Praxis Steven Jones | Psychologe (M.Sc.)

Supporting Learning Support in European and International Schools

Steven Jones — Sun, 11 Jan 2026 13:33:54 +0000

How Standardised Psychoeducational Assessments Help Students Thrive

Families whose children attend European Schools and International Schools often encounter a shared challenge when learning difficulties arise: schools require validated, standardised psychoeducational assessments that meet clear methodological and statistical criteria before learning support can be granted.

We regularly work with pupils from the following schools and regions:

European School Strasbourg

European School Karlsruhe

International School Stuttgart

European School Frankfurt

International School Eindhoven

Although these schools operate in different countries, they share remarkably similar expectations when it comes to learning support documentation.

What These Schools Have in Common

European and International Schools require assessment data that is:

Standardised and validated

Statistically interpretable

Recognised internationally

Clearly linked to functional learning impact

Schools typically expect results expressed in formats such as:

T-scores

Percentile ranks

Age equivalents

Standard scores and intelligence indices

This allows learning support teams to make evidence-based decisions and to document support measures transparently and consistently. For this reason, schools across Europe consistently rely on the combined use of the WISC-V and the WIAT-III. Together, these instruments form the foundation of psychoeducational assessment for learning support.

Supporting Dyslexia, Dyscalculia, ADHD, and ADD

Most commonly, psychoeducational assessments are used to support learning support for:

Dyslexia (specific reading disorder)

Dyscalculia (specific mathematical learning disorder)

ADHD and ADD, where attention, working memory, or processing speed impact learning

A Child-Centred, Relaxed Assessment Environment

While technical accuracy is essential, the assessment environment itself plays a crucial role in obtaining valid results.

For us, creating a relaxed, supportive, and positive testing environment is extremely important. Children are encouraged to feel at ease, ask questions, take breaks when needed and approach tasks with curiosity rather than pressure. We aim to make the assessment experience not only informative, but also positive and confidence-building. Many children leave the assessment feeling proud of their strengths and relieved to better understand their learning style.

Der Beitrag Supporting Learning Support in European and International Schools erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).

WISC-V and WIAT-III in Psychoeducational Assessments

Steven Jones — Sat, 10 Jan 2026 18:43:13 +0000

Supporting Students in European and International Schools

When a student in an International School or European School struggles academically, families often seek a psychoeducational assessment to better understand learning strengths, difficulties, and appropriate school support.

For English-speaking families in Europe, two internationally recognised assessment instruments are central to this process:

The Wechsler Intelligence Scale for Children (WISC-V)

The Wechsler Individual Achievement Test (WIAT-III)

Together, these tools form the gold standard for identifying learning difficulties, informing educational accommodations, and supporting pupils within international curricula, particularly the International Baccalaureate (IB).

What Is a Psychoeducational Assessment?

A psychoeducational assessment is a comprehensive evaluation designed to understand how a child learns, rather than simply how they perform in class. It examines:

Cognitive abilities

Academic achievement

Learning strengths and vulnerabilities

The functional impact of learning difficulties

In international contexts, these assessments are commonly used to:

Support learning support plans

Justify exam accommodations

Clarify suspected learning disorders

Guide educational interventions

For international and mobile families, it is essential that assessments are conducted in English and use internationally recognised instruments.

The WISC-V: Wechsler Intelligence Scale for Children – Fifth Edition

The WISC-V provides a detailed profile across several cognitive domains:

Verbal Comprehension – understanding, reasoning, and expressing ideas using language

Visual-Spatial Ability – analysing and organising visual information

Fluid Reasoning – logical thinking and problem-solving

Working Memory – holding and manipulating information mentally

Processing Speed – speed and efficiency of cognitive processing

Rather than producing a single “IQ number,” the WISC-V highlights patterns of strengths and weaknesses that directly affect learning in school.

The WIAT-III: Wechsler Individual Achievement Test – Third Edition

The WIAT-III measures academic achievement in students aged 4 years through adulthood.

