The Future is Feedback:

Harry Brubaker, M.Ed., BCN, QEEGD, is a neurofeedback therapist, QEEG technician, consultant, trainer, and mentor with extensive experience in applied neuroscience, neurofeedback, and brain mapping. He has served in clinical and training roles at the Yang Institute of Integrative Medicine, the Autism Treatment Center of Newtown Square, and the QuietMind Foundation, where he became a BCIA-certified therapist.

Harry’s work bridges clinical practice, education, and emerging technology. His recent research focuses on the use of QEEG to evaluate innovative interventions including photobiomodulation, virtual reality, augmented reality, concussion training, anxiety treatment, autism intervention, and cognitive support for dementia. He has collaborated on projects with researchers and institutions including Harvard, MIT, Stanford, Baylor Scott & White Health, Texas A&M, and the QuietMind Foundation.

He is a member of the International Society for Neuroregulation & Research, a therapist certified through the Biofeedback International Certification Alliance, and a Diplomate of the International QEEG Certification Board. His publications and presentations include work on virtual reality and anxiety, QEEG brain mapping, neurofeedback, autism, dementia, and the clinical measurement of emerging therapeutic technologies.

This 1.5-hour program presents an integrative framework for advancing QEEG-guided neurofeedback through two converging innovations: artificial intelligence (AI) and Brain Oscillatory Tensegrity (BOT). The session situates neurofeedback within Wiener’s cybernetic model of closed-loop self-regulation, A z P A: CE Appl icat io n P age | 2 then introduces Brain Oscillatory Tensegrity — a model, grounded in Buckminster Fuller’s tensegrity principle and Ingber’s cellular mechanotransduction, that describes neural stability as a pre-stressed balance of phase-locked (compression) and phase-dispersed (tension) oscillatory relationships held at the edge of criticality. Attendees will see how this framework reframes familiar EEG findings — excitation/inhibition balance, theta–gamma phase–amplitude coupling, neural criticality, and multiscale entropy — as measurable indices of brain structural integrity, and how it extends to a whole-body frequency architecture linking heart-rate, respiration, and cortical rhythms. The program then demonstrates how AI and machine learning enhance the QEEG screening review and convert validated metrics into real-time, individualized neurofeedback reward variables. Clinical translation is illustrated with chronic pain conceptualized as an oscillatory-tensegrity failure and with documented case material on voluntary pain control and obsessive states. Practitioners will leave with a coherent rationale for why oscillation- and connectivity-based protocols work, how AI-assisted assessment can sharpen protocol selection, and how to discuss the framework’s evidence and honest limitations with patients and colleagues.

As a result of participating, the attendee will be able to:

1. Describe at least three quantitative EEG markers of oscillatory self-regulation — theta–gamma phase–amplitude coupling, the 1/f slope associated with neural criticality, and multiscale entropy — and state what each indicates about excitation–inhibition balance.
2. Explain the three structural principles of Brain Oscillatory Tensegrity — pre-stress, omnidirectional load distribution, and strain-stiffening — and match each principle to a corresponding, measurable feature of the EEG. A z P A: CE Appl icat io n P age |
3. Identify at least two applications of artificial intelligence and machine learning to QEEG screening and to the selection of individualized neurofeedback reward variables.

The presentation content respects and attends to cultural, individual and role differences, specifically related to age, ability and chronic-illness status, and socioeconomic access to neurotechnology within clinical populations living with chronic pain and with mood, attention, and stress-related disorders as evidenced by the title, program description, learning objectives and references. Within the course of the presentation, the audience should reflect on diversity issues related to the topic and have space to express alternative viewpoints so underrepresented cultural viewpoints are addressed and welcomed.

This presentation will focus on examining the current research base supporting the use of neurofeedback in educational settings. It will also address practical considerations for implementation within schools, including identifying appropriate student populations, outlining procedures for effective integration, and reviewing both the strengths and limitations of this intervention. Additionally, the presentation will explore future implications and emerging areas of research related to the use of neurofeedback as a school-based approach.

As a result of participating, the attendee will be able to:

1. Participants will be able to summarize the current research supporting the use of neurofeedback in educational settings.
2. Participants will be able to identify and describe appropriate student populations and key procedures for implementing neurofeedback within a school-based framework.
3. Participants will be able to evaluate the strengths and limitations of neurofeedback and discuss future implications and emerging areas of research related to its use in schools.

The presentation content respects and attends to cultural, individual and role differences, specifically related to neurofeedback within the educational setting as evidenced by the title, program description, learning objectives and references.

This program incorporates principles of diversity by emphasizing culturally responsive and equitable approaches to implementing neurofeedback in educational settings. Content reflects diverse student populations, particularly those with neurodevelopmental and learning differences (e.g., ADHD, specific learning disability), and acknowledges variability in culture, socioeconomic status, and access to resources.

