What if the key to transforming children's mental health wasn't found in medication or traditional therapy, but in teaching them to quiet their minds and connect with their bodies? In this eye-opening conversation with healer and educator Luminara from Manchester, UK, we discover the remarkable impact of bringing meditation, visualization, and energy work into school settings.
Luminara's journey begins with a profound personal experience—her newborn son was pronounced dead multiple times before distance Reiki healing created what doctors called a "miracle." This transformative experience led her to discover her calling in helping neurodivergent children navigate educational systems that weren't designed for their evolving brains.
"Every child I ask what's bothering them most says the same thing: school," Luminara reveals, highlighting the fundamental disconnect between traditional education and children's actual needs. Through her work in schools, she teaches students practical techniques for body awareness, emotional regulation, and harnessing their inner power. The results are nothing short of remarkable—anxiety levels dropping, bullying behaviors transforming, and children discovering their innate capacity for self-healing.
Most fascinating is Luminara's perspective on neurodivergence: "Maybe it's not a problem of the few, but a fact of the whole. Our brains are changing, transforming, evolving according to our environment." This challenges us to reconsider whether we're pathologizing normal brain evolution rather than adapting our educational approaches.
For parents and educators alike, this conversation offers practical wisdom on supporting children's emotional wellbeing. Learn how simple grounding exercises, the power of words, and energy awareness can transform children's experience of themselves and the world. As Luminara reminds us, these special children "are here for a reason"—perhaps to teach us all how to evolve our understanding of education, power, and human potential.
Curious about bringing these transformative practices into your home or classroom? Visit tcoinfinity.com to learn more about Luminara's approach and resources.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
SJ Child Show is Backford's 13th season.
Join Sarah Bradford and the SJChild Show team as they explore
the world of autism and sharestories of hope and inspiration.
This season we're excited tobring you more autism summits
featuring experts and advocatesfrom around the world.
Go to sjchildsorg to donate andto get more information.
(00:25):
Congratulations on 2024's20,000 downloads and 300
episodes.
Speaker 2 (00:34):
Hi, welcome back to the SJ Child Show.
It's so nice to be here today.
I have a lovely guest with abeautiful accent.
I know most of my listeners arein America, so we were just
joking about appreciating oneanother's accents.
So I know that you guys willreally enjoy this episode today,
if not just be relaxed by herbeautiful voice.
(00:58):
Thank you so much for beinghere.
Let's start with just anintroduction.
Let us know a little bit aboutyourself.
Today I am having Luminara andshe is coming from Manchester
Hopefully I'm saying all of theright places in the UK and it's
(01:18):
so nice to have you here and I'mreally glad that we were able
to connect to do this show yeah,brilliant.
Speaker 3 (01:25):
So, yes, I've invented the name Luminara.
So I had lots of differentnames through my life because I
did so many things.
It was I one person could notpossibly do all those things, so
I started using different pennames so for my music and my
writing and all different things.
And then, um 18 months ago, Idid a timeline merge, to merge
(01:46):
myself into one being and Ichose the name Luminara because
it sort of sums everything up.
Yeah, so my?
So?
Yeah, I do um lots of differentthings, as you know, but um,
predominantly, I've been healingwith my hands since I was a
child with animals and thenfound Reiki when my son was born
(02:07):
.
Shall I tell you a bit aboutthat, or shall I continue?
Please, please.
Speaker 2 (02:14):
I will tell you how I got into Reiki because it is
incredible really.
Speaker 3 (02:18):
So obviously I already did hands on healing
with the animals, but I didn'tknow what it was.
I got called a witch and aweirdo when I was a child.
It wasn't cool back then to dothings like that.
And when my son was born he wasdead.
When they pulled him out andthey resuscitated him and then
he died.
They sent him somewhere in ahelicopter and when he got there
he was dead on arrival and hewas dead for a long time and
(02:38):
they said they managed to bringhim back but if he survived,
they said he probably wouldn'tsurvive and if he did he would
be massively brain damaged, hewouldn't walk or talk.
So obviously I was distraughtand they put me in a hospital
near him and my sister came andshe said she knew some people
who did something called Reiki,which I didn't know what that
was at the time.
This is 1999, anyway.
(03:00):
They took a photograph to thechurch and they sent distance
healing.
Over three days my son was on amachine called ECMO
extracorporeal membraneoxygenation because all his
surface of his lungs were burnedso he couldn't breathe.
So the machine took blood fromhis neck, oxygenated it and put
it back in.
So he was lay there on a slabas if he was dead because he
(03:21):
wasn't breathing, anyway.
So they did this Reiki distancefor three days consecutive and
on the third day the surgeon hadtold me they'd found a shadow
on his lung and they needed tooperate.
But they said they couldn'toperate while he was on this
machine because his blood wasthin so he would bleed to death.
They said it's going to killhim either way.
(03:41):
But on the third day they said,um, something strange has
happened.
This shadow's disappeared.
They didn't know why, so, um,they just said it was a miracle.
So, anyway, he started to getbetter, which he said he was a
miracle, and they told me thathe would, you know, wouldn't
walk or talk.
So we were worried about allthis.
But at about two weeks he waslaughing and he was obviously
(04:03):
really very clever.
And he does walk, he does talkand he's doing really really
well.
It's just affected his memory ina very complex way, but I put
that down to the Reiki.
So obviously I then wentsearching for this Reiki and it
turns out it was hands-on mainly.
Um, yeah, and I've never lookedback really.
So I'm a Reiki teacher and lotsof other things and we've used
(04:23):
Reiki on my son a lot as he'sbeen growing up and yeah, he's
quite incredible.
We've had a very difficult timewith him because he does
display quite autistic and ADHDbut because of the degree of
brain damage they won't test forthat.
So I've never really known howto deal with him because he said
, well, we can't look at thatbecause he's got that, so he's
(04:45):
never ticked any boxes forsupport.
So we've struggled all his lifetrying to get him support.
Because he doesn't tick theright boxes and because he looks
normal.
It's very difficult.
Speaker 2 (04:55):
Oh my gosh, that's the most frustrating thing ever.
I am Thank you for sharing thatand I that was a really
vulnerable, traumatic experiencefor both of you to have to go
through to start his life.
And I'm a former massagetherapist and I also practice
Reiki and believe so much in thepower of our intentions and the
(05:20):
healing we can provide forothers, and so I love that.
And you know, it's interestingwhen we first kind of have that
experience where we see themeasured outcome of how it's
affected someone, and it'sundeniable.
Speaker 4 (05:39):
So I think that's a really fascinating, fascinating
thing.
And you know, it's interestingbecause I think I can kind of
resonate with wanting to be ahealer as a child and wanting to
.
We would go camping with thesame group every year and I
would always be like the littlekid that massaged everybody
(05:59):
around the campfire and then,you know, I didn't know, I would
actually be a massage therapistsomeday.
But yeah, those leading,leading up steps right that lead
you to your real color, thosepassions that are, they lie deep
within you and just um, yeah, Ithink it's so wonderful when we
can display them and and getsuccess in the world for using
(06:25):
them.
What type of access and thingsdoes your son struggle with and
how do you support those thingsthrough Reiki?
Now, and see that difference.
Speaker 3 (06:41):
I'm sorry, the sound's gone.
Funny, I can't hear youproperly.
Speaker 2 (06:44):
Let me double check everything.
Speaker 3 (06:45):
I'm so glad you said something now yeah, sorry, I
sent a little message in thechat oh my goodness, it must
have been my, uh, my, my speakerwire.
Speaker 2 (06:54):
I hope it's connected .
Speaker 4 (06:55):
Let me just double check it really fast just make
sure to check this in therecording.
Okay.
Speaker 2 (07:05):
It's like a an output connector, so maybe it got a
little short or something.
I apologize Anyways.
Okay, Well, let's see where.
Where did you last hear me at?
And?
