Hi Dr. Singer,
My child is in 6th grade and he does very well at things like sports. He doesn’t do as well with academic things like Math, Science etc. He isn’t failing, but it doesn’t come easily to him. He is very aware of other kids getting it faster than he does. We have never been the kind of parents to express anger about grades since the grades are always average but the older he is getting, the more frustrated and upset he is getting about not doing well at the academics. We feel that he is strong in sports and does average in academics so he should feel good about himself, yet he doesn’t and it concerns us. We have been to a tutor but the academics don’t improve. We’d like him to feel better about himself and wonder if our perspective about focusing on his strengths and forgetting his weakness isn’t the best way to think. Of all people out there, we thought you would be helpful. We’ve been reading you for a lot of years and it seems like your answer here would be very worthwhile. G.T.
Thanks for being such an avid reader of my columns. Yes, I do have lots to say about what your son is experiencing. First and most importantly is the way your son is feeling about himself. Kids are acutely aware when they are not doing well at something. Even if they are doing well at something else. When a child is intelligent and something isn’t clicking right, they try and try and try and then get frustrated and may start to avoid the work altogether or become depressed or overly anxious. Of course the situation becomes worse when parents are set on the child’s grades being perfect. Thankfully, you are not that way with him. I think it’s o.k. for parents to require effort on the child’s part and also to ask the child to get good grades. It is imperative for parents to understand, though, when something is not quite clicking for the child, they need to get the child the right help so they can get the “click” to work and thus take away the frustration and bad feelings. Kids do know when they are not doing well. Doing well at one thing does not take away the feelings of not doing well at another.
From what you have told me, and the fact that tutoring has been tried and has not worked, I suspect that your child has problems with at least processing speed and memory. Those are two things that are absolutely required for Math skills to do well. Think about what is required with Math. You have to be able to do multiple levels of solving that takes some time. If your memory and/or processing speed are not up to where they should be, by the time you get to the 3rd step, you might be lost as to where you were and where you are going. When most kids get lost there, they start to space out or avoid the work completely, especially if they have asked for help already. They do not want to look stupid so they just sit and don’t do anything further. That’s normal behavior for any child who is suffering with this. There may be more going on with processing than that, but those are usually the 2 big ones that slow down that subject. These are processing problems that are often mistaken for laziness or ADD. Many times, parents will find crumpled up, thrown away homework or find missing assignments in book bags. Of course, most of the time parents get very angry and upset when they find these things because it looks like purposeful behavior by the child, but it really isn’t. In my experience, usually it is more about avoidance behavior. The child trying to avoid a painful problem so they just “disappear” it. Sometimes it is about embarrassment. A child who has tried his best and then the work just isn’t good and the child knows it. You’d be amazed at how many kids I have met who are great at sports or music etc. and they still are throwing away homework or worse yet, doing the homework and then not turning it in. Parents are very dismayed when they stay up until all hours of the night with the kid to get it done but then the child doesn’t get it handed in. Unfortunately, many of these parents don’t find out about this until weeks later and then it’s tough to go back and fix. Even more unfortunately, many parents don’t realize what is really going on to cause this and so it keeps happening and destroying the quality of the family’s life.
I cannot stress enough that the losing homework, throwing it away, not remembering assignments is not usually about laziness and not usually about attention. More often, in my experience, it is about processing skills that are not on track. Especially when you say to me that tutoring has been tried and has not worked. More importantly, when you see a child who has some strengths but is still getting overwhelmed by other things, it is a true sign of processing problems because you can have some skills that are great and some that are weak and stagnated and blame a biological problem. This is what creates the frustration and the feeling in the child that something is not clicking right and they should be able to do the task.
Let me also just say one thing about focusing only on the strength and letting the weakness be in the background. Let’s say you break your right arm and it is the arm you usually use and it is put in a cast for 8 weeks. During that time, you use your left arm again and again and aging making it very strong and the arm of choice for your activities. Now the cast comes off and your right arm is weak and you still use your left arm because now your left arm is more comfortable for you to use. Would any Doctor tell you to just keep using your left arm and forget about the right one? No way! That Doc would tell you to get some physical therapy on the right arm and bring it back to it’s former glory so you could have a balanced ability on both sides of your body. Processing skills are no different. Processing problems happen because of habits that form from weaknesses that exist. I cannot tell you how many times I have heard someone say “he is a visual learner so let’s present everything in a visual way.” Presenting everything visually to that child may make things look better for a little while, but as the years go by and the material gets tougher and the independence requirements get harder, that “visual” child is going to also need the auditory skills and they will be weak or almost crippled because of lack of use and presenting everything to the visual sense. This is why practicing can fix these problems and make life easier for these kids. Remember that this kind of thing is mistaken for laziness and/or attention problems all the time. Practice is the key to bringing it back around and making it easier for the child so he or she can feel good about all the areas of their life and not just one or two.
Regarding the tutor, tutors are great, after you fix the processing foundation. If you tutor before you fix the processing habits, the success level will not be as good. This would be like having cracks in the foundation of your house that are making your bricks lay funny and instead of fixing the foundation first, you fix the bricks sitting on that foundation first. If you fix the bricks first, the foundation cracks will still exist and the bricks will fall again and again needing repair over and over again. If you fix the foundation cracks first and then get the bricks fixed, your house will be strong and not need the repair again. Tutoring is terrific for after the foundation is repaired.
So, don’t be surprised that doing well at the sports is not enough for him. He wants to do well in all areas of his life, especially at the age he’s at. He needs help in building up the weak areas and practicing them so he can feel good about himself. Self-esteem is not something that happens from talking about your problems, although if you feel he is in need of it, doing some counseling might be a good idea. Talking can make you more aware of your problems and while important, should not be all you do. You have to go in and fix the weaknesses so they don’t exist anymore and the child can get on with it at a faster speed and with more success, so feeling good about himself can be uninterrupted.
One last thing…be very excited about his strength in sports and don’t use it as a way to force adherence to academics. He needs to feel good about the things that come naturally while working on the things that don’t. We all need to celebrate our successes!
A question from a reader...
Hi Dr. Singer,
We have 2 kids and my wife has scheduled each of them in so many activities their heads are spinning. I don’t like this and have told her that, but she thinks that because she always had every minute of her childhood scheduled that this is the right thing to do. I was one of those kids who had lazy summer days catching frogs and hanging out and I think I was and am better off for it. Which one of us is right and what do you think about this? E.F.
There are 2 sides to this issue and I don’t mean yours and hers. My first inclination is to agree that too much scheduling and too many activities are going to inundate the kids and may frustrate them as well. I think for kids to truly figure out what they like to do and what they have a strength with, they need to try things one or two at a time. Free time to just play and just kick back for kids is so important for them. I also have lots of good memories just hanging out and riding bikes and sun tanning. There were days that the sky was so blue it looked like an Everlasting Gobstopper. The clouds were so perfectly white and soft looking and I can remember lying on the grass with my friends and just being and doing nothing felt great as a child.
