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Parental Intelligence - Issue 59
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Bob Collier
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Sep 15, 2003 07:34 PDT
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-------------------PARENTAL INTELLIGENCE------------------
15 September 2003
Issue 59
Bob Collier, Editor mailto:quauss-@hotmail.com
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Welcome to Parental Intelligence!
"The world's No.1 email newsletter for thinking parents"
An especial welcome to new readers this week. I'm sure
you'll soon discover that Parental Intelligence is like no
other parenting newsletter you've ever read. It's entirely
deliberate! :D
First up this week: "Every child is a genius."
Read more about this proposal - with which I wholeheartedly
agree, by the way - in the first of two excellent articles
- "The Natural Genius of Children" by Thomas Armstrong, PhD.
"Social skills are arguably the most important set of
abilities a person can have", Roger Elliott of Uncommon
Knowledge then explains to us in his article "6 Key Social
Skills".
In The Candlelight Project, there's an interesting follow up
to the recent "Fast for Freedom in Mental Health" in
Pasedena, California - which has now ended - in the form of
a letter from Dr. Richard Shulman, Director of Volunteers
in Psychotherapy, Inc., to Dr. James Scully, Medical
Director of the American Psychiatric Association, pointing
out that a claim he made to the hunger strikers was,
essentially, not consistent with the facts.
Finally, Doug Bench has some fascinating "Breaking News"
from the latest issue of his Neuroscience Self-Motivation
News (my second favourite email newsletter!).
Thanks for reading. Have a great week until next time!
Bob
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The Natural Genius of Children
by Thomas Armstrong, PhD
Every child is a genius. That doesn't mean that every child
can paint like Picasso, compose like Mozart, or score 150 on
an I.Q. test. But every child is a genius according to the
original meanings of the word "genius," which are: "to give
birth" (related to the word genesis) and "to be zestful or
joyous," (related to the word genial). Essentially, the real
meaning of genius is to "give birth to the joy" that is
within each child. Every child is born with that capacity.
Each child comes into life with wonder, curiosity, awe,
spontaneity, vitality, flexibility, and many other
characteristics of a joyous being. An infant has twice as
many brain connections as an adult. The young child masters
a complex symbol system (their own native language) without
any formal instructions. Young children have vivid
imaginations, creative minds, and sensitive personalities.
These youthful traits are highly valued from an
evolutionary perspective: the more species evolve, the more
they carry youthful traits into adulthood (a process called
"neotony" or "holding youth"). It is imperative that we, as
educators and parents, help preserve these genius
characteristics of children as they mature into adulthood,
so those capacities can be made available to the broader
culture at a time of incredible change.
Unfortunately, there are strong forces working at home, in
the schools, and within the broader culture, to stifle these
genius qualities in children. Many children grow up in homes
which put an active damper on the qualities of genius.
Factors in the home like poverty, depression and anxiety,
pressure on kids to grow up too soon, and rigid ideologies
based on hate and fear, actively subdue the qualities of
genius in childhood such as playfulness, creativity, and
wonder. Schools also put a damper on childhood genius
through testing (creativity can't thrive in an atmosphere of
judgment), labeling of kids as learning disabled or ADD,
boring teachers, and regimented curriculum. Finally, the
broader culture, especially mass media, represses the genius
in our children through its constant onslaught of violence,
mediocrity, and repugnant role models.
The good news is that there is much that a teacher or parent
can do to help children reawaken their natural genius.
First, and most importantly, adults need to reawaken their
own natural genius-find within themselves the sourcewaters
of their own creativity, vitality, playfulness, and wonder.
For when children are surrounded by curious and creative
adults, they have their own inner genius sparked into
action. Second, adults need to provide simple activities to
activate the genius of children. Something as simple as a
story, a toy (Einstein said that a simple magnetic compass
awakened his love of learning at the age of four), a visit
to a special place, or a question, can unlock the gates to
a child's love of learning. Third, create a "genial"
atmosphere at home or school, where kids can learn in a
climate free from criticism, comparison, and pressure to
succeed. Treat each child as a unique gift from God capable
of doing wonderful things in the world . Finally,
understand that each child will be a genius in a totally
different way from another child. Forget the standard I.Q.
meaning of genius, and use models like the theory of
multiple intelligences to help kids succeed on their own
terms. By following these simple guidelines for awakening
each child's natural genius, you will be contributing
immeasurably to the welfare of your children and to the
world they will inherit someday.
