Practice in Clinical & Health Psychology
About Dr. Horst Mueller
Registered Psychologist


Let me introduce myself... I am Dr. Horst Mueller, an Alberta-registered psychologist (College of Alberta Psychologists Practice Permit #1290) with a special interest in clinical health psychology and applied psychophysiology and biofeedback and over 40 years of experience as a psychological practitioner.

I am listed with the Canadian Register of Health Service Psychologists (CRHSP) and I am also a Senior-Fellow of the Biofeedback Certification International Alliance (BCIA), and a Diplomate-Fellow of the International College of Prescribing Psychologists (ICPP) and the Prescribing Psychologists' Register (PPR). I am Board-Certified in both EEG neurofeedback and psychopharmacology.

I am currently affiliated with a number of voluntary professional associations and societies, including the Psychologists’ Association of Alberta (PAA), Canadian Psychological Association (CPA), Canadian Pain Society (CPS), Pain Society of Alberta (PSA), Association for Applied Psychophysiology and Biofeedback (AAPB), and International Society for Neurofeedback and Research (ISNR).


In the past, I have held positions as President of ACTION West NeP, a non-profit society that lobbies government and advocates for persons with neuropathic pain in the western provinces; President of the Pain Society of Alberta (PSA); President of the College of Alberta Psychologists (CAP); President of the Psychological Society of Saskatchewan (PSS); as well as sitting as a member of the Board of Directors of the Canadian Register for Health Service Psychologists (CRHSP) and both the College of Alberta Psychologists and the Psychologists' Association of Alberta. 


I have over 40 years experience working in Saskatchewan and Alberta as a clinical psychologist in various psychiatric, general and rehabilitation hospital settings, community mental health clinics, and private practice settings treating both children and adults.

My office is currently located within the business premises of Mind Alive Inc. -- an Edmonton manufacturer and retailer of consumer neuromodulation and neurostimulation devices.


My extensive experience and training allows me to work effectively with both conventional medical practitioners and alternate health practitioners.

My clinical approach is based on…

Many years of training in behavioural and cognitive-behavioural psychology, applied psychophysiology and biofeedback, and psychopharmacology together with broad experience treating children and adults within psychiatric, general and rehabilitation hospital settings, community mental health clinics, chronic pain treatment clinics, and general psychology private practice.

My current practice combines cognitive-behavioural and schema-based cognitive psychotherapies with applied psychophysiological treatments that include both peripheral biofeedback and various neurotherapies, including EEG and HEG neurofeedback, EEG entrainment, cranial electrotherapy stimulation, transcranial DC stimulation, and BAUD therapy.

For more detailed information on the various neurotherapies that I offer, GOTO:

Although I am board-certified in psychopharmacology by the International College of Prescribing Psychologists and listed with the Prescribing Psychologists' Register, I do not have legal prescribing authority in Alberta and cannot prescribe or dispense medications. However, my psychopharmacology training helps me to work more closely with my patients' medical service providers and helps to ensure that my treatments are safely and effectively integrated with any medications they are taking.

The most central ideas in my work are…

The conscious mind is a construct created by the organ of the brain in response to experience.

All experience is filtered through the mind.

The brain is malleable and constantly changed by experience; including the experience of consciousness itself.

With respect to the neuroplasticity of the brain... Penfield's comment, "What fires together, wires together" succinctly describes the intersection between neurophysiology and psychology.

All our experiences are encoded within the brain in complex neural networks that are strengthened through repetition and weakened by neglect or competitive processes.  

The mind and body are in constant two-way communication and neither can be considered in isolation from the other.

Our thoughts and attitudes influence our perceptions and create our feelings. What people believe about situations they face-- not the situations themselves-- primarily determines how they feel and behave.

Many, if not most, of our beliefs about things have become habitual and automatic over the course of time and are outside our conscious awareness. These beliefs often comprise underlying "rules" about how we, the world, and life should be. Because they are often erroneous or irrational, these underlying "rules" are "dysfunctional" by biasing and limiting our flexibility in dealing effectively with current situations.

