31: The Divine Intelligence Of The Children With Dr. Therese Rowley

Maureen Spielman: 00:00:00

Hello and welcome back to mystical

Maureen Spielman: 00:00:02

sisterhood. This is Maureen Spielman. I'm excited for you to

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be here. Today, I am joined by Dr. Therese Rowley, an intuitive

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whom I had met nine years ago. For our personal reading, Dr.

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Rowley founded accelerated alignment and partners with both

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individuals and businesses to address complex challenges. She

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also provides intuitive insight to parents of intuitively and

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spiritually gifted children, helping them better understand

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and practically support their children. Today we talk about

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the changing landscape of how kids are showing up and what we

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can do to support them in their evolution. Join me for this

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fascinating episode, and I'll see it in the episode. Hey

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there, welcome to mystical sisterhood. This is your host,

Maureen Spielman: 00:00:50

Maureen Spielman. I started the show to highlight the

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intuitives, healers and other courageous women that I've met

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along my journey and continue to meet. Through amazing

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interviews, I seek to ask insightful questions to uncover

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ways in which you the listener can apply the wisdom and

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knowledge to your own life. I believe that we're all in this

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together. So sharing healing and joy, and bringing community

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together is both my passion and purpose. If you'd like to learn

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more about the mystical sisterhood community I'm

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building please visit www mystical sisterhood.com See you

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in the episode.

Maureen Spielman: 00:01:34

Welcome back to mystical sisterhood. This is your host,

Maureen Spielman: 00:01:37

Maureen Spielman. And today I am already thrilled to be sitting

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down with Therese Rowley, PhD, she's the CEO of accelerated

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alignment. She's a skilled intuitive healer, speaker,

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author, and educator. I couldn't even take all the time to read

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this bio, because it's so long and extensive. And I know that

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you wear so many hats, but the one that we're going to kind of

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be delving into today is this idea of your work around

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providing intuitive insight to parents of intuitively and

Maureen Spielman: 00:02:11

spiritually gifted children, helping them better understand

Maureen Spielman: 00:02:14

and practically support the kids. You are also the executive

Maureen Spielman: 00:02:18

producer of the DVD, the misdiagnosis of gifted children.

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And you have a book called mapping a new reality,

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discovering intuitive intelligence. And there's a two

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part video series on intuition as intelligence that goes with

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this. So there's a lot of body of work that we can refer to

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that I always put in the show notes, Dr. Rowley, but I want to

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say to you that you have your own method called the Rowley

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method for reading and healing in the quantum field. And that's

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developed from your work, facilitating over 12,000

Maureen Spielman: 00:02:54

intuitive readings and healings. So really, a huge thank you and

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welcome for being here today.

Dr. Therese Rowley: 00:03:02

It's an honor morning, always fun to be

Dr. Therese Rowley: 00:03:04

with you. Thanks for inviting me.

Maureen Spielman: 00:03:06

So fun. You came to me. You just discovered

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nine years ago, I I thought it was around 10. So it was in the

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ballpark. And it was when I had received your name from a friend

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who said maybe Dr. Rowley would be nice for you to talk to

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because I was I had questions about one of my children. And so

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even nine years ago, I remember going down to your office in

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downtown Chicago, I can remember I remember the day clearly. And

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I sat with you for just a really expansive reading about my

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child. And it gave me gifts, tools, gifts for me to

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understand him. Tools, it was just like I would say back then

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because he was younger, just a different lens through which to

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see him, which I have, in so many years, it's always been a

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touch point for me, because I have a feeling that children are

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coming in looking wildly different than they did in the

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past. And I'm always curious about this conversation, and you

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have so much to say about it. So first, I mean, one of my

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beginning questions was, and you may start wherever you want, but

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how did this become an area of interest for you?

Unknown: 00:04:28

Oh, yeah, thank you for asking because it came in a

Unknown: 00:04:31

little bit differently than you would think. I wasn't aiming for

Unknown: 00:04:36

this call. Like the whole population of kids. What

Unknown: 00:04:42

happened is that I was working in business, I was doing large

Unknown: 00:04:44

scale change with a lot of leaders. And I was always

Unknown: 00:04:47

helping them to align their inner world with their outer

Unknown: 00:04:51

world. So what what were they doing at a soul level? And how

Unknown: 00:04:54

was what was going on in the corporation, really prompting

Unknown: 00:04:57

their growth in that area. And so some Sometimes I would do

Unknown: 00:05:00

readings for them. And I would find that they had stresses. And

Unknown: 00:05:03

sometimes I would say, this isn't related to work. And, and

Unknown: 00:05:06

a couple of times, they said, you know, tell me about your

Unknown: 00:05:09

children, and they would start to talk about their children.

Unknown: 00:05:12

And then I began to look at the whole energy field of children.

Unknown: 00:05:17

And it was quite interesting. Many of them had capacities that

Unknown: 00:05:22

were not common among adults, and many of them had diagnoses.

Unknown: 00:05:29

And I began to see that some of the diagnoses were related in my

Unknown: 00:05:34

book to intuitive intelligence. And so that's how I began to get

Unknown: 00:05:40

very curious about this area. And I ended up at a conference.

Unknown: 00:05:46

That was for new children. And I don't even know quite how I got

Unknown: 00:05:52

there. And I ended up talking to people, we're doing a film on

Unknown: 00:05:55

the misdiagnosis of gifted children and adults, by a guy

Unknown: 00:05:58

named Jim Webb, who wrote the book on it. And these guys

Unknown: 00:06:02

wanted to actually do a major motion picture on it. And so at

Unknown: 00:06:05

the time, and so I ended up being an executive director on

Unknown: 00:06:09

this misdiagnosis of gifted children. And then I ended up

Unknown: 00:06:13

with a license to it, I have no idea how that all unfolded,

Unknown: 00:06:16

because that wasn't where I was going. So this this area felt

Unknown: 00:06:19

like it was it was asking me to go there. And I was not only

Unknown: 00:06:22

fascinated, but these children are extraordinary. So I felt

Unknown: 00:06:25

honored to be part of it.

Maureen Spielman: 00:06:27

Oh, wow, Ivan, that's a fascinating story of

Maureen Spielman: 00:06:29

just the I think you were just saying before we hit record that

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this spiritual path is laid out before us, and so that those

Maureen Spielman: 00:06:37

doors opened and you went that direction. And it's a

Maureen Spielman: 00:06:40

fascinating area to be looking at. I think especially now in

Maureen Spielman: 00:06:45

2023. But it reminds me too, that speaking, there has been

Maureen Spielman: 00:06:49

people tapping into these intelligences or what is

Maureen Spielman: 00:06:54

happening within children and the gifts that they're here to

Maureen Spielman: 00:06:57

come in with something. Well, I guess I'll start with a question

Maureen Spielman: 00:07:02

of, how would one know because the way that's in your bio, So

Maureen Spielman: 00:07:07

correct me if there's a better way to say this? Or, but how

Maureen Spielman: 00:07:10

would one know if a child was spiritually or intuitively

Maureen Spielman: 00:07:15

gifted? Or there was something there to take a look at?

Unknown: 00:07:20

Yeah, well, I think first of all, what the children

Unknown: 00:07:23

are teaching us now is that every one of us has a different

Unknown: 00:07:28

way of learning. And so I'll start there, because our entire

Unknown: 00:07:34

education system and Sir Ken Robinson has wonderful videos on

Unknown: 00:07:37

this on YouTube. It kills creativity. And it talks about

Unknown: 00:07:42

the norm as though that's a good thing to strive for. And the

Unknown: 00:07:46

norm is, the lowest possible bar you can do in life is to try to

Unknown: 00:07:50

be normal, that's the lowest possible bar. And yet, we're

Unknown: 00:07:53

setting it up as the one that well, because your child isn't

Unknown: 00:07:56

normal. Basically, you've got to do this to get them to be

Unknown: 00:08:00

normal, instead of saying, What if every single child had their

Unknown: 00:08:04

own purpose, which they do and their path to expressing, and

Unknown: 00:08:09

developing that purpose, has nothing to do with the system

Unknown: 00:08:12

you've created in the past, to try to get people to be normal.

Unknown: 00:08:17

So from the start from the get go, it's more about the system

Unknown: 00:08:21

than it is about the children, we have to follow children

Unknown: 00:08:24

because the evolution of the planet is a fact. And that every

Unknown: 00:08:28

generation should be in a different place because the

Unknown: 00:08:31

brain development should be bequeathed. There's an Harvard

Unknown: 00:08:36

they did a they did a whole series of experiments on rats,

Unknown: 00:08:42

where they electrified a maze, so that the rats who would

Unknown: 00:08:47

ordinarily go towards the light, if they did that, they would get

Unknown: 00:08:53

electric electric shocks. So they've ended up going to the

Unknown: 00:08:56

dark. And they did this generation after generation.

