Latest / The Brain’s Body Podcast: The Brain Is the Body / Mastering the Learning Crises: Uncovering the Brain-Body Relationship and Substance Abuse Disorders with Dr. Christopher Kevin Slaton

Transcript

Mastering the Learning Crises: Uncovering the Brain-Body Relationship and Substance Abuse Disorders with Dr. Christopher Kevin Slaton · The Brain’s Body Podcast: The Brain Is the Body

• 0:00
  Speaker 1: Welcome to the Brain's Body Podcast.
• 0:03
  Speaker 1: I'm Dr Christopher Kevin Slayton, human learning consultant with the Rest Invested Institute of Focus Learning and author of Education, science and the Best of the Child.
• 0:14
  Speaker 1: And we're talking about the learning crises still, but we're relating the learning crises to isolated disorders and we're talking about why the brain's body is a unique way to help children, parents and young adults who have been affected by substance abuse related disorders and do not realize it, but have signs and symptoms of something being wrong that impacts their ability to sense and receive, contact, interact, cooperate and participate, and then realize the levels of performance that are disturbed by behavior pattern that reveals shock, anger, aggression, things that stop other people from interacting because of fear or the threat of physical force against them, and the person who's doing it seems to lack a sense of care at that point in time.
• 1:17
  Speaker 1: And so we're talking about the connectivity of sense and receive path functioning, because the one side of the social cognitive side, you can see it, you can experience it.
• 1:29
  Speaker 1: The other side of the neurological side, you can't see it, you can't experience it, as your sister feels for herself, unless we talk about the brain's body, the ultimate experience.
• 1:40
  Speaker 1: And so we talk about this.
• 1:44
  Speaker 1: We always go back to the parent-child bond because I know from experience working with children and parents in crises that you always want to get the information firsthand about the family, the medical history, the social ramifications of that contact, interaction between mother and father and relatives, and you want to get as much information as you can so you can piece this together with the breath of life experience of the child.
• 2:19
  Speaker 1: What you're trying to do is trying to reduce the effect, the effect, the influence, right.
• 2:26
  Speaker 1: So there's three things I look at the contact, the interaction, the cooperation, the participation and the way that person performs.
• 2:34
  Speaker 1: When you give them the instruction, what happens?
• 2:38
  Speaker 1: What do they do with it?
• 2:39
  Speaker 1: So the information processing could be simple for one person, it'd be very difficult for another person.
• 2:48
  Speaker 1: So you're looking at different how they receive that instruction, what happens?
• 2:54
  Speaker 1: You're watching the body, to understand the brain, not to read the behavior, but you want to know what the brain is doing with the contact interaction, right.
• 3:03
  Speaker 1: And you want to look for signs of cooperation, because you're the one that's trying to help this person realize their potential to overcome these fears and anxiety that they're going through, because they're uncomfortable with the way it feels to experience that contact, interaction moving through you.
• 3:23
  Speaker 1: And so we're talking about the flow of energy, action and feelings right, blood oxygen temperature see Hot cold.
• 3:34
  Speaker 1: We're talking about the essence of understanding how to navigate the experience of self and the brain, because that's what's happening.
• 3:45
  Speaker 1: You're about to run face to face with your telepathic self, because you're inside the body and you have to take charge in the management and control of that energy, action and feelings as it's moving through you and changing simultaneously from the sociococative to neurologic.
• 4:10
  Speaker 1: Okay, and so what are we doing?
• 4:11
  Speaker 1: We're talking about interactive between emotion, thought and reflection.
• 4:15
  Speaker 1: These are all things happening simultaneously.
• 4:18
  Speaker 1: So when you try to manage the flow, you're trying to deal with that emotion.
• 4:23
  Speaker 1: When you're trying to control the flow, you're trying to deal with the thinking part.
• 4:28
  Speaker 1: Right, and the process in and of itself is the senses, because the senses are on there, continuously feeding your information social, cognitive data and then neuralized transfer of information inside of you that increase the amount of focus that's required for you to respond right, to push that response outward.
• 4:51
  Speaker 1: So the experience of a sense of feel for self has to be on the front.
• 4:57
  Speaker 1: So I say again, a sense of feel for self and lead the brain.
