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THE SJ CHILDS SHOW-Building a Community of Inclusion
🎙️ Welcome to The SJ Childs Show Podcast! 🎉
Join Sara Bradford—better known as SJ Childs—as she bridges understanding and advocacy for the neurodivergent community. This podcast shines a light on autism awareness, empowering stories, expert insights, and practical resources for parents, educators, and individuals alike.
Brought to you by The SJ Childs Global Network, a nonprofit dedicated to supporting autistic individuals and their families worldwide, this show is your weekly dose of inspiration and actionable ideas. Visit sjchilds.org to learn more about our mission, find resources, and connect with our growing community.
Catch us on platforms like Spotify, Apple Podcasts, and Goodpods—or tune in Fridays at 8:30 AM EDT on the Helium Radio Network’s Life Improvement Radio (Channel 1). Together, let’s foster a brighter, more inclusive world! 🌟
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THE SJ CHILDS SHOW-Building a Community of Inclusion
Episode 322-Empowering Neurodiverse Children Through Meditation and Mindfulness in Schools with Luminara
What if the key to transforming children's mental health wasn't found in medication or traditional therapy, but in teaching them to quiet their minds and connect with their bodies? In this eye-opening conversation with healer and educator Luminara from Manchester, UK, we discover the remarkable impact of bringing meditation, visualization, and energy work into school settings.
Luminara's journey begins with a profound personal experience—her newborn son was pronounced dead multiple times before distance Reiki healing created what doctors called a "miracle." This transformative experience led her to discover her calling in helping neurodivergent children navigate educational systems that weren't designed for their evolving brains.
"Every child I ask what's bothering them most says the same thing: school," Luminara reveals, highlighting the fundamental disconnect between traditional education and children's actual needs. Through her work in schools, she teaches students practical techniques for body awareness, emotional regulation, and harnessing their inner power. The results are nothing short of remarkable—anxiety levels dropping, bullying behaviors transforming, and children discovering their innate capacity for self-healing.
Most fascinating is Luminara's perspective on neurodivergence: "Maybe it's not a problem of the few, but a fact of the whole. Our brains are changing, transforming, evolving according to our environment." This challenges us to reconsider whether we're pathologizing normal brain evolution rather than adapting our educational approaches.
For parents and educators alike, this conversation offers practical wisdom on supporting children's emotional wellbeing. Learn how simple grounding exercises, the power of words, and energy awareness can transform children's experience of themselves and the world. As Luminara reminds us, these special children "are here for a reason"—perhaps to teach us all how to evolve our understanding of education, power, and human potential.
Curious about bringing these transformative practices into your home or classroom? Visit tcoinfinity.com to learn more about Luminara's approach and resources.
SJ Child Show is Backford's 13th season. Join Sarah Bradford and the SJ Child Show team as they explore the world of autism and share stories of hope and inspiration. This season we're excited to bring you more autism summits featuring experts and advocates from around the world. Go to sjchildsorg to donate and to get more information. Congratulations on 2024's 20,000 downloads and 300 episodes.
Speaker 2:Hi, welcome back to the SJ Child Show. It's so nice to be here today. I have a lovely guest with a beautiful accent. I know most of my listeners are in America, so we were just joking about appreciating one another's accents. So I know that you guys will really enjoy this episode today, if not just be relaxed by her beautiful voice. Thank you so much for being here. Let's start with just an introduction. Let us know a little bit about yourself. Today I am having Luminara and she is coming from Manchester Hopefully I'm saying all of the right places in the UK and it's so nice to have you here and I'm really glad that we were able to connect to do this show yeah, brilliant.
Speaker 3:So, yes, I've invented the name Luminara. So I had lots of different names through my life because I did so many things. It was I one person could not possibly do all those things, so I started using different pen names so for my music and my writing and all different things. And then, um 18 months ago, I did a timeline merge, to merge myself into one being and I chose the name Luminara because it sort of sums everything up. Yeah, so my? So? Yeah, I do um lots of different things, as you know, but um, predominantly, I've been healing with my hands since I was a child with animals and then found Reiki when my son was born. Shall I tell you a bit about that, or shall I continue? Please, please.
