Nurture Their Nature

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appears sadly depressed (hypo activity). Together with both anger and shame, someone can appear anxious and sad. With shame, the body is calm but internally their mind can be ruminating on negative thoughts, feelings, ideas and emotions which can be hard to know unless your child shares them with someone. This is why the checklist and interview is so important. Image 1.0 The ELBERT Fu n ction al Syste m Do m in an ce Ch e cklist illu stration
“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their e n vironm ent” (De fin ition of Neu roplasticity, 2020). Also, I’m n ee din g to mention developmental trauma! When a child with neurodifferences is learning something new or stressful, if mindset is perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and emotional disorders with long term memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe lessened neuroplasticty of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with more executive functioning issues and short term memory problems or midbrain. We can attribute this constant speed shifting to the common problems of poor neuroplasticity. Like wise, the lackin g a se lf-directed neuroplasticity such as positive mindset such as attunement and autonomy (belief I AM GOOD ENOUGH & WORTHY), feeling safe and secure in their environment, poor (body) sleep, diet, health an d we llness, lackin g ph ysical activity, dysfunction of vagus nerve (soul- body) connection, sometimes even the (spiritsoul-body) connection (much older teens), lacking gratitude including (heart-connection), attunement and (mind-trust ) autonomy, love of self and others, sensory overload along con sistently m u lti-tasking and/or context-switching (handling 2 or more tasks at the same tim e ) espe cially in th is com ple x, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL d e cre a s in g our very own electromagnetism and vagal tone.
Page 2 and 3: Nurture Their Nature Preface Belove
Page 4 and 5: Tricia Cook, MEd., RSP, AOG; https:
Page 8 and 9: Nature
Page 10 and 11: In the field of child -psychology,
Page 14 and 15: Mind you again, learning with meani
Page 16 and 17: 2.1 HPA illustration Vagus Nerve an
Page 18 and 19: Vagus Nerve & RAS Vibrating Alta Ma
Page 20 and 21: ● RAS= HPA & ACC (body & brain= b
Page 22 and 23: quantum-self; there are three forms
Page 24 and 25: Concrete Thought (conscious develop
Page 26 and 27: “Now all glory to God, who is abl
Page 28 and 29: themselves along with soul -body di
Page 30 and 31: Note: The Earth Star and Gaila Gate
Page 32 and 33: elationship memories appear to be s
Page 34 and 35: Thalamus- integrates and sends sens
Page 36 and 37: *NOTE: Dysregulated and Dysfunction
Page 38 and 39: The pons integrates both the medull
Page 40 and 41: Thymus image 4.2 thymus illustratio
Page 42 and 43: If you are questioning if the thymu
Page 44 and 45: Approximately, how many neurodivere
Page 46 and 47: Have you noticed a change in his/he
Page 48 and 49: In-text: (“What is Epigenetics? T
Page 50 and 51: ● ● ● ● ● ● ● ● Art
Page 52 and 53: Results: Acute Initial Response to
Page 54 and 55: Need attunement *can be varie d inc
Page 56 and 57: Thymus (12 chakra and all chakras,
Page 58 and 59: Cook’s Alternatives and Suggestio
Page 60 and 61: toxic infused environment- bioelect
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Response: Better with short-term me
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as well from “doing” by experie
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Work Primarily PYAM Daily: ● Pray
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courage/compassion bliss/harmony gr
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We pray that God himself, the God o
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Note: Think of the body as the four
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The goal of the ABC’s is Spiritua
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SEE CHAPTER 10 for Complete Lesson
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Including a progress monitoring and
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Chapter 7 The Gift- using their str
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Many people with just dyslexia, dys
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Can we heal our DNA for future gene
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Strengths of a Learning Difference
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auditory thinking-learning auditory
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non-focused, impulsive and hard wit
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Solfeggio: https://mynoise.net/Nois
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https://www.youtube.com/watch?v=H9F
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6. Specific organ associated: ex. g
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(adults) For Complete Functional Sy
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Betulaceae Geraniaceae Rutaceae Tur
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phytoestrogens ● Chlorophyll ●
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Blue Cyprus Tangerine Marjoram Oran
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Suggestions for Acute Initial Respo
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devo tion/ blam eless ness cour age
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I don’t be attach ed I releas e H
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Sod conn ectio n/ curio sity prais
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PYAM DAILY Work Primarily PYAM Dail
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schools in New Orleans, LA (of the
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meditating!!“You have to want to
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Prayer/Praise & Worship (PPW) Praye
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● ● ● ● ● ● ● ● ●
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ELBERT: EVERYONE LEARNS BETTER EMBR
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Observer: Interview and take observ
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Does your child regularly argue wit
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with others. Please renew my soul.
