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Decoding the Mystery of Difficult Children: A Revolutionary Approach to Understanding and Supporting their Brain and Feelings · The Brain’s Body Podcast: The Brain Is the Body

• 0:13
  Dr. Slaton Live: Hello, this is Dr Slaton live and I want to refocus today's discussion back on the child.
• 0:23
  Dr. Slaton Live: And I want to make it relative to parents, teachers, health and human service professionals working with children, youth and young adults.
• 0:34
  Dr. Slaton Live: So, I want to refocus on the K through 14 groups, and I want to talk about mental health, without saying the word mental health.
• 0:46
  Dr. Slaton Live: B ut reference the dynamic to the difficult, the troubled and the high need child, youth and young adult moving through the school system with damage, sense they receive path functions, a nd everyone diagnosing them in relation to traditional diagnostics.
• 1:15
  Dr. Slaton Live: But when you talk about sense and receive path functions, that's one of the things that make us unique as human beings, because we have a brain, and the brain can choose not to participate.
• 1:30
  Dr. Slaton Live: So, you're running a diagnostic, but you're not acknowledging that the receiver of the test can choose not to participate and ignore what you're trying to gauge in terms of their overall functionality.
• 1:49
  Dr. Slaton Live: So, the perspective I want to talk from is my 2016 Education and Science: In the Best Interest of the Child book.
• 2:00
  Dr. Slaton Live: W here I did a lot of this work, and I got a lot of this information and data on doing diagnostics that run throughout the book.
• 2:11
  Dr. Slaton Live: A nd, I bring it up to say.
• 2:13
  Dr. Slaton Live: We're looking at a crisis where children who have damage, sense and receive path functions enter their school years, and just falls farther and farther behind, because you're trying to apply testing to a child's sense path and ignore their received path.
• 2:34
  Dr. Slaton Live: Which means you're testing social cognitive functions and not the neural processing functions or how they interrelate or interconnect to give you the picture of whether this child can be informed or not.
• 2:55
  Dr. Slaton Live: And so, from that perspective, I talk about the best news of the child, because your diagnostic has to be relative to what people actually are and can do when they're disrupted right, and they choose not to perform for you.
• 3:17
  Dr. Slaton Live: And I say this because I deal with the basics.
• 3:19
  Dr. Slaton Live: Now hear me out.
• 3:20
  Dr. Slaton Live: The basics is the minute you walk in the room and you see the child.
• 3:26
  Dr. Slaton Live: You're dealing with the sense of feel.
• 3:30
  Dr. Slaton Live: But if you don't recognize the sense of feel and you try to engage that child and you say the child's not responsive, well, the child told you they did not have a sense of care for you because you didn't get a sense of feel for self from that child when you looked at them.
• 3:48
  Dr. Slaton Live: There was no interaction.
• 3:51
  Dr. Slaton Live: Those are the first two variables that you use in diagnostic tests the child's contact, social cognitive, and the child's neural processing the interaction.
• 4:00
  Dr. Slaton Live: One's invisible, the other's invisible in the transfer of the information to the brain or to your brain.
• 4:09
  Dr. Slaton Live: And so I'm saying to you that the first step in understanding these children today, with the internet especially, and with distance workplace opportunities where they don't have to go into a fixed location at school can sit at home, and do better because they don't have to interact and make that contact, which is complex when you have a damaged sense of seek path.
• 4:36
  Dr. Slaton Live: But the problem is you find these children They're so out of control with their sense of feel for self.
• 4:43
  Dr. Slaton Live: I mean they're angry, they're fearful and they're loaded with anxiety because they don't want you to know just how scared they are because of the way they feel inside.
• 4:54
  Dr. Slaton Live: T he way their voices are running them into feelings of anxiety that make them lash out to put you in fear, so that you won't realize how afraid they are.
• 5:09
  Dr. Slaton Live: Right, and I'm not talking about something abnormal, I'm talking about something that is normal.
• 5:15
  Dr. Slaton Live: And then the parent who's working with a troubled, high need child who's difficult.
• 5:23
  Dr. Slaton Live: Y ou're disappointed, you're frustrated, you get hostile at times because it's disappointing when you see it's your child and your child's not accepting your contact, to transfer it into cognitive processing, to realize you're on their side just trying to teach them what's difficult for you to teach, because it deals with neural processing of the brain.
