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The Science of Mental Health: Understanding Your Brain in the Lead of your Body · The Brain’s Body Podcast: The Brain Is the Body

• 0:20
  Speaker 1: Welcome, welcome, welcome to the Brain's Body with Dr Slade Live.
• 0:24
  Speaker 1: Good thing, good news we have our new book out Humanism, science and the Best Interests of Childs, mental Health and Self-Awareness.
• 0:34
  Speaker 1: What we're talking about today is a continuation of understanding the brain and the body, because there are a lot of us that grew up dealing with states of mind, and the complexity that I have with that is that what is the mind and what manifests from states of mind, or how are they created?
• 0:57
  Speaker 1: I talk about the breath of life, because the breath of life is the first experience of memory capacity forming, and so if I start right there and I talk about a mind state, I'm saying that is the experience of being born into the environment and then contact.
• 1:16
  Speaker 1: The interaction unfolds from that point forward where you began to develop memory clips of what happened, the experience of the breath of life forward.
• 1:27
  Speaker 1: So the state of mind is influenced by the environment.
• 1:32
  Speaker 1: So what I'm saying to you is that from the breath of life forward, you're trained to breathe, eat, drink, live a certain way, which is programming the brain, body.
• 1:48
  Speaker 1: What I'm saying is, when you look at being in crises, what's the first thing you want?
• 1:53
  Speaker 1: To change your attitude, your behavior pattern, your character, your behavior, your personality.
• 2:01
  Speaker 1: And what are those traits?
• 2:03
  Speaker 1: They are identifiers of the experience, of environmental influences, because they're interpretive variables from what other people see and what you experience, once you come to understand what it is that they're talking about.
• 2:21
  Speaker 1: When they say you got a bad attitude, you got a bad state of mind, you got a bad, they say you got a bad attitude, you got a bad state of mind, you got a bad behavior, you got a bad state of mind, you have poor character, you have poor states of mind.
• 2:33
  Speaker 1: And what are they?
• 2:35
  Speaker 1: Trained states because of the experience.
• 2:38
  Speaker 1: And so when I talk about the brain's body, I'm talking about learning how to move out of the negative energy, the negative influence that began to capture your sense of feel for self.
• 2:48
  Speaker 1: So you are in control of how you think through the experience of self, the crises of damaged sense of receive, path functions that you have to learn how to manage because you have to experience the experience of experiencing these experiences with reflection.
• 3:07
  Speaker 1: Now, the reflection is the brain's forward feed that reestablishes that memory stick.
• 3:14
  Speaker 1: So now that memory stick is more flexible.
• 3:17
  Speaker 1: Why?
• 3:18
  Speaker 1: Because you're processing that negative energy right.
• 3:22
  Speaker 1: So you sense to feel, to focus the brain and the leader of the body.
• 3:28
  Speaker 1: I just said it.
• 3:29
  Speaker 1: No, because you could test it right now.
• 3:31
  Speaker 1: If you have issues and you do what I just now said, you sense, observe, feel neural interaction and you cooperate.
• 3:44
  Speaker 1: The brain is now processing that data.
• 3:46
  Speaker 1: Feel neural interaction and you cooperate.
• 3:48
  Speaker 1: The brain is now processing that data and that's forward feed coming.
• 3:51
  Speaker 1: So the memory is there, but watch that forward feed.
• 3:56
  Speaker 1: That reflection is insight, awareness, mental health, awareness.
• 3:58
  Speaker 1: Where am I?
• 4:00
  Speaker 1: What happened?
• 4:00
  Speaker 1: Why is it happening to me this way?
• 4:03
  Speaker 1: The brain's body, the brain's body learning system is very simple Self is the human system, the brain, the body and the senses.
• 4:14
  Speaker 1: So when I say a sense of feel for self, I'm saying a neurophysical sense of self-awareness, because submerging once you get beyond the mind state, because the mind is the sense of your identity externally, not internally, because I said it's perceptually what other people see, and then you identify those characteristics because they're influencing your opinion of yourself.
• 4:44
  Speaker 1: And what I'm saying to you is you process that, you don't run from that.
• 4:48
  Speaker 1: The brain processes that.
• 4:50
  Speaker 1: Now that forward feed is now taking the lead, now the brain is now looking for evidence of reality.
• 4:59
  Speaker 1: So if this is you externally, then the brain is going to process that into the experience.
• 5:04
  Speaker 1: So when your forward feed comes back, you have established data feedback loops coming back at you.
• 5:10
  Speaker 1: So when you look at people and you look at how they're talking to you after your brain has responded that's brain talk after your brain has responded.
