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Another Way of Looking at Developmental Difficulty

By: Rodger Bailey

What if the conventional psychological, physical, and pharmaceutical approaches to developmental difficulty are all off base? What if there was a cultural resolution to these problems that you could do at home and all the symptoms would be gone naturally, over time?

The normal concept for these developmental problems is that there is no cure, you might grow out of the symptoms over the years, but you might need to take these drugs that are prescribed. And, you may need to take the drugs for your whole life.

Developmental problems show up as some combination of these behaviors:

* A lack of focus and attention
* Clumsiness
* Inability to do something for longer than a few seconds
* Inability to sit quietly
* Inability for understand instructions
* Inability to connect with the environment
* Inability to control impulses
* Extreme sensitivity to various forms of visual, auditory, kinesthetic stimuli
* Poor self control
* Poor self confidence
* Poor athletic development
* Poor musical capability
* Poor academic performance
* Poor speech performance
* Poor emotional development
* Poor social skill performance

The current diagnostic process for developmental problems involves recognizing which of these characteristics a child has. But, what if none of these specific characteristics is really important with respect to a resolution for the child? What if the resolution is something really uncomplicated and no one is paying attention to it?

In the last few years, I have worked with more than three hundred children who have developmental problems. My experience is that at least 70% lose all of their developmental problems 'symptoms' by following a simple exercise program and cleaning up their environment. I'll tell you more about this later.

Discoveries brought forward by research in the last few years are leading to new frames of reference in many areas. In many situations, a multidisciplinary approach is bringing forward new concepts because of the separate frames-of-reference from those multiple disciplines. Many people working together from different fields are sharing ideas and learning from each other. These shared ideas are leading to dramatic improvements in understanding for all involved.

However, in the areas of developmental problems, many disciplines are looking at the problem, but few are sharing what they are discovering in a multidisciplinary approach. Because they are holding onto their own concepts, little advancement is being made. There does not seem to be any major advancement because it seems that everyone is sticking within their own concepts and rejecting all other concepts. Advancements all seem to be in how to get more detailed diagnoses. No one seems to be coming forward with anything significant in the areas of treatment or prevention.

I recently visited a university and talked with the chair of the psychology department. This department of this university was concentrating on Autism and Asperger's (a high functioning form of PDD). Their educational and their research efforts were focused on recognizing the minute and precise symptom differences between High Functioning Autism and Asperger's. The official paradigm for these disorders is that there is no cure (and there never will be). No one seems to be looking for a cure. They are only concentrating on how to get better at the diagnosis of these conditions.

When I told this university psychology department chair of my own personal experiences of working with hundreds of children with these conditions who lost their symptoms, he explained that there is no way to achieve symptom reduction and elimination. My experience did not fit his frames of reference, so it was not something he could accept. I approached this university in search of graduate students who need research projects for their graduate studies. Their frames of reference are so strong, that no one from that university wanted to explore my techniques, even though I have reliable results with developmental difficulty.

The same is true for neurologists, behavioral psychologists, and special ed teachers. They think there is no way to fix these conditions and so they focus on precisely identifying these conditions. Most efforts for treatment are designed to help students, mothers & fathers, and teachers deal with the other children who have these developmental difficulty.

What will happen when we talk about a regimen you can do in your community for a few minutes per day, and the developmental problem symptoms will be gone in six to twelve months? This is not a match for the current frames of reference, so the 'professionals' will not review it or tell anyone about it. For them, this does not fit their current frames of reference, so it cannot be possible.

Well, there is hope and the breakthroughs are not coming out of the conventional psychological, physical, or medical approaches to developmental difficulty. The breakthroughs are coming from common sense and concepts that were common before the Industrial Revolution. The breakthroughs are not psychological, physical, or medical. They are cultural.

Article Source: Main Articles

Rodger Bailey, MS, has degrees in Anthropology and Educational Counseling. He provides Developmental Discovery System™ consulting for families, which unlocks the natural predisposition for maturing. Checkout his free Developmental Checklist and his Blog.

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