Nurture Their Nature: Mindset and Neurdiversity

Nature- is the maturation of the brain and body; for the purpose of survival, it’s the ability to perceive, give meaning, learn, and act including motivation and resilience of our very own environments (patterns first). Speaking of the “whole child”- the vagus nerve connects the brainstem to the body. It also connects and aligns the eight chakras, Pons, RAS & ACC/HPA and thymus including their own biofield (including electromagnetic field). This vagal balance allows the brain stem to receive the information (formulating patterned neural connections) from the environment, the midbrain to monitor and receive information (firing pattern of brain nerve cells in a network), and the frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, courage, compassion, and harmony. Executive functioning involves logic through analysis or evaluation; initially, the thymus is where the mind deems how important based on cellular memory (what or why). Then onto the frontal lobe where the “why” is based on context cues (evaluation) and the “what” is based on recursive aspects (analysis). The vagus nerve controls vagal balance and the executive functioning system (via the thymus- vagus nerve chakra). The thymus including the vagus nerve can be deactivated, hyperactivated, hypoactive, underdeveloped, or variably then going inactive in children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain [Retrieved from Sunny Sea Gold Updated January 27, 2021. “Here’s How the Brain Makes Memories-and What You Can Do to Keep Your Mind Sharp.” Health.com, www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memory-healthy-mind?amp=true].

Nurture- is the adaptation of children responding to the demands of the environment in ways that meet their own goals and function in a safe and secure way. Children with learning differences have deficits in brain plasticity- The brain’s remarkable ability to rewire itself throughout a person’s life is known as plasticity. The goal is spiritual mindsight and self-directed neuroplasticity- a child who has healthy neuroplasticity can heal their DNA via the thymus- vagus nerve chakra, and RAS & ACC/HPA including the connection to the consciousness (God awareness) and consistently being provided a safe, supportive, healthy, and loving environment that facilitates their natural inquiry of learning (see chapter 10). The main objective is to prevent kids from learning primarily from learning with either their mental, emotional and etheric bodies (anger/shame). Along with rewiring their perceptions and filters of the parasympathetic (shame) and sympathetic (anger) response system during stress such as reading, their perceptions of anger and shame are their lens to how they view and listen to their very own existence in this universe. For anger, they need autonomy (I am Worthy) and attunement for shame (I am Enough)- both need the two Bs: body and breath (see below for more about the ABC’s of Self-directed Neuroplasticity).

Help Young Children Switch OFF Negative Markers Through Their Very Own DNA: Will Allow Future Generations To Heal & Not Experience The Same Suffering Of Their Past Ancestors.

- Tricia Cook

Results: Acute Initial Response

Relative to epigenetics, nature and nurturing, the child with neurodifference, it’s the brain nature and nurture to integrate particular observations (patterns first) into a body to form coherent knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and motivation (ask me about autism, Sensory Integration and Executive Functioning issues and/or disability). Therefore, the adult should make observational records including an anger and shame checklist of children’s inductive reasoning and matters of the mind (discussed more below) on all children before intervention!! The mind for instance: anger being replaced with strength, shame being replaced with empathy and both with love and removal of fear: therefore, they will increase their connection, trust, and love for themselves and others. I also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises: HERE.

In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)

Section 5 Physical Plane- (see illustration 5.0 above)

Emotional Body–Shame Parasympathetic Functional System Dominance (PFD)- needs body/soul connection and attunement for help along with the following:

ACC- which is part of RAS (6–8th chakra) with the Pineal, Pituitary, Carotid Glands, and PONS area of the brain especially the 8th chakra which is the Crown, 5th & 6th chakra, and Alta Major Chakra which is known for increasing energy (hyperarousal), also includes VACC involved in emotional appraisals, cognitive control, and error T. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra.

Mental Body– Anger Sympathetic Functional System Dominance- (SFD) needs body/soul consciousness, connection, and autonomy for help along with the following:

HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS (6–8th chakra) along with the 4th chakra especially the 7th chakra and 8th which is the Crown, Pituitary and Soma Chakra (right behind 3rd eye) which is known for decreasing energy (hypoarousal) and increasing consciousness.

Note: The HPA axis is responsible for the neuroendocrine adaptation component of the stress response. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra (see below).

Etheric Body– Anger/Shame has problems with both the emotional and mental body (mind) see Total Functional System Dominance (TFD)- needs Body-Soul Connection for help along either the following:

RAS including ACC/HPA along with chakras 6–8th includes the Pineal & Pituitary Gland, PONS part of the brain, Crown, Pituitary and Alta Major/Soma Chakra (Cingulate Gyrus- the cingulate gyrus is a large arch-like lobe in the center of the inner brain that is a part of the limbic system. This area of the brain functions to process conscious emotional experience).

Also RAS (6–8th chakra) especially the 8th chakra which mainly is part of the brainstem via the vagus nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps to learn such as focus/attention, sensory integration, hormones released, speed processing, LT/ST memory, vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and wakefulness, and control of reflexes. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra.

Need Attunement?? Other Complications

Anger Sympathetic Lateral Functional System Dominance

(Hyperarousal- mainly prefrontal lobe functioning): Possibly Dsyeidetic (visual) Dyslexia including WORRY OF THE PRESENT. Tend to be the abuser (dominant others) as have been abused (developmental trauma) need to believe they are “worthy” nurture(spirituality=God-soul consciousness and connection). RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra Issues (more common) (High Functioning Autism-below).

• Hostile • Irrational • Self-centered • Poor focus • Sleep disturbances • Tantrums • Coerciveness • Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development- meaning delays of reaching developmental milestones, and developmental disabilities (most common and can be included in Autism); cohabit with ADHD, impulsive/hyperactive type. Possibly other complications such as:

