Quantum'Psychology'and'Child’s'Mental'Health'
Quantum psychology science and programming can be utilized to have positive effects on
a child's mental health outcomes'
by
Hanan Ayoub-Fadil; M.D. M.P.H.
International Quantum University of Integrative Medicine
August 5, 2014
Approved by:
Pat Knox; PhD
Dissertation
Submitted in partial fulfillment of the requirements for the degree
of
Doctor of Philosophy in the Department of
"Quantum Psychology" in the Graduate School of
International Quantum University of Integrative Medicine
2014
Copyright©
by
Hanan Ayoub-Fadil
2014
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Abstract
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Childhood intellectual and emotional developmental disorders are the modern
phenomena created by 19th- and 20th-century parenting styles and by medical and psycho-social
practitioners. According to the most recent Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition (DSM-V), children with neurodevelopmental disorders are those who
might be described as having intellectual disabilities; communication deficits, attention deficits,
hyperactivity disorders, specific learning disorders, motor disorders or autism-spectrum
disorders.!
Traditional diagnostic procedures are reductionist. They place labels on children and treat
disorders with drugs that cannot fix the disorders, instead they created more problems in the form
of side effects, which in turn require more treatment and do not treat the animate disease.
Erroneous diagnostic procedures have led to a dramatic increase in the number of DSM-V
labeled diseases.
From the critical quantum researcher’s perspective, this study demonstrates that our health and
well-being are directly influenced by our evolving positive and negative emotions. Human
relationships can transform the experiences of children who are challenged with traditional
medical classifications.
It is time to integrate quantum medicine and psychology into our scientific work habits and
attitudes when measuring the emotional and intellectual skills and progress of humans based on
holistic psychology scientists’ work. Viable new humanistic psychology tools that provide
better-integrated psychological assessment are greatly needed.
Quantum psychology offers such solutions for greater human learning, development, and
progression toward the whole child. Quantum medicine and psychology will play a major role in
21st century’s healthcare and workplaces. Traditional psychological evaluations and DSM-IV/Vtest models for evaluating children’s disabilities have been researched for many years, but with
only a limited number of studies based on humanistic psychology models.
The Creativity Assessment Tool (CAT) was developed using quantum psychology to assess the
environment for children at-risk. The CAT protocol was inspired by work with children
challenged with neuro-developmental disorders in a Montessori-prepared environment. The
observations of a focus group of six individuals, at both group and individual levels, provide the
basis for the new psychology tool; CAT or Creative Assessment Tool. This case study
demonstrates that the application of quantum psychology science and programming can be
utilized to have positive effects on a child's mental health outcomes.
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Dedication
I!dedicate!this!dissertation!to!my!beloved!son!Fo’ad,!who!inspires!me!with!love!and!
respect!to!life.!!
To!my!parents!Nazek!and!Dr.!Shahin,!my!brothers!Ehab,!and!Hazem.!!
To!my!lovely!husband!Ahmed!and!our!children!Nora,!Nelly!and!Fo’ad!who!inspired!me!
with!their!unconditional!love!and!patience!throughout!our!life!journey.!!!
Also!to!my!entire!staff!and!friends:!Doreen,!Nijole,!Astrid,!Lauren,!Irem,!Namali,!David,!
Lisa,!Jessica,!and!Ana.!To!influenced!role!model!teachers,!therapists,!and!to!many!excellent!
parents!who!have!supported!my!noble!journey.!!
Thank!you!for!all!your!love,!help!encouragement,!patience,!and!time.!My!dream!came!
true!because!of!your!presence!in!my!life.!!
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Acknowledgements
I would like to express my most sincere appreciation to all who supported this effort.
First of all to my family, especially my husband, Dr. Ahmed Fadil; my brother Dr. Hazem
Shahin, and my beloved daughters Nora and Nelly for their sincere support and unending effort
to make this study work and look its best in my super busy world! I also appreciate all the work
of my editor - Dan for his valuable suggestions.
Special acknowledgement goes to my professor Dr. Paul Drouin and mentor Dr. Pat
Knox, you are an extraordinary and inspiring professors, mentors, and advisors for life!
Thank You All for helping this to happen!
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Contents
Abstract!............................................................................................................................................!ii!
Dedication!.......................................................................................................................................!iii!
Acknowledgements!..........................................................................................................................!iv!
List of Tables:!.................................................................................................................................!vi!
List of Figures:!..............................................................................................................................!vii!
1.! INTRODUCTION!.....................................................................................................................!1!
1.1. The Research Objective!......................................................................................................!1!
2. LITERATURE REVIEW!................................................................................................................!6!
2.1. What is Quantum Psychology?!...........................................................................................!7!
2.2. Allopathic Assessment & Diagnosis!.................................................................................!16!
2.3. The Meaning of “Wellness”!..............................................................................................!25!
2.4. Our Definition of Wellness!...............................................................................................!25!
2.5. Environmental Wellness!...................................................................................................!26!
2.6. Sustainable Design!............................................................................................................!27!
3.! QUANTUM MEDICINE & APPROACH TO MENTAL HEALTH EVALUATION!...............!28!
3.1. Quantum Evaluation!..........................................................................................................!28!
3.2. Positive Psychology & the Quantum - a Science of Enlightenment!.................................!33!
4. METHODOLOGY!.......................................................................................................................!33!
4.1. The Creativity Assessment Tool (CAT)!............................................................................!34!
5.! RESEARCH!............................................................................................................................!46!
5.1. Case 1 – E.!.........................................................................................................................!47!
5.2. Case 2 – K.!........................................................................................................................!57!
5.3. Case 3 – L.!.........................................................................................................................!66!
5.4. Case 4 – M.!........................................................................................................................!74!
5.5. Case 5 – M.!........................................................................................................................!83!
5.6. Case 6 – F.!.........................................................................................................................!92!
6. OUTCOMES!.............................................................................................................................!102!
Appendix A – Research Consent Form!.........................................................................................!105!
References:!....................................................................................................................................!106!
Biography!.....................................................................................................................................!108!
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List of Tables:
Table 5.1.1. WORK HABITS AND ATTITUDES: Self-Motivation!..............................................................!49!
Table 5.1.2. WORK HABITS AND ATTITUDES: Organizational Skills!....................................................!50!
Table 5.1.3. INNER SELF – Overall Scoring!..............................................................................................!52!
Table 5.1.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!..........!54!
Table 5.1.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!..........!55!
Table 5.2.1. WORK HABITS AND ATTITUDES: Self- Motivation!.............................................................!60!
Table 5.2.2. WORK HABITS AND ATTITUDES: Organizational Skills!....................................................!62!
Table 5.2.3. INNER SELF – Overall Scoring!..............................................................................................!63!
Table 5.2.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!...........!63!
Table 5.2.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!..........!64!
Table 5.2.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!..........!65!
Table 5.3.1. WORK HABITS AND ATTITUDES: Self- Motivation!.............................................................!68!
Table 5.3.2. WORK HABITS AND ATTITUDES: Organizational Skills!....................................................!69!
Table 5.3.3. INNER SELF - Overall Scoring!...............................................................................................!70!
Table 5.3.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!...........!70!
Table 5.3.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!..........!71!
Table 5.3.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!..........!72!
Table 5.4.1. WORK HABITS AND ATTITUDES: Self- Motivation!.............................................................!76!
Table 5.4.2. WORK HABITS AND ATTITUDES: Organizational Skills!....................................................!78!
Table 5.4.3. INNER SELF – Overall Scoring!..............................................................................................!79!
Table 5.4.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!...........!80!
Table 5.4.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!..........!81!
Table 5.4.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!..........!82!
Table 5.5.1. WORK HABITS AND ATTITUDES: Self- Motivation!.............................................................!85!
Table 5.5.2. WORK HABITS AND ATTITUDES: Organizational Skills!....................................................!87!
Table 5.5.3. INNER SELF – Overall Scoring!..............................................................................................!88!
Table 5.5.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!...........!88!
Table 5.5.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!..........!89!
Table 5.5.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!..........!90!
Table 5.6.1. WORK HABITS AND ATTITUDES: Self-Motivation!..............................................................!95!
Table 5.6.2. WORK HABITS AND ATTITUDES: Organizational Skills!....................................................!96!
Table 5.6.3. INNER SELF – Overall Scoring!..............................................................................................!98!
Table 5.6.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!...........!99!
Table 5.6.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!........!100!
Table 5.6.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!........!100!
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List of Figures:
Graph 4.1. The Creativity Assessment Tool (CAT)!.....................................................................................!36!
Graph 5.1.1. WORK HABITS AND ATTITUDES: Self-Motivation!............................................................!49!
Graph&5.1.1a.&WORK&HABITS&AND&ATTITUDES:&Self<Motivation!......................................................!50!
Graph 5.1.2. WORK HABITS AND ATTITUDES: Organizational Skills!...................................................!51!
Graph&5.1.3a.&WORK&HABITS&AND&ATTITUDES:&Social<Emotional&Development&of&Self<Esteem!.....!53!
Graph 5.1.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!.........!53!
Graph 5.1.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!........!54!
Graph&5.1.3c.&WORK&HABITS&AND&ATTITUDES:&Social<Emotional&Development&of&Self<Control!.....!55!
Graph 5.1.3d. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!........!56!
Graph 5.2.1. WORK HABITS AND ATTITUDES: Self- Motivation!...........................................................!61!
Graph 5.2.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!........!65!
Graph 5.3.1. WORK HABITS AND ATTITUDES: Self- Motivation!...........................................................!68!
Graph 5.3.2. WORK HABITS AND ATTITUDES: Organizational Skills!...................................................!69!
Graph 5.3.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!.........!71!
Graph 5.3.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!........!72!
Graph 5.3.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social Skills!.........!73!
Graph 5.4.1. WORK HABITS AND ATTITUDES: Self- Motivation!...........................................................!77!
Graph 5.4.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!.........!80!
Graph&5.4.3b.&WORK&HABITS&AND&ATTITUDES:&Social<Emotional&Development&of&Self<Control!....!81!
Graph 5.5.1. WORK HABITS AND ATTITUDES: Self- Motivation!...........................................................!86!
Graph 5.5.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Esteem!.........!89!
Graph&5.6.1.&WORK&HABITS&AND&ATTITUDES:&Self<Motivation!.......................................................!96!
Graph 5.6.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control!......!100!
vii!
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Copyright*@*2014*by*Hanan*Ayoub6Fadil*
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1. INTRODUCTION
Despite the astonishing rise in mental health problems and frustrations that
parents and educators face today, too little has been done to actually improve mental health
outcomes; so much more must be invested in new psychological techniques.
1.1. The Research Objective
The objective of the case study research was on the one hand, to bring awareness to the
importance of a holistic lifestyle; and on the other, to investigate the effects of the latter on the
mind and body.
The underlying premise of our research was the belief that living in harmony with the
laws of nature and individualizing one’s holistic environment would help mentally challenged
children perform to the best of their capabilities. Then in turn, following this logic,
supplementing the whole person with happy experiences of living in harmony with nature and
supplementing with individualized vitamins and minerals, proteins and fats will result in
nourishing the whole person’s environment and body rather than parts of the environment or
parts of the body.
In the first year of our study, as children started enrolling in our program, we went
through a number of models to prepare the learning environment, and exercised several
screening and assessment tools for measuring the child’s mental health status. In the process, we
came to a realization that errant diagnostic procedures have led to an increase in the number of
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DSM-5 labeled diseases and an astonishing rise in mental and social health impairments de facto
overwhelming and compromising the capacity of human evolution to move past its 21st-century
crises.
The research study compared DSM III, IV and most recently developed DSM-V1, and
found that by wanting the measurement tool to become specific, we may be losing the sensitivity
of the measuring tool2 and more importantly, we may be losing the child as a whole individual.
In conclusion, we also realized that childhood intellectual and emotional developmental
disorders represent modern phenomena created by 19th- and 20th-century parenting styles as well
as medical and psychosocial practitioners.
The experiment defined our objectives to support our children in reaching their goals of
inclusion into mainstream educational and health environments. Furthermore, to help children at
risk to achieve a more independent work of daily living activities and to enhance them to
emotionally connect to others in the community, we must have an open-minded approach and
reach outside the box for educational and health care system alternatives.
As researchers, we believe we cannot be separated from the children (i.e. the research
subjects), and at the same time the children cannot be separated from their external environment.
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!APA. (2013). Diagnostic and Statistical Manual of Mental Disorders. 5 Edition. Arlington, VA, USA: American
Psychiatric Association Publishing.
http://www.thinkingautismguide.com/.../dsm-v-changes-from-late-diagnosed; accessed on 05.09.2014.
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As human beings, we all live in the same quantum and we all need a fair evaluation and
treatment.
Health professionals and educators always look for assessment tools to evaluate the child;
and in order for them to select the best treatment and the most conducive educational
environment, they should rely on an appropriate assessment tool to better serve each individual
child to enjoy his or her uniqueness. Therefore, the need for viable new humanistic psychology
tools that could provide better-integrated psychological assessment for the child at risk is the
proposal of this study.
According to the most recent 5th edition of the Diagnostic and Statistical Manual of
Mental Disorders (a.k.a. DSM-V)3, which serves as the universal authority for American
psychiatric diagnosis and classification, children with neurodevelopmental disorders are those
who might be described as having intellectual disabilities, communication or attention deficits,
hyperactivity disorders, specific learning disorders, motor disorders, or autism-spectrum
disorders4.
As it follows from the definition above, it appears that the conventional diagnostic
procedures tend to be reductionist in their approach, thus placing labels on children and treating
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!APA.!(2013).!Diagnostic!&!Statistical!Manual!of!Mental!Disorders.!5th!Edition.!Arlington,!VA,!USA:!American!
Psychiatric!Association!Publishing.!
4!www.science.gov/topicpages/u/united+states+children.htm; accessed on 05.09.2014.
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disorders with drugs that cannot fix the disorders; they instead create more problems in the form
of side effects, which in turn require more treatment and do either very little or do not treat the
animate disease.
Between 13 to 20 percent of children living in United States were reported as having
mental disorders in the summary for Mental Health Surveillance among Children, 2005-20115.
Neurodevelopmental Disorders are defined as brain dysfunction that affects learning, memory
and emotion6. If we consider, for instance, the healthy environment of the human brain and its
performance in integrated and holistic matter, we will see that each section of the brain has an
important role for learning.
For example, the frontal lobe is responsible for reasoning, planning, parts of speech,
movement, emotion and problem solving. The parietal lobe is responsible for movement,
orientation, recognition, and perception of stimuli. The occipital is in control of visual
processing. The temporal lobe is responsible for perception and recognition of auditory stimuli,
memory, and speech. Both the occipital and the temporal lobes are in control of the visual,
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!CDC. (2014). Mental Health Surveillance among Children – United States, 2005 – 2011. MMWR # 62 (2). Atlanta,
GA, USA: US HHS Centers for Disease Control & Prevention: Atlanta, GA.
http://www.cdc.gov/mmwr/pdf/other/su6202.pdf; accessed on 05.09.2014.
6
www.science.gov/topicpages/u/united+states+children; http://quizlet.com/12996920/experience-psychology-flashcards/
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auditory, tactile, mobility, language, and manual functions. The cerebellum is responsible for the
coordination of movement, posture, and balance7.
It is our contention that using techniques that utilize all these parts of the brain will help
children to concentrate and to retain the information better. Additionally, the experience of
learning to enjoy their meals, making it a sensory experience, and being in the moment will help
them better connect with their surrounding environment. An individualized program, such as the
mindfulness yoga exercise while eating a meal, is just as vital because each student’s body
interacts differently with the foods they consume. The difference in the way they interact with
the world should also be noted. Displaying an array of positive environment options as opposed
to one or two choices will provide the child with an opportunity to feed his or her individual
needs that will create a balance within the individual health system and enhance well-being.
Furthermore, creating an individualized assessment program will help to avoid any
negative emotions linked to previous experiences, which led to allergic reactions or aggravated
tissue inflammation, which then could have detrimental effects on brain function and
performance. The total individual’s assessment environment must be included while evaluating
the child’s mental health status for best evaluating his or her education or treatment options.
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http://quizlet.com/12996920/experience-psychology-flash-cards/; accessed on 05.09.2014
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During our research and before the data were collected, we offered our observers a
number of training courses for integrating themselves in the experiment of observation. As an
illustration of this process, a German researcher would teach the foreign language through the
use of movement, synchronizing the mind and body, thus facilitating learning the new language.