Speaker 3 (07:23):
then I can go from there.
You asked what things that I doto support Leon oh yeah, like
the with Reiki.
Speaker 2 (07:33):
What supports do you see?
That work for him now is thathe's older and then we'll just
backwards and go and you know,see what happened, kind of how
that changed from then to nowyeah, well, he still asks for
Reiki a lot.
Speaker 3 (07:49):
If he has anything that's hurting, he'll tell me.
And I said you want Reiki, hegoes.
Yeah, he has a bellyache, sohe's still very open to it.
But he did do his level one andtwo when he was very young, so
he doesn't really use it muchand he does it with his mind.
He says he doesn't want to dothat because it's embarrassing,
so he does it with his mind.
It definitely works.
Yeah, so with with Leon, he wasalways very overactive, um, and
(08:12):
he had trouble with um, lots ofdifferent things.
So I used to take him to myReiki master a lot when he was
very small.
But through school he struggledso much because he was really,
really intelligent, so he's intop sets of everything he was
doing really well.
But then when it came tohomework he couldn't remember
what he'd done, because it'slike a short-term memory issue.
It's a little bit like dementia, how it displays.
(08:34):
So, um, I'll give an instance.
So I took him in school onemorning I think he was about
eight and no, I'm six and allthe kids were in fancy dress and
Leon was in uniform and I saidwhy did you tell me?
And I didn't realize how it wasaffecting his memory till that
point.
And he said, oh, I didn't youtell me and I didn't realize how
it was affecting his memory tothat point.
And he said, oh, I didn'tremember.
(08:54):
All the other children had toldthem.
I was very excited and Leon hadcompletely forgotten.
So it's made it very difficult.
You can't do exams or anythinglike that, because in the moment
you can tell him something andhe'll understand it and he can
probably answer the question,but as soon as he walks away he
can't't retrieve that then.
So it's quite sad that I haveto prompt him a lot in front of
people.
So they ask him a question andhe looks at me and I prompt him
(09:17):
and he remembers because thememory is in there.
It's retrieving it that'sdifficult.
Anyway, he was very, veryoveractive all through school
and we had nothing but trouble.
He never wanted to go in.
The teachers were cruel to him,shouting at him for forgetting
things, and I tried to explainlook, he's got a brain injury
from birth and it's obviouslyit's affecting his memory.
And one day he wouldn't go intoschool and he was screaming and
(09:40):
kicking and he said the teachershouted at him for forgetting
something.
So I went in and just spoke tothe teacher.
I was just very nice about it.
I said you need to try and be alittle bit more understanding
with Leon.
He can't remember things.
And she shouted at him againfor telling me.
So yeah, we had nothing buttrouble through school.
So by first year in secondaryschool he was losing everything.
(10:03):
He was getting found wanderingaround on the corridors because
they weren't supporting him,because they couldn't see where
he needed support.
And I had enough.
I left my job, I sold upeverything and we went to live
on a little island just off NewZealand for six months and he
went to a little school.
There was about 30 children inthe whole of the school and they
were all a little bit differentand they took the shoes off
(10:25):
when they went in and they spenta lot of time on the sea and
the beach and he thrived and hereally began to be comfortable
with his issues because he'dbeen, he'd had to hide them and
been shouted at for, shouted atfor them.
So he was really um, notwanting to show how his his you
know how he was feeling he'dkeep it all in and then he'd
tell me when he got home, but hewouldn't say anything at school
(10:47):
.
But he really thrived while wewere away.
But then when we came back, thesame issue happened again.
He was climbing the wallsbecause he's been used to being
looking outside.
We just had problems rightthrough school.
It was an absolute nightmare.
But that, I suppose, is whatled me into the work I do now
with children in secondaryschools.
It's really helped me tounderstand them and what they
(11:10):
need, you know, know, besidesthe regular curriculum, any
children with difficultiesAbsolutely.
Speaker 2 (11:16):
It's so fascinating when our passions take us down
those, those pathways so that wecan help others and we can
perceive others so differently.
Tell us about the work you'redoing now the work you're doing
(11:38):
now.
Speaker 3 (11:38):
So when I was quite young I said to my mom they
should teach meditation inschools because I was very ADHD
and busy busy all the time andget stressed and upset easily.
I learned to meditate when Iwas quite young and it seemed
the only thing that reallyhelped me.
So we used to.
You know, I want to teachmeditation and skills.
It was just a sort of a dream.
And then my mum died in 2001and shortly after somebody
(11:59):
contacted me and they said wehad a yoga teacher booked for
the children for child mentalhealth awareness week and she's
not.
She's not showing.
Could you stand in?
So I said, of course I can.
So someone had heard about aworkshop I did spinal breathing
and meditation and stuff.
So I went and did it and ithappened to be held in the
Heaton Park Hall, which is thisreally beautiful building in the
(12:21):
park near to us which I'dalways wanted to go inside.
So it was like two dreams, youknow.
In one I did two sessions withtwo different groups from two
different schools and then atthe end one of the teachers came
over to me and she said Ireally liked what you did.
The children really respondedso well to it Would you like to
work in the school?
Would you come and work in theschool for us?
(12:42):
So I said, oh my God, thank youmom.
It was definitely my mom.
So, yeah, I started workingthere three and a half years ago
and so I'm in there teachingmeditation, mindfulness, and
they give me small groups ofchildren or I do quite a lot of
one-to-ones where the child isvery emotionally upset or
anxious, and I teach them basicmeditation skills.
(13:05):
But within that I do traumahealing, which I find a lot of
the children who are diagnosedwith ADHD or waiting to be
diagnosed with ADHD they allhave had a lot of trauma, myself
included, and you know itdefinitely exacerbates any ADHD
tendencies you might have.
So I just use guidedvisualization.
(13:27):
Through that I do the traumahealing.
I do mostly body awareness.
I get the children out of theirheads and into their body and I
tell them that if they canlearn to do this and make this
like a natural thing they do allthe time, when they get to
adulthood they're less likely tobe physically poorly, let alone
emotionally poorly.
You know, because that's whatcauses it, isn't it Overthinking
(13:51):
, overthinking, worrying?
So yeah, it's just about takingthem into the body.
But I've had so much successwith um, everything with every
child I've worked with it's uh,I'm big on spreading it to
around the world that everybodyneeds to be putting this in the
curriculum.
You know it's so beneficial Ilove that.
Speaker 2 (14:11):
I just envisioned a space for you at my next summit
where all of my guests just andit's just a virtual summit and
I'm here's your unofficialinvitation um, and just to do
that, I mean I can't imaginewhat a different like aspect
that would bring to all theviewers and guests and
(14:31):
everything, um, to have that, uh, guided visualization and a
meditation kind of setting.
I I love that.
So I'm we're setting that upnext time after this thank you,
yeah absolutely.
I think it's fascinating.
Plus it, what a good place forpeople to learn that in schools
and in a setting such as this iswhere it is needed and and so
(14:56):
appropriate for the kids, whenthey probably would think it's
not and and that's just not thecase most of the children that I
see.
Speaker 3 (15:06):
I say to them, even when they've had a lot of trauma
at home what's bothering youmost?
And every one of them saysschool.
Every single child says thesame answer it's school that's
bothering them.
They can't cope with it.
And the schools are still beingrunning the same way it really
is.
They were when I was at schooland you know it's not
appropriate for most of thechildren.
So one of the things I'venoticed is everyone's being
(15:28):
diagnosed with ADHD and autismnow and I said, maybe it's not a
problem of the few, maybe it'sa fact of the whole, now that
our brains are changing, they'retransforming, they're evolving
according to our environment,which is screens, heavy metals
in the air, everything.
Our brains are just changingand if the establishments don't
(15:51):
change to keep up with thisbrain change, you know
everything's going to break fullor fall apart.
Speaker 2 (15:56):
So and we have to.