• 5:00
  Speaker 1: Why?
• 5:01
  Speaker 1: Because you want to learn how to live through the moment.
• 5:05
  Speaker 1: You want to learn how to learn through the moment.
• 5:10
  Speaker 1: You want to learn how to think through the moment.
• 5:14
  Speaker 1: You want to learn how to respond.
• 5:16
  Speaker 1: Because you want the brain in the lead.
• 5:17
  Speaker 1: That's the practice, because when the brain is in the lead, then the violence, the aggression, the anxiety it could be overwhelming.
• 5:26
  Speaker 1: But if you practice learning how to live through a sense of feel for self and the brain in the lead of the body, those are the scriptures.
• 5:35
  Speaker 1: So you can understand what I'm saying when I say social cognitive event, because the neural logic, I call it the neurophysical you, okay, the combined elements of social cognitive effect, the neural logic effect, right, and when you fuse it it becomes the neurophysical you, because the inner self is simultaneously the outer and the inner and you're trying to connect these things.
• 6:05
  Speaker 1: You can make sense of the experience of the environment and how you are responding because of the influence it can have on you if you're not focused, if you're not ready, if you're not able to learn.
• 6:19
  Speaker 1: And when I say learn, I mean put the brain in the lead of the body, right.
• 6:23
  Speaker 1: So the body is under control, okay, physically, mentally, emotionally under control, and so we're talking about the experience of a sense of feel for self.
• 6:36
  Speaker 1: Well, we move forward because we're talking about if you go to my book you'll see that I'm talking about response systems and it's very succinct Reflection is a pattern of feedback.
• 6:50
  Speaker 1: So when you deal with emotion and thought in the sensory seed path, that's a conflict of things that we resolve.
• 7:00
  Speaker 1: Either you're over-emotional or you're overthinking.
• 7:04
  Speaker 1: But that reflection is deadly because when that reflection kicks in, it brings the past and the present and if you're not balanced and focused then it becomes overwhelming, or it can become overwhelming in your last out from disappointment because you lack a sense of impulse control.
• 7:23
  Speaker 1: So what am I saying to you?
• 7:25
  Speaker 1: I'm saying that that reflection is a pattern of feedback, that you have to calm yourself down.
• 7:31
  Speaker 1: The forward feed as a pattern of social cognitive activity.
• 7:35
  Speaker 1: That's where you want it.
• 7:36
  Speaker 1: If the brains in the lead, you want the social cognitive to be in the effect state OK, because I see motion.
• 7:44
  Speaker 1: And you want it in that, in that middle, right In that middle, because it's what you want to change the social cognitive effect.
• 7:51
  Speaker 1: And then the backwards feed as a pattern of neural activity.
• 7:56
  Speaker 1: That's the influence, that's the brains, influence, coming back through to receive, to the sense path, right To help you balance that reflection out, because that reflection is a confluence of that brain activity that we're talking through.
• 8:13
  Speaker 1: So don't don't get frustrated when you see a kid who is resistant to you, and it doesn't matter how you put the information to him, they are withdrawing, isolating and saying all these things to you that you know have no foundation and you can't change that opinion.
• 8:33
  Speaker 1: You can't change that flow of interjections, fillings.
• 8:36
  Speaker 1: So what do you do?
• 8:37
  Speaker 1: Now you get to the essence.
• 8:39
  Speaker 1: What happened?
• 8:39
  Speaker 1: See, because I told you the first thing to understand the child family.
• 8:45
  Speaker 1: Get that historical information, because you now know what happened, why.
• 8:50
  Speaker 1: Because you're studying the information processing system, the child's brain, body, sense systems.
• 8:58
  Speaker 1: It was your job, it's what you're doing, and so, with that information, you're able to begin to analyze, because now we're talking about what's happening right in front of you.
• 9:06
  Speaker 1: It keeps happening, it keeps happening and you're observing, right, you're listening right.
• 9:12
  Speaker 1: Ok, so what else are you doing?
• 9:15
  Speaker 1: You're settling yourself down because you know this is a power Exchange process where the kid is trying to take you over.
• 9:23
  Speaker 1: You're trying to take the kid over because you're trying to help the kid.