Resources
Armstrong, Thomas. The Radiant Child. Wheaton, IL: Quest
Books, 1985.
Armstrong, Thomas. Awakening Your Child's Natural Genius,
New York: Putnam, 1991.
Armstrong, Thomas. "50 Ways to Bring Out Your Child's Best",
Family Circle, February 2, 1993.
Armstrong, Thomas. "Little Geniuses," Parenting, September,
1989.
Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal
Experience. New York: HarperCollins, 1990.
Elkind, David. The Hurried Child. New York: Addison-Wesley,
1981.
Holt, John. Learning All the Time. New York: Addison-Wesley,
1989.
Montagu, Ashley. Growing Young, New York: McGraw-IEII, 1983.
Montessori, Maria. The Secret of Childhood. New York:
Ballantine, 1972.
Pearce, Joseph Chilton. Magical Child. New York: Bantam,,
1980.
Copyright © Thomas Armstrong, PhD
Thomas Armstrong, Ph.D. is an award-winning author and
speaker with thirty years of teaching experience from the
primary through the doctoral level, and over one million
copies of his books in print on issues related to learning
and human development. He is the author of eleven books
including Multiple Intelligences in the Classroom, In Their
Own Way, Awakening Your Child's Natural Genius, 7 Kinds of
Smart, The Myth of the A.D.D. Child, ADD/ADHD Alternatives
in the Classroom, and Awakening Genius in the Classroom.
His books have been translated into seventeen languages,
including Spanish, Chinese, Hebrew, Danish, and Russian. He
has written for Ladies Home Journal, Family Circle (where he
received awards from the Educational Press Association, and
the National Association of Secondary School Principals),
Parenting (where he was a regularly featured columnist for
four years), Mothering (where he was a contributing editor),
and over thirty other periodicals, journals, and edited
books. He has appeared on several national and international
television and radio programs, including NBC's "The Today
Show," "CBS This Morning," "CNN," the "BBC" and "The Voice
of America." Articles featuring his work have appeared in
The New York Times, the Washington Post, USA Today,
Investor's Business Daily, Good Housekeeping, and hundreds
of other newspapers and magazines around the country. Dr.
Armstrong has given over 400 keynotes, workshops, and
lectures in 40 states and 13 countries in the past sixteen
years. His clients have included Sesame Street, the Bureau
of Indian Affairs, the European Council of International
Schools, the Republic of Singapore, and several state
departments of education. He is currently writing a book on
the stages of life.
To discover more about the theory of multiple intelligences,
please visit Dr. Armstrong's website at:
http://www.thomasarmstrong.com/multiple_intelligences.htm
------------------------------------------------------------
THE CANDLELIGHT PROJECT
"The core hunger strikers in the Fast for Freedom in Mental
Health have ended their fast on Day 22, Saturday, 6 September
2003. (Some courageous solidarity hunger strikers may or may
not continue their hunger strikes on an individual basis.)"
Read the full story here:
http://www.mindfreedom.org/mindfreedom/hungerstrike.shtml
During the course of the hunger strike, Dr. James Scully,
Medical Director of the American Psychiatric Association
- in asserting the APA's belief in the biological basis of
emotional and behavioural problems - made a claim that this
belief was supported by the 1999 Report of the US Surgeon
General on Mental Health.
The following is a letter to Dr. Scully from Dr. Richard
Shulman, Director of Volunteers In Psychotherapy, Inc.,
concerning the validity of that claim.
Dr. James H. Scully, Jr.
Medical Director, American Psychiatric Association
Dear Dr. Scully,
I found your response to Mr. David Oaks, one of the "Fast
for Freedom in Mental Health" hunger strikers, to be
misleading on the subject of documentation of the biological
roots of emotional and behavioral disorders.
