Latest / Hardiness with Dr Paul Taylor / The Nervous System and Mental Health, with Dr Stephanie Rimka

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The Nervous System and Mental Health, with Dr Stephanie Rimka · Hardiness with Dr Paul Taylor

• 0:10
  Speaker 1: Dr Stephanie Rimke, Welcome to the Heartiness Podcast.
• 0:13
  Speaker 2: I'm so excited to be here, doctor Paul.
• 0:16
  Speaker 3: Now, where do we find you?
• 0:17
  Speaker 2: Where? If I tell you, I am in Florida right now,
• 0:21
  Speaker 2: but I live in Atlanta. But so that's the State's
• 0:24
  Speaker 2: the warm parts by the ocean.
• 0:28
  Speaker 1: Smart move, very smart move. And tell us a little
• 0:32
  Speaker 1: bit for the listeners. Tell us a little bit about
• 0:34
  Speaker 1: your background.
• 0:36
  Speaker 2: Well, I started thirty years ago working in a mental
• 0:40
  Speaker 2: hospital with schizophrenics, and.
• 0:42
  Speaker 1: I was Jesus, that's a that's a baptism of that.
• 0:47
  Speaker 3: Wasn't your first real job, was it?
• 0:49
  Speaker 2: That was my first real job out of college. Yeah,
• 0:52
  Speaker 2: And it was a caseworker helping get schizophrenics, deciding and
• 0:58
  Speaker 2: selecting a game ready to go out into group homes,
• 1:01
  Speaker 2: ones who could be ready to live in a home
• 1:04
  Speaker 2: and be in more in the community and not in
• 1:05
  Speaker 2: the institutionalized setting. For women. It was women only that
• 1:10
  Speaker 2: I was working with, and it was an incredibly satisfying, rewarding,
• 1:16
  Speaker 2: and horrifying and frightening experience. At the same time, I
• 1:21
  Speaker 2: was taking a year off after I graduated to decide
• 1:24
  Speaker 2: did I really want to commit to the eight years
• 1:26
  Speaker 2: of medical school because I thought I wanted to be
• 1:29
  Speaker 2: an orthopedic surgeon, and my teachers in college were kind
• 1:33
  Speaker 2: of fighting over me that I was a psychology minor
• 1:36
  Speaker 2: and biology major and physical education sports kinesiology majors. I
• 1:41
  Speaker 2: had multiple majors Spanish as well, so they were like,
• 1:44
  Speaker 2: all right, child psychiatrists, orthopedic surgeon, and I needed to
• 1:49
  Speaker 2: take a minute to kind of figure it out. And
• 1:51
  Speaker 2: I ended up none of those things because I was
• 1:54
  Speaker 2: disgusted by the entire western medicine Rockefeller way of doing it.
• 1:59
  Speaker 2: By reading these case and what the drugs were doing
• 2:01
  Speaker 2: to these women, plus what seemed like almost organized violence
• 2:07
  Speaker 2: against people once they were in these state institutions, it
• 2:11
  Speaker 2: was just very interesting and horrifying and yet inspiring and
• 2:17
  Speaker 2: exciting and challenging, and I just said, there has got
• 2:21
  Speaker 2: to be a better way. This cannot be what we
• 2:24
  Speaker 2: are doing with people. This is unacceptable. This just can't
• 2:29
  Speaker 2: be it. So I'm going to go figure out where
• 2:32
  Speaker 2: what is. It took me down a long path of
• 2:35
  Speaker 2: being trained by an incredible psychiatrist out of Canada, doctor
• 2:39
  Speaker 2: Abram Hoffer, who worked with Carl Pfeiffer, and they created
• 2:43
  Speaker 2: orthomolecular psychiatry, ended up board sort of fied, and neural feedback,
• 2:48
  Speaker 2: so I was a talk therapist, I chiropractor, board certified,
• 2:53
  Speaker 2: and neural feedback pepside certified. I mean, I've been doing
• 2:57
  Speaker 2: a lot of things over that time span because my
• 3:00
  Speaker 2: genre and my niche and my passion became autism, schizophrenia, bipolar,
• 3:07
  Speaker 2: dissociat of identity PTSD, suicide, ideation, dyslexia, anxiety, basically all
• 3:13
  Speaker 2: the things that every pediatrician and psychiatrist is absolute shit
• 3:18
  Speaker 2: at doing is what I like to do because they
• 3:21
  Speaker 2: don't look at the brain, and all mental health issues
• 3:25
  Speaker 2: are brain issues, So they don't understand the structure and
• 3:29
  Speaker 2: function of the brain, and they don't look at it.
• 3:31
  Speaker 2: They don't test it, and they don't measure it. So
• 3:33
  Speaker 2: I'm not sure how you can diagnose and prescribe a
• 3:35
  Speaker 2: powerful drug to treat something you've never looked at or investigated.
• 3:39
  Speaker 2: But that's just me. So I look at the brain.
• 3:42
  Speaker 2: I measure it. My primary tools our nineteen channels, Z score,
• 3:46
  Speaker 2: Loretta brain maps. We do biofeedback and neurofeedback, but I
• 3:50
  Speaker 2: do a host of other functional urine and blad blood
• 3:55
  Speaker 2: and sometimes feekle testing that goes along with the orthomolecular psychiatry,
• 4:00
  Speaker 2: very small niche functional medicine. So I'm looking at trying
• 4:05
  Speaker 2: to get to the root cause of this and teaching
• 4:06
  Speaker 2: people brain equals behavior, You are not crazy, What if
• 4:11
  Speaker 2: you're just zinc deficient, what if you know you're starving
• 4:15
  Speaker 2: from this, or and trying to explain to them and
• 4:18
  Speaker 2: every psychologist I've ever had in my office working for me,
• 4:20
  Speaker 2: and every therapist I've ever worked with, and they are
• 4:22
  Speaker 2: incredible people and their hearts are there, but they don't
• 4:25
  Speaker 2: know dopamine from serotonin, from vasopressin, from oxytocin, from clotho
• 4:30
  Speaker 2: and the kidney. They literally have no idea how the
• 4:33
  Speaker 2: human body works and where emotions actually come from. And
• 4:38
  Speaker 2: I don't really understand what talking about it eventually for
• 4:40
  Speaker 2: most people is going to do.
• 4:42
  Speaker 3: It's interesting.
• 4:44
  Speaker 1: I've had a couple of chats with Professor Joan Reid,
• 4:46
  Speaker 1: who is a researcher in psychology and mostly psychiatry, and
• 4:53
  Speaker 1: just discussing with him that there is not one of
• 4:58
  Speaker 1: the DSM category that has a clear consistent biological signature.
• 5:05
  Speaker 1: Yet we are we are led to believe that these
• 5:08
  Speaker 1: are biological conditions, right, but not one of them has
• 5:14
  Speaker 1: this clear signature which which has always kind of.
• 5:18
  Speaker 2: Markers to them for sure. They just don't know. They
• 5:22
  Speaker 2: don't accept it, they don't look for it. I mean,
• 5:24
  Speaker 2: you can't. Psychiatrists as a whole will fight against you
• 5:28
  Speaker 2: to take a test. They don't think. Their minds can't
• 5:32
  Speaker 2: wrap around you would ever do blood urine genetic testing,
• 5:37
  Speaker 2: an MRI, a functional MRI, a qe g. Anything to diagnose.
• 5:41
  Speaker 2: They're so entrained there's no such tests, so it doesn't
• 5:45
  Speaker 2: surprise me they don't have that. But I can show
• 5:49
  Speaker 2: you spec scans, which are not my favorite, but nineteen
• 5:52
  Speaker 2: channel a spec scan anything. And I can show you
• 5:54
  Speaker 2: thirteen subtypes of ADHD. It is a real biological issue,
• 5:58
  Speaker 2: and I can show you the differences, and you have
• 5:59
  Speaker 2: to treat them all different, and adderall and riddlin are
• 6:02
  Speaker 2: not any of the solutions. But there are real things.
• 6:06
  Speaker 1: You're saying that there are some signatures if you do
• 6:10
  Speaker 1: If you're saying that, if you do do the right
• 6:13
  Speaker 1: assessment or use the right two that there are some
• 6:17
  Speaker 1: clear signatures that are starting to show up.
• 6:20
  Speaker 2: Absolutely, And there's a hundred other neurological conditions that look like, say,
• 6:26
  Speaker 2: attention deficit. You have to differentiate. I've had people walk
• 6:29
  Speaker 2: in with that diagnosis from a psychiatrist on medications, and
• 6:34
  Speaker 2: it's actually an undiagnosed seizure disorder. I caught the seizures.
• 6:38
  Speaker 2: It's actually severe anxiety panic. It's associative identity multipersonality disorder,
• 6:44
  Speaker 2: it's auditory processing disorder. I mean, we test it, but
• 6:47
  Speaker 2: like that's the issue. You don't have anything in your
• 6:50
  Speaker 2: brain showing under arousal too much later alpha brainwaves in
• 6:53
  Speaker 2: their prefuncal cortex. You don't have this. Sometimes it's a
• 6:56
  Speaker 2: zinc deficiency. When's the last time you guys measure their zinc.
• 7:00
  Speaker 2: That is the most important mineral in my mind in
• 7:04
  Speaker 2: brain chemistry ever is zinc. I test it all the time,
• 7:08
  Speaker 2: and eight times out of ten, if I get zinc right,
• 7:11
  Speaker 2: everything else fixes itself.
• 7:13
  Speaker 3: So talk us through what zinc then does in the brain.
• 7:16
  Speaker 1: And let's just take a let's just take a couple
• 7:18
  Speaker 1: of things in what do you talk about automolecular psychiatry.
• 7:22
  Speaker 1: So let's first of all hold in on zinc. So
• 7:26
  Speaker 1: talk us through, or talk our listeners through the role
• 7:29
  Speaker 1: of zinc in the bringing slash nervous system is a ry.
• 7:33
  Speaker 2: It's so many that I'm not going to be able
• 7:35
  Speaker 2: to do it justice. That's why I have charts, and
• 7:37
  Speaker 2: I give everybody charts because it's like it's overwhelming. It's
• 7:40
  Speaker 2: kind of saying, what does growth hormone? Do? You have?
• 7:42
  Speaker 2: Five hours? Right? Simply always remembering everything in nature and
• 7:48
  Speaker 2: we are, you know, the micro of the macro. Everything
• 7:53
  Speaker 2: has a coupled system and nothing is working alone and independently. Right.
• 7:56
  Speaker 2: We inhale, we exhale their sun. There's the moon, there's
• 7:59
  Speaker 2: night day, there's male female. We have a couple system
• 8:03
  Speaker 2: to say. So Zinc and copper must be talked about
• 8:07
  Speaker 2: at the same time, right, just like the thyroid and
• 8:09
  Speaker 2: the adrenal must be talked about at the same time.
• 8:11
  Speaker 2: You can't do one without affecting the other. So gas, brake,
• 8:16
  Speaker 2: pedal are always going to have to be talked about.
• 8:17
  Speaker 2: So Zinc and copper have a beautiful relationship, just like
• 8:20
  Speaker 2: you know, sodium potassium, calcium magnesium. People hurt, Oh cal
• 8:25
  Speaker 2: meg is a supplement. Oh yeah, sodium potassium pump. You've
• 8:28
  Speaker 2: heard these things from sixth grade biology or something. When
• 8:31
  Speaker 2: you're learning about a cell. Right, so zinc though, is
• 8:36
  Speaker 2: so critical. The brain is this incredible organ I consider
• 8:41
  Speaker 2: the spinal cord brain tissue. I don't consider it very separate.
• 8:45
  Speaker 2: That's why the brain, the spotal corn earned housed by
• 8:49
  Speaker 2: you know, bone, because they're so so important. But we
• 8:52
  Speaker 2: have this blood brain barrier, right, So if the listeners
• 8:54
  Speaker 2: don't know, you're supposed to not have things get into
• 8:59
  Speaker 2: the brain and get out. They're not supposed to be there.
• 9:01
  Speaker 2: It's a very It's a closed system that does communicate
• 9:05
  Speaker 2: and overrides and controls everything. But the fact that it's
• 9:07
  Speaker 2: closed is unique. So there's only like twelve thirteen things
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  Speaker 2: ish that really matter for the brain. Like, if we
• 9:15
  Speaker 2: can control those things, it's not eight hundred things. I
• 9:18
  Speaker 2: don't need to know every micro nutrient in your big
• 9:22
  Speaker 2: toe to know how to stabilize a brain. So I
• 9:25
  Speaker 2: think some people want to overtest things that make a
• 9:28
  Speaker 2: test look fancy, to make a patient pay three thousand
• 9:31
  Speaker 2: dollars for it, And I'm like, that's nobody cares that.