Speaker 2:I will tell you how I got into Reiki because it is incredible really.
Speaker 3:So obviously I already did hands on healing with the animals, but I didn't know what it was. I got called a witch and a weirdo when I was a child. It wasn't cool back then to do things like that. And when my son was born he was dead. When they pulled him out and they resuscitated him and then he died. They sent him somewhere in a helicopter and when he got there he was dead on arrival and he was dead for a long time and they said they managed to bring him back but if he survived, they said he probably wouldn't survive and if he did he would be massively brain damaged, he wouldn't walk or talk. So obviously I was distraught and they put me in a hospital near him and my sister came and she said she knew some people who did something called Reiki, which I didn't know what that was at the time. This is 1999, anyway. They took a photograph to the church and they sent distance healing.
Speaker 3:Over three days my son was on a machine called ECMO extracorporeal membrane oxygenation because all his surface of his lungs were burned so he couldn't breathe. So the machine took blood from his neck, oxygenated it and put it back in. So he was lay there on a slab as if he was dead because he wasn't breathing, anyway. So they did this Reiki distance for three days consecutive and on the third day the surgeon had told me they'd found a shadow on his lung and they needed to operate. But they said they couldn't operate while he was on this machine because his blood was thin so he would bleed to death. They said it's going to kill him either way. But on the third day they said, um, something strange has happened. This shadow's disappeared. They didn't know why, so, um, they just said it was a miracle. So, anyway, he started to get better, which he said he was a miracle, and they told me that he would, you know, wouldn't walk or talk. So we were worried about all this. But at about two weeks he was laughing and he was obviously really very clever. And he does walk, he does talk and he's doing really really well.
Speaker 3:It's just affected his memory in a very complex way, but I put that down to the Reiki. So obviously I then went searching for this Reiki and it turns out it was hands-on mainly. Um, yeah, and I've never looked back really. So I'm a Reiki teacher and lots of other things and we've used Reiki on my son a lot as he's been growing up and yeah, he's quite incredible. We've had a very difficult time with him because he does display quite autistic and ADHD but because of the degree of brain damage they won't test for that. So I've never really known how to deal with him because he said, well, we can't look at that because he's got that, so he's never ticked any boxes for support. So we've struggled all his life trying to get him support. Because he doesn't tick the right boxes and because he looks normal. It's very difficult.
Speaker 2:Oh my gosh, that's the most frustrating thing ever. I am Thank you for sharing that and I that was a really vulnerable, traumatic experience for both of you to have to go through to start his life. And I'm a former massage therapist and I also practice Reiki and believe so much in the power of our intentions and the healing we can provide for others, and so I love that. And you know, it's interesting when we first kind of have that experience where we see the measured outcome of how it's affected someone, and it's undeniable.
Speaker 4:So I think that's a really fascinating, fascinating thing. And you know, it's interesting because I think I can kind of resonate with wanting to be a healer as a child and wanting to. We would go camping with the same group every year and I would always be like the little kid that massaged everybody around the campfire and then, you know, I didn't know, I would actually be a massage therapist someday. But yeah, those leading, leading up steps right that lead you to your real color, those passions that are, they lie deep within you and just um, yeah, I think it's so wonderful when we can display them and and get success in the world for using them. What type of access and things does your son struggle with and how do you support those things through Reiki? Now, and see that difference.
Speaker 3:I'm sorry, the sound's gone. Funny, I can't hear you properly.
Speaker 2:Let me double check everything.
Speaker 3:I'm so glad you said something now yeah, sorry, I sent a little message in the chat oh my goodness, it must have been my, uh, my, my speaker wire.
Speaker 2:I hope it's connected.
Speaker 4:Let me just double check it really fast just make sure to check this in the recording. Okay.
Speaker 2:It's like a an output connector, so maybe it got a little short or something. I apologize Anyways. Okay, Well, let's see where. Where did you last hear me at? And?
Speaker 3:then I can go from there. You asked what things that I do to support Leon oh yeah, like the with Reiki.
Speaker 2:What supports do you see? That work for him now is that he's older and then we'll just backwards and go and you know, see what happened, kind of how that changed from then to now yeah, well, he still asks for Reiki a lot.