• 5:17
  Speaker 1: Now you got your data, your data is coming back in.
• 5:20
  Speaker 1: Now you interpret your data.
• 5:21
  Speaker 1: Now what do you have?
• 5:22
  Speaker 1: Are you mentally fit or not?
• 5:25
  Speaker 1: We're talking about mental health.
• 5:27
  Speaker 1: Why?
• 5:27
  Speaker 1: Because it is the external environment I'm saying that induces mental health issues.
• 5:33
  Speaker 1: Why?
• 5:33
  Speaker 1: Because you may not be prepared for the experience, but someone brings it to you anyway.
• 5:38
  Speaker 1: You may not be prepared for a person to curse you out, but they curse you out and you're sitting there in awe because your brain is trying to process just what exactly just happened.
• 5:48
  Speaker 1: Right, and if you don't process it, then where's the forward feed to neutralize that negative memory stick?
• 5:56
  Speaker 1: That's what I'm talking about the brain's body learning system.
• 5:58
  Speaker 1: It's how do I learn how to live through the crisis of self what happened and begin to make concrete steps to improve how I sense and feel things through levels of awareness, because you want to become more informed about how your brain responds to the senses and your body.
• 6:21
  Speaker 1: That's why I say leadership, self-leadership.
• 6:25
  Speaker 1: Once you become aware that your brain has been lead, it doesn't matter when someone's attacking you.
• 6:30
  Speaker 1: The brain automatically and you're cooperating because you understand.
• 6:35
  Speaker 1: Metaphysically, I cannot do this without my brain processing the experience so that I can respond effectively and not erratically sporadically.
• 6:45
  Speaker 1: You understand and so when I'm involved in the situation, I have constant forward feed, which means I am not stuck on one training move, one trained way of defending myself.
• 6:56
  Speaker 1: My brain, through insight, memory, recall and synthesis, I am able to respond in multiple ways because my brain's in the lead and it's continuously trying to figure out the next step to defend my sense of feel for me on the inside.
• 7:15
  Speaker 1: So I'm understanding the external world, but the external world now has to deal with me because I'm on.
• 7:21
  Speaker 1: My brain is now the lead of my body.
• 7:23
  Speaker 1: You can test it.
• 7:24
  Speaker 1: Why?
• 7:24
  Speaker 1: Because if your brain's the leader of your body, you're thinking through the experience of self in relation to other people and the environment.
• 7:32
  Speaker 1: I just now said it Self, other people and the environment.
• 7:36
  Speaker 1: Self, child environment, self parent environment, self boss environment, Self first, because you have to have this level of awareness Self-parent environment, self-boss, environment, self-first, because you have to have this level of awareness, that forward feed.
• 7:51
  Speaker 1: Mental health is about becoming more aware of the experience that you're moving through and have the wherewithal to respond more effectively each time, because you're accepting the experience of pain, hurt and sadness, from the first incidents afterwards, of contact and interaction, through the unknown to the known, back to the unknown.
• 8:14
  Speaker 1: Now you're aware of what's happening.
• 8:16
  Speaker 1: It doesn't stop because lifelong you have to challenge your inner sense of feel to stay up.
• 8:23
  Speaker 1: I'm saying your brain has to be in the body at all times.
• 8:26
  Speaker 1: But it's hard.
• 8:28
  Speaker 1: It's hard because it's a lot of brain work.
• 8:31
  Speaker 1: Brain work, you don't just dummy down, it's exhausting.
• 8:34
  Speaker 1: Here we go the brain's body learning system Sense to feel to focus, how you receive, organize and express brain, body and sense signals so that on the other end, people can receive, process and respond to your intellect.
• 8:53
  Speaker 1: Wait a minute.
• 8:54
  Speaker 1: I just did six, nine process cycles Sense, feel to focus, your brain, test it, receive, organize, express what Feelings Receive, process and respond to what Contact, interaction, cooperation, participation, perform.
• 9:14
  Speaker 1: I just gave it to you the Brain's Body Learning System.
• 9:18
  Speaker 1: Check it out Now when you look at my new book and you think about my new book.
• 9:22
  Speaker 1: What's fascinating about it is that I'm talking about the crises.
• 9:25
  Speaker 1: Now, listen now.
• 9:26
  Speaker 1: When you were a child, you could not sense or feel other people until after the breath of life.
• 9:35
  Speaker 1: Now you have telepathic energy going on, right, but I'm more concerned about the experience of a newborn coming into this environment and being trained how to breathe, eat, sleep before the brain has been recognized in the leader of the body.