Key areas assessed include:

Reading accuracy, fluency, and comprehension

Written expression and spelling

Mathematical calculation and reasoning

Oral language skills

The WIAT-III shows what a student has actually learned, making it essential for identifying discrepancies between cognitive ability and academic performance.

Using the WISC-V and WIAT-III together allows the examiner to determine:

Whether academic difficulties are unexpected given cognitive ability

Whether a specific learning disorder (e.g. dyslexia, dyscalculia) is present

Whether difficulties stem from processing weaknesses, instructional factors, or both

This ability-achievement comparison is central to evidence-based psychoeducational assessment and is widely recognised by international schools.

Importance for European and International Schools

European and International Schools often operate outside national special-education frameworks. As a result, schools typically require:

Clear, standardised data

English-language reports

Internationally recognised assessments

Practical educational recommendations

The WISC-V and WIAT-III meet these expectations and are familiar to learning support teams across Europe.

Relevance for the International Baccalaureate (IB)

Within the IB framework, psychoeducational assessments are commonly required to support applications for Access Arrangements and Inclusive Assessment Arrangements.

Assessment results may support accommodations such as:

Extra time

Rest breaks

Use of a computer

Modified testing conditions

Importantly, the IB focuses on functional impact on learning, not diagnosis alone. A well-conducted WISC-V and WIAT-III assessment directly addresses these criteria.

Why English-Language Assessment Matters

For students educated in English, testing in another language can significantly distort results. English-language psychoeducational assessments help ensure that:

Cognitive ability is not underestimated

Academic skills are assessed in the language of instruction

Results remain transferable across international school systems

This is especially important for families who anticipate future relocations or transitions between international schools.

What Families Receive From a Psychoeducational Assessment

A comprehensive assessment typically includes:

A detailed written report in English

Clear explanation of cognitive and academic findings

School-relevant recommendations

Documentation suitable for learning support teams and exam boards

The ultimate goal is to enable students to access appropriate educational support and reach their academic potential.

Conclusion

For English-speaking families in Europe, psychoeducational assessments using the WISC-V (Wechsler Intelligence Scale for Children – Fifth Edition) and WIAT-III (Wechsler Individual Achievement Test – Third Edition) provide a robust, internationally recognised foundation for understanding a student’s learning profile.

When aligned with the requirements of European and International Schools, these assessments play a critical role in supporting long-term educational success.

Der Beitrag WISC-V and WIAT-III in Psychoeducational Assessments erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).

The Neurofeedback Training Method

Jakob Krämer — Wed, 22 Jan 2020 19:48:48 +0000

Imagine that you could train your brain in a similar way to muscle training to achieve better results in making decisions, learning a new language or breaking a bad habit. The good news is that today we know how to achieve this. With the help of a unique, non-invasive method called neurofeedback (or neurotherapy), you can reach a new level of success. Most people are not familiar with the term “neurofeedback” and the science behind it, so let’s illustrate this by looking at the big picture. Neurofeedback is a subtype of biofeedback, which is a method of learning how to control your physiological processes including heart rate, skin temperature and conductivity or even mental processes (brain waves). By combining biological information with a feedback loop and operant conditioning we can train the nervous system to adapt its regulatory processes.

The above information forms the basis for “feedback” during the training process, which can be done in many ways – from lights going on and off, to a film, song or game reacting to the biological information collected. The concept of operant conditioning is actually quite simple to understand – it is a way of learning by rewarding or inhibiting a particular behavior, depending on whether it is desired or not. As a category of biofeedback, neurofeedback has the task of monitoring brain waves with the electroencephalogram (EEG). Using this method, the therapist collects information about brain activity, also known as brain waves, and sends it back to the client, creating a feedback loop. All types of biofeedback use a computer or monitoring device along with electronic sensors or electrodes that record the body’s electrical activity. The activity is then amplified and processed by a computer.