Unknown: 00:08:58

This guy's name was McDougal that did the research. And by

Unknown: 00:09:01

the time the 11th generation came, the mice, the rats were

Unknown: 00:09:06

going specifically to the dark right away, and I could get

Unknown: 00:09:09

help, I probably have that reverse, they usually go to the

Unknown: 00:09:11

dark. And when they went to the light, then anyway, in any case,

Unknown: 00:09:13

by the 11th generation, they went opposite of the instinct

Unknown: 00:09:17

that they had, because every generation is bequeathing

Unknown: 00:09:21

something to the next. And so when we get to these

Unknown: 00:09:25

generations, not that not only that, but there's a spiritual

Unknown: 00:09:27

evolution. There's a there's a sort of a saying that says the

Unknown: 00:09:31

Holy Spirit reveals itself through history. In other words,

Unknown: 00:09:34

there's a revelation, and each generation brings some some kind

Unknown: 00:09:38

of Revelation, that should not be what we've known before. So

Unknown: 00:09:41

these children show up as they should be in evolution, and we

Unknown: 00:09:44

say, oh, no, they're not normal, which means I don't feel safe,

Unknown: 00:09:49

because that's not how I understand life, and what

Unknown: 00:09:52

expression and development should look like as a parent or

Unknown: 00:09:55

as the school system or as a world. And so I don't have any

Unknown: 00:10:00

enabling structures to help them develop. So So I want to start

Unknown: 00:10:03

with that, because I think the children are showing up to show

Unknown: 00:10:06

us what it looks like in the next evolution. And we're just

Unknown: 00:10:08

saying, well, that's not okay. You know, and start from there.

Unknown: 00:10:11

But yes,

Maureen Spielman: 00:10:12

yes. To me, this is very powerful. And

Maureen Spielman: 00:10:16

thanks for sharing it. It's a message that, as I've I've heard

Maureen Spielman: 00:10:21

is okay, like, let you even take the process, preface of every

Maureen Spielman: 00:10:25

individual is has their unique blueprint and reason for being

Maureen Spielman: 00:10:31

gifts that they have to share. And I think that those it's a

Maureen Spielman: 00:10:35

such a worthy concept to revisit over and over and over again,

Maureen Spielman: 00:10:39

because you begin to understand it more deeply. Like we might

Maureen Spielman: 00:10:42

say that sort of like on a topical level, but to really

Maureen Spielman: 00:10:45

believe it at almost like in a place of embodiment, like, okay,

Maureen Spielman: 00:10:49

are we really going to hold this as truth? It starts to, it can

Maureen Spielman: 00:10:56

hold more promise for kids? If Does that make sense?

Unknown: 00:10:59

Absolutely. And to and to reinforce to children that

Unknown: 00:11:03

they have, every child has a reason for being here, they're

Unknown: 00:11:07

called here, they're invited to be themselves and to find out

Unknown: 00:11:11

what it is in, that brings them joy, what is it that that they

Unknown: 00:11:15

find that that they can that inspires them, and that almost

Unknown: 00:11:22

prompts them to express their greatest joy? That's why they're

Unknown: 00:11:26

here. And if every child knows that, then we say, how can we

Unknown: 00:11:31

support you in that? That's why I think so many people are

Unknown: 00:11:34

homeschooling these days, because the system is simply

Unknown: 00:11:37

inadequate to support the gifts that children come to bring. And

Unknown: 00:11:40

the parents are wise enough and have the capacity to do that. So

Unknown: 00:11:45

that the children can be reinforced for their gifts and

Unknown: 00:11:48

not in an environment that punishes them for having that in

Unknown: 00:11:51

a way that's different than the norm. Right for that has that

Unknown: 00:11:55

has spared I'm especially it especially, you know, some of

Unknown: 00:12:00

these IEPs especially get to me, because I think, Well, every

Unknown: 00:12:03

child needs an IEP, how do you learn? How do you take a test? I

Unknown: 00:12:07

didn't take tests. Well, I don't know about you. But I was

Unknown: 00:12:10

terrible in testing. And if you give me an essay, I could get an

Unknown: 00:12:13

A every time because I could say, well, it kind of works this

Unknown: 00:12:15

way. And it also can where I can make arguments for both sides.

Unknown: 00:12:17

Because my brain actually is synergistic, which is another

Unknown: 00:12:20

intelligence that no one measures because IQ is related

Unknown: 00:12:24

to rational intelligence, which is one of as Howard Gardner puts

Unknown: 00:12:28

it, he names 11 intelligences. And now, you know, we have

Unknown: 00:12:33

Goldman who said, emotional intelligence is important that

Unknown: 00:12:36

wasn't even in Howard Gardner's list of, hey, it isn't just

Unknown: 00:12:40

this, it's all these and he said, By the way, emotional

Unknown: 00:12:42

intelligence is there. And we've now found out that emotional

Unknown: 00:12:45

intelligence is more important to leadership success than then

Unknown: 00:12:48

in then academic intelligence IQ. So if that's the case, then

Unknown: 00:12:53

and we're finding out that these things we need to do in life,

Unknown: 00:12:55

all of the roles that we have to do are better served by

Unknown: 00:12:59

intelligence we intelligences that we don't even measure in

Unknown: 00:13:02

school. How in the heck do we keep honoring the system that

Unknown: 00:13:05

doesn't measure what we need for the success of the planet?

Unknown: 00:13:09

Right, and the success of our communities? So I think this is

Unknown: 00:13:13

it's just a it's a signal to the system to re organize and to

Unknown: 00:13:16

find new ways to support and develop children who have new

Unknown: 00:13:21

gifts.

Maureen Spielman: 00:13:21

And do you feel that? Obviously, it was an

Maureen Spielman: 00:13:25

invitation for a reset of a lot of systems when we went through

Maureen Spielman: 00:13:29

the pandemic? Have you seen any shift like because I feel like

Maureen Spielman: 00:13:33

what you're saying to I heard you the other day, say this The

Maureen Spielman: 00:13:37

term and it can mean one thing it can mean different things?

Maureen Spielman: 00:13:39

I'm not sure but like this worldview, because when you

Maureen Spielman: 00:13:42

describe a universe where children are fostered from a

Maureen Spielman: 00:13:48

young age to tap into what is your giftedness? Then I see like

Maureen Spielman: 00:13:53

this population just like it's very, it's it's very abundant.

Maureen Spielman: 00:13:57

It's it's not. I'm wondering, like, do you see a worldview

Maureen Spielman: 00:14:02

like that? Or what does that worldview look like for you?

Unknown: 00:14:05

Right? So we even in business, we say either, there's

Unknown: 00:14:08

just one pie with specific segments. And when you take

Unknown: 00:14:12

mine, I have less, or we see innovation, beginning to

Unknown: 00:14:16

increase the pie and the size of the pie so that everybody can

Unknown: 00:14:19

just have more. So the current system of education is is

Unknown: 00:14:24

reductive. It's very much about this is what we have, if you

Unknown: 00:14:29

don't get it, you're out this competition, you're not good

Unknown: 00:14:31

enough. If we said everyone we have our job is to explore what

Unknown: 00:14:37

it means to have this gift and then that person gets to expand

Unknown: 00:14:42

their gifts and teach the system. What else so that

Unknown: 00:14:45

there's an expansive universe and we're responding and

Unknown: 00:14:48

respecting that we're responding to that and respecting that. So,

Unknown: 00:14:53

you know, I worked with the web, YMCA, the YWCA for several years

Unknown: 00:14:58

and helping them to move from a non Profit to social enterprise.

Unknown: 00:15:01

And I worked with a woman named Jordan Porter, who is the CEO.

Unknown: 00:15:04

And it was really about how do we, for example, the people that

Unknown: 00:15:08

worked with trauma, because they were working with kids who had

Unknown: 00:15:11

had great deal trauma, or the parents, and they would get

Unknown: 00:15:14

secondary trauma from that counselors. But their job, as

Unknown: 00:15:18

they thought about it was to help this person get back to

Unknown: 00:15:22

normal get back to survivability, right, to get

Unknown: 00:15:26

back to the place where they could at least find the ground

Unknown: 00:15:28

under them. So what we did is that I was in a big turn a

Unknown: 00:15:32

person workshop on this, and I said, but what if your job was

Unknown: 00:15:36

to see trauma as leverage for finding someone's essential

Unknown: 00:15:42

gifts? And connecting them to opportunity? What if trauma is

Unknown: 00:15:49

prelude to break through, not for survivability, but for

Unknown: 00:15:52

thriving? And that's the paradigm that I'm talking about

Unknown: 00:15:56

back in the education system? What if it was not about getting

Unknown: 00:15:59

the right grades to get to the next level to get to the next

Unknown: 00:16:01

level to get more money to get to the next level? But what if

Unknown: 00:16:04

in competition with each other? What if we were teaching each

Unknown: 00:16:07

other about what's possible in the creative process, and

Unknown: 00:16:10

expanding the world? Look at the problems, we have a look at the

Unknown: 00:16:13

complex problems we have these kids are here to to they have to

Unknown: 00:16:17

solve these complex problems, or the planet won't exist, right?

