September 6, 2025 • 23 mins
Dr. Christopher K. Slaton 🧠📚, Human Systems Scientist and author of Human Systems Science in the Best Interest of a Child’s Mental Health and Self-Awareness 🌟, joins Vigilantes Radio Live to share his groundbreaking insights on how brain, body, and senses coact to shape who we are. With over 30 years of experience in cognitive and behavioral sciences, Dr. Slaton has pioneered research that empowers families, educators, and leaders to support children’s mental health and identity development 💡. In this conversation, he unpacks his philosophy of “Brain Talk” and shows how science and self-awareness can transform lives. ✨
https://www.amazon.com/Systems-Science-Interest-Childs-Self-Awareness-ebook/dp/B0FGCXTQNC/
https://drslatonlive.com/
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https://www.amazon.com/Systems-Science-Interest-Childs-Self-Awareness-ebook/dp/B0FGCXTQNC/
https://drslatonlive.com/
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Vigilantes Radio Live! by The Only One Media Group ℗©2025
Episode Credits:
Produced, edited, mixed, and written by Demetrius "Whodini Blak" Reynolds, Sr.
Artwork designed by Demetrius "Whodini Blak" Reynolds, Sr.
Show Introduction by Kate
Segment jingles composed & produced by Demetrius "Whodini Blak" Reynolds, Sr.
Additional music licensed through 7th Sign Recordings
Links:
onlyonemediagroup.com
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
You are now listening to Vigilantes Radio, presented by the
only one Media Group. This is the people's choice but
quality interviews celebrities and special guests, hosted by Demitrius Denny Reynolds.
Call in to join the mix at seven oh one,
eight oh one, nine eight one three. For the complete
archive of episodes, visit only onemediagroup dot com and be
(00:23):
sure to like us on Facebook. At Vigilantes Radio. We
welcome all enjoy the show. Ladies and gentlemen, please welcome
your host Demitrius who Demi Black Reynolds. Enjoy the show.
Speaker 2 (00:43):
Good morning, Good morning, Good morning, and welcome to another
incredible episode of Vigilantes Radio live right here on iHeartRadio.
I am your host, Deanie, and we have a very
special guest for you guys. You could definitely want to
stick around for that as and as a metal of fact,
text your buddies. Family members are even shared on social
(01:03):
media rights now and let them know that we are
about to dive deep into another interview. Before we bring
our guests on, I do want to say that this
is the frequency of the fearless. You know, when we
talk about children, we all feel at behavior on the outside,
(01:24):
But today's guest reminds us that the real answer lies
within inside the brain, the body, and the senses that
shape our self awareness. His life's work is dedicated to
giving families, teachers, and communities to science to raise resilient
children by talking to the brain, not just correcting the body.
(01:47):
You're not just here for a talk show. And this
isn't just radio. This is revival for your mind, body,
and spirit. This is Vigilantes radio life. My name is Kachtini,
and chain is possible. Are you ready?
Speaker 3 (02:08):
Are you ready? Are you ready to read? Are you ready?
Speaker 2 (02:25):
Well, let's go, let's go, all right, all right. Our
interviews are designed to go beyond music, news, books, art, acting, films, technology, education, entrepreneurship, entertainment, spirituality,
and sometimes even past that thing that we call the ego.
Our interviews are designed to go behind the scenes and
into the minds of these brilliant people, you know, the
(02:47):
ones who are out there giving it. They're all for me,
for you, and for the world. Well, ladies and gentlemen,
our next guest. He is a pioneer in human systems
science with over three decades of work and child development,
education and behavioral research. As founder of the Progressive Investing
(03:10):
Institute of Focused Learning. Doctor Christopher K. Sladen has reshaped
how we understand the brain, body and sense connection and
the growth of children. His latest book, Human Systems Science
and the Best Interests of the Child's Mental Health and
Self Awareness takes his mission even further. So with that,
(03:34):
please join me in saying welcome friend to doctor Christopher K. Sladen.
Good morning, Good morning, welcome to the show. Okay, doctor
slateron for you again. Well, I'll just jump right into it.
You often say talk to the brain, not to the body.
Can you found what that really means for parents and
(03:55):
teachers in everyday life.
Speaker 4 (03:57):
That means that the body is physical and oftentimes get
caught up and not understanding that when you want to
reach the brain, you actually have to talk to the
child through signs of care because the brain brain responds automatically.
So I'm talking about I work with a lot of
kids who have difficulty in their sense paths, so they
don't recognize the authority that a teacher or a law
(04:19):
enforcement person has, so you have to deal with them
through signs of care.
Speaker 5 (04:23):
So physics, they can see you, but they can feel.
Speaker 4 (04:25):
You, and to feel you mean that's the neurological connection
between the environmental themselves on the outside where you are,
and then the intern You want your information flow to
reach their brain, not their body, and they know that
if you show signs of care, it's emotional. It's an
emotional effect. Now, when I say feel, that's not the
(04:46):
same thing as emotion. I said, that's your neurosystem connection
to the brain. That's why you talk to the brain,
not the body.