  • Behavior disorders (ODD-hyper-dysregulation).
  • Brain injury (TBI).
  • Down Syndrome.
  • Intellectual Disability.
  • Spina Bifida.
  • Delays in reaching physical (Developmental Coordination Disorder especially gross motor such as Restless Leg Syndrome, Cerebral Palsy all included in Autism)
  • Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other Autoimmune diseases such as Congenital Adrenal Hyperplasia, Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus see Vertigo, Aphasia, Dsyeidetic (visual) Dyslexia under SPD-below
  • Chronic Pain and Inflammation in organs such as the Pancreas (CFS), Duodenum, Gallbladder, Liver, Tongue, Brain, Spleen, Stomach, and Throat (again- hyper- thyroid and thymus) and Histamine Intolerance and other Autoimmune diseases such as Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus); & Dementia.
  • Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken for Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure.
  • Susceptible Developmental Trauma.
  • Personality Disorders such as Narcissism.
  • Abnormal Neuroplasticity.
  • Delays in reaching language (Specific Language Impairment/Delay)
  • Sensory Processing Problems/Issues — Specific Learning Disorders (SLD) such as Hyperlexia and & Sensory Integration Disorder (normally labeled SPD Problems/Issues): Hyper-visual problems such as Convergence (focus) and Irlen Syndrome (dimension/color), ADHD- hyperactive.: Hyper-Sight/Visual …Visual Processing Disorders Dsyeidetic (aka visual-surface) Dyslexia ex. Irlen Syndrome- hypersensitivity to light; Convergence Issues (focus beyond the object) all included Autism; Hyper-Sound/Auditory …Auditory Processing Disorders: Hyperlexia, or Aphasia, Central Auditory Processing Disorder (HyperNoise-CAPD), Misphonia, Hyperacusis, all included in Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder, Hyper-Taste/Gustatory …social/emotional problems all included in Autism, depression; Hyper Smell/Olfactory …Hyperosmia (hyper-smell); Attention-deficit hyperactivity-impulsive disorder (ADHD), Tics, OCD- hyper obsessed (categories, sequencing), other Anxiety Disorders and Tourette’s Syndrome.
  • Sensory Processing Problems/Issues (SPD)- Specific Language Disability (SLD)/Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues)- Hyper-visual processing such as Dsyeidetic (visual) Dyslexia, Hyperlexia, Dysgraphia (hyper-fine motor and coordination), and Dysphasia.

Shame Parasympathetic Lateral Functional System Dominance

(Hypoarousal mainly right hemispheric lateral functioning dominance): Possibly Dysphonetic (phonetic) Dyslexia along with WORRY OF THE PAST & FUTURE- NEED to be Present. Tend to be the victim (subordinate) as have been abused (shock trauma)- need to believe they are “enough” (religion=God-soul connection). Paralysis of action • Dissociation • Emotional numbing• Sad • Distracting • Self-soothing (stimming)• Reactive • Sulking • Whining/complaining • Clinginess or neediness • Reluctance to explore the world • Delays in the 5 domains of childhood development- meaning delays of reaching developmental milestones, and developmental disabilities (most common and can be included in Aspergers (high functioning autism); cohabit with ADHD, inattentive and distractible type, also RAS chakras 6th-8th= Pons & Alta Major Issues (more common) (see Dyslexia under SPD-below) Specific Language Impairment- Dysnomia included. Possibly other complications such as:

  • Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders and Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation), Bipolar Disorder, Sleep Walking, Mood Swings along with being susceptible to Emotional Intensity (EI), Post Traumatic Stress Disorder (PTSD), and Shock Trauma, Bipolar Disorder (BPD), Narcissism.
  • Brain injury (least common).
  • Chronic Fatigue Syndrome (hypo-arousal).
  • Slow Speed Processing Disorder.
  • Executive Function Disorder
  • Abnormal neuroplasticity.
  • Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia, Autoimmune Dysfunctions such as Histamine Intolerances such as Chronic Urticaria & Dementia including Alzheimers Disease (see hippocampus)).
  • Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive, Heart, Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus).
  • Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small intestine)-Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness
  • Addictions & Fetal Alcohol Syndrome
  • Aspergers (more common).
  • Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD) included Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues)- Hypo-auditory processing such as Dysphonetic Dyslexia, Dyscalculia, Dysgraphia (hypo-fine motor), Dysomia, Vertigo (hypothyroidism), ADHD- hypoactive, inattentive. Hypo-Sound/Auditory-Proprioceptive Reading Dyslexia, Dyscalculia, Dysgraphia, Hypo-Touch/Tactile …All included Aspbergers, Hypo-Taste/Gustatory …Social/emotional problems, eating disorders (Bulimia) all included High Functioning Autism (Aspergers); Hypo-Smell/Olfactory …Attention-deficit inattentive type (ADHD), Other Anxiety Disorders all included Adspebergs; Hypo-Sight/Visual …Visual Processing Disorders- Hypoglycemia.

BOTH (Para/Sympth)Total Functional System Dominance– can be varied speed processing, plus cohabit with ADHD, combined type with Hyperlexia and/or CAPD (hyper Noise)-Dysphonetic (hypo Sound) and/or Convergence (hyper Focus), Irlen Syndrome (hyper Scotopic Light Sensitivity). They can have Autism with varied learning differences.

Cook’s Alternatives and Suggestions

Results: Acute Initial Response to Stress

Date:

Student: DOB:

Label

Functional Dominance

“Senses”

Peripheral System

Parts of Brain (premature development)

“Senses”

EM Fields

Chakra System

Visual Dyslexia- aka surface, dyseidetic dyslexia (SFD)

Sympathetic Functional Dominance (SFD- Anger)

Need autonomy

CNS- Sympathetic (hyper-SFD)

*can be varied

(HPA) left-hemisphere dominance including Hypothalamic–Pituitary–Adrenal Axis associated with the soma chakra and anger.

EMF peripheral (thymus-

cranial)

chakras (4th-6th)

which is Mental Self (chakras 4–6, cognitive brain)

Social/Emotional Self (chakras 6–8, soul mind which is Olfactory & Gustatory Senses

Visual Senses= Pons (chakras 9–11, body & mind)

Thymus (12 chakra and all chakras, high heart & mind) need for mental body

*works in threes

Sympathetic Functional Dominance (SFD- Anger)

2nd chakra (sacral) Peace, Bliss and Joy (happiness- motivation)

3rd chakra (solar plexus)- Anger needs Strength (meaning)

6th chakra (visual-third eye) which is grace (freedoms-abundance, devotion)

8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes the vagus nerve (thymus), in turn includes alta major (RAS, Pons)

Thymus (12 chakra and all chakras, high heart & mind)

Auditory (aka dysphonetic dyslexia- PDF)

Parasympathetic Functional Dominance (PFD-shame)

Need attunement

CNS- Parasympathetic (hypo-PFD)

*can be varied

CC-right-hemisphere dominance including Anterior Cingulate Cortex

The Cinguate Gyrus (CAN)-specifically the Anterior Cingulate Cortex -ACC- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta major chakra and shame.