We do not choose our feelings but we can learn to uncover our unconscious, habitual and automatic cognitions and then choose to think and behave differently. Learning to change the way we think and behave can change the way we ultimately feel.

Examining our unexamined core beliefs and attitudes can open the door to changing our lives.

Most chronic illness involves an imbalance or break-down in the normal self-regulating processes of the mind-body leading to reduced physiological flexibility. Our thoughts create our feelings and our feelings directly affect our physiological self-regulation through complex human stress and immune system response. Therefore, most chronic illness will respond favourably to treatment with some combination of cognitive-behavioural therapies and applied psychophysiological methods, including biofeedback and neurofeedback.

Psychoactive medications may be helpful in relieving distressing symptoms and effecting temporary changes in brain and physiological function but they cannot teach us how to change our thinking and behaviour in ways that will maximize our health and well-being in the longer term. Only learning can give us true self-control and self-efficacy.

The goals of my treatment are…

In every case my primary goal is to help my patients develop the necessary skills—both thinking and behaving—to improve their health, day-to-day functioning, and sense of well-being and self-efficacy.

I do not fix my patients but focus all my efforts toward helping them to fix or better manage their problems themselves. 

As the psychiatrist Victor Frankl wrote in Man's Search for Meaning...  ...everything in life can be taken from you except one thing: your freedom to choose how you will respond to the situation. What determines your quality of life is how you relate to the realities of your life. If you choose ways that are stressful and angry you will only create more stress and anger in your life. If you choose-- through meditation, through cognitive therapy, through doing a life review-- to alter the way you view the troubling events in your life, you will increase the quality of your life.

What Can You Expect 
By the end of our first or second session, I will tell you how I see your case at this point and how I think we should proceed. I view therapy as a partnership between us. You define the problem areas to be worked on; I use some special knowledge to help you make the changes you want to make. Psychotherapy is not like visiting a medical doctor. It requires your very active involvement. It requires your best efforts to change thoughts, feelings and behaviours. For example, I will want you to tell me about important experiences in your life, what they mean to you, and what strong feelings might be involved. I may also ask you to do certain tasks—such as completing questionnaires or surveys, reading informational materials, completing self-analysis exercises, or practicing certain skills—as “homework” between therapy sessions. These are some of the ways you are an active partner in therapy.
I expect us to plan our work together. Together, we will determine the areas to work on, treatment goals, the methods to be used, the time and money commitments made, and many other things. I expect us to agree on a plan that we will both work hard to follow. From time to time, we will look together at our progress and goals. If we think we need to, we can then change our treatment plan, its goals and its methods.
An important part of your therapy will be practicing new skills that you will learn in our sessions. I will ask you to practice outside our meetings, and we will work together to set up appropriate “homework” assignments for you. I might ask you to read certain materials, do selected exercises and keep certain records, and perhaps do other tasks to deepen your learning. You will probably have to work on relationships in your life and make long-term efforts to get the best results. These are important parts to personal change. Change will sometimes be easy and quick, but more often it will be slow and frustrating, and you will need to keep trying despite temporary set-backs and failures. There is no instant, painless cures and no “magic pills.” However, you can learn new ways of looking at your problems that will be very helpful for changing your feelings and reactions.
Except for my biofeedback and neurotherapy clients, most of my psychotherapy clients see me once a week for 2 to 4 months. After that, we may meet less often for several more months before therapy comes to an end. My biofeedback and neurotherapy clients will often see me two or more times a week for periods of 1-2 months for more basic self-regulation skills training and for 3 to 6 months or longer for EEG neurofeedback. The process of ending therapy, called “termination,” can be a very valuable part of our work together. Stopping therapy should not be done casually, although either of us may decide to end it if we believe it is in your best interest. If you wish to stop therapy at any time, I ask that you agree now to meet then for at least one session to review our work together. We will review our goals, the work we have done, any future work that needs to be done, and our options and choices. If you would like to take a “time-out” from therapy to try it on your own, we should discuss this. Discussing it together can often make a “time-out” more helpful.
Should you at any time find that you can no longer financially afford to continue your therapy, do not simply stop coming to your sessions. Talk to me about your concerns so that we can work out some way of continuing your therapy.
I will send you a brief set of questions about 6 months after our last session. These questions will ask you to look back at our work together, and sending them to you is part of my duty as a therapist. I ask you to agree, as part of entering therapy with me, to return this follow-up questionnaire and to be very honest in completing it.
Benefits and Risks of Psychotherapy