By offering training courses we wanted to determine how fast the students could pick up
on learning a new language while using these techniques; also we wanted to examine whether
the observer has an impact on the child’s overall socio-emotional health. More importantly, to
examine whether an evaluator’s observation notes would have any tangible effects on the latter,
before actually educating the student in the command of a new foreign language.
2. LITERATURE REVIEW
Many scholars have been searching for the “universal human truth” and the “universal
language” that would allow all races and nations to communicate and understand each other
easily, and even communicating with the future across time and space.
In this search we should not look too far, in fact it may be very close and integral to all,
as the Ancient Egyptian wisdom of several thousand years ago that inspired today’s work
proclaims, “the great god whose words are in the members of him, he sends (his) heart out of his
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body, that heart may become more inventive than (those) of gods.8 But what makes the heart, and
pass the words of the hearts across time and space of thousands years ago, from the Ancient
Egyptians to our current time and to our future generations”9 .
2.1. What is Quantum Psychology?
The definition of quantum psychology should be sought in the works of integral thinkers.
Specifically in the works of such quantum scientists as Sri Aurobindo, Don Beck , Jean Gebser,
Robert Kegan as well as Ken Wilber. These theorists define the integral psychology as the
holistic psychology that encompasses all aspects of humans rather than its parts; that would agree
with the model (physical, vital, mental, spiritual and the whole)10.
In his essay, Ken Wilber discussed his belief that at least five main components of human
psychology exist. In particular, he posited that “consciousness should be included in any study,
its wave or levels, lines or steam, normal state and altered, the self (four quadrant: culture,
world view, neurophysiology cognitive, and social)”11.
Quantum physics follows the principal quantum non–locality as applied science made
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8
Egyptian Book of the Dead –The Humanitiestake_a_walk-outside_Time.docx
Egyptian Book of the Dead –The Humanitiestake_a_walk-outside_Time.docx
10
Yoga, Growth and Opening Body, Mind & Spirit, p. 68 ; Pluralistic Culture Moving into Global Culture;
www.books.google.com/www.kenwilber.com; accessed on 05.09.2014.
11
Wikipedia - en.wikipedia.org/wiki/Consciousness; accessed on 05.09.2014.
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sense of accepting the theory of psychophysical parallelism or philosophy of Mind-Dualism 12.
The question researchers posited is “How could a person find knowledge about his or her mind?”
The limited resources for the knowledge of mind can be summarized as follows: “human has a
mind eye to see our reality and to allow us to see our mind or introspect our own thought
process, intuition or what “folk-psychology” calls common sense and mind is our behavior”13
That theory of psychophysical parallelism or philosophy of Mind-Dualism met with
resistance by the behaviorists because it did not acknowledge the causal connections
predominantly recognized by modern science. However, many philosophers, mathematicians,
and scientists did investigate its truth and existence. For example, Plato in his dialogue Phaedo
argued that the soul never dies14. Following similar logic, Rene Descartes defined and equated
mind with the soul15; while Leibniz rejected interactionism, occasionalism and double-aspect
theory in favor of the view that mind and body exist in pre-established harmony by the creator
and before the existence of the matter (body).”16
Modern science accepted the theory of behaviorism, where a mental status of a person
can be described by his or her behavior, so when a person says he is happy this might be
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12
Fieser, J. (2008). Internet Encyclopedia of Philosophy; Mind and Body; Chapter 3, from great Issues in
Philosophy; accessed on 05.09.2014; http://www.iep.utm.edu/
13
Encyclopedia Britannica - Psychophysical Parallelism—accessed 05.09.204;
http://www.britannica.com/EBchecked/topic/481798/psychophysical-parallelism
14
Plato. (2009). Phaedo. Oxford, UK: Oxford University Press.
15
Descartes, R. (1999). Meditations and Other Metaphysical Writings. New York, NY, USA: Penguin Classics.
16
Encyclopedia Britannica - Philosophy of Mind-Dualism-Psychophysical; accessed on 05.09.2014;
http://www.britannica.com/EBchecked/topic/383566/mind-body-dualism
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translated in his actions that we would subjectively perceive as a happy person. “Aristotle was
convinced that a genuinely happy life required the fulfillment of a broad range of conditions,
including physical as well as mental well-being”17. In that sense, if we want a happy or positive
mental status for a child, we should eventually recognize the happy experiences that facilitated
that particular mental status of being happy. So science & spirituality, child & environment are
not far from each other; since all are meant to be existing at the same time and space for us to
evaluate a happy child in that particular situation.
The limited knowledge sources and theories can meet at some point of conceptual
synthesis. Psychologists cannot ignore the fact that human interconnectedness plays a major role
for both observer and the observed; and would have direct effects on the entire process of
evaluation, and it would be impossible to dissect the former from the latter and both into parts.
Unlike what we traditionally learned in the medical field, “we cannot separate the observer from
the experiment”18
The challenge here is not in the acknowledgement of psychophysical parallelism or the
causal behavioral theories, it is in the mental status of the person who evaluates the child. Thus,
since we are considering the subjectivity in evaluation, there is the possibility that human mental
status would affect evaluation. Therefore, quantum healing and consciousness model responds to
human needs through a set of laws and archetypes. “The greater the degree of consciousness
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18
http://www.pursuit-of-happiness.org/history-of-happiness/aristotle/; accessed on 05.09.2014.
Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
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(information), the more we will be able to control indeterminacy”19.
In an attempt to describe life (biology) according to quantum physics theory by the
experiment and equation, famous 20th century physicist Erwin Schrödinger, posited the principal
of superposition that allows the cat to be alive or dead at the same time20. The fact that the cat
was observed and was found dead or alive (but not both at the same time) gave the result for a
collapse of the wave function appearing differently to the same or two different observers. This
phenomenon could be related to how a self can be represented in many stations of awareness and
biological forms, and the latter is critical when we use this concept while evaluating our clients
for quantum psychopathology21. In evaluating a client, my concern would be to determine
whether my client has a chance or potential to fit in the norm, or not.
Dr. Dean Raden’s work on parapsychology and the Extended Mind (EM) phenomena22
and other similar scientific research studies of distance healings23 have allowed quantum
biologists to postulate that their view of new quantum biology can explain all phenomena that
are not successfully explained in contemporary biology and medicine24. “Despite persistent
reports of such experiences, as well as a growing body of experimental evidence, the notion that
the mind might have extended properties is considered by some to be scientifically implausible.
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19
Encyclopedia Britannica - Philosophy of Mind-Dualism-Psychophysical; accessed on 05.09.2014;
http://www.britannica.com/EBchecked/topic/383566/mind-body-dualism
20
Quantum Biology course by Dr. Gaetens Cheavalier- IM-704
21
Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
22
deanradin.blogspot.com; accessed on 05.09.2014; http://deanradin.blogspot.com/
23
Wayne Dyer Facebook; accessed on 05.09.2014; https://www.facebook.com/drwaynedyer
24
Quantum Biology course by Dr. Gaetens Cheavalier- IM-704
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The EM seems to violate core assumptions of the neurosciences as well as physical laws about
the structure of space and time”25.
The many layers of the self26 are accepted by quantum psychology, whereas classical
psychological science focuses only on one face or one mind. This approach makes theories of the
mind seem rather subjective and they also create discrepancies between self-estate
representations and one’s belief system, which in turn creates mental and emotional struggles.
More research is needed to support this theory of new biology, psychology, as well as its
applications to the ongoing research of Biophysics and Biomolecular field of the living cell.
Furthermore, there should be appropriate research tools to test for its sensitivity, validity
and reliability, in order for those experiments to be accepted and moved up beyond just observed
phenomena. In my opinion, new science is moving up, since we can now measure the subspace
and invent new tools to test it, like quantum biofeedback and tri-vector field that are quantic in
nature.27
In this general context, if we apply the concept of waves of possibilities to shape the
human self-representations, we would have more chances for our clients’ individualized
evaluations and healing programs and we will not need to follow one objective rule that must fit
all. However, science is mainly objective and to guarantee obvious reliabilities for theories we
create, one must try to quantify the quality of his or her observation or come closer to measure it
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25
!deanradin.blogspot.com; accessed on 05.09.2014; http://deanradin.blogspot.com/
26
27
Stanford Encyclopedia of Philosophy; accessed on 05.09.2014; http://plato.stanford.edu/
Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
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eventually.28
As it was mentioned before, qualitative methods of assessment is one way of what we use
when gathering information from observing the case study. In order to come closer to the
quantity measures of its subjective data, one must be able to translate them into numbers. At the
same time the possible bias here is how an observer can control his/her own personal feelings
that most probably are going to be embedded in their subjective evaluation.
The question remains whether the quantum biofeedback is the assessment tool of choice
to evaluate and gather data from our clients. Again, more research is needed to support this new
way of human mind-body measuring. That takes us to the next point of investigating how
quantum psychology works when it comes to feelings and energy psychology.
Quantum psychology is based on theories of quantum physics. Therefore, unlike the
upward causation model of classical physics, where elementary particles make atoms, atoms
make molecules, molecules make cells (neurons), neurons make the brain which translates one’s
feelings through one’s senses, which in turn makes one’s thoughts, and finally makes one’s selfconsciousness; it is a downward causation that matters, the quantum experts claim.
This means that one’s consciousness makes one’s brain to make the thought, which
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
28
!ctb.edu/en/table-Community Tool Box
12!
!
makes the feelings, that one’s neurons sense, that makes enough neuron to sense, that makes the
cells, cells that make the molecules, molecules that make the atoms, atoms that make the
elementary particles and their interaction. If we put it in a simpler way, humans are capable of
creating the blueprint of their own self-representation, feelings and energy psychology.
The feelings of both the observer and the observed and the energy psychology are
entangled (tangled hierarchy)29 in the process of orchestrating the assessment as well as the
healing process. So, every emotion that is taking place at the time of the psychological
evaluation, every thought and every intuition that presented itself at the time of evaluation must
be considered in creating the blueprint for assessing and development of the healing plan of the
individuals. Since we are discussing energy of the whole assessment and healing process, the
creativity of both the healer and healed plays here a major role.
A significant number of experiments demonstrated how the positive energy or the light
therapy can affect the matter. For instance, the Masaru Emoto’s positive prayer30 showed how
thoughts can shape the structure of a drop of water, or how prayers and positive intentional
healings and experiments impacted the health of the patients undergoing surgeries very
positively. To make a miracle (healing) happen, a new pattern of thinking is created, i.e. the new
brain circuits or what Dr. Chopera discovered “new neuropeptides have to occur”31.
Neuroscientist; Sir John Eccles, another supporter of the idea, postulated that “mind may be the
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
29
Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
Emoto, M. (2005). The Hidden Messages in Water. New York, NY, USA: Attria Books.
31
Quantum Biology course by Dr. Gaetens Cheavalier- IM-704
30
13!
!
observer in a recursive loop from atoms to molecules to neurons to thought to consciousness to
mind to atoms…”32.
So, can science save us from illness? Yes, eventually the one who is calling for a miracle
to happen will be able to jump to a new context, in a new pattern of thinking, or what the
quantum scientists call - the quantum leap33. As stated by Dr. Drouin of Quantum University,
“The paradigm of a new pattern of thinking cannot happen at the mental level, as to be an entire
pattern of new thought within a new supramental context”34
Quantum psychology proposes “consciousness is the ground of all beings and probably
our over all mental health and psychology are impacted first by the constant quantum energy
movements at all five layers of our bodies. The five bodies are: the wholeness, the supramental,
the mind, the vital the sensing and the material body. All of which give the final selfrepresentation. Quantum evaluator is encouraged to slow down at his vital level and allow
positive psychology thoughts to happen during evaluation time. Furthermore, the new science
stressed the importance of positive mental health application that can help shape the healing
process, therefore, quantum psychologists must be trained to install new software, as described
by Dr. Drouin inside their client’s healing system or as we described as changing lifestyle and
living in harmony with nature “as their road map to healing”35.
With this understanding of quantum biology and psychology, we can propose that the
progressive development of the individual and preparation of individuals for the evolution of the
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
32
!www.Skeptic.com/reading_room/the great afterlife; accessed on 05.09.2014.
33
Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
35 !Quantum Healing and Consciousness Dr. Paul Drouin-I Q-202
34
!
14!
!
21st century workplace depend on their abilities to let go of the old addictive habits that rely on,
i.e. on old traditional system of: drugs (including pharmaceutical medications), the Dis-ease, Emotion, negative thoughts, negative memories that did fail them and accelerated their involution
not their evolution.
As parents and educators when we show our acceptance of our children’s recent
changes/challenges, we ought to urge the mainstream science to acknowledge that our children’s
survival depends on our evolution of consciousness not the on the survival of the fittest as
Darwin once convinced us.
We strongly believe that it is time to create the quantum psychology new assessment
tools to better evaluate our clients. The quantum evaluator understands the client’s real struggle.
The conscious energy that both would feel, will be put in an appropriate context; making the
blueprint for miracle healing. By applying the laws of quantum physics, one can make sense of
the quantum creativity and its stages that lead to a quantum leap; that is to the “miracle healing”.
There should be four stages36 in order for creative leap to happen as noted by Dr. Drouin:
preparation, incubation, sudden insight (the “aha” moment) and manifestation itself - the
miracle37.
Thus, classical psychologists are in dire need of developing the quantum creativity to
help critical cases that do not respond to medication or traditional psychology anymore. Could
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
36
!Quantum Healer Dr. Paul Drouin-IM-703
37
Quantum Healer Dr. Paul Drouin-IM-703
15!
!
quantum psychologist use the advanced diagnostic and other valid therapeutic modalities like the
quantum biofeedback, or the laser for future evaluation and medicine? I believe yes, but that
requires all of our investments and contributions now.
2.2. Allopathic Assessment & Diagnosis
From a historic viewpoint, a limited number of the Ancient Egyptian documents defined
mental disorders as states of concentration, attention, and “emotional distress that appear in the
heart and mind”38. Ancient Hindu Ayurveda saw it as resulting from an imbalance among three
kinds of bodily fluids or forces called doshas39. Different types of personalities were linked to
different propensities, inappropriate diets and disrespects towards the gods. Traditional Chinese
treated mental disorders as mechanisms by which the Emperor describes symptoms and
emphasizes connections between emotions and bodily organs. “Condition was thought to
compromise five elements (fire, water, wood, metal) and imbalances between Yin and Yang”40.
My understanding of how Quantum medicine and psychology approach works is as
follows: Like Hammer medicine quantum researchers discovered connection between the human
psyche and disease41. Hippocrates, the father of Western medicine, who practiced budding
science of medicine in Ancient Greece, classified mental disorders, including paranoia, epilepsy,
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!Wikipedia – History of Mental Disorders; accessed on 05.09.2014;
http://en.wikipedia.org/wiki/History_of_mental_disorders
39
Lad, V. (1995). Ayurveda: The Science of Self-Healing: A Practical Guide. New York, NY, USA: Lotus Press.
40
http://www.slideshare.net/fahadbasheerkaruppam/the-history-of-medicine; accessed on 05.09.2014.
41
articles.mercola.com/.../a-new-view-of-cancer-german-new-medicine; accessed on 05.09.2014
38
16!
!
mania and melancholia42. For ancient Hebrews and Israelites, mental disorders were a problem
like any other; caused by difficulties in the relationship between the individual and God43.
During the Middle Ages doctors of Persia, Arabia and various Muslim empires followed the
Greek science with its underlying religious connections but Islam added that mentally ill people
cannot held power or responsibilities but would have protectors to run their lives instead44. In the
Western world in the period between the 16th and 20th centuries, medicinal understanding of
mental illnesses started to evolve from being attached to witch-hunts or God’s punishments to be
recognized as diseases that demanded specific assessment tools, clear diagnosis and effective
treatment45.
Psychological assessment, or using a more methodologically correct medical term “biopsychosocial assessment”, is the process where the psychologist would interview the patient to
gather data and evaluate for present mental health complaint or a chief complaint46.Psychologists
before beginning the interview would introduce themselves to the patients and inform them that
they can diagnose but cannot prescribe medications. The length of a typical interview usually
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
42
Hippocrates. (1984). Selected Writings. New York, NY, USA: Penguin Classics.