See Hippocampus- and ACC

EMF peripheral (thymus-

cranial)

chakras (4th-6th) which is Mental Self (chakras 4–6, cognitive brain)

Social/Emotional Self (chakras 6–8, soul mind which is Olfactory & Gustatory Senses= Thymus (all chakras, high heart & mind)

Thymus (12 chakra and all chakras, high heart & mind)

*works in threes

Sympathetic Functional Dominance (SFD- Anger)

1st chakra (base) Shame/Empathy- meaning

2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation

7th chakra (auditory-cosmic) Mercy (forgiveness-release fear/unconditional love)

8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes the vagus nerve (thymus), in turn includes alta major (RAS, Pons)

Thymus (12 chakra and all chakras, high heart & mind)

Dyslexia (auditory and visual)

Total (TFD- both anger and shame)

Total Responsive System Dysfunction (RSD)

Total (varied- so hyper & hypo TFD)

Total Responsive System Dysfunction (RSD)

See above

EMF peripheral

See above &

Visual , Auditory Senses= Pons (chakras 9–11, body & mind)

*works in threes

Total Learning System Dysfunction (TLSD)

*works in threes

Physical Self (chakras 1–3rd)

Mental Self (chakras 4–5th, cognitive brain)

Emotional Self (chakras 6–8th)

(adult) Visual , Auditory Senses= Pons (chakras 9–11, body & mind)

Thymus (12 chakra and all chakras, high heart & mind)

Dysgraphia

Total (TFD- both anger and shame)

Total Responsive System Dysfunction (RSD)

Total (varied- so hyper & hypo TFD)

Total Responsive System Dysfunction (RSD)

Unilateral Neglect (or Hemispatial Neglect)/ Total Functioning System Dominance (TFD)

Basal ganglia- regulating motor functions due to RAS ACC (anger)/HPA (shame)

EMF peripheral

Physical Self (chakras 1–3): anger/strength, joy, bliss, peace, shame/empathy

Vestibular & Somatosensory Senses & Proprioception, Tactile Senses= RAS (chakras 6–8, body and brain)

*works in threes

Total Learning System Dysfunction (TLSD) *works in threes

Physical Self (chakras 1–3rd)

Mental Self (chakras 4–5th, cognitive brain)

Emotional Self (chakras 6–8th)

(adult) Visual , Auditory Senses= Pons (chakras 9–11, body & mind)

Thymus (12 chakra and all chakras, high heart & mind)

Dysphasia (also aphasia)

Total (TFD- both anger and shame)

Total Responsive System Dysfunction (RSD)

Total (varied- so hyper & hypo TFD)

Total Responsive System Dysfunction (RSD)

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- Mixed Brain Dominance

EMF peripheral

Physical Self (chakras 1–3): anger/strength, joy, bliss, peace, shame/empathy

Vestibular & Somatosensory Senses & Proprioception, Tactile Senses= RAS (chakras 6–8, body and brain)

Total Learning System Dysfunction (TLSD) *works in threes

Physical Self (chakras 1–3rd)

Mental Self (chakras 4–5th, cognitive brain)

Emotional Self (chakras 6–8th)

(adult) Visual , Auditory Senses= Pons (chakras 9–11, body & mind)

Thymus (12 chakra and all chakras, high heart & mind)

The Soul

Response: Better with short-term memory

You might need to contact me for help if you or your child/student can’t be reached and seems disconnected; Also, when it comes to learning, they show some or all of the following emotions and challenges: anger, frustration, shame, and sadness; better with long-term memory, has chronic headaches, stomach aches, hives; appears to have low-self esteem; squints when reading; feels behind or “different” than the other kids; has behavioral and learning challenges; emotionally intense or desensitized; complains; thrives for constant attention; labeled emotionally intense, gifted and talented or twice-exceptional; has trouble focusing or paying attention; destroys their pencil, eraser, and crumples up their paper after working very hard; problems with organization or being on time; poor eye-contact, body-space awareness; sleep and/or digestive problems; has problems spelling or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words, ultra-sensitive, problems with authority; doodles on paper; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; described as dramatic, creative and very imaginative by others; been or going to be held back in school; has trouble connecting to others; tired all the time; great with verbal comprehension and large lexicon, shows anxiety, anxiousness or depression; overactive-reads, writes, moves, and thinks extremely fast or slow; sensory-processing problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming”; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; adverse to learning or trying something new (resilience) as well as low in motivation!

Work Primarily PYAM Daily: Pray, Yoga, Affirmations and Meditation

When we have sympathetic (anger) and parasympathetic (shame) functional system dysfunction and this speed shifting tires out the brain much quicker than the balanced learning brain. Mostly checked marked on both columns, then Total Functional System Dominance (anger/shame) which is actually due RAS (chakras 6–8) and to constant speed shifting (accelerated/slow and varied) of the prefrontal lobe along with midbrain (left/right lobe) and information doesn’t know where to go which is due to poor (body) sleep, diet, lack of physical activity, sickness, color deprivation, emotional intensity or desensitivity dysfunction of Vagus Nerve and RAS; (spirit) connection, attunement; (mind) autonomy, trust, content switching, multi-tasking, sensory overload along consistently multi-tasking or context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected, neurotoxic and EMF toxic infused environment- bioelectromagnetism and again complicated and disconnected world that we live in. The glass overflows-we see digression and misalignments.

*make sure essential needs are met first: sleep, diet, calm, and safety!

I have observed Autism, varied speed processing, and sensory processing issues (exercises for these-see below for more information including Total Functional System Dominance). Therefore, the information of learning gets scattered throughout the brain from lobe to lobe; Hence, when doing hands-on-healing, I’ve felt that the energy gets scattered throughout the brain and feels like scattered energy in the palms of the hands of someone with Autism. Also, for anyone, if the crown, third eye, throat and alta major chakras start to go hyopactivating or hyperactiving then you will get a migraine, vision problems, memory problems, “brain fog” and allergies. Goal: Equanimity which is mental calmness, composure, and evenness of temper, especially in a difficult situation. Calmness is in most meditative practices including breathing techniques, 528Hz frequency of sound healing therapy, and Kundalini yoga which is good equanimity. See steps for a “melt down” below:

During a Meltdown

Example:

Anger Replace With Strength

Shame Replace with Empathy

Courage & Compassion: bliss/harmony

Anger= Sympathetic Functional System Dominance– Student has overstimulated, hyperspinning of the chakras and thymus: including Soma and RAS (chakras 6–8th) being hyperactivated, or stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate, align, equalize by moving from accelerated-slow so one and so forth. Goal is to regulate the deactivated or hyperactive chakras by slowing down the needed chakras (see below).

Do number #3 for anger/strength, and # 5 for hatred/courage, #2 for peace/bliss then do #7 (visual-I see): lastly, end in RAS do #8 do 6–8th and soma together for the unity of abundance, unconditional love & I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra with pink quartz or pink tourmaline (thymus chakra) for I see God. I am worthy. Others can now see me too!

Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory processing, accelerated and varied speed processing will be regulated!!! Students will no longer have — Known as being analytical-literal, verbal linguistic, strong auditory processing, logical-mathematical, 2-D learner and constantly breaking down information and the small details (good in maths, especially computations and written comprehension as well). Needing Autonomy- ex. I can do it! I am Worthy! Under stress, is known for fight-or-flight, flee response which is a physiological reactive response. They can be ultra-religious or non-religious. Their “love language” is action based! They consider what they do (actions) for God and vice versa along with being instant on answered prayers.

Note: Students with Sympathetic System Function Dominance have a serotonin deficit; therefore, have lessened pleasure, relaxation, contentment and sensitivity (meaning).

Speaking of the heart and not feeling “worthy”- They may have problems with receiving strength, knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives resistance, judgment based off logic (outward appearances, not seeing the heart of someone), patience, courage, abundance, empowerment, attachment and autonomy, entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy). Again, they need the soma and RAS #8 chakra (chakras 6th-8th).

Response: Better with short-term memory using habits and addictions based on facts, forms/functions. They tend to focus again on the present and immediate situation. Which dysfunction of the Vagus Nerve and RAS and the soma chakra leads to negative perceptions and meaning of being angry– dominance, fight/flight (flee) and accelerated speed and varied processing.

Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability dysgraphia, cerebral palsy). They are active and about doing things.

Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have hyper-speed (accelerated) processing and long-term memory issues. If they have autism, they are known as `runners”. They think of the present and reacting instantly gets them to the “What?” much faster. The “what” is the most important factor for gaining meaning. Therefore, for them the “why” is not as important to answer for they use the scientific method of deductive reasoning. They learn best from movement and “doing” including auditory experiences and lectures, as well from reading and listening to others knowledge and information, analyzing “facts” and circumstantial evidence, and then formulating their theory and hypothesis.

Hyper-visual processing leading to convergence and other visual processing issues (Third-eye chakra #6, Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance= Autism can have Irlen Syndrome which is a problem processing light (more common).

See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases. Stimulating your liver with the detoxification layout releases toxins and encourages your lymphatic system to remove them, bringing about a physical cleansing. A Yellow Jasper or Obsidian at your solar plexus stimulates an emotional detox as well. This with Smoky Quartz, Drusy Chrysocolla energetically stimulates liver function and moves heavy metals out of the body.

Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity (See Below)

Shame= Parasympathetic Functional System Dominance– Student has understimulated, hypospinning of the chakras and thymus: including Alta Major and RAS (chakras 6–8) being hypoactive, or inactive, stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate, align, equalize by moving from slow-accelerated so one and so forth. Goal is to stimulate the deactivated or hypoactive chakras by speeding up the needed chakras (see below).

Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then do #6 (auditory- speaking, hear & listen); lastly, for RAS do #8 do 6–8th and alta major together for the unity of abundance, unconditional love & I’m enough! Note: #8 is also (auditory- speaking, hear & listen) and the Higher Heart Chakra (thymus chakra) with moonstone for I hear and speak of God. I am enough. Others now listen, hear/speak to me too!

Students with Shame a Parasympathetic System Function Dominance…Therefore, hypo-sensory processing, slow and varied speed processing will be regulated!!! Students will no longer have — Known as being evaluative- visual spatial reasoning (good with geometry and maps and geography, computer graphics) learns best by “doing”, “whole-picture”, “out-side of the box” thinkers, 3-D learner and constantly getting “the big picture”.

Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest” response which is related to the autonomic nervous system. They can be ultra-spiritual. They consider how they feel for God. Their “love language” are words of affirmation based! They have a strong faith in God but feel not enough.

Note: Students with Parasympathetic System Function Dominance have a dopamine deficit; therefore, have lessened pleasure, reward, motivation, and euphoria (meaning and motivation).

Speaking of the heart and not feeling “enough”- They may have problems with receiving empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation (outward appearances, not listening/hearing/speaking to the heart of someone), compassion, beauty, joy, mercy, attachment and attunement. Again, they need the alta major and RAS #8 chakra chakras 6th-8th).

Response: Better with long term memory based off of perceptions and choices for meaning (past and future) and motivation (autonomy and attunement), based on past experience and need for future reference. Therefore, they tend to focus and filter based on the past/future. With dysfunction of the Vagus Nerve and RAS and the alta major chakra, this leads to filters of shame, subordinance, freeze, and slow speed and varied processing.

Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be considered less active and have poor handwriting.

Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval). Filters with shame and have slow speed processing (the controversial low cognitive speed) and short-term memory issues. Remember, they are thinking of the past/future not so much the present. Their meaning is not present related as much as the need for the future and past. The “Why?” is the most important factor for gaining meaning. Therefore, for them the “why” is important to answer. Therefore, for them the “what” is not as important to answer for they use the scientific method of inductive reasoning from specific observations and intuitions to make broad generalizations. They learn best from movement with gross motor and tactile experience, as well from “doing” by experiencing visual observations, formulating their own theory and hypothesis, and verbalized conclusions and confirmations.

Right-lateral dominance: Dyslexia, aspergers, can have specific language deficits including dysnomia, apraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-Lateral Dominance= Autism can have language deficits including dyspraxia (speech disability) and even dysphasia with both possibly having dyscalculia (less common).

Hypo-auditory processing leading to dyslexia and other central auditory processing issues and sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra #8 RAS (chakras 6th-8th).

Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity (See Below)

NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) and Total Learning System Dysfunction (TLSD) works in a downward effect from RAS-PONS-THYMUS which can have all dysregulation diagnosis. They need Daily Functional System Regulation (DFSR) Thymus-Pons-RAS with doing Exercises & Activities for Lateral (Para/Sym-above) & Total Functioning System Dominance). It is for the mind, senses, body and spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of electromagnetism with mainly complementary to medicine such as: On a physical, mind and sensorial level, color/sound therapy, hands on healing, yoga, meditation, prayer/praise & worship, affirmations and breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and attunement, release anger and/or shame and replace with strength and empathy to have bliss/peace, harmony, gratitude, comfort and unconditional love along with removing all fear and ask me about autism (See Section 6-Note: CAN is ACC/HPA and both controlled by RAS).

image 5.1 the complete system function illustration

We pray to God himself

Cook’s Theory of a Daily Functional System Regulation (child- DFSR) or Complete Functional System Regulation (adult- CFSR)

If you use 10–25 percent of your brain power and you nurture our nature, you can do exercises and activities on the thymus, pons and RAS including God awareness along with healing DNA and the lower personal self (for children- different for adults ages 24 plus); then, as an adult you could reverse a dysfunctional system and have a complete functional system regulation: Therefore, you can focus on higher transpersonal self by healing your DNA by unlocking the rest of your (yourself & family- line) God-head unity (twin flame) of glory, victory including increasing your brainpower, super genius, or possibly acquire psychic powers like mind reading and telekinesis while reducing illness, learning differences, relationship problems, etc…-Tricia Cook

Work Primarily PYAM Daily:

  • Prayer working on Thymus (high heart chakra)
  • Yoga working on Pons (crown chakra)
  • Affirmation/Meditation working on RAS (soma, alta major chakras)

Especially, if there’s a day that might include triggers or learning stressors!