Now for the other part. This is not the same world anymore. Unfortunately, we have lots of predators out there and many parents are afraid to have their kids just wandering like we used to be able to. It makes me really sad and angry to think that our kids don’t have the same ability to just enjoy being free as we did, but the plain hard truth is that it exists and sometimes activities that are scheduled with adult supervision is the way to go, especially if the parent cannot be there all the time to supervise kids just being.
The best of all worlds is if a parent or parents can be there to supervise to let the kids just be, in a limited amount of space. You don’t let them just take off on their bikes, but maybe they can ride around the block if they’re old enough. If it can’t happen every day of the week, maybe schedules can be moved so parents can be there to have at least a few days of the week to let the kids just have unscheduled fun.
Let me say something else about all the activities. You didn’t mention this, but I have heard it enough times from other parents that I think it’s worth mentioning. Lots of parents I meet sign their kids up for an activity and then if the child doesn’t like it and wants to quit, the parent digs in and says “no way.” The parent wants the kid to stick it out so they don’t become quitters. I have had a lot of parents ask me if I think it is ok, with the clear agenda that they want me to support their idea that it is not. I don’t agree with that at all. I think that the healthiest, most successful adults are those who know what they like and know what they don’t like. They don’t just stay stuck in something they aren’t feeling good about. They use that information to move on and find what does feel good to them. Now, obviously if this is the 16th activity in 16 days, that’s a problem with commitment and I would ask for more responsibility on the child’s part for the decisions, but if it’s the first activity chosen and it isn’t working for the child, 86 it and let the child pick something else! That doesn’t make a quitter. It makes a person who knows how to make a moveand not be stuck if the surroundings are not right. It also helps the child find what his or her strengths are and what is fun for him or her.
The one place I do not budge with regard to too many activities is when the activities interfere with good sleep. It is imperative that kids have enough sleep to be able to function and do well with school work. Sleep deprivation has been mislabeled as ADHD and behavior disorders in many cases and the symptoms that go along with them can be a lack of sleep instead. To learn more about things that can get in the way of the school day find my ebook here ...
So, I’m not picking sides here, and I think you guys need to come to some safe compromise that will allow some free, fun time for the kids just to be, and some scheduled time for one or two activities, not ten. Hope this helps!
Btw...I am very proud that my daughter did the art work for the photo on this post!!!
by Dr. Sherri Singer
Hi Dr. Singer,
My son gets very stressed out in school and it seems to be during times when he cannot figure things out quickly. I’m not sure if the going slow is causing him to stress out or if his stressing out is causing him to move slower on work. Have you seen this before and if so, which direction does it usually go and what do you do to help? L.M.
Yes, I have worked with lots of kids in exactly that situation and usually, it is a little of both. Usually we see a very good prognosis with something like this. Keep in mind that I have not met your child and don’t know the history. This kind of thing usually begins as a processing speed issue/multi-tasking issue that the child is sensitive to. The child realizes that he or she is working more slowly than others around him or her or the child realizes that he or she cannot integrate the information as well as others. That leads to stress which in turn leads to slower performance. It’s like a vicious cycle that needs to be broken in order for the child to feel better and perform better.
I usually start by vigorously training the processing speed, memory and multi-tasking of each child who meets with me. To explain processing speed and memory, I will compare it to RAM and microprocessors in a computer. For those of you that are not computer savvy, RAM stands for Random Access Memory and it is thing that creates the multi-tasking abilities of a computer. Anyone who has ever tried to work with multiple programs at once or multiple “windows” at once on the computer knows what multi-tasking is. A computer with low multi-tasking abilities brings up a screen line by line or stalls out when too many programs are operating. A machine with good RAM can open many windows at once, can display the screen all at once and can handle lots of information at one time. The better or higher the RAM is, the more information the computer can use at the same time. The microprocessor controls the speed of the computer and the better the microprocessor, the faster the computer is at processing the information. Our brains our very similar to this. You have to have the speed and the memory to be able to multi-task and the ability to multi-task flawlessly is what decreases or does away with the stress. That’s really it in basic terms. In fact, I will go as far as saying that most of the kids I have met with for so called “attention” problems are usually having problems with processing speed and memory. When the speed and memory are not as good as they could be, these kids lose interest. They aren’t getting to the end point fast enough and therefore, get lost along the way with lots of frustration. I usually successfully improve this type of thing just by improving the processing speed, memory and ability to multi-task or handle multiple things at once through specific practice.
The stress part usually fades on it’s own once these kids realize that with some practice they can work faster and can do much better. Of course, the less time the stress has had to build up, the easier it is to unravel, but that does not mean that kids who have had stress for a long time are not able to be helped. Even adults can change this pattern and completely turn around their style of learning with the right practice. So, don’t panic. It’s never too late to change it, but of course, the earlier the better. Sometimes, when stress is part of it, kids are accused of having an “emotional problem” when the underlying root cause has always been a cognitive processing issue that needs to be unraveled, practiced and ultimately fixed. I can help right from your PC at home, live and 1 on 1.
There is no limit to the stories we hear about kids with special needs being picked on and it is heartbreaking every time. The news always seems to focus on the bad things that kids do. This story is wonderful in that it is the exact opposite of both of those things. A nice story, reported by a news outlet, that is helpful and happy about wonderful things kids have done for someone else.
These kids have taken a 5th grade special needs student under their "wings" and have surrounded, protected and promoted his social skills and feelings about himself and others. These boys are heroes and great people and should be celebrated!
Are your kids media zombies who cannot pull away from it for anything? Well this will make you laugh and could work!
by Dr. Sherri Singer, Psy.D.
Making medication the whole treatment.
1.) Some parents swear by medication for the symptom relief. Others want nothing to do with it. I help both. I tell parents regularly that the meds are for the purpose of curbing symptoms. They don’t build skills. Stop at the symptoms and your child may just stay right where he or she is.
Thinking your child is lazy or stupid.
2.) Problems listening to and following directions as well as homework and school problems are not usually about being lazy or stupid. The responses these kids have are learned based on years of feeling helpless. Frustration can be at the core of these problems and processing problems are usually the culprit. They can be trained differently.
Ignoring basic daily habits as contributory factors in distractibility.
3.) Focusing on some daily habits we all need to pay attention to can make some great changes in behavior, attention, mood and learning. Diet, sleep, exercise, laughing, self-esteem all play a large part in our kid’s and our own day where these things are concerned. Sometimes the answer is simpler than you think.
Believing this is the best your child can do.
4.) Maybe it is, but maybe he or she is capable of more in the right circumstances and training. I have had so many people come to see me telling me that there was nothing else that could be done for their child beyond medication and therapy. Not always true. Sometimes it's a practice issue. A habit that has developed a certain way that needs the opposite training. Sometimes they are capable of so much more than you think with the right changes. There are all kinds of ways to exercise your child’s brain to become more effective and to process information more effectively and automatically. Better processing can mean less frustration and better self esteem. Those can add up to more choices in life. Many parents have breathed a sigh of relief when they saw all the opportunities available to their child.