If it doesn't, like you said,it it's not going to change.
They don't have any plans onchanging it.
It has to fall apart to berebuilt and I I completely agree
with that.
I think that I agree witheverything you said, like the
evolution of the brain andeverything I think is part of it
(16:17):
, and I think it's somethingthat they don't look at and I
don't understand why, and maybethat's because we're beautifully
neurodivergent and we can seepast those other things.
But um, yeah, that that's sofascinating.
What type of um for ourlisteners who might be teachers,
(16:38):
or um people who might workwith small children.
What are some small steps andlike the outcomes that you see
in the children after they havesomething like a meditation
session so it's a little bitmore than meditation.
Speaker 3 (16:54):
So I work intuitively and I look at where the child
is holding their emotional issue.
So I'll they'll talk about itand I'll ask them to close their
eyes and see where they feel itand then I can usually I can
usually tell where they feel itand I might say before them.
So, but I suppose the the mostimportant aspect of it is
getting them to still the mind,and so I teach them about
(17:19):
letting go of the mind andcoming into the body, because
that recharges the body.
So I tell them this that whenwe are thinking, stressing and
worrying, we are using up maybe75 percent of the body's natural
energy that it needs to surviveand stay healthy, and the mind.
And then, if we can stop thatmind chattering and come into
the body, we're basicallyputting all the focus in the
(17:40):
body.
We're bringing 100% of thebody's available energy back to
it.
So I teach them do you want tobe powerful?
And we discuss the true word ofpower, you know, in your own
power, not being powerful overother people.
And they really get it becauseI say you're going to shine more
, you're going to feel moreconfident.
Grounding is the answer to yourquestion.
Really, that is the mostimportant aspect of it all is
(18:02):
get them grounded I love it.
Speaker 2 (18:07):
I can.
I tell you a funny little storyabout grounding my bless, my
neighbor's hearts.
They ground their children, butthe other way, and I don't have
that relationship with my child.
And so I, you know, we had thislittle discussion and she's,
the kids are kind of mad becausethey, when they get in trouble,
they get have to stay in andget all the things taken away.
(18:29):
And I said, well, if you wantme to ground, you, stay in and
get all the things taken away.
Speaker 3 (18:32):
And I said well, if you want me to ground you, I'll
do it.
Speaker 2 (18:33):
And she, just I took her out.
No, I know, and that's whyyou're going to laugh.
I took her out.
I took her out to the frontlawn and I said let's sit down
and let's focus on you know theenergies and let's breathe in
and out.
And so then I, her and I nowhave a joke that if she ever
feels like she not like everyoneelse I can go outside and
ground her if she needs to.
So no, that was just our littlejoke between us, because she
(18:56):
understands how powerful thatgrounding can be for her and for
we do it also.
So, no, I just had that.
That was kind of funny, and sopeople that that probably are
punishing their kids like that,they might not appreciate that
joke, but I thought it was great.
I thought it was great.
Speaker 3 (19:16):
Yeah, you should be grounding them.
If the kids are playing up,they need to be grounded and not
that sort of grounded, you know.
Get them grounded.
Speaker 2 (19:28):
I love that.
I love that.
I think it's the truth.
I mean, they can really justcreating that self autonomy to
help yourself feel good is soimportant to teach children how
to do to empower them.
It's really great.
And I love how you teach that.
(19:48):
The power in themselves and notover others.
I think that that's a reallyimportant lesson.
That isn't defined in like TVshows where you see power being
misused and things like that.
So that's a really great way toexplain that in a way that they
can understand.
(20:08):
And what kind of like?
Do you send them home or do youtell them to practice?
Like you said, if they can getreally good at it, then they can
, you know, have that.
What other kind of things Likeaffirmations type, things like
that, do you?
Do you have those?
Give those them to them to helpguide them?
Speaker 3 (20:30):
Sorry, we do to keep it so they don't get bored.
I do something different eachtime I see them, so it can be
anything from just being in thebody and being fully present, or
guided visualization, orthere's so many different things
that we do, um, to keep theminterested.
Um, one of the things they dolike doing is the one where we
(20:51):
think about something.
We think about something wedon't like in our lives and we
look into the emotion of it andwe dissolve it and I say you've
made a space now.
Now think about something youdo want in your life, and then
we create that and then we bringthem into the feeling of
already having it and then welet it go to the universe.
There's lots of uh, lots andlots of different things that I
do with them, but we also domantra, mudra, um.
(21:12):
So I have a lot of themchanting and there's a teacher
in the the room next door whosaid he can hear us really
clearly.
But it's fantastic because,especially now, that you're
giving me more separate groups,because when it was boys and
girls, there'd be a lot ofmessing about from the boys, so
she sort of split them up andnow the girls are on their own.
They're much less distracted,but they absolutely love doing
(21:33):
the mantras and the affirmations, one of the things I did when I
first started at the school,with year sevens and eights um,
she gave there was a lot ofchildren suffering from anxiety
when I first started there andthere isn't hardly any of them
now.
So I don't know if that's downto me making a difference, but
one of the things we did becauseI do.
I'm very interested in thepower of words, so I write songs
(21:55):
that are strategically writtenso that every word is a positive
affirmation and to helpdifferent, different people with
different issues.
They will sing that instead ofinstead of thinking, oh, they
sing my song instead.
And then they get my song stuckin the head.
And I started that because Ialways had music stuck in my
head all the time.
I had the thinker, I had thewatcher of the thinker and I had
(22:18):
a DJ in there as well.
I had these awful songs stuckin my mind.
So I thought, no, I want to getmy own songs stuck in my mind.
So one of the first things Idid with them, I asked the
children that were depressed orstressed to write down how they
were feeling, and then we wentthrough.
It was just a few sentences.
We went through all thesentences and I helped them
(22:39):
rewrite.
Them write the opposite of whatthey had written.
So if they'd written, I have nofriends and I'm really sad I
would write.
I have lots of friends and Ifeel great.
But then we shifted the wordsaround and created a song with
one group and a rap with anothergroup and they all sang it and
it was beautiful.
And I'll never forget oneparticular young girl who was
(23:00):
very lonely, who didn't have alot of friends, that she was
very depressed.
I saw her maybe six monthslater and I went hi and she
barely looked at me.
She had a big smile on her faceand a big gang girls with us
somewhere.
But yeah, so I'm sort ofguiding them to understand the
power of words, especially thepower of the words I am, and
(23:21):
understand that we are creatingour experience.
You know, with every thoughtand every every word we speak.
So I help them become much moreaware of what they say, what
they think, how they react, andI help them become aware of
energy and other people's energy.
And we also work a lot withbullying and looking at the
(23:43):
other person who's bullying youwith compassion and looking at
what might have happened to themat home.
They might have reasons whythey do and we do a lot of
forgiveness, but it's verypowerful and it seems it works
so fast with children between 11and 15, not like adults.
I'm giving up working withadults, they're very difficult
to work with, but the children.
So just last week, um, the twoweeks ago, I saw a young girl
(24:06):
and she was very, very full ofanger.
There was a lot of stuff goingon.
And I saw her again last week,um, and I was expecting to have
to do quite an intense sessionwith her.
So I said how are you?
She said great.
I said okay, and I looked,checked what we were doing.
Oh, have you got any anger?
She said no, no, no.
My mum's told me she can'tbelieve the change in me.
And that was one 20 minutesession I did with her and it
(24:28):
just shows that, um, if you canget on a level with these
children, feel what they'refeeling, understand it, um, and
we can switch things around soquickly with energy work,
because that's what energy andvisualization work, that's all
it is.
Speaker 2 (24:41):
It's so powerful can we please multiply you into
every single school in the world?
Speaker 3 (24:49):
well, my aim is to teach everyone to do what I do
because we need more of it.
Uh, you know we do.
I'm even started workingoutside of the school now with a
nursery group and one of theladies brought her young girl in
who's 12, I think, and she'sscared to win school.
