Nurture Their Nature II

Part II Nurture Their Nature: BY HEALING
OUR VERY OWN [LEARNING] DIFFERENCE
“ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our
students.”
Introduction
After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia
and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount
of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with
an increased number of children being medicated and misdiagnosed; Therefore, I developed a
revolutionary program that includes an evaluation that “looks at the whole child.” I work with all
stakeholders on constructive engagement when learning based on my student “whole child”
observation(s) inspired by Maria Montessori, Neville Lancelot Goddard, Benjamin Bloom, Peter Levine,
Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner, Dr. Bradley Nelsen, Hans Berger,
Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary
training/intervention program for people with unique learning and neurodifferences. This program is
based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia,
countless hours of student observations, neruopedagogy, holism, neuroscientific, educational research
and studies along with my perpetual care for children.
For learning to be successful, we need to look at the “whole child” and their neuro-symatic learning
functions.

Did You Read Part I Nurture Their Nature: By Looking To Heal Our Very
Own [Learning] Difference?
The book Nurture Their Nature looks at the “whole child” and complete learning differences including
the nature and nurture of the neurodifference. For learning to be successful, we need to look at the
“whole child” and their neuro-symatic learning functions. For learning motivation and resilience
(meaning) to be successful, you need to have a strong cognitive, behavioral, and affective-spiritual
components which include the following: central and peripheral nervous systems- “our senses''
including our sensory system (especially visual and auditory), regulated RAS & ACC/HPA, Pons (parts of
the brain), thymus and biofield (including electromagnetic field, internal chakras), neuroplasticity and IQ,
positive perceptions specifically strength and empathy (along with reduced perceptions of anger and
shame), healthy and functional physiological, sensory-motor systems, hormones released such as
serotonin, dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term
memory) and attunement (for meaning & motivation, speed processing, and short-term memory).
Therefore, when learning difficulties occur, our neurobiology (neurosystems), central and peripheral
nervous system, complete chakra, and electromagnetic systems are all dysfunctioning or dysregulating
simultaneously and individually at different degrees and causing abnormal neuroplasticity. Our goal is
for ALL our systems and senses to function equalized, activated, and balanced. With a functional system,
the child can trust themselves through spiritual mindset with self-directed neuroplasticity through ABC’s
and gain God awareness (eventually unity) through PYAM.
Again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the
end goal or result which is literacy and their appropriate learning behavior. Now, we know epigenetics
relating to learning influences of generational anger and shame have the ability of being healed and
determines which genes will be expressed and how their own systems will function. The main goal is to
heal our very own DNA holistically through exercises and activities which block or ease the production of
specific inflammatory proteins (toxicity) excreted by the gut-brain axis, decreasing biochemical reactions
that happen between the Pineal, Pituitary, Adrenal & Carotid Glands along with by activating and
aligning the Thymus (via vagus nerve chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras)
causing decrease in deficiencies while regulating our own biofields (including electromagnetic fields).
This is the divine stamp where you are regulated and experiencing harmony, honor, wisdom, and
becoming devoted to your purpose. You need to again, speaking of the “whole child”- you need to
examine every aspect of their learning, not just the end goal or result which is literacy and their
appropriate learning behavior.
Ways to look at neurodifferences holistically: observe and take observational notes on the child…50%
Nature- 50% Nurture (focus on epigenetics and spiritual mindset along with self-directed
neuroplasticity):What Is Epigenetics? [Retrieved from The Answer to the Nature vs. Nurture Debate.”
Center on the Developing Child at Harvard University, 30 Oct. 2020,
developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-childdevelopment/.]

Nurture
Chapter 5 The Body
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 hav e 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 self-directed 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 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 Selfdirected
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
Results: Acute Initial Response
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.

1 - Again, because matters related to the body, brain, heart and mind along with all of the toxins (see image) excreted to the
thymus and brain via the gut-brain axis, children are mainly learning through their mental and emotional bodies; rather than
their authentic self. The authentic self-trust in their own natural, unique ways of learinng ; therefore, increasing learning apathy
and self-directed neuroplasticity.
Where they can- Trust Their Body-Trust Their Brain-Trust Their Heart-Trust Their Minds
In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)
Section 5 Physical Plane- (see illustration 5.0 above)
Mental Body– Anger Sympathetic Functional System Dominance- (SFD) needs body/soul consciousness,
connection, and autonomy for help along with the following:
HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS (6-8th chakra) along with the
4th chakra especially the 7th chakra and 8th which is the Crown, Pituitary and Soma Chakra (right
behind 3rd eye) which is known for decreasing energy (hypoarousal) and increasing consciousness.
Note: The HPA axis is responsible for the neuroendocrine adaptation component of the stress response.
Emotional Body–Shame Parasympathetic Functional System Dominance (PFD)- needs body/soul
connection and attunement for help along with the following:
ACC- which is part of RAS (6-8th chakra) with the Pineal, Pituitary, Carotid Glands, and PONS area of the
brain especially the 8th chakra which is the Crown, 5th & 6th chakra, and Alta Major Chakra which is
known for increasing energy (hyperarousal), also includes VACC involved in emotional appraisals,
cognitive control, and error T. Also, work on the thymus with the thymus chakra also known as the seat
of the soul, vagus nerve chakra, or aka etheric chakra.

Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra,
or aka etheric chakra (see below).
Etheric Body– Anger/Shame has problems with both the emotional and mental body (mind)
RAS including ACC/HPA along with chakras 6–8th includes the Pineal & Pituitary Gland, PONS part of the
brain, Crown, Pituitary and Alta Major/Soma Chakra (Cingulate Gyrus- the cingulate gyrus is a large archlike
lobe in the center of the inner brain that is a part of the limbic system. This area of the brain
functions to process conscious emotional experience).
Also RAS (6-8th chakra) especially the 8th chakra which mainly is part of the brainstem via the vagus
nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps to learn such as
focus/attention, sensory integration, hormones released, speed processing, LT/ST memory,
vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and wakefulness, and control
of reflexes. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus
nerve chakra.
2 Peter 1:17 NIV
17 He received honor and glory from God the Father when the voice came to hi m from the Majestic
Glory, saying, “This is my Son, whom I love; with him I am well pleased.”
Psalms 115:1 (NIV)
Complete ELBERT Evaluation
IS IT Anger Sympathetic Lateral Functional System Dominance? OR Shame Parasympathetic Lateral
Functional System Dominance??
The Complete Elbert Evaluation including social/emotional domain, grade level, and complete learning
difference screening (SLI, VPD, APD, SCP) including memory-abstract thinking, etc. (takes 3 hours).
Since I’m a dyslexia interventionist, I do a pre-diagnostic eval./screening to see if testing needs to be
done or if there is another underlying problem that needs to be addressed. This is not a diagnosis,
more like pre-planning or first steps. The evaluation includes a lengthy report for schools/families. Also
includes a FIRST ONE FREE Consultation (30 min to discuss my observations).
Evalutation is Based OFF ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY
TEACHING!!!

You might need to contact me for help if you or your child/student can’t be reached and seems
disconnected; Also, when it comes to learning, they show some or all of the following emotions and
challenges: anger, frustration, shame, and sadness; has chronic headaches, stomach aches, hives;
appears to have low-self esteem; squints when reading; feels behind or “different” than the other
kids; has behavioral and learning challenges; emotionally intense or desensitized; complains; thrives
for constant attention; labeled emotionally intense, gifted and talented or twice-exceptional; has
trouble focusing or paying attention; destroys their pencil, eraser, and crumples up their paper after
working very hard; problems with organization or being on time; poor eye-contact, body-space
awareness; sleep and/or digestive problems; has problems spelling or with handwriting; complete
interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the
letters or words, ultra-sensitive, problems with authority; doodles on paper; problems understanding
verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”;
described as dramatic, creative and very imaginative by others; been or going to be held back in
school; has trouble connecting to others; tired all the time; great with verbal comprehension and
large lexicon, shows anxiety, anxiousness or depression; overactive-reads, writes, moves, and thinks
extremely fast or slow; sensory-processing problems or issues; constantly moving hands/feet or
fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming”; aggressive
and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with
spelling/reading fluency; adverse to learning or trying something new (resilience) as well as low in
motivation!
I observed the student’s sensory acute response to stress and interview teachers the child, and parents,
observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a
phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory
activities along with the student’s interest survey and overall behaviors based on executive, somatic
and autonomic functioning. My program is named ELBERT based on see in store is based off my book:
HERE and includes the important help for the triune brain which includes the following: Brainstem- I
have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbrain- a
screening for vestibular, proprioceptive, somatic issues, along with speech/language development,
auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts,
Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative
suggestions for taking care of the whole child’s individual, dynamic needs.Lastly, my program, Elbert,
includes a self-guided literacy intervention program, along with other coaching through a course on
understanding Dyslexia and consulting (first one Free)!
https://www.canva.com/design/DAERokhITS8/BA5PejOhW75eJ83GBvc5YA/view
Brainstem– I have a fight, flight, flee and freeze PARA/SYMP observational checklist which includes
alternative and holistic activities and exercises for the release of stressors and reactivation of the
vagus nerve (vagus nerve chakra-thymus) to the body for instance: prayer, yoga, affirmations,

meditation, breathing, emotional coaching exercises and activities that look at the “whole child” and
activating the vagus nerve for instance.
Limbic– My literacy lesson plan template that includes the multiple intelligences along with 4 F’s:
Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are typically included in the limbic
system fall into two categories. … and (brainstem) processing side and short-term memory (the limbic
cortex, amygdala, and hippocampus) and (midbrain) which is a small part of the brain above the pons
that integrates sensory information and relays it upward. In terms of long–term physiological changes,
it is also associated with long-term memory. For assessment and ongoing evaluation, I use a rapid
word and letter-sound recall checklist, plus some informal observations included in the lesson plansmentioned
above.

https://www.canva.com/design/DAERokhITS8/BA5PejOhW75eJ83GBvc5YA/view
Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic issues, along
with speech/language development, auditory, and visual processing. Note: It’s a 30 page screening.