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Truth of Sod (Knowledge/Wisdom) S:
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A: P: -----------------------------
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S: Truth of Grace (Perception/Intui
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Truth of Forgiveness & Freedom- I d
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5th Chakra (light blue) I am compas
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Intelligence (Gambheera buddhi) Abs
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https://www.youtube.com/watch?v=4Qu
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Intent: Consciousness (Sanjna) Self
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choose peace. I mostly want the str
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https://www.pandora.com/artist/chri
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● Ask students to write new lyric
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33.__ Enjoy scary amusement rides 3
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By Pearson Education Development Gr
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tory - harmony (In clu d e s the va
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Total Responsive System Dysfunction
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Proprioceptio n, Tactile Senses= RA
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READING & LEARNING INTEREST SURVEY
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m n o p Q q U u Y y R r V v Z z S s
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m il e s cr a p st r o k e pi tc h
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p h s w : - P h o n o gr a m s- D i
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Auditory Processing Omissions: (wor
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PA Continuum: mark on continuum bel
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Specific Language Impairment Ending
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Disclaimer: These checklists and qu
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A round sing To ta l ____ / 5 are P
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then does use fall ten go where do
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Running Record. The observational c
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Substitutions: Other (Circle): squi
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Be gin nin g Ea rly Int er me dia t
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ELBERT Holistic Alternatives for Le
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(Fine Motor) -Rake/sand, sewing, we
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unconditional love (enough). Shame
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Resource: https://tcookedu.blog/202
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Student: DOB: Observer: Visual ●
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Cook’s Initial Aspergers, Autism
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❏ Does he or she follow familiar
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https://www.ohsu.edu/sites/default/
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Spelling Inventory Date: Student: D
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elow). Directions: Read the words o
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Learning Objective Rubric
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Felling: Stated Objective- #3: The
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Student’s Name:__________________
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Shae (nonsense) Include PA- Languag
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w,etc/words, age) Endings of Conjug
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ELBERT Sympathetic Lateral Function
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Memory (Restate)- a higherorder thi
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did this.... Working Memory (Recall
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Notes: Student Sheet: Title:
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Student Sheet: Title: Productivity
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soybeans, acorns, pumpkins Data- Eq
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“why” question related to the t
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shame, empathy, anger, strength, ha
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Sounds may be being fused, confused
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Tweet What is sound word knowledge?
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Tweet When I’m helping your child
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down at the room. The creativity, i
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information (break-down for compreh
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hatred, courage, grief, and compass
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understanding-universal-emotions-fu
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Intervention Daily Lesson Plan Date
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Closing Prayer:____________________
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multitasking. Use text-to-speech so
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auditory distractions, like doors a
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water fountain. Provide handouts so
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● ● nor ma l em ph asi s on ph
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eni ng exe rci ses. Lis ten ing & L
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ng usi ng cat ego riz ati on an d s
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Go al: De vel op the au dit ory (st
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● ● mo ry in the for m of lan g
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sm all det ails . I’d als o sug g
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edg e ph ase (if stu de nt has dys
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● au dit ory me mo ry. Lis ten in
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oni cs ins tru cti on.
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cus ) (int erp ret ed thr ou gh the
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y. De vel op the vis ual - spa tial
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izi ng the sha pe of the lett er EL
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Final Chapter Lastly, the RAS (ARAS
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Please share this article for anyon
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Healersresource.com. (2019). Healer
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Bonaz, B., Sinniger, V. and Pelliss
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Why We Should Teach All Kids Like T
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Monster 2 Keyboard: http://www.dysl
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CALLING FOR ARTICLE REVIEWERS: HERE
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“Pin on Magic.” Pinterest, pin.
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