So I've seen her twice andapparently she's feeling so much
better and the school I meanthis other school are now
(25:10):
interested in what I'm doingbecause I had to write a letter
about her so I might get inanother school with this I, you,
I hope you do, you, they better, they, they better hope that
they get you into their schoolbecause you are changing the
lives of these children at suchan age.
Speaker 2 (25:28):
That is going to let them pivot if they aren't on the
right path to empowerthemselves, to create that path
for themselves of I amopportunities.
It's so wonderful.
Like I'm a little bit emotionalso I'm not going to, but I'm
(25:48):
just so proud of you.
Like I, this is exactly what Iwould hope and want my kids to
be learning at school and, to behonest, I took my daughter out
of school last year for all ofthose reasons that I could
install and instill all of thosethings in her at home that they
(26:10):
would never do still all ofthose things in her at home that
they would never do and we hadthe best year learning about and
and teaching her how to beempowered and how to trust her
intuition all of the I mean it'sa big.
Speaker 3 (26:24):
Thing that's one of the things that the children
love when I say this increasesyour intuition, intuitive power.
They love that.
You know it increases yourattract attractiveness.
It increases your intuitionwhen you, when you don't know
which way to go, you'll find youjust feel it in your body and
you know which way to go.
Speaker 2 (26:40):
They love it, they love it I agree, and you're
right about the age group too.
It is such a great age groupand and I'm just excited to chat
with you after this aboutsomething else.
Sorry listeners, but yeah, thisis.
It's been a wonderfulconversation with you.
Do you have a website oranywhere that you share the
(27:02):
information, or schools or otherteachers and people can get a
hold of you and find out moreabout it?
I do.
Where can we find it?
It's wwwtcoincom finity.
Speaker 3 (27:24):
So it's tco infinitycom but it looks like t
coin infinity coin infinity.
Speaker 2 (27:32):
It's the center of infinitycom, but it's tco
infinitycom okay, great, and nowI just need to spell right in
finity I've spelled that wrongso many times you double check
this for me, but I think I Imight have done it correctly.
(27:53):
Oh, wonderful, good, good,because I just want you know, my
listeners to be able to findout more about this, because it
is so powerful for yourself.
Let's just start there.
When you find out how powerfulit is to be able to take these
(28:14):
tools and use them in your dailypractices, it's unbelievable
how much change you can make foryourself, how much uplifting
you can do for yourself andothers, and especially for your
children.
You know, I, my daughter, isADHD and there's a lot that
comes with that package and, um,I think, more than anything,
(28:38):
focusing on how to get them orhow to show them how to use the
tools they have insidethemselves is the best thing we
can do.
I think that you are teachingis just exactly what the world
needs right now, and I'm just so, so grateful to have you as a
guest and to have made thisconnection with you.
(28:59):
So, yeah, what?
What are your plans?
Moving forward?
I mean getting into these otherschools and do you, are you
going to do like speaking eventsor things like that?
Speaker 3 (29:12):
Yes, I'd love to.
One of my things is I do wantto teach other people what I'm
doing, because I can't be inevery school, but every school
needs this.
You know, I really want to dothat.
So, yeah, I write books.
So I've just published a bookand I am writing a book which
was going to be mindfulparenting.
(29:33):
Bearing in mind, I learned bymy own mistakes, so I was.
I've been saying this for 20years.
I'm going to write a bookcalled mindful parenting.
It might have a different titlenow, but I'm really big on
parents understanding their ownenergy and how that affects
their child what they say infront of the child how they
behave and even if they're notin the same room and they're
(29:53):
having to freak out to acceptand understand that that child
is picking that up.
And I learned that from my ownmistakes mainly.
Obviously I've done a lot moreresearch ever since and working
with it all, but it's soimportant.
Parents need to learn this.
I do say to the children canyou?
Because they say maybe the mumsor dads having a hard time, why
don't you try this techniquewith them?
(30:14):
And they say I will, you know.
Yeah, absolutely yeah so I'vegot lots of books that are going
to come out.
I've got so much, so muchwriting that I need to gather
together and get out there.
But, yeah, so I can plug mylatest book.
That would be nice, please,please.
I do the children do get amention, but it's, it's.
It's about a lot of things,really.
(30:35):
Yeah, it's called the bill,it's called billionaires club.
Oh, do you have a picture?
Do you have it with you bychance?
I haven't even got a copymyself.
It's out there.
Billionaires Club, pure Love inAction, luminara, and what I'm
looking at there is the rise inhuman consciousness versus the
(30:58):
rise in AI, and will AI dumb usdown before our consciousness
reaches its heights, which itcould do?
And we feel that perhaps AI ispurposely coming in to prevent
the full evolution of humanconsciousness, because if we
were all highly evolved andpowerful, all in our sovereign
(31:20):
state, they couldn't handle us,they couldn't keep us under
control.
So that's really what it'sabout.
Speaker 2 (31:26):
Yeah, oh my gosh.
And that's so interestingbecause my, literally two hours
ago, my guest that I had earlierwas an ai x, an autistic ai
expert.
That like creates ai forautistics is his legit like
that's the name of the website,so maybe go check that out see
what you think.
Speaker 3 (31:45):
But he's amazing and no, no, I'll just say he's
incredible and so, yeah, if youfind that it's something you
know, you might yeah we werethinking of finding a brain chip
for my son, because the brainchips that are being made for
people with dementia, yeah, butthen we're a bit nervous about
it in case it dumbs anythingelse down in there, because he's
(32:07):
very intelligent and it's a bitnerve-wracking.
But if he had that he wouldhave independence.
Speaker 2 (32:12):
So, yeah, it's a difficult one yes, no, I 100
agree with that.
My husband and I have had thatdiscussion in, where our son
also has a photographic memoryand, you know, finished school
at 12 and has this incrediblebrain.
But would we want his socialskills and everything else to be
(32:34):
more typical?
What if that would change theway his brain works?
I don't think.
I think I would.
Just I'll have him, you know,as my forever child or make him
as independent as we canpossibly help him to be, and
that's okay.
Like I don't.
I totally agree with you it's.
It's a very scary thing to notknow like the after effects,
(33:00):
something, um, that maybe ourgenerations now are thinking
more about than than pastgenerations thought about.
What will be the after effectsof all of these things?
Speaker 3 (33:14):
so I do share with, I share with all the children um,
that what we are doing isilluminating the pineal gland
and the parts of the brain thatare being killed off by screens.
And so a lot of them, when theyfirst come into the group they
say I can't visualize, I can't,I can't, and and within five or
ten minutes, with with theprocesses I use, they are,
(33:35):
they're able to visualize.
And it's as if it ignites it.
It's not gone, it's notcompletely gone, but it's
dormant.
And then when you ignite it, itgets going again.
Say you must practice thesethings.
Look away from your phone whenyou can Daydream, you know.
Use these visualizingtechniques because it's been
proven, scientifically proven,that that part of the brain is
shrinking.
It's non-existent in most ofthe younger kids now.
Speaker 2 (33:57):
Yeah, exactly, oh, my goodness.
Well, we have work to do andhopefully, you know, we can find
a balance between what thatlooks like for in generations to
come and be able to bring thesetools and show the measured
success so that we can get theminto every single school and
(34:22):
teaching environment really, Ithink, is um work environment.
I don't know where it's notnecessary or appropriate.
I think it's everywhere, solet's just focus on that.
Oh, it's been so nice to havethis conversation with you today
.
Thank you for your time beingacross the seas from me it's
probably evening time for youand really appreciate it.
(34:46):
Any advice you want to leavefor my listeners or for, you
know, just our general communityout there today.
Speaker 3 (34:56):
I'd say just make sure that you ensure that your
children play outside with noshoes on, lie on the bed and
look out the window and stare atthe sky Just the regular things
that most of them don't doanymore.