• 9:56
  Speaker 1: So that's very confusing.
• 9:58
  Speaker 1: Why?
• 9:58
  Speaker 1: Because the brain has the work to catch up to the body versus the brain and leader of the body, so that you're learning how to navigate your human system versus man-made system.
• 10:11
  Speaker 1: Learn how to live in a home no, no, the infant home should be led by the experience of the child exploring the environment, like the crib and all those type things.
• 10:24
  Speaker 1: So what I'm saying is the brain has to be in the body.
• 10:26
  Speaker 1: That's what my book is talking about.
• 10:28
  Speaker 1: It's talking about how do we prepare children's technologies, because that's what they are now.
• 10:34
  Speaker 1: Look at, look at, no matter where you are in the age system, stage theory I'm talking about.
• 10:42
  Speaker 1: You know now that you learn how to live each day, to become more informed than you were yesterday, and that's what I'm talking about.
• 10:54
  Speaker 1: The brain has been leading the body because you are a technology and when you look back, had this happened or that happened if your brain would have been allowed to evolve, not develop.
• 11:05
  Speaker 1: Evolve, I'm saying, but it's what the book, it's what I'm writing about Evolve from a zero to at least three, before we began to train the brain.
• 11:16
  Speaker 1: Okay, now the brain's in lead.
• 11:19
  Speaker 1: Now, what are you?
• 11:19
  Speaker 1: You're a technology.
• 11:20
  Speaker 1: Why?
• 11:21
  Speaker 1: Because you have a sense of feel for self and others and everybody is trying to meet you where you are, versus trying to tell you to meet them, because, at the breath of life, everybody's saying look, you got to do it this way.
• 11:34
  Speaker 1: I want you to breathe this way, I want you to talk that way, I want you to move your foot this way, I want you to cry this way.
• 11:42
  Speaker 1: I want you to stop crying this way, I want you to suck the bottle.
• 11:46
  Speaker 1: At this time, instead of just you and that infant interacting through a sense of feel for each other, that means telepathic energy.
• 11:55
  Speaker 1: You're reading the child and the child's reading you and you're responding to each other and the brain is evolving because that's the connection your brain connecting with your child's brain, and now it's evolving.
• 12:07
  Speaker 1: No, we're not saying you don't do the training thing.
• 12:10
  Speaker 1: We're saying, though, that you nurture the brain and the body, but not the body.
• 12:16
  Speaker 1: See, because that's what you see.
• 12:18
  Speaker 1: Metaphysically, it's easy to get focused on the child's body versus the child's brain, is what I'm trying to say.
• 12:25
  Speaker 1: And therefore, if you focus on the neurophysics of the child, but you're looking at self first I said self first of the child, but you're looking at self first I said self first you are neurophysical as well, so you work through the neurophysics of yourself in relating to your child.
• 12:39
  Speaker 1: Now, y'all are connected neurophysically, okay, and that's Piaget, that's Erickson, that's all those early psychologists that were talking about the experience of cocktail processing.
• 12:53
  Speaker 1: That's telepathic energy that you're talking about.
• 12:56
  Speaker 1: The experience of cocktail processing, that's telepathic energy that you're nurturing from infancy through.
• 12:59
  Speaker 1: Now, when we talk about baby talk, baby talk, what is baby talk?
• 13:03
  Speaker 1: Baby talk for infant is brain talk, because they're trying to communicate in their own state of being, and you're supposed to be trying to learn how to read and interpret it.
• 13:13
  Speaker 1: Wait a minute, stop.
• 13:14
  Speaker 1: Think about what I just said.
• 13:15
  Speaker 1: There's nothing wrong with baby talk, because I see a lot of parents working with their children and they're like six or seven, they're still talking baby talk.
• 13:24
  Speaker 1: Why?
• 13:25
  Speaker 1: Because they have a sense of feel for that child and what they're nurturing them through the experience of communication, learning how to communicate with that child's brain and that child learning how to communicate with their brain through a sense of feel for that parent.
• 13:40
  Speaker 1: That means they have a sense of feel for their experience, they're connected.
• 13:45
  Speaker 1: That's what we're talking about.
• 13:46
  Speaker 1: That's mental health.
• 13:47
  Speaker 1: That's establishing a mental identity, not a physical identity or neural identity.
• 13:53
  Speaker 1: Right, a sense of feel versus a sense of A sense of is what the physics of self.
• 14:00
  Speaker 1: A sense of feel is the neurophysical, which means you transform, you rotate, brain-body rotation.
• 14:09
  Speaker 1: So the brain's the leader of the body, neurophysically right, and now you can begin to have this conversation.
