Handbook for Raising

Healthy Black Children

(Infants to Teenagers)
A Comprehensive Holistic Guide for:
Parenting Skills and Problems and Solutions
Controlling Teenagers
Healthy Diets, Snacks and Recipes
Behavior and Learning Problems and Solutions
Growth and Development
African Centered Education
Personality and Emotional Issues and Answers
Discipline
Children’s Diseases and Natural Remedies
What To Do When All Else Fails
Adulthood, Childhood and Parenthood Issues
Single Parent Skills
Children’s Sexual Issues
And Much Much More

Llaila O. Afrika
 Handbook for Raising Healthy Black Children
Copyright © 2009 by Llaila Afrika

All rights reserved. No part of this publication may be reproduced

or distributed in any form or by any means without the prior
written permission of Seaburn Publishing Group.

For more information contact:

Seaburn Publishing Group
P.O. Box 2085
Long Island City, N.Y. 11102

Graphic Art by Donald Oscar Harris

Library of Congress Cat. Num.‐in‐Publication Data

2009 Afrika, Llaila

ISBN 1-59232-187-9 (paperback)

PRINTED IN THE UNITED STATES OF AMERICA

OTHER BOOKS BY THE AUTHOR:

African Holistic Health

The Gullah (History Book)
Melanin: What Makes Black People Black
Nutricide (Nutritional Destruction of the Black Race)
Medical Drugs That DO NOT work
Dictionary of Vitamins and Minerals from A to Z
TABLE OF CONTENTS

INTRODUCTION
FOREWORD
CHAPTER 1 CULTURE
MAAT
PSYCHOMOTOR DEVELOPMENT
THE PRACTICE OF MAAT
PRINCIPLES OF MAAT
CULTURAL VIRTUES
ETHICS, MORALS AND PRINCIPLES FOR LIVING
BLACK FOLKS AND THOUGHTS
LEVELS OF CONSCIOUS AWARENESS
BLACK CULTURAL ELEMENTS
WHITE SUPREMACY AND PARENTING
ROUTINES (RITUALS AND CEREMONIES)
REPEAT IT, DON’T CHANGE IT – RITUALS
CHAPTER 2 INFANT TO TODDLERHOOD LEARNING
THE PROCESS OF LEARNING
INFANT LEARNING AND PROBLEM SOLVING ABILITY
STAGES OF INFANCY/TODDLERHOOD LEARNING ACTIVITIES
MONTH BY MONTH BABY ACTIVITY AND PARENTING
THE CHILD AND HEALTH
PREGNANCY AND HEALTH
CHILD IN WOMB
BIRTH HISTORY

CHAPTER 3 DO’S AND DON’TS AND PARENTING

PARENTAL TYPES
BASIC PARENTING FUNDAMENTALS
REWARDS AND PUNISHMENTS
PARENTING METHODS
CONFRONTATION TOOLS
PERSONALITIES
GENDER IN MALE/FEMALE COMMUNICATION
FEMALES
MALES
LEARNING TYPES
HOW TO TALK TO THE CHILD
PARENTING SKILLS
PARENTING SETBACKS
MYTHS AND FACTS ABOUT SETBACKS
PARENT/CHILD STRESSORS
STRESS WARNINGS
TENSION AND RELAXATION FOR STRESS
RELAXATION TECHNIQUES
STRESS AND ENERGY OUTLETS
SENSORY EXERCISE FOR STRESS
CALMNESS GOAL
TEACHING HOW TO LEARN A LEARNING TASK
COMMUNICATING A TASK
TEACHING TIME
READING IS TAUGHT
SHOPPING IS TAUGHT
SHOPPING
TEACHING SELF-DRESSING
MAKE DRESSING EASY
TEACHING CHORES
TYPES OF CHORES FOR TODDLERS
CHORES FOR TODDLERS
CONVERSATION SKILLS
IMPROVE THE CHILD’S INTELLIGENCE
FORGIVING
COPING WITH DEATH STYLES
SUICIDE
TEEN SUICIDE
SHAME AND SUICIDE
DAILY AFFIRMATIONS
DON’TS FOR CHILD RAISING
DO’S FOR MOTHER/CHILD INTERACTIONS
PARENT’S DO’S AND DON’TS BEHAVIORS
TALKING ABOUT FATHERS DO’S AND DON’TS
MOTHERING DAUGHTER DO’S AND DON’TS
PARENTING BOYS DO’S AND DON’TS
PARENTING TEENS DO’S AND DON’TS
PUBLIC SCHOOL DO’S
SINGLE PARENT FAMILIES DO’S
ROUGH CHILDREN DO’S
NAKED PARENTS DO’S
NAKED CHILD DO’S
SEEN HAVING SEX DO’S AND DON’TS
CHILDREN AND GENITALS DO’S
TALENTED CHILDREN DO’S AND DON’TS

CHAPTER 4 BEHAVIOR AND CONSEQUENCE

BEHAVIORAL TRAITS
BEHAVIORS
BEHAVIOR AND CONSEQUENCES
REINFORCEMENTS AND BEHAVIORS
POSITIVE SELF-BEHAVIORS OF CHILDREN
NEGATIVE SELF-BEHAVIORS OF CHILDREN
CHILDREN’S BEHAVIORS
BEHAVIOR ACTION/REACTION
BEHAVIOR IDENTIFIER CHART
BEHAVIORAL PROBLEMS AND DIET
TAHOMA COUNTY PROBATION PROGRAM
DIET AND BEHAVIOR
BEHAVIORAL PROBLEMS, LEAD AND CRIMINALITY
CHAPTER 5 SCHOOL
KWANZAA PRINCIPLES IN THE CLASSROOM
CLASSROOM EDUCATION VS. TRAINING
LEARNING CONCEPT
NON-AFRICAN AND AFRICAN CULTURAL CLASSROOM
AFRICANS AND AFRICANS IN AMERICAN HISTORY ACTIVITIES
CAREER DEVELOPMENT
COMMUNITY INVOLVEMENT
PHYSICAL DEVELOPMENT
ECONOMICS
POLITICS
FUNERAL
HIGH AND LOW ACHIEVERS
SCHOOL MODELS COMPARISON
PRESCHOOL GUIDELINES
CHAPTER 6 LEARNING
LEARNING TYPES
HOW TO USE LEARNING TYPE CHARTS
LEARNING TYPES IN TODDLERHOOD
(INFANT TO 13 MONTHS)
LEARNING TYPE FOR TODDLERS
(13 MONTHS TO 3 YEARS OLD)
LEARNING TYPES IN PRESCHOOL
(3 TO 5 YEARS OF AGE)
LEARNING TYPES FOR KINDERGARTNERS
(5 TO 6 YEARS OLD)
LEARNING TYPE FOR 1ST GRADERS
(6 TO 7 YEARS OLD)
LEARNING TYPE FOR 4TH GRADERS
(9 TO 10 YEARS OLD)
LEARNING TYPES FOR 8TH GRADERS
(AGES 13 TO 14 YEARS OLD)
PARENT LEARNING TYPES
CHAPTER 7 BEHAVIOR
ADHD
(ATTENTION DEFICIT HYPERACTIVITY DISORDER OR
CHILDHOOD SENILITY)
ADHD DRUGS
ADHD NATURAL SUPPLEMENTS
HYPERACTIVITY HERBS
ATTENTION DEFICIT HERBS
HYPERACTIVITY HORMONE SUPPLEMENT
ATTENTION DEFICIT HORMONE SUPPLEMENT
ATTENTION DEFICIT GAMES
(INCREASES ATTENTION)
OTHER GAMES
ATTENTION DEFICIT HYPERACTIVE REPORT CARD
(PAID ATTENTION, STAY ON TASK GRADE)
SOCIALLY CAUSED DISEASES
TYPES OF SICK CHILDREN
THE CHEMICALLY ALTERED CHILD
SUGAR BEHAVIOR PROBLEM
FOODS WITH ADDED SUGAR
DYSFUNCTIONALITY IS NO SECRET
DYSFUNCTIONALITY INDICATORS
DYSFUNCTIONALITY THROUGH A CHILD’S EYES
CONTROL
OUTCOME BASED EDUCATION
OBE HISTORY
AFFIRMATION TO RESIST OBE
SCHOOL SHOOTINGS
PSYCHIATRIC INSTITUTE OR BEHAVIOR MODIFICATION

CHAPTER 8 EMOTIONS, DISTORTED THINKING, ANGER

EMOTIONS
EMOTIONAL FACES
OTHER PEOPLE’S EMOTIONS
EMOTIONAL COMFORT
EMOTIONAL CYCLES CALENDAR
DIRECTIONS FOR EMOTIONAL CYCLES
OVULATION CYCLE USING TEMPERATURE
BOYS AND EMOTIONS
GIRLS, INTELLECT AND EMOTIONS
DISTORTED THINKING TYPES
DISTORTED THOUGHT ELIMINATION
ANGRY CHILDREN/ANGRY FAMILIES
ANGRY FAMILIES – ANGER IS NORMAL
ANGER PREVENTION DO’S AND DON’TS
CONTROL YOUR ANGER
WATCH YOUR ANGER

CHAPTER 9 PROBLEMS AND SOLUTIONS

NOW
GIRLS – DO FOR SELF
THUMB SUCKING AND WEANING
THUMB SUCKING
WEANING FROM BREAST MILK
WEANING FROM THE BOTTLE
DON’T WANT THE CUP
PACIFIER USE
TANTRUMS
TANTRUM CAUSES
TANTRUMS IN PUBLIC
TOYS
PLAY AREA
PLAYMATE VISITS
SHARING
WON’T TAKE TURNS (SHARING)
GUNS
TOM BOYS (BOYISH GIRLS) AND GENTLE BOYS (GIRLIE)
AGGRESSIVENESS
INTERRUPTING CONVERSATIONS
INTERRUPTING PHONE CONVERSATIONS
TELEVISION (VISUAL MEDIAS)
DISCIPLINE
TOILET LEARNING (TRAINING), DIAPERS,
POTTY AND ACCIDENTS
CHAPTER 10 FOOD
FOODS
BABY FOOD
RECIPES
FAST FOOD RESTAURANTS
RECIPES
FINGER FOODS
FINGER FOODS NOT RECOMMENDED FOR BABIES
YOUNGER THAN TWELVE TO EIGHTEEN MONTHS OLD
SNACKS
BREAD, MUFFINS AND ETC.
SYRUP AND SAUCES
COOKED FRUIT
COOKIES
PIES AND PIECRUST
MENU
SAMPLE BREAKFAST MENUS
SAMPLE LUNCH MENUS
DINNER MENUS

CHAPTER 11 HEALTH, DISEASES, REMEDIES

DISEASE CHARTS
DIAPER RASHES
SLEEPING DISORDER
FEVERS
EYESIGHT PROBLEMS
APPENDICITIS SYMPTOMS
BOWEL MOVEMENT
HEARING PROBLEMS
CHOKING
GENITAL PROBLEMS AND BOYS
VACCINATIONS/IMMUNIZATIONS
CHAPTER 12 ONCE UPON A TIME
HARMFUL EFFECTS OF WHITE FAIRY TALES ON BLACK
CHILDREN
CHAPTER 13 HEALTHY BONDING
HEALTHY BONDING
BONDING REPAIR REMEDIES
REMEDY AND PREVENTION LIST
BONDING DISEASE SYMPTOMS
DEGENERATIVE BOND DAMAGED PERSON
AFRICAN FAMILY RELATIONSHIP
ARE YOU NORMAL?
BIRTHING
STARCH AND CHILDREN
GROWTH AND DEVELOPMENT THROUGH A CHILD’S EYES
COMPUTER TRAINED DOGS = AFRICAN CHILDREN
WAKE UP, EAT BREAKFAST AND DIE
HEALTH FOOD AND SCHOOL CHILDREN
PSYCHIATRIC TERMS/MEANINGS
GREASE
DRUGGING AN UNBORN BABY
ULTRASOUND AND BABIES
PLAYGROUND OR DEATH GROUND
SOUND
SUGARS CAUSE DISEASE
SUGAR CRAVING REMEDY
MENTORS
CHAPTER 14 PARENTING CONSIDERATION
BONDING WITH YOUR CHILD
SEXUAL ABUSE AND RAPE
RELATIONSHIP AND EMOTIONS
THIS CHART INDICATES BEHAVIOR AND PROBLEMS CAUSED
BY TRIMESTER STRESS ON AN UNBORN CHILD.
BRAIN NOURISHMENT
MY CHILD DOES NOT UNDERSTAND ME
SUGGESTED READING
ABOUT THE AUTHOR
INDEX
 INTRODUCTION

The Black child is a product of the Black experience of oppression,

Slavery Trauma and White Domination belief system of White Supremacy.
Oppression creates and maintains nutritional, emotional, social and
psychological stressors. This causes dysfunctional thoughts, emotions,
marriages, sex, feelings, behaviors and diets amongst an oppressed group and
its leaders. Despite the effect of dysfunctionality, the Black child and parent
must be healthy and functional by using the principles of Maat/Kwanzaa and
African-centeredness. This will provide the child with the ability to achieve
their highest level of humanism. This book uses step-by-step methods and
practical applications and solutions that will provide the basic tools needed
for African-centered parenting. The current Black parenting skills and lack
of skills are based upon the child raising concepts and theories of Caucasian
culture. These skills and lack of skills are a mixture of the techniques used to
raise slave children. Black parents using Caucasian techniques raised
children that became parents that passed on these techniques from generation
to generation (hereditary). These hereditary methods of parenting have to be
refined, re-evaluated and transformed into parenting relevant for the Black
child.

The Black child has a different experience and culture from a White
child. White oppression makes the adult, child, community, continent,
education, human and natural resources directly and indirectly controlled by
Caucasians, Asians and Hispanics. Therefore, the Black child and parents
relationship has to function with a focus of creating social, educational,
political and economic control over their destiny. This makes the Black child
a cultural technology that is needed for creating a future without Caucasian,
Asian and/or Hispanic oppression. Black parenting has to be commensurate
and consistent with this objective.

The Slave Master’s indoctrination (seasoning) caused the Black child

and parent to be concrete thinkers and practical workers. In other words, they
were taught to see cotton and pick cotton. The colonized and/or enslaved
child/parent was not taught to be conceptual, analytical, political, self-
sufficient or how to own and control their human and natural resources. In
other words, the child was taught how to look for a job and not taught to look
for an opportunity. Blacks were taught to be very skilled on the job market
(i.e. auction block) in order to get paid more money (sold at a higher price),
and taught to want to be an entertainer (i.e. actor, athlete, comedian, etc.) and
not to own the entertainment industry, taught to own an automobile instead of
owning an automobile factory, taught to own a diamond ring instead of a
diamond mine, taught to spend their money with White businesses instead of
Black businesses, etc. The Black child continues to be disciplined (seasonin)
in the same manner as the slave child. The child is forced to follow
Caucasian’s cultural rituals, ceremonies, holidays, educational systems and
rules of conduct and punishment. The slave child was beaten verbally and
emotionally, sexually abused and disciplined by their slave parents and slave
master in order to make them a better slave.

The purpose of disciplining the Black child is to help them to know their
purpose for living, what they need to do to achieve their purpose, how to
evaluate progress and what tools they need to achieve their purpose.
Parenting must give the child an undistorted theoretical, rational, spiritual,
military, analytical, creative, political and economic foundation.

When the parent during their childhood was raised without a holistic
African-centered context, their parenting can be distorted, flawed or
dysfunctional. Ideally, Black parents should have been raised with natural
foods and Rites of Passage (training) for adulthood and marriage. The
parents should have viewed their mate as a sexual compliment (not an
opposite sex), then married and then dated each other in order to learn and
become the type of person their mate could love.

The parents would have spiritualized their Regenerative and

Reproductive sexual intercourse by saying a prayer and/or doing a spiritual
ritual before having sex. During pregnancy, they abstained from sex and the
father mothers (nurtures) the mother, while the mother fathers (nurtures) the
father. This nurturing ritual is a part of the Parental Rites of Passage. The
birth of the child would be a non-hospitalized and a natural birth (i.e.
midwife) accompanied by a birth ceremony. The newborn would be placed
on the mother’s breast. The umbilical cord would be pulsating because it is
providing nourishment and oxygen while the newborn is making its
biological transition from living and breathing inside the uterus to living and
breathing outside the uterus. If the umbilical cord is cut before it stops
pulsating, it deprives the newborn of air and vital nutrients and causes sores
on the brain and bonding difficulties. The newborn would be breastfed (up to
3 years old). The parents would not have sex during the breastfeeding time
period. The newborn would not be circumcised because it is not needed for
hygiene; it is biologically unnecessary and emotionally and physically
traumatizes the male child. The child would be given its name at a naming
ceremony. The child would be raised on a natural unprocessed food diet and
raised in a home that was arranged using the African system (Pher Ankh =
House of Life) of decorating, furniture placement and arrangement. The
child would be raised without hearing or seeing pornographic type music
videos, sex dancing, rap sex songs, or exposed to cursing, violence, etc. If
the parents as children were not raised with the above social standards and
cultural focus, then they are flawed, culturally castrated, emotionally
damaged, nutritionally undernourished and are dysfunctional in an aspect of
their character logic, spirituality and personality. The Black parents must be
in the process of constantly working to overcome their dysfunctionality
caused by Slavery and/or Colonialism Trauma and oppression.

Oppression is created and maintained by Caucasians in order for them to

stay in power. Oppression requires that the Black victim be dysfunctional.
Oppression is spiritual, emotional, mental and physiological. It causes the
deterioration of immunity, sex organs, pancreas (diabetes, nerve damage) as
well as hyperactivity, hypertension, depression, high blood pressure, self-
hatred, race hatred, addiction, etc. As long as the Black race allows itself to
be oppressed, it will be dysfunctional, have dysfunctional parents and
dysfunctional children. Therefore, a different type of parenting is required
for the Black child and parent to heal and overcome the dysfunctional ties.
Caucasian culture’s Parenting and Marriage Institution are in trouble (high
divorce, suicide and runaway children, domestic violence, etc). Blacks that
use Caucasian Parenting Skills are entering a house (institution) that is on
fire. They cannot be a good parent and culture-less (African culture). The
Black parent must create an African-centered mindset for the child and a
cultural environment that will give the child the cultural program needed to
access their intelligence and solve the race’s problems. The parenting
information in this book is designed to heal the parenting skills and define
skills with a culturally relevant focus.

Parenting is a sacred privilege granted to adults. It is essentially a way

to serve God and the principles of Maat and Kwanzaa. The parent’s
thoughts, feelings, subconscious, words, actions, behaviors, moods and
parenting with the child must meet the standards of God, and the Principles
of Maat and Kwanzaa. If the parent’s behavior around the child and with the
child does not meet these standards, then the parent must stop that behavior
or behaviors. Parenting must serve the positive needs of our race and
culture. Being a good parent requires holistic skills that bring joy to the
child. This book is a celebration of the joy and happiness which is the child’s
God given right (divine).
 FOREWORD
This book summarizes and briefly addresses many of the issues facing Black
parents about the growth, development, education, diet and health of the
Black child. I used as many charts as possible and tried to communicate
information without wordiness and medical, social and science jargon. I did
not go in depth about the psychological and cultural uniqueness of the Black
child because there are already many books on this subject. My concern in
this book is to provide the basic knowledge that a parent needs to raise a child
and the parenting skills required. This book is a response to the many
questions I was asked on the subject of how to parent and the best way to
handle various parent/child issues and problems that arise. In researching
this book, I read misinformation and dysinformation about children. To be
frank with you, most of the child raising literature was and is junk, with a lot
of cosmetic research and statistics to back it up.

I truly hope that this book will provide you with a better emotional, spiritual
and physical (holistic) understanding of the process of raising a child. It
takes a village to raise a child and a village to be a parent. This book is just
one voice in the village to help you.

I wrote this book as a guide so that you would gain a greater understanding,
awareness and clarity on the subject of child rearing and the parenting
process. It is a “how to” book (i.e. how to be a parent book). Whether you
are a birth parent or not, you still need parenting skills. Each adult has to
parent their friends, family or other people’s children. Therefore, this book
can be used by any adult or teenager that must supervise or baby sit children,
or have social contact with children. Additionally, this book can help you to
better understand your childhood and the parenting (or lack of) that has
shaped your emotions, intellect and spirituality as well as your behavior and
the strengths and weaknesses of your personality. It is an old saying that
sums up parents’ negative and/or positive influences on their child – “an
apple (child) does not fall far from a tree “(parent’s influence).”
I am most grateful for the final edit of this book done by My Soulmate
Melanie Stevenson.
 CHAPTER 1 CULTURE
“It’s better to build strong, healthy children than repair a broken, dysfunctional man (adult).”
Frederick Douglas
 MAAT
Maat is an African Kemetic (Egyptian) word, which means Balance,
Harmony, Justice, Propriety, Order, Reciprocity and Truth. Maat is the focus
of African culture, conversations, sex, actions, behaviors, marriages,
spirituality, feelings, thoughts and raising of the Black child.

The main principles of Maat are control of action and thought, faith in the
ability to be taught through understanding, truth and acting in truth; having
the ability to know the real from the unreal, knowing right from wrong, being
devoted to your life’s purpose and freedom from resentment under White
Domination use of White Supremacy, freedom from feelings that my race has
made a mistake and caused their persecution.

Maat governs the parent and child relationship. The culture uses Kwanzaa
principles and Maat as the center of the Eternal Relationship. Kwanzaa
principles of Umoja (Unity), Kujchagulia (Self-Determination), Ujima
(Collective Work and Responsibility), Ujamaa (Cooperative Economics), Nia
(Purpose), Kuumba (Creativity) and Imani (Faith) are part of Maat and helps
to put Maat into action. Kwanzaa principles are the center of African
relationships.
 The Black child is an eternal technology of the African culture. The
African culture is centered on Maat and the struggle to destroy White
Supremacy. History has proven that Black folks cannot peacefully co-exist,
compromise, integrate or multiculturally get rid of White Supremacy. The
Black child must be raised to solve Black social and economic problems as
well as understand White Supremacy. The Black child has a different culture
and different social needs and educational objectives than White children.
Black children require different techniques and styles for being raised. They
have the fastest growth and development of all the races. The Psychomotor
Development Chart comparison is a brief example of the differences between
Black and White children:
 PSYCHOMOTOR DEVELOPMENT
Activity Black Child White Child
Can Do At Can Do At
Can hold self-upright 5 months 6 months
Take round blocks out its hole 5 months 11 months
in the form board
Climb the steps alone 11 months 15 months
Draw up into sitting position 9 hours 1-½ months
can prevent self from falling
backwards
Stand up against mirror 5 months 9 months
Can support self in sitting 7 weeks 5 months
position and watch reflection
in mirror
Can look you in the face with 2 days 2 months
head held firmly
 THE PRACTICE OF MAAT
A life of practicing Maat means using the Maat Principles of Justice, Order,
Truth, Balance, Harmony, Reciprocity and Propriety. When Black people
practice Maat, they are able to answer The Creator when asked 42 questions.
They can declare themselves innocent and say the 42 Declarations of
Innocence as follows:

1. I will not do wrong

2. I will not take what does not belong to me
3. I will not use violence to help the Caucasians or to do wrong.
4. I will not kill to do wrong for the Caucasians or myself.
5. I will not be unjust.
6. I will not deliberately cause pain.
7. I will not dishonor places of my Ancestors (home, business, history).
8. I will not lie.
9. I will not misuse money, food, others, time or the community.
10. I will not use words to harm others or talk behind others back
(gossip).
11. I will not commit perverted sex.
12. I will not deliberately do things to harm others.
13. I will not do things that I will regret.
14. I will not use aggression to do wrong or help the Caucasians.
15. I will not act deceitfully.
16. I will not ignore or waste the wisdom and positive contributions the
Ancestors have given.
17. I will not enter into a conspiracy against love ones, the innocent or
my race.
18. I will not give positive support to help others do wrong.
19. I will not be wrathful or angry except for just because.
20. I will not condone or positively supported others in adultery
21. I will not pollute myself (junk foods, drugs, alcohol, marijuana).
22. I have not caused terror.
23. I will not pollute the Earth.
24. I will not speak in anger in order to hurt others.
25. I will not disobey what is right and truthful.
26. I will not utter curses except against evil.
27. I will not start a quarrel.
28. I will not deliberately act out of control or in contentions to hurt
others.
29. I will not prejudice.
30. I will not be an eavesdropper.
31. I will not speak in order to make wrong behavior seem good or speak
without control.
32. I will not dishonor my Ancestors or lie about them.
33. I will not waste my spirituality.
34. I will not do evil.
35. I will not be arrogant.
36. I will not blaspheme The Creator.
37. I will not commit fraud.
38. I will not disrespect religious activities.
39. I will not steal a living or dead Ancestors money or valuables.
40. I will not mistreat children.
41. I will not commit adultery.
42. I will not mistreat Nature (soil, water, plants, animals, etc.).
 PRINCIPLES OF MAAT
1) Control of the quality of thought and not allow negative
thoughts to manipulate behavior.
2) Control of action and behaviors. My actions are motivated by
correct principles.
3) Devotion to one’s purpose by using talents and weaknesses for
positive results.
4) Faith in the wisdom of our Ancestors and African centered
teachers to guide us towards truth.
5) Having faithful confidence and an understanding that discipline
and perseverance allows us to accomplish goals.
6) Faith in one’s ability to use the knowledge of our teachers in a
positive direction.
7) I use my emotions in a positive manner instead of letting anger
and/or resentment use me in a negative manner.
8) I control my emotions instead of allowing my emotions to
manipulate or confine me into resentment.
9) I allow the morals and ethics of my culture to determine right
and wrong instead of the arbitrary situational logic of Caucasians.
10) I know what has Maat spiritual value in my life and what is real
versus what is unreal.
 CULTURAL VIRTUES
ETHICS, MORALS AND PRINCIPLES FOR LIVING
The philosophy, morality, spirituality and ethics that Africans use to
understand themselves, relate to each other and their culture and nature is
their worldview (Cosmology). This Cosmology sees the original substance
that God and people are made from as the eternity of infinity. Infinity exist
in a person’s life if they live according to the principles of Maat. The
purpose of marriage, eating, talking, sex, happiness, children or work is to
serve Maat. Maat unified all African groups as one African people and you
will see Maat often in the Cultural Virtues ( Ethics, Morals and Principles for
Living). These virtues phrases can be used as prayers, affirmations, songs or
as a rap. Some phrases can be recited everyday or a portion of the virtues can
be read daily. The virtues can be used to teach. You can say them when you
are stressed or use them to relax. Be creative with them. The virtues
incorporate the principles of the Egyptian Book of the Dead, Kwanzaa, Maat
and the Zulu principles.

I;
I am;
I am alive;
I am conscious and aware of God’s consciousness in me.
I am unique because God is the ultimate uniqueness.
I am who I say I am; I am an attribute of God.
I forever evolve inwardly and outwardly and grow as I face life’s
challenges.
I am the face of humanity;
The face of humanity is my face.
I meditate upon the Godliness in me.
I perceive; that which I perceive is God’s consciousness in me.
God’s consciousness is a never ending or beginning value.
Value is eternal consciousness of God.
Consciousness is that in which all things have their origins;
It does not change; it exits from eternity to eternity because it belongs to
God.
It is an infinite unity of unities.
It is forever evolving to its highest good because God is the highest good.
It is a part of God.
It is God.
The value of a Godly life may take many forms;
Each form is a total form of God;
Each form of God evolves to other forms of God.
The cosmic order is an indefinite total of forms and an eternal form of
life.
I am a life of God. I am a person.
I am infinite reality. I am a consciousness of God.
The infinity is a unity; it cannot be destroyed;
I am united with God and a unity of God.
I cannot be destroyed.
The infinity and I are inseparable;
I cannot exist outside of the infinity of God.
For, there is no outside of God.
Everything is inside the infinity of God.
Reality is the infinity of God.
It is a Whole;
It cannot be other than Whole; without me it cannot be Whole;
Nothing can be added to or subtracted from the Whole.
I cannot be separated or subtracted from God.
The infinity of God is alive.
There is no death within it;
There is life and perpetual consciousness and universal reality.
That which is alive has purpose;
Purpose is destiny;
I entered the earth to create Maat out of my life.
I recognize my person as a Light of God.
I pay homage to the Light;
The Light will prevail,
For I know I shall prevail,
For I am who I say I am;
No falsehood or negative force in life will conquer me.
I do unto others as God would do unto others.
I am God’s constant;
A universal constant;
I am cosmic constant.
I descended from God;
And ascend to God;
Appearing in physical form follows laws;
God’s laws make things appear;
Appearing is an attribute of God;
To appear is to follow God’s laws.
I exist because of the Law of Appearing.
I am perpetual evolution.
My destiny is to reach my highest good.
I am an evolving attribute and value of God.
Maat is my staff (cane, scepter);
To know it is the challenge of being human;
Forever to discover it is the promise of being human.
Perfection is the continuing response to the ever moving and evolving
life of Maat.
The unreal, falsehoods and negative actions and thoughts will not distort
my life.
The unreal cannot sway or entice me.
I listen to the voice of Maat in me.
It tells me I am guided.
It tells me I am protected.
I walk in the shadow of the Maat principles of righteousness, justice,
harmony, truth, order, reciprocity, propriety and balance.
Maat is my eternity and rebirth.
I do not apologize for being human.
I walk in humility in the presence of God.
I worship and respect God’s gift of life.
I worship no man, woman, ritual, ceremony, spirit, oracle or religion
except God in my person.
I only worship God. Maat is a manifestation of God.
Maat is real.
The Maat person has compassion, wisdom and higher truths to guide
them.
Crutches and excuses for not following Maat are ignorance.
Maat is the trustee of my estate; I am the master.
I grow in understanding.
I outgrow the need for crutches and excuses; I stand on my feet;
I march into the future with Maat as my guide.
Nothing can strike terror into my heart,
For I am an infinite consciousness of God.
I can count my limitations, weaknesses, strengths, ignorance and
intelligence;
Maat teaches me how to count them.
To know them is to know my personality.
My personality is a genetic expression of Maat
My mother is all women; all women are my mother.
I honor and respect all women;
I cry out to them; arise, mothers of Maat!
Lead your children on a safe journey to a better future!
To all men I say: Arise, fathers of Maat!
Create the world in which it will be no White Supremacy or wrongs to
harm your children!
For all I desire is to realize the promise of being human as defined by
Maat.
Good and evil are related;
Either translates Maat into action.
Virtue is knowledge and practice of Maat;
Vice is ignorance of Maat.
To know Maat is the glory of being human;
It is a living reality;
Perpetually to be responsible is being conscious of Maat in your daily
life.
I have all I need forever to be responsible,
For I am the source of all meaning, all value and all authority because I
am God’s source and God is my source.
I build Maat in me in order to worship the person God has made me.
What I conceive; I believe;
What I believe; I can achieve.
That which I achieve is a manifestation of God.
That which I believe is God.
God is an unchanging part of me;
God is my eternal consciousness;
To conceive or believe is to create Godliness.
Godliness is the perpetual evolution of Maat.
That which is freely asked or freely given is love cradled in Maat.
Imposed love is a crime against Maat.
I am sovereign of my life;
My neighbor is sovereign of his or her life;
My culture is a collective sovereignty.
My culture exists to ensure that my race and I realize Maat and reach our
highest level of being human.
I have no right to anything I deny my brothers and sisters.
I am all; all are me.
I come from eternity;
The present is a moment in eternity;
I belong to the past, present and future.
I can commit no greater crime than to frustrate my neighbor’s attempt to
practice Maat.
All of my brothers and sisters practicing Maat is our guarantee of
survival.
I define myself in what I do to my brothers and sisters.
No race has any right to prescribe destiny for African peoples.
No one can challenge Maat and win;
I am not afraid of seizing my freedom;
I know my way to eternity;
My mind is capable of giving solutions to problems.
The Eternal Person is Universal Man, Universal Woman and Universal
Child within the Universal God.
I am a Universal Constant; I am a Cosmic Constant.
I am All in One; I am One-in-All because I am a child of the All in All
God.
I am the circle, which encompasses infinity;
I am the point that is the beginning of the circle;
I am the value behind the circle.
I am an attribute of God, the knower of all probabilities, possibilities and
all that is seen and unseen.
There is nothing I cannot know;
There is no force of White Domination and White Supremacy that I
cannot crush.
Nothing exists anywhere, which can destroy my ability to be free of
White Supremacy.
I am who I am;
I am not a creature; nothing can destroy me;
I am the self-evolving value of God; I live forever and ever.
I am a self-defining value of God.
I am a person; a reality of God.
I am a genetic code; I am part of the universe and the universe is part of
me;
The ancestral genes in me have vital elements of Maat;
They are the center and core: the value of God;
The body; the aura, the Maat and Infinite Consciousness.
I am truth:
I sincerely use real facts and act upon them;
I am justice:
I use balanced righteousness;
I am propriety:
I have the quality of respecting others;
I am harmony:
I do not bring negative conflict to my relationship to others;
I am balance:
I regulate my words and deeds with equality;
I am reciprocity:
I mutually exchange and demand mutual exchange of others;
I am order:
I arrange my life so that it has regularity;
I am living Maat principles of truth, justice, propriety, harmony, balance,
reciprocity and order;
I am Maat!
Maat and God consciousness is the environment in which I exist.
I am a reality of God.
I am adequate; I have in me all I need to be the best I can be.
I reject actions and thoughts that are not Maat.
Whoever wishes me good,
Let that good go to them;
It is their reciprocity,
Whoever wishes me to achieve my highest good;
Let them achieve their highest good,
Whoever wishes that I should die,
Let his or her wish be his or her fate,
For I want nothing to which I have no right.
I am the servant of God.
My father and mother are the messengers of my ancestors;
My ancestors are humanity;
All I live for is to be the best that I can be.
I do not prescribe destiny for my brothers and sisters;
My brothers and sisters are myself in different guise;
Equals do not prescribe destiny for each other;
They hold conversations that center around Maat;
They oppose ideas that go against Maat.
Maat is the behavior of civilized people.
My ability to use Maat makes me a value of God;
It makes me wise when strong; and brave when weak.
There are no problems I cannot solve.
For I, the person am my own challenge.
Disease has no power over me when I know;
I determine my health; I am what I want to be;
I see good health and wellness as my destiny;
Life takes many routes;
The Light of God in the person guides the routes;
God leads us along safer routes to a better future.
I join my hand with the hands of my brothers and sisters;
This is my guarantee of reaching the future I desire;
With Maat, we march confidently and triumphantly into the future;
Maat harmonized my personality and enables me to see my goal clearly;
Every moment is a rebirth and resurrection of God in me;
My duty is to guide the rebirth with Maat;
I and I alone guide the rebirth.
I;
I am a unity made by God;
I live for unity (Umoja);
I am a collective work of God;
I am responsible to God;
I am collective work and responsibility (Ujima);
God determines my destiny.
I am self-determination (Kujachagulia) in the light of Maat.
I;
I am a cooperative and economic Blessing;
I live as a cooperative economic (Ujamaa) force;
I am a purpose (Nia);
I am a created creativity (Kuumba);
My Faith is in God.
I live in faith (Imani);
I live in proportion to the degree which I practice Maat;
Knowledge of Maat opens new dimensions of my Godliness;
I meditate upon Maat to discover more of Maat;
God is my key to life;
God is the enemy of people who block me from using Maat.
For God’s principles are in Maat.
I am born according to Maat;
I live, grow and die according to Maat;
My mother is Maat;
My father is Maat;
My relatives, neighbors, brothers and sisters are Maat;
We are all bound together by Maat;
My brothers and sisters are mankind;
Mankind is Maat;
Life separates and unites according to Maat;
Conflict is an aspect of Maat;
Conflict is a moment of being unconscious of Maat;
Problems arise due to the person failing to serve God.
Harmony and balance are the fulfillment of Maat;
Problems are an inadequate use of Maat;
The world is Maat;
Everything is Maat.
I am Maat.
Maat is my and my brothers and sisters will;
I am a value of God; I have all the power to be what I want to be;
There is glory in being human; in being a self-defining value of God.
I formed myself out of the consciousness of God;
My destiny is written by how well I use Maat;
I entered upon the earth as an act of the will of God.
I came to realize the promise of being a value of God.
To realize the glory of being human is only to use Maat to serve God.
To discover more satisfying dimensions of being a person; I must use
Maat.
I am not alone; I have never been alone;
I shall never be alone,
I exist because we exist;
We exist because I exist;
I am the village and the village is me;
I exist as a unity and the unity is me.
I am Father-Mother-Child of the unity,
I am the past, present and the future.
I have no beginning and no end;
I am the universe in which the Father and Mother merged to become Me.
I extend myself into the child.
The child’s genetic code is from the eternity of God.
I am the Eternal person that evolved from the Eternal God.
I outgrow the use of excuses and do not hide behind Ignorance;
I face the challenge of being the eternal child of God;
I use Maat to align the cells in my body;
I know each, by name;
I am self-knowledge without end because I am God’s knowledge realized
in a person;
That which I eat, drink, hear, touch, see, smell or learn becomes part of
Maat in me;
I walk in humility in the presence of Maat glorified in my brothers and
sisters;
I can afford to be humble; I am not afraid; I am adequate because Maat
makes me adequate.
I reject White Supremacy; it creates disorder in my personality;
I am the enemy of all White Supremacy, for White Supremacy is an
attempt to destroy Maat;
I am the egg in my mother’s womb;
I draw to myself that which I need to evolve;
Every moment of my life I evolve to higher levels of Maat,
For perpetual evolution of Maat is God’s destiny for me.
I am the person who extends themselves into my brothers and sisters path
of Maat;
The mind of my brothers and sisters understands and uses Maat;
They are my humanity; if and only if; they follow Maat;
Maat moves our humanity;
It is the face of the infinity, which sees itself.
For Infinite Consciousness of God knows itself in me;
It knows its nature;
It knows its destiny;
It has within itself everything that satisfies Maat;
It is itself;
It has races and colors because race and color are a design of God;
The human value of God must respond to life with Maat;
Behind each change in life is Maat;
Inadequately serving Maat causes changes, as well as adequately serving
Maat causes changes;
In each change is an aspect of Maat;
Maat is holistic.
Infinite consciousness is a unity of reality;
Life is a unity;
Maat is a unity;
So is Energy;
So are others, known and unknown, seen and unseen and incapable of
being seen;
Your destiny in life is to know your unity;
To understand your unity with God’s creations.
You move from eternity to eternity to understand them.
Your journey on earth is a never-ending journey of spirit.
Your destiny is to be spiritually uplifted by Maat.
You have all you need for your spiritual journey;
You move freely from your spiritual and human journey on the path of
Maat;
In everything you think and do, you define and describe yourself;
You demonstrate how well you use Maat to face challenges.
Maat is part of your spirit and consciousness.
It has an infinite number of aspects;
The aspects interact on each other;
The interactions produce thought and more Maat;
Maat interacting on itself in you creates thoughts;
You evolve your thoughts into actions of Maat;
You create your reality and life through your actions;
You evolve to life’s challenges by responding with Maat.
You and your brothers and sisters purpose are one with Maat;
Maat is placed within us and provides all we need;
To discover satisfying dimensions of being human;
To realize the promise of attaining your highest good.
You are living within God’s eternity;
So are your brothers and sisters;
We are witnesses of what we are;
We are living moments in the eternity of God.
I am a tiny attribute of God.
I am an element, a substance and an incarnation of God’s consciousness.
I am an incarnation of Maat;
I live in Maat; Maat lives in me;
It acts through me and fulfills itself through me.
When I know, Maat fulfills itself and God is in my destiny;
When I am ignorant, I disorganize Maat and fail to use Maat;
I create disharmonies in my personality;
I hurt my brothers and sisters;
I cause problems in the village;
I frustrate life’s purpose for my brothers and sisters.
I confuse others.
I live in terror of myself;
I plant terror into my brothers and sisters life;
I terrorize all African peoples;
I move our race in cycles of conflict to catastrophe;
I collapse in the ignorance I build;
I rot in the state of mind I created;
My brothers and sisters see I have failed the race;
They say that I fled from the challenge of life and did not use Maat;
I create my destiny in everything I do;
I and I alone know this destiny.
The challenge of being human is forever to use my Godliness to serve
Maat;
It is forever to understand my brothers and sisters journey of Maat;
Forever to reveal the power of God within me.
White Supremacy is the enemy of Maat;
It is the collective passive and active will of White people as a group to
be supreme;
To define and control my destiny and my race’s destiny with God.
White Domination and the belief of White Supremacy and White Racism
uses institutions, systems, politics, laws, chemicals, economics, food,
natural resources and military to stay in control of others.
It is disguised as democracy or freedom or peace;
White Supremacy uses freedom and peace to deny African peoples their
human rights.
Freedom is practicing your culture at all times and in all situations;
White Supremacy denies us our rights to our culture;
Freedom is Maat in action;
My actions are Maat.
White Supremacy denies Maat;
It denies my right to be an aspect of God;
It is the enemy of my human value;
It cannot defeat an African people organized by Maat and united with
God.
It cannot defeat me.
Perpetual evolution is the destiny of Consciousness;
Consciousness evolves in response to the challenge of the God force in
consciousness;
Maat regulates evolution;
It is an aspect of Consciousness;
It is the will of the Infinity;
It is your will; it explains everything, for everything follows the Laws of
God and there are no mysteries;
Mystery is ignorance of God and failure to be conscious of Maat.
Everything, everywhere, evolves according to God.
Maat is knowable;
You cannot violate Maat no matter what you do;
You incarnate Maat;
Everything you do translates into actions of Maat or your failure to use
Maat;
The processes of Maat are irreversible;
Ignorance is trying to make Maat over in order to serve your selfishness;
If you destroy Maat in you, it will cause the race to suffer;
It is a crime against the ancestors and God;
Maat can balance and harmonize all conflicts and contradictions.
Consciousness, Maat and you together are the eternity of God;
Nothing can separate Maat from God.
You live in the eternal Now.
You will forever live in God’s eternity;
It is your destiny;
It is how you achieve your highest level of humanism;
For, you are an attribute of God;
You are eternal.
Perpetual evolution to higher achievements of Maat is your destiny;
You evolve forever, in response to the challenges of life.
The light of God guides your path.
Your mind has many thoughts that live in Maat;
It comprehends all things;
It establishes the Maat principles of truth, justice, reciprocity, harmony,
propriety and balance;
It makes you feel Godly.
Your brothers and sisters have the same mind;
You understand all because it is all.
Your brothers and sisters and yourself originate from God;
You have the same life experience and a common destiny;
You are the obverse and reverse sides of one entity;
You are unchanging equals;
You are the faces, which see themselves in each other;
You are mutually fulfilling complements;
You are simultaneous attributes of God;
Their sorrows are your sorrows;
Their joy is your joy;
You are mutually fulfilled when you stand by each other in service of
Maat.
Your survival is their survival.
They are never beyond rehabilitation and saving;
They are not good or evil, the village is good or evil, and it is the
village’s failure to provide Maat;
Failure of the village to create Maat conditions for your brothers and
sisters survival makes them failures;
Maat is unchanging;
God is unchanging;
God is an unchanging part of you;
God is your Eternal Consciousness.
The culture provides the wisdom;
Wisdom provides awareness;
Awareness provides consciousness;
It is ultimately the village’s responsibility to provide Maat, so that you
can achieve your highest level of humanism;
You are the village; you must destroy all obstacles that obstruct Maat;
You are a self-defining value of Maat;
You are original matter;
You evolve from God.
God is, therefore you are;
You are, because God is;
God is, therefore I am;
I am because God is;
I am a unity with God;
Therefore I am;
I
 BLACK FOLKS AND THOUGHTS

PERSONALITY AND THOUGHT

Level of Personality Type Thought Process (This Personality
Thought thinks as below)
1. Stone I am everything
2. Resistance I don’t want to understand
3. Indifference I don’t have to understand
4. Hopelessness I am a puppet in ‘their hands’
5. Interest Maybe I could understand
6. Self-Satisfaction I understand everything
7. Seeker I wonder whether that’s right
8. Awareness I understand that I can’t
understand everything

LEVELS OF CONSCIOUS AWARENESS

Ancient African (Egyptian) Cosmology (Worldview) Construct and Levels of
Thought

Contemporary Name Ancient African Name Level of

Thought
The place we cannot think of The One 0
The last Human Level Judgment of Osiris 2
The Variable Levels Maat 3
Level 5 Level of Fire 4
Cultural Domain Guidance 5
Cultural Domain Residence Seknet Aaru 6
Level 4 Level of Hapi 7
Here-Now Guidance 8
Here-Now Residence The Tuat 9
Level 1 Male/Female Paths 10
Mundane World African (Kemet) 11

Correlation between African and Contemporary Levels of Thought

 BLACK CULTURAL ELEMENTS
Appearance - Skin complexion, hairstyle and facial
features based upon the White Race as being ideal.

Dress - Bright colors, colors are combined for spiritual

and visual reasons, flashy designs.

Food - Slave Food – “Soul Food”, spicy, fried foods,

starch centered diet, pork, adopts Caucasian scavenger food diet.

Knowledge - Lacks Military Logic, lacks understanding of

White Domination us of the belief of White Supremacy protected
by White Racism and supported by Asian and Hispanic Racism,
Slavery Trauma and Capitalism, tends to be emotionally attached
to knowledge or feels knowledge spiritually.

Learning Right and Left Brain harmony, rhythm learning,

rational, group

Style - Learning oriented.

Language - Ebonics “Rappin”, slang, oral and written

tradition, melodious and syncopated speech.

Music African harmonies and scales, soul, blues, jazz,

gospel, rap; uses polyrythms.
 WHITE SUPREMACY AND PARENTING
White Supremacy and White Racism has an impact on the parent and child.
It exists in all areas of Caucasian society and a basic understanding of it is
necessary in order to be an enlightened parent. White Supremacy is a
Caucasian group behavior and a conscious or subconscious belief that their
White race is superior to all colored races. When Caucasian culture is in
charge, rule, dominate or control directly (overtly) or indirectly (covertly) the
banks, militaries, medical industry, goods and services, news, fashion, human
and material resources, grants, television, movie and music industry, sports,
weapons, currency, farms, diet, politics of governments and industries, it is
called White Supremacy.

Black people are victims of White Supremacy when they are socially or
politically forced to use Caucasian civilization’s education curriculums,
certifications, licenses, diplomas, jobs, careers and professions or seek
Caucasian awards and recognition, celebrate Caucasian holidays, use
Caucasian rituals and ceremonies, use Caucasian religious books (i.e. Bible,
Koran) or in some way work for or serve the interest of Caucasian
civilization. When Caucasian society uses its police and/or military to
manipulate, threaten or force Black people and/or Black governments or
countries to follow Caucasian policies, standards, rules or decisions of what
is a terrorist or act of war, it is White Supremacy. White Racism is used to
exploit, criminalize, inferiorize and oppress Black people in order to
maintain, protect and create White Domination (white power). Black people
that cannot practice their culture at all times and in all situations are not free
and are victims of White Supremacy.
A = Black Dot (Melanin), Genetic code of Maat and ancestral
wisdom, spirit world

B = Birth, The birth of the child symbolized by the sunrise

C = Maturity, Bonding to Culture. Culture gives Maat

wisdom, wisdom gives awareness and Awareness gives consciousness

D = Death, Completion of life’s purpose, a complete cycle occurs

when the spirit leaves the Body and returns to the Spirit World. The cycle is
a never ending eternity of God.

During prenatal (fetus) growth, the child begins to learn language and
thought by what it hears, sees, touches and tastes. The baby feels the
pregnant mother’s emotions and spirituality. The baby reacts physically (has
movements) and mentally to each emotion, thought and spiritual response of
the mother. The prenatal life of the baby is connected to all its sensors (taste,
touch, hearing, vision) that send messages to ONE sense – the brain. The
brain interprets the sensors messages and labels its taste, touch, hearing or
vision. For example, when the mother is angry the amniotic fluids taste
changes, thickness changes (touch), the sounds coming through the fluid
changes and the visual field changes. Therefore, the baby can taste, touch,
feel and see emotions such as anger. This makes emotions and thoughts
holistic. The prenatal baby has a complimentary and/or synchronized
physical action for each action, thought and emotion of the mother. The baby
builds a neurological network, language and thought and emotional
vocabulary and is constantly learning. This is the baby’s first learning
process. The mother’s pregnancy and the birthing process shape the baby’s
emotions. Breastfeeding is a continuation of language and thought
development of the baby. The Prenatal, Fetus, Pregnancy, Birthing and
Breastfeeding experiences are holistic rites of passage for the baby’s
emotions, thoughts, behaviors and spirituality development.
 ROUTINES (RITUALS AND CEREMONIES)
Telling a child that they are to use African rituals and ceremonies will
produce a reaction such as: “They are boring, old fashioned and useless.”
Children require rituals that have predictable behavioral patterns and
monologues that are consistent in emotions, responses and behaviors. The
Caucasians call rituals and ceremonies a routine. Routines are rituals and
ceremonies that are expected by the child. They help the child feel secure
and in control.

A ritual is a set way of performing a task or activity while a ceremony is the

dress, music and words used during the ritual. A ritual and ceremony
acculturate the activity. For example, reading a story to a child before
bedtime or in between activities can be a ritual. This ritual helps the child to
make emotional transitions from one activity to another. The reading ritual
can include reciting the principles of Maat before the story is read. Rituals
eliminate a lot of time-consuming planning. Once a ritual is established, it
helps to schedule activities. Rituals reduce the need for last minute planning.
Prepare a miniature ceremony before free time, sing a song and recite
Kwanzaa principles. This will reduce the stress caused from a chaotic or
irregular schedule.

Bedtime rituals and ceremonies: Review an activity that occurred and talk
about ways to improve it or the behavior. Recite a riddle, poem or tell a short
story and then say a prayer together.

Mealtime rituals: Prepare a meal plan for the week. It takes the stress out of
cooking and shopping. Make a weekend meal schedule, listen to music,
meditate, do yoga, play games, take turns talking about the day’s activities or
some special event or occurrence and then say grace.

Leisure-time rituals: Recite Kwanzaa or Maat principles and then go for a

walk, make pancakes or sing songs together. Saturday can be a day to do an
activity with the Father while Sunday can be a day for an activity with the
Mother. A relative or another parent may allow your child to do an activity
with them or vice versa.
Going to daycare/preschool rituals: Before leaving the home, do an activity.
For example, sing, “This is the way we go to school.” Always walk or drive
the same route, play name-those kids in the class or name something
distinctive about each child in the class. This improves memory. Sing, chant
or do a positive rap song. This makes the transition from school to home
easier. Once you establish a ritual, stick to it as closely as possible, even
when vacations, visitors and other extenuating circumstances may alter the
daily activities. Toddlers are easily unsettled by change, particularly the last-
minute variety. If a ritual has to be improvised, inform the child that you are
modifying the ritual. Then be patient with the child as they adjust to the
change in their daily activities and in the ritual. Make improvisation a joint
activity and fun.

Good-morning rituals: Start the day off right – with a prayer, meditation and
say, “Good Morning.” Set a time to do the ritual – when it’s light outside,
when the clock radio alarms, etc. Start the morning with a positive rap,
chant, jingle or prayer and then a hug and kiss. In age appropriate children,
you can point to the clouds in the sky and say what time it is and then greet
the child.

Welcome-home rituals: If your child comes home with you or is transported,

they can be welcomed home. Greet them when they arrive or if you arrive
together, say, “We are blessed to arrive home safe.” Sing or rap, read a book
together or allow them to watch an educational video or TV show or just
review their day. Then give them an age appropriate chore such as getting
the mail, setting the table, sweeping the floor, meditating, reading, etc.

Hygiene rituals: Some Toddlers would rather play or resist – hygiene

activities. It is best to establish a ritual of brushing the teeth, singing a song,
then hand washing. Say a rap before bathing or shampooing. When the
toddler expects a ritual, it makes hygiene less troublesome.

Leaving rituals: Leaving a relative’s house or a playmate’s or the playground

can be emotionally difficult for a child. A departure ritual such as singing a
good-bye song or saying a Kwanzaa or Maat principle before saying good-
bye helps to ease the transition from leaving one place and going to another.
Off-to-work rituals: When a parent leaves for work, a special wave, hug or
saying, and then saying, “I love you or my love stays with you.” This makes
the farewell easier.

Clean-up rituals: Clean-up time should have a special phrase, song; rap or
Kwanzaa or Maat principle sang or recited before clean up begins. This
helps the child to emotionally detach themselves from the “play or toys.”
The toys can be put away after they are used or at the end of a play session.
Clean up can be timed with a cooking timer, hourglass or by you counting.
You can also challenge the child to complete the clean up before a song is
finished.
 REPEAT IT, DON’T CHANGE IT – RITUALS
Toddlers like rituals and ceremonies to stay unchanged. Any change in these
activities can be upsetting. Toddlers find emotional comfort in the rhythm of
a ritual as well as the rhythm of their mother’s heartbeat when they were in
the womb. Rituals and ceremonies establish an emotional rhythm that is
nurturing.

Toddlers seem rigidly stuck in rituals and become irritated, insecure,

frustrated and unstable if a ritual is changed. Rituals allow them to feel in
control. Toddlers are more uncomfortable about an abrupt change in rituals
than babies or older children. Toddlers do not feel comfortable or flexible
about “abrupt changes” in rituals until they are at least a year old.

Conform to the rituals (routines) as much as possible. Toddlers can get upset
by change and retaliate to change with negative behavior. Changing the color
of their room, sheets, carpet or getting a new stroller or different car seat can
cause a crisis in the toddler’s world. If a change has to be made, use songs,
special phases, chants or positive raps to prepare the child for change. Do not
react to the child’s irritation to change by becoming upset or angry. This will
further irritate the child. They need you to be in control, relaxed, calm and an
anchor of emotional stability. You have to stay in rhythm. Remember, the
child spent nine months in the womb listening to a steady rhythm (i.e.
heartbeat) and getting the amniotic fluid changed on a schedule (rhythm).
Rituals help the child to schedule feelings. Rituals help the child to repeat the
secure and safe feeling. This is why a child can listen to the same story, CD,
tape over and over or have you read and reread the same story. They are
enjoying the emotional safety of the ritual. Children like commercials
because they are miniature rituals and ceremonies centered on a product.
Commercials make them feel secure not because of the product advertised
but because of the ritual.

Toddlers tend to like objects or things associated with rituals such as a

favorite book, food, toy, song or blanket. Objects or things associated with a
ritual help the toddler feel connected to the “spirit” of the ritual. An adult
may feel bored with the monotonous repeating of a story or song. However,
repetition helps the child to build retention, comprehension and vocabulary.
The child feels good when they know every word or sound. Knowing helps
the child to organize their feelings, anticipated feelings and enjoy the feeling
of a feeling. The toddler through rituals develops an emotional vocabulary.
They explore emotions as if they are toys. They play with them and
rearrange them. Repetitive stories help the child to touch their fears in the
secure emotional environment of a story. A familiar story, rhyme, rap, song
or rhythm causes contentment in the child and boredom in the adult who
rereads and rereads or watches and rewatches a story. The child will
eventually out grow the favorite story and get another favorite story. Do not
try to forcefully change stories. Let the new favorite story be the child’s
idea. Remember, the ritual helps the child to learn and be emotionally
content.

Make the rereading of a story fun for you:

Use body language and different voices for the story characters
Tell the story with missing phrases (blanks). Let the child fill
in the blanks
Ask the child to identify the objects and colors in the
illustrations
Let the child tell part of the story with you
Say things backwards and let the child say it correctly
Ask the child to find unnoticed or hidden objects
Change your clothes or wear a hat or say silly phrases when
reading
Read the story as if you were a frog, goat, mosquito, etc.
Read a little from a new story at the end of the favorite story (it
helps the child to switch to a new story)
Read books that have sequels

If the child continues to be stuck on their favorite story, take them to the
library or bookstore, let them select a story or have a friend or relative give
them a new story, or let another toddler talk about their favorite story or give
a new story as a birthday or Kwanzaa present.
 CHAPTER 2 INFANT TO
TODDLERHOOD LEARNING
“If it (life) is not about the children then what the hell is it about?”
Malcolm X

Young toddlers may use side-by-side playing (parallel play) instead of playing with each other.
Interactive play develops with time. With experience they begin to jointly-built block structures.
 THE PROCESS OF LEARNING
In order to learn a process, order must be followed. The process of
understanding a word such as Imani (Faith), the child has to:

1) Discriminate the “M” from “N” in the word Imani

2) Follow sequence (tracking of letters) “I” before “M”
3) Make a holistic picture that includes intellectual meaning, optical
(visual) value, spiritual meaning, have an action associated with the
word, sense the feeling of the word in the mouth and the sound of the
word (phonetic) and feeling of the word sound in the ear.
4) See the word as a holistic symbol (word picture)

INFANT LEARNING AND PROBLEM SOLVING

ABILITY
v Cultural influences, thoughts, emotions and spirituality develop
in the womb. The growth and learning, fetus life during pregnancy
and the birth process shape emotions, thoughts and spirituality of the
adult.

v The fetus has a specific movement and feeling for each

movement that the Mother makes. Human learning starts when the
fetus has a physical movement for each of the Mother’s words,
feelings, spoken words, physical reactions, actions, etc. The fetus
begins to learn thoughts, emotions and culture. The prenatal child
learns from hearing sounds, taste of amniotic fluid, touch of the fluid
and placenta, smell in the fluid and sight.

v The eating schedule and time between meals starts with the
fetus amniotic fluid drinking schedule. The fluid is changed at 6
a.m., 10 a.m. (light amniotic feeding similar to a snack), 12 noon, 3
p.m. (light snack) and 6 p.m.
v Mother’s mood influences the infant’s feelings and behavior
and taste of amniotic fluid.

v The infant can match sounds with objects (by 4 months)

v Turn their head to source of sound at birth

v Understand sign language in infancy (up to 6 to 7 months)

v Memory has developed (from 2 to 6 weeks)

v Long term memory (infant does imitation to different actions)

v Infants can choose between sounds and taste (from 2 to 4 days)

v Can plan (from 3 to 5 months)

v Self concept is developed before they are 1 ½ years old

v Has coordination and combining senses (i.e. sight with sound,

taste with smell)

v Knows cause and effect relationship (by 6 months)

v Knows differences in sounds (“pah” and “bah”)

v Has linguistic abilities

v Can follow instructions and understand words (at 6 to 8

months)

v Can compare objects (by 8 months)

v Knows Mother’s voice

v Knows the smell of the Mother and father

v Knows the difference between living things and objects (non-
living)
 STAGES OF INFANCY/TODDLERHOOD
LEARNING ACTIVITIES
BIRTH TO 6 – 8 WEEKS
(The imprint period, fundamental maternal infant bonding)
♥ Be aware of the infant’s abilities and limitations and do not over
stimulate or prematurely “teach” or force the infant to behavior or learn.

♥ Let the infant establish it’s own rhythm for learning and
interest. Encourage quiet alertness by stimulating and being aware of their
senses.

♥ Engage the infant in contingency play by consistently exposing

the infant to learning stimulation (e.g., twirling or mobile by kicking
or waving their arms); interactive play (e.g., peek-a-boo)making friendly
faces (smiling, etc.); observation play providing the infant with interesting
sights, sounds and aroma.

♥ Play visual, touch, hearing, smell and movement games.

♥ Express nurturing behavior (e.g., gentle rocking) and soothing

behaviors that will encourage the child’s sense of trust, self-esteem
and competence.

8 –13 WEEKS
(Increased social behavior, dialogue visual and hand activity)

♥ The above-named stimulation games, bonding and body toning

activity continues.

♥ The infant’s attention is increasingly focused on the hands and

they respond readily to activities, which stimulate the exercising of their
hands functions.
 ♥ Their desire for conversations can be encouraged by drum
music, vocal imitation, alternating or reciprocal vocal games, facial
expressions, stimulative eye contacts, gazing, modulating your voice, etc.

♥ They should be encouraged to give attention to objects and

events.

♥ Contingent games encourage baby’s eye-hand coordination.

♥ Encourage baby’s awareness of their body as a whole, of their

body parts and their body as separate from and part of the whole.

4 –7 MONTHS

♥ Encourage infant’s interest in space, spatial relations and

movement in space. Help the infant to learn about people and things in
the spatial environment (i.e. light and shadows reflecting on objects, air
and water movements, rock throwing in a pond, etc.).

♥ Continue enhancing the infant’s eye-hand coordination and

visual ability by using various toys, musical instruments, games, social
interactions and by using stacking and nesting toys.

♥ Encourage the infant’s attention by having colorful patterns,

shapes and sounds in their room and/or play area.

♥ Engage in verbal patterning of imitative games.

♥ During these months, infants take pride in their ability, power to

influence and change their environment.

♥ Their memory expands rapidly.

♥ Opportunities for interaction, solitary and some structured and

free play provide listening opportunities and vocalizing opportunities.
 ♥ A variety of “category games” (categorization by shape, size,
color, etc.). Games for building abstract thinking ability, naming ability as
well as age-appropriate visual and sensory stimulation games will satisfy
the infant’s curiosity.

♥ Toys and instruments that they can manipulate helps them to

indirectly influence, change and expand their expression of intentionality.

♥ The infant uses words as if they are toys during this period.
They use words logically and manipulate and play with words similar to
playing with toys. They have an interest in words and expanding their
learning and understanding of words.

♥ Their ability to use and understand words will increase during

the following stages: if appropriately stimulated by conversations during
the prior stages, the infant may be able to repeat two-syllable sounds,
recognize the names of some objects, imitate the sound of some words or
say some real words. Their word usage follows their individualize ability
and learning style.

♥ Their interest in words can be enhanced by; labeling and

naming objects, encouraging them to talk about how they feel as well as
talking about shapes, musical instruments, art, pictures, colors, sizes, etc.

♥ Encourage them to talk about the things they are experiencing.

♥ The reading of illustrated storybooks, reciting rhymes,

engaging in finger plays, drumming and clapping games with infants will
improve their vocabulary.

8 –13 MONTHS

♥ This is the period of expanded motor skills development as well

as increased activity and creative exploration.
♥ Toys, musical instruments, African Yoga and dance, African
Art, fabrics and artifacts, drums and symbols of Maat can stimulate.

♥ Read African American and African stories, talk about Maat

and Cultural Virtues. Use call and response songs, raps and rhymes to
help expand their vocabulary.

♥ Talking about African Art, Maat, Cultural Virtues and

Kwanzaa symbols enhances the infant’s vocabulary and encourages their
efforts to speak words. (Do not worry; push or force talking. Speaking is
based upon Learning Style. Some babies may not speak until they are two
years old.)

♥ Imitating the baby’s words can help them learn language.

14 MONTHS – 2 YEARS

♥ The infant may start to talk and engage in two-way

conversations.

♥ The learning of different words and phrases are indicated by

facial expressions, accurate use of language, by their ability to understand
simple direct instructions and their response to questions.

♥ Talk about the activity and explain the activity as you are doing
it. This is called experiential learning – learning while doing.

♥ The infant’s improvisational and creative abilities continue to

expand during this period.

♥ They will improvise and use variations while doing make

believe or pretend games and play.

♥ Their improvisational and problem solving ability is expanded

by musical instruments, drums, toys, objects, social interactive and
relationships with others. Learning aids (i.e. music) and social
relationships help them to express or act out improvised situations (play,
games, etc.).

♥ Concept words and concepts about Maat and Kwanzaa should

be emphasized. Concept words may include such terms as: more-less,
long-tall, right-wrong, junk food natural food, up-down, cold-hot, truth-
lie, etc.

SECOND YEAR

♥ Imagination, improvisation, vocabulary and speaking ability

expands.

♥ Manipulative, coordinative exercises and activity become

complex.

♥ Their improvisational, imaginative, linguistic, manipulative and

coordinative abilities increase. Provide imaginative materials and activity
(people, drums, imaginative figures, toy vehicles, play kits, etc.), language
development materials (storybooks, picture books, African proverbs,
alphabet books, paper and pencil, rhymes, etc.), manipulative toys (sorting
boxes, stacking toys, puzzles, etc.). Use science, agricultural, nutritional
and mathematics aids (magnets, plants, pendulums, nature collections,
junk foods, magnifying glass, etc.), and constructions materials (blocks,
interlocking plastic or wood pieces, etc.). This will increase their
cognitive abilities and skills

♥ Many toys and materials can be made as well as bought.

♥ Many books provide instructions on the construction of objects,

materials and toys.

♥ Increase their outside activity and exposure to sunlight.

♥ Introduce them to written words, symbols, the concepts of

color, size, shape, musical types, number, time and sequential relations.

♥ Allow and encourage quiet concentration.

♥ Use different voice inflections, body language and facial

expressions while using different reading styles.

♥ Make effective use of story time for language development by:

- Asking “what” questions
- Provide them with feedback
- Use expansions (different adjective verbs and
adverbs)
- Provide corrective modeling of language
usage.

♥ “Word” and “sentence” play

 - Stress the usage of prepositions (e.g., “in”, “behind”, etc.)
- Emphasize and contrast adjectives (“big”, versus ‘small” etc.)
- Use improvisation, drumming, music, dramatic and
manipulative play to demonstrate Language usage. This expands
language comprehension.

THIRD YEAR

♥ The developmental process of the prior period continues. The

attention focus an abilities will increase.

♥ Continue the appropriate supportive activity of the prior period.

♥ “Interactive” (caretaker and child jointly initiated activities)

multi-sensory learning and multi-skill mastering (e.g., spatial perceptual,
large and fine motor expressive and artistic language mastery) will
expand. Maintain the infant’s spiritual, intellectual, personal, social and
emotional development.

♥ Use many types of reading and language arts activity such as:
- Developmentally appropriate activities (scribbling, making
symbols, Adinkra and
- Hieroglyphic letters, circles, zigzag lines, letters, etc).
- Help develop language usage by using games (puzzles, card
matching games, and alphabet matchups, etc.)
- Use socio-dramas as well as acting the part of professionals in
various fields or use dolls for doctors, herbalists, musicians, and
others. Put together professional kits, used by people in various
fields (doctors, mechanic, etc.).
- Do Math activities (counting games, phases of the Moon,
number puzzles, recognizing written numbers, measuring
instruments-measuring spoons-cups, clocks, etc.).
- Do Science experiments with water, seeds, plants, etc.
- Do Art, music and plays as well as improvisational activities.
- Travel to museums, historical places, factories, places of
interest and construction sites to stimulate learning.
 MONTH BY MONTH BABY ACTIVITY AND
PARENTING
(1st to 12th Month)

1ST MONTH
BABY’S ACTIVITY
Can focus on an object or look at an object
Reacts to and recognizes voices by making sounds or using body language
(i.e. moving arms and/or legs)
Can lift head up while lying on stomach
Can firmly grasp objects
Sucks hands and mouth
Follows objects moving above head (6 inches above)
Mimics parents facial expressions
Squirms and kicks
Smiles

PARENT
Place African Art and colorful objects and fabrics around child
Play African music (i.e. jazz, gospel, reggae, positive rap, drumming,
blues, etc.)
Talk to the baby, do not babble, say words correctly
Have mobiles and moving colorful objects and toys

Note: Each month there is an increase in the child’s activity and a need to
increase in the interactive parenting skills.

2ND MONTH
BABY’S ACTIVITY
Grasp and controls objects
Raises head higher while on stomach
Smiles in response to another person’s smile
 Can turn from side to side
Follows movement
Associates people with various activities (sibling will tickle feet, father
may lift up high, etc.)
Can support self with one arm straight out to side while other arm is above
head
Communicates with a variety of sounds

PARENT
Place objects in baby’s hand to grasp and drop, this develop reflexes
Give the baby various shaped and textured objects to hold
Give rattles and hang mobiles over the crib
Move various color objects 8 inches in front of baby’s fact this helps to
develop tracking

3RD MONTH
BABY’S ACTIVITY
Looks towards sound
Can raise self up on forearms while on stomach and hold head up
Smiles at will
Put fingers in month
Grasp objects with both hands
Uses rattles for long periods
Sits with support

PARENT

Place rattle in hand

Comfort and nurture when responding to needs
Dangle color objects or toys from right to left 8 inches away from baby
Make eye contact several times daily

4TH MONTH
BABY’S ACTIVITY
 Can follow dangling objects 6 inches from face and move them 180º
degrees
Splashes in bath
Can sit supported with head steady
Can reach for, grasp, hold and release objects
Laughs
Looks at and plays with hands
Lifts head 90 degrees while on stomach
Rolls from stomach to side or back and or back to side
Coordinates both eyes
Responds with arm and/or leg movement and responds with sounds,
laughing and/or smiling
DELIBERATELY PLACES HAND OR FINGERS IN MOUTH

PARENT
Let child see self in mirror
Hold the baby’s wrist and pull baby up to sitting position
Give flexible toys
EXERCISE LEGS

5TH MONTH
BABY’S ACTIVITY
Plays peek-a-boo and laughs
Can hold head and body steady while sitting propped up
Clutches and clings when being held
Smiles at self in mirror
Raises chest with arms while on stomach
Rolls over
Makes vowel sounds and connects consonants with vowels (babbles)
Can explore and play for longer durations
Whines when upset and squeals if enjoying self or activity
Can reach precisely for objects and grasp them
CAN OPEN EYES WIDE AND OPENS HANDS TO REACH FOR A SPECIFIC OBJECT

PARENT
 Let baby touch different shapes, textures and colors
Respond to babble
GIVE STARTER BLOCKS TO BABY IN ORDER TO HELP DEVELOP THUMB AND
FOREFINGER GRASPING

6TH MONTH
BABY’S ACTIVITY
Can hold and drink from cup with handles
Observes upside down objects
Sits without support
Responds to likes and dislikes
Can follow fast moving objects
May bite nipple
Plays for a longer duration which develops attention
Switches objects from one hand to the other
Creeps on stomach, can have early crawling motions with arms and feet
Covers eyes with hands while playing peek-a-boo
Makes funny faces
In some form, can say “Mama” or “Dada”

PARENT
Encourage older children to interact with baby
Hold bottle if bottle feeding
Encourage baby to sing, sway or mimic music that is playing
Support baby in standing position
Do not babble to child, use clear words
GIVE PAPER (NON-TOXIC) TO PLAY WITH

7TH MONTH
BABY’S ACTIVITY
Begins crawling by using arms and shoulder
Associates sounds with feelings
Can feed self soft foods
CAN GET TO A STANDING POSITION
PARENT
Give child two different objects to hold
Tell child when you are leaving the room and when you will return
Place toys or objects out of reach to encourage creeping, rolling, crawling,
etc
Give various sizes and shapes of colorful block
HOLD A CONVERSATION WITH CHILD

8TH MONTH
BABY’S ACTIVITY
Will look for object that they have dropped
Likes to touch and feel your face
Sits with support
Will step forward when standing
Crawls forwards and backwards
Turns in direction of voices
Climbs
Passes object from one hand to the other
HOLDS TWO DIFFERENT TOYS, ONE IN EACH HAND

PARENT
Encourage child to get toys
Encourage child to turn pictures upside down and right side up. Let child
know which is the right side with sounds, words and/or facial expressions
Touch your nose and child’s nose and say, “nose”. Explore and touch
other facial parts and name them
Give child cause and effect interactive toys
ENCOURAGE CHILD TO PUT THINGS IN AND TAKE THINGS OUT OF A PLASTIC JAR OR
CONTAINER

9TH MONTH
BABY’S ACTIVITY
Will point to things they want
Crawls quickly
Will try to get toys out of their reach
 Will grasp small objects such as marbles with thumb and finger
Pulls self up to standing position by using furniture
Stacks blocks on top of each other
Passes objects from one hand to the other
Understands and reacts to a few words
POINTS TO THINGS THAT THEY WANT

PARENT
Praise the child when they interact with strangers
Play games that require hand and finger dexterity
When they point to things, say the name of the object a few times
Enjoys picture books read books to child
Read books to child
ENCOURAGE CHILD TO PLAY WITH OTHER BABIES

10TH MONTH
BABY’S ACTIVITY
Climbs stairs
Enjoys music
Favors one hand
Says a few words plus “Mama” and “Dada”
Can drink from a cup with a handle
Waves bye-bye
Can finger feed self
Obeys instructions
Remembers where objects are and will look for them and find them
Will try to dress self
Imitates your behavior and facial expressions
From a sitting position, can pull self to a standing position
Follows simple commands
Walks side ways while holding onto furniture
Repeats words “no” and may not understand it
Walks while supported
PUSHES OBJECT FROM SIDE TO SIDE

PARENT
 Give interactive toys
Encourage the baby to nurture favorite stuff animals, bugs or dolls
Give baby simple orders and see if they can follow them
POINT TO BABY’S PARTS ON SELF OR DOLL AND ASK “WHAT IS THIS CALLED?” OR
“WHERE ARE THE DOLLS EYES?”

11TH MONTH
BABY’S ACTIVITY
Climbs up the stairs easily and climbs down the stairs with much difficulty
Stands without assistance
Uses both hands to do different activities
Can stoop and or squat
Understands the word “no”
Feels guilty for disobedience
Holds onto furniture while walking
Can use pincer grasp to pick up small objects
Can get into a sitting position from lying on the stomach
UNDERSTANDS “BYE-BYE”, “MAMA” AND “DADA”

PARENT
Practice walking with child while holding both of their hands. Use soft
sole shoes
Use voice tone, body language and facial expression to help the baby
understand complex commands (i.e. “Give this cup to Dada in the room”)
Talk the child through the dressing process (i.e. hold up your arms to put
on the shirt)
Give see through objects and/or toys so the child can understand
dimensions

12TH MONTH
BABY’S ACTIVITY
Recognizes self in mirror
Undresses self
Imitate sounds of machines, cars, dogs, birds, drums, etc.
Uses crayons and pencils
 Vocabulary expands to three or more words
From a sitting position, maintain balance while reaching for objects in
various directions
Walks around crib while holding onto the rail

PARENT
Show child how to stack blocks high
Let baby play in pool or bath tub – parent stays in room
Give age appropriate puzzles to take apart Demonstrate how to put puzzles
back together
Read and talk to child
Praise the child’s walking ability
 THE CHILD AND HEALTH
A sensitive touchy baby will have difficulty socializing. They can be
recognized early by any or all of the following problems:

SOCIAL OVER RESPONSE: Uncuddled, fear response to lights and noise, has
difficulty relaxing and sleeping, very ticklish, in the second to third month
will have problems sleeping through the night, becomes uncomfortable
and/or upset in crowds, by six month when separated from the parent will
develop early temper tantrums with a long duration and may start crying.

MOTOR DYSFUNCTION: Held up head late, the word “no” has no meaning to
them, developed sitting skills late, did not crawl but pulled self to a standing
position and walked within the six to seven months; walked after eighteen
months; did not explore surroundings, bites objects within reach and accident
prone.

Mild and/or severe problems in these categories can indicate developmental

problems as well as future social and health problems.

PREGNANCY AND HEALTH

MOTHER’S HEALTH MOTHER’S AGE MOTHER’S MOTHER’S
DISEASES/PROBLEMS 18-32 YEARS AGE AGE
OLD 16-18 YEARS 16 YEARS
OLD AND
YOUNGER

Anemia, High Blood Mild Problems Many Problems Severe Pressure,

Pressure Toxemia Problems
Convulsions

If Mother used Mild Problems Many Problems Very Severe

Medications or had Problems
Drug, Alcohol and
Narcotics usage
Bleeding
Threatened miscarriage

If Mother had High Mild Problems Mild Problems Severe

Fever, Rubella, Problems
Infections, Herpes,
Pneumonia

CHILD IN WOMB

FACTORS PROBLEMS PROBLEMS PROBLEMS

If Mother smoked Problems Mild Severe

Tobacco or used
Marijuana

If Mother had an Problems Mild Severe

Unbalanced Diet
Junk Food

Mother’s Weight Problems Many Problems

Gain (pounds) 20-25 pounds 18-20 pounds Less than 18 lbs
25-30 pounds More than 30 lbs
Length of 38-42 36-38 Less than 36
Pregnancy (weeks) 42-44 More than 44
If Mother had an Problems Mild Almost abort baby
Accident or Injury

Baby very active in No Problems Kicked Mother out

the uterus of bed

BIRTH HISTORY
Baby’s Weight 6-8 pounds 4 ½ -6 pounds Less than 4 ½
(pounds) pounds
8-10 pounds More than 10
pounds
BIRTH’S MILD PROBLEMS SEVERE
ISSUES PROBLEMS PROBLEMS
Length of labor 6-12 10-20 More than 20
(hours)
Anesthesia or local None Twilight Deep unconscious
 semiconscious drug sleep)
Caesarean Section, No Some One or two
Placenta Praevia,
Abruption,
Complications, Breech,
Face or Transverse
Presentation

If baby’s color was OK Slow Bluish skin,

unhealthy or did not Oxygen needed
cry Feeble cry,
CHAPTER 3 DO’S AND DON’TS
AND PARENTING
“Black folks just don’t get it, the school system destroys our children.”

Barbara Sizemore
 PARENTAL TYPES
THE HOPELESS PARENT could have the belief that “there is no use, it’s hopeless”
and thinks the child is incapable of changing the behavior. this type of parent
could have been in denial about the child’s behavior and ignored the child’s
behavior instead of using punishments appropriate for the unacceptable
behavior. with each episode of unacceptable behavior there should be
increased negative consequences. this type parent failed to gain control of
the child. this parental type usually used beatings, which fail to bring
behavior changes. this type may have accepted the hopeless situation, which
resulted in “learned hopelessness.” this type parent does not seek skills to
change the parent/child relationship and usually ends up saying “I am at a
loss for things to do, nothing seems to work.”

THE NON-CONFRONTING parent could have the belief that the child will not love
them if they confront the behavior. Often this type parent is usually
motivated by their conscious and/or unconscious feelings of being unloved or
unappreciated in their own childhood.

THE STRESSED PARENT could have nutritional imbalances, a disease, hormonal

imbalances and physical or emotional problems that drain them of energy.
This type parent is preoccupied or shields themselves from the child with
their own problems, with their own issues or do not have sufficient parenting
skills to confront the child’s misbehavior.

THE GUILTY PARENT usually blames themselves for the child’s problems. This
can decrease the parent’s ability to respond with appropriate parenting skills.
A parent that believes they are responsible for the child’s misbehavior causes
the problems to increase.

THE ANGRY PARENT usually uses fear to stop them from parenting. They fear
that they may have a rage of anger that could cause them to hurt the child.
This type parent lets their past control them. They hide behind the rationale
that their parents severely beat them and they don’t want to do that to their
child. They usually use inadequate means of behavioral control such as
hollering, screaming, cursing and shouting, which do little except give
attention and reinforcement to the child’s negative behavior.

THE KINDRED PARENT usually allows what they assume others may say about
their parenting skills to rule them. They feel inadequate and lack confidence
in their parenting skills. This type parent usually says that their spouse,
friends or relatives often tell them that they let the child run all over them and
that the child rules the relationship or the child is out of control and that they
would never stand for that type behavior in a child.

THE TROUBLED PARENT usually has personal problems that impact their marital
relationship, friendships or work to such a degree that they are unable to
spend enough time on the child’s behavioral problems. This parent is
inconsistent in giving rewards and punishments for behavioral problems.
This causes confusion and inadequate learning and confusion in the child.
Most of the child’s behavioral problems affect the marital relationship,
friendships and the parent’s job.
 BASIC PARENTING FUNDAMENTALS
(Applies to young children and teenagers and can be used with
adults)
 A Caucasian Culture’s Parenting style destroys the child. You
must be able to use Black Parenting techniques or use an
independent cultural school or Rites of Passage program to teach
your child or teen.

 Know your child’s (includes teenagers) favorite food, color,

musical instrument, vocalist/rapper, Zodiac sign, learning style,
actor, athlete, book, song, family activity, words, subject, etc.

 When you know you do not have the Parenting Skill to change
a behavior do not spend too much emotional energy on the issue,
wait. Develop the skill or use another adult (Karate teacher, Coach,
Art, Music or Dance instructor) to teach the behavior to your child.

 A child’s emotional ability to understand you exceeds your

intellectual ability to understand them.

 Some children think that many rules (rewards/punishments)

mean strict Parenting while few rules (punishments) means weak
Parents. This is Eurocentric and not correct.

 In an African-centered society, very strict Parents lack

Parenting skills to help the child through discipline difficulties.
Mildly strict Parents are stronger in their ability to control behavior.

 Your natural African-centered Parenting style is made

negative, while your learned and court/school supported Caucasian
Culture’s Parenting style is made positive.

 Keep in mind that in African culture, it takes a village to raise a

child, have a marriage, family and freedom. You are not a village;
so do not punish yourself because you cannot do what a village can
do.

 When Parents are not consistent and predictable with rules, the
child becomes undisciplined.

 Look for emotional habits, patterns and styles. Good parenting

means that you watch patterns. When the child acts disobedient,
they are showing weakness and need your strength to help them.

 Assess the child’s ability to change before demanding change.

Start with changing simple activities then advance to changing other
inappropriate behavior.

 Remember that it is emotional stubbornness that causes

behavioral stubbornness.

 Seek behavior change before demanding situational change.

For example, a prisoner cannot change his situation but can change
the behavior or attitude they have in a situation.

 It is easier to change behavior than change children’s mind

(attitude, feelings, etc.).

 Children have the consciousness and intelligence but not the

life experience or ability to support their consciousness.

 Always be prepared for disobedience, mood swings, defiance,

stubbornness and challenges of authority. Your Strength is your
Parenting Skills. Weakness is in the child.

 The child’s intentions to do or say the correct thing is often

greater than their ability to do or to say the correct thing. It takes life
experience to develop ability equal to intentions.

 Never blame, denounce, put down or insult the child for what
they are incapable of doing. Choose rewards/punishments according
to the child’s ability.

 Do not correct your past or over compensate for things that

were lacking in your childhood through your child or any child.

 Children have confusion spasms and dull stupors and should be

allowed to talk and act confused.

 Children are not born knowing how to be children any more

than you were born knowing how to be a Skilled Parent.

 Technology and Computers do not improve communications or

Parent/Child relationships. Only humans can improve humans.
Technology is a convenience.

 When you have little emotional or intellectual strength; enforce

household rules only. When your strength is increased; enforce
discipline and supervise the discipline. Parenting takes energy and
disciplining a child takes energy. If you over discipline, you get
drained. This allows the child to manipulate you. Your punishment
becomes the child’s reward. Your monitoring of punishments drains
you and in your weaken energy state the child manipulates you. The
punishment again becomes the child’s reward.

 If you design rewards/punishments and fail to monitor or

supervise them, then your Parenting skills become weak.
 REWARDS AND PUNISHMENTS
▲ Know that Parenting and Rewards and Punishments are one
in the same. Each rule and desired type of behavior must have a
Reward and Punishment or they are worthless.

▼ Before initiating a Reward /Punishment, assess:

♦ The child’s strengths and weaknesses
♦ Choose a behavior that the child has the ability to change
♦ Decide the various ways to change the weakness

▲ The Parent is attempting to control a type of

Reward/Punishment, which they cannot completely control because:
♦ The ultimate control (courts, jail, jobs, school, etc.) of
Rewards/Punishments is White Society (White Supremacy).
♦ The African Parent/Child relationship is a team that must cope with
Caucasian culture’s control of society.
♦ Too many rules, regulations and punishments lose their
effectiveness. They act like a fire that burns itself out.

▼ Before initiating Rewards/Punishments or saying

something to the child, assess whether it will:
♦ Create Maat
♦ Brings more unity
♦ Benefit you and the child
♦ Reinforce your Rewards/Punishments
♦ If there is doubt, don’t do it
▲ Use strategy, nurturing, wisdom and the current situations
to get the child to submit willingly to Discipline (Advice/Punishment).

▼ When a Parent designs Punishment, they must also design

Rewards or else the Punishment has no value.

▲ Compare the Rewards/Punishments with the ability of the

child to understand and follow them. Establish clearly that the Parent is
the Reward/Punishment giver and the child is the receiver. You will
always have Parenting strengths and weaknesses. You may feel
superiority (Parent) and inferiority (child). This is a Slave (child) and
Slave Master (adult) parenting mentality. The Slave and Slave Master
mentality will allow you to stay in control in each Parenting situation.
However, it conditions the child to seek a Slave Master (White
Leadership, Boss, Job not in a Caucasian controlled
business/institution).

▼ Too many Rewards/Punishments (Rules) are emotionally

expensive for the Parent and child and break down the relationship.

▲ Know the advantages and disadvantages of Rules/

Punishment/ Arguments before you use them.

▼ When the child begins to be disobedient, discipline them at

once. Do not promise punishment. Figure out the form and direction of
the bad behavior and confront immediately.

▲ Before initiating a Reward/Punishment, assess:

♦ Whether you have enough ways and enough flexibility to

allow the child to participate in formulating a plan.

♦ Whether you communicated your ideas free of anger

♦ Does the child have a good idea of the change needed.

Does the child know how the punishment should be done and
why it should be done. As well as the time schedule for
completing it and the Punishment for failure to change and why
they should change.

♦ Do not enforce punishment unless you can do it without

anger, cursing, violence or using insulting words.

♦ The correct purpose of Punishment is to create change,

character development, and better Parent/Child Relationship and
create Maat.
 ♦ Unless you are free to practice your African culture in all
situations and at all times and have the military ability to protect
your culture and attack your enemies, then you do not have life,
liberty and cannot pursue happiness. This makes you and your
culture dysfunctional and influences parenting.

♦ You are an African controlled by a dysfunctional Caucasian

culture that creates types of dysfunctions in your Culture,
Family, Marriage, Divorce, Parent/Child Relationship and your
attempts at Rewards/Punishments will be with some degree of
dysfunctionality. Therefore, you must be compassionate with
yourself and the child. Remember, you cannot get straight wood
(Black culture) from a crooked (Caucasian culture) twisted tree.

▼ In culture’s Rewards and Punishments are used to control

behaviors necessary for Rituals and Ceremonies. Rituals and
Ceremonies have rules define by the culture. In Caucasian culture, a
failure to follow a ritual and/or ceremony that results in a fine or
imprisonment is called breaking the law. It should be called breaking
the Ritual and/or Ceremony. The Caucasians reward or punish you for
following their Rituals and/or Ceremonies. The Caucasians say
ignorance of their laws (Rituals and Ceremonies) cannot excuse you for
being punished for breaking their Rituals and Ceremonies. Black
people are under White Domination and must follow Caucasians
Rituals and Ceremonies or be punished. This means that in all
situations the controller of Rituals and Ceremonies is the adult and the
followers of the Rituals and Ceremonies is the child (Black People).
Oddly enough, Caucasian Law and Economic books and their
constitutions are collections of Rituals and Ceremonies that they and
only they call “The Law”.
 PARENTING METHODS
(These methods are used with Teenagers as well as Adults)

♀ Do not make promises. Do not promise

Rewards/Punishments. Be consistent, reliable and keep your word.