Not understanding that skills are like muscles. Your brain needs exercise Just like your muscles.
5.) You’ve heard the saying. "If you don’t use it, you lose it". There are lots of things one can do to do this exercise and bring processing skills to a better place.
by Ben Greenfield Author of the New York Times bestseller Beyond Training book; fitness expert; Get-Fit Guy podcast host
Good processing and learning requires a good foundation of health and that comes from good, healthy living. This topic may seem the antithesis of that, but it really isn't. A strong healthy immune system and good heath, is necessary to be able to do really anything else with learning and processing. A great read and then let me know what you think.
"I must admit, when my shiny new baby boys were brought onto the planet nearly six years ago, I certainly had my doubts about the value of letting their soft and innocent bodies roll, crawl and toddle amongst the dirt and doggy-doo. But since then -- especially after learning what I'm about to share with you -- I've become extremely lax, and my boys now clamber up and down farm animals near our house and elephants in developing countries, wallow like hogs in every mud puddle they find, and eat fistfuls of olives with faces and hands still stained from exploring every corner of the garage and backyard.
To understand why I'm not too concerned about germs, and why you shouldn't be either, you need to grasp a concept called the "hygiene hypothesis," along with two other important hypotheses. In a nutshell, these hypotheses hold that when exposure to parasites, bacteria and viruses is limited early in life, children face a greater chance of having allergies, asthma and other autoimmune diseases during adulthood. But we're going to delve into them in a bit more detail.
Three Important Hypotheses
Although the idea that exposure to certain infections may decrease the risk of allergy is not new, Dr. David Strachan was one of the first to formally propose it as the "hygiene hypothesis" in scientific literature, in a 1989 article in the British Medical Journal. In the paper, Strachan pointed out that the allergic diseases hay fever and eczema were less common in children from larger families, and that children from larger families were probably exposed to more germs through their siblings. Since then, epidemiological studies have confirmed the protective effect of not just large family size, but also of growing up on a farm.
Then, in a 2003 article in a journal of immunology, Dr. Graham Rook proposed the "old friends" hypothesis, arguing that the exposures necessary to increase immunity are not actually developed in childhood or during any other recently evolved infectious exposure, but instead are derived from microbes present since hunter-gatherer times, when the human immune system was evolving. Rook proposed that the microbes that co-evolved with mammalian immune systems are ancient, and that we have become so dependent on them that our immune systems can neither develop or function properly without these internal microbes. These microbes include species that inhabit our skin, gut and respiratory tract, and also inhabit the animals we live with, and even organisms such as symbiotic bacteria, viruses and helminths (aka parasites or worms) that establish chronic infections or carrier states that we can actually tolerate and that help us develop specific immunoregulatory responses.
Finally, in the past several years, the "microbial diversity" hypothesis has emerged, which holds that the health and diversity of the bacterial species in our gut mucosa a key factor for strengthening the immune system (vs. simply colonization with a limited number of bacterial species). This makes sense, since Dr. Rook compared the embryonic immune system to a computer that contains many programs but sparse data. During gestation and childhood exposure to diverse organisms, the immune system builds a "database" that allows it to identify and respond to harmful agents in the internal or external environment. This microbial diversity hypothesis is also why I recommend vaginal delivery of babies (vs. C-section) when it's an option -- due to the importance of exposing a newborn baby to the variety of bacterial species in the vaginal tract.
Each of these hypotheses is based on the general concept of upregulation of the body's T cells in response to infectious agents -- and appears to be well supported by epidemiological data. Studies have proven that a variety of immunological and autoimmune diseases are much less common in developing countries than industrialized countries -- and that immigrants to industrialized countries from developing countries develop immunological disorders such as asthma and chronic inflammatory disorders in relation to the length of time since arrival in the industrialized area. Furthermore, while there's no evidence to support the idea that reducing our modern practices of cleanliness and hygiene would have any impact on rates of chronic inflammatory and allergic disorders, there is a significant amount of evidence that it actually increases the risks of infectious diseases!
10 Ways To Get Dirty
So now that you understand the reason why germ, bacteria, and even parasite exposure can be helpful for a child's developing immune system, it's time to delve into the nitty gritty: how to actually get dirty! Even if your child wasn't birthed via vaginal delivery (our kids were actually C-section babies) there are plenty of other ways to get your kids "dirty" -- and here are 12:
1. Let Your Children Taste Things -- Although your natural reaction may be to slap that handful of leaves, patch of dirty grass, clump of mud, or slightly-discolored snowball from your child's exploring hands, resist the urge! The same goes for their propensity to gnaw on the grocery shopping cart handles, lick random windows, and chew on the seat belts in the car. Allow your children to experiment touching, handling and even tasting the natural world around them.
2. Don't Be a Bottle Boiler -- Sure, just like any other dishes, you'll want to clean fluid and food residue from bottles (or pacifiers) every now and again via boiling or washing, but you don't need to be that parent that nukes the pacifier every time it touches the carpet or boils the bottle nipple after the dog sniffs it. Your children can eat or drink from slightly germ-tainted surfaces every now and again.
3. Avoid Antibacterial Soaps -- By constantly using antibacterial soaps and hand sanitizers, we may not only be inadvertently inhibiting immune development in our children, but may also be creating "superbugs" or increasing bacterial resistance to pharmaceutical and natural antibiotics in some bacteria. Stick to good old soap and water and avoid excessive hand washing.
4. Avoid Antibiotics -- Don't rush out and grab a Z-Pack, an antiviral medication or pump your kid full of antibiotics when they get a flu or become knocked down by a nasty bug. This can create similar bacterial resistance issues as antibacterial soaps. On the flip side, if you child is seriously down for the count with a flu, you may need to be worried about potential consequences such as pneumonia, bronchitis or sinutis. I recommend looking into natural ways to boost white blood cell count or introduce natural antiviral or antibacterial substances, such as astragulus, oregano, Echinacea, goldenseal and elderberry tinctures.
5. Visit Farms and Have Pets -- You don't need to fly to Asia and play with monkeys and elephants to expose your children to beneficial worms and germs. Instead, just go on the occasional field trip to your local farm to pet the sheep or feed the horses. In addition, pets count! Cats, dogs, gerbils, guinea pigs and even fish can expose children to a variety of germs, bacteria and other living organisms they might not otherwise encounter.
6. Increase Time With Other Kids -- We homeschool our twin boys, but we also go out of the way to put them into gymnastics, where they tumble around on a slightly dirty floor or mat surrounded by other children -- along with frequent visits to the gym's child care, basketball and soccer team participation, music camps, ski school, and a variety of extracurricular activities that exposes them to other children's sniffles, skin, and sweat.