Unknown: 00:16:20

Or the planet will or will these will go down for the count on

Unknown: 00:16:22

the planet. So they have to have the freedom to innovate beyond

Unknown: 00:16:26

the known solutions that we have present to us. And if they don't

Unknown: 00:16:32

have the freedom, or even the capacity within themselves to

Unknown: 00:16:35

trust that that's what their job is or that that's what they have

Unknown: 00:16:38

the the license to do. Because we we acknowledge that and

Unknown: 00:16:42

validate it, then they say, Oh, I'm just not good enough. Well,

Unknown: 00:16:47

what a waste of life. In other words, what how about what you

Unknown: 00:16:51

know, there's all these things, we don't even know how to cross

Unknown: 00:16:54

disciplinary solutions that are there. We don't even know them.

Unknown: 00:16:57

But you will, because we can let you explore everything. And we

Unknown: 00:17:00

want you to tell us as you explore it, what occurs for you,

Unknown: 00:17:04

right, so that we want to learn from them. They're the leaders

Unknown: 00:17:07

for the next generation, we want to foster that and foster that

Unknown: 00:17:10

confidence in them that that's what they're here to do.

Maureen Spielman: 00:17:13

Yeah, I'm just thinking, Well, I'm going to the

Maureen Spielman: 00:17:15

public school system right now, because so many of us have kids

Maureen Spielman: 00:17:19

in the public school system. So you're kind of working, if you

Maureen Spielman: 00:17:23

believe in this, which I this is this is my worldview that you're

Maureen Spielman: 00:17:27

speaking of, and it's giving me more knowledge, more momentum,

Maureen Spielman: 00:17:31

more energy around it. So I thank you for that even sort of

Maureen Spielman: 00:17:35

mid interview, because it's the messages that, obviously, you

Maureen Spielman: 00:17:38

have to be a receptor for them. But then it does. I think you

Maureen Spielman: 00:17:43

about like the messages coming into the public schools, like

Maureen Spielman: 00:17:46

where do you see, I want to talk about, like, some ways to to

Maureen Spielman: 00:17:51

help transform, or is it not the is it not going to the school?

Maureen Spielman: 00:17:56

Is it working on an individual level level working within

Maureen Spielman: 00:17:59

family systems? How? How do you do your work, first and

Maureen Spielman: 00:18:03

foremost? And then maybe we'll get to some of the other things.

Unknown: 00:18:06

Yeah, I mean, and I think every person because every

Unknown: 00:18:09

person has a specific, you know, their creative purpose within

Unknown: 00:18:13

them. Some people have an orientation. And I talked about

Unknown: 00:18:17

three different levels of orientation. And one is

Unknown: 00:18:20

uniqueness. And that is the reference to oneself, because

Unknown: 00:18:23

some people are doing something that's very unique, and they

Unknown: 00:18:26

need to feed that so that the world can share it. Let's talk

Unknown: 00:18:29

about Monet or Renoir, you know, how do they feed their gifts so

Unknown: 00:18:33

we can share in the results of what they do? And then there's

Unknown: 00:18:36

the people that are we and that's more, you and I

Unknown: 00:18:39

community, I learned through relationships, we talk a lot,

Unknown: 00:18:41

there's social aspects, I need that I thrive on it. And then

Unknown: 00:18:45

there's people who are unity people who are thinking and

Unknown: 00:18:48

asking questions such as, what's my what's my mission in the

Unknown: 00:18:51

world? And how can I make the greatest impact? They're not

Unknown: 00:18:54

talking about? We are talking about the world? And how do we

Unknown: 00:18:56

take care of the world. So everybody has a different

Unknown: 00:18:58

orientation. So when it comes to saying, Well, what do I do, for

Unknown: 00:19:01

example, to influence the system that my child is in, you have to

Unknown: 00:19:05

be respectful and honor the orientation that you have and

Unknown: 00:19:08

not try to do something that isn't in your that? Because that

Unknown: 00:19:11

isn't yours to do? If it isn't your joy, it isn't yours to do.

Unknown: 00:19:14

So if you if you have a you know, even this, this collective

Unknown: 00:19:18

thing I remember going to when my daughter is also in public

Unknown: 00:19:20

schools, and I went to the teacher and I said, Well, could

Unknown: 00:19:23

we put my daughter has this going on? Could we find a way to

Unknown: 00:19:29

work with lots of different like, we had counselors we had

Unknown: 00:19:35

maybe a teacher involved, we had an administrator and said, What

Unknown: 00:19:38

if we set something up that would help all the kids in this

Unknown: 00:19:40

sort of way? So I took what I knew was going on for her and I

Unknown: 00:19:43

broadened it to understand that a lot of kids at her level might

Unknown: 00:19:46

have something similar. So how did you How could we accommodate

Unknown: 00:19:49

that? So that's just something that I thought to do and it did.

Unknown: 00:19:53

Well, it was good and it worked. But someone else might just say

Unknown: 00:19:57

help. Let me help the teacher understand how my child work,

Unknown: 00:20:01

right. So I mean, I remember telling the, the teacher, my

Unknown: 00:20:05

child knows how to be safe, because she uses her words a

Unknown: 00:20:08

lot. And if she's sometimes if she's not talking, she doesn't

Unknown: 00:20:11

feel safe. So when she talks a lot, it means she's trying to

Unknown: 00:20:13

feel safe, where she doesn't in that moment, and she's working

Unknown: 00:20:15

on it. So don't don't punish her for talking too much, just to

Unknown: 00:20:19

help her find a structure that that's okay. And because that

Unknown: 00:20:22

will make her feel so. So then. So the teacher has a clue that

Unknown: 00:20:25

right, so whatever we understand about each other, we can help

Unknown: 00:20:27

the teacher with or if or if we're systems oriented, we can

Unknown: 00:20:30

go to the principals and start working on other models, which,

Unknown: 00:20:34

which I also did bring in other models. But what I'm doing when

Unknown: 00:20:38

I'm reading children, is that I'm looking at their energetic

Unknown: 00:20:42

matrix, I'm looking at what did they come to do? And how are

Unknown: 00:20:47

they related to parents? And what's the relationship so that

Unknown: 00:20:49

I can elucidate that, and help parents see their children

Unknown: 00:20:53

differently, and therefore serve them differently. Because the

Unknown: 00:20:55

idea is that if I, if my child is acting out, for example, and

Unknown: 00:20:59

they keep acting out, and I'm, you know, I'm not in a good

Unknown: 00:21:02

place anyway, um, maybe my spouse and I are not having a

Unknown: 00:21:05

good time, and I'm trying to be a good mom or good dad, and I'm,

Unknown: 00:21:09

and I'm telling this child, you know, everything's fine. And,

Unknown: 00:21:12

you know, why are you acting out? And I get upset about that?

Unknown: 00:21:14

Well, what we don't know is that that child is taking on the

Unknown: 00:21:18

unspoken feelings of parents who are not acknowledging to the

Unknown: 00:21:21

child what's true. Yeah, so the child is experiencing

Unknown: 00:21:24

dissonance, the mom or dad's going, No, everything's fine,

Unknown: 00:21:27

honey. And the child's thinking, everything's not fine. And their

Unknown: 00:21:30

nervous system is going this now there's really something wrong.