NOTE: For helping a Dysregulated and Dysfunctional System such as Responsive System Dysfunction (RSD) and Total Learning System Dysfunction (TLSD), I suggest Daily Functional System Regulation (DFSR) Thymus-Pons-RAS

which works in an upward effect!! Go By The Promises Of God In The Bible (see below catechize):

When you read and meditate on the bible, with hope and faith, it comes alive. First, ask God In Jesus’ Name for knowledge and wisdom that: You will see God and understand what God is written; You will hear God and comprehend what is written. You will find yourself sharing a mind with Him (God, Jesus, Holy Spirit) with the sense of feeling complete or whole which is perfect love. Second, ask God for the perfect love. In perfect love, from the holy spirit you remain in love (harmony) and have complete joy (peace) which is His love and joy that he has for you. Third, ask God for hope and faith. When you have the revelation of hope along with transmutation of faith, in turn you will give joy to others and love them completely, unconditionally.

Hence you follow HIs command. “These words I command you, so that you love one another.” John 15:17 Then, God will honor you with allowing others to put upon you their power of faith which leads to salvation. [Salvation] “In My Father’s house are many staying places. And if not, I would have told you. I go to prepare a place for you.” John 14:2.

The prepared place is the perfect love, complete harmony and peace for eternity.

Our Promises From God (Truth Of Sod)- Held with-in the Thymus

Lower Self (1–8)

Higher Self (9–12)

Grace

Mercy

Seek & Search: Knowledge and Wisdom

Glory

Victory

Seek & Search: Peace and Harmony

Revelation

Transmutation

Seek & Search: Hope and Faith

Power

Salvation

Seek & Search: Honor and Love

The Body & Soul (the heart & mind)

Chapter 6

Speaking of the mind along with not feeling “enough”nor “worthy” — those with neurodiverse may have problems with receiving empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation (outward appearances, not listening/hearing/speaking to the heart of someone), lacking compassion, beauty, joy, mercy, attachment and attunement. This can be very troubling for the child as well as the carer of that child. A troubled body and mind is not what we want nor what God wants for us! We want comfort and peace that the Word has told of Jesus’ gifts, the Holy Spirit transforming our wishes, and God’s promises of blessings and miracles! Roman 15:13; 2 Corinthians 12:9 (ERV) Also, Primordial Needs are our blessings and treasures due to God’s mercy and grace which includes God’s Trust/Gifts and Truth/Wishes: Blessings/Miracles (promise) that will happen on a body, mind and spirit level! Is your child having a hard time learning from you? Are they angry or weepy (shame) especially when it comes to teaching your child? How can you help them if you don’t have it in yourself. Here are some intents and prayers of Acceptance of God’s own/others gifts, wishes, values, ideas, thoughts, and perspectives (blessings/miracles) upon you, your child’s carer. Note: These intents and prayers below help you to accept and not resist or judge the circumstances but know it had to happen.

The Goal of the ABC’s is Spiritual

The Body (Gifts)

The body and mind (Christ) & trust His gifts (Jesus- for adults chakras 1–8)- With Jesus (gift), Positive body and soul which the Eyes that sees and hears the Truth (His word-Your mind) intentes:

strength/empathy

comfort/joy

courage/compassion

bliss/harmony

gratitude/goodness

Prayer: God, please have mercy on us, I’m asking for Jesus to come into my heart, body and mind. Please come to my aid to give me the ability to see and feel courage and compassion also intercede for me to release fear and attain unconditional love. God, I trust in my gifts from you. Thanks for giving me the gift of wisdom. Right now it’s the wisdom of acceptance that I need. I am in acceptance of God’s own/others values, ideas, thoughts, and perspectives as well as gifts of _____________[what you need from above]. God, what’s my gift?

S.O.A. P

Scripture:

Observations:

Affirmation:

Prayer:

The Soul (Wishes)

SOUL and the Heart (Holy Spirit) and Truth/Wishes (The Holy Spirit for adults chakras 9–11)- With Holy Spirit (wish), Positive Soul with Upper Heart (thymus) and Soul that feels Trust intents:

righteousness/peace

knowledge/wisdom

grace/mercy

hope/faith

freedom/forgiveness

Prayer: God, I’m asking for the Holy Spirit to come and bless us with our wishes. Also to my aid to give me the ability to listen and feel mercy and grace and also intercede for me to have abundance and devotion. God, There is truth (Your Word- My Mind) in having wishes. I wish for hope. I ask for my peace, joy, bliss, harmony, gratitude, goodness, and righteousness, as well as gifts of _____________[what you need from above]. I love you and want to better serve you, God. God, what’s my wish?

S.O.A. P

Scripture:

Observations:

Affirmation:

Prayer:

The Spirit (Blessings and Miracles Promised)

Trust/Gifts and Truth/Wishes lead to miracles His Promise (God for adults chakras 12th)- With God (blessing), then Spirit can see, hear and feel in unity God’s Heart (miracle) intents:

Righteousness/Beauty

Blameless/Pure

Gratitude/Harmony

Integrity/Mercy

Unconditional/Perfect Love

Prayer: God, again I’m asking for miracles of feeling freedom and forgiveness. God, I understand you promised many miracles and blessings. Thank you for all my blessings. God, what’s my miracle? (listen to Your Spirit)- feel your spirit. What do I feel today? God, please help me to feel my spirit and allow Curiosity, Blamelessness, and Purity which the key to life lead me closer to you and feel __________[what you need from above]. Also please help me make my personal angels make themselves known to me. Lastly, God, what’s my question?

S.O.A. P

Scripture:

Observations:

Affirmation:

Prayer:

We pray that God himself, the God of peace, will make you pure [and blameless] — belonging only to him. We pray that your whole self — spirit, soul, and body — will be kept safe and be [pure] and blameless when our Lord Jesus Christ comes. 1 Thessalonians 5:23 (ERV)

Affirmation of Faith: I am blameless. I have purity.

