What's Energy Got to Do With It?

Core of Brain (COB) Learners have a unique understanding of energy. Some have learned to identify and adapt to energy, but most are just confused with the "overwhelming sensory information." These individuals also tend to understand energy and physically feel the vibrational frequency of energy. They generally don’t understand the individual energy separately until they are an adult. It is as if this area of the brain is immature and comes together when they are grown. They sense the vibrational field of the lights, sounds coming through the walls, other people’s energy, as well as the difference in one person’s energy removed from a collective form of energy. They may be able to “see” energy fields or the static energy molecule differences between different objects. They spend a great deal of their time REACTING to the vibrational energy around them because they believe they ARE the energy. They can become physically ill or disorientated with the constant “swirl” of energy that surrounds them. They have a sense of how energy is all connected on a universal level. They take on “heavy” energy as a challenge to understand it. They do not see the energy as “negative” only that it is dense energy. They unknowingly take on the burdens of the universe in attempts to resolve suffering. These individuals will either fight back the energy by exploding, resulting in behavioral challenges, or implode and fall into depression. They need to learn to regulate their energy by filtering sensory input.

It is often useful to support the individual in learning how to modify their environment with sensory integration tools. They respond best to individuals who eliminate emotional energy from their communications as it takes less time deciphering the information being given to them. Most do well learning that other people’s energy is not their own energy. They are often responsive to brushing, soundproof headphones, body weighted blankets or jackets, and other Occupational Therapy sensory integration tools.

Quantum Physics has discovered a "difference" in energy between our thoughts and our physical ability to "do" things that we think of. We all have wonderful ideas and the brighter, more intelligent the individual, the more rapid the internal dialog is. Some may even say it's manic to have such high level of energy in the thinking process, or just insanity. What happens when the dense energy of our physical ability and our high level of internal dialog comes together? It is a combustion, a feeling of experiencing a "push back" of energy. This push back creates even more internal dialog that spins our reasoning for why we shouldn't do something even though it's a great idea or a lifelong goal or dream of ours. Every human being is an expert at talking themselves out of doing what great stuff they want to do. This internal dialog sounds like this: "I guess this wasn't meant to be after all," "I can't do it," "Screw them," "I'm so stupid," "There is something wrong with them/me," "No one believes me," and etc. This process happens to everyone. Some verbally express their thoughts and others just internalize it. But, for gifted individuals, this process is daunting due to the large amount of "ideas." Gifted individuals have the ability to cycle themselves into a negative thought process at a much faster rate than the average Joe. It becomes even more difficult when a gifted person has a disability of some sort, either intellectually, physically, or socially in which they will struggle to appear "normal" despite their overwhelming thought process. At some point, they will become quite aware of their brilliant ideas which will never amount to anything because of their differences, leading them to live a life of feeling "less than" and never really living up to their potential. Most will feel it is worthless to try to exhibit their brilliance.

Understanding that this process is only about the combustion of energy and that is truly has nothing to do with who they are, is vital to the success of the gifted individual. Breaking down steps to the goals and dreams when they enter this "spinning" in the thought process is the key. Gifted individuals are mostly "big picture" thinkers and have a difficult time being in the "here and now." They tend to jump ahead of themselves by focusing on the big picture and feeling paralyzed to do the action that needs to be done to get to the big picture. Ways to support this individual best: praise their big ideas and then ask, "What needs to be done today to begin making that possible?" Keep doing this and acknowledge the work they are doing as they work through the process of attaining their goals and dreams.

COB learners relate to this method well since, in some nature, they understand energy to a greater degree than most. Energy is pliable and easy to work with once you understand the nature of how it works. Teachers and parents who learn to tap into this way of learning will find less resistance in working with the child. Teaching these individuals tools and skills to working with energy increases the understanding of who they are and how they can become successful by modifying energy to the best of their ability. Those that enforce a "this is the way it is and you must do what I say" will find it difficult to reach the COB learner. It is extremely necessary to create guidelines for the COB learner to stay within when it comes to safety issues, and general guidelines. These individuals "live in their head" and will become driven to do what their thoughts provide for them. Teaching and parenting a COB learner to find stillness to quiet their mind, find, and listen to their intuition is also vital to supporting them in the ability to observe.

The key truly is to teach what energy is about and how to modify energy in their environment so they don't become overwhelmed with the rapid sensory overload of information. Sensory Integration diets or Modulation tools are also effective. Once the COB learners understands how to differentiate energy, they will be able to calm themselves when needed and feel more successful in their environment.