Latest / The Brain’s Body Podcast: The Brain Is the Body / Breaking Free from Mind States: Understanding Child Mental Health

Transcript

Breaking Free from Mind States: Understanding Child Mental Health · The Brain’s Body Podcast: The Brain Is the Body

• 0:10
  Speaker 1: Hello and welcome to the Brain's Body Podcast.
• 0:13
  Speaker 1: I'm your host, dr Christopher Kevin Slayton, human learning consultant with the Aggressive Esthetic Institute of Focused Learning, and author, and I want to talk about my new book Humanism, science and the Best Interests of the Child's Mental Health and Self-Awareness.
• 0:28
  Speaker 1: But before I go there, I want to take a moment to describe the why.
• 0:35
  Speaker 1: Because in my last book, doc Slate, live Reflective Storytelling the Crisis of Self-Understanding Brain, body and Sense Events.
• 0:45
  Speaker 1: I was on the book tour and I was being interviewed and it dawned on me because the interview question centered around mental health and how do you help a child that's in crisis.
• 1:00
  Speaker 1: And the primary problem is that they are new systems, because that's what the book is talking about Learn how to look within yourself and master sensory seed path transformations from a sense of to a sense of feel.
• 1:21
  Speaker 1: And I'm saying in my introspection, I'm saying why didn't you just say mental health?
• 1:28
  Speaker 1: And when you're talking about parents, teachers and coaches, why don't you just say that the problem is that they're formatted to interact with children in certain ways that limit a child's ability to naturally evolve into the social system, because they're training their brain through states of mind.
• 1:57
  Speaker 1: Now, remember, I'm talking about a mind state that's created by the environment first.
• 2:03
  Speaker 1: So the mind and the brain are not the same thing.
• 2:05
  Speaker 1: But when you train the body, I'm telling you, when you train a child to respond based on observations of the body as the response system, then you're dealing with states of mind.
• 2:19
  Speaker 1: You're trying to format certain personality types, certain attitudes, certain characteristics that manifest into a specific type of behavior that you're looking for.
• 2:34
  Speaker 1: But then what happens to the child's sense of feel for self?
• 2:38
  Speaker 1: Because for years we've been talking about what happened to this child and that child and they're okay at the breath of life, because it's okay to train a child before they go into the actual social system home school, neighborhood, workplace networks, the economy where they then have to begin to respond through the crisis of other people who are not in that same home school, neighborhood, workplace network, being led by similar mentors, mentoring, mentation, and so what happens to that child's brain when they're trying to format ways to respond to other people that are at various levels in the crisis itself?
• 3:34
  Speaker 1: Sensitive, received path dysfunction is what I'm talking about, that's why we're talking about mental health.
• 3:40
  Speaker 1: And so the brain's body, brain-body-sense messaging is the physics of self.
• 3:52
  Speaker 1: But then I break it down even further because I'm talking about the neurophysics of self.
• 3:58
  Speaker 1: And I break it down even further because, then I'm talking about the neurophysiology of self.
• 4:07
  Speaker 1: Brain-body-sense events is what I'm talking about and how they interact and connect.
• 4:13
  Speaker 1: And that's the 21st century, because children are wireless for real, because technology is wireless, it's no longer land-based, is what I'm saying.
• 4:25
  Speaker 1: Children are walking around like internet properties, or should I say properties of the internet, rather than properties of the land-based system that I grew up in, you know, where everything was social and there was no getting up and interacting, uh, through different types of cells or computers.
• 4:52
  Speaker 1: I mean, I'm not ancient, but I'm just trying to describe to you the difference between today's child versus antiquated human technology.
• 5:03
  Speaker 1: Wait a minute.
• 5:03
  Speaker 1: I said antiquated because I'm saying to you it's dated and children today must be dealt with differently.
• 5:11
  Speaker 1: So I talk to the brain and not the body.
• 5:15
  Speaker 1: That's an example, because if you talk to one of the children today and you're beating around the bush because you're trying to convince them to choose to follow you, then it's because you're trying to program their sense path and they already realize it.
• 5:31
  Speaker 1: Because I'm telling you, children are born into the new environment as a technology and I'm saying to you they're formatted for the interaction at higher levels of actualization.
• 5:48
  Speaker 1: I'm talking about Piaget, I'm talking about Maslow, I'm talking about Bloom, I'm talking about Dr Slayton Live and I'm talking about how we place children at disadvantage when we do not recognize their brain over their body and talk to the brain and not the body.
• 6:07
  Speaker 1: You talk to the body because you physically can see it and you can put your hands on it and you can whip it and you can force a child to do what you say and the child still not process the experience of what you want them to recognize as real information processing techniques.
• 6:29
  Speaker 1: And so mental health is a real issue because we have a lot of children growing up hurt, sad, angry, because their inner sense of feel has been disrupted, and they know it, because when you have contact with another person, I'm saying the brain's in the lead and if a child can't respond, they're backed up, the emotion, the memory is backed up, and so when the brain needs to forward feed, the child doesn't trust the information flow.
• 7:00
  Speaker 1: So they're angry, upset, quickly, frequently, and you're sitting there wondering, well, what's wrong?
• 7:09
  Speaker 1: All I said was because that emotion is overwhelming, because they know what they would want to say, because they do introspect and self-talk, and they know how they should have said it.
• 7:25