Including a progress monitoring and observational rubrics:
Cortical– Lesson plans and activities for taking care of the “whole child” and their individual, dynamic
needs for learning and the domains of development.
CHECK OUT COST HERE
Also, I just published Preview Of My Book Dyslexia Help: Reading in Research- Answering ‘Synonymous
Whys of Dyslexia’… https://link.medium.com/ioU6zLY95cb

© ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020
Response: ex better with long-term memory and appreciative check
marked Shame= Parasympathetic Functional System Dominance
Anger= Sympathetic Functional System Dominance– Student has overstimulated, hyperspinning of the
chakras and thymus: including Soma and RAS (chakras 6–8th) being hyperactivated, or stopped
altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the
intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate,
align, equalize by moving from accelerated-slow so one and so forth. Goal is to regulate the deactivated
or hyperactive chakras by slowing down the needed chakras (see below).
Do number #3 for anger/strength, and # 5 for hatred/courage, #2 for peace/bliss then do #7 (visual-I
see): lastly, end in RAS do #8 do 6–8th and soma together for the unity of abundance, unconditional love
& I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra with pink quartz or pink
tourmaline (thymus chakra) for I see God. I am worthy. Others can now see me too!
Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory processing,
accelerated and varied speed processing will be regulated!!! Students will no longer have — Known as
being analytical-literal, verbal linguistic, strong auditory processing, logical-mathematical, 2-D learner
and constantly breaking down information and the small details (good in maths, especially computations
and written comprehension as well). Needing Autonomy- ex. I can do it! I am Worthy! Under stress, is
known for fight-or-flight, flee response which is a physiological reactive response. They can be ultra-

eligious or non-religious. Their “love language” is action based! They consider what they do (actions)
for God and vice versa along with being instant on answered prayers.
Note: Students with Sympathetic System Function Dominance have a serotonin deficit; therefore, have
lessened pleasure, relaxation, contentment and sensitivity (meaning).
Speaking of the heart and not feeling “worthy”- They may have problems with receiving strength,
knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives resistance,
judgment based off logic (outward appearances, not seeing the heart of someone), patience, courage,
abundance, empowerment, attachment and autonomy, entrapment (desire, lust, fear), release (courage,
trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy).
Again, they need the soma and RAS #8 chakra (chakras 6th-8th).
Response: Better with short-term memory using habits and addictions based on facts, forms/functions.
They tend to focus again on the present and immediate situation. Which dysfunction of the Vagus Nerve
and RAS and the soma chakra leads to negative perceptions and meaning of being angry– dominance,
fight/flight (flee) and accelerated speed and varied processing.
Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability dysgraphia, cerebral palsy).
They are active and about doing things.
Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have hyperspeed
(accelerated) processing and long-term memory issues. If they have autism, they are known as
`runners”. They think of the present and reacting instantly gets them to the “What?” much faster. The
“what” is the most important factor for gaining meaning. Therefore, for them the “why” is not as
important to answer for they use the scientific method of deductive reasoning. They learn best from
movement and “doing” including auditory experiences and lectures, as well from reading and listening
to others knowledge and information, analyzing “facts” and circumstantial evidence, and then
formulating their theory and hypothesis.
Hyper-visual processing leading to convergence and other visual processing issues (Third-eye chakra #6,
Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance= Autism can have Irlen
Syndrome which is a problem processing light (more common).
See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases.
Stimulating your liver with the detoxification layout releases toxins and encourages your lymphatic
system to remove them, bringing about a physical cleansing. A Yellow Jasper or Obsidian at your solar
plexus stimulates an emotional detox as well. This with Smoky Quartz, Drusy Chrysocolla energetically
stimulates liver function and moves heavy metals out of the body.
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity (See
Below)
NOTE: (Hyperarousal- mainly prefrontal lobe functioning): Possibly Dsyeidetic (visual) Dyslexia including
WORRY OF THE PRESENT. Tend to be the abuser (dominant others) as have been abused
(developmental trauma) need to believe they are “worthy” nurture(spirituality=God-soul consciousness
and connection). RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra Issues (more common)
(High Functioning Autism-below).

Shame= Parasympathetic Functional System Dominance– Student has understimulated, hypospinning
of the chakras and thymus: including Alta Major and RAS (chakras 6–8) being hypoactive, or inactive,
stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens
from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to
regulate, align, equalize by moving from slow-accelerated so one and so forth. Goal is to stimulate the
deactivated or hypoactive chakras by speeding up the needed chakras (see below).
Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then do #6
(auditory- speaking, hear & listen); lastly, for RAS do #8 do 6–8th and alta major together for the unity of
abundance, unconditional love & I’m enough! Note: #8 is also (auditory- speaking, hear & listen) and the
Higher Heart Chakra (thymus chakra) with moonstone for I hear and speak of God. I am enough. Others
now listen, hear/speak to me too!
Students with Shame a Parasympathetic System Function Dominance…Therefore, hypo-sensory
processing, slow and varied speed processing will be regulated!!! Students will no longer have — Known
as being evaluative- visual spatial reasoning (good with geometry and maps and geography, computer
graphics) learns best by “doing”, “whole-picture”, “out-side of the box” thinkers, 3-D learner and
constantly getting “the big picture”.
Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest” response
which is related to the autonomic nervous system. They can be ultra-spiritual. They consider how they
feel for God. Their “love language” are words of affirmation based! They have a strong faith in God but
feel not enough.
Note: Students with Parasympathetic System Function Dominance have a dopamine deficit; therefore,
have lessened pleasure, reward, motivation, and euphoria (meaning and motivation).
Speaking of the heart and not feeling “enough”- They may have problems with receiving empathy,
wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame), entrapment (desire, lust,
fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or
transfiguration (joy), surrendering (due to pride), acceptance (gives resistance, judgment based off
evaluation (outward appearances, not listening/hearing/speaking to the heart of someone), compassion,
beauty, joy, mercy, attachment and attunement. Again, they need the alta major and RAS #8 chakra
chakras 6th-8th).
Response: Better with long term memory based off of perceptions and choices for meaning (past and
future) and motivation (autonomy and attunement), based on past experience and need for future
reference. Therefore, they tend to focus and filter based on the past/future. With dysfunction of the
Vagus Nerve and RAS and the alta major chakra, this leads to filters of shame, subordinance, freeze, and
slow speed and varied processing.
Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be
considered less active and have poor handwriting.
Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval). Filters
with shame and have slow speed processing (the controversial low cognitive speed) and short-term

memory issues. Remember, they are thinking of the past/future not so much the present. Their meaning
is not present related as much as the need for the future and past. The “Why?” is the most important
factor for gaining meaning. Therefore, for them the “why” is important to answer. Therefore, for them
the “what” is not as important to answer for they use the scientific method of inductive reasoning from
specific observations and intuitions to make broad generalizations. They learn best from movement with
gross motor and tactile experience, as well from “doing” by experiencing visual observations,
formulating their own theory and hypothesis, and verbalized conclusions and confirmations.
Right-lateral dominance: Dyslexia, aspergers, can have specific language deficits including dysnomia,
apraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-Lateral Dominance=
Autism can have language deficits including dyspraxia (speech disability) and even dysphasia wi th both
possibly having dyscalculia (less common).
Hypo-auditory processing leading to dyslexia and other central auditory processing issues and
sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra #8 RAS
(chakras 6th-8th).
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity (See
Below)
NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) and Total
Learning System Dysfunction (TLSD) works in a downward effect from RAS-PONS-THYMUS which can
have all dysregulation diagnosis. They need Daily Functional System Regulation (DFSR) Thymus-Pons-
RAS with doing Exercises & Activities for Lateral (Para/Sym-above) & Total Functioning System
Dominance). It is for the mind, senses, body and spirit: On a physical and mental level, the goal is the
vagus nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of
electromagnetism with mainly complementary to medicine such as: On a physical, mind and sensorial
level, color/sound therapy, hands on healing, yoga, meditation, prayer/praise & worship, affirmations
and breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and
attunement, release anger and/or shame and replace with strength and empathy to have bliss/peace,
harmony, gratitude, comfort and unconditional love along with removing all fear and ask me about
autism (See Section 6-Note: CAN is ACC/HPA and both controlled by RAS).
image 5.1 the complete system function illustration
Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra.
Experiencing Other Complications (see below)?
RDS: Specific organ associated (common complications)
• Hostile • Irrational • Self-centered • Poor focus • Sleep disturbances • Tantrums • Coerciveness •
Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development- meaning delays of
reaching developmental milestones, and developmental disabilities (most common and can be included
in Autism); cohabit with ADHD, impulsive/hyperactive type. Possibly other complications such as:

• Behavior disorders (ODD-hyper-dysregulation).
• Brain injury (TBI).
• Down Syndrome.
• Intellectual Disability.
• Spina Bifida.
• Delays in reaching physical (Developmental Coordination Disorder especially gross motor such
as Restless Leg Syndrome, Cerebral Palsy all included in Autism)
• Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other Autoimmune diseases
such as Congenital Adrenal Hyperplasia, Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease
and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyper-thyroid
and thymus see Vertigo, Aphasia, Dsyeidetic (visual) Dyslexia under SPD-below
• Chronic Pain and Inflammation in organs such as the Pancreas (CFS), Duodenum, Gallbladder,
Liver, Tongue, Brain, Spleen, Stomach, and Throat (again- hyper- thyroid and thymus) and
Histamine Intolerance and other Autoimmune diseases such as Chronic Urticaria, Hashimoto’s,
Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis
(again- hyper-thyroid and thymus); & Dementia.
• Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken for
Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure.
• Susceptible Developmental Trauma.
• Personality Disorders such as Narcissism.
• Abnormal Neuroplasticity.
• Delays in reaching language (Specific Language Impairment/Delay)
• Sensory Processing Problems/Issues — Specific Learning Disorders (SLD) such as Hyperlexia and
& Sensory Integration Disorder (normally labeled SPD Problems/Issues): Hyper-visual problems
such as Convergence (focus) and Irlen Syndrome (dimension/color), ADHD- hyperactive.: Hyper-
Sight/Visual …Visual Processing Disorders Dsyeidetic (aka visual-surface) Dyslexia ex. Irlen
Syndrome- hypersensitivity to light; Convergence Issues (focus beyond the object) all included
Autism; Hyper-Sound/Auditory …Auditory Processing Disorders: Hyperlexia, or Aphasia, Central
Auditory Processing Disorder (HyperNoise-CAPD), Misphonia, Hyperacusis, all included in
Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder, Hyper-
Taste/Gustatory …social/emotional problems all included in Autism, depression; Hyper
Smell/Olfactory …Hyperosmia (hyper-smell); Attention-deficit hyperactivity-impulsive disorder
(ADHD), Tics, OCD- hyper obsessed (categories, sequencing), other Anxiety Disorders and
Tourette’s Syndrome.
• Sensory Processing Problems/Issues (SPD)- Specific Language Disability (SLD)/Specific Language
Impairment (SLI) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues) -

Hyper-visual processing such as Dsyeidetic (visual) Dyslexia, Hyperlexia, Dysgraphia (hyper-fine
motor and coordination), and Dysphasia.
Shame Parasympathetic Lateral Functional System Dominance
(Hypoarousal mainly right hemispheric lateral functioning dominance): Possibly Dysphonetic (phonetic)
Dyslexia along with WORRY OF THE PAST & FUTURE- NEED to be Present. Tend to be the victim
(subordinate) as have been abused (shock trauma)- need to believe they are “enough” (religion=Godsoul
connection). Paralysis of action • Dissociation • Emotional numbing• Sad • Distracting • Selfsoothing
(stimming)• Reactive • Sulking • Whining/complaining • Clinginess or neediness • Reluctance
to explore the world • Delays in the 5 domains of childhood development- meaning delays of reaching
developmental milestones, and developmental disabilities (most common and can be included in
Aspergers (high functioning autism); cohabit with ADHD, inattentive and distractible type, also RAS
chakras 6th-8th= Pons & Alta Major Issues (more common) (see Dyslexia under SPD-below) Specific
Language Impairment- Dysnomia included. Possibly other complications such as:
• Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders and
Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation), Bipolar Disorder,
Sleep Walking, Mood Swings along with being susceptible to Emotional Intensity (EI), Post
Traumatic Stress Disorder (PTSD), and Shock Trauma, Bipolar Disorder (BPD), Narcissism.
• Brain injury (least common).
• Chronic Fatigue Syndrome (hypo-arousal).
• Slow Speed Processing Disorder.
• Executive Function Disorder.
• Abnormal neuroplasticity.
• Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia, Autoimmune
Dysfunctions such as Histamine Intolerances such as Chronic Urticaria & Dementia including
Alzheimers Disease (see hippocampus)).
• Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive, Heart,
Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus).
• Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small intestine)-
Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness
• Addictions & Fetal Alcohol Syndrome
• Aspergers (more common).
• Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD) included Specific
Language Impairment (SLI) and & Sensory Integration Disorder (normally labeled SPD
Problems/Issues)- Hypo-auditory processing such as Dysphonetic Dyslexia, Dyscalculia,
Dysgraphia (hypo-fine motor), Dysomia, Vertigo (hypothyroidism), ADHD- hypoactive,
inattentive. Hypo-Sound/Auditory-Proprioceptive Reading Dyslexia, Dyscalculia, Dysgraphia,
Hypo-Touch/Tactile …All included Aspbergers, Hypo-Taste/Gustatory …Social/emotional

problems, eating disorders (Bulimia) all included High Functioning Autism (Aspergers); Hypo-
Smell/Olfactory …Attention-deficit inattentive type (ADHD), Other Anxiety Disorders all included
Adspebergs; Hypo-Sight/Visual …Visual Processing Disorders- Hypoglycemia.
BOTH (Para/Sympth)Total Functional System Dominance– can be varied speed processing, plus cohabit
with ADHD, combined type with Hyperlexia and/or CAPD (hyper Noise)-Dysphonetic (hypo Sound)
and/or Convergence (hyper Focus), Irlen Syndrome (hyper Scotopic Light Sensitivity). They can have
Autism with varied learning differences.
Disclaimer: Remember, this tool is not a substitute for a diagnostic
evaluation by a medical or mental health professional. If you believe
your child has a psychiatric or learning disorder, please consult a
professional.
RDS: Specific organ associated cont. (see complications above)
Section 7
Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity
Mindsight, a skill we can all develop to break free from mental patterns that get in the way of living our
lives to the fullest; A practical definition of the mind — distilled from a dozen scientific fields; The
triangle of well-being — how to promote a healthy flow between your mind, brain, and relationships.
Self-directed neuroplasticity, then, is the ability for the brain to change itself depending on how you
direct your thoughts, focus, and attention. The “self-directed” piece refers to your ability to intentionally
shape your brain by using it in a specific way to increase resilience and positive attitude in the face of
aversion. The Sound & Color (below) can be done daily but as often as possible.
Sound & Color
Shame Parasympathetic System Functional Dominance, red reduces shame and depression (as well as
autistic tendencies); tends to excite us and inflames our passions, creativity (tap on the collarbones, or
massage if hypersensitive). Solfeggio Sound Frequency: 243.3 (Rom)
Anger Sympathetic System Functional Dominance, yellow reduces anger and anxiety; represents joy or
optimism and can calm you and help you think more clearly (tap on the top of the middle hea d on both
sides, or massage in a diamond shape if hypersensitive) Solfeggio Sound Frequency: 243.3 (Lum).
Total Functional System Dominance orange reduces anger and shame; represents peace, bliss and joy;
gives us calmness of being happy (tap on the crown- top of the head lightly). Solfeggio Sound Frequency:
354.3 (Ram)

(adults) Complete Functional System Dominance green & pink reduces hatred and noise sensitivity;
tends to make people feel loved and protected but also can cause feelings of lethargy (tap on the
breastbone, or massage in a diamond shape if hypersensitive). Solfeggio Sound Frequency: 465.3 (Yum)
(adults) Complete Functional System Dominance blue- violet below reduces grief and is associated with
immortality and anxiety, courage, or protection (tap on the throat, or massage if hypersensitive).
Solfeggio Sound Frequency: 486.3 (Hom)
Solfeggio: [Retrieved from
https://mynoise.net/NoiseMachines/solfeggioTonesGenerator.php?fbclid=IwAR0dVT6eUW9KSoeCX_Lg
e-5B2koVtoDo59ww4-I9Wz5Juxaay5ZloXYaPRw]
Solfeggio can drown out their mind noises and heal the heart and mind. For balance (chi), do 7 minute s
with like the inverted v transfiguration (see image and link above). Then do 7 minutes like the v
transfiguration reversed (see image and link above). Get louder as the day goes on- start off the day
really low like above.
You will grieve, but your grief will turn to joy. John 16:20
Affirmation of Transmutation: I had shame. I am joy.
For Complete Functional System

The Soul- Cook’s Alternatives and Suggestions
Work Primarily PYAM Daily: Pray, Yoga, Affirmations and Meditation
When we have sympathetic (anger) and parasympathetic (shame) functional system dysfunction and
this speed shifting tires out the brain much quicker than the balanced learning brain. Mostly checked
marked on both columns, then Total Functional System Dominance (anger/shame) which is actually due
RAS (chakras 6-8) and to constant speed shifting (accelerated/slow and varied) of the prefrontal lobe
along with midbrain (left/right lobe) and information doesn’t know where to go which is due to poor
(body) sleep, diet, lack of physical activity, sickness, color deprivation, emotional intensity or
desensitivity dysfunction of Vagus Nerve and RAS; (spirit) connection, attunement; (mind) autonomy,
trust, content switching, multi-tasking, sensory overload along consistently multi-tasking or contextswitching
(handling 2 or more tasks at the same time) especially in this complex, non-connected,
neurotoxic and EMF toxic infused environment- bioelectromagnetism and again complicated and
disconnected world that we live in. The glass overflows-we see digression and misalignments.
*make sure essential needs are met first: sleep, diet, calm, and safety!
I have observed Autism, varied speed processing, and sensory processing issues (exercises for these-see
below for more information including Total Functional System Dominance). Therefore, the information
of learning gets scattered throughout the brain from lobe to lobe; Hence, when doing hands -on-healing,
I’ve felt that the energy gets scattered throughout the brain and feels like scattered energy in the palms
of the hands of someone with Autism. Also, for anyone, if the crown, third eye, throat and alta major
chakras start to go hyopactivating or hyperactiving then you will get a migraine, vision problems,
memory problems, “brain fog” and allergies. Goal: Equanimity which is mental calmness, composure,
and evenness of temper, especially in a difficult situation. Calmness is in most meditative practices
including breathing techniques, 528Hz frequency of sound healing therapy, and Kundalini yoga which is
good equanimity. See steps for a “melt down” below:
Impacts of a Learning Difference
People with Dyslexia have sound and language processing problems. In the mind is where we interpret
our experiences and environment, they will struggle to connect letters to sounds and mainly problems
identifying speech sounds. In the mind, they auditorily have problems learning how they relate to
letters and words which is called Dsyphonetic (shame- auditory-PFD); as well, in the mind, those with
visual processing problems struggle to understand visual information such as letters, shapes, or objects
and, mainly problems processing graphic symbols. In the mind, they visually have problems learning
how they relate to letters and words which is called Dsyeidetic (visual) Dyslexia (anger- visual-SFD).
Related to the absorption and processing of sounds [sounds especially can be omitted from the middle
position of words the most because it’s the last sound to be processed; even though, it’s in the middle
position. Therefore, students with dyslexia most commonly omit letter sounds, words, phrases in the
middle position, then the end, and least commonly the beginning. When they omit, they might do
sounds confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other