Speaker 3:If he has anything that's hurting, he'll tell me. And I said you want Reiki, he goes. Yeah, he has a bellyache, so he's still very open to it. But he did do his level one and two when he was very young, so he doesn't really use it much and he does it with his mind. He says he doesn't want to do that because it's embarrassing, so he does it with his mind. It definitely works.
Speaker 3:Yeah, so with with Leon, he was always very overactive, um, and he had trouble with um, lots of different things. So I used to take him to my Reiki master a lot when he was very small. But through school he struggled so much because he was really, really intelligent, so he's in top sets of everything he was doing really well. But then when it came to homework he couldn't remember what he'd done, because it's like a short-term memory issue. It's a little bit like dementia, how it displays. So, um, I'll give an instance. So I took him in school one morning I think he was about eight and no, I'm six and all the kids were in fancy dress and Leon was in uniform and I said why did you tell me? And I didn't realize how it was affecting his memory till that point. And he said, oh, I didn't you tell me and I didn't realize how it was affecting his memory to that point. And he said, oh, I didn't remember. All the other children had told them. I was very excited and Leon had completely forgotten. So it's made it very difficult. You can't do exams or anything like that, because in the moment you can tell him something and he'll understand it and he can probably answer the question, but as soon as he walks away he can't't retrieve that then. So it's quite sad that I have to prompt him a lot in front of people. So they ask him a question and he looks at me and I prompt him and he remembers because the memory is in there. It's retrieving it that's difficult.
Speaker 3:Anyway, he was very, very overactive all through school and we had nothing but trouble. He never wanted to go in. The teachers were cruel to him, shouting at him for forgetting things, and I tried to explain look, he's got a brain injury from birth and it's obviously it's affecting his memory. And one day he wouldn't go into school and he was screaming and kicking and he said the teacher shouted at him for forgetting something. So I went in and just spoke to the teacher. I was just very nice about it. I said you need to try and be a little bit more understanding with Leon. He can't remember things. And she shouted at him again for telling me. So yeah, we had nothing but trouble through school.
Speaker 3:So by first year in secondary school he was losing everything. He was getting found wandering around on the corridors because they weren't supporting him, because they couldn't see where he needed support. And I had enough. I left my job, I sold up everything and we went to live on a little island just off New Zealand for six months and he went to a little school.
Speaker 3:There was about 30 children in the whole of the school and they were all a little bit different and they took the shoes off when they went in and they spent a lot of time on the sea and the beach and he thrived and he really began to be comfortable with his issues because he'd been, he'd had to hide them and been shouted at for, shouted at for them. So he was really um, not wanting to show how his his you know how he was feeling he'd keep it all in and then he'd tell me when he got home, but he wouldn't say anything at school. But he really thrived while we were away. But then when we came back, the same issue happened again. He was climbing the walls because he's been used to being looking outside. We just had problems right through school. It was an absolute nightmare. But that, I suppose, is what led me into the work I do now with children in secondary schools. It's really helped me to understand them and what they need, you know, know, besides the regular curriculum, any children with difficulties Absolutely.
Speaker 2:It's so fascinating when our passions take us down those, those pathways so that we can help others and we can perceive others so differently. Tell us about the work you're doing now the work you're doing now.
Speaker 3:So when I was quite young I said to my mom they should teach meditation in schools because I was very ADHD and busy busy all the time and get stressed and upset easily. I learned to meditate when I was quite young and it seemed the only thing that really helped me. So we used to. You know, I want to teach meditation and skills. It was just a sort of a dream. And then my mum died in 2001 and shortly after somebody contacted me and they said we had a yoga teacher booked for the children for child mental health awareness week and she's not. She's not showing. Could you stand in? So I said, of course I can.
Speaker 3:So someone had heard about a workshop I did spinal breathing and meditation and stuff. So I went and did it and it happened to be held in the Heaton Park Hall, which is this really beautiful building in the park near to us which I'd always wanted to go inside. So it was like two dreams, you know. In one I did two sessions with two different groups from two different schools and then at the end one of the teachers came over to me and she said I really liked what you did. The children really responded so well to it Would you like to work in the school? Would you come and work in the school for us? So I said, oh my God, thank you mom. It was definitely my mom.