Let me tell you about the ABCs of self-directed neuroplasticity, and more posts on the go. The ABC’s of Spiritual Mindset and Self-directed Neuroplasticity along with the trust of the body, soul, and spirit. They can be hard to heal due to each individual’s circumstances, experiences, and attitudes. They can be hard because the anger/shame and hatred/grief responses are survival tools and actually work for some people; to a point, where it doesn’t work for them any longer and can be actually harmful to their and others’ safety. They have to want to release, heal and lose control to gain connection. Plus, the findings on epigenetics (above) let us know the epigenome can be something temporary. This is why RAS which includes the alta major chakra and the ACC/HPA with soma chakra including the thymus takes awareness, work and needs to be “worked on daily”. [No worries, I will give you ways in the revolutionary program, ELBERT™ and I’m here to coach you along the way to heal your DNA- for generations can benefit from revolutionary teaching! Again, awareness including knowledge and wisdom, controlling chemical markers, and matters of the body, heart, and mind are key to all this change.]

Marmas- OUR BODY POINTS OF LIGHT

Toxicity of negative thoughts, feelings and ideas especially disparagement and lack of equanimity causes blockages in the marmas and nadis (see the pons and peripheral nervous system along with the thymus above in ch. 4). Speaking of the “whole child”- there are pressure points called marmas in our body. These can be given added pressure, massaged, tapped. They have different ways of soothing that your child can learn as well as yourself. The following can be done in 3-second increments (see right):

NOTE:

Hypersensitive child: do deep pressure press on the specific marma point.

Balanced child (both hypo/hyper- do tapping on the specific marma point.

Hypersensitive child: do light massaging on the specific marma point.

Tapping & EFT phrases- [Retrieved from

https://www.youtube.com/watch?v=TRq8o1MEUtU

Complete Lesson

Positive thoughts fire and wire together; meaning, when you’re learning the assimilation and accommodations done in the brain will be perceived in empathy and strength (children) or courage and compassion (adults) or whatever affirmation or positive intent practiced most often. The toxicity and flow of chi (balance of the ALL chakras especially thymus) again affects the way our genes are expressed, genetic markers and creates epitome. [retrieved on 12/31/2020 “Pin on Magic.” Pinterest, pin.it/2hhVUOp.].

Note: Think of the body as the four pillars or sides of a pyramid are closely connected to the symbolism of the TREE (Tree of Life); it also represents stability, and a broken pillar represents death and mortality (Jesus’ Salvation). In the Hebrew and Christian traditions, pillars of internal FIRE (Sacred Fire) and smoke signify the presence of God, and God punished Lot by changing his wife into a pillar of salt. The Tree is also represented with 3 pillars based on Kabbalah (Gnosis) includes 3 pillars: The book of creation 22 Hebrew letters which consist of God Consciousness at the head (crown) and root (our physical being). The 3 pillars: Left pillar of Severity-Wisdom (Yin) is masculine (new brain-native american), Right pillar of Mercy-Understand (Yang) is femine (old brain- native american). Prayer, meditation, and studying the Torah/Bible (10 zipoph) which leads to true spiritually will Balance-Will the pillars (YinYang). Other representations: The body is Jesus, the heart is Mary (for Catholics), the mind is The Holy Spirit of God!! We are made wonderful, actually perfect!

“But you are to be perfect, even as your Father in heaven is perfect.” ‭‭Matthew‬ ‭5:48‬ ‭NLT‬‬

Affirmation of Glory: I am perfect love. I have no fear.

Progress Monitoring

Note: illustration 5.1 All three types of having a Functional System of Dominance (FSD) are about the ABC’S of Self-directed Neuroplasticity:

Cook’s ABC’s:

Affective: Affirmations and Attunement

Behavioral: Body and Breath

Cognitive: Connection, Curiosity, and Consistency

Spiritual: Safe and Supportive

Facilitate: Natural Inquiry Of Their Mind

What most people don’t know! Losing Connection Is On A Soul-Cellular Level; Mainly, Due To Pleading Disparagement and Needing to Gain Trust Your Mind, Others and Mainly Yourself (God).

Disparagement- is expression of a low opinion of someone’s thoughts, ideas, & feelings which causes anger and shame contributing to the biggest offense to someone’s soul. You’ve heard the saying, ‘those who have shame, shame others; likewise those you have attract shameful experiences.’ Every cell in your body holds hundreds of pages of information on all levels of your being: physically, emotionally, mentally, and spiritually. Cellular memory is a theory that the body’s cells retain memories independently from the brain but the mind (thymus). Similarly, the glia, (also called glial cells or neuroglia) which are non-neuronal cells, are the bases for the deeper meaning held in what is lost and needs to be reclaimed- the big picture of our purpose of being here on earth and conscious connections with God (ARAS).

The goal of the ABC’s is Spiritual Mindsight w/ Self-directed Neuroplasticity!

Again, Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to change their connections and behaviour in response to new. Most importantly, the transformations of glia cells is something miraculous with gaining spiritual mind sight, hearing it even mindset!

Observe: information presented and environment, sensory stimulation, development, damage, or dysfunction.

Goal: mental calmness, composure, and evenness of temper, especially in a difficult situation (equanimity).

Reinforce: Spiritual Mindsight w/

Self Directed Neuroplasticity

Translates: To Positive Epigenetic Signatures

The Gift- using their strengths

Again, the main goal is to heal our very own DNA holistically through exercises and activities which block or ease the production of specific inflammatory proteins (toxicity) excreted by the gut-brain axis, decreasing biochemical reactions that happen between the Pineal, Pituitary, Adrenal & Carotid Glands along with by activating and aligning the Thymus (via vagus nerve chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing decrease in deficiencies while regulating our own biofields (including electromagnetic fields). This is the divine stamp where you are regulated and experiencing harmony and devoted to your purpose. You need to again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior. Ways to look at neurodifferences holistically: observe and take observational notes on the child…

50% Nature- 50% Nurture (focus on epigenetics and self-directed neuroplasticity with PYAM) [Retrieved from https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/]

Observe: information presented and environment, sensory stimulation, development, damage, or dysfunction. Another goals, understand the unique learning difference by examining each child’s neuro-systematic learning functions (All learning goes by these areas and systems: vagus nerve, frontal lobe (limbic system), brainstem and midbrain, along with cortical neurosystems as it relates to the triune brain.

