Thursday, 18 September 2014

not so obvious internal environment

I just read where a twenty something female in China was having some balance issues (mild) and went in for check up. What they ended up finding was she did NOT have a CEREBELLUM!  She had been living quite normally without it.

Now I was even astonished by the fact that her brain and CNS has compensated all that time for not having the cerebellum.  It illustrates how from the outside no one knew she did not have one and that only on 'imaging' did they find this.  Most of our kids function everyday compensating with their internal environment (that they are given) with some sort of maldevelopment.  How can we trust the outside view to know exactly what is happening inside?  I guess this is up to perception by others.  Whom do we trust with this perception?

Those of us who have worked with children to improve health, cognition and behaviour believe the educational constraints for which we were trained in to be the identifying perceptual lens through which we assess the 'internal environments of children.  The only fault in this that most often it is NOT Holistic enough.  Meaning the brain, CNS and its entire sensory system need to be considered when observing behaviour.  Developing a child through 'rote' skill only narrows the scope of this system and detrains that potential all of us desire.  Rote skills are patches for a child to fit into a model we choose. To become become socially compliant, but does not enhance the use of their full system and increase adaptability of the system.

Think of the possibilities when this lady from China had a child and functioned everyday unknowing about her brain stem situation...

Tuesday, 9 September 2014

intro to Brain Based Kids

If you ever wondered why behaviour happens the way it does in children then you are definitely not alone.  Why does a child with or without a special needs diagnosis act out?

EVERY child as they develop whether their brain is disordered, malformed or chemically altered in some way has the ability to interact with their environment. This environment can be experienced through the child's interpretation.  This interpretation comes from a vast array of  'sensory matrix'  through which neurological processes and pathways enter the brain for interpretation. Once completed the interpretation elicits a response ie. Behaviour.  SIMPLE RIGHT?

Why does one child then interpret the same environment different from another?  The concept is the brain has a different experience of the environment based on the child's differences in sensory and cognitive capabilities.  These capabilities are determined by the internal environment of the child, NOT the external necessarily, because it usually is rather unpredictable.

Brain Based Kids (BBK) are those involved in changing this internal environment for progress and success.