• 9:26
  Speaker 1: Help come to understand, comprehend the contact interaction that you're delivering to them, that they are feeling infringes on their sense of feel for self, because they're confused, because that's information processing and we're talking about damage, since they're C path functions.
• 9:44
  Speaker 1: So you don't want to reflect, right?
• 9:47
  Speaker 1: Because it's too hard to reflect.
• 9:49
  Speaker 1: Because when they transfer the information from social conflict to the neuro side, there's something going on inside of them.
• 9:57
  Speaker 1: It could be the breath of life experience, it could be the organ damage that occurred while in Ural, it could be all kinds of disconnections.
• 10:08
  Speaker 1: I look to the current child bond.
• 10:09
  Speaker 1: I look in the parent to give me the information I need to help them talk to this kid's brain.
• 10:16
  Speaker 1: Help us learn how to intervene in this kid who's afraid of being found out because they are in social places.
• 10:26
  Speaker 1: They don't want to be ridiculed by other kids or other people because they've been identified as troubled, high need and difficult to work with.
• 10:38
  Speaker 1: So what are we talking about?
• 10:39
  Speaker 1: We're gonna tell you about the learning crises.
• 10:41
  Speaker 1: And why should you learn the brain's body?
• 10:44
  Speaker 1: Because I'm trying to tell you that the brain's body is human system science, the study of the brain from a sociococctive perspective.
• 10:53
  Speaker 1: So let's not look at how I talk about neurophysics.
• 10:57
  Speaker 1: Look at the fact that I'm talking about human system science.
• 11:01
  Speaker 1: To ground us in understanding this process is from hands-on experiences with people in crises and being able to teach them how to calm down long enough to experience a sense of feel for self so they can begin to make progress on what Management, control and focus, so they can begin to understand how to live in that moment, how to learn how to live inside that home, how to put the brain in the little body.
• 11:35
  Speaker 1: To learn how to learn is good, because for them it's different.
• 11:39
  Speaker 1: For you it may be simple, but for them, when you put that word there, they're dissecting that word.
• 11:45
  Speaker 1: Learn how to live, learn how to learn, learn how to think, learn how to respond, because they have to do this, because this is how they manage to control their action, their energy, their feelings, right, well, yesterday it was all gone.
• 12:07
  Speaker 1: But we're saying to you there's no life to live if you can't become informed.
• 12:14
  Speaker 1: And the only way you can become informed is if you're able to calm down the sense you receive, and long enough for you to experience the effect of the brain and the social cognitive environment.
• 12:32
  Speaker 1: See, because the environment cannot take no time in the 21st century, because we're talking about independent growth and living.
• 12:40
  Speaker 1: You cannot live in a program.
• 12:43
  Speaker 1: You have to live in a process because everything's changing by the moment and you're responsible for addressing where you are, who you are, why you are the way you are.
• 12:55
  Speaker 1: So let's keep going, because all I've said to you is why I learned the brain's body, damage of the sense you receive path can occur before, during and after the rest of life.
• 13:09
  Speaker 1: Sometimes I'm subsequently disordered.
• 13:11
  Speaker 1: The hitting crises, as in America.
• 13:13
  Speaker 1: Nobody wants to talk about it.
• 13:15
  Speaker 1: How long have we been dealing with this influx of drugs?
• 13:20
  Speaker 1: And I don't care which generation, but it has a cumulative effect on childbirth, okay, and learning in schools, neighborhoods, workplaces, homes, parent-child-pond I'm talking about when you have a situation where you know this kid is not bonding with his parent and it's irrational because the parent's a good person and everybody can see they're good, but the kid cannot process the information required.
• 13:57
  Speaker 1: So what they do?
• 13:58
  Speaker 1: They withdraw and isolate.
• 14:00
  Speaker 1: And so what happens?
• 14:02
  Speaker 1: Over time, they begin a hate-love relationship and they go.
• 14:07
  Speaker 1: I hate you, to what degree do you hate me, you see?
• 14:10
  Speaker 1: And the parent's devastated by the frustration, the anger, okay, and they're trying to fit where it's just coming from.
• 14:17
  Speaker 1: So you gotta look at yourself and say now, what was I doing?
• 14:20
  Speaker 1: Was I drinking, smoking, doing drugs?
