TO LEARN OR NOT TO LEARN? - WHY? IS THE
QUESTION! An introduction to the Learning Enhancement
Acupressure Program - LEAP
by Charles T. Krebs, Ph.D. Developer of LEAP

Introduction to Learning Difficulties
All learning dysfunctions, hence difficulty in learning, have their root in how the brain
functions. The brain is designed to learn. From the time we are born until we die,learning is as natural as breathing, and certainly as important since our very survival
depends on it. Initially it is our physical survival that depends on learning "Look bothways before crossing the road". Later, in technological societies, it is our economic
survival and success that are dependent upon what we learned in our educational
and training environments. Since learning is so natural, why is it that some of us
learn easily and others learn only with difficulty? Why do some of us have a difficult
time learning traditional skills such as reading, spelling, and mathematics?
It may be said that it is all a matter of access: what brain functions you can access,how well you can access the functions available, and what you have to access. A
person with low innate intelligence, but full access to all brain functions may findlearning difficult. On the other hand, a person of high innate intelligence, but withproblems accessing specific brain functions may also experience difficulty learning,at least in some areas. The brain functions much like water running down a hill; it will
always take the most direct processing route available. Unimpeded, water will always
run straight down the hill, but if its path is blocked, it will seek the next most directroute down the hill. If that path is also blocked, it will again seek the next most directroute, etc. Each time it is blocked, the pathway becomes longer and less efficient atgetting the water down the hill.
The same is true of processing in the brain. If all functions are equally accessible, thebrain will always choose the simplest, most direct functions to do the processing
required. However, there are many ways of performing all mental tasks and the brain
will just choose the next most efficient route for processing, if the most direct function
is not available/accessible for whatever reason. If the next most efficient pathway isalso blocked, the brain will then route the processing to other functions that areaccessible, even if these functions are a far less efficient way of processing that
information. If many brain functions are not accessible, the processing path may
become very long and inefficient creating difficulties in doing tasks dependent uponthese processes. Each time the processing path becomes longer and less efficient,
the level of "stress" encountered using that pathway increases. When the level of"stress" reaches a high enough level, we may opt out of situations that require us toaccess these functions altogether.
Different learning tasks require access to different functions and/or combinations offunctions in the brain. The brain can be divided into several functional regions, eachof which processes information in different and often unique ways. The two brain
regions recognised most commonly by people are the right and left cerebral
hemispheres. When the brain is removed from the skull, it appears to have two
distinct "halves" because of the deep longitudinal fissure separating the cerebral
hemispheres (Fig. 1). In the popular press these are often referred to as the "rightand left brains" because of their anatomical distinctness and the differences in theway each hemisphere processes information.

These two hemispheres are not separate, however, as they are connected along
most of their length at the bottom of the fissure by a structure called the Corpus
Callosum (Fig. 1). Neurologically, the Corpus Callosum is approximately 200 million
nerve fibres running between the two hemispheres. It functions much like atelephone exchange allowing a two way flow of communication between thehemispheres. Whenever the hemispheres are required to "work together" to produce
an integrated function, the Corpus Callosum is the site of that integration.
Each cerebral hemisphere carries out a number of different functions, and eachprocesses information in a very different way from its partner. It is as if each side of
the brain is a specialised organ of thought, with the right hemisphere possessing a
set of functions that complement those of the left hemisphere and vice versa (SeeTable 1). The right hemisphere functions in most people are global or Gestalt innature dealing with the whole and recognition of overall patterns, while the left
hemisphere functions in most people deal with logically sequenced analysis of theparts of the whole. It is because of these differences in functions and processing thatthe right hemisphere is sometimes called the "Right" or "Gestalt" brain and the left
hemisphere the "Left" or "Logic" brain.