♂ The Parent and Child serves Maat. It is better to promise

nothing and give something.

♀ Never curse or use “name calling”. Call the Child by their

name. Name calling (stupid, nigger, etc.,) causes anger, insults, self-
hatred, subconscious scarring, violence, emotional injury and conflict
between the Child and the Parent.

♂ A Parent and Child (Teenager, Young Adult) goes through

many changes. Inappropriate behavior can be appropriate at times.
Appropriate behavior can be inappropriate at times. What is
appropriate behavior for the Parent can be inappropriate for the Child.
Appropriate and inappropriate is cyclic. The Child uses this to
manipulate the Parent. Know that Maat defines behavior, not
appropriate.

♀ Do not fuss and constantly lecture. Eventually, the Child

will not hear it. They read the intensity of the emotions, not the length
of sentences or the rational logic of your sentences.

♂ Do not battle the Child. Battles cause emotional pain. If you

battle, the Child wins and you lose. Rearrange the Child’s plans, peer
socializing and schedule as a way to battle.

♀ If you cannot stop the behavior get rid of anything that

supports the behavior.

♂ Constantly assess your Parenting skills and weaknesses and

how the Child uses both your strengths and weaknesses against you.
♀ A Child’s emotional confusion or breaks in logic causes
behavioral problems. The behavior is not the problem. The use of
emotions and or logic is the problem. Emotions and Logic are the
foundation of behavior; they are the “cause” while behavior is the
“effect.” Behavior is the symptom and emotions and thoughts are the
cause.

♂ Remember. Children are masters of politics (ability to

manipulate and control). Manipulation is neither bad nor good. It is
how it is used that makes its bad.

♀ The conflict is inside the Child and reflected in their

behavior and words. Do not think that you and the Child have a
conflict.

♂ Use various rooms, lighting, music, food and colors to set

the tone for a discussion.

♀ Use different tones of voice, loudness and softness in

confrontations and discussions.

♂ To be willing to talk means, to be willing to be insulted,

angered, irritated, humiliated, worried, sad and or stressed.

♀ Remember to always keep the Parent and Child

relationship. Be a Parent and not a peer or adult type Friend.

♂ Do not constantly brag or talk too highly of another Child.

Bragging causes feelings of inadequacy, jealousy, animosity, envy and
can emotionally batter the Child/Teen. The child feels the other child
that you talk about is “ideal” and this can make your child feel
inadequate and hurt.

♀ Parents without adequate Parenting Skills see Rewards/

Punishments as a strict rigid way to control. They do not see the
flexible variety of Rewards/Punishments that may need to be modified
to maintain control. A Parent must constantly observe mild changes in
the child’s behavior in order to know what is getting ready to take
place.

♂ Do not ask questions that you would not answer if the

question were asked of you.

♀ Practice talking to Children by using a recorder or writing

what you would like to say. This is good for Parents that may holler,
scream or are unaware of the abrasive tones they use.

♂ Words are Maat instruments that should be used to cause

correct behavior, encourage or create and maintain control.

♀ Let the Child attempt to solve their own problems. Just

monitor the process.

♂ If your advice and orders to the Child require a long

conversation, they will be less effective and lose the control over the
Child. Your words lose effect in a long conversation. Children know
your “generic conversations” and ignore them.

♀ Too many rules cover up weak Parenting skills.

♂ Preserve the Child’s dignity so that your dignity is

preserved.

♀ Never call a Child a liar. Say that what was said was
incorrect, untrue, or inaccurate.

♂ When you talk to a Child about another Adult, state the

specific behavior or words of the Adult you agree or disagree with.
Never criticize the adult person, just the adult’s specific behavior or
words. This is proper modeling of behavior.

♀ Assist the child in solving conflicts they have with

themselves. Too much assistance, restrictions and punishments causes
 weaknesses.

♂ A confused Child talks confused. They use immature logic.

♀ Use your “Will Power” to maintain control. Will Power

comes from knowledge of justice and injustice, truth and untruth and an
understanding that the Child seeks and likes correct Parenting
(supervision).

♂ Children hide from difficulties with you or themselves with

TV, videos, drugs, talking on the phone, hobbies, computer games,
Internet and E-mail addiction, recreational activities and sex or peer
groups.

♀ If the child is overly mannerly and obedient, then Reward

them by acknowledging that the behavior is normal behavior and
deserves no special reward.

♂ Wait for a lull or lapse or pause in the Child’s conversation

or behavior to use nurturing or point out behavior adjustment.

♀ Analyze the Child’s body language, words and behavior.

Know what it means for the child and what it means to you. Ask
yourself, does it serve Maat.

♂ If the Child is overly quiet and orderly, pretend to be

unaware of it. Give them nurturing, ask about their feelings, what they
think about an event or situation. Then ask is there is something they
would like to discuss. Nurturing can ask a question of the child
emotionally, while words ask a question mentally.

♀ If the Child is easily upset or angered, then their feelings

and thoughts are unbalanced and behavior is undisciplined. Use
calmness and nurturing techniques.
 CONFRONTATION TOOLS
(These tools can be used with children of all ages as well as Adults)
◙ Know when to confront and when not to confront. Do not
use all your discipline tactics at one time. Use a mixture of mild and
severe punishments. The Parent must adapt their techniques in order to
stay in control of the Child.

◙ In a confrontation, point out that solutions to behavioral

problems require struggling to find answers (solution). Your Parenting
skill is to keep focused on finding a solution.

◙ When the Child talks intellectually, you need to direct the

conversation towards emotions. When the child talks emotionally
redirect the conversation to an intellectual focus. This will wear the
child out and make it easier to confront the child.

◙ Do not allow the child to Blame the Teacher, Place, Crowd,

School, Friend, Time Mix-up, Circumstances, etc. for their behavior.
Confront them about Blaming. It is possible for behavior to be
influenced by a situation or issue, but only the Child is responsible for
their behavior.

◙ If the Child constantly has behavior problems and/or talks

inappropriately, wait for their moment of calmness or weakness, then
nurture and state the Rules, Rewards and Punishment.

◙ Children have a style and predictable behavior and

unpredictable routine behavior. Use each to stay in control. Confront
them about their use of behavioral types.

◙ Confront the child about a peculiar behavior or

conversation. Ask the Child how what they said or did:
◘ Benefits you
◘ Benefits them
 ◘ Benefits the family and community and
◘ How it serves Maat

◙ Avoid the use of slang words in Parent and Child

communications and confrontations. Slang words can have multiple
meanings and be mistranslated.

◙ When you design a confrontation, punishment or reward,

always consider the talent and creativeness that the Child/Teen can use
to manipulate the punishment/reward.

◙ Do not use a confrontation to prepare for a confrontation.

◙ Never confront a Child to criticize their behavior without

giving a positive alternative behavior. Keep in mind that another way
of doing something does not mean the initial way was wrong.

◙ If intimidation and punishment styles are not working,

prepare a confrontation so that you can address the problem and
emphasize the Child’s strengths and weaknesses while talking about the
problem as well as your need to improve your Parenting weaknesses
and utilized strengths. Then reverse your logic. In other words, shift
the blame or guilt, first blame the child then blame yourself. But,
emphasize that Maat will solve your problem with them and their
problem with you. Keep reversing the order. This tactic is used in
basketball and computer games. The Child/Teen is already
subconsciously conditioned by this tactic and sees it as a reaffirmation
of your control. It neutralizes the Child’s offense and disarms the child
emotionally. It gives the Parent a chance to figure out another
approach.

◙ Parents in control plan strategies and then have the

confrontation with the child, while unskilled Parents have a
confrontation then expect it to give them control.

◙ The principles of confrontation are not how many logical

reasons you have for punishment or rules, but always having a standard
issue and surprise issue to state as part of each confrontation. The
Child cannot prepare an emotional defense with this structure. Their
attentions get divided and they become easier to structure.

◙ These confrontation tools work with adults as most adults

are grown up children suffering from dysfunctional personality side
effects or childhood developmental issues.
 PERSONALITIES
Personality Types are generally classified and put into categories. Within one
personality there can be a mixture of types. For example, an Extrovert can be
a Concrete Thinker and Random Thinker. Added to this a Personality Type
has a Gender influence plus a Learning Style. In order to understand,
communicate with, discipline and/or reward a child or adult, it is best to
know their Personality Type, Learning Style and be aware of Gender.

PERSONALITY TYPES
TYPE CHARACTERISTIC

Introvert -does not like to socialize, tends to be a loner, thinks

before they talk; likes to think things over before
acting on them

Extrovert - likes to socialize, talks before they think, talks to

understand an idea, talks to understand why they are
talking, tends to be physical

Concrete Thinker - things are either black or white, if you tell them do
not climb a tree, they will climb the tree to find out
why you said do not climb the tree

Abstract Thinker - thinks over things before acting, understands the

connection between conflicting ideas, likes to figure
things out

Sequential - likes order, organizes thinking and behavior in a step-

by-step manner, may complete one task before starting
another, likes closure on issues, may seem slow, speed
of finishing task is fast, may have a clean organize
room or work area

Random - tends to be called a scatter brain, does many task

simultaneously (multitask) which slows down their
pace of thinking, may seem to be fast while speeding
to finishing one task, actually slow consumers of
information, may keep a junkie room or work area
 GENDER IN MALE/FEMALE COMMUNICATION
The communicating and receiving of feelings and thoughts follow a
sequence. Males thinking and feeling takes on a unique pattern caused by the
rise in testosterone levels around the second or third month of prenatal life.
Males begin to process feelings and thoughts differently from females. A
male’s brain and language skills are processed in the parietal lobe of the brain
and females’ language skills are processed in the frontal lobe of the brain.
Male and female brains process data differently. Females have a thicker
bundle of connecting nerves in the corpus callosum which causes them to
process information differently from males.

Females and males process energy differently. They have different mental
programs. The child can learn, obey and understand if you follow their
gender energy flow. When the Male is in the Thinking Stage, the Female is
in the Feeling Stage.

In order to avoid conflicts, arguments or confusion in talking, translation is

needed between the different stages.

Parent talking to the Male child should say:

1. What they Think first, then

2. What they Feel, second

Parent talking to the Female child should say:

1. What they Feel first, then

2. What they Think, second

The Male/Female communications connects at Maat. The Male and Female

conversation is a complimentary communication. When the Male is in the
Thinking Stage, the Female is in the Emotional Stage and when the Female is
in the Emotional stage, the Male is in the Thinking stage. The Male and
Female are able to keep each other in balance by being at different elements
 at stages 2 and 3. The Male is not allowed to be too rationale (Thinking
Stage) as the Female is the Emotional Stage in order to keep him in balance
as well as herself in balance. They are a complimentary pair and
complimentary communicators and are complimentary sexually. The
Male/Female are not an opposite sex, but a complimentary sex. Parents
should talk to Females using the Female Principle and the Males using the
Male Principle. Remember, the purpose of communication is to establish
Maat in the relationship.

MALES

Males tend to Feel then Think, see, touch, hear and act. They act and react
with Feelings first and Thinking second.

ELEMENT INTERPRETATION
ASSOCIATION
Step:
1. Earth Receives or gives information

Feels it and/or emotionally labels it and responds

2. Air (Rationalizes)
Thinks about the feeling, emotion, idea and/or
3. Water (Feeling) behavior

Evaluates and adapts the information according to

4. Fire spiritual belief, Maat and/or God

FEMALES
Females tend to Think then Feel, see, touch, hear and act. They act and react
with Thinking first and Feelings second.

ELEMENT INTERPRETATION
ASSOCIATION
Step:
1. Earth Receives or gives information

Thinks about the feeling, emotion, idea and/or

2. Water (Feeling) behavior

Feels it and/or emotionally labels it and responds

3. Air (Rationalizes) Evaluates information according to spiritual belief,
Maat and/or God

4. Fire
 LEARNING TYPES
TYPE CHARACTERISTIC

Visual Form a picture in their mind of the task, if they see it

done they can do it, follows written instructions easily,
likes to read, doodle on paper.

Audio Likes things explained to them, may talk to themselves

out loud when processing thoughts, can work around a
lot of noise.

Rhythm Has to pace, walk, wiggle their legs, chew gum,

constantly moving while learning or talking
Tactile (Touch) May touch you while talking to you, may attempt to put
thing together without reading the directions, likes
hands on activities, rubs their hands, hair or face while
talking

HOW TO TALK TO THE CHILD

◘ Use games, play or activities that require cooperation,

sharing, hands on activities and/or interaction with you or other
children as an opportunity to talk about morals, ethics, etc.

◘ Model appropriate talking skills and behaviors.

◘ Negative behavior and/or talking can indicate that the child

did not completely understand the information or appropriate behavior.

◘ Use one-step direction, short sentences, eye contact and

gentle touch to guide listening skills and behaviors.

◘ Talk according to child’s level of understanding.

◘ Talk in a home or environment should be physically safe,

stable and non-abusive.
◘ Be patient and encourage the child to express themselves.

◘ Talk to redirect inappropriate emotions and behaviors in a

positive direction.

◘ Read to your child.

◘ Respond verbally and non-verbally to your child’s conversation.

◘ Do not talk for the child or say what you think the child means.

◘ When talking do not deny or explain away the child’s

expressed needs, feelings, desires, etc.

◘ When talking respect the child’s ideas, feelings and desires.

◘ Give positive feedback by mirroring, summarizing or

paraphrasing so that the child feels you understand.

◘ Encourage good listening skills (use games, music,

activities, etc.).

◘ When talking to the child ask yourself three (3) questions:

1. How is what I am saying benefiting the child?
2. How is what I am saying benefiting my parenting skills in a
positive way?
3. How is this talk serving the highest good (Maat, God, Allah,
etc.) of me and my child?
 PARENTING SKILLS
1. Monitor and supervise what CD’s, rap music, DVD’s, computer games,
Internet surfing, web TV, movies and TV shows your child watches.
Their exposure to racism, sex, cursing, dysfunctional relationships,
violence or inappropriate material should be censored. If they are
exposed to it they should be told that it is inappropriate.

2. Increase your parenting skills, practice appropriate social behaviors such

as Maat, listening, sharing, working or playing and relationship skills
when necessary. Utilize modeling to demonstrate these behaviors when
necessary. Reinforce appropriate behavior with praise, positive feedback
and touch, as well as using rewards (granting a privilege, points or tokens
etc).

3. Find out the areas the child needs to improve such as, how to handle
White Racism and social graces. Work on improving and/or developing
those social skills in which the child is lacking. Use modeling with
imitation initially, when necessary, followed by reinforcing positive
behaviors and maintaining those appropriate behaviors through the
reward system.
 PARENTING SETBACKS
(Failure to do or say the right thing)
■ PREPARE FOR PARENTING SETBACKS. Expect them to occur. Accept
that in some situations, you will lack the ability to control or improve the
situation. Think about what you will do regarding a setback before it
occurs. Use the situation to practice coping techniques and to strengthen
your positive parenting skills.

■ PRACTICE FOR PARENTING SUCCESS Use a variety of positive

responses to resolve a setback. This will help you develop a strategy for a
setback when it occurs. It will allow you to use the setback as an opportunity
to learn about your child and yourself and how you can cope with
Parent/Child stressful issues. A positive approach makes setbacks easier to
emotionally manage and reduces future setbacks.

■ STAY ACTIVE Do not allow a setback to stop your forward

progress. Do not put off resolving setbacks because you are afraid of facing
your emotions or your child’s emotions. Allow yourself to experience
feelings, emotions, awkward sensations and/or thoughts. Use the parenting
coping skills that have worked in the past.

■ USE YOUR FRIENDS, FAMILY OR A THERAPIST FOR SUPPORT Share your

feelings of parenting frustrations and disappointments with those who care or
those who have special knowledge about the cyclic (ups and downs) nature of
the Parent/Child relationship.

■ SETBACKS CAN BE OVERCOME Our history before, the Civil Rights

movement, during and after Slavery, verifies that we can maintain successful
parenting.

■ HAVE CONVERSATIONS WITH YOURSELF Accept that you’re having a

difficult parenting episode. Affirm to yourself that you’ve made progress and
that a setback is a temporary problem. Talk to yourself in a loving, soothing,
nurturing and comforting voice and say: “I may be overacting, What’s really
the issue?” “What kinds of unrealistic ideas am I having about the crisis?”
The more you can identify your actions and feelings, the more you will be
able to control the crisis.

■ DEFINE YOUR FEELINGS PROPERLY Other feelings such as anger,

sadness or loneliness can cloud the parenting issue with the child. Perhaps
something you are unaware of is bothering you. Parents tend to have
setbacks during stressful periods, try to identify any life situation, which
might be increasing your mistakes with your child. Keep in mind that a poor
diet, disease, stress, lack of sleep or adult relationship problems can cause
your parenting problem. Do not blame yourself for creating the feeling;
focus on the social issues that may be causing you to feel this way towards
your child.

■ PROBLEM SOLVING Identify what emotionally or socially happened

before your parenting setback began. Perhaps your emotions were
misdirected towards the child. Your problem solving will help you to
recognize what caused the problems between you and your child and what
led to the setback. You can develop positive strategies to counter setbacks.
Remind yourself that using your parenting skills makes you a better parent.

■ ASSESS YOUR PROGRESS Your parenting behaviors and the child’s

positive behaviors are proof of your progress. When you have a setback,
remind yourself that you made it through difficult times before and you can
do it again.
 MYTHS AND FACTS ABOUT SETBACKS
(Parenting Failures)

MYTH FACT

Setbacks are a sign of weakness and Setbacks are not your creation or fault.
failure at becoming a good parent. They are normal and a part of the trial
and error learning process of parenting.

Setbacks mean you have to start over You have already learned parenting
strategies. It will take less time and
effort to start using them again.

Setbacks mean you are never going to Setbacks are signs of improvement. A
get better at parenting. setback comes only after positive
efforts are made to change. It means
you have made parenting progress.

Setbacks mean that failure will Setbacks are a temporary episode. You
continue to repeat themselves. can gain increasing control over
parenting skill weaknesses.

There is nothing good about a setback Setbacks are opportunities to learn to

explore new ways to be an effective
parent
Setbacks mean that you are abnormal Setbacks are proof that you are normal
and that it is not difficult to overcome
dysfunctional parenting episodes. No
parent can perfect new skills without
temporary failures (setbacks)
PARENT/CHILD STRESSORS
 STRESS WARNINGS

Many extremely Stressful Parent/Child Conflicts have physical warnings.

During a stressful crisis, physical sensations can vary but the most common
symptoms are:

Heart palpitations
Chest pain or discomfort
Choking or smothering sensations
Dizziness
Cold and tingling feelings in your hands or feet
Feelings of disillusion or disorientation
Sweating
Faintness
Blurred vision
Trembling
Shortness of breath
Stomach distress (i.e. rumblings, nervousness)
Eye twitching or face twitching
 TENSION AND RELAXATION FOR STRESS
Many negative emotions, stressors, bad feelings and dysfunctional behaviors
can be controlled if Tension and Relaxation techniques are used.

Tighten your neck and shoulders, bringing your shoulders up towards

your ears. Relax your neck and shoulders as much as you can, letting
your shoulders droop. Then relax your neck and shoulders more.
Breathe deeply – inhale slowly and exhale slowly. This will help you to
relax.

Hold your arm out straight and make your entire arm as rigid as you can.
Make a fist in front of you. Relax and lower your arm, allowing your
hand to fall at your side. Feel the differences between your tensed arm
and tight fist as compared to your limp arm and unclenched fist. Then, do
the same for your other arm.

Raise your leg. Turn your toes up and back and make the entire leg stiff.
Slowly relax and lower your leg.

Bring both of your hands in a fist position up high on your chest, pull
both fists back and clench them as hard as you can. Slowly open your
hands and let your arms fall limp. Feel the difference.

Sit down in a chair; tighten as hard as you can all the muscles below your
waist. You will notice that you rise off the chair a little. Feel the
sensation of tension in the tops and bottoms of your thighs. Gently relax
all of your leg muscles. Enjoy the relaxed sensation.

Visualize your entire body. Tense each muscle group and then relax that
muscle group. Feel the relaxation sensation in each set of muscles. If
there is still tension, repeat the tension and relaxation exercise in that part
of the body before continuing on to the next muscle group. When you
turn your attention to each set of muscles, they will relax more. Enjoy the
relaxation sensation for as long as you like before ending the practice.
 The longer you enjoy the sensation of relaxation, the more relaxed you
will become.

Wrinkle your forehead and bring your eyebrows up to your scalp. Feel
the tension at the bridge of your nose and over each eyebrow. Relax your
forehead and release the tension. Feel your face becoming more relaxed.

Expand your nostrils and feel the tension around your nose and nostrils.
If you feel tension in these areas, relax and feel the muscles relaxing.

Close your eyes tightly. Relax your eyes and release the tension. Notice
the difference in how your eyes feel.

Smile as widely as you can. Make your lips and cheeks feel tense. Relax
the muscles in your cheeks and feel the relaxed sensation. Pay attention
to the sensation of relaxation and allow it to radiate all over your body.

Clench your teeth together as hard as you can without causing pain. Push
your tongue up against the roof of your mouth. Relax your jaw and
tongue and enjoy the relaxation sensation. Let go of all tension and
radiate the letting go feeling all over your body.

SOFTEN YOUR EYES Stop glaring, staring or squinting. Soften your eyes by
letting the small muscles around your eyes relax. Each time you start to feel
tension in your eyes, squint very hard and then relax the eyes.

BREATHE DEEPLY Count very slowly while taking ten deep and slow breaths.

TALK NORMALLY Control your voice. Find your normal tone, speed, loudness
and pitch. If you talk at a low volume when you become tense or angry,
speak at a normal volume. If you get loud, decrease the volume and talk
softly.

TIGHTEN AND THEN RELAX A FEW MUSCLES Do this with the muscles that seem
tensed. Breathe calmly and slowly.

THINK RELAXING THOUGHTS Repeat this positive affirmation to yourself, “I am

relaxed right now” and “I can stay in control and relax.” “I claim Maat as my
guiding force.” “There are no obstacles that can stop me from relaxing.”
 RELAXATION TECHNIQUES

The child can become overexcited which causes their energy level to escalate
and this can overload the nervous system resulting in hyperactivity. When
the child’s energy reaches a hyper level, introduce soothing and calming
relaxation activities such as follows:

◄ A relaxing story
◄ A warm bath which you can add Chamomile or Lavender tea (monitor
the bathing)
◄ Baking or cooking (with supervision)
◄ Doodling, painting with a brush or fingers, drawing with crayons or chalk
◄ Hugging or cuddling
◄ Interaction with a calm parent or caregiver
◄ Playing simple puzzles (only if the toddler does not get frustrated by
them)
◄ Soft music, with or without lyrics
◄ Selected, low-key videotapes
◄ Parent-child meditation
◄ Egyptian yoga
◄ Watching fish in a fish tank
◄ Massage
◄ Water play
◄ Playing with clay

Once your child has calmed down, try to determine any underlying cause for
the wild behavior and see if you can find a way to deal with it and prevent a
repeat.
 STRESS AND ENERGY OUTLETS

Children’s energy reaches high levels and they do not know why or how to
calm themselves. Their emotions accent their imagination, which collides
with their feelings causing an energy traffic jam. The child starts to
physically race pass the traffic jam with excess energy. Their excess energy
stresses and irritates them causing them to speed into an energy frenzy. The
energy has to be refocused, defused and given an outlet. When the child talks
non-stop and goes from one toy or task to another non-stop, they need an
energy outlet such as:

INDOORS OUTDOORS

Bean-bag tossing (ditto, in a safe Ball kicking and throwing

locale)
Broad jumps (“How far can you Free play: running, jumping, climbing
jump?”)
Dancing to lively music Pulling a wagon
Drumming” on drums or pots Pulling weeds in the garden or digging
in the garden
Lively circle games and action songs Playground play: swings, slide, etc.
Pillow fights (in an area free of lamps Rolling” on an oversized ball
or fragile items)
Punching a punching bag or a pillow Splashing in a kiddy pool (or regular
pool, for an older toddler)
Punching and kneading bread dough On rainy days, splashing in puddles
(wearing rubber boots)
Jumping up and down
Running in place (for older toddlers)
Splashing in the tub
Pounding or hammering toys
Aerobics (lead your toddler in “toe
touches”, “jumping jacks,” and “head-
shoulder-knee and toe touches”)
Pounding clay
Tumbling (on a large mat or carpet in a
safe area free from sharp corners and
other hazards)
 SENSORY EXERCISE FOR STRESS

You and the child can avoid incorrect behavior and a negative Parent/Child
episode by using this exercise. Negative sensations, thoughts, stress, feelings
and emotions can be redirected (avoided) if you stop and do any combination
of these sensory exercises.

Hyperventilate (breathe rapidly)

Spin in a chair
Hold your breath
Shake your head from side to side
Run in place
Bend quickly, then straighten up
Rapidly run up and down the stairs or step on and off a box
Put your head between your legs and raise your head quickly

CALMNESS GOAL
Stay calm. Claim calmness and affirm this with Maat (balance, harmony,
justice, propriety, order, reciprocity and truth). Say, “I will use the Maat
principle of control of action and thought.”

Say, “I am…”

Calm Peaceful
Relaxed
At ease Composed
Patient
Quiet Cool-headed
Steady
Serene Tranquil
Poised
Focused Centered
Balanced
There are two types of calm:

Calm = almost never getting angry

Calm = learning how to express yourself better, even when angry
TEACHING HOW TO LEARN A LEARNING TASK
q Consistent schedule of activities, eating, exercise, play, rest and
reinforcements help the learning process

q Use child’s learning type, visual, auditory, touch and rhythm.

Right brain-tactile; Left brain-visual, mixed types.

q Encourage staying on tasks and using all learning styles.

q Be patient with efforts to perform a task or learn.

q Match the learning task with the child’s level and learning skills.
Provide clues, suggestions; clues and hints talk the child through the
task. Let the child verbalize and/or visualize steps for tasks.

q Divide a task into small sections.

q Do not push the child too fast in learning.

q Allow transition time between tasks.

q Verbally introduce a new task and verbally make closure the new
task.

q Encourage different problem solving methods for a task. The

child’s desire to learn or understand far exceeds their ability to learn
and/or understand.

q The child is learning the process (steps) in learning and at the same
time is learning
 COMMUNICATING A TASK
q Establish eye-to-eye contact and/or move close to the child. You
may gently hold the child’s head or shoulders to do this, this depends on
the child’s age. If you give directions while the TV or loud music is
playing, it may increase the likelihood that the child will not hear
everything you said.

q Avoid using too much slang and speak clearly in a normal tone of
voice. Most children with behavioral problems are quite sensitive
audiologically. They are easily distracted by sounds that others
ordinarily block or ignore. You do not need to curse or yell. Yelling can
over stimulate and cause negative behaviors.

q Give your orders and/or commands or directives in a natural tone

and use short sentences while emphasizing what you want the child “to
do.” For example: “Please pick up your CD’s, books and clothes up off
the floor and put them away.” Avoid giving negative commands (i.e.
what you do not want).

q Make sure that the child has heard what you have said by simply
asking the child to repeat or paraphrase what you said. If the child is
able to repeat or paraphrase it, say, “That’s correct. Now please do it.”
If the child cannot repeat it, give the command again using the above
steps, and again ask the child to repeat or paraphrase it. If the command
is still too complex, you may break it down further into Part A (pick up
your clothes) and Part B (put them away). Each action can be
supervised. Thus, “Pick up your toys and clothes” (the child gets as
many as possible), then “Put them away” (take the child to the toy box
and hamper to put the items in). The two steps are repeated until the task
is complete.
 TEACHING TIME

A toddler mixes the past, present and future together as time. They cannot
understand the concept of divisions of time. Tomorrow, this morning,
tonight, later, yesterday, a minute, hour, second or day are abstract terms to a
toddler. Do not expect a toddler to be patient when you say, “wait” or to rush
when you say “hurry.” Wait and rush are relative terms. Midway through the
second year toddlers focuses on the moment, on “now”. The past, present
and future are beyond their rational thought process. Just before their second
birthday, they begin to understand “later” or “soon” as something that is not
done “now.”

When they are three, they understand “today” as a long “now” and
“yesterday” as before “now” and “tomorrow” as after “now”. “Last night” is
something that happen before “now”. “Tomorrow” is not understood until
they are one or two years older. The concept of time is not understood until
they are six years old. When a toddler says “now”, it means that “now” is a
long moment or that they want something in the “now”. When an adult says
they will do something “sooner” or “later,” “in a moment”, “later on”, or “in
a little while,” it makes “now” a complex thing (measure of time). It
confuses the toddler’s “now” understanding. When using a measure of time
to talk to a toddler you can:

BE A TWO OR THREE TIMER

Use more than one physical activity to relate time to a toddler. You could
say, “we will go to the store in the afternoon, after your nap” or “you can
play this morning, after you eat breakfast.” As the toddler gets older add a
specific time. You could say “we will go to the playground this afternoon,
after your nap, at 2 o’clock.”

DAYS OF THE WEEK

Days are easier to learn if they are associated with an activity such as on
“Sunday, we go to church”, “Monday, you can go to the playground,”
“Tuesday, we will make juice, etc.” If you discuss an event or activity,
associate it with time, “Today, we will go for a walk,” “Tomorrow, you will
visit your friend,” “Yesterday, we telephoned your grandmother, etc.” Use a
weekly calendar with pasted on pictures or other visual reminders.

USE VISUALS
Show pictures of yourself when you were young and little, then show pictures
of your self when you were older and bigger. Show pictures of the toddler
and say “Before you were this little” and “Now you are this big.” When
reading a story show how times has past, by going to the beginning of the
story and say “First, the frog jumped in the water, then the frog jumped out of
the water, later the frog jumped on a leaf.” This helps the toddler understand
the passing of time and sequence. You can use a timer when you start a
story. When the time rings, say, “You have been reading for five minutes.”
This helps the toddler learn the passing of time.

WORK ON SEQUENCE
Tell the toddler a planned sequence of activities in an order. “First, we will
go to the playground, then we will sing a song and last, we will eat rice
cakes.” The toddler may not understand the specific differences in time,
however, pointing out time helps them to track events and get introduced to
sequence and order. Talk in reference too soon, later, before and after.
“You will have to clean up your room after lunch,” “Soon, it will be time to
leave the playground,” “Later, you can eat a snack” or “We will read a story
before we leave.”
 READING IS TAUGHT

Teaching a child to recognize letters and to read words does not make reading
fun nor does it teach the child to think. The child is trained to read with
primers and a stack of flash cards with words or letters on them. Their mind
is not challenged to think or enjoy thinking. A few reading suggestions are as
follows:

BE SELECTIVE
Choose books that have cultural themes or ones that relate to Africans in
America, Africans on the continent or Diaspora. The books should be
realistic and have clear, large, bright and colorful illustrations with short
sentences and age appropriate text. If the books have rhymes, then the
rhymes should make sense. Toddlers like rhyming books. The stories should
have a moral or something, which the parent can relate the Maat or Kwanzaa
principles to.

Books ideally, should be sturdy, heavy board and with spiral binding. This
allows the toddler to read alone without damaging the book. Books can be
spiral bound or vinyl put on the pages at a photocopy store. Vinyl books are
good for bathtub reading. They must be dried after use or they will mildew.

BE AN EXAMPLE
Keep reading materials such as books, magazines and newspapers in the
home. Set aside time to read. Children of parents who read will be readers.
Even if you do not like reading, make sure your child sees you reading. They
learn to be readers by you setting an example. Families that watch less
television, read more.

BE AN INTERACTIVE READER
Before your child is able to read allow them to participate while you are
reading. Look for ideas, colors, objects, animals, environmental elements,
weather and characters and point them out to the child. The next time you
reread a story, ask the child about those things you pointed out. You can
make the sound of the object (airplane, horse, etc.) and ask the child to point
to the object that makes the sound or name the object. Older children can be
asked to improvise a new ending to the story, ask them what will happen next
in the story and about the feelings and emotions of the characters. You can
ask them to pretend that they are reading the story to you and/or you can play
fill in the blanks by omitting phrases, sounds or characters or ask the child to
substitute the words or sounds in the story.

BE EMOTIONAL
Children do not like to be read to as if they are stupid. Make facial
expressions and change the tone of your voice. Say some words louder and
other words softer. Be theatrical, it makes listening fun for the child.

IMPROVISE
Feel free to adjust, modify or change words in the story. Make long
paragraphs short, make comments, point out the principles of Maat and/or
Kwanzaa and explain the characters actions and reactions in relationship to
Maat and Kwanzaa principles. If the story tends to be boring, focus the
child’s attention on the pictures, the size, shape and color of objects, animals,
and people or you can pretend you know what’s inside a cup, a closet or
behind a close door.

BE BRIEF
The toddler’s attention span and concept of time is emotionally influenced.
Read short stories or make the time spent reading brief. Move from page to
page and idea to idea. If the child is emotionally aroused or interested in a
picture or idea, you can focus longer on it otherwise move quickly.

BE NURTURING
Children form emotional relationships with words and/or pictures. Reading
becomes fun if the child is hugged, cuddled, kissed or touched affectionately
while you are reading.

BE PATIENT
Toddlers tend to need time to get into a listening or reading state. They may
be easily distracted. They may interrupt or talk about something emotionally
related to a topic in the story or squirm. It may take time for the child to
detach themselves from playing with a toy, climbing or making noise. If you
are consistent with your reading time, persistent with reading and patient, the
child will come to expect you to read to them. Do not force the child to pay
attention or spank or holler at the child to get them to listen. This will make
reading time a battle and a conflict instead of being a joy.

BE RITUALISTIC
Toddlers enjoy a story, read and reread over and over. They enjoy your
undivided attention paid to them and feel emotionally comfortable and secure
with the ceremony of reading. Reading takes on a ceremonial atmosphere, if
you sit in a particular chair or in a particular position, play soft music, adjust
the lighting or burn incense. Repetition helps the child to memorize some or
the entire story aside from giving the child an emotional escape.
 SHOPPING IS TAUGHT

● Reduce your shopping time by carefully reading labels when

you shop alone and avoid comparing items and coupon clipping when
shopping with the child.

● Avoid displays of candy, toy sections, glass, crystal and china

displays.

● Give the child learning activities such as counting out three

items that you will purchase, have them to point out letters, vowels, colors
or shapes.

● Let the child help push the cart, put unbreakable items (i.e. box
of cereal) in the cart as well as place items on the cashier check out
counter. Some stores provide mini-shopping carts so that children can
help shop for unbreakable items.

● If you only need to purchase a few items, shop at a convenience

store. It may save you from being stressed. The prices are higher and the
stress is low.

● Try to avoid shopping, if you are tired, hungry or in a bad

mood and/or the child is restless, over stimulated, hungry and cranky. If
you must shop, only purchase items that you absolutely need. If you do
extensive shopping when either you or the child is not in a good mood,
you will be setting yourself up for behavioral conflicts with the child
and/or tantrums.

● Take the babysitter or a preteen to the store with you to monitor

your child while you shop. This is sometimes necessary if the child has
not developed good shopping behavior or if you are in a rush.
 SHOPPING
It is best to take the child to the store when you do not have to shop in order
to teach the child the do’s and don’ts of behavior while in a store. Tell the
child why you are reading labels and why items should not be touched.
Before you take the child to the store to learn shopping behavior, you and the
child should eat a snack. If you or the child are hungry or have a food
craving attack while shopping, it will make you very easy to anger, cause
mood swings and make you easy to get upset. Do not drink many fluids
before traveling to the store as this may cause the need for many toilet visits
while in the store.

When teaching the child shopping etiquette, take the child to the grocery
store as well as a department store when you do not have to shop so they can
walk thru the store and ask questions about items and satisfy their curiosity.
Shopping behavior must be learned before you actually go shopping. Shop
for one or a few items on your first shopping outing with the child. This will
help the child to practice their shopping behavior skills. After a few practice
runs, the child will have developed enough shopping skills to endure a long
shopping episode.

● It may be to your advantage to do long shopping episodes

without the child. The child is absolutely necessary if you are shopping
for their shoes. If you are shopping for their clothes, they do no have to
accompany you. If it is convenient for you, you can order their clothes via
your computer, mail order catalogues or directly from the company. You
may have someone to baby sit while you shop or you can shop during
your lunch or on the way home.

● If you are taking the child shopping have a ritual (routine) to

prepare the child for shopping (i.e. sing a song, chant or rap about good
behavior). Tell the child the items you will be buying (i.e. food,
household goods) and prepare a shopping list. Tell them you are not
shopping for toys or items that they demand or wish for. Ask the child to
help you find the items. Praise the child for following the shopping rules.
● Have a shopping list for groceries, clothing, household items,
school supplies, etc. Arrange items to be purchased that are found in the
same section or grouped together in the store and leave blank space for
specialty items. Do an inventory. A shopping list and inventory reduces
your shopping time and avoids making unnecessary shopping trips or
forgetting an item or picking up last minute items at the check out
counters.
 TEACHING SELF-DRESSING

The child does not have the ability to dress themselves until they are around
three years old. However, their desire to do so exceeds their ability to do.
They will attempt to dress themselves at a much earlier age and fail to do it.
This may cause frustration. Tell them that they are practicing getting dress
and when you practice you make mistakes. Have them to recite or sing or rap
a song such as “I am learning to get dress,” “I can do it,” “Dressing can be
fun,” etc. Remember undressing is easier than dressing.

MAKE DRESSING EASY

Buy clothes that have velcro, elastic waistbands, easy on jumpers, easy to
pull on pants, dresses that do not get stuck halfway, clothing with snaps and
zippers and shoes with velcro instead of shoe laces. Despite, the easiness of
dressing, some toddlers are not interested in it. Some children like your
undivided attention and enjoy being dressed because they feel nurtured.
Others like to attempt to dress themselves but are not concerned as to whether
the clothes are clean, wrinkled or color coordinated. The act of dressing is in
their imagination more than in reality. Dressing is more of a feeling than a
reality to the child. They may dress themselves with wrinkled or dirty
clothes and because they put the clothes on by themselves, they feel properly
dressed.

BE PATIENT
Around the age of two begin encouraging the child to dress themselves. Let
them start with one item; a skirt, socks, pants, shirt, etc. When they are
around three years old, they should be able to dress themselves except for
small buttons, etc. Let them start self-dressing for the playground before
letting them dress for preschool or trips. If they refuse or delay getting
dressed appropriately, let them be late or miss the activity or event they were
dressing for.

INDEPENDENCE
Give the child a chance to practice dressing or undressing himself, make
mistakes, take items off and on before they dress themselves correctly. Lay
out the clothes. It may help to let them practice dressing and undressing a
doll. This may make dressing and undressing themselves easier. Prepare the
child for dressing or undressing with a rap, rhyme, song or a handclap
rhythm. Give the child a reasonable time to self-dress before you offer to
help.
HALF DRESSING
If you are helping the child to get dress or preparing them to self-dress do not
completely dress them. Put the shoe, shirt or pants half way on then say,
“That does not look right. What do you think you need to do to make it
right?” The child may offer to complete the dressing. If they do not, then
complete it yourself and do not fuss or say negative remarks to the child. If
the child tries, always praise them for their effort no matter how small
(zipping up, giving you the socks, pulling up one side of the pants, etc.).

GIVE INSTRUCTIONS
Putting on a skirt, shirt, socks or pants is a complex task. The toddler does
not know the sequence, hand coordination, how to position the clothes or
how to begin the process.

CRITICIZE THE CLOTHES

When the child has difficulty dressing, it may be due to their imagination or
emotions distracting them. Talk to the clothes and say, “These pants are
being lazy or silly, they just don’t know how to act. Let’s see if we can help
them do the right thing.” If the child puts both legs into the same pants leg,
puts something on backwards, or puts the shoe on wrong foot, help them by
partially putting the item on correctly and letting them complete the task. Do
not insult, belittle, scream, holler or threaten the child. Do not say, “You are
too old to dress like a baby” or “If you dress wrong, you will go outside and
people will laugh at you.” Help the child to dress. They want to dress
themselves and enjoy the satisfaction that comes from doing-it-for-yourself.
 TEACHING CHORES

Chores build a child’s confidence. They enjoy the feeling of independently

starting and finishing a work task. Chores let them feel that they have
responsibilities like adults do. Young children have the ability to do simple
chores such as putting fruit in a bowl, stacking newspapers, placing napkins
on the table, etc. The chores should be age appropriate and not limited to
gender. Girls can put tools away or help you repair or put together an item.
A child helping you is actually helping themselves to build confidence and
self-reliance.

START EARLY
Children learn by imitating. While you are cleaning, dusting or throwing
away trash, let the child throw away wrappings, wastepaper, dust a table, etc.
Keep their chores safe and easy to do. While cleaning, sing or talk about the
Maat or Kwanzaa principles. You can say, “We have Nia a purpose for
cleaning” or “We are working together – Ujima.”

DO NOT COMPLAIN
Do not say negative remarks while doing chores such as “It makes me sick to
see how messy this room is,” “I get tire of picking up things” or “They must
think I am the maid.” Do not moan and groan while you wash dishes,
vacuum, put away CD’s, search for the remote or get easily irritated while
cleaning. The child will learn from your negative attitude and behavior that
chores are a type of punishment.

HAVE FUN
Decorate the trashcan, dirty clothes hamper or toy box with symbols, African
art or a favorite character. You can ask the child to “Put your dirty clothes
with Big Bird.” Remember use a ritual before doing a chore such as saying a
prayer, rhyme or rap, sing a song or play the drum.

LIMIT THE CHORES

The child may be happy and have fun while doing chores. Do not add
another chore or push the child to do more. The child may get tired,
resentful, upset or overloaded resulting in associating unpleasantness with
chores.

FAMILY CHORES
Get everyone involved in the household chores. Assign chores that are age
appropriate and be sure to be fair with labor distribution. Encourage
conversation, singing, chanting, or saying the principles of Maat and or
Kwanzaa while doing chores or say part of the Cultural Virtues.

COMPLETION OF CHORES
What a child sees as clean is usually different from the adult’s evaluation of
clean. The child judges the completeness of a chore emotionally. If the
chore made them happy or was fun, then the chore ends when the fun ends.
A messy room or area will be seen by the child as room filled with enjoyable
things; therefore, when they partially clean a room they are leaving symbols
of joy in the room. A joyful room feels like a clean room to a child.
TYPES OF CHORES FOR TODDLERS
A child between two or three years old can be given various types of chores.
You can put up a list with a descriptive picture beside each chore. The child
wants to have the feeling and attitude of “I did it all by myself.” Try not to
interfere with their chore assignment. Remember that most chores need adult
monitoring, supervision and assistance.

CHORES FOR TODDLERS

▲ Clear the table of unbreakable items
▲ Cut sandwiches with a cookie cutter
▲ Take mail from the mailbox
▲ Dry unbreakable dishes, spoons, plastic cups, pans, etc
▲ Dust. Provide a dust cloth and give a demonstration before you let
the child do it. Be sure there are no breakables in the area to be dusted.
▲ Help sort colored and white laundry.
▲ Set the table with placemats, napkins, unbreakable dishes and cups
and flatware (no knives).
▲ Sweep the floor with a small broom and dustpan (a dustpan that has
a long handle makes the task easier).
▲ Tear Romaine or Iceberg lettuce or Spinach leaves for a salad.
▲ Toss a small salad in a large bowl.
▲ Pull weeds from the garden (under close supervision).
▲ Put dirty clothes in the hamper.
▲ Pick up and put away toys.
▲ Mix or stir salad dressing, pancake batter, cake batter and uncooked
pudding.
▲ Unpack and put away unbreakable groceries (toilet tissue, potatoes,
paper towels, bread, beans, cereal boxes, nuts, pasta) in accessible
cabinets.
▲ Wash, scrub and rinse fruit and vegetables in the kitchen sink
(standing on a sturdy and steady stepstool).
▲ Water plants (use a small watering container).
▲ Wipe water-safe surfaces with a cloth or a damp sponge.
▲ Snap string beans, snow peas, shell peas, break broccoli or
cauliflower into florets, husk corn or rinse sprouts.
 CONVERSATION SKILLS
Open-ended questions allow more than a “yes” or “no” answer. These
questions encourage the child to share their emotions, feelings and idea.

v Active listening which includes:

♦ Using silence – so that the child can fill in the silent space
♦ Restating (paraphrase) the child’s sentences – allows the parent
to assure the child that they are listening; gives the child’s ideas in a
short form; checks the parent’s understanding of the child. The
parent paraphrases what the child said.
♦ Comment on feelings – the parent comments on the child’s
feelings expressed.
♦ Summarizing content – similar to restating (paraphrasing) but
with added words and/or feelings.
♦ Summarizing feelings – synthesis of the individual’s effective
response. Summaries connect the child’s feelings in a more effective
way. This allows the child to respond with more ideas and feelings.

v Interpretation of the child’s non-verbal behaviors – for example,

say, “You seem worried.” This helps the child to be aware of or express
emotions. The parent has to recognize that the child’s non-verbal
behaviors and expressions are influenced by computer games, movies,
TV, peers, rap music, fear, anger, other parents and children as well as
the parent’s emotions at the time.

v Parent/Child problem solving skills – the parent/child openly

discuss ways to resolve problems between them and explore other
options. The parent must keep in mind that the purpose of their
relationship and problem resolution is Maat.
 IMPROVE THE CHILD’S INTELLIGENCE
☻ Read to the child.

☻ Make reading and writing fun and a playtime activity.

☻ Touching and the labeling of different colors, sounds,

rhythms, shapes and textures that are within the child’s reach or vision.

☻ Use puzzles, indoor and outdoor play, interactive toys,

stackable toys, form-fitting interlocking toys and/or objects, drawing
supplies, mazes and rhythm exercises.

☻ Allow the child to lead or make-up play (improvise).

☻ Model verbal, non-verbal listening and visual behaviors.

☻ Encourage interactive play and group activities.

☻ Improve muscle and coordination activities with dance,

crawling, jumping, Egyptian yoga, climbing, throwing and martial arts.

☻ Use nature walks, tours, visits to different places and

observation of skilled craftsmen.

☻ Monitor television shows, music videos, the Internet and web

surfing.

☻ Beware of violent, sexual oriented video games and structure

the child towards cultural games and non-sexual, satanic and/or
male/female abusive games, etc.

☻ Never holler at the child or curse or say negative remarks

about their Mother/Father or about them as a person. Only comment on
specific behaviors as being negative and not the child.
 FORGIVING
Forgiving is for you, not the child you forgive. Not forgiving hampers your
parenting ability. Being constantly upset with the child may be destroying
your relationship with your child. Meanwhile, the child you are upset with
may not know or care. Forgiving is a gift to yourself. You forgive your child
so that you can be a more effective parent.

Forgiving takes time. It’s usually a slow process. It is an on-going process.

But you must decide that it is something you want to have the ability to do
for yourself and your child. Holding onto resentment, frustration, upset
feelings or anger towards the child holds back your development as a parent.

Forgiving means letting go of the past. The past cannot change. It is over.
Remaining upset is a way of clinging to the child’s past negative words and
deeds. Forgiving does not mean forgetting. You need to remember what
happened so you can know what parenting skill is most effective for your
child’s personality and learning style.

You may have to forgive yourself. Sometimes you cannot forgive the child
until you forgive yourself. All the time you spend being easily upset with
the child is time and energy you can use to love them. Your wasted energy
and resentment of the child’s behaviors are usually added onto the newest
episode of your child’s bad behavior. The new episode locks you into more
unforgiveness. Children do stupid things and have a right to do stupid things
in their search for balance (i.e. Maat). If you choose to weigh and measure
all their childish behaviors on an adult scale, you will stay in a constant state
of unforgiveness. This will isolate you from the child which means, you are
isolated from a part of yourself. This distorts your reality, parenting skills
and ability to give and receive love from your child. When you do not
forgive, you lose a part of yourself and most of all you lose your child.

The inability to forgive can serve negative purposes. For example:

The parent can be getting pleasure from being upset and resenting the
child’s inability to be perfect.

The parent may maintain an upset attitude towards the child in order to
emotionally blame the child for faults and failures that they have as a
parent.

The parent may be using their upset attitude towards the child as an
excuse to be violent, abusive or angry.
The Parent maybe clinging to an upset attitude out of habit.

The parent’s inadequate parenting skills are hidden by an upset attitude.

Holding onto a negative attitude towards the child allows the parent to
have an excuse for not expressing love or devoting time to the child.
 COPING WITH DEATH STYLES
Children coping with the death of an adult, friend or significant other (rap
star, actor, athlete, etc) caused by diseases (Cancer, AIDS) suicide, terrorists,
drugs, shooting, war and/or accidents respond in various ways such as:

RISING ABOVE THE DEATH – the child focuses on meaningless activities

and other issues as a way to ignore death or the possibility of death. Early in
the death process, they focus on task completion. Later in the death process,
they concentrate on computer games, drugs, sex, religious and spiritual
activities and peer group activities.

ACCEPTANCE OF DEATH – they accept a deadly illness, death and reality.

They need to have grieving explained, how to cope with grieving feelings,
the grief process and how to live with grief.

DEFY DEATH – the child fights accepting a deadly illness. Often, the child
will have episodes of crying, laughter, anger, rage and sadness as a way to
fight the death and experience the death trauma feeling.

DENIAL OF DEATH – the child copes with illness by denying it’s reality and
it’s emotional gravity. They believe the dying person will survive. Denial is
used to hide from their lack of emotional vocabulary. Emotionally death has
to be defined, lived and experienced. The child may lack the ability to climb
into and out of emotional states – emotional vocabulary.

HIDING FROM DEATH – the child does risky death defying type
counterproductive behaviors. The child becomes disorganized. They seem
to invite death by doing risky acts that create a false sense of giving their life
value.

BEWILDERMENT OF DEATH – the child turns themselves off through

depression, moodiness or apathy or by having excessive crying spells to the
life threatening illness and possible death. Feeling helpless and doomed, they
make no effort to disconnect their own feelings or share the joy of home
going to the Ancestors.
 SUICIDE
Unresolved negative words and deeds can be used by the child as an excuse
for suicide. For example, feeling guilt about not being perfect or normal.
The child may feel guilty about behaviors they committed or failed to commit
in the past. The child feels that getting rid of themselves (suicide) will get rid
of the problem. The child may feel that in order to hurt someone else or their
parents, they can hurt themselves (suicide) to hurt them. The child may
blame themselves or feel morally the blame for their parent’s divorce, drug
addiction, adultery, homosexuality or fights. The parent should help the child
to understand that the parent’s failures are different from the child’s failures
and the parent’s guilt belongs to the parent. Talking about the child’s
feelings with the child helps to defuse (resolve) suicide. Talking with the
child about guilt may help them to understand that death by suicide is a way
to punish themselves for issues and problems which were not their
responsibility or creation.

Suicide can be avoided if the child’s emotions and feelings are defined by
them correctly. For example:

The comment “I do not want to live” frequently means, “I do not want to live
like this.” The child’s feelings should be attached to the specific situation
that they feel is destroying them. Often the child allows a negative feeling or
situation to define their entire life as worthless. Therefore, the child should
say, “I do not want to live like” instead of “I do not want to live.”

The parent can defuse the child’s emotion that is causing the suicidal feeling.
Have the child to agree to a contract by which they promise to contact the
parent before a suicide attempt or agree to perform some other specified
preventive (write, sing a song, talk, exercise, etc.) action prior to any suicidal
act.

The parent and family members may seek to “suicide proof” the home by
removing ropes, household cleaners, poisonous chemicals, sharp implements,
limiting the presence of medication and monitoring the child’s behavior.
The suicide has to be assessed by the child’s values:

IMMEDIATE How soon does the child want to attempt suicide? Is it a future
thought or a present plan? Is it used to make the parent give attention or
punish the parent? Is the suicide procrastination? Is the child copying a
movie character?

CAUSATIVE FACTOR What has occurred to cause the suicide? Is the child
experiencing a current crisis, new failure or inadequately dealing with an ill
defined negative feeling?

PLAN Does the child have a plan? Is it an organized or unorganized plan?

MEANS Are the means to do a suicide available? Can the child physically do
it?
 TEEN SUICIDE
(The U.S.A is the #1 country in the world)
1. Mental and emotional status and hormone levels are critically
affected by a teen’s.

2. Teens in general suffer from under-nutrition and eat no foods

with any adequate Vitamin B content.

3. They constantly consume sodas, junk foods and alcohol, all of

which have been proven to bio-chemically reduce the already
critically levels of Vitamin B in the body.

4. The early signs of Vitamin B deficiency are characterized by

delusions, disorientation and depression. These symptoms are
consistent with early Beriberi, Thiamine and Vitamin B
deficiency disease.

5. Biochemistry textbooks list the major symptoms of Vitamin B

deficiency as anxiety, mood swings, depression, hostility, rage,
vague fears, forgetfulness, instability, sweets cravings, mental
confusion, irritability and a constant feeling that something
dreadful is about to happen.

Suggested Reference
¹Kleiner and Orten, Textbook of Biochemistry
²White, Handler, Smith and Stetton, Principles of Biochemistry
 SHAME AND SUICIDE

Shame means the child feels bad about their total personality and not just a
specific behavior, situation or statement. When a child feels ashamed it is as
if there is something bad about their entire life that will not go away. In
African culture, shame was directed at a specific behavior and not the person.

A Shamed child tells themselves:

I’m nobody
I’m not good
I’m not good enough
I’m not loved or loveable
I do not belong
I should not be alive

Shame can distort the child’s thinking and behavior. Shame can cause the
child to use an outer personality that hides the shame. The “I am tough,” “I
say what I mean,” “I am real,” and “Don’t mess with me,” on stage
performance and behavior of rap singers can be used to hide shame. Shame
may be caused by living in poverty, a homosexual parent, having to take
Ritalin, low grades in school, living in a one parent household, being in
Special Education, being Black, the lack of an ideal family or special talent,
etc. Shame can cause hypoactivity, hyperactivity, as well as suicide. The
parent must be aware of the child’s shame, emotions and behaviors and help
the child to discuss their shame. This will help defuse shame.
 DAILY AFFIRMATIONS

The uses of positive affirmations are useful for parents. These affirmations
should use Maat and or Kwanzaa principles and reaffirm your desire to
change the way you respond to your child. See Cultural Virtues and use
phrases from that section as affirmations. Listed below are a few
suggestions:

“I am blessed with skills and my Ancestors wisdom to guide me to solve my

child’s behavioral problems.”

“I am striving to be purified and holistically healed and possess the ability to

heal my child’s behavior.”

“I am empowered with the knowledge and the strength to deal with my

child’s difficult behavior.”

“In the past, I have been inadequate and harsh with my child’s behavior. I
can use other parenting techniques that would be less abusive and
emotionally upsetting for my child and myself.”

“I will heal my child’s behavior problems and will control my anger, yelling,
cursing, temper and dysfunctions in order to serve God (Maat).

“I made a mistake and did something wrong, next time I make a mistake I
will do something right.
 DON’TS FOR CHILD RAISING

DON’T:
♦ Ignore attention getting behaviors, words, songs, etc. (may lead to
tantrums)
♦ Spoil the child (using gifts, food, money and clothes to win the child’s
love)
♦ Confine the child to a room or in the home for excessively long periods
of time
♦ Let them look to you to solve all of their problems
♦ Force toilet training
♦ Be over protective (mistakes are a part of learning)
♦ Bore your child
♦ Lecture. A lecture becomes generic words that are ignored. Lectures are
a scratched CD that is irritating and ignored.
♦ In all arguments (especially during Negativism Period = Terrible Two’s)
do not be afraid to say,” No.” When you say, “No,” mean it and stick to
your decision
♦ Try to force your child to follow the growth and development schedule of
a book (Eurocentric, Caucasian)
♦ Holler at the child, curse or say negative remarks about their personality
or Mother or Father

DO’S FOR MOTHER/CHILD INTERACTIONS

DO:
♥ Direct your attention to the infant/child and stimulate them with sounds,
facial expression, words, songs and objects
♥ Imitate the infant’s sound
♥ ”Quiet alertness” – Mother’s ability to keep the child quiet with sensory
and visual stimuli
♥ Look at the infant/child with pleasure
♥ Name objects, colors, music, parts of the body
♥ Encourage the child to pay attention to dreams, events and objects
 (improves Attention Deficit)
♥ Allow the infant/child freedom to choose play
 PARENT’S DO’S AND DON’TS BEHAVIORS

DO’S DON’TS

DO tell the child exactly what behavior DON’T tell the child what you want.
and what verbal response you want This is negative reinforcement.
DO name the specific behaviors that DON’T use “good boy/girl.”
are liked
DO model behavior you desire the DON’T wait for important behavior to
child to establish and develop. appear. It must be developed.
DO provide a punishment as a DON’T threaten to use punishment as
consequence for inappropriate behavior a consequence for wrong behavior.

Use punishment for wrong behavior

DO provide a reward as a consequence DON’T punish appropriate behavior.

for appropriate behavior.

DO match the degree of punishment to DON’T use verbal abuse and physical
the degree of inappropriate behavior. punishment for aggressive behavior. A
spanking is appropriate while beating
is not.

DO punish inappropriate behavior. DON’T reward inappropriate behavior.

Do reward immediately. DON’T ignore appropriate behavior.

Do punish immediately DON’T ignore or fail to respond or

delay punishment for inappropriate
behavior.

Do reward with social praise and DON’T use physical punishment and
touch. verbal abuse (hollering, cursing,
screaming, yelling and name-calling)
for behavioral problems
.
Do work on small changes. DON’T expect immediate major
changes in behavior.

Do name the behaviors you like. DON’T focus on the child (i.e. You are
hardheaded. You are always doing
wrong. You are stupid). Focus on
specific behavior.

Do withdraw attention to some DON’T attend to behavior undergoing

inappropriate behavior. extinction.

Do a time out discipline and have the DON’T shake the toddler as it can
child recite or draw principles of damage the brain and/or eyes.
MAAT or Kwanzaa.

TALKING ABOUT FATHERS DO’S AND DON’TS

DO’S DON’T’S

Increase the amount of information When children get older, it is

you give about their absentee father. unnecessary to answer all of their
questions or come up with solutions
for their problems. You cannot have
all the solutions or fix the problems.
It is better to be able to discuss their
feelings about problems and what
they have experienced. Help them
to interpret and explore their
observations, emotions and
understanding of their father. Their
world becomes more complex and
things are less black and white.
Children grow in their understanding
so you will do more listening and
less explaining and comforting

Tell them that their father’s negative The positive and negative comments
behavior does not mean that they you make about your child’s father
will have the same behavior or be a becomes a part of how your child
less desirable person. sees themselves. Be truthful and try
not to have an attitude. Saying
insulting things or putting down
their father causes serious
consequences for your child.
Positive statements about their father
can help them to have good self-
esteem. The key is to share your
feelings without negative judgments.

For example, “Your father is with

one of his girlfriends instead of
seeing about you.” Try, “Your father
was unable to be a good parent and
husband.” If your child ask why,
 say, “I just know that’s how our
relationship was.”

Tell them that they do not have to Do not say that their father does not
copy their father’s negative pay child support because he does
behavior. If he broke the law, he not care. These words will hurt your
would not want them doing the child and will not solve the money
same thing. Even if he was a problems. It is better to explain
lifelong woman, drug or child gently, he is not behaving like a
abuser, criminal, liar or thief, you good parent and may have other
still can be a nice and honest person. issues. Children are aware when
fathers do not pay child support,
because money problems and
finances become a critical issue.

If the father’s lack of financial

support is due to sickness or
unemployment, poor parenting skills
or neglect, tell your child the truth.

Do point out that their father’s lack Lying to your child about the father
of parenting skills may be due to will not work because you will not
issues or anger he is unaware of. be able to sustain the lies. When
However, let the child know that not children get older they eventually
paying child support cannot be find out the truth. Sometimes they
excused because of issues or anger. wait until after they become adults
to find out the truth. Tell the child
the truth instead of letting them live
a lie by holding an ideal image in
their minds and hearts. Lying can
jeopardize your future relationship
and risk losing their respect. Be as
open as possible and tell them the
truth.

QUESTIONS
“WILL DAD EVER
COME BACK?”
The child wants their life to have a happy ending and to be like a fairytale.
However, if their father has no intention of coming back or if you have no
plans of having a marriage/relationship with the father, it is best to tell them
the truth. It’s better to say, “I hope that you and your father will have a good
relationship but he and I will not get together.” It is best for the child to
have fond memories of their father and keep him in their heart than live a
dream that will not come true.

“CAN I LIVE WITH DAD?”

 This question indicates a dream the child has of having a normal life. They
feel that they are incomplete without their father. Older children probably
are thinking about living with their father when they are older or as a way to
be free from your rule. Sometimes, the child may ask the question to make
you feel bad or because they feel bad. Tell your child that it’s okay for them
to think about living with their father. Remember that this may not happen.
It is alright for the child to have childish dreams and hopes. Keep in mind
that it is good for an adult to develop a friendship with a long gone father. If
this happens, your strength and loving spirit has enabled the child to forgive
the father’s past and you have helped make their father a part of their lives.
Children want their dream of
their father to become a reality and living with him makes him real and
makes them feel like a real, normal child.

“WHY DID YOU AND

MY FATHER SPLIT?
Avoid saying, “You stopped loving each other.” The child may think that it
is possible for you to stop loving them. Tell the child you will never stop
loving them. Tell your child that you love their father as a friend. Assure
your child that a mother is always a mother and that you will always be
there for them.

MOTHERING DAUGHTER DO’S AND DON’TS

♦ Teach your daughter to fix (repair) items. Teach her the names of tools
and how to use them. Let her watch you repair household items, check the
oil in your car, tighten loose nuts and bolts. Let her take self-defense classes.

♦ Do not focus on her looks, clothes and jewelry. Try to emphasize that her
ability to use Maat, Kwanzaa Principles and Cultural Virtues and a good
relationship with God makes her attractive. Talk about her strengths, good
personality traits and talents. Talk less about her dysfunctionality, weak or
inadequate characteristics or behaviors.

♦ Do participate in outdoor activities with your daughter such as hunting,

camping, nature trails, looking for herbs, bike riding in the park, mountain
climbing and health retreats.

♦ Do not give her contradicting statements and mixed messages. For

example, telling her “She looks attractive in a dress and that she has a good
figure and then tell her that her looks are not important.” Beware of
emphasizing studying to be an engineer and then criticize her for wanting to
be a hairdresser.
 PARENTING BOYS DO’S AND DON’TS

DO’S DON’TS
Do teach your son to respect all Do not make your son the “man of the
females the same as they would respect house.” He should have responsibilities
their sister, mother, aunt and and chores but a - boy should be
grandmother allowed to be a child, he is not a grown
man.

Do believe in yourself and encourage Do not worry that he will learn how to
your child to believe in themselves. Let be a man without his father not living
your child know that you are confident with him. Half the population is male
as a parent. and he will get the male attributes and
social skills from male models. Point
out the positive moral and ethical
qualities in men he sees on a day-to-
day basis, including the store clerks,
the friendly barber or the talkative
senior citizen.

Do engage in activities with healthy Do not avoid talking about his father
other males he comes in contact with even if you do not like him or know he
is dysfunctional.

Do censor or limit the amount of .

violence and pornographic videos,
music and movies. Let him - know that
what is in the videos and on television
is not Maat and does not show the
healthy behavior men should have.

Talk about positive thoughts and

behaviors that your son has that are
similar to his father. Talk about men
who have Maat behavior – male heroes
that have/had good behavior.

Do teach your son values and let him

understand and express them in his
own masculine way. This can mean
that he sometimes does not show or
express his feelings.

Do understand that most boys grow

and develop slower than girls, so be
patient about your son’s emotional
 maturity. Boys do not practice
relationship skills with dolls, girls do.
Boys practice manipulation and control
of objects such as trucks, airplanes,
cars, etc. They usually lack the
emotional vocabulary needed for a
relationship.

PARENTING TEENS DO’S AND DON’TS

♦ Do spend time talking with the child about issues in society and their
feelings and understanding of them. Share information about your
challenges, obstacles, mistakes, triumphs and your feelings about things. Let
the children respond in their own way. Do not give lectures during
conversations. Make the communication a two-way street. Always reassure
the child that you will be there for them and always love them. Give plenty
of hugs and kisses.

♦ Do be involved. Attend your child’s after school activities, sporting events

and community activities. Shared activities and experiences help you to bond
with your child. It helps you to have conversations and share common
interests. It is good to be in contact with other parents. Volunteer to help at
school functions or at community functions that your child is in. This helps
you to network with parents and provides a common interest with the child.

♦ Do not argue about hairstyles, diet, clothing or loud music. Teenagers tend
to use them to express independence and individuality. Try to point to the
value of Maat behavior and the need for moderation. Let them know that
every trend or fad is created and promoted by businesses to make money.
Point to the health hazards of tattoos, birth control pills, condoms, loud
music and body piercing. Rings can be pulled out of the skin and infections
can be caused. If the teen’s room tends to have an odor, place an air
deodorizer in the room.

♦ Do be alert to emotional changes in your child. Watch for mood swings,

sugar cravings, eating disorders, excessive E-mail and Web surfing usage,
depression or violent tantrums. Being a teenager is difficult for children and
you need to let them know that you are there to help them understand and
cope with the challenges in their life. The child does not know how to be a
teenager. A teenager is a pre-adult phase and between being a child and an
adult. Their are sex hormones are stimulated and they do not know or
understand how to understand themselves or why they are themselves. At
any given moment, they may do something stupid, which is usually caused
by a clash between their rationale thoughts and their sex hormone created
thoughts.
PUBLIC SCHOOL DO’S

♦ Remember that it is the principal of the school who is accountable and

responsible for problems at the school. Hold the principal accountable by
meeting with them to discuss any problems or concerns. The principal will
make time to meet with you about your concerns.

♦ Remember that you have a right to confront teachers and the principal
because you are an equal. Do not feel intimidated. The teachers and
principal are parents. Do not feel like a victim and be defensive, apologize
for your life circumstances, have a negative attitude and holler or talk loud
when discussing your child’s problems. The school may use your behavior
as an excuse to defend the inability to meet the demands of educating your
child. Remember schools are under police control and/or state control and
any behavior that they define as inappropriate can cause a criminal charge or
file to be created on you as well as the child.

♦ Seek out supportive people at the school such as the psychologist,

guidance counselor or a teacher your child may have had a positive
experience with. Use the resources the school has to offer.

♦ Do be mindful that public schools have an unofficial “3 strikes and you are
out or a point system.” Once your child has reached their allotted points or
strikes, they may be placed in an alternative school or special education.
Your behavior or harsh words to school officials can contribute to your
child’s points or strikes.

♦ Do talk to friends, other parents or adults that have the same values and
standards as yourself. They can be supportive in your efforts to manage you
child’s education and help you through parental issues.
♦ Stay in contact with other parents at the school. They can relay
information to you when you are unable to attend the Parent Teachers
Association (PTA). Most schools have E-mail and Web pages that they use
for information dissemination. However, talking with another parent is the
best resource.

♦ Remember you are not the only parents who has a work schedule that does
not allow you to visit the school or attend school meetings or events. Despite
your conflicting work schedule, you are still a parent and still have the right
to get the best education for your child. If your school district or school
board is not helping you, then contact your state or congressional
representative office to find out about advocacy groups that can help you.

♦ Do not feel bad because you cannot help your child with their schoolwork
or computer problems. The school and your community have resources that
can provide help free of charge.

CHILD HOME ALONE DO’S

♦ MAKE RULES CLEAR

Rules should be based upon the child’s safety, maturity, neighborhood and
home circumstances and the child’s capabilities. Keep in mind that children
will do childish things. The rules should be clear and in some cases written.
The rules should include appliance use, video games, music, phone and E-
mail use, friends that can or cannot visit, homework and study, leaving the
home, television viewing, how to answer the phone or door and their chores.

♦ CELLULAR PHONE
Cellular phone usage has to be based upon the level of responsibility the child
can maintain. Determine if the child’s safety requires a cellular phone that
has 911 or other emergency services numbers.

♦ CALLER ID
Tell the child to only answer calls from callers that you have approved. This
can prevent the child from telling unwanted or unexpected callers that you are
not at home and that they are alone.

♦ THE LAW
It is a crime in many states to leave a juvenile home alone. It is considered
child abuse and abandonment. Therefore, you can be convicted of a crime.

♦ SEEK BACK UP
It may be difficult to get a reliable parent to act as an emergency backup.
Most mothers and/or fathers are usually at work. Consider using an older
neighbor to watch your child when an emergency arises.

♦ TEXT MESSAGE
The child can text message you when they arrive home or when an
emergency arises. Some jobs do not like your children calling about non-
emergency matters. Use numerical codes or special phrases to deliver
messages. If the child is mature enough to go out without you being present,
then a text can keep you in contact. If you text pages and you do not get a
response in a reasonable amount of time, find out why.

♦ WHAT IS AN EMERGENCY
Clearly tell the child what are emergencies (i.e. accidents, sexual advances,
fire, sickness, violence). Have a beeper numerical code for different types of
emergencies. If you are beeped, the emergencies should require immediate
voice contact with you or your designated backup.

♦ HUNGER
Children may need a prepared food or meal or easy to prepare foods for an
after school snack. Warn them not to eat artificial sweeteners and
white sugary snacks, stress eating more fruits and avoid drinking sodas.

♦ KNOW THE CHILD

You must evaluate whether the child feels comfortable to be home alone.
Have them do relaxation exercises or meditate or listen to calming
music/movies. The movies or videos should not be violent because they can
cause the child to be fearful, scared or nervous. Some children if left home
alone too long will imagine and create fear in themselves. They may need a
baby sitter, an after school program or an adult to check on them periodically
in order to handle their emotional unsteadiness and fears.

SINGLE PARENT FAMILIES DO’S

A family is a cultural unit. The culture creates a family that is centered

around Cultural Virtues, Maat and Kwanzaa principles. Family is a
community (village) of people with common ethics, interests and values.
Family can consist of extended family (aunts, uncles) or a network of male
and female friends. A family can be headed by a male (patriarchal) or a
female (matriarchal) or headed by both (unilateral) or a grandparent. The
purpose of family is Maat and Cultural Virtues not necessarily who heads it
or how it is constructed. The Caucasian influence on family can cause
problems. A book such as “: The Hite Report on the Family Growing Up
Under Patriarchy” by Shere Hite (Grove/Atlantic) can expose some of the
problems of the Caucasian culture’s influence on family. The following can
be helpful for a single parent:

● The parenting skill of the adult whether they are single or in a

marriage is the primary factor in creating a home atmosphere that is
nurturing. Single parent homes should emphasize behavior and roles that are
not gender confined.

● Daughters in such families can see the independence, strength and

gentleness needed to develop feminine attributes. They confide more to their
mother.

● Sons in a “mother only” family do not feel the need to be

aggressive or suppress emotions to be a man.

● Mothers tend to share more female issues and societal pressures

dealing with Black females with their male and female children.

● Boys feel less forced to prove themselves as men and feel their
character makes them a good and strong male.

● Men raised by positive cultural single mothers tend to develop a

better emotional vocabulary and have better relationships with women.

● Two parent homes tend to force children to see one parent as the
boss and the other parent as weaker or easier to manipulate. The child
duplicates this in their relationships.

● Boys usually have a significant male to relate to or have a male

support group of friends.

● When visiting his father. Boys have to be told that some feelings
between his separated or divorced father are not good. He has to be warned
that his father’s negative words about his mother is a problem within his
father. He must understand that problems between his parents is not his
problem. Reassure him that both parents love him despite their separation.
Tell him to say, “I love you daddy and I love momma. I wish you would not
talk that way about my mother.”

● When visiting her father. Girls have to be warned about negative

words her father may say about her mother. She has to be told that her father
has problems with his feelings towards her mother. Reassure her that his
words are about his hurt and not intended to hurt her. Tell her that both
parents love her despite the emotional problems the father has about the
mother. Tell her that her father has his own problems and hurts. When he
talks about them it is not meant to hurt her. Tell her to say, “I love you daddy
and I love momma. I wish you would not talk that way about my mother.”
● The child should be told that they should not pick sides. They
should not feel one parent is right and the other one is wrong. Tell the child
that both parents helped to make the relationship good and helped to make it
bad. Tell the child it is not good to say bad things about one parent in order
to please another parent. Single parents need to accept that using the child as
a teammate to bash the other parent damages the child and their relationship
with their child.

● Boys and girls learn how to be adults and how to behave in a

relationship by observing the way their parents behave and talk with the
opposite sex. “Opposite sex” is a Caucasian cultural term. In African
culture, we say, “Complimentary sex.” There is no battle between the sexes
or opposite sex, there is Maat between the sexes, which makes them
complimentary sexes.

● If you have a boy, he should learn house cleaning, ironing and

cooking. Girls should learn how to repair and put together equipment,
furniture, etc.

PARENT DATING DO’S AND DON’TS

● Do keep in mind that your social and sexual needs may force you
to date people that do not fit into your children’s life.

● Do remember that children do need to be taught how to deal with

their emotions concerning you dating. Dating is a learning experience for
you and the child. It sometimes will take awhile for your child to accept it.

● Do remember that your date can be considered an invader and

someone that is taking you emotionally away from the child.

● Do not stop having a private life and socializing because of your

children. They have not given up being a child because of you and you
should not give up being an adult with adult needs because of them.

● Do not discuss adult issues with your child. They are not to be
used as an adult confidant. The child should not be used as your solution for
loneliness.

● Do not refer to a male sexual partner that spends the night with
you as “Cousin” or “Uncle.” This sends a confusing message about adult
sexual practices. If a male guest spends the night, it is best that they sleep
where overnight guests do or else make other arrangements for your sexual
encounters.

● Do not make your date assume fatherly responsibility when they

visit. They can use their parenting skills but only as a friend not as a
substitute father.
● Do not allow the child to use your guest as their company or allow
them to occupy their time.

● Do encourage the child to be polite to the male guest.

● Do not argue with your guest around your child.

● Do not let your guest ignore or disrespect your household rules

(i.e. wash hands before getting something out of the refrigerator, take off
shoes while in the house, no loud music, no cursing, etc.).

DATING A SINGLE PARENT DO’S AND DON’TS

● Do meet your dates children and spend time with them before
introducing them to your children. Do not force the children to be friends or
like each other.

● Do not force the oldest child to be the baby sitter. This could
cause the oldest child to resent and dislike you and your date. Avoid this until
the children are able to get along with each other. It may be better to see if
you and your date will have a lasting relationship before bonding the children
together. If you and your date decide to end the relationship or have a
negative relationship, the bonding between the children will force you to see
each other.

● Do explain to the children that they cannot come along on your

dates. Tell them that you and your date need time together similar to them
spending time with their friends.

● Do not take both sets of children on outings, lunches or places to

travel until they are comfortable with each other.

● Do not get upset or worry if the children don’t get along or have
conflicts. Children forgive each other easily and are flexible. It may take
awhile before they get along.

● Do not expect the children to immediately share their feelings

about your date or your date’s children. Keep in mind that the children’s
attitudes may be their attempts to selfishly keep you to themselves or punish
you for not staying in a relationship with their father.

● Do have family dates such as going to the movies, a festival, park,

museum, roller skating, bowling, etc.

● Do prepare the children for your overnight date by having a

slumber party (rent movies) have sleeping bags or a sleeping space and spend
the night together in the same room. This makes the children feel comfortable
about your future overnight dates.

REMARRIAGE, PARTNER AND CHILDREN DO’S AND DON’TS

● Do not try to make your children accept your spouse or like their
personality. They may not agree with the new spouse’s opinion or decisions
involving the family. Your children can have their own opinion and have a
dream about how a family should live. All you can demand is that the
children respect your spouse and your marriage. Children require time to
experience the new spouse, and to adjust and develop a one-on-one
relationship.

● Do ask your children to politely talk about their feelings, likes and
dislikes with you. The children have a right to have feelings of resentment,
betrayal, anger, confusion, an attitude and emotions that they cannot explain.
Do not try to rationalize or explain away a feeling. Expect feelings,
recognize them and let the child know that you love them and need time to
adjust to their feelings. The child may be feeling guilty because you did not
marry or stay in a marriage with their biological parent. They may feel that
the spouse does not have the rights of their real parents.

● Do have consistent punishment, rules, rewards and discipline

styles. Children may try to take advantage of the honeymoon period of the
marriage. They may wait for marriage difficulties or arguments and bend the
rules to their advantage. Children must know that the parenting rules will not
change.
● Do observe your child’s behavior and emotions. If the child is
reacting with inappropriate behaviors, mood swings or overly sensitive and
irritated, you may have to seek a therapist or family friend for them to
confide in. It is rare in Black families, however heterosexual and/or
homosexual molestation can be an issue.

● There are support groups for children.

● Do constantly communicate with your children. Let them know

when, where and how certain changes will take place.

● Do let the child know that the non-custodial parent is not a referee,
judge or rescuer to save them from the new marriage.

ROUGH CHILDREN DO’S

Rough children that behave by pushing, poking, squeezing, jabbing, twisting

and shoving do not mean to be harmful. They experience this environment
by touch and prodding and pushing others to see how they will react. They
are treating others as if they are toys or an inanimate object without
considering the physical damage and hurt feelings that they cause.

If the child has developmental problems such as a limited vocabulary, they

may have limited ability to learn through sound (verbal), sight (visual) and or
rhythm and will tend to be rough with others. Instead of saying, “Hello, how
are you,” “What are you doing,” “Let’s play” or “Goodbye,” they will push
or be physically rough as a form of communication. The rough child will
drag a child into their room when they want to play and/or push a child out of
their room when they are finish playing. The rough child is use to being
around others with verbal skills but has not learned to know when to be
physical and when to be verbal. They have to be encouraged to understand
that their behavior is considered violent and painful. Try the following:

● Do let the child know that their physical contact is painful. If they
poke you, yank your ear or hit your arm, tell them you do not like it even if it
does not hurt.
● Do not let them play rough at home and demand that they be
gentle with others outside the home. Let them know that rough play hurts
and upsets people.

● Do use good manners at all times say, “Good morning.” “It is nice
to see you.” Let them know that handshakes, hugs and high-fives are good
manners and hitting, pushing and being rough is bad manners.

● Do not promote rough behavior by yanking their arm, pulling their

ears, pinching or pushing the child when they misbehave or refuse to do
something. They imitate their parents. You have to be gentle and not rough
at all times.

NAKED PARENTS DO’S

Parents’ nudity in front of their children can present problems for the child in
this heterosexual and homosexual, hypersexual society. If the child is less
than two years, you probably will not have problems with cross gender
nudity. Once the child is near two years old, parental nudity should stop.
When the child becomes curious about your sex organs and or breast, it is
time to stop. Toddlers tend to be unaware of the sexual activities attached to
your genitals. They may ask questions, touch or pull at your genitals. If they
do, keep your composure and answer their questions.

● Do tell the child that other people’s sexual organs are not to be
touched.

● Do stop bathing or showering with a child that is nearing two

years old.

● Do explain that you need privacy when you are nude. Say, “You
are older and when you are older, privacy is needed by adults.”

● Mothers do continue to dress and undress in front of your

daughter, if you and her are comfortable with it. Do not bath or shower
together. Be aware if an older daughter is looking at your nude body with
sexual pleasure or in a homosexual or manly type manner.

● Fathers do continue to dress and undress in front of your son. If

you notice the child staring at your penis or buttocks or smiling a lot or
always wanting to come in the room when you are nude, stop nudity in front
of them. This may be indirectly stimulating homosexual issues in the child.
Do not shower or bath with your son.

● Do avoid nudity in front of the children if you are not comfortable

with it or lack the parenting skills to handle heterosexual and homosexual
questions.

● Do let the child know that the naked body or clothed body has to
be respected.
NAKED CHILD DO’S

The child is not conscious of their nudity being related to sex until they are
over two years old. Their awareness of the genitals is usually associated with
the responses adults give when they show or touch their genitals. Children
will take off their clothes a lot between the ages of two and four years old.
They could be practicing their undressing skills or find it relaxing to be naked
or could be using nudity to protest your authority, to get attention or they can
be tired of wearing diapers and or training pants.

● Do not over react, holler, scream, yell or spank the child, touch
their sex organs or be nude at inappropriate times. This may cause the child
to feel ashamed of their body and or sex organs later in life.

● Do let the child practice dressing and undressing on a doll or

stuffed animal. Use clothes that are easy to put on and take off. Monitor the
activity as their little fingers may have difficulty dressing and undressing
objects. This can cause frustration, tantrums and instill in their mind that life
is easier if you are nude.

● Do not respond to their nudity with laughter or cute remarks. This

will encourage the child to strip off their clothes more.
● Do let the child play naked in sunlight coming in through the
window or in the house if it is warm enough. If the child is not toilet trained,
protect your furniture and or carpet as much as possible. Place a blanket or
sheet on the play areas. However, you must let the child know it is not good
behavior to be naked around visitors.

● Do try to dress the child in clothes that are difficult to remove.

Clothing with buttons, belts, overalls or suspenders are difficult to remove
and can reduce the nudity episodes.
 SEEN HAVING SEX DO’S AND DON’TS

If the child wanders into your room or accidentally catches you having sexual
intercourse handle it with good parenting skills.

● Do not get upset, angry, holler or scream at the child to get out of
the room. Do not push the child out of the room.

● Do calmly ask the child to leave the room please. Immediately put
on your clothes and walk with your child back to their room or go to the
child’s room.

● Do answer questions only when asked about your sexual activity.

● Do understand that some children do have a concept or know

about sexual intercourse or have misconceptions and may think the sexual
positions and sounds are reactions to pain, aggression and violence.

● Do not use long complex answers to respond to their sexual

intercourse questions. Explain that adults have special ways of being
together and the positions and sounds are pleasurable.

● Do get a lock for your bedroom door or lock the door when you
are having sexual activity.

● Do plan appropriate times to have sex (i.e. when the child is not
home or when your are sure the child is asleep).

● Do remember that most sleepy children forget witnessing a sexual

act. They remember if you make them feel guilty or ashamed. If they catch
you, tell them they did nothing wrong and you did nothing wrong. Tell them
that you love them.
 CHILDREN AND GENITALS DO’S

Children begin to pay attention to their genitals once they are out of diapers,
wearing training pants or being toilet trained. Their genital areas are the
focus of adult attention due to urinary and bowel incontinence. A toddler
explores and touches their genitals with the same innocence as their toes,
fingers, ears and navel. They discover that touching their genitals is
pleasurable. It is not a sexual sensation. Little boys who touch their erect
penis do not have the sex hormones to feel adult sexual pleasure or an adult
sexual imagination needed for masturbation.

● Do give the child another activity that requires working with their
hands.

● Do take their hand(s) away from their genitals and say, “It is not
okay.” Do not use a harsh tone or handle the child roughly.

● Do remove and gently squeeze their hands. Shake your head to

indicate “no”.

● Do try to ignore the behavior. You do not want to draw attention

to the behavior.

● Do consider that it maybe a fear, stress, anxiety or an attention

getting reaction.

● Do consider that the child may have worms crawling out of the
anus which can be stimulating and irritating their genitals.

● Do remember that a child may hold their genitals to urinate or to

avoid a potty accident.

● Do tell age appropriate children that “We do not touch ourselves

around people.” It may trigger pedophile arousal in an adult who is watching
this behavior.
● Do give the child a substitute toy to use whenever they want to
touch.

● Do be aware of the possibility of heterosexual or homosexual

molestation.

TALENTED CHILDREN DO’S AND DON’TS

Children always have a uniqueness and special quality about them that is
their character logic and not a special talent. The child may have an above
average skill and not a talent. Talent can be indicated by the ability to excel
in an area without much effort or making an ordinary story, event, and
artwork, object or thing into something unique.

● Do not make the talented child perform or demonstrate their talent

to entertain visitors.

● Do encourage and support the child’s talent.

● Do not think it is an advantage to have the school psychologist or

a professional, label or recognize the child as “gifted.”

● Do not push and force the child to concentrate most of their time
towards their talent. This can cause the talent to suffocate them and hamper
growth in other areas.

● Do accept that the child may switch from one talent to another.

● Do understand that some children’s talent is not recognized until

they are older.

● Do understand that a child can be stressed, unhappy and burnt out

by their talent. They may stop using their talent or hide their talent so that
they can feel normal.

● Do accept that the child may like the talent but not the attention
and the discipline and social skills that the talent demands. They may hide
their inadequate emotional and social development by causing others to focus
on their talent.

● Do realize that traditional evaluations may not detect your child’s

talent.

● Do not love the talented child more than your other children or
practice favoritism. The talented child and the other children will suffer.
 CHAPTER 4 BEHAVIOR AND
CONSEQUENCE

“I seen some slaves sold off dat auction. De little chillum sho would be cryin when dey sol deir mothers
away, we be cryin wen dey Whites sex de mother or dey don whip dey mother til mos dead. I never see
my fatha. I don’t know freedom in my head. I twas happee all in all and b’long to mama’s marster”

Unknown Slave Woman

 BEHAVIORAL TRAITS
AGES TRAITS LEARNED
8 - begins to socialize with small groups
- begins to learn self-defense (video games influenced)
- begins to learn how to signify and play the dozens and mimic slave
behavior
- knows the meaning of the curse words “P_____” and “F_____” and
knows how to rap
- has a fair understanding of poverty, ownership of power and riches
and calls it “The Man (white society)”.
- begins to develop inferiority feelings about the Black race, African
culture and Africa
- begins to have negative feelings and attitudes about their
community
- begins to develop a negative attitude towards school and places low
values on the purpose of education

9 - learns to use violence in a detached manner and participates in

reckless behavior
- begins to identify with a gang, social group, sports celebrity, rappers
and singers
- begins occasional truancy from classes and/or school
- becomes familiar with ghetto life styles (via music videos)
- begins to challenge authority or things that represent authority
(teachers, police, rules, etc.)
- realizes the need to develop “coping skills”, denial of slave trauma,
low self-esteem and anger
- begins to spend more time with peers (horizontal relationships)

10 - becomes more curious about sex (pornographic type music videos,

music, TV, movies, etc.)
- becomes more acquainted with weapons
- becomes more active with peer groups
- begins to establish street personality and image
- is able to see certain contradictions in society
- develops fluid street language
- is aware of community’s police traps, drug areas, sex prostitution
areas
- begins to experiment with cigarettes, marijuana, drugs, and alcohol

11 - begins to associate with older boys and girls

- begins to use the curse word “MF” (Motherf___)
- creates sex drive – hyper sexed
- is able to distinguish undercover school police, probation officers,
truant officer and undercover police agents
- signifies and plays the dozen and exhibit other slave behaviors
 - avoids school work and spends most of their leisure time hanging
out in the street
- surfing the Web or E-mail
- may have engaged in petty crimes, shop lifting, rape, theft and first
demeanor activities

12 - is ready for street gang activities

- has awareness of street culture
- becomes interested in more computer games, materialism, gadgets,
fashions and jewelry
- knows the life styles of a drug dealer, pimp, prostitutes, homosexual
activities, hustler, rap, sports and movies stars, street man,
militant, etc.
- can talk with adults
- may begin having a series of sexual relations
- has formed an image of themselves – becomes skeptical of social
institutions, white supremacy, and the powerlessness of black leaders
and black adults

BEHAVIORS
YOUTH PEER GROUP ADULT PEER GROUP

Gangs, Dealers, Sports Teams, Clubs, Adult peer groups meet at clubs,
Computer Games, E-mail and Phone gyms, churches or call themselves
chats and text messages Parents, Teachers, Concerned
Community
Citizens, Friends from the Job, Old
School Friends, Fraternities,
Sororities,
Shoot basketball together, Buddies,
etc.