One of the sources that you cite to him is the Surgeon
General's Report on Mental Health. In fact, the text of the
1999 Report of the Surgeon General on Mental Health belies
the idea that emotional and behavioral problems are
analogous to bodily diseases. Though the document was
published with press releases touting headlines to the
contrary, the text of the Surgeon General's Report itself
repeatedly stated that "[F]ew lesions or physiologic
abnormalities define the mental disorders, and for the most
part their causes remain unknown" among many similar quotes.
I've attached an essay I wrote after reading the Surgeon
General's Report, demonstrating how the report itself
repeatedly acknowledges that psychiatric diagnoses and the
categories we deem to be "psychiatric disorders" have not
been documented to be based in biological causes, despite
decades of research attempting to verify such roots.
Please consider responding again to Mr. Oaks (and his
companion hunger strikers) with specific and relevant
documentation of the biological roots of the categories of
distress and problematic behavior which are deemed to be
psychiatric disorders. I believe that theirs is a serious
and responsible request that the APA provide such evidence.
The Surgeon General's Report, which you cite, does not
provide the evidence you imply, in my estimation.
Sincerely,
Richard Shulman, Ph.D.
Licensed Psychologist
Director, Volunteers in Psychotherapy, Inc.
The Surgeon General's New Clothes:
How the press and the SG distort the truth about mental
distress
(also available in Perspectives Mental Health Magazine,
April-May, 2000)
By Richard Shulman, Ph.D.
Following the issue of the Surgeon General's report on
mental health (December, '99), press headlines echoed Dr.
David Satcher in declaring a new era of enlightened
understanding. Headlines and media sound bites proclaimed
science's demonstration that emotional disorders and
behavioral problems were truly legitimate physical
illnesses, some would say brain disorders, rooted in
genetics and biochemistry.
Imagine how surprised the writers of such headlines might be
to discover these research summaries in the professional
literature:
o "Few lesions or physiologic abnormalities define the
mental disorders, and for the most part their causes
remain unknown."
o "[N]o single gene has been found to be responsible for any
specific mental disorder..."
o "[T]here is no definitive lesion, laboratory test, or
abnormality in brain tissue that can identify ...[mental]
illness."
o "It is not always easy to establish a threshold for a
mental disorder, particularly in light of how common
symptoms of mental distress are and the lack of objective,
physical symptoms."
Surprise: these are QUOTES from within the Surgeon General's
report, just some of the many similar summaries of decades
of research:
o "The precise causes (etiology) of most mental disorders
are not known."
o "DSM-IV [the diagnostic manual of the American Psychiatric
Association] is descriptive in its listing of symptoms and
does not take a position about underlying causation."
o "The thresholds of mental illness or disorder have,
indeed, been set by convention..."
o "All too frequently a biological change in the brain (a
lesion) is purported to be the 'cause' of a mental
disorder...[but] The fact is that any simple association -
or correlation - cannot and does not, by itself, mean
causation."
o "[N]o single gene or even a combination of genes dictates
whether someone will have ... [a mental] illness or a
particular behavioral trait."
o "Even with...schizophrenia, the median concordance rate
among identical twins is 46 percent...meaning that in over
half of the cases, the second twin does not manifest
schizophrenia even though he or she has the same genes as
the affected twin. This implies that environmental factors
exert a significant role in the onset of schizophrenia."
o "Placebo (an inactive form of treatment)...is more
effective than no treatment [for mental disorders].
Therefore, to capitalize on the placebo response, people
are encouraged to seek treatment, even if the treatment is
not ... optimal..."
Why are headlines trumpeting that our emotional problems are
best defined as medical illnesses, when physicians such as
the SG can find no biological lesions or markers that define
them? And why is the press simply parroting the SG's
summaries, when such headlines mislead the public, evidenced
by details within the report?
Is it possible that this report, and the oft-repeated truisms
that emotional problems are at root medical diseases, also
reflect the influence of business interests, and not
strictly academic science? Sound too paranoid? What's next,
would we suspect business interests of trying to influence
government? Suspect the pharmaceutical industry of trying to
influence the Food and Drug Administration and organized
medicine? Could the press unwittingly be coopted by
uncritically accepting the pronouncements of people in
authoritative white lab coats?