As with any powerful treatment, there are some risks as well as benefits with therapy. You should think about both the benefits and risks when making any treatment decisions. For example, in therapy, there is a risk that you will, for a time, have uncomfortable levels of sadness, guilt, anxiety, anger, frustration, loneliness, helplessness, or other negative feelings. You may recall unpleasant memories. These feelings or memories may bother you at work or in school. Sometimes in therapy, your problems and/or symptoms may temporarily worsen after the beginning of therapy before coming to any resolution. In addition, some people in your community may mistakenly view anyone in therapy as weak, or perhaps as seriously disturbed or even dangerous. Also, persons in therapy may have problems with people important to them. Family secrets may be uncovered. Therapy may destabilize or disrupt a marital relationship and sometimes may even lead to a separation or divorce. Most of these risks are to be expected when making important changes in your life. Finally, even with our best efforts there is a risk that therapy may not work out well for you. Therapy can sometimes cost quite a bit of time and money without resulting in satisfactory outcomes.

While you consider these risks, you should know also that the benefits of therapy have been demonstrated in hundreds of well-designed research studies. People who are depressed may find their mood lifting. Others may no longer feel afraid, angry, or anxious. Therapy can help you to better manage stress or pain or other symptoms of disease. In therapy, people have a chance to talk things out fully until their feelings are relieved or their problems are solved. People's relationships and coping skills may improve greatly and they may get more satisfaction out of social and family relationships. Their personal goals and values may become clearer. They may grow in many directions—as persons, in their close relationships, in their work or schooling, and in the ability to enjoy their lives.

I do not take on clients who I do not think I can help. Therefore, I will enter our relationship with optimism about our progress.

About Confidentiality

I will treat with great care all information you share with me. It is your legal right that our sessions and my records about you are kept private. That is why I ask for your express permission before I talk about you or send my records about you to anyone else. In general, I will tell no one what you tell me. I will not even reveal that you are receiving treatment from me.

In all but a rare few situations, your privacy is protected by federal and provincial laws as well as the rules of my profession. Here are the most common cases in which confidentiality is not protected:

1) If you were sent to me by a court or an employer for evaluation or treatment, the court or employer expects a report from me. If this is your situation, please talk with me about this before you tell me anything that you do not want the court or employer to know. You have a right to tell me only what you are comfortable with revealing.

2) Are you suing someone or being sued? Are you being charged with a crime? If so, and you tell the court that you are seeing me, I may be legally ordered to show the court my records. Please consult with your lawyer about these issues.

3) If you make a serious threat to harm yourself or another person, the law requires me to try and protect you or that other person. This usually means telling others about the threat. I cannot promise never to tell others about threats you make.

4) If I believe a child has been or will be abused or neglected or otherwise endangered, I am legally required to report this to the authorities.

5) If I am properly subpoenaed to testify in court or to submit my records for examination by the court.

6) In the event that you file a formal complaint against me with a court or professional regulatory body, your clinical records may become part of the legal process set in motion by the complaint.


My treatment approach is primarily cognitive-behavioural and psychophysiological; emphasizing the complex interconnectedness of mind and body. I have treated patients with various forms of biofeedback for over 30 years.

My clients encompass a wide age range of individuals, from pre-teens to seniors, with a broad range of mental and physical health problems, including...

I am expert in Schema Therapy, Cognitive-Behavioral Therapy, and numerous peripheral and central nervous system biofeedback and neurotherapy treatment modalities, including...