hand (hypo-shame-PFD); transversal and reversal are more common in students with a visual processing
problem (hyper-anger-SFD)- have them remember: if it doesn’t look or sound right reread or rewrite till
you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].
People with Dyslexia also have a high coexistence of ADHD (3 types). In the mind, people with ADHD
and Dyslexia have difficulty processing the basic sounds of language (phonemes) and graphic symbols
causing fluency struggles. They “stumble over words” due to reading and processing too fast (hyperanger-SFD)/slow
(hypo-shame-PFD); mainly, in the beginning-ending of word, sentence, paragraph,
passage– rest of the time not too fast/slow sometimes it’s “just right” (I call this “varied reading rate”-
Total Functioning Dominance (TFD)). If the prosody, reading rate, and expression/intonation objective
aren’t met and they still don’t seem to comprehend; mainly, in the beginning-ending of paragraph,
passage, etc. have them remember: if it sounds or looks too fast or slow, or robotic, then adjust your
prosody and reading rate by rereading so it will be “just right” [trust your brain- you are smart, you can
do it, and you are love].
Because dyslexia and dysgraphia have a high coexistence too and cannot be cured, students can
develop tools and strategies to help their working memory, phonological awareness, reading, speaking,
and spelling. For Spelling, Dsyeidetic (visual-surface dyslexia) Dyslexia and Dysgraphic (hyper-shame-
SFD) students need sound-word knowledge. In the mind, Sound-word knowledge is how many letters
and how many sounds are in each word. Again, related to the absorption and processing of sounds,
sounds especially can be omitted from words by the student, students with dyslexia most commonly
omit letter sounds, words, phrases in the middle position, then the end, and least commonly the
beginning. When they omit, they might do repetition(s), substitution(s), addition(s) or delete altogether
or fusions, on the other hand; transversal and reversal are more common in students with a visual
processing problem. After Spelling a word, have them remember: if it doesn’t look or sound right reread
or rewrite till your brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you
are love].
[They need to check their spelling by counting the letters to see if they added or deleted any letters.
They count the sounds to see if they repeated, substituted, or fused any sounds to the word.]
People with dyslexia and ADHD- hyperactive type (reads/writes similar to those autism and hyperlexia
appearing as dysgraphia)- In the mind, they read too fast, they skip over words and lines for which
breaks down comprehension mainly, skips over small sight words (sight word/nonsense words are hard)
about the same level in height (ex. one) and/or reading the end position of a big word (6 plus letters) by
dropping the last part of the word does run-on reading (skipping over commas, periods), reads
robotically with less intonation, and tends to overthink/get overwhelmed, anxious (hyper-shame-SFD)-
needs to fidget or doodle, or rock/move, stand, when reading also tends to have dsyeidetic (visual
dyslexia aka surface dyslexia).
Many people with just dyslexia, dysgraphia, and dyslexia along with ADHD are notoriously known for
“guessing at words” and stories meaning despite having average/high IQ due to the dyslexia and ADHD
tendencies! In the mind, they are having natural universal emotions of learning (such as anger, shame
which need to be replaced with strength and empathy, as well as remembering calm). The tendencies
change according to the reading, hour day, week, etc.. Also, the tendencies way heavily on if they are
sick, hungry, tired, or stressed. Reading can make them feel ill with headaches, stomach aches/knots,

tight shoulders/neck and even dizzy. These are signs of a Dominance Functioning Issue or Responsive
System Dysfunction (RSD)!
How do you know if you have Dsyeidetic (visual) or Dysphonetic (auditory) Dyslexia? HERE
image7.1 the complete Responsive System Dysfunction (RSD) illustration
2 - PYAM Focus On Empathy & Strength: not on their non-focused, impulsive, disabilities, etc.
Strengths of a Learning Difference
PARASYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural compensation(s) or early
development for neurodeficits and neurodiversity):
holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic
loves feelings and functions/future= interest-appreciative based learning, loves mysteries and asking
“why” with inductive reasoning especially human psychology
entrepreneur (not a follower but developer)
interest based learning- other content ex birds, travel brochures

empathic, empathetic
large gross motor ability w/body awareness w/ well balanced EF
fantasy based- storytelling (fiction)
body awareness EF (hyper/hypo)
list-form thinking- poetry especially patterns and rhythm, anecdotal notes
narrative and expository writing
understands “true meaning”- whole-part-whole like philosophical
sensitive (hyper, hypo)*- low self-esteem, emotional intensity
sight words- learned words easier
creativity- “outside of the box” thinking
visualization/imagery- “movie cinema” thinking
imagination-concrete thinking
synthesis- logical
PP intuitive- future oriented goal setting
philosophy/spiritually related learning
inductive reasoning- observation
evaluation- form of logic
good with long term memory- faces not name
can be good in science, geography and geometry
long-term memory unless an EF, phonological deficient and neither “break down tools”
long-term memory- direct correlation with visual sensory memory “picture/movie thinking”
visual-spatial thinking-learning (hypo,hyper)*
kinesthetic/tactile thinking- learning (hypo,hyper)*
smell-taste (hyper, hypo)*
SYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural compensation(s) or early
development for neurodeficits and neurodiversity):
auditory thinking-learning
auditory thinking-learning (hypo, hyper)*

non-fiction (note: unless interest-based and written out, complete steps required
analysis- form of logic
analysis- logical (break down category and sequence (steps)
loves facts, forms and functions asking “what” with deductive reasoning
avoids being personable- people oriented, social
deep introspective about self- ego task oriented
Isolated-inverted, task-oriented
not philosophy/spiritually related learning
ultra-religious
good with short term memory- names not faces
past (unless interest), present goal setting
sensitivity- balanced
decoding-sounding out words
vocabulary- interest, religion and philosophically oriented “language inventory”
“language inventory” states “I know already…”
vocabulary- non-interest oriented
works at “true meaning” part-whole
rhyming/alliteration- with language not so much rhythm & beat
isolated rhyming/alliteration language
interest of foreign language learning
foreign language learning
free flowing analysis of information
can be good in maths (less with geometry)
chopped up information- can eventually be made whole or complete
spelling (sight words) & spelling (phonetic)
More Activities and Exercises

Total Functional System Dominance NEEDS- these are their needs (ask me which one is Para/Sym.- also
ask me about Autism)
graphic organizers for solving math word problems, geometry
solving word math problems, operations needs to be applicable and real life
list-form-separated out reading (isolated words and passages)
smooth & fluent reading- audio books & modeled reading
can be with history, “the arts” including language, visual, musical
cursive
(RR) recall and repetition in the “short-term” memory stage especially categorical and sequential
POETRY- great with rhythm, chant, patterns, tone and tonality/inflection
synthesis- weed out important information with graphic organizers
organizing- categorically and sequentially the information already weeded out with certain text book
(ask me) or “working memory task”
comprehending- future/past with Socratic method
comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations, Cartoons,
or Anecdotes
internalizing language (receptive language)- JOURNAL
has problems with inferencing and others point of view- needs “social stories”
externalizing language (expressive language) or vice versa- DEBATE or “Socratic Methods”
emotional -dramatic, intense, emotional coaching and emotional reappraisal (see below section)
dramatic, emotional (hyper,hypo) needs outlets like karate, painting. musical instrument, drama
non-focused, impulsive and hard with social relations- needs to volunteer with kids with physical
impairments at ball field
inattention (hyper, hypo)- needs “listening skills”
focus- needs to record and practice “life skills”
problems with literacy- needs a systematic, & explicit literacy instruction (possibly multi-sensory)

3 - FInding Their Strengths- Cook's MI Grid Included With Elbert
The Gift- using their strengths
Again, the main goal is to heal our very own DNA holistically through exercises and activities which block
or ease the production of specific inflammatory proteins (toxicity) excreted by the gut-brain axis,
decreasing biochemical reactions that happen between the Pineal, Pituitary, Adrenal & Carotid Glands
along with by activating and aligning the Thymus (via vagus nerve chakra) and Pons, RAS & ACC/HPA
(alta major and soma chakras) causing decrease in deficiencies while regulating our own biofields
(including electromagnetic fields). This is the divine stamp where you are regulated and experiencing
harmony and devoted to your purpose. You need to again, speaking of the “whole child”- you need to
examine every aspect of their learning, not just the end goal or result which is literacy and their
appropriate learning behavior. Ways to look at neurodifferences holistically: observe and take
observational notes on the child…
50% Nature- 50% Nurture (focus on epigenetics and self-directed neuroplasticity with PYAM) [Retrieved
from https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-tochild-development/]
Observe: information presented and environment, sensory stimulation, development, damage, or
dysfunction. Another goals, understand the unique learning difference by examining each child’s neurosystematic
learning functions (All learning goes by these areas and systems: vagus nerve, frontal lobe
(limbic system), brainstem and midbrain, along with cortical neurosystems as it relates to the triune
brain.
Limbic– My literacy lesson plan template that includes the multiple intelligences along with 4 F’s:
Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are typically included in the limbic
system fall into two categories. … and (brainstem) processing side and short-term memory (the limbic
cortex, amygdala, and hippocampus) and (midbrain) which is a small part of the brain above the pons
that integrates sensory information and relays it upward. In terms of long–term physiological changes,
it is also associated with long-term memory. For assessment and ongoing evaluation, I use a rapid

word and letter-sound recall checklist, plus some informal observations included in the lesson plansmentioned
above.
BOTH (Para-anger/Sympth-shame)Total Functional System
Dominance...During a Meltdown
1. Tell them ‘you are safe’.
2. Ask them, what are you feeling? State back to them their answer by saying, I understand that
you are feeling _______. What can we do to make it better? (read below)
3. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over them.
4. Follow up- see if they have redirected this emotion into something positive like strength or
courage.
Example:
Anger Replace With Strength

