Relationship Feedback Technique Larry Burk

Relationship Feedback Technique Larry Burk

Relationship Feedback Technique Larry Burk

The major teaching tool of our evolution has been the continuing experience of challenging relationships to which we have been drawn in spite of repeated failures in the past. The most important seven words in that process are not, “I love you,” “I love you, too,” but, “May I give you some feedback?” “Yes.” I learned the Relationship Feedback Technique during The WorldLegacy Leadership Program described in the November 2014 Let Magic Happen newsletter. The approach is demonstrated in a video on his site.

Relationship Feedback Technique

The steps are as follows:
1) Always ask permission to give feedback
2) Speak authentically from the heart
3) Share what wasn’t working
4) Acknowledge any breakdowns
5) Look for potential breakthroughs
6) Share what was working
7) Set intentions together for the future

See Larry Burk, Let Magic Happen Newsletter

Larry Burk Relationship Feedback WorldLegacy

WorldLegacy:  Osteoarthritis

WorldLegacy: Osteoarthritis

WorldLegacy: Osteoarthritis

Osteoarthritis is a type of arthritis that is caused by the breakdown and eventual loss of the cartilage of one or more joints. Cartilage is a protein substance that serves as a “cushion” between the bones of the joints. Osteoarthritis is also known as degenerative arthritis. Among the over 100 different types of arthritis conditions, osteoarthritis is the most common, affecting over 20 million people in the United States. Osteoarthritis occurs more frequently as we age. Before age 45, osteoarthritis occurs more frequently in males. After 55 years of age, it occurs more frequently in females. In the United States, all races appear equally affected. A higher incidence of osteoarthritis exists in the Japanese population, while South-African blacks, East Indians, and Southern Chinese have lower rates.

Few alternative medicine therapies have been extensively studied in clinical trials so it is difficult to assess whether these treatments are helpful for osteoarthritis pain

Common alternative treatments that have shown some promise for osteoarthritis include: Acupuncture, ginger, glucosamine and chondroitin, avocado-soybean unsaponifiables (ASUs), Tai chi and yoga.

More about osteoarthritis.

Metaphysical Approach to Wellness

Metaphysical Approach to Wellness

Metaphysical Approach to Wellness

I have been a massage therapist since 2005 and a Reiki Master since 2006. I am located in Montreal, Quebec, Canada.

My approach to wellness for my clients is meta-physical.  All aspects of the person must be included.  We are creators and therefore not only manifest of our experiences but most importantly what we think (especially sub-consciously).  All of this has a direct affect on our health.

I have a client-friend who is in the process of healing Huntington’s Chorea. We worked together for approximately one year, doing Reiki, Massage, Energy Work and Journeying. During her healing process, she came to understand that hopelessness was the major emotional state affecting her life. She enrolled in the WorldLegacy trainings, as I believed that this would be the technology that would give her the ability to breakthrough the hopelessness and have the life that has been waiting for her.

At her last doctor’s appointment, she was showing negligible signs of Huntington’s, whereas one year earlier, she was told that she was declining at a rapid rate and that she should set up a DNR and could no longer live alone.

Jeannine Vautrin WorldLegacy NC 96 Leadership Program

Children and Autism

Children and Autism

Children and Autism

In 2011, the Centers for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring Network reported that approximately 1 in 110 children in the United States has an Autism Spectrum Disorder. This represents an increase in the prevalence of autism disorders compared to earlier in the decade when prevalence was cited as 1 in 166 and 1 in 250. In the nineties, prevalence was 1 in 2500. It is difficult to compare autism rates over the last three decades, as the diagnostic criteria for autism have changed over the years, No matter what, this has become a problem we get to deal with in powerful and effective ways.

Stephanie Ray, a WorldLegacy  graduate, NC129 Leadership, has written an article about autism and parents.

What parents should expect from school professionals

As you are reading this, another woman is giving birth to a child with autism. He won’t be diagnosed for a few years, but when he is, his mother will probably search frantically for treatment options; options that range from shock therapy to alternative schooling to intensive home programs. Most parents don’t even question the scientific validity of treatments. The majority of parents, especially new ones, tend to take ideas heard on television talk shows, printed in magazines, or blogged on the internet as fact and scientifically relevant when there is NO evidence to attest to the treatment’s validity. While it is excusable, to an extent, for parents to get caught in the whirlwind of autism treatments presented in pop psychology today, it is NOT acceptable for school professionals to do the same. What should parents of children with autism expect from their school administration and professionals?

Schools have nothing to learn from pseudoscientific treatments, but they have plenty to learn from marketing strategies. Responsible professionals find these treatments hard to accept and consider it unprofessional to let their students and parents cling to unrealistic hopes. However, while school professionals need not nurture false hopes, neither should they ignore the power of hope and the parents’ emotional needs. Parents need to feel positive about their children’s educational environment and the ability of that environment to meet their child’s needs. This applies to the parental population as a whole, but especially for parents of children with special needs. Parents need to feel useful; they need to feel like they can make things better for their child and it’s the school’s job to nurture that feeling.

How should school professionals respond when parents request for services a district is unable—or unwilling—to provide? It is the responsibility of the professional to investigate it. Families should be encouraged to discuss what they’ve heard. To understand the concept, professionals should watch the program or read the article that inspired the parents. They should search for value in the teachings, for they want to appear as credible as talk show hosts, right? If they feel the information presented in the program or article about a “miracle” treatment is not valid, they should explain why and what would make it more valuable. School professionals are dealing with a fragile entity, parental hope. They want to direct the parent’s energy away from an unreasonable program and toward something constructive they can do for the child—together.

