Learning and Behavioral Problems
Learning modifies brain structure and function. A biological view regards mental states and behavior as products of brain function. Teaching is an intentional effort to constructively alter the brain function of students in a lasting fashion. While information is the pedagogical input to the student's brain, food and air may be regarded as the main input of chemical information into the student's body-brain system.
Bodybrainmind is an open-ended system that will evolve a unique identity in the lifetime of each individual. Individuation occurs as experience modifies some brain structures and coexists with old programs that persist regardless of the individual experience, because the older brain structures resist modification. Intelligence can be equated with the ability to learn. Here are simple insights into the learning process:
1. Learning modifies brain structure and function.
2. Learning depends on innate programs that support the acquisition of skills and knowledge.
3. Learning is mimetic. Children copy the sounds and behaviors they see and hear.
4. Learning requires health and proper nutrient input to the brain.
The wrong food choices, adverse food chemistry and food allergy contribute to learning and behavioral problems in children. Whenever children are sick or influenced by food and/or airborne chemicals, their brain function is compromised and symptoms include disturbances of sensing, feeling, remembering and acting. Their learning is impaired and their behavior may be disturbed. The intention of compassionate biological management is to restore orderly, normal functioning of the child by careful environmental and food input control.
We recognize the association of physical symptoms with emotional, behavioral and learning disturbances. The emotional-behavioral problems we see in children with faulty diets range from depression to attention deficit disorder with or without hyperactivity. The earliest disturbances are often irritability, moodiness, and sleep disorders, especially nightmares and night terrors. Some children are hyperactive and become difficult to manage at home and later in school; they tend to be impulsive, easily distracted, and may be unusually aggressive or prone to anger and tantrums.
Other children wilt and withdraw, often with chronic or recurrent symptoms such as headache, stomach aches, leg pains, sore throats, middle ear infections and complaints of general malaise and fatigue. The depressed children express grave self-doubts and occasionally alarming thoughts that life is not worth living. At school, learning difficulties are caused by inattention, memory loss, distractibility and often the inability to carry out instructions without constant reminders.
Brief Note on Delayed Pattern Food Allergy
In this section we are referring to delayed food allergy, not the more obvious immediate food allergic reactions. Delayed patterns of food allergy are not so obvious and generally go unrecognized. Allergy skin tests do not show this problem nor do blood tests for antibodies such as RAST or ELIZA. Delayed patterns of food allergy are responsible for causing specific diseases such as asthma and eczema and also common but ill-defined illness patterns in children.
The Alpha Nutrition Program helps solve learning and behavior problems in children. The program removes food allergy problems, generates healthy eating practices, and encourages a return to adaptive self-regulation. A healthy mind requires correct, coherent, consistent molecular input to the brain.