You know it's so important.
Yeah, just keep up the naturalside of everything with your
children and be very aware ofyour energy on them, because
(35:18):
especially these golden, indigo,crystal, diamond children that
are here now, you know this isanother thing I do tell them at
the school um, you're here for areason.
You are way more powerful thanyou think and you feel like you
don't fit in and you get introuble all the time.
That's because your energy isdifferent.
You've got more DNA strandsthan normal children.
You know you're the chosen ones.
(35:39):
Really, you've come back tosort of save the earth.
So just remember the childrenyou have got.
Um, they're special and they'rehere for a reason.
Speaker 2 (35:47):
You know so I love that, thank you, thank for
reminding people and, um, yeah,it's been really lovely to chat
with you today and I hope thatwe get to stay in touch me too
lovely to meet you thank you.
SJ Child Show is Backford's 13th season.
Join Sarah Bradford and the SJChild Show team as they explore
the world of autism and sharestories of hope and inspiration.
This season we're excited tobring you more autism summits
featuring experts and advocatesfrom around the world.
Go to sjchildsorg to donate andto get more information.
(00:25):
Congratulations on 2024's20,000 downloads and 300
episodes.
Speaker 2 (00:34):
Hi, welcome back to the SJ Child Show.
It's so nice to be here today.
I have a lovely guest with abeautiful accent.
I know most of my listeners arein America, so we were just
joking about appreciating oneanother's accents.
So I know that you guys willreally enjoy this episode today,
if not just be relaxed by herbeautiful voice.
(00:58):
Thank you so much for beinghere.
Let's start with just anintroduction.
Let us know a little bit aboutyourself.
Today I am having Luminara andshe is coming from Manchester
Hopefully I'm saying all of theright places in the UK and it's
(01:18):
so nice to have you here and I'mreally glad that we were able
to connect to do this show yeah,brilliant.
Speaker 3 (01:25):
So, yes, I've invented the name Luminara.
So I had lots of differentnames through my life because I
did so many things.
It was I one person could notpossibly do all those things, so
I started using different pennames so for my music and my
writing and all different things.
And then, um 18 months ago, Idid a timeline merge, to merge
(01:46):
myself into one being and Ichose the name Luminara because
it sort of sums everything up.
Yeah, so my?
So?
Yeah, I do um lots of differentthings, as you know, but um,
predominantly, I've been healingwith my hands since I was a
child with animals and thenfound Reiki when my son was born
(02:07):
.
Shall I tell you a bit aboutthat, or shall I continue?
Please, please.
Speaker 2 (02:14):
I will tell you how I got into Reiki because it is
incredible really.
Speaker 3 (02:18):
So obviously I already did hands on healing
with the animals, but I didn'tknow what it was.
I got called a witch and aweirdo when I was a child.
It wasn't cool back then to dothings like that.
And when my son was born he wasdead.
When they pulled him out andthey resuscitated him and then
he died.
They sent him somewhere in ahelicopter and when he got there
he was dead on arrival and hewas dead for a long time and
(02:38):
they said they managed to bringhim back but if he survived,
they said he probably wouldn'tsurvive and if he did he would
be massively brain damaged, hewouldn't walk or talk.
So obviously I was distraughtand they put me in a hospital
near him and my sister came andshe said she knew some people
who did something called Reiki,which I didn't know what that
was at the time.
This is 1999, anyway.
(03:00):
They took a photograph to thechurch and they sent distance
healing.
Over three days my son was on amachine called ECMO
extracorporeal membraneoxygenation because all his
surface of his lungs were burnedso he couldn't breathe.
So the machine took blood fromhis neck, oxygenated it and put
it back in.
So he was lay there on a slabas if he was dead because he
(03:21):
wasn't breathing, anyway.
So they did this Reiki distancefor three days consecutive and
on the third day the surgeon hadtold me they'd found a shadow
on his lung and they needed tooperate.
But they said they couldn'toperate while he was on this
machine because his blood wasthin so he would bleed to death.
They said it's going to killhim either way.
(03:41):
But on the third day they said,um, something strange has
happened.
This shadow's disappeared.
They didn't know why, so, um,they just said it was a miracle.
So, anyway, he started to getbetter, which he said he was a
miracle, and they told me thathe would, you know, wouldn't
walk or talk.
So we were worried about allthis.
But at about two weeks he waslaughing and he was obviously
(04:03):
really very clever.
And he does walk, he does talkand he's doing really really
well.
It's just affected his memory ina very complex way, but I put
that down to the Reiki.
So obviously I then wentsearching for this Reiki and it
turns out it was hands-on mainly.
Um, yeah, and I've never lookedback really.
So I'm a Reiki teacher and lotsof other things and we've used
(04:23):
Reiki on my son a lot as he'sbeen growing up and yeah, he's
quite incredible.
We've had a very difficult timewith him because he does
display quite autistic and ADHDbut because of the degree of
brain damage they won't test forthat.
So I've never really known howto deal with him because he said
, well, we can't look at thatbecause he's got that, so he's
(04:45):
never ticked any boxes forsupport.
So we've struggled all his lifetrying to get him support.
Because he doesn't tick theright boxes and because he looks
normal.
It's very difficult.
Speaker 2 (04:55):
Oh my gosh, that's the most frustrating thing ever.
I am Thank you for sharing thatand I that was a really
vulnerable, traumatic experiencefor both of you to have to go
through to start his life.
And I'm a former massagetherapist and I also practice
Reiki and believe so much in thepower of our intentions and the
(05:20):
healing we can provide forothers, and so I love that.
And you know, it's interestingwhen we first kind of have that
experience where we see themeasured outcome of how it's
affected someone, and it'sundeniable.
Speaker 4 (05:39):
So I think that's a really fascinating, fascinating
thing.
And you know, it's interestingbecause I think I can kind of
resonate with wanting to be ahealer as a child and wanting to
.
We would go camping with thesame group every year and I
would always be like the littlekid that massaged everybody
(05:59):
around the campfire and then,you know, I didn't know, I would
actually be a massage therapistsomeday.
But yeah, those leading,leading up steps right that lead
you to your real color, thosepassions that are, they lie deep
within you and just um, yeah, Ithink it's so wonderful when we
can display them and and getsuccess in the world for using
(06:25):
them.
What type of access and thingsdoes your son struggle with and
how do you support those thingsthrough Reiki?
Now, and see that difference.
Speaker 3 (06:41):
I'm sorry, the sound's gone.
Funny, I can't hear youproperly.
Speaker 2 (06:44):
Let me double check everything.
Speaker 3 (06:45):
I'm so glad you said something now yeah, sorry, I
sent a little message in thechat oh my goodness, it must
have been my, uh, my, my speakerwire.
Speaker 2 (06:54):
I hope it's connected .
Speaker 4 (06:55):
Let me just double check it really fast just make
sure to check this in therecording.
Okay.
Speaker 2 (07:05):
It's like a an output connector, so maybe it got a
little short or something.
I apologize Anyways.
Okay, Well, let's see where.
Where did you last hear me at?
And?
Speaker 3 (07:23):
then I can go from there.
You asked what things that I doto support Leon oh yeah, like
the with Reiki.
Speaker 2 (07:33):
What supports do you see?
That work for him now is thathe's older and then we'll just
backwards and go and you know,see what happened, kind of how
that changed from then to nowyeah, well, he still asks for
Reiki a lot.
Speaker 3 (07:49):
If he has anything that's hurting, he'll tell me.
And I said you want Reiki, hegoes.
Yeah, he has a bellyache, sohe's still very open to it.
But he did do his level one andtwo when he was very young, so
he doesn't really use it muchand he does it with his mind.
He says he doesn't want to dothat because it's embarrassing,
so he does it with his mind.
It definitely works.
Yeah, so with with Leon, he wasalways very overactive, um, and
(08:12):
he had trouble with um, lots ofdifferent things.