To the best of my knowledge, I am currently the only registered psychologist in Edmonton with diplomate certification in EEG biofeedback (BCIA) offering EEG neurotherapy for such brain-based disorders as attention-deficit disorder, autism spectrum disorders, brain injury related cognitive dysfunction, dystonias, chronic pain, depression, anxiety disorders and insomnia.

For more specific and detailed information on these neurotherapies, go to my other website:


Many of the people who come to see me have long-standing chronic pain conditions such as complex myofascial pain syndromes or fibromyalgia. It is not uncommon for people who suffer with chronic pain to experience sleep disturbance, anxiety, depression or other psychological problems as well. These psychological problems frequently feed into and magnify pain; making it worse. A person’s response to stress— both acute and chronic— can also worsen or maintain pain and other chronic health problems. It is critical that these psychological factors be properly addressed in the context of treating chronic pain and health conditions.

Fees & Insurance Reimbursement

The services of psychologists in private practice are not covered by Alberta Health Care Insurance. But many private individual or group extended health care insurance plans include a Psychological Services Benefit and will partially or fully reimburse policy holders for professional fees paid to a Registered Psychologist. Some insurers require a physician’s referral for psychology services before they will reimburse any fees paid. Contact your insurer to find out what services are reimbursed and any limits or requirements.

In certain cases, WCB or motor vehicles insurance will pay the costs of psychology treatment services. Check with your WCB Case Manager or auto insurance adjustor or case manager.

Except where special arrangements have been made with me in advance, all my patients will be required to pay for services at the time they are received. I will only direct bill a third-party payer where the patient has made proper arrangements for such billing and the third-party payer has agreed to these arrangements in writing.

Although I will do what I reasonably can to support and help patients obtain third-party reimbursement of fees paid, the patient remains personally responsible for obtaining any reimbusement for which he/she may be eligible.

I also offer initial consultations to prospective new patients (maximum of 60 minutes) at a special reduced fee of $80 as well as a sliding fee scale for uninsured individuals who cannot afford my standard and customary fee which is set in accordance with the Fee Schedule for Psychologists published annually by the Psychologists’ Association of Alberta (PAA).

I do charge for missed appointments or short-notice cancellations.

List of My Publications 

Bucher, B., Reaume, J., Mueller, H.H., Malloy, N., & Filipowich, W. (1976). A home-based tutoring and reinforcement system for academically delayed children. University of Western Ontario Research Bulletin, 389 (October). ISSN 316-4675.

Bucher, B. & Mueller, H.H. (1977). Acquisition and generalization of compliance with complex five-component instructions. Journal of Applied Behavior Analysis, 10 (3), 507. (abstract only). NAPS #03010. [refereed]

Bucher, B., Reaume, J., Mueller, H.H., & Dennis, S. (1978). A home-based tutoring program for academic problem children. Ontario Psychologist, 10 (3), 23-32.

Greenough, T. & Mueller, H.H. (1979). Brief regarding health services to children in Saskatchewan. Saskatchewan Psychologist, 79 (4), 9-13.

Mueller, H.H. (1979). Cognitive-behavioral strategies for seizure interruption: A review of the literature. Saskatchewan Psychologist, 79 (3), 7-22.

Dennis, S. & Mueller, H.H. (1981). Self-management training with the mentally handicapped: A review. Mental Retardation Bulletin, 9 (1), 3-31. [refereed]

Mueller, H.H. (1981). Report on the membership of the Psychological Society of Saskatchewan. Saskatchewan Psychologist, 81 (3), 22-31.

Mueller, H.H. (1981). Report on the status of female psychological practitioners in Saskatchewan. Saskatchewan Psychologist, 81 (3), 32-34.

Mueller, H.H. & Conway, J. (1982). Cognitive-behavioral approaches for the control of seizure disorders: A review of clinical applications. Alberta Psychology, 11 (1), 2. (abstract only).