Speaker 3:So, yeah, I started working there three and a half years ago and so I'm in there teaching meditation, mindfulness, and they give me small groups of children or I do quite a lot of one-to-ones where the child is very emotionally upset or anxious, and I teach them basic meditation skills. But within that I do trauma healing, which I find a lot of the children who are diagnosed with ADHD or waiting to be diagnosed with ADHD they all have had a lot of trauma, myself included, and you know it definitely exacerbates any ADHD tendencies you might have. So I just use guided visualization. Through that I do the trauma healing.
Speaker 3:I do mostly body awareness. I get the children out of their heads and into their body and I tell them that if they can learn to do this and make this like a natural thing they do all the time, when they get to adulthood they're less likely to be physically poorly, let alone emotionally poorly. You know, because that's what causes it, isn't it Overthinking, overthinking, worrying? So yeah, it's just about taking them into the body. But I've had so much success with um, everything with every child I've worked with it's uh, I'm big on spreading it to around the world that everybody needs to be putting this in the curriculum. You know it's so beneficial I love that.
Speaker 2:I just envisioned a space for you at my next summit where all of my guests just and it's just a virtual summit and I'm here's your unofficial invitation um, and just to do that, I mean I can't imagine what a different like aspect that would bring to all the viewers and guests and everything, um, to have that, uh, guided visualization and a meditation kind of setting. I I love that. So I'm we're setting that up next time after this thank you, yeah absolutely.
Speaker 2:I think it's fascinating. Plus it, what a good place for people to learn that in schools and in a setting such as this is where it is needed and and so appropriate for the kids, when they probably would think it's not and and that's just not the case most of the children that I see.
Speaker 3:I say to them, even when they've had a lot of trauma at home what's bothering you most? And every one of them says school. Every single child says the same answer it's school that's bothering them. They can't cope with it. And the schools are still being running the same way it really is. They were when I was at school and you know it's not appropriate for most of the children. So one of the things I've noticed is everyone's being diagnosed with ADHD and autism now and I said, maybe it's not a problem of the few, maybe it's a fact of the whole, now that our brains are changing, they're transforming, they're evolving according to our environment, which is screens, heavy metals in the air, everything. Our brains are just changing and if the establishments don't change to keep up with this brain change, you know everything's going to break full or fall apart.
Speaker 2:So and we have to. If it doesn't, like you said, it it's not going to change. They don't have any plans on changing it. It has to fall apart to be rebuilt and I I completely agree with that. I think that I agree with everything you said, like the evolution of the brain and everything I think is part of it, and I think it's something that they don't look at and I don't understand why, and maybe that's because we're beautifully neurodivergent and we can see past those other things. But um, yeah, that that's so fascinating. What type of um for our listeners who might be teachers, or um people who might work with small children. What are some small steps and like the outcomes that you see in the children after they have something like a meditation session so it's a little bit more than meditation.
Speaker 3:So I work intuitively and I look at where the child is holding their emotional issue. So I'll they'll talk about it and I'll ask them to close their eyes and see where they feel it and then I can usually I can usually tell where they feel it and I might say before them. So, but I suppose the the most important aspect of it is getting them to still the mind, and so I teach them about letting go of the mind and coming into the body, because that recharges the body. So I tell them this that when we are thinking, stressing and worrying, we are using up maybe 75 percent of the body's natural energy that it needs to survive and stay healthy, and the mind. And then, if we can stop that mind chattering and come into the body, we're basically putting all the focus in the body. We're bringing 100% of the body's available energy back to it.
Speaker 3:So I teach them do you want to be powerful? And we discuss the true word of power, you know, in your own power, not being powerful over other people. And they really get it because I say you're going to shine more, you're going to feel more confident. Grounding is the answer to your question. Really, that is the most important aspect of it all is get them grounded I love it.
Speaker 2:I can. I tell you a funny little story about grounding my bless, my neighbor's hearts. They ground their children, but the other way, and I don't have that relationship with my child. And so I, you know, we had this little discussion and she's, the kids are kind of mad because they, when they get in trouble, they get have to stay in and get all the things taken away. And I said, well, if you want me to ground, you, stay in and get all the things taken away.