So I used to take him to myReiki master a lot when he was
very small.
But through school he struggledso much because he was really,
really intelligent, so he's intop sets of everything he was
doing really well.
But then when it came tohomework he couldn't remember
what he'd done, because it'slike a short-term memory issue.
It's a little bit like dementia, how it displays.
(08:34):
So, um, I'll give an instance.
So I took him in school onemorning I think he was about
eight and no, I'm six and allthe kids were in fancy dress and
Leon was in uniform and I saidwhy did you tell me?
And I didn't realize how it wasaffecting his memory till that
point.
And he said, oh, I didn't youtell me and I didn't realize how
it was affecting his memory tothat point.
And he said, oh, I didn'tremember.
(08:54):
All the other children had toldthem.
I was very excited and Leon hadcompletely forgotten.
So it's made it very difficult.
You can't do exams or anythinglike that, because in the moment
you can tell him something andhe'll understand it and he can
probably answer the question,but as soon as he walks away he
can't't retrieve that then.
So it's quite sad that I haveto prompt him a lot in front of
people.
So they ask him a question andhe looks at me and I prompt him
(09:17):
and he remembers because thememory is in there.
It's retrieving it that'sdifficult.
Anyway, he was very, veryoveractive all through school
and we had nothing but trouble.
He never wanted to go in.
The teachers were cruel to him,shouting at him for forgetting
things, and I tried to explainlook, he's got a brain injury
from birth and it's obviouslyit's affecting his memory.
And one day he wouldn't go intoschool and he was screaming and
(09:40):
kicking and he said the teachershouted at him for forgetting
something.
So I went in and just spoke tothe teacher.
I was just very nice about it.
I said you need to try and be alittle bit more understanding
with Leon.
He can't remember things.
And she shouted at him againfor telling me.
So yeah, we had nothing buttrouble through school.
So by first year in secondaryschool he was losing everything.
(10:03):
He was getting found wanderingaround on the corridors because
they weren't supporting him,because they couldn't see where
he needed support.
And I had enough.
I left my job, I sold upeverything and we went to live
on a little island just off NewZealand for six months and he
went to a little school.
There was about 30 children inthe whole of the school and they
were all a little bit differentand they took the shoes off
(10:25):
when they went in and they spenta lot of time on the sea and
the beach and he thrived and hereally began to be comfortable
with his issues because he'dbeen, he'd had to hide them and
been shouted at for, shouted atfor them.
So he was really um, notwanting to show how his his you
know how he was feeling he'dkeep it all in and then he'd
tell me when he got home, but hewouldn't say anything at school
(10:47):
.
But he really thrived while wewere away.
But then when we came back, thesame issue happened again.
He was climbing the wallsbecause he's been used to being
looking outside.
We just had problems rightthrough school.
It was an absolute nightmare.
But that, I suppose, is whatled me into the work I do now
with children in secondaryschools.
It's really helped me tounderstand them and what they
(11:10):
need, you know, know, besidesthe regular curriculum, any
children with difficultiesAbsolutely.
Speaker 2 (11:16):
It's so fascinating when our passions take us down
those, those pathways so that wecan help others and we can
perceive others so differently.
Tell us about the work you'redoing now the work you're doing
(11:38):
now.
Speaker 3 (11:38):
So when I was quite young I said to my mom they
should teach meditation inschools because I was very ADHD
and busy busy all the time andget stressed and upset easily.
I learned to meditate when Iwas quite young and it seemed
the only thing that reallyhelped me.
So we used to.
You know, I want to teachmeditation and skills.
It was just a sort of a dream.
And then my mum died in 2001and shortly after somebody
(11:59):
contacted me and they said wehad a yoga teacher booked for
the children for child mentalhealth awareness week and she's
not.
She's not showing.
Could you stand in?
So I said, of course I can.
So someone had heard about aworkshop I did spinal breathing
and meditation and stuff.
So I went and did it and ithappened to be held in the
Heaton Park Hall, which is thisreally beautiful building in the
(12:21):
park near to us which I'dalways wanted to go inside.
So it was like two dreams, youknow.
In one I did two sessions withtwo different groups from two
different schools and then atthe end one of the teachers came
over to me and she said Ireally liked what you did.
The children really respondedso well to it Would you like to
work in the school?
Would you come and work in theschool for us?
(12:42):
So I said, oh my God, thank youmom.
It was definitely my mom.
So, yeah, I started workingthere three and a half years ago
and so I'm in there teachingmeditation, mindfulness, and
they give me small groups ofchildren or I do quite a lot of
one-to-ones where the child isvery emotionally upset or
anxious, and I teach them basicmeditation skills.
(13:05):
But within that I do traumahealing, which I find a lot of
the children who are diagnosedwith ADHD or waiting to be
diagnosed with ADHD they allhave had a lot of trauma, myself
included, and you know itdefinitely exacerbates any ADHD
tendencies you might have.
So I just use guidedvisualization.
(13:27):
Through that I do the traumahealing.
I do mostly body awareness.
I get the children out of theirheads and into their body and I
tell them that if they canlearn to do this and make this
like a natural thing they do allthe time, when they get to
adulthood they're less likely tobe physically poorly, let alone
emotionally poorly.
You know, because that's whatcauses it, isn't it Overthinking
(13:51):
, overthinking, worrying?
So yeah, it's just about takingthem into the body.
But I've had so much successwith um, everything with every
child I've worked with it's uh,I'm big on spreading it to
around the world that everybodyneeds to be putting this in the
curriculum.
You know it's so beneficial Ilove that.
Speaker 2 (14:11):
I just envisioned a space for you at my next summit
where all of my guests just andit's just a virtual summit and
I'm here's your unofficialinvitation um, and just to do
that, I mean I can't imaginewhat a different like aspect
that would bring to all theviewers and guests and
(14:31):
everything, um, to have that, uh, guided visualization and a
meditation kind of setting.
I I love that.
So I'm we're setting that upnext time after this thank you,
yeah absolutely.
I think it's fascinating.
Plus it, what a good place forpeople to learn that in schools
and in a setting such as this iswhere it is needed and and so
(14:56):
appropriate for the kids, whenthey probably would think it's
not and and that's just not thecase most of the children that I
see.
Speaker 3 (15:06):
I say to them, even when they've had a lot of trauma
at home what's bothering youmost?
And every one of them saysschool.
Every single child says thesame answer it's school that's
bothering them.
They can't cope with it.
And the schools are still beingrunning the same way it really
is.
They were when I was at schooland you know it's not
appropriate for most of thechildren.
So one of the things I'venoticed is everyone's being
(15:28):
diagnosed with ADHD and autismnow and I said, maybe it's not a
problem of the few, maybe it'sa fact of the whole, now that
our brains are changing, they'retransforming, they're evolving
according to our environment,which is screens, heavy metals
in the air, everything.
Our brains are just changingand if the establishments don't
(15:51):
change to keep up with thisbrain change, you know
everything's going to break fullor fall apart.
Speaker 2 (15:56):
So and we have to.
If it doesn't, like you said,it it's not going to change.
They don't have any plans onchanging it.
It has to fall apart to berebuilt and I I completely agree
with that.
I think that I agree witheverything you said, like the
evolution of the brain andeverything I think is part of it
(16:17):
, and I think it's somethingthat they don't look at and I
don't understand why, and maybethat's because we're beautifully
neurodivergent and we can seepast those other things.
But um, yeah, that that's sofascinating.
What type of um for ourlisteners who might be teachers,
(16:38):
or um people who might workwith small children.
What are some small steps andlike the outcomes that you see
in the children after they havesomething like a meditation
session so it's a little bitmore than meditation.
Speaker 3 (16:54):
So I work intuitively and I look at where the child
is holding their emotional issue.
So I'll they'll talk about itand I'll ask them to close their
eyes and see where they feel itand then I can usually I can
usually tell where they feel itand I might say before them.
