The Brain Therapy Curriculum is an advanced-level course that takes us to the next realm of manual therapy. It explores the brain, spinal cord, white matter, grey matter, and also in this level brain nuclei such as corpus callosum, septum pellucidum, indusium griseum, fornix, thalamus, globus pallidus, amygdala, hippocampus, brainstem, cerebellum, etc.
The body often aligns itself around these precise structures, and they are frequently unaddressed key/dominant tissue restrictions.
The techniques presented in this class can probably help most of your patients, but it can specifically help pathologies such as closed-head injuries, whiplash, headaches, dyslexia, cerebral palsy, cognitive behavioral dysfunctions, learning disabilities, ADD/ADHD, and Parkinson's and Alzheimer's disease. Students will learn specific techniques to release brain-centered restrictions as well as the damaging effects that these restrictions cause.
Brain 1 is an advanced class that uses a slightly different paradigm by working extensively with the brain parenchyma, grey and white matter, cranial and spinal structures, rather than mainly concentrating on the cranial bones and membranes.
This work requires perceptual skills to be able to address tissue microstructures, and we will have specific exercises in the class to help build up these skills.
This class will propose different ways to release these structures, and once learned, you will understand how these structures are repeatedly one of the most important, and yet least often addressed components of somatic dysfunctions.
Many topics will be covered in the Brain Therapy classes, in general, including:
- 1. Cranial bones (intraosseous and interosseous lesions) Claustrum
- 2. Cranial membranes in all anatomical directions
- 3. Fluid: 3 distinct compartments
- a. Subarachnoid spaces and cerebral cisterns
- b. Brain parenchyma and the glymphatic system
- c. Ventricles
- 4. Grey Matter: 3 and 6 layered cortex and brain nuclei
- 5. White Matter: 3 types of organization
- 6. Electromagnetic field (EMF) of the brain
- 7. Emotions, as well as mental or spiritual dimensions.
I know that the normal brain lives, thinks, and moves within its own specific membranous articular mechanism." - Sutherland WG, The Cranial Bowl, Free Press, First Edition, 1939, reprint 1994, pp 51.
Class length 4 days
CEUs 24 hours for numerous professions (please see CEU page)
• Contact Continuing Education (CE) Hours Total: 24 CEUs for massage therapists - NCBTMB Approved Provider # 451238-10
NCBTMB CEUs are accepted in every US state for NCBTMB certification renewal.
Most states accept NCBTMB for license renewal but not all. We are also an approved provider for NY state.
Please look here for more information: http://www.ncbtmb.org/map/requirements-map.
Because certification and license renewal policies vary from state to state, it's important for you to make sure the CEUs are accepted wherever you practice. Therefore, please be aware that this information may not apply in your state.
Check your state’s website at: http://www.ncbtmb.org/regulators/state-info.
Alberta massage therapists: Members of the RMTA will receive 19 Continuing Education Credits (CEC) upon the submission of a certificate of completion for each course.
• 24 CCU's for PT and PTA by Procert/APTtitude
ProCert Continuing Competence Activity Certification Program is accepted in 34 Jurisdictions:
The complete list is as follows: Alaska, Arizona, Arkansas, California, Colorado, Delaware, District of Columbia, Georgia, Hawaii, Idaho, Illinois, Indiana, Kansas, Kentucky, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, North Carolina, North Dakota, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Utah, Vermont, Virginia, Wisconsin, and Wyoming
Several more states are updating their laws to accept ProCert certification in the future.
Before attending a workshop, simply verify CE acceptance with the professional licensing board or association in your state. Rules can be changed and updated regularly.
• 24 hours approved by the Massage Therapy Association of Manitoba, Canada (MTAM)
• 20 hours approved by the Certified Registered Massage Therapy Association of Alberta, Canada (CRMTA)
We are in the process of providing Continuing education for numerous other professions. Please check back to this page later as we will post all updates.