Alexander, F. (1966). The History of Psychiatry: An Evaluation of Psychiatric Thought and Practice from
Prehistoric Times to the Present. New York, NY, USA: Harper & Row.
44
Stone, M. (1997). Healing the Mind: A History of Psychiatry from Antiquity to the Present. New York, NY, USA:
W. W. Norton & Company.
45
https://www.smashwords.com/.../a-brief-history-of-human-behaviour-and- how-to-become-an-enlightened-globalcitizen.rtf; accessed on 05.09.2014.
46
http://www.drtiffanysanders.com/psychological-neuropsychological-testing; accessed on 05.09.2014.
43
17!
!
takes one day or multiple days to be completed.47 The assessment interview script is a prestructured health questionnaire – i.e. “the assessment tool” that the evaluator uses for all patients.
Most of the health surveys have open-ended questions and include the following sections:
patient demographics, chief mental health complaints, history of present complaints, personal
history or character, past medical and psychological history, occupation history, family history,
substance abuse history and mental status examination.
The psychological assessment might only need the interview for assessment or would
cover the services below:
•
Reviewing medical records (clinical or physical exam by a primary care physician or a
psychiatrist related to mental health);
•
General mental health and screening for acute problems or emergency or significant
mental health problems;
•
Mental health status examination;
•
Bio-social history (including: related biological or pathological problems, social issues
and challenges, psyche complaints and screening for chronic mental health problems);
•
Psychological testing;
•
Brain and neuro- imaging if needed.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
47
http://www.drtiffanysanders.com/psychological-neuropsychological-testing
18!
!
The collected data would enable the evaluator to establish a tentative diagnosis then
treatment would begin. Children’s mental illness, as defined by conventional health professionals
refer to a mental disorder that affects patient’s mood, thoughts, and behavior.48 Children’s
mental Illness is commonly classified per the child’s age group49:
a) Early childhood (0-3 years old);
b) Middle childhood (3-12 years old), and
c) Adolescence (12-18 years old).
The interview questionnaire would vary slightly according to the child’s age group when
gathering the data. Commonly used questionnaire per each group would cover following
medical, developmental and psychological areas of health:
A) The entire life history for the patient’s brain development (milestones) that includes
the prenatal, pregnancy medical history, birth event, hospitalization, nutritional status,
birth order, and person’s personality or profile. That should include the child’s
sensory- and gross motor developments, temperament, that allow to assess language,
mobility, manual, tactile, visual, toilet training, nutrition and overall gross brain and
body development.
B) As group A, brain and psychological medical history. In addition history of
relationship to family, school, friends, and behavioral challenges.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
48
www.mayoclinic.org/disaeses-conditions/mental-illness; accessed on 05.09.2014.
Encyclopedia of Mental Disorder and own background work; accessed on 05.09.2014;
http://www.minddisorders.com/
49
!
19!
!
C) Information gathered as A and B group, but mostly depending on the subjective
evaluation by school history, attitude or behavioral towards others and sexual
development.
Depending on the age of the child the evaluator would gather the data and compare them to
the mainstream or what had been established as the “normal data”, and then a diagnosis would
be established based on the evaluator’s objective and subjective ratings.
For example, if the child’s age is three years old and his/her personal history showed that the
child was not toilet trained at the time of the interview, then the evaluator would state the
problem of delayed toilet training, or if a four year old personal data showed that the child had
no friends in school then social isolation could be stated as a problem, or a collective symptoms
that the evaluated child might reflect and match the CDC or DMS criteria, that the evaluator
would use to establish the diagnosis.
Since the purpose of this paper is to show a comparison between allopathic approach and
quantum medicine approach, the literature review done by Northern California Training
Academy searching for best assessment and screening tool to evaluate children in their center50,
listed about seventy different screening and assessment that included (put the list)
This study used the definitions of the Fifth Edition of the Diagnostic and Statistical Manual
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
50
Northern California Training Academy; accessed on 05.09.2014;
http://humanservices.ucdavis.edu/Academy/index.aspx?unit=ACADEMY
!
20!
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Disorder (DSM-V)51 and selected children defined by the DSM-V as having neurodevelopmental
disorder. The selected research group has been chosen as a model for the comparison between
the conventional western and the quantum medicine approaches.
The Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V)
serves as the universal authority for American psychiatric diagnosis and classification for mental
health illnesses. DSM is basically considered by the conventional practitioners the best tool to
assess mental health and social relationships. DSM is a system of classification and a group of
criteria per each class set forth and it is based on the observations of a group of children’s
behaviors by group of conventional developmental – behavioral pediatricians, psychology
researchers and psychiatrists.
The historical background of the DSM showed that this instrument meant to assess all
age groups listed above as well as adult patients. It should be noted that in the late 1970s the
development of DSM-III system of classification was the chosen tool of assessment for mental
health even though there were problems reported for its validity and reliability. “Since then the
DSM-IV and DSM-IVR have altered some of the parsing of psychiatric disorders into
“childhood” and “adult” disorder, on the basis of which many psychiatric disorders are not
diagnosed until adulthood, they may present in childhood or adolescence DSM-IV”52
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
51
!Ibid.
52
Wikipedia - Child and Adolescent Psychiatry; accessed on 05.09.2014;
http://en.wikipedia.org/wiki/Child_and_adolescent_psychiatry
!
21!
!
Then most recently, in May of 2013 the DSM-V53 became the new criteria for diagnosing
mental health illnesses. By DSM-V new criteria, children with neurodevelopmental disorders are
defined as those who might be described as having intellectual disabilities, communication
deficits, attention deficit or hyperactivity disorder, specific learning disorders or motor disorders,
or autism-spectrum disorders.
DSM-V conceptual framework as Dr. Wakefield overviewed it was a major change and
controversial, “This resulted in controversies that became so heated that some critics went so far
as to suggest that DSM should be abandoned in favor of the World Health Organization’s
International Classification of Diseases (ICD; World Health Organization, 1978) which is
coordinated with and determines the codes used in the DSM.”54
Moreover, the conceptual framework of the DSM-V and the challenges set forth as result
of those guidelines left parents and physicians with numerous concerns and questions,
specifically whether it was justifiable to become more specific for the diagnostic criteria and
even more so whether it was reasonable to change them so quickly from DSM-IV to DSM-V55.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
53
!Ibid.
54
Wakefield, J. (2013). DSM-V Changes and Controversies; Report, New York State Psychological Association;
accessed on 05.09.2014; http://www.nyspa.org/Jaime/Jerome%20Wakefield%20DSM5%20changes%20and%20controversies.pdf
55
Autism Spectrum Disorder - 2013 American Psychiatric association-www.psychiatry.org
22!
!
As parents of a mentally challenged child, we wondered what difference did DSM-IV or
DSM-V made to improve the mental health services or quality? As medical and education
professionals in active practice of both fields we were frustrated by the sudden increase in the
number of children diagnosed with neurodevelopmental disorders.
The dominant sentiment is that the exhausted parents, teachers and professionals remain
confused and cannot keep up with the new criteria of the DSM-V56. Like any business in the
world that became detached from its consumers’ demand, it appears that conventional medicine
turned into an industrialized system removed from its primary clients – patients.
This is further aggravated by the direct and overwhelming involvement of health
insurance companies, which focus primarily on cost-saving measures rather than on positive
health outcomes for individual patients. The key component of this process is the cost category
or a label, i.e. “you do not have label; I cannot pay you”.
Special Education teachers and educators are challenged by what they should offer as
new learning programs that can match and satisfy the parents’ increased demand to mainstream
their children57. Additionally, should their school serve children diagnosed with mental health
illness (classified as neurodevelopmental disease in this study), or would their needs be served
better in special education schools and programs. Finally, it remains unclear what happens if the
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
56
http://www.thinkingautismguide.com/.../dsm-v-changes-from-late-diagnosed; accessed on 05.09.2014.
Cole, R. (2008). Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Alexandria,
VA, USA: ASCD; 2nd Revised Edition.
57
23!
!
parents would not have insurance to cover their services or if their child will not fit the criteria
and won’t get any aid.
As one can see the dilemma created by the mental health tool actually requires more
funds and demands more mental health services. So, is there any hope for mental health
recovery, using available mental health assessment and diagnosis model?
Last, the literature review did not show any considerations for who is actually doing the
evaluation, nor for the evaluation environment itself, nor for the new emerging industrial
diseases including but not limited to the so-called vaccine controversy (i.e. possible causative
relation of vaccination to autism spectrum symptoms58); nor for the detrimental effects of our
polluted environment that has been proven by the scientific studies by conventional occupational
and environmental medical doctors to be causing many childhood environmental diseases.
In view of all this we propose more of quantum psychology assessment tools that provide
better-integrated environmental and psychological assessment.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
58
Vaccine Epidemics by Habacus Habakus, L. et al. (2012). Vaccine Epidemic: How Corporate Greed, Biased
Science, and Coercive Government Threaten Our Human Rights, Our Health, and Our Children; New York, NY,
USA: Skyhorse Publishing.
24!
!
2.3. The Meaning of “Wellness”
My background in environmental medical research has led me to correlate the effect of
food chemistry on our children's health, growth, and brain development. Our newly established
research and wellness center allowed us as researchers (both adult and children) to apply an
affordable natural environment from “A” to “Z” way of living, where the natural botany, biology,
art, music, yoga, and extra have been the main focus to our daily basic life needs and activities.
By practicing the holistic healthy lifestyle and eating the natural and plant-based diet, we
successfully cultivate our and the children’s intellectual abilities, social skills, and respect for the
natural world. Our new holistic lifestyle as parents and children did not only focus on the indoor
eco-friendly prepared environment but also proposed natural multi-center outdoor activities with
neighbors, family and friends. To complete our life and learning experiences, we believe that our
community is like an organism that needed to evolve holistically with us (i.e. My Family),
therefore in business and leisure everyone is involved in our life infrastructure and are integral
part of our natural life system.
2.4. Our Definition of Wellness
It’s important that we first define wellness. Wellness is a state of being that one attains as
he or she becomes aware of his or her self as a “whole” person. This includes the comfort and
sense of balance we have with our physical body, our lives, careers, and more. The core
25!
!
foundation of wellness establishes meaningful relationships, love, and a sense of meaning and
purpose. Although we may have obstacles in our way and/or stress and trauma at times, we are
resilient, have emotional strength, material resources, and the support of others to survive and
thrive.
2.5. Environmental Wellness
Environmental wellness is a state of being we experience when we feel physically safe
with pristine surroundings. It involves the easy access to clean air, food, and water so that we
can sustain healthy lives and environments. It includes both our micro (the places where we live,
work, learn, socialize, etc.) and macro (our communities, cities, country, and whole planet)
environments.
It is important to note that all eight dimensions of wellness overlap so your environmental
wellness can be affected by the status of occupational, emotional, social, spiritual, intellectual,
and physical wellness. Therefore, one may experience fluctuations in these within their
respective environments. The goal is to create balance among all of them. Here are some
examples of environmental wellness:
!
Regularly clean your living and work environment and deal promptly with spills
and messes;
!
Make maximum use of natural light, fresh air, and live plants;
26!
!
!
Discard garbage regularly, clean spoiled foods out of the refrigerator, and stay on
top of any pet odors;
!
Clean crowded cabinets, closets, drawers in order to prevent clutter;
!
Conserve energy (fuel, electricity, water, etc.) in your home, car, and elsewhere;
!
Recycle (glass, paper, plastic, etc.);
!
Do not litter;
!
Purchase recycled items when possible.
2.6. Sustainable Design
Environmental wellness also incorporates sustainable design and development practices.
Sustainability is maintaining the needs and wants of the present population without
compromising future generations’ needs. Although there are many principles under the
sustainable design umbrella, carbon emissions hold significant importance. The goal to reduce
carbon emissions can positively influence environmental sensitivities and create a sound socioeconomic structure.
Community development and planning that creates housing, offices, shops, restaurants,
safe connectable transit, schools, houses of worship, parks, community centers, and more—all
within the same geographic realm and within walking distance of each other—is an example of
planning tailored to reduce emissions, among other environmental factors.
27!
!
These applications aim to control but are not limited to transportation CO2 emissions.
Further, these types of urban systems drive away our highly automobile-dependent living, which
fuel (pun intended) our CO2 emissions to destructible levels. It is important to note that CO2
emissions are generated all the time via the production of food, home items, materials, wood,
roads, services, transport, and fuel to varying levels.
It is our duty to become aware of our modern lifestyle and our own carbon footprint59.
Then moving ahead I learned about the quantum university and the noble goals that scientist and
researchers are adopting and working hard to prove the new theory of quantum biology and
medicine. I believe this is the future model of medicine and I am looking forward to see it
unfolding.
3. QUANTUM MEDICINE & APPROACH TO MENTAL HEALTH EVALUATION
3.1. Quantum Evaluation
As quantum researchers rounded in the principles of the legitimate Eastern medicine
when studying the child’s mental status we should understand the brain functions and how MindBrain and Mind-Body connections work and how they may fall in state of disequilibrium. Such
process of evaluation addresses the whole person in terms of potentiality, where five bodies are
observed and analyzed: physical, vital, mental, supramental and the whole (Bliss).
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
59
http://www.nature.org/greenliving/carboncalculator/index.htm; accessed on 05.09.2014
28!
!
The percentage of quantum collapse is about finding out the possibilities of thoughts
(negative meaning) that could possibly be misinterpreted in the client’s mind and possibly
collapsed as disequilibrium or disease60. The percentage can be measured by new techniques of
vital body medicine (quantum biofeedback, ancient chakra and traditional Chinese evaluation
body graphs and related vital energy around it.
The ancient Chinese and Indian (chakra) medicine understood how mind-body disease
connected. The ancient medicine believed in the energy fields that surround our material body,
and called them the Chi or Prana. Also ancient Chinese and Indian doctors knew how the vital
body and the morphogenetic fields could be represented in the material body organs. The process
of evaluation using their tools to collect data61. As ancient medical practice showed, that
diagnosis follows a simple concept that the unease starts outside the matter (physical body) and
translated at all organ levels from the heart, to small intestine, to liver, to gall bladder, to large
intestine, to lung, to kidney, to bladder, to stomach and the pancreases. This way we are
mapping our client’s bodies in connection with their mental unease that indeed believed to
manifest itself as organ dis-ease.
The primary focus and main interest of our study are the diseases manifested as mental
imbalance. Take, for example, diseases associated at the crown chakra, like depression,
schizophrenia, epilepsy, and many other mental disorders. If the client’s is imbalanced or drained
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
60
61
Quantum Healing and Consciousness; Dr. Paul Drouin-I Q-202
www.unchainedfreedom.com/download/Secret_Sounds_Book.pdf; accessed on 05.09.2014.
29!
!
from energy at the level of crown chakra, where neocortex and pineal gland represented, we
observe mental health disorder. So a qualitative percentage is suggested to estimate the degree of
possible organ disorder at the matched meridians or chakra.
One might think that treatment visit should be separated from evaluating visit. In our
opinion, it should not. As we agreed before that the observer is participating in the subjective
experiment and in quantum evaluation; the practitioner can put a road map for healing their
clients at the same visit. Listening, understanding the proper meaning for the person’s life and
evaluating his or her potentiality are all crucial. Also the Trivector technology enables quantum
practitioner to decipher emotional code and makeup62. Quantum evaluator should recognize that
the core of any disease goes first through an unconscious reactivity. So it is crucial to bring back
a human, not a computer, for evaluating clients. Only human can give subjective meaning to this
process not the computer! “Thinking requires a separate mental body. Computers are symbol
processing machines; they cannot process meaning”63.
To make sure that the observer is prepared to analyze the whole health status of the client
Dr. Drouin designed the five pillars of quantum medicine, using which we can evaluate five
aspects of optimum health condition. He posited that the physical body should be able to
eliminate, assimilate, immunize, oxidate, and regenerate. Quantum researchers should know if
their client’s five aspects of health are at their optimum balance before looking beyond the
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
62
63
Quantum Healer-Dr. Paul Drouin –IM-703
Quantum Biology Course by Dr. Gaetens Cheavalier- IM-704
30!