7. Eat a Variety of Cultured Foods -- My wife is currently writing a cookbook called "Dirty Kitchen" -- alluding to the amount of lactofermentation and use of bacterial cultures she uses during food prep. I love this title because it alludes to the wide variety of bacteria in foods that can include natto, kimchi, kefir, pickles , yogurts, sauerkraut, rakfisk, poi, kombucha and even chocolate. Remember that it's variety that's important -- and simply feeding your child the same probiotic pill day after dayis probably not going to be adequate stimulus for their immune system.
8. Play Outside -- I wish this tip could go without saying, but the sad truth is that the great percentage of children spend more time indoors on Wii and Xbox than they do outdoors getting dirty. On any nice afternoon, we kick our kids out into the backyard to explore, and since they were tiny toddlers, they always return with dirt under their fingernails (or possibly animal dung), mud around their noses and mouths, and weeds and wild grasses lodged in their clothes. These are all immune system boosters that far outweigh the inconvenience of having to wash dirty children. Which leads me to my next point...
9. Don't Bathe/Shower Every Day -- In our post-Victorian, cleanliness-obsessed culture, it can be tempting to give our children a daily warm bath, followed of course by a perfect hairdo and a color-coordinated outfit from the Gap. But sometimes it's OK to let the dirt ferment on your child. On many a summer day, our boys go two or three days getting dirty and playing outside without a bar of soap in sight -- and while they get a bit stinky and stained, this is a fabulous stimulus for their immune system.
10. Don't Do Excessive Laundry Loads -- Germs, dirt and bacteria thrive on clothing. Prior to reading the rest of this article, you may have been tempted to take this as a sign to do a daily load of laundry for any of your child's dirty items. And while you shouldn't necessarily send your child to school smelling or looking like a pigpen, it's OK to give clothes a few good wears before laundering -- in the same way that you don't need to be constantly boiling bottles and pacifiers. Most of the time, it's OK for kids to smell just a little bit like... kids.
While this list of ways to get your kids dirty is by no means comprehensive, hopefully it gets your wheels turning about exposing your children to (gasp!) pathogenic organisms -- including bacteria, worms, parasites, germs, fungus, viruses, and even other sick kids or dirty animals. This may be one of the best favors you can do for your kids, and you'll probably be giving them an advantage later in life, especially compared to children who grew up in a bubble. And who knows? Your own immune system might benefit a bit too, and you have one less reason to be grossed out when your little one sneezes in your face, coughs at the table, or tracks a trail of dirt into the house!"
So what do you think?
Link to original article here
Get processing skills help with Dr.Sherri from home here
by Denise Thompson
The most common learning disabilities and behavioral problems seen today, that cause parents to seek medical advice, include:
In 1988, the Journal of the American Medical Association, called minimal brain damage "the single most prevalent disability reported by elementary schools..."
Information from the Development Delay Registry, indicates there has been an alarming rise in the number of development delayed children in just the past decade.
A well known child psychiatrist, Dr. Leo Kanner, found the same symptoms of learning disabilities and behavioral problems in children in 1943. However, he only found 11 cases.
Because there were so few, Dr. Kanner believed this was a new mental illness. However, further research showed there were others. He learned these were children who had suffered side-effects of "epidemic encephalitis" (inflammation of the brain caused by an infectious illness) . The children with less severe symptoms had been sent to reform schools and those with more severe symptoms were institutionalized.1 The numbers of children with these learning and behavioral problems continued to increase in the coming years, even where epidemic encephalitis had not occurred. Then in the 1960's there was a sudden rise, that has continued to today. There are now an estimated 200,000 or more diagnosed cases in the U.S. alone.
Harris Coulter, author of Vaccination, Social Violence and Criminality, the Medical Assault on the American Brain, researched autism and found that vaccines have been known to cause encephalitis since 1922, when an outbreak of it occurred as a result of the smallpox vaccine. The Diphtheria, Tetanus and Pertussis vaccines followed in 1925. More cases of autism were found , and a link between vaccines and encephalitis was recognized. However, this information was ignored as a possible cause for these learning disabilities and behavioral problems because of what it implicated about both the vaccination programs and the medical society.
In 1945, vaccinations were given on a wider scale. Autism became more common as well as other, milder forms of "learning disabilities". This same generation of children were the teenagers of the 1960's. A time in history unlike any before it, representing rebellion, immorality, drug and alcohol abuse, irresponsibility, disrespect for property and authority, impulsive behavior, crime, love of rebellious music, depression, anxiety and violence towards others that continues to this day.
An article in Pediatrics Journal, Volume 39, 1967, suggests it is highly probable that autoimmunity and developmental disabilities are interlinked by vaccine-induced encephalitis.
The Pertussis vaccine (The "P" in DPT), has been known to cause allergic encephalomyelitis since 1959, when scientists conducting experiments on lab animals, with the purpose of inducing anaphylactic shock, found it to be extremely effective. It is still being used for this in the lab.
Most of us have been told by our doctors that only babies or children who have severe reactions to their vaccines within the first few hours or days after a vaccine is given, are at risk of suffering brain damage. However, this assumption has been proven to be false. Research indicates there is no correlation between the severity of symptoms suffered with the diseases and the damage that appeared later. In many cases, the symptoms of the disease were mild, yet severe post-encephalitic complications arose months or years later. Often the damage became more apparent during times of sudden growth, such as during the ages of 7-10 or during the early teen years. Likewise, parents of vaccine-damaged children often noted no acute reaction to their child's vaccinations, yet the damage became apparent months or even years later.
In 1984 Time Magazine ran an article about the results of a mental health survey in America. It was found that rates of sociopathic personality and other mental illness are much higher in those born after the 40's (when mass vaccination was instituted) than before the 40's.
When the children of the mid-forties reached college age and took their Scholastic Aptitude tests, in 1963, a significant decline in their intelligence was noted. Scores today are the lowest in the 60 year history of these tests, even though the tests have been rewritten, so they are easier to pass. Tests given to military recruits in the 70's also reflected this decline in intelligence; especially when compared to the recruits of 1941-1945. These early recruits would have been adults who were not part of a mass vaccination program. Few would have been vaccinated, and none as infants. In 1965, Congress passed the Immunization Assistance Act, extending their vaccination programs and making them mandatory. In 1986, the National Health Interview Survey found that, in persons under the age of 17 years, the occurrence of mental and nervous system disorders had increased 80% and behavior disorders, drug abuse and hyperactivity 300%.
In 1986, Congress took the responsibility for the damages from the DPT vaccine by establishing the National Childhood Vaccination Injury Compensation Program, authorizing payment of damages, by the government, to children harmed by vaccinations. The laboratories making the vaccines had no longer wanted to take responsibility and pay out of their profits, for the damages from their vaccines. They felt the government and its tax payers should pay for the damages, after all it was a governmental agency, the FDA, who approved them. They have since paid over 450 million dollars to families of these vaccine damaged children.