• 5:52
  Dr. Slaton Live: But see, I just broke that down, because all you got to do is study the contact and interaction and realize that what you see is the interaction piece.
• 6:04
  Dr. Slaton Live: Now you just have to figure out what the brain is actually saying to you.
• 6:08
  Dr. Slaton Live: Right?
• 6:10
  Dr. Slaton Live: And all I'm saying is what do you look for?
• 6:13
  Dr. Slaton Live: That child's sense of feel for self.
• 6:15
  Dr. Slaton Live: And you know that because they show signs of care, right, and you see signs of care, that means you have their cooperation.
• 6:26
  Dr. Slaton Live: If you don't have their cooperation and you don't put yourself out.
• 6:29
  Dr. Slaton Live: You got to work to develop the sense of feel for self, that child's sense of feel for self.
• 6:35
  Dr. Slaton Live: You got to connect the child to the brain, their brain, and if you can't do that, that is your problem.
• 6:41
  Dr. Slaton Live: But that's why you practice, because how long do you think you're going to have this child, teacher?
• 6:47
  Dr. Slaton Live: How long do you think you're going to have this child inside your environment, where you're charged with trying to inform this brain?
• 6:55
  Dr. Slaton Live: Well then, that's your timeline.
• 6:57
  Dr. Slaton Live: And what are you doing?
• 6:58
  Dr. Slaton Live: You're practicing teaching this child how to make contact and in the contact you're looking for feelings of care.
• 7:08
  Dr. Slaton Live: That's what you're looking for.
• 7:11
  Dr. Slaton Live: And once you see feelings of care, now you can attach it to the interaction with the brain, because in order for the child to show management and control over the body and the brain, they have to show you signs of care, they have to care, otherwise it's going to look chaotic because nothing's being focused.
• 7:33
  Dr. Slaton Live: So all I'm trying to understand is that this crisis that we're dealing with is a learning crisis.
• 7:39
  Dr. Slaton Live: I'm not a psychologist.
• 7:40
  Dr. Slaton Live: I'm not sure I'm in my own field.
• 7:42
  Dr. Slaton Live: I'm a human learning consultant.
• 7:43
  Dr. Slaton Live: Been doing it for 30 years.
• 7:45
  Dr. Slaton Live: And what am I looking at?
• 7:46
  Dr. Slaton Live: Sense of Receive Path Functions.
• 7:48
  Dr. Slaton Live: What am I using human system science to study a brain, body and sense events.
• 7:53
  Dr. Slaton Live: And why does that make sense?
• 7:55
  Dr. Slaton Live: Because I'm talking about the brain's body.
• 7:58
  Dr. Slaton Live: And that's what you got to realize.
• 7:59
  Dr. Slaton Live: When I talk to you about a sense of feel for self and the brain, I'm saying that the brain must be in the lead of your discovery.
• 8:05
  Dr. Slaton Live: You don't look at the body because the body gets you crossed up.
• 8:08
  Dr. Slaton Live: B ecause the body cannot read, the body cannot feel, the body absorbs the contact, interaction and relies on the brain to respond.
• 8:18
  Dr. Slaton Live: That's why you deal with the brain on the front, because the brain is what controls the body.
• 8:24
  Dr. Slaton Live: And if you understand what I'm saying, if you're dealing with the brain the brain is a social organ, it lives off the contact.
• 8:31
  Dr. Slaton Live: But you got to realize that you're not dealing with the social cognitive on the front.
• 8:38
  Dr. Slaton Live: You're dealing with the neural processing on the front because you want to connect the social cognitive, environmental effects with the sense of field for self, which is hurt in the transfer to the brain.
• 8:53
  Dr. Slaton Live: So now you want that child's participation.
• 8:56
  Dr. Slaton Live: You just move them through contact, interaction, so they're cooperating.
• 9:01
  Dr. Slaton Live: But how do you convince them to participate socially and publicly?
• 9:07
  Dr. Slaton Live: That's why you practice teaching this child how to make contact, teaching this child how to interact and everything that you experience.
• 9:18
  Dr. Slaton Live: Before I talk to you you're going to experience again, but what you're doing is you're developing competency and capacity between you and the child.
• 9:27
  Dr. Slaton Live: The child is developing capacity.
• 9:30
  Dr. Slaton Live: You're developing competency in learning the child's brain within the context of learning your own.