1. Say ‘you are safe’. Ask them, what are you feeling? Please help him find the strength to
identify the emotion: ex. anger (having to do the math homework).
2. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over them. ‘God,
please take their anger and replace it with strength.’
3. With courage, have them come up with a compassionate solution (PYAM, pray, take care of
themselves like doing breathing exercise, and write in their journal, etc.)
4. Follow up- see if they have redirected this emotion into something positive like strength or
courage.
Shame Replace with Empathy
1. Say ‘you are safe’. Ask them, what are you feeling? Please help them empathy for oneself to
identify the emotion: ex. shame (someone they know is hurting)
2. Ask, can I hug or hold you? Massage the crown of the head, say a prayer over them. ‘God,
please take their anger and replace it with empathy.’
3. With courage, have them come up with a compassionate solution (PYAM, pray for them, sit
down and listen to them, write them a letter, etc.)
4. Follow up- see if they have redirected this emotion into something positive like empathy or
compassion
Marmas- OUR BODY POINTS OF LIGHT & Tree Of Life
Toxicity of negative thoughts, feelings and ideas especially disparagement and lack of equanimity
causes blockages in the marmas and nadis (see the pons and peripheral nervous system along with the
thymus above in ch. 4). Speaking of the “whole child”- there are pressure points called marmas in our
body. These can be given added pressure, massaged, tapped. They have different ways of soothing that
your child can learn as well as yourself. The following can be done in 3-second increments (see right):
Positive thoughts fire and wire together; meaning, when you're learning the assimilation and
accommodations done in the brain will be perceived in empathy and strength (children) or courage and
compassion (adults) or whatever affirmation or positive intent practiced most often. The toxicity and
flow of chi (balance of the ALL chakras especially thymus) again affects the way our genes are expressed,
genetic markers and creates epitome. [retrieved on 12/31/2020 “Pin on Magic.” Pinterest,
pin.it/2hhVUOp.].
NOTE: Tapping & EFT phrases
Hyposensitive child: do deep pressure press on the specific marma point.
Balanced child (both hypo/hyper- do tapping on the specific marma point.

Hypersensitive child: do light massaging on the specific marma point.
4 - Turth of Sod: Praise & Hands-On-Healing
SAY ALOUD: I'm not attached- release now
Note: Think of the body as the four pillars or sides of a pyramid are closely connected to the
symbolism of the TREE (Tree of Life); it also represents stability, and a broken pillar represents death
and mortality (Jesus’ Salvation). In the Hebrew and Christian traditions, pillars of internal FIRE (Sacred
Fire) and smoke signify the presence of God, and God punished Lot by changing his wife into a pillar of
salt. The Tree is also represented with 3 pillars based on Kabbalah (Gnosis) includes 3 pillars: The
book of creation 22 Hebrew letters which consist of God Consciousness at the head (crown) and root
(our physical being). The 3 pillars: Left pillar of Severity-Wisdom (Yin) is masculine (new brain-native
american), Right pillar of Mercy-Understand (Yang) is femine (old brain- native american). Prayer,
meditation, and studying the Torah/Bible (10 zipoph) which leads to true spiritually will Balance-Will
the pillars (YinYang). Other representations: The body is Jesus, the heart is Mary (for Catholics), the
mind is The Holy Spirit of God!! We are made wonderful, actually perfect!
Curiosity and
“But you are to be perfect, even as your Father in heaven is perfect.” Matthew 5:48 NLT
Affirmation of Glory: I am perfect love. I have no fear.

5 - Healing After Meltdown: Prevent Trauma Experiences

Chapter 6 Cook’s ABC’s: For Carers Who Work With Those With
Neurodifferences
Note: illustration 5.1 All three types of having a Functional System of Dominance (FSD) are about the
ABC’S of Self-directed Neuroplasticity:
Affective: Affirmations and Attunement
Behavioral: Body and Breath
Cognitive: Connection, Curiosity, and Consistency
Spiritual: Safe and Supportive
Facilitate: Natural Inquiry Of Their Mind
What most people don’t know! Losing Connection Is On A Soul-Cellular Level; Mainly, Due To Pleading
Disparagement and Needing to Gain Trust Your Mind, Others and Mainly Yourself (God).
Disparagement- is expression of a low opinion of someone’s thoughts, ideas, & feelings which causes
anger and shame contributing to the biggest offense to someone’s soul. You’ve heard the saying, ‘those
who have shame, shame others; likewise those you have attract shameful experiences.’ Every cell in
your body holds hundreds of pages of information on all levels of your being: physically, emotionally,
mentally, and spiritually. Cellular memory is a theory that the body’s cells retain memories
independently from the brain but the mind (thymus). Similarly, the glia, (also called glial cells or
neuroglia) which are non-neuronal cells, are the bases for the deeper meaning held in what is lost and
needs to be reclaimed- the big picture of our purpose of being here on earth and conscious connections
with God (ARAS).

The goal of the ABC’s is Spiritual Mindsight w/ Self-directed Neuroplasticity!
Again, Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to change
their connections and behaviour in response to new. Most importantly, the transformations of glia cells
is something miraculous with gaining spiritual mind sight, hearing it even mindset!
Observe: information presented and environment, sensory stimulation, development, damage, or
dysfunction.
Goal: mental calmness, composure, and evenness of temper, especially in a difficult situation
(equanimity).
Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity Through Using ABC’s and PYAM
Translates: To Positive Epigenetic Signatures
Speaking of the mind along with not feeling “enough”nor “worthy” — those with neurodiverse may
have problems with receiving empathy, wisdom, hope, power, willingness, intuition, destruction (death,
guilt, shame), entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance,
harmony), revelation (unconditional love) or transfiguration (joy), surre ndering (due to pride),
acceptance (gives resistance, judgment based off evaluation (outward appearances, not
listening/hearing/speaking to the heart of someone), lacking compassion, beauty, joy, mercy,
attachment and attunement. This can be very troubling for the child as well as the carer of that child. A
troubled body and mind is not what we want nor what God wants for us! We want comfort and peace
that the Word has told of Jesus’ gifts, the Holy Spirit transforming our wishes, and God’s promises of
blessings and miracles! Roman 15:13; 2 Corinthians 12:9 (ERV) Also, Primordial Needs are our blessings
and treasures due to God's mercy and grace which includes God's Trust/Gifts and Truth/Wishes:
Blessings/Miracles (promise) that will happen on a body, mind and spirit level! Is your child having a
hard time learning from you? Are they angry or weepy (shame) especially when it comes to teaching
your child? How can you help them if you don’t have it in yourself. Here are some intents and prayers of
Acceptance of God’s own/others gifts, wishes, values, ideas, thoughts, and perspectives
(blessings/miracles) upon you, your child’s carer. Note: These intents and prayers below help you to
accept and not resist or judge the circumstances but know it had to happen.
The Goal of the ABC’s is Spiritual
Let me tell you about the ABCs of self-directed neuroplasticity, and more posts on the go. The ABC’s
of Spiritual Mindset and Self-directed Neuroplasticity along with the trust of the body, soul, and spirit.
They can be hard to heal due to each individual’s circumstances, experiences, and attitudes. They can
be hard because the anger/shame and hatred/grief responses are survival tools and actually work for
some people; to a point, where it doesn’t work for them any longer and can be actually harmful to
their and others’ safety. Through intents, you have to want to release, heal and lose control to gain
connection. Plus, the findings on epigenetics (above) let us know the epigenome can be something
temporary. This is why RAS which includes the alta major chakra and the ACC/HPA with soma chakra
including the thymus takes awareness, work and needs to be “worked on daily”. [No worries, I will

give you ways in the revolutionary program, ELBERT and I’m here to coach you along the way to
heal your DNA- for generations can benefit from revolutionary teaching! Again, awareness including
knowledge and wisdom, controlling chemical markers, and matters of the body, heart, and mind are
key to all this change.]
Use SOAP= Read Scripture, Observation, Apply with Affirmation & Prayer Daily
The Body (Gifts)- The body and mind (Christ) & trust His gifts (Jesus- for adults chakras 1-8)- With Jesus
(gift), Positive body and soul which the Eyes that sees and hears the Truth (His word-Your mind)
Intents:
strength/empathy
comfort/joy
courage/compassion
bliss/harmony
gratitude/goodness
S.O.A. P
Scripture:
Observations:
Affirmation:
Prayer:
Prayer: God, please have mercy on us, I’m asking for Jesus to come into my heart, body and mind.
Please come to my aid to give me the ability to see and feel courage and compassion also intercede for
me to release fear and attain unconditional love. God, I trust in my gifts from you. Thanks for giving me
the gift of wisdom. Right now it’s the wisdom of acceptance that I need. I am in acceptance of God’s
own/others values, ideas, thoughts, and perspectives as well as gifts of _____________[what you need
from above]. God, what’s my gift?
The Soul (Wishes)

SOUL and the Heart (Holy Spirit) and Truth/Wishes (The Holy Spirit for adults chakras 9-11)- With Holy
Spirit (wish), Positive Soul with Upper Heart (thymus) and Soul that feels Trust:
Intents:
righteousness/peace
knowledge/wisdom
grace/mercy
hope/faith
freedom/forgiveness
S.O.A. P
Scripture:
Observations:
Affirmation:
Prayer:
Prayer: God, I’m asking for the Holy Spirit to come and bless us with our wishes. Also to my aid to give
me the ability to listen and feel mercy and grace and also intercede for me to have abundance and
devotion. God, There is truth (Your Word- My Mind) in having wishes. I wish for hope. I ask for my peace,
joy, bliss, harmony, gratitude, goodness, and righteousness, as well as gifts of _____________[what you
need from above]. I love you and want to better serve you, God. God, what’s my wish?
The Spirit (Blessings and Miracles Promised)
Trust/Gifts and Truth/Wishes lead to miracles His Promise (God for adults chakras 12th)- With God
(blessing), then Spirit can see, hear and feel in unity God’s Heart (miracle)
Intents:
Righteousness/Beauty
Blameless/Pure
Gratitude/Harmony
Integrity/Mercy

