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
3. Learning is mimetic. Children copy the sounds and behaviors they see and
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
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
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
ADHD - Attention Disorders
More about managing hypersensitive 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.