Nurture Their Nature

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Have you noticed a change in his/her energy or activity level? Is s/he more quiet than usual? Have you noticed a change in his/her sleep patterns or appetite? By The Research Autism Group or online [Accessed 16 Dec. 2019]. Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor. Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV) Affirmation of God: I am love. I have harmony. Nurture
The Body Chapter 5 Nurture- is the adaptation of children responding to the demands of the environment in ways that meet their own goals and function in a safe and secure way. Children with learning differences have deficits in brain plasticity- The brain’s remarkable ability to rewire itself throughout a person’s life is known as plasticity. The goal is spiritual mindsight and selfdirected neuroplasticity- a child who has healthy neuroplasticity can heal their DNA via the thymus- vagus nerve chakra, and RAS & ACC/HPA including the connection to the consciousness (God awareness) and consistently being provided a safe, supportive, healthy, and loving environment that facilitates their natural inquiry of learning (see chapter 10). The main objective is to prevent kids from learning from primarily from learning with either their mental, emotional and etheric bodies (anger/shame). Along with rewiring their perceptions and filters of the parasympathetic (shame) and sympathetic (anger) response system during stress such as reading, their perceptions of anger and shame are their lens to how they view and listen to their very own existence in this universe. For anger, they need autonomy (I am Worthy) and attunement for shame (I am Enough)- both need the two Bs: body and breath (see below for more about the ABC’s of Self-directed Neuroplasticity). Help Young Children Switch OFF Negative Markers Through Their Very Own DNA: Will Allow Future Generations To Heal & Not Experience The Same Suffering Of Their Past Ancestors. - Tricia Cook Relative to epigenetics, nature and nurturing, the child with neurodifference, it’s the brain nature and nurture to integrate particular observations (patterns first) into a body to form coherent knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and motivation (ask me about autism, Sensory Integration and Executive Functioning issues and/or disability). Therefore, the adult should make observational records including an anger and shame checklist of children’s inductive reasoning and matters of the mind (discussed more below) on all children before intervention!! The mind for instance: anger being replaced with strength, shame being replaced with empathy and both with love and removal of fear: therefore, they will increase their connection, trust, and love for themselves and others. I also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises: HERE.
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 12 and 13: appears sadly depressed (hypo activ
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 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
Page 62 and 63: Response: Better with short-term me
Page 64 and 65: as well from “doing” by experie
Page 66 and 67: Work Primarily PYAM Daily: ● Pray
Page 68 and 69: courage/compassion bliss/harmony gr
Page 70 and 71: We pray that God himself, the God o
Page 73 and 74: Note: Think of the body as the four
Page 75 and 76: The goal of the ABC’s is Spiritua
Page 77 and 78: SEE CHAPTER 10 for Complete Lesson
Page 79 and 80: Including a progress monitoring and
Page 81 and 82: Chapter 7 The Gift- using their str
Page 83 and 84: Many people with just dyslexia, dys
Page 85 and 86: Can we heal our DNA for future gene
Page 87 and 88: Strengths of a Learning Difference
Page 89 and 90: auditory thinking-learning auditory
Page 91 and 92: non-focused, impulsive and hard wit
Page 93 and 94: Solfeggio: https://mynoise.net/Nois
Page 95 and 96: 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
Page 272 and 273:
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
Page 296 and 297:
Healersresource.com. (2019). Healer
Page 298 and 299:
Bonaz, B., Sinniger, V. and Pelliss
Page 300 and 301:
Why We Should Teach All Kids Like T
Page 302 and 303:
Monster 2 Keyboard: http://www.dysl
Page 305 and 306:
CALLING FOR ARTICLE REVIEWERS: HERE
Page 307:
“Pin on Magic.” Pinterest, pin.
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Nurture Their Nature

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