Participants are encouraged to consider cultural, linguistic, and family factors when selecting students and applying interventions, and to collaborate with diverse school communities to ensure relevance and appropriateness. The program also highlights disparities in access and representation within the research base and underscores the need for continued investigation across diverse populations.

Within the course of the presentation, the audience should reflect on diversity issues related to the topic and have space to express alternative viewpoints so underrepresented cultural viewpoints are addressed and welcomed.

Mental healthcare is evolving. As longstanding challenges within symptom- and diagnosis-driven models become increasingly apparent, neuroscience is reshaping how clinicians understand assessment, regulation, treatment, and outcomes. Neurofeedback and neuromodulation are emerging not simply as new interventions, but as part of a broader paradigm shift toward brain-based care.

In this presentation, Jeffrey Schutz explores how this shift is transforming the practice of mental healthcare from the inside out. Attendees will examine how neurofeedback changes the role of the clinician, influences approaches to assessment and treatment planning, and impacts the structure of modern practices — including business models, staffing, facility design, and training. This session is designed for clinicians and practice leaders seeking to better understand the opportunities, challenges, and future direction of brain-based mental healthcare.

As a result of participating, the attendee will be able to:

1. Identify at least three limitations or challenges associated with traditional diagnosis-based models of mental healthcare that are pressing the field toward innovative change.
2. Describe how neuroscience and neurofeedback are influencing that shift by promoting new, complementary approaches to assessment, treatment planning, and self-regulation within mental health practice.
3. Explain at least three practical implications that brain-based models of care may have for clinicians, including changes related to professional roles, practice structure, training, and service delivery.

The presentation content respects and attends to cultural, individual and role differences, specifically related to the practice of neurofeedback in a mental health context within diverse populations as evidenced by the title, program description, learning objectives and references.

Within the course of the presentation, the audience should reflect on diversity issues related to the topic and have space to express alternative viewpoints so underrepresented cultural viewpoints are addressed and welcomed.

Seasoned neurofeedback providers often face ethical questions that are less about rules and more about judgment. This interactive 90-minute session explores the edge cases of practice, including scope, informed consent, evidence-based claims, confidentiality, and determining when it is most ethical to continue training, pause care, or refer out. Through case discussion and practical decision tools, attendees will gain strategies they can apply immediately in clinical practice.

As a result of participating, the attendee will be able to:

1. Distinguish ethical competence from overconfidence in mature neurofeedback practice.
2. Apply a structured framework for deciding whether to continue training, modify training, pause treatment, or refer out.
3. Evaluate whether their public claims, case descriptions, and clinical explanations are scientifically supportable and not misleading.

The presentation content respects and attends to cultural, individual and role differences, specifically related to ethics within neurofeedback providers as evidenced by the title, program description, learning objectives and references.

Within the course of the presentation, the audience should reflect on diversity issues related to the topic and have space to express alternative viewpoints so underrepresented cultural viewpoints are addressed and welcomed.

Exposure to natural environments—through nature walks, green space views, or virtual nature—produces beneficial effects on stress reduction, mood enhancement, cognitive restoration, and resilience. Conceptual models such as the Biophilia Hypothesis, Stress Reduction Theory, and Attention Restoration Theory offer explanations of how natural settings improve wellbeing. Biochemical explanations also have strong research support.Experimental studies report decreases in self-reported and physiological stress after brief periods in nature. Nature immersion trials produce improvements in mood and immune markers. Observational and intervention studies link green space availability and community “greening” to reductions in depression and anxiety risk, and improvements in wellbeing.Meta-analyses suggest that even 10 – 15 minutes per day in nature improves subjective well-being. Frequency and “dose” matter: repeated interval exposures may yield stronger effects than single, prolonged visits to nature. Nature contact serves as a low-cost enhancer of adaptive capacity. There are many reasons to combine nature immersion as a complement to biofeedback and other mind-body therapies. Access to nature immersion is obstructed by many factors in urban areas and for low socio-economic populations. Building accessible nature contact into ongoing lifestyle is more realistic and impactful than occasional visits to expensive nature spas. Programs such as “green prescribing” — medically-prescribed walks show clinical promise. Framing nature contact as a public health “ecosystem service” invites broader policy integration.

As a result of participating, the attendee will be able to:

1. Identify therapeutic elements in nature exposure for wellbeing and resilience.
2. Identify absence of nature contact and its impact on stress level, health, and emotional distress
3. Explain current research evidence on dosage and frequency of nature exposure and therapeutic benefit.
4. Identify strategies to integrate nature access as a supplement to hypnosis and other mind-body therapies.
5. Identify socioeconomic and cultural barriers to nature immersion and current strategies to increase nature access.

This presentation highlights barriers to nature access in low-income urban environments (lack of green space, transportation, survival needs), material obstacles such as crime and personal safety, subcultural disinclination to outdoor activity, and emergent factors such as screen addiction that create additional barriers to green space. The presentation will also highlight private and governmental programs in the US, the UK, Japan and China to overcome barriers to nature access.