• 9:37
  Dr. Slaton Live: Because within the study of the child's sense feel for self is your sense feel for self in your brain, because you are sending forward feed to respond to the child.
• 9:48
  Dr. Slaton Live: And what I say to you is this if you don't believe me, just think about this when you're working with that kid and they throw that negative energy at you and you back up a little bit, or if you get frustrated, disappointed and hostile, that's the reaction they want, right.
• 10:03
  Dr. Slaton Live: But when you change that to signs of care, what do you get from that child?
• 10:10
  Dr. Slaton Live: No, it's not the same, because now they're studying you because their whole game was how do I get you off my back?
• 10:20
  Dr. Slaton Live: I put you in state of fear.
• 10:23
  Dr. Slaton Live: I let you know, if you don't back up, I'm going to act out even more.
• 10:29
  Dr. Slaton Live: And what are you saying?
• 10:31
  Dr. Slaton Live: You're saying wait a minute.
• 10:33
  Dr. Slaton Live: But if you're going to do it, let me check this out so I can lead you to understand.
• 10:38
  Dr. Slaton Live: And I can understand how you're really interacting with me, because you really love me.
• 10:43
  Dr. Slaton Live: You know even the teacher.
• 10:45
  Dr. Slaton Live: You don't not like me because you know what I'm trying to do, because enough kids and it's social cognitively for you to know that they are social and you can see that they are trying to work with me, and you really want to work with me.
• 10:59
  Dr. Slaton Live: There's just something wrong with your sense path transferring that content to the neural processing variables of thought and reflection.
• 11:08
  Dr. Slaton Live: It may be.
• 11:09
  Dr. Slaton Live: It's the reflection that's really getting you tripped up, because that forward feed is reminding you of what happened and what's happening in the context of what could happen if you follow my instruction.
• 11:22
  Dr. Slaton Live: And that's the complexity, right, because that's the hurdle that you're trying to get in the move through.
• 11:27
  Dr. Slaton Live: And that's why I'm saying to you and the best of the child I always talk from this perspective, because you see, you got to be patient.
• 11:34
  Dr. Slaton Live: It's like the kids got to be patient because you know you're trying to get them to catch up.
• 11:38
  Dr. Slaton Live: But they don't just catch up, they're sponges.
• 11:42
  Dr. Slaton Live: You lead them through the contact today and when you're not there, they're practicing, moving through interaction somewhere else.
• 11:50
  Dr. Slaton Live: But the continuum is what?
• 11:53
  Dr. Slaton Live: X amount of years, k through 14.
• 11:56
  Dr. Slaton Live: How many teachers, how many health and human services professionals are online?
• 12:01
  Dr. Slaton Live: Between that period of start point and the possible end point and between those dynamics, what you're trying to do is get that brain position to kick in.
• 12:11
  Dr. Slaton Live: And when the brain kicks in, it's still your work Mom, teacher, peer, friend, health and human services professional still your work.
• 12:23
  Dr. Slaton Live: See, it just doesn't happen on your continuum.
• 12:26
  Dr. Slaton Live: That's why I say to you you study the brain, not the body, because you're learning the child's brain, not their body, not behaviorism and output.
• 12:37
  Dr. Slaton Live: You want to get in front of it.
• 12:39
  Dr. Slaton Live: You don't want to be behind it and just absorb the negative energy to detect the crises.
• 12:45
  Dr. Slaton Live: No, you can feel the crises up front, but what you want to transfer is that feeling and get that kid's sense of feel reorganized and reestablished, because it's not there.
• 12:59
  Dr. Slaton Live: And once you establish a sense of feel for the contacts, how easy that was.
• 13:06
  Dr. Slaton Live: It's a very simple process variable your sense of feel is a combination, as I said in the previous podcast, of the physical you and the neural you, plus the environmental variables of the natural world and then self coming at you.
• 13:30
  Dr. Slaton Live: That's the complexity.
• 13:31
  Dr. Slaton Live: And so when I talk about children have to move through emotion, thought and reflection.
• 13:35
  Dr. Slaton Live: That's what I mean is come out simultaneously through backward and forward feed and that's why you deal with the sense of feel for self on the front.
• 13:43
  Dr. Slaton Live: And I talk about the sense of feeling focused cycle because that's what you're teaching the child, if you're following my process sense to feel, to focus self and the brain.
• 13:55
  Dr. Slaton Live: Why?
