Listen to short audios with lots of information.
Each audio addresses an Online Family Program theme.
Upcoming Pons Session: January 13th-March 16th
Note: Parents need about about two hours (total) to review pre-course materials before they officially start with their kids start January 13th.
So, parents would need to enroll by January 5th to ensure they have enough time to cover those pre-course materials.
How do we help participants in the online Family Program?
We teach parents and their kids how to organize their brain.
We do this in a 11-week pons course and a separate 9-week midbrain course.
We give families weekly multimedia materials.
That’s how we present comprehensive information about the brain, as well as teach families how to create a well-organized one. The videos, audios, and articles appearing throughout this site give a good sense of the kind of content and humor we include in our pons and midbrain multimedia materials.
We personalize the program in many ways.
Although participants are part of a group class (and live in all parts of the world), we assess each parent’s and child’s lower brain development—both as a baseline and as they progress. We’re able to do this because online participants send us periodic short videos of them doing specific brain work. We also give feedback on assignments and answer specific questions that are not answered in the curriculum materials.
We teach parents how to eliminate out-of-bounds behaviors and distorted fears.
We assume that most parents have already tried traditional approaches and discovered they weren’t effective—which is often the case when kids have retained primitive reflexes and underdeveloped lower centers of the brain.
Online family participants “meet” other families and interact with staff in live video chats.
These chats now make it possible to create the same kind of “community” that onsite families experience. Here, parents and kids have the chance to interact directly with staff, including Nancy Green, the creator of the program. The chats also provide a way for families to support each other and feel part of a group (rather than think they’re the “only ones” organizing their brain).
We schedule three different video chats throughout the course, where all class participants now log on at the same time. (The rest of the course is done whenever parents chose each week.)
The first two video chats are just for parents, where staff first presents new information, and then parents have the chance to ask any question they may have about their child or about what they’ve been learning.
The third video chat includes the kids, where everyone now shares what has already changed since first starting the course. (The kids’ faces always light up when everyone applauds them!)
The first video chat is scheduled in the evening of the first week that kids start the program. That’s because parents often appreciate extra support at that time.
The second and third video chats are scheduled on Sunday mornings (PST). Since we typically have participants from all over the world, Sunday mornings make it possible for most (although we concur not all) to join a video chat at a reasonable time wherever they live. We also record each live chat and send a link to that recording to all participants.
Staff additionally offers individual video chats for families who may need more support when starting the course and at any other time, as well.
We honor parents who organize their own brain.
We give parents who complete the minimum brain organization work during the pons and midbrain courses free access to 25 audio clips from the adult program (these are not part of the family program). Such audios reflect specific adult themes, such as how incomplete lower brain development may affect the workplace, relationships, insomnia, addictions, driving, depression, chronic physical problems, and more. When combining these audios with all the information parents already received in the family program, such parents will have then also “completed” the adult program—but without ever officially enrolling in that course or paying an extra dime.
We offer hope.
Probably the best part of learning about the brain is . . . it ignites hope—and the brain needs to be hopeful in order to move forward.