Speaker 3:And I said well, if you want me to ground you, I'll do it.
Speaker 2:And she, just I took her out. No, I know, and that's why you're going to laugh. I took her out. I took her out to the front lawn and I said let's sit down and let's focus on you know the energies and let's breathe in and out. And so then I, her and I now have a joke that if she ever feels like she not like everyone else I can go outside and ground her if she needs to. So no, that was just our little joke between us, because she understands how powerful that grounding can be for her and for we do it also. So, no, I just had that. That was kind of funny, and so people that that probably are punishing their kids like that, they might not appreciate that joke, but I thought it was great. I thought it was great.
Speaker 3:Yeah, you should be grounding them. If the kids are playing up, they need to be grounded and not that sort of grounded, you know. Get them grounded.
Speaker 2:I love that. I love that. I think it's the truth. I mean, they can really just creating that self autonomy to help yourself feel good is so important to teach children how to do to empower them. It's really great. And I love how you teach that. The power in themselves and not over others. I think that that's a really important lesson. That isn't defined in like TV shows where you see power being misused and things like that. So that's a really great way to explain that in a way that they can understand. And what kind of like? Do you send them home or do you tell them to practice? Like you said, if they can get really good at it, then they can, you know, have that. What other kind of things Like affirmations type, things like that, do you? Do you have those? Give those them to them to help guide them?
Speaker 3:Sorry, we do to keep it so they don't get bored. I do something different each time I see them, so it can be anything from just being in the body and being fully present, or guided visualization, or there's so many different things that we do, um, to keep them interested. Um, one of the things they do like doing is the one where we think about something. We think about something we don't like in our lives and we look into the emotion of it and we dissolve it and I say you've made a space now. Now think about something you do want in your life, and then we create that and then we bring them into the feeling of already having it and then we let it go to the universe.
Speaker 3:There's lots of uh, lots and lots of different things that I do with them, but we also do mantra, mudra, um. So I have a lot of them chanting and there's a teacher in the the room next door who said he can hear us really clearly. But it's fantastic because, especially now, that you're giving me more separate groups, because when it was boys and girls, there'd be a lot of messing about from the boys, so she sort of split them up and now the girls are on their own. They're much less distracted, but they absolutely love doing the mantras and the affirmations, one of the things I did when I first started at the school, with year sevens and eights um, she gave there was a lot of children suffering from anxiety when I first started there and there isn't hardly any of them now.
Speaker 3:So I don't know if that's down to me making a difference, but one of the things we did because I do. I'm very interested in the power of words, so I write songs that are strategically written so that every word is a positive affirmation and to help different, different people with different issues. They will sing that instead of instead of thinking, oh, they sing my song instead. And then they get my song stuck in the head. And I started that because I always had music stuck in my head all the time. I had the thinker, I had the watcher of the thinker and I had a DJ in there as well. I had these awful songs stuck in my mind. So I thought, no, I want to get my own songs stuck in my mind. So one of the first things I did with them, I asked the children that were depressed or stressed to write down how they were feeling, and then we went through. It was just a few sentences. We went through all the sentences and I helped them rewrite. Them write the opposite of what they had written. So if they'd written, I have no friends and I'm really sad I would write. I have lots of friends and I feel great. But then we shifted the words around and created a song with one group and a rap with another group and they all sang it and it was beautiful. And I'll never forget one particular young girl who was very lonely, who didn't have a lot of friends, that she was very depressed. I saw her maybe six months later and I went hi and she barely looked at me. She had a big smile on her face and a big gang girls with us somewhere. But yeah, so I'm sort of guiding them to understand the power of words, especially the power of the words I am, and understand that we are creating our experience. You know, with every thought and every every word we speak. So I help them become much more aware of what they say, what they think, how they react, and I help them become aware of energy and other people's energy. And we also work a lot with bullying and looking at the other person who's bullying you with compassion and looking at what might have happened to them at home. They might have reasons why they do and we do a lot of forgiveness, but it's very powerful and it seems it works so fast with children between 11 and 15, not like adults. I'm giving up working with adults, they're very difficult to work with, but the children.