• 13:55
  Dr. Slaton Live: So that you can handle that emotion that is already in your sense path so that when the brain forwards feed.
• 14:00
  Dr. Slaton Live: That thought and reflection has got emotion in it.
• 14:03
  Dr. Slaton Live: That child's emotion is now reorganized in the forward feed to help balance the negative feelings that are already in the sense path, in the mood state that's created the negative state of mind, the program state of mind that you're trying to change, and that's what I'm talking about.
• 14:24
  Dr. Slaton Live: So, I'm going to come back, but I want to.
• 14:26
  Dr. Slaton Live: I want to let you hear it one more time.
• 14:29
  Dr. Slaton Live: I always play Sandra for you, and so Sandro podcast.
• 14:34
  Sandra: So Sandra is going to welcome to the brains body podcast hosted by Dr Christopher K Slaton.
• 14:43
  Sandra: Human Learning Consultant.
• 14:45
  Sandra: Progressive Investing Institute of Focus Learning.
• 14:49
  Sandra: Author: Education and Science, the brain's body, help to improve brain, body and sense events.
• 14:58
  Sandra: Understanding the challenges and demands of the difficult, troubled and high need child.
• 15:02
  Sandra: Talk to the brain.
• 15:05
  Sandra: As a human learning consultant, Dr Slaton has worked with children who suffer from damaged sense and receive path functions that affect how they move through feelings of emotion, thought and reflection.
• 15:16
  Sandra: More to the point, this is a problem of disconnect between a sense of feel for self and the brain.
• 15:23
  Sandra: This is a learning problem that involves not being able to feel contact when the social cognitive path has been upset by environmental experiences influenced perhaps by life inside the home, learning inside the school, thinking inside the neighborhood or responding in the workplace.
• 15:40
  Sandra: This learning problem becomes more complex when there is a lack of capacity to interact, to receive and transfer a sense of feel for self and the brain to bridge the flow of emotion, thought and reflection through neural processing.
• 15:53
  Sandra: When you lack a sense of feel for the experience of emotion, you are more prone to react out of anger, fear or anxiety.
• 16:01
  Sandra: When you lack a sense of feel for the experience of thought, you are more prone to respond through signs of confusion or a lack of care.
• 16:09
  Sandra: And when you lack a sense of feel for self and the brain, you are more prone to dummying down sense and receive path functions to ignore feelings of self and the brain preparing sense and receive path functions for the flow of emotion, thought and reflection.
• 16:27
  Sandra: Do not fall into the trap of studying the body to discover what is in a mood state.
• 16:31
  Sandra: Study the brain to learn how contact affects the sense path and how interaction affects the transfer of thought in the received path.
• 16:39
  Sandra: When you study the body, you are apt to ignore signs of a child's sense of feel for self as a state of care.
• 16:46
  Sandra: When you study the brain, you are seeking to assess the flow of emotion, thought and reflection through your sense of feel for self and the child's sense and receive path functions.
• 16:56
  Sandra: In other words, you are assessing the social cognitive states of emotion in forward feed and the neural processes of thought and reflection in backward feed.
• 17:05
  Sandra: The brain releases backward feed to respond in the lead of the body.
• 17:11
  Sandra: Hence you look at the body to learn what the behavior lacks.
• 17:14
  Sandra: If it signs of care, then they ignored the contact.
• 17:17
  Sandra: If it signs of cooperation, then they blocked the interaction between a sense of feel for self and the brain through the received path.
• 17:25
  Sandra: Work on a sense of feel for the contact.
• 17:29
  Sandra: Work on signs of care for the experience of interaction.
• 17:33
  Sandra: Work on feelings of cooperation between points of contact and interaction to bridge the sense of feel for self and the brain through signs of care.
• 17:42
  Sandra: Work on decoding stages of participation between the way you make contact, interact and cooperate to Acting through feelings have hurt.
• 17:56
  Dr. Slaton Live: Brain talks, talking to the brain, the brain's body.
• 18:00
  Dr. Slaton Live: So, I'm trying to bring it into a higher focus.
• 18:06
  Dr. Slaton Live: So, when you tune into the brain's body podcast, what I'm trying to get you to envision is the brain and the lead of the body Right Through your sense of feel for self.
• 18:20
  Dr. Slaton Live: Because we're created and we're created.
