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Nicholas Mason, Ph.D.
of
Coral Gables, Florida
Dr. Mason's book Following Your Treasure Map is a great adjunct for working with CES. It can be ordered through Random House's Xlibris division at 888-795-4274 or online at http://www.xlibris.com
Vignette on "Bob"
May 20, 2004
Because of "Bob's" high motivation , and a really good attitude, we agreed to undertake what I considered to be an optimal option. We began by having him trace his hand on paper, so that we could have a visual symbol of a five point plan that could result in a successful outcome. Each digit would represent one point:
1)self-love and acceptance
2)education
3)exercise
4)meditation and stress control
5)nutrition
In the palm of his hand, the letters CES were printed. Then we taped it to the wall. The objective for now was for him to be calm and relaxed for four to five days in a designed environment while focusing on and actually incorporating the five components. "Bob" had already gained a feeling of confidence in his CES unit (Health-Pax) by being well informed and using it daily for 10 days at 100 hz.
Now here comes the fun. As much as possible, I wanted him to be unaware of the time of day. (My previous experiences indicated that persons withdrawing from substances tended to have symptom patterns somehow associated with times of day and circadian rhythms. It was as if they would expect and possibly even program discomforts at particular times.. If we can keep them engaged in the plan, relaxed, content and feeling cared for, it can make a big difference.)
"This means brown paper and taping all outside light sources, windows, bottoms of doors, etc." No radio/tv, but lots of funny movies on DVD, music, and telephone conversations - only with those who know about no time tip-offs. (Wait, did we cover the microwave clock with tape?) All of this may sound a little daunting, but it can be done, when the challenge is accepted by a small team (three of us). Can you imagine one preparing meals that must be time neutral, and not forgetting not to say "good morning"?
Well, by day three, "Bob" had gone for three days without alcohol or a cigarette (a first for him in about fifteen years). The Xanax plan was to follow a progressive reduction in dosage for a specific period (MD advisory). It is now five months of follow-up, and "Bob" and his family assure me that it still is a Happy New Year for all of them.
Summary: The success of our plan can clearly be attributed to; "Bob's" excellent attitude, motivation and his general commitment to following our script; a dedicated assistant who was present and on-call 24 hours, and took care of logistics, meals, etc.; and a firm belief that the CES protocol helped to potentiate and synergize all of the components and elements of the plan.
Information about CES, which was an essential part of our positive results was provided by Charles McCusker, Ph.D. and his very prolific website:
http://members.aol.com/bioelectric2002/website.htm
Charles McCusker, Ph.D.
Salt Lake City, Utah
Some Vignettes taken from individuals worked with in the 1990's with
Delbert T. Goates, M.D.
Vignette #1 Thirty day trial of CES in Fourteen year old male with depression and hyperactivity
John is a fourteen year old Caucasian male with a history of psychiatric treatment including medication intervention for depression and developmental deviation with a hyperkinetic element. His history of school functioning had been poor although he was not reported to display excessive body movement nor squirminess. Difficulty attending was reported as a problem.
During his initial psychological evaluation on a measure of depression John scored at the 76th percentile. On a measure of anxiety he scored at the 81st percentile with present moment (state) anxiety and at the 68th percentile with general proneness (trait) anxiety. On the Wechsler Intelligence Scale for Children - Revised (WISC-R) Full Scale intellectual functioning was in the Average range (Full Scale IQ = 108) with Verbal area functioning also in the Average range (Verbal IQ = 107) and Performance area functioning in the Average range (Performance IQ = 107) as well.
After thirty days of at least 45 minutes daily usage with the CES and no other intervention John was readministered a psychological evaluation. IQ scores were statistically adjusted for retest practice effects. On the same measure of depression he scored at the 74th percentile, while on the same measure of anxiety he scored at the scored at the 7th percentile with present moment (state) anxiety and at the 47th percentile with general proneness (trait) anxiety, a very significant and noticeable decrease in his levels of anxiety.