Gang member socialize daily 2 to 8 Parent allocates 5 to 30 minutes with

hours together. As age increase, the child – as age increases,
involvement increases involvement
decreases

Gang members listens to each other Parents talk at the child not to or with
Two-way communication the child - one-way communication

Media emphasizes immediate Parents emphasize long term

Rewards and Gratification Rewards and Gratification

Caucasian culture emphasizes African culture emphasizes moral

materialism, cars, body mutilation integrity, honesty, spirituality and
(ear, nose, navel, lip, eyebrow, Maat Parents emphasize getting
tongue and genital rings, tattoos), money by serving white folks (good
designer clothing and society job, good education and working
advocates getting large sums of hard)
money via drugs, sports, music,
crime and the lottery
 BEHAVIOR AND CONSEQUENCES
The child’s awareness, attitude, feelings and judgments (cognitive behavior)
can be shaped and developed by Rewards and Punishments. If the child
knows (cognition) that each behavior will produce a consequence
(Reward/Punishment) then their social and emotional health will be realistic
and more Maat. The following steps can guide the process:

STEPS
■ Encourage decision making, independent activities, allow space
for spontaneous activities (improvisation).

■ Allow the child to express their feelings by using games, dance,

dolls/toys, play, conversation, books, music (develops control of a broad
range or emotions/feelings).

■ Interact with the child, respond holistically to their feelings,

spiritual and physical needs, etc.

■ Gently rock or massage the child, hum, sing, dance and drum with
them, smile and establish eye contact and mutually touch each other.

■ Allow the child to express their needs, wants and desires. Let
them learn the consequences of their actions. The child maybe free to choose
a behavior but they cannot chose the consequences of a behavior. For
example, they may freely choose to touch fire. The consequences of being
burnt by the fire cannot be changed.

■ Respond to fragmented, mixed and or confused feelings, emotions

and actions by providing and demonstrating appropriate responses.

■ Encourage the child to label their feelings, words, and actions.

■ Give verbal and non-verbal responses.

■ Encourage the child to observe and label others’ emotions,

spirituality, words and behaviors.
 REINFORCEMENTS AND BEHAVIORS

1. HOW TO GIVE POSITIVE CONSEQUENCE: REWARD

Behavior Positive Consequence

2. HOW TO GIVE NEGATIVE CONSEQUENCE: PUNISHMENT

Behavior Negative Consequence

The child feels hurt, abused and emotional pain and will develop their own interpretation of the
situation:

▲ The child thinks that they should not hit their siblings; another child or throw toys because
they will get hit.
▲ Adults are bigger and do what they want. They will hit you, curse you and give you painful
beatings.
▲ Confusion – parent tells me not to hit but it is all right for them to hit.
▲ I cannot do this and cannot do that. What can I do?

3. HOW TO TAKE AWAY A POSITIVE CONSEQUENCE: PUNISHMENT

Behavior Negative Consequence
Inappropriate Punishment
4. How to take away a Negative Consequence: Reward
Behavior Consequence
(Negative Reinforcer Withdrawn)
 POSITIVE SELF-BEHAVIORS OF CHILDREN

♦ Identifies self with African cultural views, people, social

movements, economics, etc.
♦ Wears African clothes. Has an African name.
♦ Views White Supremacy government and civilization as destructive
to Black folks and culturally abrasive. Seeks solution and activities to
solve problem.
♦ Actively changes feelings and behaviors in order to make self
personally responsible to solving individual and group problems.
♦ Uses Maat to define self, nature, God, truth, science, diet and solves
problems based upon Maat.
♦ Self-examining, self-determined and self-actualizing.
♦ Seeks to be actively productive and contributive to the Black
community (local, national, and international community).
♦ Does not doubt Black people’s ability to free themselves of Racism.
♦ Does not belittle their people, culture and legacy.
♦ Uses scholarship, left mind and right mind, universal knowledge and
Maat to continually improve self (evolve to highest level of humanism).
♦ Understands that an organized people can end Racism.
NEGATIVE SELF-BEHAVIORS OF CHILDREN
♦ Accepts negative stereotype of Black people. For example, believes
Black people are weak, non-supportive of each other, unable to get along
with each other, genetically criminal, hypersexed, violent, lazy, etc.

♦ Self-worth is based upon materialism (clothes, car, job, sex,

popularity, friends, gadgets, gang, etc.).

♦ Medicates self with movies, sex, gossip, games, music, television

and food in order to relieve the symptoms of racial problems instead of
seeking to eliminate the cause of the problem.

♦ Does not base self-knowledge or personality on African heritage or

culture.

♦ Assumes European identity, universal personality, multi-cultural

identity.

♦ Seeks recognition or status from society (i.e. job, education, social

status).

♦ Does not feel that they are culturally advanced compared to other
ethnic groups.

♦ Has superficial limited responsibility to African people and

businesses and global interests.

♦ Condemns inhumane behavior and attitudes towards Africans while

completely accepting non-African values and behaviors that create
disharmony.

♦ Blames Black people for causing the negative problems (crimes,

drug abuse, underemployment, poverty, ghettos, violence, etc.).
 CHILDREN’S BEHAVIORS

BEHAVIOR PROBLEM INAPPROPRIATE APPROPRIATE

BEHAVIORS BEHAVIORS
Aggressiveness Acts out, angry, Controls anger,
disrespectful

Oppositional behavior to authority, says, “No!” respectful of authority

Says, “Yes, sir,”
“Yes, ma’am.”
Attention problems Short attention span rapidly sustained
attention
distractibility shifting attention, (multi- focuses on one thing,
task), gets off task, stays on task,
forgets to do task

Hyperactivity Overactive, constantly Sits still

moves around, exhibits
excessive vocal motor
activity

Impulsive Acts too quickly, acts Delays response(s),

before thinking thinks before acting

Social problems Ignores peers and Greets peers and plays

siblings, exhibits anger appropriately with peers,
towards siblings, peers with toys siblings, shares
and siblings, selfish toys

DESIRABLE BEHAVIORS UNDESIRABLE BEHAVIORS

Says “Good Morning” Snubs others (lacks social manners)

Listens to parents Talks back to parents
Carries out tasks Ignores commands
Waits turn to talk Interrupts others
Helps siblings with tasks Fights with siblings
Cares for toys Destroys toys
 BEHAVIOR ACTION/REACTION
Action Task Behavior
Triggers First You ______ Then you may _____
A situation or event do your homework play, use the computer
that causes a need and/or telephone
for action

Action Reaction Consequences

Verbal order or Positive or Negative (Reward or
physical/emotional Behavior Punishment)
situation

Action Reaction Consequences

Neurophysiological Positive or Negative Stimulus
Psycho spiritual Behavior
Factors

Action Response Consequences

Please clean your Child puts books and Parent says, “I like the
room toys in proper place way you cleaned your
and sweeps floor room when I asked”

Action Response Consequences

Maat behavior, rules Maafa Slavery Sankofa Holistic
and spirituality of Trauma and White Healing and
African Culture Supremacy forced Recreating Maat in the
upon African Culture Individual and Culture
 BEHAVIOR IDENTIFIER CHART
Symptom KEY: AP = Actively Present
PP = Probably Present
NP = Not Present

Behavioral Symptoms Attention Anxiety Depression Conduct

Deficit Disorder Disorder

Aggressive PP NP PP AP
Crying PP PP AP NP
Day Dreams AP NP AP AP
Difficulty Focusing on AP PP PP PP
Task
Fails to Complete Tasks AP NP AP AP
Fearful/ Avoidance PP AP PP NP
Guilt over Behavior NP AP AP NP
Impulsive AP NP NP AP
Memory Problems AP AP AP NP
Mood Disturbance AP AP AP AP
Poor AP AP AP AP
Concentration Low Self- AP NP AP AP
Esteem
Inadequate Sleep AP AP AP AP
Poor Social Skill AP NP NP AP
Quiet and Withdrawn PP NP AP NP
Restless AP AP PP PP
Sensation Seeking (Does AP NP PP AP
many risky activities)
Stealing/Lying NP NP NP AP

This chart is designed to help you identify behaviors. The child may have
other symptoms to a lesser degree.
 BEHAVIORAL PROBLEMS AND DIET
Diet of Child with Criminal Behavior
The Diet of a Typical child prisoner with behavioral problems: The child
maintained a junk food and high sugar consumption diet prior to criminal
behavior. The behavior is drastically changed and improved by eliminating
the harmful foods. The following is an example of a typical child prisoner’s
diet:

MALE: 14 years, 2 months

GRADE: 7th
CHARGE: Vandalism
PREVIOUS 2 prior 2nd degree burglaries in 2 years
OFFENSES:
BREAKFAST: 5 cups of Sugar Smacks with ½ teaspoon added
sugar
1 glazed doughnut
2 glasses of milk (20 ounces)
SNACKS: 1-foot long rope of red licorice candy
3 six-inch beef jerky sticks
LUNCH: 2 hamburgers
French Fries
2-foot long ropes of red licorice candy
Small serving of canned green beans
Little or no toss salad

TAHOMA COUNTY PROBATION PROGRAM

Tahoma County Probation Department (California), observed in 1977 that
children detained at the Tahoma County Juvenile Hall (prison) were
hyperactive and had aberrant, inappropriate behaviors. The administration
decided to change the eating habits of children in the institution.

The junk foods at the prison had to be used before starting the new dietary
regime. As the junk foods were consumed, they were either not reordered or
substitutions were provided.
FOOD ELIMINATED SUBSTITUTION
Sugar (granulated and powdered) Honey
Syrup Honey
Sugarcoated cereals Plain cereals
Ham Other meats
Jell-O desserts Knox gelatin with fruit chunks and
juices
Packaged foods Foods prepared at the facility
Kool-Aid, coffee, tea, carbonated Milk, water, fruit juice
sodas (unsweetened/natural)
Bread with preservatives Bread without preservatives
Jelly and Fruit preserves Honey and fresh fruit
Flavor enhancers None
Syrup packed fruits Water packed fruits
Chocolate Carob
Foods containing dyes Foods without dyes
Candy Fruit
Animal fat shortening Vegetable shortening
White flour Whole Wheat flour

With the substitute diet, there was over a 70% decrease in hyperactivity and
criminal behavior.
 DIET AND BEHAVIOR
The hyperactivity and criminal behavior decreased when children substance
abusers changed their diets. Basic diet changes were:

1. At least three evenly spaced well-balanced meals per day were prepared.
2. Consumed adequate protein daily (Rule for protein determination: is
desired body weight divided by 2 grams of protein daily). Protein may be
of animal or vegetable origin.
3. Consumed vegetable, fruit and/or protein in between meals and for
bedtime snacks.
4. Used only whole grains.
5. Consumed fresh vegetables and fruits daily.
6. Decreased consumption of salt, dried fruit, coffee, tea or tobacco.
7. Legumes (beans), nuts and seeds were included in the diet.

Common Sense suggestions for the criminal and hyperactive drug abused
children were:

1. Overweight? Follow basic rules but limit fat intake and portion size.
2. Balance meals with whole grains (unrefined), protein foods, vegetables
and fruits.
3. Observe how you feel. Do not eat anything that will cause you to feel
bad.
The Children’s Correctional institution completely eliminated the following
foods:
Sugar (white, brown, turbinado, raw) Cakes, cookies, and pies
Honey, Molasses Pastries, candy and doughnuts
Corn syrup Breakfast cereals
White flour Commercially made granola
White bread Fruit flavored drinks
All soft drinks Flavored yogurt
Ice cream Coffee
Canned fruit Tea
Canned vegetables Alcohol
Processed or pre-packaged food

The Children’s prison authorities found that alcohol and drug abusing clients
usually had under nutritional symptoms related to their poor diet as follows:
Anxiety Insomnia, nightmares
Nervousness, Blurred vision Rages
Sweet cravings Tiredness, weakness
Alcohol cravings Morning nausea
Dizziness, faintness Transient muscles ache
Depression Transient joint pain
Feelings of doom Weight problems
Headaches Irritability

The Correction facility found that these same criminal behavior children’s
typical diets consisted of the following:
Alcohol consumption Heavy consumption of
Sugary breakfast Sugar
Skipped meals White flour
Light eating during the day Caffeine
Heavy eating at night Salt
Refined carbohydrate snacks Tobacco
Skipping breakfast or a high sugared Junk food
one
Pre-packaged food
 BEHAVIORAL PROBLEMS, LEAD AND CRIMINALITY
Environmental polluting products as well as the pollution has caused an over
500 times increase in lead compared to the 16th century. Symptoms of lead
toxicity and blood sugar problems tend to be the same. For example:

1. Headaches
2. Nervousness
3. Dizziness, weak spells, cold sweats or fainting
4. Drowsy
5. Depression
6. Sleeplessness during the day
7. Forgetfulness
8. Mood swings
9. Digestion problems (upset stomach)
10. Fatigue or exhaustion

In the 18th century in the Kingdom of Kongo, the Bakongo men wore jewelry
(amulets, bracelets, etc.) made of copper, tin and lead. The Bakongo
designed the metals to represent cultural ideas. Some of the Bakongo
developed lead poisoning from wearing the lead amulets and bracelets. They
were so toxic from the metal poisoning that they became manic, drowsy,
irritable and or aggressive. To treat the lead poisoning, the Bakongo used
herbal pharmacological preventive and curative herbs (i.e. paw paw and palm
oil) and physical therapy. The preventive, curative and physical therapy
methods became the tribe’s traditional way of using knowledge to keep one
step ahead of technology. It is difficult to stay one step ahead of toxicity,
poisonous foods and radiation caused by computer technology. Too much
lead has and is still being released into our environment. Dr. Herbert
Needleman et al, reported in the New England Journal of Medicine (1979),
that evidence existed of a lead-behavior learning triad after 2,146 school
children’s shed teeth were examined. Boston’s Children’s Hospital Medical
Center and Harvard Medical School study revealed the following:

1. Children with high lead levels had developed learning problems in the
areas of verbal performance and auditory processing.
 2. The children had developed Attention Deficit Disorder.
3. Teachers’ reports of classroom behavior indicated that learning disorders
were due to high levels of lead. The common behavioral problems
exhibited were:
1. Impulsiveness
2. Easily became frustrated
3. Lacking in persistence
4. Dependent on structuring and clingy
5. Daydreaming
6. Failed to follow simple directions
7. Tracking problems
8. Easily distracted (could not follow sequence)

4. Children with high lead levels performed significantly poorer on the

Weschler Intelligence Scale for Children (WISC-Revised), particularly
on verbal items and three measures of auditory and verbal processing.
 CHAPTER 5 SCHOOL
“I nurture myself through the nurturing of others (children).”
Melanie Stevenson

Toddlers find security with the accumulation of possessions – the more possessions they have the more
secure and comforted.
 KWANZAA PRINCIPLES IN THE CLASSROOM
NGUZO SABA

v Umoja – Unity; working together in such a way that if one

person has a different goal they will still participate in the total Maat
of the group. The group will help the individual with a different goal
achieve success and happiness.

v Kujichagulia – Self-Determination; pursuing a goal in the spirit

of Maat.

v Ujima – Collective Work and Responsibility; in the activities

and programs, no one will be allowed to leave until the area is
cleaned and each person participates in the activity and cleaning.

v Ujamaa – Cooperative Economy; as a group, they should save,

bank and utilize all resources together and purchase items.

v Nia – Purpose; each person in the Rites of Passage group has to

state a career goal. They must develop a plan for achieving the goal
and tell how their goal serves Maat.

v Kuumba – Creativity; in drumming, cultural dancing, jewelry

making, tie dyeing cloth, sculpturing, making positive messages and
designs on T-shirts, caps, jackets, school bags, etc.

v Imani – Faith; believing in God, demonstrated by

understanding the principles of Maat and the 42 Declarations of
Innocence.

CLASSROOM EDUCATION VS. TRAINING

The Eurocentric schools have different effects on Black children. The non-
African (i.e. Caucasian) children are taught to control (Slave Master
mentality) and the Black child are taught to be subservient (Slave mentality).
Listed below is an example of the effects of schooling:
NON-AFRICAN CHILDREN ARE: BLACK CHILDREN ARE:
Abstract Thinkers Concrete Thinkers
Educated Trained (Indoctrinated)
Employer Employee
Thinkers Memorizers
Opportunistic Job seekers
Entrepreneurs Consumers
Leaders Servers (trained to serve and/or work
for others)

LEARNING CONCEPT
NON-AFRICAN AFRICAN

American Contemporary Culture African Traditional Maat Culture

(European)
I (Individual Centered) We (Group Centered)
Competition based upon Ownership Cooperation based on Maat
External (highly values material Internal (highly values spiritual
things) things)
 NON-AFRICAN AND AFRICAN CULTURAL
CLASSROOM
In the Eurocentric classroom, learning takes on the linear slave and slave
master style.

Non-African Culture’s Class (vertical communication)

Teacher (Slave Master)
Student (Slave)

African Culture’s Class (horizontal and circular communication)

Circular Communal (Family) Cognitive

Teacher

Student Maat Student

Teacher

Maat Guided Classroom Purpose and Mission

The child should be taught in order to help them define their Maat guided
purpose and mission
in life.
PURPOSE: The child should be taught their reason (purpose) for being on
the Earth (mission).

MISSION: A (spiritual) strong desire to take a course of action that makes

you feel (spiritually) bound or connected to God and/or your culture.
 Classroom Activities
The child’s classroom activities are actually Rites of Passage. The
foundation of the Rites of Passage is Maat. The key elements to develop in
the educational Rites of Passage should not only teach the child how to think
but also heal the effects of Slavery Trauma, Racism and Oppression.

AFRICANS AND AFRICANS IN AMERICAN

HISTORY ACTIVITIES

The development of Africans in America and the African family tree.

Design an African time line from 4 million years B.C. thru 2000 A.D.
and place indicators on the time line regarding social significance
occurrences.
Read lessons from History: The United Independent Compensatory
Code/System/Concept, The Destruction of Black Civilization, Marcus
Garvey Philosophy, The Autobiography of Malcolm X, Man child in
the Promised Land, Native Son, Kaffir Boy, Abdul and the Designer
Tennis Shoes, The Art of War, African Holistic Health, The Isis
Papers, The Black Women in Antiquity, Egypt Revisited, etc.
Utilize raps, plays and debates to teach about men and women of
importance to Africans in America as well as the Diaspora and
Africa.
It is essential that the parents develop a list of Rewards/Punishments,
House Rules, Family Goals and Principles, chores and a sign in sheet
that confirms the completion of tasks and provides an understanding
of the Rewards/Punishments.
Develop African cultural classes in Holistic sex education and the
difference between breeding a baby and taking care of a baby
(parenting skills).
Provide activities that allow boys to do natural food preparation,
cooking, ironing, sewing, washing dishes and house cleaning. This
can be done in an in-house session or at a campsite.
Provide the opportunity for girls to learn about cars, electrical wiring,
plumbing, carpentry, small motor repair etc.
 Develop activities so that the boys can baby sit and teach infants and
toddlers.
Provide firearm target practicing and self-defense training.

CAREER DEVELOPMENT

Have the child develop self-employment occupations.

Invite guest speakers to talk about subjects or about their careers.
Provide tutorial services and awards ceremonies in recognition of
academic achievement.
Review the study course in order to make sure that career goals can
be accomplished.

Spirituality
Teach the children the Principles of Maat which are:

Truth, Righteousness, Harmony,

Justice, Propriety, Order,
Reciprocity, and Balance

Provide the opportunity for the children to meditate.

COMMUNITY INVOLVEMENT
¨ Encourage the children to participate in African centered
groups and lectures, community activities, neighbor clean up drives,
car washes, can recycling, etc.

¨ The child should volunteer a minimal number of hours in

African centered (social, political, etc.,) and community organizations

¨ Allocate time for the elderly, nursing homes, child abuse or

rape centers, homeless shelters, food distribution centers, alcohol and
or narcotic anonymous groups, etc.

PHYSICAL DEVELOPMENT
♦ Incorporate physical fitness exercises (sit-ups, push-ups, jump rope,
running, etc.,) into a weekly schedule.

♦ Create sports contest and Junior Olympics along with participation

in Egyptian Yoga, martial arts training, drill performances and African
boot dance. Additionally teach health, nutrition, herbal and supplements
usage and self-diagnosis.

♦ Study anatomy, physiology, melanin, and biochemical racial

differences.
ECONOMICS

♦ Teach the child about Capitalism, African and European Economics

and the Global Market.

♦ Develop a family and individual budget.

♦ Review the techniques for buying and selling livestock (slaves)

during the Wall Street Slave Market (1600 – 1800) and how the concept
has been carried over to contemporary times (Wall Street Stock Market).

♦ Teach how to read and interpret stock market information,

newspaper, television and news, etc.

♦ Review examples of purchased stock/mutual fund investment and

how it was monitored over a certain period of time.

♦ Teach about the private corporation known as the Federal Reserve

and other exclusive (secret) societies.

♦ Observe, analyze and write about the types of businesses and

business activity in ancient African and African American communities
under European economic control.

♦ Develop production thinking by making a product or providing a

service and selling it to the larger community (i.e. T-shirts, sweatshirts,
 African artifacts, jewelry, incense, flutes, healthy snack foods,
aromatherapy soaps and candles, etc.).

♦ Develop a business plan (business forecast/projection).

POLITICS
♦ Provide information on the ancient African political systems and
European-American politics.

♦ Create an election, campaign speeches and debates.

♦ Arrange field trips to African centered schools, Kemetic villages,

Yorba village, nature trails, city, state, national and international offices,
jails and courts.

♦ Participate with voter registration drives.

FUNERAL
♦ Create an African centered mock funeral and burial.

♦ Review the Last Rites Ceremony.

♦ Explain the role of the family, colors, stool, fast, gifts, spiritual bath,
ancestors and food.

♦ Explain the grieving process, how to grieve and the emotional,

spiritual and Maat purpose for grieving.

HIGH AND LOW ACHIEVERS

Successful Student Unsuccessful Student
High Achievers Low Achievers
Child has some stimulating and Child lacks schoolteachers
stimulating and supportive supportive
schoolteachers
Students accepts African centered Students have less long-term
norms as legitimate acceptance of African centered norms
and are in conflict with Euro centered
 norms
Frequent school contact by parents Infrequent school contact by parents
Parents want to play a major role in Parents do not have the time or the
their child’s schooling desire to play a role
Parents are psychologically and Parents are psychological and
emotionally calm with the child emotional abusive with the child
Parents have clear achievement Parents have unclear achievement
centered rules and norms centered rules and norms
Child is psychologically and Child is not psychologically and
emotionally calm with parents emotionally calm with parents
Parents wants child to go to college Parents do not expect the child to go
or a technical school to college or a technical school
Parents wants child to be positive Parents have lower expectations of
about schooling their child’s schooling
Parents allow the child to use Parents do not allow the child to
parents’ knowledge in intellectual utilize their knowledge in intellectual
manners matters
Parents participate in implicit Parents participate less frequently in
achievement training activities with achievement training activities with
their child their child
Parents give nurturance and support Parents provide less nurturance and
support
Parents are consistent with Parents are inconsistent with rewards
monitoring, rules, rewards and and punishments and exercise less
punishments monitoring of the child’s time and
activities
Child’s brother/sisters interact as Brothers/Sisters socializing skills are
organized sub-group less structured and they are not inter-
active as a sub-group
Parents participate in deliberate Parents seldom participate in
achievement training activities with deliberate achievement training
their child activities with their child
Conflict between family members is Conflict between some family
infrequent members is frequent
Parents establish clear and specific Parents establish unclear roles
boundaries and status structure with between parent/child and unclear
parents as the dominant authority rewards and punishments
 SCHOOL MODELS COMPARISON
Caucasian SCHOOL African SCHOOL

Rote Learning Conceptual Learning

Abstract rules Maat rules
Standardization Variation
Memorize facts Understands facts
Conform in rigid order Utilizes variety of ways to conform
“Normality” Uniqueness
Superior/Inferior Differences/Equal Differences serve Maat
Deficits
Preconceive Improvise
Logical (without spirituality) Logic and Creativity (with
spirituality)
European centered African centered
Convergent Sociocentric
Controlled Divergent
Meanings are European culture Meanings serve Maat
centered
Cognitive Indirect
European Linear African Linear (Maat)
Mechanical Cyclic
Unison Humanistic
Hierarchical Individual in Group
Isolation Democratic
Deductive Reductive
Scheduled Inductive
Materially focused People focused
Constant Cyclic with nature
Sign oriented Meanings oriented
 PRESCHOOL GUIDELINES
 Requires parental involvement
 Staff should be knowledgeable about African-centered education
and have an ongoing in-service training program.
 Facility should be child proof (covers over electrical outlets, no
sharp table edges, etc.) clean, roomy, age-level and gender focused. The
Preschool should provide culturally related educational materials, toys,
games, play activity and equipment. There should be an appropriate
childcare giver and child/ giver ratio.
 Curriculum should have structured interaction activities,
incorporate stimulating colors, instructional play and social activities for
the children.
 The facility should be well lit and the building temperature should
be regulated. The noise level should be minimal, the floors, walls and
the restroom (toilet) should be clean and (pleasant smelling). Age
appropriate furniture should be provided.
 Caregivers and staff must be conscious of their gestures, language
and conversation (no sexual oriented dancing, slang, songs, should be
allowed).
 The facility should provide meals consisting of natural foods (no
white sugar, junk foods, white rice, white flour, etc.)
 Incorporates consistent discipline.
 Incorporates field trips to educational and cultural events,
institutions and museums.
 The curriculum should emphasize attention skills along with
learning and attitude skills.
 Caregivers and staff should be capable of using therapeutic skills
for hyperactive, attention deficit, chemically altered and hypoactive
children.
 The school must not use physical and emotional abuse.
 There should be transitional activities between primary activities
for the children.
 The staff should be aware of behavioral and emotional clues.
 CHAPTER 6 LEARNING
“It is the way we handle difficulties (with children), that is the mark of spiritual growth.”

Elaine R. Ferguson, M.D.

Sharing is difficult for a child to learn.

 LEARNING TYPES
TYPES OF LEARNERS USES TYPE WORDS

Auditory – Speaks early I hear what you are talking about

Visual – Acts before they speak The answer is clear.
Touch (Tactile) – Touches constantly I feel that I know the answer.
Rhythm (Cyclic) – Beats on objects I am out of step with the class. I am
with drum rhythms while reading, moved by your words. It was
studying and paces (walks) or slammin.
wriggles legs or feet. Taps pencil on
table (drumming).

Note: Children’s intentions “to do” “learn” and or “understand” exceeds their
ability ”to do,” “learn” and or “understand.” Children tend to feel that they
can do something or have learned or understood something even though they
cannot do it, learn it or understand it. They have extremely positive thinking
without positive results. They are often frustrated, have mood swings, cry or
have negative behavior because their positive thoughts do not bring about
positive results. You should calm them and explain that they should keep
trying, pause and try again later or another day.

HOW TO USE LEARNING TYPE CHARTS

A “yes” or “no” answer to the following Learning Types statements will

identify the type of Learner you and your child are. If the majority of the
“yeses” are in one type then you or your child are those types or favor that
type of learning.

Once the type is identified, start using words that are associated with the
type. For example, when talking to an Auditory Type, you could say, “That’s
a loud color,” “If you stay angry you will explode,” “What you said does
not sound correct,” “That’s clear as a bell,” etc. When talking to the Visual
Type, you could say, “What you said is unclear,” “You had a bright idea,”
“That answer is foggy” etc. The Touch Rhythm Type responds better to
statements such as “That really touched me,” “That moved me,” “Did you
run across the right answer yet,” “Are you shook up” etc.
 LEARNING TYPES IN TODDLERHOOD
(INFANT TO 13 MONTHS)

Visual Auditory Touch/Rhythm

Communication
When the baby wantsto express themselves
they  :
▲ like to observe activities ▲ follow directions easily
▲ are prone to tantrums rather than ▲ play quietly
participate
▲ point to what they want ▲ grab at objects and toys
impulsively
▲ rarely babble ▲ babble early and frequently
▲ try to imitate words spoken by ▲ respond with gestures not words
others
▲ usually do not babble until late in ▲ shake their head to “No” or
their first year “Yes”
▲ use gestures rather than words ▲ use inflection when vocalizing

Favorite Toys and Activities

When the baby plays they
▲ are visually alert ▲ babble to their toys
▲ enjoy the swing, scooter/ bike ▲ enjoy a Busy Box
rides
▲ like rattles and noisemakers ▲ like being bounced and tickled
▲ like dangling toys, color and ▲ like rhymes, songs and plays
motion finger
▲ like to be rocked, cuddled and ▲ look at picture books
held
▲ “eavesdrop” on conversations ▲ often kick at their crib’s mobile

Motor Skills
When moving about they:
▲ like to examine small objects ▲ prefer riding and toys that make
with their hands noise
▲ are very active ▲ like to pick up and place small
pieces and enjoy puzzles/shape
sorters
▲ spend more time talking not ▲ are quieted by being picked up
walking
▲ reach for objects before five ▲ use toys to create sounds
months of age
▲ crawl before eight months and ▲ watch their hands while
walk before age one playing
▲ were slow to sit up and more ▲ use riding toys
interested in babbling before ten
months of age

Ways to Nurture
When the baby becomes fussy they are:
▲ calmed by a familiar toy ▲ calmed by music
▲ calmed by being nurtured, held ▲ distracted by a change of scenery
and rocked
▲ easily distracted by music or ▲ easily distracted by a massage or
drumming car ride
▲ quieted by the sight of a familiar ▲ quieted by the sound of a familiar
face voice
▲ quieted by being picked up
 LEARNING TYPE FOR TODDLERS
(13 MONTHS TO 3 YEARS OLD)

Visual Auditory Touch/Rhythm

Communication
When expressing themselves they  :
▲ put words in the wrong order in ▲ combine words into sentences
sentences that are easily understood
▲ have unclear speech which is ▲ have a small vocabulary
difficult to understand
▲ have a large vocabulary ▲ rely on body language and non-
verbal communication
▲ speak in short sentences ▲ like to talk
▲ speak very little

Favorite Toys and Activities

When playing they
▲ choose to play with blocks ▲ learn rhymes and words to rap
and songs easily
▲ pull things out of drawers and off ▲ like crayons, paper and paints and
shelves tapes
▲ like music videos, CD’s ▲ take toys apart
▲ like shape sorters and stacking ▲ enjoy being read to
rings
▲ choose the playground, sandbox
and outdoor activities

Motor Skills
When moving about they:
▲ look around while playing ▲ have limited coordination
▲ are well coordinated ▲ like to use their hands and fingers
in play
▲ focus on language instead of full ▲ enjoy climbing
body movement activities
 Social Skills
When moving about they
▲ use facial expressions to indicate ▲ change the volume of their
happiness, sadness speech according to their mood anger
and other feelings
▲ like to touch and hug ▲ tend to avoid being touched
▲ like to be close, prefer talking to ▲ like to be rocked and held and
touching or holding enjoys nurturing

Emotions
When it comes to their feelings they
▲ tend to be surprised by the ▲ use names for feelings, such as
outbursts of other children “happy” or “sad”
▲ tend to have frequent outbursts of
joy and anger

Memory
When the toddler learns they
▲ remember activities after seeing ▲ remember a word or name after
them hearing it only once
▲ remember activities after doing
them
 LEARNING TYPES IN PRESCHOOL
(3 TO 5 YEARS OF AGE)

Visual Auditory Touch/Rhythm

Communication
When expressing themselves they  :
▲ are reasonably quiet ▲ tell stories in details
▲ use body language and facial ▲ communicate through drawing
expressions rather than talk and painting
▲ are talkative and use complete ▲ sometimes talk to inanimate
sentences objects
▲ speak in short sentences, using ▲ enjoy conversation and searches
simple language for words
▲ use brief sentences

Favorite Toys and Activities

When playing alone they
▲ like beads, blocks, puzzles and ▲ like being read to
crayons
▲ enjoy climbing ▲ enjoy drawing, coloring and
crafts
▲ like books, music and drumming ▲ like to play outside
▲ like watching TV, videos and ▲ make up stories
films
▲ tend to use tricycles, bicycles and
other wheeled toys

Motor Skills
When moving about they
▲ are not particularly active ▲ talk and instruct themselves while
drawing
▲ do not draw or print anything ▲ can draw a recognizable person
recognizable
▲ enjoy talking about the work they ▲ run, jump and climb with
produce coordination
▲ cuts, colors and prints with ease ▲ prefer talking to fine or gross
motor activities
▲ prefer active play to sit-down
activities
 Social Skills
When socializing with other children they
▲ observe before joining in an ▲ take charge during pretend play
activity of touching
▲ often avoid being touched ▲ talk to others with
▲ are sometimes bossy ▲ are very sociable playmates
▲ are often quiet ▲ make conversation easily
▲ enjoy their company

Structured Group Settings

When the preschooler is at day care, babysitters or
school they
▲ need time to feel relax around ▲ are attentive and follow directions
other children well
▲ fidget and squirm during sit- ▲ like working on activities alone
down activities and cutting and pasting
▲ prefer to play in groups rather ▲ sometimes use distractions or
than by themselves attention getting behavior
▲ prefer to watch others play ▲ like to talk in front of the group
▲ like active group games

Emotions
When it comes to their feelings they
▲ are surprised by the outbursts of ▲ use words to settle disputes
others
▲ seem to need reassurance (hugs, ▲ find conflicts enjoyable to watch
smiles and praises)
▲ use names for their feelings, such ▲ have mood swings which are
as “happy” or “angry” extreme they can be angry one
moment and laughing the next
moment

Memory
When the preschooler learns they
▲ learn colors, numbers and letters ▲ enjoy asking and answering
quickly questions
▲ are more attentive when they can ▲ recognize packaging of products
play an active part in the lesson or and the logos
exercise
▲ memorize songs and rhymes ▲ remember activities easily best
 after trying them
▲ remember activities after seeing ▲ add new words to their
them vocabulary
▲ imitate the actions of others
 LEARNING TYPES FOR KINDERGARTNERS
(5 TO 6 YEARS OLD)

Visual Auditory Touch/Rhythm

Communication
When the kindergartner expresses themselves
they:
▲ mispronounce some words ▲ tell elaborate stories
▲ act out events and sounds instead ▲ omit adverbs and prepositions
of talking about them
▲ use adult like speech patterns ▲ speak in short, grammatically
incorrect sentences
▲ use simple language ▲ use sentences that are structurally
correct
▲ are difficult to understand

Favorite Toys and Activities

When playing they
▲ enjoy computers and calculators ▲ learn new things by listening to
instructions
▲ find full-body uses for almost ▲ learn new things by watching
every toy
▲ like records, CD’s and tapes ▲ enjoy swinging, sliding and
climbing
▲ like puzzles and board games ▲ like books and fantasy play
▲ like to play outdoors

Fine Motor Skills

When using their hands they
▲ have neat, attractive artwork ▲ talk to themselves while working
▲ do artwork that is messy ▲ cut, color and paste easily
▲ create acceptable artwork ▲ find printing difficult
▲ print neatly ▲ have acceptable printing
▲ reverse many letters and
numbers
 Gross Motor Skills
When moving about they
▲ like games with set rules such as ▲ talk themselves through activities
“Mother, May I?”
▲ never walk when they can run or ▲ choose games such as badminton
climb which require eye-hand coordination
▲ do more talking than actual ▲ are well coordinated
playing
▲ choose table games over outside ▲ choose games such as “Simon
play says,: which involves verbal
interaction
▲ prefer outside play to table games

Social Skills
When the kindergartner socializes with other
children they
▲ become friendly to new people ▲ often answer for others and are
slowly somewhat bossy
▲ like to be physically active with ▲ watch to see what’s expected of
others uses mock fights, wrestle, etc. them before taking part
▲ enjoy friendships during class ▲ get into trouble for poking and
time hitting
▲ tend to be a loner within groups ▲ get into trouble for too much
talking during class time
▲ are sociable but not very talkative

Emotions
When it comes to their feelings they
▲ have trouble understanding others ▲ confront others about their
emotional outbursts feelings
▲ react with anger rather than ▲ are not very emotional
shame or regret when disciplined
▲ talk freely about their emotions ▲ are emotionally needy and easily
hurt

Memory
When the kindergartner learns they
▲ remember what they have been ▲ know the sounds of the letters of
shown the alphabet
▲ are easily distracted ▲ write letters and numbers
▲ know their address and phone ▲ have trouble number
from memory remembering

School
When in the classroom they
▲ keep their work area very neat ▲ are attentive and agreeable
▲ are uneasy and squirm when ▲ warm up slowly to new situations
seated
▲ lead most discussions and tend to ▲ are unconcerned with their
report others misbehavior to the appearance and appear sloppy
teacher
▲ dress neatly and likes to stay ▲ have an appearance that is neither
clean during play messy nor neat
▲ are active during free time ▲ choose blocks, puzzles, or arts
and crafts during free time
▲ have to be structured ▲ work in an unorganized messy
area and quickly clutter their work
space
 LEARNING TYPE FOR 1ST GRADERS
(6 to 7 Years Old)

Visual Auditory Touch/Rhythm

Communication
When expressing themselves they
▲ mispronounce some sounds and ▲ enjoy conversing with adults
words
▲ tell stories out of sequence ▲ are quiet and rarely volunteer an
answer
▲ use the correct verb tense ▲ tend to mumble speech sounds
▲ use simple language ▲ enjoy creating and telling stories
▲ speak in short direct sentences

Favorite Toys and Activities

When playing they
▲ like crafts and models ▲ like to invent stories for pretend
play
▲ like bicycling and scooter riding ▲ enjoy reading and watching
and outdoor activities others at play
▲ like reading aloud and having ▲ enjoy sports and outdoor play
others read to them
▲ enjoy calculators and computers ▲ like the TV, CD’s, radio and
tapes
▲ enjoy pets

Fine Motor Skills

When using their hands they
▲ are particular about coloring and ▲ frequently ask for assistance with
art projects art projects in words
▲ confuse the order of worksheets ▲ make neat and complete
▲ instruct or read to themselves ▲ presses hard with pencils, paint
while working brushes and crayons

Gross Motor Skills

When moving about they
▲ would rather draw in the sand ▲ have average coordination
than use playground equipment
▲ have excellent coordination ▲ climb in order to see better
▲ use playground toys and ▲ enjoy being outdoors
equipment to perform and increase
their field of vision
▲ like board games more than races ▲ like talking games and pretend
or tag
▲ swing and climb faster and higher
than others

Social Skills
When socializing with other children they
▲ seldom initiate conversation but ▲ are sometimes reprimanded for
answer when spoken to talking too much during class
▲ are a leader on the playground or ▲ prefer individual projects to
doing play activities group activities
▲ initiate most conversations ▲ are very sociable on the
playground
▲ are a loner within a group of ▲ are very verbal
children
▲ express themselves through
movement rather than words

Emotions
When it comes to feelings they
▲ make facial expressions that ▲ are high strung but calm down
reflect their feelings quickly
▲ blush and cry easily ▲ rarely express their feelings
▲ do not hesitate to express their ▲ use their whole body to express
feelings in words their feelings

Memory
When the first grader learns they
▲ read words by memorizing ▲ read words by sounding them out
to learn to read
▲ require extra help ▲ remember what they see
▲ learn math facts easily ▲ have problems recalling what
they have seen and heard

School
When in the classroom they
▲ insist on keeping their work area ▲ are easily distracted by sounds
neat and voices
▲ are constantly out of their seat ▲ are distracted by the sight of
colors or movement
▲ lead discussions and volunteer ▲ are active and are distracted by
answers often sights and sounds
▲ dress neatly ▲ have an appearance that is not
messy but is not neat either
▲ usually wrinkle their clothing
 LEARNING TYPE FOR 4TH GRADERS
(9 to 10 Years Old)

Visual Auditory Touch/Rhythm

Communication
When expressing themselves they
▲ prefer to communicate face-to- ▲ have a large vocabulary
face
▲ avoid using the telephone ▲ use an average vocabulary
whenever possible
▲ like to talk on the telephone and ▲ have a limited vocabulary
Email or join chat rooms
▲ make sentences that are short and ▲ speak in long complex sentences
unelaborated
▲ are quiet in but loud on the ▲ rarely volunteer answers to
playground questions in class
▲ volunteer to answer questions in ▲ speak in short sentences and tend
class to mispronounce words

Favorite Activities
When there is free time they
▲ enjoy board games and strictly ▲ are often chosen for leading roles
follows the rules in school programs
▲ prefer outdoor play to indoor ▲ assemble puzzles, equipment
play, they seem to lose pieces to and/or kits easily
indoor games
▲ take charge when playing games ▲ can act out a part in a play but are
unable to memorize their lines
▲ spend much of their time at the ▲ memorize songs and raps from
computer music video and radio
▲ excel at contact sports, basketball ▲ excel at video games
and baseball
▲ read books, surf the web Email, ▲ enjoy attending sporting events
join chat rooms

Fine Motor Skills

When using their hands they
▲ make their school work neat ▲ turn in acceptable but not neat
paperwork
▲ write off the line and into the ▲ produce beautiful, creative art
margin, their number columns tend to projects
drift
▲ tolerate art class but may repeat a ▲ like the hands-on art but are
project from one year to the next messy in their use of materials

Gross Motor Skills

When moving about they
▲ prefer non-contact activities such ▲ prefer playground games that
as running and hiking involve words
▲ are usually the game leader and ▲ are best at eye-hand games
team captain
▲ need a lot of encouragement to ▲ are flexible and very coordinated,
participate good with gross motor activities

Social Skills
When socializing with other children they
▲ prefer to work on individual rather ▲ prefer group projects to working
than group projects alone
▲ do not work well independently ▲ tend to be a loner within the
or in a group, they need structuring group
(teacher assistance)
▲ are sociable and maintain ▲ seek out other children who enjoy
interaction by talking noisy active play

Emotions
When it comes to their feelings they
▲ are uncomfortable ▲ are understanding and
sympathetic to their friends’ feelings
▲ seem to be moody, impatient and ▲ do not readily express emotion
easily frustrated displaying their
emotions
▲ expresses their feelings by talking ▲ express themselves non-verbally
about them by shouting, hugging,
jumping/dancing,i.e.

Memory
When they are learning they
▲ have a large vocabulary of words ▲ remember new vocabulary words
that refer to sight after hearing them only once
▲ remember action and movements ▲ write and doodle to help
 themselves remember
▲ are good at memorizing poems, ▲ have trouble remembering what
jingles, facts, raps, and dates they see and hear

School
When in the classroom they
▲ dress neatly ▲ excel in social studies and
reading
▲ enjoy doing science projects, tend ▲ excel in math and spelling
to need extra help in reading and
math
▲ like to put together their own ▲ wear clothes that they often
outfits, which may not match wrinkled, rumpled and stained
▲ have an organized desk ▲ sometimes get in trouble for
talking and passing notes
▲ are often up and out of their seat ▲ conscientiously follow class rules
▲ are moderately organized ▲ have a work area that tends to be
a mess

The fundamental learning styles do not change significantly from the 5th to
the 7th Grades. Therefore, it has been omitted. The attention, moods and
behaviors tend to be motivated and modified by sex hormone imbalances,
stimulation and sex hormones in non-organic foods during puberty. The
child is hormone driven.
 LEARNING TYPES FOR 8TH GRADERS
(Ages 13 to 14 Years Old)

Visual Auditory Touch/Rhythm

Communication
When expressing themselves they
▲ participate in discussions when ▲ have a very large vocabulary
called upon but rarely volunteer to
talk
▲ have a small vocabulary ▲ have an average sized vocabulary
▲ listen and speak easily and ▲ avoid eye contact with the teacher
effortlessly in order to avoid being called upon
▲ carefully watches their audience ▲ are uninhibited about speaking in
class
▲ often unable to find and use the
correct words in conversations

Favorite Activities
When there is free time they
▲ like computer and video games ▲ enjoy socializing with friends
and TV sports Email, chat rooms and phone
conversations
▲ play a variety of sports ▲ enjoy using the computer
▲ read a lot and often follow the ▲ enjoy outdoors activities
works of a single author

Fine Motor Skill

When using their hands they
▲ have excellent hand writing and ▲ have penmanship and artistic
do precise artwork efforts that are average
▲ have penmanship and artwork ▲ show great dexterity and
that tends to be sloppy coordinates their eyes and hands
easily
▲ tend to avoid fine motor tasks ▲ feel clumsy using their hands
like typing and assembling models except when their large muscles
come into play, as in sports

Motor Skills
 When moving about they
▲ have average coordination and ▲ avoid games and activities that
are aware of their athletic might make them look deficient
shortcomings
▲ excel at every sport they attempt ▲ prefer non-contact activities like
bicycling, riding or running
▲ prefer group activities to ▲ usually enjoy contact and
individual ones competitive sports

Social Skills
When socializing with other teens they
▲ are self-motivated rather than ▲ are motivated by the opinions of
socially motivated friends
▲ are more sociable during physical ▲ tend to pair off with one or two
activities than at social gatherings people
▲ are sociable and enjoy group ▲ like physical closeness and tend
activities to touch the person to whom they are
speaking with

Emotions
When it comes to their feelings they
▲ are uncomfortable displaying ▲ are sympathetic and
their emotions understanding when it comes to their
friends feelings
▲ tend to be impatient, moody and
easily frustrated

Memory
When learning they
▲ make frequent use of mental ▲ talk to themselves and listens to
pictures when remembering an inner voice for answers
▲ are aware that they have
problems memorizing and seek
helpful ways to improve memory

School
When in the classroom they
▲ are happiest while working alone ▲ tend to let their socializing
activities get in the way of school
work assignments
▲ require support when studying
 PARENT LEARNING TYPES
Visual Auditory Touch/Rhythm
Communication
When talking with others I
▲ speak in simple, clear language ▲ enjoy talking and I am very
talkative
▲ have problems selecting the right ▲ prefer to watch rather than talk
words to say and I tend to be quiet
▲ excel in verbal expression and I ▲ seem to express myself non-
have a good vocabulary verbally, using gestures and body
language
▲ observe the speaker carefully ▲ am a good listener
▲ tend to touch the person I’m
speaking to

Activities and Hobbies

During leisure time I
▲ enjoy videos, CD’s, movies and ▲ watch music videos and listen to
television CD’s, tapes and read novels or poetry
▲ prefer dancing, running, ▲ express myself through painting,
swimming, and physical activities crafts and or artwork
▲ express myself by talking or ▲ like watching soccer, basketball,
writing to others football, wrestling, races, track, etc.
▲ enjoy games like Scrabble, ▲ like talking and listening games
Monopoly and computer games like
Password or Jeopardy
▲ prefer to be active and enjoy
participating in sports

Motor Skills
How I feel about my physical self
▲ I prefer watching sports and ▲ I try to avoid sports and outdoors
computer games activities
▲ I enjoy outdoors activities ▲ my fine motor skills are better
than my gross motor skills: I’m good
with my hands
▲ I’m not well-coordinated ▲ I’m coordinated
 Feelings
Emotionally I
▲ am embarrassed by others talking ▲ am sympathetic to others feelings
about their emotions and problems and am a good listener
▲ cry and laugh easily and tend to
have mood swings and emotionally
fluctuate between highs and lows

Memory
When remembering I
▲ make visual pictures ▲ sometimes record material
▲ “act out” to help myself
remember, I have problems
understanding the real meaning of
what’s been read or said

Work
While at work I…
▲ need to follow an agenda at ▲ enjoy meetings and like to
meetings exchange views with others
▲ avoid meetings and sitting and ▲ use outlines and notes to help me
concentrating stay focused
▲ need social interaction and does ▲ like the company of others but
not like to work alone not necessarily to talk, I enjoy
working with others
▲ need lots of space and do not like ▲ talk to myself when working
to sit or stand
▲ have problems completing work
on time
 CHAPTER 7 BEHAVIOR
“Each child comes with the message that God is not yet discouraged of man.”

Egyptian Proverb

Toddlers Need For Independence And A Fear Of It. They Still Need A Sense Of Security That Comes
From Clinging To A Parent. They Are In An Emotional Conflict.
 BEHAVIOR DISORDERS
BEHAVIORAL DISORDER PROGRESSION
Holistic healing intervention can stop the following disease progression:

PRESCHOOL – ADHD (Attention Deficit Hyperactivity Disorder) children

with behavioral problems can have mental, emotional, nutritional, food and
environmental allergies problems that make them impulsive, non-compliant
and their behavior may be described as “fearless in the face of danger.” They
often have a “tracking disorder” which is the inability to synchronize
thoughts with response causing speech and language problems. Normal
rewards and punishments tend to be ineffective.

MIDDLE CHILDHOOD – (ages 6 to 12 years old) behavioral and psychological

disordered children have difficulty focusing; completing tasks and their
schoolwork is inconsistent. They have attention lag and require two days to
do a task. They have difficulty in social situations and tend to be emotionally
immature. They are usually rejected by peers because of their inability to
have self-control and deal with rules that govern behavior.

ADOLESCENCE – children with hyperactivity or hypo activity symptoms may

be repressed, cyclic, diminished or subsided. However, the problems with
attention and impulsivity tend to remain. At this age, the ADHD problem has
caused emotional and mental scarring due to parental emotional battering and
repeated failures academically and unsuccessful social relationships. These
teenagers are socially branded and tend to associate with peers who have
similar problems and they harbor the idea that there is something wrong with
their brain. Their dysfunctional relationships accent the negative behaviors
and reject the positive behaviors.

ADULTHOOD – in adulthood Behavioral-Disordered children grow to be

dysfunctional in many areas. They have problems relating with themselves
and problems relating to achievement. They have vocational/work, personal
and social relationships problems. Psychological problems, marital and
parenting difficulties are more frequent. Their problems become multiple
because of their inability to cope with or heal Slavery Trauma and Racism.
They distort, alter, and bend information and feelings that they receive and
warp the thoughts and feelings they transmit. They may medicate their
dysfunctional thoughts and behaviors with anger, violence, sex, drugs and
workaholic habits or some other dysfunction.
 ADHD
(Attention Deficit Hyperactivity Disorder or Childhood Senility)
Children that are diagnosed as ADHD may be reacting to white sugar
consumption, an education that is too slow for them or is not emotionally or
intellectually challenging, family issues, lack of parenting skills or teacher
skills, a culturally irrelevant and culturally abrasive education and/or they
may have a high energy level (high-strung) and are super active. Most
ADHD children calm down when their nervous system completes its
development, which is around the time they begin puberty. ADHD is not
related to intelligence or learning ability. Most of these children have
average or above average intelligence. They have difficulty tracking
(sequence) and lack the ability to focus on anything for a few minutes and
can not ignore distractions. The distractions can be noise, others talking,
colors, odors, touch as well as emotions and thoughts in their mind that are
not related to the subject or task assigned. Therefore, they go from one thing
to another and appear to be scattered. They may have childhood senility.

IMMATURITY
Often they have slow development of emotional, fine motor coordination and
impulse control.

BAD CHILDREN
The child cannot sit still or concentrate and this causes hyperactivity. Their
inability to be focused causes the parent/teacher to think the child is
deliberately being bad. The child did not create the ADHD; they are reacting
to the condition. Unfortunately, their reaction is called a “bad child.”

v Have the child wear bright colors or wear something that will help you
locate them in a crowd. They are impulsive and tend to run away

v Keep in mind that allergic reactions to environmental pollutants,

household chemicals, lead and/or aluminum in public drinking water, carbon
monoxide from cars tailpipes, cleaning agents, fumes from carpets, radiation
from computers, television, microwaves, noise pollution and foods can
trigger hyperactivity.
v Be on alert constantly as the child may punch a strange cat or dog, run
into the street, grab items in the store, grab hot coffee or food and will have
emotional outbursts for no reason.
v Remember the child is afraid of their feelings and gets confused when
two feelings collide. Give the child coping methods. Tell the child it is okay
to be scared, frustrated, angry, sad, confused or feel that they don’t know
what to do. The child can alleviate these emotions by doing various activities
such as using a punching bag, laying down to listen to music, dancing,
running, climbing or jumping in a playground or play area.

v Learn first aid. Your best preventive methods will not cover all
accidents.

v Evaluate whether an illness (mental and/or physical), stressor or a

dysfunctional family member is contributing to the child’s behavior.

v Try to avoid physical restraints (tethers-leashes) and physical

punishments. An ADHD child lacks the ability to control itself or sit still for
long periods. Allow for and anticipate plenty of physical activity. Punishing
them is the same as punishing someone with a cold. The hyperactive child is
afraid of themselves, and their out of control impulses. They often have a
runaway impulse.

v Praise positive behavior and/or quiet play.

v Do give reprimands in a positive manner rather than a negative

manner. For example, “Can you jump up and down on the floor?” Instead of
saying “Don’t jump on the bed” or “Stop jumping on the bed” or “Can you
pretend the floor is the bed.”

v Avoid taking the child to places where sitting still or keeping quiet are
absolutely necessary. You will be creating a disaster and will be setting
yourself and the child up for failure.

v Help the child improve basic skills such as riding a tricycle, dressing
themselves, catching a ball and following directions. This will limit their
frustration. Frustration leads to hyperactivity.

v When traveling, bring many play items or activities; take breaks just for
the activities. Stopping for food does not provide enough interactive time for
the child.

v You can use a timer for activities. Keep it fun. Tell the child that they
have to do a task until the buzzer goes off. Have the child to draw a picture,
read a book, put together a puzzle, color a picture, build something, jump up
and down, do a matching problem, etc. Set the timer for two minutes for
each task. Make sure there are no distractions such as the radio or television
on, rap music playing, a window open, a favorite toy laying in the area, etc.
You can start with two minutes for each task and gradually increase the time.
You can offer a reward for the task. Do not use sweets (white sugar) as a
reward.

v The child usually does not need as much sleep as an average child.
Give them herbs at night such as catnip, kava, hops, etc. Develop a bedtime
ritual and ceremony (routine), tell a story, talk about Maat or Kwanzaa
principles, give a gentle massage, sing a song or a rap. This allows the child
to unwind and relax. Avoid over stimulation, excessive noise or talking, a lot
of physical activity or rough play late in the evening and near bedtime. Do
not allow white sugar in the diet in any form.

v Do keep a schedule and consistent rituals and ceremonies (routines).

Order helps the child to search for the emotion and/or thought they need for
an activity. Sustaining an emotion or thought is not a skill they have, so a
consistent time for a nap, bath, snack, playtime, meal or chores can be of
help.

v Use relaxation techniques, affirmations, and exercise, give them

relaxation (sedative) herbs or ADHD natural supplements. Parents with
ADHD children usually are emotionally and physically exhausted especially
if they are at home with the child all day. Get as much support as possible
from your extended family, spouse, friends and use a baby-sitter.

v Give the child alternative play activities and tasks that you can allow to
be messed up. It will be less stressful for you. Do not tell the child that you
expect the worse from them. For example, do not say, “You will make a
mess” or “ I can not take you anywhere” instead say, “I know you will do
your best” or “I know you will play nicely.”
 ADHD Drugs
(Attention Deficit Hyperactivity Disorder)
Ritalin (methylphenidate hydrochloride) and similar drugs such as Desoxyn
(Methamphetamine hydrochloride) and Cylert (Pemoline) are harmful. They
are usually given to children that have ADHD.

RITALIN (METHYLPHENIDATE)

Ritalin is a stimulant (speed) and similar to cocaine (crack).

It causes:
Learning and memory problems
Headaches
Allergic reactions (synthetic coloring, additives)
Rashes
Epileptic twitching of the mouth, body and neck (Tourette’s Syndrome)
Drowsiness
Abdominal pain
Dizziness
Cysts
Cancer
Alert stupor (pays attention but fails to understand)
Wiggly legs
Confusion
Sleep problems
Nervousness
High suicidal tendencies
Poor relationship skills (with self, others and job)
Rage
Liver damage
Handwriting goes from large to small
Retards growth
Dull stare
Weight loss
Emotional problems
Blood pressure problems
 Bedwetting
Uncontrollable talking (Tourette’s Syndrome)
Tumors
Puffy eyes
Belligerence
Nose rubbing
Fever
Nightmares
Deadly drug interactions with other drugs
Addiction
Depression
Crying spells
Irritation

RITALIN causes the same problems it is supposed to solve such as

nervousness, uncontrollable talking and/or movements (Tourette’s
Syndrome). It should not be used if there is a history of anxiety,
hypertension/hyperactivity, tension, agitation and hyperexcitability – these
are ADHD symptoms. Ritalin should not be used if the child plans to do an
activity, which requires alertness and coordination such as learning. It is
addicting. Ritalin, Cocaine and Crack are Schedule II drugs. The following
is a list of a few of the drugs given for ADHD.

DESOXYN causes ADHD symptoms such as talkativeness, hyperactivity,

hyperexcitability, irritability and nervousness. It causes blurred vision
(reading problems), fast heartbeats, palpitations and irregular heart beats,
diarrhea, tremors, constipation, insomnia, dizziness, headaches, weight loss,
problems with sugar craving (diabetes), hives and itching. It should not be
used for activities that require alertness and coordination such as learning.
Desoxyn is used to treat ADHD.

CYLERT causes ADHD symptoms such as irritability, nervousness and

uncontrollable behavior. It causes psychosis (learning problems), seizures,
rashes, depression (concentration problems), dizziness (reading problems),
heart and liver problems, stomach pain, diarrhea, nausea, hallucinations and
sleeplessness. Cylert is used to treat ADHD.
WHITE SUGAR, Brown Sugar, Corn Syrup, Dextrose, Sucrose, Maltose, Maple
Syrup, Honey and Aspartame can cause ADHD. White Sugar causes the
child to become hyperactive and lowers the blood sugar to the brain resulting
in attention deficit (hypoactive). Food additives, dyes, flavoring,
preservatives, artificial colors, salicylate (preservative and flavoring) non-
organic foods, chocolate, sodas (high in phosphates), non-organic milk,
mustard, cheese (dairy), tomatoes, oranges as well as commercial toothpaste,
perfumes, deodorants, cough drops, throat lozenges, antacids, soy sauce,
wheat, pork and luncheon meats can cause ADHD.

ANAFRANIL (Clomipramine)
It is addictive and used as an antidepressant; it causes dizziness, difficulty
urinating, seizures, dry mouth and sedation.

DILANTIN (Phenytoin)
Anticonvulsant and causes slurred speech, tremors, diarrhea, headaches,
confusion, depression, twitches and nervousness.

CLONIDINE
It causes heart disease, dizziness, nausea, rashes, sedation, eye problems, dry
mouth and affects hearing.

ELAVIL (Amitriptyline)
Antidepressant, used for sleep and sexual problems, and causes weight gain,
constipation; sensitivity to the sun and sluggishness.

PAXIL (Paraxetine), PROZAC (Fluoxetine) and ZOLOFT (Sertraline)

Stops serotonin, blocks brain function.

KLONOPIN (Clonazepam)
It is used as an antianxiety, it is addictive and causes muscles to relax, as well
as constipation, colds and sleep.

XANAX (Alprazolam)
It is addictive and causes sedation, rage, hostility and decreases memory and
learning.
TOFRANIL (Imipramine)
It is used as an antidepressant and causes dry mouth, anxiety, sweating,
weight gain and drowsiness.

Medically recommended ADHD drugs should not be used if you are expected
to do an activity that requires alertness and/or coordination. This obviously
includes learning activities (i.e. schoolwork). They cause an educational
problem to become a medical problem.
 Warning!!!
There is NO biochemical test and NO biopsy that can justify the use of drugs
for Learning Disorders. ADHD is a non-scientific subjective diagnosis.
The diagnosis is made based upon the feelings, prejudice and cultural bias of
the teacher, counselor, social worker, nurse, doctor etc. NO scientific test
can confirm a Subjective Diagnosis and/or pinpoint a drug to prescribe.

ADHD NATURAL SUPPLEMENTS

GABA (Gamma Amino Butyric Acid) = Anxiety, stress, pain, depression

Natrol Cravex or Nature’s Secret Crave-Less or NOW Awe Slim = Reduces

desire for sugar, salt, fats, etc.

TAURINE = Anticonvulsant, antianxiety, eye problems

TYROSINE = Stress, anxiety, depression

PHENYLALANINE = Turns into tyrosine and Dopamine

GLYCINE = reduces aggression, manic depression, sugar substitute

MAGNESIUM = Irritability, confusion, nervousness, jerking muscles, noise

sensitivity, constant eye twitching, muscle spasms, tremors, pain

CALCIUM = Nervous stomach, tingling arms and legs, cramps, inattentive,

irritability, anger, sleep disturbance

ZINC = Fatigue, tastelessness, alertness, decreased appetite, healing

B VITAMINS = Nervousness, stress, mood swings, fear, depression, anxiety,

concentration, tantrums

NIACINAMIDE (B3) = Calmative, improves circulation

PYRIDOXINE (B6) = Calmative, irritated nerves (Carpal Tunnel)

VITAMIN E = Slowly enhances learning

GLUTAMINE = Memory, concentration, cravings

GINGKO OR GOTU KOLA = Memory, concentration

 HYPERACTIVITY HERBS

The following herbal extracts should have a vegetable glycerin base without
alcohol or vinegar. The extracts should be combined into one formula. They
can be used in capsule form or as a tea.

Chamomile or Catnip or Kava or Hops (relaxers, calmatives)

Valerian (strongest calmative, taste may be unpleasant)
Feverfew (stress, tension, headaches)
St. John’s Wort, SAME Supplement (mood swings, depression)

ATTENTION DEFICIT HERBS

Gingko and/or Gotu Kola (memory, brain fuel)
Damiana and/or Astralagus (energy)
Feverfew
St. John’s Wort, SAME Supplement

HYPERACTIVITY HORMONE SUPPLEMENT

Liquid Melatonin

ATTENTION DEFICIT HORMONE SUPPLEMENT

Liquid Serotonin
 ATTENTION DEFICIT GAMES
(INCREASES ATTENTION)

Game Visual Training Auditory Type

Training
1. Focuses Attention Make mark each time Make mark each time
Black card appears word “Black” is heard

2. Sustained Attention Make mark each time Make mark each time
Black card follows a word “Black” is heard
Green card following word “Green”

3. Selective Attention Place an array of 3 X 5 Make mark each time

cards on the table – “Black” follows “Green”
make a mark every time on tape recorder as
a Black card follows a second tape is played
Green card as the cards with random but
are placed randomly on different sequence of
the 3 X 5 card array Black and Green. Must
attend to one tape
Distraction tape Name
cards, e.g. Black three

Alternating Attention Make mark each time a Make mark each time
Black card comes after a word “Black” is heard to
Green then change to come after Green then
mark Green coming after change to Green after
Black then change back Black then change to
to Black coming after Black after Green
Green

Divided Attention Visual auditory is presented at the same time. The

child must Mark on the left for Visual and the right
for Auditory. When (a) a Black Card is seen to
come after a Green one, mark LEFT and (b) when
the word “Black” is heard to come after Green, mark
RIGHT

For Visual Training, cut many pieces of Black and Green paper the size of
playing cards or color 3 x 5 inch cards. The child makes a mark (√, o, x, +) on a
score sheet each time a flashed card appears in a specific sequence.

For Auditory Training, the child makes a mark on a score sheet each time the
word Black and/or Green is said in a specific sequence or when the word is
heard in a sentence or story. The exercise can be recorded so that the child can
practice alone.

OTHER GAMES
q Dot-to Dot Drawings – These drawings help to increase “stay on task”
as well as sustained attention along with sequencing and work completion

q Crossword Puzzles – Can be used to increase attention to words and

sequencing

q “Flinch” – This is a two person game in which the players face each
other with their palms touching (one’s palms face up, the other’s palms are
down). The one with the palms up (on bottom) must try to slap the other’s
palm. If the palms up player slaps the other’s hand then positions are
reversed. “Flinch” allows a behavioral problem child to become more
sensitive to body movement and non-verbal movement cues (body
language). An adult or parent has to supervise this game because the slaps
may become violent. If behavior or slaps become inappropriate, then the
game must be stopped.

ATTENTION DEFICIT HYPERACTIVE REPORT CARD

(PAID ATTENTION, STAY ON TASK GRADE)
Date Name of Length Paid Paid Did Not Number Your
Story or of Story Attention Attention Pay of Parenting
Activity or on Task on Task Attention Questions Skill was
Activity Before After Off Task Answered Good,
Minutes, Training Training Fair,
Seconds Poor

The Report Card measures the progress of the child and the parent’s grade
indicates how well the parent is utilizing parenting techniques. The stories
can be read or can be a DVD or CD story. The activity can be creative,
physical or mental. Computer learning aids can be used. It is necessary to
write the minutes and seconds for “Paid Attention” and “Did Not Pay
Attention.” The objective is for the parent and child to establish a goal to
reach each week. The parent’s grade is measured by their behavior, control,
voice volume (no hollering, yelling, etc.) voice tone, temper, mood and
attitude each week. The parent may need to recite a positive affirmation
before doing a story or activity. If you think an affirmation will help the
parent and child relationship, then both should say an affirmation. The
affirmation should be on the child’s comprehension level. You can use
phrases from Cultural Virtues.
 SOCIALLY CAUSED DISEASES
(Mechanized, Addiction to Computers, Cell Phones or Gadgets, Racism, Social Stressors, Unbalanced
Emotionalism, Urbanized)

Physical Disease
Emotional Disease
Cardiovascular Anxiety
Eating Disorders Compulsive
Endocrine Depression
Gastrointestinal Dysfunctional
Metabolic (insufficiency) Neurosis
White Supremacy Stressors Slavery Trauma

Musculo-skeletal

Tension and Stress Accumulation

Cultural Castration (White Ethnocide)
Caucasoid African
 TYPES OF SICK CHILDREN
HYPERACTIVE EMOTIONALLY FEARFUL, TIMID COMPULSIVE
IMMATURE,
MEAN

Accident Prone Acts out Cannot face new Migraine

Distractible Aggressive situations headaches
Immature Breaks toys Anxious Over achiever
Restless Fights Clingy in class
Talkative Has to win Clumsy Stays up late
Short attention No friends Depressed, Tense
span Rages withdrawn Tics
Underachiever Projects Blame Loner Tries too hard
Temper tantrums Sickly Twitches
Tearful Ulcer prone
Tired

Lack of Oxygen Causes convulsions Intrauterine factors, Drug usage

Prematurity High Fever Pregnancy late in Junk food diet
life Societal
impact

CONTRIBUTING
FACTORS

Sexual Permissive Love inadequately Love inadequately Demands for

Society given or received, given or received, achievement,
Lack of Punitive Parents Negative Emotions Rigid Home
Behavioral Negative
Control Environment

Note: Teachers, social workers, psychologists, etc usually make the above classifications subjectively.
All Subjective behavior classifications are based upon bias, prejudice and Non-African cultural,
standards and classifications.
 THE CHEMICALLY ALTERED CHILD

They have:

♦ Constant thoughts of anticipated fear. “What if?”

♦ Digestive problems
♦ Respiratory problems
♦ Higher pitch crying
♦ Rashes
♦ Excessive sneezing, yawning, fevers
♦ Poor motor skills
♦ Decreased reaction to what is seen (visual stimuli)
♦ Excessive crying
♦ Tends to get less nurturing and care because they do not respond to
nurturing appropriately
♦ Must face objects
♦ Notochord damage (stem of central nervous system, nerve stem
damage that interferes with brain, muscles and bone function)
♦ Nerve damage (the myelinated nerve covering is incomplete)
♦ Suicide rate 300 times higher than the average
♦ Abnormal rhythm in organs
♦ Decreased weight and head size
♦ Reduced nipple sucking time (indicates problems with bonding,
attachment to mother, self and others)
♦ Difficult accepting comfort (reduces mother’s ability to nurture)
♦ Coordination problems between nerves and muscles
♦ Emotional/Thinking/Feeling defect
♦ Sleep problems
♦ Tremors
♦ Confusion and Panic States
♦ Agitation
♦ Tantrums (Passive and Aggressive)
♦ Gaze aversion (looks away when stared at, because staring causes
over stimulation of nerves)
♦ Are easily startled
♦ Affect disorder (inappropriate responses)
♦ Must do crazy/weird things, takes unnecessary risks
♦ Difficulty following sequence (tracking)
♦ Over excitability
♦ Mood Swings
♦ Constant episodes of irritability
 SUGAR BEHAVIOR PROBLEM
(Sugar Craving Remedy)
Sugar (white sugar, etc.) is an addicting synthetic chemical. It causes
learning problems, hyperactivity, attention deficit, mood swings, behavior
problems, high blood pressure, cataracts, glaucoma, arthritis, kidney failure,
poor circulation, Multiple Sclerosis, Parkinson’s, Alzheimer’s, Chronic
Fatigue, Lupus, Senility, Fibromalgia, baldness and tooth decay. The child
develops a Sugar Behavior Problem. The junk food diet, sugary sodas,
candy, cake, sugary cereals, etc., addict children to white sugar. They have
uncontrollable cravings. Sweets cause the craving for fried foods. Fried
foods cause the craving for sweets. Salt causes a craving for sweets. Sweets
cause a craving for salt. Children crave salty french fries and salty potato
chips because they are biochemically manipulated by the Fast Food and
Snack Food industries.

HERBS

Gymenema Sylvestre = sugar craving

Chickweed = craving

Bilberry (Huckleberry), Bittter Melon or Guggulipid = used for diabetes,

sugar craving, vision problems

MINERALS
Vanadium (Vanadyl Sulfate) = heals pancreas, reduces craving for sweets

Chromium = increases energy, stabilized blood sugar

YEAST INFECTION HERBS

Usually children addicted to sweets have a yeast infection. Yeast causes a
craving for sweets.
Paul D’Arco Herb (yeast remedy)

Garlic (should be capsules or liquid)

 SUPPLEMENT
Natrol Cravex or Natures Secret Crave Less or Now Awe Slim = reduces
craving for sugar, salt and fried foods (crave less and maintain appetite
control)

Lipoic Acid and Glutamine = diabetes, nerve damage, sugar craving

GTF (Glucose Tolerance Factor) = diabetes, sugar craving

FOODS WITH ADDED SUGAR

Apple Butter Jelly, Jam, Marmalade
Breathe Mints Ice Cream (bars, cones)
Brownies Instant Breakfast
Butterscotch Sauce Kool-Aid, Juice Drinks
Cakes Lemonade
Candy Licorice
Caramel Sauce Marshmallows
Carnation Breakfast Bar Milk Shake
Catsup Molasses
Cereals (sugar coated) Peanut Butter with sugar
Chocolate Sauce Pies of any kind
Chocolate Milk Popsicles
Cobblers (apple, cherry, etc.) Hi-C Juice
Cocoa Puddings
Cocoa Malt Rolaids
Condensed Milk Sherbert
Cough Drops, Cough Syrup Soft Drinks
Cracker Jacks Space Food Stick
Custard Stewed Sweetened Fruits
Doughnuts Sweetened Carbonated Beverages
Dried Fruits Sweetened Mayonnaise
Eggnog Syrup of any kind
Fiddle Fiddle, Screeming Yellow Tang
Zonkers Toothpaste
Figurines Tomato Sauce
Frosting Vegetables canned with sugar
Fruit Cake Wine (red wine)
Fruits canned in Heavy Syrup Yogurt (fruit flavored)
Fruit Cocktail Yogurt (frozen)
Granola Crunch Bars Fruit flavored Gelatin (jello)
Hawaiian Punch Drink Gum
Pop Tarts, Jelly Sandwich (and similar foods)
 DYSFUNCTIONALITY IS NO SECRET
Dysfunctionality with relationships, marriages, children, friends, money,
spirituality, behavior, thinking, diet, health and lifestyle is taught.
Dysfunctional past experiences during childhood influences and rules the
present. The past is no secret. The past is revealed by your present behavior
and thinking. A child, teenager and young adult raised dysfunctionally has a
limited emotional vocabulary and a limited range of thinking and distorted
behavior. They are victims of poor parenting and the failure of the Black
community to provide the social conditions, which would allow them to
reach their highest level of humanism. A goldfish experiment can reveal the
impact of dysfunctionality.

In a goldfish experiment, one baby goldfish was raised in a very small fish
bowl (dysfunctional) while another was raised in a large fish tank. They
were both fed the same amount of food. The goldfish in the large tank grew
over 6 inches while the one in the very small bowl barely grew an inch
(social impact on health). The small goldfish was taken out of its small bowl
and put in the large tank. The small goldfish would only swim in an area the
size of its small fish bowl. It never would swim around in the large tank.
Both fish continued to be fed the same amount of food. The large goldfish
continued to grow while the small goldfish remained the same size. This
reveals the impact of conditioning (social engineering) on the life of the small
goldfish that was raised dysfunctionally. This same affect occurs when an
individual is raised dysfunctionally (small fish bowl). The individual’s
emotions, thoughts and behavior become distorted (dysfunctional). The
African Maat culture can heal and rescue the victims of dysfunctionality.

DYSFUNCTIONALITY INDICATORS

Dysfunctionality shows:

In how you treat people

In how you treat yourself
When the child’s lack of good parenting continues into their teens and young
adulthood their dysfunctionality shows when they:

Abuse or lie to others

Are petty, start arguments and/or gossip
Run away from home
Wear the saggin pants (i.e. shows behinds) or “booty shorts” or thongs.
The backward spelling of saggin is “Niggas.” It is a word from the social
engineering MKULTRA program
Are doing or selling drugs
Are making sexual remarks, cussing, fighting and hurting others
Think material objects, tattoos, jewelry, cars, money and a lot of sex can
replace or hide their dysfunctionality or substitute for lack of personal Maat
success
Are looking for love through sex, looking for pleasure by masturbating
Are gang bang’in
Staying in or create an abusive relationship
Have a baby because you want something to love them instead of knowing
the baby comes here needing their love
Pretend to be macho, a dog or bully, so no one will guess that you hate
yourself or are hurting inside
Are smoking marijuana or drugg’in (or a “crack head”)
Are drinking wine coolers, beer, malt liquor
Use random violence or uncontrolled violent reactions in normal activities
Are heterosexual and homosexually prostituting
Leave the child home without a babysitter or abandon or fail to give
economic support to their children.
 DYSFUNCTIONALITY THROUGH A CHILD’S
EYES

A child defines their reality in a child’s terms. The following examples

reflect how they think and form dysfunctionality. Many times a child has
processed their feelings incorrectly or misunderstood them. They become
ruled by a past that they did not understand plus they lacked the emotional
intelligence to decipher the past. The following thoughts of children can
caused dysfunctionality in their lives:

I am neglected and ignored by my family; I do not get love or positive

attention from parents or adults.

My mother is known as a “player,” a “party girl,” “crack head,” “drunk,”

or tends to be in and out of many bad relationships.

My father only comes home to have sex with my mother. He walked out
on me and/or my sisters and brothers and I don’t know why he left.

My father is unemployed or in prison or is a known drug addict, player,

hustler and/or drunk who has no time for me.

My mother and/or father died and/or left me and I feel abandoned.

I feel that if I had just been a little older, I could have rescued my mother
and father from being no good or from drugs, alcohol or from having bad
relationships, or death and crime.

I wish I was at “peace” with myself and could accept a past that I cannot
change; I want to feel normal.

Somebody should have taught me my life’s purpose, so I can belong.

One day I found out that the person I was calling Mom or Dad is really not
my biological parent and I am adopted. I guess, I really cannot trust
anybody.

I found out that I was given away to a relative, friend, stranger, etc.., I feel
like a piece of left over trash, abandoned and deserted like no one wanted
to love me.

I was raised by a relative and told to tell people that my sisters and brothers
were my cousins. I am living a lie and my real life must be kept a secret
and hidden because it is messed up.

I found out at a family gathering or at my parent(s) funeral, that my parents

had more children by others and they knew about me but I did not know
about them. I met them for the first time but do not know what to feel
about my feelings.

School is a waste of time, I would rather watch videos or surf the Web or
talk on my cell phone or e-mail my friends. Doing these things makes me
feel real and understood.

I am the “lightest or darkest, fattest or skinniest” of my sisters and

brothers. I feel or they make me feel weird, not normal and I don’t fit in.

I feel that there is something wrong with my brain, so I must take Ritalin.

I have tried sports, religions, computer games, drugs, alcohol, sex and/or
masturbation to try to get rid of the pain I feel because I do not want to
remember the things that go on in my house or in my head.

I try to be the “overachiever”: I want all “A’s”. I think it will make me

normal and I can be part of a group. My parents cuss and drink and are
uneducated, violent and/or druggies. This makes me feel empty and
worthless. I wish I had normal parents.

My mother and/or father are divorced or separated because they did not
care enough about me to stay together. I feel I need normal parents to
make my life work better. My “thug” friends are better than my parents.
I have supportive and loving parent(s) or guardian(s) who care for me but I
still feel empty because I don’t know who I am.

I have been molested (heterosexually and/or homosexually) by a family

friend, or family member or sister/brother. My mama knows, I think she
knows and she ignores or denies it and chooses not to do anything about it.
She blames me or does not want me to bring it up because it will destroy
harmony within the family. I am a freak. I guess I deserved it.

I was molested (heterosexually and/or homosexually) and nobody knows. I

do not know what to do or how to heal or what to heal. I guess God does
not like me.

I feel the only way to get people to show me love is through sex, expensive
clothes, knowing a lot of rap songs, cursing or joining a gang.

I work out (body build) so that I can look good and normal and be
accepted.

I will do anything to get attention.

My father has a girlfriend or new wife and a new family and has no time
for me.

My parents treat me like a T.V. and they are the remote control. I want to
control myself.

My mother has a boyfriend or new husband and all she cares about is her
relationship with him – not me. She has too many boyfriends. She is a slut.

I allow myself to be used or allow males to beat and cuss me out.

I see people like my family and/or friends or myself on the Jerry Springer
show. It really scares me. I must be sick too.

I wonder why my parents think they know everything. If they did, why
don’t they know how I feel.

My parent(s) think that buying me things is all they need to do. I feel they
really cannot help me.

My parent(s) pretend to be model citizens but our home life is horrible.

My parent(s) thinks going to church solves everything.

I don’t feel loved, safe from terrorists, safe from AIDS or cared about.

Why wasn’t I born in a good family where you feel much love, concern
and support.

I was raised by relatives who do not like me or love me.

I feel hurt because I was always told that I was just like my mother or
father and that I ain’t never “gonna” be nothing!
 CONTROL
(MIND AND BEHAVIOR)
 OUTCOME BASED EDUCATION
(OBE) and the Child

Purpose of OBE is to:

 Teach values clarification “which changes the child’s beliefs,

attitudes, etc.”

 Force vaccination, Ritalin, Prozac, special education, etc.

 Create Eurocentric International Personality (De-Africanizes)

 Teach the child that feelings about self and others are more
important than reading, writing, arithmetic, etc.

 Encourage self-exploration (masturbation)

 Teach that homosexuality is a lifestyle choice (homosexual themes

in textbooks, story books, movies)

 Teach that electronic advances replaces civilization advances

 Devalue right and wrong and teach a non-judgmental attitude

(right and wrong don’t matter)

 Use “Whole Word” learning instead of phonetics (mimic like a

talking parrot)

 Emphasize Eurocentric Multiculturalism and Interracial marriages

 Promote “herd” behavior

 Restrain academic performance

 Emphasize the belief that there is no real absolutes or morality

  Promote abortions, cross dressing and self-gratification

OBE was used between 1990 and 1993 in New Zealand, Germany, South
Africa with (whites), Australia and Great Britain. This training was not
successful. The African culture’s music, art, philosophy, Maat, good
parenting skills and African centered educational approach protect the child
from the OBE.

OBE teaches that Leaches (Tether) are acceptable:

In some parts of the world, tethers are used routinely to keep toddlers safe. In
very rare, special circumstances (in a busy bus, train, or plane terminal, for
example, or on a subway) putting a toddler on a leash may make sense. This
is especially true when there is only one adult in charge and more than one
child (or a lot of luggage) to look after. But a child on a leash, restrained by
another person, often does not learn self-restraint. In most other situation,
when walking down the street, playing in front of the house, or shopping in a
department store—it is better to keep your toddler nearby using other
techniques.

OBE HISTORY
One of the first documented cases of a MONARCH secret agent was that of
the 1940’s model, Candy Jones. The book, The Control of Candy Jones,
(Playboy Press) portrays her 12 years of intrigue and suspense as a spy for
the CIA. Candy, whose birth name is Jessica Wilcox, apparently fit the
physiological profile required to be one of the initial experiments or human
guinea pigs under the government’s scientific project, MKULTRA.

The most publicized case of MONARCH monomania has surfaced through

the book Trance Formation of America: The True Life Story of a CIA Slave
by Cathy O’Brien. The back cover emphatically states, “Cathy O’Brien is the
only vocal and recovered survivor of the Central Intelligence Agency’s Mk-
Ultra Project Monarch mind control operation.”

Caucasian therapists involved in deprogramming are Cynthia Byrtus, Pamela

Monday, Steve Ogilvie, Bennett Braun, Jerry Mungadze and Colin Ross.
Some Christian counselors have been able to eliminate parts of the
programming with limited success. Some books on mind control are Walter
Bowart, Operation Mind Control, Jon Rappoport, U.S. Government Mind-
Control Experiments on Children and Alex Constantine, Psychic
Dictatorship in the USA.

Music plays an instrumental role in programming, through combinations of

variable tones, rhythms and words. Stephen King’s numerous novels and
subsequent movies have been used for mind control. One of his books,
INSOMNIA, features a picture of King with the trigger phrase “WE NEVER
SLEEP,” (indicative of someone with MPD/DID) below an all-seeing eye.

A partial list of other mediums used to reinforce base programming are:

Pinocchio, Sleeping Beauty, Snow White, Beauty and the Beast, Aladdin,
The Little Mermaid, The Lion King, E.T., Star Wars, Ghost Busters, Trancers
II, Batman, Bewitched, Fantasy Island, Reboot, Tiny Toons, Duck Tails, The
Dead Sea Scrolls and The Tall Book of Make Believe.

A few movies, which depict or portray some aspect of Monarch

Programming, are Hellraiser 3, Raising Cain, Labyrinth, Telefon, Johnny
Mneumonic, Point of No Return, The Lawnmower Man and Closet Land.

Programming is updated periodically and reinforced through visual, auditory

and written mediums. Computer games are forms of psychological
programming. They wire the child’s mind so that it is only accessible to the
MKULTRA and serves the New World Orders social engineering purposes.
Some of the first mind control programming themes are the Wizard of OZ and
Alice in Wonderland; both movies are heavily saturated with occult
symbolism. Many of the recent Disney movies and cartoons are used in a
two-fold manner: to desensitize the majority of the population, using
subliminal and neuro-linguistic programming and to deliberately construct
specific trigger and keys for base programming of highly-impressionable
MONARCH children.

The Outcome Based Education (OBE) was designed as a

 Mind/Behavior Control instrument of MKULTRA
MKULTRA = Was a federally funded program that started on April 13,
1953. It was a part of the psychological warfare tactics of the CIA, Military
and National Security Council. The acronym MKULTRA is formed by using
the letters from Mind = “M” and Kontrolle = “K” and Ultra (alter)—
subconscious mind. MKULTRA is a social engineering system used to
manipulate and control people. The OBE that is used on children in the
public school system, colleges, jobs, games, television and medias is part of
the MKULTRA. These behavior control psychological warfare tools are
used as part of the New World Orders (one world currency, government and
citizen). These programs help the citizens to be uniformed in behavior and
filter out terrorists and create terrorists. The programs cause girls to become
more physically violent and promiscuous.
MKULTRA uses:

 Behavior Modification via psychology, movies, books,

metaphysics, radiation, music, drugs, parapsychology, sex (prostitution,
homosexuality) teenagers, adolescents

 Conditioned Stimulus Response sequence = reprogram the mind

Levels of Mind Control (i.e., OBE, MONARCH)
 ALPHA = Alter memory, left (female) and right (male) brain
conflicts, fragmented personality

 BETA = Changes in sexuality, morality and behavior

 DELTA = Self-destructive behavior, violence, devoid of fear,

aggressiveness

 OMEGA = Suicidal, self-mutilation (body tattoo, earrings on

navel, tongue, eyelids, genitals, nipples, lips, etc.)

 GAMMA = Increase acceptance of misinformation (surfing the

Web), misleadership, misdirection Children from birth to 6 years old can
be conditioned with radiation, foods, drugs, etc.

AFFIRMATION TO RESIST OBE

Resisting OBE Brainwashing

1. I am an African centered person. I have been partially or

completely self-initiated in a Rites of Passage of my culture.

2. I will never give up my African Culturally centered mind or my own

free will. I will never betray my people in order to achieve success or
power in a Non-African culture.

3. I will continue to maintain African centered focus by all means

available to me. I will improve myself and support others of like mind.
 4. I will not participate in negative gossip or put down African peoples
(includes African Americans, Diaspora) or take part in any action, which
will be harmful to my ancestors and culture.

5. I will never forget that I am from a superior African culture, a

descendant of the Black people who first civilized and populated the
Earth.

6. I am holistic; I will utilize my ancient history, religion, natural diet,

culture, herbal medicine, art and science.

7. I am a living example of Maat. I will take holistic care of my spirit,

mind and body by eating properly.

8. I worship (African names of God) Onyankopon, Mawu, Olurun,

Imana, Mungu and Ngai.

