Latest / The Brain’s Body Podcast: The Brain Is the Body / Unlocking Self-Healing: Dr. Christopher Kevin Slaton in Response to Drug Related Disorders

Transcript

Unlocking Self-Healing: Dr. Christopher Kevin Slaton in Response to Drug Related Disorders · The Brain’s Body Podcast: The Brain Is the Body

• 0:01
  Speaker 1: Welcome to Dr Slayton Live the brain's body, the ultimate experience we invest in human potential Mental, physical and emotional self-healing.
• 0:09
  Speaker 1: Real brain talk with corrective answers from Dr Slayton Live.
• 0:13
  Speaker 1: The crisis of self.
• 0:14
  Speaker 1: Requesting a free consultation is easy.
• 0:17
  Speaker 1: Speak the truth when you are out of control.
• 0:19
  Speaker 1: Your body is in the lead of your brain.
• 0:21
  Speaker 1: You are in the physics of self-a state of mind.
• 0:23
  Speaker 1: Learn your brain.
• 0:24
  Speaker 1: This is why you should learn how to talk to your brain, not your body.
• 0:27
  Speaker 1: I have been studying drug related disorders because it allows me to assess brain body connections.
• 0:33
  Speaker 1: Impulse control, the way sense contact shifts or fails to shift to neural interaction.
• 0:38
  Speaker 1: You can detect signs of pain in the sense path through the physics of the body.
• 0:42
  Speaker 1: You can observe signs of anger in the receive path as the neurophysics of anxiety builds.
• 0:47
  Speaker 1: There is no sense of feel for the consequences of spreading hurt, just a lack of empathy or the will to receive and process the neural feelings of self and others.
• 0:55
  Speaker 1: Learn self-research.
• 0:56
  Speaker 1: You talk to the brain to study the response patterns of the body.
• 1:00
  Speaker 1: You want to experience self-control and physical discipline, not an overriding impulse to resist your contact and ignore your attempts to interact.
• 1:07
  Speaker 1: You want to know whether the brain is in the lead of the body.
• 1:10
  Speaker 1: That means backward feed must flow through the receive path, where the brain may take the lead through forward feed.
• 1:16
  Speaker 1: If the interaction does not shift to a sense of feel, then the physics of the body or states of mind remain unchanged.
• 1:22
  Speaker 1: That means there is not enough internal support to sense, feel and focus the transfer of emotion to thought.
• 1:28
  Speaker 1: Understanding the crisis of self.
• 1:30
  Speaker 1: When you live through a damaged sense of personality, attitude, character and behavior, can you handle realizing the signs of who you are, what you are, when you are, where you are, how you are, why you are the person in need of ways to learn how to live through the crisis of self-lack of feel for self and others?
• 1:44
  Speaker 1: In this order, the brain, the body and senses shape the analysis of receive path dysfunctions.
• 1:50
  Speaker 1: When you suffer from suspected drug-related disorders, the way you move through contact with your body denotes your sense of feel.
• 1:57
  Speaker 1: For your brain there is no shift from the physical, emotional self to the mental reflective feelings of self.
• 2:02
  Speaker 1: That is, backward feed from the sense path and forward feed from the receive path.
• 2:07
  Speaker 1: In other words, there is a lack of capacity to think and reflect on the consequences for poor displays of emotion.
• 2:13
  Speaker 1: That is, a lack of feel for the brain, which serves as a process loop to focus the body.
• 2:18
  Speaker 1: What is a sense of feel for self-drug related disorders?
• 2:20
  Speaker 1: This is why I have been studying learning disabilities since 1994.
• 2:26
  Speaker 1: In 2000, I developed the Progressive Investing Institute of Focused Learning as a workshop to help advance the study of how a child hurt by lack of family leadership and self-awareness sense and receive help.
• 2:37
  Speaker 1: My knowledge base flows from 1.
• 2:39
  Speaker 1: How you inform the brain.
• 2:40
  Speaker 1: 2.
• 2:40
  Speaker 1: How you instruct the body.
• 2:42
  Speaker 1: 3.
• 2:42
  Speaker 1: How you motivate motivate the senses.
• 2:44
  Speaker 1: Four, how you market self-learning.
• 2:46
  Speaker 1: And five, how image consciousness binds the search for understanding.
• 2:50
  Speaker 1: When you come from a family suffering from substance abuse, a sense of self is not enough.