Table 1. Functions of and Information Processing in the Right and Left
Hemispheres in most people.
GESTALT (typically right) HEMISPHERE FUNCTIONS: Spatial Orientation
Body Awareness
Facial Recognition Music Recognition (melody) Pre-verbal & Non-verbal(gestural) Interpreting Symbols Creative/Lateral Thinking (daydreaming)
PROCESSES INFORMATION:
Globally, Holistically as a Gestalt Simultaneously Subjectively Intuitively"Knowing" based on intuition
LOGIC (typically left) HEMISPHERE FUNCTIONS: Temporal (time)
Mathematics
Rhythm Language (verbal) Assigning Meaning to Symbols
PROCESSES INFORMATION:
Linearly, Logically and Analytically Sequentially Objectively (with reference to"Facts)
While the popular press may refer to it as right and left brain thinking, it is not thephysical hemispheres housing these functions that is important, but rather thelocation of the Gestalt and Logic functions themselves. In some individuals these
cerebral functions may be transposed with the Gestalt functions physically located in
the left hemisphere and the Logic functions physically located in the righthemisphere. By the definition of the popular press, these people would have their"right brain" in their "left brain", which doesn't make any sense. They just happen tohave their Gestalt functions located in their left hemisphere and their Logic functions
located in their right hemisphere. About 3-5% of people, however, display transposed
Logic and Gestalt functions with 95-97% of people having their Logic functions intheir left and their Gestalt functions in their right hemispheres. Because the dominant
hand tends to be opposite the Logic hemisphere, most people are right-handed,
while many people with transposed functions (e.g. Logic right) tend to be left-handedor ambidextrous.

It must be emphatically stated here that both hemispheres participate all the time atmany levels in the "various thought processes." The way we learn is a result of thedegree of integration of the two hemispheres, with each hemisphere contributing
its own special capacities to all cognitive activities. The contrasting, yetcomplementary, contributions of each hemisphere are clearly demonstrated during
complex mental activities such as reading as illustrated in the following quote from
Levy: "When a person reads a story, the right hemisphere may play a special role indecoding visual information, maintaining an integrated story structure, appreciatehumour and emotional content, deriving meaning from past associations, andunderstanding metaphor. At the same time, the left hemisphere plays a special rolein understanding syntax, translating written words into their phonetic representations
and deriving meaning from complex relationships among word concepts and syntax."(1)

Although there is no activity in which only one hemisphere is involved, or to which
one hemisphere makes the only contribution, functions predominantly in one cerebral
hemisphere may be all that are required for many simple cognitive tasks. There isboth psychological and physiological evidence that the relative degree of activation offunctions in the two hemispheres varies depending upon the nature of the task being
performed. When doing simple arithmetic tasks such as counting or adding 1 + 1, theLogic functions will be activated with little Gestalt activity required. A predominantly
Gestalt task, on the other, such as matching patterns, will require little Logic
involvement. The more complex the learning task becomes, the greater the required
degree of activation and integration of functions in both hemispheres.
Different learning tasks, therefore, require access to different types of functions, anddifferent degrees of integration of these functions. Some of these functions arelocated predominantly in the Gestalt/right brain, while others are locatedpredominantly in the Logic/left brain. The more complex learning tasks like reading
and spelling require access not only to functions in both hemispheres, but the
integration and simultaneous processing of information in both hemispheres.
Therefore, if you can access all brain functions in both cerebral hemispheres withequal facility and can integrate all these functions well, you will probably find learning
easy!
However, if for any reason you cannot access certain brain functions or havedifficulty integrating the functions accessed, you may well have difficulty performing
tasks dependent upon or involving those specific brain functions. From ourperspective, all specific learning difficulties result from some lack of access to
specific functions or the inability to effectively integrate these functions(assuming there are no organic problems). Depending upon how well a person canaccess certain Gestalt and/or Logic functions, he will demonstrate one of the patternsof specific learning difficulties briefly discussed below.

Major Patterns of Specific Learning Difficulties
Based on How Well Logic and Gestalt Functions are
Accessed or Integrated:
1. Gestalt Dominance in Mental Processing (Attention Deficit
Disorder):The most commonly observed specific learning difficulty is Gestalt dominance inprocessing information or Attention Deficit Disorder (A.D.D.). People with this patternof learning dysfunction have good access to most Gestalt functions, but only poor
access to Logic functions, with Gestalt processing the predominate mode used for
performing all tasks. Because of this Gestalt dominance in processing information,the normal balance provided by complementary Logic functions is largely absent.
These people, therefore, often display the following symptoms:
tendency to be impulsive. little appreciation of the connection between"cause" and "effect". I want to do "X", so I do it, never thinking, "What will happen if
I do" difficulty budgeting time. Because of this and difficulty concentrating, projects
are often left incomplete and organisational skills are poor.
difficulty concentrating. "Concentration is merely paying attention over time. If
there is no "Sense of Time", attention can not be paid over it? difficulty spelling.
Generally spelling is phonetic by putting letters together until it "sounds" like theword.
difficulty with mathematics. Difficulty remembering times tables and/or understanding mathematical concepts. poor reading comprehension. Reading may befluent, but there is often poor comprehension of what was read.
difficulty assigning meaning to words and symbols. Interpretation of symbols(Gestalt) may be accessible, but there is difficulty assigning meaning to thewords/symbols interpreted (Logic).
good coordination. Often well coordinated or even gifted athletically. Remember
the Gestalt functions control body awareness and orientation in space.
It is precisely because of the above symptoms that people displaying Gestaltdominant processing are found to be "attention deficit". Attention Deficit Disorder isassessed by having a person perform a series of sequential tasks, any one of which
the person can do easily. However, people suffering from A.D.D. are unlikely tocomplete the series of tasks, not because they can not perform them, but rather,because they lose concentration or are easily distracted.