Speaker 2 (04:55):
Absolutely, and your son, Christopher inspire much of your work.
How did his journey shape your decision to write about
the human system science.
Speaker 5 (05:06):
All the way?
Speaker 4 (05:06):
Because as a parent and then crises, because your child's
in crises and you're trying to figure out how you
can help for what's going on, and he was he
was talking to me straight to my brain.
Speaker 5 (05:22):
I didn't realize that time, because he had.
Speaker 4 (05:24):
He had to say he was a psychosist, and I
thought he was just talking through voices. But everything he
was saying was real to me because I knew and
I could I could evidence it from our reflections and
past experiences. And so I began to study his sense
path because the way he talked to me was as
(05:45):
though he couldn't recognize my physics. So I had to
look at the sense path to understand his receiving path,
how he received or transferred that information and ensure or
get a.
Speaker 5 (05:58):
Sense of if he wasn't transferring.
Speaker 4 (06:01):
At what was blocking it wasn't me was the emotion
because at one point they said he was emostly disturbed,
and emostly disturbed doesn't sell whole lot, because emotions is
everything that you do, so you could be impacted by
any and everything, so that the regulation of the brain
was not there. So I studied his sense path to
(06:22):
get a sense of how he was receiving information, not
only from me, but from other people as well. He
was able to function, and as I moved through that,
I began to talk to his brain and not his body,
because that's what was resonating. When I talked to his brain,
he would talk back to me and he'd calm himself down.
I didn't deal with his physics. I'm saying I was
(06:44):
talking to his miural received path, and that was a.
Speaker 5 (06:51):
Telepathic connection between he and I that he confirmed.
Speaker 4 (06:54):
As he modified his behavior and began to talk to
me in a tone that was accessible for us to
move forward out of the crisis that we may have
been locked in at that particular point in time, but
that's he met me to begin to actually through the
actual research. They had other children who were inside his
(07:16):
network whom I was also able to work with as
well to get an understanding. Like today, I would say
that his behavior as I saw it then would be
normal to date in certain environments, but back then it
wasn't because my son was like six three, two hundred
and fifty pounds and very intimidating. He was a soft
(07:38):
kid and was very intimidated, so his physics got in
the way of.
Speaker 5 (07:42):
People understanding his care and his kindness.
Speaker 4 (07:44):
So, I mean, there was a lot of things going
on there, but I was able to help move him
through that crisis.
Speaker 5 (07:49):
He as high.
Speaker 4 (07:51):
School at three point eight, but that's what the help
of his teachers working with us.
Speaker 5 (07:55):
But he graduated.
Speaker 4 (07:56):
He actually graduated and had scholarships to one to our
tech saying him, but I'm just saying because the teachers
I work with a teachers, the teachers talk to his brain,
not his body, ignored his physics because I'm saying peting you.
From K through he had his break at age fourteen.
(08:16):
From K through the seventh eighth grade. They were dealing
with his body. They were dealing with physics, so they
weren't recognizing his talent, his neurologic talent, how he was
actually responding to them, So they were intimidated.
Speaker 5 (08:28):
By a size.
Speaker 4 (08:29):
So I'm saying to you, that's how I began to
really get getting meshed. I say, that's where I am
today and trying to understand the mental health side. And
then self awareness, because that's what my job was to
bring him back into a reality based state. His self
had to be more aware of the environment, not from
(08:50):
the only way I was teaching him, but from how
he has to settle himself down so that other people.
Speaker 5 (08:57):
Could receive it.
Speaker 4 (08:58):
Okay, so that's still on the tell a positic level,
but allowed him. One teesy thing that I teach a
lot of children are crises. You study another person's action
because that's a feedback loop. And when you study action,
if this person does not show you signs of care,
it's going to be in the act to liver information
to you. Now you can read and interpret and feel
(09:23):
comfortable with your responses because you know that your response
has merit based upon what you're actual experiencing.
Speaker 5 (09:31):
In reality, in the real environment.
Speaker 4 (09:33):
Yeah, associatively with other people also in that same that
same sequence.
Speaker 2 (09:39):
Indeed, brain talk is central to your message. When did
you first realize that focusing on the brain instead of
behavior was the key to self awareness.
Speaker 4 (09:51):
I go back to the Marine Corps. I mean that's
why I say in the book my son brought a
two fruition. But in Marine Corps, I will I was
in a chin with I was a hion career being
about nine of the Marines, and we were we were
in cold weather and I cut on fire and I
(10:13):
woke up and it just overcame me. I'm talking about
my sense of feel for self, and I just began
to move and get everybody out of the tent.
Speaker 5 (10:22):
My brain was the leader of my body. I was
following instruction.
Speaker 4 (10:26):
Why because I was moving through self talk to brain talk.