!
physical body. Elimination of toxins that overwhelm our world today is the key factor in
recovery of many children, previously diagnosed with neurodevelopmental diseases and who had
lost their diagnosis once their little bodies were able to get ride rid of the toxins64. Take for
instance, the documented historical water pollution in Japan with lead and mercury caused many
neurodevelopmental and emotional illness for decades65. Also, the documented cases of the
autism spectrum disorders that are linked to gastrointestinal disequilibrium and the inability of
those cases to assimilate their nutrients like healthy people66. On a more personal note, I was
astonished to learn that my son when he ate the gluten and diary meals, his body would
assimilate them as gluto-morphine and lacto-morphine. And when we switched his diet, many
symptoms of the ASD disappeared, my son is just one of so many children that suffer ASD
symptoms, but how many people know this fact. Furthermore, many cases of
neurodevelopmental illness were strongly linked to food allergens and the immunity of the body.
The immunity and cellular respiration (oxidation) phases are the most crucial factors that decide
the physical body’s alarming phase, for all diseases not just mental health illness67. When we
have those two phases at balance, this is how the body can fight back any disease including
cancer68.
Finally the regeneration phase, which would be the optimum to take in considerations
when we evaluate and design for our clients’ journey to recovery. Thus, prioritizing our
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
64
shotofprevention.com/.../moms-who-vaccinate-and-those-who-wish-they-had/; accessed on 05.09.2014.
http://www1.umn.edu/ships/ethics/minamata.htm; accessed on 05.09.2014.
66
www.nutritionandmetabolism.com/content/7/1/30
67
www.apa.org/monitor/2012/02/mental-illness; accessed on 05.09.2014.
68
http://www.nlm.nih.gov/medlineplus/ency/article/000818.htm; accessed on 05.09.2014.
65
!
31!
!
evaluation tool and psychology-programming list is the paramount decision for healing
individuals!
We recognize the quantum psychology assessment as healing tool rather than just a
diagnostic tool. In that sense we are laying the ground to further develop more successful
assessment tools that can be used for psychosomatic medicine and mind-body healing.
Dr. Drouin’s systematic approach to evaluation showed how important our intention is as
an evaluator. He believes that are several stages that we can use when we evaluate our clients:
preparation, incubation, sudden insight (the “aha” moment) and manifestation itself - the
miracle. In the first stage, the evaluator needs to open up to creativity in the vital body to
facilitate our client’s and our own quantum leap, have the purity of intention, the slowdown of
the vital body; the openness and the creation of receptivity atmosphere towards us and clients are
all essential preparatory measures for our people. Then comes the incubation period, where the
quality of the intention, and all available relaxation modalities – from basic meditation, yoga,
breathing exercises to advanced technology, such as Quantum biofeedback to Zen frame, would
take place and allow waves of possibility. In the interim of the described two stages, both the
evaluator and/or the client might experience the “aha” moment. Finally, that would make the
difference in the outcome of the evaluation and the healing processes.
All work done at the quantum university was proven by quantum scientists’ extensive
research work and medical background that does affect the client’s evaluation. The Mind-Body
32!
!
technique like hypnosis, visualization, meditation can also assist to explore and gather
information while “reshuffling” old contexts-situational wrong meanings developed previously
by the mind69.
3.2. Positive Psychology & the Quantum - a Science of Enlightenment
It is extremely crucial to have the positive psychology environment, as defined by
Quantum University scientists and our individualized assessment research work. This science
allows our clients to be appropriately evaluated, reached out, and given back the natural potential
of their healing; this is especially important the child at risk, whose developing the self-estate is
dependent on growing his balanced mental health status, thus would enable him to live in
harmony with the mainstream. This is indeed a science of enlightenment.
4. METHODOLOGY
Quantum medicine and psychology are needed for the progressive development of the
individual and for groups of individuals to prepare them for the evolution of the 21st-century
workplace. The 21st-century workplace depends on individuals’ abilities to let go of old addictive
habits formed around the older, traditional system of drugs, including pharmaceutical medicines,
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
69
Hypnotherapy Training-Dr. Patrick Porter- IM-300
33!
!
Dis-ease, E-motion, negative thoughts, and negative memories that failed them and accelerated
their involution, instead of their evolution.
While the concept of quantum psychology education for mental health professionals is
relatively new; an overall consensus suggests an integration practice of it in the United States
remains crucial, especially in making a decision for a child’s life course and possibilities of
human potential. In such a context, this study demonstrated a lack of fundamental rigorous
research on quantum medicine and psychology in the world.
Using a qualitative approach to develop a theory of what constitutes a quantum
psychology tools will create a foundation for future research on this emerging field of quantum
psychology doctors70.
4.1. The Creativity Assessment Tool (CAT)
The science and philosophy of holistic psychology model created in the late 18th and
early 19th centuries, and the work of many scientists had focused on and resulted in advancing a
whole person’s psychological development rather its parts: emotion and intellectual reactions,
thoughts for the whole person. In particular, Kurt Goldstein created a holistic theory of the
organism based on the Gestalt Theory which deeply influenced the development of Gestalt
Therapy”71
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
70
71
http://www.akamaiuniversity.us/TranspersonalPsychology; accessed on 05.09.2014.
Goldstein, K. (2000). The Organism. Cambridge, MA, USA: Zone Books.
34!
!
Believing that our health and wellbeing are closely related to our environment and that
we are connected to the energy of this environment, I began developing a program called the
Creativity Assessment Tool (CAT). CAT is a psychology program designed to facilitate for
screening and assessing children’s mental health.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!
!
35!
!
A.!Observe!!
B.!!Inspire!!
C.!Prepare!!
D.!PS!Achieve!!
Inspire,!"AH!
HA!moment"!
A"
B"
C"
D"
C!A!T!
Prepare!
Desired!
Environment!
Impact!on!
progress!and!
Skill!
Achievement!!
• Filter!
• individualize!!
• Inspire!
• Educate!
• ProEile!!
• Individualize!
• Inspire!!&!Educate!
• Achieve!Human!Potential!!
Graph 4.1. The Creativity Assessment Tool (CAT)
Source: Author’s own research & development
36!
!
The Flow Theory72 and work with children, both at group level and at the individual level
inspired the CAT programming methodology. Csilkszentmihalyi “the principles and practices
of the Montessori Method of education seemed to purposefully set up continuous flow
opportunities and experiences for students”73. One important methodology involves the data
analysis, an environment design and a holistic program implementation. The use of CAT enabled
our team of researchers and practicing educators to continuously collect research data, analyze,
assess the data, create programs and evaluate the effects of programs on the children in the
process of achieving their skills (Figure 1), in line with the children’s workflow.
The Creativity Assessment Tool (CAT) is based on the interaction of four constituent
elements. The first is “Observing Individual Interest Ideas for Tools to Collect Data”, and it
centers on developing the Work Attitude Habits tables for each participant. The main purpose of
this element is to generate new observations in the new environment. The next element is
“Inspire the “Aha” Moment”. Its main vector contributing to the CAT model is centered on
observing work attitude and creating the habits tables. The third element is “Prepare the Desired
Environment”, which involves a combination of individualized healing, the New Meaning
Education, as well as addressing health issues and overlapping ASD food and emotional
symptoms. The final, fourth element, “Impact on Progress and Skill Achievement” involves: a)
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
72
73
!
!
!
!
Wikipedia -Flow Psychology; http://en.wikipedia.org/wiki/Flow_(psychology); accessed on 05.09.2014.
www.montessori-namta.org/pdf/rathundeframework.pdf; accessed on 05.09.2014.
37!
!
profiling and revaluating the case environment design, and b) exploring the Human Potential
Possibilities.
It should be noted that in the CAT model, the element “Inspire the "Aha” Moment” is organized
as a sequence of actions. Specifically:
A. Filter sensory integration variables;
B. Building up and individualize healing structure;
C. New Meaning Education;
D. Inspire, the “aha” moment.
Any observed genuine “aha” moments are gathered and recorded in a Weekly List. Then
the above process is repeated to continue filtering and processing new meaning and to gather
38!
!
information using work habit and attitudes.
Experimented with the CAT usage and the exploration its benefits,
In 2011, I came across Temple Fay and Glenn Doman’s 74collaboration work on
multiplying intelligence in humans and creating solutions for brain-injured children.
The CAT has a filter model, to create and prioritize which evaluation environment and
solutions can be adapted from existing and available mental health status instruments (DSMIV,
V, or Autism Treatment Evaluation Check List “ATEC”, or developed Work and Habit attitude
for children at risk age 3-12 years old) to each individual’s particular need.
However, using available mental health instruments information without testing it or do
troubleshooting would cause more problems than benefits. For example, the CAT showed that
diagnosis of a deaf-mute child mistakenly made by an evaluation by a behavioral pediatrician as
a tentative autistic diagnosis not selectively mute caused the displacement of the child to a less
rich learning experiences and category. Due to the assumption and the following subjective
evaluations done by his convinced parents and teachers to his overlap related ASD actions and
symptoms in the school (based on the pediatric evaluation), the non-verbal child was stereotyped
as low functioning autistic child, inferior even to be taught or learn as deaf–mute student.
As previously mentioned, many children with many labels can even cause stereotyping
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
74
www.iahp.org
39!
!
dealing with the child. The CAT enabled our team to troubleshoot and test the DSM-V diagnosis
criteria against the individualized healing prepared environment. We were able to filter its error
and benefits to clients, we tested the child several times and finally when we controlled all
sensory factors that alarmed this student, we were able to work better with him and enable him to
make progress. Only humans can do that, computers and numbers cannot feel and create right
away as humans do. Possibly in the future humans can make the machines feel, but we must first
feed the non-stereotyped information to computers.
The filtration model is the way in which our brains can allow information that we
actively can attend to and blocks out information that selectively is not of our interest or attended
to. This model was established using the dichotic listening task75. The Brodbandent’s research
showed that most participants were accurate in recalling information that they actively attended
to, but were far less accurate in recalling information that they had not attended to76. Like the
Institute of Human Potential we were able to create a functional instruments and derive solutions
from available screening and assessment tools.
Glenn Doman’s background as a physical therapist working with a neurosurgeon, Dr.
Temple Fay, and his work on brain injured children allowed him to establish a model for brain
healing “Upon reflection, I recognize that the program at the Institutes for the Achievement of
Human Potential is the quintessential functional neurology program. It shares all the concepts
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
75
!Wikipedia – Donald Broadbent; http://en.wikipedia.org/wiki/Donald_Broadbent; accessed on 05.09.2014.
!
76
!
Wikipedia – Donald Broadbent; http://en.wikipedia.org/wiki/Donald_Broadbent; accessed on 05.09.2014.
40!
!
that underlie the principles of the Institute for Functional Medicine. Within its formalization and
therapies may lay the solution to autism“.
Similar to Broadbent’s, the work of Deutsch & Deutsch further explained the method in
which our visual memory could assist us in the process of observing or retaining our memory.
Deutsch & Deutsch and later Norman proposed a model of attention, which includes a second
selection mechanism based on meaning. It later became known as the Deutsch-Norman Model.
In the context of the latter model, the CAT or any other evaluative tool needs to be tested and
troubleshooting for errors needs to be done several times before we establish our subjective
information. This is needed because as humans we need to be totally present to our clients and
that takes time in today’s fast lifestyle.
“If the unattended information is recognized and deemed unimportant by the secondary
filter, it is prevented from entering working memory. In this way, only immediately important
information from the unattended channel can come to awareness.”
I agree with that especially when we evaluate an instrument that may have far-reaching
ramifications for individual clients.
In particular, the protocol included a community-based, environmentally concerned
coalition that enabled us to perform multi-level interventions, profile the community’s
environmental health status and develop appropriate action plans. In pursuing this research
objective, we were also able to address the existing in gaps in knowledge and understanding
41!
!
between educators, health professionals and parents of children at risk in relation to
environmental, cultural and spiritual dis-eases.
Our tools of assessment led us to develop a viable practical model. To operationalize the
model I used symptoms of disease and facilitated at-ease environment for children and parents at
risk, to achieve the workflow in our community. All health and education curricula created were
based on observing children’s and educators’ desired environment and their best interests. The
CAT also factored in the external environment of each child, his/her, family dynamics, and our
small community that participated in the work for our children. The CAT led us to use the six
major sources that have been identified by researchers (Yin, 201377; Stake, 199578) to gather our
data, which include:
1. Direct observation:
Each child and his or her family were invited for a 45 minute to three- hour visit to our
work-prepared environment where we facilitated the three conditions: a) fixed activities with
clear set of goals and progress, b) child-appropriate Montessori education materials that give
immediate feedback to the child on his or her performance, and c) the provided balanced
activities were such, as it is postulated by the Flow Theory, that they allowed and were intended
to achieve a flow state. The private investigator and a research assistant gathered data using the
flow work depending on the child’s condition. This strategy involved observing the subject,
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
77
78
Yin, R. (2013). Case Study Research: Design & Methods (5th ed.). Thousand Oaks, CA, USA: Sage
Stake, R. (1995). The Art of Case Study Research. Thousand Oaks, CA, USA: Sage
42!
!
typically in a natural setting. While an individual observer is sometimes used, it is more common
to utilize a group of observers.
2. Interviews:
We used Dr. Maria Montessori’s philosophy of “educating the whole child” and created
our own charts after studying several Montessori models designed to interviewing children and
screen for mental health status. The process involved structured survey-type questions, or more
open-ended questions (morning, lunch and afternoon simple questionnaire used to gather data
from parent and the child). For further information see the Physical Artifacts section below.
3. Documents:
Each applicant was provided with a package describing the purpose of our integrated
holistic research & education philosophy. The package included: letters of approval, health
newsletter articles, administrative records, research consent, etc.
4. Physical artifacts:
Tools, objects, instruments and other artifacts often observed during a direct observation
of the subject (Maria Montessori’s prepared environment, Montessori-based work habit and
attitude observation tool for evaluating child performance, The Glenn Doman’s Five Principles
of human development through organization of the brain, our own Atlantis Centers’ emotional
and social interaction survey).
5. Participant observation:
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!
As a first step in the sequence, we profiled the work attitude of our researchers. Then, we
taught a one-month course that included the following topics: a) how a researcher served as a
participant in events, and b) how to observe with no judgment, c) how to put healing intention,
and d) how to look for the healing actions and outcomes. (We used Atlantis prompt script to
facilitate for positive emotion environment - morning mindfulness yoga).
6. Archives:
A list of organizations and names interested in our work to address problems and tables
developed for measuring work habits and attitude. We also developed a small range scoring
system to evaluate our subjective data and gathered other data. Two observers then scored the
final scoring and the average was graphed for each case.
Reasons for use of multiple observers and average scoring
The CAT model proved to be the most appropriate to achieve the goals of this research.
The observers who might be biased or stereotyped by diagnostic labels can put fair evaluations to
cases based on blinding the researchers from knowing exact ages and diagnoses of the
participants. Thus, the gathered data were based on observing the same case for time series in a
single subject design, in which two different observers took notes and scored measurements
repeatedly (e.g. 10 times/10 weeks of observations) at different times of the day independently,
before and after the individualized environmental intervention designed for the six subjects over
three month, each case for the total period of eighteen months for all six participants.
44!
!
Many of our interventions were related to natural causes of the underlying
neurodevelopmental disorders. For example, the ADHD or ADD symptoms were related to high
sugary diets. Replacing the latter with the Ecology Diet79 or the introduction of more meditation
and extracurricular activities to relax and organize the mind brought tangible results.
Nonetheless, as the provided graphs indicate, the child’s performances kept fluctuating because
of poor compliance with one specific diet or one environment or lifestyle, or alternatively, such
fluctuation can be attributed to a major disruptive event (e.g. divorce, parent’s illness, etc.)
The purpose of this study was not aimed at calculating any particular statistics, but used
to create a tool to filter the assessment tool/s of choice in evaluating and gathering data from our
clients”; in this study the above factors did not affect the overall assessment or observations done
by our researchers. As one can see the very close rating by the two observers were recorded over
and over, which only indicated the children’s work performance, habits and attitudes and did not
drastically change from baseline before or after the intervention in both age groups 3-6 and 6-12
environment.
The CAT enabled the researched environment and the tool of choice to be evaluated on a
weekly basis. It, therefore, allowed the evaluation process to move forward with best health and
education interest of the child-healing program.
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79
!
Donna Gate “Ecology Diet”; accessed on 05.09.2014; http://bodyecology.com/
45!
!
5. RESEARCH
Before discussing the individual cases some necessary explanations on tables and graphs are
required. The Work Habits and Attitudes is a psychological tool of assessment inspired by Dr.