SCHOOL SHOOTINGS
The schools that have had shootings have had OBE. The adults that have
been involved in shooting co-workers at their jobs or at social gatherings (i.e.
church) or in their personal life have had OBE. One of the effects of self-
esteem (Outcome Based Education) programs is that it distorts and bends the
personality. OBE participants feel they no longer have to tell the truth to
themselves or others. You do not have to tell the truth because if the truth
you have to tell is about your own failure then your self-esteem will be
damaged and that is to be avoided. This creates a personality defect. The
OBE victim develops a break with reality-psychosis while this OBE
psychosis is being created the student constantly plays violent computer
games. This subliminally programs the student to use violence as a reward
for any type of psychotic thought.

Newspapers are running the psychological “signs” that parents and teachers
should be looking for. These OBE symptoms include: “Lethargy… Changes
in environment. They may decorate their room all black or go in for gang
paraphernalia… Behavior changes. They may develop behavior that ranges
from combative to extremely promiscuous.”

One of the first states that introduced Outcome Based Education (OBE) –
mind altering and behavior modification programming was Arkansas. In
1983, Arkansas was employing the services of a national OBE expert, Ted
Sizer of Brown University, who was using a grant from the Winthrop
Rockefeller Foundation to fund the experiment. In 1984, Arkansas joined
four other states as a pilot for “Relearning” an OBE project. In one Arkansas
school, films were shown to students consisting of an ax-yielding young man,
a woman having her mouth violently taped while the offender kissed her, a
man with his feet in a cement block was shown drowning and rows of dead
bodies. This social engineering was deliberate and well researched. The
mental and physical response to OBE was known. OBE creates terrorists and
the terrorist behavior justifies a Police State, spying on private citizens,
random searches, psychological, white Ethnocide, programs, genetic
engineering, cloning and Behavioral Disorders drugs.

PSYCHIATRIC INSTITUTE OR BEHAVIOR MODIFICATION

The New York State Psychiatric Institute opened a facility on Riverside
Drive in upper Manhattan on Friday, May 8, 1998. John Oldham, Director
of the New York State Psychiatric Institute said “Technology has exploded,
we can do brain imaging and molecular genetics which enables us to learn
about the brain chemicals receptors and the inside of the brain in a very huge
way that we could never do before.”

This technology allows them to manipulate mental illness, terrorism, white

supremacy, violence, learning functions, gangs, aggression, sexual behavior,
schizophrenia and manic depressive disorders. It will increase the social
engineering of people, cloning and make them better servants for Caucasian
society.

The genetic manipulation of thoughts and moods can have negative

consequences such as an increase in mental illness. It can help identify and
label children as genetically inferior and high-risk tendencies for failure, jail,
drugs and behavior disorders. One of the drugs involved in the Institute’s
mind manipulation is Fenfluramine.

The drug Fenfluramine was used on boys in the Institute. This drug was
banned from the market by the FDA because it causes serious effects on the
heart, which may cause death. Of the 126 boys used in the study, 97% were
exclusively poor African American and Latino, and were the younger
brothers of convicted delinquents. The program was aimed at drugging the
entire family which would eliminate the possibility of them behaving
negatively and drugging them would engineer them to be docile.

They paid each family $125.00 to participate in the study. According to the
Ad-Hoc Coalition, researchers got the names of the boys for this project from
the Manhattan and Bronx Family Courts without the families knowledge and
consent.

The experiment on children is designed to validate that aggression in children

is biological and that it can be predicted and that children from families with
criminal records will become violent criminals when they grow older. This
has been proven to be scientifically invalid.

The medical purpose of choosing children who were not problem children
was to make sure that these youngsters would not develop problem behavior.
The drug was a preventive measure that would change the boys’ brains so
that they would not mess up their lives later on. This is the reason normal
siblings were chosen for the study.

With this psychiatric facility, chemically and genetically altering the brain on
a large population allows the Federal Government to engineer Black youths
and call it psychiatric help. It is psychiatric terrorism.
 CHAPTER 8 EMOTIONS,
DISTORTED THINKING, ANGER
“Our destiny, divine or political; social or cultural; economic or ecological, is not tied to what the
whites do, nor should it be. And, the sooner we recognize and act on that central fact of our history, the
sooner we can begin saving the blood of our children.”

Kiarri T-H. Cheatwood

 EMOTIONS
“Show Me:” An adult asks the child to “show me how you look mad or glad
etc.” This gives the child an opportunity to express their feelings and allows
for a conversation about feelings and emotions.

INCOMPLETE FAIRYTALE: The parent begins a fairytale such as “A child has a

dream and wakes up and says, oh it made me afraid.” The child is then asked
to complete the fairytale. Fairytales can help reveal-hidden emotions or
anxiety within the child.

FEELING COMMUNICATION: The child is asked to tell how much of a given

emotion they are feeling and experiencing. Younger children can use
Emotion Faces Chart or show the emotion by using their hands (hands close
together for a little mad, hands far apart for upset mad). Older children may
indicate their level of feeling by selecting a number on a scale from 1 to 10.
The number 10 is the most intense. The parent can prepare the child to
express feelings by talking about how other children have such feelings. This
helps the child to know they are not alone with their feelings and emotions.

EMOTION FACES CHART: These glad, sad, mad, scared and lonely faces can be
placed on cards and a game can be made up about the faces. Children can
draw faces on cards and explain how they felt that emotion and how they
acted when they felt the emotion. They can make up a story about a child
who is feeling the emotion expressed on a given face. The parent can make
up a story or read a story that has the emotion in it.
EMOTIONAL FACES

OTHER PEOPLE’S EMOTIONS

The child is usually 5 years old or more before they can consistently put
someone else’s feelings first. However, you should still teach empathy to
them. For example, when the child hits a playmate do not say, “No hitting”
say “Ouch!” or “ When you hit some one, it hurts them.” Instead of saying
“Give that toy back, it is not yours,” you should say, “When you take
someone’s (use the child’s name) toy away from them, it makes them feel
sad.” Young children do not have an understanding of ownership and they
believe everything belongs to them. You may choose to say “When you take
someone’s toy, it makes them sad.”

The child lacks an emotional vocabulary. They inadequately understand their

own emotions as well as the emotions of others. Often they treat emotions
like toys or as something to take and play with. Children use emotions
without regards to the emotional consequence it can cause others. They can
choose an emotion to use, but cannot choose the consequence (reaction) of
that emotion used.
 EMOTIONAL COMFORT

The emotional “comfort items” are used by the child to nurture, sooth or
relax herself or as a source of power (ownership) or for protection or as a
companion. The most popular and abusive “comfort item” is the pacifier and
thumb. Other “comfort items” are blankets, toteable objects, toys, inanimate
objects, pictures, books, music, a particular clothing item, keys, money or an
imaginary friend. They can switch comfort items from day-to-day or week-
to-week. Some use their parents as a comfort object. When they misplace or
cannot find their comfort object, they go through a withdrawal crisis similar
to a drug addict or display emotional traumas and tantrums.

It takes time and patience to wean the child from a “comfort item.” Do not
push the child to give up the extra comfort of a “comfort item.” You can try
to substitute all “comfort items” but like any addict; they have developed a
physical attachment and physical habit, plus an emotional habit as well.
Often times, the children associate the “comfort item” with a special feeling
that they had in the presence of the object. If the father left or is not
nurturing, the child associates keys with the father. Consequently, keys could
be their comfort object and a way of making daddy give comfort. “Comfort
items” are misplaced and misspent emotions. Children mismatch their
emotions as well as their emotional reactions. They use “comfort items” to
help them sort out emotions, establish an emotional order and sort
mismatched emotions.
 EMOTIONAL CYCLES CALENDAR
(Female and Male, Child or Adult Emotional Cycles)
Month Days of the Month
January 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Feb/Mar
Mar/Apr
Apr/May
May/Jun
Jun/Jul
Jul/Aug
Aug/Sep
Sep/Oct
Oct/Nov
Nov/Dec
December

KEY:
1. Anger 14. Irritable 28. Bedwetting episode
2. Anxiety 15. Stays to self 29. Much Yelling/Screaming
3. Cramps/Pain 16. Very hyperactive 30. Lack of Energy
4. Cheerful 17. Wants to sleep 31. Nervousness
5. Depressed 18. Mistrustful 32. Moody
6. Excessive Fighting 19. Talkative 33. Jealousy
7. Only eats Sweets 20. Walks off 34. Tendency to cry
8. Forgetful 21. Stealing 35. Agitates others
9. Headache 22. Menstruation 36. Upset
10. Hopelessness 23. Back Pain 37. Negative Attitude
11. Impatient 24. Breaking and Throwing Toys
12. Tantrums 25. Swelling 38.
13. Insomnia 26. Energetic 39.
27. Childish 40. Add additional
categories

DIRECTIONS FOR EMOTIONAL CYCLES

Put the number that coincides with your emotion on the date it occurs. You
may have to use a different color pen (red, green, etc.). Record emotions for
2 or 3 months, then you will see a numerical pattern (cycle). This will be the
emotional cycle. Knowing the emotional cycle allows you to control your
emotions and adapt to your child’s or mate’s personality. For example, the
days that the child (or adult) becomes depressed will be predictable. On
these days, the herb, St. John’s Wort or SAME supplement could be taken to
relieve the depression.
 OVULATION CYCLE USING TEMPERATURE
(Young Girl or Woman)
1. Get a battery operated oral, ear or temple (forehead) or basal
thermometer.

2. Use the Emotional Cycle Chart, a calendar, a piece of lined or graph

paper. The first day of your menstrual cycle (period) is day # 1. if your
cycle is 28 days, put an ‘X’ on each day of your cycle. If using graph
paper, your chart will be 28 squares across. Write your temperature on
the calendar with a red, green or other colored pen/marker.

3. Take your temperature the first day of your menstrual flow. Keep the
thermometer near your bed. Take your temperature before you get out of
the bed.

4. Record your temperature each day for 2-4 months. If you are ovulating,
there will be a drop in temperature immediately followed by a sharp rise
of between 0.5° and 1.0° F. While your temperature is raised between
0.5° and 1.0° F, you will be ovulating. This will happen around the 14th
day of each cycle. The drop to a low temperature indicates ovulation will
start soon. When the temperature rises back up, it will stay there with
slight variations until the 2 or 3 day prior to the beginning of the next
menstrual cycle. The temperature will drop and a new cycle will begin.
If you ovulate and become pregnant, the temperature will remain
elevated.

Note: Your emotional and/or ovulation cycle will coincide with the phases of
the moon (Blood flow increases on a full moon, etc.) You can use the phases
of the moon to predict mood changes and ovulation.

There are small portable hand held microscopes that detect ovulation by
using saliva (Ovuscope) and computer programs that can calculate ovulation
dates with accuracy (www.ovuscope.com) and fertility software (tcoyf.com)
 --- Apogee and Perigee ---
The orbit of the Moon around the Earth is an ellipse with the closest approach called perigee, and the
farthest point called apogee. The orbit is an ellipse with a focus on the barycenter.

The increase in lunar gravitational force on the Earth at perigee can cause higher high tides and lower
low tides than would normally occur. This increased lunar gravitational force combined with the Sun’s
gravitational force when both the Moon and Sun are aligned with the Earth (New or Full Moon) causes
for higher than normal tides.

The Moon’s elliptical orbit precesses forward relative to the background stars, taking almost 9 years to
complete one circuit.

Equinoxes and Solstices

Month Day Time (UT) Event

Mar 20 19 : 17 : 13 Spring Equinox

Jun 21 13 : 25 : 29 Summer Solstice
Sep 23 4 : 56 : 28 Autumnal Equinox
Dec 22 1 : 15 : 26 Winter Solstice
 BOYS AND EMOTIONS
Emotions are equally the same in boys and girls. They are expressed
differently but have the same intensity. The cultural conditioning is what is
usually identified as the emotional differences. Before birth when boys are
around three months, they have a testosterone rise which organizes their
emotions differently. However, rearranging the furniture in a room does not
make the room (emotions) different (emotional structure). The value of an
emotion is subjective. If you feel happy then the emotion of hurt is less. If
you feel sad then the emotion of hurt is greater. Your mood and state of
consciousness and culture can give increased or decreased intensity to a
specific emotion.

Emotions are taught to children. The parent attaches emotions to behaviors.

For example, the parent might say, “If you eat your food, you will feel better”
or “If you break your toy, you will feel sad.”

A boy should be taught emotions. Encourage the boy to express his emotions
the same, as you would encourage him to ride his tricycle. When you talk
about objects, activities, toys, clothes, Kwanzaa, chores, Maat, baths, sports
and food, attach an emotional word to it. Emotional words are not usually
spoken to boys. For example, if a girl falls down, she is usually held and
soothed and told it is all right to be upset and told she will feel better and be
happy again. Meanwhile, boys are checked for wounds, cuts, bruises,
brushed off and told to get up and play. Emotional words should be given to
the boy. Say, “You fell down and that can make you feel sad or feel like
crying.” Tell him to say, “I feel sad because I hurt myself but I will feel
happy again.” Help him to say, “I’m hurt”, “I’m sad”, “I’m afraid”, “I want
to cry” etc. He needs to develop an emotionally vocabulary and be able to
pick the emotional words or word that matches his feelings.
 GIRLS, INTELLECT AND EMOTIONS
Girls are usually encouraged to be emotional and allowed to be emotional in
any situation. Girls may need to be challenged intellectually. Do not rush to
help girls solve problems, let them make mistakes and try to figure it out for
themselves. For example, if a girl drops a toy and it rolls under a sofa.
Teach them to use a broom handle to push the toy out from underneath the
sofa. Let her climb hills or trees, play in mud, touch worms and attempt to
fix broken toys or tighten loose nuts and bolts.

Children learn to use emotions to manipulate their parents and other

children. This is especially evident with girls in this Caucasian society.
Emotions should not be used to solve an intellectual problem. Emotions
weave their own path and emotions communicate directly with emotions.
Emotions may trigger a thought. A thought may trigger an emotion.
However, emotions have a feeling language and can never be substituted for
a thought (Intellectual rationalization). The problems with emotions are that
they are mislabeled as a girl’s thing. Boys are taught to express their
emotions in relationship to sports or cars, while girls are taught to express
them in relationships, romance, with people in life’s situations. This gender
classification of emotions handicaps boys and girls and can cause emotional
conflicts in relationships.

Girls need to be given intellectual words and rational reasons to attach to

behavior. Tell them, “I do not think you thought about this enough and it is
causing you to be sad.” Tell her to say, “I need to use good thoughts” or “I
need to use the right idea and I will not get upset.” The young girls may not
understand your words but they need to hear the words of intellect in order to
be taught intellectual words.
 DISTORTED THINKING TYPES

Distorted thoughts contribute to the parent/child relationship and cause

painful emotions; low self-esteem, self-hatred, race hatred, worry, depression
as well as anxiety can cause you to have conflicts with yourself and other
people. Avoid the following distorted thinking:

Personalization
When your thinking is distorted by personalization, you interpret everything
around you in ways that mirror your self-worth. Personalization can make
you feel good or bad and sometimes it makes you feel great. However,
sometimes one bad encounter or negative remark makes you personally feel
that your life is worthless.

Catastrophizing
When you catastrophize, you turn everything into a catastrophe and believe
that the worse thing will happen. You assume that events and situations have
a negative ending.

Example: “I have a cold and have loss weight and that’s probably going to
turn into AIDS. God, I am going to die!”

Distorted Perception: Weight loss and Colds always lead to AIDS and
ultimately death.

Undistorted Perception: Weight loss and Colds do not cause death or AIDS.

Mind Reading
Mind reading occurs when you base assumptions and conclusions on your
“ability” to know other people’s thoughts.

Example: “He looked at the door while I was talking because he probable
wants to leave, he does not like me.”

Distorted Perception: “I know what he was thinking about when he looked at

the door.”

Undistorted Perception: “Only he knows what he was thinking about when

he looked at the door (if it was even a conscious gesture)”. It more than
likely had no reference to your conversation. You were the one worried
about whether he likes you. Liking you or not liking you was not involved in
the conversation.

Emotional Reasoning
This is a mistaken belief that everything you feel must be true. Using
Emotional Reasoning means you feel then see, read and/or listen. Therefore,
what you see, read and/or hear is your feelings (emotions), which colors what
you see, read and hear. You see, read and hear what your emotions want to
feel.

Example: “I feel upset, therefore I must be upset.”

Distorted Perception: “My subjective feelings are always real.”

Undistorted Perception: “My opinions about myself are cyclical, diet

influenced, change all the time, often depend on my reaction to others moods
or my mood. No one is just upset or just normal. You probably make poor
emotional choices or reasoning sometimes but that’s just a part of being
human.

Filtering
Filtering means looking at only one part of a situation to the exclusion of
everything else. It means that you block out part of reality and see what you
believe.

Example: “Our family get together is going to be a disaster. I get along so

horribly with my mother and relatives.”

Distorted Perception: “My enjoyment of the family reunion depends

exclusively on how I get along with my mother.”

Undistorted Perception: “Even though I disagree and fuss with my mother or

feel hurt by her, I have a functional relationship with my father and siblings
and other relatives. They will be at the reunion. Therefore, I will have an
enjoyable time.

Fallacy of Fairness
When you use the fairness fallacy, you evaluate people’s actions based upon
what they do to please you as fair and what they do that does not please your
wants or needs are considered unfair. Fairness means it is done your way and
unfair means it is not done your way. The fallacy of your fairness is that you
are the judge, jury and witness. The person accused of being unfair is not
allowed to be at the trial and their defense is automatically considered a lie.
These are the fallacy of fairness:

Control Fallacies ♦ Fallacy of Change ♦ Being Right

Shoulds ♦ Global Labeling ♦ Polarized Thinking
Heaven’s Reward Fallacy ♦ Blaming
 DISTORTED THOUGHT ELIMINATION
Steps for Distortion Elimination:

1. Identify your emotion

2. Describe the situation that stimulated the emotion
3. Identify the distortion in your thought process
4. Eliminate the distortion

What emotion (or emotions) are you feeling now?

“I am feeling angry, upset, sexual, confused, tense and anxious.

Describe in detail, the event or situation that stimulated your emotion.

I went to a friend’s house to go and exercise as previously arranged. My
friend was not at home when I got there.”

Describe your thoughts and identify any distortions in your thinking.

Because they were not home, I decided that they really did not want to
exercise with me and that they really do not like me or respect my
feelings enough to let me know that they would not be available.

Eliminate the distortions.

There is nothing to support your thought, your friend was not there when
you arrived, that was the basis for the distortion. You have been friends
for a while. All evidence indicates that they like you. An uncontrollable
event or emergency may have occurred. They may have gone on an
errand that took longer than expected, they may have been confused
about the plan that was made or they may have forgotten about the plan
(or you may have misunderstood). The one course of action for you to
take would be to call them or wait awhile at their home or leave a note
asking them to call you when they get home.
 ANGRY CHILDREN/ANGRY FAMILIES
The single most common cause of anger in a child is an angry home.
Children learn how angry they should be from their parents, they also learn
how and when to get angry, and how much anger is necessary and how to
behave when angry.

Angry families do things differently than normal families. They have

destructive habits such as:

They talk to each other and expect an angry response.

They think a lot of anger is normal and expected.
No one listens until they get angry.
They have constant angry moods.
They try to solve their problems with anger.

ANGRY FAMILIES – ANGER IS NORMAL

Anger indicates a problem. Anger is a symptom of a larger problem. Anger
is a sign that something is unjust, imbalanced, not harmonious or wrong. In
some families, anger is constantly expressed but never resolved. It makes the
child dysfunctional.

Children in angry families get mad sporadically, cyclically or all the time.
There may be good reasons to get angry. If there is no reason, they will make
up one.

Children and family members in angry families are manipulated to be angry.

Someone is almost always angry with someone else. There is/are angry
conflict(s) every day or usually everyone is mad at everyone else for real or
imagined reasons.

It is like a constant angry boxing match, a dysfunctional soap opera and

feelings are always in conflict. There are usually constant angry moments in
these families. Moments of harmony or Maat create too much tension.
Angry families defuse/discharge tension or harmony by being angry.
 ANGER PREVENTION DO’S AND DON’TS
There are ways to prevent anger. Feelings and emotions can stimulate anger
episodes. Therefore, it is best to avoid resentful feelings, negative attitudes
and issues. The following Do’s and Don’ts will help guide you away from
being angry with your child.

DO’S DON’TS
■ Stick to the issue when talking to ■ Turn a disappointing behavior
your child into a life sentence for your child

■ Ask yourself what is the child’s ■ Let yourself think, act or feel like
problem and what you can do to help a victim of a dysfunctional child

■ Throw away old behavior score ■ Dwell on what the child is doing
boards concentrate on the child’s to you
behavior today

■ Get help if you need it ■ Go back to old techniques that do

not resolve the child’s bad behavior

■ Be responsible for your own ■ Judge the whole child as bad

parenting skills because of one behavior you dislike

■ Challenge old thoughts about your ■ Awfulize (Everything is awful.

child that make you stay angry My life and child is awful.)

■ Think anti-anger thoughts, see joy ■ Devilize (The child was born dys-
in the parent/child relationship functional and has an evil streak).
That’s why they do not follow my
rules and instructions. The child’s
evil streak makes their behavior
negative

CONTROL YOUR ANGER

YOU LEAVE Tell the child that you are really upset. Tell the child you have
got to leave before you hurt them or say something that you really do not
mean. Promise to return when you can talk calmly. It is important to keep
your promise and return to talk. A time-out is not avoiding the situation or
running away. It allows you time to think of the appropriate parenting skill
needed.
GO SOMEWHERE SAFE WHERE YOU CAN CALM DOWN Go sit in a quiet area or
meditate.

DO THINGS TO HELP YOU CALM DOWN AND RELAX Drink a cup of herbal tea
(kava, catnip, chamomile, passion flower or valerian). Exercise or take a
brisk walk, look at a music video or movie, read an interesting book, practice
breathing or relaxation techniques. Avoid aggressive things such as watching
wrestling, boxing, a violent computer game or film. The objective is to calm
down spiritually, physically, emotionally and mentally.

WARNING Simply walking away from someone when you are angry does not
get rid of the anger. You should use positive skills and put them to use.
Time-out allows you time to calm down and utilize Maat.

YOU REALIZE THAT YOU ARE CLOSE TO A RAGE OF ANGER Rages do not just
happen. They have a pattern. They are predictable. There are warning
signs. You need to learn your Body signals such as sudden sweating, tension,
headache, nervous eyelids, squeaky voice, a dry mouth, etc. Thoughts such
as “That’s it. No more. I can’t stand it” or “I won’t allow a child to say that
to me.” Beware of actions like wanting a drink, telling the child to get out of
the house, pacing the floor, making fists and raising your voice. If you feel
yourself beginning to have these actions and you cannot stop them
immediately, you should take a time-out.

LET YOURSELF RELAX Let go of that out-of-control feeling. Use relaxation

techniques. Take your time.

AFTER YOU REGAIN CONTROL, YOU SHOULD RETURN Ask yourself these
questions. Can I be calm and talk no matter what the child says or does? Can
I talk calmly even if the child is angry or upset? If not, do not talk with the
child. If you do go back to talk without being calm or using positive
parenting skills, you will have an anger rage episode.

RETURN Talk with the child about what happened. Stay calm. Go back to the
issue or problem that caused the conflict, stay in a calm and loving mood
while you are talking. You will feel better knowing you took a time-out in
order to use Maat or a Cultural Virtue. You helped the child feel safe about
your anger and their own anger. The child sees you utilizing good parenting
skills to bring your relationship closer and united in love.

BE DIRECT No more ugly moods, loud outbursts and anger fits. No lectures
either. Just tell the truth. Say, “ I am angry because you said you would do
your homework before going out.” Make no further comment. No need for
angry silence. Save the “if you respect or want to get ahead” generic lecture.
They have heard it all before.

BE SPECIFIC Don’t be vague. “I would like more respect and I don’t like you
splitting your attention.” This is too vague and you have just said nothing at
all. Compare that remark with, “Please turn off the TV when you are doing
your homework, so you will not divide your attention.” The child may not
like your request. But at least they know what you want. Be specific and
honest.

BE POLITE Polite means using good manners with your children. A child or
parent can be polite even when they are angry. Polite children do not talk
back to their parents. An unpolite child when told to do something by their
parent will say, “Can I finish looking at TV before I do as you told me.”
Polite children are courteous, tactful and immediately do as they are told
without telling their parent about what they want to do. Normal people get
angry and they stay polite.

BE A NEGOTIATOR Do not bribe the child with a reward for good behavior –
negotiate. Negotiations are often a better solution than arguing and beatings.
For example, you can say, “Take your bath now and then afterwards we can
read a story.” Do not threaten or promise: “If you do not take your bath right
now, I will beat you or I will not read your favorite story.” The child’s
refusal, tantrum or slowness in taking a bath may just be a challenge.
Usually, after the challenge and the ignoring of the behavior, the child will
reluctantly take the bath.

Children may challenge you by touching an object that they should not and
then give you a quick or sneaky glance before they stop touching the object
(artwork, statute, crystal, etc.) If the child stops and did not go any further or
damage the object, then they demonstrated that they did follow the rules and
stopped touching the object which is what you wanted. Forget about it. This
allows you and the child to avoid a confrontation. You successfully
negotiated the situation without a minor war taking place.

WATCH YOUR ANGER

You do not have to get angry every time your parents or sisters and
brothers get angry.

You do not have to give in or be nice every time someone gets angry.

Do not act upon your anger with your parents or on your sisters and
brothers. Getting angry with your child will not help when your are
actually angry with yourself.

Tell your parents or sisters and brothers what you want and need without
getting angry or attacking them.

Take responsibility for your own anger and your own life. If you have an
anger problem (too much or too little) do something about it now.

Challenge Angry Thoughts

There are four kinds of thoughts that keep children angry:

Rigid beliefs about the world (family, mother, father, siblings, etc.)

Rigid beliefs about themselves (low self-esteem)

Thinking they are helpless (unable to change the way their life is going)
Blaming others for their anger A Child’s Beliefs about the World cause
Anger:
“You can not trust your parent(s) to keep their word.”
“Never believe your parent(s) word or a promise.”
“It’s a cruel world. You have to have money to live and be free.”

A Child’s Beliefs about Themselves cause Anger:

“I’m an angry child and I will always be this way.”
“Anger runs in my family. That’s why I’m angry.”
“I’m naturally a fighter and I need conflicts. Anger is the way to be
heard.”
“A Black child like myself is naturally aggressive and angry.”
I’m Black and that means we have to know how to be angry and have an
attitude.”
 CHAPTER 9 PROBLEMS AND
SOLUTIONS
“Never forget that intelligence rules the world and ignorance carries the burden.”

Marcus Garvey
 NOW
(Impatience)
The child has a limited understanding of time (a minute or hour are the same)
and the past, present and future are mixed together. “Now” is the only
concept of time that they have. “Now” can be a minute or hours to a child.
Time is an emotional feeling to them. If it is boring, it is an eternity, if it is
fun, time is a second. When they are two years old, they cannot “wait a
minute.” Waiting a minute is an emotional measurement. By age three, the
child waits a reasonable time but usually needs alternative activities to pass
time.

The parent has to develop patience with themselves and the child by using the
following suggestions:

SET A TIMER
If you ask the child to wait a moment while you do something (talk on the
phone, read/check/send E-mail, do a chore, etc.) be sure to give yourself an
adequate amount of time before you set the timer. Tell the child when the
timer goes off or the hourglass empties, you will be ready. This will give the
child a vague sense of time as well as a feeling of control over time and you.
When the timer goes off be ready to stop the activity or else the child will not
trust you or the meaning of time.

Do not use Colored Peoples Time. Time based upon rhythm or cyclical
nature of the beginning and ending of an event. This type of time is based
upon nature’s rhythm/cycle such as the unfixed beginning and ending of
seasons (winter, spring, etc.). Rural Africans such as farmers mostly used
Colored Peoples Time. The ancient urban African craft workers, bankers,
teachers, administrators, bookkeepers, construction workers and city workers
used fixed time and fixed schedules to run the bureaucracy and operate the
government.
 TEMPTATION
It may be tempting to make the child wait just because they said, “I want it
now.” This is not reasonable or fair to the child. Remember, you are
teaching the concept of time as well patience.

NOW YOU SEE IT

The child wants to do an activity such as play with a toy, ride a bike, slip and
slide on a wet floor or wants something they should not have. It probably
will be best to remove the item from their view or remove them from the
item. If they do not see it, they cannot want it.

BE PATIENT
If you ask the child to stop an activity (reading, playing, bathing, etc.) and
they say, “Not now, I’m playing.” Tell the child they have to stop playing
when the timer goes off. If the child notices that you are impatient, then they
will probably enjoy making you irritated and prolong the playing. If you are
patient it will influence the child to be patient. If you have the time to wait, it
is best that you do instead of grabbing and rushing the child or dragging the
child.

ALTERNATIVES TO “NOW”
Remember the child has no concept of time, you do and that gives the child
the advantage. You can postpone the urgency of doing something “now” by
getting the child to improvise a game, sing rhymes/raps, have them to count
or say their ABC’s, tell them a story or play a word game.

“NOW” IS REALLY NOW

If the child says, “They are hungry now” and it is not time to eat, give them a
light snack. Hunger and thirst are real problems for the energy-using child,
especially the hyperactive ones.
 “NO”
A child just before becoming two years old or early in the second year may
go through the “No” phase. It is a compulsion that they often do not have
control over any more than they can control growing or teething.
Physiologically, it is easier to enunciate the word “no” than the “yes”. It is
easier to shake the head from side to side to indicate “no” than to move it up
and down for “yes”. The child uses “no” emotionally the same way as
playing with a toy. They try emotionally to make “no” into a sentence and/or
a paragraph. They will say “no” to their sisters and brothers, babysitter, other
children as well as their toys. “No” means I am in charge of everything I do,
I am myself and I am independent. They will say “no” to your request, rules,
eating, sleeping, playing and say “no” to things they want to do. The “no”
phase can have a short or long duration. They use “no” to imitate the adults’
freedom to control things. Sometimes, they don’t mean “no” but say it
anyway. This makes them irritated and then they say “no” to “no” and end
up in a “no’ trap. The “no” phase can test your patience and strain your
control. The following suggestions can be helpful:

DON’T GET UPSET

Remember you are the adult, stay calm and relaxed. Tell the child that
sometimes they have to do what you say even when they do not want to. Do
not punish the child; punish negative behavior or words.

DON’T BE A RIGID DICTATOR

Remember the child is being ordered around all the time. Instead of being a
dictator and saying, “Get in the tub and take a bath”, try saying, “Now it’s
time for your bath”, “Okay you are undressed and the tub is full of water”,
“What do we do next?” or “it is bath time what do we do?”

DON’T LAUGH AT “NO’S”

At times the “no’s” can be funny. It is a serious character change for the
child and should be respected.
 BE POSITIVE
Reinforce the positive, praise good behavior and praise when the child says
“yes”. This makes “yes” rewarding to say.

OPPORTUNITY
If there is no option, do not give one by asking. For example, “Do you want
to go home now?” The child will probably respond with their usual “no”
answer. It would be better to say, “It is time to go now.” If you can give the
child several options, it is less likely they will say “no” to all of them.
However, if there are no options then give no options. Stick to your decision
and when you say “no” mean it.

LET THE CHILD WIN

You may be able to let the child say ‘no” and agree with them by saying
“okay.” If you say “no” to the child and they start screaming or go into a
tantrum, you must stick with your “no” response. Sometimes, you may say,
“It is time for us to go now” and the child may say, “no! let’s stay.” If it is
not an inconvenience for you, you can say, “Okay I will allow you to play a
little longer.” “We can go home right away the next time.” Letting the child
win sometimes can make losing less painful for the child.
 LIMIT THE “NO’S”
If you are tired of hearing “no” as an answer, remember to limit your
questions. Instead of saying, “Do you want to do a puzzle” say, “It is time to
do a puzzle”. Do not say, “Do you want to wash your hands?” Say, “Do you
want to wash your hands in the bathroom or the kitchen?” Limit your use of
using the word ‘no”, your negative frame of mind easily transfers to the child.

Remember negativism, rebelliousness and challenging your authority is a

phase, it can last for five to six months. This “no” phase prepares you for the
teenager not following the rules rebellious phase. The “Terrible Two’s”
prepares you for the “Terrible Teens.” The teenagers are just as emotionally
confused and lost as they were in the “now” and “no” phase except they have
added hormone driven mood swings and unstableness.

GIRLS – DO FOR SELF

CONTROL
Girls should be confident, self-sufficient, independent and organized. They
should go camping and do outdoor activities, climbing mountains (nothing
big), build things (toy airplanes, cars, boats, etc.), help to check the motor oil,
air filter and other fluids in the car. Let her play with construction toys. This
can help build self-reliance and the attitude that she can take care of herself.
She will feel she can control her life.

STRENGTH
Encourage your daughter to exercise and participate in sports. You can
demonstrate and encourage physical health by not smoking, drinking alcohol
and not eating junk foods. Exercising regularly.

MONEY
Girls need to be taught money management skills. Give her an allowance,
help her to budget and make wise decisions about spending and saving.
When she is older let her participate in the family monetary spending
decisions. This way she will acquire an understanding that spending money
is related to monthly bills, savings and emergencies.
FIX IT
Let your daughter do simple household repairs such as tightening nuts and
bolts, stopping drips (washer replacement) oiling squeaks and plugging
leaks. Read a “do it yourself” household repair booklet together.
 DON’T WANT YOU TO GO

When the parent has to leave the child and the child does not want you to go,
this reaction is Separation Anxiety. It usually begins in the last quarter of the
first year and continues into the first few months of the second year.
Separation Anxiety may not bother some children while others develop it late
and closer to two years old and it can continue into the third year or into the
fourth. The anxiety can be mild if the child has been prepared for it. The
parent can start at an early age by leaving the child with a relative or
babysitter for a few hours and gradually progress to a full day and then
overnight.

The anxiety can be severe if the child has only been cared for by the parent
and has never had a babysitter. Children that have a disease or experience
emotional stressors such as divorce, death, family problems, the birth of a
new sister or brother, a change in babysitter, moving, a new daycare or have
been abused tend to express extreme anxiety. The following suggestions can
help them to cope:

v Prepare the child for the stress. Start with brief separations such as
your disappearance behind a door or into another room. This emotional
stressor helps prepare the child and helps the anxiety detox experience. The
child goes through attachment withdrawal the same as an adult that has had a
broken relationship or divorced.

v Reassure the child that you love them and will return. Do not tell the
child you will miss them. This will make the child feel obligated to miss you
back and they will not be able to enjoy themselves because they think they
should be missing you.

v When the child pleas with you to stay and starts crying, stay calm,
relaxed and do not react to their withdrawal symptoms.

v Do not tell yourself, “The child needs to learn even if it is the hard
way.” The child learns faster when you give them love and attention. When
you are sensitive to their feelings of separation anxiety it lessens the stress.
v An anxiety attack by the child must be handled with care, patience and
understanding. When the child clings to your legs, tries to follow you,
hollers, screams and cries to manipulate you into taking them with you; they
are using the typical withdrawal tactics of an addict. Their addiction is you
and it is a natural addiction. Do not say, “Stop acting badly”, “Oh, you are
acting silly”, or “You make me feel bad, behave yourself and stay here.” It
would be better to say, “I know you want me to stay but I will be back soon.
I love you.”

CARRY ME ATTITUDE

The child has an emotional reaction to walking all the time. They were
nurtured and comforted by you constantly carrying them in your arms, baby
carriers and pushing them in strollers. Walking has caused a lost of that one-
on-one comforting. When they say, “Pick me up” or “Carry me” they are
going through a slight withdrawal symptom. You are pressuring them to
walk all the time and this creates a conflict. The child refuses to walk by
protesting and acting like their legs will not carry them or that their legs are
made out of rubber is protesting. A child still going through the two years
old “no (negativity)” feels that you want them to walk and that’s a good
enough reason not to walk. The child feels that the feeling of
interdependence and the joy of walking is no longer fun. Walking has
become a task, a chore, a requirement and every step they take means they
have to keep taking steps. Walking to them was treated like a toy but now
walking is no longer fun to play with, so the child says, “Pick me up.” Assist
your child with the walking process try the following suggestions:

Let the child push their stroller, walker and/or shopping cart to help put
fun into walking.
Play word games; sing raps and/or rhymes to put fun into walking and to
distract them from the activity of walking.
Try taking breaks during a long walk (long for the child, short for you)
skip, hop, and jump on one leg or jump like a frog. Put fun into walking.
Talk about where you are going. Make your destination into the prize for
walking. The prize can include a reward such as reading their favorite
story, etc.
 WANDERING OFF ATTITUDE

A child that wanders off thinks that their journey (wandering) is a way to
explore and discover. They are motivated by the excitement of learning new
things and danger/caution are not important. The moment they are in a
different place or outside the house, their attention and focus is straight ahead
to an adventure. It does not matter if the parent wants to go up or down the
steps, turn right or left or stop at a traffic intersection; wandering is an
adventure that takes them in the opposite direction. The following
suggestions may be helpful:

Take the child places in order to train them how to behave on outings.
Take them on training walks for crossing the street, getting on and off
escalators or elevators, riding the subway, buses or shopping, etc. This
provides you with an opportunity to instruct.

Take the child on outings that are just for them to wander about. Make it
clear to the child that this outing is for them to experience going places.

Take the child on a parent-in-charge outing. If the child starts to ignore

the rules and attempts to wander or even looks like they are going to cross
the street, put him or her in the stroller (you may need to bring it along)
or firmly hold their hand or put the child in a chair or on a bench for a
“time-out” and have them recite the rules for outings. Constantly, repeat
the rules and ask them to recite the rules as well as the punishment for
breaking the rules. Do not let the child break a rule without a punishment
as a consequence. By allowing them to break a rule without a
punishment they will often try to break it again and then proceed to break
another rule. Be consistent and calm.

Keep the child’s attention on outings by singing or reciting Cultural

Virtues or Kwanzaa or Maat principles, raps or songs, playing word
games or saying rhymes.
 TOOTHBRUSHING ATTITUDE

Children need to learn how to brush their teeth even if they have only one or
two teeth. The problem with tooth brushing is that it is not fun and cannot be
treated like a toy. The child wants to control their mouth and may not like
you controlling it by invading it with a toothbrush.

Let the child choose a few toothbrushes that they like. Let them select
which one of their toothbrushes they want to use each morning and
evening. Then proceed with helping them to brush their teeth.

Let the child practice brushing on a doll that has teeth.

You may need a doctor, dentist, teacher or an authoritative person to tell

the child to brush their teeth. If you have difficulty with them remind
them that the dentist (or authority figure) said, “You must brush your
teeth.”

Have the child open their mouth and check their teeth for bits of food and
then you check behind them. You may have them check your teeth for
particles of food after you have brushed your teeth.

Tooth for tooth is the best approach. Let the child brush your teeth after
you brush theirs. It may be best for the child to brush his or her own
teeth. Disregard their efficiency technique and excess toothpaste usage.
Tell the child that they did a good job; they need encouragement and
praise. The child usually does not develop good skills until they are six
years old.

Buy toothpaste that does not contain fluoride (from the health food
store). Commercial toothpastes are dangerous and carry a warning on
label – “should not be swallowed.”

If you brush the child’s teeth, let them sit in front of a mirror so that they
can watch and feel apart of the process. Approach their mouth from
behind; slightly tilt their head back for better mirror visibility. If you like,
sit on the floor with the child in your lap and leaning on you. Let the
child help hold the toothbrush. Talk about brushing while you are doing
it, you can say, “That tooth looks clean, let’s do the next two.”
 I DON’T WANT TO GO TO MEETINGS, LECTURES,
CHURCH, ETC. ATTITUDE

Children have not developed control over their impulse to talk or do

something physical. Whatever their emotions lead them to do; they usually
do it. When asking a child to do two tasks at the same time such as being
quiet and sitting still, you are pushing them to their limitation of control.
Most children cannot sit still while watching their favorite TV show, a movie
or doing a favorite task with paper/pen (crayon, pencil, etc.). This does not
mean not to take them to places that require quiet alertness. They have to be
prepared emotionally, physically and mentally to sit still and be quiet and that
takes practice. The following suggestions may be helpful:

SEATING
Choose a seat on the aisle, an empty row or in the back of the facility.

PRACTICE
Play going to the meeting and listening to a lecture. Use dolls and stuffed
animals as the audience. Practice talking to each other in a soft quiet voice
and whispering. Use a timer to see how long the child can sit quietly and
work gradually to improve on the time. If necessary, take breaks by walking
out of the lecture (church, etc.)

CARRY DISTRACTIONS
You may need to bring quiet toys and picture books or computer learning
games along on the outing.

DRESS
Do not put uncomfortable clothes on the child or tight shoes. If they feel best
in play clothes, then let them wear them. If they like dressing up, let them do
so.

OPTIONS
You may need to consider using a babysitter or only taking the child to short
lectures or festivals that provide children’s entertainment or child care (some
religious organizations do this for their services).
 PERSONALITY TYPE ATTITUDES

In order to communicate with someone or understand a person (child or

adult) or their problem, you must identify their personality. Listed below are
general personality type attitudes:

POSITIVE ATTITUDE NEGATIVE ATTITUDE

Assurance Doubt
Follows Instructions Does not follow/forgets
Confidence Fear
Cooperative Does not cooperate
Calm/Self-Control Stressed/No control
Trust Distrust

COLORS, BEHAVIORS AND PERSONALITY

EXCESS USAGE CAUSES HEALING COLOR

Blue Emotional Deficient Yellow

Personality
Green Obsession with Money Violet
or Sex
Red Lack of Anger or Turquoise
Control
Turquoise Lustfulness Red
Violet Uses religion to mask Green
issues
Yellow Lack of Mental Control Blue

Excessive use of color choices in clothes, toys, toothbrushes, decorations,

jewelry and/or household items can reflect the child or adult personality. The
excessive color usage may need to be balanced by other colors. These
balancing colors can help heal a subconscious problem and/or behavioral
problem.

DROPPING THINGS
The child develops the dexterity with their hands and exercise the dexterity.
They develop control over their fingers to the level where they can drop
things. Dropping things is another toy for them to play with. They like the
power of being able to drop things and throw peas, food, spoons, stuffed
animals and watching things break or scatter over the floor. It is fun and the
fun is increased if a grown-up toy (parent) is around to pick up the things that
are dropped. Encourage the child to stop dropping things by using the
following suggestions:

NO MEAL
If the child drops or throws food., tell the child, “You may eat the food but do
not drop it.” If the child continues, take the food away from them.

DROP IN THE BUCKET

Let the child drop things into a parent-approved bucket. They can be given
blocks, balls, small toys and unbreakable items to drop in the bucket. Let
them drop food in a bowl if you are making a salad or drop raisins/dried fruits
in a nut mixture or cookie/cake batter. Tell them “You can drop things when
it is okay. Dropping food and things on the floor is not okay.”

TRUST
Do not trust a dropper around things or with things such as glass dishes,
ceramics, breakable drinking glasses and cups, etc. There is no need to tempt
the child.

DO NOT OVERREACT
The child will get more amusement if the parent gets upsets, hollers, screams
or fusses. Pretend that the dropper is not upsetting you, remain calm, talk in
a relax manner and do not point your finger at the child and say, “Don’t do it”
or “Naughty, Naughty.”

THE FLOOR
If the dropping seems to become an addiction, put the child on the floor.
Prepare an outdoor lunching in doors. Dropping and watching you pick-up is
less fun on the floor.
 PUTTING THINGS IN HOLES
(Ears, Nose, etc.)

The child enjoys the adventure of doing things because they can be done.
They put things in holes to see where it will go or if it will come out. When
the child puts an object in a body opening (orifice) tell them “It is not okay.”
For example, say, “Crayons are for coloring not for pushing into your nose.”
A child may put an object into a hole without you observing it. This can
cause a bloody discharge, complaints of pain and/or a foul odor. Objects in
the nose can cause bleeding, objects in the mouth – choking, in the ear –
eardrum damage and in the vagina – bleeding. Any object in a hole can
cause an infection.

If the child continues the behavior, do not make them feel bad or guilty
for what they are doing. Constantly tell them in a calm voice “Putting
objects where they do not belong is not okay,” for example, “Crayons go
in the crayon box not in your mouth.”

Do not give the child objects small enough to put in holes (body orifices)
such as marbles.

THROWING THINGS

The child learns the new developmental skill of throwing. Now, they want to
throw everything that is light enough for them to pick-up. The parent has to
identify the appropriate things to throw and the appropriate time to throw
them without jeopardizing the household or the safety of others.

Let them throw a ball in a safe area. They do not have the eye-hand
coordination to catch. Therefore, you can play throw and retrieve. They can
pick up the ball that has been thrown close to them. You can use a Frisbee.

Use various sized balls, from beach balls to small rubber balls. Do not
use balls that can fit into their mouth or spongy balls that they can bite a
piece out of or hardballs. Paper airplanes can be thrown in the house along
with beanbags or a ring toss set can be used.
 The child may get upset or angry and throw things. They do not have
good impulse control. Tell them it is okay to feel angry but not okay to throw
objects. They may need a squeeze ball or a punching bag or punch a pillow
to vent their anger on.

Tell them what is to be thrown and what is not to be thrown (cups,

books, toys, dolls, spoons). “This is a ball – a ball is for throwing. You do
not throw books – books are for reading.”

When they are getting ready to throw or fling an inappropriate object,

take it away from them and give them an appropriate object. Tell them, “If
you throw that book, it can hit and hurt someone and make them sad.” If
they persist, put the object in a box with the word “JAIL” on it. Tell the child
the object is in jail until they decide to say, “I won’t throw it anymore.”

BUMPING INTO THINGS

Children are usually focused upon their emotions, imagination, the mechanics
of walking and where they are going instead of what’s in their way or the
obstacles in their path. If they do see an obstacle, they usually have too much
speed or lack the coordination to avoid it. The one year old is slightly
farsighted with limited depth perception and lack of spatial (distance)
judgment. Around two years old their vision improves to about 20-60, just
before they turn three years old, they can navigate around obstacles better and
have about 20-40 visions. Between eight and ten years old, their vision is 20-
20 and their coordination has improved.

Protect the child by having clear paths in the house.

Remember any distraction (TV, dials, clocks, toys) can cause the child to
crash into a table or toy and fall down.

The child can get lost in their emotions and imagination and fall down
without bumping into anything. They have bumped into their
emotions/imagination.
 SWALLOWING THINGS

Children can swallow small objects and/or coins. These objects most often
are passed in the child’s bowel movement. If the coin has not appeared in a
bowel movement in the potty or diaper and a fever is present, the object may
have to be removed.

Large objects can get stuck in the digestive tract. Sometimes a medical
procedure with an endoscope may have to be used. This instrument is
inserted in the mouth and down the digestive tract, it will reveal the object or
an x-ray can visualize the object. If the object is a small button, a battery,
sharp needle, fishbone or pen, it may have to be removed. Do not give the
child fish that have small bones to eat.

A child that has difficulty swallowing and is coughing or seems to have

chest pain may have swallowed a foreign object.

Do not let children play with objects small enough to swallow.

 GETTING INTO EVERYTHING

Children learn touching (tactile) and their lack of impulse control combined
with curiosity causes them to grab, push, squeeze, poke, rub and touch
everything. The parent should encourage the child to touch and yet
discourage the child from touching unsafe, breakable and/or dangerous
objects.

SUBSTITUTES
Give the child toys that have push buttons, knobs and dials to replace the urge
to touch the DVD, TV or VCR. Let the child have their own remote-remove
the batteries. Give the child adult play clothes to dress in or drape in or to
drag on the floor or drag around the house. When you are folding and
stacking freshly cleaned clothes, give the child a stack to fold and unfold or
to mess up. Give the child various sizes and colors of bottles to fill and
empty during their bath time as a substitute for the urge to get in fluid filled
containers.

DON’T TOUCH
If don’t touch is said in a harsh tone and very often, it will inspire the child to
touch. Children like the attention. Whenever possible use a calm tone of
voice say “Do not touch”, “Please do not touch, “Let’s touch something
else.”

MAKE RULES CLEAR

Every time the child tries to touch the DVD, VCR, glass items, stove,
microwave, computer or other untouchables, redirect them immediately and
say, “Please do not touch.” This has to be repeated until the child stops
reaching for the untouchables.

HAVE TOUCHABLES
The more the child is allowed to explore and touch, the less the urge is to
touch. Have safe objects and places the child can touch and explore.

RISK LIMIT
The best way to limit the risk of a touch disaster is to childproof your home.
Avoid places with breakables, put valued possessions away and teach the
child how to touch breakables on an item that you do not mind being broken.
Keep such items around so the child can practice touching. Avoid a touch
disaster by buckling the child in the shopping cart and stroller.
 GETTING INTO EVERYTHING

The child that gets into everything will grow up and get into everything. It is
best to monitor and teach them how to touch. Show them how to turn off and
on the TV. Let them be in charge of selecting the stations while you are
present. Let them squeeze the toothpaste tube properly while you are
present. They can be taught to turn on and off lights, hand you clothes to
fold, remove flatware from the dishwasher (you should remove the knives,
sharp utensils and forks) and use the computer keypad/mouse (store your
work first).

Always demonstrate and supervise the activity.

Make instructions clear and do not become angry or shout at the child
when they accidentally or purposely do not follow instructions.
 THUMB SUCKING AND WEANING
(Breast Milk, Pacifier, Cup)
THUMB SUCKING

Children use thumb sucking as a comfort and support activity. They may
thumb suck if they are stressed, bored, tired, want nurturing, feel upset,
cranky, irritated or emotionally struggling with a feeling or with their
independence and dependence. Most children usually stop thumb sucking (or
fingers or fist) before they are one year old.

It does not harm the teeth if it is not done day and night and past three
years old.

The redness, irritation and sores usually heal and are not problematic.

If it interferes with eating, playing, talking, learning and using their hand;
then each time the thumb is put in the mouth remove it. Tell the child,
“Let’s find something else to do with the thumb” or “Please do not put
your thumb in your mouth.” Have the child do an activity or game that
involves using the hand (finger painting, riding a toy, playing catch,
kneading dough, etc.).

If you overreact or fuss, the child will continue just for the attention and
the fun of seeing you react. You become another toy.

Your thumb sucking child may cause you to be stigmatized and get
pressure from other parents or frowns or hear whispered remarks and
conversations about your lack of parenting skills and the emotional
unstableness of the child.

WEANING FROM BREAST MILK

The activity of breastfeeding is physical, emotional and spiritual. The
physical attachment to the mother helps the baby to develop language and
thought. The skin, pulse and aura of the mother as she reacts to the words of
others and her own words, her reaction to sounds, the weather, the home’s
atmosphere and her reaction to her own body’s movements and sounds are
translated and transmitted to the baby. The nutritional value of the milk is
adjusted spontaneously in order to meet the baby’s nutrient needs. No bottle
milk can do this. The sound of the mother breathing and her heartbeat are
rhythms and fluctuate according to the spiritual and emotional state of the
mother and this is also translated and transmitted to the baby.

Breastfeeding is the baby’s holistic Rites of Passage into the physical

independent world. The baby cannot adequately regulate it’s own body’s
temperature, the baby clinging to the mother’s body provides a heating and
air conditioning system. Consequently, gradual weaning is best for both
members of the nursing team, (mother and child) weaning can start when the
child can take solid foods in place of breast milk. Gradual weaning decreases
breast engorgement. If the breast gets engorged, hand express some milk to
relieve the pressure. The baby needs extra love and attention during
weaning. The child may substitute a comfort habit such as thumb sucking, a
stuffed animal or blanket during this process. It is best to avoid the
amputated nipple (pacifier) unless it is necessary. The following suggestions
may help during the weaning process:

Do not start weaning if the child is having an emotional challenge such a

new babysitter, has a new baby sister or brother, adjusting to a divorce or
a bad relationship, starting a day care or is having a disease crisis. Wait
until the issues are resolved or the child is calm.

Be sure your child can drink from a cup.

Nurse before instead of after the bedtime ritual. Try to use distractions
such as singing, music, talking or other people in the room to prevent the
child from falling asleep at the breast.

Offer the child vegetable milk from a cup, a snack or a solid food meal
when they wake up in the morning, after a nap or when they are hungry.
 Offer breast milk at bedtime. If the child is still hungry after eating and
or still wants the breast, give them breast milk.

The child eating solid foods and drinking vegetable milks will reduce the
milk quantity in your breast.

For a few nights, let someone else (spouse, friend, relative) put the child
to bed at night. Put the child to sleep in a room that they do not associate
with breastfeeding or give them a distraction such as a new toy, song,
book or rhyme at bedtime.

Reduce the number of breastfeeding. Start by eliminating the midday

feeding. You may try taking the child to the playground or on an outing
or changing your daily rituals to distract the child from a scheduled
breastfeeding. Eliminate the bedtime feeding; it is usually easier to do
than the morning feeding.

WEANING FROM THE BOTTLE

Weaning the child from the bottle while they are one year old is ideal. When
the child goes into the “no” phase they are more rebellious, non-cooperative
and negative towards your authority, so it is best to start the process before
then. Use a cup with a spout or use a glass of vegetable milk instead of
giving the child the bottle. Bottle milk drinking tends to decrease the appetite
for solid foods and compromises their nutritional needs. There are health
problems caused by bottle drinking. A few are listed below:

Bottle drinking cavities are caused as the result of the natural sugars in
vegetable milk or in natural juice pooling in the mouth just before the
child falls asleep. The sugars are broken down which causes acid to form
and thus teeth are destroyed. The teeth have to be pulled and the child is
given false teeth (bridge).

Children tend to drink from their bottle while flat on their back and this
causes ear infections.
 The child drinks excess fluids (three to four quarts a day). This stresses
the kidneys and can cause excess electrolytes, which can weaken veins,
arteries and dehydrate the muscles and bones.

DON’T WANT THE CUP

The ideal time to get the baby to drink from a cup is around the second half
of the first year. Cup drinking is still an adventure and almost considered
another toy at this stage. However, if you wait later, you may get resistance.
The following may help them start using the cup:

Prepare the child for cup drinking. Let them use a cup to feed their dolls
or play with cups in the tub by filling and emptying it, or serving
juice/vegetable milk to you or one of their friends.

Let your child shop with you and pick out a few cups they like. The cups
should have a weighted bottom, which helps prevent tilting, and
breakage. Cups come in many varieties of shapes, designs and colors
with built in straws, spouts and one or two handles.

Offer your child the cup before you do the breastfeeding or bottle
feeding. At each meal, let them drink a little from the cup and offer them
the cup between meals. Always keep the cup within their reach.

Serve a liquid the child is unaccustomed to or dislikes this can make them
reach for the cup with their favorite liquid in it.

Continue to reduce the bottle feeding even if the child rejects the cup.
The child’s craving for fluids will eventually make them reach for the
cup.

Do not make a fuss about messy cup drinking. This can cause the child to
dislike cup drinking. Make sure the child wears a bib or a shirt that you
do not mind them getting messy.
 PACIFIER USE

Pacifiers are comfort objects. The child does not expect milk to come out of
them. Pacifier use is associated with a child developing the habit of always
wanting to chew gum or eat a snack (candy or sodas). It can lead to an
Eating Disorder. The pacifier increases the risk of biting the tongue,
accidentally injuring the front teeth. They can cause ear infections,
misaligned teeth, speech problems and damage to the structure of the mouth.
Children should be weaned from pacifiers by the close of their second year.
Usually, a child will stop on their own by the ages of four or five. However,
they may tend to substitute the pacifier for a lollypop or chewing gum or for
sucking on candy. The following are suggestions to assist in the weaning
process:

Be persistent with weaning the child from the pacifier. If they ask for it
say, “We no longer need the pacifier.”

If the child uses a substitute such as sucking on an empty cup with a

spout, chewing on a small toy or their clothes, gently take the comfort
object out of their mouth and say, “Please do not do this.”
 TANTRUMS
Tantrums have a pattern and a cyclic behavior. The tantrum pattern is made
clear if you keep a record of the episodes for a one or two week period.
Write down the time of day the tantrum occurs, the stimulus that triggers the
episode (eating sweets or a particular food, before meals or before or after an
activity, playing a computer game or watching a violent show or movie, signs
of stress, frustration, sudden changes in activities, tiredness, or hungriness or
being denied an activity or food, before or after homework or a bowel
movement, etc.). Examine the tantrum record and note whether there is a
tantrum trigger then eliminate or change the tantrum stimulator. The
following can be helpful in preventing tantrums:

Do rituals and ceremonies (routines) to prepare a child for an activity, use

a rhyme, rap or song, recite a Maat/Kwanazaa principle or Cultural
Virtues before a regular scheduled nap/meal/exercise/bath or bedtime.
Do activities that fit the child’s learning style and personality.

Be aware that tantrums can begin at the end of the First year and can get
worse around the Second year and continue until the child is four years or
older.

Encourage the child to talk about what’s on their mind and how they
feel. You can say, “You look like you are upset because you did not
finish playing. Are you?”

Have activities or free time or let the child choose an activity. This will
help the child who has been restricted physically or emotionally because
of daycare or preschool rules. If the child is not allowed to have free
time, they may explode with a tantrum.

Children constantly spend energy and need to constantly replace it. Make
sure there are nutritional natural snacks available and be sure to carry
snacks with you on outings.
Avoid or reduce the need to say “no”. The negativity of the parent
emotionally triggers a tantrum. When possible try to say “yes”. Do not
make saying “no” consistent to your child’s request to do something.
Instead of giving an absolute “no” negotiate by saying, “You can not skip
brushing your teeth after dinner but you can play for a short while and
then go and brush your teeth”.

Do try to control or supervise every action of the child. Do not stack one
rule on top of another rule. Being too restrictive and controlling can lead
to a tantrum. Absolute control is only needed when absolutely necessary.

Do not say “maybe”: which to child means “a little no” or “a little yes.”
Either say “yes” or “no”. “Maybe” usually means “yes” to a child and
gives the child the signal to do what they want.

Do not set standards so high that the child can never completely meet
them. This makes the child feel frustrated and frustration leads to a
tantrum. This does not mean to stop giving the child activities or chores
that are not challenging or that they may not successfully accomplish.

Allow the child to make decisions by saying, “Do you want to drink milk
or juice.” This lets the child feel in control and is less restrictive. Too
many restrictions can cause a tantrum.

Make the baby sitter and other caregivers and relatives aware of the
child’s tantrums. When they may occur, preventive techniques and
discipline for the episodes.

When you have noticed that the child has reached their limitation of
exhaustion, boredom, frustration, over stimulation or under stimulation,
try to get their attention off the negative feeling by using an alternative
activity such as talking on the phone, using a learning computer game or
give them a book, toy or a rap, song or rhyme to say.

When the child has a tantrum do not allow them to manipulate you to
change your decision that caused the tantrum. Try to be calm even when
you are angry, this helps the child avoid a tantrum when they are angry.
If your child has avoided a tantrum, give them praise and positive
reinforcement, say, “I like it when you do not have tantrums” or “You are
really behaving good.”
 TANTRUM CAUSES
Children have a limited vocabulary. They are action and emotions
motivated and express themselves impulsively. Impulsive outburst of
their actions and emotions are called a tantrum.

Many times the child is put in behavioral and emotional restraints by

parents and added to this are the intellectual restraints of a limited
vocabulary. These restraints are compounded by a button on a shirt, the
selfishness of another child, the inability to complete a puzzle, a walk that
gets stopped by an accidental fall, etc. Eventually the child is forced to
explode with a tantrum.

Life seems like everybody older than they, are telling them “no,” “do not
touch” or a spoon fails to find their mouth or a drink from a cup misses
their mouth and spills on the floor. A tantrum is a good way for the child
to say, “I am tire of it,” “ I won’t take it anymore” “I am taking control.”

Children can be used as a political pawn by their parents and

grandparents. Divorced or single or a separated parent can be too busy
with household chores, solo childcare chores and work to parent the
child. A parent that visits the child may have another relationship plus a
demanding work schedule, are unable to parent the child or the parents
may try to be the child’s favorite by giving gifts and relaxing the rules.
The child becomes frustrated with the social complexity, which results in
a tantrum.

Children lack emotional impulse control. The emotions that they are
experiencing plus their impulsive emotions from their fantasies are both
out of control. So, the child does something to stop all the emotional
movements by having a tantrum.

When the parents give the child too many choices or constantly tell them
to make decisions, the child gets overloaded with the burden of making
independent decisions and choices and has a tantrum.
 When the child has too much freedom or is around other children that
lack control or appropriate behavior, the child has a tantrum to bring
parental control to the social crisis.

Children that have speech problems, stutter, hearing impaired, have

health problems (asthma, allergies, sickle cell, etc.) are hyperactive, born
after a long struggle with infertility or after several miscarriages or
prematurely tend to get spoiled and have a tendency for tantrums.

Parents that have a severe disease, money problems, depression, are

overweight, workaholics, fatigue, worried with relationship problems and
many other issues tend to make their problems the child’s problem – the
child uses tantrums to turn off their involvement in adult problems.

TANTRUMS IN PUBLIC
Then a child has a tantrum in public, parents feel ashamed and embarrassed.
Your feelings come second. Consider how the child feels. They feel
emotionally congested, emotionally loss and mixed up as they are hollering,
kicking and lying in the floor. The parent has to stay calm and treat the
tantrum with the same methods they use at home. Consistent behavior, rules
and discipline make the child feel secure with themselves and their emotions.
This will help the child to detox from the tantrum.

Prevention is the best way to avoid giving the child an excuse to have a
tantrum. The following suggestions can be used as preventive tips:

1. Do not disrupt the child’s sleep and nap schedule

2. Avoid long periods of confinement and forced sitting, sporadic eating,
etc.
3. Have distractive (alternative) activities for boredom or over excitement.
Plan activities.
4. Give snacks if a meal is delayed. Carry snacks with you on outings.
5. Make time for reading, singing, saying rhymes, hugging, listening to
relaxing music, playing with games/puzzles and playground activities.
6. If the parent has a tantrum (uncontrolled emotional outburst or behavior)
 it can inspire a child’s tantrum, the adult must control themselves.
7. Ask yourself three (30 questions)
1) How is what I am saying to doing to the child helping the child?
2) How is what I am saying or doing helping me be a better parent?
3) How is my behavior and the child’s behavior serving to avoid
tantrums?
 TOYS
When selecting toys choose toys that are multipurpose. Choose a variety of
toys from different categories. Some toys crossover into other categories.
Select toys that provide the following functions:

v Toys that stimulate interest, learning and teach cause and effect
or how things work, toys that teach shapes, numbers, colors,
patterns: construction trucks, leggos, building blocks, shape sorters
and nesting toys, sand and sandbox toys. Buy toys for the bathtub or
pool that squirt, float, pour and fill – interactive toys.

v Toy musical instruments such as horns, flutes, and rhythm

instruments (maracas, drums, tambourines, keyboard, xylophones,
kalimbas, cowbells, etc.).

v Children’s CD players and musical CDss or stories on CDs.

You can record stories for the child.

v Toys that require imagination and improvisation: cars, trucks,

missiles, spaceships, pretend electronic gadgets, kitchen equipment,
building systems, dolls and accessories such as handbags, hats,
briefcases, household items, cell phones and board books.

v Toys that improve small motor skills (plastic jigsaw puzzles)

especially those with knobs to aid putting in and taking out skills,
pop-up toys with dials, knobs and buttons to manipulate, interactive
hand manipulated computer toys, nesting and stacking toys, shape
sorter boxes and plastic containers for filling and emptying.

v Toys for creativity, play clay of various colors, artistic

computer games, interactive creative computer games, crayons and
paper, finger painting, painting on poster (paper) with sponges and
brushes, collage making.

v Toys for large motor skills: pull toys, riding toys, swings, balls
 of all sizes, slides, push toys and climbing toys.

v Toys that improve knowledge: computer learning games,

vehicles (space ships, cars, boats, fire engines, trains, trucks,
airplanes) garden and farming tools (shovels, back hoes, bull dozers,
lawn mowers, brooms), household items: fake food, refrigerators,
microwaves, alarm systems, stoves, dishes, pots, pans, sinks, dolls,
and accessories – hats, shoes, carriages, strollers, car seats, cradles,
baby sitters, clothes, money, etc.

PLAY AREA
The home of the child should have a designated play area. Tell them this is
where we play with our toys. The young child will get emotionally involved
in play and take toys all over the house. This can be a danger and stressor as
you and the child will be constantly tripping over or stepping over or
bumping into puzzle pieces, blocks, cars, dolls, books, bikes and other small
items. The following are suggestions to assist with maintaining harmony in
the home:

v Designate a play area. It should be an area that you can easily

see or if you cannot see this space place a camera or listening device
in the area. Tell the child that this is their play area. If the child
takes toys out of this area get the child to take them back and/or help
them take the toys back. You must consistently place/return the toys
in this area so that eventually the child will know this as their play
area.

v The play area should have at least two toddler size chairs, a
small sofa, a blanket for short naps, a small table, non-slip carpet or
an indoor/outdoor rug for when the floor is cold, a big pillow or
cushion, good lighting (full spectrum lights) easy-to-reach and easy-
to-use storage for toys and books, educational pictures, mobiles and
the area should be colorfully painted.

v You can use different colored baskets for each type of toy.
 This helps develop the child’s organizing skills and makes clean up
easier. You can use plastic milk crates, clothes hampers or storage
containers of various colors.

v Maintain a regular clean up schedule and routine – have twice

a day or once a day clean ups. Start with a rhyme, rap, song or drum
rhythm and say, “It’s time to clean up. Can you put the blocks
away.” You may do most of the cleaning up but do have the child
participate because it helps teach responsibility.

v If the child constantly leaves a toy or toys outside the play area,
warn them that the toy will be put in a box marked JAIL. The toy
timeout box (JAIL) is used to reinforce the cleanup rule. Remind the
child why the toy is in JAIL (or Storage or Penalty off limits).

PLAYMATE VISITS
When the child has a playmate come for a visit it is very exciting for each
child. It means there are two or more children together that can escalate each
other’s spontaneous impulsive behaviors and fantasies. The playtime can
change from togetherness to a tug-of-war to fights to compatibility to
shouting to whispers or a total disaster. The following rules can be helpful in
maintaining peace:

COMPATIBILITY
The children may be happy playing separately, side by side, together or in
separate areas of the room. Do not force them to be compatible or expect
them to become good friends. Playing together and being compatible are
separate issues.

VISIT SCHEDULES
Do not try to use one toddler to baby-sit another toddler. It may bring you a
few minutes of relief to have another toddler over but it is also extra duty for
you. Scheduled playmate visits once or twice a week gives the children
something to be excited about. However, visits every other day or everyday
can be a chore. Visits can be demanding for the child because they have to
control their urge to be selfish and make themselves nice and have good
behavior for the duration of the visit. If the child is in preschool or daycare
daily then they may be tired of socializing. Too many visits can push their
limits of control. If the child does not seem excited or cheerful on the way to
a playmate visit or while waiting for a playmate to visit, then it may be an
indication to reduce the visits. Sometimes, a child may act grumpy before a
visit then after the play starts, they may cheer up. Being sensitive to each
child and using parenting skills can make a visit worthwhile.

TIMING VISITS
It is best to choose the opportune time for a visit. Do not schedule visits at
naptime, or when the child is fatigued, cranky, hyper, or just before meals or
during the nurturing (hugging) time because it may trigger bad behavior.

NURTURE THE VISITOR

The playmate may go through ups and downs during the visit. Use your
parenting skills and reassure the child that they are safe and loved. They may
need lap time and a friendly touch (nurturing) or a smile of approval. You
may have to say, “I’m here, call me if you need me, don’t worry.”

MONITOR
The children want to be left alone to play but only feel safe playing if you
constantly monitor or occasionally supervise an activity. Monitoring
prevents the children from getting into mischief.

CONFLICTS AND FIGHTS

Children breakup and makeup and are very forgiving to each other as well as
to adult parents that lack parenting skills. If fighting is too regular, use a
timer for activities that they do together. This will stop them from reaching
their socializing limit. When the buzzer goes off, they should separate and
play independently.

SNACKS
When the children have a snack be sure that each child has the same number
of cookies or crackers, the same amount of juice or vegetable milk, the same
size sandwich, the same amount of ingredients in the sandwich and the same
amount of ice cubes. This will avoid favoritism and fights.

BE A HOST
Greet the visitor at the door and be cheerful towards them. The visiting child
is stressed when they have to leave their parent and the child being visited is
stressed because they have to share their parent. You can relieve the stress of
the children sharing by setting aside some toys for the visitor. Plan a few
activities and have snack foods available. You need an alternate supervised
activity in case tempers flare and combat breaks out.

BE REALISTIC
Do not expect fun and harmony to exist for the duration of playtime. There
will be minor conflicts.

BRIEF VISITS
When children are less than two years old their ability to focus on playing for
a long duration is limited. Limit visits or one-on-one activities to an hour or
an hour and a half. Young children tend to play with their own imagination
more than with each other.

CLINGING INSTEAD OF PLAYING

Children have personalities, emotional cycles and different growth and
development patterns. Some children are socializers (gregarious) while
others are more comfortable clinging to their parent and watching others
socialize. The clinging child needs to be prepared and encouraged to leave
the warmth attention and nurturing of their parent. They should not be forced
or pushed without tact and skill. Listed below are a few suggestions to assist
with the process.

Gently sit the child down near the other children. Give the child an activity
they can do while sitting such as a shape sorter, books, blocks or coloring.
Then gradually move over to where the other parents are. If the child follows
you, do not stop them. After a few minutes with you gently take the child
back to the play area. You may have to repeat this process many times
during each visit with playmates or the playground until the child’s builds
enough confidence to stay with the other children for a few minutes. When
the child feels secure, they will join in with the other children.
 SHARING
The child has to understand ownership before they understand sharing.
They have experienced ownership and enjoy it and feel the sensation of
autonomy and self-identity that ownership gives. Possessiveness is a normal
developmental phase and necessary before the child can develop the ability to
share. Children usually understand ownership by the second year and do not
understand sharing until they are almost four years old. Between the concept
of ownership and sharing are the confusing concepts of borrowing and
lending. They think that lending is the same as giving and borrowing is the
same as receiving (it is now their possession).

The child does not grasp temporary use as different from permanent use. If
the child offers one of their possessions to a playmate or family member, it is
their way of showing the possession to them. It is not sharing or a gift but a
gesture of empathy. Toddlers will share things that belong to them and play
with things that belong to others and take possession of it and say “mine.”
Because the child owns nothing, they are free to own everything. Saying
“mine” identifies that the child has emotionally attached ownership to
something. They naturally object to sharing and have to be taught to share.
The following concepts are a few suggestions for teaching sharing:

LENDING AND BORROWING

An example may be the best way to teach these concepts. Let the child
borrow your keys (use old keys) then ask for them back. Borrow one of your
child’s toys for a few minutes then return it. Tell the child when they are at
the playground they borrow the seesaw or at school they borrow the chair and
desk, they do not take these items home or own it. Explain to them that when
you lend something you give it back; when you borrow, you have to give it
back. Borrowing means you can use it and give it back. Lending means,
others can use it and give it back to you. You will have to repeat these
lessons many times in order for the child to grasp the concept.

DO NOT TRUST
The child feels that borrowing; lending and sharing are ways to take their
possessions. If the child does not trust or feels insecure, they will have a
difficult time with sharing. To them “sharing” is a game of peek-a-boo, now
it is mine, now it is not mine. They may not want to share a toy that they do
not play with and will hold on to their possession to feel secure. Build their
confidence by borrowing or lending an item together and returning it
together. Borrow another child’s toy. It may be easier if the child that is
going to lend has two or three of the same toys. Then return the toy together.
This can teach trust.

PRAISE
Encourage the child to share and when they reluctantly decide to share give
them praise. Tell them that sharing toys helps them and the other child have
more fun. If the child does not want to share one toy ask them to share
another toy. When they are around children their age or size or play with
toys that belong to others it makes it easier for them to learn sharing.

DO NOT SHARE THEIR TOYS FOR THEM

Ask the child’s permission before you offer their toys to another child. It
may be necessary for visiting children to bring their own toys. This may help
them to exchange toys while they are playing. Before a child comes for a
visit, talk about the toys they will leave out for sharing. You may want to put
away their favorite toy in order to prevent fighting. If the children do argue
over a toy, ask them to stop arguing and have them each play with the toy at
the same time or work out a way for them to use it without arguing. You
may use a Timer to separate scheduled playtime with the toy.

SHARE WITH THEM

Use every opportunity to say to the children that you are sharing and you
need to share. If you are reading a book or eating, you can say, “This is my
apple but I like sharing it with you” and give each child a bite.
CANNOT DO IT
When a child feels that sharing for a few minutes is horrible, it is a true
feeling. The child’s concept of time is based on their feelings; they feel ten
minutes is ten days. Lending, borrowing and sharing means losing ownership
of a possession permanently. They refuse to lose control of the possession
because it means they lose it, so they “cannot do it.”

SHARE THE FEELING

The child is fearful of losing a possession and hesitates to share. If you show
that you emotionally understand, it will help the child attempt sharing. Do
not tell the child they are being naughty, bad or selfish. Tell them, “I know it
is very hard to share your toy. It is a favorite toy that you like very much”,
“Your friend really feels bad when they cannot use it for a little while.”
Forcing the child to share does not teach sharing, it teaches the child to do as
they are told or get punished.

TAKING TURNS IS SHARING

It may be easier to ask the child to take turns than to share. When at the
playground children take turns on the swings and sliding board. Encourage
taking turns. Tell the child, “Let the other child use the slide” Let the other
child borrow the slide, and you will get the slide back.” If they do not fairly
take turns, you may have to remove the child from the slide when it is the
other child’s turn. The child will gradually begin to accept group sharing.

SHARING GAME
Make sharing into a game. Say to the child, “You let me play with your toy
and I will let you play with my sunglasses.”
 WON’T TAKE TURNS (SHARING)
Children may go through one developmental phase easy and find difficulty in
coping with another. Giving use of their toys to others may mean giving the
other child power over them. The toys are the same as a part of them. The
child wants to stay in control and being first in using a toy, water fountain,
slide, a crayon color, the shape sorter or swings keep them in control. It is
easier for the child to overcome developmental difficulty if they are in a
daycare or have a group of playmates. The following suggestions can be
useful:

TIMING
It is easier to encourage the child to take turns if they are not fatigue, sleepy,
cranky, hyper or hungry. Try to pick a time when they are feeling good or
very happy about something.

TIMER
Use a timer to help the child to stop using a toy and allow another child to use
it. The Timer can reduce fights, arguments and act as a referee. Tell the
child, “I will set the Timer. When the Timer rings, your turn will be over and
it will be the other child’s turn to share.” The children will often let their
emotions tell them to keep using the toy even after the Timer rings. Be
persistent with the rules and eventually the children will accept the timer. It
is best to put the toy in the child’s hand or let them get on the slide before
you set the Timer.

PRACTICE
You and the child can practice sharing by taking turns. When you are
reading a book to them, you turn a page and then have them to turn a page.
Share a sandwich, let them take a bite then you take a bite. Say, “I enjoyed
sharing with you” “We both have fun when we share” Alternate being first.
Sometimes, let them bite first then the next time you share you bite first.

BE PATIENT
It will take time for your child to accept that they must share. Usually they
will not regularly share with their playmates until they are almost three years
old.

“MINE”
The babies are raised with individual ownership of the parent. The parent
devotes a lot of time and gives their undivided attention to the baby by
feeding them, giving them breast milk, changing diapers, hugging and
carrying them. It is a part of the developmental phase to feel the parent is
“mine” and the toys are “mine” and everything I touch and see is “mine.”
The child’s emotional impulse wants them to protect and guard what is
“mine.” The willingness to share is difficult. When two children get together
their “it’s mine” emotions collide. They want to share but do not know how
and when they try the “it’s mine,” alarm clock goes off in their head.

GUNS
Children are raised in a violent, physical and emotional abusive gun society.
The child will need to learn how to use a gun, wait until they are a teenager to
teach them. They need to be taken to a gun club and rifle range in order to
learn. First and foremost, they must not be given a gun of their own nor
should a gun without a lock be kept in the house unless it is stored out of their
reach and is locked in a container (box). They must be taught when and
when not to use a gun and the emotional and social consequences of legal and
illegal gun use. It is not wise to let children use toy guns and practice
murdering their playmates. Avoid the computer games that allow your child
to practice murder. The following suggestions may be helpful:

PRETEND GUNS
The child may be forbidden to have and use weapons. However, their
imagination will create guns out of spoons, sticks, and pencils or make gun
sounds with a pretend gun. Make your rules clear about guns and when the
child has a pretend gun say, “You are not to use guns, you can play with
another pretend toy”, “It is not nice to pretend to hurt others.” Parents will
find it difficult to ban the use of the imagination or to monitor the
imagination. Whenever the child is acting out with a pretend gun, calmly
repeat the rules.

COMPROMISE
Some parents allow the use of water pistols, plastic swords, bow and arrow
toys and six shooters and ban the use of modern machine guns, laser guns,
hand grenades and super water blasters. They do not allow the child to
murder people but they can kill animals or aliens. The compromise decision
is usually an attempt to keep harmony and not make their child seem weird
around others.
 TOM BOYS (BOYISH GIRLS) AND GENTLE
BOYS (GIRLIE)
Children just before they are three years old begin to establish strong gender
tendency, boys choose male type toys and usually want to play with boys;
girls choose female type toys and enjoy doing activities with girls. Preschool
boys may imitate their fathers if their father washes dishes, changes diapers,
helps clean the house, irons clothes, cooks and prefers non-athletic activities
(reading, computer work, etc) then the boy may do these activities while
playing with girls or other boys. Boys that like playing house, reading, or
coloring rather than playing football, wrestling or basketball should not be
considered homosexual. Boys may cross gender lines if they have sisters,
playmates that are girls or to satisfy their curiosity. Do not be suspicious of
gender confusion, criticize or tease the boy for his behavior. If the behavior
continues and the boy takes on a girl role with boys, physically acts like a girl
and in a mixed group constantly plays only with girls, then there may be a
need to seek help. A child’s choice of toys is not an accurate indicator of
homosexuality; so do not make a hasty conclusion.

Children tend to learn by trial and error, experimentation and wisdom.

Parents do not tend to get too upset when trial and error and experimentation
learning is used when it comes to a child finding out how long they can hold
their breath or how many grapes they can put in their mouth at one time. A
child learning a gender by trial and error and experimentation is normal and
necessary. For example, if your daughter wants to see how it feels to wrestle
a boy or play with boy’s toys it is a developmental phase. She has noticed
that boys get more freedom to do things she cannot, so she assumes that
acting like a boy will get her the same freedom. She may say, “She wants to
be a boy” which means I want more privileges.

Girls and boys should be treated differently because they are different.
Around the third month after birth there is a testosterone rise in boys and an
estrogen rise in girls. These hormone shape their emotions and thought
processes differently. Newborn boys tend to be physically active while
newborn girls tend to be quieter. Girls tend to react to voices and faces.
Boys tend to react more to movement of objects. Cultural conditioning
causes boys to handle rough and girls to be gentle. Boys are usually left to
figure out problems and are “fix it” or “break it” oriented while girls are
usually given help for problem solving. Girls are talked to with nurturing and
the use of more emotional words “What a pretty little girl with a nice
personality” boys are told “What a handsome and strong boy you are.”

When girls prefer to put on clothes that boys would wear, it is probably
because too many rules come with wearing a dress. They cannot sit with
their legs open or let their panties show, they have to bend down instead of
bending over and showing their panties. They are told, dresses are not
supposed to get dirty or torn like boy’s clothes. Sweatpants, T-shirts and
pants are more comfortable. Allow the girl to experiment instead of
constantly saying, “Girls are not supposed to do that.” Provide a positive
example of how a female is supposed to behave and carry herself. If the
cross gender behaviors continue into the third year, there may be a need to
seek help.

A parent should be aware that children have an imagination. What is

believed to be gender confusion may just be a girl playing with a car to take
her pretend family somewhere or playing with a police car because she is a
female policewoman. The boy playing with a doll may be using it as the
Momma and the baby boy doll going to church or using the doll as a female
soldier. You may try to restrict the toys to a gender but you will not be able
to restrict the child’s imagination.

AGGRESSIVENESS
A child does not understand that their aggressiveness that causes them to
push, hit or pull others hurts. If they do understand their emotional
immaturity and lack of impulse control will still create aggressive behavior.
The following suggestions may be helpful:

SKILLS
Social skills are learned they are not automatic. The child will use trial and
error, experimentation and role models to acquire social skills. Encourage
good manners and behavior. Often times, hitting is trial and error
experimentation. The child says to themselves, “I wonder what will happen
if I hit my playmate on top of the head.” The next experiment maybe to hit
them in the ear. The result will always be pain and crying. However, the
experiment is out of curiosity and requires your punishment.

RESULTS
The child may hit a playmate, and then after the playmate starts crying realize
the results of their actions. They lack ability to foresee the results just as
playing is spontaneous so is hitting. Tell the child to say, “I am sorry, I did
not mean to hurt you” encourage them to say, “I feel like hitting” instead of
hitting the other child. This will warn the child and alert you to use your
parenting skills. Remember, that the child lacks a vocabulary to match each
behavior that they want to do or have done. Therefore, they will just do the
action because they do not know how to say, “I have reached my limits with
my playmate” so the hitting is the same as saying it.

BE A MODEL
Children learn more from what you do than what you say. Model aggression
control. When you are upset with your spouse, friend, another adult or child
make sure your child sees you control yourself. If you lose your temper with
someone make sure your child sees you apologize.

STEP IN
Know when to step in or step out of the way of a pulling, shoving or pushing
episode. Allow the children the opportunity to resolve the issue. They need
to develop their social skills. Your intervention in an aggression is based
upon whether it is harmless pushing or fist fighting. If the children are
fighting over a toy choose another toy or a similar toy that they can play
with. If it is over a one of a kind toy, then use a Timer to impose sharing. If
they do not want to share tell them you will have to take the toy from them.
You may put the toy in JAIL (Penalty or Off Limits or No Trespassing Box).

BREAKING UP A FIGHT
Your immediate concern is the safety of both fighters. Help the one that is
losing first and comfort them both. If the fight involved pinching, biting,
scratching and/or hitting, look for wounds and treat them. If your child
started the fight give the victim another activity to do while you take your
child aside and calmly tell them “You hurt your friend when you attacked
them.” Tell them that they have to have a consequence for their bad
behavior; it can be a time out, sitting beside you for a while or sitting by
themselves and repeating a Maat principle or affirmation. Have the child
apologize to the victim. Warn both children to behave. Sometimes the
victim teased or provoked the fight as an experiment or as a way to have a
toy to themselves. Therefore, you should warn both children.

IT’S OKAY
Let the child know it is okay to feel upset, angry, cry or feel like fighting
when they do not get their way, when they do not want to share, when a toy is
grabbed from them or when they break a toy but it is not okay to hit. If they
want to holler or scream tell them it is okay but they have to go to another
room and ask permission before they do.
KNOW THE LIMITS
Observe the warning signs of irritation, fatigue or frustration that your child
may exhibit. They usually lead to explosions of aggression, irrational
impulses and conflict. Teach the child words that identify how they feel (i.e.
upset, want to hit) and ask them to tell you or others. This can help you
diffuse the emotion before it makes the child reach their limits. Remember,
that the child has a low tolerance for frustration. Frustration causes them to
reach their limit fast. It is the leading cause of aggression.

BOREDOM
When the child no longer finds a game or toys interesting, they will get
bored. If you do not respond with a challenging activity or game the
boredom will lead to aggression, a tantrum, fight or stress. Take scheduled
breaks for reading, nurturing (hugging, cuddling, etc.), rhymes, singing
and/or drumming. This can stop boredom and prevent aggression.

CONTROL
The child likes to be in control as much as possible. They like to control
toys, games and a living toy called a playmate. When the playmate toy does
not behave the way the host child wants, the host child will hit or assert
themselves aggressively. They will crash their trucks and crash their “real
playmate’s toys.” The child wants to be the center of attention and feel they
are the central controller unit until they are a little older than two years of
age.

DON’T TAKE SIDES

It is difficult to decide who is innocent and who is guilty. The parent did not
see the first punch, the instigator’s method of teasing or who is taking
revenge. Investigating the conflict will not help as children will claim to be
innocent. You should be a mediator and try to make both parties happy with
the verdict or punish both parties. Do not take sides or judge or blame, seek
to establish Maat.

MONITOR
The children need your supervision. Children with good behavior can create
mischief and start fights at any given moment. They are impulsive and let
their emotions manipulate them.

DON’T LECTURE
Keep your sentences short and do not use long paragraphs of dialogue, do not
use long speeches about how to behave. This is not going to stop a child
from being a child. Make sure the rules and consequences for breaking the
rules are clear. Long speeches tend to make the child ignore your words and
can irritate the child which will more than likely cause aggressiveness or
anger. If your speeches do not get good results, do not spank, scold or bully
your child to behave. You will be training the child to be a bully.

BREAKS
Aggressive behavior flare-ups can be diffused and taking breaks for snacks,
painting, singing or drumming can restore peace. Schedule parent supervised
activities as a prevention.

TV/MOVIE/GAME VIOLENCE
Point out the types of bad behaviors. Make it clear that harming people or
hitting people is not the best way to solve problems.

PRAISE
Whenever the child does not use aggressive behavior, pushing, hitting,
shoving, scratching or biting to solve a crisis, give them a word of praise.
Give plenty of attention for good behavior (smiles, hugs and gentle touch)
and very little attention for negative behavior. Encouragement is desired and
needed by the child.

PUNISHMENT
A parent that is too strict and uses physical violence on the child and a parent
that does not punish or discipline will get the same results. A parent has to
allow the child to make some choices and the parent must set limits, rules and
discipline criteria and follow them. This will prevent aggressiveness.
 INTERRUPTING CONVERSATIONS
(PHONE/VISITORS)

Children may demand that they be the main focus of your attention. They
have become addicted to you and when you are in a one-on-one conversation
with any one other than them, it puts them immediately into a lack of
attention withdrawal crisis. Like an addict their emotions and body craves
the “attention addiction.” In their attempt to get high off “attention” they
may cling to your leg, turn your head towards them, act silly, crawl over your
lap, interrupt, whine, whimper, make loud noises, put their hand on your
mouth or pull on your clothes. The child dislikes the intrusion of the visitor.
It will take patience to help the child develop control and stop you from
hurting them. The following few suggestions can help your child accept
visitors:

TIMING
You could arrange for your visitor to come during naptime or when the child
is distracted by an activity. Keep your visits short; your child has limited
tolerance. A long conversation with the visitor can tire you out as well as tire
out the child and overtax the child’s tolerance.