• 14:24
  Speaker 1: What was I doing when my kid was being formulated in the human system?
• 14:31
  Speaker 1: Okay, me and whoever I was with, what is our DNA like at that point in time?
• 14:39
  Speaker 1: Come to turn with the reality.
• 14:41
  Speaker 1: So you begin to help this kid settle down at an early enough stage that they can turn the channel from experiencing no childhood to experiencing the understanding of the childhood they're living through.
• 14:59
  Speaker 1: So we're talking about the learning crises.
• 15:01
  Speaker 1: And it starts inside the home.
• 15:03
  Speaker 1: Right so the brain, body involved, learning about sense received as functions to the study of the brain, body and sense events and changes in the transfer, energy, action and feelings, or the emotion, thought and reflection and response system.
• 15:19
  Speaker 1: So what I'm talking about there is blood, oxygen, right, and temperature, because everything that happens to you affects your temperature, right so that blood.
• 15:29
  Speaker 1: All right, that oxygen.
• 15:31
  Speaker 1: When you breathe, what are you doing?
• 15:33
  Speaker 1: Right so that blood, what are you pushing Right, and why are you pushing it?
• 15:38
  Speaker 1: And what happens when you stop breathing?
• 15:40
  Speaker 1: Don't you get temperature change?
• 15:43
  Speaker 1: So we're talking about energy, action and feelings and the way it moves through you.
• 15:47
  Speaker 1: So I'm saying this that way so you can understand.
• 15:49
  Speaker 1: We can channel all this, we can learn.
• 15:52
  Speaker 1: It's like PSA, eric and all others said you can learn about your own inner cognitive processing neural system just by understanding the language and how it relates to which you must do on an everyday basis to stay calm, to cool off and to collect, collect and sense a feel for self.
• 16:15
  Speaker 1: But you gotta understand that and accept the fact that you have to collect a sense or feel for self and the brain, because you want the brain to lead the body.
• 16:25
  Speaker 1: So that's the practice Develop a sense of feel for self and connect with the brain, realize the body must be managed in control, to focus the senses.
• 16:39
  Speaker 1: So now you got a way to handle incoming traffic because methodically you're saying bring it on, because I'm gonna do the best I can to manage the flow of this energy moving through me, to control, to control my body.
• 16:58
  Speaker 1: So I don't react.
• 17:00
  Speaker 1: And if I do react, it's not spontaneous, it's a reaction, but there's thought coming to back me up.
• 17:08
  Speaker 1: So it's not spontaneous, right?
• 17:12
  Speaker 1: It's a reflection, because I'm using my brain and leading my body and my brain to reflect and sense forward feet to negate anything that I'm experiencing at that moment in time, but I gotta realize that.
• 17:25
  Speaker 1: So I want to use these words.
• 17:27
  Speaker 1: I want to manage me, I want to control me, I want to focus me so that I can begin to make progress on my behavior and reduce my aggression, anger in these things that I can describe I'm frustrated, I'm disappointed, I'm hostile.
• 17:45
  Speaker 1: We can reduce all those influences because they're states of mind, mood states Always talk about.
• 17:55
  Speaker 1: Well, you want to talk about the mind?
• 17:56
  Speaker 1: Well, that's the mind, because it's fixed, it's a pattern of reaction.
• 18:00
  Speaker 1: Okay, it's a reflective state.
• 18:03
  Speaker 1: Other people can see it.
• 18:04
  Speaker 1: You can feel it because when something happens, you're pulling from it, you're not letting it go.
• 18:09
  Speaker 1: That's that baggage we always talk about.
• 18:12
  Speaker 1: This is the brain body.
• 18:15
  Speaker 1: This is Dr Stadenline.
• 18:15
  Speaker 1: I just wanted to come back just for a second and let you know that the learning crisis is real, real.
• 18:21
  Speaker 1: Keep working with learning crisis.
• 18:23
  Speaker 1: You have to remember what we're trying to do here is free your sense of field for self, your understanding of those noise and sounds is going on inside you, and talk to your own brain.
• 18:36
  Speaker 1: Talk to your own brain, don't be afraid when it talks back.
• 18:40
  Speaker 1: Calm down, cool off, collect your sense of field for self, and then measure, dr Stadenline, dr Stadenline.