• 9:34
  Speaker 2: That is not where your anxiety is coming from. It's this, right,
• 9:38
  Speaker 2: let's get back to sometimes basics. I think people get
• 9:40
  Speaker 2: too fancy. So Zinc is required directly in the converted
• 9:46
  Speaker 2: to make dopamine and zinc and copper work together. It's
• 9:50
  Speaker 2: required to make testosterone. It's required to indirectly then serotonin
• 9:56
  Speaker 2: acetoclon gab up. So all these incredible neurotransmitter neuropeptides that
• 10:02
  Speaker 2: are closed system inside the brain. And I love when
• 10:05
  Speaker 2: people talk about, oh, you know, ninety percent of your
• 10:08
  Speaker 2: neuro transmitters are made in your gut. That's great. None
• 10:10
  Speaker 2: of those NeuroD transmitters go inside your brain, though there's
• 10:13
  Speaker 2: a strong communication signal, but that's not what's happening inside here.
• 10:17
  Speaker 2: Seratonin that's floating around in your gut, in your blood
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  Speaker 2: does not go inside your brain. You have to make it.
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  Speaker 2: Dopamine is a molecule of you and I I'm sure
• 10:28
  Speaker 2: have a tremendous amount of it. We're highly dopaminergic type people.
• 10:32
  Speaker 2: So dopamine is a molecule of more makes you curious,
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  Speaker 2: it makes you. People mistakenly call it a feel good chemical.
• 10:40
  Speaker 3: Yeah it's not true.
• 10:41
  Speaker 2: Yeah it's inappropriate. You know, it does feel good, but
• 10:45
  Speaker 2: it has an addictive quality. You can absolutely get addicted
• 10:49
  Speaker 2: to dopamine as where seratonin is true presence and happiness
• 10:54
  Speaker 2: and satisfaction. A dopaminergic person like myself is technic usually
• 11:01
  Speaker 2: not real satisfied with anything. I'm like, that's not good enough,
• 11:05
  Speaker 2: and we want more. I can get better, I can
• 11:06
  Speaker 2: do it again. Well that's okay, just like I was
• 11:09
  Speaker 2: in the hospital with the schizophrenics. This cannot be what
• 11:12
  Speaker 2: we're doing. And so the dope and nergic nature of me,
• 11:17
  Speaker 2: that's the receptor I'm driven towards. So I have to
• 11:20
  Speaker 2: make sure i have a lot of zinc in my
• 11:22
  Speaker 2: system because I'm driven in this way, hardwired that I'm
• 11:26
  Speaker 2: gonna search for it. We're gonna find it. This is unacceptable.
• 11:29
  Speaker 2: The status quo is not good. That's what dope. So
• 11:32
  Speaker 2: it makes you curious, you want to learn things, you
• 11:34
  Speaker 2: want to You're excited.
• 11:35
  Speaker 4: It's not well, yes, and different than cortisol, right, which
• 11:42
  Speaker 4: is at tension grabbing, and then the dopamine keeps you
• 11:45
  Speaker 4: then engaged, like oh, so when you fall in love
• 11:47
  Speaker 4: with somebody, right.
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  Speaker 2: Cortisol spikes damn, she looks good. You know, you're like,
• 11:52
  Speaker 2: whoa this cortisol first, and then dopamine. She opens her
• 11:55
  Speaker 2: mouth and says something interesting, and you're like, oh, okay,
• 11:59
  Speaker 2: and now you want more, more and more, and you're
• 12:01
  Speaker 2: you're more drawn in, and people can get very addicted.
• 12:04
  Speaker 2: That's food, you know, sugar, alcohol, drugs, porn, gambling, dopamine.
• 12:11
  Speaker 1: They you'll find that people will bounce from one thing
• 12:15
  Speaker 1: to the other. Right, they're sort of they're gambling, but
• 12:17
  Speaker 1: they're not really into their exercise or something like that.
• 12:21
  Speaker 2: Yeah, because it's an addictive hit and it's not kind
• 12:25
  Speaker 2: of a stable way. It's often people who are zinc
• 12:27
  Speaker 2: deficient are not making enough dopamine, so they're constantly craving
• 12:33
  Speaker 2: something that has a high threshold for a spike, something
• 12:37
  Speaker 2: that can override, which drugs, porn, scrolling, TikTok, video games,
• 12:44
  Speaker 2: the screens, you know, having affairs, changing jobs, all of
• 12:50
  Speaker 2: those things give exciting bursts of dopamine, and those are
• 12:56
  Speaker 2: usually highly zinc deficient people who end up looking they're
• 13:01
  Speaker 2: starving for the enough of that, you know. Sex orgasms
• 13:06
  Speaker 2: releases a bunch of it too. So often when people
• 13:08
  Speaker 2: think they fall out of love with someone, it's like
• 13:11
  Speaker 2: the dopamine has stabilized and the serotonin is supposed to rise,
• 13:15
  Speaker 2: and if they have a problem doing that, they want
• 13:18
  Speaker 2: to break up and find the next new person, and
• 13:20
  Speaker 2: they don't know how to find satisfaction where they are,
• 13:22
  Speaker 2: so dopamine just from that. So zinc is super critical.
• 13:27
  Speaker 2: Ninety six percent of everybody in this is America Western
• 13:31
  Speaker 2: you know, the data we have is on about two
• 13:33
  Speaker 2: hundred thousand people, ninety six percent of them of anybody
• 13:40
  Speaker 2: with an ADHD diagnosis is zinc to deplete it.
• 13:44
  Speaker 1: You actually just answered my next question because the as
• 13:47
  Speaker 1: you were talking throughund going that sounds like an ADHD
• 13:51
  Speaker 1: brand correct discussing right.
• 13:53
  Speaker 2: Correct, right, So let me just bring in the copper right.
• 13:57
  Speaker 2: So typically how these things are working in pairs in
• 13:59
  Speaker 2: the body, as zinc goes down and gets depleted and
• 14:04
  Speaker 2: happens very commonly, like it's gonna almost always going to
• 14:07
  Speaker 2: happen in a vegetarian. And we have to remember men
• 14:11
  Speaker 2: and women. So zinc is super high in bioavailable and
• 14:16
  Speaker 2: red meat, oysters, animal products. But oysters are one of
• 14:20
  Speaker 2: the best. That's why, that's why they have the aphrodisiac
• 14:27
  Speaker 2: moniker around them because they're super high in zinc, and
• 14:30
  Speaker 2: that helps men make testosterone and sperm because men need
• 14:34
  Speaker 2: nine times the amount of zinc than women do because
• 14:36
  Speaker 2: of how much testosterone and sperm. It's often why men
• 14:41
  Speaker 2: prefer they crave, you know, they want beer and nuts,
• 14:44
  Speaker 2: they want salty things, and women are gonna want a
• 14:47
  Speaker 2: sweet thing. We don't need because salty foods we're gonna have.
• 14:50
  Speaker 2: Minerals are gonna have more zinc, and the sweet foods
• 14:53
  Speaker 2: for us are gonna have a little different So we're
• 14:55
  Speaker 2: looking for different hormones to be released for us. We
• 14:58
  Speaker 2: need that for making for usterone or something. Right, So
• 15:02
  Speaker 2: as zinc goes down, your copper's going to go up,
• 15:05
  Speaker 2: and copper is incredible. We need copper to convert the
• 15:08
  Speaker 2: dopamine over to nora epinephrine, and we need things, you know,
• 15:12
  Speaker 2: cofactors for things to do. But typically if the zinc
• 15:15
  Speaker 2: goes down, the copper is going to be too high
• 15:17
  Speaker 2: and then you're going to convert dopamine to nor epinephrine
• 15:20
  Speaker 2: way too fast, so the dopamine doesn't have time to
• 15:24
  Speaker 2: give you that satisfaction of I did something and sustaining
• 15:29
  Speaker 2: and waiting to accomplish a goal of patients for what
• 15:32
  Speaker 2: it takes. That's dopamine gets released when you finally make
• 15:36
  Speaker 2: a do something and it's a healthy way, right, saving
• 15:40
  Speaker 2: up your allowance for weeks or months to buy a toy,
• 15:44
  Speaker 2: or saving for years to buy your first car. That
• 15:47
  Speaker 2: was a very normal way of functioning for you, and
• 15:50
  Speaker 2: I probably you know, I'm in my fifties. This is
• 15:53
  Speaker 2: very much how it was done. You had to wait
• 15:55
  Speaker 2: every week for a TV show. It couldn't winge watch
• 15:59
  Speaker 2: any thing, and you might have to wait three months
• 16:02
  Speaker 2: for the whole new season to come out. That's not
• 16:04
  Speaker 2: everything is on demand now. There was no on demand.
• 16:08
  Speaker 2: It was get outside you wait until later. We're not
• 16:11
  Speaker 2: doing it, and you had to be bored and pick
• 16:14
  Speaker 2: up rocks and make up a game. I mean, that's
• 16:16
  Speaker 2: what we did. That is not what people today are
• 16:20
  Speaker 2: used to. They're used to Amazon Prime shipping, be hearing.
• 16:23
  Speaker 2: They can get out one hour delivery. They don't have
• 16:25
  Speaker 2: to wait a few days. They can watch any show
• 16:28
  Speaker 2: at any time. Everything's very instantaneous. So dopamine circuits are
• 16:33
  Speaker 2: not being developed the same people are not learning to wait.
• 16:37
  Speaker 2: So plus, the diets are getting they're moving very strongly
• 16:40
  Speaker 2: towards plant based and a lot of things that are
• 16:43
  Speaker 2: no zinc in the dietuts are more damage. They're not
• 16:46
  Speaker 2: making stomach acid, they're not making bile. They're not making
• 16:49
  Speaker 2: pancreatic enzyme, so when they do eat something good, they
• 16:52
  Speaker 2: can't extract the nutrients. There's a lot of reasons, so
• 16:55
  Speaker 2: the copper ends up going up. I'll get back to that.
• 16:58
  Speaker 2: Now we're even the little bit of dopamine making. But
• 17:01
  Speaker 2: we're trying to be able to pay attention and sustain
• 17:03
  Speaker 2: ourselves and be curious about something. We convert too fast
• 17:07
  Speaker 2: and ora pronephron that's nora adrenaline. So now we're amped.
• 17:10
  Speaker 2: We get amped up and anxious a whole lot easier.
• 17:14
  Speaker 2: So not only can we not pay attention, we don't
• 17:16
  Speaker 2: feel good, we don't have a good feeling from that,
• 17:18
  Speaker 2: we're anxious on top of it now, so copper toxicity
• 17:21
  Speaker 2: freak too much. Free copper converts not People are walking
• 17:25
  Speaker 2: around with no adrenaline all the time, so they're very active.
• 17:28
  Speaker 1: So it's it's definitely just to jump in when people
• 17:31
  Speaker 1: have high nor adrenaline or I often describe anxiety is
• 17:38
  Speaker 1: just basically unregulated amounts of adrenaline.
• 17:41
  Speaker 3: Nor adrenaline coursing through the body. Right, It is.
• 17:45
  Speaker 2: Definitely one reason correct the cortisol adrenaline are always there,
• 17:49
  Speaker 2: so you're real hot you're real ready to go. Whether
• 17:52
  Speaker 2: that looks like panic or looks like aggression. Men and
• 17:55
  Speaker 2: women express anxiety. Boys get missing interpreted is having like
• 18:01
  Speaker 2: an anger management problem when they're when they're anxious, and
• 18:04
  Speaker 2: they don't get sympathy the way a girl does. Unfortunately
• 18:07
  Speaker 2: in society. You know, little girls here anyway, they can
• 18:10
  Speaker 2: cry and oh she's shy, she's scared, and they'll get
• 18:14
  Speaker 2: some energy. Boys usually will start will be reactive, they're
• 18:18
  Speaker 2: still anxious. I can measure their brain. I can tell you,
• 18:20
  Speaker 2: show you exactly what it is. He's not a bad boy,
• 18:23
  Speaker 2: he's not violent. He's panicked, and a boy is not
• 18:27
  Speaker 2: going to express it like a girl. And unfortunately, there's
• 18:30
  Speaker 2: no tolerance for that in schools, and they're getting into
• 18:33
  Speaker 2: a lot of trouble unnecessarily and they're not getting treated properly.
• 18:36
  Speaker 3: It's interesting.
• 18:38
  Speaker 1: I remember talking to doctor Stuart Schanker in Canada who
• 18:43
  Speaker 1: works with a lot of troubled children, and he says
• 18:45
  Speaker 1: a lot of these bad behaviors that people describe, he says,
• 18:49
  Speaker 1: it's stress behavior. Yeah, that's that's what's driving it. Is
• 18:54
  Speaker 1: distress and they don't know how to handle.
• 18:58
  Speaker 2: Yeah, their brains are inflamed. I'm gonna say that right now.
• 19:01
  Speaker 2: Brain on fire. We say the term when we read maps,
• 19:04
  Speaker 2: Brain's on fire. You can see it. It's all red.
• 19:07
  Speaker 2: Beta waves are through the roof. They're surging way too
• 19:11
  Speaker 2: much adrenaline. It's you can see it. It's inflammation. And
• 19:15
  Speaker 2: where's it coming from. I mean, oftentimes it's mold illness
• 19:19
  Speaker 2: in these children, it's chronic lack of sleep. The kids
• 19:24
  Speaker 2: at this point, sometimes with these expensive prep schools. Here
• 19:27
  Speaker 2: the way it's done. They're sleeping. I see ten year
• 19:30
  Speaker 2: olds that are sleeping six hours, seven hours a night. Yes,
• 19:34
  Speaker 2: and the parents are bringing them to me for attention deficit,
• 19:37
  Speaker 2: to do neual feedback, and I'm like, they don't have that.