Unconditional/Perfect Love
S.O.A. P
Scripture:
Observations:
Affirmation:
Prayer:
Prayer: God, again I’m asking for miracles of feeling freedom and forgiveness. God, I understand you
promised many miracles and blessings. Thank you for all my blessings. God, what’s my miracle? (listen to
Your Spirit)- feel your spirit. What do I feel today? God, please help me to feel my spirit and allow
Curiosity, Blamelessness, and Purity which the key to life lead me closer to you and feel
__________[what you need from above]. Also please help me make my personal angels make
themselves known to me. Lastly, God, what’s my question?
We pray that God himself, the God of peace, will make you pure [and blameless]—belonging only to
him. We pray that your whole self—spirit, soul, and body—will be kept safe and be [pure] and
blameless when our Lord Jesus Christ comes. 1 Thessalonians 5:23 (ERV)
Affirmation of Faith: I am blameless. I have purity.
We pray to God himself
Cook’s Theory of a BOTH (Para/Sympth)Total Functional System Dominance or Complete Functional
System Regulation (adult- CFSR)
If you use 10-25 percent of your brain power and you nurture our nature, you can do exercises and
activities on the thymus, pons and RAS including God awareness along with healing DNA and the
lower personal self (for children- different for adults ages 24 plus); then, as an adult you could reverse
a dysfunctional system and have a complete functional system regulation: Therefore, you can focus on
higher transpersonal self by healing your DNA by unlocking the rest of your (yourself & family- line)
God-head unity (twin flame) of glory, victory including increasing your brainpower, super genius, or
possibly acquire psychic powers like mind reading and telekinesis while reducing illness, learning
differences, relationship problems, etc…-Tricia Cook
Work Primarily PYAM Daily:
• Prayer working on Thymus (high heart chakra)
• Prayer, Yoga and Scripture Reading working on Pons (crown chakra)

• Prayer, Affirmations, and Meditation working on RAS (soma, alta major chakras)
Especially, if there’s a day that might include triggers or learning stressors! NEEDS Daily Functional
System Regulation (child- DFSR)
6 - Work Primarily PYAM Daily:
Ex. Monday & Wednesday- Prayer, Yoga and Scripture Reading
Tuesday & Thursday- Prayer, Affirmations, and Meditation
Friday-Sunday- Prayer Only
NOTE: For helping a Dysregulated and Dysfunctional System such as Responsive System Dysfunction
(RSD) and Total Learning System Dysfunction (TLSD), I suggest Daily Functional System Regulation
(DFSR) Thymus-Pons-RAS
which works in an upward effect!! Go By The Promises Of God In The Bible (see below catechize):
When you read and meditate on the bible, with hope and faith, it comes alive. First, ask God In Jesus’
Name for knowledge and wisdom that: You will see God and understand what God is written; You will
hear God and comprehend what is written. You will find yourself sharing a mind with Him (God, Jesus,
Holy Spirit) with the sense of feeling complete or whole which is perfect love. Second, ask God for the
perfect love. In perfect love, from the holy spirit you remain in love (harmony) and have complete joy
(peace) which is His love and joy that he has for you. Third, ask God for hope and faith. When you
have the revelation of hope along with transmutation of faith, in turn you will give joy to others and
love them completely, unconditionally.
Hence you follow HIs command. “These words I command you, so that you love one another.” John
15:17 Then, God will honor you with allowing others to put upon you their power of faith which leads
to salvation. [Salvation] “In My Father’s house are many staying places. And if not, I would have told
you. I go to prepare a place for you.” John 14:2.

The prepared place is the perfect love, complete harmony and peace for eternity.
7 - Lower Self (1-8) IN Scripture Reading (Yoga)
THYMUS-----PONS------RAS
Higher Self (9-12) IN Prayer (Meditation)
8 - May the Lord bless you and give you peace. Numbers 6:23-24 means YOU (His Chosen) is COVERED IN WHOLENESS=
AWARENESS for INFINITY ACCEPTANCE for ETERNITY (the body, heart & mind of Christ) with ABC's:
I.A.B.C.
Intention (body)
Affirmations (heart)
Believe, Seek & Search (mind)
Connection (releases soul)

(PRESS ON IMAGE or HERE)
FREE https://rb.gy/ianbik

9 - 'I seek you with all my heart; do not let me stray from your commands; do not let me stray from your commands. Your
hands made me and formed me; give me understanding to learn your commands. ' Psalms 119: I-73
I. A. B. C.'Scripture Reading and Paryer That Supports Lower & Higher Self:
The body & breath Jesus (1-3) Heals The Past
The heart Holy Ghost (4-8) Counsels You Presently
The mind & soul God (9-12) Show (sight) & Tells You (hear) IN WORD ABOUT The Future So Pray
*The Trinity- THREE IN ONE
Example read the scripture like for example:
John 14:13 https://my.bible.com/bible/111/JHN.14.13
I body: Awareness of Revelation: I am worthy & enough.
A heart. Affirmation Of Authority (Heart of Holy Ghost-Truth=Wishes/Dreams)
B mind . I am Worthy
C soul Glory.= I have Purity. (releases hatred/courage)
Prayer: With your mouth say out loud. Say, I am aware Jesus that you can heal my past. I need the strength to discover what
made me angry in the past. It's my wish to have the courage to uncover any hatred in my soul. I know the truth: I am Worthy. I
have Purity. I am thankful for you and I love you above ALL names. In Jesus' name I pray, amen.
Lower Self (1-8)= Promises- Scripture Reading & Prayer for Others (Yoga)

______________________________God Awareness_______________________
'“The Lord has blinded their eyes. He has closed their minds. So they can’t see with their eyes. They
can’t understand with their minds. They can’t turn to the Lord. If they could, he would heal them.”
(Isaiah 6:10) ' John 12:40 https://my.bible.com/bible/110/JHN.12.40
' “If you love me, keep my commands. And I will ask the Father, and he will give you another advocate
to help you and be with you forever— the Spirit of truth. The world cannot accept him, because it
neither sees him nor knows him. But you know him, for he lives with you and will be in you. ' John
14:15-17 https://my.bible.com/bible/111/JHN.14.15-17
-------------------------------anger-hatred----strength-courage-------------
A Prayer for Others & Yourself Psalms 4:1 https://my.bible.com/bible/111/PSA.4.1
I body: Awareness of Transmutation I am worthy & enough. (Body of Christ-Truth=Gifts)
A heart. Affirmations of Power
b mind. I am Worthy
c soul. Mercy= forgiveness, unconditional Love (releases anger/strength)
A heart. Affirmations of Transmutation: Faith & Hope
b mind. Hope= releases harmony
c soul. Harmony= cleansed, rebirth, patience, reverence, righteous, & knowledge
A Prayer for Others & Yourself John 14:13 https://my.bible.com/bible/111/JHN.14.13
I body: Awareness of Revelation: I am worthy & enough.
A heart. Affirmation Of Authority (Heart of Holy Ghost-Truth=Wishes/Dreams)
B mind . I am Worthy
C soul Glory.= I have Purity. (releases hatred/courage)

A Prayer for Others & Yourself John 15:7-8 https://my.bible.com/bible/111/JHN.15.7-8
I body: Awareness of Revelation: I am worthy & enough.
A heart. Affirmation Of Authority (Heart of Holy Ghost-Truth=Wishes/Dreams)
B mind. I am Worthy
C soul Glory.= I have Purity. (releases hatred/courage)
-------------------------------shame-grief----empathy-compassion-------------
A Prayer for Others & Yourself John 16:20 https://my.bible.com/bible/111/JHN.16.20
I body: Awareness of Revelation: I am worthy & enough.
(Heart of Holy Ghost-Truth=Wishes/Dreams)
A heart. Affirmation Of Authority
B mind. I am Enough
C soul. Victory= I have Blamelessness. (releases grief/compassion)
'I seek you with all my heart; do not let me stray from your commands. Your hands made me and
formed me; give me understanding to learn your commands. Let your compassion come to me that I
may live, for your law is my delight. May the arrogant be put to shame for wronging me without cause;
but I will meditate on your precepts. ' Psalms 119:10,73,77-78
https://my.bible.com/bible/111/PSA.119.10,73,77-78
__________________________________God Acceptance_____________________________
Higher Self (9-12)= Promises of Prayer for Yourself (Meditation)
A Prayer for Yourself John 12:26 https://www.bible.com/bible/110/JHN.12.26,36
I body. Acceptance of Power- connection, curiosity, integrity, perseverance, praise, and worship
A heart. Affirmation of Revelation- Divine Power of faith/honor
B mind. Faith (peace)- Perfect Honor
C soul. Releases (faith)- Perfect Harmony

A Prayer for Yourself John 16:33
I body. Acceptance of Power- connection, curiosity, integrity, praise, perseverance, and worship
A heart. Affirmation of Revelation- Divine Power of faith/honor
B mind. Faith (peace)- Perfect Honor
C soul. Releases (faith)- Perfect Harmony
A Prayer for Yourself James 1:2-3 https://my.bible.com/bible/111/JAS.1.2-3
I body. Acceptance of Power- connection, curiosity, integrity, praise, perseverance, and worship
A heart. Affirmation of Revelation- Divine Power of faith/honor
B mind. Faith (peace)- Perfect Honor
C soul. Releases (faith)- Perfect Harmony
A Prayer for Others & Yourself Psalms 119:10,73,76 https://my.bible.com/bible/111/PSA.119.10,73,76
I body: Acceptance of Salvation
A heart. Affirmations of Transmutation: Faith & Hope
B mind . Hope= releases harmony (Mind Of God In Your Soul= favor of blessings)
C soul. Harmony= cleansed, rebirth, patience, reverence, righteous, & knowledge
B mind. Faith= releases peace (Mind Of God In Your Soul= favor of blessings)
C soul. Peace= blameless life, virtue, and reconciliation, & wisdom
--------------------
A Prayer for Yourself John 12:36 https://www.bible.com/bible/110/JHN.12.36
I body. Acceptance of Power- beauty, greatness, blessings, miracles, and light
A heart. Affirmation of Revelation- Divine Authority of hope/love (Salvation)
B mind. Hope (trust)- Perfect Love