Because brain talk is forward fee and it is your
logic system. It is your problem solving system. So when
you talk to the brain, the brain talks back. Even
when you when you when you think about what I'm
saying and you use yourself, there are points where you
realize that you're doing things logically because your brains processed
(10:50):
that now, you may not realize your brain is processed
that because you're not aware of what the brain is
actually camper are doing when it's on lines to understanding
the sense of feel for self, how you feel things.
For example, when I'm talking about the emotion, we're talking
about how you feel neural energy, you know, yeah, vibes.
(11:13):
I mean you have this sixth sense. And I'm saying
that's what came out. So it's in vobe because you
go from the inner voice, which is the external environment
that being on fire, my InterVoice wow, and the recognition
my sense path recognizing it.
Speaker 5 (11:28):
To myself talk wow, Should I just lay here?
Speaker 4 (11:33):
No?
Speaker 5 (11:33):
And then my brain took it over and just move
everybody out of the tent. Yeah.
Speaker 4 (11:37):
So that was the first time that I became more
aware of my brains telepathic powers, I'll call them powers
at that particular point in time.
Speaker 2 (11:46):
Yeah, wow, Okay, man, brain takes over. Brain toss the body, instructure,
body what to do, no matter if there's any training
or you know, pre and collegistance. So families today do
face crises of self awareness and children. What's one small
(12:09):
shift parents can make this week that could have a
big impact that happened.
Speaker 4 (12:15):
If you have a challenging crisis, I mean you have
to you have to. You have to set up the
stage to allow them to just be.
Speaker 5 (12:25):
I mean, let let them get it all out, because
what you're.
Speaker 4 (12:28):
Trying to do, let them expose that negative energy to you,
and that negative energy is what you have to solve,
and your information is in the flow. So you want
to go from chaos to come So you want to
allow that to unravel. But you got out a plan.
My plan has always been to work with kids and crises.
(12:51):
Let them act out, and you stay firm and committed
to signs of care and moving them through the crises
by understanding you talk to their brains, not their bodies.
Even if it comes to a point where of the
kids jumping your face, your child jumps in your face,
that's okay, that is normal because they want you to
back off off, They want you to stop interacting. They
(13:13):
don't want to feel that discomfort that you are pressing
on them. You're trying to make them move that sense
path to the receiving path and process the experience of you.
So you want to understand that even if you fail,
you don't fail because all you're trying to do is
build reflection so the kid realizes in the experience on
(13:35):
the external that they process because you stay focused and
stayed on point, and then use the special words that
I use inside of the book. If I'm dealing with
a kid in crises, and if it's my son, I
always say that the kid my son. We were walking
and he was running down the street. Stop christ you
gott learn how to live with me.
Speaker 5 (13:54):
I gotta how to live with you.
Speaker 4 (13:55):
We gotta stop this. Just live together, man, Let's try
to do this together. Live live, because that's something that
his peers talk about all the time. I don't want
to live there, no more. I don't. But you use
basic words that are reality based, used by other children.
Speaker 5 (14:11):
And you just I used to turn them into wraps,
you know.
Speaker 4 (14:14):
Learn how to live with me, live with me, learn
with me, thinking of me, be like me, but don't
be me. I used to do those when I'm talking
to his brain, because what am I doing. I'm teaching
him how to move through the crisis of me. If
I'm the problem, I'm open. We can get through that.
So you're navigating through reality based conversations. Okay, Remember he
(14:36):
had schizophrenia but I'm saying to you, I use the
same steps on normal children and it works still because
all you're trying to get tom do is process the
experience your physics.
Speaker 5 (14:48):
That's reflection, quitch your thinking, consequence learning. But if you.
Speaker 4 (14:53):
Don't and you don't let them get it out, then
they stay inside that state of mind where they're safe,
and you want them to step out of the state
of mindset the brain getting leading the body by processing
the experience of you. That's why you work through signs
of care, because the brain is going to respond to
signs of here.
Speaker 5 (15:11):
Even if the kids and most upset.
Speaker 4 (15:13):
I've had kids who are so upset and you know,
they go and do their own time out and they
come back and they say wow, and it's all because
you stayed the course and showed them signs of care.
Speaker 5 (15:24):
And I'm saying you don't. You don't get soft. That's
all we're talking about.
Speaker 4 (15:28):
Were talking about understanding the business of leading the child
to think.
Speaker 5 (15:32):
Through the experience of self and you so they can
build reflection.
Speaker 4 (15:37):
And that's the signs of care because if you get
into the brain, then that's forward feed. So whenever they
see you, that forward feed is sent first, that's what
it's our brain talks.
Speaker 2 (15:48):
I love that if every parent, teacher, or a leader
took one lesson from your book, what's the single message
you want echoing in their minds from.
Speaker 5 (15:59):
The brain is not the body. The brain is the body.