We all know that emotional turmoil and human suffering
exists -- but is it disease? We're so used to hearing that
"mental illnesses" are "chemical imbalances" that we miss
the point: Decades of research have failed to confirm this
hypothesis. There are no "chemical imbalances" which validly
and reliably define people's troubles. That is why there are
no lab tests or other assays of physical disease which
confirm the "diagnosis" before you're offered Prozac or your
child is given Ritalin.
If your Aunt Doris is sad, demoralized or in a longstanding
unhappy rut in her life, should we call her "dysthymic," a
psychiatric label with no demonstrable basis in
biochemistry? If your 9 year old neighbor Andy's parents
inconsistently instill discipline in him, and he now
misbehaves in school, do we affix the label "ADHD"
[attention deficit hyperactivity disorder], a category for
which there is no physical marker or disease entity? Yes,
we can give Andy a medical-sounding label, and supply
stimulant pills. We can give pills which have a sedative or
stimulant effect on anyone; this does nothing to confirm
the presence of a physical disease.
Misled by this medical paradigm, we frequently miss a key
opportunity to understand the underlying personal reasons
that someone is distressed.
A substantial literature now demonstrates that many
psychiatric medications show only modest efficacy versus
placebo, if studied scrupulously (and in research not funded
or squelched by drug companies). [note: Some of this
research has been published by Dr. Irving Kirsch right here
at the University of Connecticut.] Interestingly, this
perspective was briefly acknowledged, but minimized in the
SG report.
The Wall Street Journal describes "an era of creeping
commercialization in science," citing an analysis of "210
influential journals, mostly in the bio-medical field" in
which researchers publishing studies rarely disclose their
financial ties to drug manufacturers. Such conflicts of
interest have been covered in major medical journals and
newspapers in the last year, even eliciting an apology from
the New England Journal of Medicine recently, but this
issue is not to be found in the SG report.
Surveys published in Psychiatric journals show that medical
students are rejecting psychiatry as a specialty, often
"citing a lack of scientific foundation," with trends
suggesting that psychiatry is viewed as "outside the
mainstream of medical practice." Psychiatric residents
publish satires depicting their education as funded and
shepherded by pharmaceutical companies, with little
attention given to the subtleties of understanding the
personal turmoils and hidden dilemmas of another human
being. Loren Mosher, M.D., formerly a prominent researcher
with the National Institute of Mental Health, published his
resignation letter from the American Psychiatric Association
in Psychology Today (Sept./Oct. '99), documenting how the
organization is "unduly influenced by pharmaceutical
dollars;" over-relying on drugs, underemphasizing their
shortcomings, side-effects, and toxicities, and virtually
ignoring psychotherapy.
Even Consumer Reports and JAMA (Journal of the American
Medical Association) reveal how drug companies conspire to
influence prescribing Physicians and the consuming public.
But pharmaceutical company funds and influence aren't
mentioned by the Surgeon General, nor by uncritical
publicists in the popular press. Nor does the report
highlight that actual consumers of mental health services
can be critical of groups comprised largely of family
members of consumers, such as NAMI [National Alliance for
the Mentally Ill]. The leadership of these latter "family"
groups don't advertise that they are covertly funded by
pharmaceutical companies. Remember the group CHADD, a major
proponent of stimulant medication for children, later
revealed to be secretly subsidized by drug makers? NAMI
advocates for biological treatment, even forced drugging,
for what they repeatedly call "brain diseases." The SG
report portrays NAMI positively, minimizes the conflict over
forced treatment with consumers themselves, and says nothing
of NAMI's multi-million dollar drug industry funding.
Are behavioral and emotional problems illnesses if decades
of research have failed to find physical disease entities
which cause them? The headlines surrounding the SG report
blind us to this confounding miscategorization. Is this a
summary of science, or is it marketing of psychiatric guild
interests? Isn't it in the financial and professional
interest of psychiatrists (and drug companies) to insist
that all of life's confusion, unhappiness and conflict is
their domain, over which they hold unique medical expertise?
Especially when managed care will only pay for services
deemed "medically necessary," and clearly prefers to pay for
pills over the expense of psychotherapy.
