Stress Management

We often make the mistake of believing we are in control simply because we are conscious. When stress occurs while we are learning something new, the chemical juices created in the body by that stress imprints in the cells as a part of that new information or experience. As a result, whenever this person attempts to perform associated tasks, these chemical juices reappear and interfere with the ability to access the information and perform related tasks efficiently. Mild stressors may be more easily overlooked, as the interference has little affect. Highly charged emotional events, however, have a far greater impact on the ability to function effectively at all.

Performance Enhancement

The human brain is a virtual powerhouse of limitless potential. A great majority of us use only a small fraction of that potential-You already know that, right? Part of this great potential is the ability to re-program our thought processes, as well as, the nerve pathways throughout the body. This is what happens when we learn something new. When stress occurs while learning something new, the body chemistry created by that stressful event or situation becomes imprinted as a part of that learned experience. As a result, whenever we attempt to perform related tasks, that chemistry is re-activated and interferes with the ability to perform the task effectively - or at the very least, not efficiently.

Dyslexia and Learning Disabilities

When stress occurs while we are learning something new, it becomes our ongoing interference (block) whenever we endeavor to something related. Many Dyslexia's & learning disabilities can be traced back to stressful experiences surrounding or associating with learning that particular subject. An example may be: Emily was learning to do fractions when one of her classmates behind her got sick and some of the mess laded on her clothes and in her hair. This left her feeling rather annoyed. She was unable to finish her work in class. Later when she asked her dad for help, Dad, who also had a bad day. He was impatient with her struggle to understand and yelled at her for being "so dense". Now she felt picked on. The next day with her work either still incomplete or mostly wrong her teacher (who began her day with a fight with her spouse) becomes indignant about having to repeat the information and is less than patient at Emily's confusion. Now Emily is feeling immobilized and unable to learn about fractions. If these feelings go unresolved they become part of the cellular memory. They will surface and interfere every time she attempts to do fractions from then on.

Stress Management

Performance Enhancement

Dyslexia