DON’T INTERRUPT
When you are involved in an activity with the child do not stop or interrupt it
with a chore or conversation that you can have at another time. If you do
interrupt the parent/child activity time with one of your chores or personal
conversations with an adult, it is not showing respect for the child’s time with
you. When you cannot avoid interrupting a parent/child quality time or
activity with a chore, involve the child. If you must make juice have the
child help you wash the fruits or vegetables as well as hand them to you so
you can put them in the juicing machine. If you have to write out some
checks have the them doodle in a notebook, if you have to check e-mail have
the child play with blocks. When an uninvited guest or a phone call
interrupts your parent/child activity, tell the visitor or phone caller to wait
until you finish with your child. Let the child hear you say this. Resume the
activity with the child for a few more minutes them talk to the person. In the
case of an uninvited guest, invite them to join the activity.
SPECIAL PLAY AREA
When a visitor does arrive do not completely ignore your child’s desire to
want to be included in the socializing. Give them a task such as helping to
clean up or have the child place their favorite pictures in the room. If it is a
repairperson allow them to watch the repair from a safe distance. If the
visitor sits and talks and if you do not mind being interrupted have a special
play area set up near where you are talking. Put books, blocks, puzzles and
toys in the area for your child. Do not make the child interact. If they seem
to want to interact ask the child to show one or two of their favorite books or
pictures. The child can have pretend visitors in their play area such as dolls
sitting and having an herb tea party. After the visitor has left the child can
help you clean up and you can help the child clean the area where their
pretend visit took place (use a play broom, duster and wear an apron). If the
child feels like they are part of the visit, they more than likely will not
interrupt.

SNACK
When your visitor comes you may want to have a snack prepared even if
your guest is not hungry. Avoid messy foods. The food should be
appropriate for the child. Invite your child to have a snack with your
visitor. This will decrease the child’s interruptive behavior and whining.
With a mouth full of food, they cannot talk or whine much.

PLAN INTERRUPTION
Children cannot be expected to amuse themselves for the duration of a visit.
If it is a long visit, take breaks at intervals in order to interact with the child
(help with an activity, read a story, sing or rap a song etc.). Tell the child that
you have stopped talking with your visitor only to read one story or do one
puzzle. When you have finished, you will go back to your visitor. Before
you return help the child get another activity, puzzle or book. Stay in contact
with the child in between breaks by saying a few words of encouragement
such as “You are doing a good job of reading” or “I bet you can read the
book better if you do it again.” Keep visual contact and physical contact with
the child, frequently give the child a smile, a hug, rub their back or gently
touch their arm.
STAY IN CHARGE
You need adult conversation and time with other adults. Do not give up your
rights. If you let the child take over your visits or rudely interrupt too many
times without a consequence, you will lose your rights and the child will not
let you forget it. When having a visit be friendly and calm with your child
but be firm with the rules. If they break the rules too many times – discipline
is necessary.

PRAISE
When the child fails to follow all the rules for visitors, reinforce their positive
behavior instead of scolding about the negative behavior. Tell the child, “I
like the times you were quiet and did not interrupt. Now you and I are going
to do something special.” Finger painting together or a trip to the playground
or playing a computer learning game together can be the reward.

INTERRUPTING PHONE CONVERSATIONS

The phone will ring. If you miss a telephone call there is “call waiting.” The
child will want attention. If you miss giving them attention there is not “child
waiting.” The child makes sure that when they ring you for attention, they
get it. They use inappropriate behavior and whining to stay on the line even
if you hang up. You should treat the phone call with the same rules as those
for a visitor.

DON’T FORECAST
If the phone rings do not say, “I do not want any problems out of you” or “Do
not bother me while I’m on the phone.” Instead say, “Who could be calling
me.” If you say, “Do not bother me or “Do not be a problem” you will more
than likely be bothered with problems.

PARTICIPATION
When the caller is a close friend or a family member you can let the child
participate in the conversation. You could offer the phone to the child with
“Do you want to talk?” or use a speaker phone. If the child pushes the phone
away, do not force them to talk. Wireless phones allow you to keep an eye
on the child and do interactive activities. It does split your conversation but it
is better than no adult conversation.

KEEP CALM
Remember that your child craves attention tactile (touching), visual (seeing
you constantly) auditory (talking to them) and/or rhythm (being massaged,
rubbed, cuddled, rocked, etc.). Do not get frustrated, angry or upset about it.
It will increase the child’s need for more attention because you will have to
soothe them. Either way they will get attention be it negative or positive.
The child needs your patience and empathy so keep calm.

PRIVACY
Remember the child can be listening or pretending not to listen to a private
conversation. It is best to have conversations with adult topics or adult words
when the child is not present. Conversations that are R-rated and X-rated in
the presence of a child is child abuse.

ANOTHER PHONE
Buy a toy phone or give the child a real phone that is not being used (remove
the cords, battery). Let the phone be reserved for use only when you are on
the phone. When you answer your phone, answer the child’s phone and hand
the child the phone and say, “It is a telephone call for you.” This will keep
the child occupied with a one-sided garbled conversation. It does not matter
if the child can speak or not.

STAY IN CONTACT
Stay in eye contact with the child as much as possible. This will let you still
be with them in an emotional way. Smile, cuddle, massage their arm,
shoulder, back or leg. Be interactive, stack blocks with them, bounce the
child in your lap, hold their hand or hug them while talking. You may want
to consider getting a phone that has a headset attachment or one where the
attachment can be placed on your waist, this will free your hands.

PRAISE
You have a right to use the phone. Give your appreciation and praise to the
child for not interrupting or the partially successful attempts to not interrupt.
Tell them “You behaved well. Thanks for letting me talk on the phone.” If
your phone calls tend to interrupt the parent/child time, let the answering
machine screen the calls or use caller ID.
 TELEVISION (VISUAL MEDIAS)
Children watch their movies, educational videos, music videos, DVDs,
television shows and educational shows on television. Television can
decrease social interaction because children ignore each other while watching
TV shows. A child that excessively watches visual medias (i.e. TV) does not
want to put time into using their imagination for free-play and the child tends
to do little sharing of their thoughts and feelings. Peer pressure often forces
the child to watch TV shows because if they are unaware of the characters
(i.e. Big Bird) they will feel left out of discussions about the character.
Children are often force to watch TV because parents with inadequate
parenting skills use TV as a tool for peace and as a substitute for a babysitter.

The TV is used to occupy the child’s attention while dinner is being prepared
or while the parent is doing laundry, talking on the phone, E-mailing, surfing
the Web or in a chat room or reading mail, etc. If the child is watching a TV
program then the commercials makes them want junk food, the latest gadgets
or sex toys as well as want the trendy clothes. The TV can be considered as a
“salesperson” with bad manners or a “teacher” that is visiting. The parent
needs to monitor anything the child watches on visual medias (computer
games, TV, DVD, etc.).

SUBSTITUTE
Instead of letting the TV screen entertain you and your child substitute
activities in its place such as exercises, making raw juices, working on art
projects, a garden, growing plants or herbs in a flower pot, or going to the
park or museum. When you do watch TV talk about the characters use of
Maat or, talk about good and bad behaviors, morals and ethics of the
characters, ask questions – why did the character do that or say that?

AGGRESSION
Watching violence on TV causes children to be violent. If TV did not
influence children and adults then companies would not spend billions of
dollars on commercials for their products. Watching violence makes it easily
acceptable and dulls the reactions to violence done to others. Violence seems
unrealistic because a cartoon character or an actor that is violently harmed
tends to be immediately recuperated. Talk about the violence with the child,
asks if there is another way to behave or how would it make them feel to be
hurt by others?

FEAR
The children’s emotional vocabulary is not broad. Emotions feel real.
Fantasy on TV is emotionally real. If the child watches horrible frightening
scenes, it will cause them to easily be scared and believe it may happen to
them or their family members. Children tend to be concrete thinkers and do
not differentiate between a real fear and unreal fear. Fear is fear to the child.
Just before the child starts preschool they begin to separate the real (fact)
from the unreal (fiction). Keep in mind that news programs and your talk
about the news is full of violent and scary things to a child. Explain to the
child that they are safe and nothing bad will happen to them. Remind them
that television shows, movies and cartoons are pretend and make-believe.
Color a picture together and tell the child that this is how cartoons and
pretend movies are made except machines do the coloring.

BE SELECTIVE
Use a VCR to tape appropriate shows and avoid taping the violent,
aggressive, fear causing shows as well as the hidden pornographic images
and obvious sex themes shows. Show the recorded programs during your
child’s scheduled TV viewing time.

LESS
Children that view TV get accustom to the special-effects style and hi-tech
format of TV learning. This causes the child to become bored with their
schoolteachers and school learning. Boredom leads to the inability to
concentrate as well as causes the child to become fast paced like the TV
shows. Children that spend many hours looking at TV or playing computer
games do poorly in school and score lower on reading tests. They do not
develop their social skills and intellectual abilities adequately. The parent
should read to and with the child. Encourage your child to talk about stories
you have read and make-up stories. Ask questions about the characters in the
child’s improvised story. Challenge the child to come up with different
character types and different places for the story to take place.
TV REWARD/PUNISHMENT
Do not make watching a video or TV show a reward for good behavior. The
child will think that good children only watch TV because TV is good. Do
not take away TV viewing as a punishment. The child will think that bad
children do not watch TV.

INTERACTIVE
Encourage the child to participate in the activities on the TV show or in the
video such as sing-along, arts and crafts, exercise or dance-along. Ask the
child to tell you about the show/video, talk about the good and bad
behaviors. Discuss the story’s main point, what they learned, draw the
characters in the story or improvise the way the story could have gone. This
makes TV viewing a teaching instrument.

TV CANNOT NURTURE
When parents turn on the TV because the child is upset, fatigued, bored,
hyper, cranky or aggressive, it does not solve the problem, it creates a
problem. The child is not taught how to cope with or explain their feelings.
This may cause the child to look for solutions elsewhere such as mediating
problems with food (Eating Disorder), Temper Tantrums, and Bedwetting,
being combative or stubborn. This draws negative attention to the child and
indirectly soothes their misplaced feelings. Turn off the TV and talk and
nurture your child.

IMITATION
Children follow what you do and not necessarily what you say. Parents need
to model responsible behavior and TV behavior. If the parent watches
educational, exercise or history shows, the child will tend to watch them. If
the parent reads more than watch TV, the child will imitate them. Do not
keep the TV on for background noise or keep it on when you are not viewing
it. If quietness in your house irritates you play the radio or some music
periodically.

LIMITATIONS
A child can very easily do without TV until they are sixteen months old.
After sixteen months, an hour a day of educational viewing is adequate.
After the child is two years old, two hours of TV is more than
enough. More TV viewing will limit the time the child needs for their proper
growth and development. It is best to set limitations on TV viewing while
the child is young as it is difficult to do so with older children. The parent
has to turn off the TV when the time limit is up. There are times that a
special video or TV show will be on and the rule has to be changed but tell
your child that it is an exception because of the video or the show.
 DISCIPLINE
Discipline is the art and science of using rewards and punishments to help the
child to utilize self-control, respect the rights and feelings of others,
determine right from wrong and know how and why they should protect
themselves and their happiness. Discipline means, “to teach.” Very seldom
are rewards associated with disciplining but rewards are the foundation of
discipline. If the child does things that stop them from receiving a reward for
good behavior then they should be punished. Unfortunately, discipline is
only associated with strict rules, physical abuse, slaps, beatings, hitting,
disrespect and humiliation.

Children are learning how to be disciplined and how to accept

discipline while they are being disciplined. The parent knows what
they mean when they tell a child to clean up their play area; they
should not assume that the child knows exactly what was meant. The
basic orders, rules and rewards and punishments have to be clear and
spelled out.

Rules should not be too rigid and strictly followed. The child has to
feel that they still have some control over their lives. It will not be
easy for the child to follow every rule precisely, when it is possible
allow for a little variation. For example, you may tell the child to put
the book in the toy box. The child may put the book on the table and
make a little area for the book in the toy box and then put the book in
the toy box. It may not always be possible for the child to follow the
rules in their way but when it is let them.

Parents are in an ongoing process of learning and within a learning

process mistakes will be made. When you realize you have made a
mistake with an instruction, do not be embarrassed. Say you made a
mistake. Let the child know that you make mistakes.

A child that is tense, tired, hungry, sleepy or thirsty tends to lose their
ability to focus on rules and may have difficulty following
instructions and cannot cope with discipline.
Children have to be allowed to make mistakes and learn from their
mistakes. If your strict rules and harsh discipline make the child
afraid to make mistakes it will slow down their developmental
process. Allow room for errors so your child can learn. For example,
if the rule is no cookies before lunch then keep all the cookies put
away until then. The child will have to follow the rule but they will
not have self-discipline. Every now and then leave a few cookies in a
bowl in order to give the child the opportunity to practice self-
discipline.

Praise the child in order to reinforce their positive use of self-

discipline.

The punishment should fit the crime. If the child writes on the wall
with crayons, immediately tell them that the rule is to write on paper
then take away the crayons. Tell them “no crayons until tomorrow”
put the crayons in the JAIL box and when you give back the crayons
also give the child some paper. Do not wait until later on or around
dinnertime to tell the child they cannot watch their favorite TV show
because they wrote on the wall. This punishment is too delayed to be
effective plus it does not match the crime. A crime punishment
schedule should be; mild crime – take away the item used in the
unacceptable behavior, moderate crime – take away the item plus
something they like, severe crime – take away the item plus
something they like and restrict their activities. For example, if the
child hits a playmate over a toy in the sandbox take them out of the
sandbox (restriction) and do not allow the child to play with the toy
(item taken away).

When a child does something unacceptable let them suffer the

consequences of their actions. Do not protect your child from the
consequences of their behavior with reparations. For example, if the
child plays with their favorite video tape movie and breaks it. Tell
them “The rules are to watch video tapes not to play with them.”
When they want to watch that same video, show it to them and say,
“You have broken it so we cannot see it.” Some parents would
immediately do reparations and buy another tape. Replace it if the
breaking of the video was an accident. If it was done on purpose then
put it in JAIL and wait awhile before replacing it. The child will
suffer until a new video is purchased. Suffering allows the child to
feel the consequences of their actions.

When the parent is preoccupied with a chore or with thoughts and is

unable to give the child attention; the child may get into mischief to
get your attention. Avoid overreacting. Stay calm, do not holler or
scold, the child’s objective was to get your attention whether it is by
being calm or hollering, it does not matter. Attention was the child’s
objective and getting the attention was achieved. Take breaks from
your preoccupation and give smiles, gentle touches, nurturing or say
a few words to your child. They want to be a part of your life. Your
life makes the child feel secure and loved.

Incorporate humor as a disciplinary tool. It helps to relax the child,

releases tension and helps the child to avoid a confrontation that
would hurt their pride. If the child refuses to sit and read, suggest
that Big Bird will read for them. Place Big Bird in a chair or you can
pretend to be the child and act like them or sing a silly song “This is
the way I hold my book, hold my book, this the way I read my book,
read my book”. Hold the book upside down and say, “I don’t
understand these pictures or words. Can you help me?” When the
child volunteers to help you, the objective is achieved. It does not
matter if they sit or stand to help you read. Here is another example,
if the child refused to wash their face, pretend the washcloth is a
talking puppet that flies around looking for dirty faces. Let the
talking washcloth clean a doll’s face then clean your child’s face. Be
creative, improvise and use silliness.

When discipline is being enforced or rules of discipline are given it is

natural to say, “No, you cannot do this or that” or “No fighting, no
lying, no running in the house, etc.” Children like to challenge the
parent’s “No’s.” Do not let your “No!” become wishy-washy (easily
changed to yes) or become funny. The child will not take you
seriously if you say, “no” one-minute then “yes” the next. If you say
“no” you cannot have a cookie or watch a video mean it and stick to
it.

A child finds it stressful to live all day hearing “no.” Too many
“no’s” can make the child feel their life is impossible to live or
happiness is just a lot of “no’s.” Try to limit your “no’s” to things
that may be harmful to the child, yourself or another person. If the
home is childproof and has a play area it will limit the “no’s” needed.

Discipline requires that you have rewards and punishments “no’s”

and “yes’s” and a preferred activity and an alternative activity. For
example, you can say, “You cannot play with Momma’s watch but
you can play with your toy watch or do puzzles.” Try to stress
positive behavior. If the child has emptied the fruit out of the fruit
basket onto the floor, say, “The fruit belongs in the fruit basket, not
on the floor. Let’s see if you can put the fruit back into the basket”
instead of “Why did you do that, look at the mess you made”.

Discipline is most effective when it is given face-to-face. Do not

holler from another room “Stop jumping up and down on the bed.”
Go to the room, look the child in the eyes and calmly say, “Please
stop jumping up and down on the bed. Jumping on the bed is bad
behavior. Now, you have to be punished. Go sit in your chair and
say, I will follow the rules three times. I will let you know when the
punishment is over.”

A child is not bad. A child does bad things. They learn through trial
and error, wisdom, experimentation, imitation and observing cause
and effect. Children are emotionally and impulsively driven. Rather
than doing what they are told, their emotions cause them to see how
other possible actions feel, they are curious and want to see the
results of their actions. They may seem to be deliberately not
following the rules when they are actually distracted by what they are
seeing, feeling or imagining. Children have difficulty keeping their
feelings, the real and unreal (imagination) separated. Dividing their
attention is a developmental skill that is immature. When they are
busy with one activity, they tend to be unable to focus on another
activity or a chore you told them to do.

Disobedience is an incidental side effect of lack of attention. The

child gets information overloads and sometimes shuts out the parent.
They hear some of what the parent said but not all of it. The child
may not follow rules because they lack understanding plus they want
to see the results of the broken rules. Added to this, they lack
impulse control. Sometimes, words, rules, punishment, impulses and
emotions are just another toy to play with. They may be sitting in a
chair calmly but their impulses are with Batman and their emotions
are with Big Bird. It is a world of excitement interrupted with some
parental rule. Their imagination is the attraction and the rule is the
distraction.

The child has to learn to cope with limits and restrictions. Learning
to live with limits can help reduce the child’s and the parents’
stressors especially when the child starts saying, “no” and “mine” to
situations and things. Start early with “limits.” The limits of
behaviors are set based upon your priorities and what you feel
strongly about. Etiquette must be used at all times in your home.
Use “Please”, “Excuse me”, “Thank You”, “Good morning,
afternoon, evening and night”, “May I”, etc. You may not allow
shoes to be worn in the house or never leave an empty toilet paper
roll on the holder. When you come in from outside, wash hands
before going into the refrigerator, etc.

Parents have to keep promises. Unless an emergency or a crisis

causes a promise to be broken. If a promise is made to take the child
to the playground but then you decide you would rather answer your
e-mail, talk on the phone or iron clothes, and ask yourself if the e-
mail, phone conversation and clothes ironing can be postponed or
done later. The parent has to be responsible and keep their promises
if they expect the child to act responsible.

Do not emotionally bribe a child to behave. This can cause the child
to feel guilty. For example, saying, “If you loved me, you would not
be bad.” The child should not be asked to behave in order to prove
that they love their parent.

The child’s disobedience or failure to follow rules or running to hide

from discipline should not cause you to have an uncontrollable
anger. Uncontrolled anger frightens young children, triggers anger in
older children, damages and humiliates children emotionally and
mentally and teaches the child how to behave inappropriately.
During an anxiety and anger explosion the parent may say things that
hurt, scream or become physically abusive to the child. A parent on
occasion may find it impossible to hold back their rage; parents are
not perfect and are expected to have human imperfections. If the
anger outbursts are few, brief and far between and not attacks on the
child’s personality (focuses on behavior) then it will not damage your
ability to have good parenting skills. After an anger outburst,
apologize to your child and tell them you love them. The child may
have done something deliberately wrong to cause your anger such as
throwing a ball at a lamp or damage something that was given to you
by your grandmother or taking your cell phone and flushing it down
the toilet. Do not feel bad about your inappropriate attempt to
discipline feel bad about losing your temper.

When you feel like your parental behavior has deteriorated to that of
a child’s level take a time-out. If you realize that you have an adult
tantrum as a reaction to your child’s tantrum or you are being just as
demanding as the child, take a time-out. Time-out allows you to re-
evaluate what’s going on in your personal life and assess whether you
need to work on a specific parenting skill or review cultural virtues.

You have to feel sure of yourself and confident. If you act wishy-
washy (unstable) and are always saying, “I don’t know how to help
my child”, “I am lost as to what to do with this child”, “And
everything I try to do to help fails”. When you talk like this, your
child feels insecure and frighten because you are not in control.
Your behavior must be consistent.

Do not treat your child like a remote control by passing them from
preschool to after school care to a babysitter and then to a friend or
relative. Do not treat your child like an object or as a material
possession that you have to buy clothes for and feed. Listen to what
your child is saying even when they are very young and they can only
use monosyllables, hum, point and grunt to communicate. It will be
difficult to interpret their language of sounds and garbled words.
When they are between three and four years old their speech will
become clearer. The main thing is that they see and feel you are
listening. Be understanding and feel the emotions in their words and
have sympathy for their needs even if you will not or cannot meet
their needs. Do not humiliate the child in front of friends, playmates
or strangers. Always use manners with them and around them such
as saying, “Please”, “Excuse me” and “Thank you.” Give them
simple explanations to their questions or your rules even if they don’t
understand your reasons still explain them as simply as possible.

Do not live your life as if you have no children or as if you want to be

a teenager. Do not take your child to adult parties, R-rated movies or
lectures because you want to go, consider the child’s rights. When
you made the decision to be a parent, the child’s life became a
priority in that decision. However, do not live your life for your
child, do not give up all of your rights in favor of the child, do not
plan your life completely around the child. Maintain your friendships
and spend time with your friends. Have activities that you do without
your child.

Do not rely on the child to be obedient. The child is emotional,

impulsive and lacks self-control. The responsibility of keeping the
child safe, out of trouble and obedient belongs to the parent. When
the child is not old enough to understand and accept the responsibility
of recognizing what is safe, unsafe, and permissible and off limits
then their parent has to do it for them.

Always use love and nurturing with the child. Do not use love as an
object to give or to take away in order to discipline. Withholding
love is not the way to discipline. It causes the child to feel lost,
abandon, unimportant and creates a variety of emotional problems.
Always let the child know you love them and say, “I love you” with
feeling and not in a matter-or-fact manner. For example, do not say,
“I do not like you” instead say, “I do not like your behavior”, “I will
help you do better because I love you.”

Discipline is a fine art; it cannot be too gentle or too rough, too rigid
or too loosely enforced. A child that is disciplined only when the
parent is present is not good. The child needs to be encouraged to use
self-discipline. A child that relies on their parents to keep them in
control usually behaves out-of-control when the parent or authority
figure is not present. Most people associated this with artist (painters,
musicians, actors, dancers, etc.). When artists are doing their art, the
artwork disciplines them and keeps them in control. When they are
away from their art, they are out-of-control (wild). A parent that is
loose with the rules, changes rules, unpredictable, lets the child have
their way or sometimes doesn’t enforce rules or ignores giving
consequences when rules are broken usually has children that are
rude, quick to anger, selfish and act good as long as they are having
their way.

Children have an untrained memory. Memory has to be taught and

children lack the skills to train and develop a memory. They cannot
learn a lesson and at the same time memorize the lesson. Their
memory capacity is limited. Be patient and prepare to repeat rules
and lessons over and over. Do not expect a child to learn a lesson
then lose the impulsiveness, urge to experiment and desire to observe
how things act and react. You can tell them “Don’t play in the toilet”
everyday. The child still has their curiosity and fascination with the
toilet water and flushing things in the toilet. You can’t expect a child
to stop being a child.

Customize and personalize the discipline to match the child. Some

children will stop an inappropriate behavior after you have warned
them or told them that it is bad, another child may not listen to the
warning unless they feel they will get a beating, another one has to be
removed from the room, another hears a single angry word and starts
crying, another will ignore the warning while another child if you
give them a harsh look will obey. The mood, state of health,
 tiredness, hunger or being upset can cause a child that usually ignores
your warning to start crying if you give them a harsh look. Discipline
is an art and science that requires the parent to know that how they
are feeling influences their discipline style for that moment or day.

SPANKING
Spanking is a succession of sharp hits. It is not to be confused with a tap on
the hand or buttocks, which is used to get a child’s attention. Anything more
than a smack on the buttocks (usually the child has a padded diaper) can
harm a child. Shaking a young child can physically damage the child’s
nervous system or eyes. Spanking is not an effective means of discipline.
Children that are spanked will stop their bad behavior because they don’t
want to get spanked. They learn what they will get spanked for and what
they will not get spanked for. They very rarely learn to differentiate between
what is “right” and what is “wrong.” The child is obedient because they are
afraid of getting hurt by a spanking. Spankings are usually done with the
hand, a belt, shoe, switch (tree branch), a child’s plastic sword, a ruler, rubber
hose, telephone cord or any other weapon available.

Children that are spanked are more likely to use physical violence and/or
force with other children and grow up and beat their own children. Spanking
teaches the child that conflicts are best settled with violence. Spanking does
not demonstrate to the child that there are alternatives for violence and it
teaches that anger and frustration leads to violence. An adult that spanks is
an over powering, very large, a strong bully that attacks a very small and
weak little child. The parents that lack parenting skills use a spanking to
replace their inability to be an effective parent. Spanking is usually done
while the parent is upset or angry with the child. In a state of anger, the
parent is liable to hurt and abuse the child. Spanking the child after the anger
has subsided may cause less physical damage and trauma but then this is
calculated cruelty. If the angry parents wait until they are no longer angry
then the spanking is so far removed from the child’s bad behavior incident
that the child may have forgotten or the child lives in fear waiting for the
spanking. Spanking is humiliating, cruel and demeaning for the parent and
the child. It can create a love-hate mentality in the child that they carry into
adult (marriage) relationships.

If a parent feels that they are too upset or angry with a child and want to
spank the child, they should take a time-out to recite a positive affirmation or
Cultural Virtue or principle of Maat or Kwanzaa, or walk away from the child
and stay away until they regain their composure. If you need to seek help,
talk to a friend or a private counselor. If you call a Child Abuse or
Community Service Agency or an Emergency Help number, you will be put
into the system and tracked by computers and may have to deal with being
labeled a Child Abuser or risk having the child taken away from you or even
being given jail time. It is best to not use a city, state or federal agency or an
agency that receives government funding.

A smack on the hand or buttocks may be necessary if a child continuously

keeps trying to touch a hot stove or runs into the street. Such a smack on the
hand or slap on the buttocks should be followed by an explanation such as,
“If you run into the street, a car may hit you and hurt you or kill you.” If the
child understands that the reason for the smack or slap was used to get their
immediate attention and understands the danger of the situation then the
smack or slap is appropriate.
 TOILET LEARNING (TRAINING), DIAPERS,
POTTY AND ACCIDENTS
PUBLIC TOILET USAGE
When using toilets in public places always cover the toilet with toilet paper or
a paper seat cover. The parent can also carry toilettes or wipes that can be
used to wipe off the toilet seat as some children tend to accidentally push off
the paper that covers the toilet seat. Tell your child never to sit on a toilet in
a strange place without lining it first with paper. Encourage the child to use a
piece of toilet tissue on the flusher handle before flushing. Warn your child
to look at the toilet roll before using the toilet. If the roll is empty they
should choose another toilet or tell you. If the roll of toilet paper has sheets
touching the floor, throw away those sheets of tissue.

When the child is learning the potty, it is best that they wear “on” and “off”
clothing. In the winter, the house should be kept a little warmer than usual so
that the child can dress with lighter clothes – avoid winter clothes. The fewer
the clothes the easier to undress, sweaters and belts may present problems. A
child dressed lightly is more able to successfully make a run to the toilet and
do their last minute rush to undress.

TOILET LEARNING (TRAINING)

Toilet learning is a separate developmental task. A child that reads well or
talks or walks early does not usually start toilet learning early. Children can
be ready for toilet learning around their first year, most around the second
year and others may not be ready until their third year. Listed below are
indicators that will let you know when to start training:

A child that stays dry for a few hours during the day and/or regularly
wakes up dry after their naps is ready to begin toilet training.

If the child’s bowel movement has a regular predictable schedule

such as right after meals or first thing in the morning.
A child that likes to be clean, dry and neat. When a child desires to
be changed immediately or does not like soiled soggy diapers or
sticky fingers.

A child that communicates what they want and understands and can
follow directions.

A child that wants to wear underwear instead of diapers.

When the child is curious about what people do in the bathroom and
tries to follow them into the bathroom so they can watch and/or try to
imitate what the person did in the bathroom.

When a child seems to keep playing and ignores urine flowing down
their legs or makes the grunting sounds signaling a bowel movement
in progress. They are not ready for training and if you start there may
be some difficulty in learning.

When the child lets you know by pointing, grunting, having a certain
look, holding their genitals, trying to squat or saying words that mean
bowel movement or urinate. Then they are ready.

Children learn by trial and error, imitation, wisdom and

experimentation. A bowel movement is something new for them to
learn about by touching it, finger painting with it or smearing it on
themselves or other things. Make it clear to the child that a bowel
movement is not to be handled. “Bowel movement is not to be
played with – it belongs in the potty (or toilet) and must stay there
until it is put in the toilet and flushed.” The child should be expected
to learn about the bowel movement by touching, smelling and at
worse tasting. Do not make the child feel bad about handling it and
you should stay calm about it. Give the child an alternative activity
such as finger painting with paint. You can ask the child to empty the
potty contents into the toilet. Monitor the child while on the potty to
prevent further artistic episodes.
 STARTING TOILET TRAINING

Before beginning toilet learning be aware that emotional and social

issues may make the task difficult or require a postponement such as
relationship problems, a new baby, divorce, an illness, a new day-
care, moving, etc.

You must decide on potty vocabulary. It is best to use bowel

movement and urinate instead of babyish language. Then tell
everyone in the household, the baby-sitter, day-care, family, friends
and visitors to use these terms as well.

Explain to your child the symptoms and signals. Tell the child
“When you feel like pushing, it means a bowel movement is coming.
Soon, you will be able to use a potty.” The child must be prepared
for the potty and learn to feel their body’s signals before actual potty
use. Start by telling them, “When you want something to drink, say, I
am thirsty, when your eyes start closing say, I am sleepy, and when
you want something to eat say, I am hungry.”

Try to catch your child holding their genitals or tell them to say
“Urinate.” When you hear them or see them in the act of having a
bowel movement in their diaper tell them to say “Bowel Movement.”
This helps them to beware of their body signals and to identify the
signal.

You may have to demonstrate sitting on the toilet and urinating. It is

best that a boy have a male to demonstrate urinating. If you have an
anatomical correct doll (a doll with genitals) you can use it to
demonstrate as well as putting clay on the buttocks to demonstrate
wiping. The child can practice with the doll. There are dolls that
drink and urinate. Tell the child to help the doll use the potty and to
help the doll switch from diapers to training pants.

Make going to the toilet/potty learning sound like a glorious

achievement and a step to becoming a “big girl” or “big boy.” Tell
the child, “Very soon you will be going to the toilet just like your big
sister (or big brother) and grown ups”, “You can have more fun
wearing underwear than diapers”, “You will be just like a big girl (or
big boy) when you are able to use the toilet.” Tell them, “When you
are ready you can use the potty instead of diapers.”

Help the child adjust to using the potty. Let them sit on the potty
while reading a potty book or any age appropriate book, or sit on the
potty to watch TV. Use a potty that they can take from room to
room. Put the potty in their control, let them put pictures on it or
write their name on it. Once the child feels comfortable with the
potty, they will be comfortable using it for urination and bowel
movements.

Be sure to get the potty that will not tip over when the child gets up to
look at their bowel movement and/or urine. It should be sturdy with
a stable base and be a color that your child likes. Avoid the potty’s
waste with a plastic urine deflector shield. They are designed to stop
boys from aiming their urine on the floor while in a sitting position.
The child can get accidentally scraped or cut by this while getting on
or off the potty.

Some children want to use the regular toilet and not the potty.

When using a potty seat that fits on top of the regular toilet make sure
it fits. If it is loose and shaky it can scare the child. Get a stepping
stool for toilet use only. Some potty seats come with built in footrest
as well as stepping stools.

Change the diaper in the bathroom (if possible) or near the potty so
the child can make an association. Put the bowel movement in the
toilet and flush it. If the child is frighten of the flushing, flush the
toilet when they are not in the bathroom. If you have the time, you
can let the child see you putting the bowel movement from the diaper
into the potty. This will be extra work for you because you will have
to clean the potty afterwards as well as flush the contents down the
regular toilet.
If you force the potty before the child is ready, you will require extra
patience and have to prepare the child for something they have no
concept of. You may fail. Toilet learning is another developmental
task. It is usually before they are two years old that the child has
established a predictable bowel movement and urinating pattern.
Predictability will not make the process easier to learn. The child has
to know their body signals, be able to judge time, be able to stop the
emotion of joy while playing and switch to the serious attitude
needed and be able to physically coordinate sitting on the potty,
getting on the potty and wiping themselves, be able to maneuver
through obstacles such as furniture, toys and people in their path and
have good running ability aside from being able to walk without
falling down. You should expect a few accidents.

If you force the child and put pressure on the child to be toilet trained,
it will not work. Toilet learning is a developmental task and most
successful when the child is ready. At any sign that the child is ready
– start. A new baby can postpone the learning and cause a child that
already is toilet trained to start having many accidents or not go to the
potty.

DO’S AND DON’TS

 Don’t expect the child to be successful too soon. It will

probably frustrate the child and you. Children usually take two
months to learn the process.

 Don’t’ punish, say they are bad when they have an accident,
spank, shame, scold or get angry. Your attitude and emotions will be
tested. The child says they have to go to the potty every minute
while you are busy. You will stop and take them to the potty, they
will not have a bowel movement or urinate, then you will take the
child off the potty and they will have results. The child will sit on
the potty a long time without results, then stand up and have results.
The child will refuse to go to the potty or go to the potty before
leaving home then have results as soon as you put them in the car
seat. They will have a bowel movement or say, “I have to go to the
bathroom.” You will ask them not to wait until the last moment to
go to the bathroom, they will start on a last minute charge to the
potty leaving a trail of urine and bowel movement droppings as they
are running. The child’s justification for their behavior is “I had an
accident.” Remember that the child is learning a complicated task
and will have relapses, trials and errors and experimentation. You
may need to use a few phrases from “Cultural Virtues.”

 Do limit the fluid intake late in the evening. It is unwise to

give a child a glass of water an hour before bedtime.

 Don’t’ limit fluids during the day. The more fluids the child
drinks the more chances they have for practicing their potty usage.
Denying fluids can cause dehydration and it is unfair and does not
solve the problem of them urinating on themselves.

 Do calmly remind the child to use the potty. Saying, “You

better use the potty” or “I do not want any accidents” or “If you do
not use the potty, you know what will happen.” Fussing, nagging
and scolding will not help. You can say, “I am going to the toilet,
you can go to the potty” or “Your potty is here waiting for you to use
it.”

 Don’t make the child stay on the toilet when they are ready to
get up or make them stay on the potty when they refuse to go.
Calmly and politely encourage them to use it when they are holding
their genitals and watching TV or playing with toys or watching a
video, you can say, “Why don’t you use the potty, then come back to
the toys or (video).” If you force the child, they may hurry the bowel
movement by straining or decide to be constipated in order to keep
playing. Don’t use a laxative to make the child feel the urge to have
a bowel movement or use a laxative to make them have conveniently
timed bowel movements.

 Don’t make using the potty a “good” and “bad” issue. If they
have an accident do not say, they are being “bad” and if they use the
toilet say, they are “good.” When you make a remark always talk
about the behavior and never label the child. For example, do not
say, “You are being good” say, “You did a good job and acted like a
big girl (or boy) and a grown up.”

 Children learn at their own speed. There is no need to keep a

report or comment on their progress. There is no slow progress or
fast progress, there is only, they have finished or have not finished
learning. Slow learners are not less intelligent and fast learners are
not to be considered brighter. Give praise and encouragement.

 Don’t make learning confrontational. If the child refuses to

learn there is no need to confront the child daily about using the
potty, frown or become upset or angry when changing diapers, or
say, that their friends are using the potty and wear underwear. If the
child has relapses and starts ignoring the potty do continue toilet
training. Do not give up. The child that refuses the potty will
eventually get tired of the diapers and make using the potty a routine.

 Don’t force the child to allow you to wipe them or check their
wiping. The child usually will not successfully wipe themselves for
several years. Put a little wet oatmeal or clay on a doll and show the
child how to wipe until nothing is left on the toilet paper.
Periodically ask the child to let you see if their last piece of toilet
paper used to wipe is clean. If you do force the child to let you wipe
them, they may stop using the potty. Some children feel if they
cannot do it, then nobody can do it for them.

 If the child is frightened of the flushing sound from the toilet

do not force them to stand by the toilet while you flush it. This may
change the fear into an emotional problem or phobia. You may want
to hold the child while you flush it if they allow it. Or you can try
holding the child in your arms while you stand in the bathroom
doorway and someone else flushes. You can also flush the toilet
while they are in the next room or in the hallway. If you wave bye-
bye to the bowel movement then flush the toilet it may help. You
and the child can practice flushing toilet paper or you can sing a song
to the bowel movement and then say goodbye bowel movement and
then flush.

 Children that are hesitant about toilet training may need to

accompany their parent to the bathroom. This will help prepare them
for the potty. On the trips to the bathroom, casually talk about them
starting to use the potty and if they would like to try the grown up
toilet or use a potty. A toilet is a large and tall item to a child and
can be scary; so most children like a small low to the ground potty.

 Children need to have a series of success using the potty before

switching to training pants. Accidents in training pants tend to be
uncomfortable and embarrassing and can cause the child to not want
to use the potty or the wear the training pants. When the child is
ready or motivated to wear training pants switch to them. Children
see other children with them on and want to wear them so even if
they are not fully ready for them do not refuse to use them. When
the child is self-motivated, using training pants will be successful.

 Girls want to stand and urinate because boys do and boys want
to sit to urinate because girls do. They do not understand or see why
they should be restricted to one position. Tell them a girl’s urine
aims down so it is best for girls to sit and a boy’s urine aims out so
they should stand. The explanation may not satisfy the curiosity or
their desire to use another position. The best instructor and
demonstrator for boys is a male and for girls is a female.
 ACCIDENTS
(Incontinence of bowels and bladder)

Accidents mean the failure to have a bowel movement or urinate in the toilet
despite having successfully completed toilet training. Toilet training does not
mean toilet-learnt expert. Accidents do not require an apology because it was
not meant to happen. Accidents may need a confession if there is a dog in the
house. They will be unscheduled, frequent, sporadic, occasional, accidentally
on purpose and sincere accidents because the child is learning a skill. You
would not punish a child that is learning to walk for falling down nor would
you ask for an apology or a confession.
Your reaction to accidents should be calm and as polite as possible. The
child is attempting to learn so reassure them that they can master the skill.
Say, “You were trying – you had an accident. Next time you will get to the
potty.” But, if the accidents are happening every bowel movement and
urination then the timing for toilet learning is probably not correct. Return to
diapers unless the child wants to stay with the potty. Remember, the child
has many things they are learning at one time plus they lack impulse control,
get lost in other activities, can be easily distracted by their imagination and
feelings. Listed below are some things to consider and a few suggestions to
decrease accidents:

v Emotional and social issues such as relationship problems, a

new baby, divorce, a new baby-sitter, moving or an illness can cause
accidents even in a child that has had no accidents for awhile.

v Do not overreact to an accident, threaten, lecture, scold or

humiliate. You will further upset the child and may cause retaliation
accidents.

v Children that are fatigued have less control and more likely to
have an accident.

v Do not lose control when the child is fully dressed to go out

and has an accident. Do not tell the child they are acting like a baby
in order to encourage them to act like a grown up. This remark will
not mean much if they know an elderly person that wears diapers or
if you are wearing a “Depends” diaper.

v Encourage the child to help clean-up, if the child is willing

have them wipe up their leaks on the floor and/or put the bowel
movement in the toilet or wrap up the diaper and throw it in the
trash.

v When children get excited they often lose control.

v A child stressed or tensed will have accidents. Identify and

evaluate the stress indicators and reduce the stress. See Relaxation
and/or Cultural Virtues.

v Use a natural bubble bath, soaps and/or bath oils (you can get
these items from a health food store). The commercial toiletries
have harsh chemicals and allergens, which can irritate the anus and
genitals thus causing bedwetting and accidents.

v If the child is learning a new skill, they will concentrate on it

and ignore the toilet learning and this can cause accidents.

v Praise and encourage the child. A few accidents can depress

the child and hurt their pride. When the child successfully gets to the
toilet in time, let them know how proud you are of them and tell
them they are really learning.

v A child may refuse to be successful at toilet learning because

they are refusing to grow up. They enjoy the attention and nurturing
of being a baby. Some have accidents to rebel against authority and
may be angry with their parents. They have found that a bowel
movement is a good non-verbal way to tell their parent to “Shut-up”,
“Leave me alone”’ or “I got issues.” A parent preoccupied with
bowel movements and urine turns them off so they retaliate with an
accident. Bowel movements, urine and food are political tools that
are used by children and the elderly. Look for political issues for the
child’s accidents.
v A urinary tract infection can cause a child to hold in the urine
as long as they can in order to avoid the irritation and/or burning the
urine causes. The child with an infection holds urine until the last
minute then unsuccessfully makes a run for the toilet.

v A child that seems to urinate if they laugh, giggle or have a

weak urine flow, blood in the urine or is always a little wet may have
a disease.
 BOYS
(Standing To Urinate)

Boys should sit on the toilet until they have successfully learned to stand and
urinate. Do not rush the boy to stand and urinate because it may make them
confused. They do not know whether to urinate first or second and then have
a bowel movement. The boy has to be able to tell whether the urine is the
most urgent or the bowel movement. If they choose the wrong one, then they
can start having a bowel movement while they are standing up and urinating.
Urinating while standing up requires mastering which urge is the most urgent

Standing to urinate requires coordination, lifting the toilet seat, speed and the
ability to aim the urine. If the boy is too slow lifting the toilet seat or aiming
they may start urinating before the penis is in the proper position. It is best
for the instructor to be a male who can pass on the man-to-man tips and
demonstrate the technique. Do not select a male that is having some gender
problems. The boy can practice aiming by trying to sink a toilet paper square
in the toilet commode.

Boys that are having aiming problems may have to sit on the toilet backwards
to practice aiming. This will be the position he will be in when he stands.
When his aim is good, he will need a stepstool (some potty’s have steps
attached) to be at the right height to urinate in the grown-up toilet. The
stepstool should be sturdy otherwise; when he is rushing to urinate he may
fall off it or fall into the toilet. If he does not want you to hold his penis in
order to help his aim, expect misfiring and urine to be on the floor, toilet seat
cover and walls. When rushing to urine the boy may forget to lift the toilet
seat up or worse the toilet seat cover. It is best to give praises and positive
words of support for even small amounts of success.
 ACCELERATED POTTY LEARNING
Some preschools will not accept a child that is not toilet trained while
others will. If it is required that the child is toilet trained then you
will have to use accelerated training and pressure the child. You may
have to offer rewards for each successful potty use. Do not tell the
child that they must learn how to potty in a few weeks or they will
not be able to go to school.

A movable potty chair is best. It does not matter where the child uses
the potty the only thing that matters is that they use it. The child may
want to take the potty from room-to-room, let them. During
accelerated learning too many rules and restrictions about potty use
will slow down the process. If they move the potty and forget the
toilet, you can get it for them or they can wipe later.

If they do not want you doing “a have you wiped cleanly inspection”
do not force the issue. You can clean the area during their bath or
shower. If while using toilet paper they accidentally use their hand to
wipe themselves, smile and tell them may be next time they will do
better. Let them carry a few sheets of toilet paper for emergency use.
Put them on the potty after each meal even if it is only for a few
minutes.

WON’T POTTY AND OLDER

A child two and half years or older that refuses to be successfully toilet
trained after several months of training should not be given up on. They may
have shown all the signs of being ready to be trained but just will not put any
effort into it. Listed below are a few suggestions to assist in the process:

Let the child have the responsibility for toilet learning. Talk to them
calmly and do not scold. In a learning process you can study and put
sincere effort in learning and still do not comprehend what you have
been studying because you have a learning block, then one day you
 are fully aware of and understand the process(the light comes on).
Children have learning blocks and do not always understand. It is
best tell to them “It is your bowel movement and urine and you can
use the potty. I can help you, if you need me just ask me.”

Let the child feel in control of their body. You can do this by letting
them make choices such as potty or toilet, diapers or training pants,
you can start now or later.

Ask someone else to give words of encouragement such as another

child or adult, teacher or nurse, it is sometimes more effective than
the parent.

You should not constantly talk about or remind the child. The child
understands and knows how to use the potty so do not pressure the
child to use the potty. You do not have to talk about potty training
with others as a way to remind the child.

As an incentive or challenge you can indicate on a calendar with a

sticker or mark the days that the child had three or more successful
potty uses. If the child has three successive days of use offer a
reward. If the child seems too embarrassed with failures marked on
the calendar, stop. If the child gets too upset when they fail to get a
reward, stop. Potty training is learning and learning should not cause
them emotional traumas or scars.

POTTY LEARNING
Learning to use the potty is a new developmental task for the child. It will
take trials, errors, wisdom, experimentation, concentration, muscle control,
timing, false starts and coordination. Most children learn to control their
bowel movements before they can control urination. Many children learn
bowel and urine control at the same time. Boys usually learn control later
than girls. They have to know how to pull out, aim and control their penis.
Children that do not like changes in their daily rituals and ceremonies
(routines) usually have difficulty making the transition from diaper to the
toilet.
Children have to master the art of wiping themselves after bowel
movements. Encourage gentle wiping of the anus; rough wiping can bruise
and irritate the skin resulting in infections. Hand washing after using the
potty has to be made into an automatic response. If the parent does do the
wiping for the child or if the child only urinates, both the parent and the child
must wash their hands after using the toilet. Girls have to wipe themselves
after bowel movements and urinating. Girls wipe from the vagina to the
back. This prevents bacteria from the anus getting into the vaginal area. The
most common vaginal diseases are vulva vaginitis and vaginitis. They are
both inflammations. The vulva is the external area called the labia (lips);
clitoris is above the vaginal opening, urethra and vestibules (entrance). The
usual symptoms are vaginal bleeding, a foul, smelly discharge, itching,
irritation and redness. Liquid herbal extracts with vegetable glycerin (no
alcohol, no vinegar) such as Cat’s Claw and/or Feverfew are good for
inflammations of any type. The child will take the vegetable glycerin
extracts because they are naturally sweet.

If the girl is in diapers you may have to spread open the labia (lips of
the vagina) especially after messy bowel movements.

Rinse the vagina with clear water; use a cotton washcloth or a cup. If
the girl is using underpants use all cotton so the vagina can get air.

Only use natural shampoos and soaps from the health food store.

Change diapers immediately as urine and bowel movement can

irritate and cause health problems.
When children use the potty for urinating and diapers for bowel
movements, do not insist that they use the potty. Some children will
hold in the bowel movement as a way to protest your insistence. This
could lead to constipation. When the child ask for a diaper, you can
suggest the potty, if they refuse the potty, give them the diaper.

Some children’s skin tends to be less sensitive to acidic urine while

others get inflammation and combative behavior. A child that tends
to hold in urine will concentrate it and make it very acidic and
irritating to the skin. It is best to keep the child dry. Have the child
check their diaper or pants for dryness. A child’s skin will develop
an immunity to wet diapers and will not suffer any skin problems.
However, it is best to keep them dry.
 TRAINING PANTS

The transition from diapers to training pants helps the child feel grown-up
and more aware of the toilet learning process. It is usually better to use
disposable and then non-disposable cotton training pants. Cotton training
pants feel uncomfortable with urine or a bowel movement in them. This
helps the child to focus on getting to the potty in time. Training pants are for
the child to put on and pull down. This helps the rushing child to make the
potty in time.

Heavy duty, extra absorbent cotton training pants hold more urine.
Do not use them too early in the learning process because if too many
accidents occur in them, the child will begin to feel depress and will
want to stop using them and revert back to diapers. Make sure they
are not too tight.

Disposal training pants absorb so much water that the child does not
feel the wetness and tend to ignore the wetness. The disposal pants
tend to be treated like a diaper so it is best to stop using them as soon
as possible. You may find them more convenient on outings to the
store, movies, traveling, visiting someone’s house, etc.

DIAPER REJECTION

A child may not like the diaper and feel uncomfortable like they are a
walking or crawling unflushed toilet. They will put up a struggle with you
when you are putting on their diaper. The struggle may continue until the
child starts using the potty. The following suggestions may help in easing the
process:

A skin rash can cause the diaper to be irritating. Check for a rash.
Wearing a diaper will irritate a child with sensitive skin.

Use a diaper with Velcro closing (plastic tabs) because the faster you
change the diaper the shorter the confrontation. Have everything
 already set-up before the change (i.e. wipes, lotion, cornstarch,
ointments, etc.).

Do not inspire the child to be combative by struggling against their

struggle to resist. The child can lose the desire to struggle with you
when you are calm and passive.

If it is possible have your spouse, another adult or an age appropriate

older child change the diaper. Children assume that the way to act
with the parent is to resist. They think and feel that this is the way
the parent likes it. The child has to figure out how to be combative to
a new diaper change. By the time they have figured out a new
combative behavior, the new person has already changed the diaper.

It may be necessary to hold the child down or restrain their legs. Be

calm and as gentle as possible, friendly and firm. Do not feel you are
being a bad parent or feel guilty. The diaper has to be changed. A
smack on the child’s buttock will shock them and quiet them for a
few minutes but it will not solve the problem. They will start letting
you change them with a struggle because they fear being hurt. They
will learn that hitting is the way to get what you want.

When a child is doing an activity and they are wet or smelly, the child
will ignore the soiled diaper and keep playing. If you can wait until
they finish the activity, wait, but if you cannot give them a toy or find
another distraction when you change them.

When a child is walking around with a soiled diaper it may be best to

change the diaper while they are standing. Approach the buttocks
from behind as an element of surprise. Use distractions such as toys,
music box, kalimba, tambourine, mobiles, chimes or talk about
shadows on the wall or sing/rap a song. A distraction can shift the
child’s attention away from the diaper changing.

If you use one area or place to change the diaper, the child when taken to the
area will immediately go into their combative routine. Try a different place
or area such as a chair, floor, your bed, the crib or playpen or the bathroom.
You may have to protect the surface with a towel or plastic pad.
 CHAPTER 10 FOOD
“We must be about the business of liberating the minds of Black children. In order for that to occur, the
minds of all Blacks who interact with them must also be liberated.”

Bobby E. Wright
 FOODS
The following sections are provided for those parents who like these type age
appropriate foods and want their child to eat them in a healthy way. These
parents usually feed their children the same foods they eat. The foods in this
section are health food and junk foods combined wrong. Therefore, this
section teaches you the right way to do something wrong. Ideally, the baby
should be breastfed from 3 to 5 years, eat the right food combinations, eat
raw non-genetically engineered organic foods, drink spring water and bath in
spring water. A totally organic foods diet is very expensive and the majority
of Black folks cannot afford an organic diet. Most have to purchase some
organic foods along with synthetic chemicalized freak foods. You have to
have wealth to have health (healthy foods) in a Caucasian controlled country.
It is suggested that you constantly use blood purifying herbs to flush out
some of the toxins in your body that are accumulated from eating non-
organic foods. Herbs such as Chaparral, Red Clover, Burdock Root,
Echinacea Root, PauD’Arco, Goldenseal, etc. can be used in Extract/Tincture
(alcohol-free) form or as a tea or in tablet/capsule form. One or a combination
of the herbs should be taken daily in order to constantly flush out toxins.
Most parents cannot or will not provide the ideal organic diet for themselves
or their children. They ask sincerely “What should we eat?” This section has
age appropriate foods that should be eaten as your child works their way to
an organic raw food diet. You should be trying to follow the Food
Combining Rules Chart. It will help your child to obtain optimum health.

BABY FOOD
Breast milk or modified vegetable milk is the basic food for the baby for at
least six months. Ideally, breast milk in traditional cultures was given
between three to five years. Solids foods can be given usually after six
months. Cereals (usually brown rice) is given after the eighth month.

The first food can be a very ripe mashed banana or plantain (should have
black skin and be uncooked).
A modified vegetable milk formula can be prepared as followed:

Bottle of Vegetable Milk (Almond, Rice, Soy, etc.)

Liquid Multiple Vitamin and Mineral = 1/3 adult dosage add to each
baby bottle
Soy Free Vegetable Protein Soy Free Powder = 1/3 to ½ tsp per bottle
Digestive Enzyme = 1/3 to ½ dosage per bottle (Empty capsule or
crush tablet or get the liquid form) Bean – O if the child has gas, add
a few drops to the bottle

COOKING

Stainless steel or glass pots should be used for cooking. Do not use
aluminum; it is toxic and dangerous to the nerves and brain and hampers
digestion. A pressure cooker and crock pot and microwave can also be used.
A steamer basket that collapses can fit into most pots, make sure it is stainless
steel. Use a pot with a tight fitting lid. You can steam most vegetables with
it. Cooking vegetables and fruits in a microwave is a form of steaming them
from the inside of the plant to the outside. Fewer nutrients are lost because
little or no water is added when cooking in a microwave. Microwaves are
dangerous to your health and should be avoided.

Do not season any food that you give to a baby.

You can puree the food by mashing it with a fork or chewing it

yourself and then giving it to the baby or use the following:

A blender can be used to puree any food. Vegetables puree best in

larger quantities. Use the highest speeds for a finer puree for the
younger baby. For older babies, use the slower speeds for a coarser
consistency. Blenders can be used to make shakes and nut butters. It
can be used to mix green vegetables with powdered juices or mix
with frozen juice concentrates (add water).

A food processor can be used to puree foods. It is difficult to puree

 small amounts in a food processor, so be prepared to do large
quantities and freeze most of it.

A standard food mill can be used. Place food in the basket; as you
turn the handle, the blade presses food through holes in the bottom of
the basket. The food mill strains cooked foods to a smooth
consistency.

A baby food grinder (a smaller type food mill) purees small

amounts of food. The food fits in a well; you place the turning disc
on top. As you turn the handle and press down, the pureed food
comes to the top and can be served right from the grinder. It will
grind fruits and vegetables. The grinder sifts out the skins of peas
and the hulls of corn. It can be used for grinding dried fruits (i.e.
raisins) mashing plantains, bananas and cooked potatoes and
softening soy or safflower margarine.

FROZEN FOODS
Freezing foods allows you to have an adequate supply of prepared baby
foods. It eliminates the need to rush to prepare food for a hungry baby or a
child that says, “I’m starving.”

Freeze small portions in ice cube trays or in freezer bags. Thaw frozen foods
in the refrigerator; use an egg poacher cup over boiling water, warm the food
in a warming dish or microwave oven. A baby can eat slightly cold as well
as cold food. Food that seems warm to you can seem hot to a baby because
their taste buds are not developed.

ICE CUBE TRAY FOODS: Put pureed food in plastic, pop-out ice cube trays.
Freeze immediately. Pop out the frozen food and put in plastic freezer bags.
Label and date the food (expires in two months). Use a few cubes for meals
or as many as necessary.

COOKIE SHEET FOODS: Put a spoonful of finely ground or pureed foods on a

cookie sheet. The size of the spoonful (one or more tablespoons) depends on
the baby’s appetite. Freeze immediately. Put the cookie shaped frozen foods
into freezer bags. Label and date the food.

Open jars of commercial baby foods can be kept in the refrigerator for two to
three days. The commercial foods must not contain any preservatives, dyes,
salt or white sugar. Do not feed the baby from the jar, their saliva from the
spoon gets into the jar and can speed up the spoiling of stored open jar foods.
When feeding from the jar, there is a tendency to finish the jar. This can
cause the baby to overeat. Pediatric obesity is very high and a health hazard.
A fat baby is an unhealthy baby.
 BABY’S CEREALS

Cereals can be made from any whole grain by running the grains through
your blender before cooking. Commercial whole grains are nutritious and
convenient. Brown Rice and/or Millet is usually the first cereal given
because they are easier for the baby to digest. You may have to add carrot or
vegetarian acidophilus or a digestive enzyme to the cereal in order to relieve
the stress on the digestive system. Breast milk can be expressed and added to
cereals or any food because the smell and taste is familiar to the baby and it
helps with digestion of the food. A cereal can be sweetened to mimic breast
milk’s taste. Add a little pureed fruit or fruit concentrated juice to the cereal.
Avoid honey as it causes fermentation in the digestive tract. A little
vegetarian yogurt can be added to help digestion and give the grainy cereals a
creamy texture.

Fresh cooked fruits and canned natural fruits (cooked during canning) can be
pureed. They can be given to a six to seven month old baby.

BABY’S VEGETABLES
The first choice is fresh vegetables then frozen and lastly canned for the
baby. Cook yams, beets, peas, sweet and white potatoes, plantain, green
beans, mustard greens, kale, collards, etc. should be steamed and then pureed.

PREPARATION
VEGETABLE STEAMER BASKET: Peel and slice or cut-up food. Fill the pot with
water; it should not touch the basket bottom. Cook until tender. Puree or
blend, add water for the right consistency.

WATER METHOD: Peel and slice for fast cooking or use frozen. Cook in 1 to
1–1/2 inches of water for 20 minutes. Puree or blend with water.

STEAM METHOD: Peel and slice for fast cooking or use frozen. Steam over
boiling water under tender. Puree or blend, add cooking water for right
consistency.
MICROWAVE METHOD: Cook a single item or a batch for pureeing and
freezing. In a microwave-safe dish, with a touch of water, cook clean
vegetables until tender. Yams and potatoes need to be pierced several times
to allow interior steam build-up to escape. Single yams and potatoes
generally cook in 3-5 minutes.

MICROWAVING: BROCCOLI (Good for constipation). Wash and cut broccoli into
one inch pieces, place in non-metal bowl. Cover with a water soaked paper
towel, microwave on high for 3 to 5 minutes – the time will vary depending
on the strength of your microwave. The broccoli should be well cooked in
order to be mashed. Puree until smooth and for new eaters, strain.

SIMMERING: PEACHES
Wash and peel peaches, cut into slices. Simmer until soft in enough water to
cover the fruit. Put in blender and process until smooth.

BAKING: POTATO
Preheat oven to 350º, wrap potato in foil and bake for one hour. Peel off
skin, chop into cubes, to puree add breast or soy milk for desired consistency.

STEAMING: CARROTS
Place baby carrots in a steamer basket with a small amount (about one inch)
of boiling water, cover and steam for about 10 minutes or until tender. Puree
until smooth add cooking water as needed.

FRUIT PREPARATION
BANANAS
Use one medium-size, fully ripe (speckled-skin) banana or black skin
plantain. Cut it in half and peel one half to use. Cover the remaining half (in
the peel) and it can be stored in the refrigerator for two days. Mash the
plantain or banana with a fork or use a grinder. You can peel ripe plantain or
bananas, wrap tightly in meal-size portions and freeze. When ready to use,
thaw and use immediately.
A child that will eat chunkier foods can be given a banana out of the peel
with a spoon, one bite at a time.

OTHER FRUITS
Mango, apples, papaya, pears, plums kiwi and peaches can be prepared by
using the following methods:

VEGETABLE STEAMER BASKET: Wash fruit, peel and cut into small pieces or
dice. Fill pot with water, it should not touch the basket bottom. Steam until
tender. Blend or puree. Fix enough to store for the next day and freeze the
remainder.

WATER METHOD: Wash fruit, peel and cut into small pieces. Add ¼ cup
boiling water to 1 cup of fruit. Simmer until tender (10-20 minutes). Blend
or puree until smooth. Refrigerate a serving for that day and freeze the
remainder.

STEAM METHOD: Wash fruit well, remove skin and steam for 15-20 minutes.
Cool. Remove pits. Blend or puree until smooth. Refrigerate a serving for
that day and freeze the remainder.

MICROWAVE METHOD: Wash one piece of fruit. Remove core or pit. Place in
a small glass with 2-3 tsp of water on the bottom. Cover dish lightly.
Microwave 1 to 2 minutes until fruit is tender. Cool and remove skin. Mash
or puree until smooth.
 RECIPES
BAKED YAM OR SWEET POTATO AND APPLES
¾ cup cooked yam or sweet potato
1-cup applesauce or apples
¼ cup rice, almond or soymilk

Preheat oven to 350º. Peel, core and slice apples. Mix yams or sweet
potatoes and apples in an oiled baking dish. Put liquid over. Cover and bake
for 30 minutes. Puree or mash with a fork.

BANANA TREAT
½ very ripe avocado, mashed or pureed
½ very ripe plantain or banana, mashed or pureed
¼ cup soy cheese or soy yogurt

Mix the ingredients together.

FRUIT GELATIN
Dissolve 1 envelope unflavored gelatin in ¼ cup warm water. Add 1 cup of a
single or combination of pureed fruit and chill.

VEGETABLE SOUP
¼ cup cooked pureed vegetables
1-tablespoon whole-wheat flour
1-tablespoon soy or safflower margarine
¼ cup liquid (vegetable broth)

Combine together in a saucepan, warm and serve.

MEATLESS STEW
1/3 cup whole grain flour
2 cups of green peas
2-tablespoons olive oil
4 medium potatoes or ½ cup of brown rice
3 cups water
5 medium carrots
½ pound of texturized vegetable protein

Coat texturized vegetable protein with flour and brown in oil. Add water and
cover pan tightly. Simmer 15 to 30 minutes. Scrub, peel and cube potatoes
and carrots. Simmer 15 minutes. Add peas and simmer for 5 minutes.

Adults can eat this dish. The baby’s portion has to be pureed.
MICROWAVE DO’S AND DON’TS

DON’T microwave frozen breast milk stored in a bottle. Let the milk thaw
by running lukewarm water over the bottle or set the bottle in a pan of warm
water. Reheating breast milk in a microwave reduces its anti-infective
properties, genetically alters the milk and creates harmful toxins.

DON’T microwave formula in a glass bottle the glass may crack, microwave
in colored plastic bottles unless they are labeled microwave safe.

DO use clear plastic bottles – without bottle liners – when heating formula or
milk. For a general guideline, heat a cold eight ounces on high for forty-five
seconds. Leave the bottle uncovered in the microwave to allow heat to
escape.

DON’T shake a micro waved bottle. Microwaves heat liquids unevenly. The
fluid at the top can be slightly warm while fluid in the middle may be burning
hot. It can burn the baby’s mouth.

Note
Egg whites, citrus fruits, cow’s milk and wheat products may cause allergic
reactions especially in food-sensitive families. It may be best to withhold
these foods until the child is over one years old.

Be flexible. Respect strong food dislikes.

And remember,
Love is not equal to the amount of food your child eats.

There are many healthy foods for your baby. If you cannot find them in your
local stores, call the companies and ask for the nearest distributor or mail
order companies. Two popular companies are “Earth’s Best” brand 1-800-
442-4221 and “Growing Healthy” 1-800-ABC-GROW, vegieworld.com.
 FAST FOOD RESTAURANTS
Many fast food restaurants and oriental fast food restaurants have veggie
burgers, vegetable submarines, vegetable sandwiches, vegetable entrees and
whole grain bread. Restaurants have salad bars with grated carrots, peas,
broccoli, cauliflower, onions, celery, tomatoes as well as baked potatoes.
Avoid the high fat salad dressing and squeeze the juice of lemon slices on the
salad. Get orange, apple or tomato juice. Some restaurants provide
nutritional information upon request.

Toddlers’ calorie needs temporarily decrease. During the first year, their
calorie needs are high because the growth is fast. Birth weight triples and
height nearly doubles then their growth and energy needs decline between
eighteen and thirty-six months of age. Toddlers simply do not need a lot of
food and may seem to be picky or finicky eaters. They will eat when they are
hungry. Toddlers start to develop food likes and dislikes and do not know
what they like except by using trial and error and experimentation. They will
basically eat what their parents eat and may need a few novelty type desserts
and snacks such as the following:
 RECIPES
RAW VEGETABLES
Toddlers usually prefer raw vegetables overcooked. They will even eat
frozen green peas from the freezer bag. They like sweet Chinese pea pods,
snow peas and baby carrots. Some toddlers like mashed avocado
(guacamole) mixed with onions, red and green peppers and veggie salt. They
dip celery spears, cauliflower, cucumber spears, sliced zucchini, mushrooms,
slivers of green peppers and broccoli in the mashed avocado or eat them
plain.

ALPHABET SOUP
1-teaspoon alphabet noodles
2/3-cup vegetable broth
2 teaspoons instant tapioca
a little sea salt
a little soy or safflower margarine

Cook over high heat for 3 minutes stir constantly. Remove from heat then
stir in sea salt and the soy margarine.

CARROT AND RAISIN SALAD

Grate carrots, mix with raisins or other chopped dried fruit. Mix in a little
egg less mayonnaise or mix in a raw lemon or lime juice and a small amount
of honey.

DRINKS
If you do buy sodas, avoid sodas with caffeine. They over stimulate children
and are addicting.

Apple Juice Soda: Concentrated apple (add water) or fruit juice. Mix with
carbonated soda water.
Grape, Lime or Lemon Juice: Add an equal amount of water to a bottle of
grape juice. For each 2 cups of water added, use ½ cup honey and squeeze 1
to 2 fresh limes or lemons.

Fruity Milk: Add fruit sweeten jelly to plain or vanilla enriched soy rice or
almond milk.

Water: Keeping cold water in the refrigerator is an excellent way to

encourage consumption.

FROZEN JUICES
Fruit Ice Cubes: Freeze fruit juices in ice cube trays and add to drinks.

ICES
Base Syrup:

2 cups water
2 cups honey or 1 cup concentrated juice

If using concentrates, cook on a low boil for 10 minutes or until

approximately at the jelly stage. Cool. Use as a base for the ices below:

ORANGE ICE
2 cups fresh orange juice
¼ cup lemon juice or juice from 1 lemon

GRAPE ICE
1-1/2 cups grape juice
2/3 cups orange juice
3 tablespoons lemon juice
LEMON ICE
¾ cup lemon juice
1 tablespoon lemon peel, grated
2 cups water

Pour into ice cube trays or a small bowl and freeze. Watch for “mushy” stage
(1 hour) then mix in the tray and refreeze. Good alone or served by the scoop
in a fruit drink.

VEGETABLE ICE CREAM SANDWICHES

Softened rice or soy ice cream and spread it on a whole grain cookie or
graham crackers. Cut into squares whole grain waffles and use instead of
cookies. Gently press another cookie on top and make into a sandwich.
Wrap individually or put them together in foil or plastic wrap and freeze.

Ice cream cones can be made. Soften rice or soy ice cream and put in cones
and freeze. Cones can be brought from the store.

CAROBSICLES
1 4-ounce regular carob pudding mix or 2 ounces of carob powder
3-1/2 cups rice, soy, almond or spelt milk
1 tablespoon of arrowroot powder

Sweeten to taste. Freeze in molds or paper cups and insert Popsicle-stick

handles.

POPSICLES
In a mold or paper cup, mix papaya, apple, pineapple, mango, orange,
tropical or grape juice with 1 teaspoon melted vanilla soy or rice ice cream.
Mix well and freeze. Add handle when partially frozen. Mash or blend
pitted honeydew, watermelon or cantaloupe cubes, pour into a mold and
freeze to make a Popsicle.
BANANA POPSICLES
Peel 3 bananas, cut in half. Push wooden stick up center of each half and
freeze. Serve this way or dip in carob syrup or honey and roll in nuts, toasted
wheat germ or desiccated coconut.

COOKED VEGETABLE IDEAS

Use up any leftover vegetable by mashing it, mix it with arrowroot
and cook it like a pancake or bake it in a muffin tin.
Sprinkle shredded soy or rice cheese over cooked vegetables or let
the child do it.
Puree steamed vegetables and add vegetable broth for a creamy soup.
Spaghetti squash can be cooked whole in the microwave until soft.
Cut it in half, remove the seeds and the pulp. It comes up like
spaghetti strands. Serve with vegetable seasoning mix with olive oil
or spaghetti sauce. It is a good finger food.
Sliced vegetables can be mixed with rice or soy cheese to make an
omelet.
Make yams, plantain or sweet potato chips. On a microwave-oven
rack place 12 thin circle slices. Sprinkle with cinnamon, date sugar
and microwave 4 to 5 minutes until dry. Rotate during cooking. Let
cool then eat.
Pureed vegetables can be put in any sauce or in mashed potatoes,
mixed in a rice/soy cheese omelet, etc.
Be artistic and create faces, animals, buildings, cars, boats, airplane
and other items out of their food. It can stimulate the toddler to eat.

GRAHAM CRACKER DESSERT

Crumble 1 graham cracker into a bowl. Add 1 teaspoon of honey and a little
warmed vanilla rice, soy or almond milk. Mash, mix and serve.

CAROB CREAM CHEESE

1 ounce of rice or soy cheese
½ teaspoon honey
1-teaspoon vanilla vegetable milk
1/8 teaspoon carob

Blend cheese with milk until smooth. Then blend honey and carob.

BANANA AND APPLE

1 small banana
1-teaspoon vanilla vegetable milk
1 small apple
¼ teaspoon honey

Wash, peel, grate or cut apple into small pieces. Add the remaining
ingredients. Put into blender. Blend until smooth.

YOGURT SUNDAE
Put soy yogurt in a dish. Add fresh fruit and pour honey over the fruit.
Sprinkle with granola, nuts or wheat germ. Top with dried fruits.

BAKED PLANTAIN
Peel plantain and place in a well-greased (canola or olive oil) baking dish.
Brush with canola oil and bake at 350º for 12 to 15 minutes. Remove from
oven. Eat as is or with the tip of a spoon, make a shallow groove the length
of the banana and fill with carob syrup, applesauce, honey or date sugar.
APPLE CUSTARD
1 apple
1 tsp arrowroot powder
1 tablespoons date sugar or honey or fruit sweeten apple jelly

Preheat oven to 350º. Wash, peel and core apple. Slice very thin and
sprinkle with date sugar. Mix arrowroot with water until silky smooth and
fold into the apples. Put these into a well-oiled (canola or olive oil) baking
dish. Bake for 30 minutes.

NUT BUTTERS SANDWICHES

(Almond, soy, peanut, cashew, sunflower, sesame, etc.)

Nut butter and ground dates or raisins mixed with fruit juice
Nut butter and grated raw carrots
Nut butter topped with apple butter (or puree pears into sauce)
Nut butter and plantain or banana slices
Nut butter and soy or rice cheese blended with 2 tablespoons mango,
papaya, pineapple or orange juice or honey.

VEGETABLE CHEESE SANDWICH IDEAS

Soy or rice cheese with jelly
Soy or rice cheese with ground raisins or chopped dates
Soy or rice cheese with peeled and finely chopped (or grated)
cucumber
Soy or rice cheese with grated pineapple

Keep your sliced bread in the freezer. That keeps it from tearing when
nut butter is spread. Sliced bread thaws in only a few minutes.

Pancakes can be used as bread for sandwiches. After applying spread,

put them in the microwave for 30 to 45 seconds before serving.

HONEYED CARROTS
3 tablespoons soy or safflower margarine
¼ teaspoon ginger
4 cups carrots, sliced
4 tablespoons honey or fruit sweeten jelly
3 tablespoons mango, papaya or orange juice

Mix the ingredients in a saucepan and cover. Cook over low heat for 30
minutes or until tender. Stir occasionally.
GELATIN BEETS
1 cup cooked and pureed beets
1 cup boiling water (or jar baby food beets)
3 ounces of Jell-O (health food brand)

Chill strained beets then mix with cold water and make 1-cup liquid and set
aside. Dissolve Jell-O in boiling water and add beet mixture. Chill until set.
 FINGER FOODS
Children eat when hungry and eat enough to satisfy their hunger. They do
not eat a lot of food because they think they will get hungry later. Children
do not eat for hunger prevention. It is best to serve small portions first. If the
child is still hungry, they will ask for seconds. Ideally, the child’s food
should be served on small plates or in small bowls. Slowly introduce a new
food. If the child does not like it, try the new food again in a few days.
Many times a child’s taste for a food or rejection of a food is based upon how
they feel that moment or another child’s rejection or like of a food. Children
can change their likes and dislikes for food day-to-day and meal-to-meal.
Some finger foods and ideas are listed below:

Serve thick nut butters or peanut butter thinned with vegetable milks.
Do not let the child eat while running or lying down.
Serving dishes do not have to be used. Put the food on a paper towel
or a tray.
Serve half a plantain or banana.
Serve cereal in a mug with a handle.
Put finger foods in a freezer bag or a paper bag and serve.
Serve toasted bread sticks or raw carrot sticks with caution.

SIX TO EIGHT MONTHS OLD

Applesauce
Arrowroot cookies
Plantain or Bananas, mashed or in small slices
Soy or Rice Cheese
Non-Sweet and Sweet White Yams
Yams or Potatoes, mashed
Pudding
Rice Cakes
Soft-cooked vegetables, mashed
Whole Grain Crackers
Whole Grain Cereals
 NINE MONTHS TO ONE YEAR OLD
Whole Grain bagels, soft
Carrots and other vegetables, cooked soft
Rice or Soy Cheese
Natural Custards
Scrambled Tofu
Whole Grain French toast “fingers” (sliced in strips)
Whole Grain macaroni and pastas
Soy Meats
Orange sections, peeled with loose membrane removed
Peaches ripe and peeled
Peeled and sliced mango and papayas
Brown Rice
Whole Grain spaghetti with soy meat sauce
Whole Grain toast
Vanilla Rice or Soy Ice Cream

Babies with two to four teeth can be given lumpier foods to chew. Soft foods
can be adequately chewed with their gums. The more teeth the baby has, the
chewier fruits and vegetables they can be given.

ONE YEAR AND OLDER

VEGETABLES
Asparagus tips, cooked
Avocado, ripen
Broccoli florets, cooked
Carrot sticks (soft-cooked or grated)
Cauliflower, cooked
Celery (remove strands)
Cherry tomatoes, halved
Baked French fries
Green beans, cooked
Lettuce, shredded
Mushrooms, cooked
Peas, cooked
Yams (sweet and non-sweet) or potatoes, mashed
Whole Grain spaghetti squash
Sweet yams or sweet potato, cooked and mashed
Tomatoes, peeled
FRUIT
Apple, peeled
Plantain or banana, whole or cut into sections
Blueberries
Cantaloupe, cut into bite-size pieces
Dried fruits (avoid raisins) unless they are the moist type
Grapes, halved for young toddlers
Kiwi pieces, peeled
Mandarin oranges, mango peeled and sliced
Navel oranges, peeled and sectioned
Peaches, papaya, peeled and sliced
Pears, peeled
Strawberries, halved
Sweet cherries, pitted
Watermelon, honeydew, pitted and cut into bite-size pieces
NON-DAIRY

Vanilla or plain soy yogurt

Soy cottage cheese (add fresh or canned fruit for interest)
Small squares of rice or soy cheese
Grated or shredded rice or soy cheese

FINGER FOODS NOT RECOMMENDED FOR BABIES

YOUNGER THAN TWELVE TO EIGHTEEN MONTHS OLD
DIFFICULT TO DIGEST MAY CAUSE GAGGING
Baked beans Grapes, whole
Chocolate Hard candies
Corn Ice cubes
 Cucumbers Nuts and raisins
Leafy vegetables Olives
Onion, uncooked Popcorn

TEETHING ITEMS/FOOD

The teething developmental phase can be relieved with hard baked whole
grain cookies, biscuits and crackers. The child may also relieve teething with
cold or frozen whole grain bagels, the hard core of a pineapple, frozen peeled,
pitted grapes, frozen pitted cherries, frozen cubed watermelons, cantaloupes,
honeydew, mango, papayas and other foods on a stick or a plastic spoon. Ice
cubes in a cotton washcloth and held in place with a string or rubber band can
be chewed on. Rubber toys or rubber pet toys, toothbrushes, chilled pacifiers
and/or teething rings can be used. There are various types of herbal chew
sticks such licorice sticks that the child can chew as well as a damp cotton
washcloth.

TEETHING BREAD
Harden any type whole grain bread by baking it at a low temperature (150º to
200º) for 15 to 20 minutes. Pita bread can be cut in strips and toasted and
used for teething.

BANANA BREAD STICKS

¼ cup date sugar or honey or fruit sweetened jelly
1-¾ cup whole grain flour (whole wheat or a combination)
½ cup olive or vegetable oil
2 teaspoons baking powder (aluminum free)
1-cup plantain or banana, mashed
½ teaspoon baking soda

Combine ingredients and stir only until smooth. Pour into an oiled loaf pan.
Bake at 350º for about 1 hour or until firmly set. Cool, remove from pan and
then cut into sticks. Spread sticks out on a cookie sheet and bake at 150º for
1 hour or until the sticks are hard and crunchy.

GRAHAM CRACKERS
1-cup flour (graham or whole wheat)
¼ cup soy or safflower margarine
1 cup unbleached whole wheat flour
½ cup honey or fruit sweetened jelly
1-teaspoon baking powder (aluminum free)
¼ cup vanilla rice, almond, soy or any type whole grain milk

Combine flours and baking powder. Put in margarine until consistency of

cornmeal. Stir in honey. Add milk to make stiff dough.

Roll out on floured surface to ¼ inch thickness. Cut into squares. Prick with
a fork. Brush with milk.

Bake at 400ºF on an ungreased baking sheet for 18 minutes or until golden

brown. Make the crackers thicker for teething.

OATMEAL CRACKERS
3 cups oatmeal, uncooked
3 tablespoons date sugar or fruit sweeten jelly
1-cup wheat germ
¾ cup olive oil
2 cups flour (any type whole grain, whole wheat or a combination)
1-cup water

Combine ingredients and roll onto two cookie sheets. Cut into squares. Bake
at 300º for 30 minutes or until crisp. Make thicker crackers for teething.

SNACKS
FRESH FRUITS: Plantain, banana, pear, apricot, melon, grapefruit, avocado,
papaya, persimmon, guava, fig, mango, kiwi, watermelon, strawberries,
dates

FRESH VEGETABLES: Carrot sticks, celery, celery sticks with pure nut butter
or soy cream cheese, zucchini sticks, raw cabbage or cauliflower, broccoli
flowerets, Jerusalem artichoke slices

JUICE: Pear, mango, pineapple, papaya, grapefruit, kiwi

CHIPS: Whole corn chips, baked potato chips, pure carob chips, banana chips,
seaweed chips

DRIED FRUIT: Pineapple, apples, pears, banana, mango, etc.

CANDY: Sesame honey candy

SEEDS/NUTS: Sunflower seeds, peanuts (soak nuts and seeds in water and
store in refrigerator)

BREAD/CRACKERS: Matzo crackers, cracker bread, pita bread, whole-wheat

pretzel sticks, rice cakes

POPCORN: Plain (can use soy or safflower margarine, sea salt, liquid amino
acids spray or nutritional brewer’s yeast to season)

NATURAL VEGETABLE CHEESES: Rice or soy

Fruit Roll
Make with apples, apricots, peaches, pears, mango, nectarines, papaya or
other fruits. Mash or puree the fruit.

Blender Method: Peel and core fruit, blend until smooth and then cook 5
minutes in a saucepan over moderate heat.

Freeze-Defrost Method: In advance, peel and core fruit, wrap and freeze.
Remove from freezer 1 hour before using so fruit can begin to defrost. Cook
in a saucepan for 5-10 minutes. Mash the fruit while it is cooking drain it of
watery contents.

While cooking, add 1-teaspoon honey for each piece of fruit used.

Layout clear plastic wrap on cookie sheet or broiling tray. Use one piece of
plastic for each piece of fruit you have cooked. Spoon mixture onto the wrap
then spread it as thin as possible. Spread another piece of plastic wrap over
the mixture and to evenly thin it, press down with a wide spatula. Remove
top sheet of plastic before drying.

Turn oven to its lowest possible heat. Place tray in the oven and leave
overnight (6-8 hours) or until it is dry. Roll up the plastic wrap with the dried
fruit in it.

Then peel and eat!

Apples on a Stick
Core a whole apple. Mix nut butter with dried fruit, raisins, granola or
toasted wheat germ. Stuff the mixture into the hole of the cored apple. Slice
in half or put on a Popsicle stick or plastic spoon handle.

Grinder Snacks
Grind any type of dried fruit (figs, dates, raisins, etc.). Add a small amount
of raw lime or lemon juice to a cup of whole-wheat graham cracker crumbs.
Make small balls out of your ground mixture and roll in crumbs for coating.

Oatmeal Bars
2 cups oatmeal, uncooked
¾ cup date sugar or ½ cup fruit sweeten jelly
½ cup soy margarine
add a pinch of baking soda
Boil date sugar, margarine and baking soda. Add oatmeal. Blend. Spread
mixture in a canola oiled 8-inch square pan and bake at 350º for 10-15
minutes.
Apple Cookies
½ cup soy margarine
½ teaspoon cinnamon
1 cup date sugar or ½ cup fruit sweetened jelly
¾ cup wheat germ
1 cup apples, peeled, cored and finely chopped
2 tbsp arrowroot powder
1-1/2 cup whole grain flour
½ cup oatmeal, uncooked
2 teaspoons baking soda

Puree soy margarine, date sugar and arrowroot. Mix dry ingredients and
combine with creamed mixture. Add apples. Drop spoonfuls onto a canola
oiled cookie sheet. Bake at 350º for 10-15 minutes.

Stuffed Celery
Stuff celery sticks with soy or rice cheese or any type of nut butter. Diced
dried fruit can be added on top of the spread. Remove the strands from the
celery.

Cookies
1-1/2 cup whole oatmeal, uncooked
1 teaspoon cinnamon
½ cup vegetable protein powder
1/3 teaspoon cloves
½ cup wheat germ
½ cup canola oil or soy margarine, melted
¾ cup date sugar or fruit sweeten jelly
½ cup honey
2 tbsp of arrowroot powder

Mix dry ingredients. Add melted soy margarine and arrowroot powder.
Spoon onto canola oiled baking sheet. Bake at 350º for 12-15 minutes.
Nut Balls
½ cup nut butter
1-cup peanuts or soy nuts
½ cup honey or date sugar
½ cup sunflower seeds
½ cup carob powder
1-cup dry coconut flakes

Combine all ingredients except coconut flakes. Roll into balls and then roll
the balls into the coconut flakes. Refrigerate.

Nut Butter Roll-Ups

1 container peanut butter or nut butter
4 slices whole grain bread
Honey or fruit juice sweeten jelly

Remove the crusts from the bread slices. Place each slice on a hard surface.
Roll mixture flat with a rolling pin. Spread a thin layer of nut butter on the
flattened bread. Spread the jelly onto the nut butter. Roll each piece of bread
into a jellyroll. Slice roll into pieces.

Brownies
¼ cup vegetable oil
1-cup wheat germ
1 tbsp molasses
2/3-cup vegetable protein soy free powder
1-cup date sugar
½ teaspoon baking powder (aluminum free)
2 teaspoons vanilla
¼ cup carob powder
½ cup almonds, pecans or walnuts pieces

Mix together the first seven ingredients. Spread in a canola oiled 8-inch
square pan and bake at 350º for approximately 30 minutes. Take out of pan
while still warm and cut into bars.

Wheat and Cheese

4 cups spoon size shredded wheat
½ cup soy margarine
1 cup shredded soy or rice cheese

In a large saucepan, melt soy margarine then add cheese. When the cheese
begins to melt, add shredded wheat. Toss to coat well. Refrigerate.

Bars
1 loaf of whole grain bread (whole wheat or other)
1-cup peanut butter
Add a small amount of peanut oil
1-package peanuts, chopped
1 tbsp carob powder

Trim the crust from the bread. Cut bread slices in half. Put bread and crusts
on a cookie sheet and bake at 150º for ½ hour or until dry. Put the dried
crusts in a blender until finely crumbed. Combine crumbs with chopped
nuts. Thin the peanut butter with oil and add 1 tablespoon of carob powder.
Spread or dip the bread slices in the peanut butter, then roll the bread in then
nut-and–crumb mixture. Dry them on a cookie sheet. Refrigerate.

Peanut Butter Balls

½ cup peanut butter
3-1/2 tablespoons vegetable protein soy free powder
Add a little honey or date sugar

Mix ingredients together roll into balls and store in refrigerator.

Cereal Sticks
½ cup soy or safflower margarine
¼ teaspoon baking soda
1-cup date sugar
½ cup plus of a whole grain cereal
2 tbsp arrowroot
1-teaspoon vanilla
1-1/2 cups whole grain flour (whole wheat or a combination)

Blend together all ingredients plus ¼ cup of the cereal. If the dough is too
soft add more flour. Roll a small piece of dough into a stick. Coat the stick
by rolling it in the extra cereal. Place on a lightly oiled cookie sheet and bate
at 400º for 8 minutes or until slightly browned.
 BREAD, MUFFINS AND ETC.

Bread Making Procedures

To tell if the bread dough or batter has doubled in bulk, press lightly with one
or two fingers near the edge of the dough. If your finger indentation remains,
it has doubled. If the dough has not, it will spring back up.

When bread is browning too fast (light brown after only 10-15 minutes).
Then lightly cover the top of the bread with a piece of aluminum foil.

To knead dough – fold the dough and press it down with the heel of your
hand over and over again until the dough is smooth and elastic (not sticky).
Sprinkle flour on the dough and your working surface until the dough loses
some of its stickiness

Whole Wheat Bread

1-cup warm water (105º - 115º)
1/3 cup honey
½ tbsp sea salt
2 packages yeast
5 cups whole-wheat flour
1 tbsp honey
3 cups whole grain pastry flour
2 cups vegetable milk
¼ cup wheat germ
¼ cup soy margarine or vegetable oil

Dissolve yeast in warm water. Stir in 1-tablespoon honey. Set aside for 10
minutes. In a saucepan, combine vegetable milk, soy margarine or oil, honey
and sea salt. Heat to lukewarm. Pour warm milk mixture and dissolved
yeast into a large mixing bowl. Add the whole-wheat flour, one cup at a time,
beating after each addition. Add wheat germ.

Add enough pastry flour to make soft dough. Put dough on a lightly floured
board and knead until smooth and elastic (approximately 8-10 minutes).