Montessori’s psychiatric evaluation of mental status and development. The tool included the
following parts:
1. Self-Motivation;
2. Brain Organizational Skill;
3. Inner self Overall Score;
4. Socio-Emotional of Self-Esteem;
5. Socio-Emotional Development of Self-Control;
6. Socio-Emotional Development of Social Skills.
Then the Work Habit and Attitude tool was scored by broking Dr. Montessori’s work cycle into
steps for practical life activities and based on her academic materials. After that we reduced the
total number of to only 10 to calculate by the percent withy 10 steps being equivalent to 100 per
cent. The Key to the corresponding percentages is the following:
!
M – Mastered = 5 (>80%of work cycle steps and time);
!
S - Strong progressive interest = 4 (70%-79);
!
W - Working on with normal development = 3 (50%-69%);
!
N - Needs Attention = 1-2 (0-30% and 31-49%);
!
If blank - not applicable = 0.
NB: For explicit purposes of copyright attribution and information origination it should be
noted that all tables and graphs presented below have been created by the author and all data
used in these tables and graphs have been collected and analyzed in the process of author’s
research.
46!
!
5.1. Case 1 – E.
Observer: L,D.
Client: E.; enrolled in age group 3-6.
Interest: Food and Water Play
Diagnosis:
I refer to (E) as Eleanor, she enrolled in age group 3-6. No diagnosis was reported at time of
admission, but Eleanor’ parent reported that she had the following concerns:
1) Problems falling asleep at night, she slept 4- 5 hours a day on average;
2) Cried a lot, remained sad most of the time, not enjoying any activity and very hard to
take out of town or on family vacation;
3) Impulsive and did not pay attention to danger;
4) Reported that they had a bipolar relative and mom was concerned that her young girl
was carrying the gene.
The first week of our program, our observation yielded the following issues:
a) Mood swings, crying a lot to get their attention;
b) Gets easily distracted in the group activity and disrupts other students’ work to make
them play with her;
c) Feels lonely when asked to do the individual work of interest.
Analysis:
After the first week from the CAT assessment I found out that Eleanor’s main interest was Food
and Water Play, and suggested the following actions:
•
The diet with the help of her parent to be switched to mainly vegetarian meals;
47!
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•
Individualized curriculum for leadership and being the chef of our group;
As a result of these measures Eleanor led the food preparation before our lunch and
showed us water activities (e.g. washing different color & shaped vegetables, water
measurement, water and salt, water and natural colored sugar). Eleanor enjoyed very much the
role of being leader that motivated her to make all efforts to stay present, coaching her friends, to
practice simple direction and concentrate for self-satisfaction activities. According to our
analysis, her self-esteem continued improving; eventually Eleanor was able to mainstream in
regular Montessori school after two years in our program
Conclusion
Eleanor is a very sensitive child, and the environmental factors (family and food stressors
did not agree with her sensory system and health, and did affect our initial assessment for her
brain Organizational Skill, Socio-Emotional of Self-Esteem, and Socio-Emotional Development
of Self-Control). The effort of her parent to support her sensitivity by providing calm family
environment, right food that agrees with her, enabled Eleanor and our evaluation to construct a
mainstream program to improve her skills and achieve her work habit and attitude goals.
48!
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Table 5.1.1. WORK HABITS AND ATTITUDES: Self-Motivation
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
3
2
4
3
3
3
2
3
3
2
2
4
3
2
2
3
2
2
2
3
3
2
2
3
3
3
2
3
3
3
2
3
2
3
3
3
3
3
3
4
L-9-11
D-3-4
L-9-11
D-3-4
Handles materials
with care
3
2
3
3
3
3
3
3
3
2
3
3
3
4
2
4
3
3
2
3
L-9-11
D-3-4
Neatness
3
2
3
3
3
3
2
3
3
3
2
3
2
3
3
3
3
3
3
3
L-9-11
D-3-4
Puts work away
2
4
2
3
2
4
2
3
3
4
2
4
2
3
2
4
3
3
2
4
L-9-11
D-3-4
Complete cycle of
work
3
3
3
3
2
4
3
4
3
3
3
4
2
4
2
4
3
4
3
3
L-9-11
D-3-4
Respects another’s
work
3
4
3
2
3
3
3
2
3
3
2
3
L-9-11
D-3-4
Effort
4
3
4
4
3
4
4
4
3
4
4
4
4
4
3
4
4
4
3
3
L-9-11
D-3-4
Interest
4
3
4
3
3
3
4
3
3
4
4
4
4
3
4
3
3
3
4
4
L-9-11
D-3-4
Attention span
2
2
3
3
2
2
3
3
3
2
2
3
3
3
3
3
2
2
3
2
L-9-11
D-3-4
Concentration
2
2
2
3
4
2
2
3
2
3
2
4
3
3
2
3
2
3
3
2
L-9-11
D-3-4
Practice for own
satisfaction
4
3
4
3
4
3
3
4
4
3
4
3
2
3
3
2
4
3
4
3
L-9-11
D-3-4
Initiative
Work independently
Graph 5.1.1. WORK HABITS AND ATTITUDES: Self-Motivation
49!
Time of
Day
!
Graph*5.1.1a.*WORK*HABITS*AND*ATTITUDES:*Self6Motivation*
50!
!
Table 5.1.2. WORK HABITS AND ATTITUDES: Organizational Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Organize a task by self
2
2
3
2
2
3
3
3
3
2
3
3
3
2
3
2
3
2
2
2
Uses time constructively
2
3
3
3
2
3
2
3
2
2
3
2
2
2
3
2
3
2
2
3
L-911
D-3-4
Follows a logical
sequence in a task
3
3
3
3
3
2
3
2
2
2
3
2
3
3
3
2
3
2
3
3
L-911
D-3-4
Practice to seek help if
necessary
3
3
2
3
4
3
4
3
4
3
4
4
4
4
4
3
3
3
4
3
L-911
D-3-4
Practice to follow simple
directions
4
3
3
3
4
3
3
3
4
4
4
3
3
3
4
3
3
2
4
3
L-911
D-3-4
Practice to follow
complex directions
2
2
2
2
2
2
3
2
2
3
2
3
2
3
3
3
2
3
3
3
L-911
D-3-4
Perseverance/explores
alternative solutions
2
2
3
2
2
2
2
2
3
2
3
2
3
3
2
3
3
2
3
3
L-911
D-3-4
Listens attentively
2
3
3
3
3
3
3
3
2
3
2
3
3
2
2
3
2
3
2
3
L-911
D-3-4
Graph 5.1.2. WORK HABITS AND ATTITUDES: Organizational Skills
51!
Time
of
Day
L-911
D-3-4
!
Table 5.1.3. INNER SELF – Overall Scoring
Feelings (Happy, surprise, fear, disgust, anger, sad)
Morning Roaming
Time Participation
Experience*
E. - Still seeking mother
or father’s presence
while in school envy.
In transitory period=2
Inner -Self Motivation & Self Esteemed
Stands up for self
Is secure and self–confident
Display/maintain happy mood and positive
attitude
•
Accept responsibility for self
•
•
•
Inner self & Self Control
•
•
•
•
•
•
•
Afternoon Time: German
through Music
Enjoys lunch time,
and practical life
learning
situations=3
Enjoys activity period,
attentive not so much
participating =2
Still developing, seeks
primary attention= 3
Developed turn
taking, and waiting
skills, more easily
then in
class/academic
setting: 3
Self-Control and
attentiveness the most
present, aware that parents
arrival nearing= 3
One of youngest in
group, sought a lot of
personalized
attention.=2
Follows simple
sequences given by
adults= 3
Very sociable, enjoys
company and attention from
others =3
Practice to give attention in a group setting
Practice to wait turn
Maintain self without external aid
Inner -Self Motivation & Social Skills
•
Noon Time
Responds to requests from adults
Politeness/courtesy
Respects to other’s needs and feelings
Practices rules of social etiquette
Makes friends easily Works and plays
cooperatively with peers
Reacts to social conflicts in a constructive
manner
Table 5.1.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Display and
maintain happy,
positive attitude
3
3
3
3
3
2
3
3
4
3
3
3
4
3
4
3
Is secure and self –
confident
3
4
3
4
3
3
4
3
4
3
4
3
3
3
Accept
responsibility for
self
3
4
4
3
4
4
3
3
3
3
4
4
Stands up for self
3
3
4
4
4
3
4
3
3
4
3
4
52!
4
3
Week
10
4
2
Time
of Day
L-9-11
D-3-4
3
4
4
4
4
3
L-9-11
D-3-4
3
4
3
4
4
4
4
3
L-9-11
D-3-4
4
3
3
4
2
3
3
4
L-9-11
D-3-4
!
Graph*5.1.3a.*WORK*HABITS*AND*ATTITUDES:*Social6Emotional*Development*of*Self6
Esteem**
Graph 5.1.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
53!
!
Table 5.1.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week
10
Time
of Day
Maintain self
without external
aid
2
3
2
2
2
3
2
3
3
3
2
2
3
2
3
3
3
3
3
2
L-9-11
D-3-4
Practice to wait
turn
2
2
3
2
2
3
2
3
3
3
2
2
2
3
2
3
3
3
2
3
L-9-11
D-3-4
Practice to give
attention in a
group setting
2
3
3
3
3
2
3
2
3
3
3
2
3
3
3
2
2
2
3
3
L-9-11
D-3-4
Graph 5.1.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
54!
!
Graph*5.1.3c.*WORK*HABITS*AND*ATTITUDES:*Social6Emotional*Development*of*Self6
Control**
Table 5.1.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
4
3
3
4
4
3
4
3
3
4
4
4
4
4
4
3
3
4
3
4
Time
of Day
L-9-11
D-3-4
Respects to other’s needs
and feelings
2
3
3
3
4
3
3
3
4
3
3
3
3
2
4
2
4
3
3
3
L-9-11
D-3-4
Responds to requests
from adults
3
2
3
2
4
3
3
4
4
3
3
4
4
3
4
4
3
3
4
4
L-9-11
D-3-4
Politeness/courtesy
3
3
4
3
3
4
4
3
3
3
4
3
4
4
4
4
3
4
3
4
L-9-11
D-3-4
Practices rules of social
etiquette
3
3
4
3
3
3
3
3
3
4
4
4
3
3
4
4
3
4
3
4
L-9-11
D-3-4
Reacts to social conflicts
in a constructive manner
4
3
3
3
3
3
4
3
4
3
4
3
3
3
3
3
4
4
4
3
L-9-11
D-3-4
Makes friends easily
Works and plays
cooperatively with peers
55!
!
Graph 5.1.3d. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
!
!
!
!
!
!
!
!
!
!
56!
!
5.2. Case 2 – K.
Observer: L, D.
Client: K.
Interest: Food and Outdoor Activities
Diagnosis: ADHD
Client K known as Kent came to enroll in our 3-6 years old program with a diagnosis of
ADHD. His family reported symptoms and we used the criteria guidelines of DSM-IV, then
updated by his behavioral pediatrician as:
a) Often failed to give close attention to detailed English writing,
b) Talks back to adults when questioned for work mistakes;
c) Often did not seem to listen when spoken to directly;
d) Sometimes did not follow through on instructions;
e) Fails to finish school work, chores, or duties in the work place;
f) Often had difficulty organizing tasks and activities (e.g.; has poor time
management, taking forever to put clothing on and always wanted mom to
help);
g) Often easily distracted by extraneous stimuli (e.g., vacuum cleaner would
drive him hyper and overexcited);
Interest: Food and Outdoor Activities
Then our observation team was gathering data for three months, using the CAT tool to study our
client and to assist his potentialities.
57!
!
Analysis:
As you can see from the data in the tables, K was able to continue our program and
continued growing with our observers’ scoring that did not affect his social skills development.
To have a score below 3 as it showed above, to score 2 at different layers of social interactions is
completely normal to our observers’ eye and this kept his actions within the normal range of his
peer. So the factor here is not his diagnosis that would make the difference in his performance,
but how we observed him and supported his environment, not just to label him according to the
standards of the DSM-IV or V as a child with ADHD.
K in our observation tables, graphs were allowed and he was able to grow. Furthermore,
K was able to learn and get his chances like any other mainstream child. The only difference was
building a curriculum to suit his interest. So from our observation, the English curriculum was
developed while preparing his meals and food. K was coached not to talk back to adults by
playing soccer and integrated before his lessons. All these measures enabled him to lose all
ADHD symptoms and pay closer attention, to follow through instructions for at least three hours
of our researchers’ observations.
Kent background: bilingual, his mom and main caregiver spoke native languages. They
were guided to be sensitive and carefully measure his attention to our spoken foreign language.
The CAT tool indicated that I should learn some of Kent’s common spoken vocabulary to better
communicate and evaluate his concentration. Learning his native language enabled the observers
to better assess his case.
58!
!
Furthermore, he was very emotional young boy and his performance would fluctuate
from higher to lower score if upset. The parenting lifestyle and the high expectations to their son
caused pressure on Kent’s emotional and overall work and habit performances. After several
visits and my communication with the parent on how to accept Kent’s performances and keep
empowering him to achieve his goals, the mother was at ease and needed no more visits to the
behavioral therapists. Eventually, Kent was able to be assessed appropriately and continued to
build up himself so rapidly in his new individualized and inspired curriculum. His parent not
only was having the same assessment results as our team but also learned that Kent could
advance in life drugless and free of label!
!
!
!
!
!
!
!
!
59!
!
Table 5.2.1. WORK HABITS AND ATTITUDES: Self- Motivation
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week10
4
3
3
3
4
3
3
4
3
3
4
3
4
2
4
3
4
3
4
3
Work independently
4
4
2
3
4
3
3
4
4
4
4
3
3
2
3
3
4
4
4
3
L-9-11
D-3-4
Handles materials with
care
3
3
3
3
3
3
4
3
3
3
4
4
3
2
4
3
4
4
4
4
L-9-11
D-3-4
Neatness
3
4
3
3
4
4
4
3
3
4
3
4
3
2
3
2
3
4
3
4
L-9-11
D-3-4
Puts work away
2
4
4
3
3
3
4
4
3
3
4
4
3
3
4
2
3
4
4
4
L-9-11
D-3-4
Complete cycle of work
3
4
3
3
4
4
4
3
3
4
3
4
3
3
3
2
3
4
4
4
L-9-11
D-3-4
Respects another’s work
3
4
4
2
3
4
3
3
3
3
4
3
3
3
3
3
3
4
4
3
L-9-11
D-3-4
Effort
4
4
4
3
3
4
4
3
3
3
3
3
3
2
4
3
3
3
3
4
L-9-11
D-3-4
Interest
3
4
3
3
4
4
3
3
4
4
4
3
3
2
3
2
3
3
4
3
L-9-11
D-3-4
Attention span
4
4
4
3
4
4
3
3
4
3
3
4
3
2
4
3
4
3
3
4
L-9-11
D-3-4
Concentration
3
4
3
3
4
4
3
4
4
3
3
4
3
3
3
3
4
3
3
3
L-9-11
D-3-4
Practice for own
satisfaction
4
4
4
3
4
4
3
4
3
3
4
4
3
3
4
2
3
3
4
4
L-9-11
D-3-4
Initiative
!
!
!
60!
Time of
Day
L-9-11
D-3-4
!
Graph 5.2.1. WORK HABITS AND ATTITUDES: Self- Motivation
61!
!
Table 5.2.2. WORK HABITS AND ATTITUDES: Organizational Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Organize a task by self
2
2
4
2
4
3
3
3
4
2
3
3
4
3
4
3
2
3
4
4
L-9-11
D-3-4
Uses time constructively
3
2
3
2
3
2
4
3
4
3
4
3
4
3
4
3
3
3
3
4
L-9-11
D-3-4
Follows a logical sequence in a
task
3
2
4
3
4
3
3
3
3
3
4
3
4
3
3
3
3
4
3
4
L-9-11
D-3-4
Practice to seek help if
necessary
3
2
3
3
4
3
4
2
3
3
3
3
4
3
3
4
3
4
4
4
L-9-11
D-3-4
Practice to follow simple
directions
3
3
3
3
2
3
3
2
4
2
4
3
3
3
4
4
3
4
3
4
L-9-11
D-3-4
Practice to follow complex
directions
4
3
4
2
3
4
3
2
4
2
3
2
3
2
4
3
3
4
3
4
L-9-11
D-3-4
Perseverance/explores
alternative solutions
4
3
4
3
2
4
4
3
4
2
4
4
3
2
2
3
4
3
4
3
L-9-11
D-3-4
Listens attentively
3
3
3
2
4
4
4
3
3
2
4
2
3
4
4
4
3
4
3
4
L-9-11
D-3-4
62!
