Latest / The Brain’s Body Podcast: The Brain Is the Body / Unraveling the Impact of Drug Epidemics on Learning: Strategies for Healing and Empowerment

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Unraveling the Impact of Drug Epidemics on Learning: Strategies for Healing and Empowerment · The Brain’s Body Podcast: The Brain Is the Body

• 0:10
  Speaker 1: Welcome to the Brain's Body Podcast.
• 0:12
  Speaker 1: This is where you learn why.
• 0:16
  Speaker 1: Sense and receive path functions and the interplay between brain, body and sense events affect mental, physical and emotional healing.
• 0:26
  Speaker 1: Because that's what we're here to discuss.
• 0:31
  Speaker 1: It's caring, feeling and healing when something is wrong.
• 0:37
  Speaker 1: So, we keep on talking about the crises and we're going to continue to talk about the crises, as the learning crises, right?
• 0:47
  Speaker 1: The Brain's Body Podcast is hosted by Christopher K Slaton, author of Education and Science.
• 0:53
  Speaker 1: Education and Science: The Brain's Body Help to Improve Brain, Body and Sense Events.
• 0:57
  Speaker 1: Within the context of this literature is Education and Science: In the Best for the Child.
• 1:05
  Speaker 1: A human systems research investigation for addressing children who come from a family suffering from substance.
• 1:13
  Speaker 1: And that's critical to the discussion, because you/we want to know what happened.
• 1:18
  Speaker 1: So, imagine that a lot of children are out there, and everybody understands now, at this point, that drugs have ripped across our culture like a pandemic, an epidemic.
• 1:33
  Speaker 1: Right.
• 1:34
  Speaker 1: And so, we can visually observe the effects of these drug epidemics and how they've impacted communities.
• 1:47
  Speaker 1: But what about the children whom, since the 1970s and 80s, has a growing emergence of learning disabilities?
• 2:01
  Speaker 1: And what I'm saying is that the research shows that these learning disabilities, right, have changed the context of diagnostics, because everything may fall under ADHD.
• 2:16
  Speaker 1: When the sense path is weakened because you have a lack of concentration or focus.
• 2:22
  Speaker 1: But then again, when there's aggression involved or there is an overload of energy moving through the human system: Brain, Body and Sense Events, then you may say the kid also qualifies for additional services.
• 2:37
  Speaker 1: And that can range from emotional disturbance to post-traumatic stress disorder to autism.
• 2:48
  Speaker 1: What I'm saying is all these conditions have been constantly emerging and being classified and reclassified.
• 2:56
  Speaker 1: And the issue is how do we heal people have gone through an experience that didn't know what was wrong with them.
• 3:09
  Speaker 1: And now they're reaching a point where they're really trying to maximize their identity or their sense of feel for self?
• 3:19
  Speaker 1: And you need to know so they can calm themselves down and realize they are where they are and they can become more than what they are.
• 3:31
  Speaker 1: B ecause now they understand what they have to do, and what they have to practice.
• 3:37
  Speaker 1: These are the things that I talk about in the Brain's Body podcast, things we have to do to catch up.
• 3:44
  Speaker 1: When you have a negative reaction to contact, and how do you respond?
• 3:51
  Speaker 1: That's what we talk about, because the way you respond is through the Brain and its feedback mechanisms.
• 3:59
  Speaker 1: But you've got to care.
• 4:01
  Speaker 1: So, these things that we talk about are through these special words that I talk through, every episode.
• 4:09
  Speaker 1: And if you're practicing with me, let's deal with the first one.
• 4:13
  Speaker 1: Breath of Life, live.
• 4:14
  Speaker 1: See, people take that for granted, but if you start talking about it and understand it at a young age in relation to how you sense and feel contact to live through that contact.
• 4:30
  Speaker 1: So, if you do have a damaged sense path, you live each to learn how to move through it, utilizing words.
• 4:38
  Speaker 1: And the words matter because for the rest of your life that's what you're going to have to do.
• 4:42
  Speaker 1: Process words.
• 4:44
  Speaker 1: But if these are root words, then they emerge in the flow of other words.
• 4:49
  Speaker 1: A s I did about the disease of damaged sense and received path functions related to substance-related disorders, the disease.
• 4:58
  Speaker 1: So, these words link to other words and as you go through your developmental years, you become more aware of their connections.
• 5:07
  Speaker 1: So you live more than yourself, but you understand what it means to live.
• 5:12
  Speaker 1: So now you're struggling, but you understand your struggle because you're in it to win, to gain control over your life.