Speaker 4 (16:05):
The brain is the body because the mind is a
product of the brain. So in the literature it talks
about the mind, and in school they say they deal
with the child's mind. No, you have to deal with
child's brain because the mind is the problem. The mind
is the train state. So if the kids in crazy,
they have a trained way of responding or reacting because
(16:29):
there's no thought in it because the static sometimes out.
A professional leader dealing with someone understand that if you
deal with their body, it's physical. That's why they're attacked
because there was nothing there but a mine or a
mon or. You were dealing with physics. But if you
work to the brain, they got to process that experience.
(16:50):
And on top of that, your brain is processing how
you are going to respond, So you're already aware that
what you're saying may add to aggravate, but your brains
can leading the body, so you are ready. You don't
soft enough. That's what I tell parents you don't get soft.
The brain takes over and.
Speaker 5 (17:11):
Insight. That forward feeds reflections insight. It is the memory,
the emotion moving through the.
Speaker 4 (17:19):
Sense path to the receiver that has a process and
the thought and reflection and insight.
Speaker 5 (17:24):
So that reflection is the collective.
Speaker 4 (17:28):
Of the synthesis of brain body sense events. So that
forward feed is the insight. That's the brains way of
solving the problem. You have to work through us. Why
I say that you let the kids act out because
you're developing the way you're going to respond by processing
that information.
Speaker 5 (17:46):
And then you see the emotion, you see what's in it.
Speaker 4 (17:49):
And if you read the book, I'm telling you that
you can look at the body because the body is
the brain. The brain is the body. And so you
get an unders what type of information flow is coming
to you? Is it emotion you just thought in it?
Is there any consequential learning going on?
Speaker 5 (18:10):
No? Health wise, that's what you want to know.
Speaker 4 (18:12):
If your kid cannot reflect, if your employees cannot reflect
on what they've done the experience, that's a mental health issue.
That means during a crisis, because they cannot transfer or
recognize your physics or someone else's physics can transfer that
to the brain and process the fact that they are
(18:32):
not above the rules. So then the consequential components are
absent because there's no forward.
Speaker 5 (18:42):
Feed coming through. There's a break, and the break is
between you. Like I said, the.
Speaker 4 (18:46):
Sense path, the neural system or sense of feel. That's
what I talk a boy in the book.
Speaker 5 (18:51):
So you can measure it if they feel you.
Speaker 4 (18:54):
They're transferring the experience because you sense to feel to
focus the brain.
Speaker 5 (19:00):
Even for the interview, when I was off track, I
had the sense to feel the experience.
Speaker 4 (19:05):
Of being off track to work through it, not in motion,
but real brain work to figure out the problems.
Speaker 5 (19:12):
My brain solving the problem. Let's do this, Let's do this.
That's what we're talked about.
Speaker 4 (19:17):
Leadership is about learning how to lead people not unaware
of the fact that they need that leadership in order
to feel in the function at the highest quality level
possible for them to perform whatever activity they're involved in.
Speaker 5 (19:35):
That predicts type absolutely.
Speaker 2 (19:37):
And where can our listeners get a copy of Human
Systems Science and the Best Interests of the childs of
a child's mental health and self awareness.
Speaker 4 (19:46):
I say my Amazon page because it has all my
books listen there, Amazon, Bonds, and Noble, wherever you get
your books, it's available, but I would say Amazon because
Amazon as all of my books still listed. Right now,
we have ads going on Google, so you can go
to Google.
Speaker 5 (20:07):
You Christopher K. Slaton to doctor Stayton.
Speaker 4 (20:10):
Live, and it'll come right up and you'll see the
book there along with some of my other work.
Speaker 5 (20:14):
There.
Speaker 4 (20:15):
You also have access to my YouTube channel and my
podcast as well.
Speaker 2 (20:21):
Absolutely all right, listeners, we will include links to Amazon
and all the other links that he mentioned so you
can connect and learn more. Today, Doctor Christopher K. Slayton
opened our eyes to the living system of brain, body,
and senses, and in this book explores why children's mental
health begins with how we talk to the brain itself.
(20:42):
It covers the origin of human systems science, the inspiration
drawn from his son, the importance of self awareness, and
the future of education and family leadership. Doctor Slating, your
work is both scientific and deeply human, offering tools that
we all need to further develop our next generations. And
(21:03):
listeners get your copy of Human Systems Science and the
Best Interest of a Child's mental health and self awareness.
Follow doctor Slayton's journey and join the Brain Talk Revolution.
Make sure you subscribe to Vigilantes Radio Live, leave us
a rating and share this episode with someone.
Speaker 5 (21:20):
Who may need to hear it.
Speaker 2 (21:22):
You can fuel our mission over it by me at
coffee dot com, Forward slash Vigilantes Radio and until next time,
talk to the Brain. Thank you so much, doctor Slaty.
Speaker 5 (21:33):
Thank you.
Speaker 4 (21:33):
I appreciate it. Thank you for being so patient with me.
I appreciate it. It's wonderful urience. Thanks Serin.
Speaker 2 (21:39):
Take care of having wonder for Saturday YouTube.
