neat and tidy. He often forgot what was for homework and rarely remembered his tests dates. This poor child was a walking disaster. You see it is not natural for this profile type to be organised and in control. I set out immediately on teaching Scott how to better manage his books (using a plastic case for each one), organise his homework diary and plan his time better. Slowly improvements were evident. Our next challenge was to increase his concentration within the classroom. His left eye and ear meant that he was very easily distracted by both visual and auditory distractions in his learning environment – a slight inconvenience in a typical classroom! Yet, by knowing and acknowledging his profile I was able to establish that he would perform better and listen for longer periods of time if he was placed in a specific area of the classroom. Next we challenged his ability to learn for tests – Scott (as revealed by his profile) is a visual learner who learns best by seeing pictures and big fonts. In addition, he learns well when he has to teach others about the knowledge at hand. And to top it all off he needed to be taught how to mind map – you see his brain ultimately, needs to see the bigger picture and how everything fits together. It must be remembered that not all children will benefit from using mind maps as a study technique – each and every child has a unique way of learning and thus I focus on teaching those necessary skills.
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Finally, with permission and support from Scott’s school I was permitted to accompany him to certain classes. Here I was able to observe his exact shortfalls and rectify, demonstrate and assist him immediately and adapt my goals and future plans for intervention accordingly. As his facilitator I guided him along his learning process and at times was permitted to ‘scribe’ his tests for him. Scott had tremendous difficulty in putting his thoughts and answers down on paper – he was frustrated that he could not express himself effectively in writing. Yes, Scott is dyslexic but at the same time his profile reveals that verbally he is incredibly strong and so I suggested that we use this strength to overcome his difficulty. Answering his tests verbally, improved his marks by nearly 40%.
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Slowly, he was weaned off and I encouraged him to learn to use self talk as guidance when writing his tests so that he slowed his thought process down as he attempted to put them onto paper.
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I am so proud to say that Scott is no longer seen as the under achieving twin but rather as an individual who is independently excelling and reaching his own heights and academic achievements within the school environment.
Our Services
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Our Details...
MELBOURNE CLINIC
75 - 77 Parkers Road,
Parkdale, VIC 3193
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BRISBANE CLINIC
Shop 2, 354 Main Rd
Wellington Point, QLD, 4160.
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PHONE
0480 294 765 (Admin)
0415 258 508 (Sarah)
0399 669 967 (Fax)
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