The therapist facilitates the feedback loop by defining certain thresholds that must be exceeded or undercut in order to achieve a positive stimulus. This could be, for example, an increase in the volume of music or the brightness of a film. Depending on the feedback, the brain perceives this reaction as a reward or punishment. The brain then continues to search for the rewarding feedback, similar to a dog that receives a treat after good behavior. Through regular neurofeedback training, the brain teaches the dog to actively adjust its activity patterns, which ultimately leads to an improvement in cognitive abilities and well-being. The ability of the brain to adapt to its environment or external input is also known as neuroplasticity, which is explained in a separate article. Put simply, neurofeedback teaches the brain to produce the “right” amount of waves in the “right” places. The result is a better functioning brain. At the beginning of a therapy cycle, it is recommended to perform a so-called quantitative electroencephalogram (qEEG), a more precise method to measure how the entire surface of the brain processes information. The qEEG is based on an international system for EEG recording and uses 19 active electrodes at fixed positions. The data is then compared with standard values that are adjusted for age and gender. The analysis shows statistical deviations in brain function. These so-called brainmaps enable the therapist to develop an individual training protocol that focuses on the relevant areas of the brain.

It is also important to note that research has shown that the effectiveness of neurofeedback depends heavily on the competence of the therapist (Enriquez-Gepper et al., 2019). This includes a comprehensive understanding of the neurobiological mechanisms underlying brain function, the scientific and technological background of the training method, a deep understanding of the psychological factors that can benefit or hinder training, and knowing when certain frequency bands should and should not be trained at certain positions on the brain surface.

Literature

Enriquez-Geppert, S., Smit, D., Pimenta, M. G., & Arns, M. (2019). Neurofeedback as a Treatment Intervention in ADHD: Current Evidence and Practice. Current psychiatry reports, 21(6), 46

Heiler, P. (2017). brainboost. Abgerufen von https://brainboost.de/neurofeedback-medizinisch/

Der Beitrag The Neurofeedback Training Method erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).

The human brain

Jakob Krämer — Wed, 22 Jan 2020 19:47:03 +0000

Experiencing, feeling, thinking, moving, acting; our brain controls all of this. But what is it actually, the brain, the organ that is responsible for so many things in life? It consists of many different parts, all of which have a certain function, or function in combination with other structures. Some important structures are on the surface of the brain, the cortex or cerebral cortex, and some are underneath, inside, so to speak. The cerebral cortex appears folded, which makes the actual surface area much larger than it appears. The depressions are called sulci, the elevations are called gyri. The cortex can be divided into four large functionally different areas. The area behind the forehead is called the frontal cortex and extends approximately to the middle of the brain. Behind it is the parietal cortex, which meets the occipital cortex at the back of the head. Below the frontal and parietal cortex lies the temporal cortex, starting at the temples. Most of the structures of the brain are doubled, namely on the left and right hemisphere, separated by the fissure longitudinalis cerebri. Some areas are more clearly assigned functions than others. Very well researched is the occipital cortex, which is responsible for visual perception, i.e. seeing. Between the frontal and parietal cortex is the sulcus centralis (central furrow). In front of the central sulcus is the area responsible for motor functions, behind it is the somatosensory cortex, responsible for haptic perception of environmental stimuli or self-perception, as well as other sensory information. For a more detailed description of the cerebral cortex, the division into Brodmann areas can be used, which divides the cortex into 52 areas and further subareas. In addition to the cerebrum, there is also a cerebellum, which, according to its name, is much smaller than the cerebrum, but in return has a much higher cell density. It is responsible for the fine tuning of motor functions, but is also involved in several cognitive processes. The interior of the brain can also be subdivided into numerous different units that have different functions. For example, the processing of emotions takes place at different locations inside the brain. A particularly important structure is also the brain stem, which is responsible for vital functions such as breathing, reflexes and control of the blood circulation. Although there are many anatomically and functionally different structures of the brain, it can be imagined as a huge network, in which all parts are connected to each other and mostly work in conjunction with each other.