Speaker 5 (21:41):
Appreciate it, fat Thank you.
Speaker 6 (21:43):
Peace to all. My name is Deni and I am
the host of Vigilantes Radio Live. I think that we
are beyond just asking cool questions and getting cool respect.
I think that we are here as creatives to provide
(22:05):
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But there is perhaps a door window or backgate that
we can leave a clue for you to get into.
(22:25):
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(22:49):
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Speaker 1 (23:20):
You are now listening to vigil Lances Radio, the people's
choice for quality interviews, art, music and Hearts up X,
hosted by Demetrius Hozzini Black Reynolds. All episodes of this
podcast are available for free download at www. Dots only
one media greet dot com
You are now listening to Vigilantes Radio, presented by the
only one Media Group. This is the people's choice but
quality interviews celebrities and special guests, hosted by Demitrius Denny Reynolds.
Call in to join the mix at seven oh one,
eight oh one, nine eight one three. For the complete
archive of episodes, visit only onemediagroup dot com and be
(00:23):
sure to like us on Facebook. At Vigilantes Radio. We
welcome all enjoy the show. Ladies and gentlemen, please welcome
your host Demitrius who Demi Black Reynolds. Enjoy the show.
Speaker 2 (00:43):
Good morning, Good morning, Good morning, and welcome to another
incredible episode of Vigilantes Radio live right here on iHeartRadio.
I am your host, Deanie, and we have a very
special guest for you guys. You could definitely want to
stick around for that as and as a metal of fact,
text your buddies. Family members are even shared on social
(01:03):
media rights now and let them know that we are
about to dive deep into another interview. Before we bring
our guests on, I do want to say that this
is the frequency of the fearless. You know, when we
talk about children, we all feel at behavior on the outside,
(01:24):
But today's guest reminds us that the real answer lies
within inside the brain, the body, and the senses that
shape our self awareness. His life's work is dedicated to
giving families, teachers, and communities to science to raise resilient
children by talking to the brain, not just correcting the body.
(01:47):
You're not just here for a talk show. And this
isn't just radio. This is revival for your mind, body,
and spirit. This is Vigilantes radio life. My name is Kachtini,
and chain is possible. Are you ready?
Speaker 3 (02:08):
Are you ready? Are you ready to read? Are you ready?
Speaker 2 (02:25):
Well, let's go, let's go, all right, all right. Our
interviews are designed to go beyond music, news, books, art, acting, films, technology, education, entrepreneurship, entertainment, spirituality,
and sometimes even past that thing that we call the ego.
Our interviews are designed to go behind the scenes and
into the minds of these brilliant people, you know, the
(02:47):
ones who are out there giving it. They're all for me,
for you, and for the world. Well, ladies and gentlemen,
our next guest. He is a pioneer in human systems
science with over three decades of work and child development,
education and behavioral research. As founder of the Progressive Investing
(03:10):
Institute of Focused Learning. Doctor Christopher K. Sladen has reshaped
how we understand the brain, body and sense connection and
the growth of children. His latest book, Human Systems Science
and the Best Interests of the Child's Mental Health and
Self Awareness takes his mission even further. So with that,
(03:34):
please join me in saying welcome friend to doctor Christopher K. Sladen.
Good morning, Good morning, welcome to the show. Okay, doctor
slateron for you again. Well, I'll just jump right into it.
You often say talk to the brain, not to the body.
Can you found what that really means for parents and
(03:55):
teachers in everyday life.
Speaker 4 (03:57):
That means that the body is physical and oftentimes get
caught up and not understanding that when you want to
reach the brain, you actually have to talk to the
child through signs of care because the brain brain responds automatically.
So I'm talking about I work with a lot of
kids who have difficulty in their sense paths, so they
don't recognize the authority that a teacher or a law
(04:19):
enforcement person has, so you have to deal with them
through signs of care.
Speaker 5 (04:23):
So physics, they can see you, but they can feel.
Speaker 4 (04:25):
You, and to feel you mean that's the neurological connection
between the environmental themselves on the outside where you are,
and then the intern You want your information flow to
reach their brain, not their body, and they know that
if you show signs of care, it's emotional. It's an
emotional effect. Now, when I say feel, that's not the
(04:46):
same thing as emotion. I said, that's your neurosystem connection
to the brain. That's why you talk to the brain,
not the body.
Speaker 2 (04:55):
Absolutely, and your son, Christopher inspire much of your work.
How did his journey shape your decision to write about
the human system science.
Speaker 5 (05:06):
All the way?
Speaker 4 (05:06):
Because as a parent and then crises, because your child's
in crises and you're trying to figure out how you
can help for what's going on, and he was he
was talking to me straight to my brain.
Speaker 5 (05:22):
I didn't realize that time, because he had.