Speaker 3:So just last week, um, the two weeks ago, I saw a young girl and she was very, very full of anger. There was a lot of stuff going on. And I saw her again last week, um, and I was expecting to have to do quite an intense session with her. So I said how are you? She said great. I said okay, and I looked, checked what we were doing. Oh, have you got any anger? She said no, no, no. My mum's told me she can't believe the change in me. And that was one 20 minute session I did with her and it just shows that, um, if you can get on a level with these children, feel what they're feeling, understand it, um, and we can switch things around so quickly with energy work, because that's what energy and visualization work, that's all it is.
Speaker 2:It's so powerful can we please multiply you into every single school in the world?
Speaker 3:well, my aim is to teach everyone to do what I do because we need more of it. Uh, you know we do. I'm even started working outside of the school now with a nursery group and one of the ladies brought her young girl in who's 12, I think, and she's scared to win school. So I've seen her twice and apparently she's feeling so much better and the school I mean this other school are now interested in what I'm doing because I had to write a letter about her so I might get in another school with this I, you, I hope you do, you, they better, they, they better hope that they get you into their school because you are changing the lives of these children at such an age.
Speaker 2:That is going to let them pivot if they aren't on the right path to empower themselves, to create that path for themselves of I am opportunities. It's so wonderful. Like I'm a little bit emotional so I'm not going to, but I'm just so proud of you. Like I, this is exactly what I would hope and want my kids to be learning at school and, to be honest, I took my daughter out of school last year for all of those reasons that I could install and instill all of those things in her at home that they would never do still all of those things in her at home that they would never do and we had the best year learning about and and teaching her how to be empowered and how to trust her intuition all of the I mean it's a big.
Speaker 3:Thing that's one of the things that the children love when I say this increases your intuition, intuitive power. They love that. You know it increases your attract attractiveness. It increases your intuition when you, when you don't know which way to go, you'll find you just feel it in your body and you know which way to go.
Speaker 2:They love it, they love it I agree, and you're right about the age group too. It is such a great age group and and I'm just excited to chat with you after this about something else. Sorry listeners, but yeah, this is. It's been a wonderful conversation with you. Do you have a website or anywhere that you share the information, or schools or other teachers and people can get a hold of you and find out more about it? I do. Where can we find it? It's wwwtcoincom finity.
Speaker 3:So it's tco infinitycom but it looks like t coin infinity coin infinity.
Speaker 2:It's the center of infinitycom, but it's tco infinitycom okay, great, and now I just need to spell right in finity I've spelled that wrong so many times you double check this for me, but I think I I might have done it correctly.
Speaker 2:Oh, wonderful, good, good, because I just want you know, my listeners to be able to find out more about this, because it is so powerful for yourself. Let's just start there. When you find out how powerful it is to be able to take these tools and use them in your daily practices, it's unbelievable how much change you can make for yourself, how much uplifting you can do for yourself and others, and especially for your children. You know, I, my daughter, is ADHD and there's a lot that comes with that package and, um, I think, more than anything, focusing on how to get them or how to show them how to use the tools they have inside themselves is the best thing we can do. I think that you are teaching is just exactly what the world needs right now, and I'm just so, so grateful to have you as a guest and to have made this connection with you. So, yeah, what? What are your plans? Moving forward? I mean getting into these other schools and do you, are you going to do like speaking events or things like that?
Speaker 3:Yes, I'd love to. One of my things is I do want to teach other people what I'm doing, because I can't be in every school, but every school needs this. You know, I really want to do that. So, yeah, I write books. So I've just published a book and I am writing a book which was going to be mindful parenting. Bearing in mind, I learned by my own mistakes, so I was. I've been saying this for 20 years. I'm going to write a book called mindful parenting.
Speaker 3:It might have a different title now, but I'm really big on parents understanding their own energy and how that affects their child what they say in front of the child how they behave and even if they're not in the same room and they're having to freak out to accept and understand that that child is picking that up. And I learned that from my own mistakes mainly. Obviously I've done a lot more research ever since and working with it all, but it's so important. Parents need to learn this. I do say to the children can you? Because they say maybe the mums or dads having a hard time, why don't you try this technique with them? And they say I will, you know.