• 5:19
  Speaker 1: See, these simple words that I use are connectors to words of meaning that lift you up.
• 5:27
  Speaker 1: So we talk about healing time, we talk about feelings, and we talk about care.
• 5:34
  Speaker 1: This is all about brain, body and sense sciences, because you have to lift yourself up in order for you to feel confident and gain trust in your inner sense of feel for self and the brain, because these things have to get connected through you.
• 5:52
  Speaker 1: And so, these words that we talk through learn; learn how to live.
• 5:58
  Speaker 1: We put it on the front because in the practice, all we want to do is remind ourselves in our practice that when we learn, we are dealing with informing the brain in the first step.
• 6:10
  Speaker 1: In the next step, let's live through the brain, learn how to live.
• 6:17
  Speaker 1: So, we keep on doing this.
• 6:20
  Speaker 1: And then we throw the next word in there.
• 6:23
  Speaker 1: T hink.
• 6:24
  Speaker 1: You just don't think.
• 6:26
  Speaker 1: You come to think, and you come to think through the experience of emotion.
• 6:32
  Speaker 1: So, you learn how to experience emotion And as you're experiencing this emotion, the knowledge base is building.
• 6:40
  Speaker 1: The reflection on the knowledge base is building, unless, again, you have some type of effect or affect that prevents or affects your memory and then you have less of reflective capacity.
• 6:58
  Speaker 1: And so there we talk about acting, acting.
• 7:02
  Speaker 1: And I go back to the base because, whether you realize it or not when you came into the world, the breath of life.
• 7:08
  Speaker 1: You acted through that first initiation.
• 7:13
  Speaker 1: You acted with care because you didn't know where or how you fit it into the situation, but you had to act to let people know you are alive.
• 7:25
  Speaker 1: Action Right, you had to perform.
• 7:29
  Speaker 1: Breathe scream kick You had to perform.
• 7:36
  Speaker 1: The brain's body is a learning system And the reason we talk through the system is because when we talk about damage this and receive past functions, that energy, action and feelings is a dual effect that influences brain, body and sense events, because the brain produces these same powerful variables that the external environment is bringing into your human system that you have to respond to or react through.
• 8:05
  Speaker 1: To respond OK, so we reflect and we can't reflect.
• 8:11
  Speaker 1: Then we have to build the knowledge base, and that's what we're talking about.
• 8:16
  Speaker 1: Your build the knowledge base because you're acting, and then the social modeling component becomes more realistic because it's not programming, it's leading the person to understand what they see on the outside Is to help them understand how to act Through what they are less able to do, and then teaching them how to pay attention to the sender and the sender's response to them.
• 8:47
  Speaker 1: Imagery wise.
• 8:47
  Speaker 1: As that's a communication protocol.
• 8:50
  Speaker 1: Now the cues and the messages are getting through and you're leading this person to feel as though they are experiencing reflection through you.
• 9:04
  Speaker 1: But again we go back to trust and confidence And that's what we talk about building.
• 9:09
  Speaker 1: But we go from step one because it's easier when you can teach a child how to live inside a home with you.
• 9:16
  Speaker 1: But you can't do that unless you understand the brain.
• 9:20
  Speaker 1: And the brain says first you have to call on the brain in the lead and you say learn how to live inside the home With self and others.
• 9:32
  Speaker 1: And that's the practice and you're built from there Because not programming everything you experience, you have to just adapt, right, change and figure out how to move through.
• 9:48
  Speaker 1: But that's a process And so the first thing you do when you think about level one, you sense, feel, to focus how you learn to live, to learn to learn, and so everything is about how do I recognize, how to build my weaknesses into strengths?
• 10:08
  Speaker 1: because you started the base, you understand the word learn is connected to the brain And you want to inform the brain.
• 10:17
  Speaker 1: So when you hit a situation where there's frustration, anxiety, anger, then you automatically Are adjusting because you understand the brain has to be in a lead in order for you to maintain that sense of feel for self, calm, collected, right, and then cool yourself down.
• 10:40
  Speaker 1: These are strategies, but they're human system science strategies, because you have to grow a knowledge base as you live.
• 10:48
  Speaker 1: And I keep on saying, and I'll say it again, you have to grow a knowledge base and I'll say it again.
• 10:57
  Speaker 1: This is why I put home, school, neighbor and workplace in the system, because that's a learning system, a child's learning system, because a child has to experience the home, the school, the neighborhood and workplace.