Speaker 4 (05:24):
He had to say he was a psychosist, and I
thought he was just talking through voices. But everything he
was saying was real to me because I knew and
I could I could evidence it from our reflections and
past experiences. And so I began to study his sense
path because the way he talked to me was as
(05:45):
though he couldn't recognize my physics. So I had to
look at the sense path to understand his receiving path,
how he received or transferred that information and ensure or
get a.
Speaker 5 (05:58):
Sense of if he wasn't transferring.
Speaker 4 (06:01):
At what was blocking it wasn't me was the emotion
because at one point they said he was emostly disturbed,
and emostly disturbed doesn't sell whole lot, because emotions is
everything that you do, so you could be impacted by
any and everything, so that the regulation of the brain
was not there. So I studied his sense path to
(06:22):
get a sense of how he was receiving information, not
only from me, but from other people as well. He
was able to function, and as I moved through that,
I began to talk to his brain and not his body,
because that's what was resonating. When I talked to his brain,
he would talk back to me and he'd calm himself down.
I didn't deal with his physics. I'm saying I was
(06:44):
talking to his miural received path, and that was a.
Speaker 5 (06:51):
Telepathic connection between he and I that he confirmed.
Speaker 4 (06:54):
As he modified his behavior and began to talk to
me in a tone that was accessible for us to
move forward out of the crisis that we may have
been locked in at that particular point in time, but
that's he met me to begin to actually through the
actual research. They had other children who were inside his
(07:16):
network whom I was also able to work with as
well to get an understanding. Like today, I would say
that his behavior as I saw it then would be
normal to date in certain environments, but back then it
wasn't because my son was like six three, two hundred
and fifty pounds and very intimidating. He was a soft
(07:38):
kid and was very intimidated, so his physics got in
the way of.
Speaker 5 (07:42):
People understanding his care and his kindness.
Speaker 4 (07:44):
So, I mean, there was a lot of things going
on there, but I was able to help move him
through that crisis.
Speaker 5 (07:49):
He as high.
Speaker 4 (07:51):
School at three point eight, but that's what the help
of his teachers working with us.
Speaker 5 (07:55):
But he graduated.
Speaker 4 (07:56):
He actually graduated and had scholarships to one to our
tech saying him, but I'm just saying because the teachers
I work with a teachers, the teachers talk to his brain,
not his body, ignored his physics because I'm saying peting you.
From K through he had his break at age fourteen.
(08:16):
From K through the seventh eighth grade. They were dealing
with his body. They were dealing with physics, so they
weren't recognizing his talent, his neurologic talent, how he was
actually responding to them, So they were intimidated.
Speaker 5 (08:28):
By a size.
Speaker 4 (08:29):
So I'm saying to you, that's how I began to
really get getting meshed. I say, that's where I am
today and trying to understand the mental health side. And
then self awareness, because that's what my job was to
bring him back into a reality based state. His self
had to be more aware of the environment, not from
(08:50):
the only way I was teaching him, but from how
he has to settle himself down so that other people.
Speaker 5 (08:57):
Could receive it.
Speaker 4 (08:58):
Okay, so that's still on the tell a positic level,
but allowed him. One teesy thing that I teach a
lot of children are crises. You study another person's action
because that's a feedback loop. And when you study action,
if this person does not show you signs of care,
it's going to be in the act to liver information
to you. Now you can read and interpret and feel
(09:23):
comfortable with your responses because you know that your response
has merit based upon what you're actual experiencing.
Speaker 5 (09:31):
In reality, in the real environment.
Speaker 4 (09:33):
Yeah, associatively with other people also in that same that
same sequence.
Speaker 2 (09:39):
Indeed, brain talk is central to your message. When did
you first realize that focusing on the brain instead of
behavior was the key to self awareness.
Speaker 4 (09:51):
I go back to the Marine Corps. I mean that's
why I say in the book my son brought a
two fruition. But in Marine Corps, I will I was
in a chin with I was a hion career being
about nine of the Marines, and we were we were
in cold weather and I cut on fire and I
(10:13):
woke up and it just overcame me. I'm talking about
my sense of feel for self, and I just began
to move and get everybody out of the tent.
Speaker 5 (10:22):
My brain was the leader of my body. I was
following instruction.
Speaker 4 (10:26):
Why because I was moving through self talk to brain talk.
Because brain talk is forward fee and it is your
logic system. It is your problem solving system. So when
you talk to the brain, the brain talks back. Even
when you when you when you think about what I'm
saying and you use yourself, there are points where you
realize that you're doing things logically because your brains processed
(10:50):
that now, you may not realize your brain is processed
that because you're not aware of what the brain is
actually camper are doing when it's on lines to understanding
the sense of feel for self, how you feel things.
For example, when I'm talking about the emotion, we're talking
about how you feel neural energy, you know, yeah, vibes.
(11:13):
I mean you have this sixth sense. And I'm saying
that's what came out. So it's in vobe because you
go from the inner voice, which is the external environment
that being on fire, my InterVoice wow, and the recognition
my sense path recognizing it.