According to the Department of Health and Human Services, an estimated 60,000 DPT shots annually are reported as having been followed by convulsions, shock, collapse, temperatures of 105 degrees, and/or high pitched screaming. Children who do not survive are often labeled SIDS (Sudden Infant Death) babies, even if they die the same day of the shot. One out of 750 children who receives all of their DPT shots is left severely injured. At least 12,000 others will be clinically diagnosed as having been severely damaged by vaccinations, yet still alive. Another one in five children suffers damage serious enough to be diagnosed as having a "developmental disability". The milder cases of learning and/or behavioral problems go undiagnosed or are unrecognized as vaccine damage. The FDA estimates only 10% of the adverse effects suffered by children after vaccination are reported by doctors.
Before 1975, Japan also vaccinated their children beginning at the age of 3-5 months. In the years following, they noticed an alarming rise in the morbidity and mortality of these children. As a result, they changed the age at which to begin vaccinations to twenty-four months and no longer made them mandatory. An 85-90% reduction in severe reactions and deaths to these children followed. It has also been noted that the average Japanese high-school student out performs American students who are in the top 5% of their class.2
The DPT and the MMR vaccines are thought to cause autism by interfering with normal myelination of the nerves in the brain, or demyelination of the nerves already coated. Myelin is the tough, fatty insulation that coats the nerves and helps prevent misfiring of nerve impulses, or messages to the brain; such as those that take place during times of learning, growing, and developing motor skills. When babies are born only a small percentage of the nerves have myelin on them. This process is just beginning at birth and will continue throughout life, unless something happens to stop it, or causes demyelination of the nerves already coated. When this happens, responses to new situations, information or other stimuli, are not recorded in the brain as they should be. Information can be lost (poor memory or retention), mis-stored (causing confusion or misunderstanding of information), or not stored at all (slow learning, retardation, limited learning abilities).
How do we "protect" our children if we don't vaccinate them?This is usually the first question on the minds of parents when they decide not to vaccinate their children. However, we also need to ask, do vaccines protect? Are we really giving anything up? The MMR vaccine is considered the second most dangerous to our children. It is suspected of damaging the myelin sheath, the autonomic nervous system, and the right temporal lobe of the brain. It's effectiveness is also being questioned, as measles outbreaks are becoming more common, even among the vaccinated. In one outbreak, at a college university, in 1995, more than 70% of the cases had been fully vaccinated for it.Pertussis (whooping cough), the `P' in DPT, is thought to be the most dangerous of the vaccines given to our babies. When this vaccine became mandatory in 1978, the incidence of whooping cough went up 300%. There have been numerous outbreaks of this in recent years all across the United States, with the majority of people contracting it in the vaccinated group. This vaccine guarantees NO protection from the disease nor relief of it's symptoms. It has also been observed that those not vaccinated for it seem to have less severe symptoms than those who have been vaccinated. This was our experience also. When my children and I got pertussis during the recent epidemic, those of us who had been vaccinated for it had more serious symptoms and a longer recovery period. The children who have not been vaccinated, had very few symptoms, and a fraction of the recovery time. Other countries, such as Sweden and Great Britain, have also made this observation and no longer use this vaccine because of it's dangerous side-effects and questionable benefits.
Diphtheria, the `D' in DPT, is another vaccine who's effectiveness is being questioned by medical authorities. In Germany, there was a 17% increase in the number of Diphtheria cases after this vaccine was given, with a 600% increase in it's death rate. Many researchers now believe vaccinations weaken the immune system, leaving the vaccinated individual vulnerable to even more devastating effects from these diseases than ever recorded before, as well as to other diseases.
In 1937, William Howard Hay, M.D., about vaccines, stated that "it is nonsense to think that you can inject pus into a little child and in any way improve his health."3
Surgeon General Leonard Scheele, in 1955, reported at the annual AMA Convention that "no batch of vaccine can be proven safe before it is given to children".4 Until recently, it was thought that a vaccine was safe if no "apparent" severe reaction occurred after it was given. New research has proven this not to be the case. James R. Shennan of the National Institutes of Health, is reported as saying "The only safe vaccine is a vaccine never used."5 An article in the 1992 Journal of Anthroposophic Medicine, concluded that the MMR vaccine is ineffective and dangerous. It was also noted that a high vaccination rate in the U.S. is not able to stop measles outbreaks, and there is now an unusually high complication and death rate with measles that was unseen before the vaccine was instituted.
The Sabin Oral Polio Vaccine (OPV) is also under fire, even by it's inventor, Dr. Jonas Salk. According to the Centers for Disease Control (CDC), this vaccine is the only known cause of Polio in the U.S. today.
Dr. Richard Moskowitz, M.D., who has researched vaccines and written a number of articles about their possible negative side-effects, stated in one article, How Do the Vaccines Work?, " It is dangerously misleading and, indeed, the exact opposite of the truth to claim that a vaccine makes us 'immune' or protects us against acute disease..."6
Physicians of the 30's and 40's noted that children often appeared to go through growth spurts shortly after recovering from a childhood illness. They believed this was a positive response stimulated by the strengthening of the child's immune system from the illness.
Scientific evidence indicating this to be true was also mentioned in the 1992 article of the Journal of Anthroposophic Medicine.
Most parents who vaccinate their children were unaware they had the right to refuse them.
According to Attorney Tom G. Finn, in his book Dangers of Compulsory Immunizations, How to Avoid Them Legally, "no state has the legal right to force any of it's citizens to allow injection of a substance into the blood streams of their children". There are three ways for parents to get exemptions to vaccinations for their children, and Tom outlines these in his book. There is also a kit available through the National Health Federation.
What can you do to naturally protect your children from these diseases? There are many things parents of nonvaccinated children have found helpful to alleviate the symptoms and shorten the duration of a childhood disease. Adelle Davis, in her book, Let's Have Healthy Children, says, "it is unbelievable how mild these diseases can be when no malnutrition exists". She found that supplements of vitamins A, the B-complex, C and E alone would greatly reduce the discomfort and duration of childhood diseases.
Combinations of herbs put together with the purpose of supporting the immune system are also helpful when a child has either been exposed to, or has, a childhood disease. Some of these combinations include: IMM-C, THIM-J, Defense Maintenance or VS-C. For children who cannot take capsules, the Children's liquid Vitamins Plus Iron and Chewable Elderberry Plus may be helpful. The single herbs alfalfa, echinacea, parthenium, red clover, rose hips, Siberian ginseng, Una de Gato (Cat's Claw), and yarrow are also beneficial. Some of these are beneficial because of the nutrients they provide the body. Besides supplementing your child's diet, there are other factors that research indicates are important in order to achieve a healthy immune response. These include breastfeeding, which supplies antibodies and essential nutrients that make up the baby's first immune system response. No formula can do this. Also avoid sugar or foods containing refined sugar. Studies have shown these depress the immune response. Structural alignment is also important. I have found that chiropractic adjustments can be very beneficial when preceded by 2-4 epsom salt baths, spaced one week apart.
