The era of the brain
The early twenty-first century has clearly been the "era of the brain," as the past 15 years of genetic research and development of new forms of brain imaging (PET scans) have given rise to the emerging and ever-transforming science of neurobiology. The notion that the brain is hard-wired and unchanging with an inborn maximal potential to learn, has become obsolete with the emerging reality of the brain's limitless capacity to learn, grow, and change. "Neuro-plasticity" the ability of the brain to reorganize itself through rewiring neuro-pathways throughout the human life span, is a process that has greatest potential to change in the early days and years of infancy and childhood, when the brain is most malleable and fertile.

Feeding problems can be neurologically linked
Feeding or other neural processing problems including learning disabilities, originate in genetics and brain-related neuro-dysfunction. Though clearly some forms of eating reluctance are the result of simple food preferences, and others result from physical discomfort, hormonal or gastroenterological problems that require diagnosis by a physician, when eating anomalies remain undiagnosed and persistent, when children with dysfunctional eating behaviors are diagnosed as
"healthy" through normal blood test results and placement on growth charts and parents are typically advised "not to be concerned" because "the child will grow out of it," it is time for parents to seek help elsewhere. The brain and neuroscience offers a new frontier for healing.

Feeding problems and sensory integration disorder
Children who are selective or " picky" eaters typically suffer from sensory integration disorder, a neurological condition marked by difficulty tolerating the feel of different textures in the mouth or on the skin, bright lights, loud noises, responding to certain smells and tastes through gagging. People with certain body chemistries report that certain vegetables actually take on an intolerable metallic taste, which has been corroborated by scientific studies. Sensory integration disorder may at times be linked to an autism spectrum, resulting in learning and social limitations in some cases, as well as in poor self-esteem from the belief that one's differences from others make them "crazy" or somehow "damaged." In addition, individuals who suffer from food neo-phobia typically experience a limited capacity to tolerate newness in other life spheres as well….beyond food. Without early and effective intervention, they do not grow out of any of it.

The role of parents
What does neuro-processing have to do with some forms of dysfunctional eating? A great deal. By recognizing that the cause of picky eating and food neo-phobia lies in biology (in "nature"), that these genetic and biochemical problems are predetermined when the sperm meets the egg at the moment of conception, parents can stop flagellating themselves for their belief that they are somehow the cause of such feeding dysfunctions in their children (except in the most literal sense.) Parents need to let go of guilt feelings and assuming responsibility for problems that may have occurred during the birthing process, for feeding the child "unhealthfully," for failing to find tutors capable of making a significant enough difference in the child's learning patterns and committing to treatments that have not worked, for their own sense of helplessness and despondency in not knowing which way to turn. Having said that, because of the difficulty in understanding and handling these problems in the course of daily living, even the best-intentioned parents and loved ones may inadvertently reinforce unhealthy behaviors around meal times, ("nurture") rather than minimize them. Parents need assistance with these many-faceted problems, emotionally, psychologically, behaviorally, and neurologically in their efforts to affect change.

Many faceted approaches to stimulating neuro-plastic brain changes
The development of intelligence has been defined as a combination of sensory integration and life experience, with genetics a less defining factor. The brain is a dynamic learning machine and there are many ways to encourage the function of new learning. Research has shown that various parts and functions of the brain can be enlisted to facilitate change in and enhance the functioning of other parts of the brain, that therapies directly impacting the brain and neurological function (beyond traditional speech and occupational therapies) can go far to reorganize and/or create new neuro-pathways to take the place of damaged, non-existing or dysfunctional ones. Dr. Moshe Feldenkrais understood that the brain learns through movement, declaring that "movement is the language of the brain." According to Dr. Norman Doidge, practicing new behaviors represents electrical/chemical movement along the brain's neuro-pathways which he calls "learning from the outside in;" learning that comes from changes in cognitions, thoughts and feelings represent "learning from the inside out." Increasingly, specialized interventions representing different "outside in" forms of learning are becoming invaluable resources, yet to be tapped, for remediating such problems in this new age of the brain.