Without demonstrating any physical abnormalities, we can
give disease labels that then grant a child the advantage of
an extra hour and a half to take their SAT's. Or we can
fabricate disease labels which allow a criminal to murder,
rape or embezzle, and then avoid legal consequences due to
"psychiatric illness." But isn't this a subversion of logic
and responsibility that the profession is purveying? Why is
the press so uncritically accepting of this illogic, which
spins medical illness labels out of no identifiable physical
pathology, while benefiting particular "special interests?"
Here's how two professors summarize this issue: "...American
Psychiatry... has unsuccessfully attempted to medicalize too
many human troubles...[A child's] school difficulties, your
neighbor's marital problems, your friend's drinking habits,
and your anxiety about an upcoming speech may cause great
pain and be worthy of help from a psychotherapist, but that
pain and that need for assistance require no psychiatric
diagnosis to understand and no specific medical therapy to
treat."
The SG does endorse psychotherapy, but emphasizes primarily
more simplistic forms of therapy that can be easily
researched; those that are short-term, focused on limited
problems, and that often have manuals. As H.L. Mencken said
"For every complex problem there is an easy answer, and it
is wrong." Most people's lives and problems are complex,
and so is thoughtful therapy and the research which tries to
document its helpfulness.
Why do we accept such oversimplified and medicalized truisms
about life's problems? Are we all blinded by the trappings
of science? By misleading explanations repeated often? By
appeals to political correctness? Do we prefer dreaming of
"magic pills" rather than facing complex and upsetting human
dilemmas that inevitably are part of life?
Why did the Surgeon General's "sound bites" in the press
misleadingly summarize the report in the first place? And
why did the press repeat the SG headlines without 1) reading
the report, and 2) thinking critically? There may be
different answers to these questions, but none serves the
advancement of the public's knowledge.
Copyright © Richard Shulman, PhD
Richard Shulman, Ph.D.
Licensed Psychologist, Director
Volunteers in Psychotherapy, Inc.
7 South Main Street
West Hartford, CT 06107
(860) 233-5115
ctv-@hotmail.com
website: http://www.ctvip.org
Volunteers In Psychotherapy, Inc. provides psychotherapy
that is truly private, in exchange for volunteer work
clients donate to the charity of their choice: A nonprofit
alternative to the loss of client privacy and control
experienced under managed care.
------------------------------------------------------------
"... psychiatry is the only business in America where the
customer is always wrong." - Nathaniel S. Lehrman, M.D.,
former Clinical Director, Kingsboro Psychiatric Center,
Brooklyn NY.
Read Dr. Lehrman's article "How Drugs Destroyed Psychiatry"
here:
http://www.redflagsweekly.com/lehrman/2003_feb19.html
"It is also the only medical specialty where the docs
regularly use court orders to obtain patients." - James B.
Gottstein, Mental Health Lawyer
http://gottsteinlaw.com/
Read Mr. Gottstein's article "Psychiatry: Force of Law"
here:
http://psychrights.org/force_of_law.htm.
------------------------------------------------------------
If you're not up to speed with the Candlelight Project and
would like to read about it from the beginning, please
visit the following web page and read from Parental
Intelligence Issue 49:
http://www.topica.com/lists/pintel/read
If you'd like to read The Parental Intelligence Report on
'ADHD', published May 2003, please send a blank email to:
pire-@getresponse.com
To discover more of the truth about 'ADHD', please visit:
ADHD Fraud
http://www.adhdfraud.org/
Death From Ritalin
http://www.ritalindeath.com/
A.S.P.I.R.E.
http://www.aspire.us/
Wildest Colts Make the Best Horses
(Download a free copy of "A Colt of a Booklet" while you're
there!)
http://www.wildestcolts.com/
Citizens Commission on Human Rights
http://www.cchr.org/
Able Child - Parents for Label and Drug Free Education
http://ablechild.org/
Fight For Kids
http://www.fightforkids.org/
See you next week on the Candlelight Trail!
************************************************************
************************************************************
LIVING FREE
HOW TO BEAT THE SYSTEM - AND GROW RICH
by Phil Gosling - "Britain's most successful author
no-one's ever heard of".