Unknown: 00:21:33

Not only wrong, because there's something wrong, but something

Unknown: 00:21:35

wrong because mom doesn't know or dad doesn't know there's

Unknown: 00:21:36

something wrong, and they're telling me a lie. They can feel

Unknown: 00:21:39

that energetically. So now they're acting out of the

Unknown: 00:21:43

unspoken feelings, and then they get punished. So I mean, that

Unknown: 00:21:47

just understanding that when, from an intuitive standpoint, if

Unknown: 00:21:50

I can help someone say, well, here's some words that you might

Unknown: 00:21:53

use, if you want to consider to talk to your child about what's

Unknown: 00:21:58

going on, so that they get coherence. Because childhood

Unknown: 00:22:01

children respond better to coherence between what they see

Unknown: 00:22:04

and what they feel. Yeah. And then, and then they're a little

Unknown: 00:22:07

more settled, and then we find words to help them through since

Unknown: 00:22:11

then they don't have to act out of what's not theirs. So those

Unknown: 00:22:15

are that's just an example of,

Maureen Spielman: 00:22:17

yeah, that's, that's a great example. Have you

Maureen Spielman: 00:22:20

seen a shift? Because that, that reminds me of, I'd say, one of

Maureen Spielman: 00:22:26

my children experiences where, when it's detected that, like,

Maureen Spielman: 00:22:31

the truth isn't being told out loud, and there's some

Maureen Spielman: 00:22:33

suppression of like, oh, everything's fine, that he will,

Maureen Spielman: 00:22:38

he will come and say, No, that's not, that's not acceptable to

Maureen Spielman: 00:22:44

me. And he'll be the one stepping into more of an adult

Maureen Spielman: 00:22:48

role. But do you see that with more and more kids that it's

Maureen Spielman: 00:22:52

almost like the as they're breaking through that there's

Maureen Spielman: 00:22:56

less tolerance for old ways?

Unknown: 00:22:59

Well, less less tolerance for non truth telling,

Unknown: 00:23:05

especially if they're old souls. My daughter went said, I said,

Unknown: 00:23:08

you know, your job is to obey me, you're a kid, she goes,

Unknown: 00:23:11

Well, she thought that she said, I don't obey you. If I think

Unknown: 00:23:14

it's a good idea. I'm like, what? Yes. So they're, I mean,

Unknown: 00:23:23

they're just like, you can't, and so to respect the wisdom and

Unknown: 00:23:28

to say, you know, like, to acknowledge Oh, so you feel like

Unknown: 00:23:32

that's not true. Tell me about what you think. And just to give

Unknown: 00:23:35

them the space to express it, instead of saying, Well, I know

Unknown: 00:23:38

that, you know, as I used to say to my, my child, when she was

Unknown: 00:23:41

like two or three, I'd say, I'm a mama, you're the baby, I'm the

Unknown: 00:23:44

boss of you. And she'd say, I'm the mama, you're the baby. I'm

Unknown: 00:23:47

the boss of you. And she was like two years old. I'm like,

Unknown: 00:23:49

Oh, here's what I'm in for.

Maureen Spielman: 00:23:51

Exactly. And the way so many of us were

Maureen Spielman: 00:23:54

raised that that didn't really it took it takes a reset. I see

Maureen Spielman: 00:24:01

this part of the parent in here. And if we're if we're in any

Maureen Spielman: 00:24:07

sort of system, but I'm thinking because we're talking about kids

Maureen Spielman: 00:24:09

in the school system, that knowing like let's say someone

Maureen Spielman: 00:24:12

were to go to you and get information about their child,

Maureen Spielman: 00:24:15

then there's that intermediary step where a parent really truly

Maureen Spielman: 00:24:20

believing in that and bringing it to the system, which we may

Maureen Spielman: 00:24:25

have put almost like hierarchy all above us. Like there can

Maureen Spielman: 00:24:29

feel like fear in that like a speaking your child's truth,

Maureen Spielman: 00:24:34

your family's truth, your truth. So that takes that's also a new

Maureen Spielman: 00:24:39

sort of, I don't know if you'd call it it's a way of being I

Maureen Spielman: 00:24:42

was gonna say, is it an archetype of like this, this

Maureen Spielman: 00:24:45

person that's going to stand up for the truth in the in the

Maureen Spielman: 00:24:48

parental role as well?

Unknown: 00:24:50

Right. I think that's really about understanding as

Unknown: 00:24:53

parents that we chose, this time in history to come in and be a

Unknown: 00:24:57

different kind of advocate for our child's so that the system

Unknown: 00:25:01

can eventually evolve. And we can do that by acknowledging

Unknown: 00:25:05

that, you know, and I've said this to a lot of teachers, I

Unknown: 00:25:07

wouldn't, I don't even know why how you can do what you do, you

Unknown: 00:25:10

know, I don't even know, you know how you have the patience

Unknown: 00:25:14

to get through it with all that is on your plate. And I need to

Unknown: 00:25:18

let you know about my child, because, you know, I have to

Unknown: 00:25:21

advocate for my child, it's important. So I appreciate

Unknown: 00:25:24

everything you're doing. And we can talk about this, but I need

Unknown: 00:25:27

a different strategy for how this is working. So that you can

Unknown: 00:25:30

acknowledge and honor the work that's being done there. That's

Unknown: 00:25:34

honestly being done in another paradigm like, and the people in

Unknown: 00:25:38

the system are working according to the system to the very best

Unknown: 00:25:42

of their ability, and most of them are heroes. Most of them

Unknown: 00:25:45

are heroes that are trying to accommodate differences while

Unknown: 00:25:50

being told that there's a system that doesn't honor differences.

Unknown: 00:25:53

And they're and they're working both at the same time. So I

Unknown: 00:25:56

really have a huge respect for teachers, period. I mean, there

Unknown: 00:26:00

are teachers where I've said, Yeah, I don't even want my

Unknown: 00:26:04

daughter exposed to that mindset. Yes, it really said

Unknown: 00:26:08

that, like, yeah, no, it's not okay for you to say that my

Unknown: 00:26:10

daughter, but on the on the main, they're all like, I think

Unknown: 00:26:14

they're 99% heroes. And we need to acknowledge that as we

Maureen Spielman: 00:26:17

Yes. Present. Well, we're sorry. I think that

Maureen Spielman: 00:26:19

that's right. And I'm so happy that you gave that sort of

Maureen Spielman: 00:26:23

acknowledgement and appreciation for the heroes, the teachers, if

Maureen Spielman: 00:26:26

you had a message for the teachers who are in the

Maureen Spielman: 00:26:30

classrooms, they're seeing all these different presentations of

Maureen Spielman: 00:26:34

the kids like coming forward, which I imagine is quite

Maureen Spielman: 00:26:37

overwhelming, I totally agree with you, I know that that

Maureen Spielman: 00:26:41

that's not my work to do. But is there a message at this time

Maureen Spielman: 00:26:44

that you would send to them or a way to look at when you're

Maureen Spielman: 00:26:48

dealing with this collective of children within a classroom,

Unknown: 00:26:52

I can't imagine being put upon being told that my job

Unknown: 00:26:59

is very much about measuring children as they're developing

Unknown: 00:27:04

period. So first of all, that, I don't know how they do that. And

Unknown: 00:27:09

they do that, and they do it well. And they do it with a lot

Unknown: 00:27:12

of things that represent both the unfairness of a subjective

Unknown: 00:27:16

system, as well as Bernie people's reaction to it. And so

Unknown: 00:27:21

I would say that the teachers are, really, if I think of it as

Unknown: 00:27:26

nurses, nurses were the healers, not the doctors, because they

Unknown: 00:27:31

could spend a little time with the patient, and they could

Unknown: 00:27:34

touch their arm, or they could comfort them, or they could see

Unknown: 00:27:37

what was going on on an emotional level, and connect to

Unknown: 00:27:40

it. But now they're told they have 10 to 15 minutes per

Unknown: 00:27:43

patient, and here's the drugs they need to give. And don't

Unknown: 00:27:46

tell him about that. And don't talk to him about that. That's

Unknown: 00:27:48

why they're all quitting in droves. They didn't come to be

Unknown: 00:27:50

pill pushers, they came to be healers, the same thing with

Unknown: 00:27:53

teachers, they didn't come to get into some standardization so

Unknown: 00:27:56

that their kid could be normal. They came to teach children to

Unknown: 00:28:00

develop, they came to to fluster their development. So I would

Unknown: 00:28:03

say, you know that the teachers already have what they have. And

Unknown: 00:28:07

it is about they connect with children's hearts. And when they

Unknown: 00:28:10

connect with their hearts in the moment, they're trying to give

Unknown: 00:28:13

them what they need, and help them develop through what they

Unknown: 00:28:15

can sense is going on. And most of the teachers are doing that.