Because mind and body function integrally, as a one, newly developing bodily-based interventions, such as the Feldenkrais and Anat Baniel Methods, Sensory Perception diagnostics and treatment, Kinetic Bridging, cranial-sacral and other forms of energy work, can offer profound and lasting effects on neurological organization, particularly during infancy. These techniques, along with other novel approaches and techniques appropriate to older children, such as Cognitive Restructuring assessment and treatment, in conjunction with more traditional forms of speech and occupational therapy, can have ameliorative effects on brain functioning that will serve as an investment in the child's future and throughout life.


Case Study
The young man in question was entering teenage. As an allergic child and a picky eater, he displayed diverse symptoms of sensory integration disorder throughout his life. As a young boy, he had problems tolerating haircuts, tags against his skin, etc. As a child in school, he displayed perceptual processing problems that showed themselves in his dislike for reading, difficulty with reading comprehension, his procrastination in doing his homework, and difficulty making eye contact. The youngster was loved by his teachers for his kindness and commitment to learning and achievement.

His bright and capable parents did everything in their power to facilitate their son's normal growth and development throughout his childhood, providing help through speech therapy, occupational therapy, academic tutors, consults with doctors, psychotherapist, teachers, etc, all of which were helpful, though did not eradicate or significantly change the problems at their source through neurologically-based approaches.

At any age, a person can benefit from additional sources for help that would access brain biochemistries, structure, and function, in striving for changes more directly related to the origin of the problems. For this young man, it appears that his eating problems are directly connected to sensory problems, which are directly connected to perceptual problems, which are directly connected to reading and comprehension problems. Might his problems have originated in a problematic birthing process, or possibly in genetic meshing, or in utero through the formation of the neuro-pathways which affect the function of processing? These questions will remain unanswered; however, discovering the origins of his problems are less significant than discovering ways to remediate them. Resources such as the Feldenkrais and Anat Baniel Methods, cranial sacral work, perceptual and sensory integration work impact the structure and functioning of the brain optimizing one's capacity to learn and to change. All of the above mentioned integrative techniques have direct effects on the afflicted individual's self-esteem and behavioral functioning within the self, and family and social systems.

Finding the health care you need for your child
As the parent of a child who has benefited from such a-traditional neurological interventions; as a psychotherapist with an expertise in the specialty of eating disorder treatment; as a Guild Certified Feldenkrais Practitioner with a Masters level training in work with children (in the Anat Baniel Method based on the work of Moshe Feldenkrais;) and as the author of When Your Child Has an Eating Disorder: A Step-by-Step Workbook for Parents and Other Caregivers and Doing What Works: An Integrative System for the Treatment of Eating Disorders from Diagnosis to Recovery about eating disorders, their integrative treatment and cure,
I provide consultation to parents and health professionals, offering psycho-social services and/or the Anat Baniel Method, as well as referrals to other experts on the cutting-edge of clinical brain science who can help your child.


Abigail H. Natenshon may be contacted through
www.empoweredparents.com
www.empoweredkidz.com
www.treatingeatingdisorders.com


Reading References;
Baniel, A. (2009) Move into Life: Nine Essentials for Lifelong Vitality Harmony Books
Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. New York: Viking.
Feldenkrais, M. (1972) Awareness Through Movement Harper and Row, New York

Fraker, C., Walbert, L., Cox, S., Fishbein, M., & Barker, S. C. (2007). Food chaining: The proven 6-step plan to stop picky eating, solve feeding problems, and expand your child's diet. New York: Marlow and Co.

Markus, Markus and Taylor (2003) Retrain Your Business Brain: Outsmart the Corporate Competition Dearborn Trade

Natenshon, A. (2009) Doing What Works: An Integrative System for the Treatment of Eating Disorders from Diagnosis to Recovery; Washington, D.C. NASW Press

Natenshon, A. (1999) When Your Child Has an Eating Disorder: A Step-by-Step Workbook for Parents and Other Caregivers; California, Jossey-Bass