• 19:41
  Speaker 2: She's tired. This is sleep deprivation, hours of homework a day.
• 19:49
  Speaker 1: And it really interesting because I interviewed I think it
• 19:51
  Speaker 1: was doctor Martin Elms. He's done a whole heap of
• 19:56
  Speaker 1: research and looking at it and bring neuropsychiatry. And he
• 20:02
  Speaker 1: said that if somebody has five days of sleep deprivation,
• 20:07
  Speaker 1: that will look like an ADHD Brian.
• 20:09
  Speaker 3: All over the place.
• 20:10
  Speaker 2: Yeah.
• 20:10
  Speaker 1: Yeah, and then you throw in then you throw in
• 20:13
  Speaker 1: Stephanie Ultra processed foods which are known to increase anxiety
• 20:17
  Speaker 1: and mental health disorders by fifty Yeah, and lack of
• 20:23
  Speaker 1: physical activity for that in sleep, How the hell are
• 20:28
  Speaker 1: you supposed to have a briand especially a developing brand
• 20:31
  Speaker 1: that's really hungry for nutrients and you've got a diet
• 20:35
  Speaker 1: that's high in ultraprocessed food and things that that that
• 20:40
  Speaker 1: drive dysfunction in the gut that then affects the Brian
• 20:43
  Speaker 1: and they're getting they're having nutrient deficiency at the same
• 20:46
  Speaker 1: time and sleep deficiency and then a lack of exercise
• 20:51
  Speaker 1: means a lack.
• 20:52
  Speaker 3: Of a whole heap of neurotransmitters. How are they supposed
• 20:55
  Speaker 3: to have a normal Brian?
• 20:57
  Speaker 2: Right? They don't and you can correct it, but trying
• 21:00
  Speaker 2: to even I mean, we get into it. There's so
• 21:03
  Speaker 2: many reasons for this, and again that's as simple as
• 21:07
  Speaker 2: so like I don't know if you've ever talked with
• 21:09
  Speaker 2: people about the palette and what the palette is even
• 21:12
  Speaker 2: doing for a child in their development. So we don't
• 21:15
  Speaker 2: think about it. But like if so Westerday Price have
• 21:17
  Speaker 2: you gone into in the dentist right, so Westerday Price,
• 21:20
  Speaker 2: the greatest you know book that we have on nutrition
• 21:27
  Speaker 2: and what he did, This dnist traveling around looking at
• 21:29
  Speaker 2: the jaws and the teeth, and everybody had really wide jaws,
• 21:32
  Speaker 2: perfect teeth, no crooked, no crowding, nobody needs braces. And
• 21:38
  Speaker 2: just in the generations. It took one generation where the
• 21:41
  Speaker 2: western white food, white flour, white sugar was introduced to them,
• 21:47
  Speaker 2: jaws radically narrowed and teeth got crowded, and their babies
• 21:51
  Speaker 2: if they were eating this what you know. The missionaries
• 21:55
  Speaker 2: were bringing white rice and white sugar. Radical change in
• 21:59
  Speaker 2: jaw structure, which changes the airways. So what is the
• 22:02
  Speaker 2: palette the hot The hot palette is the floor of
• 22:08
  Speaker 2: the brain, so it's supposed to be the tongue is
• 22:12
  Speaker 2: supposed to be able to fit up very comfortably in
• 22:15
  Speaker 2: the roof of the mouth, and that pressure puts a
• 22:19
  Speaker 2: lot of sensory information to tell the vagus nerve in
• 22:23
  Speaker 2: the entire system, I'm safe. The airway is open, very
• 22:27
  Speaker 2: very wide air is coming in, so the brainstem is
• 22:31
  Speaker 2: not getting a choke off panic signal. The head ends
• 22:36
  Speaker 2: up sitting back over. It literally changes all of the
• 22:39
  Speaker 2: posture where the tongue sits. And think of it. So
• 22:44
  Speaker 2: if it's supposed to looked like that, but the roof
• 22:46
  Speaker 2: of the mouth is like this. It's like jamming up
• 22:49
  Speaker 2: into the pituitary gland and crowding the brain space, and
• 22:54
  Speaker 2: the tongue can't reach there, can't actually be hitting enough.
• 22:58
  Speaker 2: The pressure of the tongue pushing on the bone hits
• 23:02
  Speaker 2: all the sensory nerves in the veiggess nerve to say
• 23:07
  Speaker 2: work good, and it changes the position and change the airway.
• 23:11
  Speaker 2: So we run CT scans as well to look at
• 23:14
  Speaker 2: the all the dental work and look at the airway.
• 23:17
  Speaker 2: And there are many children walking around mouth breathing all
• 23:21
  Speaker 2: night long and often during the day because they and
• 23:24
  Speaker 2: their necks. They start changing their posture because they're trying
• 23:28
  Speaker 2: to open the airway. And so if that airway is
• 23:32
  Speaker 2: supposed to be fourteen millimeters in theirs is four to
• 23:34
  Speaker 2: five millimeters. Instead. The brain stem is always feeling someone
• 23:40
  Speaker 2: is choking me. I'm about to die. You will never
• 23:44
  Speaker 2: It is designed to override the prefuncal cortex because if
• 23:47
  Speaker 2: I'm about to be in a fight and you've got
• 23:49
  Speaker 2: me by the neck, I'm not going to do math.
• 23:51
  Speaker 2: I'm not going to listen to a teacher. I'm in
• 23:53
  Speaker 2: a life or death situation, and that's what the brain thinks.
• 23:56
  Speaker 2: Many children, because of the high palette, because their mother
• 23:59
  Speaker 2: and their grandma mother, you're eating high sugar, high glycemic,
• 24:03
  Speaker 2: high processed food diets and their blood sugar, they're diabetic.
• 24:06
  Speaker 2: I mean, in America, it's ninety three percent of people
• 24:09
  Speaker 2: here are metabolically unwell. I'm in the seven percent of adults.
• 24:15
  Speaker 2: I got a four point eight a one c an
• 24:17
  Speaker 2: insulin of two point five. That's not normal here, That's
• 24:22
  Speaker 2: not common. Okay, most people are metabolically deranged. They can't
• 24:27
  Speaker 2: handle glucose, key tone, fatty acids, they can't metabolize right.
• 24:30
  Speaker 2: They're not breathing right. And so these children are being
• 24:35
  Speaker 2: born with very narrow jaws, crowded teeth, but it's in
• 24:38
  Speaker 2: a palette that's jamming up. The tongue cannot reach, so
• 24:41
  Speaker 2: they're never getting the normal soothing signal of parasympathetic vagel
• 24:47
  Speaker 2: tone simulation. We're good, and the airways never open. I
• 24:51
  Speaker 2: don't care what you do. What That child can't use
• 24:55
  Speaker 2: some type of skill unless we opened the airways. So
• 24:58
  Speaker 2: we use applying and says to widen their jaw to
• 25:03
  Speaker 2: physically change the structure so they can position themselves differently
• 25:07
  Speaker 2: and open the airway. But why aren't pediatricians and psychiatrists
• 25:11
  Speaker 2: evaluating this? Why aren't they measuring it? Why aren't they
• 25:14
  Speaker 2: doing the blood tests? Why aren't they doing brain maps?
• 25:17
  Speaker 2: You can clearly go it's ADHD, it's anxiety, it's none
• 25:20
  Speaker 2: of those. It's a concussion. Did your kid ever hit ahead?
• 25:22
  Speaker 2: It looks like they hit back and forth. Oh yeah,
• 25:25
  Speaker 2: well we have post concustom syndrome. I can see it.
• 25:28
  Speaker 2: Here's the good news. We can fix all of it
• 25:30
  Speaker 2: because of something called neuroplasticity, and we can just reverse
• 25:34
  Speaker 2: it all.
• 25:35
  Speaker 5: That's the beauty of this, none of the Let's talk
• 25:38
  Speaker 5: about what interventions. But before we do that, let's talk
• 25:43
  Speaker 5: about the nervous system in general.
• 25:45
  Speaker 3: So you mentioned a bit of eagle tone.
• 25:47
  Speaker 1: You've hinted at at least the sympathetic nervous system.
• 25:52
  Speaker 3: Let's talk about nervous system regulation in general, and then.
• 25:58
  Speaker 1: Let's get into things that we can kind of do
• 26:01
  Speaker 1: about it. Why is the nervous system, I mean, it's
• 26:05
  Speaker 1: a pretty obvious question, but that the it's important in
• 26:08
  Speaker 1: behavior and the over stimulation and understimulation of the nervous system,
• 26:15
  Speaker 1: let's explode.
• 26:17
  Speaker 2: Okay, Well, in general, we've made up these divisions so
• 26:23
  Speaker 2: our human brains can kind of understand and categorize because
• 26:27
  Speaker 2: we need to separate things. Not obviously none of it's
• 26:29
  Speaker 2: really separate, but uh, you know, we're a really old
• 26:33
  Speaker 2: biological animal and we're living in the biology of us.
• 26:37
  Speaker 2: Anatomy physiology has hasn't changed at all, but our environment
• 26:42
  Speaker 2: has radically changed. So our relationship with the environment, right
• 26:46
  Speaker 2: living in houses, TVs that you know, like wearing clothes
• 26:51
  Speaker 2: like all of.
• 26:51
  Speaker 3: It's very neutral environment.
• 26:53
  Speaker 2: Yeah, like there's just a huge difference of the but
• 26:56
  Speaker 2: the anatomy physiology isn't the same. But the further we
• 26:59
  Speaker 2: get away from living that way, the larger these excursions
• 27:03
  Speaker 2: show up in nervous systems. So I just want people
• 27:05
  Speaker 2: to understand, if you're out with indigenous tribes who don't
• 27:10
  Speaker 2: have technological interventions and don't have some of the social
• 27:13
  Speaker 2: constructs that we have, and don't have access to the
• 27:17
  Speaker 2: addiction to comfort that we've basically created, they don't have
• 27:21
  Speaker 2: these problems. I'm gonna mention, I'm just going to point
• 27:24
  Speaker 2: that out. Okay, So, the normal state for the human
• 27:28
  Speaker 2: body is to be overwhelmingly dominant parasympathetic. That is the rest,
• 27:35
  Speaker 2: digest neutral aliveness. It's alive, it's repair, it's not flat
• 27:42
  Speaker 2: and empty. I think sometimes people think it means sleep.
• 27:46
  Speaker 2: I'm like, no, it is joyful, it is present, it's
• 27:51
  Speaker 2: it's relaxed and ready to go. Okay. The sympathetic activity
• 27:59
  Speaker 2: is supposed to be basically a very short lived thing
• 28:03
  Speaker 2: you might not really get to do every day. Some
• 28:05
  Speaker 2: people might go hunt out every day, but everybody's doing
• 28:08
  Speaker 2: that all the time. It's the fight, flight, freeze, fawn response.
• 28:14
  Speaker 2: So you know, in modern day language, I'm a woman,
• 28:19
  Speaker 2: pretty much, what do I need fight or flight for?
• 28:24
  Speaker 2: I'm running away from a dog or some man going
• 28:29
  Speaker 2: to hurt me. I'm either going to get away, and
• 28:32
  Speaker 2: it's going to take me what thirty to ninety seconds
• 28:35
  Speaker 2: to figure that. I should go as hard as I
• 28:38
  Speaker 2: can to the point I might vomit. I'm so explosive
• 28:44
  Speaker 2: in that energy, so intense and physical output to get
• 28:48
  Speaker 2: away from a life or death. If a man grabs me,
• 28:52
  Speaker 2: now I have to fight again. I've only got so
• 28:55
  Speaker 2: much time. Okay, I'm either going to get away. I'm
• 28:59
  Speaker 2: going to win the fight, or I'm going to die.
• 29:02
  Speaker 2: That's what the simple that's the only reason the sympathetic
• 29:05
  Speaker 2: nervous system should really be activated some quick emergency situation
• 29:09
  Speaker 2: where you must respond physically physically, not be still typically,
• 29:16
  Speaker 2: and if you are still, something's going to happen to
• 29:19
  Speaker 2: you really quick, and it's going to be over pretty quickly. Right,
• 29:21
  Speaker 2: It's not designed to go on for even several minutes,
• 29:26
  Speaker 2: I mean much less hours, much less days or months.
• 29:30
  Speaker 2: So in those short verse when we get away, it's
• 29:35
  Speaker 2: always it's been proven in nature, we strongly adapt and
• 29:40
  Speaker 2: become much more resilient. Our immune system gets better, everything
• 29:44
  Speaker 2: about us gets better. If we get away or when
• 29:48
  Speaker 2: that fight or whatever happens and we make it okay,
• 29:51
  Speaker 2: everything is better about it. It's true for every mammal.
• 29:54
  Speaker 2: So the gazelle that gets taken down by the lion
• 29:56
  Speaker 2: and then escapes is stronger for it. When they recover,
• 30:00
  Speaker 2: everything about them is better. We're the same, However, we're
• 30:05
  Speaker 2: having life and death physical unconscious responses because of our
• 30:11
  Speaker 2: interpretation in modern life of something life or death traffic.