• 18:25
  Dr. Slaton Live: That sense of feel for self has to be connected in the process of the journey, the experience.
• 18:33
  Dr. Slaton Live: That's why the child is confused, because they have to experience self through feelings.
• 18:39
  Dr. Slaton Live: Right, energy, action and feelings which you're born with, is racing straight through you, the blood and oxygen, right.
• 18:48
  Dr. Slaton Live: But you have to be connected, plugged in, not processed in, not programmed in.
• 18:54
  Dr. Slaton Live: I mean backwards, processed in through the experience of years of experiencing the experience of self in relation to other people and the environment.
• 19:07
  Dr. Slaton Live: Now it begins to make sense.
• 19:10
  Dr. Slaton Live: But that's what you have to learn how to connect on the continuum that I've been talking through, that child sense of feel for self in the brain, because that's what you're scoring.
• 19:20
  Dr. Slaton Live: So if you say the child has a learning disability, you're saying that they're disconnected.
• 19:25
  Dr. Slaton Live: Their sense and receive path is not working together.
• 19:28
  Dr. Slaton Live: They're not transferring the social cognitive events of the environment successfully to neurologic interaction with the brain and the forward feed process, cycles of responding.
• 19:46
  Dr. Slaton Live: And so what I'm saying to you is you work with the child's brain because, over the continuum, you want to increase their human potential, that capacity to respond.
• 20:00
  Dr. Slaton Live: Now many children fall behind.
• 20:04
  Dr. Slaton Live: But answer me this why does the child fall behind and then turn 18 and then, between 18 and 25, catch up to a greater degree?
• 20:12
  Dr. Slaton Live: Because they begin to make the transfer, as they begin to fall into their self after grade school, their real world experiences, right when the interaction was happening, is happening, and by the placement of God's spirit you got through it, but it was always in you what triggered it, right?
• 20:43
  Dr. Slaton Live: So what I'm saying is you have to connect that child's sense of feel for self, and that's what you're doing when you work with the brain and not the body, when you talk to the brain, not the body, because you want the brain to respond through his or her feelings of self.
• 21:01
  Dr. Slaton Live: Okay, and you can measure this Based upon take two steps back how they make contact.
• 21:09
  Dr. Slaton Live: Take five steps back how they interact.
• 21:12
  Dr. Slaton Live: Take another ten steps back how they cooperate.
• 21:16
  Dr. Slaton Live: Judge it for yourself.
• 21:18
  Dr. Slaton Live: Or they participate, and if they're participating right, then they're performing, since they receive past functions.
• 21:25
  Dr. Slaton Live: Now, in the what degree?
• 21:27
  Dr. Slaton Live: What degree is that functionality?
• 21:28
  Dr. Slaton Live: What is their human potential like?
• 21:30
  Dr. Slaton Live: And that's why I said I scored in relation to home, school, neighborhood and workplace, because those are the places that this human potential is scored, because we all have to experience those environments, those social effects that are influenced by our experiences of contact and interact with other people that carry the pain right.
• 21:55
  Dr. Slaton Live: And you're trying to work with a child who did not know they had this hurt and pain and you're trying to do it in such a way, without recognizing you may recognize this child is really, really hurt by this.
• 22:09
  Dr. Slaton Live: What I'm saying is you can figure out what this is when you score in relation to home, school, neighborhood and workplace networks, because those are environmental test sites right and you find out where do you feel most confident?
• 22:25
  Dr. Slaton Live: Best is with the child.
• 22:26
  Dr. Slaton Live: How do you determine, in the best interest of this child, where is the safest place for this child to learn how to live, to learn how to learn, to learn how to think and learn how to respond from where they are in the crises of learning how to help self, help, discover self through research.
• 22:49
  Dr. Slaton Live: We all got to do it.
• 22:50
  Dr. Slaton Live: This is the brains body.
• 22:52
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• 22:52
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• 22:55
  Dr. Slaton Live: We can get really down deep.
• 22:58
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• 23:01
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• 23:06
  Dr. Slaton Live: So, again, this is Dr.
• 23:08
  Dr. Slaton Live: Slaton Live, tuning out, tuning out, but remember, subscribe, subscribe, subscribe, subscribe.
• 23:13
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• 23:13
  Dr. Slaton Live: To help me, help you help others, and that's the way this rolls.
• 23:17
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• 23:17
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• 23:17
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• 23:22
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• 23:25
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