2. Logic Dominance in Mental Processing (Dyslexia):
Much less common than Gestalt dominance is Logic dominance in decision-making
processing. People who access their Gestalt functions poorly, but have good accessto Logic functions are the true dyslexics" by standard psychological definition. Thatis, they display the following four behavioural symptoms:
cannot spell or do so in some phonetic form by putting letters together toapproximate the "sound" of the word. have great difficulty reading. Usually stumble
over words, misread words, or just cannot "sound" words out. However,comprehension of what was read is often excellent.
display dysrhythmia. An inability to clap or tap a tune. poor coordination. Are
physically uncoordinated or"clumsy".
In addition, these people are usually good at mathematics at least to the level ofalgebra, display good concentration, and follow sequential directions well. However,they may have to be taught things that other people learn unconsciously.

3. Limited Access to both Gestalt and Logic Functions(Severe Problems):
The next most common type of learning difficulty, after Attention Deficit Disorder orGestalt Dominance, is poor or limited access to both Gestalt and Logic functions.
This pattern is usually associated with a great deal of confusion in cerebral
processing and creates the greatest learning difficulties. If a person has good accessto either Gestalt or Logic, but poor access to the opposite side functions, he or she
can at least compensate sate with the functions he or she does access well. If there
are major deficits in both Gestalt and Logic functions, then the ability of the brain tocompensate for these deficits is extremely limited. The following behaviouralsymptoms result from this pat tern of access:language delay. Language development is often extremely delayed for age. For
instance, an eight year old child may only recognise 3 letters and 2 numbers.
reading very delayed for age. Often difficulty with recognising words, or wordrecognition is a real struggle.
spelling very delayed for age. Often cannot spell words with more than 3 or 4
letters. difficulty understanding numbers, including basic arithmetic. Often
having difficulties with learning to count, concepts of adding and subtraction, knowing
the days of the week, etc.
no concentration or focus. Appear "away with the fairies". person appears
confused/lazy or just plain "slow mentally". Often fairly apathetic and lethargic
with no zest for life.
We generally see these people as children early on. Because of the extreme natureof their learning dysfunctions, these people have normally been dismal failures inschool and have departed the academic scene by their early teenage years.

4. Poor Integration of Gestalt and Logic Functions:
The least common pattern of learning difficulty is among people who have goodaccess to both Gestalt and Logic functions, but can only "integrate" these functions
poorly if at all. The lack of integration of Gestalt and Logic functions often limits theuse of the functions that they can access giving rise to learning dysfunctions similar
to people having poor access to one or the other hemispheres. The most common
symptoms are:reading difficulties. Often so stressful to read that it can only be done for a few
minutes at a time, or is avoided altogether.
spelling is totally phonetic. Words spelled like they "sound".
difficulty with higher mathematics (e.g. algebra) even though arithmetic may havebeen perfected.
For these people, school is often an extremely frustrating experience. They canusually perform all tasks well except those requiring good integrated function. Since
integration of Gestalt and Logic functions are required for reading and spelling, but
integrated functions are very stressful for these people to perform, these essential
academic tasks are likely to be avoided.

The True Nature of Specific Learning Difficulties:
Our philosophy regarding Specific Learning Difficulties is that most learning
difficulties result from the degree of access each person has to specific brain
functions and how well these functions can be integrated. If a person canaccess all brain functions in both cerebral hemispheres with equal facility and canintegrate all these functions, he or she performs well In all areas of learning.
However, if for any reason he or she can not access certain specific brain functions,
he or she will have difficulty performing the tasks dependent upon, or involving, thosespecific brain functions.
Standard psychological testing to evaluate specific learning problems rely on
determining which types of cerebral functions and processes can be accessed, andhow well these functions are accessed. Standardised intelligence tests such as theWechsler Intelligence Scale Test are a carefully devised series of tasks which are
divided into two groups: Verbal sub-tests and Performance sub-tests. The Verbal
sub-tests are tasks which require access to predominantly Logic functions. Some of
the Verbal sub-tests require access to only a few Logic functions, while others
require access to both Logic and Gestalt functions at the same time, but with the leadfunctions contributed by the Logic brain. Likewise, some of the Performance sub
tests are tasks which require access to only Gestalt functions, while others require
integrated functions with a Gestalt "lead".
The score on each sub-test depends largely upon how well a person can access the
specific functions required to perform that sub-test. Sub-tests In which a person
scores poorly indicate which types of functions are difficult to access. Difficulty inaccessing specific functions has been correlated with poor performance in certain
academic areas.