Speaker 5 (11:28):
To myself talk wow, Should I just lay here?
Speaker 4 (11:33):
No?
Speaker 5 (11:33):
And then my brain took it over and just move
everybody out of the tent. Yeah.
Speaker 4 (11:37):
So that was the first time that I became more
aware of my brains telepathic powers, I'll call them powers
at that particular point in time.
Speaker 2 (11:46):
Yeah, wow, Okay, man, brain takes over. Brain toss the body, instructure,
body what to do, no matter if there's any training
or you know, pre and collegistance. So families today do
face crises of self awareness and children. What's one small
(12:09):
shift parents can make this week that could have a
big impact that happened.
Speaker 4 (12:15):
If you have a challenging crisis, I mean you have
to you have to. You have to set up the
stage to allow them to just be.
Speaker 5 (12:25):
I mean, let let them get it all out, because
what you're.
Speaker 4 (12:28):
Trying to do, let them expose that negative energy to you,
and that negative energy is what you have to solve,
and your information is in the flow. So you want
to go from chaos to come So you want to
allow that to unravel. But you got out a plan.
My plan has always been to work with kids and crises.
(12:51):
Let them act out, and you stay firm and committed
to signs of care and moving them through the crises
by understanding you talk to their brains, not their bodies.
Even if it comes to a point where of the
kids jumping your face, your child jumps in your face,
that's okay, that is normal because they want you to
back off off, They want you to stop interacting. They
(13:13):
don't want to feel that discomfort that you are pressing
on them. You're trying to make them move that sense
path to the receiving path and process the experience of you.
So you want to understand that even if you fail,
you don't fail because all you're trying to do is
build reflection so the kid realizes in the experience on
(13:35):
the external that they process because you stay focused and
stayed on point, and then use the special words that
I use inside of the book. If I'm dealing with
a kid in crises, and if it's my son, I
always say that the kid my son. We were walking
and he was running down the street. Stop christ you
gott learn how to live with me.
Speaker 5 (13:54):
I gotta how to live with you.
Speaker 4 (13:55):
We gotta stop this. Just live together, man, Let's try
to do this together. Live live, because that's something that
his peers talk about all the time. I don't want
to live there, no more. I don't. But you use
basic words that are reality based, used by other children.
Speaker 5 (14:11):
And you just I used to turn them into wraps,
you know.
Speaker 4 (14:14):
Learn how to live with me, live with me, learn
with me, thinking of me, be like me, but don't
be me. I used to do those when I'm talking
to his brain, because what am I doing. I'm teaching
him how to move through the crisis of me. If
I'm the problem, I'm open. We can get through that.
So you're navigating through reality based conversations. Okay, Remember he
(14:36):
had schizophrenia but I'm saying to you, I use the
same steps on normal children and it works still because
all you're trying to get tom do is process the
experience your physics.
Speaker 5 (14:48):
That's reflection, quitch your thinking, consequence learning. But if you.
Speaker 4 (14:53):
Don't and you don't let them get it out, then
they stay inside that state of mind where they're safe,
and you want them to step out of the state
of mindset the brain getting leading the body by processing
the experience of you. That's why you work through signs
of care, because the brain is going to respond to
signs of here.
Speaker 5 (15:11):
Even if the kids and most upset.
Speaker 4 (15:13):
I've had kids who are so upset and you know,
they go and do their own time out and they
come back and they say wow, and it's all because
you stayed the course and showed them signs of care.
Speaker 5 (15:24):
And I'm saying you don't. You don't get soft. That's
all we're talking about.
Speaker 4 (15:28):
Were talking about understanding the business of leading the child
to think.
Speaker 5 (15:32):
Through the experience of self and you so they can
build reflection.
Speaker 4 (15:37):
And that's the signs of care because if you get
into the brain, then that's forward feed. So whenever they
see you, that forward feed is sent first, that's what
it's our brain talks.
Speaker 2 (15:48):
I love that if every parent, teacher, or a leader
took one lesson from your book, what's the single message
you want echoing in their minds from.
Speaker 5 (15:59):
The brain is not the body. The brain is the body.
Speaker 4 (16:05):
The brain is the body because the mind is a
product of the brain. So in the literature it talks
about the mind, and in school they say they deal
with the child's mind. No, you have to deal with
child's brain because the mind is the problem. The mind
is the train state. So if the kids in crazy,
they have a trained way of responding or reacting because
(16:29):
there's no thought in it because the static sometimes out.
A professional leader dealing with someone understand that if you
deal with their body, it's physical. That's why they're attacked
because there was nothing there but a mine or a
mon or. You were dealing with physics. But if you
work to the brain, they got to process that experience.
(16:50):
And on top of that, your brain is processing how
you are going to respond, So you're already aware that
what you're saying may add to aggravate, but your brains
can leading the body, so you are ready. You don't
soft enough. That's what I tell parents you don't get soft.
The brain takes over and.