Unknown: 00:28:20

And then they have to be put upon on the system that says,

Unknown: 00:28:22

nevermind that. What about our measurements. So And granted,

Unknown: 00:28:28

there has to be some systemic connection to fostering that

Unknown: 00:28:31

development. But there's so many alternative schools now that are

Unknown: 00:28:34

understanding how to bring children to a better place of of

Unknown: 00:28:38

knowing their gifts and developing them in the process

Unknown: 00:28:41

of school that don't have to do the same system. So I would just

Unknown: 00:28:44

say to teachers, thank you, thank you, thank you, thank you,

Unknown: 00:28:46

thank you. And I get it, you are there to foster the development

Unknown: 00:28:51

of our, the growing of our children's development through

Unknown: 00:28:54

their heart. And that is what makes you a great teacher. And

Unknown: 00:28:57

if you keep focusing on that everything comes from that

Maureen Spielman: 00:29:01

beautiful reflection. That's going to

Maureen Spielman: 00:29:04

speak to a lot of people. And even for parents in these

Maureen Spielman: 00:29:07

systems, just to know that about teachers is great. It's great

Maureen Spielman: 00:29:11

information. I am thinking then, how we talked about just as we

Maureen Spielman: 00:29:17

met last week about the topic, how we're also conditioned to

Maureen Spielman: 00:29:22

look at things than the way a child is coming into the earth

Maureen Spielman: 00:29:28

being as if it doesn't fit the system, it's a disorder. And so

Maureen Spielman: 00:29:33

we kind of let's talk about that because I think that there's

Maureen Spielman: 00:29:36

some gold there in for how we view what we're seeing a

Maureen Spielman: 00:29:41

disorder versus a gift.

Unknown: 00:29:43

And some of this came as I was I worked with a

Unknown: 00:29:47

pediatrician at one point and sometimes he would just give me

Unknown: 00:29:51

a child and say, talk to me about what you see here. And he

Unknown: 00:29:55

was also a Chinese medicine physician duly certified and I

Unknown: 00:30:00

would look at the child and say, This isn't about the child is

Unknown: 00:30:03

about the mother, and the mothers. And the mothers got

Unknown: 00:30:07

this, and here's what's going on. And so that'd be helpful in

Unknown: 00:30:10

his helping child. But we started to then do, I said, a

Unknown: 00:30:15

lot of times, I was defining what I saw. And I wanted to do a

Unknown: 00:30:18

study on this, we presented it to Lurie Children's Hospital,

Unknown: 00:30:20

but it didn't quite make it through. But the idea was to

Unknown: 00:30:23

say, if I could, if I could, quote unquote, energetically

Unknown: 00:30:26

diagnose the children, while he did it medically. And he would

Unknown: 00:30:30

call something perhaps an ADHD or a DD according to the

Unknown: 00:30:34

symptoms that the child's symptoms, behaviors that the

Unknown: 00:30:36

child was exhibiting, and I would look at him the child

Unknown: 00:30:39

energetically and we would compare. And we would see if

Unknown: 00:30:41

there was a critical mass of data that showed there was a

Unknown: 00:30:44

parallel between the diagnosis of one kind, and the intuitive

Unknown: 00:30:48

intelligence of another. So I'll give you an example of this.

Unknown: 00:30:51

Children with ADHD are often said to be not able to pay

Unknown: 00:30:55

attention for long periods of time, that they can't sequence

Unknown: 00:30:59

things that they can't ground, and that they're hyperactive.

Unknown: 00:31:04

And so some of those behaviors are present in those in those

Unknown: 00:31:09

diagnoses. What I see when I look at many of those children,

Unknown: 00:31:13

and I haven't done enough study to say that I have, you know,

Unknown: 00:31:16

I'm a qualified to say this, but the but the question, the

Unknown: 00:31:19

hypothesis I have about this that I would love to get into a

Unknown: 00:31:23

legitimate study is that they have wide open third eyes. So

Unknown: 00:31:28

they come in with capacities for clairvoyance, which means clear

Unknown: 00:31:31

seeing, which is located in the middle of the two eyes and down

Unknown: 00:31:34

from the crown of the head. And the function of the third eye is

Unknown: 00:31:37

to see things in neutrality. Now, the SUTA NSA see the truth

Unknown: 00:31:42

in neutrality, to look at something and see the truth

Unknown: 00:31:44

neutrality, but this function comes through pictures, images,

Unknown: 00:31:47

symbols, visions, dreams, it does not come through sounds, it

Unknown: 00:31:52

does not come through feeling it does not come through knowing it

Unknown: 00:31:55

comes through a picture like a movie without any sound.

Unknown: 00:31:57

Sometimes without any knowing just the picture, sometimes you

Unknown: 00:32:00

get the impression of the picture. And you know, so the

Unknown: 00:32:04

other thing that the third eye can do is to see multi

Unknown: 00:32:07

dimensional realities, as opposed to the two I see

Unknown: 00:32:11

physical. And the third, I can see multi dimensionally. So in

Unknown: 00:32:15

quantum physics, particle physics has proven that there's

Unknown: 00:32:18

seven realities going on simultaneously. Quantum physics

Unknown: 00:32:23

tells us there's at least 11 that they have in their theories

Unknown: 00:32:25

are their own math. But particle physics doesn't care. They the

Unknown: 00:32:29

string theory in quantum physics says that it's all connected.

Unknown: 00:32:32

The particle physicists are more mathematicians, they couldn't

Unknown: 00:32:35

care less about all that nonsense. They want to prove

Unknown: 00:32:37

things with math. So those guys put together a math thing. And

Unknown: 00:32:41

they were the ones that said, there's seven dimensional

Unknown: 00:32:43

realities that can prove mathematically. So now you're

Unknown: 00:32:45

looking at the third eye, and you're looking at well, from

Unknown: 00:32:48

quantum physics, at least seven dimensional realities, a child

Unknown: 00:32:50

may be brought in and be able to see multi dimensional realities

Unknown: 00:32:53

through the third eye, and their eyes wide open and looking at

Unknown: 00:32:56

it. Now what happens when you look at a picture? And let's say

Unknown: 00:33:01

you're staring at a picture, let's say it's just one picture,

Unknown: 00:33:03

and you say to somebody, okay, please sequence this picture and

Unknown: 00:33:06

tell me what's most important, and what's the priority? And

Unknown: 00:33:09

you're thinking it's a picture, there's nothing priority, I

Unknown: 00:33:12

could say that guy's a priority, because I like him. Or I could

Unknown: 00:33:14

say that one's prominent, but is that the one that's supposed to?

Unknown: 00:33:17

So kids are? So that's, that's a perception that they're having.

Unknown: 00:33:23

And it's a receptor site for the stimuli that comes in. So other

Unknown: 00:33:27

stimuli comes in, that may come in just in one picture, and they

Unknown: 00:33:30

can't sequence it. And people say, What's wrong, you're not

Unknown: 00:33:32

normal. You can't you can't sequence things. Well, they

Unknown: 00:33:34

can't sequence it, because they're looking through

Unknown: 00:33:35

pictures. That's why we started to help children learn things

Unknown: 00:33:39

through their particular strength, even if you don't have

Unknown: 00:33:42

my guests to be able to see that. You can say my child is,

Unknown: 00:33:46

let's and I have a relative that's, that has this could look

Unknown: 00:33:54

at a play or a television program, or video and memorize

Unknown: 00:33:59

it the first time through. I mean, absolutely embody it.

Unknown: 00:34:03

That's someone with a wide open third eye. Now, when they're

Unknown: 00:34:07

looking multi Dimensionally, there are children and I've

Unknown: 00:34:10

talked to a guy who has what I think it was a boy school in

Unknown: 00:34:14

Canada. And he was at a psyche kids conference I went to, and I

Unknown: 00:34:18

talked to him and he's the head of he started the school. And he

Unknown: 00:34:21

says, because he was one of the counselors at the school and the

Unknown: 00:34:24

kids would come be given to him like here, you've misbehaved go

Unknown: 00:34:29

to the counselor. And he would say, why aren't you paying

Unknown: 00:34:31

attention? And the kid would say, Well, I don't like what's

Unknown: 00:34:33

going on in China. Now these kids had like, no access to

Unknown: 00:34:36

papers or internet at the time or anything. So what do you

Unknown: 00:34:39

mean, what's going on China? Will all of the people are in

Unknown: 00:34:42

trouble, and they're all doing this and he would describe it

Unknown: 00:34:44

completely. And then then he would go to research and find

Unknown: 00:34:48

out that in that moment that was going on in China, that there

Unknown: 00:34:51

was a terrible disruption. It was on the news, blah, blah,

Unknown: 00:34:54

blah. This kid didn't know it. So here's this kid having

Unknown: 00:34:57

feelings about something that's not even local that he doesn't

Unknown: 00:35:01

know about. And he's announced, like, why can't you sit still?