Behavioural Aspects of Limited Access to Cerebral
Functions and/or Poor Integration of these
Functions
An appreciation of some of the behaviours associated with learning difficulties may
be useful at this point. How do people's behaviour reflect their underlying ability toparticipate in this natural process of learning? In clinical practice we are told about
and see the same types of behaviours from people (especially children) who present
for treatment of specific learning difficulties. Again and again we see the same
behaviours ticked on the Behavioural Evaluation Form filled out for each client whenpeople have certain learning dysfunctions. Why might this be?
Lack of access to specific cerebral functions will almost always have a discernible
behavioural corollary. The nature of the functions accessed, or not accessed
determine to a large degree how a person behaves. A child that is Gestalt dominant
will often be perceived as "emotionally immature because emotional maturity isessentially the ability to modulate and control the expression of emotions based on alogical analysis of circumstances. A well integrated person with Good access to all
cerebral functions may "feel" angry (largely a Gestalt experience), but make therational judgment that "now" is not the appropriate time to express that anger. A
Gestalt dominant person, on the other hand, will experience the anger and tend toact on these feelings with little logical consideration of the consequences.
It is our philosophy that people's behaviour reflects the degree of access andintegration of their cerebral functions. Poor access to, or integration of, specific brain
functions will result in difficulty performing tasks dependent upon these brain
functions. Difficulty performing these tasks will almost always generate "stress" whenattempting to do these tasks, often resulting in "avoidance behaviours." The extent of
the "avoidance behaviours" usually relates to the degree of "stress" generated whenattempting to access and integrate the relevant functions.
What is often not appreciated is that people's behaviour tells the truth, if you
understand what is being said! When a child says, "I hate Reading, Mathematics,
English, etc", what that person is actually saying is, "I cannot access the brain
functions I need to do that task easily The only reason anyone "hates" doing
anything, that is enjoyable for most other people, is that he finds that specific taskdifficult to perform. If a person can read well and easily, reading isn't avoided , butrather sought out because there is just so much to learn and enjoy in books. If, on
the other hand, reading is a very demanding and stressful task, people soon develop
avoidance mechanisms, for instance labelling reading as "boring." Who wants to dosomething that is "BORING"
Unfortunately, these avoidance behaviours are often misinterpreted as "just not doing
what you are told" or "misbehaviour" plain and simple. The response to these"avoidance behaviours" may be to tell the person to just stop misbehaving and "pickup your game" This only compounds the "stress" of attempting to do these tasks,
usually leading to further avoidance behaviours, and exaggerated misbehaviour. Partof what exaggerates the misbehaviour is simply the frustration and anger of NOT
being able to perform the assigned task, even when great effort is expended.
Imagine how you would feel if you have struggled through your reading,mathematics, English etc. assignments, putting in the best effort you are capable of,only to be told, "Well you're just going to have to try harder!"From our experience, many of the people having the greatest difficulty with "learning"are often innately very clever. They just cannot access the specific brain functions
they need to perform certain tasks. When you talk with these people and listen to thequestions they ask, they are often clearly, intelligent people. If a clearly, intelligent
person does not read well or spell well, or has great difficulty understanding anddoing even simple mathematics, a reasonable assumption is that person just isn't"concentrating", or "paying attention" or "trying hard enough.". Surely, if an intelligent
person was "concentrating, paying attention, and trying hard enough", then he or she
would be successful at these rather pedestrian tasks, accomplished with ease byeven their less clever peers. What is over-looked is that these, intelligent people may
indeed be clever and intelligent, but unable to access the relevant brain function, or
only able to do so under duress.
Perhaps an analogy here will help demonstrate the above point. If I say to a handyperson, "Do you know how to hammer a nail?", most would answer,"yes". To thequestion "Will you hammer a nail for me?", they would answer, "Sure, just give me ahammer". However, if their hands were tied to their legs, they may still answer "yes"to the question, "Do you know how to hammer a nail?", because they do know how;but, they would be unable to do so when asked.
If you just ignored their lack of access to hand function (because it is tied up) andsaid "Come on now, hammer that nail, they may become frustrated and angry
because they could hammer that nail if only they could access the function of theirtied-up hands.
The difference between this analogy and the above lack of access to brain functions
is that they would clearly understand their inability to hammer the nail, and theywould likely state, "If you'll just untie my hands, I'll gladly do it for you", letting you
know why they can't at this time do what is asked of them, also alleviating theirfrustration at not being able to do so.
However, with lack of access to specific brain functions, people cannot understand(nor can those around them) why they cannot perform certain tasks dependent upon
the specific brain functions not accessed! The individual is unlikely to consciously
know why he can't access these specific brain functions, and just becomes"frustrated", which often leads to "anger" and that anger often leads to "inappropriate
behaviour."

