Neurotransmitters of Love: Medication Thwarts what NFB & BFB Supports
Presented by: Ron Swatzyna
“Almost every human being who has experienced love and romance would agree that love is as much about joy as it is about anguish. Indeed, while romantic passion induces indescribable feelings of euphoria and tenderness when one’s love is returned, it can also trigger feelings of debilitating anxiety, despair and even rage when one’s love is not reciprocated. These feelings are so compelling that love-possessed people have even died and killed for love. Why romantic love creates such emotional and behavioral havoc is a question that researchers have tried to answer by examining the biochemical processes of the brain in love” (http://resources.jjay.cuny.edu/erc/writing/research/paper.pdf).
Researcher’s concur that there are three primary emotional systems that act synergistically: romantic love, sexual desire, and attachment. Each of these involves separate biochemical processes. This presentation explains these complex neurochemical interactions and provides evidence suggesting that psychiatric medication may thwart evolutionary reproductive behavior. This study was presented at the OBGyn Association of Greater Houston in 2008. The original presentation has been updated to explain how biofeedback and neurofeedback may help to restore the natural reproductive process cortically and sub-cortically.
Learning Objectives:
o Participants will be able to list the neurochemical processes in reproductive behavior.
o Participants will discuss why psychiatric medications thwarts reproductive behavior.
o Participants will be able to discuss how neurofeedback can remove the neurological barriers to love.
LEVEL: INTRODUCTORY
Content is designed for psychologists who may have little to no background in a specialized skill or content area. Through this level of programming, the learner can become acquainted with the theoretical underpinnings, principles, methods, and perspectives of a content area. An introductory level program also may serve as the foundation for subsequent intermediate and advanced learning. Introductory level programming may also be related to an emerging area of knowledge or practice. Although this content can be used as a foundation for more advanced learning, an introductory level program may simply focus on breadth, enrichment, or general knowledge. The primary goal of this particular program is to broaden the clinical, consultative, and research knowledge bases of attendees and was deemed intermediate, by the definition above. For those psychologists using the modality of biofeedback and interested in efficacy, science, and latest clinical applications. This conference presents research relevant to psychological practice, education, and science; (2) it is our intention to host an offering to help psychologists to keep up with the most current scientific evidence regarding assessment, intervention, and education; and (3) we believe that this program would allow psychologists to increase competencies to improve services to patients. This conference is IN NO WAY a substitute for the basic academic education and training needed for entry into the field of psychology.