Dash, U., Dennis, S., Mueller, H.H., Mancini, G., Snart, F., & Short, R. (1983). WISC-R sub­test variability in a clinic-referred sample of Canadian children. Canadian Journal of Behavioral Science, 15 (3), 211-227. [refereed]

Mueller, H.H., Matheson, D., & Short, R. (1983). Bannatyne-recategorized WISC-R patterns of mentally retarded, learning disabled, normal, and intellectually superior children: A meta-analysis. Mental Retardation & Learning Disability Bulletin, 11 (2), 60-78. [refereed]

Matheson, D., Mueller, H.H., & Short, R. (1984). The validity of Bannatyne's Acquired Knowledge category as a separate construct. Journal of Psychoeducational Assessment, 2 (4), 279-294. [refereed]

Mueller, H.H., Dash, U., Matheson, D., & Short, R. (1984). WISC-R subtest patterning of be­low average, average, and above average IQ children: A meta-analysis. Alberta Journal of Educational Research, 30 (1), 68-85. [refereed]

Mueller, H.H., Manacini, G., & Short, R. (1984). An evaluation of the diagnostic efficiency of the WISC-R. Alberta Journal of Educational Research, 30 (4), 299-310. [refereed]

Ebert, T., Dennis, S., Mueller, H.H., & Vargo, F. (1985). Improving the employability of students with disabilities. Canadian School Executive, 4 (7), 3-7. [refereed]

Ebert, T., Dennis, S., Mueller, H.H., Vargo, F., & Bevan, D. (1985). Transition from school to work: A model secondary program for students with mental disabilities. Teaching Atypical Students in Alberta, 14 (2), 34-39. Also available on microfiche as an ERIC document, ED269 933. [refereed]

Dennis, S., Blevins, N., Ebert, T., Vargo, F., Mueller, H.H., & Smith, K. (1986). Partners In Progress © training system. Edmonton, AB: Western Industrial Research & Training Centres.

Mueller, H.H. (1986). Sex: First interview-- Beverly. Alberta Psychology, 15 (2), 3-6.

Mueller, H.H. (1986). Sex: Second interview-- Christine. Alberta Psychology, 15 (2), 7-8.

Mueller, H.H., Dennis, S., & Short, R. (1986). A meta-exploration of WISC-R factor score pro­files as a function of diagnosis and intellectual level. Canadian Journal of School Psychology, 2 (1), 21-44. [refereed]

Mueller, H.H., Mulcahy, R., Wilgosh, L., Watters, B., & Mancini, G. (1986). Analysis of  WISC-R items with Canadian Inuit children. Alberta Journal of Educational Research, 32 (1), 12-36. [refereed]

Mueller, H.H. & Wilgosh, L. (1986). A survey of vocational and transitional training programs for mentally handicapped adults in Alberta. Alberta Psychology, 14 (5), 15-17 & 20.

Short, R. & Mueller, H.H. (1986). Analysis and meta-analysis of the WISC-R: Report on a research program. Alberta Psychology, 14 (2), 5-7 & 11.

Vargo, F., Dennis, S., Ebert, T., Wolfe, S., Mueller, H.H., & Brintnell, S. (1986). A social-vocational rehabilitation program model for closed-head injured adults. Rehabilitation Digest, 17 (2), 7.

Dennis, S., Ebert, T., Wolfe, S., Mueller, H.H., Brintnell, E., & Vargo, F. (1987). A projected post-discharge rehabilitation program for closed head injured adults. The Journal of Applied Rehabilitation Counseling, 18 (2), 33-38. [refereed]

Mueller, H.H. (1987). Book review of: Competitive employment issues and strategies by F.R. Rusch (Ed.) (1986). Mental Retardation & Learning Disability Bulletin, 15 (1), 36-39.

