Scalp Needle Therapy which became popular in Japan 4-5 years ago has recently undergone great changes. From the Chinese scalp needle therapy, in Japan, the Ryodoraku therapy, Wadastyle, the Miyazaki doctor's Yamamoto-style, and the Tokyo doctor's Yoshida-style have been developed. These therapeutic methods are especially applicable in treatment of disturbances of the nervous system. This is especially true in cases which do not respond to Western medical methods or in which results are very slow.
In addition to the various scalp needle therapy styles, I thought of one more method. This method pays special attention to the measurement of brain waves. This involved graphing the electrical response of the brain cells as shown in the brain waves when electricity was directed through electrical poles placed in direct contact with the scalp. Oppositely, I believed variations would be observed upon the administration of treatment at these points. I'd like to report on the methods and results observed using scalp needle methods (cranial insertion) at electroencephalogram points.
A. Methods
1. Observation of basic electroencephalogram points.
2. Comparison of electroencephalogram points and various scalp point charts.
3. Study of anatomy and physiology of nerves and blood vessels in area of electroencephalogram points.
4. Experiments with human body-acupuncture sensation-physical changes.
5. Study of relationship between electroencephalogram points and disease.
6. Types of needles used and method and angle of insertion.
7. Determination of stationary insertion points and electrical current.
8. Division of patient's postures.
9. Additional points and warnings.
B. Results
1. The overall rate of effectiveness was about 75%.
2. Effectiveness for neurosis was 100%, nerve disorder, 75%, others, 60%.
3. Resulting effectiveness differed greatly according to the psychological state of the patient.
C. Conclusion
There are several physiological problems which remain unsolved and which perhaps cannot be solved by an individual acupuncturist like myself, thus I'd like to ask the assistance of medical research groups and medical university research laboratories in solving such problems.

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1) 僻地学童に国語, 算数 (中学では数学), 理科, 社会の標準学力検査と学習法診断検査を実施した。また, 僻地学童の結果と比較するため, 都市学童にも上記の標準学力検査と学習法診断検査を実施し, それぞれ各教科における学力偏差値と学習法偏差値を算出した。
2) 僻地学童の学力は各教科において全国平均および都市学童の学力よりも低く, 算数 (数学), 理科学力も低いが, 国語, 社会学力の低下が著しい。
3) 僻地学童の学習は, 学習の各領域とも, 全国平均および都市学童の学習よりも低い。もちろん, 学習技能の各領域においてもかなり低いが, 学習適応の各領域一目的・目標の成熟度がもつとも低く, 精神的健康度, 家庭 (学習) 環境も非常に低い。僻地中学校生徒の将来の職業や進学の目的・目標がはつきりしていないこと, 小・中学校学童の勉強における心の不安定, 勉強に対する家庭環境の不適合の多いことが指摘される。
4) 僻地学童の各学力と学習との相関は, 社会や国語の学力とは少しあるが, 理科や算数 (数学) の学力と学習との相関は低い。僻地学童の学習の各領域と学力との相関は, 学習技能の各領域と学力との相関は低く, 学習適応の各領域と学力, ことに, 目的・目標の成熟度と学力, 家庭 (学習) 環境と学力との間にはそれぞれかなりの相関がある。
5) 学力は知能の発達にもよることであるが, ことに僻地の場合, 僻地の環境条件において進められる学習態度, ことに僻地中学校生徒の将来の進路に対する成熟度や, 僻地小・中学校学童の勉強に対する家庭環境の不適合などが学力の形成にかなりの役割をはたしているものと思われる。

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