Place dough in a greased bowl turning it to grease the top. Cover and let rise
in a warm place until dough has doubled in bulk. Punch down, divide in half
and knead each half for about 30 seconds.

Shaped into three loaves and place in greased loaf pans. Cover and let rise
again until doubled in bulk about 45 minutes or heat the oven to 200º for 60
seconds, then turn off oven and put in bread and let rise.

Preheat oven to 400º and bake 40 minutes or until done.

Banana Nut Bread

¼ cup soy margarine
1-teaspoon vanilla
½ cup date sugar
1-1/2 cup whole grain flour (whole wheat or a combination)
1 tbsp arrowroot
1-cup bran cereal or oatmeal, uncooked
2 teaspoons baking powder
½ teaspoon baking soda
1-1/2 cups plantain or Bananas mashed
½ cup nuts, chopped

Puree margarine and date sugar until light. Add arrowroot and mix well. Stir
in cereal, plantains or bananas and vanilla. Combine the remaining
ingredients in a bowl and add to the first mixture, stirring enough to moisten
the flour. Oil and flour a loaf pan; pour in batter. Bake at 350º for 1 hour or
until done.

Cheese Bread
1-1/2 cups vanilla vegetable milk
2 packages dry yeast
2 tbsp date sugar or honey or fruit juice concentrate
½ cup warm water (105º - 115º)
1 tbsp sea salt.5 cups whole grain flour
2 tbsp soy margarine
2 cups grated rice or poppy, flax or sesame seeds
soy cheese (8 ounces)

Preheat oven to 350º. Heat milk and combine with sweetener, sea salt,
margarine and cheese in a large bowl. Let cool until lukewarm. Dissolve
yeast in the warm water and add to the cooled milk mixture. Stir. Add flour,
while gradually stirring after each addition until fairly stiff dough is formed.

Knead dough approximately 5-8 minutes. Put dough in an oiled bowl,

turning to grease top. Let rise in a warm place until doubled in bulk or heat
oven to 200º for 60 seconds, then oven off. Then put dough in oven and let
rise.

Divide the dough into two equal portions. Roll each piece out into an 11” x
15” rectangle. Cut three equal strips along the 15” side of the rectangle,
leaving the strips joined at one end.

Braid the strips loosely. Pinch the three ends together. Place each braided
loaf in a well-oiled pan. Cover and let rise until doubled. Bake 40-45
minutes.

Whole Wheat Muffins

1-cup whole-wheat flour
1 tbsp arrowroot powder
¾ cup whole wheat pastry flour
1 cup vegetable milk
¼ cup date sugar or honey
¼ cup vegetable oil
4 teaspoons baking powder

Mix ingredients. Stir until moistened. Batter will be lumpy. Fill oiled
muffin tins 2/3 full and bake at 400º for 20-25 minutes. Remove muffins
from tins immediately after baking.
Peanut Butter Bread
2 cups whole grain flour (whole wheat or a combination)
¼ cup fruit sweetened jelly or date sugar, honey or concentrated fruit juice
4 teaspoons baking powder
1-1/4 cup vanilla vegetable milk
2/3-cup peanut butter

Lightly mix dry ingredients in a large bowl. If using honey, use a blender to
cream it with the peanut butter in a separate bowl. Heat the milk until
lukewarm, and then add the peanut butter and blend. Combine the wet and
dry ingredients and beat thoroughly.
Bran Muffins
2 cups boiling water
5 cups whole grain flour (whole wheat or a combination)
6 cups 100 percent bran cereal
1-cup vegetable oil or soy margarine
5 teaspoons baking soda
2 cups date sugar or 1-2/3 cups optional additions: dry apples, papaya
mango, pineapple, apricots, pears, raisins coconut, peanuts, blueberries,
chopped fresh apples or pears, chopped dates, nuts
fruit sweetened jelly, honey or juice concentrate
4 tbsp arrowroot powder
1 quart vanilla vegetable milk
a cube of rice or soy cheese

Preheat oven to 375º. Pour boiling water over 2 cups of the cereal and set
aside. Use a blender to cream oil with sweetener, arrowroot, vegetable milk
and the moistened bran cereal. Mix. Fold in the remaining dry ingredients.
Fill oiled muffin thins ¾ full and bake for 20-25 minutes. Or fill a loaf pan ½
full and bake at 350º or until done.

The proportions called for in this recipe make several quarts. If you want
less, cut the recipe in half or 1/3.

Bread Pudding
1 tbsp whole grain flour
4 slices whole grain bread
1 tbsp soy margarine
½ cup fruit sweetened jelly
1-cup hot vegetable milk
1 teaspoon cinnamon
2 tbsp honey
4 tbsp arrowroot

In the top of a double boiler over hot but not boiling water, mix the flour and
soy margarine together; gradually add the hot milk, stirring often. In a small
bowl, beat together the honey and arrowroot; stir this into the milk mixture
and set aside to cool.

Preheat oven to 325º. Oil a glass-baking dish. Lay the bread slices in the
bottom of the pan and spread them with the jelly. Pour the custard mixture
over the bread slices and bake for 30 to 35 minutes. Sprinkle with powdered
coconut if desired. Serves 4 to 6.
Rice Pudding
2 cups cooked brown rice
2 tbsp arrowroot
2 cups vanilla vegetable milk
½ lemon rind, grated
½ cup vegetable protein soy free powder
½ teaspoon vanilla
¼ cup raisins
¼ cup date sugar
breadcrumbs or wheat germ
1 tbsp soy margarine, melted

Mix all ingredients together, except crumbs or wheat germ. Oil a 1-quart
casserole dish (or individual custard cups) and sprinkle bottom with some
crumbs or wheat germ. Pour in pudding mixture and sprinkle some crumbs
on top. Bake at 350º for 20 minutes or until a knife inserted in the center
comes out clean.

Hot Corn Cereal

¼ cup yellow cornmeal
¼ cup vegetable protein powder (soy free)
¼ cup cold water
¾ cup boiling water

Mix together cornmeal and cold water. Bring the ¾ cup water to a boil and
add the cornmeal mixture and the vegetable protein. Stirring constantly,
bring to a boil and let boil about 2 minutes. Cool and serve with any of the
following: soy margarine, honey, date sugar, raisins, and fruit sweetened
jelly, chopped dates or diced dried fruit.
Granola
4 cups oatmeal, uncooked
1/3 cup vegetable oil
1-1/2 cups wheat germ (raw or toasted
½ cup honey
1 tbsp vanilla
1-cup coconut, grated
½ cups sesame seeds
¼ cup vegetable protein powder
½ cups raw nuts, dried fruits and seeds or raisins
1 tbsp date sugar

In a large bowl, mix dry ingredients. Combine oil, honey and vanilla in a
saucepan and warm. Add to the dry ingredients and stir until the particles are
coated. Spread this mixture in a canola oiled long, low pan or rimmed baking
sheet. Bake at either 250º for 1 hour or 300º for 30 minutes or microwave in
a low glass pan for 10-15 minutes on high, stirring mixture approximately
every 5 minutes. Turn occasionally with spatula. When finished toasting,
add dried fruits. Cool and store in a container.

Serve with vegetable milk to babies and young children who may choke on
the ungrounded cereal. If you fear that a child will choke, soak granola in
soy or rice milk overnight in the refrigerator.

Breakfast Fruit
Apricots and soy or rice or vegetable cheese
Cantaloupe and honeydew slices
Grapes, apples and other fruit with diced rice or soy cheese
Mandarin oranges with soy or rice ice cream
Orange slices cut into circles and mango slices
Sliced peaches and blueberries
Strawberries and pineapple chunks
Waffles/Pancake Toppings
Many different types of natural whole grain waffles are sold in health food
stores as well as commercial stores. Listed below are a few suggestions for
pancake and waffle toppings:

Soy or rice ice cream

Apple butter or peach butter
Cinnamon mix with honey
Any type of concentrated fruit juice (defrost if frozen) and thicken
with arrowroot powder
Carob powder mixed with honey
Peanut butter and fruit sweetened jelly
Applesauce
Diced or chopped dried fruit (or raisins) soak overnight in the
refrigerator before using
French Toast Batters
Listed below are batter recipes for toast:
1 tbsp arrowroot powder
1/3-cup vanilla rice or soymilk
1/8-teaspoon vanilla

Or:

1 tbsp arrowroot powder

4 teaspoons whole grain flour
1/3-cup vanilla rice or soymilk

For both recipes, mix ingredients. Dip bread into the mixture. Fry in a
vegetable oiled pan over high heat, brown on both sides. Or, preheat the
oven to 500º and bake the dipped bread on a canola-oiled pan, turning after
the tops brown. Makes approximately 3 slices each.

Serve with the suggested waffle/pancake toppings.

French Toast Waffles

1 tbsp arrowroot
Whole grain bread slices
¼ cup vegetable milk
½ teaspoon cinnamon
2 tbsp vegetable or olive oil
1 to 2 tbsp date sugar or concentrated fruit juice defrosted or honey

Combine ingredients except bread. Cut the bread to fit the waffle iron. Dip
bread into the batter and bake on a hot, canola oiled iron until browned. The
top of the waffle iron may have to be held down because bread has more
height than waffles.

French Pancakes
1 slice whole grain bread
½ cup vanilla vegetable milk
1 tbsp arrowroot
¼ teaspoon vanilla or maple extract

Combine the ingredients and blend in a blender except the bread. Dip bread
in batter and cook the same as pancakes.
Griddle Cakes
1-1/2 cups whole grain flour (whole wheat or a combination)
2 tbsp arrowroot

3 tbsp canola oil

1-3/4 teaspoons baking powder
1 or 1-1/4 cups vanilla vegetable milk
3 tbsp date sugar, honey or defrosted concentrated fruit juice

Combine dry ingredients in a bowl. Add sweetener, oil and vegetable milk.
Next add wet ingredients to the dry ingredients and mix until barely
moistened. Set covered mixture in a cool place for 6 hours or overnight.
Bake on a lightly oiled griddle or frying pan. When bubbles appear on upper
surface of the cakes, turn and brown on second side.

Crumpets
3 cups whole grain (whole wheat or a combination)
2 tbsp soy margarine or canola oil
1 tbsp baking powder
1 tbsp arrowroot
2 tbsp date sugar, honey or defrosted fruit juice concentrate
½ to 1/-3/4 cups rice, almond or soymilk

Mix dry ingredients together. Mix wet ingredients together. Combine dry
and wet ingredients and stir until moistened. If the batter is too thick to
spread when dropped on griddle, add more milk. Drop batter by tablespoons
on the hot and oiled griddle. Cook the same as pancakes.
 SYRUP AND SAUCES

Fruit Dressing
¼ cup pure creamy peanut butter
½ cup egg less mayonnaise
¼ cup fruit sweetened jelly or honey

In a small bowl, combine all the ingredients and blend thoroughly with a
fork. Put on bread, waffles, pancakes or fruit. Makes 1 cup.

Pear Sauce
6 pears
a pinch of ground nutmeg
2 tbsp water
a pinch of ground cinnamon
2 tbsp fruit sweetened jelly

Peel, core and chop the pears. Cook the pears in a pan until soft – about 20
minutes. Stir in the nutmeg, cinnamon and sweetener. Serve either hot or
cold. Serves 4.

Honey Sauce
½ cup nut butter (almond, soy, peanut, etc.)
½ cup honey
½ cup water

Blend all ingredients on medium speed for 15 seconds. Serve over vegetable
ice cream or as a spread on waffles, pancakes or bread. Makes 1-1/2 cups.

Carob Syrup
2 cups boiling water
1 tbsp arrowroot
½ cup honey or fruit sweetened jelly
Pinch of Sea Salt
6 tbsp carob powder
1-teaspoon pure vanilla

Mix all ingredients together.

 COOKED FRUIT

Bananas or Plantain Cream

6 firm bananas or plantain
5 small slices mango, papaya or
2 ounces lemon juice
unsweetened pineapple, cut thinly (to make about 6 tablespoons)
3 teaspoons fruit sweetened jelly or honey

In a bowl, mash the bananas or plantain slightly. Add the lemon, sweetener
and pineapple and mix together well. Serve in a cup. Refrigerate for several
hours. Serve cold.

Baked Bananas or Plantain

4 bananas or plantain
2 teaspoons lemon juice
4 tbsp fruit sweetened jelly or honey
4 tbsp soy margarine

Preheat oven to 350º. Oil a glass-baking dish. Peel the bananas or plantain
and cut them in half lengthwise. Place in the baking dish. Sprinkle
sweetener, margarine and lemon juice on the bananas or plantain. Bake for
10 to 15 minutes or until tender but not soft. Serve warm.

Honey Bananas or Plantain

2 medium ripe bananas or plantain
1 tbsp grapefruit or pineapple juice
Add a pinch of ground cinnamon
2 teaspoons soy margarine
2 teaspoons fruit sweetened jelly or honey
1 to 2 ounces lemon juice
Peel the bananas or plantain and slice them lengthwise. In a skillet, slowly
melt the margarine in a frying pan and brown the bananas or plantain on both
sides. Add the sweetener, cinnamon and lemon juice and baste bananas or
plantain with pan juices. Pour the fruit juice over them and heat just before
serving.
Bananas or Plantain Sauce
1-8½ ounce can unsweetened crushed pineapple, undrained
2 teaspoons arrowroot
2 tbsp unsweetened shredded coconut
1 tbsp lemon juice
2 tbsp fruit sweetened jelly or honey
1 tbsp soy margarine

Heat the margarine, arrowroot, pineapple and sweetener in a pan. Stir

constantly until thickened. Add the coconut and lemon juice. Mix together
thoroughly. Serve hot over sliced bananas or plantains. Makes 1 cup.

Broiled Grapefruit
2 grapefruit
2 teaspoons honey

Cut each grapefruit in half and cut into each grapefruit section to loosen it or
use seedless. Remove the seeds. Pour ½ teaspoon of the honey in the center
of the grapefruit half. Place the grapefruit on a baking sheet and broil for a
few minutes until heated but not browned. Serves 4.

Glazed Baked Pears

1 teaspoon lemon juice
1-teaspoon pure vanilla
½ teaspoon ground cinnamon
1-quart vanilla rice or soy ice cream (soften ice cream slightly)
1-teaspoon date sugar
3 pears cut in half, seeds removed
½ cup of water

Preheat oven to 300º. Place pears in a baking dish. Mix together the lemon
juice, cinnamon, vanilla, date sugar and ½ cup of the water. Pour this
mixture over the pears. Bake for 30 minutes. Brown the tops of the pears
under the broiler. Serve with soft ice cream as a sauce. Serves 4 to 6.
 COOKIES
Creamy Balls
Combine chopped nuts and soy cream cheese. Roll into balls and serve.

Carob Drop Cookies

1-cup date sugar
2 cups sifted whole grain flour
½ cup soy margarine
½ teaspoon baking soda
1 tbsp arrowroot
Add a pinch of sea salt
6 tbsp carob
2/3 cup chopped nuts
½ cup vegetable milk
1-1/2 teaspoons pure vanilla

Preheat oven to 350º. Mix all the ingredients in a blender except for the
nuts. Beat at medium speed for 4 to 5 minutes. Turn off blender. Stir in the
nuts. Drop by the teaspoonfuls onto ungreased baking sheets. Bake for 8 to
10 minutes. Makes 3 to 4 dozen.

Fudge
1-cup honey
1-cup sunflower seeds
1-cup pure peanut butter
½ cup shredded unsweetened coconut
1-cup carob powder
½ cup chopped dates
½ cup sesame butter

Grease two 8-by-8-by-2-inch baking pans. In a saucepan over low heat, heat
the honey together with peanut butter and sesame butter. Quickly stir in the
carob powder and the seeds, coconut and dates. Pour the mixture into the
pans and refrigerate until hardened (about 1 hour). Cut into 1 inch squares.
Store, covered with waxed paper, in the refrigerator. Makes 84 pieces.

Carob Coconut Chews

2 tbsp arrowroot
½ cup chopped nuts (walnuts, pecans, etc.)
1- 3 ½ ounce can shredded unsweetened coconut
1 teaspoon pure vanilla
4 ounces carob powder
¾ cup date sugar

Preheat oven to 350º. Oil a baking sheet with canola oil. In a medium bow,
mix together all the ingredients. If it is too dry, add enough water to make it
thick. Drop by rounded teaspoonfuls about 1 inch apart, onto the baking
sheet. Bake for 12 minutes, or until the chews are set. Makes about 2 dozen
cookies
 PIES AND PIECRUST
Piecrust
Before rolling the crust out, dampen the counter top to prevent the waxed
paper from slipping. Then place 4 pieces of waxed paper cut into 12-inch
squares onto the counter top.

2 cups whole-wheat pastry

½ cup vanilla vegetable milk
½ teaspoon sea salt
½ cup vegetable oil

In a large bowl, mix together the flour and sea salt. Pour the oil and milk into
a separate bowl or large measuring cup but do not stir. Pour all at once into
the flour and stir until mixed.
Shape the pastry into a smooth ball. Cut in half. Flatten one half between
two pieces of the waxed paper. Roll out the dough thin and gently from the
center to the edges of the paper.

Peel off the top paper. The dough may tear, press it back together with your
fingers but do not moisten it.
Put the dough with the wax paper side up into a 9-or-10-inch pie pan and peel
off the waxed paper. Shape the pastry to fit the pan. Roll out the remaining
pastry for the top crust following the directions above. Puncture the top crust
with a fork or knife for steam vents. Seal and crimp the edges.

Pineapple Custard
1 piecrust rolled out thin
2 cups vanilla vegetable milk
1-15 ounce can unsweetened
2 tbsp date sugar crushed pineapple, drained
½ teaspoon pure vanilla
2 tbsp arrow root
1 tbsp soy margarine, melted
Add a pinch of nutmeg
Preheat oven to 425º. Use canola oil to oil an oblong 9-by-13 inch baking
pan and line it with the piecrust. Spread the crushed pineapple over the
pastry.

In a bowl, mix the remaining ingredients. Pour the mixture over the
pineapple. Bake for 10 minutes then reduce the heat to 325º and bake until
the custard is set – about another 20 minutes. Serve warm, in slices. Makes
12 slices.

Sweet Potato Pie

Piecrust (use ½ of previous recipe)
½ teaspoon ginger powder
2 cups hot peeled, cooked and mashed sweet yams or potatoes
¼ teaspoon sea salt
½ cup fruit sweetened jelly or concentrated fruit juice
2 tbsp soy margarine, melted
¼ cup lemon juice
3 tbsp arrowroot
1-teaspoon cinnamon powder
1-cup vanilla vegetable milk

Preheat oven to 450º. In a bowl, mix all the ingredients one at a time in the
order given until smooth. Place piecrust in a 9-inch pan. Pour the mixture
onto the unbaked piecrust shell. Bake for 10 minutes, reduce the heat to 350º
and bake for 40 minutes longer or until set (insert a toothpick in the center, it
will come out clean).

Pineapple Pie
1 piecrust
2 tbsp arrowroot
2 – 10 ounce cans unsweetened crushed pineapple, drained
½ cup honey, fruit sweetened jelly or concentrated fruit juice
¼ teaspoon sea salt
1 tbsp soy or safflower margarine
1 tbsp lemon juice

Preheat oven to 425º. Line the bottom of a pie pan with one crust. In a
saucepan, mix the arrowroot, sweetener, sea salt and pineapple, cook until
thick, stirring constantly. Add lemon juice and soy margarine. And stir until
well mixed.

Pour the mixture into the piecrust. Put the top piecrust over it and puncture it
with a fork or knife at the top and pinch the edges; or cut and wave pastry
strips across the top. Bake for 25 to 30 minutes.
 MENU
The menu listed below does not follow good Food Combining. It is designed
for those in transition from poor food combining to good food combining.
Ideally, protein and starch should not be served at the same meal.

In the menu selection, there are many varieties of vegetables meats, cheese
and milks to choose from. Therefore, only the choice is not indicated just the
word is used for the following:

NUT BUTTER = soy, almond, cashew, peanut, sunflower, pecan, walnut,

macadamia, etc.

SOY MEATS = chicken, hotdogs, bacon, sausage, turkey, steak, burgers, fish,
sandwich meats

CHEESE = rice, soy

VEGETABLE MILKS = almond, spelt, rice, soy, oats, kamut, etc.

WHOLE GRAINS = rye, millet, kamut, spelt, amaranth, buckwheat, wheat,

barley, etc.

SAMPLE BREAKFAST MENUS

1. Grapefruit Juice, Whole Grain 13. Whole Grain Pancakes with
Waffles, Vegetable milk Sweetener, Fruit Juice Soy Bacon

2. Melon, Scrambled Tofu 14. Lemonade, French toast with

Soy Margarine and Sweetener

3. Pear Juice, Vegetable Cheese and 15. Pineapple Juice, Grilled

Dice Tofu Omelet, Vegetable Milk Vegetable Cheese Sandwich, Carob
Whole Grain Waffles Milk

4. Pineapple Juice, Puffed Whole 16. Papaya Juice, Granola and

Wheat or Brown Rice Cereal Toast, Vegetable Milk Vegetable Milk
Vegetable Milk
5. Papaya Juice Hot Oatmeal with 17. Mango Juice, Granola
Date Sugar or Fruit Sweetened Jelly,
Vegetable Milk, Scramble Tofu 18. Sliced Oranges, Pancakes with
Sweetener, Vegetable Milk, Soy
Sausage

6. Melon, Soy Yogurt, Soy Sausage, 19. Orange Juice, Scrambled Tofu
Cinnamon toast, Vegetable Milk with Vegetable, Cheese Toast,
Vegetable Milk

7. Mango Juice, Barley or Rice 20. Grapefruit Juice Scrambled

Cereal, Fruit Sweetener or Honey, Tofu Bread Vegetable Milk, Soy
Vegetable Milk Bacon

8. Sliced Grapefruit, Whole Grain 21. Whole Grain Puffed Cereal with
Waffle, Soy Bacon toasted Wheat Germ, Banana Toast
Vegetable Milk

9. Pear Juice, Vegetable Cheese and 22. Pineapple Juice, Oatmeal,

Diced Tofu Omelet, Vegetable Milk Vegetable Milk, Soy Sausage

10. Sliced Oranges, Baked French 23. Grape Juice Soy, Yogurt on Split
toast with Sweetener, Vegetable Milk Banana Toast with Apple butter,
Vegetable Milk

11. Pineapple Juice, Soy Sausage,

Toast

12. Sliced Grapefruit, Whole Corn

Flakes with Vegetable Milk and
Sweetener, Toast, Vegetable Milk

SAMPLE LUNCH MENUS

1. Soy Meat, Baked Potatoes, 12. Soy Cream Cheese with grated
Brussels Sprouts, Vegetable Milk carrot sandwich, Apple Juice,
Vegetable Milk

2. Soy Meat Sandwich, Banana, 13. Soy Meat, Sandwich Kiwi,

Cookies, Vegetable Milk Vegetable Milk

3. Whole Corn Chips Raw Carrots 14. Nut Loaf Sandwich, Cranberry
Bananas Vegetable Milk Juice, Oatmeal Cookies, Vegetable
Milk

4. Pita Bread filled with ground, 15. Grilled Cheese Sandwich, Carob
cabbage, carrots, lemon juice and Milk, Baked French fries
Egg less Mayonnaise, Pear Juice,
Tossed Salad
5. Veggie Cheese Sandwich, 16. Soy Cottage Cheese with Diced
Pineapple Chunks, Dates, Vegetable Pineapple, Soy Meats, Corn Chips,
Milk Vegetable Milk

6. Soy Meat (hotdogs), Potato Salad, 17. Peanut Butter and Fruit
Vegetable Milk Sweetened Jelly Sandwich, Black
Bean Chips, Banana Chips, Banana,
Vegetable Milk

7. Soy Meat (chicken) with Pita 18. Soya Meat Sandwich (Pita
Bread, Carrots, Baked Potato, French Bread), Banana, Kiwi Juice, Cookies
fries or Chips, Papaya Juice,
Vegetable Milk

8. Soy Meat, Nut Butter on Carrot 19. Burritos, Carrot and Celery
and Celery Sticks Pear Juice, Sticks, Vegetable Milk
Vegetable Milk

9. Nut Butter on Pita Bread Baked 20. Soy Meat, Banana, Blue Corn
Potato Chips, Plantain or Banana Chips, Vegetable Milk
Chips

10. Melted Cheese on Toast, 21. Pita Bread stuffed with shredded
Cookies, Vegetable Milk carrots and soy cream cheese Pear
Juice, Sweet Rice Cakes

11. Dice Soy Meat mixed with Salad

and Mayonnaise put on sandwich
Whole Corn Chips, Vegetable Milk

DINNER MENUS
1. Soy Meat, Baked Potatoes, 12. Soy Meat Basmati Rice,
Brussels Sprouts, Pie Zucchini Cookies Lemonade

2. Tossed Salad, Soy Meat, Baked 13. Tossed Salad Soy Meat Carrots
Potato, Peas, Broiled Grapefruit Mashed Potatoes

3. Tossed Salad with Zucchini, 14. Salad, Soy Meat, Black Bean
Diced Cheese Noodles and Soy Meat, Chips, Vegetable Milk, Snacks
String beans, Oatmeal Cookies,
Vegetable Milk
4. Soy Meat, Biscuit, Mashed 15. Nut Loaf, Tossed Salad, Scallop
Potatoes, Green Beans, Vegetable Ice Potatoes, Broccoli, Bread, Vegetable
Cream, Vegetable Milk Milk

5. Salad with Spinach and Soy 16. Spinach and Bean Sprouts add
Yogurt, Soy Meat, Biscuit, Baked to Toss Salad Macaroni and
French fries, Cookies Vegetable Cheese Cauliflower
Vegetable Milk, Cake

6. Salad with Diced Avocado, Soy 17. Tossed Salad, add Bean Sprouts,
Meat, Vegetable Milk, Pie Lemon and Olive Oil Dressing, Soy
Meat Peas, Yams, Vegetable Ice
Cream
7. Mashed Potatoes, Brussels 18. Toss Salad add Zucchini and
Sprouts, Bread, Vegetable Milk, Sliced Cucumbers Baked Potato
Snacks Asparagus with melted cheese
Snacks

8. Spinach Salad with Lemon and 19. Coleslaw (use lemon juice
Olive Oil Soy Meat Basmati Rice instead of vinegar) Soy Meat Brown
Bread Vegetable Milk Rice Broccoli Vegetable Milk

9. Vegetable Salad Soy Meat Carrots 20. Carrot – Zucchini add to

Pudding Snacks Coleslaw Spaghetti and Tomato
Sauce Soy Meat Vegetable Milk,
Pineapple Slices

10. Baked Beans, Soy Meat, Carrots 21. Carrot and Cauliflower add to
and Celery Sticks, Vegetable Ice Coleslaw Soy Meat, Peas Brown
Cream, Vegetable Milk Rice Baked Apples

11. Taco Salad, Brown Rice, 22. Avocado and Grapefruit add to
Pudding, Vegetable Milk, Sweet Coleslaw Soy Meat Basmati Rice
Potato Pie Vegetable Milk
CHAPTER 11 HEALTH, DISEASES,
REMEDIES
“No White American (Caucasians) ever thinks that any other race (Black Folks) is wholly civilized
until he wears the white man’s clothes, eats the white man’s food, speaks the white man’s language,
and professes the white man’s religion.”

Booker T. Washington
The Lymph Glands Absorb Impurities And Protection From Disease. When There Is An Infection,
They Swell And Become Tender And Hot. They Can Be Felt With Your Fingertips.
 Common Diseases
When treating children with diseases, it is best to get liquid supplements and/or herbs. The health food
stores have many formulas with the name of the diseases they treat on the label also homeopathic
remedies have the name of the diseases on the label. Use liquid herbal extracts in vegetable glycerin
(non-alcohol, non-vinegar based). If they are not the children’s type, get the adult type and follow the
label dosage. If the children’s dosage is not indicated, use 1/3 to ½ the adult dosage based upon the
weight of the child (usually 1/3 amount). The herbs can be used singularly or in combinations of twos
or threes. You will find that most infant problems can be treated with catnip and peppermint.

ASTHMA
Spasm of the lungs (bronchial tubes) and/or swelling of lung tissue (mucous membrane). Usually, an
over stimulated nervous system and an allergic reaction causes attacks.
SEASON: Varies.
MOST SUSCEPTIBLE: Children, young adults.
SYMPTOMS:
1) Shortness of breath
2) Panting, Wheezing
3) Difficulty breathing – may hunch over to get air
TREATMENT: Elecampane and Pleurisy, Lobelia, Mullein, Avoid junk foods, white sugar, dairy, white
rice, etc.
CAUSES: Allergens such as dust, pollen, eggs, shellfish, chocolate, drugs, stress, fatigue and emotions.
DEVELOPS: Varies from a few moments to a few days.
DURATION: Attacks vary.

BRONCHIOLITIS
(Inflammation of the smaller branches of the bronchial tree leading to the lungs).
SEASON: For respiratory type winter and spring; for para influenza type, summer and fall.
MOST SUSCEPTIBLE: Those under 2 years (especially under 6 months); those with an allergy.
SYMPTOMS:
1) Cold symptoms
2) A few days later: Rapid, shallow breathing; wheezing on breathing out; 3 days with a low-
grade fever.
3) Sometimes: Chest expansion, difficult on breathing, loss of appetite, dehydration, bluish
fingertips and nails.
TREATMENT: Supplements for cough/cold/flu, Herbal cough/cold formula, Herbs – Elecampane,
Pleurisy, Coltsfoot, Rosehip, Mullein, Horehound, White Pine, Peppermint, Lemon Grass, Elderberry,
Hyssop, Lobelia, Catnip, Echinacea and Goldenseal (infection), Red Clover.
Inflammation and Fever Herbs: Cat’s Claw and Feverfew.
CAUSES: Mucous congestion, dairy, junk foods, cellular waste.
TRANSMISSION: Usually via respiratory secretions, person-to-person contact, or by contact with
contaminated household objects.
DEVELOPS In: 2 to 8 days.
Duration: Acute phase may last only 3 days, cough from 1 to 3 weeks or more.
BRONCHITIS
(Inflammation of the bronchial tree and often the trachea, or windpipe).
SEASON: Varies.
Most susceptible: Children under 4 years.
SYMPTOMS:
1) Usually: Cold symptoms.
2) Abrupt onset of: Fever, about 102ºF (38.9ºC); harsh cough, worse at night, wheezing,
bluish lips and fingernails, greenish or yellowish sputum, whistling on breathing out and periodic
coughing episodes.
TREATMENT: See Bronchiolitis
CAUSE: See Bronchiolitis
DURATION: Fever lasts 2 or 3 days; cough 1 to 2 weeks or more.

CAT SCRATCH DISEASE

SEASON: More frequent in fall and winter.
Most susceptible: Anyone, but 80% of cases occurs in those under 20.
SYMPTOMS: Usually: Swollen lymph glands under arms or in the jaw or neck 1 to 4 weeks after contact.
The glands may be tender, warm, red, hard (sometimes) and can discharge pus.
Sometimes: Fever (100.4ºF to 102.2ºF, or 38ºC to 39ºC); also, malaise, fatigue.
Occasionally: Loss of appetite, vomiting, headache. Only fever with no apparent cause and possibly
abdominal pain. Rash and red pimple at site of scratches or bite, 1 or 2 weeks before other symptoms.
TREATMENT: Red Clover, Burdock, Comfrey, Thuja, Dandelion, Vitamin A, Lysine, Vitamin C, Apply
Vitamin A, Comfrey salve and Lysine crème.
Transmission: Usually, kitten scratch, bite or lick; sometimes, older cat or other animal; rarely no
contact.
DEVELOPS in: 7 to 12 days from scratch to skin lesion (rash); then 5 to 50 days (a median of 12) to
swollen glands.
DURATION: Usually 2 to 4 months; fever about 2 weeks; gland tenderness, 4 to 6 weeks; swelling,
several months can last a year.
Prevention: Keep children away from cats, declawing the cat.

CHICKENPOX, (Varicella)
SEASON: Late winter and early spring in temperate zones.
Most susceptible: Anyone.
SYMPTOMS: Slight fever, malaise and loss of appetite. Flat red spots turn into pimples, then blister,
crust and scab and continue to develop for 3 or 4 days. Itching is usually intense.
TREATMENT: Goldenseal, Bayberry, Burdock, Origanum, Mugwort and Chickweed.
Poultice: Raw carrot (pulp or puree) Lobelia, Clay.
Transmission: Person-to-person; and airborne droplets from respiratory secretions. Very contagious
from 1 to 2 days before onset until sores get a scab (about 6 days).
DEVELOPS in: 11 to 20 days most often 14 to 16 days.
DURATION: First vesicles crust in 6 to 8 hours, scab in 24 to 48 hours; scabs last 5 to 20 days.

COLDS
(See Bronchiolitis)
CONJUNCTIVITIS
(Pinkeye)
Inflammation of the conjunctiva, the membrane lining the eyelids and the eyes.
Season: Not seasonal.
Most susceptible: Anyone.
SYMPTOMS: Can include: Bloodshot eyes; tearing; eye discharge (lids may be crusted after sleep),
burning, itching; light sensitivity. Usually begins in one eye and can go to the other.
TREATMENT: Feverfew, Cat’s Claw, Eyebright, Vitamin A, Beta Carotene and Lysine.
Cause: Many, including bacteria, chlamydia, parasites, fungi, allergens, irritants, chemicals.
TRANSMISSION: For infectious organisms, eye-hand-eye, towels, bed linens.
DEVELOPS: Quickly.
DURATION: Varies with cause; viral, 2 days to 3 weeks (can become chronic); bacterial, about 2 weeks;
others, until allergen or irritant is removed.

CROUP
TREATMENT: Use Cold remedies

DIARRHEA
TREATMENT: Arrowroot, Slippery Elm Powder and Alum Root.

EAR INFECTION
TREATMENT: Echinacea and Goldenseal, antioxidants, Vitamin A, C, and E, Lysine.

ENCEPHALITIS
(Inflammation of the brain).
SEASON: Depends on cause.
MOST SUSCEPTIBLE: Depends on cause.
SYMPTOMS: Fever, drowsiness and headache. Sometimes: Neurological impairment (confusion,
moody, swimmy head, altered consciousness, muscle weakness), progression to coma at a late stage. In
late stages, can cause a coma.
TREATMENT: Cat’s Claw, Feverfew, Echinacea and Goldenseal, Red Clover and MSM.
CAUSE: Bacteria usually a complication of another disease.
TRANSMISSION: Depends on cause.
DEVELOPMENT: Depends on cause.
DURATION: Varies.

EPIGLOTTITIS
(Inflammation of the tongue – the upper part of the larynx, or voice box)
SEASON: Winter months in temperate climates.
Most susceptible: children 2 to 4 years old.
SYMPTOMS: Sudden onset of fever over 102ºF or 38.9ºC (lower I tots under 2); drooling, difficulty
swallowing, hoarse cough (croupy in under 2’s); noisy breathing (stridor) and sore throat. Sometimes:
Protruding tongue, retractions, bluish nails and lips. Symptoms worsen rapidly. Child seems ill,
restless, agitated and irritable and wants to sit upright, will lean forward with mouth open in order to
get air. The tongue usually is extremely red and swollen.
TREATMENT: Cat’s Claw, Feverfew, and MSM
CAUSE: Bacteria most often, hemophilus influenzae (Hib); sometimes group A Streptococcus. See
Bronchiolitis.
TRANSMISSION: Can be person-to-person, or the inhalation of respiratory droplets (remote possibility).
How it develops: Uncertain.
DURATION: 4 to 7 days or longer.

FIFTH DISEASE
(Erythema Infectiosum)
SEASON: Early Spring.
MOST SUSCEPTIBLE: Children 2 to 12 years old.
SYMPTOMS: Sometimes: Fever. Rarely: Joint Pain.
1) Intense flush on face (slapped-cheek look).
2) Next day: Lacy rash on arms and legs.
3) 3 days later: Rash on inner surfaces, fingers, toes, trunk and/or buttocks.
4) Rash may reappear on and off with exposure to heat (bath water, sun) for 2 to 3 weeks, even
months.
TREATMENT: Red Clover, Echinacea and Goldenseal, Chaparral, Vitamin, A, C, E and Lysine.
CAUSE: Cellular waste, mucus congestion.
TRANSMISSION: Probably, respiratory secretions and blood; can be contagious before onset of illness.
Develops in about: 4 to 14 days but as long as 20 days.
DURATION: Initial rash, several days to a week; rash can continue to recur for weeks or months.

GASTROENTERITIS
(See Diarrhea)
TREATMENT: MSM, Cat’s Claw and Feverfew.

GERMAN MEASLES
(Rubella)
SEASON: Late winter and early spring.
Most susceptible: Any person.
SYMPTOMS: In 25% to 50% of cases – no symptoms.
1) Sometimes: Slight fever and swollen glands.
2) Small (1/10 inch) flat, reddish pink spots on face.
3) Rash spreads to body and sometimes, roof of mouth.
TREATMENT: See Chickenpox.
Cause: Cellular waste, mucus congestion.
TRANSMISSION: Can be contact or droplets from respiratory secretions. Usually contagious from a few
days before 5 to 7 days after rash appears.
Develops in: 14 to 21 days, most often 16 to 18 days.
DURATION: A few hours to 4 or 5 days.
HAND-FOOT-MOUTH DISEASE
(Vesicular stomatitis)
SEASON: Summer and fall in temperature climates.
Most susceptible: Babies and young children.
SYMPTOMS:
1) Fever; loss of appetite. Difficulty swallowing, sore throat and mouth.
2) In 2 or 3 days: Sores in mouth (which can blister).
3) Then, sores on fingers; sometimes, buttocks, feet, legs, arms, less often on face.
Treatment: See Fifth Disease.
Cause: Cellular waste, mucus congestion.
TRANSMISSION: Mouth-to-mouth, feces-to-hand-to-mouth.
Develops in: 3 to 6 days.
DURATION: About 1 week.

HERPANGIA
(Mild herpes bumps)
SEASON: Mostly summer and fall in temperate climates; any time in tropical regions.
Most susceptible: Babies and young children.
SYMPTOMS:
1) Fever: 100ºF to 104ºF, occasionally to 106ºF; (7.8ºC to 40ºC or 41.1ºC), sore throat. A
seizure caused by a fever in the beginning.
2) Painful swallowing. Sometimes: Diarrhea, loss of appetite, lethargy, abdominal pain and
vomiting.
3) Distinct grayish white papules in back of mouth or throat (5 to 10 in number) that blister and
ulcerate.
TREATMENT: See Fifth Disease – also use Lysine crème and Herbal salve.
Cause: Cellular waste.
TRANSMISSION: Mouth-to-mouth, feces-to-hand-mouth.
Develops in: 3 to 6 days.
DURATION: 4 to 7 days but healing can take 2 to 3 weeks.

HYDROPHOBIA
(Fear of water)
TREATMENT: St. John’s Wort, Skullcap, GABA, B6 and Glutamine.

IMPETIGO
(Skin inflammation)
(See Encephalitis)

INFLUENZA
(See Bronchiolitis)

KAWASAKI DISEASE
(Mucocutaneous lymph node syndrome, MLNS – swollen glands)
Season: Any.
Most susceptible: Infants and children under 5; more boys than girls, more children of Asian
(especially Japanese) than of other origin.
SYMPTOMS:
1) Fever, usually last 7 days but can be between 5 to 39 days.
2) Within 3 days of onset of fever: Skin of nose, mouth and/or throat gets red can have cracked
lips, swollen neck gland, throat swollen, strawberry colored tongue, conjunctivitis in both eyes,
with no discharge.
3) Flat red rash on body; redness and/or swelling or hardening of palms of hands and soles of
feet.
4) Palms and sores may peel during second to third week.
TREATMENT: See Cat Scratch Disease.
Cause: Cellular waste, mucus congestion, junk food, dairy.
Transmission: Unknown.
DEVELOPMENT: Unknown.
DURATION: Without treatment, fever lasts about 12 days; appetite lass and irritability can last 2 or 3
weeks. Complications last longer.

LYME DISEASE
(Borrelia burgdoferi)
Season: May 1 to November 30, with most cases in June and July.
Most susceptible: Anyone
SYMPTOMS:
1) Usually a bull’s-eye-shaped red rash (erythema migrans) where tick bite occurred; it usually
spreads in a few days and expands over days to weeks to form larger red rash.
2) Sometimes: Multiple rashes develop when it spreads. Often: After the rash, there is aching,
headache, fever, malaise, and mild neck stiffness. Sometimes as disease spreads: pains, fatigue,
aches, problems with nervous system involvement and headaches. If untreated: Chronic arthritis,
central nervous system damage and painful knees, rarely, heart damage.
3) Weeks to years later, if untreated: Deformed joints. None of these symptoms alone,
however, is diagnostic; see under Rash.
TREATMENT: See Cat Scratch Disease.
Cause: A spirochete, borrelia burgdorferi.
TRANSMISSION: Spread by the bite of a pinhead-size deer tick (carried by deer, mice and other animals)
can be caused by other ticks and flying insects. It takes 24 to 48 hours for an attached tick to transmit
Lyme disease.
Develops in: 3 to 32 days, typically 7 to 10 days.
DURATION: Without treatment, possibly years.

MENINGITIS
(Inflammation of the membranes around the brain and/or the spinal cord)
Season: Varies.
Most susceptible: Mostly infants and children under 3, usually city dwellers, African Americans and
children in day-care centers.
SYMPTOMS: Fever, bulging soft spot on head (fontanel), high-pitched cry; vomiting, drowsiness, loss of
appetite and irritability. In older children: sensitivity to light blurred vision and neurological problems
and/or stiff neck.
TREATMENT: Cat’s Claw, Feverfew, Skullcap, Eyebright, Peppermint, Catnip and MSM.
Cause: Bacteria, cellular waste.
TRANSMISSION: Can be person-to-person, possibility of direct contact through inhalation of droplets
from respiratory secretions.
Develops in: Less than 10 days.
DURATION: Varies.
MENINGOENCEPHALITIS
(Combined meningitis and encephalitis) See Meningitis.

MUMPS
Season: Late winter and spring.
Most susceptible: Anyone.
SYMPTOMS:
1) Sometimes: Vague pain, loss of appetite and fever.
2) Usually: Swelling of parotid (salivary) glands on one or both sides of jaw, below and in
front of ear; pain on chewing; ear pain; swelling of the salivary glands. No symptoms in about
30% of cases.
TREATMENT: Echinacea and Goldenseal, Witch Hazel, Shepherd’s Purse. Do not drink sodas or eat
anything with vinegar in it.
Cause: Junk food.
TRANSMISSION: Can be direct contact with respiratory secretions from 1 or 2 (but as long as 7) days
prior to onset until 9 days after.
Develops in: 16 to 18 days may be as few as 12 or as many as 25 days.
DURATION: 5 to 7 days.

NONSPECIFIC VIRAL (NSV) ILLNESSES

SEASON: Mostly summer.
Most susceptible: Young children.
SYMPTOMS: Can vary and may include: loss of appetite, diarrhea and fever. Different types of rashes.
TREATMENT: Fever: Cat’s Claw, Feverfew; Diarrhea: Arrowroot, Wild Alum Root; Skin Problems: See
Cat Scratch Disease.
Cause: Cellular waste.
TRANSMISSION: Feces-to-hand-to-mouth, possibly, mouth-to-mouth.
Develops in: 3 to 6 days.
DURATION: Usually a few days.

PERTUSSIS
(Whooping Cough)
Season: Late winter, early spring.
Most susceptible: Infants and young children.
SYMPTOMS:
1) Catarrhal stage: Cold symptoms with dry cough, irritability, and low-grade fever.
2) Paroxysmal stage 1 to 2 weeks later: Thick mucus, coughing in explosive bursts with no
breaths between. Often: Vomiting, bulging eyes and protruding tongue, exhaustion, pale or
reddened skin, sweating. Sometimes; Hernia, from coughing.
3) Recovery stage: Whooping and vomiting stops, reduced coughing, less moodiness and
improved appetite.
TREATMENT: See Bronchiolitis.
CAUSE: Bacteria.
TRANSMISSION: Can be respiratory droplets, most communicable during catarrhal stage.
Develops in: 7 to 10 days, rarely more than 2 weeks.
DURATION: Usually 6 weeks or longer.
PHARYNGITIS
See Sore Throat.

PINWORM INFECTION
(Enterobiasis)
SEASON: Not seasonal.
Most susceptible: Preschool and school age children and their mothers. Anyone that eats junk food,
meat, uses wrong food combining, dairy, or suffers from constipation or gas.
SYMPTOMS:
1. Pinworms enter and live in lower digestive tract; females lay eggs around anus and on
buttocks. They can crawl out of the rectum at night or during the day to lay eggs. The eggs cannot
hatch inside the body.
2. Itching begins around the anus. Children may cry at night; be irritable; restless and fatigued.
Check for eggs with flashlight in the middle of night or before your child wakes up. You will see a
little dark spot inside the egg. Anal area can be raw and red.
3. Occasionally, in girls, itching of the vulva. If worms enter the vagina, they can cause vaginitis
and a slight vaginal discharge.
TREATMENT: Wormwood, Black Walnut leaf or hulls, Quassia, Clove bud, Male Fern, Pomegranate
Juice.
CAUSE: A tiny (1/4 to ½ inch) grayish, thread-like parasitic worm, Enterobius vermicularis.
TRANSMISSION: Letting animals lick you in the face, walking bare foot in dirt where dogs or cats had
bowel movements, hand-to-mouth, thumb sucking after scratching or wiping or using an unclean toilet
seat. If swallowed, eggs hatch and worms move down to rectum. You can have worms and give them
to others as long as the females are laying eggs; eggs remain infective for 2 to 3 weeks.
DURATION: If you do not treat it, you can keep worms forever.

PNEUMONIA
(Inflammation of the lungs)
SEASON: Varies.
Most susceptible: Anyone.
SYMPTOMS: A child with a cold or other illness that seems to suddenly get worse. There can be
increased fever; pain; heavy mucus low; productive cough; shortness of breath; wheezy, raspy and/or
difficult breathing; chest retractions, abdominal bloating and rapid breathing.
TREATMENT: See Bronchiolitis.
Cause: Protozoa, fungus, mycoplasmas, allergens, inhalation of a chemical.
TRANSMISSION: Varies.
DEVELOPMENT: Varies.
DURATION: Varies.

RESPIRATORY
SYNCTIAL VIRUS
(RSV) ILLNESSES
(Includes pneumonia; bronchiolitis and the common cold.
SEASON: Winter and early spring in temperate climates; rainy season in the tropics.
Most susceptible: Anyone, most cases occur before age 3.
SYMPTOMS: Can be like a mild cold, pneumonia or bronchiolitis. There can be a cough; sore throat;
painful breathing; inflammation of the nose and throat, malaise, and wheezing. Sometimes: A long
pause between breathes (apnea), mostly in premature infants.
TREATMENT: See Bronchiolitis.
Cause: Cellular waste.
TRANSMISSION: Direct or close contact with respiratory secretions (fluids of others) or contaminated
articles, it takes from 3 days to 4 weeks for it to begin.
DEVELOPS in: Usually 5 to 8 days.
DURATION: Varies.

REYE SYNDROME
SEASON: Not seasonal.
Most susceptible: Children who are given aspirin during illness.
SYMPTOMS:
1) 1 to 7 days following an upper respiratory infection: Persistent vomiting every hour or two,
all day; lethargy; irritability, rapid heartbeat, confusion, and delirium.
2) Can have seizures if untreated.
TREATMENT: See Bronchiolitis.
Cause: Unknown, can be related to a reaction to aspirin.
TRANSMISSION: Unknown.
DEVELOPS In: Unknown, it seems to develop within 6 days or onset of viral infection.
DURATION: Varies.

ROCKY MOUNTAIN SPOTTED FEVER

(RMSF)
SEASON: Spring and summer.
Most susceptible: Anyone and children under 15 years old.
SYMPTOMS:
1) Fever; nausea, vomiting, muscle pain and weakness; headache. Sometimes: Abdominal
pain, cough.
2) Usually before the sixth day: Flat red sports or splotches appear on the soles of the feet and
palms, spreads to wrists, arms, legs, ankles and then the trunk.
3) Later bumps can develop. Occasionally: No rash or late-developing rash.
TREATMENT: See Encephalitis.
CAUSE: Rickettsia rickettsii.
TRANSMISSION: The bite of a tick.
DEVELOPS IN: 1 to 14 days, usually 1 week.
DURATION: Up to 3 weeks.

SORE THROAT
(See Bronhiolitis).

TETANUS
(Lockjaw)
SEASON: More frequent in warmer climates and months.
Most susceptible: Anyone.
SYMPTOMS: Localized: Spasm and increased muscle tone near the entry wound.
Generalized: Uncontrollable muscle contractions, which can arch the back, twist the neck and lock
the jaw; convulsions; children have difficulty sucking the breast and the nipple on the bottle; profuse
sweating; low-grade fever; rapid heartbeat.
TREATMENT: Cramp Bark, Catnip, Skullcap, Peppermint, Feverfew, MSM, Echinacea and Goldenseal,
Lysine.
CAUSE: Cellular waste toxins, junk food, dairy.
TRANSMISSION: Infection or contamination of a cut, scrape, puncture, burn, open skin or wound.
DEVELOPS IN: 3 days to 3 weeks but an average of 8 days.
DURATION: Several weeks.

TONSILLITIS
(See Bronchiolitis).

UPPER RESPIRATORY INFECTION (URI)

(See Bronchiolitis).

URINARY TRACT INFECTION (UTI)

TREATMENT: Cranberry Juice, Uva Ursi.

WHOOPING COUGH
(See Bronchiolitis).
DISEASE CHARTS
A COUGH: SORE THROAT:

▲ that lasts more than 2 weeks; take ▲ following exposure to someone

elecampane and pleurisy with diagnosed strep infection;
Echinacea and goldenseal, chaparral,
mullein
▲ that disturbs sleep at night; take ▲ in a child with a history of
catnip or chamomile with mullein chronic lung disease, rheumatic
fever, kidney disease; same as above
▲ that brings up blood-tinged
phlegm; take witch hazel, Alum
root, mullein, vitamin K, comfrey

A COUGH ACCOMPANIED BY: SORE THROAT ACCOMPANIED

BY:
▲ difficulty breathing; lobelia, ▲ fever over 102°F (39°C); cat’s
catnip, peppermint claw, feverfew, mullein
▲ chest pain; white willow, ▲ discomfort when swallowing;
hawthorn, elecampane witch hazel, sage, hyssop, catnip,
mullein
▲ wheezing (a whistling sound on ▲ severe difficulty swallowing,
breathing out, as in asthma); catnip, drooling; digestive enzyme, catnip,
mullein chamomile, mullein, lobelia
▲ retractions (the skin between the ▲ white spots or blisters on
ribs appears to be sucked in with each reddened throat; witch hazel,
breath); cramp bark, catnip, mullein burdock, chickweed
▲ rapid breathing; catnip mullein, ▲ swollen, or tender glands in the
lobelia neck; Echinacea, witch hazel,
shepherd’s purse
 HEALTH CONCERNS
SKIN ERUPTIONS
(Bumps, Rashes)
DISEASE SYMPTOMS SKIN DURATION
CHARACTERISTICS

ENTEROVIRA Temperature 101º Rash starts with the Five days or less
to103ºF, fever or after fever
EXANTHEMAS pharyngitis, drops; non itchy
gastrointestinal bumps on the chest
symptoms. and face and can be on
the palms and soles.

ERYTHEMA Low grade fever, Flushed cheeks; Two to Five

pharyngitis, head reticulated erythema weeks
INFECTIOSUM ache. on extremities(often
itch) exacerbated by
sunlight, pressure,
heat.

INFECTIOUS Temperature to Rash occurs in less One to Two days

101º F, malaise, than 15% of the
MONONUCLEOSIS sore throat cases. Small dark red
enlarged lymph bumps or papules on
nodes, enlarged trunk and arms.
spleen, upper Tonsillitis, enlarged
pharyngitis spleen.

ROSEOLA High fever for When fever drops, Three days or less
three to four days dark, red- dish bumps
resolving by appear on trunk spread
crisis, convulsions to neck and behind
can be caused by ears and may not
fever. appear on face or
extremities. Swollen
lymph nodes at the
back of neck. (95% in
children under 3 yrs)

RUBEOLA Temperature 103º Temperature is usually Five days or more

to104ºF, highest on the 4th day.
(MEASLES) inflammation Bumps develop on
conjunctivitis, forehead and neck,
cough small red spread to face and
spots with bluish trunk and by the third
 center on the day appear on the
mouth. feet. Rash becomes
brownish and patchy.

RUBELLA Low grade fever, Pink-red macules Less than five

eye and throat around mouth days
inflammation, spreading to trunk.
lymph nodes
behind ears are
sensitive.

SCARLET FEVER Temperature 101º Rash develops one to Five to Seven

to103ºF, for 3 to 4 two days after the days
days, headache, fever begins starts on
tonsillitis neck, underarm and
vomiting and sore chest; rapidly spreads.
throat. Skin on hands and feet
peel.

WARTS Raised, indented Common warts: Without

lesions and bumps Brownish, rough, treatment, warts
raised lesions, often resolve in 6
including genitals months to 3 years
(common warts are
not sexually
transmitted). Flat
warts: Multiple small,
slightly raised lesions,
flesh-colored to tan,
on face, neck arms,
legs. Plantar warts:
Speckled raised, or
indented sores, often
painful. Genital
warts: Soft, flesh-
colored bumps on
genitalia.
 DIAPER RASHES

TYPE SIGNS AND CAUSE

SYMPTOMS
Atopic Dermatitis Itching with redness Allergy or sensitivity

Candidal (fungal) Bright red, tender rash Candi ccandida

Dermatitis increases between albicans
abdomen and thighs, (a fungus); Candida
bumps spreading often infects a skin
uncomfortable rash usually last 3 days
or longer

Chafing Dermatitis Redness where there is Moisture rubbing

the Most friction, no
discomfort

Impetigo Bacteria

Intertrigo Poorly defined reddened Rubbing of skin on

areas where skin rubs skin
together, can ooze white
to yellowish pus, can
burn when in contact
with urine

Seborrheic Dermatitis Deep red rash, can have Cellular waste, mucus
yellow scales; may start waste, dairy, junk food
on or spread to scalp; no
discomfort
 SLEEPING DISORDER
(Wakeful at night, problems falling asleep)
Possible Causes
Age Won’t go to sleep Awakens after
going to sleep
BIRTH TO 6 MONTHS Colic, Colic, hunger, sickness,
Over-stimulated, Hunger lost pacifier, bed too
small, urinary infection,
cutting teeth, earache,
urine contacting open
sores

6 MONTHS TO15 MONTHS Fear of separation Croup, ear infection,

Use to staying up late pinworms, fever, diaper
Naps too long rash, gas, low calcium,
Low calcium allergic to blanket or
Overstimulated pillow or toy

15 MONTHS TO3 YEARS Playing a “game” Sickness, pinworms,

Fear of separation teething, refused to have
Naps too long a bowel movement
Anxiety during the day, relaxes
and has it at night, bed
too small, diaper rash

3 TO 5 YEARS Naps too long Pinworms, sickness, fell

Fears ghosts in room, out of bed
Family arguments or sex
in next room
Overstimulated

5 YEARS ON House too noisy Pinworms, seizure,

Doesn’t need much sleep sickness, full bladder
Parents fighting
Use to staying up late
 FEVERS
COMMON CAUSES OF FEVER & FEVER & SKIN SORES
SORE THROAT Cat-scratch disease
Mycotic infection
Smallpox Polyarteritis nodosa
Syphilis Rat-bite fever
Chickenpox
Coxsackie virus
Enterovirus
RARE CAUSES OF FEVER
Gingivostomatitis
Toxoplasmosis
Brucellosis (Bang’s disease)
Typhoid fever
Bubonic plague
Herpes simplex
Hemolytic-uremic syndrome
Herpangina
Kawasaki disease
Infectious mononucleosis
Malaria
Influenza
Mycotic infection
Scarlet fever
Tuberculosis Typhoid Fever
Tonsillitis

RARE CAUSES OF FEVER & RARE CAUSES OF FEVER &

SORE THROAT RASH

Diphtheria Erythema nodosum

Hand, foot & mouth disease Leptospirosis
Infectious lymphocytois Listeria monocytogenes
Peritonsillar abscess Lupus erythematosus
Retropharyngeal abscess Polyarteritis nodosa
Rat-bite fever Rickettsial diseases
Septicemia

COMMON CAUSES OF FEVER & CAUSES OF FEVER & SEVERE

RASH HEADACHE

Chickenpox Cavernous sinus thrombosis

Enterovirus Encephalitis
Erythema infectiosum Viral
Exanthems chart Herpes
Infectious mononucleosis Mump
Measles Mononucleosis
Roseola Ethmoiditis
Rubella Meningitis
Rubeola Poliomyelitis
Scarlet fever Reye’s disease

FEVER & JOINT PAIN

Arthritis
 EYESIGHT PROBLEMS
Children usually are not aware that they have vision problems. Keep in mind
that a two years old vision is usually 20/60 and gradually improves to 20/20
when they are near ten years old. Eating junk food diet and/or white sugar
and/or products with white sugar in it as well as undetected and detected
diabetes usually causes eyesight problems. The parent through observations
and alertness can identify a problem using the following suggestions:

Frowning when doing a visual task or frequent squinting (unrelated to

bright lights or sunlight).
Squinting when a light is turned on in a dimly lit room. Frequently
starring at lights.
Undue sensitivity to light.
Crusting, frequent bumps on eyelid, redness or swelling of the eyelids.
Eyelids may be crusted shut in the morning. A yellowish white or green
fluid may leak from the eyes.
Tilting the head to one side in an attempt to avoid using the weakest eye.
Continuously shutting or covering one eye.
Avoiding visual activities such as looking at books.
Unequal pupils (black center in eye) or pupils that seem a little grayish.
Normal pupils both get large in dim light and small in bright lights.
Looking at videos, DVD’s, computer monitors or TV, often causes
frequent headaches, nausea, double vision and/or dizziness.
Tends not to be able to recognize people or objects.
More than normal toddler bumping into things, stumbling and/or
clumsiness.
Often rubs eyes, which can mean the eyes, are burning, scratchy or itchy.
Eye rubbing due to sleepiness is normal.
Eyes are watery and tearful.
Eyes that bulge or jump up and down, dance or bounce rapidly.
When looking away or at a distance, the child tends to hold their body
rigid or at an angle.
Always sitting too close to the TV but this can be the child’s desire to see
things bigger.
Holding toys, objects and books close to their face.
 Eyes that do not move together at the same time (unison) or look
mismatched or crossed.
Problems distinguishing colors. Keep in mind that children usually
cannot identify colors.
APPENDICITIS SYMPTOMS
Appendicitis symptoms are usually the same as an upset stomach. The
discomfort and pain starts around the navel and gradually moves to the lower
right abdomen. If the appendix is located in a different area of the intestines,
the pain can be in the wrong place such as the back. The area of pain is
tender when touched and can cause the child to walk bent over or limp.
There is usually loss of appetite, irritability and the child is easily upset.
After the pain starts there can be vomiting. Vomiting before the pain starts is
usually caused by a stomachache or inflammation of the stomach and/or
intestines. There can be scant, non-watery diarrhea, gas and a low-grade
fever of 100ºF to 101ºF (38ºC to 38.5ºC). If the pain stops after several
hours, it could mean a burst appendix. The best cure is prevention; avoid
junk foods, cheese, dairy, meats, and sodas, eating late, wrong food
combinations, worms and constipation. If appendicitis is suspected, use Cat’s
Claw, Feverfew, MSM, Witch Hazel, Shepherd’s Purse, Echinacea and
Goldenseal.
 BOWEL MOVEMENT
SIZE AND SHAPE
A raw food and/or high fiber diet usually has bulkier stools, stools that
can float which may be somewhat mushy. Hard firm stools can indicate a
lack of fiber and inadequate water consumption. Worm-like, narrow, or
ribbon shaped stools can indicate a blockage in the colon or hemorrhoids,
especially if there is abdominal upset or distress or a lot of groaning or
moaning.

Change in bowel regularity or habits can be a sign of emotional stress, a

change in diet, depression, unsteady eating schedule, constipation, low to
high fiber or stomach distress. It is associated as a warning sign of
cancer.

CONSISTENCY
If stools are hard and dry, the transient time is too slow or the digestive
enzymes are too weak or the system is too alkaline. If the stools are
watery and loose, the transient time is too fast or the system is too acidic
or there is stress.

COLOR
Medium brown stools are normal. Vegetarians’ stools are lighter and
smell like vegetables. Meat eaters’ stools are darker and have a foul,
sulfur like smell. Black tarry looking stools indicate bleeding in the
digestive tract. Yellowish stools indicate problems digesting fats. Gray
or chalky stools indicate a medical problem.

HEARING PROBLEMS

Children tend to be inattentive, lack auditory attentiveness, listen to their

imagination or a song, they hum while playing, listen to the food they are
chewing and have selective listening. In other words, they sometimes only
hear half of what their parents are saying. Children tend to play music, TV
and videos too loud. Most children will damage their ears before they are
eighteen years old if their parents do not insist that they “turn it down” (lower
the volume) all the time. Loud sounds convert into a harmful addicting
chemical in the body resulting in “Loud Sound Addiction.” The child with a
hearing problem can be detected by using the following:

When not facing the speaker directly they tend to miss what’s being
spoken. Children instinctively learn how to lip read so they can
understand what is being said when facing the speaker. If the speaker
talks to them from the rear or the side, the child misses part of what is
spoken.

Seems to miss auditory and verbal cues.

Use a limited vocabulary because they miss a lot of things said. This may
cause the child to be labeled as a “slow learner” (See Infant to Toddler
Learning).

Problems or lack of ability to hear low pitched sounds (i.e. clock ticking).

Complains about their ears ringing or ear pain.

During pregnancy, the mother was exposed to Rubella or Cytomegalvirus

(CMV) during the first trimester.

Has difficulty telling the difference between tonal nuances – a sad, angry
or joking tone to your voice.

Problems distinguishing the differences between similar sounding words

(blue and you, door and store, cake, lake, fake and shake or sue and
shoe). The words that begin with “s”, “sh”, or “f” give them problems.
They were born with facial or ear abnormalities or diagnosed as having
Franconi Syndrome.

They had an illness that could have damaged the ear (i.e. Meningitis) or
were given drugs that damaged the ear (i.e. Gentamicin).

Tends to miss what others are saying.

Does not answer if you talk softly.

Inability to follow directions.

Favors an ear when turning towards a sound.

The child tends to have problems singing along, clapping or moving in

rhythm to sounds or music.

Does not notice or respond to timer buzzer, birds singing, telephone or

doorbell ringing, or outside noise (sirens, howling wind, lightning).

Gives an inappropriate answer to questions, “Do you want the book?”

“No, I do not want to look.”
CHOKING
Children may have a full set of teeth (usually in the third year). However,
chewing and swallowing is a developmental task. They have not completely
mastered it and tend to choke because their mind wanders, they have not
coordinated tongue and teeth movements, have bitten their tongue and chew
to avoid it, gulp their food down, swallow air while chewing, eat and run,
rush to chew, do not chew the food completely and try to swallow without
chewing. Listed below are a few suggestions to eliminate choking:

Make your child sit down to eat.

Slice soy hotdogs lengthwise.
Peel and remove pits or seeds of cherries or grapes.
Cut raw apples or carrots into strips or thin slices.
Do not let them eat a spoonful of nut butters (peanut butter will clog the
throat).
Squash chickpeas or beans or soak hard raisins (best to buy the moist soft
ones).
Do not allow laughing, singing, giggling or talking with a mouth full of
food. The parent should follow this rule in order for the child to follow it.
Avoid marshmallows, hard candies, nuts, firm biscuits, hard cookies,
popcorn, etc.
Do not let the child stuff their mouth full of food.
Do not allow the child to eat a food that can be choked on while in the
car.

GENITAL PROBLEMS AND BOYS

The most common problem is the undescended testicles (Cryptorchidism). A

testicle or testicles that fails to descend down into the scrotum, it cannot be
felt in the scrotum. This condition usually occurs with premature births. It is
usually the right testicle. If it does not descend by the time the child is one
year old, then it may require surgery or hormone treatment.

It may appear as though there is an undescended testicle when it is a retractile

one (moves up and down). The best time to observe whether the testicle is
retractile is during a warm bath. The warmth will cause the testicle to
descend while cold water (room or weather) causes the testicles to ascend. If
the testicle comes down into the scrotum during a warm bath, it is okay.
Retractile testicles settle permanently in the scrotum after puberty and do not
need treatment.

Another problem is the blockage or impeded urinary flow

(Meatalstenosis). It is common in boys who are circumcised. It
usually causes urinating difficulties, repeated urinary tract
infections, a narrow urinary stream and/or dribbling or slow
urination. During circumcision, the tip of the penis can get irritated
and develop scar tissue that blocks or impedes urination.

VACCINATIONS/IMMUNIZATIONS

Vaccinations are harmful and cause many diseases. If you are requested by
an agency or institution to take a vaccination and you refuse; you must give
them a declaration of vaccination exemption. Make copies of the
Vaccination Exemption form and give it to them.

AFFIDAVIT
DECLARATION OF VACCINATION EXEMPTION
“EXEMPTION FROM IMMUNIZATION”, I hereby declare that I as guardian/parent/adult having
responsibility for myself/child named herein

withhold my consent and let it be known that said adult/minor is exempted from any and all
vaccinations on the grounds that such is contrary to my personal beliefs.

Immunizations Of A Person Shall Not Be Required For Employment, Admission To A School Or

Other Institution…If The Guardian, Parent, Or Adult Who Has Assumed Responsibility For His Or Her
Custody And Care In The Case Of A Minor, The Person Must File With The Government Authority, A
Letter Or Affidavit Stating That Such Vaccination Is Contrary To His/Her Beliefs…

Any institution, school or medical authority which tries to enforce vaccination on children or anyone
else is in violation of the laws of the United States and may be subject to prosecution.

Amendment 14 of the United States Constitution:

“No state shall make or impose any law which shall abridge the privileges or immunities of the citizens
of the United States, nor shall any state deprive any person of life, liberty or property.”

Amendment 4 of the United States Constitution:

“The right of the people to be secure in their persons shall not be violated.”

INTERNATIONAL VACCINATION EXEMPTION (Can use for travel)

Exemption has been ratified and approved by all United Nations members under WORLD HEALTH
ORGANIZATION International Sanitary Regulations Article 83, Chapter IV; “Each individual has the
right of vaccination exemption.”

Subscribed And Affirmed To And Before Me On This ______ Day Of

_________________________________, 20______.

SIGNATURE AND DATE

_____________________________________________
NOTARY PUBLIC
COMMISSION EXPRIES

_____________________________________________
 CHAPTER 12 ONCE UPON A
TIME
“Our children are our future and as such they are the most valuable resource of our culture.”

Dr. Gloria Peace

 HARMFUL EFFECTS OF WHITE FAIRY TALES
ON BLACK CHILDREN
Caucasians fairy tales/children’s stories and nursery rhymes were written for
Caucasians by Caucasians. The purpose of the fairy tales is to emotionally
attach the child to Caucasian culture. Fairy tales program the child with
Caucasian logic, morals, rituals and ceremonies, values, standards, ethics,
social and sexual behaviors and violence. A Black child with a White Mental
program cannot access their Black intelligence. Once the child is
psychologically hardwired, a new program (African culture) will be hard to
understand, difficult to accept, be questioned and given less respect and
distorted. The first program, (Caucasian thought and behavior program) will
be the normal standard and used to understand and measure the validity of the
African program (African culture).

The fairy tales are a method to program the Black child into having a White
consciousness and sub-consciousness. They are “seasonin” the child into a
Caucasian mindset. Fairy tales and nursery rhymes are derived from ancient
Greek and Roman myths and folklore. Instead of Latin names the characters
have English and German names. The Black child learns the Caucasian
worldview (cosmology), rituals, ceremonies, rewards, punishments, how to
act and react and begins to distort and modify their African character logic so
that it will fit into a Caucasian culture’s character logic. Thus, they gradually
become programmed with a dysfunctional African personality and functional
Caucasian personality.

The fairy tales and nursery rhymes are written oral stories that were originally
told amongst ancient primitive Caucasian ethnic groups, clans and tribes.
Their folklore scientists (social engineers), philologists and mythologists
collected various nursery rhymes and fairy tales and put them in books.
Jakob Ludwig Grimm (1785-1863) and Wilhelm Karl Grimm (1786-1859)
collected stories that ancient Caucasians told to each other. They compiled
the book Grimms Fairy Tales. The author, Basil (1637 in Italy) compiled
various ancient Caucasian stories and named them Mother Goose. Mother
Goose was transliterated by Charles Perault (1697, France). These stories
have many versions, which have been revised, modified and changed and put
into the English language in 1729. The Three Bears (1834) by Robert
Southey is another ancient Caucasian story that subliminally (subconscious
awareness) engineers the Black Children’s mind and behavior. The stories
teach the child Caucasian culture and how to manipulate others, to steal, be
disobedient, how to dream, be superstitious, to do Caucasian rituals, to value
winning above morality, use inappropriate parenting skills, to be a liar, to
want and eat junk food and sweets, that killing animals is a sport and to run
away from home.

The fairy tales have a story pattern and subconsciously the child learns to act
out their life according to the life of the fairy tale characters. If you have ever
wondered why some adults act like they are immature or don’t want to grow
up and be responsible, look at the fairy tales. This type of dysfunctional adult
has the Peter Pan Syndrome or the Alice In Wonderland Syndrome (never,
never, never-land, never grow up). The patterns of the stories are:

1) FALL OF CHARACTER –character has a problem that has caused an

obstacle or a change and/or failure in their life.

2) ATONEMENT-character seeks a solution to the problem and has to

overcome or to defeat an enemy.

3) NEED SUPERNATURAL MIRACLE-character seeks special person,

superhero, genie, savior or item, magic, good fairy or witch and/or magic
to become happy, successful, rich and normal.

The fairy tales have common ingredients such as:

q Single women have children

q Magic (words, coins, etc.) will save you (i.e. lottery, talk shows,
psychic hotline)
q Poor people/poor elves live to serve the rich
q Have sex with someone if they dress good (i.e. prince or princess
that wears designer clothes and expensive shoes)
q Married couples are miserable and usually childless (it is best to be
single)
q Women want men for their money (king’s gold, gold diggers)
q Stay in bad relationships (widower married to stepmother who
abuses his children)
q No extended families
q Black is evil, White is good
q God does not exit for happy people (stories never mention God)
q Spirits are evil (spirituality is bad = African culture is bad)
q Sex symbolism
q Evil is successful without magic and goodness, good needs magic
to be successful
q Marry a stranger for money or power not character
q Candy, cake and sweets are rewards and make you happy
q Meat eating is normal
q Man’s deceased first wife subconscious is resurrected as evil
stepmother (true nature of women is evil)
q Sacrifice children for wealth (successful career)
q Men are sexually wolves (sex predators)
q Child abuse is normal
q Poor parenting skills are normal
q Thieves and liars are successful
q Ancestors are not part of the family
q Straight hair and Caucasian facial features are beautiful
q Beautiful people are good and ugly people are evil (buy expensive
jewelry and clothes to make yourself beautiful = good)
q Women are not interested in sex = men always want sex because
women have charm and beauty
q Dysfunctional families are normal
q Violence is normal
q No wisdom given by the elderly relatives

Fairy tales use a story form (pattern) called “The Chase.” In “The Chase,”
the character is chasing after success or the perfect life (self-actualization).
The cartoons (animated fairy tales) such as The Road Runner and Wally
Coyote, Tom and Jerry (cat and mouse), Flintstones, Bugs Bunny, Woody the
Woodpecker, Scooby Doo, Butt Head and Beavis and Daffy Duck
(represents a stupid Black person) use the chase; while Batman, Superman
and Spiderman focus on a prophet who will save you. Chase themes are in
movies such as: Men In Black, Star Wars, Tarzan, Titanic, Malcolm X and
The Wild Wild West. “The Chase” theme is the format for Talk Shows
(Jerry Springer, Oprah, Montel, etc.), Music videos, professional wrestling,
Soap Operas and Commercials such as: Ronald McDonald and the Breakfast
cereal commercials. The Talk show host helps a guest to overcome a
problem or chase after a solution to problems (hunger, money, stressors, bad
behavior, negative emotions, sex problems, social problems, etc.). “The
Chase” theme is fairy tale based.

The breakfast and fast food commercials use clowns and fairy tale type
characters, which appeal to infantilism (Peter Pan Syndrome). They
emotionally take you down memory lane (back to your past life as a child)
and subliminally satisfy the need to be nurtured or escape adult life. The
commercials subliminally cause consumers to emotionally live a fantasy life
of happiness with the fairy tale type characters. Fairy tales are a propaganda
(political and social) tool and used in a ‘military logic’ fashion to reinforce
and maintain Caucasian cultural values and White Domination and the belief
of White Supremacy protected by White Racism and supported by Asian and
Hispanic Racism.

The Caucasian civilization spends more dollars on media (fantasy

commercial fairy tale characters) than on its military. The military maintains
its power and attacks (makes wars to maintain peace) those who they classify
as a terrorist or are classified as operating against their peaceful economic
interest. However, the new weapon of the Caucasians is subliminal fairy tale
fantasy propaganda, which is used to seize the mind of Black children and
adults. Caucasians spend 3 to 4 times more money on the media of television
shows (make believe-fantasy), commercials and movies that use exclusively
fairy tale themes. They have invaded Africa with fantasy characters (fairy
tales, movies, commercials). Their fairy tale fantasy invades the mind while
the military invades the country. Media (fantasy) is the new military of
Caucasians. An examination of the overt and hidden subliminal messages
communicated to Black children in these fantasy stories can reveal their true
effect on the mind.

The Africans in Africa, Africans in America and the Diaspora have African
centered children’s stories (fairy tales) that teach the child Maat (truth,
justice, balance, reciprocity, righteousness, the real from the unreal, right
from wrong, respect, etc.). They teach respect for the privilege to love God
and the importance of culture and family as well as respect for the ancestors
and Mother Earth (nature’s balance = ecology). The stories present a variety
of problems and a variety of the African Maat solutions.

The African children’s stories usually have major themes:

1) A message gets changed and a character has to seek the true
message
2) Rebirth (Rites of Passage) of a character teaches various
solutions to problems
3) A mixture of 1 and 2
4) The use of Maat will solve problems (i.e., Ashanti Spider
Stories, Aesop’s Fables)

An African ethnic group called the Hottentots has many stories. One story is
about the moon (unseen heavenly power) giving a message to a rabbit to tell
Adam (Osiris) and Eve (Isis). The rabbit forgets the correct message and tells
them a lie. The moon learns of the error and throws a stick (Rod of
Righteousness) at the rabbit and splits its lip. Therefore, the child is told not
to seek wisdom from those who lie.

The Maasai of Botswana, Kalahari Desert and Southern Rhodesia have a

children’s story about a turtle and rabbit that were told by God to tell man he
will live forever. The fast moving rabbit runs to man and reaches him before
the turtle. The rabbit with his bad memory forgets part of the message and
tells man a lie instead of the truth. The turtle with the correct message gets to
man after the rabbit. This caused man to lose his immortality. Therefore,
man became doomed to solve his earthly problems by himself.

Ancient Greek and Roman myths and Caucasian fairy tales are distorted
versions of the series of African Egyptian mythological stories about the
children, Osiris and Seth, who are brothers and their sisters, Isis and
Nepthys. The brothers and sisters represent attributes of God. It is a long
story about how and why these brothers and sisters maintain Maat, family
and Godly values in the face of negative forces outside and inside the family.
It also contains the African spirituality construct.
The Africans in America that live on the Carolina Sea Islands, Upotos of the
Congo and Gallas of East Africa have stories about a bird bringing mortal life
and immortal life to man. The stories are built upon the Egyptian Osirian
stories. African stories have a common connection and that is to demonstrate
what is Maat, how to use Maat in social life and how to use Maat to solve
problems. The stories are designed to emotionally bond African children to
African culture.

The Caucasian culture’s children stories are totally different, culturally

abrasive and can be psychologically and emotionally harmful to Black
children. They can addict children to white culture and sugary sweets. They
do not reflect a Godly relationship with one’s spirit and soul. For example, in
Little Red Riding Hood, the little girl’s mother abuses her by sending her into
the woods where predatory, man-eating wolves live. The little girl is
disobedient to her mother. She goes off the trail, which her mother told her
to stay on. Little Red Riding Hood talks to the wolf (a total stranger) and
tells the wolf she is going to her sick grandmother’s house. She should not
talk to strangers, but does. She wears a red hood. The hood symbolically
represents deceit and the hiding of something. Red in Caucasian culture
means fertile – sexually active. Consequently, Caucasian women wear red
lipstick, red nail polish, red underwear, red shoes (Dorothy in “Wizard of
Oz”), the areas of prostitution in cities where sex is sold is called the red light
(sex) districts, etc.

The grandmother in the story is obviously senile as she leaves the door to her
house open and has forgotten that wild wolves roam live in the forest and can
come in the open door. The grandmother has poor hearing and cannot
distinguish a wolf’s voice from that of Little Red Riding Hood. When Little
Red Riding Hood arrives at her grandmother’s with a basket of food and
sweets and a bottle of wine, she cannot recognize (poor eyesight) the
difference between a wolf and her grandmother.
The story does not seem to make sense to the conscious mind because it is
emotional and aimed at the subconscious mind. The wolf is symbolic of
men. Men are wolves that seek sex. Men are dogs and want to rape virgin
young girls. Girls want a man to be virile and be a sexually aggressive stud.
However, when a man is sexually aggressive towards them, they are insulted
and call the man a dog (wolf). If a man is kind and gentle like a sheep, then
he is a wolf in sheep’s clothing. This means that men are deceitful. If a man
whistles at an attractive lady, then he is acting like a wolf – it’s a wolf’s
whistle.

A hunter appears in the story with a rifle. The rifle is symbolically a man’s
penis. This means that a man’s penis will save Little Red Riding Hood from
her whore – like sexual urges. Therefore, the idea is promoted that the next
man is always better than the last man and that females are trapped into
sexual relationships by sexually aggressive dogs (men). The wolf dresses up
like a drag queen to protect his virginity from hot (red – hot = red hood)
Little Red Riding Hood. The hunter impregnates the drag queen (wolf) and
the wolf drag queen has rocks (symbolic baby). The rock symbolizes a baby
born by a woman. The woman (Eve) gave birth to the loss of man’s
immortality (eating the Apple in the Garden of Eden). The hunter skins the
wolf and takes his fur (virility). Skinning or scalping people such as the
American Indians symbolically means that their virility and soul are stolen
because of an evil woman. After the murder of the wolf, the grandmother
gets drunk (alcohol is called spirits). The wine bottle is symbolically a penis
that gives the grandmother her true spirit (sexual awakening).

This story programs Black boys to be promiscuous wolves and Black girls to
want to be in competition with other females and in conflict with their
mothers. It can subconsciously cause girls to want the latest fashion in order
to be sexy hunters of the penis that will save them from the evilness of being
a woman with sinful menstruating vagina (means false hole).

The story Cinderella has many mixed messages and emotional themes. It
symbolically suggests that dirt (cinder is black ash dirt from burnt wood)
poor people can be saved from poverty by the rich, money, expensive clothes,
shoes, magic (prophet, lottery), sex and that women are naturally dirty (evil)
etc. Cinderella is a story about child abuse. The father is obsessed with love
for his wife’s sexuality and lets her abuse his child. It teaches the child that
the woman’s vagina will get her anything because Cinderella can only be
saved from this parental abuse by being dressed in the latest, expensive
clothes in order to sell her sexuality.
In the story, the personality and character development of the prince is never
discussed. Therefore, the story implies that if a man dresses nice (expensive
clothes, shoes) and has money, he can have sex with women. The fairy
godmother in the story did not try to correct the father’s behavior or put the
mother and father in marriage counseling so that they would be better parents
to Cinderella. The story projects the idea that being wealthy will save you
from abuse and solve your problems. The story makes ugly people evil with
dark hair (Black). The prince picks a wife as if she is an object or
commodity. The story indicates that women are valued the same as a slave,
horse or ornament and are sex candy for men. It also implies that women
should not trust other women (stepmother, female friend or a sister). The
stepmother and daughters ask for forgiveness for being abusive to
Cinderella. It is denied, this subconsciously means that women must be
punished for their sins and menstruation (bleeding) is the punishment for her
original sin. The story implies that people should not be rehabilitated but
punished. This culturally justifies prisons and prisoners.

The stories and rhymes can use a variation of the Adam and Eve in the
Garden of Eden theme. One interpretation has it that Adam desired the same
knowledge as God. Therefore, he ate the apple that Eve gave. This caused
Adam to fall from the grace of God and lose his immortality. In the
children’s rhyme, Jack (Adam) and Jill (Eve) climbed up a hill (symbolic of
Eden, Mountain where the gods lived = Mount Olympus) and got water
(symbolic apple, Ambrosia/Elixir of Life = Fountain of Youth water) from
the well, then Jack fell down and burst his head and lost his immortality. His
head wound was bandaged by Dame Nog (noggin = head). Eggnog is an
alcoholic drink symbolic of the Fountain of Youth/Ambrosia water =
youthful sexual ability.

The Fountain of Youth (Apple = young forever/immortality) is subliminally

associated with a rise in sex hormones (puberty), which causes the sex drive
and the need to have sex (sew your oats). The early Caucasian explorers
were searching for the Fountain of Youth (i.e. Ponce de Leon). Drugs were
originally sold because they promised youthful sex abilities. For example,
chocolate was sold because it contains the sex stimulating theobromine drug,
cocaine was sold because it was believed to cause hypersex, heroin was
believed to increase sexual stamina and drinking alcohol was believed to
make having sexual conquest easier because it causes the loss of self-control
and the loss of inhibitions and morals. The cosmetic facial crèmes, exercise
gyms and equipment and hair dyes are sold because they are symbolic of
maintaining youthful sexual ability. Youthful sexual ability is promised by
herbs, vitamins, crèmes and drugs. The children’s stories and rhymes are
usually the child’s first introduction to the subliminal concept that
youthfulness is sexy and gets you sex, success and wealth.

The stories and rhymes have characters seeking magic and/or wealth (apple,
golden eggs, Midas touch, etc.). The 3 Bears, 3 pigs and the Wizard of Oz
three characters (Lion, Straw man and Tin man) are associated with a hero
that possesses power of some type. The emotional message is that power can
give you youthfulness. Youthfulness gives you a license to have
promiscuous sex (sew your oats).

Shoes are usually associated with women and sex. For example, the Wizard
of Oz’s, Dorothy’s Rites of Passage (Yellow Brick Road adventure) to
womanhood (sexually fertile) = red shoe, Cinderella seeking a prince to
marry and have sex with = glass shoe and the hypersex single woman that
lived in a shoe could not stop having sex and children. These stories cause
women to emotionally associate sexual ability with shoes; they often own an
excessive amount of shoes. This demonstrates the subliminal effect of the
stories.

The stories and rhymes are advertisements for Caucasian culture. They sell
the Caucasian culture to the Black child. Advertisements work; that is why
businesses use them. They spend more money on advertising than the worth
of their product. Countries advertise their power by using war. Their ability
to win wars attracts other countries businesses (wealth). An example of the
power of advertisement is the story about a man who had a business. He said
advertisement was an unnecessary business expense and he refused to
advertise. He eventually had to go out of business because of a lack of
enough customers, so he advertised in the newspaper “Business for Sale.”
Caucasian culture uses children stories as advertisements for their culture.
They use media, computer games, sex movies, text books, religions, school
and children’s stories to sell their culture.
The earlier you condition a Black child’s conscious and subconscious mind
and emotions with a fairy tale and nursery rhyme program the better. The
earlier the stories are told the more tightly bound the emotional, junk food
diet, physical image and behaviors of the Caucasian characters are imprinted
on the mind. The more the stories are repeated the stronger the Caucasian
cultural impression. The adult story teller’s voice quality, inflection, voice
tone, tension and facial expressions emotionally attach the child to the fairy
tale so completely that they will mimic the story teller’s voice tones used
when expressing anger or talking about sex, joy, stealing, deceit and lies.
The child will subliminally copy the fairy tale characters culture. The fairy
tales become hard wired to the electrical circuit of the child’s brain and any
aggressive attempt to free the child from the Caucasian culture’s ideals
(cosmology) further bonds them to it. The fairy tales sell them emotional
stocks in Caucasian culture that makes them bond to the Caucasian culture =
livestock (slaves) in bondage (chains) = stocks and bonds. Fairy tale jingles,
rhymes and songs are repeatedly hummed and sung by Black children, which
makes a negative subconscious impression and gives the child an emotionally
soothing cultural effect. Along with the effect, comes the Caucasian
mindset. The child becomes possessed by the spirit of the themes of the
stories and the characters. They become alienated from African culture and
aliens. Aliens only serve aliens. The child is created into an Afropean (Black
skin with a white culture’s mind).

The Caucasian fairy tales and children’s poems, songs and rhymes
subliminally program the future adult behavior of the child. When the child
matures, they become Black women that meet Black men who are either sex
hunters, wolves (dogs), Prince Charmings, Peter Pan, men that think they
possess magical words (good rappers), rapist (Frog Prince) men that allow
themselves to be dominated (like the husband in Hansel and Gretel or
Cinderella), homosexuals, and some men become homosexuals or drag
queens that are wolves for other men. Conversely, Black men will meet
Black women who are Cinderellas, that are looking for Prince Charmings, or
the Princesses type (dress nicely), submissive (allow men to choose them =
Goldilocks), woman who want to rescue the man from his childishness and
raise the man (Little Red Riding Hood Syndrome), gold diggers types (marry
men because they have a good job not because the man is a good person), or
subconsciously choose to be a single female parent that has had a series of
bad relationships that have left her with a series of abortions or children (Old
Lady That Lives In A Shoe), etc.

The Caucasian fairy tale programmed Black adults will have an altered
reality and live a life that follows the fairy tale themes and characters. The
unreal fairy tale story and their real life story become one and the same.
They dress for sexual intercourse like fairy tale characters. The women may
wear red (Little Red Riding Hood). This Caucasian culture’s fairy tale
cultural program emotionally influences their sexual positions and erotic
sexually arousing areas of the body.