Mueller, H.H., Wilgosh, L., & Dennis, S. (1987). Employment survival skills: What vocational rehabilitators believe to be most important. Mental Retardation & Learning Disability Bulletin, 15 (1), 7-20. [refereed]

Wilgosh, L., Mulcahy, R., Mueller, H.H., Mancini, G., & Watters, B. (1987). Northwest Territories Inuit, and urban and rural Alberta normative data: Goodenough-Harris Drawing Test. Canadian Journal of Special Education, 3 (2), 117-137. [refereed]

Mueller, H.H. (1988). Employers' reasons for terminating the employment of workers in entry-level occupations: Implications for workers with mental disabilities. Canadian Journal of Rehabilitation, 1 (4), 233-240. [refereed]

Wilgosh, L., Mueller, H.H., Groeneweg, G, Evans, B., & Dennis, S. (1988). The world of work: Is there a match between vocational preparation and employer expectations? In D. Baine, D. Sobsey, L. Wilgosh, & G.M. Kysela (Eds.), Alternative futures for the education of students with severe disabilities. (pp. 127-135). Edmonton, Alberta: Department of Educational Psychology, University of Alberta.

Mueller, H.H., Wilgosh, L., & Dennis, S. (1989). Employment survival skills for entry-level occupations. Canadian Journal of Rehabilitation, 2  (4), 203-221. [refereed]

Wilgosh, L. & Mueller, H.H. (1989). Employer attitudes toward hiring workers with mental disabilities. Canadian Journal of Rehabilitation, 3 (1), 43-47 [refereed]

Wilgosh, L., Mueller, H.H., Groeneweg, G, Evans, B., & Dennis, S. (1989). The world of work: Is there a match between vocational preparation and employer expectations? Canadian Journal of Rehabilitation, 3 (2), 113-118. [refereed]

Meyer, M., Wilgosh, L., & Mueller, H.H. (1990). Effectiveness of teacher-administered tests and rating scales in predicting subsequent academic performance. Alberta Journal of Educational Research , 36 (3), 257-264. [refereed]

Mueller, H.H., & Wilgosh, L. (1991). Employment survival skills: Frequency and seriousness of skill deficit occurrences for job loss. Canadian Journal of Rehabilitation, 4 (4), 213-228. [refereed]

Wilgosh, L. & Mueller, H.H. (1993). Work skills for disadvantaged and unprepared youth and adults. International Journal for the Advancement of Counselling, 16, 99-105. [refereed]

Wilgosh, L., Mueller, H.H., & Rowat, W. (1994). Employer views on reasons for employment failure of employees with and without intellectual impairments. Canadian Journal of Rehabilitation, 8 (2). [refereed]

Wilgosh, L., Meyer, M., & Mueller, H.H. (1995). Longitudinal Study of Effects on Academic Achievement for Early and Late Age of School Entry. Canadian Journal of School Psychology, 11 (1), 43-51. [refereed]

Mueller, H.H. & Donaldson, S. (1996). Myosymmetries International pioneers the use of sEMG in chronic pain treatment in Canada. The CARP Correspondent, March 1996, pp.8-9.

Mueller, H.H. (1996). Computer users are highly vulnerable to repetitive strain injuries. Worksite News, 4 (6), pp12-15.

Donaldson, C.C.S., Sella, G.E., & Mueller, H.H. (1998). Fibromyalgia. A retrospective study of 252 consecutive referrals. Canadian Journal of Clinical Medicine, 5 (6), 116-127. [refereed]

Mueller, H.H. (1998). Clinical outcomes study of fibromyalgia patients treated with EEG-Driven Stimulation and myofascial physical therapies at Myosymmetries International Inc. Biofeedback Web Magazine  (see ; also see Stimulation.htm      

Mueller, H.H. (1998). Clinical outcomes study of fibromyalgia patients treated with EEG-Driven Stimulation and myofascial physical therapies at Myosymmetries International Inc. Manuscript translated to Danish and published on the world-wide web by the Danish Fibromyalgia Association. (see

Mueller, H.H., & Donaldson, C.C.S. (1999). Neurotherapy treatment for attention deficit disorder. Alberta Parent Quarterly. May-June 1999.