Read Part One AND Part Two of this totally revised and
updated Millennium Edition of one of the best-selling
educational courses of the early 1990s ABSOLUTELY FREE.
HIGHLY RECOMMENDED!
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************************************************************
6 Key Social Skills
by Roger Elliott
Social skills are arguably the most important set of
abilities a person can have. Human beings are social animals
and a lack of good social skills can lead to a lonely life,
contributing to anxiety and depression. Great social skills
help you meet interesting people, get that job you want,
progress further in your career and relationships.
Happily, like any skill, social strategies and techniques
can be learned...
The main social skills are as follows:
1) The ability to remain relaxed, or at a tolerable level of
anxiety while in social situations
Regardless of how skillful you are in social situations, if
you are too anxious, your brain is functioning in way
unsuited to speaking and listening. In addition, if your
body and face give the unconscious message that you are
nervous, it will be more difficult to build rapport with
others.
2) Listening skills, including letting others know you are
listening
"When you had dinner with Gladstone, you were left feeling
that he was the most charming person you had ever met. But
after dinner with Disraeli, you felt that you were the
wittiest, the most intelligent, the most charming person."
Dr Warren Bennis PhD, University of California
There is little more attractive and seductive than being
truly listened to. Good listening skills include:
Making 'I'm listening' noises - 'Uh-huh', 'really?', 'oh
yes?' etc.
Feeding back what you've heard - "So he went to the dentist?
What happened?"
Referring back to others' comments later on - "You know how
you were saying earlier..."
Physical stillness and attentiveness while the other person
is talking.
3) Empathy with and interest in others' situations
A major part of social anxiety is self consciousness, which
is greatly alleviated by focusing strongly on someone else.
A fascination (even if forced at first) with another's
conversation not only increases your comfort levels, it
makes them feel interesting.
4) The ability to build rapport, whether natural or learned
Rapport is a state of understanding or connection that
occurs in a good social interaction. It says basically "I
am like you, we understand each other". Rapport occurs on
an unconscious level, and when it happens, the language,
speech patterns, body movement and posture and other aspects
of communication can synchronise down to incredibly fine
levels.
Rapport is an unconscious process, but it can be encouraged
by conscious efforts.
Body posture 'mirroring', or movement 'matching'
Reflecting back language and speech, including rate, volume,
tone, and words
Feeding back what you have heard, as in 2) above
5) Knowing how, when and how much to talk about yourself -
'self disclosure'
Talking about yourself too much and too early can be a major
turn-off for the other party in conversation. Good initial
small-talk is often characterised by discussion of subjects
not personal to either party, or by an exchanging of
personal views in a balanced way.
However, as conversations and relationships progress,
disclosing personal facts (small, non-emotional ones first!)
leads to a feeling of getting to know each other.
6) Appropriate eye contact
If you don't look at someone when you are talking or
listening to them, they will get the idea that:
· You are ignoring them
· You are untrustworthy
· You don't like the look of them (!)
This doesn't mean you have to stare at them. In fact,
staring at someone while talking to them can give them the
feeling you are angry with them. Keeping your eyes on them
while you are listening, of course, is only polite.
Of course these are not hard-and-fast rules, eye contact,
for instance, varies between cultures, but in general,
practicing these will improve your social skills if you find
social situations difficult.
Copyright © Roger Elliott
Roger Elliott is the author of the Uncommon Knowledge free
Self Confidence Course.
Sign up for the free 6-part Self Confidence Course here:
http://www.self-confidence.co.uk/cgi-bin/a.pl?selfconf&1203
HIGHLY RECOMMENDED!
************************************************************
BOOK REVIEW
'A Helping Hand'
by Mark Tyrrell and Roger Elliott
A Helping Hand is a collection of twenty three ways to
build self belief in other people by communicating in
ways that bypass their natural resistance.
It features tips such as 'The Complimentary Curve
Ball', 'Word Magic (the Trojan Horse Technique)' and
'How to Get Over a Stonewall'.
The emphasis is on practical, easily-applicable
approaches that you can use immediately. The book takes
the form of a handbook with the information delivered in
discrete 'bite sized' pieces, illustrated throughout with
lively, colourful cartoons to help learning and aid recall.