Identify and access very precise areas of the brain that hold primary lesions and trauma
Explore methods for dealing with tissue trauma and cellular fear
Discover techniques to help release restrictions in more than 20 brain nuclei, including the corpus callosum, fornix, thalamus, amygdala, hippocampus, hypothalamus, pituitary, and substantia nigra
Gain techniques for fluid dynamics and nuclei related to the ventricular fluid system, lateral, 3rd, and 4th ventricles, and central canal of the spine
Learn a gentle and respectful technique to release the whole brain and spinal cord parenchyma
Discover the suggested protocol for brain and spinal cord dysfunctions
- Study Guide
- Question & Answer
- PowerPoint Slides
- Practice sessions
CLASS OUTLINE (Subject to Change)
9:00 - 11:00 - Introduction, teachers, students, teaching assistants, and facilitator
- Teaching material
- Autonomic nervous system/trauma/upregulation/downregulation: theory and scientific evidences
11:00 - 11:15 Break
11:15 – 12:00 - Release autonomic nervous system/trauma/downregulation technique practice
12:00 - 12:30 - Determine the location of an autonomic nervous system/trauma dysfunction in the face or cranium
12:30 - 2:00 Lunch
2:00 – 3:30 - Brain Ventricles technique and central canal of the spinal cord
3:30 - 3:45 Break
3:45 - 5:30 - Microanatomy and microphysiology techniques
9:00 - 11:00 - Review, questions, and answers
- Brain nuclei: corpus callosum, septum pellucidum, fornix, indusium griseum
11:00 - 11:15 Break
11:15 - 12:30 - Brain nuclei: basal nuclei, caudate nucleus, globus pallidus, putamen, claustrum, insula of Rheil (Reil)
2:00 - 2:30 - Brain nuclei: clinical case
2:30-3:30 - Brain nuclei: thalamus, pulvinar, interthalamic adhesion
3:30 - 3:45 Break
3:45 - 5:30 - Brain nuclei: hippocampus, amygdala
9:00 – 9:45 am - Review, questions, and answers
- Brain nuclei: hypothalamus, pituitary
9:45 am – 10:30 am - Brain nuclei: mammillary bodies, olfactory nerves, substantia nigra, red nucleus, ventral tegmental area (VTA)
10:30 - 10:45 Break
10:45 - 12:30 - Brain nuclei: cerebellum: intra, inter and cerebro-cerebellar lesions. cerebellar nuclei
12:30 - 2:00 Lunch
2:00 – 3:30 - Brain nuclei: pineal / habenula
3:30 - 3:45 Break
3:45 - 5:30 - Universal Rhythm Lab
- Motility and release of the brain parenchyma
9:00 - 10:30 - Review, questions, and answers
- Release of the brain/mobility: anterior release
10:30 - 10:45 Break
10:45 - 12:30 - Release of the brain/mobility: posterior release
12:30 – 1:30 Lunch
1:30 – 2:45pm - Release of the spinal cord/mobility
- Final questions and answers.
- Take home protocol.
- Self-reflection and identification of changes for practitioner’s practice.
LEARNER’S OBJECTIVES (Subject to Change)
- By the end of the 1st-day participants will be able to correctly explain the scientific theory of autonomic nervous system upregulation and downregulation in relation to physical trauma
- By the end of the course participants will be able to correctly determine on a live person’s face or cranium at least one specific area with autonomic nervous system dysregulation
- By the end of the course participants will be able to correctly demonstrate on a live person Brain 1 ventricles technique
- By the end of the course participants will be able to correctly demonstrate on a live person one microanatomy technique
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on corpus callosum
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on fornix
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on basal nuclei
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on the thalamus
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on the hippocampus
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on pituitary
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on mammillary bodies
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on substantia nigra
- By the end of the course participants will be able to correctly demonstrate on a live person one global technique on the cerebellum
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on the cerebellum nuclei
- By the end of the course participants will be able to correctly demonstrate on a live person one technique on the pineal
- By the end of the course participants will be able to correctly demonstrate universal rhythm techniques on the brain
- By the end of the course participants will be able to correctly demonstrate how to release the brain mobility
- By the end of the course participants will be able to correctly demonstrate how to release the spinal cord mobility
A TOTAL OF 3 hands-on classes in ANY of the following curriculums, in ANY combination: LDT, CST, VM/NM, or ML curriculi (except dissection classes).
Being in clinical practice, strong preparation in neuroanatomy, good proprioception, being able to use a subtle touch.
Advanced practitioners with significant training and clinical experience in neuroanatomy and refined/fluid techniques may be eligible to take this workshop without pre-requisite classes (e.g. osteopathic classes, cranial biodynamic classes, etc.)
If you think you may qualify, please fill up the "Application for Exception" to be submitted to the developer.
The Reason for the prerequisite combinations
The brain is a delicate and sentient structure. It is important to have advanced skills for this class, heightened sensitivity, and in-depth knowledge.
The brain is an "interface" between structure and function, its structures are extremely sensitive and conscious. The clarity of the practitioner has an important effect on the treatment and response of the brain tissue. The practitioner must be able to hold a pure space to safely and successfully do this work.
We also strongly recommend taking a dialoguing class to enhance your practice as well as your personal growth, even if you have already qualified without these classes. Your dialoguing skills will be especially important in B3 when we work with the Autonomic Nervous System.