• 11:09
  Speaker 1: And as you're moving through these language systems that we're developing, you are progressively strengthening your sense to receive past functions, because everything you do is reality based.
• 11:22
  Speaker 1: You must live inside that home, you must learn how to learn in school, you must learn how to think in the neighborhood, you must learn how to respond in the workplace.
• 11:36
  Speaker 1: And if you're doing this practice from where you are, as you move through the methodical contact, interaction processes that we work through, you're going to end up in the workplace.
• 11:50
  Speaker 1: But how are you going to end up in the workplace?
• 11:53
  Speaker 1: You're not going to be poor, because you're going to have a knowledge base, and knowledge base will be built on understanding how live in a home, learn in a, school, think in a neighborhood, and respond in a workplace to the people.
• 12:03
  Speaker 1: T o the people that carry the pain.
• 12:08
  Speaker 1: And what are you learning from the base?
• 12:09
  Speaker 1: How to live through the hurt and anxiety of self and lift self up because you're living every day to become more informed And, as you inform yourself, the knowledge base is being built up And that's your awareness of home, school, native workplace variables that you experience.
• 12:35
  Speaker 1: So you're becoming more efficient at moving through these dynamics.
• 12:42
  Speaker 1: Now we flip it and we look at family declined school failure and delinquency, lack of employable skill sets and poverty.
• 12:48
  Speaker 1: We are dealing with that because we are improving our ability to recognize the value of being able to live inside a home and handle that pressure and go to school and have a plan within that plan to move through that school And then in neighborhood, realizing I must be able to utilize the skills I'm acquiring at home and at school to gain confidence and trust in my sense of feel for self to get me through my neighborhood.
• 13:21
  Speaker 1: We're teasing, bullying gangs and all other things.
• 13:23
  Speaker 1: Drugs permeate freely in space that I may occupy from time to time.
• 13:30
  Speaker 1: So you're teaching yourself how to think through these dynamics right.
• 13:35
  Speaker 1: See what if you fall down, you have a work plan.
• 13:37
  Speaker 1: You get back up, you keep on moving.
• 13:39
  Speaker 1: Someone gets in your way, they may slow you down, but you get back up on your own two feet because you have a plan, a learning plan.
• 13:47
  Speaker 1: It's what I'm talking about.
• 13:49
  Speaker 1: That learning plan leads you to the next step each time, because systems is a cumulative effect that interrelates with all the other things that are inside the paradigm of human system science.
• 14:05
  Speaker 1: And so, as we move through this discussion, let's get back to the base, and it's never simple.
• 14:14
  Speaker 1: I may say it's simple, but you know it's complex, because the brain is an organ, body is an organ, right, and the senses are organ.
• 14:26
  Speaker 1: But I want to talk to you a little bit more about America's drug epidemics That's plural And their impact on sense received past functions, because substance abuse leads to diseases.
• 14:41
  Speaker 1: I said it at the front and now I'm going to say it again, because that's to me.
• 14:45
  Speaker 1: I use that word petrifying, that's petrifying.
• 14:50
  Speaker 1: Drug addiction creates a disease, a disease in the person, the user, and it creates a disease in the child who was exposed while in utero.
• 15:03
  Speaker 1: Because it affects organs, lungs, heart, body, legs.
• 15:13
  Speaker 1: I mean it affects specific areas that you can be diagnosed in, but the system is so disconnected you can be diagnosed by a medical professional and the school does not know a darn thing about it.
• 15:28
  Speaker 1: And there you are, struggling in school as though in people are treating you so there's nothing wrong, because physically they say, well, he's okay to me.
• 15:36
  Speaker 1: But in reality you have things going on inside of you that disengage the brain and its processes, its chemical production in specific areas that deal with emotion, thought, reflection.
• 15:54
  Speaker 1: The learning tools you have to have to move through a school and become more efficient, right, but they're defective because this other information isn't inside the room with you.
• 16:07
  Speaker 1: And I want to talk about that because the disease involves if you don't get these things addressed, it just permeates.
• 16:14
  Speaker 1: And people talk about mental illness.
• 16:16
  Speaker 1: What is mental illness?
• 16:17
  Speaker 1: See, that's more confusing, because mental illness looks like what.
• 16:20
  Speaker 1: And so who's defining what mental illness is if it's so rampant within our communities?
• 16:26
  Speaker 1: right?
• 16:27
  Speaker 1: So one abnormality, right, may just feel like, hey, my brother, my sister, come on, there's nothing wrong with that.
• 16:37
  Speaker 1: Yes, yes, stop, stop.