• 14:18
  Speaker 1: Stop, so the brain's the leader of the body, neurophysically right, and now you can begin to have this conversation.
• 14:23
  Speaker 1: Stop, stop.
• 14:24
  Speaker 1: What does stop mean?
• 14:25
  Speaker 1: Okay, have this conversation, brain talk.
• 14:27
  Speaker 1: Stop just means like when I'm driving in the car and that red light up there, you recognize.
• 14:30
  Speaker 1: The red means stop.
• 14:31
  Speaker 1: And so when you're having a situation and we're talking and I say stop, that's all I mean is to halt.
• 14:38
  Speaker 1: See these words, I'm using Basic words live, learn, think, respond through the word.
• 14:44
  Speaker 1: Stop.
• 14:45
  Speaker 1: Wait a minute, stop what, stop what, stop trying to live like that.
• 14:48
  Speaker 1: No, because you have to have a common dialogue that responds to the brain and the energy of the brain, because you want behavior to be modified by the child's sense of feel for you.
• 15:00
  Speaker 1: Bam, I'm going to own or not Pick up the new book, because that's what I'm talking about throughout the book, and so I break down.
• 15:08
  Speaker 1: Neurophysics because it's not the same thing like brain talk.
• 15:11
  Speaker 1: Neurophysics, because it's not the same thing like brain talk.
• 15:12
  Speaker 1: Brain talk is not the same thing as having a computer hooked to your brain and measuring interaction.
• 15:20
  Speaker 1: That's not what I'm talking about when I say brain talk.
• 15:23
  Speaker 1: I'm talking about the way, your inner voice.
• 15:25
  Speaker 1: We're talking about the social physics of the environment that creates the inner voice, like when you're pissed off at your mother or you're pissed off at your mother or you're pissed off at your kid and the inner voice is talking to you and then you have the feedback loop from self-talk that turns into brain talk and the brain talk is the logic behind how you think and feel through a sense of that environment.
• 15:53
  Speaker 1: I just said it.
• 15:54
  Speaker 1: But feel is on the front, the neurophysics is on the front.
• 15:58
  Speaker 1: The social physics is on the back, because you want to read your own behavior.
• 16:03
  Speaker 1: I said self first, and as you read your own behavior, now your kids' systems are coming at you metaphysically, neurologically, because now you're decoding, because you're decoding your own energy and now you can read their energy.
• 16:19
  Speaker 1: And now you can understand why.
• 16:21
  Speaker 1: I'm talking about human system science, the study of self, other people and the environment, research, brain, body sense signals, bam, come on now, that's what we call my brain talk.
• 16:35
  Speaker 1: All right, so now I want to give it to you like that and I want to calm myself down because I haven't been online for quite a while.
• 16:44
  Speaker 1: I've been doing a lot of clips Let my other folks handle it, and today I just felt like talking to you about this new book and I'm so excited about its release.
• 16:56
  Speaker 1: You know it's taken a long time for them to move through the channels and I've had so much, so much work pushed on me in the process of publication.
• 17:09
  Speaker 1: I mean, I have to respond at every level and you want it professional, but you can't control it because there's an economic variable there too, and we always talk about the economics because you have to pay for it.
• 17:20
  Speaker 1: You have to pay for it again, because you've got to make sure that if you're paying, do it right, which means you don't you don't get a day off because they want you to pay for it and then pay for it again.
• 17:32
  Speaker 1: Okay, and what I mean by that is they rely on you not being prepared to manage your own product and your own service.
• 17:40
  Speaker 1: So I've been working on that.
• 17:42
  Speaker 1: So, when you pick up the book, you know I'm talking to you from the beginning and what I'm talking about is listening and learning simultaneously as you read, test the information flow.
• 17:54
  Speaker 1: No, because that's it's the experience.
• 17:57
  Speaker 1: It's the experience that we're talking through.
• 18:00
  Speaker 1: So you want a book that you can experience and then tell me if I'm a bloop bloop, you know.
• 18:07
  Speaker 1: Write a review, amazon review.
• 18:09
  Speaker 1: Write a review Barnes and Noble.
• 18:12
  Speaker 1: Write a review and let me know, because I'm telling you.
• 18:16
  Speaker 1: The book is a how to self help piece where you test it from the time you open the first page.
• 18:24
  Speaker 1: That's how I write these things, because I'm writing, because the experience of the experience is you, so I'm writing to you.
• 18:32
  Speaker 1: You're a helper, you're a parent, you're a teacher, you're a coach, because the experience of the experience is you, so I'm writing to you.