C soul. Releases (hope)- Perfect Unity
_____________________________God Unity________________________
A Prayer for Yourself John 13:3 https://www.bible.com/bible/110/JHN.13.3
I body. Received Power- I AM GOD
A heart. Affirmations of Revelation: Divine Power & Authority aka Salvation (see below)
B mind. Divine Power- releases Honor & Faith
C soul. Honor with faith brings peace= perfect harmony, connection, curiosity,
integrity, praise, & worship
John 15:9-12 https://www.bible.com/bible/110/JHN.15.9-11
I body. Received Power- I AM GOD
A heart. Affirmations of Revelation: Divine Power & Authority
B mind. Divine Authority- releases Love & Hope aka Salvation
C soul. Love with trust brings hope= perfect unity. beauty, greatness, blessings, miracles, & light
John 17:3-5
I body. Received Power- I AM GOD
A heart. Affirmations of Revelation: Divine Power & Authority aka Salvation (see below)=favor of
miracles
B mind. Divine Power- releases Honor & Faith
C soul. Honor with faith brings peace= perfect harmony, connection, curiosity,
integrity, praise, & worship
'I seek you with all my heart; do not let me stray from your commands. Your hands made me and
formed me; give me understanding to learn your commands. Let your compassion come to me that I
may live, for your law is my delight. May the arrogant be put to shame for wronging me without cause;
but I will meditate on your precepts. My soul faints with longing for your salvation, but I have put my

hope in your word. My eyes fail, looking for your promise; I say, “When will you comfort me?” ' Psalms
119:10,73,77-78,81-82 https://my.bible.com/bible/111/PSA.119.10,73,77-78,81-82
BETTER WAYS TO NURTURE THEIR VERY OWN NATURE
10 - image 6.2 Cook’s Think of Our Brains as a Computer
Therefore, our “computer systems” aka neurobiology (neurosystems), nervous and systems, complete
chakra, and electromagnetic systems are all dysfunctioning simultaneously and individually at different
degrees and causing abnormal neuroplasticity. Goal is for ALL our systems to function equalized,
activated, and balanced with a dysfunctioning system. I suggest you work with their strengths (see
below) to help with their weaknesses. Gardeners MI- will help you discover their gifts!!
Setting Intentions: You have to want and beleive can happen in prayer,
yoga, affimations, and
Speaking of the “whole child”-heard and love this quote, “prayer is talking to God, meditation is listening
[seeing] to God”! Try out mediation for your child with a learning difference. They could hear positive,
loving messages from God when meditating!! “If you are anxious, you are living in the future. If you are
depressed you are living in the past. If you are at peace, you are living in the present. If you are in the
present and nervous, you are needing to connect and give up control. You have to want to release, heal,
and lose control to gain connection.” I was diagnosed with “Central Auditory Processing Disorder'' in
1983. We referred to it as a Learning Disability; at least, this is how I remember my mom saying it to
other people. I went to numerous private schools in New Orleans, LA (of the ones I actually could “get
into''). You think teachers nowadays don't know about how to help learning differences; just think about
40 some odd years ago. I struggled to say the least not only academically but socially/emotionally,
spiritually, and every domain of child development. Kids were not forgiving or kind to my slow nature of
learning and my reading/spelling. I was very frustrated, mad and upset, and so were my teachers. Don’t
get me wrong, I had some caring teachers; but even then, they didn’t know how to help. As I retrained

my brain (the rewiring activities for self-directed neuroplasticity-discussed below to learn in my upper
30’s, there was one component missing which were my true feelings and God-soul connection). I wasn’t
frustrated, mad and upset; but actually I was Angry and Ashamed due to abandonment and
disparagement to those I “looked up to”, by the people that trusted and were supposed to be helping
and teaching me. Disparagement is a low-opinion of some else’s thoughts, feelings, and ideas (again the
biggest soul offense that someone does and others allows). I had a Parasympathetic Functional System
Dominance. This is why I wish teachers, my parents and others could have understood me and my
strengths…Read My Story Here: Brunette-locks and the Three Doors.
I also touch on the safe and supportive, positive learning environments, toxicity and other
environmental factors for instance you can view some of the activities and exercises like PYAM DAILY
(prayer, yoga, affirmations, and meditation). In my classes and sessions, I cover the affirmations of
strengths [remember to trust your brain and heart and mind: I am smart, I can do this, I am love]. A
neurodifference can be perceived as having “gifts'' such as: We are highly intelligent and have the ability
to use tools and strategies to compensate for struggles to read, write, or spell. We may excel at thinking
of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships
along with the ability to think in 3 dimensions. We often have intuitive and insightful, well-developed
social awareness and emotions (EQ) while possessing a lexicon of words to help with the synonymous
“whys of dyslexia”. We also have deep and holistic list-form thinking, problem solving and
building/constructing abilities, computer skills and gaming strategies. Lastly, we seek out endeavors of
creative, imaginative, visual, artistic and visionary skills, inventing and innovating pursuits.
Chapter 8 The Spirit Of The CHILD- PYAM DAILY Work Primarily on
EMF

11 - Work Primarily PYAM Daily:
• Prayer working on Thymus (high heart chakra)
• Yoga working on Pons (crown chakra)
• Affirmation/Meditation working on RAS (soma, alta major chakras)
A learning difference can bring up emotions such as anger (strength mantra) and shame (empathy mantra) as well as hatred
(courage mantra) and grief (compassion mantra) for people older. If the anger and shame become too much, this can trigger
sympathetic and parasympathetic responses and affect you neurologically, as well as, socially/emotionally, physically,
mentally and spiritually.Especially, if there’s a day that might include triggers or learning stressors!
The prefrontal cortex, neocortex is regulated by the RAS and soma chakra via the HPA. The basal ganglia, hippocampus is
regulated by the RAS and alta major chakra via the ACC. The cerebellum (movement gives us our social connections) hence
this connection to others, social relationships and is regulated by the amygdala and pons (God awareness) and crown chakra
(6th-8th chakras). The thymus (vagus nerve chakra) is our mind- receiving the mind of Christ (see, hear, feel God), perceive as
God does, and all His perfection this is regulated by this high heart chakra.
Prayer
Kids can do it too! Model prayer to them, pray with them...encourage daily! It really works to take their
anger and shame that their learning difference can trigger! Speaking of the “whole child”- Help them
with “emotional appraisal” by looking at this feelings chart for prayer coaching (see chart below). They
usually exhibit anger and shame (as they get older other prescriptions develop such: as grief and hatred).
Speaking of the “whole child”-heard and love this quote, “prayer is talking to God, meditation is
listening to God”! Try out mediation for your child with a learning difference. They could hear positive,
loving messages from God when meditating!!“You have to want to release, heal, and lose control to
gain connection.”-Tricia Cook
“Each day, set yourself the task of deliberately withdrawing your attention from the objective world
and of focusing it subjectively. The day you achieve control of the movements of your attention in the
subjective world, you are master of your fate.Our imagination, Neville Goddard taught, is the God-seed
and Christ in you is your imagination: He saw literal and final truth in Psalm 82:6, “Ye are gods.””
[Retrieved from https://www.harvbishop.com/neville-goddard-a-cosmic-philospher/?fbclid=IwAR2y-Sxj-
4V1eox3ZjD-ch7LjTpL_EnUlBBeSyEWD4Elv2CQNJA6Yza8VTU].
Children & Creativity (Increases Curosity & God Awareness)
When have you asked your child, what positive did you have today?

Where is your focus of attention as being important?
Where is our children’s focus and attention?
Is our focus on being important enough on our own body, mind, and spirit?
In today’s time, is our attention to God and His Word?
Is your focus mainly positivity in attitude and thoughts?
How do you perceive yourself? How do you think others perceive you?
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive, irritable,
anxious, etc. and if you have shame, you can have hypoarousal and become “shut down”, sluggish,
needy, weepy, avoidant, etc.. You could have these responses normally! This is why it would be
important to practice along with PYAM them (Prayer, Yoga, Affirmations and Meditation)!! Also, ask me
below about the complete adult ELBERT program!! If you know someone with a learning difference
and or stress responses, I’d say focus on releasing anger and strength and shame and replace it with
empathy. Note: The prayer includes meditation and the yoga includes affirmation.
12 - Note:
confused, sad, jealous, etc is ANGER
also
● ● ● ● JESUS Affirmations● ● ● ● ●
lonely, nervous, disappoited, etc is SHAME
Speaking of the “whole child”- the child with learning differences usually feels like “they are not worthy”
if they have perceptions of anger and if they have filters of shame they usually feel like “they are not
enough”! This set intent rewires the RAS, adds to attunement and gives them more motivation to learn!!