• 16:41
  Speaker 1: If you cannot, if you cannot calm down, if you cannot control your anxiety, then that means that something inside of you is not connecting, that the energy, action and feeling is not moving through your sense and receive path and being managed and controlled and focused so that everything balances out in your response patterns.
• 17:09
  Speaker 1: So when someone says to you, okay, let's calm down, you respond by calming yourself down, and when you can't do that, that's a lack of internal control, which means something inside of you is malfunctioning because you don't have the inner control ability to do it for yourself.
• 17:36
  Speaker 1: You need something else to help you right.
• 17:40
  Speaker 1: And so what is that?
• 17:42
  Speaker 1: That's why we talk about these special words, and so I'm just saying this, because we have a continuum in which we got to address these learning crisis, and so we have to implement a system, a diagnostic system, and that's the "est Interest of the Child.
• 18:05
  Speaker 1: It's a child.
• 18:06
  Speaker 1: If you pick it up, there's a diagnostic system in it from human systems science.
• 18:14
  Speaker 1: So it's easier for me to talk this way because I've utilized the process to develop the language that we're moving through Contact, interaction, cooperation.
• 18:27
  Speaker 1: Without it, you can't move through anything Who teaches you to cooperate.
• 18:32
  Speaker 1: If you are deprived of a parent in the lead of you, you have to go through other people who are totally unaware of your experience at the breath of life or beyond.
• 18:46
  Speaker 1: But there's things wrong with you that have to be figured out.
• 18:50
  Speaker 1: Now, how do you start doing that, that figuring it out?
• 18:54
  Speaker 1: What happened?
• 18:56
  Speaker 1: So we keep talking about this because, in essence, neurological, social cognitive and neurotransmitters are what I'm talking about, and the impact, or how they impact, the flow of information, knowledge and experience.
• 19:14
  Speaker 1: Remember, information transfer, contact to interaction, knowledge, the experience.
• 19:20
  Speaker 1: And what are you trying to do?
• 19:24
  Speaker 1: You're trying to move to comprehension.
• 19:29
  Speaker 1: However, i want you to understand the neurological effect, the social cognitive, as well as the fact that your senses are connected to neurotransmitters.
• 19:42
  Speaker 1: So all I just described was the brain, body and sense events, and so that's what I'm talking about.
• 19:47
  Speaker 1: When we talk about human sense of science, you don't have to be a neuroscientist just to understand the words.
• 19:52
  Speaker 1: And then the words that I'm talking about are rooted in basic terminology sense and receive.
• 19:58
  Speaker 1: A sense and receive path is all three of those things, because those are processors of the brain.
• 20:07
  Speaker 1: So the brain has a system And I talk through that system.
• 20:12
  Speaker 1: So when I talk about the brain's body, i'm talking that we can reduce the learning crisis, because you find understanding in the context of learning how to talk through these words.
• 20:25
  Speaker 1: And that's what I'm saying to you.
• 20:28
  Speaker 1: And so I'll go to the next step.
• 20:32
  Speaker 1: The experience is disrupted in the flow of energy, action and feelings.
• 20:38
  Speaker 1: Now disrupted in the flow of energy, action and feelings.
• 20:41
  Speaker 1: So, contact, energy, interaction, action, right Feelings, feelings, knowledge.
• 20:54
  Speaker 1: And what are we talking about?
• 20:56
  Speaker 1: The flow of information to the levels of comprehension.
• 21:04
  Speaker 1: What did I call that?
• 21:05
  Speaker 1: That's a level of awareness.
• 21:06
  Speaker 1: You don't just become aware, it's a process cycle And I always talk about Bloom, because Bloom set it off for me, with Blooms taxonomy of learning, because when you get to comprehension, you have awareness of your skills and abilities in that area.
• 21:24
  Speaker 1: So it's no longer a weakness, because now you have arrived to a level of comprehension, understanding that qualifies your awareness of the information that's been processed.
• 21:36
  Speaker 1: But you see how I just said that That's in the flow of gaining confidence and trust in your sense of feel for self and the brain.
• 21:45
  Speaker 1: So we're using these words and we keep on moving through them.
• 21:51
  Speaker 1: This causes it to be harder to experience emotion, thought or reflection when your sense received path is disrupted and no one understands and no one's addressing the base problem.
• 22:03
  Speaker 1: How do I inform the brain when the sense path, the sense path is blocked?
• 22:10
  Speaker 1: How do I get information in?
• 22:13
  Speaker 1: I've seen been talking about.