• 18:38
  Speaker 1: You're a helper, you're a parent, you're a teacher, you're a coach, you are a social worker, you are a human service professional.
• 18:44
  Speaker 1: I'm writing to your brain why?
• 18:47
  Speaker 1: Because the children are in crises, because we are not ready to deal with them in the 21st century.
• 18:51
  Speaker 1: We're still trying to parent them like we're still in the 18th, 19th century and not realize the brain has to be dealt with from before the breath of life on, so that when that child comes out of the womb, you're dealing with their brain's body, not the state of the mind that's being created by your contact, interaction, because you're training them to respond to you.
• 19:16
  Speaker 1: No, you respond to the child Energy, action and feelings, because that's the diagnostic oh, mental health, oh, wow, wow.
• 19:26
  Speaker 1: My baby is, oh, wow.
• 19:28
  Speaker 1: You want to know early.
• 19:29
  Speaker 1: You want to know these things early.
• 19:31
  Speaker 1: You know, like I talk a little bit about my son.
• 19:34
  Speaker 1: You want to know if there's issues early.
• 19:37
  Speaker 1: You want a teacher wants to know and then wants to know how to talk to a parent about these issues early, so that this kid can get the help they need, so they can move Because, listen, now we have a lot of mentally ill people that are very, very functional.
• 19:53
  Speaker 1: But we have to get to the crises as early as possible.
• 19:56
  Speaker 1: I'm going to stop there.
• 19:57
  Speaker 1: I'm not on a rant, I'm still talking about the book.
• 20:00
  Speaker 1: You got to pick up a copy.
• 20:02
  Speaker 1: Get a copy today.
• 20:03
  Speaker 1: Amazon, hey, barnes and Noble, I mean where you get your books at.
• 20:08
  Speaker 1: You know, my website is coming up shortly, humansystemsciencecom.
• 20:14
  Speaker 1: You can get the book from there.
• 20:15
  Speaker 1: I'll have.
• 20:16
  Speaker 1: I'm like this is my eighth publication and all of them is talking about the brain, and they're talking about the brain in the sense of the experience.
• 20:26
  Speaker 1: So I'm not.
• 20:28
  Speaker 1: I am a practitioner who believes that whoever picks up my product should be able to experience it and say whether or not I'm a blue blue, am I a doctor or not.
• 20:39
  Speaker 1: I'm a doctor of education.
• 20:42
  Speaker 1: I practice the Chicago School of Thought.
• 20:47
  Speaker 1: That's Marie Fielder, my mentor in my doctoral experience, graduated from Chicago School.
• 20:55
  Speaker 1: I studied under her because she went to school with his etabla, john Dewey, I mean Bloom, benjamin, the names oh, wow, that's how I felt when I met her.
• 21:08
  Speaker 1: I knew that I was there, met her, I knew that I was there.
• 21:16
  Speaker 1: You know, it's not.
• 21:17
  Speaker 1: I don't know how many times in your life you come across a person who can really deliver what you're looking for in terms of becoming a professional, and I'm talking about not in the box but out of the box.
• 21:25
  Speaker 1: She was a social researcher.
• 21:27
  Speaker 1: I am a human system scientist because of her teaching me about the social networks of academia and community.
• 21:40
  Speaker 1: And when you look at my work, it's a combination home, school, neighborhood, workplace, personal, academic, social, occupational skill development.
• 21:50
  Speaker 1: All the children that have come through my systems have been prepared for the workplace.
• 21:55
  Speaker 1: While I work on their brain, body, all of them have learned how to interact better in their homes because I talk to them about their brain being able to lead their body at home, at school, in the neighborhood, in the workplace.
• 22:10
  Speaker 1: And what are the key elements?
• 22:12
  Speaker 1: I'll give them to you one more time.
• 22:13
  Speaker 1: And I got to close Contact in the home, interaction in the school, cooperation in the neighborhood, participation in the workplace.
• 22:23
  Speaker 1: Now look at those four variables.
• 22:24
  Speaker 1: Now they're also social and neurological, okay, so they're subsystems of a main system of communication, contact, interaction, information I mean I can keep going on energy, action, feelings.
• 22:42
  Speaker 1: These are all simultaneously information flows, or how you inform the brain to discipline the body and focus your system.
• 22:50
  Speaker 1: That's what I'm talking about Human systems science.
• 22:52
  Speaker 1: Thank you, this is Dr David.
• 22:54
  Speaker 1: I'm going to tune in, I'm out.
• 22:58
  Speaker 1: Thank you for your time.
• 22:59
  Speaker 1: Be back soon.