• 30:19
  Speaker 2: I mean, what a show it can be, right, I mean,
• 30:23
  Speaker 2: you know, people's blood pressures going up cortisols, but you
• 30:26
  Speaker 2: can watch people get red, you can watch shiting.
• 30:29
  Speaker 1: You're not moving, Stephanie, right, is like the distress that's
• 30:34
  Speaker 1: coming in the psychological straction.
• 30:35
  Speaker 2: We're not just charge it. Yeah, the body it wants
• 30:40
  Speaker 2: to run or punch. I mean, it's like that's what
• 30:43
  Speaker 2: it's built to do. You get it. I mean we
• 30:46
  Speaker 2: all know the stories, these famous stories of the mother
• 30:51
  Speaker 2: who lifted a car off her children after an accident,
• 30:56
  Speaker 2: some extraordinary feat. She'd never why could you do that?
• 30:59
  Speaker 2: Because of the stress chemicals surging through her body that
• 31:02
  Speaker 2: made her extraort. Let me tell you, there's nobody stronger
• 31:05
  Speaker 2: than a schizophrenic who's scared. I have never seen the physicality.
• 31:10
  Speaker 2: It's a very scary. I've seen sixty year old ladies
• 31:14
  Speaker 2: take down three six foot five men, I mean destroy them.
• 31:18
  Speaker 2: It's almost like it's superhuman. What can happen in a
• 31:22
  Speaker 2: fear panic state to a person. It can make you
• 31:25
  Speaker 2: extraordinarily successful to get away from a situation, which is fantastic.
• 31:30
  Speaker 2: But sitting trapped in a car or at a dinner table,
• 31:34
  Speaker 2: and you know your husband's having an affair, and you
• 31:37
  Speaker 2: have a child with autism, and you know your mother's
• 31:39
  Speaker 2: has all time that's a very stressful place for a
• 31:41
  Speaker 2: woman to be. So what is she doing eating cake
• 31:44
  Speaker 2: and drinking wine because she's like, I don't know what
• 31:46
  Speaker 2: else to do right now, that's what she's got to
• 31:48
  Speaker 2: try to manage this. So let me say, so we
• 31:51
  Speaker 2: should be rest, digest neutral. We're all amped up, and
• 31:55
  Speaker 2: the chemicals that are there that are good. I don't
• 31:57
  Speaker 2: think there's a single thing the body makes that's bad.
• 32:00
  Speaker 2: But at too long, in the wrong inappropriate time and
• 32:04
  Speaker 2: for too long, they start destroying the body. They have
• 32:07
  Speaker 2: catabolic breakdown properties and it's very draining, intopleting, and so
• 32:13
  Speaker 2: the system, you know, we wanted. Most people are spiking
• 32:16
  Speaker 2: up in activation throughout the day and they never coming
• 32:19
  Speaker 2: back down to neutral. So if neutral is zero in
• 32:24
  Speaker 2: pure panic, running is ten. They might be walking around
• 32:28
  Speaker 2: at a five or four all the time. So shooting
• 32:32
  Speaker 2: up to eight, nine or ten is very easy for
• 32:34
  Speaker 2: the nervous system to do. So, right, so just to
• 32:37
  Speaker 2: give me that, that's the general gist of my job
• 32:40
  Speaker 2: is to teach them how to shift you into para
• 32:42
  Speaker 2: sympathetic over and over and over again at will, so
• 32:46
  Speaker 2: this becomes your new normal, which can be hard because
• 32:49
  Speaker 2: they're addicted to that. Those chemicals are highly addictive as well,
• 32:53
  Speaker 2: and so that to them, they think is what they're
• 32:55
  Speaker 2: how they're supposed to be. So to feel calm for
• 32:58
  Speaker 2: many people is actually very comfortable, but that's part of
• 33:01
  Speaker 2: the process of taking time to do it, so it's
• 33:03
  Speaker 2: not as quick as it sounds. Nice. But some people
• 33:06
  Speaker 2: don't know what it's hard to they're addicted to the chaos, right, and.
• 33:11
  Speaker 1: Some people Stephanie are well, a lot of people will
• 33:15
  Speaker 1: come home, let's make this practical. They'll come home from
• 33:18
  Speaker 1: a stressful day where they're disregulated in terms of their
• 33:22
  Speaker 1: nervous system, and they think, Jesus, that's been a hard
• 33:26
  Speaker 1: day and they want to recover. But they're actually relaxing,
• 33:31
  Speaker 1: not recovering. And I say to people, sitting in front
• 33:34
  Speaker 1: of the television with your feet up with a bottle
• 33:36
  Speaker 1: of iron and ship food, watching Netflix with your partner
• 33:40
  Speaker 1: is relaxation.
• 33:41
  Speaker 3: It's not recovery.
• 33:43
  Speaker 1: And I'm not saying there's no role lever for relaxation,
• 33:46
  Speaker 1: but do not kid yourself that you're recovering, because you're
• 33:49
  Speaker 1: stimulating your sympathetic nervous system even more, even low level.
• 33:53
  Speaker 2: That's what they need to understand when I explain that
• 33:55
  Speaker 2: to people, because I'm as incredibly anti media, anti TV person,
• 33:59
  Speaker 2: haven't own one for thirty five years. My son never
• 34:01
  Speaker 2: see a show till he was twelve. I went and
• 34:04
  Speaker 2: those a school Waldorf has no computers, no technology, none
• 34:07
  Speaker 2: of it. And like, because it's not the content, it's
• 34:13
  Speaker 2: the actual medium itself. And the way the lights are
• 34:16
  Speaker 2: flickering on the screen that are exactly the same as
• 34:20
  Speaker 2: how we are hardwired visually to see flickering lights in
• 34:24
  Speaker 2: the forest and the grass, like, because that means there's
• 34:27
  Speaker 2: somebody coming. So the way a screen, I don't care
• 34:32
  Speaker 2: if it's a child's cartoon or you think it's an
• 34:34
  Speaker 2: educational documentary, it is putting your brain in fight or flight.
• 34:40
  Speaker 2: And so that's why it feels. And what happens is
• 34:43
  Speaker 2: that much stimulation the system goes. This is what happens
• 34:47
  Speaker 2: with the biology of trauma. When you're in state two anxiety.
• 34:52
  Speaker 2: You can only this is where your work around heartiness
• 34:55
  Speaker 2: comes in. And I don't use that term, and I
• 34:56
  Speaker 2: don't use that. I talk about overwhelming the nervous system,
• 35:00
  Speaker 2: which is really the breaking point of the mitochondria. It
• 35:04
  Speaker 2: says I'm done. I can't sustain this any longer, and
• 35:08
  Speaker 2: we have collapse. So we have some breakpoint some people's
• 35:12
  Speaker 2: The heartiness does determine where your breakpoint is. How what's
• 35:15
  Speaker 2: the endurance of how long you can go right? And
• 35:18
  Speaker 2: your fitness level, your mental fitness, your physical fitness has
• 35:21
  Speaker 2: many reasons that develop mental age determines this. Right, there's
• 35:26
  Speaker 2: a breaking point. So what happens though, when we leave
• 35:28
  Speaker 2: acute stress anxiety, the body has to there's a parasympathetic overtake.
• 35:36
  Speaker 2: There's an override. It says, I'm gonna I'm gonna shut
• 35:39
  Speaker 2: this down. I cannot handle it. So the dorsal vagel
• 35:45
  Speaker 2: part of the vegas arvitation here, I think, takes over.
• 35:50
  Speaker 2: We've already had some danger response. We've already everything's breaking apart.
• 35:53
  Speaker 2: Calcium shells develop and we we've got all kinds of
• 35:55
  Speaker 2: problems up here. You know, osteoporosis is setting in. You're
• 35:58
  Speaker 2: not doing great, but the system says, I can't handle
• 36:02
  Speaker 2: it even watching the movie. So this is why it
• 36:05
  Speaker 2: feels relaxing, because it's what it's doing is it's helping
• 36:09
  Speaker 2: you dissociate, which is actually a state three trauma response.
• 36:15
  Speaker 2: They're using dissociation and confusing that with relaxation. That is
• 36:21
  Speaker 2: not the same thing. You know, so, and every show
• 36:26
  Speaker 2: does it. Every screen, if they're watching anything, it's doing
• 36:31
  Speaker 2: the same response. It's why I don't I don't allow
• 36:33
  Speaker 2: any children are coming to me for care. There is
• 36:36
  Speaker 2: not a screen allowed Monday through Friday. I'm like, nope.
• 36:39
  Speaker 2: If you're doing nerfit is you assign a contract with me,
• 36:42
  Speaker 2: There'll be none of this because I will not have
• 36:44
  Speaker 2: what we're doing be reversed by what you That screen.
• 36:49
  Speaker 2: Twenty thirty minutes of a TV screen on a child's
• 36:51
  Speaker 2: brain literally will override everything they've learned all day in school.
• 36:55
  Speaker 2: They need time to develop their own images, their own
• 36:58
  Speaker 2: pictures to turn that information long term memory. What screens
• 37:02
  Speaker 2: can do and how powerful we've made images now and complicated,
• 37:07
  Speaker 2: they have no chance of If they're watching Avatar is
• 37:12
  Speaker 2: the book they read? Are they going to be able
• 37:14
  Speaker 2: to create the images that are ever going to override
• 37:16
  Speaker 2: what they saw? They can't. That's why they don't remember
• 37:19
  Speaker 2: what they read, because you took it the opportunity away
• 37:22
  Speaker 2: from their neurology.
• 37:23
  Speaker 3: Actually, yeah, you overstimulated them.
• 37:25
  Speaker 2: And overstimulated and it's creating dopamine depletion, and that you're
• 37:29
  Speaker 2: creating no networks that know how to do anything wrong.
• 37:33
  Speaker 2: So all of the screens are creating dyslexia, are creating ADHD,
• 37:37
  Speaker 2: and are creating anxiety. And we're at a culture now
• 37:41
  Speaker 2: where people are handing their phones to six month old
• 37:44
  Speaker 2: nine months like little babies in a stroller are looking
• 37:48
  Speaker 2: at screens. I've never seen anything, and it, you know,
• 37:52
  Speaker 2: takes everything in me. So I've written a lot about that,
• 37:55
  Speaker 2: like the dangers of no child to me should see
• 37:57
  Speaker 2: a screen before twelve years old.
• 37:59
  Speaker 1: I read at a start recently that just scarred the
• 38:03
  Speaker 1: shit out of me. The average American kid size teenager
• 38:07
  Speaker 1: is spending four to six hours on a screen outside
• 38:11
  Speaker 1: of school, right, So that's outside of school's four to
• 38:15
  Speaker 1: six hours per day, like six hours. That's twenty five
• 38:17
  Speaker 1: percent of your day of the and that's.
• 38:21
  Speaker 3: The entire day. If you take out, if we take
• 38:23
  Speaker 3: out sleeping and.
• 38:25
  Speaker 1: Being in bed, you know, we're up to forty percent
• 38:27
  Speaker 1: of the day with that external stimulation and which clearly
• 38:31
  Speaker 1: can't be good. Let's talk about let's talk about rebalancing
• 38:36
  Speaker 1: a disregulated nervous SYSM.
• 38:38
  Speaker 3: So you mentioned neurofeedback. You mentioned biofeedback.
• 38:43
  Speaker 1: First of all, what sort of tools are you using,
• 38:46
  Speaker 1: are you using HRV, what sort of tools are you
• 38:49
  Speaker 1: using both to measure somebody's nervous system the state of
• 38:54
  Speaker 1: their nervous system, and then in terms of the intervention
• 38:59
  Speaker 1: and what sort of things do you use and what's
• 39:02
  Speaker 1: the whole picture look?
• 39:04
  Speaker 2: Yeah, yeah, So I've been using HIV heart math for
• 39:07
  Speaker 2: you know, as long as twenty years or whatever. We
• 39:10
  Speaker 2: so HIV every session actually, so that's kind of a
• 39:14
  Speaker 2: pre warm up and EEGs. I do a lot of
• 39:19
  Speaker 2: just the qegs. You can do them very very quickly,
• 39:22
  Speaker 2: assess everything. And then the live training you're seeing exactly
• 39:25
  Speaker 2: what's happening. You're like, I can tell we can't they
• 39:28
  Speaker 2: can't bring beta down, or this is through the roof today,
• 39:31
  Speaker 2: where's the alpha whatever? You can see it. So in
• 39:33
  Speaker 2: neuro feedback you can see it. I use a lot
• 39:36
  Speaker 2: of light, so I also do I used to do
• 39:40
  Speaker 2: sound testing, so we do measuring of tone. So the
• 39:44
  Speaker 2: ears open up, so you have to address all this.