Week
10
Time of
Day
!
Table 5.2.3. INNER SELF – Overall Scoring
Feelings (Happy, surprise, fear, disgust,
anger, sad)
Morning Roaming Time
Participation Experience*
Inner -Self Motivation & Self Esteemed
•
Stands up for self
•
Is secure and self–confident
•
Display/maintain happy mood
and positive attitude
•
Accept responsibility for self
Noon Time
Afternoon Time: German
through Music
K. is a very happy, curious individual.
Was thought to have ADHD and
aggression… Very loving but
experiences some impatience with
longer process=3
Seeks exactly what he
needs to maintain
overall happy mood
=4
Wanders a bit but still has
maintained interest at
presented lessons=4
Self-sufficient but enjoy company of
others= 4
Practicing patience
with taking turns=3
Physically moving around
area where lesson is being
given at times. However
attention is always present=3
Will take directions and step by step
instructions. Is a very active boy none
the less, enjoys lots of movement and
activity with group= 4
Listens, attentive, but
can be very active,
still seeks direction
and consent = 4
Understands taking turns, and
social skills quite well for
age. = 4
Inner self & Self Control
•
•
•
Practice to give attention in a
group setting
Practice to wait turn
Maintain self without external
aid
Inner -Self Motivation & Social Skills
•
•
•
•
•
Responds to requests from
adults Politeness/courtesy
Respects to other’s needs and
feelings
Practices rules of social
etiquette
Makes friends easily Works
and plays cooperatively with
peers
Reacts to social conflicts in a
constructive manner
Table 5.2.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Display and maintain happy,
positive attitude
3
2
3
3
3
2
4
3
3
3
4
3
3
2
3
2
3
3
4
3
L-9-11
D-3-4
Is secure and self – confident
3
2
2
3
3
3
4
2
3
3
3
3
4
3
4
3
2
3
3
2
L-9-11
D-3-4
Accept responsibility for self
3
3
5
4
3
3
5
3
4
4
3
3
3
3
3
3
4
3
3
2
L-9-11
D-3-4
Stands up for self
4
3
3
4
4
2
4
3
3
3
4
3
4
2
4
2
4
2
3
2
L-9-11
D-3-4
63!
Week
10
Time of
Day
!
Graph 5.2.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Table 5.2.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Maintain self without
external aid
3
4
3
4
3
3
3
3
4
3
4
3
3
3
4
3
4
3
3
3
L-9-11
D-3-4
Practice to wait turn
3
3
3
3
4
4
3
3
3
2
3
3
2
3
2
3
3
3
3
4
L-9-11
D-3-4
Practice to give attention in
a group setting
4
3
3
4
3
4
4
3
3
3
3
4
4
3
4
3
3
4
4
2
L-9-11
D-3-4
64!
Week
10
Time of
Day
!
Graph 5.2.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of Self-Control
Table 5.2.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
Day
1
Day
2
Day
3
Day
4
Day
5
Day
6
Day
7
Day
8
Day
9
3
3
4
4
3
3
3
4
4
3
4
4
3
4
4
3
4
3
4
3
L-9-11
D-3-4
Respects to other’s needs and feelings
4
3
3
3
3
2
3
4
4
3
4
3
3
3
3
2
4
3
4
2
L-9-11
D-3-4
Responds to requests from adults
4
4
3
4
4
3
4
3
3
3
4
3
3
2
3
4
4
4
4
2
L-9-11
D-3-4
Politeness/courtesy
4
3
3
4
5
3
3
4
4
4
4
3
4
2
3
3
4
3
3
2
L-9-11
D-3-4
Practices rules of social etiquette
4
3
4
4
4
4
4
4
3
3
3
3
3
3
4
4
4
3
4
3
L-9-11
D-3-4
Reacts to social conflicts in a
constructive manner
3
4
4
4
3
4
4
3
4
3
3
4
4
3
4
3
3
2
3
4
L-9-11
D-3-4
Makes friends easily
Day
10
Time of
Day
Works and plays cooperatively with
peers
65!
!
5.3. Case 3 – L.
Observer: L, D.
Client: L.
Interest: Cooking and Practical Life
Diagnosis:
I will refer to L as Lily. Lily is a straightforward case. She enrolled in our 3-6 years old
group. Her mother came with a concern and a complaint: “Is Lily having depression at such
young age?” mom wondered. Lily constantly cried, and was a very difficult child to handle.
After the first week in our program, Lily started opening up and told me that she wanted to go
back to her home and friends. Her mom was relieved when her daughter started talking to us and
everyone else about how much she was annoyed that her mom was sick and she did not want her
to die. She came to our program with so many life stressors (parent divorce, mother’s illness with
terminal cancer, no regular meal time, no regular bed time, not potty trained as her relative in
same age group).
Analysis:
The assessment tool indicated that Lily’s environment should be supported by friendly,
positive environment with no stressors and that she also should have the organized schedule. Her
Interest was Cooking and Practical Life, which allowed me to create “new meaning” to the
negative stressors she was facing. Her curriculum-contained knowledge about how plants grow,
ripe, gets wasted back to earth, which will come back to life with new baby fruits and vegetables.
Lily realized that humans could enjoy observing or eating them. She then started new meanings
and inspired her friends that even ill children can play and enjoy life like the little bee moving
from one flower to other. At that point we were able to assess her socio-emotional and mental
66!
!
health status as strong young girl. At this point she knew how to maintain herself and socialize
better with the rest of the group. Her scores were always above 3.
Positive assessment and positive mental health were the answer keys to change Lily’s
stressful life. The assessment tool we used not only inspired the proper evaluation but also
guided the healing steps for Lily. She practiced the mindfulness yoga with mom and another
relative. Mom learned that it is quite normal for her daughter to react this way to environmental
tensions and stressors, including her delayed potty training. As a result, even the developmental
pediatrician considered Lily as being within the normal age group of 5 years old. Mom needed a
support system to manage her illness and her children. Lily is a lovely young girl that needed a
new meaning of how to enjoy life and react in a positive way to the environmental stressors, to
continue her own journey and make her own destiny while praying for her mother to be in the
best place in the universe!
67!
!
Table 5.3.1. WORK HABITS AND ATTITUDES: Self- Motivation
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
4
4
4
3
4
4
4
3
3
4
4
4
4
3
4
4
3
4
4
4
4
3
3
4
3
4
4
3
4
4
4
4
4
3
3
4
5
4
3
4
4
5
5
4
5
5
4
4
5
4
4
5
4
5
5
4
4
5
4
5
L(9-11) D(34pm)
L(9-11) D(34pm)
L(9-11) D(34pm)
3
3
2
3
4
2
4
3
3
4
4
4
3
3
4
4
2
3
4
4
3
3
5
4
4
3
5
4
3
3
5
4
3
2
5
4
4
4
4
3
L(9-11) D(34pm)
L(9-11) D(34pm)
Complete cycle of
work
4
3
4
3
4
3
4
3
4
3
4
3
3
4
4
3
4
3
4
4
L(9-11) D(34pm)
Respects another’s
work
5
5
4
5
3
4
4
3
3
4
3
4
3
4
4
4
3
4
3
4
L(9-11) D(34pm)
Effort
4
4
5
4
4
3
4
3
5
4
5
4
5
4
4
3
4
3
5
4
4
4
4
4
4
3
4
4
4
5
4
4
4
4
4
4
4
4
5
5
5
4
4
5
4
4
5
4
5
5
5
4
4
4
4
4
5
4
5
4
4
4
5
4
4
4
5
4
5
4
5
4
5
5
3
4
5
4
5
4
4
4
5
3
4
4
4
3
5
4
5
4
5
4
4
4
4
3
5
4
L(9-11) D(34pm)
L(9-11) D(34pm)
L(9-11) D(34pm)
L(9-11) D(34pm)
L(9-11) D(34pm)
Initiative
Work independently
Handles materials with
care
Neatness
Puts work away
Interest
Attention span
Concentration
Practice for own
satisfaction
Graph 5.3.1. WORK HABITS AND ATTITUDES: Self- Motivation
68!
Week
10
Time of Day
!
Table 5.3.2. WORK HABITS AND ATTITUDES: Organizational Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Follows a logical sequence in
a task
Practice to seek help if
necessary
4
3
4
3
4
4
3
5
4
3
4
3
5
4
3
5
4
4
4
3
4
5
3
5
4
4
3
4
4
4
4
5
4
5
4
4
5
5
4
5
4
5
4
4
4
5
4
5
4
4
3
4
4
5
4
5
5
4
4
4
5
5
4
5
5
4
4
4
4
4
3
4
5
4
4
5
5
5
4
5
L(9-11)
D(3-4pm)
L(9-11)
D(3-4pm)
L(9-11)
D(3-4pm)
L(9-11)
D(3-4pm)
Practice to follow simple
directions
4
4
3
3
4
3
3
3
4
3
4
3
3
3
4
3
3
3
4
4
L(9-11)
D(3-4pm)
Practice to follow complex
directions
4
4
4
4
4
3
3
4
5
4
5
4
3
4
4
4
4
4
4
4
L(9-11)
D(3-4pm)
Perseverance/explores
alternative solutions
3
4
3
4
3
4
3
4
4
4
4
4
4
4
3
3
3
4
4
4
L(9-11)
D(3-4pm)
Listens attentively
2
4
3
3
3
2
4
3
4
3
3
4
4
4
4
3
4
4
4
4
L(9-11)
D(3-4pm)
Organize a task by self
Uses time constructively
Graph 5.3.2. WORK HABITS AND ATTITUDES: Organizational Skills
69!
TIME
!
Table 5.3.3. INNER SELF - Overall Scoring
Feelings (Happy, surprise, fear, disgust,
anger, sad)
Morning Roaming Time
Participation
Experience*
L: ready to
work=happy=4
Self- Correcting
Behavior=5
Content and Smiling in
School Environment
Inner -Self Motivation & Self Esteemed
•
Stands up for self
•
Is secure and self–confident
•
Display/maintain happy mood
and positive attitude
•
Accept responsibility for self
Inner self & Self Control
•
•
•
Practice to give attention in a
group setting
Practice to wait turn
Maintain self without external
aid
Noon Time
Afternoon Time: German
through Music
“Mental Reset”- nap, meditation,
etc... Makes big difference for
remainder of the day in regards to
work, consistency, and mood. =4
Attentive, always engaged=5
Still developing skill of
respecting others
belongings, and personal
space.
i.e.- will take others food
even if request denied- 3
Lunch time is noted most difficult
time in regards to patience and
practicing social and group
respect.
=3
Will wait turn with lessons, and
instruction.
Needs to work on studentstudent interaction =3
Understands position of
adults in school envi.=5
Still learning to respect students
personal space, and belongings= 3
Works and plays cooperatively
with peers SOME OF the time,
majority of time likes to take
control for self =3
Inner -Self Motivation & Social Skills
•
•
•
•
•
Responds to requests from
adults Politeness/courtesy
Respects to other’s needs and
feelings
Practices rules of social
etiquette
Makes friends easily Works
and plays cooperatively with
peers
Reacts to social conflicts in a
constructive manner
Table 5.3.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time of
Day
Display and maintain happy,
positive attitude
4
4
4
4
4
4
4
4
4
4
5
5
4
5
4
5
5
5
5
5
L(9-11)
D(3-4pm)
Is secure and self –
confident
5
4
5
4
5
5
5
5
5
4
5
4
5
4
5
5
5
5
5
5
L(9-11)
D(3-4pm)
Accept responsibility for self
4
3
5
5
3
2
5
5
4
4
4
5
4
4
5
5
3
3
5
5
4
3
5
5
4
3
4
5
4
3
5
5
3
3
5
5
4
3
4
5
L(9-11)
D(3-4pm)
L(9-11)
D(3-4pm)
Stands up for self
70!
!
Graph 5.3.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Table 5.3.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time of
Day
Maintain self without
external aid
4
3
4
3
4
3
3
4
5
4
3
3
5
5
5
4
4
4
4
4
L(9-11)
D(3-4pm)
Practice to wait turn
3
2
3
3
4
4
3
4
4
4
3
4
4
4
4
4
4
4
3
4
L(9-11)
D(3-4pm)
Practice to give attention
in a group setting
3
2
3
2
3
2
2
3
3
3
3
3
3
3
4
3
4
3
3
3
L(9-11)
D(3-4pm)
71!
!
Graph 5.3.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Table 5.3.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time of
Day
3
4
3
3
3
3
3
3
3
3
3
2
3
2
4
3
4
4
4
4
L(9-11)
D(3-4pm)
Respects to other’s needs and
feelings
3
2
3
2
3
2
3
2
2
3
2
3
3
3
3
3
2
3
3
3
L(9-11)
D(3-4pm)
Responds to requests from
adults
4
4
4
3
4
4
5
4
5
4
5
4
4
4
4
4
4
4
5
4
L(9-11)
D(3-4pm)
Politeness/courtesy
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
4
4
L(9-11)
D(3-4pm)
Practices rules of social
etiquette
3
5
3
5
3
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
L(9-11)
D(3-4pm)
Reacts to social conflicts in a
constructive manner
4
4
3
4
4
4
3
4
3
4
3
4
3
3
4
3
4
3
4
3
L(9-11)
D(3-4pm)
Makes friends easily
Works and plays cooperatively
with peers
72!
!
Graph 5.3.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
!
!
!
!
!
!
!
!
!
!
!
73!
!
5.4. Case 4 – M.
Observer: L, D.
Client: M.
Interest: Dance and Talking
Tentative Diagnosis by DSMIV/V: Dissociative Disorder/Schizophrenia
Client M, I will refer to M as Mary. She enrolled in the 6-12 years old group. It was reported that
M only initiates troubles and arguments with her mother and friends playing the role of the
victim. Further observations indicated that:
1) Her mental function and behavior affect her academic achieving her goals;
2) She had very low self-esteem and always wanted to be a baby;
Her mother also reported that her child was confused and she heard sounds at night, and
that makes her loose her self-control and would prevent whole family from sound sleep, almost
every night.
Analysis:
Based on the CAT tool and our observers’ initial evaluations it is possible to describe for Mary
as follows:
a. Observer 1: Mary has difficulty when she doesn’t get her way. For example, if
she is not first in line or first to do an activity. Some classes she does not have
any crying or tantrums, other classes she has them on and off throughout the class.
b. Observer 2: Mary is able to follow a series of movement sequences on her own
and with the group. She can follow directions to move in a straight line and a
circle
74!
!
She has a good sense of musicality. She is creative often offering variations on exercises
we do including “point & flex,” and “freeze and move”, and moving as a butterfly or a frog.
These observations led to integrating Mary’s individualized movement and music program,
which worked very well if in small group. However, it did not work well in the bigger group.
Mary went through repeated CAT on a weekly basis.
Mary preferred to talk about her stressors using symbols, like mommy cat, did not like
baby cat, mommy cat always hurt baby cat the latter was alarming and inspired to involve the
mom in our program while evaluating Mary, since her dad was mostly out of town. After the
third week of our consistent observations of how an inexperienced parent can handle their child’s
tantrum, we proposed parent coaching services, then when Mary started talking openly informing
us of her mother stressful parenting style, and unfortunately at the point the mother did not
appreciate her daughter’s steps to healing (the “aha” moment) and her emotional turmoil dealing
with her new parent.
In this case study we did achieve a proper assessment of the factors that caused the child
maladaptive reactions and symptoms, and we disagreed with the DSMIV/V criteria when we
started scoring and evaluating the child environment, but the process of healing was very hard to
achieve without training the mother to a common error she could cause by reporting and
receiving such diagnosis for Mary.
75!
!
In conclusion what we learned in this case was that it is crucial to involve all aspect of the child’s
environment in the assessment process and not to just look at the child’s report from her
mother’s perspective. Using the quantum psychology tool to evaluate the whole person for at
least three months not few minutes or quick visit report would allow parent to be present during
the process of the assessment. So it is necessary to have an integrated quantum psychology
evaluation for the sake of the child’s mental and emotional health.
