Mershona Parshall
Ms.Mershona Parshall Contact
The process of art making engages participants in the many positive aspects of the creative process. The creative process itself changes our brain state, promoting a greater sense of well being and inspiration for living. Any medium can be used to facilitate art making whether it is drawing, painting, clay, sculpture, collage, mixed media or crafts. Art making reveals our deeper truths or desires; often censored by the analytical mind that judges and inhibits spontaneous expression. Art therapy can also guide participants to gain insight into themselves and problem solve in novel ways.
Participating in creative process through art making has nothing to do with "talent" although "non-artists" are often amazed at what they are capable of producing once the self critic is subdued. Art therapy is a wonderful process of self-discovery and healing of the body, mind and spirit.
What is Neurofeedback (AKA) EEG Biofeedback?
Neurofeedback (NFB) is an information feedback system using computer technology to teach the brain optimization skills by influencing the brain waves* through auditory and visual feedback. Neurofeedback is safe, non-invasive, and drug free.
NeurOptimal is a holistic and non-linear approach to NFB training. NeurOptimal NFB provides simultaneous feedback to a wide spectrum of frequencies, dynamically providing the central nervous system (CNS) immediate feedback on what it has just done. The CNS uses this information to reorganize in ways that improves the brain's dynamic ability to be more resilient, efficient, and stable. NeurOptimal NFB trainees consistently report improved functioning in many areas as well as feeling happier. Neurofeedback is an excellent tool for re-normalization and improving self-regulation for individuals who have been traumatized or who have challenges with their moods, thoughts, or behaviors.
Neurofeedback is an exciting and rapidly evolving field. Research continues to emerge and consistently supports the efficacy of neurofeedback. (see www.isnr.org for research)
*What are brain waves?
Brain waves are the visual representation of the electrical activity of the brain (EEG). Brainwaves are distinguished by their frequency (cycles per second) and amplitude (power). Brain waves generate various brain states for accomplishing any task from sleeping to intense concentration. Below are typical descriptions of some brain waves and states associated with those brain waves.
1. Delta (0-4 Hz) is associated with detached awareness, healing, and sleep.
2. Theta (4-7 Hz) is associated with meditation, intuition and memory.
3. Alpha (7-12Hz) is associated with relaxation, visualization, and creativity.
4. Beta (12-30 Hz) is associated with alertness, concentration, and cognition.
Mershona Parshall Attachment And Bonding Therapy :Attachment and Bonding Basics
Developmental Trauma
Primary Trauma: Failures in Attachment
Secondary Trauma: Physical, sexual, emotional abuse
Loss, Separation, Grief and Attachment
Treatment of Developmental Trauma
The Cutting Edge
ATTACHMENT AND BONDING BASICS
John Bowlby, considered the father of attachment theory, defined attachment as the reciprocal process between two individuals who form an enduring affectual bond. He considered attachment and bonding to be an innate biological need of the infant. From Bowlbys original work to more recent leaders in the attachment field, the importance of attachment and bonding to healthy human functioning cannot be understated.
In the last decade, neuroscience has provided a deeper understanding of attachment and brain development. It is now possible to see the detrimental effects of neglect on the developing brains of children in comparison to nurtured children through imaging technologies. This has served to further demonstrate the importance of the attachment process for healthy brain development. Furthermore, many people believe that attachment and bonding actually begins in utero where the developing fetus somatically experiences the heartbeat, sounds, rhythms, and biopsychological states of the biological mother.
Bowlby identified the following as important elements to forming a secure attachment.
Mershona Parshall Art Therapy
LOSS, SEPARATION, GRIEF AND ATTACHMENT
When children are placed in foster care, institutions, or are adopted, they not only lose their birth parent(s), they lose siblings and extended family members as well. Infants and children who experience early loss often carry deep emotional pain and unresolved grief associated with a childhood lost.