• 39:46
  Speaker 2: You have to deal with the ears, the mouth, the eyes,
• 39:49
  Speaker 2: and the brain because that input is going into the brain, right,
• 39:53
  Speaker 2: So where is the information. Where's the hiccup? Right? So
• 39:57
  Speaker 2: sometimes we have to stop what we're doing and they
• 39:59
  Speaker 2: need therapy because the coordination of the muscles is deranged
• 40:02
  Speaker 2: and we have to do exercises. Sometimes it's the it's
• 40:05
  Speaker 2: they can't hear the sound. So when you're an infant,
• 40:08
  Speaker 2: right when you're born, you come out, you hear very
• 40:12
  Speaker 2: it's very low frequency. Because inside the womb it sounds
• 40:15
  Speaker 2: like a washing machine. It's very low. A lot of
• 40:17
  Speaker 2: people they make the mistake and think babies need quiet, like, no,
• 40:20
  Speaker 2: they don't, so why they like washing machines and vacuum ears.
• 40:23
  Speaker 3: And they like this low like noise. Yet right, they're used.
• 40:27
  Speaker 2: To they want to be on the mother. They're used
• 40:28
  Speaker 2: to hearing her voice through the body and how that vibrates.
• 40:32
  Speaker 2: Its very very low frequency. So we measure the frequencies
• 40:36
  Speaker 2: that the brain can hear, that the ears can hear,
• 40:40
  Speaker 2: because the frequencies go to different parts of the lower
• 40:42
  Speaker 2: It goes to the lower brain before we get up
• 40:44
  Speaker 2: to the prefrontal cortex, so not until so they open
• 40:47
  Speaker 2: up every year. So if I can see a twelve
• 40:48
  Speaker 2: year old is shut down at seven hundred herd, So
• 40:52
  Speaker 2: I'm like, they can't hear the sounds above this very well.
• 40:56
  Speaker 2: So I know the year the physical or emotional trauma happens, like, oh, oh,
• 41:00
  Speaker 2: does something happen at five? Was there a surgery or
• 41:03
  Speaker 2: was there a divorce or what happened? I could see
• 41:05
  Speaker 2: the ages. I go, oh, it's at one hundred and
• 41:07
  Speaker 2: twenty five hurts. I'm like, okay, we're shut down there.
• 41:10
  Speaker 2: I have a fourteen year old can't really differentiate sound. Now,
• 41:13
  Speaker 2: it doesn't mean they have a hearing problem. It means
• 41:15
  Speaker 2: they have a tonal problem because tone the frequencies. You know,
• 41:22
  Speaker 2: So you're a father, right, I know you have kids, right,
• 41:26
  Speaker 2: how old are they?
• 41:27
  Speaker 3: Nineteen and fifteen?
• 41:29
  Speaker 2: Okay, So I don't know if you did this, but
• 41:31
  Speaker 2: a lot of men do this. But you are brain guys,
• 41:33
  Speaker 2: so maybe you didn't. A lot of men get in
• 41:35
  Speaker 2: trouble because men like to be sarcastic. It's like a
• 41:40
  Speaker 2: thing you guys seem to do more, and they will
• 41:43
  Speaker 2: make sarcastic jokes with children and then the kids will
• 41:47
  Speaker 2: cry and then you're like, but I was kidding, and
• 41:50
  Speaker 2: then the wife is like, what are you an idiot?
• 41:53
  Speaker 2: You just think you'll understand that so why little kids
• 41:57
  Speaker 2: and people with autism don't understand tone, It is because
• 42:02
  Speaker 2: I could say this, pick up your bag off the floor.
• 42:08
  Speaker 2: Pick up your bag off the floor, very different, right,
• 42:16
  Speaker 2: so you should volume, no change in volume. It was all.
• 42:20
  Speaker 3: Tonal tone developmentally driven.
• 42:26
  Speaker 2: Every year it opens up more because a five year
• 42:30
  Speaker 2: old shouldn't be able to pick up the tone of
• 42:32
  Speaker 2: a fourteen tone. Those frequencies five hundred, seven hundred fifty hertz,
• 42:36
  Speaker 2: thousand herds, three thousand herds. There is different information in
• 42:39
  Speaker 2: five thousand hurts than there is in one thousand hertz.
• 42:42
  Speaker 2: There's emotional information in the tone. Children don't need to
• 42:46
  Speaker 2: know that information. That's why parents can say things to
• 42:49
  Speaker 2: each other and they don't know what you just said,
• 42:50
  Speaker 2: especially when you use tone.
• 42:52
  Speaker 3: It's also same with dogs, right dogs, yes, yes.
• 42:56
  Speaker 2: So to give you an idea, and this is why
• 42:58
  Speaker 2: we use Mozart's music so much. So the average normal
• 43:02
  Speaker 2: it's normal to hear up to Oh gosh, I hope
• 43:06
  Speaker 2: I get it right, about eighteen thousand. It's either fifteen
• 43:08
  Speaker 2: thousand or eighteen thousand herds. It's been a minute, sins,
• 43:10
  Speaker 2: I said it. That's how But you'ren't born hearing that.
• 43:13
  Speaker 2: If you are, it's actually sensory overwhelming. We see many
• 43:16
  Speaker 2: autistic kids will be open and it's so much sound
• 43:20
  Speaker 2: and information. They're like, they can't handle it because you're
• 43:23
  Speaker 2: not supposed to hear all that. You're supposed to see
• 43:25
  Speaker 2: your mother's face and hear her voice, and everybody else
• 43:27
  Speaker 2: can go to help. They're very internally focused. They're all
• 43:30
  Speaker 2: delta wave driven. They don't care. They only see so
• 43:33
  Speaker 2: far because they can't take in that much information. That's
• 43:36
  Speaker 2: all that matters is her.
• 43:38
  Speaker 1: It's how my little kids always look like they're on
• 43:40
  Speaker 1: acid trips.
• 43:41
  Speaker 2: Yes, they're all delta theta waves. They're so hard you're
• 43:46
  Speaker 2: just like whoah, yeah. And when they start to see
• 43:49
  Speaker 2: other stuff, it's like what is going on? Yeah, because
• 43:52
  Speaker 2: they're literally opening up to seeing. They don't see the
• 43:54
  Speaker 2: world the same. Mozarts music goes up to twenty thousand hurts.
• 44:00
  Speaker 2: He heard sounds other people can't hear, so he embedded
• 44:05
  Speaker 2: his music. It's why his music makes people smarter, because
• 44:08
  Speaker 2: it has more information and more openness to it than
• 44:12
  Speaker 2: anything else we've heard. We have a reason we think
• 44:15
  Speaker 2: we mother was a cello player and she played against
• 44:17
  Speaker 2: rebelly and he was he had so much vibration sound
• 44:21
  Speaker 2: percussion it altered his own ear and waited. So I
• 44:26
  Speaker 2: look at sound, We look at that, we look at
• 44:29
  Speaker 2: I use a lot of lights, so I do a
• 44:30
  Speaker 2: lot of that, but I do start with basics. I
• 44:34
  Speaker 2: don't want people going to technology. What are you putting
• 44:36
  Speaker 2: in your mouth? How do you sleep? What is your
• 44:40
  Speaker 2: relationship to nature? When's the last time you went to
• 44:42
  Speaker 2: a forest? You know? Like put the phone down, you know,
• 44:46
  Speaker 2: like I'm I want it to be things they can get.
• 44:49
  Speaker 2: Most of the things I'm going to recommend are basically free,
• 44:52
  Speaker 2: and it's.
• 44:52
  Speaker 1: Like, yeah, this is what I'm king Stephanie is to say. Okay,
• 44:56
  Speaker 1: So so for the listener, now let's get into what
• 45:00
  Speaker 1: can they do by themselves, and then what sort of biofeedback,
• 45:06
  Speaker 1: neurofeedback things might be out there that they could use
• 45:10
  Speaker 1: for themselves just to try to regulate their nervous systems
• 45:13
  Speaker 1: a bit better.
• 45:14
  Speaker 2: So, for sure, neural feedback with a board certified neurofeedback therapist,
• 45:20
  Speaker 2: not somebody who bought something on Amazon is charging you
• 45:23
  Speaker 2: for sessions. Get somebody who is board certified, and I
• 45:26
  Speaker 2: can give you the websites where you can find the
• 45:28
  Speaker 2: clinicians that have been trained all over the world that
• 45:30
  Speaker 2: have gone through the training, the hard work, the mentorship,
• 45:33
  Speaker 2: taking the test, did what we had to do to
• 45:35
  Speaker 2: get a board certification. Because it's very, very different, and
• 45:40
  Speaker 2: we specialize in different things. Not everybody somebody's like we do.
• 45:44
  Speaker 2: We do ADHD, anxiety, sleep disorders. I only only do seizures,
• 45:48
  Speaker 2: concussions and this, and it I'm super into. I do
• 45:51
  Speaker 2: the alcoholics of drug addicts, the severe trauma. So you know,
• 45:57
  Speaker 2: a four therapists in my office and like, the guys
• 45:59
  Speaker 2: didn't do any of the rape trauma. That is solely me.
• 46:02
  Speaker 2: My technicians didn't like the interns weren't comfortable with I'm like,
• 46:06
  Speaker 2: I got it. I'm gonna handle all the screaming. You
• 46:08
  Speaker 2: guys go over there and just do the ADHD. Really like,
• 46:12
  Speaker 2: that's easy, so believe it or ADHD anxiety panic PTSD
• 46:18
  Speaker 2: easy with neurofeedback. These are easy. And you're being told
• 46:22
  Speaker 2: that these things are hard and permanent and not reversible.
• 46:26
  Speaker 2: It's one hundred percent bullshit. Okay, we'll have a small
• 46:29
  Speaker 2: group of people who will be non responders, but even
• 46:31
  Speaker 2: then that clinician is going to know what to tell
• 46:33
  Speaker 2: you what to do now to help a brain change need,
• 46:39
  Speaker 2: you can't just send workers to fix a road with
• 46:43
  Speaker 2: some brooms, but we don't give them asphalt and concrete
• 46:46
  Speaker 2: and tar. So I'm the neurofeedback is the working and
• 46:49
  Speaker 2: you're going to be doing the XITE CrossFit for the brain.
• 46:52
  Speaker 2: So if I'm going to take you and basically train
• 46:54
  Speaker 2: you to run a marathon, I must feed you well,
• 46:57
  Speaker 2: I must hydrate you well. I must sleep you well
• 47:00
  Speaker 2: or I'm going to hurt you. And this is not
• 47:02
  Speaker 2: going to work for us.
• 47:04
  Speaker 1: So lots of neuroplasticity, right, they need those to need that.
• 47:08
  Speaker 2: They need the zinc, the amino acids of protein, the cholesterol,
• 47:12
  Speaker 2: the minerals. I need those B vitamins and magnesium, the
• 47:14
  Speaker 2: kolonie and the omega three's. There's only so many things
• 47:17
  Speaker 2: the brain needs, but I cannot go without it, and
• 47:19
  Speaker 2: most likely you are depleted in those things. That's why
• 47:22
  Speaker 2: you ended up in this way. And the brain is
• 47:25
  Speaker 2: not doing anything stupid if it needs to make a
• 47:27
  Speaker 2: bunch of alpha theater waves, it's trying to slow you
• 47:31
  Speaker 2: down from some over arousal problem. So we might have
• 47:35
  Speaker 2: we created slowness to deal with. You know what it's
• 47:37
  Speaker 2: like for a dyslexic child to walk in that nobody
• 47:40
  Speaker 2: knows is having that problem and they can't explain it.
• 47:44
  Speaker 2: To be in a classroom year after year when they
• 47:47
  Speaker 2: finally figure out they're different and every you know, like
• 47:50
  Speaker 2: they feel, this is a highly stressful thing for that child.
• 47:54
  Speaker 2: Then they know that to them, something's wrong with me.
• 47:58
  Speaker 2: Yeah right, I'm broken, and they don't know how to
• 48:01
  Speaker 2: tell anybody. So then they're just suffering in silence. So
• 48:05
  Speaker 2: now school becomes one of the most horrifying places to go.
• 48:08
  Speaker 2: They've probably been getting in trouble, they've probably been getting
• 48:11
  Speaker 2: bad grades, they might have had their name written on
• 48:13
  Speaker 2: a board. They're like seven, eight nine. This can feel
• 48:16
  Speaker 2: like war to them now, right, So now we have
• 48:20
  Speaker 2: an anxiety problem on top of the learning disorder. Right,
• 48:24
  Speaker 2: So you have to so that it does take time,
• 48:26
  Speaker 2: might take months and layers to get through it, but
• 48:28
  Speaker 2: you can do it. So I just want to say,
• 48:30
  Speaker 2: neural feedback is one of my favorite modalities out there period,
• 48:34
  Speaker 2: and children do extraordinarily well when you teach them. You're
• 48:38
  Speaker 2: in charge of this. You are not a victim. Here.
• 48:40
  Speaker 2: Let me show you, how strong and powerful you are.
• 48:43
  Speaker 2: Look at your brain. Look how beautiful you are. I
• 48:47
  Speaker 2: show them the brain maps. I show them all you
• 48:49
  Speaker 2: gotta do. See all that yellow that's not supposed to
• 48:51
  Speaker 2: be there, it'supposed to be like this. All you're gonna
• 48:53
  Speaker 2: do is you're gonna play the video games with your mind.
• 48:55
  Speaker 2: You're going to control.
• 48:56
  Speaker 1: So yes, just to explain to some people may have
• 49:00
  Speaker 1: not heard of neuro feedback, Stephanie. So, so there's pretty
• 49:03
  Speaker 1: cool video games where you're like you're moving a hot
• 49:06
  Speaker 1: or balloon or whatever, but you have.