Speaker 3:Yeah, absolutely yeah so I've got lots of books that are going to come out. I've got so much, so much writing that I need to gather together and get out there. But, yeah, so I can plug my latest book. That would be nice, please, please. I do the children do get a mention, but it's, it's. It's about a lot of things, really. Yeah, it's called the bill, it's called billionaires club. Oh, do you have a picture? Do you have it with you by chance? I haven't even got a copy myself. It's out there. Billionaires Club, pure Love in Action, luminara, and what I'm looking at there is the rise in human consciousness versus the rise in AI, and will AI dumb us down before our consciousness reaches its heights, which it could do? And we feel that perhaps AI is purposely coming in to prevent the full evolution of human consciousness, because if we were all highly evolved and powerful, all in our sovereign state, they couldn't handle us, they couldn't keep us under control. So that's really what it's about.
Speaker 2:Yeah, oh my gosh. And that's so interesting because my, literally two hours ago, my guest that I had earlier was an ai x, an autistic ai expert. That like creates ai for autistics is his legit like that's the name of the website, so maybe go check that out see what you think.
Speaker 3:But he's amazing and no, no, I'll just say he's incredible and so, yeah, if you find that it's something you know, you might yeah we were thinking of finding a brain chip for my son, because the brain chips that are being made for people with dementia, yeah, but then we're a bit nervous about it in case it dumbs anything else down in there, because he's very intelligent and it's a bit nerve-wracking. But if he had that he would have independence.
Speaker 2:So, yeah, it's a difficult one yes, no, I 100 agree with that. My husband and I have had that discussion in, where our son also has a photographic memory and, you know, finished school at 12 and has this incredible brain. But would we want his social skills and everything else to be more typical? What if that would change the way his brain works? I don't think. I think I would. Just I'll have him, you know, as my forever child or make him as independent as we can possibly help him to be, and that's okay. Like I don't. I totally agree with you it's. It's a very scary thing to not know like the after effects, something, um, that maybe our generations now are thinking more about than than past generations thought about. What will be the after effects of all of these things?
Speaker 3:so I do share with, I share with all the children um, that what we are doing is illuminating the pineal gland and the parts of the brain that are being killed off by screens. And so a lot of them, when they first come into the group they say I can't visualize, I can't, I can't, and and within five or ten minutes, with with the processes I use, they are, they're able to visualize. And it's as if it ignites it. It's not gone, it's not completely gone, but it's dormant. And then when you ignite it, it gets going again. Say you must practice these things. Look away from your phone when you can Daydream, you know. Use these visualizing techniques because it's been proven, scientifically proven, that that part of the brain is shrinking. It's non-existent in most of the younger kids now.
Speaker 2:Yeah, exactly, oh, my goodness. Well, we have work to do and hopefully, you know, we can find a balance between what that looks like for in generations to come and be able to bring these tools and show the measured success so that we can get them into every single school and teaching environment really, I think, is um work environment. I don't know where it's not necessary or appropriate. I think it's everywhere, so let's just focus on that. Oh, it's been so nice to have this conversation with you today. Thank you for your time being across the seas from me it's probably evening time for you and really appreciate it. Any advice you want to leave for my listeners or for, you know, just our general community out there today.
Speaker 3:I'd say just make sure that you ensure that your children play outside with no shoes on, lie on the bed and look out the window and stare at the sky Just the regular things that most of them don't do anymore. You know it's so important. Yeah, just keep up the natural side of everything with your children and be very aware of your energy on them, because especially these golden, indigo, crystal, diamond children that are here now, you know this is another thing I do tell them at the school um, you're here for a reason. You are way more powerful than you think and you feel like you don't fit in and you get in trouble all the time. That's because your energy is different. You've got more DNA strands than normal children. You know you're the chosen ones. Really, you've come back to sort of save the earth. So just remember the children you have got. Um, they're special and they're here for a reason.
Speaker 2:You know so I love that, thank you, thank for reminding people and, um, yeah, it's been really lovely to chat with you today and I hope that we get to stay in touch me too lovely to meet you thank you.