Some insights into the localization of functions have been gained from injuries to the brain in individual cases. One such case is the injury of Phineas Gage. In an explosion in 1848, a 3cm diameter metal rod shot through his face, frontal cortex and skull, damaging the brain. He survived this accident, did not even faint and was able to walk and talk immediately afterwards, his intelligence and memory did not suffer either. In the long term, however, there was an effect of his accident. His personality had changed. He became an unreliable, moody and disrespectful person. Friends and family reported a complete change of character. As a result of this case, it is now known that abilities to follow rules, execute action plans and impulsiveness are located in the frontal brain. Through the case of another patient, it has been established that the formation of long-term memories requires a structure below the cortex, inside the brain: the hippocampus. Where the memories made are stored, however, cannot be answered so easily. Patients with speech disorders gave evidence that speech does not only take place at one place in the brain, but that sentence structure and grammar are processed at a different place than the semantic meaning of words.

So much for where what happens in the brain. But what is the brain actually? Together with the spinal cord it forms the central nervous system (CNS) and therefore consists mainly of nerve tissue. The cerebral cortex consists of nerve cells whose nerve fibres reach into the interior of the brain and connect them with nerve cells located there. A section through the brain shows that the nerve cells appear grey, while the nerve fibres, wrapped in myelin, are white. Therefore, a distinction is made between grey and white matter. Information is transmitted between the nerve cells via electrical impulses. This activity of the superficial nerve cells can be measured in vivo using electroencephalography (EEG).

Countless functions of our brain, their localization and the interaction of different structures have not yet been sufficiently researched. Therefore, even today there are still new and exciting insights that affect our brain. Finally, the philosophical question must also be asked whether our brain is complex enough to ever fully understand its own complexity.

Literature

Damasio, H., Grabowski, T., Frank, R., Galaburda, A. M., & Damasio, A. R. (1994). The return of Phineas Gage: clues about the brain from the skull of a famous patient. Science, 264(5162), 1102-1105.

Pinel, J. P., & Pauli, P. (2012). Biopsychologie (Vol. 8). München: Pearson Studium.

Der Beitrag The human brain erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).

Burnout – Too much in my mind

Jakob Krämer — Wed, 22 Jan 2020 19:43:47 +0000

Burnout has become a well-known phenomenon in the working world. Overwork at work can lead to a condition that is often described by those affected as a feeling of burnout. Burnout is primarily a mental state, but can also lead to physical secondary diseases. With the new classification system ICD-11 (International Statistical Classification of Diseases and Related Health Problems) of the WHO, which is to apply from 2022, burnout is described as a syndrome, not as an independent disease. Accordingly, the following symptoms are characteristic of burnout:

(emotional) exhaustion
increasing mental distance from the profession or negative/cynical attitudes towards the profession (also described as depersonalisation)
reduced performance

According to the definition, burnout is clearly to be placed in a work-related context and can occur when stress is too high and persists for a long time. The decisive factor here is that there are not enough resources available to deal with the stress in an appropriate way. Occupational fields that are exposed to a lot of stress, such as medical professions, are particularly at risk.

People affected by burnout often notice that they are less concentrated, stressed and overstrained at work and they also often have negative emotions, are tired and irritable. The symptoms of burnout are very similar to symptoms that are also typical of depression. Researchers are therefore divided as to whether burnout is a type of depression or whether these two concepts can be distinguished. However, it is known that people who suffer from burnout are more likely to develop depression than the average population.

Regardless of how burnout is classified, it is perceived by those affected as a severe strain. The key to fighting burnout is to counteract the continuous stress with conscious relaxation. This can be achieved, for example, through sport or meditation. Neurofeedback can also help to free the brain from its permanent stress by training specifically relaxed brain activity. Fixed appointments that are intended to help you relax can also help, as they are less easily cancelled in stressful everyday life than the intention to go jogging in the evening. With relaxation training to reduce stress and build up stress resistance, neurofeedback can be used both as therapy and as a preventive measure.

In addition to sometimes serious effects on those affected, burnout as a stress-induced syndrome can also have an impact on the economy, which has to deal with an increasing number of absences from work. In order to reduce this development, there are preventive measures that are aimed at reducing stress and learning how to deal with stress in a healthy way.

Literature

Awa, W., Plaumann, M., & Walter, U. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling, 78(2), 184-190.