Speaker 5 (17:11):
Insight. That forward feeds reflections insight. It is the memory,
the emotion moving through the.
Speaker 4 (17:19):
Sense path to the receiver that has a process and
the thought and reflection and insight.
Speaker 5 (17:24):
So that reflection is the collective.
Speaker 4 (17:28):
Of the synthesis of brain body sense events. So that
forward feed is the insight. That's the brains way of
solving the problem. You have to work through us. Why
I say that you let the kids act out because
you're developing the way you're going to respond by processing
that information.
Speaker 5 (17:46):
And then you see the emotion, you see what's in it.
Speaker 4 (17:49):
And if you read the book, I'm telling you that
you can look at the body because the body is
the brain. The brain is the body. And so you
get an unders what type of information flow is coming
to you? Is it emotion you just thought in it?
Is there any consequential learning going on?
Speaker 5 (18:10):
No? Health wise, that's what you want to know.
Speaker 4 (18:12):
If your kid cannot reflect, if your employees cannot reflect
on what they've done the experience, that's a mental health issue.
That means during a crisis, because they cannot transfer or
recognize your physics or someone else's physics can transfer that
to the brain and process the fact that they are
(18:32):
not above the rules. So then the consequential components are
absent because there's no forward.
Speaker 5 (18:42):
Feed coming through. There's a break, and the break is
between you. Like I said, the.
Speaker 4 (18:46):
Sense path, the neural system or sense of feel. That's
what I talk a boy in the book.
Speaker 5 (18:51):
So you can measure it if they feel you.
Speaker 4 (18:54):
They're transferring the experience because you sense to feel to
focus the brain.
Speaker 5 (19:00):
Even for the interview, when I was off track, I
had the sense to feel the experience.
Speaker 4 (19:05):
Of being off track to work through it, not in motion,
but real brain work to figure out the problems.
Speaker 5 (19:12):
My brain solving the problem. Let's do this, Let's do this.
That's what we're talked about.
Speaker 4 (19:17):
Leadership is about learning how to lead people not unaware
of the fact that they need that leadership in order
to feel in the function at the highest quality level
possible for them to perform whatever activity they're involved in.
Speaker 5 (19:35):
That predicts type absolutely.
Speaker 2 (19:37):
And where can our listeners get a copy of Human
Systems Science and the Best Interests of the childs of
a child's mental health and self awareness.
Speaker 4 (19:46):
I say my Amazon page because it has all my
books listen there, Amazon, Bonds, and Noble, wherever you get
your books, it's available, but I would say Amazon because
Amazon as all of my books still listed. Right now,
we have ads going on Google, so you can go
to Google.
Speaker 5 (20:07):
You Christopher K. Slaton to doctor Stayton.
Speaker 4 (20:10):
Live, and it'll come right up and you'll see the
book there along with some of my other work.
Speaker 5 (20:14):
There.
Speaker 4 (20:15):
You also have access to my YouTube channel and my
podcast as well.
Speaker 2 (20:21):
Absolutely all right, listeners, we will include links to Amazon
and all the other links that he mentioned so you
can connect and learn more. Today, Doctor Christopher K. Slayton
opened our eyes to the living system of brain, body,
and senses, and in this book explores why children's mental
health begins with how we talk to the brain itself.
(20:42):
It covers the origin of human systems science, the inspiration
drawn from his son, the importance of self awareness, and
the future of education and family leadership. Doctor Slating, your
work is both scientific and deeply human, offering tools that
we all need to further develop our next generations. And
(21:03):
listeners get your copy of Human Systems Science and the
Best Interest of a Child's mental health and self awareness.
Follow doctor Slayton's journey and join the Brain Talk Revolution.
Make sure you subscribe to Vigilantes Radio Live, leave us
a rating and share this episode with someone.
Speaker 5 (21:20):
Who may need to hear it.
Speaker 2 (21:22):
You can fuel our mission over it by me at
coffee dot com, Forward slash Vigilantes Radio and until next time,
talk to the Brain. Thank you so much, doctor Slaty.
Speaker 5 (21:33):
Thank you.
Speaker 4 (21:33):
I appreciate it. Thank you for being so patient with me.
I appreciate it. It's wonderful urience. Thanks Serin.
Speaker 2 (21:39):
Take care of having wonder for Saturday YouTube.
Speaker 5 (21:41):
Appreciate it, fat Thank you.
Speaker 6 (21:43):
Peace to all. My name is Deni and I am
the host of Vigilantes Radio Live. I think that we
are beyond just asking cool questions and getting cool respect.
I think that we are here as creatives to provide
(22:05):
an example that you can do things different outside of expectations,
because some of us simply were not born into the club.
But there is perhaps a door window or backgate that
we can leave a clue for you to get into.
(22:25):
Life is short, but there are plenty of moments to
try and get it right. Pursuing your dreams and learning
from mistakes may be tough, but regret it's tougher to
book your interview email us at v radio at only
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(22:49):
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Speaker 1 (23:20):
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