Limbic– My literacy lesson plan template that includes the multiple intelligences along with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are typically included in the limbic system fall into two categories. … and (brainstem) processing side and short-term memory (the limbic cortex, amygdala, and hippocampus) and (midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward. In terms of longterm physiological changes, it is also associated with long-term memory. For assessment and ongoing evaluation, I use a rapid word and letter-sound recall checklist, plus some informal observations included in the lesson plans-mentioned above.

SEE CHAPTER 10 for Complete Lesson Plan & Natural Inquiry Learning

Many People with Neuro Differences

Brainstem– I have a fight, flight, flee and freeze PARA/SYMP observational checklist which includes alternative and holistic activities and exercises for the release of stressors and reactivation of the vagus nerve (vagus nerve chakra-thymus) to the body for instance: prayer, yoga, affirmations, meditation, breathing, emotional coaching exercises and activities that look at the “whole child” and activating the vagus nerve for instance.

Can we heal our DNA for future generations?

Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory, and visual processing. Note: It’s a 30 page screening.

Including a progress monitoring and observational rubrics:

Cortical– Lesson plans and activities for taking care of the “whole child” and their individual, dynamic needs for learning and the domains of development.

Chapter 7

Strengths of a Learning Difference

People with Dyslexia have sound and language processing problems. In the mind is where we interpret our experiences and environment, they will struggle to connect letters to sounds and mainly problems identifying speech sounds. In the mind, they auditorily have problems learning how they relate to letters and words which is called Dsyphonetic (shame- auditory-PFD); as well, in the mind, those with visual processing problems struggle to understand visual information such as letters, shapes, or objects and, mainly problems processing graphic symbols. In the mind, they visually have problems learning how they relate to letters and words which is called Dsyeidetic (visual) Dyslexia (anger- visual-SFD).

Related to the absorption and processing of sounds [sounds especially can be omitted from the middle position of words the most because it’s the last sound to be processed; even though, it’s in the middle position. Therefore, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sounds confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand (hypo-shame-PFD); transversal and reversal are more common in students with a visual processing problem (hyper-anger-SFD)- have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].

People with Dyslexia also have a high coexistence of ADHD (3 types). In the mind, people with ADHD and Dyslexia have difficulty processing the basic sounds of language (phonemes) and graphic symbols causing fluency struggles. They “stumble over words” due to reading and processing too fast (hyper-anger-SFD)/slow (hypo-shame-PFD); mainly, in the beginning-ending of word, sentence, paragraph, passage– rest of the time not too fast/slow sometimes it’s “just right” (I call this “varied reading rate”- Total Functioning Dominance (TFD)). If the prosody, reading rate, and expression/intonation objective aren’t met and they still don’t seem to comprehend; mainly, in the beginning-ending of paragraph, passage, etc. have them remember: if it sounds or looks too fast or slow, or robotic, then adjust your prosody and reading rate by rereading so it will be “just right” [trust your brain- you are smart, you can do it, and you are love].

Because dyslexia and dysgraphia have a high coexistence too and cannot be cured, students can develop tools and strategies to help their working memory, phonological awareness, reading, speaking, and spelling. For Spelling, Dsyeidetic (visual-surface dyslexia) Dyslexia and Dysgraphic (hyper-shame-SFD) students need sound-word knowledge. In the mind, Sound-word knowledge is how many letters and how many sounds are in each word. Again, related to the absorption and processing of sounds, sounds especially can be omitted from words by the student, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do repetition(s), substitution(s), addition(s) or delete altogether or fusions, on the other hand; transversal and reversal are more common in students with a visual processing problem. After Spelling a word, have them remember: if it doesn’t look or sound right reread or rewrite till your brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].

[They need to check their spelling by counting the letters to see if they added or deleted any letters. They count the sounds to see if they repeated, substituted, or fused any sounds to the word.]

People with dyslexia and ADHD- hyperactive type (reads/writes similar to those autism and hyperlexia appearing as dysgraphia)- In the mind, they read too fast, they skip over words and lines for which breaks down comprehension mainly, skips over small sight words (sight word/nonsense words are hard) about the same level in height (ex. one) and/or reading the end position of a big word (6 plus letters) by dropping the last part of the word does run-on reading (skipping over commas, periods), reads robotically with less intonation, and tends to overthink/get overwhelmed, anxious (hyper-shame-SFD)- needs to fidget or doodle, or rock/move, stand, when reading also tends to have dsyeidetic (visual dyslexia aka surface dyslexia).

Many people with just dyslexia, dysgraphia, and dyslexia along with ADHD are notoriously known for “guessing at words” and stories meaning despite having average/high IQ due to the dyslexia and ADHD tendencies! In the mind, they are having natural universal emotions of learning (such as anger, shame which need to be replaced with strength and empathy, as well as remembering calm). The tendencies change according to the reading, hour day, week, etc.. Also, the tendencies way heavily on if they are sick, hungry, tired, or stressed. Reading can make them feel ill with headaches, stomach aches/knots, tight shoulders/neck and even dizzy. These are signs of a Dominance Functioning Issue or Responsive System Dysfunction (RSD)!

How do you know if you have Dsyeidetic (visual) or Dysphonetic (auditory) Dyslexia? HERE

image7.1 the complete Responsive System Dysfunction (RSD) illustration

Empathy & Strength: non-focused, impulsive, etc.

Thought: In this next section, think about the high rate adopted/fostered students with learning differences!

What happens generationally when our shame and anger cup(s) fill up (see image below)? Generational anger leads us to Sympathetic Functional System Dominance and generational shame leads us to Parasympathetic Functional System Dominance for both even Total Functional System Dominance (TFSD). You think I’m talking about only the child’s energy of shame/anger? No…it’s their cups and those generational before them through the child’s DNA. Anger/shame energies can be passed through the soul (the mind on a cellular level) and are represented in our DNA to the student (epigenetics) which is stemming from past familial trauma (generational maternal/paternal anger, shame, hatred, grief, prenatal emotions, developmental or shock trauma of having exposure to negatively perceived experiences, and learning difficulties- actually any of the factors that I mentioned in the first paragraph). As a child, unreleased anger and shame needs to be replaced with empathy and strength (atonement) and, as an adult, the anger can be transmuted to hatred that needs to be replaced with courage and the shame to grief that needs to be released with compassion. This lack of atonement and not releasing and replacing has led our humanity to so many learning differences, illnesses, weakness, and possibly even the soul’s death. If we learn to release fear and replace it with love, God, through our (RAS) Rectangular Activation System, Pons & Thymus along asking for forgiveness of our trespasses (not always showing grace and mercy). He will help us realize and we could only learn how to become closer to Him by asking Him into our soul. God-Authentic Soul just as we originally had come into this world which was pure-child-like and blameless. No worries…You will be given an awakening where His Divine Powers and righteousness become whole- pure and blameless, if you ask Him. Finally, for salvation, our spirit can live an eternity with Him.