Unknown: 00:35:05

What's wrong with you? You're not an A student, because you

Unknown: 00:35:07

can't see. So they say he's not paying attention. And I said,

Unknown: 00:35:11

Oh, he's paying attention in more ways than you have the

Unknown: 00:35:12

capacity to do you have no idea how he's paying attention. So

Unknown: 00:35:16

it's not whether he's right, I just want he's paying attention

Unknown: 00:35:18

to that. We have to be more, we have to be more compassionate

Unknown: 00:35:22

and astute and discerning about asking, What are you paying

Unknown: 00:35:26

attention to not that you're not paying attention to me? What is

Unknown: 00:35:29

it, it's, sometimes it's just an overwhelm? That happens because

Unknown: 00:35:33

there's so much going on in their receptor site, that they

Unknown: 00:35:35

can't organize it in a way or process and until they're in

Unknown: 00:35:38

their 20s, the cerebral cortex doesn't formulate that capacity

Unknown: 00:35:43

to sorta look at impacts in the future. Look at what might

Unknown: 00:35:46

happen until their 20s. That's why they say, you know, they

Unknown: 00:35:51

heard this one policeman say that 16 year old boys are the

Unknown: 00:35:53

dumps creatures on the planet, because they have all this and

Unknown: 00:35:56

energy, all the strength, all the smarts, but they can't make

Unknown: 00:35:59

leaps and look at the consequences. Yeah, so they end

Unknown: 00:36:01

up running into things, you know, like, oh, and that means

Unknown: 00:36:04

that Oh, yeah. But it's because of the great brain capacity. So

Unknown: 00:36:08

So these children, let's say, with that wide open third eye,

Unknown: 00:36:13

they're diagnosed with something, and then they're

Unknown: 00:36:15

given drugs, the drugs will not help them develop that capacity,

Unknown: 00:36:20

it will not help them to get better, but it will mask their

Unknown: 00:36:24

sensation of the stimuli coming into their receptor sites. So

Unknown: 00:36:28

they don't notice it's coming in. It doesn't stop it from

Unknown: 00:36:31

coming in, it just dulls their awareness of it. It's just like

Unknown: 00:36:34

taking ibuprofen or aspirin, it'll dull your pain, the

Unknown: 00:36:39

feeling of pain, the pain still there, right. So that's what's

Unknown: 00:36:41

happening with with same thing with the drugs will stop the

Unknown: 00:36:43

pain of overwhelmed, but it won't stop the developmental

Unknown: 00:36:47

pathway won't help that. So if we could, and there's my bucket

Unknown: 00:36:52

list, teach children that that's an intuitive gift. And that they

Unknown: 00:36:57

have, they can be at choice for how they the aperture of what

Unknown: 00:37:02

they're looking at in their third eye. In other words, if

Unknown: 00:37:04

they imagine a third eye in the middle of their head, and they

Unknown: 00:37:06

imagine there was an island, they close the eyelid? And then

Unknown: 00:37:09

look at things and what would that be like, and I do this with

Unknown: 00:37:12

students and the glasses when I teach my method in healing in

Unknown: 00:37:16

the quantum field and reading, that you have your choice for

Unknown: 00:37:20

what you perceive through your intuitive receptor sites, by not

Unknown: 00:37:24

unless you know you have one, that it's a gift, and how it

Unknown: 00:37:27

works. And then you can have choice, right? So if we could

Unknown: 00:37:30

teach the kids Oh, you can open it up, and you can close it

Unknown: 00:37:33

down. And let's see what this is. What is that like for you?

Unknown: 00:37:35

Right, and the basics of that are the basics of their energy

Unknown: 00:37:38

field where they don't know that they're spreading their energy

Unknown: 00:37:41

out inside of an entire room. And they're aware of every

Unknown: 00:37:44

thought, every feeling that everybody's having, and they

Unknown: 00:37:47

don't know how to process that, then they quote unquote, backed

Unknown: 00:37:50

out of it, because it's overwhelming, right? And people

Unknown: 00:37:53

are like, Oh, this kid overwhelmed, give him a drug,

Unknown: 00:37:55

you know, like, and I don't think anybody's parents that

Unknown: 00:37:58

Cavalier, because they're just trying, every parent is just

Unknown: 00:38:00

trying to help their child feel safe, and be safe, right, and be

Unknown: 00:38:03

able to even live in this society where it's all

Unknown: 00:38:06

competition with a child that's very amazingly gifted in a way

Unknown: 00:38:10

that is not honored. So what else what other choices they

Unknown: 00:38:13

have? I always say, and sometimes I see, I can see what

Unknown: 00:38:16

medication does, I feel that I can see that sometimes it's

Unknown: 00:38:19

helpful to bridge where they are to where they need to be

Unknown: 00:38:21

sometimes that just brings a little bit of balance, and

Unknown: 00:38:24

sometimes it just completely dulls down, which is why I did

Unknown: 00:38:28

that, you know, produced with Jen waggle, the misdiagnosis of

Unknown: 00:38:32

gifted children, because children are being diagnosed

Unknown: 00:38:34

over the phone in 15 minutes by a physician, about here have a

Unknown: 00:38:38

class three drug, and that'll be fine, because you're acting out.

Unknown: 00:38:42

And and that is it's entirely unethical and inappropriate,

Unknown: 00:38:46

because the child, you know, there are pediatricians who are

Unknown: 00:38:52

neural, they deal with the psychology of children, and they

Unknown: 00:38:56

do a battery of tests. And they may decide at the end of that,

Unknown: 00:39:00

that it's helpful for them to, for example, be in a more

Unknown: 00:39:03

challenging school, some are acting out because they're not

Unknown: 00:39:05

challenged enough because their IQ is too high for what's being

Unknown: 00:39:08

offered to them. And so they're acting out. And then others are

Unknown: 00:39:11

having a chemistry imbalance based on some of their intuitive

Unknown: 00:39:16

intelligence and some other things. So it's much more

Unknown: 00:39:18

complex time, because the children are showing us the

Unknown: 00:39:21

evolution. And we're kind of between times of where we've

Unknown: 00:39:24

been and where we're going. Yeah. And they're all over the

Unknown: 00:39:27

place. Chaos precedes order. Right? So we're in this chaotic

Unknown: 00:39:30

place. And all of us need to be just responsible to our own

Unknown: 00:39:34

children to sort through what are their gifts and asking the

Unknown: 00:39:37

question, what are their gifts instead of asking the question,

Unknown: 00:39:41

what's wrong?

Maureen Spielman: 00:39:43

Great premise. Yeah. And I was one of my

Maureen Spielman: 00:39:48

questions like my sub questions about the medications is that

Maureen Spielman: 00:39:51

sometimes if a child then reports and I guess we don't

Maureen Spielman: 00:39:55

know, but if a child then reports like, Oh, I feel better

Maureen Spielman: 00:39:58

or I'm more a two And or there could be like you're saying like

Maureen Spielman: 00:40:02

some some intersectionality, like some bridge, but also can

Maureen Spielman: 00:40:05

be the this just question but the child's already learning

Maureen Spielman: 00:40:10

what it takes to be as part of the system. So then there's a

Maureen Spielman: 00:40:14

miss identification that it's working, because it's creating

Maureen Spielman: 00:40:19

that puzzle piece to fit the current system, the current

Maureen Spielman: 00:40:21

puzzle, but

Unknown: 00:40:23

I mean, they're selling their kids are smart enough to

Unknown: 00:40:26

sell Adderall and Ritalin, they, I mean, they're selling it to

Unknown: 00:40:29

each other. Because if you're going to pass a test, and you

Unknown: 00:40:31

have to stay up all night here, I mean, this isn't about their

Unknown: 00:40:34

behavior, this is about the system. And it's a shame that

Unknown: 00:40:37

they have to conform to that in order in order to conform to a

Unknown: 00:40:40

system that doesn't work anymore, they have to drug

Unknown: 00:40:42

themselves. How sick is that system, you know, you have to

Unknown: 00:40:45

wonder if the medicine belongs for the system instead of for

Unknown: 00:40:48

the child, that it's a system that's sick, not the child. So

Unknown: 00:40:51

it is a shame, but we're in and we're discovering this, and the

Unknown: 00:40:54

kids will help us with this as they go on. Yeah,

Maureen Spielman: 00:40:56

I think I think this gives a lot of, sort

Maureen Spielman: 00:40:59

of, I'm gonna just call it permission, but an area to

Maureen Spielman: 00:41:03

explore for parents, because as we're talking about all this,

Maureen Spielman: 00:41:06

too, if we were to sit into our intuition, as parents of what we

Maureen Spielman: 00:41:12

know about our child, they probably have like, a nice list

Maureen Spielman: 00:41:16

of this is what I know. But then it's the it's the belief system

Maureen Spielman: 00:41:20

of like, and these are okay, and there's a place for this and

Maureen Spielman: 00:41:24

this is also this can create a beautiful life's paths for this,

Maureen Spielman: 00:41:30

this individual.