So, but I suppose the the mostimportant aspect of it is
getting them to still the mind,and so I teach them about
(17:19):
letting go of the mind andcoming into the body, because
that recharges the body.
So I tell them this that whenwe are thinking, stressing and
worrying, we are using up maybe75 percent of the body's natural
energy that it needs to surviveand stay healthy, and the mind.
And then, if we can stop thatmind chattering and come into
the body, we're basicallyputting all the focus in the
(17:40):
body.
We're bringing 100% of thebody's available energy back to
it.
So I teach them do you want tobe powerful?
And we discuss the true word ofpower, you know, in your own
power, not being powerful overother people.
And they really get it becauseI say you're going to shine more
, you're going to feel moreconfident.
Grounding is the answer to yourquestion.
Really, that is the mostimportant aspect of it all is
(18:02):
get them grounded I love it.
Speaker 2 (18:07):
I can.
I tell you a funny little storyabout grounding my bless, my
neighbor's hearts.
They ground their children, butthe other way, and I don't have
that relationship with my child.
And so I, you know, we had thislittle discussion and she's,
the kids are kind of mad becausethey, when they get in trouble,
they get have to stay in andget all the things taken away.
(18:29):
And I said, well, if you wantme to ground, you, stay in and
get all the things taken away.
Speaker 3 (18:32):
And I said well, if you want me to ground you, I'll
do it.
Speaker 2 (18:33):
And she, just I took her out.
No, I know, and that's whyyou're going to laugh.
I took her out.
I took her out to the frontlawn and I said let's sit down
and let's focus on you know theenergies and let's breathe in
and out.
And so then I, her and I nowhave a joke that if she ever
feels like she not like everyoneelse I can go outside and
ground her if she needs to.
So no, that was just our littlejoke between us, because she
(18:56):
understands how powerful thatgrounding can be for her and for
we do it also.
So, no, I just had that.
That was kind of funny, and sopeople that that probably are
punishing their kids like that,they might not appreciate that
joke, but I thought it was great.
I thought it was great.
Speaker 3 (19:16):
Yeah, you should be grounding them.
If the kids are playing up,they need to be grounded and not
that sort of grounded, you know.
Get them grounded.
Speaker 2 (19:28):
I love that.
I love that.
I think it's the truth.
I mean, they can really justcreating that self autonomy to
help yourself feel good is soimportant to teach children how
to do to empower them.
It's really great.
And I love how you teach that.
(19:48):
The power in themselves and notover others.
I think that that's a reallyimportant lesson.
That isn't defined in like TVshows where you see power being
misused and things like that.
So that's a really great way toexplain that in a way that they
can understand.
(20:08):
And what kind of like?
Do you send them home or do youtell them to practice?
Like you said, if they can getreally good at it, then they can
, you know, have that.
What other kind of things Likeaffirmations type, things like
that, do you?
Do you have those?
Give those them to them to helpguide them?
Speaker 3 (20:30):
Sorry, we do to keep it so they don't get bored.
I do something different eachtime I see them, so it can be
anything from just being in thebody and being fully present, or
guided visualization, orthere's so many different things
that we do, um, to keep theminterested.
Um, one of the things they dolike doing is the one where we
(20:51):
think about something.
We think about something wedon't like in our lives and we
look into the emotion of it andwe dissolve it and I say you've
made a space now.
Now think about something youdo want in your life, and then
we create that and then we bringthem into the feeling of
already having it and then welet it go to the universe.
There's lots of uh, lots andlots of different things that I
do with them, but we also domantra, mudra, um.
(21:12):
So I have a lot of themchanting and there's a teacher
in the the room next door whosaid he can hear us really
clearly.
But it's fantastic because,especially now, that you're
giving me more separate groups,because when it was boys and
girls, there'd be a lot ofmessing about from the boys, so
she sort of split them up andnow the girls are on their own.
They're much less distracted,but they absolutely love doing
(21:33):
the mantras and the affirmations, one of the things I did when I
first started at the school,with year sevens and eights um,
she gave there was a lot ofchildren suffering from anxiety
when I first started there andthere isn't hardly any of them
now.
So I don't know if that's downto me making a difference, but
one of the things we did becauseI do.
I'm very interested in thepower of words, so I write songs
(21:55):
that are strategically writtenso that every word is a positive
affirmation and to helpdifferent, different people with
different issues.
They will sing that instead ofinstead of thinking, oh, they
sing my song instead.
And then they get my song stuckin the head.
And I started that because Ialways had music stuck in my
head all the time.
I had the thinker, I had thewatcher of the thinker and I had
(22:18):
a DJ in there as well.
I had these awful songs stuckin my mind.
So I thought, no, I want to getmy own songs stuck in my mind.
So one of the first things Idid with them, I asked the
children that were depressed orstressed to write down how they
were feeling, and then we wentthrough.
It was just a few sentences.
We went through all thesentences and I helped them
(22:39):
rewrite.
Them write the opposite of whatthey had written.
So if they'd written, I have nofriends and I'm really sad I
would write.
I have lots of friends and Ifeel great.
But then we shifted the wordsaround and created a song with
one group and a rap with anothergroup and they all sang it and
it was beautiful.
And I'll never forget oneparticular young girl who was
(23:00):
very lonely, who didn't have alot of friends, that she was
very depressed.
I saw her maybe six monthslater and I went hi and she
barely looked at me.
She had a big smile on her faceand a big gang girls with us
somewhere.
But yeah, so I'm sort ofguiding them to understand the
power of words, especially thepower of the words I am, and
(23:21):
understand that we are creatingour experience.
You know, with every thoughtand every every word we speak.
So I help them become much moreaware of what they say, what
they think, how they react, andI help them become aware of
energy and other people's energy.
And we also work a lot withbullying and looking at the
(23:43):
other person who's bullying youwith compassion and looking at
what might have happened to themat home.
They might have reasons whythey do and we do a lot of
forgiveness, but it's verypowerful and it seems it works
so fast with children between 11and 15, not like adults.
I'm giving up working withadults, they're very difficult
to work with, but the children.
So just last week, um, the twoweeks ago, I saw a young girl
(24:06):
and she was very, very full ofanger.
There was a lot of stuff goingon.
And I saw her again last week,um, and I was expecting to have
to do quite an intense sessionwith her.
So I said how are you?
She said great.
I said okay, and I looked,checked what we were doing.
Oh, have you got any anger?
She said no, no, no.
My mum's told me she can'tbelieve the change in me.
And that was one 20 minutesession I did with her and it
(24:28):
just shows that, um, if you canget on a level with these
children, feel what they'refeeling, understand it, um, and
we can switch things around soquickly with energy work,
because that's what energy andvisualization work, that's all
it is.
Speaker 2 (24:41):
It's so powerful can we please multiply you into
every single school in the world?
Speaker 3 (24:49):
well, my aim is to teach everyone to do what I do
because we need more of it.
Uh, you know we do.
I'm even started workingoutside of the school now with a
nursery group and one of theladies brought her young girl in
who's 12, I think, and she'sscared to win school.
So I've seen her twice andapparently she's feeling so much
better and the school I meanthis other school are now
(25:10):
interested in what I'm doingbecause I had to write a letter
about her so I might get inanother school with this I, you,
I hope you do, you, they better, they, they better hope that
they get you into their schoolbecause you are changing the
lives of these children at suchan age.
Speaker 2 (25:28):
That is going to let them pivot if they aren't on the
right path to empowerthemselves, to create that path
for themselves of I amopportunities.
It's so wonderful.
Like I'm a little bit emotionalso I'm not going to, but I'm
(25:48):
just so proud of you.