On the WISC-R Full Scale intellectual functioning was in the High Average range (Full Scale IQ - 114), with Verbal area functioning in the Average range (Verbal IQ = 102) and Performance area functioning in the High Average range (Performance IQ = 126). Higher scores in the Performance area indicated a gain of more than three standard deviations which by chance alone would occur in less than two in ten thousand cases (p<.0002). These results were obtained even though John was physically ill during the time of the the post CES evaluation. In the psychologist's opinion there would have been more of an increase if John had physically feeling better at the time of the testing.
Vignette #2 Thirty day trial of CES in female adolescent patient with Major Depression
Melinda, a sixteen year old Caucasian female, had a long term history of depression and had been in counseling without much noticeable success. Melinda reported that she had experienced feelings of sadness for "....as long as I can remember" and when initially evaluated by the psychologist displayed a very flat affect with almost no emotion and a monotone voice. The psychologist was extremely concerned that she might be suicidal because she had reported thoughts of self harm.
On a measure of depression she scored at the 77th percentile, while on a measure of anxiety she scored at the 73rd percentile with present moment (state) anxiety and at the 96th percentile with general proneness (trait) anxiety. On the Wechsler Adult Intelligence Scale - Revised Melinda's Full Scale intellectual functioning was in the Average range (Full Scale IQ = 107) with Verbal area functioning in the High Average range (Verbal IQ = 111) and Performance area functioning in the Average range (Performance IQ = 107).
After 30 days daily usage of at least forty-five minutes with the CES device she was again administered a psychological evaluation. The psychologist observed a much brighter affect with lots of smiling and talking as well as Melinda being more spontaneous and initiating conversation. She appeared as almost a different person. On the same measure of depression Melinda scored at the 1st percentile, while on the same measure of anxiety she scored at the 2nd percentile with present moment (state) anxiety and at the 9th percentile with general proneness (trait) anxiety. On the WAIS-R Full Scale intellectual functioning was in the High Average range (Full Scale IQ = 119) with Verbal area functioning in the High Average range (Verbal IQ = 110) and Performance area functioning in the Average range (Performance IQ = 129). Scores were calculated compensating for test retest practice effects. Higher scores in the Full Scale and Performance areas indicated gains of more than three standard deviations which by chance alone would occur in less than two in ten thousand cases (p<.0002).
Vignette #3 Thirty day clinical trial of CES in sixteen year old male adolescent patient with depression, anxiety, and hyperactivity
Justin is a sixteen year old Caucasian male with with a history of psychiatric treatment including medication intervention for developmental deviation with a hyperkinetic element (A-dHD). His history of school functioning had been very poor with low motivation to succeed, His father reports that Justin would often experience feelings of anger and anxiety with behavioral acting out. During the initial psychological evaluation he had great difficulty attending to tasks presented to him, was emotionally labile, and on a measure of depression he scored at the 24th percentile, while on a measure of anxiety he scored at 2nd percentile with present moment (state) anxiety and at the 27th percentile with general proneness (trait) anxiety. On the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full Scale intellectual functioning was in the Average range (Full Scale IQ = 96) with Verbal area functioning in the Low Average range (Verbal IQ = 81) and Performance area functioning was in the Superior range (Performance IQ = 122).
After 30 days daily usage of at least forty-five minutes with the CES device he was again administered a psychological evaluation. On the same measure of depression Justin scored at the 1st percentile, while on the same measure of anxiety he scored at the 3rd percentile with present moment (state) anxiety and at the 16th percentile with general proneness (trait) anxiety, a noticeable decrease with his levels of depression and trait anxiety. On the WAIS-R Full Scale Intellectual functioning was in the High Average range (Full Scale IQ = 111) with Verbal area functioning in the Low Average range (Verbal IQ = 88) and Performance area functioning in the Very Superior range (Performance IQ = 139). Higher scores in the Verbal, Performance, and Full Scale areas indicated a gain of more than standard deviations which by chance alone would occur in less than two in ten thousand cases (p<.0002). He was observed to be much more at ease with a noticeable improvement in his affect and cooperativeness as well as his ability to not only stay on task, but with more motivation to do well with his tasks. His mother stated that his ability to tolerate difficult situations and tasks was greatly improved as was his mood and that it was much easier and more pleasant to be around him.