• 49:08
  Speaker 3: To be in certain bream way of states to be able.
• 49:11
  Speaker 2: To do just a state yeap, whatever we're working on.
• 49:14
  Speaker 2: So some people that's focused, some people that's relaxation. Some
• 49:19
  Speaker 2: people those are the two big ones. But you're like,
• 49:22
  Speaker 2: whatever we're asking your brain to do, you just have
• 49:26
  Speaker 2: to do that. And as you get rewarded, and the brain,
• 49:29
  Speaker 2: like the just says, I like to win, and so
• 49:32
  Speaker 2: it just does it unconsciously. All I have to do
• 49:35
  Speaker 2: is plant the seed and your brain takes over and
• 49:37
  Speaker 2: children grab. They don't fight you, they don't think it's
• 49:41
  Speaker 2: not real. They I don't have to deal with all
• 49:44
  Speaker 2: that monkey mind they don't do it. They're like, that
• 49:48
  Speaker 2: was awesome, And I mean you just let them know,
• 49:50
  Speaker 2: then you then you turn them into there are they're
• 49:53
  Speaker 2: a strong warrior, sovereign over their body, not a victim
• 49:58
  Speaker 2: to some diagnosis, and certainly not a victim to taking
• 50:01
  Speaker 2: a drug for the rest of their life because they're
• 50:04
  Speaker 2: broken and they have a disorder. So I throw that
• 50:07
  Speaker 2: ship out the door. It's like, nothing is wrong with you.
• 50:10
  Speaker 2: You do not have these letters after your name. Never
• 50:12
  Speaker 2: say that again. Never say my ADHD, my anxiety.
• 50:18
  Speaker 1: I detest that when people say I'm on it because
• 50:23
  Speaker 1: it's like, Whatno, it's a core, deep part of you.
• 50:27
  Speaker 3: It's like, I think that's the wrong with your identity.
• 50:30
  Speaker 2: But that's if you want to keep them on a
• 50:32
  Speaker 2: drug for life, you tell them you have this chemical
• 50:35
  Speaker 2: imbalance for life. No, the child hasn't had a stake
• 50:40
  Speaker 2: in four years. Why don't we just see them? Why
• 50:45
  Speaker 2: don't you stop giving them brownies for breakfast? That's how
• 50:53
  Speaker 2: I do it, Paul. I'm like, why don't you being stupid?
• 50:58
  Speaker 1: Yeah, but it is incredible how many people, And look,
• 51:04
  Speaker 1: some of this is just not knowing.
• 51:06
  Speaker 3: It's a lack of education, right.
• 51:08
  Speaker 1: And then some of it is well, I know, but
• 51:11
  Speaker 1: maybe I don't really believe, and some of it is
• 51:14
  Speaker 1: just well, it's a shit. A lot easier to do this,
• 51:16
  Speaker 1: Like the unsexy truth is that for a lot of people,
• 51:22
  Speaker 1: if they exercise well, they eat well, they sleep well,
• 51:28
  Speaker 1: they recover well, and a lot of shit would actually disappear.
• 51:33
  Speaker 2: Right.
• 51:33
  Speaker 1: And I've actually said to the point of, let's just
• 51:36
  Speaker 1: take exercise, and I think we could replace exercise with
• 51:39
  Speaker 1: lots of things that we see in the in the
• 51:42
  Speaker 1: in the research that exercises a way more powerful intervention
• 51:45
  Speaker 1: than SSRIs for depression.
• 51:47
  Speaker 3: Right, That's been shown over and over again.
• 51:49
  Speaker 1: There was a recent British Medical Journal article that that
• 51:53
  Speaker 1: compared two underd and eighteen studies, and so that exercise
• 51:56
  Speaker 1: blows SSRIs out of the water. And I talked to
• 51:59
  Speaker 1: people about what happens when you're exercising. Don't mean serotonin
• 52:03
  Speaker 1: or adrenaline and cannabinoids and falins and doorphins, and it's
• 52:08
  Speaker 1: and it's not so much that exercise is an antidepressant,
• 52:13
  Speaker 1: it's that being sedentary is a depressant.
• 52:17
  Speaker 3: Right.
• 52:17
  Speaker 1: And then for me, the same thing as applying with
• 52:20
  Speaker 1: sleep and all of those It's not just that sleep
• 52:23
  Speaker 1: is good for you or good nutrition is good for you.
• 52:25
  Speaker 1: It's that if you're not doing it, you're an active
• 52:28
  Speaker 1: agent and the destruction of your own physical and mental health, right,
• 52:32
  Speaker 1: And that's a different that's a different lens to look
• 52:35
  Speaker 1: at it through.
• 52:36
  Speaker 2: It is and I'm you know, here's where I'm careful
• 52:40
  Speaker 2: about the language. And I know you're an exercise physiologist
• 52:43
  Speaker 2: and this is you know you you work. Do you
• 52:46
  Speaker 2: work primarily with men?
• 52:47
  Speaker 3: No? No, no, I work with corporate.
• 52:50
  Speaker 2: So I'm careful about using that word because most people
• 52:53
  Speaker 2: don't like the way it sounds. Want no seven year
• 52:56
  Speaker 2: old wants to exercise, like I don't want to experis
• 53:00
  Speaker 2: when I was seven eight? But who the hell? Nobody?
• 53:01
  Speaker 2: I didn't know anybody who Actually my mother didn't exercise.
• 53:05
  Speaker 3: We all played, Yeah, yeah.
• 53:08
  Speaker 2: We all played. Play is a very different word, and
• 53:12
  Speaker 2: it's a very different thing. Play requires all mammals play,
• 53:17
  Speaker 2: but it requires looking at each other, It requires another person,
• 53:20
  Speaker 2: and it requires face to eye contact. It requires checking
• 53:24
  Speaker 2: in with the face, reading what's going on. And it's
• 53:27
  Speaker 2: this very complicated and it requires movement. So you have
• 53:31
  Speaker 2: to have a face and you have to have movement.
• 53:33
  Speaker 2: You could play with your dog or your cat. Believe
• 53:35
  Speaker 2: it or not. Absolutely, we are still picking up cues.
• 53:38
  Speaker 2: That's why we're deciding and looking. Are we good? Are
• 53:41
  Speaker 2: we serious? Are we about to really punch each other?
• 53:44
  Speaker 2: Or are we still play fighting? Is he going to
• 53:45
  Speaker 2: kill me? Or no? We're good? Okay? Cool? You know.
• 53:48
  Speaker 2: And for adults, the ultimate play what happens is sex,
• 53:53
  Speaker 2: and so many people throw that away as if it's
• 53:57
  Speaker 2: a luxury. I'm like, no, mamma, this is your number
• 53:59
  Speaker 2: one so sport. What are you talking about? How are
• 54:02
  Speaker 2: you guys not doing this every day? Who the hell
• 54:04
  Speaker 2: wants to exercise? But I want to let's get busy
• 54:06
  Speaker 2: in the bed? Baby? What I don't want to exercise, Paul,
• 54:10
  Speaker 2: I don't want to do it. I'm just telling you.
• 54:15
  Speaker 2: You say that to a special needs mom who hasn't slept.
• 54:18
  Speaker 3: That she's like, yeah, I'm tired.
• 54:23
  Speaker 2: But playing is different because that automatically gives her some movement,
• 54:28
  Speaker 2: has some energy. It's fun. You have enough a participant,
• 54:33
  Speaker 2: you have community of something.
• 54:34
  Speaker 3: You can go dance, go dance.
• 54:37
  Speaker 2: Yes, remember one prescribing is I tell people to say
• 54:40
  Speaker 2: dance lessons. That's the most powerful cognitive decline. Thing you
• 54:46
  Speaker 2: can do is take formal dancing lessons.
• 54:49
  Speaker 1: And actually dancing is one of the most successful interventions
• 54:53
  Speaker 1: for old people in preventing roles.
• 54:56
  Speaker 2: Incredible, let's cross hemispheric movement fires so much to think
• 55:01
  Speaker 2: about it. Plus then you have music playing and they're
• 55:04
  Speaker 2: touching someone.
• 55:05
  Speaker 1: I mean, on top of all of that, the muscles
• 55:10
  Speaker 1: are decelerating under control, right, And it's that loss of
• 55:14
  Speaker 1: the ability to decelerate under control that that actually creates
• 55:19
  Speaker 1: false But I am aware of this.
• 55:21
  Speaker 2: We start with eating. I'm just on. We start with basics.
• 55:24
  Speaker 2: I want basic nutrition. I want animal based nutrition. I
• 55:27
  Speaker 2: want that to be very very strong. I don't want
• 55:31
  Speaker 2: as little fake foods. There's no more. I focus for
• 55:35
  Speaker 2: children and adults. Breakfast to me again, especially sending these
• 55:38
  Speaker 2: children off to school, and they're giving them like pop
• 55:41
  Speaker 2: tarts and a Coca cola. They're wondering why at ten o'clock,
• 55:47
  Speaker 2: little Timmy is losing his mind and he's both and
• 55:51
  Speaker 2: he got to watch TV or a movie on his
• 55:55
  Speaker 2: iPad while he ate that protein cereal bar in the
• 56:00
  Speaker 2: back of the car. And you wonder why at ten
• 56:02
  Speaker 2: am he is bouncing off the walls and he's bored
• 56:05
  Speaker 2: out of his mind listening to Miss Susie go over algebra?
• 56:10
  Speaker 2: I mean, are you are we all this stupid? I
• 56:15
  Speaker 2: would be, you know what I'm saying. So so I
• 56:18
  Speaker 2: literally tell people, I'm like, so you're gonna buy a
• 56:21
  Speaker 2: crock pot. They're like what I'm like, Listen, we're gonna
• 56:24
  Speaker 2: help you get a crock pot. You have to cook.
• 56:28
  Speaker 2: You could just put it in the morning, and it's
• 56:31
  Speaker 2: going to be dinner, right Like, I understand everyone's busy.
• 56:34
  Speaker 2: And so what we've gotten is again this ultimate lie
• 56:40
  Speaker 2: that we're not supposed to work anymore. We're not supposed
• 56:44
  Speaker 2: to do anything any like. The ultimate sign of success now,
• 56:47
  Speaker 2: at least here is I don't cut my own grass,
• 56:50
  Speaker 2: I don't clean my own roof. I don't clean my gutters.
• 56:53
  Speaker 2: I don't do my laundry, I don't make my bed.
• 56:55
  Speaker 2: I got a housekeeper, a yard keeper, a long guy.
• 56:58
  Speaker 2: You know what I mean? That that was a kid.
• 57:00
  Speaker 2: Everybody did everything. They shoveled the snow, they cleaned everything,
• 57:03
  Speaker 2: They worked, They cooked. My mother cooked the hot breakfast
• 57:06
  Speaker 2: every single day. She still had three jobs, but she
• 57:08
  Speaker 2: cooked that. We didn't eat cereal. That was like not
• 57:10
  Speaker 2: food okay, cooked and we ate hot food okay. Again,
• 57:16
  Speaker 2: the most bioavailable for the things your brain needs, the cholesterol,
• 57:20
  Speaker 2: all the fat, the b vitamins of zinc, the copper,
• 57:23
  Speaker 2: everything in perfect ratios and bioavailable. All of that you
• 57:27
  Speaker 2: need is in eggs and meat.
• 57:30
  Speaker 1: So that's the really interesting sorry, Stephanie little aside. I
• 57:35
  Speaker 1: interviewed Professor Felice Jaka, who started the nutritional psychiatry movement.
• 57:42
  Speaker 1: Right She's a psychiatrist also treatined as a dietitian. And
• 57:45
  Speaker 1: she told me that when she started doing her PhD,
• 57:48
  Speaker 1: she was looking at the impact of food on mood.
• 57:52
  Speaker 3: And she said to me, paul I was vegan.
• 57:55
  Speaker 1: I don't know, I can't remember if she still is,
• 57:57
  Speaker 1: but she said, and she said, I had an existential
• 58:01
  Speaker 1: crisis because my research actually showed that animal based foods
• 58:07
  Speaker 1: are meat and meat, and that other animal based foods
• 58:10
  Speaker 1: were hugely important for mental health and and so and
• 58:15
  Speaker 1: this is not and I say to people, a lot
• 58:17
  Speaker 1: of people, if they're vegetarian and vegan, often there's strong
• 58:20
  Speaker 1: ethical reasons for that. And I'm like, I get it,
• 58:24
  Speaker 1: I completely get it, but particularly when we're talking about
• 58:28
  Speaker 1: brain health and somebody who's been stressed for a long
• 58:33
  Speaker 1: period of time. Because Bruce Eum's professor bruceiums theory and
• 58:38
  Speaker 1: about that, that basically shows that your body prioritized the
• 58:42
  Speaker 1: creation of stress hormones, and when you're highly stressed, it
• 58:45
  Speaker 1: robs the brain and nervous system of nutrients to create
• 58:49
  Speaker 1: those stress hormones, so you get a depleted brain. And
• 58:53
  Speaker 1: then if you're not eating those animal based foods, so
• 58:55
  Speaker 1: they're really important to all those nutrients that you do.