Like I, this is exactly what Iwould hope and want my kids to
be learning at school and, to behonest, I took my daughter out
of school last year for all ofthose reasons that I could
install and instill all of thosethings in her at home that they
(26:10):
would never do still all ofthose things in her at home that
they would never do and we hadthe best year learning about and
and teaching her how to beempowered and how to trust her
intuition all of the I mean it'sa big.
Speaker 3 (26:24):
Thing that's one of the things that the children
love when I say this increasesyour intuition, intuitive power.
They love that.
You know it increases yourattract attractiveness.
It increases your intuitionwhen you, when you don't know
which way to go, you'll find youjust feel it in your body and
you know which way to go.
Speaker 2 (26:40):
They love it, they love it I agree, and you're
right about the age group too.
It is such a great age groupand and I'm just excited to chat
with you after this aboutsomething else.
Sorry listeners, but yeah, thisis.
It's been a wonderfulconversation with you.
Do you have a website oranywhere that you share the
(27:02):
information, or schools or otherteachers and people can get a
hold of you and find out moreabout it?
I do.
Where can we find it?
It's wwwtcoincom finity.
Speaker 3 (27:24):
So it's tco infinitycom but it looks like t
coin infinity coin infinity.
Speaker 2 (27:32):
It's the center of infinitycom, but it's tco
infinitycom okay, great, and nowI just need to spell right in
finity I've spelled that wrongso many times you double check
this for me, but I think I Imight have done it correctly.
(27:53):
Oh, wonderful, good, good,because I just want you know, my
listeners to be able to findout more about this, because it
is so powerful for yourself.
Let's just start there.
When you find out how powerfulit is to be able to take these
(28:14):
tools and use them in your dailypractices, it's unbelievable
how much change you can make foryourself, how much uplifting
you can do for yourself andothers, and especially for your
children.
You know, I, my daughter, isADHD and there's a lot that
comes with that package and, um,I think, more than anything,
(28:38):
focusing on how to get them orhow to show them how to use the
tools they have insidethemselves is the best thing we
can do.
I think that you are teachingis just exactly what the world
needs right now, and I'm just so, so grateful to have you as a
guest and to have made thisconnection with you.
(28:59):
So, yeah, what?
What are your plans?
Moving forward?
I mean getting into these otherschools and do you, are you
going to do like speaking eventsor things like that?
Speaker 3 (29:12):
Yes, I'd love to.
One of my things is I do wantto teach other people what I'm
doing, because I can't be inevery school, but every school
needs this.
You know, I really want to dothat.
So, yeah, I write books.
So I've just published a bookand I am writing a book which
was going to be mindfulparenting.
(29:33):
Bearing in mind, I learned bymy own mistakes, so I was.
I've been saying this for 20years.
I'm going to write a bookcalled mindful parenting.
It might have a different titlenow, but I'm really big on
parents understanding their ownenergy and how that affects
their child what they say infront of the child how they
behave and even if they're notin the same room and they're
(29:53):
having to freak out to acceptand understand that that child
is picking that up.
And I learned that from my ownmistakes mainly.
Obviously I've done a lot moreresearch ever since and working
with it all, but it's soimportant.
Parents need to learn this.
I do say to the children canyou?
Because they say maybe the mumsor dads having a hard time, why
don't you try this techniquewith them?
(30:14):
And they say I will, you know.
Yeah, absolutely yeah so I'vegot lots of books that are going
to come out.
I've got so much, so muchwriting that I need to gather
together and get out there.
But, yeah, so I can plug mylatest book.
That would be nice, please,please.
I do the children do get amention, but it's, it's.
It's about a lot of things,really.
(30:35):
Yeah, it's called the bill,it's called billionaires club.
Oh, do you have a picture?
Do you have it with you bychance?
I haven't even got a copymyself.
It's out there.
Billionaires Club, pure Love inAction, luminara, and what I'm
looking at there is the rise inhuman consciousness versus the
(30:58):
rise in AI, and will AI dumb usdown before our consciousness
reaches its heights, which itcould do?
And we feel that perhaps AI ispurposely coming in to prevent
the full evolution of humanconsciousness, because if we
were all highly evolved andpowerful, all in our sovereign
(31:20):
state, they couldn't handle us,they couldn't keep us under
control.
So that's really what it'sabout.
Speaker 2 (31:26):
Yeah, oh my gosh.
And that's so interestingbecause my, literally two hours
ago, my guest that I had earlierwas an ai x, an autistic ai
expert.
That like creates ai forautistics is his legit like
that's the name of the website,so maybe go check that out see
what you think.
Speaker 3 (31:45):
But he's amazing and no, no, I'll just say he's
incredible and so, yeah, if youfind that it's something you
know, you might yeah we werethinking of finding a brain chip
for my son, because the brainchips that are being made for
people with dementia, yeah, butthen we're a bit nervous about
it in case it dumbs anythingelse down in there, because he's
(32:07):
very intelligent and it's a bitnerve-wracking.
But if he had that he wouldhave independence.
Speaker 2 (32:12):
So, yeah, it's a difficult one yes, no, I 100
agree with that.
My husband and I have had thatdiscussion in, where our son
also has a photographic memoryand, you know, finished school
at 12 and has this incrediblebrain.
But would we want his socialskills and everything else to be
(32:34):
more typical?
What if that would change theway his brain works?
I don't think.
I think I would.
Just I'll have him, you know,as my forever child or make him
as independent as we canpossibly help him to be, and
that's okay.
Like I don't.
I totally agree with you it's.
It's a very scary thing to notknow like the after effects,
(33:00):
something, um, that maybe ourgenerations now are thinking
more about than than pastgenerations thought about.
What will be the after effectsof all of these things?
Speaker 3 (33:14):
so I do share with, I share with all the children um,
that what we are doing isilluminating the pineal gland
and the parts of the brain thatare being killed off by screens.
And so a lot of them, when theyfirst come into the group they
say I can't visualize, I can't,I can't, and and within five or
ten minutes, with with theprocesses I use, they are,
(33:35):
they're able to visualize.
And it's as if it ignites it.
It's not gone, it's notcompletely gone, but it's
dormant.
And then when you ignite it, itgets going again.
Say you must practice thesethings.
Look away from your phone whenyou can Daydream, you know.
Use these visualizingtechniques because it's been
proven, scientifically proven,that that part of the brain is
shrinking.
It's non-existent in most ofthe younger kids now.
Speaker 2 (33:57):
Yeah, exactly, oh, my goodness.
Well, we have work to do andhopefully, you know, we can find
a balance between what thatlooks like for in generations to
come and be able to bring thesetools and show the measured
success so that we can get theminto every single school and
(34:22):
teaching environment really, Ithink, is um work environment.
I don't know where it's notnecessary or appropriate.
I think it's everywhere, solet's just focus on that.
Oh, it's been so nice to havethis conversation with you today
.
Thank you for your time beingacross the seas from me it's
probably evening time for youand really appreciate it.
(34:46):
Any advice you want to leavefor my listeners or for, you
know, just our general communityout there today.
Speaker 3 (34:56):
I'd say just make sure that you ensure that your
children play outside with noshoes on, lie on the bed and
look out the window and stare atthe sky Just the regular things
that most of them don't doanymore.
You know it's so important.
Yeah, just keep up the naturalside of everything with your
children and be very aware ofyour energy on them, because
(35:18):
especially these golden, indigo,crystal, diamond children that
are here now, you know this isanother thing I do tell them at
the school um, you're here for areason.
You are way more powerful thanyou think and you feel like you
don't fit in and you get introuble all the time.
That's because your energy isdifferent.
You've got more DNA strandsthan normal children.
You know you're the chosen ones.
(35:39):
Really, you've come back tosort of save the earth.
So just remember the childrenyou have got.
Um, they're special and they'rehere for a reason.
Speaker 2 (35:47):
You know so I love that, thank you, thank for
reminding people and, um, yeah,it's been really lovely to chat
with you today and I hope thatwe get to stay in touch me too
lovely to meet you thank you.
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