In addition, the book contains a 'bonus' section with 7
tips specifically aimed at building self esteem in
children.
A Helping Hand is available in ebook format only, and
you can download it from the Uncommon Knowledge website:
http://www.uncommonknowledge.co.uk/
It's essential reading for all therapists,
counsellors, parents, teachers, managers and anyone
else who has to help people fulfil their potential.
************************************************************
------------------------------------------------------------
"The successful person has the habit of doing the things
failures don't like to do. They don't like doing them either
necessarily. But their disliking is subordinated to the
strength of their purpose." - E.M. Gray
------------------------------------------------------------
DOUG BENCH'S BRAIN STUFF
Breaking News:
a. Neuroscientists are experimenting with a chip placed in
the brain that can act and function similarly to the human
hippocampus! Since the your brain's hippocampus plays a
very active role in memory, focus, and attention, this could
become a revolutionary breakthrough in the treatment of
memory loss.
b. There also is current research being done (as reported
in the August 8, 2003 issue of 'Science') that indicates a
possible breakthrough in the treatment of depression which
may very well be as simple as the creation of new brain
cells (neurogenesis) through a regimen of mental exercises.
c. New brain-research confirms that the repetition of
statements over and over forms new neural pathways
(neurodes) that can subsequently fire as a "belief", and
that when this neural "belief" pattern fires, it will
trigger new activity or actions on the part of the
individual, directly in line and consistent with this new
belief! WOW! WHO DIDN'T ALREADY KNOW THIS! This was first
written about by Claude M Bristol in his 1930's book, "The
Magic of Believing".
Stay tuned! We will keep you informed!
Learn the SCIENCE of PERMANENT Self-Motivation. So you
don't have to go back again and again and again, and spend
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run toward the Science of Permanent Self-Motivation.
Subscribe to the 7 Mini-Science Lessons for Maxi-Success
course and to Doug Bench's free Neuroscience Self-Motivation
News at his Science for Success website:
http://www.mcssl.com/app/aftrack.asp?afid=69141
AUDIO has been added to Science for Success website!
Doug Bench has added Audio examples of nearly all of his
Systems and Tools to his website.
Go check it out now! Everywhere that you see the
Green 'Play' Button, you can hear a helpful sample of that
Tool.
http://www.mcssl.com/app/aftrack.asp?afid=69141
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PROJECTS OF INTEREST
The Natural Child Project
Parent, homeschooler, author and psychologist Jan Hunt
shares her vision of the world in which all children are
treated with dignity, respect, understanding and compassion.
http://www.naturalchild.org/
The Parenting Project
A non-profit organization founded in 1995 by parent advocate
and mother of three Suzy Garfinkle Chevrier working to bring
parenting, empathy and nurturing skills education to all
school age children and teens.
http://www.parentingproject.org/
Project HappyChild
Penny Rollo Midas' extraordinary extravaganza of resources
for children and parents. Started in 1998, it's now more
than 7,000 pages and still growing!
http://www.happychild.org.uk/
Project Renaissance
Creative thinking pioneer Win Wenger's core mission is to
enable as many human beings as possible to become more than
a match for the situations, opportunities and problems or
difficulties that they find around them, and to enjoy a
richer quality of life and experience.
http://www.winwenger.com/
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I hope you've enjoyed this issue of Parental Intelligence!
Issue 60 will be published on 22 September 2003
PLEASE RECOMMEND PARENTAL INTELLIGENCE TO ALL YOUR FRIENDS
WHO HAVE CHILDREN - THEY'LL THANK YOU FOR IT!
Do you have any comments or suggestions? Would you
like to contribute an article?
mailto:quauss-@hotmail.com
Please include the words "Parental Intelligence" in the
subject line.
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If you're not a subscriber and you'd like to subscribe,
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Copyright (c) 2003, Bob Collier except where indicated
otherwise.
Published by:
Bob Collier
3 Goldie Place
Kambah
CANBERRA
ACT 2902
Australia
mailto:quauss-@hotmail.com
Have a happy and successful day!
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"Who is this bloke?" Find out more about the publisher of
Parental Intelligence by sending a blank email to:
bobco-@getresponse.com
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