• 22:14
  Speaker 1: That is the crisis, that's the learning crisis.
• 22:16
  Speaker 1: How do I get the information to a level of experience that could be appreciated Right And reflected upon, if not reflected upon, build a knowledge base and teach the person how to observe, listen, learn, help, then lead, pause, lead a strategy by observing who you the center of the information and doing what?
• 22:45
  Speaker 1: listening for what to learn from the experience of observation, to help self, lead self through the encounter.
• 23:00
  Speaker 1: That's a teaching, that's a lesson plan.
• 23:03
  Speaker 1: So I'm trying to get you to understand that when you're working with a child or a person with a damage, sense, received path and they they're encountering these problems, you have to slow down that is that disorder, by giving them things that they can do every single day, which is learn how to use words, learn how to talk, talk to the brain, self talk, learn how to use words as a science, a social, academic science.
• 23:37
  Speaker 1: See, because you want to be successful in the economy, above all, you don't want to want the person to end up poor, because these disconnections impact their ability to move through people Right In a competitive sense.
• 23:55
  Speaker 1: So you have to have words that help them So when they do fall down, they can get back up and catch up, and that's a life story in itself, because you're always going to have to catch back up when you start off from behind, because you never actually catch up, but you can respond from where you are in a competitive world.
• 24:17
  Speaker 1: You are catching up, your potential is improving, but you may not get to where you would have been had you not had that difficulty.
• 24:26
  Speaker 1: But you will be better off than you were when you didn't take that first step to understand how to live through it And to think it through, because you know the first thing you had to do was learn how to live, to learn how to learn, to learn how to think through the neighborhood A lifelong journey.
• 24:49
  Speaker 1: And now you turn around.
• 24:51
  Speaker 1: Now you're recovering your family, now you're sending kids through the education system.
• 24:56
  Speaker 1: Now you have people involved in the government.
• 25:00
  Speaker 1: Then you have people that are business people, because you learned the environmental system Right.
• 25:09
  Speaker 1: So now your defect or your, your negative encounters do not affect your children, because you've led your children through a learning system that improves the chances of them not encountering what you encounter, even if they have some of the same DNA issues.
• 25:33
  Speaker 1: That's recovery.
• 25:35
  Speaker 1: That's recovery, and so that's what I'm talking about when I talk about the brain's body.
• 25:42
  Speaker 1: It's a learning system.
• 25:44
  Speaker 1: It's a learning system, and so when I talk to this learning system, i feel most comfortable.
• 25:50
  Speaker 1: See, and I want to close with this, as a result, the face of learning crises in America is drug addiction.
• 25:59
  Speaker 1: That's why we have in this conversation.
• 26:02
  Speaker 1: Drug addictions leads to diseases of the brain.
• 26:07
  Speaker 1: That's why we have in this conversation, because we got to start talking about the brain, because we talk about the brain, no matter what a person's problem is Right, neuroscience is going to be involved.
• 26:20
  Speaker 1: You got to go and find out what's happening inside those chemical manufacturing processes inside the brain that treats the organs, sends energy, action and feelings through the organs, nutrients all the things that has to take place is coming from the generation of the brain, and anything that's affected comes out in those blood tests or in those tests that a neurologist, a neuroscientist or a neurologist would be able to read and help you interpret.
• 26:57
  Speaker 1: Okay, as I do at work.
• 27:01
  Speaker 1: We talk about specific chemical substances inside your blood that lead people to understand what's taking place, what isn't taking place, what is being produced, what isn't being produced, and even if you have to use drugs as an intervention.
• 27:17
  Speaker 1: This deal comes back to the base.
• 27:19
  Speaker 1: How should I talk to my brain?
• 27:21
  Speaker 1: How should I talk to his brain?
• 27:24
  Speaker 1: How should I talk to myself?
• 27:26
  Speaker 1: How do I heal me so that this pill works better?
• 27:32
  Speaker 1: That's what we're talking about, especially if you were subject to drugs while you were in utero and now you're living off of medications, right, and you're like, wow, this isn't really helping me because you still have to deal with the base.
• 27:47
  Speaker 1: How do you feel your brain?
• 27:49
  Speaker 1: How do you feel your brain the sense of informing it, words, and what type of words are utilizing as a practice, a living it each day, to become more informed on what it takes for you to move beyond just surviving in the crises of learning how to live.
• 28:11
  Speaker 1: I just said it again, and I do get this way, because addiction is a disease that affects the brain and then behavior.