Unknown: 00:41:32

Yeah, and I've heard people, I've had parents come to

Unknown: 00:41:34

me and say, you know, I'm, we're moving to Montana, or we're

Unknown: 00:41:38

moving to this or that, why, because my child is sensitive to

Unknown: 00:41:42

the electric, the 5g towers that they know are completely toxic

Unknown: 00:41:46

to the brain. Yeah. And I always recommend people get safe

Unknown: 00:41:49

protection, safe, space protection.com products that

Unknown: 00:41:53

will stop the radiation from hurting the brains of the

Unknown: 00:41:57

children who are sensitive, because all the radiation that

Unknown: 00:42:00

comes through computers, and when you open your computers and

Unknown: 00:42:04

says what networks are available, all of the

Unknown: 00:42:06

electromagnetic fields of what's available are already coming at

Unknown: 00:42:09

you. We've never in history had this kind of thing on our

Unknown: 00:42:12

brains. So we need to have at least some things that help to

Unknown: 00:42:15

mitigate that. But yeah, it's a it's a really interesting time

Maureen Spielman: 00:42:18

like that, that I just want to ask a

Maureen Spielman: 00:42:20

question around that how you as an intuitive a healer, a guide.

Maureen Spielman: 00:42:26

Talk to family, if you do at all about technology, and and its

Maureen Spielman: 00:42:32

role with our children.

Unknown: 00:42:34

Yeah, I have in specific in specific readings.

Unknown: 00:42:37

And sometimes I've done a couple of conferences in for parents.

Unknown: 00:42:40

But basically, the idea that it's very interesting, because

Unknown: 00:42:47

now I see people with one year olds, just here's the, here's

Unknown: 00:42:51

the computer in front of you, and I'm going to be gone for a

Unknown: 00:42:53

bit, that's okay. And I understand as a parent, how 24/7

Unknown: 00:42:57

With a child, you're trying to find something, that's that's

Unknown: 00:43:00

doable. But there are consequences for exposing a

Unknown: 00:43:05

child to this a great deal of radiation from these devices,

Unknown: 00:43:09

especially before there are two. There are those screens now that

Unknown: 00:43:13

they have, pardon me that go over the computer. And there are

Unknown: 00:43:19

things on the back of the phones you can put in again, Safe Space

Unknown: 00:43:21

protection. Space protection.com. And I know the

Unknown: 00:43:26

woman that started that, and she's an amazing scientist, as

Unknown: 00:43:29

well as an intuitive and you can put on their phone and we'll

Unknown: 00:43:33

stop the radiation. I see people putting your their phone to

Unknown: 00:43:36

their ear, Oh, bad idea for the brain. And then I see women

Unknown: 00:43:41

putting it right here now, like next to their sports bra. And

Unknown: 00:43:46

they've done studies and found breast cancer, exactly outlining

Unknown: 00:43:50

where they put the phone against the rest. That's radiation, it's

Unknown: 00:43:54

going into the brain, it's going into the body, their children

Unknown: 00:43:56

are being exposed. So separating, like having distance

Unknown: 00:43:59

between themselves on the device, putting those screens on

Unknown: 00:44:03

that stop the radiation or reduce it quite a bit are really

Unknown: 00:44:07

helpful if you're going to do that. Also with kids, there's so

Unknown: 00:44:11

much violence in videos that it's not helpful to their brain

Unknown: 00:44:15

is developing either, because and I went into a video store

Unknown: 00:44:18

once and this was before it was so widespread. I said Is there

Unknown: 00:44:21

anything in here that is educational, without explicit

Unknown: 00:44:24

sex or violence in any way? And the owner of this thing went and

Unknown: 00:44:28

he's looking around the ground? He goes, I don't think so. I

Unknown: 00:44:31

said, these are for kids. Yeah. So when we have to go to places

Unknown: 00:44:35

like there are places like Heart Math. Heart Math is an institute

Unknown: 00:44:40

that helps kids go into alpha brainwave by doing games, and

Unknown: 00:44:45

helps them calm down. So you have to research a little bit on

Unknown: 00:44:48

conscious products for children. So and then some kids need the

Unknown: 00:44:52

weighted blankets and all of that sort of things, because

Unknown: 00:44:55

they need to feel the skin on them because they're very high

Unknown: 00:44:59

vibrate. seeing children and they're very sensitive, and they

Unknown: 00:45:02

need to feel skin on them. So they need to feel something

Unknown: 00:45:04

weighted. But as far as technology goes, you know,

Unknown: 00:45:07

whatever is helpful on a conscious level that you can

Unknown: 00:45:09

find, and I used to do a lot of research on that, and far and

Unknown: 00:45:12

few between, but it's growing that area. And you know what

Unknown: 00:45:15

even go to Gaia, Gaia has a lot of other resources. I don't know

Unknown: 00:45:19

how well they do with children in technology, but it's worth

Unknown: 00:45:22

looking at the 5g towers, if it's near, you absolutely need

Unknown: 00:45:26

to save space protection for the room that takes the toxic

Unknown: 00:45:31

radiation out of the room, put it in your child's room, do not

Unknown: 00:45:34

let your child have a cell phone next to their bed, do not let

Unknown: 00:45:36

them have a television at night, they have to cut it off at a

Unknown: 00:45:39

certain time, because that really hurts the brain. I mean,

Unknown: 00:45:42

they were developing, you know, the brains are developing, and

Unknown: 00:45:45

they're trying to accommodate all this radiation all day long.

Unknown: 00:45:48

So we have never had in history, this experiment, where children

Unknown: 00:45:51

are exposed to radiation at this level, this even walking down

Unknown: 00:45:54

the street every five minutes, especially in an urban city

Unknown: 00:45:57

setting. They've already shown the toxicity of 3g towers and

Unknown: 00:46:00

other and 5g They didn't even do the studies, because they knew

Unknown: 00:46:02

it was toxic. And everybody just wanted faster devices. So they

Unknown: 00:46:05

didn't do the study. So it's tough to be a ferret these days

Unknown: 00:46:08

with technology, because it's so prevalent, but there are ways.

Unknown: 00:46:12

So

Maureen Spielman: 00:46:12

it's it's good conversation, it's good

Maureen Spielman: 00:46:14

reminders, because in some ways, there's so there's so much

Maureen Spielman: 00:46:18

concern, but there can also be a numbing out because it's so big.

Maureen Spielman: 00:46:24

It's so big and that but the there's the radiation piece, and

Maureen Spielman: 00:46:28

then and then this constant barrage of ideas, images

Maureen Spielman: 00:46:32

overload coming at our children to which I have to assume is not

Maureen Spielman: 00:46:37

healthy for them.

Unknown: 00:46:38

Right? And well, and this is they're going to what's

Unknown: 00:46:41

going to happen is they're going to have to adapt, it's about one

Unknown: 00:46:44

of the things that's going to happen is resilience and

Unknown: 00:46:46

adaptation are the two skills that are going to be necessary

Unknown: 00:46:48

for them to survive. Yeah, if they if they if we can't help

Unknown: 00:46:52

our children pivot, and we, as parents have to say, how does it

Unknown: 00:46:56

feel? We keep having so children, how does that feel to

Unknown: 00:47:00

you when that happens? Because the children will numb their

Unknown: 00:47:02

feelings out a way big time. If they have to be what social

Unknown: 00:47:06

media tells them to be. And they can't be that then they'll

Unknown: 00:47:08

isolate. We've got COVID they isolated, they've got their

Unknown: 00:47:11

device, they isolate, they don't their relationship goes down. So

Unknown: 00:47:14

we can keep saying how do you feel about that? Yeah. How do

Unknown: 00:47:18

you feel not? What do you think? But how do you feel about that?

Unknown: 00:47:20

Yes. When that happens, what can you tell us about that? Do you

Unknown: 00:47:23

think your peers feel the same way about that, because that

Unknown: 00:47:25

just helps them to open their heart and ask the question of

Unknown: 00:47:28

themselves, of course, most a lot of kids of certain age will

Unknown: 00:47:30

say, I gotta tell you, I feel that you're the parent. But if

Unknown: 00:47:35

you can, anything that you can do to enhance their when you see

Unknown: 00:47:40

your child, you know, when they're happy, you know, when

Unknown: 00:47:44

they expand, you know, when they're, you know, anything that

Unknown: 00:47:48

you can do watching something together, where you know, the

Unknown: 00:47:50

point of the movie is touching, or you know that you go to do a

Unknown: 00:47:54

certain thing, and they get delighted. Anything you can do

Unknown: 00:47:57

to amplify that in their lives and keep pointing back to it and

Unknown: 00:48:01

referring back to it and referring back to it keeps

Unknown: 00:48:03

reminding their system that there's a place where the joy

Unknown: 00:48:06

lives. And they can live in that through both memory and

Unknown: 00:48:09

recreating it in new ways. So I think that's really a core

Unknown: 00:48:12

important aspect of reminding themselves that they can come

Unknown: 00:48:15

from joy, or at least remember to experience it. Excellence

Unknown: 00:48:19

garage.