Fairy tales consistently show pictures of white sugary sweets, talk about
sweets and use sweets to reward good behavior. The child is subconsciously
programmed to associate white sugar with fun, happiness, family, sex and
love. White sugar, candy, cookies, pies and cakes are in numerous stories
such as Hansel and Gretel, Christmas, Halloween and Thanksgiving stories,
the Ginger Bread Boy, etc. Sugar addiction is created by the stories. The
only solution to Black folks having Fairy Tale Syndrome is not to tell
Caucasian fairy tales to Black children. The stories subliminally and
emotionally will cause an aspect of the child’s mind, behaviors, feelings and
life to be dysfunctional. “Once Upon A Time” Black folks only told African
stories to African children. Now, is the time to return back to that “Once
Upon a Time” so that we can save our children in this time.
 CHAPTER 13 HEALTHY
BONDING
The way you bring up a child is the way it grows up.
Swahili proverb
 HEALTHY BONDING
Bonding for the child is biochemical, hormonal, cultural and has a cyclic task
like motion. An example of healthy bonding and good parenting protocols are
as follows:

1. When talking to the child or listening to the child, be calm, hold

(embrace) the child or look the child in the eyes and smile.
2. When you talk to the child, ask the child to listen.
3. Give the child instructions in action words. (“Put on your shoes, please,”
or “Let’s go see the lion”)
4. Then ask the child to repeat instructions with you. Saying instructions
together assists bonding.
5. Model the task or perform the task with the child until they master it
unsupervised.
6. Thank the child for his/her good actions.

In the bonding process, the thought process of a child causes them to see
words as properties of a behavior, to a child words are a picture, words are a
living actuality and words are abstract symbols. They understand that word
and action are combined as one task and one motion. Thoughts are
synonymous with action. This helps the child to conceptualize the bond of
words with life. The child conceptualizes that words and action are one. In
other words, learning and doing are one task.

The child’s thought process should be used as the standard for

communicating with and understanding the child. Their body goes through
obvious changes. In some cases the legs, arms, torso, hands, feet, toes,
fingers, nose, internal organs, ears, eyes and bone structure as well as
emotions and intellect may grow out of proportion or sporadically or in
synchronized harmony. Growth is physical while mental and spiritual
development may not be apparent. However, emotional growth, spiritual
growth, intellectual growth and physical growth influence the parent/child
bond.

Mental, emotional and spiritual Africentric growth is not given importance by

parents suffering from a Caucasian mis-education. Bonding is made
dysfunctional by junk foods, the absence of breastfeeding poor parenting
skills, absence of African culture, and a poor relationship between the mother
and father. Junk foods cause nutritional restraints, which nutritionally limit
the range of thoughts and behaviors. The bond restraining junk food diet
makes the child’s growth and development dysfunctional. The child’s brain
function is altered. Junk food and cow’s milk causes sub-clinical malnutrition
and reduces the brain’s ability to function. This makes the child
dysfunctional.

BONDING REPAIR REMEDIES

Bond Damage is a dis-ease and, as such, it can be treated. The accumulation
of damaged thoughts, words, behaviors, moods, spirituality, and parental
relationship is imprinted in the emotions, subconscious and conscious
personality. This personality distortion can be changed by a healing. A
bonding-healing crisis has the signs and symptoms of a dis-ease. A dis-ease is
the body’s attempt to be well. Dis-ease is merely the spirit, mind and body’s
attempt to rid itself of a harmful toxin, such as a Bonding Disease. The
healing crisis may cause the child to have anger towards the parents or
parenting, or the child may reject African centered activities, they may
withdraw from parent/child activities, or have episodes of confusion,
emotional instability, or act lost or become disturbed during nurturing and
parental loving behavior.

The bond damaged child must go through a redefinition of self, parents,

culture, and spirit. The child has to become accustomed to new feelings and
concepts. The following bond healing protocol will help to develop an
acceptance of healing by the Bond-damaged parent, adult, family and/or
child. Added to this, the Bond-damaged child or adult must learn to defend
themselves from the constant reinforcement of Bond Damage that is built into
their Europeanized social lifestyle, entertainment medias and male/female
relationships. The bond damaged parent, child and affected individuals must
be nurtured while they go through healing.
 REMEDY AND PREVENTION LIST
Ideally a bond damaged infant should be carried close to the naked breast
whenever possible. Use a sling to carry the child. Do not use strollers.

Do not bottle feed; Breast Feeding is a must.

Do not use Caucasian culture’s dolls, toys or games. Do not use cages
such as playpens or cribs. The Black child is made a prisoner by cribs and
playpens. They emotionally cause the child to easily accept caged schools
with metal detectors, iron bars at windows, jails and police patrols in the
building. They restrict thoughts, emotions and the crawling activity of the
child.
Do not use leashes or body harness to walk the child. (This is how
animals or trained dogs are treated.)

Use natural foods, vegetable milk substitutes and a vegetarian diet.

Avoid Caucasian culturally focused nursery school, preschool, day care

and other baby-sitting services until Bonding has been established. Use
African culturally oriented services and people.

Avoid hospital delivery. Use natural home birth. Do not sexually abuse
the child by playing sexual and/or violent music, music videos, computer
games, television programs or movies in the child’s presence.

Engage in storytelling. (Read African centered stories) Play cultural

music, put African (includes African American) artwork and pictures in
the home.

No acts of physical, verbal or spiritual violence or cursing at the child or

in the child’s presence.

Do not call the child bad, stupid, dumb, hardheaded, or a liar.

Sing African songs to the child.

 Allow the family to bond with family activities. In some African cultures,
after birth the bonding mother and child are alone for up to two weeks
and during that period the mother is the only one allowed to handle the
child. If the child is handled, it is by an adult, parent or child family
member. Usually a female family member will assist the mother of a
newborn. A family member, as well as the family, are essentials for the
bonding remedy process.

The remedies and preventive measures chosen from the list vary according to
whether the adult has European culturally centered family/friends or
dysfunctional family/friends or is a single adult parent. The bond damage
remedies can be used for children, prisoners, recovering addicts, teenagers,
etc. They can be used one on one or in a group healing process or family
healing process. It should be noted that burial of the dead according to
African cultures’ ceremonies and rituals helps the person see and feel the
bonding imperative in their life. A Bond-Damaged Black child is
dysfunctional and grows up to become a dysfunctional adult.

BONDING DISEASE SYMPTOMS

There are major and minor signs and symptoms of Bonding Disease. The
following are a few generalized symptoms that can help identify the need for
Bonding Remedies.

ACUTE BONDING DAMAGED DISEASE PERSON:

mistakes ancestral spirits for dangerous ghosts
is easily agitated about dressing in African clothing or hearing negative
remarks about whites or lacks African cultural social skills
has mood swings
fails to complete cyclic task in time
fails to have a working rhythm

SUB-ACUTE BOND DAMAGED DISEASE PERSON:

has opposite sex relationship problems
is under-reactive or has no emotional connection to African culture or
Africentricity
 is under-reactive to White Racism
all of Acute symptoms

CHRONIC BOND DAMAGED DISEASE PERSON:

mixes African culture with Caucasian (celebrates White holidays
and Kwanzaa)
confuses spirituality with religion
speaks excessively logical and concrete and does not use spiritual
terms
lacks improvisational skills
straightens their hair and men cut their hair very short so kinks won’t be
apparent – this is called a neat haircut
all of the Acute and Sub-acute symptoms
they believe all races think alike
they believe all races are the same

DEGENERATIVE BOND DAMAGED PERSON

believes they are one with all races; excuses the Caucasian race’s
behavior

lacks rhythm

gets angry and upset when negative words are said about White folks or
prefers to protest truthful statements about the White Supremacy behavior
of White folks (defends White folks)

dates White folks and socializes with them in preference to own race

all of Acute, Sub-Acute, and Chronic symptoms

 AFRICAN FAMILY RELATIONSHIP
The African family serves Maat. A few of the principles of Maat are: I shall
not pollute myself with junk food and I will be balanced. Junk foods are
synthetic and have chemicals that pollute the body and cause biochemical
imbalance resulting in disease and death. The family that is free of disease is
a viable technology. Everything in the African family focuses on Maat and
transmits and translates culture.
 ARE YOU NORMAL?
A normal child has been bonded with their culture and mother and their
father fully participates in raising the child. When the child is not securely
bonded to the parents and African centered culture, some area of their
personality becomes dysfunctional. The incomplete or partially bonded child
has abnormal electrical activity in Frontal and/or Temporal area of the brain.
An MRI (a type of x-ray) indicated that in the dysfunctional child the brain
cells have altered (defective) electrical activity and the brain tends to be
slightly smaller. An abandoned or spiritual, emotional, mental and physically
abused and/or insecurely bonded child has abnormal electrical activity in the
Hippocampus (long term memory, etc) area of the brain. The brain’s Frontal
Lobe (area) reacts when the unborn baby has been stressed or the pregnant
woman is stressed (i.e., insecurely bonded) stress causes the child to have
feelings of fear, distress, anxiety and social withdrawal behavior and a
decrease in feelings of affection, feeling good, joy, etc. These emotions
contribute to the child’s personality and temperament. Emotions become
dysfunctional to some degree when the child is not securely bonded or is
raised by dysfunctional parents or raised in a negative social atmosphere or
raised without its culture’s rituals and ceremonies.

A parent will have a normal child when the laws of nature are followed.
When nature’s laws are violated in the child’s life then a type of dysfunction
will occur in some area of the child’s emotional, social, mental, spiritual or
sexual personality and/or physiology (i.e., biochemistry, hormones). A
normal child grows up to become a normal adult and a normal parent. Are
you normal?

A normal person’s mother and father both ate organic food and they were
breastfed. A normal person’s parents said prayers to God before they had
sexual intercourse and conceived a child. A normal parent is able to practice
their culture at all times and in all situations. Normal parents and adults in
African centered cultures went through a Rites of Passage to become an
adult. A “Rites of Passage” is a study course (training) that a child must take
before they are allowed to become an adult. Upon completing the training the
child becomes an adult that parents all children in the village. The child
finishes its Rites of Passage and becomes a father or mother to each child in
the community. In other words, in African culture there are no teenagers – a
child becomes an adult parent to each child in the community. Consequently,
a normal adult sees each female as a mother and each male as a father. In
Caucasian culture each female is first seen as a possible wife, girlfriend or
sex item and then is seen as a mother. In African culture the female is seen
first as a mother then as a possible wife or friend. Normal Black people are
raised with African Maat rituals and ceremonies and parented by their
mother, father, relatives, and village. They have a natural diet and they are
breastfed.

A child raised on organic foods and breast milk is biochemically, hormonally

balanced and well nourished. Malnourishment or an under nutrition junk
(processed) food diet causes chronic fatigue, behavioral problems, attention
deficit, behavioral problems, irritability, listlessness, mood swings, brittle
nails, darkness under the eyes, dry skin, wax-like skin, skin disease, an
abdomen that bulges, flabby muscles, underweight, overweight, laziness,
round shoulders, finicky about food, defective teeth, poor eye sight, anemia,
weak immunity, allergies, childhood diseases and/or lack of social, emotional
and intellectual development.

A normal child’s brain is stimulated and they develop to be normal adults.

However, a child’s brain cells do not grow adequately when the child is
constantly restricted in social activities. Decreased brain stimulation occurs
when the child is constantly told “no”, “stop”, “don’t do that”, “shut up”,
“keep still” or when the child is left alone in a playpen. Loud music, noise
and/or television increase social problems and decrease the child’s language
skills. The child’s toys and books should not be limited or restricted to the
same toys and books because this under stimulates the brain. Toys and books
should be rotated and/or traded periodically with other parents. Aside from
this, the child can be made dysfunctional before it is born.

The unborn child can develop dysfunction when the pregnant woman is
stressed. The stress can be social, emotional, a disease, spiritual, under
nutrition (i.e., junk food), sexual intercourse, mental and/or a relationship.
Stress causes the sympathetic nervous system to respond by using hormones
to help the mother fight the stress (i.e, epinepherine) or run away from the
stress (norepinepherine). The sympathetic nervous system hormones cause
reduced blood (i.e., nutrients, air) to the digestive, reproductive and immune
systems. Reduced blood (air, nutrients) to the reproductive system (i.e.,
uterus, prostate) makes it weak and prone to disease. The stressed unborn
child reacts by activating its sympathetic nervous system and this decreases
nutrients to its digestive, immune and reproductive systems. This causes the
child to have eczema, psoriasis, respiratory problems, ulcers, pancreas
(diabetes) and liver problems, ear infections, childhood diseases, neonatal
death, Sudden Infant Death Syndrome, low birth weight, stomach problems,
heart problems and can result in the mother having a premature birth and/or
miscarriages. A stressed unborn child will have emotional, mental and social
problems or some type of dysfunction when it is born.

A dysfunctional child will have abnormal mental, emotional, spiritual, social,

relationship and sexual problems. Dysfunction can be caused by poor quality
sperm and eggs. A stressed female or male adult have reduced nourishment
(blood, air, etc.) to the reproductive system (eggs and sperm). This deprives
the sperm and egg of vital nutrients resulting in a dysfunctional child being
born.

A stressed pregnant woman can cause an unborn girl’s brain to be

inadequately feminized and the unborn boy’s brain will be inadequately
masculinized. A section of the brain called the hypothalamus is responsible
for manhood, fatherhood and maleness as well as womanhood, motherhood
and femaleness. In boys a small region near the front of the hypothalamus has
twice as many nerves as girls. Unborn boys around the fourth month or
second trimester have a rise in testosterone sex hormone. This testosterone
surge of sex hormone helps to stimulate the region of the hypothalamus with
extra nerves and masculinizes the boy’s brain. In girls the region is not
stimulated by testosterone and their brain remains feminized. An abnormal
(dysfunctional) child is created when the mother is stressed. Stressors cause
the mother to have a sympathetic nervous system reaction (i.e., adrenaline –
fight hormone for a crisis or noradrenaline hormone makes you run away
from a crisis) which interferes with the natural feminization or
masculinization of the unborn child. This can result in gender confusion,
tomboyish girls, bisexual and/or homosexual tendencies, androgen
insensitivity syndrome in boys (girlish boys), or some type of sexual
problems or dysfunction.

A normal child is birthed using the natural birth rituals and ceremonies of
their culture. This means the pregnant woman was in a squatting position
when delivering the child. If the pregnant woman delivered the baby on her
back or her legs were in stirrups then the child did not get adequate blood to
the brain. A normal child is born in the presence of friends and/or relatives of
the parents. Friends and/or relatives and midwives would have sang, said
prayers, danced, play drums, recited poems or gave the mother and child a
cleansing bath. The relatives and friends give emotional, spiritual and
physical support to the mother before, during and after the birth. The holistic
support could be done in an informal or formal ritual. Their nurturing support
reinforces Maat and transmits cultural values and norms to the child.

The child’s intelligence is decreased and dysfunctions will develop if the

pregnant woman gains over 30 pounds or does not gain at least 20 pounds
(the size and bone structure of women determines weight gain). This birth
space allows the mother to adequately breastfeed a child, limits the number of
children she births, acts as a natural birth control and allows the mother’s
body time to regenerate. A normal mother does not have sex while pregnant
or breastfeeding because it alters the nutrient level and hormones of the breast
milk and alters the normal hormone balance of the child. If she does it results
in a type of dysfunction in the child and affects the child’s IQ. Intelligence
(IQ) is not only a measure of caucasian abstract logic, verbal and math skills.
Intelligence includes knowledge and application of emotions, spirituality,
relationships, culture, touch, sound, body movement, improvising, bonding,
dance, rhythm and the non-senses. Caucasian intelligence does not measure
common sense intelligence or the knowledge or natural laws. If the natural
laws are not obeyed the child pays for it with lower intelligence.

If laws of nature are not obeyed then a child will be abnormal. The question
is – Are You Normal? If your parents did not follow an ethnocentric, natural
foods diet, were not breastfed for 2 to 4 years, did not use African Centered
sex rituals and ceremonies and were not African culturally centered, then you
have some type of dysfunction. This is the price nature makes the child pay
for parents disobeying the natural rules. If you are now on a holistic diet and
African centered you still had to pay the emotional, spiritual and mental price
for disobedience to nature’s rules. Nature does not forgive or forget. For
example, if you eat junk food and get a tooth cavity, nature will not take
away the cavity because you are currently eating organic raw foods. An
oppressed people are made dysfunctional. Oppression means your normal
behavior is made abnormal. Black folks are oppressed and suffer from white
supremacy. The challenge for dysfunctional (i.e., oppressed) Black Folks is
to learn how to function holistically healthy despite their dysfunction. The
challenge is to raise children to be the technology to solve the problems of
oppression and white supremacy.
 BIRTHING
Bonding is interrupted by the birth techniques of Caucasians. Labor is
induced by synthetic drugs causing the contraction to be out of rhythm and
violently forceful. This results in too much pressure on the child’s head. This
increased pressure decreases the air, blood and nutrient supply to the child’s
brain. The skull is squeezed together too hard causing the bones to collide
resulting in a fluid-filled bruise on the top of the head. Drugs (prescriptions
or illegal or over the counter) can cause bone malformation and the bones to
collide together. This can result in dimples in the chin or improper growth
such as cleft tongues and lips or dimples in the ear or knock knees.

Hospital deliveries use a pair of pliers (forceps) to clamp and squeeze the
head so they can pull the baby out of the womb. This decreases the air, blood
and nutrient supply to the brain. Hospitals use a vacuum pump, which they
clamp on the baby’s head so they can forcefully suction the baby out of
womb. This drains rhythm, electromagnetic energy and nutrients out of the
brain and can stop nutrients from getting to the brain. Forceps and vacuum
suction are a shock to the baby, which is beyond any criminal assault and
battery. The typical hospital birth with drugs, forceps and vacuum suction
when classified according to the United Nations Human Rights Charter’s
definition is an assault and battery that mains, mutilates, and harms the child
spiritually, physically, emotionally and mentally.

Hospital births interrupt the proper rhythmic biochemical rites of passage of

the child by cutting the umbilical cord before it stops pulsating. This deprives
the baby of air, nutrients, and blood and shocks the baby’s entire system.
Often, in the typical hospital birth they will turn the baby upside down and
slap the baby’s behind for no other reason than to follow a primitive
Caucasian ritual based superstition. This should only be done in an extreme
emergency. A junk food diet and/or drugs cause the amniotic fluid to be full
of mucus and cellular waste instead of healthy, nourishing amniotic fluid
which is a light weight clear liquid. The diseased amniotic fluid of today’s
mother is thick, has an offensive odor, and is sticky. This is caused by
synthetic junk foods, drugs and constipation. This unhealthy amniotic fluid
slime is what babies are forced to live in while in the womb instead of the
natural electromagnetic melaninated amniotic fluid. Sex, during pregnancy is
erroneously promoted by Caucasian medical science as being ideal for
couples and the baby. The total of poor prenatal nutrition, sex during
pregnancy, ignorant superstitious medical techniques, birthing violence, and
the junk food diet harms the child forever. Added to this, proper natural
bonding does not occur between mother and child. The newborn baby should
be placed on the mother’s breast after being born to stimulate bonding and
placenta release. Bonding for the baby, mother and father starts before
conception and prenatal growth. The placing of the baby on the mother’s
stomach near the breast is an extension of bonding.

STARCH AND CHILDREN

African infants, babies and children under 2 or 3 years of age cannot eat
starches. Carbohydrates (starches) such as wheat, corn, rice and oat breakfast
cereals cannot be digested by the child. The breakfast jelly sandwiches called
pop tarts and breakfast candy bars are illogical food combinations and
indigestible. Refined carbohydrates such as a white sugar, candy, cake, potato
chips, pizzas, jelly sandwiches, waffles and pancakes with syrup, pretzels and
teething biscuits should not be given to the child. The child does not have the
enzyme (ptyalin) that allows starches to be eaten. Starches eaten by children
become a type of liquid mucus manure slime that floats in the blood resulting
in childhood diseases. When a child eats starches the immune system gets
weak and the kidney, liver, pineal, adrenals and spleen get exhausted.
Breakfast cereals (starches) are usually combined totally improperly, so if
they could be digested it could not occur. Starches should not be combined
with goat or cow’s milk, or fruits and/or refined sugar because they cause
starches to ferment and spoil. Improperly combined starches are absorbed in
the intestine and create toxins, gases and an acidic body. Fruit and cereals
combined and eaten in the same meal cause toxins and a biochemistry that
weakens all cells, tissues, organs and bones. Animal milks should not be
combined with fruits or sugar or starch. This combination causes toxins and
an acidic biochemistry that deteriorates the heart, bones, tissues and organs.
Starches can only be combined with green vegetables or a vegetable milk
such as almond, rice, soy, oat, spelt, or sesame milks. Bread should not be
combined with jelly or grease (butter) and other constipating combinations
such as wheat, milk, eggs and grease. Bacon (pig’s ass) and eggs (chicken
fetus) should not be combined. Eggs combined with bacon or drank with a
glass of mucus-forming cooked, plastic pus called cow’s milk should only be
eaten with a protein such as eggs. Protein should be eaten between 10 am and
2 pm when they are easily metabolized. Starch protein cereals in the morning
are extremely taxing on the digestive system of the body. Cooked starches
require fermentation in the intestines and should be eaten alone or with
vegetables. Breakfast should be of cleansing fruits. Ideally food should be
eaten between the hours of 12 noon and 7 pm, as this is the ingestion cyclic
phase of the body’s rhythm. The food is utilized by the body (assimilated)
between the hours of 7 pm and 4 am. Digested food is ideally cleansed from
the body from 4 am to 12 noon. Therefore, breakfast should be cleansing
fruits. Starches should not be eaten until the child has developed a full set of
teeth and is capable of fully chewing and mixing the food with saliva. The
junk food breakfast and wrong food combinations contribute to eating
disorders (food addiction mental illness).

Caucasians stuff their babies as if the Ice Age is still going to freeze the food
supply. They force their babies to eat as often as possible or every two hours
and in between meals or suck on an amputated breast’s rubber nipple
(pacifier). Sucking on a milk-less, amputated nipple (pacifier) is
subconsciously and emotionally negative. The babies try to reject the
overfeeding of food by drooling, vomiting, burping, having hiccups, diarrhea,
stomach gas and childhood diseases. Finally, the babies that are overfed
become bloated with fat. Fat babies resemble any of McDonald’s or Burger
King’s or Wendy’s or Huddle House’s fat pigs or fat cows that they buy for
sandwich meat. Fat babies like fat pigs are only fit to be led to a feeding
trough and slaughtered so their fat can be used to fill a can of lard to use to
fry burgers. Babies are forced to be overfed by well meaning nutritionally
ignorant parents.

The Caucasian Eating Disorder (mental illness) with food becomes another
means for the dairy, junk food, drug and medical industries to make large
profits. The industries create food addiction and use the “break-fast” to
reinforce the eating disorders. The junk food and snack food industries create
a stable profitable food addicted consumer. Children are trained food addicts
that are experimental laboratory animals that eat junk food garbage and their
food addiction makes them beg for more. The Black child is the only
experimental animal specimen that buys their own food. They are paying for
their own nutritional suicide with a rotten tooth smile on their faces.

The Black child eats an under-nutritious junk food breakfast. Their diseased
body is used for drug chemicals and surgical medical sacrifices. If breakfast
cereal is not available to destroy them, then the destructive jelly (or syrup)
sandwiches in the form of bread, waffles, pancakes, or pop tarts are eaten. It
is a hypoglycemic mucus forming breakfast that degenerates health. It causes
obesity and a sudden energy drop while in school called Attention Deficit.
This energy drop causes the child to feel bored or disinterested in
schoolwork. The sugary breakfast sets the child up to have trouble with
school work, fail and/or dislike school. The white sugar energy collapses in
the morning hours of school resulting in low energy, fatigue, depression,
inability to concentrate and learning problems. The child becomes overweight
from eating junk foods. An obese child is a sign of a diseased spirit, mind and
body. An infant or young child that constantly eats becomes fat and bloated.
The fat gets into the digestive system and builds up plaque in the cells,
tissues, organs, glands and brain. A fat baby is a sick baby. A natural whole
foods diet, vegetable milks and breast milk are the only defense against fat
bloat and childhood diseases. Breast milk regulates feeding intervals and is
biochemically balanced, is spiritual, cyclic and has the electromagnetic
charge of melanin. Denying the Black child the melanin stimulating milk is
denying the child the gift of Blackness (Africanity). When a Black child is
given a bottle of white milk instead of breast milk there is the negative
psychological imprint. This subconsciously causes the Black baby to
associate the color white with nurturing, affection and love. When the baby
gets ill it is taken to a hospital where all the medical supplies are wrapped in
white and the doctor wears a white laboratory jacket. The Black baby
associates being helped, saved and rescued with the White race. The Black
baby associates normal and health with the White race. The custom of
fattening the child and feeding them breakfast cereal concoctions along with
denying the child breast milk presents a bonding, nutritional and mental
illness problem. When babies are not breastfed they begin to be mentally or
emotionally dysfunctional and feel that nature denied them milk and that
nature cannot be trusted to nurture and love them. This stems from the
complete interruption of the breastfeeding “rights of passage” and the natural
bonding process of mother and child.

Parents should fit the child to the food instead of fitting the food to the child.
In other words, it is not proper to put sugar, fruit and milk on a cereal in order
to get a child to eat it. Feed the child simple food combinations. It is not
correct for the parents to let children eat (past 7 pm) at night, or when the
child is overheated, feels bad, is tired, stressed, excited, chilled, upset, in pain
or is angry. Help the child work through negative emotions or to relax so that
the food will get digested properly.

The cereals are usually not chewed but swallowed, and this ultimately causes
disease. Stuffing the child with cereal, milk, sugar as if it is a turkey or pig
can lead to flu, tonsillitis, colds, learning problems, gastritis, personality
problems, mood swings, hypertension and a melanin deficiency. The majority
of childhood diseases can be treated with herbs and supplements.

The childhood diseases are the body’s attempt to be well (healthy).

Childhood diseases are not the illness, they are a reaction to an illness. For
example, Chicken pox is toxins released through the skin with pimples that
ooze fluid and form a crust in 3-to7-day cycle. The child’s fingernails should
be cut, as the skin is very itchy. Measles is a cleansing through the lungs and
skin. Usually the child has bumps, a furry tongue, white spots in the mouth
and throat and is sensitive to light. Mumps are usually swollen parotid lymph
glands in the back of the jaw between the ears. The Lymph glands swell with
mucus from toxic acidic, over-cooked food and impurities. The glands swell
with toxins in an attempt to defend the child from the mucus waste. It can be
contagious 48 hours before the swelling and up to 6 days after. Tonsillitis is
the inflammation of the tonsils caused by constipating food combinations and
cereals. The tonsils get sore, swell and there may be an earache, coated
tongue and bad breath. Rheumatic Fever is an arthritis type condition of the
heart caused by crystallized waste and liquid manure mucus. Flu (influenza)
is similar to the mucus congestion called a “cold.” It is characterized by a dry
cough and dry throat. The body tries to defend itself by putting the mucus
waste into the lungs and nasal cavities and then coughing to loosen it and
then spitting it out. Asthma is a type of muscle spasm in the lungs that can be
caused by waste in the body and muscles. The muscles around the lungs
tighten the chest, which results in wheezing, coughing and difficulty
breathing. It is believed you get energy from breakfast. This is a
physiological impossibility; as it takes 3 hours for food to leave the stomach
and another 4 hours for the food energy to be processed in the intestines. The
false sense of energy is caused by the stimulating effect of the sugar. The
energy stored (glycogen) in the liver sustains bodily functions, not the high-
energy from sugar. It is assumed the body gets energy at the hour of
breakfast. If the constipating junk food diet is eaten, then the energy from
irritating food toxins eaten 1 to 7 days previous to breakfast is the energy felt
at breakfast. In this case, the child is using liquid manure (constipation),
synthetic chemicals, sugar, hormones and steroids in junk foods, drugs and
toxins for energy. The starchy constipating cereal breakfast concoctions cause
disease and the body’s attempt to fight the disease is mistakenly called
breakfast energy.

The food eaten requires energy to be utilized and this energy is diverted from
other organs, organ systems and immunity so that an increase of blood can go
to the stomach in order to transport nutrients and process the food. Often the
child will have energy and then feel sleepy or fatigued after eating stimulants
such as sugar, dairy, starches, caffeine, condiments, sex hormones, steroids,
bleached white flour, etc. Spicy condiments, irritants such as mustard,
pepper, chocolate, nutmeg, cinnamon are stimulants used to overcome the
energy drain of a breakfast or meal of sugars, lard, grease, dairy, meat,
hormones, steroids, white flour, synthetic toxic chemicals, refined
carbohydrates, etc.

A child addicted to junk food breakfasts will have degenerative diseases such
as arthritis, cardiovascular problems, varicose veins, weak eyes, fertility
problems, senility, weak bones, learning disorders, mood swings, cancer,
AIDS, venereal diseases, etc. Added to this, the child rushes to eat, does not
chew the food properly and erroneously drinks and eats simultaneously.
Breakfast should be of whole foods, spring or distilled water and/or cleansing
fruit, or fruit drank one hour before or after the meal. The meal should be
eaten in a calm unhurried state, without talking.

Fasting at night while asleep and melatonin secretion helps to create the
morning energy felt, not “breaking the fast” so-called “break-fast.” The body
gets accustomed to food weight in the stomach and small intestines and the
weight of impacted manure in the colon. An absence of food weight and the
sensation of impacted food and manure causes the child to feel the need to
eat. In other words, the child mistakens constipation for energy. It is not true
instinct hunger but the absence of constipation and sugar addiction that
creates a craving for the starchy breakfast. The energy from food eaten at a 9
am breakfast will not be nutritionally available to the body until 3 pm. If the
child eats late at night the body’s circadian clock is in the
assimilation/melatonin phase. The pace of assimilation is slow at night. The
body will be constipated and store much of the energy and will not
completely use the energy from breakfast until the next day.
 GROWTH AND DEVELOPMENT THROUGH A
CHILD’S EYES
The Black child’s spirit, mind and body’s growth and development have
noticeable changes at different ages. If these changes at different ages are
interpreted and defined by adult logic then it causes a negative effect upon
truly helping to bond with the child. The child has to be accepted on its own
terms, in its own language and logic and by its own holistic feelings. Children
do not conceptualize or feel abrupt changes at each stage of holistic growth
and development because nature has had over a billion years to smoothly
perfect the continuous transitions of growth. Abrupt growth spurts in
anatomy, spirit or mind are usually caused by junk food diets, hormone
imbalances, vaccinations, physical traumas, disease, drugs and/or damaged
Bonding between Parent and Child.

The child comes from a spirit world where energy is energy and can freely
transform into different forms. For example, the chromosome of the male is
Y and is carried to the uterus upon ejaculating sperm, which fertilizes the egg
in the fallopian tube. The chromosome of the woman is X. it is twice as large
as Y and carries more genetic information. If the XY chromosomes unite, a
boy will be conceived. If the XX chromosomes unite, a girl is conceived.
However, these chromosomes are simply energy and do not possess a gender
or sexuality of their own.

In about 6 to 8 weeks during fetal life, the XY chromosome can change to an

XX pair. In other words, the slow moving, long living Y chromosome with a
missing leg grows another leg and becomes an X chromosome. A change of
this sort causes the girl to be born with emotional and mental imbalances and
to have sexual confusion (not homosexuality).

Energy is energy and free to transform. The child comes from an

undifferentiated energy state called spirit (egg). Consequently, the child’s
spirit must adjust to a differentiated world, a world where energy is concrete
and fixed in a state of existence. For example, an apple (energy) is an apple
and different from a grape. The child tends to touch, hear, smell, taste and see
objects, events and people in a concrete (unchangeable) manner. The child
understands that the doctor’s bill is simply a doctor whose name is Bill. This
is concrete thinking. An adult understands the doctor bill to mean a financial
charge for services. This is abstract thinking. Once the child has fixed or
associates a concrete property to an object, event or person, it then can
abstract (change) it. Then after the child makes changes and variations
(improvises), it can conceptualize and fit it into its vocabulary. The child
identifies and conceptualizes all things that enter its mind. This allows the
child to see activities, tasks or an event in time (rhythm) rather than on time
(non-rhythm). The African child performs tasks in time (in rhythm) while the
adult may come to social events in time (non-rhythm). This is negatively
called “Colored People” (C.P.) time. Time (in time) is the movement of the
spirit, mind and body while “on time” is the movement of the body only.

The black child’s mind is spiritual, physical and mental and a product of
culture. The brain is a physical structure that operates with water, magnetic,
hormonal, chemical and electrical energy. It has electromagnetic melanin
centers (clusters), acupuncture points and is melanin saturated within all its
cells. The brain’s ventricles (open spaces) are filled with fluid that is
continuously moving. It is electromagnetic cerebral spinal fluid (holy waters).

The brain has a force field that physically resembles a galaxy (sometimes
called the Third Eye = Heru). This galaxy looks like a cloud and hovers
(floats) above the pineal gland and hypothalamus in the third ventricle.
Historically, the ancient Africans called the fluid-filled ventricles “holy
waters” to denote their spirituality. The brain stem’s 12 melanin centers have
properties similar to the 12 signs of the zodiac. Information, ideas, data and
energy are processed through the brain and translated by the mind. The mind
is electromagnetic and a physical object. When the mind needs past, present
or future information, it gets it from melanin and processes it through the
water, neurotransmitters, magnetic and electrical reactions of brain cells and
calls it intelligence. Melanin bonds all Black Folks in the seen and unseen
worlds. They are genetically bonded to ancestors and unborn children, and
aware of the slightest changes in the present and future of the galaxy, plants,
waters, earth, animals, weather and climates. Africans are spiritualized and
are united with the Earth’s intelligence (Mother and Father Nature).
Melanin allows the child’s spirit, body and mind to be in unity and
harmoniously synchronized. The Black child should have parents that are
African centered and have a whole foods diet and had been breastfed and
bonded with their parents. If this is not possible, then the child must have
parents who have taken Bonding Remedies. Bonding would help to eliminate
dysfunction and confusion on how and why the mind functions. Melanin
makes the brain one functioning unit. There is no split in the brain, only areas
that may have specialized functions. For example, the human eyes have a
specialized function (sight) but are not split or separate from the body.
Without the body the eyes have no purpose. The mind sees, while the eyes
merely absorb visual stimulation.

The mind is one. There is only consciousness. In Caucasian culture the mind
is based upon an unloved, abandoned, Greek fairytale child called Oedipus
and the mind is fragmented into small parts called id, ego, superego,
subconscious, pre-conscious, super-conscious and unconscious. The Black
mind is not divided and it has functions that are communal like a family of
relatives, it is melaninated, cyclic and rhythmic. It takes rhythm to understand
and operate the Black mind. It is a total mistake to refer to or rely upon
Caucasian psychology. Caucasian psychology transmits and translates
Caucasian culture. Blacks that use Caucasian psychology are bond damaged,
dysfunctional and de-Africanized.

The Black child’s spiritualized thinking does not depend on memory or the
content of ideas. The mind has its own thought, growth and development. It
is a synchronized unit with the emotions, spirit, feelings, ideas, dreams, and
ancestral thoughts. A Bonded Black child’s growth and development
schedule is ignored and the Caucasian child’s standards for growth and
development have been forced upon the Black child. This has caused the
child to be dysfunctional, bond damaged, de-Africanized and holistically
retarded.

Black folks must follow their ethno-medical standard of growth and

development in order to create an African centered child. The Black child is a
technology and a change agent for Black people. The Black child should not
compromise freedom or African centered learning. Learning is a cyclic
process. There are basically three “progressions to learning.” The first stage:
a new idea is introduced to the child. The child translates the idea from adult
logic to children’s logic. During the second stage: the new idea is
experimentally learned. In the third stage the child transposes an idea and
treats the idea as if it were a toy and uses variations on the new idea either in
play or in fantasy (improvises). The child uses its own language to
coordinate, define and redefine a new idea similar to the use of sight to
coordinate the senses. The child sees all of life as a symbolic property of
energy. All of the child’s use of symbolism is merged with self, spirit, the
concrete word, fantasy, play and the Parents’ bond. It is important to
remember that words are symbols, just as letters, music, dance, fantasy, play
and Bonding are symbols of energy that the senses detect. The holistic mind
interprets energy for the child.

An adult or child that is dysfunctional because of a damaged Bond can be in

the acute, sub-acute, chronic or degenerative stages of Bonding Disease. The
essential way to understand Bonding and Bonding disease is through a child’s
eye. It is the child’s world as seen by the child that causes the child to
understand an adult world. The child’s holistic “vision” advances to
“supervision.” Children must be respected as little “people” not little
“children.” For example, a child given the freedom to eat any type of natural
food will nutritionally balance their diet within a week. A dysfunctional adult
needs to read cultural books and read ethno-nutrition (race specific) books in
order to eat a nutritionally balanced diet. A child forced to see the world with
adult abstracts and adult intellectual concepts will eat themselves into poor
health and disease. The Black child has the all-seeing and all-knowing Eye of
Heru within them. The adult has to use African-centered parenting skills in
order to have a healthy Parent and Child Bond.

The family institution is the ruler of cultures, civilizations and nations such as
Japan, China, Germany, England, USA, etc. Families such as Dupont, Hess,
Rockefellers control nations economies. Poor families in Japan and china
provide the people that work in factories that make cheap goods which cause
families (people) to lose jobs in the USA. Rich families have economic
battles between each other to control human natural resources. Poor families
are battling each other for jobs that are out sourced out of their countries. It is
rich and poor families that are at odds with each other. It has never been a
battle between nations but a battle between families. Therefore, if Black
people are to gain freedom from White Domination, they must have a healthy
bond to create a healthy family. The Black civilization was destroyed by rich
White families breaking up families of slaves, selling the mother, father and
children to different Slave Masters. Consequently, the only access to Black
freedom is a family that is united with healthy food.
COMPUTER TRAINED DOGS = AFRICAN
CHILDREN

The African child watches excessive amounts of European culturally focused

television and plays computer games for entertainment. However, the mental
and emotional effect of these activities are dangerous. It may be that the
computer games are subconsciously playing (conditioning) the child instead
of the child playing the games. The games play the child (social engineer,
Europeanize).

The computer games’ synthetic action sounds and synthetic music sounds are
associated with violence, sex, food and the Caucasian culture and thinking
processes. It has been proven by Caucasian physiologist, Ivan Petrovich
Pavlov (1849-1936) that the repeated ringing of a bell while giving a dog
food will cause the dog to salivate and associate food with the bell.
Eventually when Pavlov rang the bell and did not give the dog food, the dog
would salivate. The conditioning of the dog with the bell will enable him to
get any type of behavior he desired from the dog. People can be conditioned
to get desired behavior . Therefore, computer sounds can condition the child
and enable you to get desired mental and physical behaviors (program the
child). Pavlov, in his later experiments, used his technique to condition
people. Therefore, the synthetic sounds and pictures of the computer games
and programs can cause dysfunctional thoughts, feelings, emotions and
physical behaviors, violence, sex, desire for Caucasian culture and/or junk
food, and train the child to use Caucasian linear logic.
The computer’s linear logic conditions the African child to think like a
Caucasian. Eventually, the African child will hear the synthetic sounds of
musical instruments, synthetic action sounds, and associate it with violence,
sex, people and food. The child will apply Caucasian culture’s values,
thinking and behaviors to Black people. The Caucasian cultural themes and
racism are a part of computer programs and games (music videos and
television). The games have Caucasian rituals, superstitions, group sex,
ceremonies, social customs and culture.

The computer logic trains the Black child and adult to view life in terms of
inferior versus superior, rule or ruin, win/lose, crime/police, war/peace,
“African, poor, powerless” White, rich, powerful”, kill or be killed, live/die,
violence wins/peace loses, master/slave, bad guy/good guy, White is
beautiful/Black is ugly, etc. In this one-dimensional linear thought process,
the child’s feelings get mixed-up inappropriately. Dysfunctional thoughts
combine feelings together inappropriately. For example, sex, violence, junk
food, conflict, love or harmony are mixed together as one feeling. In other
words, the normal feeling of love may cause a feeling of violence or a violent
reaction or a feeling of love can be mixed with anger and result in conflict.
This is the primary reason why Blacks that act lovingly or non-violently
towards White folks get a reaction of conflict and violence. The Caucasian
has mixed lie and truth, love and violence together as a material thing, a
material thing to use to control and manipulate.

This same diseased psychosis is programmed; in computer logic, put in

computer games, and in synthetic computer action sounds. Ironically, the
Black musicians use synthetic sounds in their music but use a Maat cultural
approach of harmony. Synthetic sounds do not resemble any sound in nature.
A computerized synthetic sound is used to alienate the person from
themselves (psychological divides the personality). Synthetic sounds train the
ear to make an association with violence, junk food, sex, and cause physical
reflex behaviors. The natural sounds of non-electric instruments associated
with African culture become alien, unpleasant, unreal and dysfunctional.

Computer games, music videos, movies, cartoons and television programs are
used to entertain, to escape financial, emotional, spiritual, mental or physical
problems. However, they cause Black folks to escape African culture. Music
videos and computer games cause difficulty in relating to others, boredom,
irritability, mood swings, personality problems and dysfunction. They drain
energy from the African American community. The energy spent on
computer games, surfing the Web, chat rooms, e-mail and music videos could
be used to do positive things for the Black family, community. Instead, the
energy is spent on mindless, repetitive computer beat up and attack games.

The learning process used for instructional computer programs and

entertainment games is the same learning method used in schools. School
learning requires the child to repeat information over and over until it is
memorized. Learning by repetition is call “rote” learning. Rote learning is
based upon the research done to teach rats, pigeons and monkeys. It was
made popular in 1922 by Edward Thorndike. Rote learning does not teach
understanding, it teaches what to think, not how to think. Children that learn
by “rote” have problems thinking logically. They become adults that have
problems understanding ideas and tend to cling to immature behaviors and
emotions. Rote learners mimic words and numbers like a parrot. The child
trained with “rote” does not understand that written words and written
numbers (symbols) are not reality. For example, written musical notes are not
sounds of music. Words and numbers are abstract symbols that represent
reality (life). In other words, nature is living words and numerosities (i.e.,
arithmetic, mathematics). Symbols (words, numbers) are an attempt to
explain life and nature.

The “rote” learning method used by computer games and instructional aides
was proven to be a way to dumb people. In 1928 William Brownell’s book
The Development of Children's Numbers Ideas in Primary Grades proved the
stupidity of rote. Computers train children to learn like rats (rote) and behave
like dogs (Pavlov and B.F. Skinner behavior conditioning systems).

Learning in order to be relevant and effective has to use the child’s cultural
heritage. Learning requires the wisdom of the culture’s ancestors. The
ancestors developed techniques, ideas, language games, number games
(board games), songs and stories (contain logic and reasoning) that are part of
the child’s cultural heritage. The child’s cultural heritage contains knowledge
that helps them to use language and mathematics in meaningful and familiar
situations. This is called “street knowledge (situational learning)” while
school knowledge is called “Formal Learning”. When a child is allowed to
use their culture (i.e., street knowledge) in the classroom, the school learning
becomes easy to understand and apply. However, the schools and computers’
“rote” learning techniques separate the child from their cultural heritage. In
school the class work is the “slave master”, the teacher is “the overseer” and
child is the “seasonin slave” that memorizes and performs academic task.

Computer learning aides control, thought, reasoning, and limits and restricts
knowledge. For example, when the Encyclopedia Britannica was put on CD-
ROM approximately 30% of the information was omitted so that the
encyclopedia could fit into the CD-ROM format. The elimination of the
information was done according to the bias and cultural norm values of the
Caucasian editors. This means thoughts were censored and omitted.
Therefore, parents have to add African centered information to the computer
learning process. When the parent does not include culture in the learning
process, their child becomes a dog with a white (culture) bone that thinks like
a rat (rote).

Clinically depressed children view more music videos, television programs,

eat more junk food, and are the most overweight and undernourished. The
children have a melanin deficiency. Black children watch 25 hours more
television than white children and spend more time with computer games.
The computer games, music videos, and television programs are used to
escape oppression and the side effects of racism. Unfortunately, they cause
the same problems. This makes being an African child twice as painful and
dysfunctional. This makes the child more prone to disease and more
undernourished than the white child. The National Institute of Mental Health
conducted a 13-year study using 1,200 people. The study validated the many
mental, emotional and behavioral problems caused by excessive television
viewing. It was found that viewing television causes reduced social ability,
poor ability to interact and negative moods. This has been revealed in the
book Television and the Quality of Life: How Viewing Shapes Everyday
Experiences, by Lawrence Earlbaum Associates. Computer games are
basically structured similar to the arcade games of the 18th century. Black
children become addicted to computer games and the Caucasian culture’s
behaviors, dysfunctionality and cosmology (worldview). The child’s skin
identifies them as Africans while their mind, moods, personality, self-
centeredness, behavior and thinking process are totally Caucasian. The games
can help in problem solving of space and movement, sequence in logic, but
are carriers of Caucasian cultural values, thinking, and dysfunctionality. The
child becomes devoted to fantasy, solo-play and develops an unreal idea of
their competence. The child’s competence is based upon winning against a
computer opponent.

The child develops competitive behavior instead of the communal, family-

centered thinking and cooperative sharing of knowledge of African culture
and resources. Selfishness is rewarded by a selfish, competitive way of life.
In the real world, the Black child loses the holistic African centered ability to
interact with real Black people, African cultural artifacts, cosmology and
objects. The child gains a low tolerance of human failure, rejection and
compromise. The Black child (and computer games-addicted adult) have
increased aggressive behavior. They are conditioned to associate synthetic
action sounds and visual image with real life and real people. The child uses
mindless amusement as fun. This increases the potential for doing mindless
activities for excitement. The child fully develops the Caucasian mental
illness that mixes lies with truth, violence with sex or love. Caucasian
thoughts cultivate a need to ruin or destroy others. In books such as Playing
with Power in Movies, Television and Video, by Marsha Kinder, it is
estimated that well over 1 out of 3 African American children own
computerized games and play the games.

The Black child that uses computer games and watches music videos loses
responsiveness to Maat, African culture and the natural cycles of nature,
subtle weather changes, natural sunlight variations, slight changes in the taste
of natural foods as well as changes in other people, parents, music, moods
and thoughts. Black children become dysfunctional and react only to
mindless synthetic sounds. The sound of rivers, the wind, African music,
African drum rhythm (language), and wild life become meaningless and
unreal. Electronic sounds become real.

The result of computers and computer games is that children do not

emotionally get attached to African culture. They become attached to the
Caucasian culture. The Caucasian behaviors of violence, sex and destruction
are copied by the computer games. The games are playing them--
conditioning the child playing them. The child becomes alienated from
African family centeredness, Cultural Virtues, African natural diets, African
centered thinking and themselves. Black adults, teenagers and children are
thinking like rats (rote learners) and behave like Pavlov's dog that associates
computer logic and sounds with Caucasian culture. They are becoming
computer-trained rats and dogs that behave like African humanoids. African
humanoids are computer -generated slaves that serve Caucasian culture and
civilization. They are computerized slaves.
 WAKE UP, EAT BREAKFAST AND DIE
Refined carbohydrates (cereals, bleached white flour, etc.) cause over
consumption of starches. Starches are isolated and separated from the
vitamins, minerals, moisture and the fiber of whole grains during refinement.
Unrefined whole grain carbohydrates (cereals) have fiber, which is filling and
limits the amount of starch consumed. Excess starch turns into fatty acids and
is stored as ascetic acid (vinegar), lactic acid (fermented sugar), and
cholesterol. These types of fats cause the body to be acidic. Acid causes the
veins, arteries, bones, nerves and muscles to deteriorate, weaken and rust
(oxidize). These acidic fats, especially cholesterol will stick together
(coagulate, clot) and clog or block veins, arteries, thicken the blood with
waste and fatten the heart. These fats can block arteries causing senility,
strokes, heart attacks, poor vision and hearing and they can result in
amputation of feet and legs. Excessive starch causes unstable moods and
emotional problems as well as fatigue, memory problems and sluggishness. A
diet high in refined starches (grains, cereals, flour) can cause kidney stones.
The stones can cause kidney malfunction and kidney failure. Aside from this,
processed cereals can cause yeast infection. The processed starch of cereals
and grains can cause diabetes and the excess fats that they create can cause
diabetes.

HEALTH FOOD AND SCHOOL CHILDREN

The junk food diet has replaced the natural whole foods diet with cosmetic
foods that look and taste like food but are synthetic foods (non-food = Pica)
that are nutritionally valueless (junk food). This junk food is processed
"food'" that is dyed, saturated with sex hormones and steroids, bleached,
salted and sugared. White sugar and concentrated sweeteners harm the
pancreas, while artificial sweeteners harm the liver. Feeding the child under-
nutritional synthetic non-food (Pica) depraves the brain of the nutrients it
needs to function normally. An undernourished brain causes learning
problems, depression, violence and fatigue. A child that consumes large
amounts of white sugar and concentrated sweeteners develops irritability,
schizophrenia, uncontrolled emotional explosions, confusion and addiction.
The consumption of Pica such as table salt or sea salt causes waste to stay in
the body, hardens arteries and veins and causes kidney stress, high blood
pressure, depression and mood swings. Junk "foods" are low in vitamins,
which can cause paranoia, suicide, mood swings and personality problems.
Junk (processed) foods are non-food Pica make the child dysfunctional.
Children that eat natural whole foods do not have mental, emotional and
behavioral problems. There have been studies that verify this.

In New York City, a ten-year study was conducted on 803,000 children (over
60% Black) by the University of California, at Berkeley, School of Nutrition.
This research was presented at The International Conference on Nutrient
Brain Functions hosted by the American College of Nutrition at Scottsdale,
Arizona. In the study, the school children that ate at school a natural, whole
foods breakfast and lunch got the highest Achievement Test scores at all
grade levels and had the highest intelligence gain in United States history.
The natural foods diet caused disruptive behaviors and dropout rates to
decrease dramatically. Additionally violence, learning problems, short
attention spans, suicides, rape and drug addiction had a 45% decrease in 25
studies with over 20,000 juvenile prison inmates (over 70% Black) in 7
different states. Virginia Wesley University, Southern Mississippi University,
Johns Hopkins University and California State University conducted the
research. Basically, the nutritional research returned Black children to the
natural foods diet of pre-colonial ancient Africa. These studies made three
basic changes in the children's diet. Bleached white flour (Pica) was taken out
of the diet, white sugar (Pica) in food was reduced by 3 to 5% and all
preservatives (Pica) were removed (including dyes, flavorings, etc.) Sodas
were eliminated and fruit juices were substituted for sodas. Ironically, private
schools in Connecticut and New Jersey saw the results and started buying
natural foods from the New York Public Schools.

The profit-motivated junk food (Pica) industry, politically and economically

have forced New York Public Schools to return to a destructive junk food
diet and are allowed to cover up the nutritional, mental, emotional and
behavioral problems that junk food causes. The junk food industry has no
moral concern for children; their concern is profit only. Added to this, the
National Academy of Sciences has lowered the Recommended Daily
Allowance (RDA) of vitamins, minerals and other nutrients. The lowering of
the RDA can be used to decrease the amount of money spent on Public
Schools' lunch program, federally sponsored food programs, and food
stamps. The lowering of the RDA causes the deterioration of children and
senior citizens' health and increases diseases. This is done at a time when the
number of children and adults with physical impairments (handicaps) and
birth defects has been increasing steadily at 10% per year because of junk
foods, vaccines, and drugs (World Health Organization Survey).

If Black children eat their natural whole foods diet learning and behavioral
problems would stop. A holistic Black family --a family built on the
foundations of spiritual, physical and mental unity will always seek whole
(holistic) foods to nourish their children.
 PSYCHIATRIC TERMS/MEANINGS
These psychology terms are commonly used to define a child or adult’s
behavior, thoughts and moods. Psychological terms are political and social
tools used to manipulate and control thoughts and behaviors. Failure to
conform to Caucasian standards of normal means a person is abnormal. An
abnormal child is reacting to the failure of the school system to provide
African centered and relevant academic information. The child can be
reacting to under-nutrition caused by eating Pica (junk foods) as well as a
dysfunctional home life and/or dysfunctional parents. The terms or labels
given the child punish the child for society’s failures.

AGGRESSIVE TANTRUM = aimless, thrashing, flailing limbs, wiggles legs

ATTENTION DEFICIT = easily distracted, loses things, fails to finish task, doesn’t
listen, doesn’t stay on task

DEMENTIA = forgetful, memory problems

DEVELOPMENTAL ARITHMETIC DISORDER = difficulty understanding and solving

arithmetic problems

DRAPETOMANIA = a mental illness which causes a slave to think about running

away from the plantation ; a slave that attempts to escape from slavery. A
runaway slave if caught was punished for stealing themselves.

DYSAETHESIA AETHIOPS = a mental illness which causes a slave to be

disrespectful or disobedient to the Slave Master

DYSLEXIA = fails literacy test, misspells words, cannot read words correctly,
puts letters backwards

HEREDITARY VIOLENT GENETIC DISEASE = protesting, acting militant or

confronting White Supremacy, expressing doubt about White authorities, at
risk social conditions (ghetto, poor education) which genetically makes you
inferior can cause this so called genetic disease.

HYPERACTIVITY = impulsive, constantly moving, excessive talking, impatient,

makes excessive mistakes, excessive running and/or climbing

HYPOACTIVITY = withdrawn, passive, plays alone, talks very little, seems lost

OPPOSITIONAL DEFIANCE DISORDER = acting independent, having self identity

PAIN DISORDER = having headaches, backaches or unexplained aches and

pains caused by plantation work.

PASSIVE TANTRUM = frown, cries, grimaces, beats on objects/furniture, throws

and/or breaks objects

PERSECUTION COMPLEX = getting into confrontations with others and/or

authorities, getting into fights
 GREASE
The oils, lotions, cremes, mineral oils, moisturizers, softeners, powders
(perfumed dirt), bleaching cremes, rejuvenators, sheep fat (lanolin), and other
assorted concoctions contain poisonous synthetic chemicals that damage
living cells and do not allow the skin to breath and clog the pores. They are
cancer causing and harmful for babies, children and adults. The toxic
chemicals are absorbed into the blood. Cosmetic chemical companies are
interested in profit and deliberately promote the greasing and oiling of the
baby’s skin. A greased baby becomes an adult that greases their body. The
grease concoctions feel smooth when touched because the hand slides over
the oiled skin. The skin beneath the top skin layer remains unchanged
because skin is nourished and made smooth because of what is eaten not what
is put on the skin. The upper layer of skin is dead and cannot utilize the
grease concoction that is applied. The chemicals can be fabric softeners,
cancerous hydrocarbons, alcohol, bleach, hydrogenated fats that destroy
bodily functions and destroy nutrients and weaken immunity.

The Caucasian custom of greasing their skin has nothing to do with health. It
is an ancient superstition. During the many plagues in Europe, it was believed
that open skin pores allowed diseases to enter the body. Consequently,
Caucasians stopped bathing with water and started using animal grease to
bathe their skin. They used cooked sheep fat, which was believed to make
limp Caucasian hair curly because sheep have curly fur and pig grease was
believe to make you violent and a better fighter. Lanolin (sheep grease) is
found in many skin care products based on the ancient belief system of
Caucasians. Other skin care products are based upon superstitious ignorance.

In the 1600’s Europeans used protective alcohol spirit water (cologne) to bath
babies and protect them from evil diseases. Cologne inflamed the eyes and
skin of babies and caused severe pain. Many concoctions were used including
blood (human blood, menstrual blood and/or animal blood) combined with
pagan rituals and superstitious ceremonies. Remnants of the rituals still exist.
For example a grease cleansing (cleansing crème) is followed by an ancient
spirit mask (clay facial or mask), this is usually followed with a holy spirit
protection water (astringent skin cologne) rinse or a skin peel (evil of
facemasks removal) and another greasing (skin lotion). The ancient Greeks
used salt on the skin to protect them, the biblical Hebrews used salt, and
Soranus of Ephesus used salt and honey on the skin. The Ice Age Caucasian
as well as the Britons, Scythians, Germans, Russians, and Greenlanders used
ice or snow as a spiritual protection bath for newborn babies. The bath would
kill unhealthy or weak babies and damaged the baby’s skin and was an
emotionally and mentally abusive for healthy babies. Soap did not become
popular until the 16oo’s and then it was usually used once a week. It was
usually too acid and damaged the skin. This made Caucasians scared of soap
(cleanliness).

In ancient Africa, babies were bathed in warm water (not cold), such as the
Natives of Pitcairn’s Island or the Araucanian Natives of South America.
Modern baby lotions and creams have harmful synthetic chemicals,
antiseptics, hydrocarbons and dyes in the baby grease. When grease is mixed
with water, it is called a lotion. Lotions are emulsified grease floating in
water. The antiseptic lotions kill germs and irritate the sensitive skin of the
baby. Fossil oils (mineral oil) applied to the skin dry it and destroy oil-
soluble nutrients such as vitamins A, D, E and K. Grease concoctions cause
the skin to peel and chafe and rob it of air, sunlight and nutrients. The oil and
grease concoctions are absorbed into the blood and travel to the organs and
brain. The hospitals grease babies because they do not have time to
constantly change diapers. Baby lotion is a labor saving convenience for
mothers and hospitals. A gentle massage of the baby’s body would help the
skin to release its natural oils and eliminate the need for grease concoctions.
Aside from this, massages increase the baby’s intelligence and emotional
well being. Good hygiene is all the baby or an adult needs for skin care—
keep the skin clean. In the case of fat-bloated babies, the layers of fat and
folded fat should be kept clean. Greasing the baby as if they are an
automobile or metal motor is a way to avoid keeping the baby clean. It is a
chemical solution for bad parenting skills and uncleanliness.

In African culture, there is no need for greasing because the mother is trained
to sense when the child has to urinate. When the child needs to urinate, the
mother lowers the child to a squatted position and the child urinates. By the
parent constantly repeating the lowering of the child to a squat, the child
learns to squat when it needs to urinate. The mother makes a sound when
they are lowering the child to a squat for urinating and bowel movements.
The child imitates the sound and uses it to signal the need to defecate or
urinate. Therefore, the mother does not need diapers and does not need to
grease the baby. A child on a raw food diet would not have slimy-paste
gooey-manure (bowel movements). Therefore, toilet paper would not be
needed. Greasing, toilet paper and diapers are associated only with the
Caucasian race. They have destroyed the intricate communication between
the mother and child. This ultimately contributes to dysfunctional emotions,
thoughts, and feelings. The Caucasian’s dysfunctionality and abnormal
mother and child relationship, feelings and practices are forced upon Africans
as normal.

Caucasians superstitiously have a fear of the weather. This is understandable

considering their Ice Age heritage with earthquakes, loud thunder, floods,
landslides, huge boulders moving, animals constantly running, food
shortages, starvation, diseases, cannibalism, heterosexual and homosexual
rape, dysfunctional families, lack of educational systems and fresh water,
resulted in a distorted (dysfunctional) relationship with mother nature and
mothering. They fear nature, fear mothering, fear the weather, fear God, and
fear each other. Therefore, all Caucasian countries have armies to protect
themselves from each other.

In fear of mother nature and mother nature’s weather, they overdress babies.
Babies should be dressed for the type of weather; in the summer, lightweight
and light colored clothes. In the winter, the temperature in the home is
usually between 70 and 80 degrees. In the winter, summer clothes should be
put on the baby while indoors. If going outside in the winter cold, then winter
clothes should be worn. Skin rashes are usually caused by putting too much
clothing on babies. Excessive or overly heavy clothes cause sweating. The
wearing of synthetic clothes (should wear cotton) can stop air circulation to
the body resulting in sweating and rashes.

Tight underwear and underwear made of synthetic material (i.e., nylon) can
cause sweating and fungus growth. Cotton underwear should be worn. It must
be noted that the long cotton gowns and full-length cotton clothing of African
woman and men may appear hot. However, when walking, the cotton
clothing creates a type of air conditioning and causes cool air to circulate
over the body. The full length cotton African garments are actually cooling.
They help to prevent dehydration. If the African is partially naked or totally
naked in hot weather, they must drink extra fluids to stop themselves from
becoming dehydrated.

If the baby is kept clean and dry, there is no need for antiseptic soap,
medicated concoctions, boric acid, starch powder, talcum powder, vinegar,
oatmeal or bran baths, greasy, oily, lubricated wipes and other substitutes for
good hygiene.
 DRUGGING AN UNBORN BABY
Pregnant women given drugs or who take drugs must realize that all drugs go
directly into the baby’s body. Pica (drugs, junk foods) and poor nutrition
cause the African baby to try to breathe before being born. Under-nutrition
and drugs can cause the unborn baby to have a bowel movement in the
amniotic fluid. The baby drinks the amniotic fluid that has a bowel movement
(manure) in it. The baby’s bowel movement before birth is caused by
emotional and/or physical shock.

Drugs taken by the mother or given during hospital births retard growth, slow
down learning and interrupt the baby’s growth and development and ability
to bond with its mother. Drugs cause a shock reaction in the unborn child. In
a state of shock the baby attempts to breathe. Drugs cause the baby’s immune
system to get exhausted and deteriorate. Pica (drugs and junk foods) deplete
the immunity because they over-stimulate the sympathetic nervous system.
The sympathetic nervous system then decreases nutrients to the sex organs,
digestive system and immune system. Drugs activate serotonin out of its
natural cyclic pattern and depress melatonin. Melatonin is needed for growth
and development.

ULTRASOUND AND BABIES

Hospitals treat menopause, pregnancy and birth as a disease. Their test
standards are based upon White people’s biochemistry. Their birthing
techniques are an unnecessary interruption in the prenatal child’s rhythm,
biochemistry, hormonal level, emotions, and brain function. The child is
subject to cancer-causing ultrasounds. The needles used for taking the
amniocentesis fluid (determines whether the baby is a girl or boy) is guided
by ultrasound. Fetal monitors that are strapped on the mother’s abdomen use
ultrasound. The internal metallic devices that are screwed into the unborn
baby’s head cause inflammations with pus-filled abscesses. The X-rays given
to pregnant women cause a 50% increase in various types of cancer. Aside
from this, the increase in electronics and computers has caused an increase in
drug use, surgical procedures and Caesarean Sections (C-Section). C-Section
babies have an increase in diseases, bonding difficulties and learning
problems. Their biochemical “rites of passage” and bonding becomes
dysfunctional and interrupted. The prenatal life and birthing process of the
child influences their emotional and mental development. The process of
birth shapes the child’s personality. When it is interrupted or made into a
disease-type procedure, the child becomes dysfunctional.
 PLAYGROUND OR DEATH GROUND
The Caucasian culture’s playgrounds are made with equipment, which makes
the play area a death ground. Playgrounds usually have an unsanitary ground
of concrete, chemically polluted sand, asphalt, outdoor carpet, dirt or wood
chips, which can include broken glass, urine, parasites, ticks, fleas, fecal
matter, fungus, etc. The playground toys and exercise devices can be made of
steel pipes, wood or an assortment of plastic, pipes and/or jagged or razor-
edged devices that are hazardous to health. The exercise devices are usually
made for monkeys or pet animals and do not allow all muscle groups to
exercise. The toys are un-holistic, do not have cultural symbolism or themes
and are based on the Caucasian culture’s idea of toys. The toys are militaristic
and resemble the army’s basic training devices.

African toys expressed cultural themes, science, astrology, spirituality, and

were geared to help the child towards higher growth. The African play
activities taught communal life, sharing, and Maat rather than individualistic
or violent competitive play. There were the African games such as Kea
(similar to tic-tac-toe) which was played with stones. In contemporary
African American history, the Kea type play board was drawn on the ground
and a shoe heel was used in similar fashion as a stone (moving piece). A
game such a “Hop Scotch” has patterns drawn with chalk on the pavement or
in the street (usually on an asphalt street) which were patterned after Kea.
The Hop Scotch pattern had a large chalk drawn play board which
incorporated the symbol of the Sun (Ra) at the apex, a pyramid shape inside a
square, and symbols of the female and male principle as connecting boxes.
This was played with a shoe heel as a moving peg. Asphalt is oil waste filled
with cancerous chemicals.

Belenin (similar to marbles), Beleta (similar to jacks), Wali (count and

capture) and action games such as Kele (chicken fighting) were played. Kele
is an action form of Duck Duck Goose with participants jumping in a frog
position and trying to push each other over. These games were played by
African children until the early 1960’s.

Caucasian toys and playgrounds are made so that the child becomes
accustomed to hunting and capturing prey, hoarding goods and violence. The
winner of a game hollers or shouts in order to degrade the loser. The
Caucasian playground toy devices are not organized by gender nor do they
reflect spirituality, cosmic reality or have any relationship to family life. Most
playground accidents are influenced by the child doing whatever it takes to
win. The games require violence and can lead to child abuse and accidents.
Adults that allow children to watch violent movies or play violent computer
games cause the child to mimic violence while playing – this causes the
child to harm themselves and other children. This programs violence into
children and causes them to associate sex, injury and pain with fun.

The playground is usually a fenced-in cage made of wood, plastic or steel

pipes and wires. Falls and miscalculated play activities can cause injury and
permanent harm or death. No professional athlete would consider training or
exercising on the playground devices or under the conditions that children are
forced to play under. In 1990, almost 80 percent of the children taken to
hospital emergency rooms were between 5 and 14 years of age and the other
20 percent of the children were below 5 years of age. The climbing toys and
monkey bars caused over 70,000 children to be taken to the hospital. The
number of children treated by parents, teachers, school nurses, self-treated,
treated by other children or that go untreated would increase the total of
playground injuries. The number of injuries children inflict upon each other
on playgrounds has not been determined. The injuries adults inflict upon
children that they are helping to play at playgrounds increases the total
number of injuries of children. As far as monkey bars are concerned, a safe
way to decrease a child’s risk of injury on them is to measure the distance
between the bar rungs. If the child’s leg is shorter than the distance between
rungs, then they will have a higher chance of their foot slipping and causing
an injury to their body.

The playground lacks instructions for proper use of the devices. The
playgrounds do not have warnings for the appropriate distance to stand away
from the swings nor is any child’s exercise safety monitored by another child
or adult. Play at the playground is usually designed for individual and not for
group or family oriented play. The playgrounds do not have first aid kits
available. Children can be scarred, maimed, mutilated or injured for life at the
caged playground. Some of the children are on prescription drugs (asthma,
hyperactive, or have taken illegal drugs) and can be in withdrawal or high
(physically and mentally impaired).

The playground, with drugged and malnourished children form a doubly

destructive combination against the African child. The child presents its body
at the playground and the condition of that body is nutritional deprivation
caused by a Pica (junk food) diet. The child is nutritionally crippled. The
neuro-hormonal and neuro-physiological responses are slow, inadequate or
degenerated. The child’s mind and body reflexes can be near zero, muscle
reflexes are slower or inaccurate, nerves are irritated, mood swings burst
sporadically, near-arthritic and rheumatoid conditions exist, mild heart failure
symptoms, sugar withdrawal and thought tracking disorder are present.

A child on a Pica diet can have their muscles, nerves and brain floating in
liquid manure and lactic acid waste which irritates and slows down
responses. The child is carrying around approximately 3 pounds of caked-up
toxic manure impacted in the rectum (adults usually have 7 to 15 pounds).
Ironically, impacted manure is calculated as part of the normal body weight.
The internal organs, tissues, nerves and cells are clogged and activity-
impaired by toxins, mucus or plaque, congested cells and nerves. A low
energy hypoglycemic level can strike at any moment caused by the sugary
breakfast or dessert or snack or soda or candy that they have eaten or they can
be extremely hyper from sugar. This can instantaneously cause loss of
muscle, brain and nerve control. A child sugar addict can be in withdrawal.
The sugar drunkard can be having a mood swing, attention deficit episode or
be unstable mentally and/or emotionally.

The obstacle courses called playground toys require 100% physical efficiency
that the Pica junk food diet and sugary snacks and sodas cannot and will not
provide. The child is taken to the playground dysfunctional and nutritionally
crippled and asked to perform 100% on a nutritionless diet. It is not a matter
of if they will be harmed but when will they be harmed because they are
accident prone. To make matters worse, the parents, teachers, school nurses,
doctors other children or extended family members are drugged or have eaten
sugary snacks or have a Pica junk food diet or are dysfunctional and do not
see the obvious dangers of the situation.
 SOUND
Rhythm (circadian rhythm, natural cycles) is melanin dependent. Rhythm is
complicated and unique. For example, pendulum operated clocks can all be
started at different time intervals. However, they all will synchronize to one
rhythm. This has been found true even in a house where several women live
together. Each may have had a different menstruation period (cycle) before
living together. When they live in the same house they will eventually have
synchronized periods and menstruate at the same time. A baby and mother
will have synchronized heartbeats. Sounds become human cells in the baby’s
body. Since the ear matures first, sound is important because sound waves
turn into chemicals, electricity and magnetism that are absorbed by melanin
and translate into thoughts, feelings, emotions, spirit and ideas. Babies should
not be exposed to sounds of arguments, hostility, fighting, violence, loud
noise or music, White racism (cultural insults), and disharmony. European
culture is anti-rhythm and anti-harmony for Black People. Caucasian
medicine ignores the melanin rhythmic importance of the Black baby and
mother. The use of anti-melanin drugs and Pica junk foods causes a conflict
within the body of the mother and child. Rhythm controls the growth of
organs and bones. A baby can grow up to 1 inch in height in 24 hours.
Growth cycles (rhythm) are controlled by melanin. When rhythm has been
disturbed by the anti-melanin hospitals and medical procedures the melanin is
deficient or insufficient which can cause a sudden growth spurt that can
retard physiological growth of brain cells. This can result in sudden irritation
as well as emotional and mental problems in a baby (Growth Research,
University of Pennsylvania by M. Lampl, M.D., Ph.D.).
 SUGARS CAUSE DISEASE
(Sweet N Low, Nutrasweet, Equal, Aspartame, Splenda, White Sugar, Brown
Sugar, Raw Sugar, Succanat, Maple Syrup, Honey, Molasses, Grain Sugars,
Fructose, Stevia)

Aspartame (a form of Pica) is an artificial sweetener that is 200 times sweeter

than white sugar. It is totally synthetic and is made with a toxic poison called
methanol. Methanol (alcohol) is combined with synthetic aspartic acid and
phenylalanine and called aspartame with the commercial trade name
Nutrasweet or Equal. Methanol is toxic to the thymus while excessive
amounts of synthetic aspartic acid and phenylalanine are toxic to the liver. It
is cheap to make and yields high profits.

The U.S. Food and Drug Administration has reported that the common
symptoms of excessive amounts of aspartame is dizziness, nausea, vision
problems, seizures, malaise and recurrent headaches. The Center for Disease
Control has reported that the majority of complaints about aspartame are
nerve damage (neurological). Canada, one of the first countries to use it, has
noted that aspartame causes menstruation problems, mood swings, numbness
and migraine headaches especially among children and teenagers. When
children stopped using it for 10 days, the teenagers that had migraine
headaches, numbness, mood swings, and other symptoms cleared up.

Children are not tested for toxic levels of aspartame, nor are the secondary
effects or permanently damaging effects known. Aspartame is a sweet way to
use children as laboratory test animals that create economic profits for the
food industry. Aspartame can be found in diet foods as well as the following
products: chewing gum, wine coolers, sodas, instant tea, milkshake mixes,
yogurt, drugs, laxative, cocoa mixes, cereals, candy, cake, instant breakfast,
frozen deserts, gelatin deserts, breath mints, juice drinks, toppings,
multivitamins, milk, instant coffee and most foods that say sugar free.

Aspartame is used in carbonated sodas and the word “diet” is put on the label.
The word “diet” on the label indicates that the soda is part of a diet. It is
never specified on the label whether the word “diet” refers to a junk food
diet, vegetarian diet or weight gain or loss diet. The consumer assumes that
the word “diet” means a weight loss food. Aspartame and other synthetic
sugars have never been scientifically proven to cause weight loss. In
aspartame diet sodas and all sodas, the carbon monoxide used to make
carbonated sodas is a poisonous gas. The body exhales toxic carbon dioxide,
in order to get rid of it. The soda drinker drinks the carbon dioxide that the
body wants to get rid of. The consumer ironically buys trace amounts of
carbon monoxide and carbon dioxide and drinks it in carbonated sodas. This
is against good health. Carbonated sodas decrease oxygen to the brain, the
phosphorus stops calcium absorption, de-mineralize the bones and body and
cause cirrhosis (hardening) of the liver. Harmful synthetic sugars are in
“sugar free” foods. If a food taste sweet a type of sugar is in it. The Food and
Drug Administration only classifies white sugar (glucose) as an official
sugar. The word “sugar free” means glucose sugar is not in the product.
“Sugar free” means a synthetic poisonous sugar such as aspartame is in the
food. Synthetic chemicals such as artificial sweeteners are addicting and
harmful.

The aspartame users have moved from sugar addiction to aspartame

addiction. They never get treated for the sugar (sweets) addiction. Sweets
(aspartame, white sugar) doubles the disease-causing effects when combined
with bleached white flour, white grits, polished (white) rice, salt, saturated
fats, animal flesh and high cholesterol. White sugar is a synthetic chemical
and bleached white flour is a chemical. The harm caused by each of these
chemicals is known. However, when white sugar is combined with bleached
white flour it forms a totally new chemical that is different from white sugar
and bleached white flour. The diseases caused by this new chemical are not
known. Heart disease, diabetes, varicose veins, senility, coronary artery
disease, high blood pressure, cataracts, circulatory problems, cancer and
many other diseases are directly related to refined carbohydrates such as
white sugar, bleached white flour, white grits, white rice, concentrated
sweeteners, etc. It was not until concentrated sweeteners were added to the
traditional processed polyunsaturated and saturated diet that diseases
increased. When aspartame is added to the combination of processed
polyunsaturated and saturated fats, salt and hidden white sugar in Pica junk
foods and “health junk food” that health problems increased. These foods are
toxic (poisonous) to the pancreas, liver, pineal gland and the entire body.
Drugs such as aspartame are synergistic (enhancers) to other synthetic
chemicals and junk foods. Books that can reveal more information on the
subject are Sugar Blues, by William Duffy, Natural Health, Sugar and the
Criminal Mind, by J. A. Rodale, Body, Mind and Sugar, by E. Abrahamson
and A Pezet and Killer Salt, by Marietta Whittlesey.

White sugar comes in many forms. For example, brown sugar is white sugar
dyed with caramel color. Natural raw cane sugar sold in health food stores is
white sugar with caramel color. There are other harmful sweeteners such as
corn syrup (white sugar’s other name) fructose, sucrose, dextrose, honey, etc.
All these concentrated sweeteners cause nerve damage. As a result of sugar
consumption, over 50% of Americans are hypoglycemic and diabetic while
the remainder are pre-diabetic.

White sugar over stimulates the pancreas, which in turn burns up all the
starch energy. A diseased pancreas cannot get energy from starches,
therefore, the body has to switch to burning fats (oils) for energy. In other
words, sodas make you crave French fries (oil) and potato chips (oil) and
then the salt on the fries and chips make you crave the drug white sugar
which causes you to crave oil (French fries, oily potato chips).

White sugar is a concentrated sweetener. The body tries to dilute white sugar
with fluids. It takes moisture (fluids) from the bones, organs, tissues, veins,
arteries and nerves. The nerves become damaged causing blindness, chronic
fatigue, kidney failure, Alzheimers, Parkinsons, cataracts, glaucoma, hearing
problems, arthritis, infertility, high blood pressure, hyperactivity, mood
swings and diabetes. The loss of fluids causes dehydration and thirst. White
sugar makes you thirsty. In other words, drinking a soda makes you thirsty
for a soda. Constantly buying sodas to satisfy the thirst sodas makes profits
for the soda industry. The average child does not drink any water; they drink
sodas or white sugar sweetened bottle water or some type of sugary beverage.

The only truly safe sugars are those found within the raw vegetable or fruit.
The herb Stevia is a green natural sweetener. For those who want a fairly
safe concentrated sugar that causes nerve damage use grains such as malt,
rice or barley syrup or powders. They are used slowly by the body and
slowly cause the same damage as white sugar and are less toxic and harmful
to the pancreas.

The sweetener Splenda is a sucrolose mix with a poisonous pesticide that

kills roaches, ants etc. it was discovered in a pesticide factory.

The health foods stores sell many foods that have types of white sugars as
well as food items combined improperly. There is a large “junk health food”
variety of sugary sweet foods. The problem with “junk health food” is that
they use deceptive misguiding words such as “natural” when they actually
contain artificial ingredients. A few wholesome ingredients are mixed with
brown sugar, corn syrup, aspartame, disease causing canola oils, disease
causing processed polyunsaturated oils, salt, hydrogenated oils, etc. Salad
dressings and catsup have sugar in them and are equally dangerous. The need
to add sugar to food has to be eliminated.
 SUGARS
(Refined and Processed)

There are two types of sugars. When sugars are isolated and concentrated
(processed) they are technically classified as a drug. The sugars that are
naturally within plants are safe. Refined (processed) sugars are dangerous to
health.

1. Glucose
Causes: dehydration, blindness, kidney failure, diabetes, fatigue, arthritis.

 High blood pressure, hardening of the arteries and veins,

hypertension
 Activity, infertility, low blood sugar (hypoglycemia) mood swings
 Glaucoma, cataracts, hair loss, gum disease, rotten teeth (cavities)
 Senility, rheumatism, nerve damage, Alzheimers, Parkinson
 Numbness, Tingling and addiction

2. Fructose
When refined causes free radical oxidation (makes cells rust) causes the
same diseases as glucose.

Sugar Combinations
 Sucrose - is a combination of glucose and fructose
 Lactose - is milk sugar and a combination of glucose with
galatose

HONEY
Contains: 70% Fruit Sugar (Fructose)
30% Sucrose Sugar (White Sugar)
CAUSES:
Blood Levels of Insulin Kidney Fatigue and Disease
Blood Vessel Damage Damaged and enlarged the
Contributes to uterine Liver and Adrenal Glands
Fibroids,
Endometriosis, Cystic Mood and Thought Disorders
 Mastitis,
Breast Cancer, Ulcers Pancreas shrinks and deteriorates
Gouty Arthritis Strokes
Hardening of the Arteries Heart Attacks
Hyperactivity Increases Uric Acid
Increases Blood Fats Periodontal Disease (Teeth and Gums)
Triglycerides, Cortisone, and
Cholesterol to increase

SUGAR CRAVING REMEDY

Gymnema Sylvestre = prevents sugar craving

Bitter Melon = prevents sugar craving

Bilberry (Huckleberry) = increases insulin used for diabetes,

heals pancreas

Guggulipid = prevents sugar craving

Vanadium (Vanadyl Sulfate) = heals pancreas

Chromium = increased energy, stabilizes blood

sugar

Supplements called Natrol Cravex = stops the biochemical craving for

or Nature Secret Crave Less sugar

Pau d’Arco = kills yeast that cause sugar craving

 MENTORS
The mentor is the key agent for cultural and nutritional wisdom and the
development of the Black child. Mentors are commonly called a “hero,” a
“shero,” a famous ancestor, an educator, athlete, social activist, freedom
fighter, scientist, relative or significant Black person. Mentors translate
culture and serve as role models. They have three primary functions. First,
the Mentor is a “coach” that encourages the child’s highest [ability] good.
Secondly, the mentor is a “Tutor” that instructs in the use of rules or theories
or cultural values and norms as they apply to the child’s ability. Finally, a
mentor is a “Counselor” that gives guidance on the quality of life needed for
that child’s talent and ability. Ability has a broad meaning and includes
talent, career, aspiration, family life, community life, business development,
leadership and the child’s individual concerns. An education is the primary
expression of that ability. The origin of the Mentor demonstrates its
significance in “family-centered” African life.

Mentors have a long history in African heritage and culture. Mentor in Greek
means Divine Teacher. In African civilizations such as the Kush, Ethiopia,
Nubia and Egypt, it is explained in mythology. The mythological God name
Osiris (his name means “Guide of the Soul”) he was a great ruler. Before
Osiris was born, the world had no order; there were no buildings and life was
crude. Osiris left his country to travel all over the world to teach the laws of
cycles, order, Maat, proper worship and technology. In his absence from his
children, a highly developed person was chosen to teach his son Horus the
laws of man, God, universe, Maat, science, ethics, nutrition, agriculture and
holistic health. The person chosen was named Thoth. Thoth was a God in
charge of the written laws of Maat. Thoth taught Maat to Horus. Maat is a
word that stands for morals, righteousness, ethics, truth and justice which
includes the divine image of humans, perfection, teachabililty, free will of
humans and moral practice in human development. “Maat-Thoth (Mentor)”
is also represented by the Kabala, Caduceus, Mancala or Ankh. These words
and symbols mean “Tree of Life.” The “Tree of Life” is symbolic of the
utilization of 12 Melanin centers of the brainstem, the 12 cranial nerves, the
12 steps of Jacob’s Ladder, the 12 steps on the God Shun’s stairs, the 12
principles of Metu Neter, or the 12 cyclic degrees of the Zodiac (attributes of
God). These 12 steps plus the Sun God equal number 13.

The “Rites of Passage” of growth and development are degrees of

knowledge. This knowledge is called the Mystery System which was taught
by Mentors. The mentor is a cultural technology and responsible for the fruit
(child) of the “Tree of Life.” A Mentor is part of the African extended family.
Sometimes, the principles or steps are combined into the 7 principles of
Kwanzaa or the 7 Halls of Osiris or they can be reduced to 3 steps or levels.
For example, the Mystery Steps could be (1) “Mortal” - In this step there is
no “inner-vision” and the person learns how to holistically participate in and
care for his family-centered life, (2) “Intelligence” - In this step the person
receives mind or consciousness and attains “inner-vision” and (3) “Creator”
or “Suns of Light” or “Enlightenment.” In this step the person becomes
united with the light of God (RA) and received “super-vision.” Mentors and
Maat are used to make the Black child a technology that solves Black folks’
problems. Children must be raised to solve their race’s problems, and reach
their highest level of humanism and further African culture.
 CHAPTER 14 PARENTING
CONSIDERATION
What the family talks about in the evening, the child will talk about in the morning.

Oromo Of Ethiopia and Kenya proverb

 BONDING WITH YOUR CHILD
Bonding is a biochemical, emotional, hormonal, spiritual and electromagnetic
process. Bonding occurs between two living things. Bonding occurs between
plants and humans, soil and humans, animals and humans as well as human
to human.

Plant and human bonding has been verified by galvanometers which are a
type of lie detector (polygraph) that is attached to the leaves of plants. In
scientific research this type of lie detector device was attached to the leaves
of plants and people were selected to think about hurting a plant by burning it
(The Secret Life of Plants by Peter Thompkins). The people actually were
going to burn the plant. Plants are able to recognize and respond to intentions
to harm them from a thought of harm. Plants respond to storms and harm by
making their sap go to the roots. If a person plans to harm a plant the plant
will electro-magnetically respond to thoughts of harm by making a lie
detector attached to its leaves move. Lie detectors have verified that plants
get happy when their owner is on the way home, plants know when their
owner is lying and plants respond to the owner’s moods, injury, stress and
negative and positive thoughts and behaviors. Once the owner of a plant
bonds to the plant by taking care of it, singing to it, touching it and loving it,
they become bonded. Consequently, the plant acts and reacts to owner’s
emotions and thoughts. If a person sits next to a plant and hates it, the plant
responds by becoming weak and may cry and die from the negative effect of
the negative bond. Bonding has a holistic effect on lesser life forms such as a
plant and has a holistic effect on a higher life form such as a child.

In many scientifically documented experiments bonding has been studied by

deconstructing socio-biological behavior. Bonding requires having feelings
of attachment as well as adapting your personality to a plant or person while
remaining true to your essential non-adapting Maat culture. Bonding requires
understanding the nature of the child and being receptive to the child and
being spiritually in touch with the child. Bonding is a training process for the
child. The child is trained with the rules, taboos, morals, rituals, and
ceremonies of their culture. Scientists have bonded with plants and taught
plants to grow a certain way such as Mr. Burbank. He taught cactus plants to
grow without thorns and did not genetically modify the cactus or use harmful
synthetic fertilizers or hybridize (Training of the Human Plant by Burbank).
Burbank discovered that it is easier to train plants if you bond with them, use
love and mix play (culture) with work.

Metals respond to bonding. Metals can bond to a person that loves them and
will change its electromagnetic response when the person’s moods change.
Metals have cycles. Each type of metal (i.e., copper, zinc, iron) has a unique
electromagnetic personality. A plant or metal bonded to a person can get
upset if the person is upset or acts dysfunction if the person is dysfunctional.
For example, a plant that is bonded and treated negatively by a person will
grow poorly. If Caucasian Acid Rock and Roll music is played to a plant, the
plant will grow leaves in bunches and/or non-symmetrically, the roots will
grow shorter, the plant will absorb excessive amounts of water and the plant
will be stunted in growth. In other words, the plant will become dysfunctional
(Plants Response as a means of Physiological Investigation by Jagadis Bose).
Negative bonding has an effect on plant moods, growth, electromagnetic
energy, and life.

A child is bonded negatively if taken out of its culture. The child will develop
abnormally. Plants taken out of their natural habitat and plant culture and not
allowed to bond with other plants that are the same as itself will develop
abnormally. The works of Johann Wolfgang von Goethe (1786) in
Metamorphosis of Plants and the book Effects of Cross and Self Fertilization
in the Vegetable Kingdom by Charles Darwin point to the variations in plants
grown outside of their plant culture and bonding environment. Aside from
plants, amoeba, yogurt, yeast, blood and sperm when put in a liquid and
attached to a lie detector type device response to human emotions. When
these living things are bonded to a person they can identify when the person
has told a lie and when something harmful has happened to the person. In
fact, human sperm is bonded to its owner and can identify its owner. Bonding
has far reaching effects, affects and emotional actions and reactions. Living
things want to bond to living things. Living things have developed feelings
and behaviors, which make the bonding experience pleasurable. Bonding is a
type of electromagnetic pleasurable exchange between two living things.

Bonding between a mother and her child is a two-way biochemical, hormonal

and physical process. When the child interacts with the mother, both of them
secrete a morphine type chemical, which makes the body feel pleasurable.
When the breast-fed baby sucks on the nipple a morphine type chemical
called oxytocin is realeased. The hormone oxytocin makes nursing
pleasurable for the mother (or wet nurse). This same type hormone is released
in the body when friends and family members are together. It is also released
during sexual intercourse as well as pregnancy. It makes intercourse and
pregnancy pleasurable. The birth of a child causes the mother to have a drop
in oxytocin. This sudden drop can cause Post Partum Depression (i.e.,
morphine type drug withdrawal). The morphine type hormone oxytocin and
endorphine (released during exercise) is nature’s way of rewarding a person
for bonding and exercising. Aside from this nature uses behavior to insure
bonding.