LEAP (LEARNING ENHANCEMENT ADVANCEDPROGRAMME) - LEARNING CORRECTION
PROGRAMME:
The program is centred around a powerful brain integration technique initiallydeveloped by Richard Utt, Founder and President of the International Institute ofApplied Physiology in Tucson Arizona, and Dr. Charles Krebs, co-founder ofMelbourne Applied Physiology with Susan McCrossin.
This brain integration technique opens up access to both Gestalt and Logic functions
and removes blocks to integrated function. Further research and development ofspecific correction techniques by co-founders of Melbourne Applied Physiology, Dr.
Charles Krebs (a past research scientist and university lecturer in anatomy andphysiology) and psychologist Susan McCrossin, now allow the correction of most
specific learning difficulties.
The Basic Learning Correction Program requires twelve to fifteen hours of treatment.
This includes an initial assessment that serves as a benchmark against which toevaluate future change, and points out the areas needing the most attention. The
next several hours are devoted to Brain Integration which lays the foundation for the
specific learning corrections that follow. Much like building a house, there is little

sense in putting time and effort into creating a functional structure unless it rests on asolid foundation. The Brain Integration procedure releases stresses in the deep brain
centres, including the Limbic System, which control access to and integration ofhemisphere functions.
Once the Brain Integration procedures are complete, we then apply specific learning
corrections for dysfunctions in reading skills and comprehension, spelling,mathematics, and the whole range of Wechsler Intelligence Scale sub-tests. When
all the functional areas have been addressed, low self-esteem and behaviouralproblems related to the previous learning difficulties are addressed using effective
emotional and memory stress release (defusion) techniques. Just because you now
can perform a learning task well does not mean that you will. Previous conditioning
and memory of "how it was", often shut off our will to give it a go.
All correction techniques used are non-invasive. The techniques are based on theuse of muscle monitoring, acupressure, emotional and memory release, and soundand light techniques, together with other left/right brain integration exercises.
A typical Learning Correction Program may look like –Initial Consultation (2 hrs) -  discussion of areas of concern  detailed
assessment to determine the learning strengths and weaknesses  determinationof a treatment plan with an estimate of how many sessions it is likely
to take (typically 12x1hr)  referral for additional treatment if considered necessary
Subsequent sessions -  correction of deep levels of confusion in the nervous
system  establishing a stable foundation of brain integration - even under stress 
increase the access to brain areas or functions identified as problems in the initialconsultation  overcoming self esteem issues and forming positive attitudes tolearning
Reassessment -  checking that all the learning functions have been corrected giving follow up exercises  arranging tutoring or a home reinforcement self help
program with parents
Follow up -  2-3 months after the final consultation, to check on progress andcorrect any further problems that may have arisen.
The basic 12-14 hour program is an estimate based on the median time fortreatment, as each person's program will vary on the basis of their individual needs.
The median time is the length of treatment that occurs most often. Some people with
only one or two areas of deficit may take only 10 hours to go through the whole
program, while others with many areas of deficit may take far longer.
Children with severe learning problems and major deficits in most areas of function
indicated by Low Average, Borderline, or Serious Deficit ranking on standardized
tests, may require up twenty to thirty hours of treatment or more. Our experience isthat even these children improve significantly in function, but that the rate of
improvement is slower than for people with less severe deficits.
At the end of the initial Assessment during the first session, you will be advised of theprobable length of treatment required in your specific case, along with any additional
structural areas you may find benefit in addressing separately.

Further Reading on LEAP
Krebs, Dr. Charles, 1998, A Revolutionary Way of Thinking, Hill ofContent Publishing Co. Pty Ltd