Maureen Spielman: 00:48:20

Yeah, there's been so many good guidelines

Maureen Spielman: 00:48:23

that you've set out for this talk today, Therese as I know

Maureen Spielman: 00:48:27

something I want to end with. But before we finish up for

Maureen Spielman: 00:48:31

everything that we've covered, is there anything that else else

Maureen Spielman: 00:48:34

that comes to mind for you that we've that we've left out, or

Maureen Spielman: 00:48:38

that's important to say?

Unknown: 00:48:40

Okay, one thing I would say is that, first of all

Unknown: 00:48:43

parents have to know if you've chosen to be a parent at this

Unknown: 00:48:45

time in history, just call yourself a hero, full stop. And

Unknown: 00:48:50

then honor yourself for that, and then get the end of the day

Unknown: 00:48:52

and go, you know, I got to the end of my day, I'm going to just

Unknown: 00:48:56

I'm going to invite spirit to just comfort me and to

Unknown: 00:49:00

acknowledge my brilliance and having gotten through it, even

Unknown: 00:49:03

if I was out of sorts, or I yelled or I did this and I

Unknown: 00:49:06

wasn't hug yourself because you're picking the hardest job

Unknown: 00:49:10

on the planet and you're doing the absolute best you can and it

Unknown: 00:49:14

needs to be no matter what you do, please don't judge yourself.

Unknown: 00:49:18

It's a long process. And it's a really challenging environment

Unknown: 00:49:22

and what a great job no matter what honor yourself, self

Unknown: 00:49:26

compassion, that will be the message for parents.

Maureen Spielman: 00:49:28

It's so beautiful. That's a that's a

Maureen Spielman: 00:49:31

great message. I I was going to add something onto the end,

Maureen Spielman: 00:49:36

which is a little it's something that I've heard you say a couple

Maureen Spielman: 00:49:38

times and I really love and I think it would be beneficial for

Maureen Spielman: 00:49:41

our listeners. But I've heard you say several times that you

Maureen Spielman: 00:49:46

grow in the area that you persistently asked questions in.

Maureen Spielman: 00:49:51

Can you just say something about that I I want to hear from you

Maureen Spielman: 00:49:56

what that means and why it's kind of one of your it feels

Maureen Spielman: 00:49:59

like mantras are principles.

Unknown: 00:50:01

Yeah, it's a central tenant. And it comes out of

Unknown: 00:50:03

appreciative inquiry, which is, David cooperrider created

Unknown: 00:50:06

appreciative inquiry as a methodology in the 80s. That

Unknown: 00:50:10

looks at how we grow from our strength as opposed to looking

Unknown: 00:50:13

at what's wrong. And his methodology is really worth

Unknown: 00:50:16

looking up. But one of the tenants of his philosophy is

Unknown: 00:50:19

that we grow in the direction we most persistently ask questions

Unknown: 00:50:22

about. And when we ask persistent questions about what

Unknown: 00:50:26

brings me joy, or what's the best thing going on in my child,

Unknown: 00:50:29

or what's the best possible thing that can happen in the

Unknown: 00:50:31

situation, our brain will go, our cerebral cortex goes towards

Unknown: 00:50:35

the questions and tries to solve them? Well, if you try to solve

Unknown: 00:50:38

questions like where's my joy, you'll continue to find things

Unknown: 00:50:41

in your environment that say, oh, there it is, there it is,

Unknown: 00:50:43

there it is. If you continue to ask the question, what's wrong?

Unknown: 00:50:46

Like they do in you know, the traditional psychology, you'll

Unknown: 00:50:48

find a ton more things that are wrong. And you'll just keep

Unknown: 00:50:51

finding out what's wrong. So I say always grow in the direction

Unknown: 00:50:54

you most persistently asked questions about and make those

Unknown: 00:50:56

questions about what's the best possible outcome, the best

Unknown: 00:50:59

possible way I could be in this situation has the best possible

Unknown: 00:51:03

relationship I can have with my child or whatever the whatever

Unknown: 00:51:07

the situation is, keep asking about joy. And you're doing

Unknown: 00:51:10

we'll bring you there. Yeah.

Maureen Spielman: 00:51:11

And I feel like when we asked that

Maureen Spielman: 00:51:13

question, knowing that were divinely supported, and in that

Maureen Spielman: 00:51:18

sort of mission, or whatever it is, and it doesn't feel like

Maureen Spielman: 00:51:23

either, maybe it's because I'm getting to know you more, it

Maureen Spielman: 00:51:26

doesn't feel like there's any sort of bypassing of reality of

Maureen Spielman: 00:51:30

that. It's not like, you know how like that you can have,

Maureen Spielman: 00:51:33

like, oh, just think positive thoughts. And it's not that it

Maureen Spielman: 00:51:35

feels more like a guiding question that like there's a

Maureen Spielman: 00:51:39

path and it opens up different avenues, if we are asking the

Maureen Spielman: 00:51:45

most resonant question.

Unknown: 00:51:47

Yeah, it's, it's a practice. It's a practice, like

Unknown: 00:51:50

yoga or any other practice you want to do. It's a practice that

Unknown: 00:51:53

will continue to shape your path towards that, which is Life is

Unknown: 00:51:58

life is always inviting us to grow. And it's always inviting

Unknown: 00:52:00

us to find our joy in it. Even when it's difficult and

Unknown: 00:52:04

sorrowful, we can still say, Wow, I get to feel this deeply.

Unknown: 00:52:07

And that's a privilege because some, some people can't even

Unknown: 00:52:09

know that that's, there's a place of growth here. They just

Unknown: 00:52:12

feel the sorrow they don't know that there's possibility for

Unknown: 00:52:14

growth. So what that's a place of gratitude. So what in life?

Unknown: 00:52:19

How can we accept the invitation of life to say, yes, accept the

Unknown: 00:52:22

invitation that it will change and grow and be confusing and

Unknown: 00:52:25

confounding, and still insist that we find our joy in it and

Unknown: 00:52:29

ask that question.

Maureen Spielman: 00:52:32

I think that's a beautiful place to end the

Maureen Spielman: 00:52:34

interview, I want to give you an opportunity to let the listeners

Maureen Spielman: 00:52:37

know where to find you. And any upcoming work you have.

Unknown: 00:52:43

Yeah, oh, thank you. Yeah. Willing, I'm, thank you

Unknown: 00:52:46

again, for for spending time with me. It's been it's been a

Unknown: 00:52:49

really joyful time. And I'm grateful. I'm doing the workshop

Unknown: 00:52:55

next Tuesday, pop up workshop that intuitively reading energy,

Unknown: 00:53:00

and I'm going to focus on some empathic, intuitive empathic

Unknown: 00:53:03

skills in that. And on the 21st, is, I guess, this is just this

Unknown: 00:53:08

Friday, I'm going to be at visual brothers Art Center.

Unknown: 00:53:11

Well, I'll be one of 77 practitioners at visual brothers

Unknown: 00:53:15

Art Center that's been presented, and it's called the

Unknown: 00:53:18

Energy unlimited. And it's, we were interviewed as people who

Unknown: 00:53:22

were related to enhancing energy on the planet in whatever way we

Unknown: 00:53:25

were. And so there's going to be a grand celebration, it's free.

Unknown: 00:53:29

So look it up. Sure. Our brothers Art Center. And we're

Unknown: 00:53:32

going to have some classes in the fall on reading and energy

Unknown: 00:53:36

and quantum field and healing. So I hope people will tune into

Unknown: 00:53:39

that. And I have my book mapping into reality, discovery into

Unknown: 00:53:43

intelligence. So thank you for that.

Maureen Spielman: 00:53:45

Yeah, thank you. Thanks for being here. And

Maureen Spielman: 00:53:46

thanks for the listeners, as always, and I'll put, you gave a

Maureen Spielman: 00:53:51

lot of references today to both your own work and others work.

Maureen Spielman: 00:53:55

So I'll put as many as I can in the show notes so people can go

Maureen Spielman: 00:53:58

and discover what really resonated with them. And we'll

Maureen Spielman: 00:54:02

see the listeners next time. And thank you again, Dr. Rob. Thank

Unknown: 00:54:05

you. It's been wonderful. Thanks, Mary.

Maureen Spielman: 00:54:11

Thanks for listening to this episode of

Maureen Spielman: 00:54:12

mystical sisterhood. If you love what you heard, please visit

Maureen Spielman: 00:54:16

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Maureen Spielman: 00:54:19

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Maureen Spielman: 00:54:23

one on one coaching programs, or join the mystical sisterhood

Maureen Spielman: 00:54:26

membership, visit Maureen spielman.com or mystical

Maureen Spielman: 00:54:29

sisterhood.com Thanks so much. I'll see you on the next