Table 5.4.1. WORK HABITS AND ATTITUDES: Self- Motivation
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week10
4
3
3
2
3
2
2
3
2
4
3
3
3
2
2
3
3
3
3
2
Work independently
4
3
2
2
3
2
3
3
1
3
3
2
2
3
2
3
3
4
2
3
L-9-11
D-3-4
Handles materials with
care
2
3
2
2
2
2
2
4
2
4
2
3
2
2
2
3
2
3
3
3
L-9-11
D-3-4
Neatness
3
3
3
2
3
2
2
4
1
3
2
3
3
3
2
3
2
3
2
2
L-9-11
D-3-4
Puts work away
2
3
2
2
3
2
3
4
1
2
3
2
3
2
3
3
2
3
2
3
L-9-11
D-3-4
Complete cycle of work
1
3
2
1
3
2
3
3
2
3
2
2
3
2
2
3
3
2
2
3
L-9-11
D-3-4
Respects another’s work
2
2
2
1
3
2
2
4
2
3
2
3
4
2
3
3
3
3
3
4
L-9-11
D-3-4
Effort
1
2
3
2
2
2
3
3
3
2
2
3
2
3
2
3
3
2
3
3
L-9-11
D-3-4
Interest
1
2
2
2
3
2
3
4
3
3
1
2
3
3
2
3
3
2
3
4
L-9-11
D-3-4
Attention span
2
2
3
2
3
2
2
3
3
3
2
3
2
2
3
3
3
4
2
4
L-9-11
D-3-4
Concentration
2
2
2
2
3
2
3
4
3
2
2
3
3
3
2
3
2
4
3
4
L-9-11
D-3-4
Practice for own
satisfaction
2
2
2
2
3
4
2
4
3
2
2
3
2
3
3
3
3
3
2
3
L-9-11
D-3-4
Initiative
!
76!
Time of
Day
L-9-11
D-3-4
!
!
Graph 5.4.1. WORK HABITS AND ATTITUDES: Self- Motivation
!
!
!
!
!
!
77!
!
Table 5.4.2. WORK HABITS AND ATTITUDES: Organizational Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Organize a task by self
1
3
1
2
2
3
3
3
3
3
3
3
3
2
2
4
2
3
3
2
L-9-11
D-3-4
Uses time constructively
3
2
2
2
2
3
3
3
2
3
2
3
3
2
2
3
2
3
2
2
L-9-11
D-3-4
Follows a logical sequence in a
task
4
3
2
2
2
3
1
2
2
3
2
3
2
3
1
3
1
2
3
2
L-9-11
D-3-4
Practice to seek help if
necessary
3
3
3
2
2
3
2
2
2
3
1
3
3
2
2
3
2
3
3
2
L-9-11
D-3-4
Practice to follow simple
directions
2
2
2
3
2
3
2
3
2
2
2
3
2
3
2
2
2
3
2
3
L-9-11
D-3-4
Practice to follow complex
directions
3
3
3
3
2
3
1
3
2
3
2
3
2
3
3
3
2
3
3
2
L-9-11
D-3-4
Perseverance/explores
alternative solutions
2
3
2
3
1
2
2
2
2
3
2
3
2
3
3
2
2
2
2
3
L-9-11
D-3-4
Listens attentively
2
3
3
3
2
2
2
3
2
3
3
2
2
3
2
2
3
2
3
3
L-9-11
D-3-4
78!
Week
10
Time of
Day
!
Table 5.4.3. INNER SELF – Overall Scoring
Feelings (Happy, surprise, fear,
disgust, anger, sad)
Inner -Self Motivation & Self
Esteemed
•
Stands up for self
•
Is secure and self–confident
•
Display/maintain happy
mood and positive attitude
•
Accept responsibility for
self
Morning Roaming Time Participation
Experience*
Noon Time
Afternoon Time:
German through
Music
M. has a lot of emotional ties to her daily
routine, meaning her mood has a great effect
on her performance for the remainder of the
day. Academically she is very intelligent,
higher than her age group, but emotional state
takes great toll on her performance at times.
=2
Favorite time of day. Enjoys
food prep and practical life,
as well as art=3
Enjoys activities with
larger group, looks
up to older
students=3
She is still developing the tools necessary to
control her tantrums and mental state in the
school envi= 1
Waiting turning/patience
still needs lots of training
and development =1
Still requires external
aid in group work=2
Still desires all attention and “babying” slow
in taking responsibility=2
Works as prompted if
mental and emotional state
is balanced, otherwise does
not follow step by step or
simple direction=2
Makes friends easily,
but sharing and turns
is under
development=1
Inner self & Self Control
•
•
•
Practice to give attention in
a group setting
Practice to wait turn
Maintain self without
external aid
Inner -Self Motivation & Social
Skills
•
•
•
•
•
Responds to requests from
adults Politeness/courtesy
Respects to other’s needs
and feelings
Practices rules of social
etiquette
Makes friends easily Works
and plays cooperatively
with peers
Reacts to social conflicts in
a constructive manner
79!
!
Table 5.4.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time of
Day
Display and maintain happy,
positive attitude
2
2
2
3
2
3
3
3
3
3
2
3
2
3
3
2
3
1
3
2
L-9-11
D-3-4
Is secure and self – confident
2
2
1
3
2
2
3
3
3
3
3
3
3
4
3
2
2
1
2
2
L-9-11
D-3-4
Accept responsibility for self
1
2
2
3
2
3
3
2
4
3
3
3
4
2
2
1
2
2
3
1
L-9-11
D-3-4
Stands up for self
1
2
2
3
2
3
3
2
3
2
2
2
2
2
3
1
3
2
2
1
L-9-11
D-3-4
Graph 5.4.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
80!
!
Table 5.4.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time of
Day
Maintain self without
external aid
2
2
2
2
2
3
3
2
3
2
3
2
1
2
2
3
1
2
2
1
2
2
Practice to wait turn
2
1
1
2
1
2
1
2
2
2
1
2
2
3
2
2
3
3
1
2
2
1
2
2
2
2
2
1
2
2
3
2
2
3
2
3
1
2
2
3
2
1
3
3
Practice to give attention in
a group setting
Graph*5.4.3b.*WORK*HABITS*AND*ATTITUDES:*Social6Emotional*Development*of*Self6
Control**
81!
!
Table 5.4.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
Makes friends easily
Day
1
Day
2
Day
3
Day
4
Day
5
Day
6
Day
7
Day
8
Day
9
Day
10
Time of
Day
3
2
2
2
3
2
2
2
3
2
2
3
2
3
2
2
2
2
3
2
3
2
2
2
2
3
1
2
2
2
2
1
1
2
2
2
3
2
2
3
1
2
2
2
3
3
2
3
2
3
1
2
2
3
2
2
1
2
2
2
2
2
2
3
3
2
2
2
3
3
2
3
2
3
2
2
2
3
3
3
2
2
2
2
2
3
1
2
1
2
2
1
3
2
4
2
4
3
3
3
2
3
2
2
2
2
3
3
3
2
3
2
3
2
2
2
2
2
3
3
3
2
3
2
3
2
3
2
3
2
2
3
Works and plays cooperatively with
peers
Respects to other’s needs and feelings
Responds to requests from adults
Politeness/courtesy
Practices rules of social etiquette
Reacts to social conflicts in a
constructive manner
82!
!
5.5. Case 5 – M.
Observer: L and D.
Client: M.
Interest: Building Blocks and Food
Diagnosis: ADHD
I will refer to this client as Milano.
Diagnosis - ADHD, but mom did not deliver the pediatric evaluation, and agreed to participate in
the research work. Milano enrolled in the 3-6 age group. Mom reported that Milano did not
follow instructions and always fought with his cousins; he also failed to finish school work,
domestic chores, or assigned duties in the work place. In addition to those, Milano had difficulty
to do independent work and always cried for help.
Analysis:
Milano was interested in building blocks and eat new food. After individualizing his
program to learn new math facts by building blocks and take responsibility preparing his new
meals, Milano started to build up a gradual time of increased attention and concentration.
Although he needed extra prompt to finish his work, he was consistently achieving his goals.
When we started evaluating his work and habits attitude, we noticed that he was steadily rising
above his base line established during the first week evaluation.
Vitamins and supplements were proposed and this issue was referred to the attention of Milano’s
behavioral pediatrician.
83!
!
Milano started balancing nutritionally; and I was able to evaluate him and all of our
observer notes and scoring came very close. I agree with my fellow observer when she noted that
“M is no more than a typical boy in his age group. Some inattentiveness needed to be
addressed!”
Also as simple as using the orthomolecular80 nutrition had worked miracles in many
cases like Milano with symptoms of ADD and ADHD. We must invest in searching what causes
the symptoms of hyperactivity because in most cases when we block those symptoms that the
body is trying to show us what caused the unease; we stay far from knowing how to deal with it.
Before we jump to drugs and diagnosis it is essential to address the whole child rather than his or
her parts.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!Orthomolecular!book!by!Quantum!University;!iquim.org/programs/degree/doctorateaphdanaturalamedicine/;
accessed on 05.09.2014. !
80
84!
!
Table 5.5.1. WORK HABITS AND ATTITUDES: Self- Motivation
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week10
Initiative
4
3
4
3
3
3
2
4
3
3
3
2
3
3
3
4
3
3
4
3
L-9-11
D-3-4
Work independently
4
2
2
2
3
3
2
3
3
4
3
2
4
3
2
3
4
2
3
2
L-9-11
D-3-4
Handles materials with
care
2
3
3
3
3
2
3
3
4
3
3
3
4
3
3
3
3
2
3
3
L-9-11
D-3-4
Neatness
3
3
2
3
2
3
3
2
3
3
2
3
3
3
4
3
2
2
3
2
L-9-11
D-3-4
Puts work away
2
3
2
3
3
3
3
3
2
2
3
3
4
2
3
3
3
3
4
2
L-9-11
D-3-4
Complete cycle of work
3
3
2
3
4
3
2
2
3
2
3
2
4
2
2
2
3
2
3
2
L-9-11
D-3-4
Respects another’s work
3
2
2
2
3
2
3
2
3
3
3
3
4
3
3
2
2
2
3
3
L-9-11
D-3-4
Effort
3
2
3
2
3
2
3
3
2
3
4
3
3
3
3
3
3
2
4
2
L-9-11
D-3-4
Interest
3
2
2
2
4
2
2
3
3
2
3
3
4
3
4
3
2
2
3
2
L-9-11
D-3-4
Attention span
3
2
3
3
3
2
2
2
3
2
4
4
3
3
3
2
3
2
3
3
L-9-11
D-3-4
Concentration
3
3
2
3
3
2
3
3
3
3
3
4
4
2
2
2
3
2
4
3
L-9-11
D-3-4
Practice for own
satisfaction
3
2
3
2
2
3
3
3
2
3
3
3
3
3
3
3
2
2
3
3
L-9-11
D-3-4
85!
Time of
Day
!
Graph 5.5.1. WORK HABITS AND ATTITUDES: Self- Motivation
86!
!
Table 5.5.2. WORK HABITS AND ATTITUDES: Organizational Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Organize a task by self
2
3
2
2
3
2
2
2
3
2
3
2
3
2
3
3
4
3
4
3
L-9-11
D-3-4
Uses time constructively
3
2
3
2
2
1
2
2
3
2
2
3
3
3
2
3
3
3
5
4
L-9-11
D-3-4
Follows a logical sequence in a
task
2
3
2
2
2
2
3
2
3
2
4
3
2
3
3
3
3
2
3
4
L-9-11
D-3-4
Practice to seek help if
necessary
2
2
3
2
2
3
3
2
3
4
2
2
3
4
3
2
3
4
3
4
L-9-11
D-3-4
Practice to follow simple
directions
2
2
3
2
3
3
2
3
3
2
3
3
3
2
3
2
4
4
4
3
L-9-11
D-3-4
Practice to follow complex
directions
2
3
3
2
2
3
1
3
3
3
3
2
2
2
4
4
3
4
4
4
L-9-11
D-3-4
Perseverance/explores
alternative solutions
3
3
2
3
3
2
2
2
2
3
4
3
1
2
3
4
5
3
3
2
L-9-11
D-3-4
Listens attentively
2
3
2
1
3
2
3
3
3
3
3
4
2
3
3
4
3
3
4
4
L-9-11
D-3-4
!
87!
Week
10
Time of
Day
!
Table 5.5.3. INNER SELF – Overall Scoring
Feelings (Happy, surprise, fear, disgust,
anger, sad)
Morning Roaming Time Participation
Experience*
Noon Time
Afternoon Time: German
through Music
Inner -Self Motivation & Self Esteemed
•
Stands up for self
•
Is secure and self–confident
•
Display/maintain happy mood
and positive attitude
•
Accept responsibility for self
M. was initially brought to our attention for
ADHD, he does show signs of
hyperactivity… no more than a typical boy in
his age group. Some inattentiveness needed
to be addressed =2
Generally happy,
no signs of
emotional
imbalance=4
Shows interest and
enjoyment in extra cirr.=3
Hyperactivity and patience was directly
related to diet per day=3
Needs extra
direction at times,
or a reminder= 2
Will listen to instructor,
while still being physically
active, could use extra
prompts at times=3
Did follow step by step instruction, very
playful but intelligent and comprehends all
steps=3
Reacts in a
constructive
manner for age
range=4
Does respect social
etiquette and gives students
space, but still very active
/outgoing member of
class=3
Inner self & Self Control
•
Practice to give attention in a
group setting
•
Practice to wait turn
•
Maintain self without external
aid
Inner -Self Motivation & Social Skills
•
Responds to requests from
adults Politeness/courtesy
•
Respects to other’s needs and
feelings
•
Practices rules of social
etiquette
•
Makes friends easily Works
and plays cooperatively with
peers
•
Reacts to social conflicts in a
constructive manner
Table 5.5.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Display and maintain happy,
positive attitude
2
2
2
2
3
2
1
2
3
4
3
2
3
4
3
3
4
3
3
3
L-9-11
D-3-4
Is secure and self – confident
3
2
1
2
2
2
2
2
4
3
3
2
3
2
2
3
3
4
2
3
L-9-11
D-3-4
Accept responsibility for self
2
3
2
3
2
3
3
3
2
2
2
3
4
2
3
3
3
4
2
2
L-9-11
D-3-4
Stands up for self
3
3
3
3
3
2
2
3
2
3
4
3
4
4
2
3
4
4
3
4
L-9-11
D-3-4
88!
Week
10
Time of
Day
!
Graph 5.5.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Table 5.5.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Maintain self without
external aid
2
1
3
2
3
2
3
4
3
3
4
3
3
2
2
3
3
4
3
2
L-9-11
D-3-4
Practice to wait turn
2
3
2
2
4
2
3
3
3
2
3
4
4
2
3
4
4
3
4
2
L-9-11
D-3-4
Practice to give attention in
a group setting
3
3
2
1
3
2
2
3
2
2
3
4
2
3
3
3
4
3
4
3
L-9-11
D-3-4
89!
Week
10
Time of
Day
!
Graph 5.5.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
!
!
!
90!
!
Table 5.5.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
Day
1
Day
2
Day
3
Day
4
Day
5
Day
6
Day
7
Day
8
Day
9
3
3
2
3
3
3
3
4
2
3
3
2
4
4
3
4
3
2
4
4
L-9-11
D-3-4
Respects to other’s needs and feelings
3
2
3
2
2
3
4
4
3
3
2
2
3
4
4
4
3
2
3
4
L-9-11
D-3-4
Responds to requests from adults
3
3
5
3
3
2
4
3
3
4
3
3
4
3
2
4
3
3
4
3
L-9-11
D-3-4
Politeness/courtesy
4
4
4
3
3
3
3
2
4
4
5
3
5
3
3
4
3
4
3
4
L-9-11
D-3-4
Practices rules of social etiquette
3
3
3
2
3
2
4
3
3
2
3
4
3
4
5
4
3
4
3
5
L-9-11
D-3-4
Reacts to social conflicts in a
constructive manner
3
2
2
2
4
2
4
3
4
2
2
4
2
4
3
4
3
2
3
4
L-9-11
D-3-4
Makes friends easily
Day
10
Time of
Day
Works and plays cooperatively with
peers
91!
!