For children who have already received vaccinations, there are many things you can do to help their bodies repair damage and rebuild healthy tissue. I started with a homeopathic remedy called Antimonium Tartaricum in 30c strength to support the body in it's efforts to eliminate the fungus from the DPT vaccine. If another fungus is present, the Elecampane combination, when taken by itself several times a day for 5 days, helped the body eliminate it. By following this our bodies were able to get rid of all fungus in 2 weeks instead of several months, as was once expected. After the fungus was gone, tissue repair was more successful.
The second step, for older children or adults, was to support the body in its efforts to repair any damage to the spinal column. The homeopathic remedies Arnica in 60c or 200c strength, Rescue Remedy 200c, or Star of Bethlehem 200c are indispensable for this. Once this was accomplished, I used a homeopathic remedy called Vaccistat, to support repair of the autonomic and central nervous systems. With one of my children, I found it necessary to also use the homeopathic nosodes (available through Naturopathic physicians). Omega -3 EPA oils helped facilitate repair of the myelin sheath. Lecithin oil is also beneficial for this with some people. Grapine with Protectors or High Potency Grapine, when taken with Gotu Kola can help the body in it's effort to repair damage to the brain. Several herbs/combinations help support the nervous system. Some of these include: Lobelia, Lobelia-St. John's Wort, RE-X or STR-J. Some doctors are also having good results using high doses of B-Complex vitamins with these children.
As many researchers have indicated, hyperactivity often results from allergies and allergies will manifest when the spine is misaligned. Misalignment of the spine is common in babies born the `Standard American Way', where Doctors pull on the baby's head, either with a vacuum extractor, forceps or with their own hands. It is also suspected that the damage from vaccines may be more severe if the baby is vaccinated when the spine is out of alignment. To help the body eliminate allergies, and the hyperactivity that results from them, we found that two or three epsom salts baths, followed by appropriate chiropractic care to be very successful. Flower essences for trauma can also be helpful in the case of spinal repair.
The last thing we incorporated into the program was Biochemic Tissue Salts, also known as Cell Salts. One in particular, silicea, is very supportive to the body in its efforts to repair tissue damage. I use either 6x or 12x strength, depending on the needs of the individual.
Article "The Naked Truth About Vaccinations", by D. Abba Krieger, DC, M.P.H., The National Health Federation Vaccination Kit.
DPT, A Shot in the Dark by Harris Coulter and Barbara Loe Fisher, Warner Books, 1985.
Dangers of Compulsory Immunizations, How to Avoid Them Legally by Attorney Tom Finn, Family Fitness Press, New Port Richey, FL., 1987
Vaccines: Are They Really Safe and Effective? A Parents Guide to Childhood Shots by Neil Z. Miller, New Atlantean Press, 1992
Vaccination Fact Sheet, "Are You or Your Child at Risk?" National Health Federation, 212 W. Foothill Blvd, Monrovia, CA , 1996.
"A Follow-up Study on the Hyperkinetic Child with Minimal Brain Dysfunction", by Menkes, Pediatrics Journal, Vol. 39, 1967
"Report on the Task Force on Pertussis Immunization", by Cherry, Pediatrics Journal, June, 1988.
"Vaccination: Prevention or Poison?" by Kathleen Finn, Delicious! magazine, Sept, 1994
"Who Calls the Shots", by Richard Leviton, Health Freedom News magazine, July/Aug 1989.
Immunization: the Reality Behind the Myth by Walene James, 1988, Bergin and Garvey.
"The Vaccine Reaction", National Vaccine Information Center, Vol.1, #6, Jan/Feb 1996.
The Immunization Decision by Randall Neustaedter, Publ. Group West, CA., 1995
copyright 1997, Tree of Light Institute
Original site of article: http://www.whale.to/vaccine/thompson.html
My 2 cents...
Many people claim that there is no viable evidence or science to refute the claim that vaccines are safe. Both sides of the literature must be taken into consideration and certainly the parent must have a say.
I don't usually get into the debate about whether they are safe or not, but rather try to encourage parents to work on trying to do everything they can to build the best cognitive and sensory skills they can for their child. In all cases it means working on trying to restore skills. Not all can be restored in every situation, but there is no parent who doesn't want to try to improve that situation for their child.
It is impossible for parents who have seen damage in their child to not be furious and I would never ask them not to be, but energy and resources need to be put into the remediation as well.
Contact Dr. Sherri
by MARCO TORRES
As a child who grew up in the seventies, I’m flabbergasted at the degree of generational differences in health, medicine, food, safety, and general well-being of children. Don’t get me wrong, I love technology and all the advancements we’ve made in several areas, but at the same time when you break it down to the simplest ways of managing human lives, we’ve taken one step forward and three steps back. The level of fear we currently exhibit as parents and as a society towards children is at an unprecedented level. When comparing the two time periods, an element of certainty exists where we have now immersed our most precious assets into an toxic, overly hygienic, medicalized, obsessive compulsive, paranoid, anxious and at the very least, a “cowardice culture” where children are being trained and almost indoctrinated into a world where “the norm” is to fear everything and everyone.
1. OUR ENTERTAINMENT WAS EACH OTHER
We had no internet, cell phones, computers or video games. Not only were our lives free of close proximity electronic devices and their constant electromagnetic radiation, but this allowed us to entertain ourselves through peer interaction and physical activity. You’re talking about a dramatic decrease in the level of physical activity from just 40-50 years ago and it’s manifesting itself in obesity, insulin resistance, and precursors to diabetes in children as young as ten years old. We didn’t have these distractions taking us away from each other’s presence, which allowed us to interact, manage and entertain our emotional states with friends. Texting, instagraming and facebooking has turned our children into a generation of mindless drones who can only interact when they’re behind a keyboard, earpiece, speaker or headset–anything else is just too scary.
2. PLAYING OUTSIDE WAS NORMAL, NOT PROHIBITED
Most people who pass by a park today and see 10-year old children playing alone, think “why” as fear strikes a chord. Why are they without their parents? Why are they playing alone without supervision? This was normal and just a way of life in the 70s. We stayed outside until the lights turned off in the summer or heard our parents screaming to come inside. Nobody called the police because a group of kids were playing alone on their street or in the park. When parents had people over, we were expected to go outdoors. We didn’t live in nanny state where unsupervised children were seen as having negligent parents. We should all be ashamed of creating a society where children are prohibited from playing outside with their friends after 6pm or chastising parents for allowing them to. And yes, we had child murderers, molesters, kidnappers back then too. We just didn’t freak out about the “what ifs” at the expense of our children’s freedom and expression of
who they are. Now we have them cooped up in front of iPods, iPads, playstation, xbox and any other device that can lock their attention to a screen as long as they’re at home and our perception of security is at ease. Some people call that technological progress, but it’s nothing more than a safety net to ease our conscience and societal expectations gone adrift.