• 2:54
  Speaker 1: I have worked with children, youths, young adults and adults that did not care to sense and feel your contact or information flow.
• 3:01
  Speaker 1: They were quick to anger and verbal abuse to prevent themselves from the full experience of my signs of care.
• 3:08
  Speaker 2: Within this context, bullying acts, spoken taunts meant to force me to accept made-up states of consciousness.
• 3:13
  Speaker 2: When you talk to the brain, you look for a damaged sense of personality, attitude, character and behavior.
• 3:20
  Speaker 2: How do you make sense of who you are, what you are, when you are where you are, how you are and why?
• 3:25
  Speaker 2: You are the person in need of ways to learn how to live through the crisis of self Intelligence.
• 3:29
  Speaker 2: Self-learning Science.
• 3:30
  Speaker 2: Why should you invest in your own brain's body learning system Self-learning 1.
• 3:35
  Speaker 2: Learn how to learn your brain as the neurophysics of self.
• 3:38
  Speaker 2: 2.
• 3:38
  Speaker 2: Learn how to live inside your body as the physical states of your mind.
• 3:41
  Speaker 2: And 3.
• 3:42
  Speaker 2: Learn how to think through a sense of feel for brain-body connections to manage emotion, control reactions and process responses to reflection.
• 3:49
  Speaker 2: Brain Talker as the author of the Brain's Body, I wrote to the brain and not your body to check and test this practice.
• 3:57
  Speaker 2: This is how I invest in human potential to share my knowledge of the brain, body and senses as social organs that function as influences of your inner voice and brain talk.
• 4:04
  Speaker 2: When you practice learning with Dr Slayton Live, you will experience the expertise of the Progressive Investing Institute of Focused Learning.
• 4:12
  Speaker 2: Progressive investing advances self-learning you learn how to invest in self and other people, using community as a place to practice caring.
• 4:19
  Speaker 2: This is a social and cognitive learning plan that works in concert with how you choose to learn the brain's body, with Dr Slayton Live Starting with the choice to invest in building more efficient human assets as learning communities Written to your brain From the point of your initial interview with Dr Slayton Live.
• 4:36
  Speaker 2: Forward the holistic process of learning your brain's body.
• 4:39
  Speaker 2: Offer ways to change behaviors.
• 4:40
  Speaker 2: Teaching self-care is in this process loop that defines how you sense and receive brain-body messaging From the experience of self.
• 4:47
  Speaker 2: You promote the practice in forming the brain to improve states of mind about the experience of self, other people and the environment.
• 4:54
  Speaker 2: Dr Slayton Live Brain-Body Learning you learn how to invest in self and other people, using community as a place to practice caring.
• 5:03
  Speaker 2: This is a social and cognitive learning plan that works in concert with how you choose to learn the brain's body, with Dr Slayton Live Starting with the choice to invest in building more efficient human assets as learning communities.
• 5:14
  Speaker 2: Learning is a social and cognitive sport.
• 5:18
  Speaker 2: Participant Parent Education in the Information Processing Age.
• 5:21
  Speaker 2: The choice to expand your information processing skills to become more informed about how to set a home up, to check social contact and test the way you structure the experience of family leadership and child development.
• 5:31
  Speaker 2: 2.
• 5:32
  Speaker 2: In the Best Interest of the Child Human Systems Science for Educators the choice to check self-first, to clear your states of mind about parents and children in crisis.
• 5:41
  Speaker 2: To become more informed about how to set a school up.
• 5:44
  Speaker 2: To test social interaction and assess the reception of your contact.
• 5:47
  Speaker 2: To structure the process of learning, with you in the lead, recognizing that the crisis of self perverse teachers, parents, children, youths and young adults and other adults.
• 5:56
  Speaker 2: Reflective storytelling.
• 5:59
  Speaker 2: 3.
• 5:59
  Speaker 2: Community-based learning human systems research for public safety officials the choice to act and perform through signs of care for self, other people and community.
• 6:09
  Speaker 2: To become more informed about how to set up a neighborhood for social cooperation through the experience of contact.
• 6:15
  Speaker 2: To build on the experience of self within the best interest of children in crisis and within a sense of feel for community safety and engagement.
• 6:23
  Speaker 2: Children in crisis and within a sense of feel for community safety and engagement.
• 6:26
  Speaker 2: Transactional thought with reflection.
• 6:29
  Speaker 2: 4.
• 6:29
  Speaker 2: Brain Talk Human Systems Science for Health and Human Service Professionals the choice to learn how to act and perform as a professional.