5.6. Case 6 – F.
Observer:'L'and'A''
Client:'F.''
Interest:'Building'Blocks'and'Food'
!
The!last!case!of!my!research!I!am!reporting!is!my!own!son.!Ford!inspired!a!whole!new!lifestyle!
for!my!family.!He!is!the!reason!for!establishing!our!Learning!and!Wellness!Center.!Fo’ad!was!
the!first!student!to!enroll!in!our!research!program!and!in!the!6a12!years!age!group.!!
!
Diagnosis:'
Moderate!Sensory!Integration!Disorder!since!the!age!of!18!months.!We!discovered!that!
our!son’s!body!was!loaded!with!lead!and!mercury!at!the!age!of!three,!and!as!Dr.!Knox!reported!
in!her!research!about!autism!that!heavy!metals!do!in!fact!affect!the!mental!and!brain!
development!of!the!child81.!!Also!she!related!food!allergies,!the!leaky!gut!syndrome,!bacterial!
dysbiosis,!and!suggested!that!mineral!and!vitamin!imbalances!could!be!scientifically!the!effects!
of!heavy!metals!that!disrupt!the!enzymatic!oxidative!–phosphorylation!chain!reaction!of!the!
Krebs’s!Cycle.!All!of!the!above!was!just!one!key!to!the!puzzle!to!address!the!physical!and!
mental!health!status!of!my!son!but!what!goes!beyond!the!physical!body!is!what!I!learned!
through!my!journey!to!heal!my!son.!
!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
81
!
!iquim.org/programs/degree/doctorateaPhDanaturalamedicine/dr.!Knox!PhD!dissertation!
92!
!
Analysis:''
After!the!first!month!the!research!assistant!observing!my!work!with!him!reported!the!
following:!“I&observed&him&and&I&think&he&is&pushed&to&speak&when&he&really&needs&something&or&feels&he&
can’t&express&himself&any&other&way;&when&you&put&him&on&the&spot&and&ask&him&to&speak&he&doesn’t&want&
to.&He&explored&picking&out&what&interests&him&and&enjoys&the&piano&the&most.&He&let&me&dance&with&him&
and&swing&his&arms&and&let&me&play&with&the&piano,&so&he&enjoys&entertaining&people&and&enjoys&
interaction&and&is&becoming&more&confident.&He&is&really&a&warm<hearted&young&man&and&when&he&is&in&
his&comfort&zone,&he&communicates&very&well.&&He&showed&much&progress&this&month&following&sequence&
of&practical&life&and&showed&that&he&is&able&to&be&more&independent&and&I&believe&that&he&had&progressed&the&
most&in&social&development”.!!
!
Conclusion:''
Later!the!observer!commented:!“Today&was&the&first&time&F&was&alone&with&an&instructor,&and&
there&was&a&clear&communication&between&the&two&of&us,&he&responded&to&my&request&and&he&showed&me&
what&he&wanted.&&For&future&instructors,&they&should&know&that&it&is&not&necessary&to&have&language&to&
communicate&with&a&person&when&he&is&in&his&comfort&zone,&he&communicates&non<verbally&very&well.&&I&
believe&he&was&much&more&at&ease&and&trusted&me,&as&for&all&people&it&takes&some&time&to&get&to&know&
people,&so&instructors&should&also&know&that&it&takes&time&to&develop&a&trust.&&If&you&give&him&respect&and&
show&that&you&are&involved&with&what&he&is&doing&and&you&are&truly&there&with&him&and&not&have&your&
mind&somewhere&else,&he&will&respond&back&respectively.&&It’s&also&important&to&note&that&we&didn’t&just&
93!
!
communicate&by&asking&him&to&do&something,&but&actually&connected&on&a&human&level,&by&laughing&with&
each&other&and&enjoying&each&other’s&company.&&When&you&are&able&to&truly&connect,&I&believe&he&feels&this&
and&it&gives&him&the&confidence&that&allows&him&to&grow&in&all&areas.”!!!
!
As!a!general!conclusion!of!this!research,!I!now!even!more!convinced!that!we!all!have!the!
five!bodies!(Physical,!Vital,!Mental,!Supramental!and!the!Bliss)!and!that!my!son!should!have!
been!assessed!at!all!five!bodies’!layers;!and!since!this!knowledge!is!relatively!new,!I!support!the!
quantum!medicine!researchers!and!will!continue!to!invest!my!time!and!effort!to!prove!the!
quantum!leap!and!healing!to!all!of!our!children.!!
!
'
'
94!
!
Table 5.6.1. WORK HABITS AND ATTITUDES: Self-Motivation
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week10
Initiative
4
3
2
3
2
2
3
3
3
4
4
3
4
3
4
3
4
3
3
3
Work
independently
4
2
3
2
3
3
2
3
3
3
4
4
3
4
3
3
4
3
3
4
Handles
materials with
care
2
3
3
3
3
3
4
3
3
3
4
4
3
4
3
3
3
3
3
3
Neatness
3
2
3
3
4
3
4
4
4
4
3
3
4
2
3
4
3
3
3
3
Puts work away
2
2
3
3
4
3
3
3
3
4
4
4
4
4
3
3
3
3
3
4
Complete cycle
of work
2
2
2
2
3
2
3
3
3
2
2
2
3
3
3
3
2
3
2
3
Respects
another’s work
4
4
3
3
4
3
3
4
2
3
3
2
3
3
4
4
4
4
4
4
Effort
3
3
3
3
2
3
3
2
3
3
3
3
4
3
3
4
3
3
4
4
Interest
2
3
2
2
2
2
3
3
3
4
3
4
4
4
4
4
4
4
4
4
Attention span
1
2
1
2
2
2
2
3
3
3
4
4
3
4
3
4
3
4
3
4
Concentration
1
2
1
2
2
2
2
3
3
3
4
4
3
4
3
4
3
4
3
4
Practice for own
satisfaction
3
3
3
3
3
3
4
4
4
4
3
4
3
3
3
3
3
3
3
3
!
95!
Time
of Day
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
!
Graph*5.6.1.*WORK*HABITS*AND*ATTITUDES:*Self6Motivation*
!
!
!
!
!
96!
!
Table 5.6.2. WORK HABITS AND ATTITUDES: Organizational Skills
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Organize a task by self
3
4
3
3
4
3
3
3
4
4
4
3
3
4
3
4
4
4
4
4
Uses time constructively
3
4
3
4
3
3
3
3
4
3
3
4
4
3
4
3
4
4
4
4
Follows a logical
sequence in a task
3
4
3
4
3
3
4
3
3
4
4
3
4
4
4
4
3
4
4
4
Practice to seek help if
necessary
3
3
3
3
4
3
4
4
4
4
4
3
4
3
4
4
4
4
4
4
Practice to follow simple
directions
3
3
3
3
3
2
3
3
3
3
4
3
4
4
4
3
3
4
4
4
Practice to follow
complex directions
3
3
4
4
4
4
3
3
3
3
4
3
3
4
4
3
3
4
3
4
Perseverance/explores
alternative solutions
4
4
3
3
4
3
3
4
4
4
3
4
3
4
4
4
4
4
4
3
Listens attentively
2
3
3
3
3
3
3
4
4
4
4
3
4
3
3
2
4
4
3
4
!
!
!
!
!
!
97!
Time
of Day
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
!
Table 5.6.3. INNER SELF – Overall Scoring
Feelings (Happy, surprise, fear,
disgust, anger, sad)
Inner -Self Motivation & Self
Esteemed
•
Stands up for self
•
Is secure and self–
confident
•
Display/maintain
happy mood and
positive attitude
•
Accept responsibility
for self
Morning Roaming Time Participation
Experience*
Student is still developing skills to
accept responsibility for self. Still
tries to lead own agenda. Accepts
responsibility of his own likes=2
Inner self & Self Control
•
focus on movement control - control
of arm movement – sorting=3
•
SPEECH
(ex: F)
Final constant deletion
Speaks all sounds
Not consistent with completion of
Final sounds
Mastered Initial and Medial
Identifying sounds 80%=2
Practice to give
attention in a group
setting
•
Practice to wait turn
•
Maintain self without
external aid
Inner -Self Motivation &
Social Skills
•
•
•
•
Responds to requests
from adults
Politeness/courtesy
Respects to other’s
needs and feelings
Practices rules of
social etiquette
Makes friends easily
Works and plays
cooperatively with
peers
Reacts to social
conflicts in a
constructive manner
!
!
!
!
98!
Noon Time
Afternoon Time: German
through Music
Ate$quietly,$making$hmm$
sounds,$
While$his$parent$$in$same$room$
and$I$were$speaking$he$
continued$eating$meal$not$
distracted.=3$
Got$up$played$piano$(back$and$
forth$with$experimenting$with$
sounds$audio$and$manual),$got$
up$danced$around=4
Expended activities in/with
water, sorting in water, folding
cloths work on: packing a
suitcase, bow tying =4
when$he$is$in$his$comfort$zone,$
he$communicates$very$well($
non$verbally)=4
Continued$eating$after$1$
minutes$got$up$to$go$to$the$
bathroom,$just$flushed$and$
came$back$and$went$ate$for$I$
minute=2$
F loves to move/dance to the
music, he became more patient
while I worked with other
students, he enjoys the
company of other students and
to dance together with them, he
also participated great during
hands-on-lessons, like tracing
letters in dough, measuring
ingredients, baking cookies.=4
!
Table 5.6.3a. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfEsteem
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Display and
maintain happy,
positive attitude
4
4
3
4
4
4
3
4
3
3
4
4
3
4
4
4
4
4
Week
10
4
4
Is secure and self –
confident
3
4
3
4
4
4
4
4
4
3
3
4
3
3
4
4
4
3
4
4
Accept
responsibility for
self
3
3
2
3
3
4
3
3
4
3
4
3
3
3
4
4
4
4
3
4
Stands up for self
4
4
4
4
4
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
Time
of Day
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
!
Graph*5.6.3a.*WORK*HABITS*AND*ATTITUDES:*Social6Emotional*Development*of*Self6
Esteem**
!
!
!
99!
!
Table 5.6.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Maintain self
without external
aid
3
3
3
2
3
4
3
3
3
3
4
3
4
4
4
4
4
4
Week
10
4
4
Practice to wait
turn
2
3
3
2
2
2
2
2
3
2
3
3
3
4
3
4
4
3
4
4
Practice to give
attention in a
group setting
2
3
3
2
3
3
3
3
4
3
4
4
4
4
4
4
4
4
4
4
Time
of Day
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
Graph 5.6.3b. WORK HABITS AND ATTITUDES: Social-Emotional Development of SelfControl
!
100!
!
Table 5.6.3c. WORK HABITS AND ATTITUDES: Social-Emotional Development of Social
Skills
Week 1
Week 2
Week 3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time
of Day
2
2
2
2
2
1
3
2
2
2
3
2
3
3
3
3
3
3
3
3
L(911)
A (34pm)
Respects to other’s
needs and feelings
2
3
2
2
2
1
2
3
3
3
2
3
2
2
3
3
3
3
3
3
Responds to requests
from adults
1
2
1
1
2
2
2
2
2
2
2
3
3
3
3
2
3
3
3
3
Politeness/courtesy
2
2
2
1
2
2
2
3
3
2
3
2
3
3
3
3
3
3
3
3
Practices rules of
social etiquette
1
1
1
2
1
2
2
2
2
2
2
1
2
2
2
2
2
2
2
3
Reacts to social
conflicts in a
constructive manner
1
2
2
2
2
2
2
2
2
3
3
3
3
2
3
3
3
3
3
3
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
L(911)
A (34pm)
Makes friends easily
Works and plays
cooperatively with
peers
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6. OUTCOMES
The CAT filtration model allowed a constant Mind-Brain creativity process to go in the
flow of work without being attached to one diagnosis or tool to measure our clients for a specific
mental health status. CAT allowed smooth evaluation and sat structure for healing.
In stark contrast to the traditional psychology tools, the CAT enabled the work
performance and attitude as an adventurous new way to observe every child’s uniqueness; and it
shared the discoveries of the cases’ potential and abilities. So, finally we can use the instrument
of evaluation with new meaning and hope.
Research outcomes showed that integrated quantum and individualized programs that
can fairly assess and help achieve a higher psychological development that further assist in the
progress of neuro-psychological environment for children at risk, and hence allowing complete
healing for children and the community at large.
The research results demonstrate at least two important outcomes. First, the integrated
quantum and individualized programs can impartially assess and help to achieve a higher
psychological development of children at risk. Second, the programs can serve as valid tools for
further assistance in the progress of neuro-psychological environment for children at risk, and,
hence, they allow complete healing for children and the community at large.
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The protocols for mental health care included a creation of a robust community–based,
environmentally concerned coalition. When such objective was achieved, we were able to
identify the gaps between educators, health professionals and parents of children at risk in
regards to psychological and environmental diseases.
Our research agenda and the results permitted us to make a number of important
observations about the nature of the current therapeutic environment:
•
It is very likely that practicing behavioral pediatricians are over diagnosing mental
health diseases; and that they are not inclined to consult psychologists; instead they
merely prescribe available medications.
•
It appears that traditional psychiatrists overprescribed antidepressant antipsychotic
drugs for children with mental health problems and such actions may have caused
more diseases and disabilities, instead of fewer.
•
Traditional psychologists and psychiatrists frequently lack reliable information about
nutritional supplements and their link to childhood mental disabilities.
•
Another important concern is the apparent lack of labs that can screen for food
handling and safety, water quality, especially screening food and water for toxic
heavy metals (e.g., lead, mercury, arsenic), as well as for other neurotoxins.
•
Stereotyped system.
•
Finally, near lack of clarity and very poor communication between parents and local
authorities to effectively address safety measures for animal and plant toxins
control (i.e. for pesticides, herbicides, and arsenic, lead).
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At the end of the eighteen- month program, children were not only reaching their goals of
inclusion into the mainstream educational environments, but also they were significantly more
independent with activities of daily living and were connecting more emotionally connecting
than prior to the participation in the program.
Further testing of the CAT is needed. In view of this, we propose a pilot study for a larger
group and a larger sample. Our study consisted of the first 10 or so observations of the small
study. That resulted in achieving our goals in our small community, but creativity tools need to
be integrated in every work we are planning to do. This is especially important for children at
risk and in particular for those who are challenged with Mental Health Dysfunction.
The main conclusion of our research is that quantum medicine and integrated psychology
can have direct and immediate impact and allow achieving the positive mental health of both the
challenged person and his or her observant and beyond. The movement of quantum activism is a
potent symbol of an alternative universal belief. If such belief could be more widely accepted by
humanity, it will allow us to choose and create our own destiny!
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Appendix A – Research Consent Form
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Biography
Hanan Ayoub-Fadil, M.D., M.P.H.
Dr. Ayoub is a private Integrative Medicine researcher and a practitioner of Environmental
and Occupational Medicine since 1995. Dr. Ayoub is the founder of Atlantis Centers Inc. and
Atlantis Healthcare Group both located in Red Bank, NJ.
Dr. Ayoub received both her post-graduate and Master of Public Health in Occupational and
Environmental Medicine degrees from the University of Texas School of Medicine and Public
Health. She received her medical degree as well as her surgery diploma from Kasr Al Ainy
University in Cairo, Egypt. Dr. Ayoub has a Euro-Arabian background and comes from a highly
diverse family.
Dr. Ayoub started her career in the United States in 1995 and is continuing her studies in
naturopathic and holistic health. She currently serves as the President of the Colts Neck Chapter of
the National Association of Professional Women; she is also an active member of the Women’s Club
of Red Bank. Dr. Ayoub is a leader in her community and is known for her proactive role in seeking
peace for all children. Her work supports the natural way of recovery for children suffering from
autism and other broad spectrum childhood diseases and learning disabilities.
Dr. Ayoub is the author of the Arabic language version of the 1978 ATS-DLD Respiratory
Questionnaire. It was published at the American College of Chest Physicians’ 2002 Annual Scientific
Assembly. Dr. Ayoub also served as an at-large member of the Arab American Medical Society in
Texas and helped organize an emergency preparedness support group after September 11th and the
natural disasters of Katrina and Rita hurricanes.
She believes that education and health form the foundation for a better quality lifestyle, not
only for young children with challenges, but for their therapists and families as well.
Dr. Ayoub’s dream is for a place to bring together children of all different backgrounds to
come and grow.
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