Latest / The Brain’s Body Podcast: The Brain Is the Body / A Compass for the Brain-Body Labyrinth: A Parent’s Guide to Navigating Child Development with Dr. Christopher K. Slaton

Transcript

A Compass for the Brain-Body Labyrinth: A Parent’s Guide to Navigating Child Development with Dr. Christopher K. Slaton · The Brain’s Body Podcast: The Brain Is the Body

• 0:07
  Speaker 1: One, dr Christopher Kevin Slaton, author of Education Science, the Brain's Body, helped to improve brain, body and sense events.
• 0:16
  Speaker 1: Just learning how to sense, feel and focus, or you teaching the other person how to sense, feel and focus, can in many, many ways change their lives.
• 0:26
  Speaker 1: The brain has to be in the lead and your sense of feel for self has to know it and be in the lead of it.
• 0:32
  Speaker 1: And that's the experience, the ultimate experience, of the brain's body.
• 0:36
  Speaker 1: You're trying to reach a person to help them, but they can't accept the help because they can't accept your information, because it hurts.
• 0:43
  Speaker 1: Christopher IC Slaton.
• 0:47
  Speaker 1: He meant so much to me and the things he'd done with me was a part of my work.
• 0:52
  Speaker 1: But, more importantly, when he became sick, I had to look at myself because I should've caught it, but I didn't.
• 0:59
  Speaker 1: My wife should've caught it, but she didn't.
• 1:01
  Speaker 1: We're both doctors.
• 1:03
  Speaker 1: Self discovery came from him.
• 1:05
  Speaker 1: That's what we had to get him to do in order for him to manage, control his schizophrenia.
• 1:11
  Speaker 1: We had to see him and acknowledge that he was different and every day he would continue to be different.
• 1:19
  Speaker 1: But you want him to try to be better.
• 1:22
  Speaker 1: Without my son's life, I would not be the man I am.
• 1:27
  Speaker 1: He taught me how to walk in my own shoes.
• 1:30
  Speaker 1: God blessed me with the honor to be with him his whole life.
• 1:37
  Speaker 2: Welcome to the Brain's Body podcast, hosted by Dr Christopher K Slaton.
• 1:42
  Speaker 2: Human Learning Consultant.
• 1:45
  Speaker 2: Progressive Investing Institute of Focus Learning, author of Education and Science in the Best Interest of the Child.
• 1:53
  Speaker 2: There are stages to mental illness.
• 1:56
  Speaker 2: Today's talk is about parenting to the child's brain, not the body.
• 2:00
  Speaker 2: We have said that one of the hardest tasks in parenting a child hurt by major life events in their home, school, neighborhood and workplace network is learning through the crisis of self.
• 2:12
  Speaker 2: We all have faults.
• 2:13
  Speaker 2: We must learn how to work through to help a child move through our flaws.
• 2:17
  Speaker 2: To improve the way you parent a child with a damaged sense and receive path, you must focus your use of talk to see, hear and feel how you and your child think things, through Parenting to the brain, not the body.
• 2:31
  Speaker 2: 1.
• 2:33
  Speaker 2: Observe, see the image of self, your child's contact through the sense path.
• 2:37
  Speaker 2: 2.
• 2:39
  Speaker 2: Listen, hear the noises and sounds to your child's interaction through the received path.
• 2:44
  Speaker 2: 3.
• 2:46
  Speaker 2: Learn, study, brain, body, sense co-action to cooperate through the experience of self-research.
• 2:52
  Speaker 2: 4.
• 2:53
  Speaker 2: Help, aid the flow of energy, action and feelings.
• 2:57
  Speaker 2: Your child participates in the management and control of emotion, thought and reflection through a sense of feel for self and the brain in the lead of the body.
• 3:05
  Speaker 2: 5.
• 3:07
  Speaker 2: Lead, inform the brain to discipline the body, your child, to respond through a sense of feel for self, other people and the environment.
• 3:16
  Speaker 2: The parent learning crisis.
• 3:17
  Speaker 2: The learning crisis is first a parent learning crisis.
• 3:21
  Speaker 2: I describe it as the lack of capacity to learn how the brain responds to contact, to interact through social and neurointerplay.
• 3:29
  Speaker 2: In this sense, the learning crisis unfolds from the way you came into life.
• 3:34
  Speaker 2: It encompasses the use of energy, time and space to improve a child's sense of feel for self and the brain, to assess their inner power and skill to experience you.
• 3:45
  Speaker 2: The breath of life is a new beginning, a new chance for a parent to learn how to prepare a child to sense and feel the experience of self, other people and the environment.
• 3:56
  Speaker 2: The birth of a child is the new chance for a parent, child and others to create the capacity for change and the ability to accept changes and the context for changing the world.