• 6:33
  Speaker 2: To become more informed about how to set up a workplace that features social participation, showing knowledge and comprehension skills to structure the experience of self as a consumable product for transactional learning in the new workforce.
• 6:46
  Speaker 2: Speak the truth.
• 6:47
  Speaker 2: Five reflective storytelling crisis intervention meetings for health and wellness activists.
• 6:53
  Speaker 2: The choice to invest in transformational learning to learn how the brain acts in the lead of the body through a sense of feel for self and others to become more informed about how to set up the new economy for social performance reveals how well you think through the experiences of for self and others.
• 7:06
  Speaker 2: To become more informed about how to set up the new economy for social performance Reveals how well you think through the experiences of leading self and others to learn how to live in a home.
• 7:09
  Speaker 2: Learn in a school, think in a neighborhood and respond in a workplace for social and economic advancement.
• 7:15
  Speaker 2: Be real with yourself.
• 7:16
  Speaker 2: You are learning with Dr Slayton Live how the brain's body influences knowledge and emotion.
• 7:22
  Speaker 2: Do not ignore this social and cognitive learning plan.
• 7:25
  Speaker 2: Improve how you lead a person to set their brain, body and senses up for the experience of self, other people, you and the environment.
• 7:33
  Speaker 2: This plan supports self-care education that gives a person ways to learn how to move through contact in the home, interaction in the school, cooperation in the neighborhood, participation in the workplace and performance in the economy.
• 7:44
  Speaker 2: To overcome social and cognitive struggles, hurts, to resist your sense of feel, the crisis of self when you do not know how to move through emotion and thought.
• 7:53
  Speaker 2: From the point of your initial interview with Dr Slayton, live Forward the holistic process of learning your brain's body.
• 7:59
  Speaker 2: Offer ways to change as you respond.
• 8:01
  Speaker 2: Showing self-care is in this process loop that defines how you sense and receive brain-body messaging From the experience of self.
• 8:08
  Speaker 2: You promote the practice informing the brain to improve states of mind about the experience of self, other people and the environment.
• 8:15
  Speaker 2: Identify self-learning goals.
• 8:17
  Speaker 2: Six reasons for choosing to invest in self-learning 1.
• 8:21
  Speaker 2: You invest in human potential.
• 8:23
  Speaker 2: 2.
• 8:23
  Speaker 2: You invest in new ways to inform the brain.
• 8:26
  Speaker 2: 3.
• 8:27
  Speaker 2: You invest in new ways to instruct the body.
• 8:29
  Speaker 2: 4.
• 8:30
  Speaker 2: You invest in new ways to motivate the senses.
• 8:32
  Speaker 2: 5.
• 8:33
  Speaker 2: You invest in new ways to market your practice.
• 8:36
  Speaker 2: 6.
• 8:37
  Speaker 2: You invest in new ways to image consciousness.
• 8:40
  Speaker 2: Self-leadership matters Understanding the crisis of self.
• 8:44
  Speaker 2: What happened, happens, happened.
• 8:45
  Speaker 2: 1.
• 8:46
  Speaker 2: Reflecting on the experience of the body what is in your states of mind?
• 8:50
  Speaker 2: 2.
• 8:51
  Speaker 2: Reflecting on the experience of the brain what is in the neurophysics of self?
• 8:55
  Speaker 2: 3.
• 8:55
  Speaker 2: Reflecting on the experience of the senses.
• 8:58
  Speaker 2: What is in the recurring feedback loop?
• 9:00
  Speaker 2: 4.
• 9:00
  Speaker 2: Reflecting on the experience of sense and receive path functions.
• 9:03
  Speaker 2: What is in the environmental influences that affect how you feel?
• 9:07
  Speaker 2: Brain-body messaging?
• 9:08
  Speaker 2: 5.
• 9:09
  Speaker 2: Reflecting on the experience of energy, action and feelings what is in the flow of information, knowledge and comprehension?
• 9:15
  Speaker 2: It is time for a new approach.
• 9:17
  Speaker 2: Thank you for watching.
• 9:19
  Speaker 2: Subscribe to show your support for the information flow.
• 9:22
  Speaker 2: Sign up for a free consultation with Dr Christopher K Slayton.
• 9:26
  Speaker 2: Email drslaytonlive at brainsbodynet.
• 9:29
  Speaker 2: Text Dr Christopher K Slayton at 916-955-1367 now.