3. CHILDREN WERE NOT LABELED AS ADHD, ADD, OR HYPERACTIVE. THEY WERE JUST KIDS BEING KIDS
Children today are being medicated at alarming rates for what appears to be normal childhood behavior. Yes, there are some children with legitimate behavioral issues but they are an extreme minority and none of these issues are solved by medication. The big problem is that we’re diagnosing and labeling common temper outbursts and other disruptive behavior in millions of children as attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD). If you took a subset of 3-year old children from 1970 and transported them to our current timeline, you would see that not much has changed , however the way we deal with them has. We are putting kids on long-term stimulants as if it was candy. A nationwide CDC survey found that 11 percent of
children ages 4 to 17 have received a diagnosis of ADHD, and about one in five boys. A vast majority are put on medications such as methylphenidate (commonly known as Ritalin) or amphetamines like Adderall which cause growth suppression, insomnia and hallucinations. About half a trillion US dollars is being wasted on unnecessary medication of young children for ADHD, of which almost 100 million is funded by Medicaid. The youngest kindergarten kids are 60 percent more likely to be diagnosed with ADHD than the oldest in the same grade, and also, by the time those groups reached the fifth and eighth grades, the youngest are more than twice as likely to be on prescription stimulants. We’ve taken all “hard to control” kids and lumped them into a couple of
diagnostic categories of what we perceive as mental illness. That’s ridiculous. Let’s stop targeting children and start being present with them with new activities, adventure, and change. They need balance with activities that are calming, relaxing, and nurturing. Only then will these children respond to a support system that cares about their development rather than a pill to suppress the symptoms.
4. TOTAL ACCESSIBILITY TO CHILDREN WAS NOT A NEED AND NEITHER WAS THE INCESSANT NATURE OF CONSTANTLY HOVERING OVER THEIR SAFETY
If you took a survey of how many 10-year olds today have cell phones, the results would probably shock most people. More than 60 percent of kids between 11 and 14 own a cell phone. The rise in cell phone use by children mostly stems, at least in part, from the incessant nature of wanting to constantly connect with our children. We want to know where they are at all times. This wasn’t a problem in the 70s because there were no cell phones. But cell phones are not really the source of the problem. The problem is the parents who operate those cell phones. Helicopter parents in the 70s were a Mom a Dad who had a license to fly a helicopter. Today they are parents who are so attached to their kids that it’s almost impossible to focus on anything else; daily activities, constant
conversations and every ounce of effort is reserved for the children. They fall for all the “gimmie” traps. They feel obligated to provide all the cutest clothes and latest gadgets and they’re terrified of their child making a mistake. They don’t want their children to know what it feels like to reap the consequences of their actions or deal with conflict. They criticize teachers for all the shortcomings within their children’s education. They’re germaphobes and don’t want their children exposed to anything, even the simplest of colds. They harbor a huge amount of guilt and are so overprotective and over-prepared that you can spot their kids a mile away with an overstuffed backpack, knee
and elbow pads, a four-course meal along with a miserable expression. These types of parents did not exist forty years ago because our parents gave us more freedom in our decision making processes. They didn’t feel they had to cater to our every whim to please us. They knew we loved them regardless of the gift giving or brand named purchases. They let us make our own mistakes no matter how painful it was for them. They allowed us to accept responsibility for our actions and deal with the consequences. Most of all, they were more present for us, playing less of an enabler role and more of a supportive role. 1970s parents could school many of today’s helicopter parents in ways that would radically transform the way they think of themselves and their children.
5. IT WAS OK TO GET HURT AND WE DIDN’T CALL EVERY PERSON THAT HURT US A BULLY
Not only was it ok, but it was expected. Kids get hurt, both physically and emotionally. Get over it. They’re kids. We got bumps, bruises, cuts and were roughed up on a regular basis. Our feelings were hurt and we somehow had the support systems in place to overcome this adversity. We didn’t have the need for a closed room meeting with a child, their parents and teacher and possibly litigate because a child was pushed or shoved. We didn’t make a big deal about avoiding bullies…we dealt with them We just worked things out. We think we have a nation of responsible, justice-minded adults when all we are is a bunch of whiners. Anti-bullying programs and campaigns don’t work! You will never address a problem by addressing its symptom. We live in a world run by short-sighted, trigger happy, control-obsessed, illogical people who don’t understand a thing about human wisdom. Would you like to empower children with the wisdom to be responsible for their
own actions based on solid moral principles and empathy, or would you prefer teaching all kids to fit into a behavioral template and abide by certain rules to create a completely safe utopian environment in which everyone is always nice to each other by default, without moral responsibility and the wisdom to know the difference? You can’t have both.
6. THE SUN WAS OUR FRIEND AND WE WEREN’T TERRIFIED OF BEING EXPOSED WITHOUT LATHERING SUNBLOCK
This is perhaps one of the biggest misinformation components of primary school curriculums that needs reform immediately. We were never taught that sun was the enemy. What a coincidence that the more studies that surfaced on the benefits of Vitamin D from sunlight, the more it was demonized in school curriculums. The risk of the sun’s rays had nothing to do with the myth about a dangerous ozone. When traveling from either pole to the equator, UV exposure increases up to 5000% whereas ozone depletion only increases UV exposure by 20%. If UVB exposure and ozone depletion were the cause of skin cancer, those populations living closest to the equator would be diagnosed with malignant melanoma at a phenomenal frequency. The opposite is true. We spent hours out in the sun all day every day. We had less incidence of skin cancer everywhere. Millions of children are slowly relearning the sunlight is not our enemy. In fact, using sunscreen leads to mental health disorders and critical illness. It’s time to set the facts on sunlight exposure straight
in schools and once and for all teach kids the growing body of evidence which shows that blocking the sun’s rays from reaching our skin dramatically influences our optimal vitamin D levels, leading to higher mortality, critical illness, mental health disorders and ironically, cancer itself.
7. THERE WERE NO CONSTANT PROMOTIONS FOR DRUGS AND VACCINES FOR EVERY HUMAN SYMPTOM THAT EXISTED
In the 70s we still had significant trust within the medical and pharmaceutical industry. That’s probably because we didn’t have a drug or vaccine being shoved down our throats for every human symptom. In the early 70s there were about a dozen vaccines administered to children for seven different diseases in the United States. By 2013, if you followed the Centers for Disease Control and Prevention (CDC), American Academy of Pediatrics (AAP), and American Academy of Family Physicians (AAFP) endorsed annual childhood vaccine schedule, your child would have received over 36 vaccines by the time they were 6 years of age! That’s 36 vaccines filled with detergents, neurotoxic, carcinogenic, immunotoxic, and infertility agents at a time when a child’s immune system is at its most critical point in development. We trusted vaccination because we weren’t fully aware the false statistics that were produced by pharmaceutical industries and we certainly were not aware of the lies and questionable contribution of medical measures relating to mortality
that we know of today. To those who inform themselves through diverse research interests,
there is only one conclusion that drugs and vaccines are currently more risky than beneficial to human health. No longer is there a unified trust of the medical system among the population. We now know that most scientific studies on drugs and vaccination is not true science but industry funded propaganda. When we examine how medical science will cut, poison and burn via surgery, chemotherapy and using CT scans and radiation to diagnose and treat cancer, or if investigate how the use of psyche drugs to manage symptoms are usually at the cost of interfering with other precious physiological functions in young bodies, or any of the other myths medical doctors have been parroting for the last several decades, it’s a no brainer that children must be further educated on the downfalls of a system which is designed to keep us sick rather than healthy.