• 28:20
  Speaker 1: That's what we talked about from the beginning.
• 28:22
  Speaker 1: We're talking about the behavior that everybody's responding to, right?
• 28:25
  Speaker 1: And if they go by the manualisms of the mood being a mood representing the brain or mind state representing the brain, then you already lost, because the mind is not the brain, the mind is, and let's call it an effect of something that happened in your experience.
• 28:51
  Speaker 1: Right, that the brain produced a reflection and that reflection is static.
• 29:01
  Speaker 1: That's a behavior, right.
• 29:03
  Speaker 1: And that's a mind state, and we know it because it is also connected to the mood, the emotion flowing in and out of you, right, emotion, anger, fear, anxiety.
• 29:16
  Speaker 1: Right.
• 29:17
  Speaker 1: Too much excitement, too happy, joy, but then it's not balanced, right.
• 29:23
  Speaker 1: It's a mindset that people can see when you walk in the room, because you stay the same, you're fighting not to be hurt again.
• 29:33
  Speaker 1: You don't want to change because it's too much work, there's too much brain work to get this done.
• 29:39
  Speaker 1: And so that's what I'm talking about and that's why the power of words.
• 29:44
  Speaker 1: And I say social and academic, because in my next book I'm talking about the brain, but I'm talking about social, academic learning through the crises and we begin to talk through it, begin to understand that the thing that we have to do is understand.
• 30:04
  Speaker 1: The brain is a learning system, so the brain's body is a learning system, so the senses are the faculty of the brain's body learning system.
• 30:21
  Speaker 1: It is the main factor behind how you can live, to learn through the crisis of self, because you have to sense, to feel, to focus, and when you sense, that's all your organs you're moving through simultaneously, because systems is a connectivity of these variables to communicate, to improve messaging.
• 30:49
  Speaker 1: That's what we're talking about right now the message system.
• 30:52
  Speaker 1: This is Dr Christopher Kevin Slayton Brain's Body Podcast.
• 30:58
  Speaker 1: We're moving into this complex issue the drug epidemic and the effect and I want to tell you a short story for our leave.
• 31:07
  Speaker 1: M y son, Christopher Rasheed Slaton.
• 31:10
  Speaker 1: Right, he had schizophrenia.
• 31:14
  Speaker 1: So a lot of my work involves working with him and moving through the school system and having him go through special ed and having to get him diagnosed, where for a while they had him as ADHD and we knew that, that it was more to it than that.
• 31:32
  Speaker 1: But the time that was wasted right and getting him properly diagnosed and classified.
• 31:40
  Speaker 1: In the end, educationally, he was classified as emotionally disturbed and then finally with schizophrenia right, so he had childhood schizophrenia.
• 31:54
  Speaker 1: So we had to deal with all those pains and anxieties of trying to move him safely through homeschool, neighborhood situations and understand that on Monday through Thursday everything might be fine, but Friday, man, from Friday through Sunday, it was hell, because that's when it comes out When a kid is mentally upset.
• 32:30
  Speaker 1: They go through school, understanding because you're working through a learning system, but then on Friday.
• 32:38
  Speaker 1: Oh man, it's like, okay, yeah, i got through that and now you got to live with that.
• 32:45
  Speaker 1: Whatever that behavior is, you got to live with the reality of that behavior because you're working through a contract where you're just trying to get your kid to say, hey, work with me, work with me.
• 32:54
  Speaker 1: But he worked with us and that's how we got him diagnosed It was walking.
• 33:01
  Speaker 1: He'd leave the house.
• 33:02
  Speaker 1: I'd be right behind him, ten feet, just slow down, man.
• 33:06
  Speaker 1: He'd be in another world, psychosis, even right.
• 33:09
  Speaker 1: And I'm constantly talking to him, throwing these words at him, throwing these words at him, and he's responding.
• 33:14
  Speaker 1: He's responding, he's responding and he's calming down.
• 33:16
  Speaker 1: He's calming down, but we're talking about walking three, four miles and I'm right there with him and I'm his father.
• 33:25
  Speaker 1: He's saying dad, dad, dad, dad, dad.
• 33:28
  Speaker 1: He's telling me all these negative things.
• 33:30
  Speaker 1: You know that I ain't that.
• 33:32
  Speaker 1: I am that this person is, that person is, and his voice is whipping him up and I'm calming him down with these words And that's my story for today.
• 33:43
  Speaker 1: This is Dr Slaton.
• 33:45
  Speaker 1: Tune in out, tune in out, tune in out.