• 58:58
  Speaker 1: You describe you you're just really you're pretty, and it's
• 59:02
  Speaker 1: just kind of cold.
• 59:04
  Speaker 2: It's an animal. We are animal. We are all protein minerals.
• 59:09
  Speaker 2: In fat. There's only two thousand calories of a carb
• 59:12
  Speaker 2: in me and stores of glycogen. That's it. You know
• 59:14
  Speaker 2: how hard it is to turn kale and broccoli into
• 59:16
  Speaker 2: a human brain. It's extraordinarily difficult. And every cell in
• 59:22
  Speaker 2: your body makes cholesterol. The brain is primarily cholesterol, and
• 59:26
  Speaker 2: it makes all of its own. Please tell me how
• 59:28
  Speaker 2: that's going to kill you. Please tell me how. The
• 59:31
  Speaker 2: thing I mean again, what they've been genius at is
• 59:34
  Speaker 2: telling you the things that your body does naturally to
• 59:37
  Speaker 2: perform well are somehow dangerous and reckless for you. And
• 59:41
  Speaker 2: then so people have been starving themselves are the things
• 59:43
  Speaker 2: that they really need. So that's where I start with people.
• 59:47
  Speaker 2: I was a vegan for twelve years. I no longer
• 59:50
  Speaker 2: take any vegans. I will never work with them again.
• 59:52
  Speaker 2: It's almost it's virtual. Neural feedback doesn't work. Their brains
• 59:57
  Speaker 2: can't hold a charge. So it does work, it's going
• 1:00:02
  Speaker 2: to always reverse. And so I figured that out, and
• 1:00:04
  Speaker 2: I'm like, I can't just keep taking your money, because
• 1:00:07
  Speaker 2: you will have to continue for life. Neural feedback is permanent.
• 1:00:10
  Speaker 2: We hit a point done. It's not like a muscle.
• 1:00:14
  Speaker 2: It doesn't atrophy. It actually just keeps getting better. It
• 1:00:17
  Speaker 2: will never happen in a vegan brain.
• 1:00:19
  Speaker 3: Wow, it's not a single.
• 1:00:20
  Speaker 2: Natural indigenous culture on Earth that is vegan. They all
• 1:00:23
  Speaker 2: would go, they'd be sterile, and they would never approcate.
• 1:00:26
  Speaker 2: It wouldn't work. It doesn't work. Humans, by nature, in nature,
• 1:00:30
  Speaker 2: never make that choice. They're all hyper carnivore. They all
• 1:00:33
  Speaker 2: have an incredibly at least seventy percent of their diet
• 1:00:36
  Speaker 2: is animal based, and most of them, the longest living
• 1:00:38
  Speaker 2: cultures are almost all The Russians have figured this out,
• 1:00:41
  Speaker 2: So all, yeah, eating that way is the only way
• 1:00:46
  Speaker 2: to handle schizophrenia, autism and gut disorders.
• 1:00:49
  Speaker 3: It is the only way that's interesting. And so getting
• 1:00:54
  Speaker 3: the diet right you talked about.
• 1:00:56
  Speaker 2: It to go with a lot of circadian biology with
• 1:00:59
  Speaker 2: the sun, teaching the clocks of the body in a
• 1:01:02
  Speaker 2: simple way, like listen, if you could do the one thing,
• 1:01:05
  Speaker 2: if the only thing people can do is start to
• 1:01:07
  Speaker 2: align themselves to see the sunrise before any other light,
• 1:01:12
  Speaker 2: no context, no glasses outside, as much eye and skin
• 1:01:15
  Speaker 2: as we can. What that does to reset sleep rhythms
• 1:01:18
  Speaker 2: and hormones and drop the cortisol down and get things
• 1:01:21
  Speaker 2: the way and start bringing appetite back on and the
• 1:01:25
  Speaker 2: way we need it and releasing the melotone. It make
• 1:01:27
  Speaker 2: you make dopamine and serotonin and melatonin from sunlight in
• 1:01:31
  Speaker 2: your eyes in the morning. So I want to hit
• 1:01:33
  Speaker 2: every avenue to teach them how their body is working.
• 1:01:36
  Speaker 2: So in light is a nutrient. I'm like, you're missing
• 1:01:38
  Speaker 2: the most important thing. Then if I can get midday,
• 1:01:41
  Speaker 2: we do the midday, then we get the sunset, you
• 1:01:44
  Speaker 2: know I do. Then I teach them about the lighting
• 1:01:46
  Speaker 2: and the how I teach them all these things slowly,
• 1:01:48
  Speaker 2: like can you convert to candles at night? Can you convert?
• 1:01:52
  Speaker 2: Put put red or or salt lamps on the floor
• 1:01:55
  Speaker 2: and turn the overhead up? Like it just starts start
• 1:01:57
  Speaker 2: thinking about what you would live like if you went.
• 1:02:01
  Speaker 3: This.
• 1:02:01
  Speaker 1: This is exactly the point I was about to say,
• 1:02:03
  Speaker 1: is that no animal does well when they're taken out
• 1:02:06
  Speaker 1: of their natural environment, none of right and and human being,
• 1:02:09
  Speaker 1: why would be Why would we be so arrogant to
• 1:02:12
  Speaker 1: think that we would be different?
• 1:02:14
  Speaker 3: Right?
• 1:02:14
  Speaker 1: And you know, we know that spanning time in nature
• 1:02:17
  Speaker 1: is anti inflammatory, you know, and that spanning a shit
• 1:02:21
  Speaker 1: heap of time indoors just drives inflammation, disrupts circadian rhythms,
• 1:02:25
  Speaker 1: and and I think me and you could do a
• 1:02:27
  Speaker 1: whole politicast on circadian disruption.
• 1:02:31
  Speaker 2: But just being indoors is actually physically stressful to your system.
• 1:02:36
  Speaker 2: I have higher stress hormones running through my body sitting
• 1:02:40
  Speaker 2: here under these lights inside this house than if I
• 1:02:42
  Speaker 2: was in the backyard, And just what looking at nature
• 1:02:46
  Speaker 2: and experience of it physically, it alters all my brain waves,
• 1:02:49
  Speaker 2: which then alters all my neurochemistry, which also you know,
• 1:02:53
  Speaker 2: we're bringing in bacteria through there. There's so many things,
• 1:02:55
  Speaker 2: but I mean University of Michigan to the studies. People
• 1:02:58
  Speaker 2: solve problems completely differently in a forest and they do
• 1:03:00
  Speaker 2: in a library. You are smarter outside. I get a
• 1:03:03
  Speaker 2: simple things I do and like then they're doing homework.
• 1:03:05
  Speaker 2: You got to have a table outside. Great, all the
• 1:03:07
  Speaker 2: homeworks outside from now on. Stop having them be in
• 1:03:10
  Speaker 2: their bedroom with four computer Pull all the computers out
• 1:03:13
  Speaker 2: of your bedroom, all the TV's out of your bedroom,
• 1:03:15
  Speaker 2: turn off your wife. I get hardcore Pauls, but I
• 1:03:18
  Speaker 2: take a long time to do it. Start with basics.
• 1:03:21
  Speaker 2: If your great grandmama was over at your house, she
• 1:03:24
  Speaker 2: would feed you, she would give you a bath at
• 1:03:26
  Speaker 2: seven thirty at night, and you would go to bed,
• 1:03:29
  Speaker 2: go to bed, read a book, be bored. So I
• 1:03:34
  Speaker 2: think people should let their children be bored as well.
• 1:03:36
  Speaker 2: We do a lot of that. Don't entertain them. They
• 1:03:40
  Speaker 2: have to learn how to use imagination. Imagination is a
• 1:03:42
  Speaker 2: wonderful thing. They have to learn to solve problems. So
• 1:03:48
  Speaker 2: that's where I start again. I don't I'm not going
• 1:03:51
  Speaker 2: to start doing hard brain exercises on someone that is
• 1:03:56
  Speaker 2: starving for nutrients based sleep rhythm, you know, and is drained.
• 1:04:03
  Speaker 2: It's like that'd be taken like you would Newhorn mother
• 1:04:07
  Speaker 2: and say let's train you for a marathon. You're sleeping
• 1:04:09
  Speaker 2: two hours a night. It's like, let's use Wait what
• 1:04:12
  Speaker 2: that would that would be? So you can't I don't,
• 1:04:15
  Speaker 2: I don't fast and anorexic. We have to feed that person.
• 1:04:19
  Speaker 2: So you have to start with a system that's strong
• 1:04:22
  Speaker 2: enough to do some of these things, and you may
• 1:04:25
  Speaker 2: not have to do some of the I think all
• 1:04:27
  Speaker 2: the electromagnetic therapies are amazing. I use a lot of
• 1:04:29
  Speaker 2: also devices vagel stem I like to yes, I love
• 1:04:33
  Speaker 2: the whole list. That's my favorite one. People which one?
• 1:04:36
  Speaker 2: Which one coolest? H I don't know if you guys
• 1:04:38
  Speaker 2: can get it there. It's small. You can put it
• 1:04:41
  Speaker 2: in a pocket and think it's in my purse, but
• 1:04:43
  Speaker 2: they can. It's so it's it's the best one I've
• 1:04:46
  Speaker 2: ever seen. I love the V light. I've got that
• 1:04:49
  Speaker 2: here VI I like. I love the V light, So
• 1:04:52
  Speaker 2: I like the alpha and the gamma. So I use
• 1:04:54
  Speaker 2: I will bring the devices. I love them to have
• 1:04:57
  Speaker 2: home devices, something they can own at the whole whole
• 1:05:00
  Speaker 2: family can use.
• 1:05:01
  Speaker 1: I was going to ask Stephanie just on that just
• 1:05:03
  Speaker 1: because we are running out of time. Is there a
• 1:05:08
  Speaker 1: good neuro feedback program that people can use that they
• 1:05:13
  Speaker 1: can use You know those video games where you're moving
• 1:05:17
  Speaker 1: the things.
• 1:05:17
  Speaker 3: With your You've got to get your Brian and yeah,
• 1:05:22
  Speaker 3: what's a good commercial one.
• 1:05:24
  Speaker 2: I would still think you need to see a therapist
• 1:05:27
  Speaker 2: and get a good good I do remote neual feedback,
• 1:05:30
  Speaker 2: don't get me wrong, but I am limited in the
• 1:05:32
  Speaker 2: type of patients I can see. So I've had seven
• 1:05:35
  Speaker 2: different neurofeedback systems in the inside brick and mortar, but
• 1:05:39
  Speaker 2: remotely is you You are limited. You can't do as
• 1:05:43
  Speaker 2: many things. It doesn't really matter if you go see
• 1:05:46
  Speaker 2: like I can say, well, I like brain Master and
• 1:05:48
  Speaker 2: I like that. It doesn't matter what the doctor is
• 1:05:50
  Speaker 2: going to be using. If you go so b C
• 1:05:53
  Speaker 2: i A dot org or I s n R dot
• 1:05:56
  Speaker 2: org are two certification organizations where you can look up
• 1:06:01
  Speaker 2: a practitioner who is board certified in either one of those,
• 1:06:05
  Speaker 2: and it'll range from chiropractors to talk therapists to neurologists
• 1:06:09
  Speaker 2: like and obviously they'll do me doing different types of training.
• 1:06:13
  Speaker 2: But it doesn't mean to get a nice image. What's
• 1:06:16
  Speaker 2: the baseline. Is it ADHD or is it anxiety? Is
• 1:06:19
  Speaker 2: it a concussion? What's happening? You don't have you don't sleep? Well,
• 1:06:24
  Speaker 2: let's see why. Is there something we can see? How
• 1:06:26
  Speaker 2: many points on a line can we show Is neurofeedback
• 1:06:29
  Speaker 2: going to help that or not? They're good at telling you.
• 1:06:32
  Speaker 2: It's like I've had people come to me for things
• 1:06:34
  Speaker 2: that I'm like, I have no idea if I can
• 1:06:35
  Speaker 2: help you with that. I'm like, there's nothing in the
• 1:06:37
  Speaker 2: literature like we're so good at ADHD where alcoholism seizures sleeps.
• 1:06:43
  Speaker 2: Everybody gets better with sleep. That's super easy to do.
• 1:06:46
  Speaker 2: SMR is a sleep spindle. It's a low level twelve
• 1:06:49
  Speaker 2: to fourteen fifteen hertz beta wave that's made in the
• 1:06:52
  Speaker 2: sensory motor cortex only that's where all the sleep spindles
• 1:06:55
  Speaker 2: are made. And we just help you make SMR. Everybody
• 1:06:58
  Speaker 2: gets better. I mean it's believable. That's so some of
• 1:07:01
  Speaker 2: that you can do at home. My remote system I
• 1:07:04
  Speaker 2: use is mind lift, but there's many others. I would
• 1:07:08
  Speaker 2: not recommend just buying something and training yourself.
• 1:07:12
  Speaker 1: I think even even the likes of heart maths xfinitely,
• 1:07:16
  Speaker 1: which is just kind of.