8. WE PLAYED IN DIRT AND WIPED OUR HANDS AND FACES WITH SOAP AND WATER, NOT ANTIBACTERIAL NONSENSE
What ever happened to soap and water? Who was the genius that started convincing parents
to keep their children out of the mud and dirt and keep them saturated in chemical concoctions to remove bacteria? Antibacterial soaps didn’t exist in the 70s and the incidence of allergies was quite infrequent among children. Today we know that parents who adopt and overly hygienic lifestyle for their children are at an increased risk of developing asthma, allergies and eczema. When babies’ exposure to germs is so limited, their immune systems are deprived of the opportunity to learn how to fend off pathogens properly. Consequently their immune systems become so sensitive that the babies develop allergies. Scientists at the Food and Drug Administration (FDA) have at least partially admitted that anti-bacterial soaps may pose a threat to human health. The widespread use
of these products containing the antibacterial agent triclosan are promoting growth of dangerous superbugs that didn’t exist several decades ago.
9. CHEMICAL TOXICITY IN CONSUMER PRODUCTS WAS STILL LOW COMPARED TO TODAY
BPA, fluoride, parabens, phthalates, PFOA, fiberglass, oxybenzone, BHA and dozens of other chemicals makes up a very long laundry list of environmental toxins which didn’t affect every households in the 70s as they do today. Combine this with geoengineering initiatives polluting the entire atmosphere with toxins, and you have a toxic planet from soil to sky. Developing children are at even greater risk than adults for harm from the above chemicals. A child in the 1970s was far less poisoned overall than children are today. Current generations are exposed to toxic effects which are far reaching affecting almost every body system, so it is imperative that they learn how we must change our planet into one that is environmentally friendly with consumer products that benefit the planet and all its organisms rather than destroy it.
10. THERE WAS NO GLUTEN-FREE, SUGAR-FREE, FAT-FREE, DAIRY-FREE, GMO-FREE, ETC.
The 70s and 80s became the downfall of modern agriculture in terms of toxicity. We saw the introduction of the world’s greatest selling and most toxic herbicide glyphosate, which entered the marketplace in 1974. The herbicide quickly established itself as a mainstream product for widespread agricultural and consumer use. Monsanto quickly began manipulating plant genomes to develop genetically-modified organisms (GMOs) that not only tolerated glyphosate-based pesticides, but required their use. Up until the mid 70s we still had an amazing diversity of organic farms with very minimal pesticide use. The nutrient content of foods was still very high compared to today. With the advances in modern food technology came extended shelf life which added a tremendous diversity of emulsifiers, preservatives, artificial sweeteners to replace full-fat in dairy products, which led to low-fat and sugar-free products being introduced thereafter at the expense
of our health. Only then was there an influx of dozens of harmful ingredients that were incorporated into many foods. It was also at this point when wheat, the world’s most
popular grain became the deadliest for the human metabolism. At some point in our history, this ancient grain was nutritious in some respects, however modern wheat really isn’t wheat at all. Once agribusiness took over to develop a higher-yielding crop, wheat became hybridized to such an extent that it has been completely transformed from it’s prehistorical genetic configuration. All nutrient content of modern wheat depreciated more than 30% in its natural unrefined state compared to its ancestral genetic line. The balance and ratio that mother nature created for wheat was also modified and human digestion and physiology could simply could not adapt quick enough to the changes. The concept of gluten being a very dangerous protein was then investigated and hence today, many foods are gluten-free. Dairy-free is another term that was absent from food labels. As milk became more harmful to human health through the introduction of more antibiotics,
growth hormones and pasteurization, more people became increasingly ill in the 80's and
onwards as factory milk farms created a liquid devoid of practically all nutrition. Besides the popularity of veganism today, more people are choosing dairy-free products due to what is now the inherent toxic nature of all processed cow milk.
I have fond memories of the 1970's and I’m sure people who grew up before this time also enjoyed even greater health and abundance. We must realize that with every passing decade comes a cycle of change. We can never go back to who we were and our focus should be on making our future better for ourselves and our children. We can continue on this cycle of fear and raise a generation of timid and paranoid children, or we can empower them to become all that they can be, accepting consequences and responsibility of becoming mature, benevolent, conscious and loving beings. When love is in the equation, fear usually takes a back seat. At that point, anything is possible.
Marco Torres is a research specialist, writer and consumer advocate for healthy lifestyles. He holds degrees in Public Health and Environmental Science and is a professional speaker on topics such as disease prevention, environmental toxins and health policy.
Dr. Sherri's two cents...
As a professional who tries to provide all natural solutions to bring back and improve lost or damaged processing skills for the kids and adults I work with, I found this article to be very interesting and spot on with 2 exceptions.
First, regarding the disdain for "Helicopter Parents", I believe that there are real and present dangers that exist in our world now, that were either at a much lower risk or non existent in the 70's. Many parents are feeling that risk tremendously now and have a natural instinct to protect their kids. I see nothing wrong with that and feel that those who live like it is the 70's without that instinct are actually off and providing the criminals with children to use.
Second, regarding the same issue, while I do agree that kids do not need every gadget and new tech thing that has come on the market and while I also agree that parents need to have balanced focus on their kids and other things in their lives, many parents enjoy their time with their kids a lot and that relationship goes a long way towards healthy, good self esteem and kids who are happier about themselves. I tend to find that the kids who spend little time with parents and most time with other kids, tend to define themselves by their peer group and that can be a dangerous thing as well. Kids can then start to do activities that the other kids deem appropriate and I think in this world we are seeing the results of that and not in a good way. Of course, this depends on the way the parents respond as well.
I will even go as far as saying that I believe that most of the problems that we face as a society today goes back to lives that are not being lived the way we were built to live them. We currently live in a society of electronics, fluorescent lit rooms, tightly boxed education, faux food and very little movement. Early man was not any of these things. He was a hunter gatherer. A farmer. A grower and hunter of real untainted, non chemical food. He worked physically all day outdoors. Asking children to live within these constraints with little to no movement, fresh air, real food or sunlight in exchange for 6-8 hour days sitting on electronics and under artificial light, is the only answer there is to why there is so much illness and so many diagnoses these days. It is not logical to think anything else. We need to get back to a more natural life and many parents are doing that very thing now. I say good for them. What do you think?
Link to original article here
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