Can we heal our DNA for future generations or empty the cups of anger and shame? Notice: You think I’m talking about only the person’s energy of shame/anger? No…it’s their cups and those generationally before them; anger/shame energies can be passed through the DNA (epigenetics), stemming from developmental or shock trauma of having exposure to negatively perceived experiences. Anger leads us to Sympathetic Functional System Dominance and Shame leads us to Parasympathetic Functional System Dominance. Again, generationally with our ancestors, unreleased anger and shame being replaced with empathy and strength has led our humanity to so many learning differences, illnesses, and even spirits death (condemnation). If we learn to release and become connected to our God and others, He will help us realize and release our sin, learn how to become closer to Him and be given His Divine Powers.

Yes…for autonomy you need attunement; for attunement you need atonement!! This is receiving the gifts, wishes, blessings and miracles for which He has in store for you.

Note: Remember RAS & HPA and hypothalamus/thalamus- sensory processing and the speed processing of information (includes also the hippocampus- which is in the limbic system and regulates perceptions of anger/shame, long-term memory). Therefore, our neurobiology (neurosystems), central and peripheral nervous system, complete chakra and electromagnetic (biofield) systems are all dysfunctioning simultaneously and individually at different degrees and causing epigenetic attacks- leading to abnormal neuroplasticity. Goal is for ALL our systems to function equalized, activited, and balanced with a dysfunctioning system. Don’t worry our Glass is HALF-Full and we can still make a change!!! SEE parent and caregiver checklist and questionnaire before the appendix and holistic-alternative suggestions below!

BETTER WAYS TO NURTURE THEIR VERY OWN NATURE

image 6.2 Cook’s Think of Our Brains as a Computer

Therefore, our “computer systems” aka neurobiology (neurosystems), nervous and systems, complete chakra, and electromagnetic systems are all dysfunctioning simultaneously and individually at different degrees and causing abnormal neuroplasticity. Goal is for ALL our systems to function equalized, activated, and balanced with a dysfunctioning system. I suggest you work with their strengths (see below) to help with their weaknesses. Gardeners MI- will help you discover their gifts!!

Strengths of a Learning Difference

PARASYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural compensation(s) or early development for neurodeficits and neurodiversity):

holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic

loves feelings and functions/future= interest-appreciative based learning, loves mysteries and asking “why” with inductive reasoning especially human psychology

entrepreneur (not a follower but developer)

interest based learning- other content ex birds, travel brochures

empathic, empathetic

large gross motor ability w/body awareness w/ well balanced EF

fantasy based- storytelling (fiction)

body awareness EF (hyper/hypo)

list-form thinking- poetry especially patterns and rhythm, anecdotal notes

narrative and expository writing

understands “true meaning”- whole-part-whole like philosophical

sensitive (hyper, hypo)*- low self-esteem, emotional intensity

sight words- learned words easier

creativity- “outside of the box” thinking

visualization/imagery- “movie cinema” thinking

imagination-concrete thinking

synthesis- logical

PP intuitive- future oriented goal setting

philosophy/spiritually related learning

inductive reasoning- observation

evaluation- form of logic

good with long term memory- faces not name

can be good in science, geography and geometry

long-term memory unless an EF, phonological deficient and neither “break down tools”

long-term memory- direct correlation with visual sensory memory “picture/movie thinking”

visual-spatial thinking-learning (hypo,hyper)*

kinesthetic/tactile thinking- learning (hypo,hyper)*

smell-taste (hyper, hypo)*

SYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural compensation(s) or early development for neurodeficits and neurodiversity):

auditory thinking-learning

auditory thinking-learning (hypo, hyper)*

non-fiction (note: unless interest-based and written out, complete steps required

analysis- form of logic

analysis- logical (break down category and sequence (steps)

loves facts, forms and functions asking “what” with deductive reasoning

avoids being personable- people oriented, social

deep introspective about self- ego task oriented

Isolated-inverted, task-oriented

not philosophy/spiritually related learning

ultra-religious

good with short term memory- names not faces

past (unless interest), present goal setting

sensitivity- balanced

decoding-sounding out words

vocabulary- interest, religion and philosophically oriented “language inventory”

“language inventory” states “I know already…”

vocabulary- non-interest oriented

works at “true meaning” part-whole

rhyming/alliteration- with language not so much rhythm & beat

isolated rhyming/alliteration language

interest of foreign language learning

foreign language learning

free flowing analysis of information

can be good in maths (less with geometry)

chopped up information- can eventually be made whole or complete

spelling (sight words) & spelling (phonetic)

More Activities and Exercises

Total Functional System Dominance NEEDS- these are their needs (ask me which one is Para/Sym.- also ask me about Autism)

graphic organizers for solving math word problems, geometry

solving word math problems, operations needs to be applicable and real life

list-form-separated out reading (isolated words and passages)

smooth & fluent reading- audio books & modeled reading

can be with history, “the arts” including language, visual, musical

cursive

(RR) recall and repetition in the “short-term” memory stage especially categorical and sequential

POETRY- great with rhythm, chant, patterns, tone and tonality/inflection

synthesis- weed out important information with graphic organizers

organizing- categorically and sequentially the information already weeded out with certain text book (ask me) or “working memory task”

comprehending- future/past with Socratic method

comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations, Cartoons, or Anecdotes

internalizing language (receptive language)- JOURNAL

has problems with inferencing and others point of view- needs “social stories”

externalizing language (expressive language) or vice versa- DEBATE or “Socratic Methods”

emotional -dramatic, intense, emotional coaching and emotional reappraisal (see below section)

dramatic, emotional (hyper,hypo) needs outlets like karate, painting. musical instrument, drama

non-focused, impulsive and hard with social relations- needs to volunteer with kids with physical impairments at ball field

inattention (hyper, hypo)- needs “listening skills”

focus- needs to record and practice “life skills”

problems with literacy- needs a systematic, & explicit literacy instruction (possibly multi-sensory)

“To Preview the Book Nurture Their Very Own Nature By Looking To Heal Our Very Own [Learning] Difference: Press Here” — @help_dyslexia https://link.medium.com/t3PgLlQqBdb

Check out ELBERT: If you consider online consultation, I’m an available dyslexia interventionist: https://linktr.ee/tcooktutor; https://myelbert.com My work:

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