Vignette #4 52 year old female experiencing depressive and anxious symptomology with accompanying hyperactive behavior
The patient is a fifty-two year old married female whose psychological problems took the form of depressive and anxious symptomology with an accompanying hyperkinetic element consisting of excessive energy that would not allow her to sit still with accompanying moodiness and great difficulty in positively focusing her energies. This was reflected in her overconcern in a self-employment situation she had recently started with her husband. She reported that making the transition from being an employee was extremely difficult for her due to changes in employment related responsibilities and loss of the "employee" structure. She reports a somewhat troubled childhood especially with difficulties in her relationship with her mother.
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Vignette #5 21 year old female college student with learning disability
with self punitive hyper-irritability
The patient is a twenty-one year old female college student whose learning disability took the form of hyperactivity turned inward where it emerged as a self-punitive hyper-irritability.
Rage states could be triggered by someone in the classroom dropping a pencil nearby, a teaching assistant looking over her shoulder, a nearby student tapping his toe, someone sniffing his nose nearby, students leaving early and letting the door slam, or a teacher lecturing and writing on the board at the same time. At such times the patient would sometimes leave the room, go some where and cry cathartically in self anger for having become irritable.
Throughout childhood she was often sick, was known for carrying tissues at all times, could not digest her food if she ate just prior to going to school, and could not digest "junk food" snacks eaten during the school day. Anything sweet was a special digestion problem.
She could not mobilize and focus her energies for more than three hours at a time during the day, was always tired, never standing when she could sit, and never walking when she could ride. In any case she needed to nap every three hours for ten to twenty minutes in order to make it through a school day. this she did by putting three chairs together in the library stacks and sleeping on them. Yet she had good learning and memory skills during the few calm moments of her day. She also studied better at night after her family was in bed.
Various treatments were tried with this patient, including visits to other physicians, chiropractors, educational kinesiologists, and holistic therapists. She was given enzymes, thyroid tests, massage for "tight intestines", brain entrainment audio tapes, vitamin B shots, and work with an "alpha pacer" helped temporarily. Light and sound stimulators were not effective.
A year ago, the patient was introduced to CES which made significant improvements early on. She used it 45 minutes per day at first, then began wearing it also during college examinations. Presently she wears the device twice a day for an hour and a half.
Her hyper-irritability has subsided, her energy level has balanced out, she no longer carries a box of tissues everywhere she goes, and most significantly she is able to concentrate and learn with greater ease. She now gets up in the morning without encouragement, functions well in early morning classes, no longer needs to frequently nap during the day, and is completing her studies with less effort and worry. Her digestive system is functioning normally even as she continues to eat junk food.
She observed early on with the CES that when the device was in use "it numbed my anger" so on one occasion when she desired to feel anger, act it out, and cry as in the past she refused to wear the CES until she finished "having my fit".
Vignette #6 9 year old learning disabled female
Doris is a nine year old female who is in the third grade and diagnosed as learning disabled. She reportedly experienced developmental delays physically and mentally. At age six her physical symptoms revolved around a lack of coordination. She could not find her mouth with her hand when eating, had a noticeable lack of balance, could not complete cross crawling exercises, and complained she could not do cartwheels like other children her age. Also, she constantly bumped and knocked things as well as missing her glass at the table when reaching for it.
She constantly moved with restlessness (excessive body movement) when answering questions appearing unable to sit still when attempting to think which severely affected her ability to learn. She was unable to learn phonics or spelling and had virtually no reading comprehension. There was difficulty even copying the letters of the alphabet with her pencil with an inability to form shapes or remain on the writing line.
She appeared psychologically unmotivated and easily giving up on challenges with an "Oh well" final attitude. She appeared unconcerned with her lack of basic academic skills as if she did not want to make waves, and when criticized she she seemed to give in just to keep peace.
She worked with an educational therapist for two years with little progress until CES intervention was employed as part of the process. CES usage began with 45 minute at bedtime with noticeable changes after changes after the third week of intervention. She has continued to use the device for almost a year.
