I remember going to a “Haunted House” on Halloween when I was in the 6th grade. At one point, we were given peeled grapes in the dark and told that they were eyeballs. It was so deliciously creepy!
What is it about that little thrill of fear that is so fun? Maybe it’s that we get to experience that little adrenaline rush while knowing deep down that the fear is temporary and not real.
Fear causes our senses to elevate to high alert: Our pupils get large to take in as much light as possible. Our ears become hyper-sensitive to sound. Our sense of touch is heightened. This is survival mode. When we are afraid, our survival mechanisms kick in.
A little self-induced fright on Halloween is fun, but it is not a state that we want to live in as it is not conducive to communication, learning, or general well-being.
In order to move comfortably through our world and function with ease and flow in our lives, the messages that are coming into the brain and being communicated between the brain and the body need to be clear, complete, and accurate.
At the most basic level, much of the communication flowing between the brain and body via our nervous system happens as a result of reflexes. Reflexes that are active when not needed or not active when needed, create glitches in that communication.
Unintegrated reflexes, or reflexes that are not working properly, cause stress to our whole system and push us into “fight or flight” mode. Spending too much time in “fight or flight” when we don’t actually need to be fighting or running for survival, can lead to anxiety, depression, illness, fearfulness, lack of confidence, and a myriad of learning or attention challenges.
Thankfully, we know now from decades of clinical evidence and research that reflexes can be integrated and most learning, attention, and related fearfulness and anxiety issues can be corrected.
Our goal for students is that they become comfortable, independent learners at grade level or at their potential. This not only involves remediation and development of reading, writing, spelling, language, and/or math skills, but identifying and addressing the weak underlying skills, including unintegrated reflexes, that are causing the student to struggle academically and feel confused or anxious.
Do you or your child struggle with dyslexia, reading, spelling, learning or attention? These challenges can be changed. While there are no simple, overnight solutions, most learning and attention challenges can be dramatically improved or completely corrected through developing the weak underlying skills and remediating the affected academic areas. Need to know more??
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For information and RSVP go to www.learningdisability.com
“Helping smart but struggling students dramatically improve or completely correct their learning and attention challenges by developing the underlying learning skills that are not supporting the learner well enough.”
We serve children and adults with diagnosed or undiagnosed learning and attention challenges including learning disabilities, dyslexia, ADHD, auditory processing disorders, and autism spectrum disorders.
Jill Stowell, M.S.
Author: At Wit’s End A Parent’s Guide to Ending the Struggle Tears, and Turmoil of Learning Disabilities
Founder and Executive Director – Stowell Learning Centers
Ready to take the next step?
Speak to a Learning Specialist to learn more about the results from students and parents at Stowell Learning Centers.