Mueller, H.H., Holden, W., & Layman, M. (2000). EEG neurotherapy: New kid on the block. PAA Psymposium, 9 (5), 26-28.

Mueller, H.H., Donaldson, C.C.S., Nelson, D.V., & Layman, M. (2001). Treatment of fibromyalgia incorporating EEG-Driven Stimulation: A clinical outcomes study. Journal of Clinical Psychology, 57 (7), 933-952. [refereed]

Berg, K., Seibel, D., Siever, D., & Mueller, H.H. (2000). Evaluating the application of audio-visual entrainment, medical, and nuritional interventions in lowering the symptoms of fibromyalgia. Poster presentation at the 2000 Annual Conference of the Society for Neuronal Regulation. September 23, 2000. St. Paul, Minnesota.

Mueller, H.H. (2000). Fibromyalgia. A six-part series on fibromyalgia and its treatment published in The Source magazine. Volume 3, Nos. 2, 3, 4, 5 & 6 and Volume 4, No. 1 Contact:

Mueller, H.H., Donaldson, C.S.S., Nelson, D.V., & Layman, M. (2000). EEG-Driven Stimulation Treatment of Fibromyalgia. Poster presented at the 19th Annual Scientific Meeting of the American Pain Society, November 3, 2000. Atlanta, Georgia.

Donaldson, C.C.S., Sella, G.E., & Mueller, H.H. (2001). The Neural plasticity model of fibromyalgia: Theory, assessment and treatment. Part 1. Practical Pain Management, 1(3):

Donaldson, C.C.S., Sella, G.E., & Mueller, H.H. (2001). The neural plasticity model of fibromyalgia: Theory, assessment and treatment. Part 2. Practical Pain Management, 1(4):

Donaldson, C.C.S., Sella, G.E., & Mueller, H.H. (2001). The neural plasticity model of fibromyalgia: Theory, assessment and treatment. Part 3. Practical Pain Management, 1(5):

Donaldson, C.C.S., Sella, G.E., & Mueller, H.H. (2001). The neural plasticity model of fibromyalgia: Conclusion. Practical Pain Management, 1(6):

Donaldson, C.C.S., Snelling, L.S., MacInnis, A.L., Sella, G.E., & Mueller, H.H. (2002). Diffuse muscular coactivation (DMC) as a potential source of pain in fibromyalgia- Part 1. NeuroRehabilitation, 17(1), 33-39.

Donaldson, C.C.S., MacInnis, A.L., Snelling, L.S., Sella, G.E., & Mueller, H.H. (2002). Characteristics of diffuse muscle coactivation (DMC) in fibromyalgia sufferers- Part 2. NeuroRehabilitation, 17(1), 41-48.

Donaldson, M., Mueller, H.H., Donaldson, C.C.S., & Sella, G.E. (2003). QEEG patterns, psychological status and pain reports of fibromyalgia sufferers. American Journal of Pain Management, 13(2), 60-73.

Donaldson, C.C.S. & Mueller, H.H. (2005).  New Advances in Treating Chronic Back Pain. Poster presented at the “Leaders in Rhabilitation: Transforming the Future” symposium. Glenrose Rehabilitation Hospital, Edmonton, Alberta. March 17 & 18, 2005.

Ozier, D., Sherlin, L., Mueller, H., Lampman, D., & Whelton, W. (2012). LORETA neurotherapy for chronic pain related suffering. [Manuscript submitted for publication, Journal of Applied Psychophysiology & Biofeedback]

Ozier, D., Sherlin, L., Mueller, H., Lampman, D., & Whelton, W. (2012). The electrophysiological correlates of chronic pain related suffering. [Manuscript submitted for publication].  



Information contained on this website is intended for educational and informational purposes only and does not constitute medical advice or diagnosis. Nothing on this site is intended nor should be taken as a substitute for the advice provided by your physician or other healthcare professional. You should not use the information on this website for self-diagnosing or treating any health problem or disease, or self-prescribing any medication or other treatment.