Bowlby described a sequence of grief reactions that he observed in infants/children who experienced prolonged separation from primary attachment figures. These stages are also applicable to children who have experienced multiple separations in their young lives. The first stage he called protest. In this stage the child cries, kicks, or screams in order to get the primary attachment figure to return in order to regain close proximity. If the protest does not produce the return of the attachment figure, then the infant/child begins to despair in the second stage. Despair is expressed as withdrawal and apathy in the child, sometimes misinterpreted as acceptance by unknowing adults. If the condition of loss of the attachment figure persists, the infant/child detaches or de-invests from relationships. Detachment is a protective measure that a child assumes against the psychic pain of the loss. Permanent detachment may occur if the grieving process persists unresolved. In this final stage the child divests his or her loving feeling from any attachment figure and invests this into his/herself, no longer considering relationships necessary for needs fulfillment.
Prior to my involvement in mental health, I worked as a professional studio and theater artist. In addition, I created, produced and performed in numerous multi-media performance art pieces in California and New Mexico. For many years I led intensive mask making workshops that were highly popular in the southwest. I used my art and expressive arts therapy skills to facilitate out door experiential workshops. Most recently I was artistic director for the "Let Rachel Speak" production performed in Cleveland, Ohio.
As an art therapist, I work with people of all ages and with individuals, couples, families, and groups. I am available for workshops that combine my years of experience in the arts, my knowledge of brain states, creativity and healing.
Ms.Mershona Parshall Contact : NEUROFEEDBACK, HOME TRAINING MODEL
Home training neurofeedback is a potential option for families who are committed to administering NFB in the home. This, in combination with in office therapy, sessions is an excellent treatment model for children with moderate to severe developmental trauma.
Mershona Parshall Training ABOUT / CONTACT US
In 1988 Ms. Parshall began a 12 year post graduate study of somatic psychotherapies, first with Robert Edwards, Ph.D., and then with Katherine Brown M.A. and Malcolm Brown Ph.D. who were master trainers in the field of somatic psychotherapy. She became interested in attachment theory as a result of this training and in the early 1990's began working extensively with foster and adopted children who had experienced developmental trauma at an agency in Cleveland, Ohio. Ms. Parshall received her second master's degree in social work from Case Western Reserve University and entered private practice in 2000 working with children, youth, families and adults. Ms. Parshall incorporated neurofeedback into her private practice in 2001. Ms. Parshall is also trained in EMDR and a founding member of the Northeast Ohio EMDR Network.
Ms. Parshall's present work is a culmination of many years of experience in the field of mental health. She has an interest in eco psychology as it relates to helping people feel more connected to the human community and the natural world. Ms. Parshall is on the Board of Directors for the Tinkers Creek Watershed Partners, a non-profit organization that is working on environmental and water quality issues in Northeast Ohio. She is also active in Amazonian Rainforest issues and preserving the rights of indigenous people in Peru.
Mershona Parshall Grief And Loss Issues LOSS, SEPARATION, GRIEF AND ATTACHMENT
When children are placed in foster care, institutions, or are adopted, they not only lose their birth parent(s), they lose siblings and extended family members as well. Infants and children who experience early loss often carry deep emotional pain and unresolved grief associated with a childhood lost.
Bowlby described a sequence of grief reactions that he observed in infants/children who experienced prolonged separation from primary attachment figures. These stages are also applicable to children who have experienced multiple separations in their young lives. The first stage he called protest. In this stage the child cries, kicks, or screams in order to get the primary attachment figure to return in order to regain close proximity. If the protest does not produce the return of the attachment figure, then the infant/child begins to despair in the second stage. Despair is expressed as withdrawal and apathy in the child, sometimes misinterpreted as acceptance by unknowing adults. If the condition of loss of the attachment figure persists, the infant/child detaches or de-invests from relationships. Detachment is a protective measure that a child assumes against the psychic pain of the loss. Permanent detachment may occur if the grieving process persists unresolved. In this final stage the child divests his or her loving feeling from any attachment figure and invests this into his/herself, no longer considering relationships necessary for needs fulfillment.
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