• 4:07
  Speaker 2: Children are born to be smarter than their parents.
• 4:11
  Speaker 2: When a parent is not ready to take that next step to realize the sense and receive path needs of their child, then their child's needs for certain signs of care can feel like feelings of care not felt.
• 4:22
  Speaker 2: I am talking about the learning crisis.
• 4:25
  Speaker 2: When a child sense and receive path has not been set up for contact, to learn how to interact through a sense of feel for self, then their body may grow at odds with the roles of the brain.
• 4:36
  Speaker 2: When you parent to a child's body, you are not preparing a sense of feel for self and the child's brain.
• 4:42
  Speaker 2: You are preparing a sense of self and the body in the lead of the brain.
• 4:46
  Speaker 2: Your child must be set up for the role to lead and to follow through a sense of feel for self and the brain to help them read and accept the experience of you.
• 4:56
  Speaker 2: Each time you contact a child's sense path, you are asking him or her to follow your lead.
• 5:02
  Speaker 2: To help your child to interact through the experience of you, your signs of care must lead to feelings of thought.
• 5:08
  Speaker 2: Children are born to learn how to think better than their parents.
• 5:12
  Speaker 2: Hence, a parent must share a sense of feel for self and the brain each time they contact the child.
• 5:19
  Speaker 2: When you fail to prepare to contact a child through your sense of feel for self and their brain, you fail to prepare the child's brain to interact through feelings of thought.
• 5:28
  Speaker 2: Between the way you make contact and interact.
• 5:31
  Speaker 2: The interplay between sense and receive path co-action must experience levels of care for the way you want the brain to respond.
• 5:38
  Speaker 2: In other words, the body must be set up to express the needs of the brain.
• 5:43
  Speaker 2: In other words, you lead a child to realize that the body belongs to the brain.
• 5:48
  Speaker 2: You learn the roles of the brain through a sense of feel for self and the child's body as the response system.
• 5:54
  Speaker 2: This makes it easier to recognize the acts of the brain to lead the body through feelings of care for self and then the child.
• 6:02
  Speaker 2: This structures the process to inform the child's brain through the way you prepare to experience his or her sense of feel for self, you and others.
• 6:11
  Speaker 2: This extends acts to lead through the experience of self and the brain and the lead of the body to discipline sense and receive path interplay.
• 6:20
  Speaker 2: You contact a child's sense path to help them feel their way through feelings of your interaction, which is to focus the co-action between your brain and the child's brain.
• 6:28
  Speaker 2: You use brain talk to talk through a sense of feel for self and the brain.
• 6:34
  Speaker 2: You talk to the child's brain to engage a sense of feel for self in response to the experience of your words.
• 6:39
  Speaker 2: The child's body will reflect the experience of how it feels to feel levels of care between feelings of self and you.
• 6:48
  Speaker 2: Each time you make contact through a sense of feel for the child's brain, you are assessing the flow of information between social and neural pathways of brain, body and sense events.
• 6:58
  Speaker 2: Each time you talk to the child's brain, you want the child's brain to talk back through signs of care for self and you.
• 7:06
  Speaker 2: You read the body to learn about the brain's response systems.
• 7:09
  Speaker 2: Your child is born to one day think with you.
• 7:13
  Speaker 2: When you or the child cannot do this, you want to know as soon as possible.
• 7:17
  Speaker 2: In other words, you want to know why or why not.
• 7:21
  Speaker 2: The brain's body is a knowledge base Human systems.
• 7:26
  Speaker 2: Science is learning how the brain has been set up to receive, the body to respond and the senses to feel things.
• 7:32
  Speaker 2: And the way your child learns to feel things from the inside out changes how they comport themselves to send and receive feelings each time.
• 7:40
  Speaker 2: Changing the way the body responds is what you are teaching the child to learn how to do.
• 7:46
  Speaker 2: You are starting new levels of thought and you look at the body for signs of care each time.
• 7:51
  Speaker 2: This, the brain's body podcast, where our number one objective is to improve physical, mental and emotional healing.
• 7:59
  Speaker 2: Tunning out, turning out, thank you.