Bianchi, R., Schonfeld, I. S., & Laurent, E. (2015). Burnout–depression overlap: A review. Clinical Psychological Review, 36, 28-41.

Bundesministerium für Gesundheit. (2019). Förderung der psychischen Gesundheit und des Wohlbefindens am Arbeitsplatz. Retrieved from https://www.bundesgesundheitsministerium.de/themen/praevention/betriebliche-gesundheitsfoerderung/gesundheit-und-wohlbefinden-am-arbeitsplatz.html

World Health Organization. (2019). Burn-out an “occupational phenomenon”: International Classification of Diseases. Retrieved from https://www.who.int/mental_health/evidence/burn-out/en/

Der Beitrag Burnout – Too much in my mind erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).

Biofeedback and Neurofeedback

Jakob Krämer — Wed, 22 Jan 2020 19:40:52 +0000

Biofeedback is a method to improve the regulation of physiological processes of the body. It is a non-invasive procedure, as there is no external interference with the body’s own processes. Instead, attention is directed to these processes. Biofeedback can be understood as an umbrella term for regulatory training of various physiological processes. Frequently, cardiac activity, such as heart rate, muscle tension and electrodermal activity, such as skin conductance, are used. Other unconscious functions of the autonomic nervous system, such as blood pressure, body temperature and respiration, can also be trained using biofeedback. Since these various parameters are usually not consciously perceived in everyday life, their changes are fed back by external signals. Sounds or visual impressions serve as information as to whether the corresponding parameter has changed in the desired direction. Feedback in real time allows a sense of this to be learned and voluntary regulation to take place.

Neurofeedback is a type of biofeedback that is limited to regulatory mechanisms of brain activity. The activity is usually derived by electroenzophalography (EEG). Biofeedback is thus the umbrella term, which can be roughly divided into two categories: peripheral feedback and neurofeedback.

Depending on the symptoms and the reason for treatment, brain activity or another physiological parameter is trained. Neurofeedback by means of EEG is, according to the study situation, suitable for example for epilepsy, generalised anxiety disorder, sleep disorder or ADHD. Other forms of biofeedback are suitable for chronic back pain, fibromyalgia, urinary incontinence, circulatory disorders such as Raynaud’s syndrome or chronic fatigue syndrome.

Depending on what is to be treated, bio- and neurofeedback can also be used in combination to increase the effectiveness of the treatment. As an example, in cases of insomnia, a combination of neurofeedback training and regulatory training for relaxed muscle activity can help you to put yourself in a relaxed state and fall asleep more easily. Biofeedback, as well as the subcategory neurofeedback, are in many cases not sufficient therapy for serious diseases, but can be used as a support.

Literature

Arns, M., De Ridder, S., Strehl, U., Breteler, M., & Coenen, A. (2009). Efficacy of neurofeedback treatment in ADHD: the effects on inattention, impulsivity and hyperactivity: a meta-analysis. Clinical EEG and neuroscience, 40(3), 180-189.

Ney, R. (23.03.2009) Biofeedback: Entspannung für schlafgestörte Patienten. Ärzte Zeitung. Retrieved from https://www.aerztezeitung.de/Medizin/Biofeedback-Entspannung-fuer-schlafgestoerte-Patienten-364803.html.

Schoenberg PL, David AS. Biofeedback for psychiatric disorders: a systematic review. Appl Psychophysiol Biofeedback 2014; 39: 109-135

Tan, G., Thornby, J., Hammond, D. C., Strehl, U., Canady, B., Arnemann, K., & Kaiser, D. A. (2009). Meta-analysis of EEG biofeedback in treating epilepsy. Clinical EEG and neuroscience, 40(3), 173-179.

Wiedemann M. (2016) Peripheres Biofeedback. In: Praxisbuch Biofeedback und Neurofeedback. Springer, Berlin, Heidelberg

Windthorst, P., Veit, R., Enck, P., Smolka, R., Zipfel, S., & Teufel, M. (2015). Biofeedback und Neurofeedback: Anwendungsmöglichkeiten in Psychosomatik und Psychotherapie. PPmP-Psychotherapie· Psychosomatik· Medizinische Psychologie, 65(03/04), 146-158.