• 1:07:18
  Speaker 2: That's not the same, right, So that's it's a form
• 1:07:20
  Speaker 2: of bio. Yes, that's fine. That's not neural feedback. That's
• 1:07:23
  Speaker 2: a prep. So we do heart math before every session
• 1:07:26
  Speaker 2: to help with calming the system and then oxygenating the
• 1:07:30
  Speaker 2: brain and then we do the neural feedback and it's
• 1:07:32
  Speaker 2: more effective. So yes, I love it's not neural feedback though.
• 1:07:36
  Speaker 3: Yeah, yeah, yeah, okay.
• 1:07:38
  Speaker 2: But simple tools they can do. I love heart math,
• 1:07:40
  Speaker 2: I love the wholeist. I love V light devices.
• 1:07:45
  Speaker 3: Is that the I G like A I E L.
• 1:07:49
  Speaker 2: I G H T. They're out of Canada. Yeah, they're very,
• 1:07:54
  Speaker 2: very good. So those are some easy like again Parkinson's dementia,
• 1:07:57
  Speaker 2: traumatic brain injury, sleep. They're incredible for that meditation. They help,
• 1:08:01
  Speaker 2: they help enhance you with that. So you start with
• 1:08:04
  Speaker 2: the basics, and I think seeing somebody who understands has
• 1:08:08
  Speaker 2: the philosophy, there's nothing that's incurable. You can reverse everything.
• 1:08:13
  Speaker 2: That should be the first If you don't remember, if
• 1:08:14
  Speaker 2: a clinician doesn't believe that, I would walk right out
• 1:08:16
  Speaker 2: the door. You know, I wouldn't want Why would you
• 1:08:18
  Speaker 2: want to work with this person? Because they see you
• 1:08:20
  Speaker 2: as a victim and they see you as weak. I
• 1:08:21
  Speaker 2: don't want to talk to those people. I'm like, no,
• 1:08:24
  Speaker 2: thank you, Okay, give me somebody else. So you want
• 1:08:27
  Speaker 2: somebody who can see the best version of you or
• 1:08:30
  Speaker 2: your child, the one that you can't even see yet. Right,
• 1:08:33
  Speaker 2: that's my job as to hold an image over here
• 1:08:35
  Speaker 2: and pull you along until you see it for yourself.
• 1:08:37
  Speaker 2: And when you can, I'm out of the way. You
• 1:08:39
  Speaker 2: fire my job. My goal is you fire me. I
• 1:08:41
  Speaker 2: don't need any more doctor, Thank you so much. Peace out.
• 1:08:44
  Speaker 2: I'm glad you don't high five and fire everybody else,
• 1:08:47
  Speaker 2: fire all of your therapists. You know, so one day
• 1:08:52
  Speaker 2: you should be like, I want to fire everybody. You know,
• 1:08:55
  Speaker 2: you shouldn't go to the doctor five times a week.
• 1:08:56
  Speaker 2: But that's what people are doing.
• 1:08:58
  Speaker 3: Well, well, yeah, that that is true.
• 1:09:01
  Speaker 1: You shouldn't have to have somebody for all of your life.
• 1:09:04
  Speaker 3: Right, you're right.
• 1:09:06
  Speaker 1: The goal of any good interventionist should be that that
• 1:09:10
  Speaker 1: they ultimately end up firing.
• 1:09:12
  Speaker 2: Don't keep me now, you know what to do. Yeah,
• 1:09:16
  Speaker 2: it's there, you're stable. You know how to do it
• 1:09:18
  Speaker 2: yourself if you if you need help, you know where
• 1:09:20
  Speaker 2: we are. You know, Like, that's it. I don't want
• 1:09:23
  Speaker 2: to see you forever. Why, I mean, send me a
• 1:09:25
  Speaker 2: car to Christmas. Merry Christmas. Keep me up to date,
• 1:09:29
  Speaker 2: and they do. I keep up to date. I know
• 1:09:31
  Speaker 2: what my kids are doing. I know the kids who
• 1:09:33
  Speaker 2: were arrested, who are doing drugs, and our attorneys now
• 1:09:37
  Speaker 2: and our psychiatrists and our surgeons. These were my patients.
• 1:09:41
  Speaker 2: So they tell me. I know where they are. And
• 1:09:44
  Speaker 2: they were thrown away, they were in handcuffs, and I'm like,
• 1:09:49
  Speaker 2: this is that that go? First of all, there's nothing
• 1:09:51
  Speaker 2: wrong with you. Stop thinking he's a problem. Let me
• 1:09:53
  Speaker 2: just show you what you're doing, what your brain is doing.
• 1:09:56
  Speaker 2: Something kind of happened, like kind of doesn't matter. Maybe
• 1:09:57
  Speaker 2: you fell in your head. Maybe maybe it's all the
• 1:09:59
  Speaker 2: twizzler in the canie you're eating. But I'm gonna need
• 1:10:01
  Speaker 2: to do a few things. You got to stop eating
• 1:10:03
  Speaker 2: these few things for me to do this, and then
• 1:10:05
  Speaker 2: all the rest of all do Like, kids will get
• 1:10:07
  Speaker 2: on board if you stop talking to them like they're morons,
• 1:10:10
  Speaker 2: and you stop condescending to them, if you tell them
• 1:10:12
  Speaker 2: they're strong and powerful, and you know they always want
• 1:10:15
  Speaker 2: to be bigger, better, faster, stronger. So that's why I
• 1:10:17
  Speaker 2: talk to them. I don't. They don't want to be
• 1:10:18
  Speaker 2: calm like a careless you know, mom needs calm, you know,
• 1:10:22
  Speaker 2: so you talk to them. I talk to a child
• 1:10:24
  Speaker 2: very different than I talk to a man, very different
• 1:10:27
  Speaker 2: than I talk to a woman. You guys want different things,
• 1:10:29
  Speaker 2: and so I say different language. But for them to
• 1:10:32
  Speaker 2: see you did this and I don't ever, let don't
• 1:10:37
  Speaker 2: thank me. They're like, you just said I didn't do it.
• 1:10:39
  Speaker 2: You did it. I just was your coach. You won
• 1:10:43
  Speaker 2: the game, you know. So that's kind of that's for
• 1:10:47
  Speaker 2: people who need help. You do need to start with
• 1:10:49
  Speaker 2: the basics, and you need to be around people who understand.
• 1:10:52
  Speaker 2: A great book that could say people parents could get
• 1:10:56
  Speaker 2: symphony in the brain. It's by Robins and it's a
• 1:11:00
  Speaker 2: written really well about neurow feedback. And I also like
• 1:11:04
  Speaker 2: Bill Walsh's nutrient therapy. These are for lay people. I
• 1:11:09
  Speaker 2: think they're really nice, really easy to understand.
• 1:11:13
  Speaker 3: Cool.
• 1:11:14
  Speaker 1: And so where do people go to find out more
• 1:11:18
  Speaker 1: about you in your book?
• 1:11:19
  Speaker 3: You have me mentioned your book you're promoting. We need
• 1:11:22
  Speaker 3: to talk about your book.
• 1:11:25
  Speaker 2: Notes. So a book that has not a single citation,
• 1:11:29
  Speaker 2: that doesn't talk about anything I just talked about, but
• 1:11:32
  Speaker 2: it's basically they It's called Receive the Dance of Feminine Power.
• 1:11:35
  Speaker 2: And I wrote this not really as a clinician, but
• 1:11:38
  Speaker 2: you get to see more of what Stephanie Rimka has
• 1:11:41
  Speaker 2: had to go through. But being a clinician is important,
• 1:11:44
  Speaker 2: and it's written for all the women patients I've had,
• 1:11:48
  Speaker 2: or the mothers of all the patients I've had, where
• 1:11:51
  Speaker 2: I'm like, Mama, you've misunderstood your role. And women have
• 1:11:57
  Speaker 2: and I fell victim to it too. We've really over
• 1:12:01
  Speaker 2: masculinized ourselves, like the idea of like you've got to
• 1:12:05
  Speaker 2: be strong and a bad ass and a bad bitch,
• 1:12:07
  Speaker 2: and it's just so aggressive. And I did what I
• 1:12:10
  Speaker 2: had to do to survive, but it is not a
• 1:12:13
  Speaker 2: way to thrive and really the greatest power so I
• 1:12:16
  Speaker 2: talk of and I'm the mother of a boy's twenty, right,
• 1:12:19
  Speaker 2: so I honor the masculine. I don't degrade it in
• 1:12:23
  Speaker 2: anyone and you or myself. But I try to explain
• 1:12:26
  Speaker 2: women have taken this on and they're not doing it well,
• 1:12:30
  Speaker 2: and they're emasculating men. They're never knowing how to receive
• 1:12:34
  Speaker 2: the ultimate feminine power is that we are receptors and
• 1:12:38
  Speaker 2: we magnify and amplify anything you give us. And that's amazing,
• 1:12:41
  Speaker 2: and that's wonderful. And women have forgotten this. They've forgotten
• 1:12:45
  Speaker 2: how to be soft, how to surrender, how to I
• 1:12:48
  Speaker 2: was ashamed of my feminine. I wasn't comfortable with it.
• 1:12:51
  Speaker 2: I think you had to be tough, you got to
• 1:12:53
  Speaker 2: kick people's ass. I mean, this was that's what's going
• 1:12:55
  Speaker 2: to get me through in life and so and being
• 1:12:58
  Speaker 2: in healthcare will tell you. I think the big problem
• 1:13:02
  Speaker 2: with what it has become, the sick care that it
• 1:13:05
  Speaker 2: is the model is based upon violence, war, military speak.
• 1:13:10
  Speaker 2: It is devoid of the feminine. And the right hemisphere
• 1:13:14
  Speaker 2: is pure feminine connection to spirit, intuition, God source. And
• 1:13:19
  Speaker 2: if we keep acting like that's not true and dominated
• 1:13:23
  Speaker 2: only by the left hemisphere, logic, linear, get shit done,
• 1:13:26
  Speaker 2: you are missing the power of who you really are.
• 1:13:29
  Speaker 2: So that's what I wrote it about. But it's not
• 1:13:32
  Speaker 2: about science, and it's about my own journey of a
• 1:13:37
  Speaker 2: broken heart that kind of happened. Even though it's not
• 1:13:39
  Speaker 2: an autobiography, so I wouldn't call it a self help book.
• 1:13:42
  Speaker 2: It's more of a love story to myself and to
• 1:13:45
  Speaker 2: all the women out there. But shockingly. Men love this
• 1:13:49
  Speaker 2: book and talk to me about it all the time.
• 1:13:52
  Speaker 2: You know, they're reading it with their wives and they're like,
• 1:13:54
  Speaker 2: oh my god, it was so good, you know, making
• 1:13:57
  Speaker 2: them cry. It's a lot of lyric like lyrical poetry
• 1:14:02
  Speaker 2: written actually, so it's not it's very right hemisphere. It's
• 1:14:05
  Speaker 2: very feminine, it's very beautiful. It's like a dance. So anyway, yeah,
• 1:14:11
  Speaker 2: on website doctor Rimka dot com it because you've.
• 1:14:15
  Speaker 3: Got You've got also got coursious on your website as way.
• 1:14:18
  Speaker 2: So I have a lot of courses I do and
• 1:14:20
  Speaker 2: I have membership, so you know some of my most
• 1:14:22
  Speaker 2: of my courses are for women, but some are not.
• 1:14:24
  Speaker 2: So I range, you know, I clinically teach peptid therapy
• 1:14:30
  Speaker 2: for clinicians only out of a university. I do continuing
• 1:14:34
  Speaker 2: education for clinicians. I'll be speaking next month in New
• 1:14:37
  Speaker 2: York and an aesthetics conference. So I speak on a
• 1:14:39
  Speaker 2: number of topics. I train on mitochondria and you know, exercise.
• 1:14:44
  Speaker 2: All those things you said are true, and I don't
• 1:14:46
  Speaker 2: think any of those are the most important. I think
• 1:14:48
  Speaker 2: the most important thing movement does is that it increases
• 1:14:52
  Speaker 2: the amount of christe inside of the mitochondria, and that
• 1:14:54
  Speaker 2: is the only reason I even like doing it. I'm like,
• 1:14:57
  Speaker 2: well it does what Michael, I'm like, because that is
• 1:15:02
  Speaker 2: the most important thing. So I'm a science geek. I
• 1:15:05
  Speaker 2: like weird stuff like voltage and charge and what molecules
• 1:15:08
  Speaker 2: do inside of mitochondria. But I also love poetry and
• 1:15:11
  Speaker 2: beauty and art, and so that book lets you explore
• 1:15:15
  Speaker 2: that part of me. But doctor Rimpa gets into the
• 1:15:17
  Speaker 2: courses that are very science based. But I merge the
• 1:15:21
  Speaker 2: feminine spirit and soul into everything that I do. I'm
• 1:15:25
  Speaker 2: not going to talk about it. The way Western medicine is.
• 1:15:29
  Speaker 3: So very cool. Thank you for your time and your
• 1:15:33
  Speaker 3: religious level.
• 1:15:34
  Speaker 1: Of knowledge across a huge amount of things that are
• 1:15:37
  Speaker 1: are important for the human being.
• 1:15:39
  Speaker 3: So keep doing your awesome mark.
• 1:15:43
  Speaker 2: Thank you, My pleasure.