From her mother's perspective the most notable change is her ability to now perform cartwheels while from her teacher's perspective the more prominent changes are in her much improved ability to sit still while thinking and verbalizing, with handwriting described as 100% better although further room for improvement is also reported. A sixth grade reading level is reported and in her own opinion she perceives herself as more important. She is also said to now express opinions and emotions including anger which has been an adjustment for the family, but probably healthier overall for the family.Teachers report increased motivation and perseverance even with difficult tasks, increased reading ability, and significantly decreased excessive body movement. Although she has continued difficulties when copying from book to paper (i.e. math problems) and using her fingers for addition and subtraction, she has memorized grade level times tables and demonstrates ease of retrieval of this information.
Vignette #7 10 year old female reading at kindergarten level
Keltsie, a ten year old female, could barely read on the kindergarten level showing no improvement in reading comprehension even with the introduction of stimulant medication (ritalin). She displayed very limited ability to learn and recall vocabulary words and could not recall whatever she had read.
After twenty-one days usage for 45 minutes of the CES device reading skills are up to grade level. Her teacher notes that reading easier and "smoother" with improved comprehension and that she now very much better at "slowing down". Her mother is now reported to be motivated in working on Keltsie's mood swings although Keltsie continues to be oppositional to home use because "you have to use it".
Vignette #8 Improved learning in academics with 17 year old female
Sarah, a seventeen year old female in the eleventh grade, states "Now I take more time to think about certain things (i.e. vocabulary words) and I take more time and take more steps to remember them then I did before". She is also reported to take more time to insure she has followed all the necessary steps and test taking skills in biology and history are improved as are her skills in completely reading questions and formulating better thought out written answers.
She reports wearing the device while taking tests. "It relaxed me. I remember coming into class with a headache. By the time I finished the test the headache was gone."
After working daily with an educational therapist for fifteen days with application of the CES device for at least forty-five minutes daily use she was successful for the first time in memorizing two pages of lines in a skit, demonstrated improved math skills and comprehension of biology concepts. Sarah states that she would not have been able to accomplish this without the device. Self confidence also improved and fear of test taking was greatly decreased if not eliminated. Her grades are now in the B range where formerly they were in the D to F range. Intervention was also associated with the cessation of a difficult premenstrual tension syndrome. She reports no further menstrual cramps since using the device and states "I am not witchy anymore" during her menstrual periods. She states she is no longer bothered by chronic fatigue that so dramatically effected her earlier learning efforts.
Vignette #9
CLIENT: EEEEEEE
DOB: XX/XX/XX
AGE: 26
GENDER: Male
REFERRAL SOURCE: DR. XXXXXXX
Date Administered: XX/XX/XX
Examiner: Dr. YYYYYYY
TESTS ADMINISTERED
Wechsler Adult Intelligence Scale-Revised
Personal Assessment Inventory (IPAT) - depression inventory
Self Evaluation Questionnaire (STAI) - anxiety inventory
Clinical Interview with EEEEEEE
PURPOSE OF EVALUATION
The purpose of this evaluation is as consultation for psychiatrist Dr. XXXXXXX to evaluate EEEEEEE for symptoms possibly related to depression, anxiety, and his progress in treatment with Dr. XXXXXXX.
BEHAVIORAL OBSERVATIONS
EEEEEEE appeared clean and nicely dressed, cooperative, displaying a somewhat bright affect and a good attitude toward the tasks presented to him. He was pleasant and cooperative with the examiner and worked well at the various tasks presented to him. Test results obtained are valid.
TEST RESULTS
On the Wechsler Adult Intelligence Scale-Revised (WAIS-R) EEEEEEE obtained the following scores:
VERBAL SUBTESTS PERFORMANCE SUBTESTS
pre post -----------(CES treatment)-------------pre post
Information 9 9 Picture Completion 11 14
Digit Span 12 12 Picture Arrangement 17 15
Vocabulary 10 12 Block Design 15 13
Arithmetic 11 11 Object Assembly 13 16
Comprehension 11 13 Digit Symbol 12 15
Similarities 10 15
pre----------------post (CES treatment)
Verbal IQ 100 110
Performance IQ 128 136
Full Scale IQ 112 124
Personal Assessment Inventory (IPAT) - depression inventory
pre-----------------post
66th 43rd (Percentile Rank)
Self-Evaluation Questionnaire (STAI) - anxiety inventory
pre-----------------post
State Anxiety 68th 62nd
Trait Anxiety 78th 57th (Percentile Ranks)