Der Beitrag Biofeedback and Neurofeedback erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).

Neurofeedback for anxiety and panic disorders

Jakob Krämer — Wed, 22 Jan 2020 18:59:22 +0000

Generalized anxiety disorder is a type of anxiety disorder. The fear is not triggered by a specific stimulus, but is independent of the environment and the situation. The anxiety usually refers to everyday events, such as the fear that a close person might have an accident. About 5% of all people suffer from this anxiety disorder during their lifetime, with women being affected twice as often as men. Symptoms may vary, but typically include vegetative symptoms such as rapid heartbeat and increased sweating. Other symptoms include difficulty breathing, chest pain, anxiety, restlessness, difficulty concentrating, irritability and fear of losing control.

In addition to the generalised anxiety disorder, there is the panic disorder, which occurs somewhat less frequently. It manifests itself through sudden anxiety-related physical reactions such as racing heart, trembling, sweating, dizziness, numbness, nausea, shortness of breath, tightness in the chest and a feeling of alienation. At the same time, fear of losing control or the fear of dying often occurs. The symptoms occur in attack-like episodes.

The generalised fear can lead to people concerned deliberately avoiding everyday behaviour that they consider risky, such as going on holiday or driving a car. Similarly, the fear of further panic attacks can severely restrict the affected person in their everyday life.

Both anxiety disorders can be treated with psychotherapy, medication or neurofeedback. As with most mental illnesses, anxiety disorders are multifactorial; however, there is evidence that anxiety disorders are associated with unequal cortical activity of the hemispheres in the frontal brain. Therefore, many studies on neurofeedback and anxiety disorder start from this and train the symmetry of brain activity in the form of alpha waves in the frontal brain. The success of neurofeedback in anxiety disorders has been shown in several studies, which found a significant improvement in symptoms after a few weeks of training.

A case study of a patient with generalized anxiety disorder illustrates how successful neurofeedback can be in this disease pattern. The case study involved a 28-year-old man who has been suffering from the symptoms of an anxiety disorder for ten years. In his case, drug therapy was not able to achieve a sufficient improvement of the symptoms. The graph shows his symptom changes after 30 neurofeedback sessions, within ten weeks. On the one hand, it shows that the symptoms have improved according to how he feels and that the improvement has remained one year after the end of the treatment.

Anxiety disorder Neurofeedback

Although this result cannot be transferred to all affected persons, it shows that the burden of anxiety disorders can be reduced by neurofeedback. The patient is also an example of the fact that an anxiety disorder is often accompanied by symptoms of depression, which can also be improved by neurofeedback.

Literature

Adolph, D., & Margraf, J. (2017). The differential relationship between trait anxiety, depression, and resting frontal α-asymmetry. Journal of Neural Transmission, 124(3), 379-386.

Bandelow, B., Boerner, R.J., Kasper, S., Linden, M., Wittchen, H.U., & Möller, H. J. (2013). The diagnosis and treatment of generalized anxiety disorder. Deutsches Ärzteblatt110(17), 300–10.

Jones, M., & Hitsman, H. (2018). QEEG Guided Neurofeedback Treatment for Anxiety Symptoms. NeuroRegulation, 5(3), 85-85.

Kerson, C., Sherman, R. A., & Kozlowski, G. P. (2009). Alpha suppression and symmetry training for generalized anxiety symptoms. Journal of Neurotherapy, 13(3), 146-155.

Mennella, R., Patron, E., & Palomba, D. (2017). Frontal alpha asymmetry neurofeedback for the reduction of negative affect and anxiety. Behaviour Research and Therapy, 92, 32-40.

Moradi, A., Pouladi, F., Pishva, N., Rezaei, B., Torshabi, M., & Mehrjerdi, Z. A. (2011). Treatment of anxiety disorder with neurofeedback: case study. Procedia-Social and Behavioral Sciences, 30, 103-107.

Der Beitrag Neurofeedback for anxiety and panic disorders erschien zuerst auf Praxis Steven Jones | Psychologe (M.Sc.).