One CHI Dialoguing class Brain students have found very helpful is Heart Centered Therapy. There are elements of Heart Centered Therapy (HCT) that are important to know as you connect to brain tissue. HCT is a non-invasive modality that allows the practitioner to create a safe and sacred space and connect from the resonance field of their "heart".
It prepares the practitioner to be an objective, compassionate witness to the process of patient-client. It empowers the facilitator to clear the emotional and spiritual component of trauma that may still be held in the tissue as well as the related dissonant patterns held by the family, ancestral and cultural lineage. These skills and principles have supported and imprinted this work and inherently enable us to more deeply understand the importance of a loving, respectful and conscious touch.
Advance study of anatomy is required.
It is of utmost importance that you prepare for this class as far in advance as possible. Many students feel it is never too early to begin the study of neuroanatomy structures.
This DVD will show you structures such as the ventricular system, the brain parenchyma; the major components (nuclei) of the brain and spinal cord including corpus callosum, fornix, thalamus, putamen, globus pallidus, caudate nucleus, amygdaloid bodies, hippocampus, mamillary bodies, red nucleus, substantia nigra, pituitary, hypothalamus, cerebellum, and associated nuclei, cauda equina, conus medullaris, filum terminale internum and externum.
You will be spending class time reviewing specific areas of the central nervous system. You, therefore, need to pay particular attention to the anatomy (and physiology) of the brain and spinal cord along with the central nervous system as you prepare for class.
For this class, it is more important to know the 3-dimensional location of a brain structure and its relationship to the surrounding structures, than its classical described physiology.
It is recommended that you review some books such as "Netter's Atlas of Human Neuroscience" (see list of references below).
We have provided a list of terms below you need to study before attending this course.
It is very important for you to be familiar with the following words and concepts.
- All cranial bones, meninges, and associated structures
- Structure and physiology of brain ventricles: frontal horn, temporal horn, occipital horn, central part, interventricular foramen of Monro, optic recess, interthalamic adhesion, aqueduct of Sylvius, foramen of Luschka, foramen of Magendie, choroid plexus of lateral, third, and fourth ventricles, and central canal of the spinal cord
- Major structures of the brain, including corpus callosum, septum pellucidum, indusium griseum, fornix, thalamus, pulvinar, interthalamic adhesion, putamen, nucleus accumbens, globus pallidus, lentiform nucleus, caudate nucleus, basal ganglia, internal capsule, external capsule, claustrum, limbic system, amygdala, hippocampus, mamillary bodies, brain stem, hindbrain, medulla oblongata, pons, diencephalon, mesencephalon, cerebellum and associated nuclei (fastigial, globose, emboliform, dentate), red nucleus, substanta nigra, pituitary (hypophysis), hypothalamus and its numerous nuclei, pineal(epiphysis), locus ceruleus, colliculus, and geniculate bodies.
- Astrocyte, oligodendrocyte, microglia, ependyma, organelles, cell membrane, cytoplasm, nucleus, centriole (centrosome/basal bodies), Golgi apparatus or Golgi complex, ribosome (ribonucleoprotein), Endoplasmic reticulum (ER), mitochondria, granule/vesicle/vacuole, microfilaments (actin filaments), intermediate Filaments, microtubules, extracellular matrix (ground substance) (You can use "Silent Waves" Part 6, Chapter 3 as a reference for this topic).
Be sure you are familiar with the following pathologies: closed-head injuries, whiplash, dyslexia, cerebral palsy, cognitive behavioral dysfunctions, learning disabilities, ADD/ADHD, Alzheimer's, and Parkinson's.