  Speaker 1: But it comes out emotionally because that memory clip, that state of mind that's been built up over time and that you're observing from the physical body as a negative attitude, as a poor personality, as even poor character, isn't that it is?
• 7:49
  Speaker 1: The struggle to define their sense of feel for self reflectively creates space to comprehend who and what they are.
• 7:57
  Speaker 1: And so I'm saying to parents, teachers and coaches I'm saying stop and think for a moment and realize.
• 8:06
  Speaker 1: You must learn the child's brain.
• 8:07
  Speaker 1: That simple.
• 8:09
  Speaker 1: So when I wrote the book, that's what I'm talking about.
• 8:12
  Speaker 1: I'm talking about wait a minute.
• 8:14
  Speaker 1: You know, children are born into the world today and everything's being built for them to be controlled, managed.
• 8:24
  Speaker 1: I'm talking about the technology.
• 8:25
  Speaker 1: Wait a minute.
• 8:25
  Speaker 1: Wait a minute.
• 8:27
  Speaker 1: Could you get off that cell phone for a second?
• 8:29
  Speaker 1: Wait a minute.
• 8:32
  Speaker 1: Why are you playing that game all day long?
• 8:36
  Speaker 1: What's going on?
• 8:37
  Speaker 1: Don't you know?
• 8:38
  Speaker 1: There's other things in this world besides playing games and surfing the internet.
• 8:43
  Speaker 1: But the internet is the program.
• 8:47
  Speaker 1: And how do you get the kid off?
• 8:50
  Speaker 1: The program?
• 8:51
  Speaker 1: You talk to the brain, because that's what the program has is your child's neural systems, and so the only way you can begin to carve your niche into managing I didn't say controlling managing the child's output is by talking to the brain.
• 9:17
  Speaker 1: And when you talk to the brain, what I'm saying to you is you understand that the senses are the neurophysiological dynamics that allow the brain and body to interact and therefore you talk to the brain.
• 9:35
  Speaker 1: I don't call it the control system, because we're talking about dealing with emotion and blocked up memory.
• 9:43
  Speaker 1: I call it the management system because the brain manages the flow of information through your sense of feel for self.
• 9:52
  Speaker 1: So that's why I say to you you can't undermine a child's sense of feel, because that's their problem-solving instrument.
• 10:01
  Speaker 1: Okay, so they walk in a room and there's something going on, and they know it because they can feel it.
• 10:10
  Speaker 1: No, they can feel it, and that's not a sense yet, because the sense is where they can identify.
• 10:17
  Speaker 1: The feel is neurological, because the brain's inside the body and if it's in the lead, it's detecting the energy in the room, the action, the feelings, and transferring that.
• 10:32
  Speaker 1: But not if you're blocked up, because you're not prepared to receive the energy flow from the brain, because you're blocked up in a state of mind, and that's what I'm saying to you.
• 10:44
  Speaker 1: You're upset at your children, but your children are in the states of mind that you have put them in through your training, because they can't process the training, because you didn't let them develop their sense of feel for self and the brain so that the brain is in the lead.
• 11:01
  Speaker 1: Now, when you train, you're training the child's body, not the child's brain.
• 11:06
  Speaker 1: You are allowing the brain to be the measuring stick, because when you look at the body, you're looking at how the brain to be the measuring stick, because when you look at the body, you're looking at how the brain responded to your talk, to your interaction, to home, school, neighborhood, workplace, network.
• 11:28
  Speaker 1: Pick up the book.
• 11:28
  Speaker 1: This is Dr Slade Lyon.
• 11:30
  Speaker 1: I just want to step up for a moment and just revisit the book.
• 11:34
  Speaker 1: This is Dr Slade Lyon.
• 11:35
  Speaker 1: I just want to step up for a moment and just revisit the why I wrote this book?
• 11:38
  Speaker 1: Because children are in crisis.
• 11:41
  Speaker 1: Too many children, okay, are not really making it through school with a sufficient enough talent for them to enter family systems more competent than their parents, because they're more disorganized systems, and that's what I'm trying to correct.
• 12:03
  Speaker 1: That's what I want to talk about.
• 12:05
  Speaker 1: That's what the future entails.
• 12:07
  Speaker 1: When you tune into the brain's body, we're going to talk about the brain.
• 12:10
  Speaker 1: We're going to talk about the brain in proactive ways.
• 12:14
  Speaker 1: And how do you learn?
• 12:16
  Speaker 1: How to get in front of the negative flow of energy, action and feelings, attitude, behavior, character, train states, because that's what the brain does.
• 12:27
  Speaker 1: When you get off from this podcast, ask yourself how you feel and then watch how the brain begins to respond.
• 12:35
  Speaker 1: And that's what you're going to get.
• 12:37
  Speaker 1: When you tune in to Dr Slade, live Brain Talk, Read the book it's at Amazon, barnes, noble, wherever you get your books.
• 12:45
  Speaker 1: And then come back because we're going to go to work.
• 12:47
  Speaker 1: I have two specific events coming up on the 13th and the 14th of September and we're going to raise the roof because this is the future.
• 13:00
  Speaker 1: Listen to this Featuring Dr State Live the Brain Talk.
• 13:05
  Speaker 1: The new frontier in Brain Talk.
• 13:06
  Speaker 1: That's my promise.
• 13:07
  Speaker 1: The new frontier in Brain Talk is human systems science.
• 13:10
  Speaker 1: The new frontier in brain talk is human system science, because you need to know how to interact with the brain and how the brain talks back, because you have a communication system.
• 13:25
  Speaker 1: That's what I'm talking about.
• 13:27
  Speaker 1: So when you go to any one of my pieces books it explains human system science as a tool to problem solving Home, school, workplace, family, education, business systems.
• 13:44
  Speaker 1: Y'all stay live.
• 13:46
  Speaker 1: Tune in now.
• 13:47
  Speaker 1: Tune in now.
• 13:48
  Speaker 1: Thank you.