The best defense against an unreasonable demand is a good assessment. This can reassure parents that someone understands their child as well as, or better than, the family. However, it is important that school professionals don’t try to bluff the parents. It’s better to go into IEP meetings with questions that with pat answers. If school staff have incomplete information, they need to be honest about it. Most parents will respect professionals who say they need more time to evaluate the child or want the parents’ opinions on issues as well as solutions.

Ideally, a starting point would be established by parents and school staff as a team. Once this is done, setting appropriate goals can be a difficult task for both professionals and parents alike. A main reason for this could be that our society hasn’t done a satisfactory job of articulating goals of regular education, let alone special education. Parents generally have a fuzzy recollection of their own school experience—recalling nine months a year divided between academics and recreation. Perhaps they think the only educational objective was graduation and preparation for college.

Parents assume special education will be different from regular education, but they don’t really know what to expect. They may ask “What exactly will my child be learning?”, “How will I know if they are making progress?”, “How will the teacher reach all the children when they all have different disabilities?” and possibly most importantly “What is the ultimate goal of my child being in a special education classroom?” The uncertainty can add to their uneasiness. They already have a child who can’t fully understand; now they have to deal with an educational system that hasn’t been clearly defined!  Some parents hope special education will help their child catch up with other students. They may hope for a total recovery by graduation. However, most parents recognize that their child’s disability won’t fade with age. Rather, the child with a disability will become an adult with a disability. Eventually, even the most hopeful parents face their compromise with destiny.

As a school professional, it is our job to join forces with parents in service to the child. This may mean being open to new ideas, facing being questioned about our own beliefs, and willing to make sacrifices for the success of the child. Parents rely on school professionals to provide top notch services to their child with autism and expect nothing less than our very best. It is the job of the school professional to create an educational environment that is both nurturing for the student and satisfying for the parents.

Stephanie Ray
Stephanie has worked for the past four and a half years as a behavior tutor for children with autism. Her passion lies with adolescents with autism and transitioning into adulthood. She graduated from UNC-Chapel Hill with a degree in developmental psychology with a specialization in autism.  She is currently working on an effective treatment for individuals with autism.
Stephanie is also a graduate of NC129  Leadership Program.

Kenneth Fielding Morehead Complexity

Kenneth Fielding Morehead Complexity

Kenneth Fielding Morehead Complexity

By Kenneth Fielding Morehead, MSOM, Lac, DOM (NM), DAONB

Complexity as a theory for how systems work and maintain stability is a popular topic today in many fields, including physics, chemistry and mathematics. These concepts have even entered the popular consciousness, with references to it in such films as Jurassic Park. The various theories about complexity also have validity in the area of diet and health. How can complexity theory clarify our understanding of food quality? And can complexity theory have practical application in the way we eat?

What has research found that points the way toward understanding how complexity is a component of what makes us tick? Let’s start with some general observations. At its best, food is a vastly complex and synergistic mix of various nutrients. Processed foods have fewer nutrients and lean heavily toward specific micronutrients. They also reduce micronutrients often found in whole foods. In addition, nutrients are altered in a ways not found in traditional food processing. As such, modern processed foods are simpler than the full-bodied complex foods of antiquity.

For the moment, let’s assume that complexity in food can be associated with higher quality and simplification in food with lower quality. Can the relative complexity of food be imparted into our tissues? This is important, because higher complexity in human tissues has been linked to vitality and health.

Here’s a simple analogy. If a table has one hundred legs (a very stable complex structure), and we shoot a bowling ball at 100 mph under the table, we might knock 50 legs out from under the table. But with 50 legs still intact, the table remains secure. However, if there are only three legs to the table and we knock out only one, the table falls over. Higher complexity yields higher stability in response to stress.

Complexity in Food

Processing strips our foods down to their simplest components – sucrose in white sugar, glucose in white flour, filtered vegetable oils, pasteurized reduced-fat mild products and artificial flavors. Theses processes also remove the vast array of nutrients that work together synergistically in whole foods. The food industry has long claimed that the removal of nutrients can be rectified through “fortification”, the addition of synthetic vitamins. For example, synthetic vitamin A is added to margarine to make it “nutritionally equivalent to the natural vitamin-A complex in butter. However, synthetic vitamins can cause imbalances and often have undesired effects. Synthetic vitamin A has been show to cause the type of birth defects that natural vitamin A prevents.

Lately, there is a huge push to get women to take supplementary folic acid to prevent neural tube defects during pregnancy. Folic acid by itself is a simple nutritional constituent. It’s only one nutrient in thousands that are part of whole, nutritionally complex foods. While it is claimed that supplying this nutrient in pill form may have a positive effect in reducing neural tube defects, why are women told that this is what they need rather than being given a choice between supplementation or a diet of whole foods that provides this nutrient in context? Is this ignorance or rationalization? Either way, it seems more respectful to fully inform the public rather than simplifying the truth and giving women an uninformed choice. Lack of whole foods is the root cause of folic acid deficiency, not a lack of pills.

Ken Morehead, founding member of Oriental Health Solutions, LLC, is a licensed acupuncturist in Durham, NC, licensed as a Doctor of Oriental Medicine in New Mexico, is nationally board certified as an Acupuncture Orthopedist and is a credentialed acupuncturist at Duke Integrative Medicine. He is the past secretary and chairman of the NC State Acupuncture Licensing Board and an advisory board member of the Weston Price Foundation in Washington, D.C.  Ken Morehead is a graduate of WorldLegacy’s NC45 Leadership Program.

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