List of words from the Netter's Atlas of Human Neuroscience
Be familiar with the brain structures from each of the following pages of “Netter's Atlas of Human Neuroscience” First Edition, (2nd edition in parenthesis), [3rd edition in brackets]:
Page 7 (page 6-7) [page 7-11]: The different cells of the CNS: Astrocyte, oligodendrocyte, microglia, ependyma, [glial]
Page 23 (page 34), [page 52]: Insula
Page 25 (page 37-38), [page 55-56]: Corpus callosum: genu, body, splenium; cingulate gyrus, pituitary, interthalamic adhesion, pineal, cerebellum, medulla oblongata
Page 27 (page 40), [page 58]: Olfactory bulb, pituitary, mammillary bodies, red nucleus, substantia nigra, splenium of the corpus callosum
Page 29 (page 46), [page 64]: Ventricles, thalamus, putamen, globus pallidus, lentiform nucleus, caudate nucleus, external and internal, capsule, claustrum, insula
Page 30 (page 47), [page 65]: Corpus callosum, indusium griseum
Page 31 (page 48), [page 66]: Corpus callosum, medial and lateral longitudinal striae
Page 32 (page 50), [page 68]: Corpus callosum, mammilary bodies, fornix, columns and commissure of fornix, hippocampus, thalamus, putamen, globus pallidus, caudate nucleus, amygdale
Page 33 (page 51), [page 69], [page ]: Corpus callosum, fornix, hippocampus, pineal gland
Page 34 (page 52), [page 70]: Thalamus, interthalamic adhesion, mediodorsal nuclei (MD)
Page 36 (page 56), [page 74]: Cerebellum, cerebellar nuclei: fastigial, globose, emboliform, dentate
Page 43 (page 68), [page 86]: Ventricular system: frontal horn, temporal horn, occipital horn, central part, interventricular foramen of Monro, optic recess, interthalamic adhesion, aqueduct of Sylvius, third and fourth ventricles, lateral recess, foramen of Magendie, foramen of Luschka, choroid plexus of lateral, third and fourth ventricles
Page 44 (page 70), [page 88]: Cerebellum, thalamus, pituitary, pineal
Page 45 (page 73), [page 91]: CSF and ventricular system
Page 77 (page 128), [page 149]: Foramen of Monro, aperture of Luschka and Magendie
Page 177-178 (page 261-263), [page 291-293]: Hypothalamus
Page 190 (page 288), [page 318]: Nucleus accumbens
Page 191 (page 290,417), [page 320,455]: Amygdala
Page 208 (page 318,382-383), [page 349,416-417]: Substantia nigra
Page 258 (page 257,380), [page 287,414]: Cerebellar nuclei: fastigial, globose, emboliform, dentate
Page 265-269 (page 262,390-394), [page 292,424-428]: Hypothalamus
Page 282 (page 404-405,407), [page 438-440,442]: Anterior, preoptic and posterior nuclei of the hypothalamus
If Needed, Other in-Depth Resources
- "Atlas of Anatomy", Thieme, Head and Neuroanatomy, ISBN: 978-1-58890-441-6
- "Color Atlas of Human Anatomy, Vol. 3, Nervous System and Sensory Organs", Thieme, ISBN: 978-1-58890-0647
- "Neuroanatomy, 3-D Stereoscopic Atlas", M. Hirsch, T. Kramer, Springer Ed, ISBN: 3-540-65998-6
- "The Human Brain", John Nolte, Mosby, ISBN: 978-0-323-01320-8
- "Neuroanatomy, Text and Atlas", John Martin, Appleton & Lange Ed ISBN: 0-8385-6694-4
If you use the 4th edition of "Netter's Atlas of Human Anatomy" you should specifically review plates 102-127 (formerly 96-121) and 160-170 (formerly 153-162).
If you need a plastic brain model to help you assimilate these anatomical structures, Dr. Chikly recommends a 15-part, life-size model that is made of SOMSO Plast
Registration Discount: $650
You can receive the discounted price of $650 by using your CHI-Pak or by registering and making a minimum deposit of $200 at a prior CHI class and pay the balance in full 45 days prior to the class start date.
(If the class is not paid in full 45 days before the start of class, the rate automatically goes up to $850)
I would like to thank you so much for the brain treatment. It has been gradually taking effect over the past week and a half. I have noticed distinct improvements in memory recall, calculation, and thinking speed. I feel the best I have in quite a few years. Since my bike accident I have felt quite flat - neither happy or really sad - so having my sense of humor back is also a big change...it is the best help I've had with the cognitive and emotional injuries since at least 7 years ago.
Scott C, DO
The class was great. Just to think that you could located, feel and then treat such specific parts of the brain was wonderful. Everyone who works with individuals who present with any type of brain damage should take this class. I have used it for all of the children that I work with and it has produced some fantastic changes in a short period of time. I highly recommend B1 for all practitioners.
This is the best class I ever take in 20 years taking all sorts of hands-on seminars.
This is an extraordinary class. Dr Chikly has developed a profound method of releasing trauma from tissue anywhere in the body (including brain trauma). The technique is subtle, gentle and very harmonizing for the client.
Robert H. Weiner
This course is so important to me that I repeated it in December ’06.
The content is key to healing and Dr. Chikly is key in explaining and demonstrating it.
Dr. Chikly has a special way of communicating the curriculum which is precise and professional while at the same time humorous and personal.
Alaya Chikly is a special and essential addition to the class, providing guided meditations and other less traditional exercises which varied the presentation and opened the minds of the students to new and more expansive ways of perceiving this unique and useful material.
There is no question in my mind that this work is an important part of what I do daily with the people who come to see me for help with a wide variety of health issues. There is no way I would ever give up what I have learned from Dr. Chikly, nor could I envision my practice without it. I am deeply indebted to the Chikly’s for their skill as pedagogs and their care and precision as research scientists. I plan to continue with B2 and future courses which the Chikly’s develop