The Internationalization of BCIA

Biofeedback ◽  
2012 ◽  
Vol 40 (1) ◽  
pp. 4-6
Author(s):  
Donald Moss ◽  
Fred Shaffer ◽  
Judy Crawford

The Biofeedback Certification International Alliance (BCIA)-Australia has recently become the first fully autonomous affiliate of BCIA, certifying neurofeedback professionals in Australia, with requirements equivalent to those of BCIA. BCIA has also established a worldwide network of professionals, who intermittently meet to promote biofeedback and neurofeedback certification in each national community. BCIA accredits programs providing basic training and continuing education.

Biofeedback ◽  
2013 ◽  
Vol 41 (4) ◽  
pp. 155-157
Author(s):  
Judy Crawford ◽  
Fred Shaffer

The Biofeedback Certification International Alliance (BCIA) has revised its recertification requirements and fees to reduce certificant costs. BCIA has expanded options for earning inexpensive and accessible continuing education, including Massive Open Online Courses (MOOCs). BCIA continues to promote ethics education to protect clients, professionals, and the credibility of our field. More educators teach BCIA's HRV Biofeedback Certificate of Completion didactic course to students and professionals. BCIA's Job Board has helped employers recruit our skilled certificants. Finally, there is a need for infection prevention standards in private practice.


Biofeedback ◽  
2011 ◽  
Vol 39 (3) ◽  
pp. 87-89 ◽  
Author(s):  
Fred Shaffer ◽  
Judy Crawford

The Biofeedback Certification International Alliance (BCIA) certifies individuals who meet education and training standards in biofeedback and progressively recertifies those who advance their knowledge through continuing education. Increased national and international interest in our field has been accompanied by closer scrutiny of clinical efficacy and professional conduct. BCIA has expanded its international outreach in order to raise the standards of biofeedback and neurofeedback education and practice throughout the world. This article answers frequent questions about the growth of international certification, continuing education, ethics, and marketing your practice.


Biofeedback ◽  
2011 ◽  
Vol 39 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Aubrey K Ewing ◽  
Fred Shaffer ◽  
Judy Crawford

The mission of the Biofeedback Certification International Alliance (BCIA) is to certify individuals who meet education and training standards in biofeedback and progressively recertify those who advance their knowledge through continuing education. In strategic recognition of the growing international interest in biofeedback research and practice, BCIA has launched a number of programs in support of worldwide biofeedback certification and global standards for training and education. This article discusses BCIA's international efforts in support of its mission.


Biofeedback ◽  
2013 ◽  
Vol 41 (2) ◽  
pp. 46-49
Author(s):  
Judy Crawford ◽  
Fred Shaffer

The mission of the Biofeedback Certification International Alliance (BCIA) is to certify applicants who demonstrate entry-level knowledge and to progressively recertify them progressively as they expand their knowledge base and skill set through continuing education. BCIA requires accredited coursework to ensure the credibility of its credentials within the insurance and medical communities. Accreditation is provided by regional accrediting bodies, professional organizations, licensing boards, and BCIA itself. BCIA has developed flexible and inexpensive options for earning continuing education to better serve its North American and international audience.


Author(s):  
Jennie Harre Hindmarsh ◽  
Atawhai Bell ◽  
Alan Addison ◽  
Colin Gunn ◽  
Dorothy McGray

1993 was the International Year of Indigenous Peoples, the centenary of Women’s Suffrage in Aotearoa/New Zealand, and an election year. In recognition of these events, this review of trends and issues in policies, practices and research in community and continuing education places some emphasis on noting how these relate to Maori and women as learners and providers. The first section examines trends and issues evident in policy developments – from the field, the government and the three other main political parties; and the second section, trends and issues in the provision of learning opportunities through local and national community organisations, school community education, institutions and private providers. Provision and policy development based in Iwi and Maori worlds are not covered.


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