RAS YOGA
Speaking of the “whole child”- it takes large motor movement in order to coordinate the body to the
mind. The increased focus will also help their short-term memory. The lower yoga positions and to the
left are for releasing shame and replacing with empathy. The lower yoga poses (little higher than shame)
and to the right are for releasing anger and replacing with strength.
Yoga Develops:
Good Balance & Muscle Tone
Concentration
Focus & Attention
Self-Discipline
Good Vestibular and Proprioceptive Sense
Happy, Healthy & WISE
Yoga Positions (see below) hold for 7 seconds with each Intention (alternate high/low and left/right)
Low Positions-Center (Chi= Peace, Joy, and Bliss ), Right (Breath-in=Empathy, Breath-out=Shame) & Left
(Breath-in=Strength, Breath-out=Anger)
High Positions- Center (Chi= Peace, Joy, and Bliss), Right (Breath-in=Compassion, Breath-out=Grief) &
Left (Breath-in=Courage, Breath-out=Hatred)
• I AM…9 position below) Peace, Joy & Bliss* chi (center)
• 8 position below) Empathy (right)
• 10 position below) Strength

• 7 position below) Compassion (right)
• 11 position below) Courage
• 6 position below) Grace (right)
• 12 position below) Mercy
• 5 position below) Glory (right)
• 13 position below) Victory
Timer 3 min Each
• I HAVE…4 position below) Divine Purity* chi
• 14 position below) Blamelessness*chi
• 3 position below) Divine Revelation*chi
• 15 position below) Divine Transmutation*chi
• 2 position below) Divine Power (right)
• 16 position below) Divine Salvation
• 1 position below) Divine Unity (Harmony)*chi
Meditations
Speaking of the “whole child”- if they have feelings of anger they could be hyperarousal, this affects their
breath and ability to think (making logical decisions) especially when doing a stressful task such as
reading. They might exhibit responses of impulsiveness, aggressiveness, and agitation (along with
hyperactivity). NOTE: go to emotion chart to see if anger or shame occurs when they're reading!! You
might be surprised what you find.
Power of I AM (Affirmations): Suggestions for Help: devotion/
blameless courage
I AM is the self-definition of the absolute, the foundation on which everything rests. I AM is the first
cause-substance. I AM is the self-definition of God. I AM is a feeling of permanent awareness. The very
center of consciousness is the feeling of I AM. I may forget who I am, where I am, what I am, but I
cannot forget that I AM. The awareness of being remains, regardless of the degree of forgetfulness of
who, where and what I am. For example:
I AM hath sent me unto you. [Exodus 3:14]
I AM THAT I AM. [Exodus 3:14]
Be still and know that I AM God. [Psalm 46:10]
[Retrieved from http://nevillegoddardpdf.com/free-books-and-lectures/power-of-awareness-free/]

13 - Carers SAY In Front Of Child
14 - Children Say Dai;y- You Tell Them Daily- They See It SOMEWHERE DAILY
I AM SMART
I CAN DO THIS
I AM LOVE
Again, toxicity causes blockages in the marmas and nadis. The toxicity and flow of chi (balance of the
chakras) again affects the way our genes are expressed and creates epitome. Toxicity can be
environmental and in our foods which can affect our learning...read here “Marma points are energy
blockages in the body located at the seventh level of the skin but they convey messages to the deeper
layers and organs and are thus considered the “inner pharmacy of the body.” There are 117 marma
points depending upon the system you follow. When a marma is sore or sensitive to the touch, there is
inflammation or some toxicity (ama). Marmas block the flow of prana or the vital life force throughout

the body (there are 72,000 nadis or pathways in the body where prana circulates) therefore it is
important to unseat, release or clear what is stuctoon order to promote awareness of the body and
mind.”
[accessed 12/31/2020] https://pin.it/2hhVUOp
If the child has gone beyond the perception of anger and has internalized filters of shame, this also
affects their ability to breathe. They might exhibit responses of “shut down”, ruminating on the negative,
and even depression (along with hypoactivity). Likewise, one thing of having a learnin g difference is
physiological problems- such as headaches, stomach aches, allergies, hives, inflation, etc..
Chapter 7- ● ● ● GOD● ● ●Further Focus
Before we move onto the next section on how to help yourself and your child. Please ask yourself this
question not from your brain, heart but from your mind these questions:
Meditating on Prayer
Prayer/Praise & Worship (PPW)- ask me about hand-on-healing and prayer and my adult bible study.
Note: You can also do SOAP with the students as an activity. The goal is actually reaching atonement
which is to release all hatred (fear) and go back to an Authentic God-soul essence (unconditional
love)! That He died on the cross, so we MAY live (our choice- autonomy and attunement). I know His
love and purpose for me along with a life of living His Will (a totally Blameless Life).
Imagine Jesus Being A Light In Front Of YOU as you Read This Scriptures:
Jesus is the way, the light, and the truth; He is the way to truth of pure light and virtue. John 14:6 (KJV)
Jesus saith unto him, I am the way, the truth, and the life [light]: no man cometh unto the Father, but by
me. To shine your light so bright that it WILL overcome ALL darkness (fear)/hatred and only love WILL
prevail on Earth.
17 He received honor and glory from God the Father when the voice came to him from the Majestic
Glory, saying, “This is my Son, whom I love; with him I am well pleased.”
Psalms 115:1 (NIV)
Imagine Jesus Speaking to You as you Read This Scripture:
23 The Lord is my shepherd; I shall not want. He maketh me to lie down in green pastures: he leadeth
me beside the still waters. He restoreth my soul: he leadeth me in the paths of righteousness for his
name's sake. Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art

with me; thy rod and thy staff they comfort me. Thou preparest a table before me in the presence of
mine enemies: thou anointest my head with oil; my cup runneth over. Surely goodness and mercy shall
follow me all the days of my life: and I will dwell in the house of the Lord for ever. (Psalm 23 King James
Version (KJV))
Imagine Jesus Giving You This Message as you Read This Scripture:
Psalm 91 You have made the LORD your defender, the Most High your protector, and so no disaster will
strike you, no violence will come near your home. God will put his angels in charge of you to protect you
wherever you go. They will hold you up with their hands to keep you from hurting your feet on the
stones. You will trample down lions and snakes, fierce lions and poisonous snakes. God says, “I will save
those who love me and will protect those who acknowledge me as LORD. When they call to me, I will
answer them; when they are in trouble, I will be with them. I will rescue them and honour them. I will
reward them with long life; I will save them.” (2 Peter 1:17 NIV)
15 - Mudras & Meditation
Think about your soul (heart and mind) as energy and constantly make a hum, by focusing on the vowel
sounds, with each word can be drawn out while your fingers are in either of these intended positions.
See which “feels” right for you. The no right or wrong way!
Self-regulation:
Is s/he frequently irritable?
Does s/he overreact to small problems?
Does s/he have intense, angry outbursts?
Does s/he have outbursts for little or no apparent reason? (specify situations in which outbursts occur)?

Oppositional and Aggressive behavior:
Is your child destructive to toys or other objects?
Does s/he say “no” or refuse to comply when asked to do something?
Does your child regularly argue with you (parents), teachers?
Does s/he tease or bully another child? Has s/he been teased or bullied?
Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?
Does s/he swear, call names or make threats?
(answerd yes to above) Think about Anger Sympathetic System Functional Dominance, do the ones
that say Hyper- ex. /luuuuumm/ with the right hand with the thumb and index finger
touchingAttention and Executive Function.
Is s/he easily distractible; does he act without thinking?
Is s/he restless, not able to sit still; is he overly active?
Does s/he have difficulty initiating or finishing tasks such as homework?
Does s/he have difficulty finding things in his/her room or desk?
Is his/her written work poorly organized, does s/he have difficulty planning ahead?
Does s/he forget to hand in homework?
(answerd yes to above) Think about Shame Parasympathetic System Functional Dominance, do the
ones that say hypo- ex /loooomm/ with the left hand with the thumb and index finger touching
Anxiety:
Do you think your child worries more than other children?
What does s/he worry about?
Does s/he ever have problems falling asleep because she is worrying about something, can’t turn his/her
mind off?
Does your child have many fears?

Is s/he easily scared?
Can s/he be easily comforted by reassurance?
(answerd yes to above) Think about Total Functional System Dominance, do the one that says
balance in /vaaaaamm/ with the second from top hand together for chi.
Depression:
What is your child’s mood like most of the time?
Is s/he often unhappy, sad or tearful?
Does your child’s mood change abruptly for no apparent reason?
Have you noticed a change in his/her interest in things s/he used to enjoy?
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].
(answerd yes to above) Think about (mostly older teens-adults) For Complete Functional System
Dominance, do the one that says balance in /shaaaamm/ and /oooooomm/ with the last and second
to last hand together for chi
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.
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. This communication may contain privileged and/or confidential information. It is intended
solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited
from disclosing, copying, distributing or using any of this information. If you received this

communication in error, please contact the sender immediately and destroy the material in its entirety,
whether electronic or hard copy. Again, This evaluation, program, and suggestions are not to be
substituted for professional medical advice. They should not be used to diagnose or prescribe. Tricia is
not a doctor but the information could change your life!
SEE CHAPTER 10 for Complete Lesson Plan & Natural Inquiry Learning
Part of ELBERT : EVERYONE LEARNS BETTER EMBRACING
REVOLUTIONARY TEACHING
Many People with Neuro Differences
Brainstem– I have a fight, flight, flee and freeze PARA/SYMP observational checklist which includes
alternative and holistic activities and exercises for the release of stressors and reactivation of the
vagus nerve (vagus nerve chakra-thymus) to the body for instance: prayer, yoga, affirmations,
meditation, breathing, emotional coaching exercises and activities that look at the “whole child” and
activating the vagus nerve for instance.

Can we heal our DNA for future generations?

Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic issues, along
with speech/language development, auditory, and visual processing. Note: It’s a 30 page screening.
Including a progress monitoring and observational rubrics:

Cortical– Lesson plans and activities for taking care of the “whole child” and their individual, dynamic
needs for learning and the domains of development.
FREE
The goal of the ABC’s is Spiritual Mindsight w/Self-directed Neuroplasticity! Again, Neuroplasticity is
the capacity of nerve cells to biologically adapt to circumstances, to change their connections and
behaviour in response to new. Most importantly, the transformations of glia cells is something
miraculous with gaining spiritual mind sight, hearing it even mindset!
Observe: information presented and environment, sensory stimulation, development, damage, or
dysfunction.
Goal: mental calmness, composure, and evenness of temper, especially in a difficult situation
(equanimity).
Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity
Translates: To Positive Epigenetic Signatures
Yes- very important for learning!!
ALMOST TIME!!! Friday mornings from 9:30 am CST learn more in Zoom: Sign Up Here:
https://myelbertcom.wordpress.com/ Presented Tricia Cook linkedin.com/in/tcook2017

FOR ELBERT COURSE: PRESS HERE
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