The baby must insure that the mother enjoys the bonding process by using
specific types of behavior called “Fixed Action Patterns.” The baby’s “Fixed
Action Pattern” consists of clutching, grasping, rooting the nipple, smiles,
cooing sounds, clinging, and eye to eye contact behaviors. These behaviors
make the baby attractive to the mother. The baby is not attracted to strangers
and has a natural fear of strangers. When a stranger approaches the child, the
child will cry if the mother is not near when a stranger approaches. This
causes the mother to constantly stay with the baby and continue the bonding
process which gives the mother a morphine-like high. Oddly enough, the
baby does not have a natural fear of tigers, dogs, snakes or predatory animals.
To further insure bonding the baby enjoys curves (i.e., eyebrows, cheeks,
smiles, nipples), color contrast (i.e., iris and pupil), acute angles (i.e., corners
of the eyes, smiles), high pitched melodious sounds (i.e., songs, baby talk),
movement in a frame (i.e., lip movement on a face), and symmetry (i.e.,
similar size and equally aligned two eyes and two ears). The sum total of the
baby’s enjoyment amounts to a human face and breast. The baby likes
symmetry in facial structure. Physiologically, symmetry is equated with a
normal healthy human being while asymmetrical (out of alignment and
balance) facial structure or one eye lower or slanted or on an off angle
equates to poor bone structure and ill health. In other words, the nature of the
baby seeks a healthy adult. Incidentally, movie idols that are considered
attractive have symmetrical facial features (i.e., Denzel Washington, Sidney
Poitier, Halley Berry, Lena Horne).
The bonding process essentially is the same for all types of bonding be it
mother/child, male/female, sexual male/female bonding, non-sexual
male/male, and non-sexual female/female. In bonding there is a biochemical
change, morphine-like chemicals are released. Pheronomes (hormone vapors
of odorless fumes) are released, the histo-compatibility complex is
stimulated, (a sensation of feeling good or bad), and bio-potential of skin
changes and Fixed Action Patterns are involved. There are “Fixed Action
Patterns” during sexual intercourse because there is clinging, grasping,
cooing type sounds, kissing replaces rooting of the nipple, and morphine-like
chemicals are released during sex. The Fixed Action Patterns of non-sexual
male/male bonding are basically the same. For example, men bond when
playing sports, or having mock boxing matches. They grasp, cling, touch
each other making cooing type sounds and release the morphine type
chemical called endorphins. Since Fixed Action Patterns are essentially the
same, the culture separates one type from another by using taboos, morality,
and different sets of rituals and ceremonies to limit the physical behavior
used. Caucasians use Fixed Action Patterns when bonding to their pet dogs
and seem to have no limits on physical behaviors with pets. In any case, the
absence of adult Fixed Action Patterns in parent/child bonding causes the
child to have dysfunctional behaviors such as timidity, social withdrawal,
fear, insecurity, relationship problems and intimacy dysfunction.

The child enjoys bonding and prefers bonding with relatives that have bonded
with its parents. The child has a hierarchy of bonding preferences. When a
child can equally socialize with kinfolk, the child will invest more bonding
time with their nearest relative rather than a distant third or fourth cousin.
This is mostly the result of the child being genetically closer to their nearest
kin. The approximate ratio of genes the child has is ¼ genes of the mother
and ¼ genes of the mother’s ancestors and ¼ genes of the father and ¼ genes
of the father’s ancestors. Consequently, the parent and child are 1/4
genetically related. Genetically the child is more related (3/4 genetically) to
its sisters and brothers than its parents. In the parent/child bonding process,
the child is interested in itself and getting its needs met. The parents’
awareness of the child’s neediness is not as clear, precise and focused as the
child’s awareness of its neediness. The child spends the vast majority of its
time in a state of neediness. It is totally dependent on the parents for all its
needs. The parents’ focus and attention is divided between household
maintenance, E-mail, work, friends, relatives, their mate, traveling to and
from work, telephone conversations, sex, social issues and problems. The
child with their total focus on their neediness and the parent with partial focus
on the child’s neediness means the parent is put into a position of being
manipulated by the child. Since the parents want an emotional and social
reward for investing time in their child, this sets them up to be manipulated
by the child. The child uses Fixed Action Patterns to manipulate the parent
and to make the parents invest time, money and dreams in them. This means
the child is looking out for its own needs. Aside from this, the child’s
bonding and Fixed Action Patterns stimulate the parents’ biochemistry to
secrete morphine-like chemicals (i.e., endorphins, oxytocin) that cause a
pleasurable sensation in the parent. Consequently, the child’s manipulative
techniques bring physical pleasure to the parent despite the parents’
conscious efforts to avoid manipulation. The nature of the child is to use
Fixed Action Patterns and love to attach to the parent and manipulate the
parents. The problem is manipulative techniques are the same as Fixed
Action Pattern. However, in healthy, bonded children they know the limits of
manipulation while damage bonded, dysfunctional children do not know the
limits or abuse the limits.

The Black Child becomes damaged and/or dysfunctional because bonding is

not complete. Bonding is the emotional attachment the child has to its
mother, father, and culture. Bonding starts before birth with the child’s
placenta and the unborn child. The placenta allows two different people
(child and mother) to attach and form a relationship. The placenta forms the
umbilical cord and attaches the child (fetus) to the uterus of the mother. It
provides nourishment, air and blood to the fetus. The placenta has a
personality and spirit. The placenta’s lactogen hormone can stimulate the
mother to increase nutrients in her blood. A mother with an inadequate
nutritional diet can stress the unborn baby and herself. This can result in
hypertension (preclampsia) and a low birth weight and high placenta weight.
A low birth weight can cause hyperactivity in the child and as an adult the
child can develop high blood pressure. A large placenta can indicate bonding
problems as well as a malnourished child. Bonding problems can lead to
dysfunctional emotions and behaviors, relationship problems, and the child
can become an adult that has problems relating to jobs, money, people,
parents and themselves. Bonding problems can biochemically start with the
mother’s egg before conception.

The egg communicates to the follicle that surrounds it in the ovary. The
follicle makes a nutritional evaluation of the mother and communicates to the
egg. The egg can then decide to speed up or slow down its development. The
egg divides four times before the sperm fertilizes it. This indicates that the
egg has a type of emotional and intellectual biochemical personality that can
be influenced by the mother’s moods, thoughts, nutrition, spirit and
dysfunctionality. The quality of the egg as well as the quality of the sperm
can predispose the conceived child to have dysfunctional bonding. Both egg
and sperm are subject to the electromagnetic, neuroelectrical, and
neuromagnetic pulses that stimulates the nervous system and facilitate
communication between the brain cells formed by the union of the egg and
sperm. In other words, the sperm and egg are influenced by the physical,
mental, and spiritual health of the adult. This means a sick man has sick
sperm. The quality of egg and sperm are a reflection of the quality of the life
of the adult. Poor quality eggs and sperms can predispose a conceived child
to have bonding problems as well as psychological, physiological, and
emotional difficulties.

The ability of the baby to bond as well as intelligence and emotions are
influenced by social and physiological factors. For example, the birth order
can impact a child’s intelligence. Usually, the first born will have an IQ
(intelligence quotient) 3 to 4½ points higher than the children born later. The
increase in IQ is probably caused by the child receiving more bonding time
from the parents. The birth space which is the time between the birth of
children impacts IQ. Children born 2 to 4 years apart have a higher IQ than
those born less than 2 years apart. The birth space coincides with the natural
2 to 4 years of breastfeeding each child should receive – the average in the
world is 3 years. Children that have sisters and/or brothers to bond with have
a higher IQ than children without siblings (an only child).

Bonding is damaged by social life relationships, emotional, mental, physical

and/or spiritual stress. Stress causes the sympathetic nervous system to react
by releasing catecholamines (epinephrine = fight, norepinephrine = flight)
and steroids (i.e., corticosteroids). Stressors on the pregnant woman causes
decreased oxygen and nutrients to the unborn child. This can cause the baby
to be easily irritated and develop altered sexual behavior, unstable emotions,
mood swings, learning problems, and a decrease in social skill –
dysfunctionality. Maternal stress decreases the head size, and birth weight of
the child and the bonding ability. Stressors and anxiety in pregnant women
increases corticosteroids and catecholamines in the unborn. This can cause
the eczema, respiratory problems, ulcers, ear infections, miscarriages,
neonatal death, Sudden Infant Death Syndrome (SIDS), cleft lip, Downs
Syndrome, premature birth and bonding problems.

Social stressors can be direct or indirect and the child or parent can be aware
(conscious) or unaware (unconscious) of the stress. The effect of the stress
causes hormone imbalances and neurological brain malfunctions which result
in dysfunctionalilty. For example, unborn, overstressed prenatal girls and girl
infants tend to release adrenal hormones (i.e., adrenaline, noradrenaline)
which decreases her sex hormone balance. This imbalance lessens the
feminization of her brain, resulting in tomboyish behavior. Stress hormones
(adrenaline, cortisol) interfere with the testosterone production . In
infant boys (3 to 4 month old) the testosterone rises until the end of the first
year. The testosterone rise stimulates the hypothalamus region of the brain
(men have twice as many neurons in the area than women). However,
pregnant women that are stressed have increased adrenal hormones which
decrease the testosterone level in unborn boys. This alters instinctive
behavior, manhood and fatherhood ability and causes some type of
dysfunctionality. In girls the testosterone hormone takes a default nerve
pathway and does not masculinize their brain. However, stressors tend to
cause similar dysfunctionality in girl.

Children that are bond damaged are insecurely bonded. The electrical signals
in the brain are usually altered with abnormal electrical activity in the frontal
and temporal regions of the brain, especially the left frontal region which is
associated with having a “feel good” feeling. The brain’s cortex frontal
region (lobe) is associated with personality. The brain of an unborn child is
affected by unconscious and conscious stressors of the mother. A bond
damaged child's brain is under-stimulated. This limits the emotional
vocabulary and intelligence. The limitations of the child’s emotional
vocabulary will limit their ability to be emotionally bonded (connected) in
relationships with people, culture, success, history, money, children, spouse
etc. this limits their emotional ability to love themselves and love someone
else. They will become adults that pass on emotional limits and bonding
castration to their children.

Bonding reflects society and is attached to culture. Bonding gives the child
gender. Gender is behaviors a culture attaches to the male sex and female sex.
Children learn gender before they are one year old. In European culture,
mothers during the genderfication process smile more at girls than boys, pay
more attention to boy’s anger and less attention to boys’ smiles. Boys are
taught that they are supposed to “sew their oats” – having promiscuous sex
before marriage, prey upon virgin girls, etc. Girls are taught to always protect
themselves from male sex predators and girls are taught that being raped by
males is always a possibility. Physiologically in boys the brain’s orbito-
frontal region grows faster than girls. This means that boys have a higher
degree of emotional restraint (i.e., not easy to cry). The bonding problems
and Caucasian gender rules of Black children can be eradicated if Maat
cultural values are used instead of European social and cultural values.

A child cannot be totally bonded and cultureless nor can a person have
freedom and be cultureless or healthy and cultureless. Culture provides the
emotional, social, spiritual and psychological language that allows a person
to define themselves and reality. Culture provides a biosocial computer
program that transmits and translates reality. Culture prescribes and defines
what bonding can be and should be. If a Black person uses an alien culture
(European) to bond to their child, then the child is bond damaged
permanently. For example, the European “abandoned child” themes are the
foundational stories and myths. Children abandoned by their parents are
dysfunctional. The study and use of an abandoned child’s interpretation of
love, marriage and social life forces dysfunctionality upon a Black child. The
“abandoned child” themes and philosophies are abundant in European
(Caucasian) culture. Some Caucasian characters that are abandoned (unloved)
children are Hercules, Paris, Cadillac, Snow White, Superman, Hansel and
Gretel, Cinderella, Oedipus, etc. The Oedipus myth is the foundation of
European psychology. Europeans (Caucasians) believe the mind was
abandoned by God and therefore cannot be trusted. The “abandoned child”
themes mean that nature, your mother and father, love and God cannot be
trusted to provide or to bond. The constant use of the “abandoned child”
themes read to children in the form of fairytales or used in cartoons or movies
or video games maintain bond damage. In abandoned and/or abused children,
the Hippocampus brain tends to be smaller. The Hippocampus is associated
with long term memory (i.e., a computer memory stored on a CD-ROM or
disk). In abandoned and/or abused children, the emotional temperament and
fear, anxiety, distress and social withdrawal are increased. The Limbic
Region (emotional center) is abnormally affected. The limbic region (cerebral
cortex) and the brain’s Amygdala and Temporal Lobe are associated with
memory, knowing the difference between right and wrong (discrimination),
recognizing faces (reality), controlling emotions, etc. The “abandoned child”
themes rewire the normal thought process and reward a child for being
abandoned. Each “abandoned child” character becomes a “hero.” A “hero” is
a person rewarded for being a person (abandoned). They are “rewarded” for
not having parental guidance, control, discipline and love. They are rewarded
for being dysfunctionally bonded. An abandoned child has no investment of
time from the parents.

Bonding requires an investment of time and unconditional concern and care

for the child. An adult can decide not to invest in the child. There are two
types of non-investment (1) abortion and (2) adoption. Abortion is the murder
of a child before birth or murder of the child after its birth – infanticide.
There are two types of adoption (1) adoption before conception and birth and
(2) adoption of the child after birth. Adoption of the child before birth occurs
when a woman sells or donates her eggs and a man sells or donates his sperm
and then their egg and sperm are united outside the womb and placed in a test
tube or womb of another woman. In abortion and adoption, the parent of the
child or egg or sperm does not invest in the child.

Bonding requires a complete investment in the child. Total (complete)

bonding requires that the mother and father act as complimentary pairs that
provide unconditional care and undivided attention to the child, attach the
child to its culture and the mother breastfeeds. A child that does not get total
bonding is at risk. No amount of quality time or love changes the risk. In
nature there is no negotiating with bonding. Either the child is bonded or not
bonded. Either the child is undamaged or damaged from bonding. Parents
tend to assume they can negotiate or compromise with nature by giving their
child so called “quality time.” Quality time means “good enough time” or
“the best I can do to squeeze you into my schedule.” African culture gives the
best example of bonding.

The mother and father in the Aka tribe of Central Africa completely bond to
the child. The Aka father spends 20% of the time with the child and the
mother 80%. He provides emotional, spiritual and physical support by being
physically and emotionally near the mother 50% of the time that she is with
the child. This is total bonding with the child. It must be kept in mind that in
mammals the mother tends to do more parenting. She provides breast milk
and her milk will let down (secretion) in response to the baby’s hunger cry.
The mother has a prolactin hormonal response and responds to baby’s cries
quicker than fathers. A total bonded child develops an extensive emotional
vocabulary and healthy social skills. The child bonds to the parents and the
parents bond the child to the culture. Thus, total bonding transmits and
translates culture. Any deviation or incomplete bond will cause an aspect of
the child’s emotional, social and spiritual life to be dysfunctional forever. The
impact of incomplete bonding cannot be overcome or cured by love or
therapy. For example, a child born in jail or chattel slavery with loving
parents cannot escape the impact of slavery or jail on their life. Love cannot
erase the damage slavery has caused to the child. A child denied access to
their culture’s language, rituals, ceremonies, spiritual system and freedom is
damaged forever. Nature has strict rules. Ignorance or intelligence does not
help avoid nature’s rules. For example, if you are shot in the heart with a
bullet you will die. It does not matter to nature whether you are a child,
intelligent, senile, ignorant, old, or accidentally stepped in front of the bullet.
Nature has rules that must be obeyed (i.e., stop breathing, you die, etc.)
Oppression/Slavery denies total bonding and nature’s price for this is some
type of spiritual, emotional, and social dysfunctionality. Obviously the
solution to the problem is to be free of oppression/slavery. Nature will not
compromise, negotiate or delay the penalty. The impact of incomplete
bonding is called partial bonding.

Partial Bonding occurs when the child is not breastfed and/or the mother and
child spend long periods of time away from each other and are inattentive to
each other. Bonding activities can be the mother talking or singing to or with
the baby or cuddling or being quiet and alert to each other, playing together,
massaging each other, etc. Partial bonding occurs when the mother and child
are physically together but emotionally and mentally apart. For example, the
mother or father is physical with the child but instead of emotional and social
bonding activities, the child and/or parent are separately or together playing
video games, watching television or talking on a cell phone. Today mothers
can be with their child and talking on a cell phone while shopping, driving to
and from school, fixing dinner, etc. The end result of such emotional
detachment from the child is partial bonding, which causes a dysfunctional
child. There are typical characteristics of a partially bonded child.

A partial bonded child tends to cling tightly to mother, develops distress,

tension, mistrust and anger, lacks appropriate social skills, seeks and avoids
intimacy and/or takes unnecessary risks. A partial bonded child becomes an
adult that has difficulty establishing and/or maintaining intimate
relationships, avoids looking the parent in the eyes, has unexplainable fears,
is unaware of emotional limits, has episodes of confusion, tends to be
disorganized and/or disorientated, etc. Total bonded children have obvious
good behavior and partial bonded children have obvious problems that have
been scientifically proven by a test called the “Strange Situation Test.”
African children are totally bonded with healthy African centered parents and
have holistic behavior are in the book Infancy in Uganda, Infant Care and the
Growth of Love by Mary Ainsworth. She created the “Strange Situation
Test.”

Partial bonding can be less of a problem and not produce dysfunctionality if it

occurs in an African cultural setting. In African culture each adult is a parent
and practices parenting skills with all children. Mothers that work have
caregivers that are bonded to her and/or related and bonded to her. The baby
feels emotionally secure with caregivers bonded to the mother. The
caregivers are usually of the same ethnic group (i.e., Akan, Hausa, Yoruba,
Twa) which means the child is exposed to rituals and ceremonies consistent
with the mother. Children bonded under these types of cultural conditions do
not exhibit bonding problems. When the child is old enough to attend school,
the teachers are usually of the same ethnic group and/or are a relative and are
seen as a parent by the child. The adults and teachers are extensions of the
mother/child bond. However, today the Black child is damaged by partial
bonding (Mother Love/Mother Hate: The Power of Maternal Ambivalence by
Rozsika Parker). Bond damaged children were observed among babies in
Israeli Kibbutzim (day care centers). Jewish mothers that did not spend
bonding time with their babies caused dysfunctional behaviors in the child.
The Jewish working mother that took time off from work to breastfeed and
bath their babies and their babies sleep with them at night caused at least 10%
of the babies to be damaged by partial bonding. It must be kept in mind that
the mothers were totally free to practice their culture’s rituals, ceremonies,
diet, health system, birthing practices, religion, dance, music, language and
marriage, and yet 10% of the children partially bonded were dysfunctional.
The Black women and men in slavery, oppression (so-called Black
Experience) do not breastfeed, allow strangers to care for their children, do
not have a natural foods diet, use Caucasian hospital birth rituals, have
slavery trauma and/or adopt European culture are causing children to be bond
damaged. Bond damaged Black children do not have the culture, emotions,
thoughts or spirituality to access Black intelligence. What these children do
have is some aspect of their emotions, feelings, desires, wants, needs,
sexuality, diet and lifestyle dysfunctionalized permanently. In order to avoid
producing dysfunctional children that become dysfunctional adults (so-called
normal Black folks) social and biological bonding factors need to be
understood.

Mother/child bonding has many social and biological factors that influence
the bonding success. Bonding is influenced by the food supply, gender
preference, economics, colonialism, slavery trauma, sex, demographics (ratio
of men to women), biochemistry, breastfeeding, environment, “Nature” and
“Mother Nature” philosophy. Each culture has a different definition of
Mother Nature. Mother Nature philosophy is consistent with the rituals,
ceremonies, spirituality, social customs, morality and taboos of a people’s
culture. Mother Nature philosophy transmits and translates culture and in
many ways is a self-serving deception. There is a difference between Nature
and Mother Nature.

The Mother Nature philosophy says that all women instinctively love their
children. This idea is supported by the maternal love philosophy and maternal
instinct philosophy. However, in nature mothers kill their children, abandon,
abuse, neglect, many foster out their children (give them to relatives to raise),
some mothers have poor parenting skills and some mothers do not invest
parenting time in the child. This can indicate a lack of maternal love or a lack
of mother instinct. One out of three Ghanaian women and approximately
40% of Liberian woman between the ages of fifteen and thirty “Foster Out a
Child.” “Fostering Out” is low in Sudan, Kenya and Nigeria. Fostering out is
high in Sierra Leone (46%) between ages thirty to thirty four. In South Africa
50% of the children of unmarried mothers and 32% of married mothers foster
out their child. In “Fostering Out” Another parent becomes the child’s foster
parents. The fostered out children usually live with their grandmother.
Fostering out occurs in nature. However, Mother Nature philosophies say that
a mother would not do it. Mother Nature philosophies basically define
women as breeders and their sole desire and purpose in life is to stay home
and raise children and if necessary sacrifice their own health, career and
dreams in order to make their children and husband happy. Mother Nature
philosophy says that there is a deep mystical mother instinct that naturally
creates in women the desire to be mothers and make children the main
purpose of their life and center of their happiness. Mothers work (farm,
factory, etc.) to create income to support the child and family. Mother Nature
philosophy says a mother will die for her child, not give up her child for
adoption or foster out or abort her child. Nature and nature’s rules do not
cooperate with Mother Nature philosophy, nor does Nature operate in a
vacuum. Nature operates within the environment, food supply, social
environment and the changing social options. Fostering out children is nature
operating within the social limitations and options society has given women.
A woman that fosters out allows herself to be single and unattached to a child
and available for marriage. If the mother is a teenager then fostering out
allows the teenage mother to mature, find her purpose in life and gives her a
second chance to have a successful relationship and have a baby with a father
that lives in the household. Nature allows women and mothers to evaluate
and use various choices and types and styles of relationships based upon a
woman’s environment, social needs, food supply, economic necessities, sex
preference of the society, gender rules and emotional needs.

Women have to consider the bonding needs of the child, over 70,000 calories
of energy needed for a pregnancy, high caloric demand of breastfeeding,
spacing of pregnancies, emotional and social energy needed to maintain her
marriage, her health and pending menopause, her social support system and
the unstable resource called a Black man. He is considered a possible
unreliable/unstable resource because of his high rate of degenerative disease,
dying at an early age, high unemployment, murder, addiction, jail, prostate
cancer risk, adultery rate, high rate of divorce and the possibility that he may
leave her causing her to be a single parent. Women and female mammals
generally do not sacrifice their needs and welfare for the survival of their
children or species. Mother Nature philosophy says women sacrifice their
needs and life for children and a husband. However, nature makes decisions
about life over and beyond a culture’s Mother Nature philosophy. In nature
the only time a woman will sacrifice her life for that of a child is when she is
close to menopause or is not capable of having another child. Nature provides
options so that a woman does not have to sacrifice her life unless the social
conditions dictate it.

The man/woman pair bond is influenced by the marriage options available.

Man/woman bond has an impact on the mother/child bond. The mother must
provide security and be a stable resource for the child or else the child suffers
from the negative effects of an unstable bond. The female has a personality
and must decide how to satisfy her personality needs and get a return on her
investment in her culture. The female must choose between various types of
man/woman pair bonds relationships such as monogamous, polygamous,
mistress, sexual liaison with unmarried or married men, serial relationships,
single with a consistent male relationship and single and/or married without
children. The man in all types of man/woman pair bonds is considered a
potential unstable, unreliable and/or unpredictable resource for the
mother/child bond. This means he may choose to leave the woman, which
means he abandons supporting the mother/child bond causing bond damage
to the child. Women have to emotionally maneuver around and with the male
as a resource. They must find ways to address their sexual personality, cope
with the sexuality imposed upon them by nature and cope with the gender
rules for her sex (i.e., women wear lipstick, nail polish and dresses; men do
not, women stay home with the children; men do not).

Nature has defined and created sexuality in women despite Mother Nature
philosophy and mother/child bonding. Women are faced with the task of
realizing and satisfying their sexuality without jeopardizing the mother/child
bond and without being misused by the man/woman bond pairing. Women’s
sexuality is unique because nature has given women a clitoris. Its only
purpose is for sexual pleasure while men do not have such a physical part. In
men the penis is not strictly for sex. It has three functions: sperm and urine
delivery and the head of the penis is for sexual stimulation. Men do not have
any body part designed strictly for sexual pleasure. Women can have long
periods of sexual arousal because the clitoris can sustain orgasm pleasure.
Men cannot sustain orgasm pleasure and it is doubtful that they can have an
orgasm. Men have a pleasing sensation from ejaculation, but this is not a
physiological orgasm. During sexual intercourse, the rubbing of penis against
the vagina, the thrusting of penis against the uterus, the hip thrusting against
the clitoris and the swinging back and forward motion of the uterus ligaments
cause the uterus and vagina muscles and ligaments to rebound. This
rebounding sustains the orgasm pleasure for the woman. Physiologically
women are built for sex while men are not. Women can have longer episodes
of pleasure arousal because they have higher levels of stimulation to reach a
sexual turn on (threshold) while men have a low threshold. Females have
higher smell sensitivity for men’s odorless fumes of sex stimulating
hormones called pheromones. Therefore, they can easily sense fertility in
men. Women during ovulation have increased aggressiveness, self
confidence, orgasm easier and have increased sex fantasies. Women sexually
enjoy male/female bonding rituals and ceremonies called romance while men
tolerate romance or do not enjoy it. Women have outward signs of fertility
such as large non-lactating breast (other females’ breast are flat when not
nursing), and excessive fatty tissue on the hips which makes their waist
smaller than the hips, indicating availability for pregnancy. Women during
pregnancy are hormonally triggered to enhance their sexually attractiveness
and flirt (i.e., are romantic) more in order to keep the male bonded to them. In
women ovulation is concealed. Women do not have an outward fertility sign
similar to other female mammals like the monkey whose buttocks turn bright
pink. Concealed ovulation allows women to exercise more selectiveness in
choosing a mate while unconcealed ovulation would make her the mate of the
most aggressive and dominating male. Essentially, women are
physiologically better built for sex and gain more pleasure from sex and
bonding than men. Their bodies secrete the morphine like chemicals oxytocin
and endorphins which give them a pleasure (drug high) from sex and
bonding. Sexual stimulation of the clitoris sustains the drug-like high. Nature
has psysiologically defined women’s sexuality and Mother Nature
philosophies have in many ways tried to redefine the woman’s nature.
Despite the conflict or in spite of the conflict between Nature (what is) and
Mother Nature (what isn’t) women have to find ways to pair bond
(male/female bond) and bond with a child (mother/child). Women are
focused on bonding to their own nature, their man’s nature and child’s nature
which require using the culture to define the bonds and the best method for
using and coordinating the bonds.

Women bonding with men as well as men bonding with their child are
affected by the brotherhood. The men’s bond with their child is affected by
the brotherhood. The men’s brotherhood consists of a man’s significant group
of friends or male alliances to other men or men only clubs and/or gangs. The
brotherhood defines for the men their sex role, how to have sex with women,
defines manhood, how to be a husband and father and how to keep your
manhood on jobs and in society and in female relationships. The brotherhood
can be a formal (organized) or an informal group or a combination of both.
Men in their brotherhood constantly exchange information and evaluate each
other’s emotions and behaviors in a casual or joking manner or while
gossiping or while engaged in an activity (watching sports, playing computer
games, basketball, at parties or night clubs, etc.). The male’s significant circle
of male friends (brotherhood) updates each other on the trends in parenting,
romance, methods of sexual female conquest techniques, slang words, ways
to avoid parenting or social time with wives or girlfriends, jobs available,
movies to watch, exchange stories, jokes and myths (lies), talk about sexual
conquest, ways to avoid police or beat the system, methods of adultery, etc.
Men in the brotherhood rate each other (rank) and classify each other’s skills
and manhood ability (file) and reaffirm each other’s manhood. A man’s bond
with other men (brotherhood) is in many ways more important than his bond
with his wife and/or girlfriend because the brotherhood gives him his value as
man and meaning for life as a man. In many ways male bonding is similar to
male animals.

In male animals the male must first have power and control over the males or
control land (resources) before he can mate with a female. It is the male
brotherhood that gives him power or takes away his power. Men fight
(compete) with each other for control of resources (land, food, women).
Women are considered a resource or a type of property or trophy for
achieving power. Men constantly devote time to the brotherhood by doing
brotherhood related activities. Men watch sports in order to emotionally feel
connected to the brotherhood and they gossip about sports in order to
emotionally maintain the male bond. Men will abandon (leave, divorce,
separate) their significant female but will never abandon the brotherhood.
When they abandon the female they also abandon the total bonding activities
needed to have a healthy child. The brotherhood therefore makes the male an
unstable resource for the female and child bond. Consequently, women must
maneuver with and around the brotherhood (male bonding to males) in order
to maintain father/child bonds. However, in most instances the brotherhood
damages the child because it is usually established with European culture as a
model. The Black man’s brotherhood must be formed with Maat as the basis
not power (ego), resources and/or land as the foundation. Men in the
brotherhood tend to brag about sexual conquest and coach each other to be
promiscuous or rape.

Physiological male sexuality begins when he can ejaculate sperm and

achieves bone and muscle mass (size) while a woman’s sexuality is triggered
by her physical ability to store fat and this triggers ovulation. Fat is stored
around the hips, buttocks, under the skin (makes it feel soft) and breasts. In
any case, men must have physical size (muscle mass) in order to protect
themselves from other males. The man’s ability to fight to protect himself,
mate and family is a typical mammal characteristic. In male animals their
horns, antlers, tusk, and fangs are almost exclusively used for
violence/combat with other males. Male to male violence is higher than male
violence to wives and girlfriends. In Caucasian culture and Black men that
follow Caucasian culture, men are physically assaulted, murdered and raped
by other men at twice as high a rate than men to women. It is a code of the
brotherhood that violence (fighting) is a way to protect and show off your
manhood. For example, male dogs and male monkeys that sexually mount
other males do it to show off their dominance (manhood power) and to
maintain their status in the brotherhood. The rape of men by men is a
negative form of dominance and showing off manhood.

Men have to devote time to the brotherhood. They usually have to reduce the
time needed for bonding to their mate and child in order to maintain their
brotherhood group. Usually, men invent excuses to avoid spending bonding
time with their girlfriend/wife and/or child in order to spend more time with
the brotherhood. If the male fails to spend time with the brotherhood he has
no way to maintain or evaluate his manhood. And, females evaluate their
male mates based upon how many males make positive comments about him,
how much other males recognize him, give him a rank or file status or pay
attention to his abilities. The more the brotherhood gives recognition to the
male or the more male positive social activities of recognition (i.e.,
church/mosque attendance, knowledge of politics, computers, sports, culture,
etc.) the more attractive he is to women. It is the quality of male brotherhood
recognition that gives him status/manhood. The recognition can be through
control or violence or combat type sports (War Before Civilization by Keely).
Recognition can be negative (gangs, materialism) or positive. However, the
recognition has to be indirectly (good job, promotion on job, male superior)
or directly given by a male. Recognition is a reward received and valued by
other men which makes him sexually appealing to women. It is a paradoxical
situation that the female is in because the more recognition the male has the
more time is required to earn it (i.e., socializing with the fellows, long hours
at work) and the less time he has to bond with her or his child. The end result
of European cultural type bonding is a child damaged by lack of bonding
time from the father.

The male to male bonding groups (brotherhood) and the female to female
(sisterhood) groups are similar. They are an outgrowth of the culture, sustain
the culture, and are rigidly protected by the rewards and punishments of the
members. The members of the brotherhood as well as the culture do not
tolerate males that try to do activities outside of the brotherhood’s spoken and
unspoken system of rewards and punishments. The rewards for staying in the
brotherhood are the male membership giving the male a feeling of manhood,
power and respect. The membership gossips positively about things its
members have done or make jokes about each other’s manly type behaviors.
The punishment for a member doing activities not approved by the
brotherhood is the male member accidentally being uninvited to social
activity or the member being left out the dozens game, etc. This punishment
causes the offending member to feel lonely and powerless. Offending male
behavior for the brotherhood can be: a father attending shopping trips;
parties, field trips, with his child along with married or single female parents,
chauffeuring his child along with other children to social activities where
single and married female parents are in attendance, participating in
predominately single and/or married female parent groups, telephoning single
and/or married female parents in order to exchange parenting skills or food
recipes, cornrowing a daughter’s or son’s hair, talking non-sexually to single
or married female parents casually while with your child, etc. These are
related father/child bonding activities and necessary. However, the father or
worse yet a big brother (non-blood related mentor) that engages in such
activities will directly and indirectly cause problems with the single and
married females’ mate and girlfriends (i.e., sisterhood). The brotherhood and
sisterhood will question the father’s motives and assume he is trying to make
a sexual conquest of one or a few of the mothers or they will assume he has
mental problems (crazy) or assume he has gender issues (i.e., homosexual),
etc. The brotherhood and sisterhood will punish the father by spreading
harmful character assassination gossip about the father or accidentally forget
to invite him to brotherhood activities because they will assume he is too
busy being a parent or they will emotionally torture him by telephoning him
to brag about the fun the brotherhood had at a social activity or insinuate that
he missed an easy sexual conquest or an exciting sports activity, etc. These
are tactics the brotherhood uses to punish a male for doing father/child
bonding activities and bonding related activities. The brotherhood does not
tolerate total father/child bonding and in many ways treats it as a sign of
manhood weakness. They emotionally torture a father that attempts total
bonding. The brotherhoods conscious and subconscious punishment of a
father bonding results in unspoken approval of partial bonding. The African-
centered brotherhood should re-define itself and offer rewards for total
bonding. However, the sisterhood, gender, demographic, the culture’s sex
preference and marriage institution will view a male participating in total
bonding as a problem. Society and culture can overcome this disadvantage
built into the brotherhood by basing the brotherhood on the principles of
Maat and/or Kwanzaa and Cultural Virtues.

The problem built into the European cultural centered sisterhood of Black
women is European gender. It is commonly taught to girls by their mother
and accepted by Black women that Black men are only interested in having
sex with any available female. The social phrase is “black men are only
interested in what’s between a woman’s legs = pussy”. It is felt that given a
chance or opportunity, any Black man will have sex with a woman if
presented with the opportunity. Young girls are taught this and shape their
emotions, way of thinking, behavior, posture and words to be a defense
against a male sex predator. The obvious facts of the Black man’s sex
behavior are revealed in countless anthropology books. These books about
African centered sexuality within African cultures uncontaminated by
European culture’s sex rules and gender document that Black men are
primarily concerned about their family (wife, child, relatives) and resources
(land, craft) not sex. No anthropology book states that African centered Black
men are solely interested in being a sex predator. When European culture’s
sex ideations (men are only interested in sex) are taught to girls it
Europeanizes them and causes them to be alienated from Maat and holistic
sex. The girls become mothers who disease the bonding process of children
with a foreign Caucasian philosophy. It is difficult for a Black child to access
their Black (African centered) intelligence with a White social and sexual
(European) program. The sisterhood has to re-evaluate its philosophy about
Black men and black men have to re-evaluate their brotherhood. There are
many imperfections in the sisterhood and brotherhood that require a holistic
healing.

The sisterhood (adolescent, teenage and adult peer groups-cliques) maintains

bonds between members with rewards and punishments. The females in the
group bond with the group and with each other. The members compete with
each other to maintain and/or gain rank (status). Rank gives the member
value (reward) and power (reward). Rank can be achieved if the
school/college age female student has high grades (“A” student), is known to
know a lot of personal secrets of others, owns expensive sneakers, clothes
and jewelry, has the ability to win fights, possesses physical beauty, etc. The
group functions as a dictionary that translates society, parents, sex, boys,
politics and life. The females maintain their bonds with various rituals and
ceremonies such as putting on make-up together, going to shopping malls
together, exchanging gossip, doing homework together, maintaining E-mail
and chat rooms with each other, etc. Adolescent and teenage group members
grow up to be adults that use the group experience to help them to bond
positively, negatively and dysfunctionally with other females and/or males.

The group is a miniature version of the “Illness and Goodness” of the larger
society, it is created by the society and functions to maintain society. The
peer groups (sisterhoods/brotherhoods) maintains the values of society along
with a mixture of non-genetic factors, genetic factors, European culture and
castrated African culture(so called Black Experience). A negative experience
in an adolescent and/or teenage peer group or an experience of being a victim
of non-aggressive or aggressive attack of a peer group can cause
dysfunctional male and/or female relationships in adult life. Group abused
adolescent and/or teenage females become women that cannot completely
trust other women or a woman that prefers to enjoy men’s company
(companionship) over women, or they become women that cannot develop
unconditional close relationships with other women. Young girls become
women that do not trust other women because they have experienced or
witnessed females unprovoked violent sneak attacks or character
assassination attacks, malicious gossip, lies, slurs and/or negative rumors
which were started to demonstrate power or achieve power or to break up two
female friends or a boyfriend and girlfriend relationship.

The passive aggressive, non-verbal, and physically violent aggression is part

of the tools (tactics) groups use to maintain bonding and to recruit new
members. New members join the group to share in the group’s power or
because they have observed the fear others have of the group or they join the
group to use it as a surrogate family or they join to be with others of like
mind, troubles, drug/alcohol use, and dysfunctions. In many ways the
individual, the group and society are one and the same. Individuals, groups
and society depend upon bonding for survival. It must be kept in mind that
the brotherhood is just as flawed and dysfunctional as the sisterhood, they
both are victims of a miseducation, and use deceit (back stabbing) type
behaviors and gossip to stay alive. Girls do unto girls the same as boys do
unto boys.

The teenagers are in puberty and are fertile and ready to breed, they have sex
hormonal stimulated feelings, thoughts, behaviors, and desires. The sex
hormones cause them to focus on sexual intercourse, sexual fantasy, sex
gossip, pornographic type music videos, dancing and movies. Teenagers
enjoy exhibiting sexual availability (so called flirting). The girls’ toy Barbie
Dolls and the boys’ computer games and G.I. Joe type toys of adolescents
(pre-puberty) were used to practice social and sexual manipulation and
violence and power. The adolescent becomes a teenager that uses people to
socially and sexually manipulate instead of dolls and computer games. The
girls teach each other that nice guys, sensitive men and/or male friends are
the type males to talk with or use for free psychotherapy or counseling; but
are not the type of males to sexually lust for or fall romantically in love with
or commit adultery with. The boys in groups teach each other that a nice girl
is one to marry but not to have erotic sex or hang out with. The social and
sexual schizophrenia of adults is alive in the group bonding process, the adult
phrase “do as I say, not as I do” reveals the relevance of the double standard
(social schizophrenia). The females’ double standard is not sexually or
behaviorally unique to females or males. However, females tend to use social
schizophrenia (smile in your face and stab you in the back with slander about
you to others) and indirect and passive aggression. The females tend to have
emotional tantrums and mood swings that a non-sensitive male will be
unaware of or ignore. A sensitive male in a relationship with an emotionally
sporadic (hot and cold) female will be aware of the emotional tantrums and
mood swings and react by getting upset and eventually won’t tolerate them
by discontinuing the relationship or will avoid interpersonal contact but not
sexual contact. Consequently, it may be to the female’s advantage to lust for
the non-sensitive, macho man and profess to need a sensitive man. The social
schizophrenia is essentially practiced by males and females and makes an
unconditional bond problematic or dysfunctional.

The female groups use indirect, covert, passive aggressive behavior,

deception, sex, misdirection, violence, cursing, money, manipulation, and
emotionalism as a tactic to operate the strategies of power and control. The
females’ individual bonding and group behaviors are distorted by the
erroneous assumptions and beliefs of a Mother Nature philosophy. Mother
Nature philosophy essentially defines females as primarily innately nurturers,
passive, cooperative, nice, caregivers, gentle, focused on mothering rather
than ego and endowed by heredity to be emotionally superior to men. Nature
(socio-biology, chemistry, genetics, etc.) contradicts Mother Nature
philosophy. Nature does not explain or excuse that females are killing
machines (soldiers, police), athletes, boxers, wrestlers, lack parenting skills,
tomboys, murderers, egotistical, competitive, selfish, murderers of children
(birth control pills, abortions) and basically are human beings with flaws,
imperfections, and inadequacies. The sisterhood groups function like Nature
and accept females for what they are and what they want to be. The group
gives an outlet for flaws, violence, greed, sex ideation, power, niceness, liars,
corruption, normalcy and the need to bond.

The sisterhood and brotherhood both use military tactics and strategies. The
groups do not see themselves as military units. Historically, the Black
Experience (oppression, segregation, colonialism, and slavery) is a military
experience and an experience of being bonded and socialized in groups
(plantation slaves, breeding slaves, soldier slaves, etc.) by military people
(Caucasian gangs of invaders, terrorist, rapist, soldiers, colonizers, slave
traders, etc.). The slave masters facilitated the group experience of slave
plantation workers and slave breeders with group techniques universally
shared through the slave merchants and slave master’s bulletins, newsletters,
planters conventions and consultants (i.e., Willie Lynch). The slave groups
were taught to value light skin over dark skin, lie (malicious gossip) on each
other to get rewards and praise from the slave master (group leader). The
slaves maintained temporary relationships and maintained the power
relationship roles of slave (Black wife) and slave master (Black husband), the
slaves constantly mistrusted each other and were constantly suspicious of
betrayal (i.e., Uncle Tom, adultery) and they were taught (miseducated) to
adopt Caucasian group dynamics as the ideal. Today, the adolescent, teenage
and adult group members relationship with each other are copies of European
tribes, European gangs, slave plantation workers and European military
behaviors. Ironically, enslavement of Africans requires bondage. Black
people (Africans) were bonded together with chains and were called chattel
slaves. Society wants its people “bonded” to it, to support it and work and
live for it and kill for it (soldiers) and invest in its “stocks” and “bonds.”
Obviously, the Wall Street Stock Slave Market sells “bonds” to subliminally
keep people physically and economically and mentally bonded to society.
Therefore, people are the “stocks” used to make “bonds” that build and
maintain society. The stock market psychologically and economically keeps
people attached (bonded) to society. The group experience of adolescents and
teenagers is a “bondage” experience which can be positive and/or negative.
Bonding for Black folks can be positive if it is attached to their culture. An
African centered group bonding experience for the young functions with
Maat/Kwanzaa principles, adults, elders and ancestors’ wisdom (i.e., Harriet
Tubman, Marcus Garvey, Malcolm X, Fanny Lou Hammer, Martin Luther
King). The group is a living, holistic bonding experience that covers a full
range of functions.
The adolescent, teenage and adult group socializes individuals and helps
them to create attitudes, bonds, behaviors and methods to have social and
sexual relationships. The group is not an isolated entity, it is a collection of
individuals created by being bonded to culture. Bonding is a political,
educational and economic device of culture. The group and the individual are
one and the same. They both bond to society to transmit and translate culture.
The male group functions as if it is one male entity while the female group
functions as if it is a single female entity or a single family entity bonded to a
culture. A group grows and learns like it is a child growing to be an adult.
The number of people in a group can vary. A group is a family unit. One
individual member unconsciously functions as a father or mother or eldest
child, youngest child, bad child, good child, talkative or shy child or as an
adopted child. Within the group there can be emotional, spiritual and mental
(the brain) leaders, a disciplinarian, counselor, sex police, a spy, recruiters,
fashion police, rumor and gossip spreaders, thugs, Miss Nice, a beauty queen,
fight planners, etc. The problem with a negative group experience is that it
can cause permanent emotional scars. From the group experience females can
negatively learn how to bond, as well as be deceitful, learn how to steal
boyfriends, break friendships and/or love affairs, be a player (non-romantic
sex), learn how to agitate, plot sneak attacks, etc. Females in the group
collaborate to define what a man should be and learn how to be the ruler and
authorizer of feelings and emotions in a relationship. Men learn from a
consensus of opinions of group members when to and how to neglect
women’s feelings and emotional needs. Both the female and male groups
provide negative and positive bonding and power for its members.

The sisterhood can consist of any size and combination of casual, steady or
plutonic female friends, school friends, work place (job) friends, and/or
family relatives. The group can be formal, informal, organized, unorganized,
a clique, gang, housewives, junkie friends, church friends, etc. Membership
in a female youth (adolescent, teenage) group gives members recognition by
bestowing a high rank (status) for being socially popular, a sexual predator
(player), rapper, dancer, having the ability to get money from a boy or use his
car, stealing from stores, stealing test or homework answers, having a
boyfriend with high rank, etc. The group uses offensive and defensive tactics
to protect members and to be more popular than another group and/or
develop a reputation. Some of the youth group tactics are attacking a
designated female victim with malicious gossip, telephone a female, then
don’t speak and hang up, non-verbal aggression, condescending looks,
teasing, spreading a rumor that a girl is a slut that freely gives oral sex to
boys and/or girls, silent treatment (failing to greet or speak to the victim
and/or ignoring the victim), saying the girl has V.D., beating the girl up, etc.
Many of the tactics used on someone that is not approved by the group, or the
attack can be a sneak attack that leaves no evidence of who committed the
attack or a justifiable reason for the attack.

Victims of a group attack can be emotionally scarred for life. The victim
usually feels ostracized, isolated, violated, lonely, confused, angry or
depressed. The victim may attempt to do anything (social, money, or sexual
favors) to stop the attacks or have the group accept them, they can develop
low self-esteem, start using illegal drugs and/or abuse alcohol, need
medication, attempt suicide or develop an eating disorder or their grades will
drop or they become truant.

Girls as individuals or group members are forced by society to stay slim and
look sexually available (so-called attractive). Consequently, Black girls want
to look like a music video whore, so they consume diet sweeteners
(Aspartame) in foods and sodas. Aspartame (artificial sweetener such as
Nutra Sweet) causes nerve damage, memory loss, attention deficit, violence,
rage, hormone imbalance, menstruation problems and mood swings which
cause girls to get in more fights than boys. Added to this girls regulate their
periods and avoid pregnancy by taking birth control drugs or using the birth
control patch. The drugs and synthetic estrogen used for birth control cause
weight gain (more Aspartame use) and water bloating, menstruation
problems, mood swings, attention deficit, cancer and skin outbreaks (bumps
on the face and more make-up use). Consequently the ovulating teenager has
added motivation for violently, emotionally and socially abusing each other.

The manner in which group members bond with each other and the manner in
which individuals bond with individuals is created by an individual’s prenatal
life, non-genetic factors, genetic factors and hormones. People feel good
being bonded to friends, family members, gang members, and love ones
because natural morphine-like hormones (i.e., oxytocin, enkephalin and
endorphin) are secreted in the body. This is nature’s morphine-like hormonal
method of causing people to enjoy bonding and wanting to bond. The
thoughts, behaviors and feelings used to bond are developed logically and/or
illogically when the senses are stimulated during your prenatal life. The
unborn child (fetus) uses its senses of taste, smell, sight, hearing and touch to
constantly create spiritual, mental and emotional thoughts (intelligence).
These different types of intelligence cascade (develop) into part of the
adolescent (pre-puberty), teenage (puberty) and adult feelings, moods and
behaviors. In fact, the senses are used constantly to transmit and translate into
thoughts and behaviors which are erroneously called traits and innate ability.
For example, it has been scientifically verified that during the early growth of
a baby chicken, if it is not allowed to see its feet (feet were covered with
cloth), it will not eat worms. Until this was proven, it was erroneously
assumed that the act of chickens eating worms was an innate ability and a
genetic, programmed trait. It is erroneously assumed that the senses have no
function in personality and thought development and bonding.

When the senses are stimulated they participate in the development of moods,
thoughts, feelings, sex, behaviors, bonding and participate in the spiritual and
physical personalities. The senses are not an isolated part of an individual,
they are a holistic part and participant of bonding with yourself, nature, the
environment, God and your culture (culture is a group with the same ethics,
morals, rituals and ceremonies and classified by skin color). The quality of
the group and an individual’s life is dependent upon the quality of bonding,
especially prenatal, infant, toddler, adolescent (pre-puberty) and puberty
(teenager) bonding.

A culture has imperfections and must be willing and able to make

adjustments and find solutions. Obviously, European cultural centered
mother/child and father/child relationship has problems. The Family
Institution and Marriage Institution is dysfunctional. A Black person that uses
European institutions is walking into a house on fire—doomed to
dysfunctionality. This is clearly validated by the children’s high suicide,
homosexuality, drug abuse, sex addiction, gang activities, learning problems,
crime rate and disrespect for parental authority. There are certain factors and
influences that are not healthy for the parent/child relationship to change. It
is natural for the parent/child relationship to change. And, it is natural for
parents and culture to have a crisis, healings, social and emotional ups and
downs and adaptations. A problem or problems with a people have to be
solved by that people. A problem within a culture has to be solved by the
people of that culture; it is not a responsibility of “nature”. Nature cannot be
relied upon to help people with a people problem.

Nature (not to be confused with Mother Nature philosophy) is clear about its
purpose and survival. Nature will let two homeless drug addicts get married
and have children and will let two healthy people get married and have no
children. Nature is concerned about nature’s survival, greyhound dogs are
concerned about greyhounds, eagles are concerned about eagles, the cosmic
is concerned about the cosmic, etc. These living things within certain limits
will adapt to people. However, a specific animal or insect (i.e., cat, rat, frog)
is primarily concerned about its own survival. People create a Mother Nature
philosophy to explain, excuse, and/or accept Nature, but nature is not
concerned with a people’s philosophy. Nature is not perfect and is a creation.
Only God is the uncreated perfect. All creations have imperfections, only
God is perfect. For example, Nature has imperfections—birthing of a child
would be easier and more practical for the infant to come through the
abdomen rather than squeeze its large head through the small pelvic area and
vaginal shaft. The large caloric expenditure of energy for the female’s
pregnancy and child birth makes it energy efficient for males to breastfeed,
the retina of the eye attached to the back of the eyeball causes a visual blind
spot. It would be better engineering to avoid the blind spot by the retina being
attached to the side off the eyeball near the nose. Female infertility
(menopause) would be socially, physiologically and sexually logical if males
became infertile and their infertility should be synchronized with the female
infertility. Large trees are a waste of metabolic energy. It would be more
energy efficient for them to be the size and height of a three feet bush. The
anus and sex organs are too close together and cause hygiene problems, large
breast on non-lactating women would be more energy efficient if the women
had a flat chest until they breastfeed, etc. Nature has the ability to correct
such imperfections and has performed more impossible tasks and miracles.
However, Nature does not have to explain itself to humans and if Nature did
explain itself it is doubtful people would understand. Nature provides people
with intelligence but does not explain to the brain how the brain works or lets
the brain know the time and place of its first thought. Nature survives with
many variables and many solutions and many unknowables.

Nature can maintain two types of solutions. There can be two losers or two
winners or a winner and a loser. In nature, winning does not have to be based
upon an opponent losing. In nature a solution does not require a problem. No
single solution is a best or worse solution to nature’s winners and losers
game. Obviously, partial bonding does not work in the best interest of nature,
children or society. Nonetheless, Nature will not provide the solution. Culture
is obligated to create a Maat bonding solution for the children damaged,
neglected, abused, misused and sexually, physically, emotionally and
spiritually harmed by parents. The solution has to contain Maat and/or
Kwanzaa principles or Cultural Virtues in some form.

The problem with bonding and clusters of un-bonded children (gangs) can be
solved if and only if a culture’s moral principles (Maat/Kwanzaa) are applied
to the children early in life. The child during prenatal and infancy life senses
culture from the mother. The infant and mother have synchronized emotions
which stimulate each others corresponding brain regions. What happens to
the mother (culture) happens to the baby (culture). When the mother has
regular confrontations with white racism, economic problems, crime, disease,
relationship problems, negative attitudes, junk foods, stress, drugs, and there
is a lack of inner peace and culture, the brain’s frontal lobe gets under
stimulated. When a child’s left frontal lobe of the brain is under-stimulated,
they tend to be disobedient, easily frustrated, lack initiative, have emotional
outbursts and are not easily controlled by rewards and punishments (culture).
The frontal cortex of the brain tends to be necessary for applying cultural and
social rules and information. A mother under stressors cannot devote the
necessary time needed for healthy bonding and this causes the frontal lobe to
be under-stimulated. In other words, the child’s brain is a computer with
hardware and inadequate (dysfunctional) software to operate the brain. The
bonding technology the child requires during infancy is not available when
the mother’s attention is diverted away from nurturing and allocated to
stressors. In many cases, a mother or father with a low income have higher
stressors and Black folk with high income have high stressors because their
income (economic status, living condition, social life) isolates them from
other Black folks (culture). In any case, stressed people tend to be around
others that talk to them about the negativity in their life which increases
stress. Being stressed by others causes stress to build up over time which
leads to an increase in relationship problems, diseases and emotional and
mental problems. This results in dysfunctional children being bred in a
stressed family unit and these dysfunctional children form cliques (gangs)
that create a dysfunctional community and dysfunctional leaders
(dysleadership). Stressed parents’ bonds crack and brake causing their
children, marriages and relationships to become casualties. A stressed child
has a stressed emotional center of the brain (limbic system, amygdala) which
sends signals of danger causing thoughts of “get out of the home,” “stay
away from your parents,” “protect yourself,” “I want to do what I want to do
before I get hurt,” etc.

The emotional center of the brain’s limbic system especially the amygdala
needs bonding to function normally. The amygdala senses whether a person
has good intentions or bad intentions as well as when a bond is good or bad.
However, a limbic system inadequately nurtured or exhausted because of
drugs, disease, junk food, or emotional abuse will not develop normally. This
can cause a child with an under-nurtured childhood experience to become an
adult that thrives on dysfunctional relationships or makes a functional
relationship into a dysfunctional relationship. A stressed baby that gets
loving, nurturing responses or has parents that react to stress without
becoming emotionally abusive or violent learns emotional skills needed to be
normal. When a child does not experience good parenting skills or nurturing,
they tend to be emotionally impoverished, unsure of themselves, emotionally
inadequate in relationships and in some spiritual way dysfunctional.

Children that are unbonded, negatively bonded or grow up in dysfunctional

families tend to have a higher likelihood of diabetes, depression, learning
disorders, suicide, cancer, hepatitis, strokes, bronchitis, venereal disease, drug
and alcohol abuse and dysfunctional relationships. They tend to lack control
of the boundaries of acceptable aggression which means aggressive play can
lead to a fight. They have genetic problems because they have a short nerve
alleles 5HTT inadequate information reception center and lack control of the
boundaries of acceptable aggression which means aggressive play can lead to
a fight. They have genetic problems because they have a short alleles 5HTT
which influences normal serotonin levels. Consequently, they have low
serotonin, which causes irritability, lack of impulse control and depression. If
they were bonded positively and nurtured they would have normal serotonin
levels and be able to regulate the flow of chemical information in their brains.
An inadequate serotonin level can compound problems with girls (females).
Females tend to take longer to defuse emotions. They tend to nurture good
and bad feelings before they release them. This may be caused by their body
fat storing hormones (i.e., serotonin) and/or releasing them slower. Hormones
are contributors to girls’ and boys’ emotions and playtime behaviors.

Boys and girls must use playtime to develop social skills. The passive
aggressive behavior and violent aggressive play (rough and tumble, mock
fighting) of boys and girls allow the child to emotionally define what feelings
and actions are appropriate or inappropriate in social settings. The pretend
(mock) fights and cooperative and/or competitive, physical activities are
needed so that children can learn social limits of behavior or word usage,
evaluate others strengths and weaknesses, develop evadence and avoidance
skills, adapt to change and challenges in a relationship and learn how to calm
down after a conflict as well as develop the ability to resolve physical,
emotional and verbal conflicts. The child’s desire for playtime activities is
partially caused by the oxytocin hormone (morphine-like high) which causes
people to seek bonding to others. The feelings of bonding and social
confidence are associated with another hormone called serotonin. Hormones
such as norepinephrine and vasopressin in the correct proportion with the
hormones of oxytocin, prolactin, serotonin and the endogenous (bodily made)
opioid peptides help people to have friendly bonds with others and help
social memory. When the child feels unloved or has negative bonding
feelings or a negative bond experience, prolactin levels decrease and anxiety,
stress, and irritability increase. If the child had a negative prenatal experience
caused by their pregnant mother being sexually, emotionally, socially,
economically, spiritually, physically abused or having relationship stressors,
then the child will tend to be aggressive, bond negatively with others as well
as find it difficult to talk, will walk later and be difficult to toilet train and
nurture. The infant and prenatal experience contributes to the dysfunctional
behaviors of the child in gangs and relationships and in many ways creates
dysfunctionality.

A poor quality bond experience such as participating in a gang of

dysfunctional youth with dysfunctional gang behaviors leaves a lasting
impression. A child can become addicted to the gang and gang activities.
When a child or adult is addicted to a gang (i.e., clique) they convince
themselves that the gang’s negative behaviors do not have a destructive effect
on them. Addiction to gangs, relationships, drugs, material objects as well as
other addictions indicates that the addicted person is demanding that someone
else or something else must be responsible for their happiness.

A child addicted to dysfunctional friends or a dysfunctional gang becomes an

adult that is addicted to dysfunctional relationships. And, a relationship
addict (junkie) is an adult that is constantly in a series of bad relationships or
they are in a good relationship which they subconsciously make bad and then
leave the relationship. The problem with adult relationship occurs because the
relationship addict subconsciously uses the dysfunctional gang’s bonding
experience or their dysfunctional family as the model for bonding behaviors.
The gang experience provided the pleasure of bonding. However, the bond
was dysfunctional. Children bonded dysfunctionally to their parents or a gang
eventually become “bad relationship junkies.” The relationship junkie enters
a new relationship to feel the high from the bodily made morphine-like
hormone chemicals (opiodes-enkelphalin, endorphins, oxytocin) that the
body naturally makes when bonded people are together (friends, parent and
child, sister and brother and/or sister, relatives, gang members, etc.). The
addicted persons new relationship (drug-like high) provides temporary relief
from the inner personality dysfunctions. When the newness of the
relationship wears off or the bond is broken, the addict seeks another
relationship or gang activity to get high off. Addiction to a relationship high
gives a false sense of power.

A false sense of power is demonstrated when a male dog homosexually

mounts another male dog and starts thrusting his penis at the dog underneath
him as if the male dog is a female dog. The dog that is on top is in the male
position, the dominant, controlling, superior and power position. The male
dog on top is demonstrating power. Homosexual type behaviors in the animal
kingdom and with human animals are related to power. The need for power
or a sense of powerlessness is the dysfunctional subconscious driving force of
a person’s homosexual behavior while sex pleasure is a conscious secondary
dysfunctional desire. Sex and sexual rape are usually used to satisfy the need
for power. Addiction is a dysfunctional form of power in which the addict get
power by raping themselves with drugs, gambling, food, relationships,
homosexuality, pornography, talking, sex and gang activity.

Bonding to a gang gives an individual the power that the group represents.
The gang addicted child spends increased amounts of time with the gang and
gets high off the activities. The addicted person’s emotions cooperate with
the addiction by telling the addict that they feel good. Each contact with the
gang causes a craving for more contact. Nothing satisfies more contact but
more contact. Eventually the person’s behavior and the gang’s behavior
become one and the same. The addict’s identity is the gang’s identity. The
addict constantly invents and re-invents excuses (alibis) for staying in the
gang or bad relationship and the addict denies the addiction and believes the
unreal alibis (lies) for the addiction are true. For example, a person addicted
to bad relationships will use the alibi (excuse) that they stay in the bad
relationship because the sex is good. The bond to the gang (or bad
relationship) is an addiction to the gang and an addictive bond. This addictive
bond alters the person’s biochemistry and affects the emotions. The addict’s
behavior in a gang is messed into the natural playtime behavior of boys and
girls.

Children’s hormone levels and bond to their parents (or surrogate parent or
parental figure) shape their emotional thinking and physical behaviors. For
example, boys that have a positive bond to their fathers or a significant adult
male tend to learn how to substitute social skills for violent aggression. Boys
bonded positively with adult males have higher testosterone and serotonin
hormone levels. The negatively bonded or unbonded boy (teenager as well as
young males) tend to have high testosterone and low serotonin levels and are
more physically violent and sexually aggressive. The lack of a positive bond
has an impact on hormone levels and social skills.

The more physically aggressive boys and older males in groups (i.e., gangs)
tend to lack nurturing abilities and do not achieve high ranks in groups. For
example, the male with the most nurturing, conflict resolution, reassurance,
reconciliation and appeasement social skills tends to become the leader. In
other words, the male that can utilize his Female Principle is made the leader
or given some type of high rank. The leader usually has high serotonin and
normal testosterone levels. Male gangs (groups) that have high testosterone
and low serotonin usually do not have a definite leader or a clear rank and file
picking order (hierarchy).

Gangs without a clear hierarchy or that have many males that had negative
bonds have internal violence and social problems plus they do acts of
violence on the community (society). Oddly enough, the unbonded males
form dysfunctional gangs that serve a negative and positive social purpose.
Gangs tend to be a fixed part of Caucasian culture and a fixed part of the
Black folks that follow Caucasian culture. The dysfunctional gangs are
usually a collection of members that are not viable to society and in many
ways left over people (social waste). The gangs are a social institution and no
amount of social programs will change or uncreate them. The gang members
that had negative bonds or were never bonded join together to
dysfunctionally bond together. They suffer from internal violence, sell drugs
to others and sell to each other, they kill each other, steal from each other and
the community, rape members and others, have poor health, come from
broken homes, have learning disorders, high unemployment, AIDS,
addiction, a poor education and are preyed upon by the police. Gang
members share emotional, spiritual, and social misery. Their shared
dysfunctionality, social and family misery keep their bond alive with chaos,
violence and casualties. They are created by society and are mirrors of the
worst of society. They represent society’s inabilities to solve bond damage
and inability to save the unfortunate dysfunctionals.

When society rejects the unbonded and dysfunctionals by not solving their
problems, society indirectly creates gangs. Gang members only have one
social institution that accepts them and that is the gang. The gang as an
institution destroys its own members with violence, drugs, murder and
disease—they exterminate themselves. And, because they exterminate
themselves, they solve society’s problem by getting rid of society’s
dysfunctionals. Therefore, the gangs are created by society to exterminate
society’s problem. Consequently, the gangs are society’s solution for its
social waste. The gang serves as a social garbage disposal system for
society’s unwanted social waste. In fact, the gang members become adults
that are dysfunctional that have children that they make dysfunctional that
eventually join the social garbage trash container called a gang. The gang acts
as a buffer to protect society from society’s unwanted social garbage. Gangs
are a self creating perpetual motion machine that serves an economic function
for society. The gangs’ dysfunctional and anti-social behavior is a feeder
system that generates income for the criminal justice system, department of
welfare, adoption agencies, abortion clinics, psychologists, lawyers and the
drug, gun, junk food, clothing, music, special education, car dealerships, fast
food, home protective systems, cell phones, computer games, pornography,
prostitution, alcohol, funerals, jewelry, surveillance and hospital industries.
Consequently, the gangs sustain the economy and will continue to be a social
fixture of Caucasian culture. Society feeds on the gang, the gangs feed on
society and act as feeders for society. Gangs in Caucasian society are a
negative/positive, mutual cooperative and dependent dysfunctional unit that
is forced upon Black folks that do not follow Maat or Kwanzaa principles or
Cultural Virtues persistently and consistently. Within African culture lies the
solution to gangs, bonding problems and the unbonded (i.e., Maat/Kwanzaa,
Cultural Virtues, Rites of Passage Group-gangs).

Culture cannot solely create solutions nor does a gene solely create behavior.
Behavior is very complex and its creation is partially environmental,
nutritional, social, colonialism, hormonal, neurological, conditioning, slavery
trauma, gender, genetic, cultural and racial. Genes give you the biochemical
possibility to have a behavior but genes are not behavior. A gene
simultaneously has different functions, it can be for taste, color,
characteristics, and at the same time emotional. Genes predispose you to do
stupid things as well as good things. Genes do not always work in your best
interest. They can create a mutation (freak) as well as a genius. Genes do not
evolve humans so they can be better in the future. In order to do that the
genes must presently know about the future, then change for it. They cannot
change for a future that does not exist. Genes allow you to adapt to your
current condition. Adaptation can give the right or wrong solution for your
current condition. Culture, genetics, evolution, gravity, adaptation, science
and art are a people’s attempt to explain beliefs about life. At best they
explain life or excuse life. For example, in evolution the belief is the fittest
survive, therefore, those that are surviving (living today) are the fittest
(healthiest people). Fitness does not create survival (life) or natural selection
(adaptation). Survival of the fittest reveals a person’s ability to live (survive).
Survival of the fittest assumes that the White race in control of the planet’s
resources is the fittest race. The White race’s fitness is based upon power
(guns, military, ability to mis-educate others) and power does not make one
the fittest. A child with a loaded gun has the power to tell unarmed adults
what to do and the adults will obey the child because if they don’t they will
be murdered by the child. Since the child is in control and in the power
position it can be assumed that the child is the fittest. The ability to control
and own violence only means you control and own violence. The survival of
the fittest is not solely determined by violence and genes. Genes and fitness
do not solely determine behavior nor does bonding solely determine
mother/child relationship. Bonding is a device of nature to ensure nature’s
survival. And, people mix their culture’s values into bonding to ensure their
culture’s survival.

The culture provides rituals and ceremonies for bonding and nature has socio-
biochemical rituals and ceremonies for bonding. These two are often
confused because each culture has a Mother Nature philosophy based upon
its spiritual beliefs and morality. Bonding is a unity, covenant, agreement,
and harmony between two people. When two people unite or a person is
united with a culture, it is called bonding. For example, a man and a woman
in love can be emotionally united together with social and sexual rituals and
ceremonies called romance. Romance is a social term for mating rituals and
ceremonies. Nature uses biochemical changes and physical rituals and
ceremonies to bond two people or two living things together. The two people
can be a mother and child, two friends, two relatives, a person and a plant,
and a person and an animal. The difference between Nature and Mother
Nature philosophy must be clear in order to understand bonding. Nature and
Mother Nature are two ways to view life. Nature can be considered the
science of living and Mother Nature the art of living. Nature can be
considered the Male Principle and Mother Nature the Female Principle. The
Child is the technology produced by Nature and Mother Nature. The child is
a fusion or type of unity of the man and woman. This unity or technology has
to be raised to create solutions to the problems that the man and woman need
solved. Maat is the foundation of raising the child and the culture provides
the vision for the child to see the solution. If the child is not properly, totally
bonded and reality not correctly defined, then the correct solution to the
race’s problems will not be reached. The first step to developing the child as
a problem solving technology is the parents seeing bonding as an essential
building block for the race’s future. However, bonding cannot take place
without good parenting skills and parenting knowledge.
 SEXUAL ABUSE AND RAPE
Heterosexual and homosexual abuse, molestation and rape have infected
Black culture. Black folks that are dominated by Caucasian culture are
oppressed, colonized, educated or enslaved by Caucasians are performing
heterosexual and homosexual rape, molestation and sexual abuse with their
relatives, children, brothers and sisters (incest) and strangers. Caucasian
medias of newspapers, movies, textbooks, fairytales, video games, and
advertisements promote molestation, sexual abuse and rape. Black music
videos use heterosexual and homosexual intercourse dance movements,
mimic rape, masochism, sadism and mix violence with sex. In Caucasian
culture, sex is subliminally used as a military technique in which the
powerful (victor) sexually abuses and rapes the loser (defeated). Television
shows have overt and obvious heterosexual and homosexual language and
physical activities that stimulate both types of sex. Wrestling entertainment
uses subliminal homosexual movements that stimulate sex ideation. Football
and basketball use cheerleaders to stimulate sex; volleyball and tennis use
sexually stimulating clothes and camera angles. The sexual social climate is
charged with an atmosphere that promotes sexual abuse and rape of children.
In Caucasian culture, sex is a material object and a commodity; it is not a
Godly activity. The concept of sex has been colonized by Caucasians. This
causes people to be viewed as sex objects to be used for pleasure,
molestation, rape and sexual abuse. Children are valued as sexual virgins that
must be raped and sexually abused.

The children’s beauty pageants are advertisements for pedophiles (adults that
rape children). In beauty pageants, little girls dress as if they are women, sing
sexually suggestive songs and sensually parade in adult clothing styles. The
children’s movies and television shows promote puppy love (sexual activities
between children). The Caucasian culture constantly stimulates and
subliminally suggests the rape and sexual abuse of adults and children. The
largest selling pornographic videos and Internet sites are those involving
child prostitution and pedophile activities. A child is endangered by potential
homosexual or heterosexual pedophile predators that may be a male or
female school teacher, neighbor, relative, schoolmate, friend, police,
babysitter, stranger, clergy or their brother or sister (incest). Anyone with
genitals can be a potential sexual abuser or rapist of children. Therefore,
parents have to be aware of the symptoms and behaviors of sexually abused
and raped children.
Because it is built into Caucasian culture to constantly promote sexual
thoughts and behaviors, this causes adults and children to physically act out
their sexual desires and fantasies. Children that molest other children are
modeling adult behavior and are themselves victims. Sex is a language of
culture. Sex transmits and translates culture. In Caucasian culture, sex tends
to be a form of power. Caucasian culture’s sex rituals tend to be predator and
prey orientated and non-spiritual. In African culture, sex is viewed as a
spiritual activity and a prayer is said before sexual intercourse. In African
culture, sexual abuse of someone is the same as abusing God and to rape
someone is the same as raping God. In African culture sex is defined by
nature. According to the laws of nature, sperm is meant to fertilize an egg;
not manure in a man’s anus or saliva in a man’s mouth. The female’s mouth
does not have a sex gland or reproductive function and is not designed for
licking or sucking and spitting in another woman’s vagina. The mouth has
teeth in it for eating food. It is not designed for eating vaginal secretions and
spitting into another woman’s vagina. The African culture with spiritualized
sex and Cultural Virtues, Maat behavior totally eliminates heterosexual and
homosexual abuse, molestation and rape of children. Children are not
intellectually aware of sexuality but are aware of God, Maat and culture.

Children that have been raped and/or sexually abused do not have the
vocabulary to tell someone or they do not know that they have been sexually
attacked. A child that has been sexually violated may feel weird or differently
inside. They are suffering from a mental illness called post traumatic stress
disorder. Their body has become the scene of a crime and parts of their body
and emotions cause the feeling of the crime to be re-stimulated. They cannot
run away from the assault because their body is the crime scene. If they are
not immediately treated they develop emotional, mood and behavioral
psychological sex scars. The longer they go untreated the deeper the scar.
The sex abuse and or rape has taken away their normal childhood forever.
The child may feel ashamed, trapped in an emotion that haunts them, they
may have flash backs caused by the particular colors, smell, body part, touch,
clothes style, sounds or pain associated with the rape, they may feel dirty,
embarrassed, hate their parents for not protecting them, blame themselves, or
fear that they or their parents will be harmed if they tell. If untreated they will
become adults that have dysfunctional sexuality and dysfunctional
relationships and some type of mental illness. Children that have been
assaulted sexually must be treated by a professional and legal action must be
taken against the person that committed the crime and the criminal must get
psychotherapy and if the perpetrator was another child, then psychotherapy is
required. The parent must use good parenting skills and be able to talk with
the child that has been violated.

A child that is able to talk should be talked to in a calm, relaxed manner.

Calmly ask the child if someone has touched them in the genital area or in
their underwear area, or touched them with the mouth, hands, a device in the
genitals, anus or nipples. Assure the child that she/he is loved, safe and
protected. Tell them it is alright to talk about the attack. You may have to use
dolls to demonstrate the inappropriate behavior of the attacker and seek
professional help in order to help the child talk about the attack. Let the child
know that they are not bad because something bad (rape) was done to them.
Children feel that if a good person has done something bad to them, then it
must be their fault. The child should be told that friends, parents, strangers,
children and adults should not touch their penis, vagina, anus and/or nipples
with the mouth, hands or an object or device. Using the correct names for the
genitals, anus, nipples, etc. instead of saying “pee pee”, “wee wee”,
“pocketbook (clitoris)”, “poo-poo (manure)”, “kitchen (vagina)”, “stinky
(manure)” and “accident (urinated in your clothes)” makes ineffective
communication about sexual abuse. The child should be told to yell “stop”,
“no” or “help” whenever someone touches their genitals with their hands,
mouth or an object. The child should be told to yell very loudly and run away
from the person (child or adult) that is sexually abusing them. The child must
be told that the parts of their body that are covered with underwear are not
allowed to be touched by children or adults. The child should be told that
they should never be asked to take off their clothes and allow someone to
take their picture. The child must be told that they should not be asked to
watch someone do sex acts (watch masturbation) or others touch genitals
(have sex). The child must be told that others should not tell them to touch
themselves (masturbate) while the other person watches.

SYMPTOMS OF SEXUAL ABUSE (RAPE)

*Swelling and/or bleeding from the sex organs or anus
*Pain during urination
*Pain while walking or sitting
*Sore in the mouth can indicate sexually transmitted disease (STD)
*Constant rubbing or touching of genitals
*An increase in bathroom use
*Blood stains in underwear or in or on the toilet or toilet seat
*Recurring urinary tract infection (UTI)
*Itching in genital area

BEHAVIORS THAT INDICATE SEXUAL ABUSE (RAPE)

*Unexplainable moodiness
*Physically harmful behavior
*Nightmares
*Telling make believe stories that involve the genital areas
*Suicide attempts
*Constant masturbation
*Easily becoming irritable and hostile
*A potty-trained child that bed wets
*Running away
*Tending to avoid socializing
*Avoids ordinary hugging and/or kissing
*Anxiety
*Reverting to babyish behavior
*Drawing pictures of sexual activities of people or animals
*Change of appetite
*Constantly trying to please others
*Excessive crying
*Depression
*Lack of cleanliness
*Sexual adult behavior
*Decreased self-esteem
*Excessive Anger
*Inability to sleep through the night (Sleep Disorder)
*New fears of people or places
*Age-inappropriate awareness or knowledge about sex
*Compulsive lying
*Abnormal increase in headaches
*Wanting to sit in the laps of adult strangers
*Wearing many layers of clothes
*New fears about going to a doctor
*Changes in school behavior or performance
*Tends to touch others genitals

If your child has been sexually abused, molested or raped or you suspect they
have contact professional help. If you suspect someone else’s child has been
sexually assaulted, notify the parent. Remember that the victim and
victimizer must both have psychotherapy.

SUGGESTED RESOURCES
Rape, Abuse and Incest National Network (RAINN)
www.rainn.org
[email protected]
800 656-4673

www.brokenspirits.com provides online help for past and present rape

victims.

Stop Prison Rape 323 653-7867

www.spr.org
[email protected]
National Crime Victim Bar Association
www.victimbar.org
[email protected] Refers victims to attorneys in their area

National Sexual Violence Resource Center

www.nsvrc.org
resource@nsvrc
877 739-3895

Men Can Stop Rape

www.mencanstoprape.org
[email protected]
202 265-6530

SEX, ETC
www.sxetc.org
732 445-7929

Incite! Women of Color Against Violence

www.incite-national.org
415 553-3837

The Dinah Project

www.metropolitanfrc.com/dinah_project.asp
[email protected]
A resource that educates about sexuality, violence and appropriate
relationships to prevent violence in the Black community.

Committee for Children

www.cfchildren.org
[email protected]

Contact Mobile
[email protected]
Help line 251 431- 5111
Child Abuse Hotline
www.childhelpvsa.org
800 4 – A – CHILD (800) 422-4453
 RELATIONSHIP AND EMOTIONS
The basic component of a relationship is communication. The three methods
of communication are:
1. Talking
2. Teaching
3. Treating (emotional).

“Talking” is usually unfocused random conversation.

“Teaching” is focused and usually sequential and a step by step way of

delivering information.

“Treating” is using emotions to move the person’s feelings and then

delivering the information.

This method is primarily used by preachers, psychologist, coaches of sports

teams, and motivation speakers.

When you fail to deliver information by “talking” then try “teaching” and if
the “teaching” method fails, the try “Treating”.

If you want to be effective in communicating to someone you must know

your own listening style, thinking style, learning type and learning style and
you must know the same about the person you are in communication with.
Most parents fail to use this scientific way of communication.

The three major listening styles are:

1. Informational
2. Enhancer
3. Critical

The “Informational style” is typical of a person that listens to subjects and

topics that add to their knowledge base. They are gathers of data that makes
them seem knowledgeable and intelligent. “The Enhancer” style is typical of
a person that listens for subjects and topics that they can use to improve their
life or the lives of others or relationship. “The Critical Analytical” style is
typical of a person that likes to debate subjects or argues the correctness or
incorrectness of an idea, event, person or thing.

The four major “Thinking styles” are:

1. Idealistic
2. Harmonizer
3. Critical/Analytical
4. Realistic

The “Idealistic Style” focuses on thinking about things that should have or
should be happening for an ideal (perfect) purpose.

“The Harmonizer Style” focuses on everyone else’s opinion and/or behavior

and wants a peaceful solution to people’s differences.

The “Critical Style” tries to improve all situations and sees faults in everyone
else’s thinking and/or behavior.

The “Realistic Style” sees that human errors are a part of all situations and
ideas and accepts that the way an event is planned will not necessarily be the
way an event will happen.

The Three major Learning types are:

1. Auditory
2. Visual
3. Rhythm/touch

The “Auditory Learner” uses words associated with hearing such as “that
sounds stupid”, “sounds funny”, “hear what I am saying” etc.

The “Visual Learner” uses words associated with vision such as “It is not
clear…”, “That’s unclear”, “I see what you are saying” etc.

The “Rhythm/Touch Learner” uses words associate movement and the

physical body such as “that doesn’t move me”, “I don’t feel that” “it is
touching” “that is a touchy subject” etc.
The Four major “Learning styles” are:
1. Sequential
2. Random
3. Concrete
4. Abstract.

The “Sequential Learner” uses a step by step approach tends to, and finishes
one task or subject before starting another.

The “Random Learner” tends to multitask, move from one subject to another
unrelated subject or starts a task and does not finish and then stops and starts
another task.

The ‘Concrete Learner” usually likes to be shown an activity or task rather

than be given oral instructions, if they see a picture or are told a detail
description then they can perform the task. The “Abstract Learner” tends to
require written instructions or directions then they can perform the task.

The communication of thoughts and/or emotions must be used for the good
of the talker, listener, parent, child and people. Communication is holistic if
you ask yourself three (3) questions:
1) How is what I am saying benefiting the listener?
2) How is what I am saying benefiting me?
3) How is this conversation serving me and the listeners highest
good (or God or Maat)?
These questions stop you from arguing, being abusive, nagging, etc.

The first and primary language is emotions. It is a language that requires

development and each person must have an Emotional Vocabulary, and a
Emotional Expense account. Before birth the emotions are active. Each
unborn child is a complete emotional package. The unborn child has the
emotion of love, anger, fear, joy, depression, hate, shyness, regret, grief,
exhaustion, confusion, disappointments, guilt, creativity, hopelessness,
despair, jealousy, disgust, surprised, contempt, boredom, peacefulness,
sadness,. Etc. The emotions are not felt or expressed in an adult manner they
are expressed as an unborn baby would. The baby must use each emotion as
if it were a toy. They must play with their emotions to establish their
comfortable emotional range and weak emotional levels. This helps them to
develop an Emotional Vocabulary and to feel when and when not to use an
emotion’s negative and positive powers. The unborn child’s biochemistry
changes with each emotion.

Emotions are a bodily process. For example, anger causes the potential of the
element hydrogen to change. Anger causes an electrical change in the body
called acid while joy causes an electrical change called alkalinity. In other
words, if you are happy and become tearful, your tears are alkaline, while if
you are sad and cry your tears are acid. Each state of consciousness and
emotion is a biochemical state because the fat and protein ratio, vitamin and
mineral ratio, and hormone level will change when your emotion changes.
The unborn baby emotionally talks to the mother with its shift in fat and
protein, vitamin and minerals and hormone emotional shifts. The mother bio-
chemically and hormonally

Detects emotional shifts in the child and the child detects emotional shifts in
the mother while the father detects and reacts to emotional shifts in the
mother and child.

For example, the unborn baby wants the mother to feel good during
pregnancy. Therefore, the baby stimulates the “morphine-like” hormone
oxytocin in the mother. Oxytocin is the hormone that causes bonding and
makes a person feel good around family or friends or lovers. The baby makes
the mother feel good, then the mother makes the father feel good by nurturing
him, the father feels good and nurtures the mother, then mother feels good
(oxytocin feeling) and enjoys and nurtures the baby. He emotions travel from
child to mother to father, then back to the mother and then to the unborn
child. It is an unbroken circle of emotional communication driven by
oxytocin. Oddly enough if the circle is broken then the child, mother and
father, will have an area of their mental, emotional and spiritual vocabulary
become dysfunctional or distorted. The emotional circle facilitates the unborn
baby develop limits to each emotion a sort of stop and go for emotions.

This hormonal and emotional connectness has been typical of girls that are
raised by their mother and father will menstruate late in puberty while girls
raised only by their mother menstruate at an earlier age. The father’s presence
in the menstruating girl’s life has a hormonal effect. And hormones are
connected to emotions such as fear, which can cause the release of adrenalin
which is used to fight the fear or run away (flight) from the object that caused
fear.

The unborn child takes the man and woman on an emotional journey (Rites
of passage). The unborn child causes the man and woman’s feelings and
emotions to touch the unborn child inside themselves. The unborn child is
birthing the man and woman as mother and father (parents). The child is not
being born emotionally it is the man and woman that are being born as
parents. The unborn child helps to complete the parent’s emotional
vocabulary. The parents learn to feel emotions as they shift in the unborn
child and shift in each other. It takes the emotional unborn state of the parents
to emotionally communicate and connect with the unborn child’s emotions.
 This chart indicates behavior and problems caused by trimester
stress on an unborn child.

CHILDHOOD DEVELOPMENT
Behavioral Behavior Dysfunction
Development Action/Reaction Caused by
Trimester
stressors
FIRST
TRIMESTER
Bond Clinger/Avoider Scary/Fear
(attachment) (people, relationship) (enjoys scary
movies, likes fear
stimulation in
video games)

Retachment Pursues/Isolate Anger

(re-unite after (relationships, social (Cannot control
separation) activity) temper, easily gets
mad)

SECOND TRIMESTER
Identity Controlling/Manipulators Anxious
(controls others, lets (In a hurry or rush
others control or to do things,
influence them) nervous)

Competence Competitor/Manipulators Embarrassment

(Wants to compete or (Easily
manipulate others) embarrassed, too
shy)

THIRD
TRIMESTER
Concern Caretakers/Loners Sad
(likes doing for others, (Easily gets sad or
avoids others doing for worried)
them)

Intimacy Rebel/conformist Introvert/Extrovert

(in conflict with others or Enjoys social
avoids confrontations) activities, always
breaks rules,
easily influenced.
Emotions have an effect on the brain. For example, the emotion of joy and
happiness causes thinking to expand. When you are happy you can think of
many activities to do such as going for a walk, dancing, singing, reading,
talking to friends etc.

The emotion of anger and hate narrows your thinking. When you are angry
with a person you can only think of the person or the activity that caused the
anger or doing something to hurt the person. In other words, anger decreases
your thinking and makes you dumb while joy increases your thinking and
makes you smart.

Emotions cause a change in the thought process because they alter nutrients
and hormones that the brain uses. For example, sexual intercourse with a
pregnant woman causes the testosterone hormone to rise and lowers the
progesterone hormone that the baby needs for growth and development and
the building of stability in the emotions. This causes the occipital lobe of the
brain to have decreased nourishment due to sexual activity during pregnancy.

BRAIN NOURISHMENT
(Cerebrum lobes=sections)

Lobes Nutrient/Hormone

Frontal Tyrosine, Phenylalanine

…………………………………….. Testosterone
(Near Forehead)
Parietal Acetylcholine, Lecithin,
…………………………………… Estrogen
(Middle of head)
Temporal GABA, Glutamine,
………………………………… Lipoic Acid Progesterone
(Around ear)
 Occipital Melatonin, Serotonin,
………………………………….. DHEA, 5HTP
(back of upper neck) (Tryptophane)
Pregnenolone

Emotions are more powerful than intellect, logic and rational reasoning.
Emotions will over ride the intellect and dominate your mood and state of
consciousness. Emotions rule while the intellect is relegated to an inferior
place. In many situations emotions are only satisfied with emotions not logic.
In other words, the only thing that satisfies the emotion of love is love given
in return. And, the emotion of love demands more love. No intellectual
reasoning can satisfy love. The emotions must work in the company of other
emotions to achieve balance. This requires an Emotional Vocabulary which is
nurtured in the person before birth and after birth. The Emotional Vocabulary
is established by the mother and father’s synchronized emotions. If this does
not happen then love is misappropriate, misguided, dysfunctional and
compromised and viewed as an object. Love becomes ill defined and is used
the same as money and the person wants their market value for their love.
Usually, they have fixed a price on the dysfunctional love and want the
receiver of their love to spend too much to get it and too much to maintain
the love. Love is built by an Emotional Vocabulary and this starts as an
unborn child that does not have Trimester Stressors from the mother and/or
father.

Emotions have a journey to reach maturity. They start similar to an unborn

child and search for ways to express themselves. The mother and father must
help guide, protect and teach and nurture each of the child’s emotions. An
emotion that is interrupted or damaged on the path to maturity will not
mature and may harm the child as well as others. The emotion seeks maturity
and tends to pull the person back to the emotional point where the
interruption or stressor of emotional growth occurred.

For example, an alcoholic may have drank alcohol from 12 years old to 30
years old and then stopped drinking until they were 50 years old. At the age
of 50, the alcoholic starts drinking alcohol again, The moment they started
drinking their emotional state, reversed to a drunk emotion and went back to
age 30. This has been evidence by Alcoholic Anonymous Organization. The
drunk emotion was scarred soberness at 30 years old and lost its flexibility to
move in a sober state and therefore had to return to 30 years old to repair
itsself and heal itself so it could move forward. The person’s Emotional
Vocabulary has lost the emotional ingredients needed to heal and has become
frozen at 30 years old and must return to a 30 year old drunk state to start the
healing to grow older. The emotional deficit must be paid by emotional
currency not intellectual currency. No amount of physical or intellectual
growth can make an emotion grow, Emotions grow through emotions.

Emotions hunger from a lack of growth and a healthy satisfied connection to

other emotions. Emotions are often disguised and or mixed by other
emotions. A person may smile in your face as if they are your friend and
when your back is turned speak to others about how much they hate you. Or,
for example, a person may hate themselves and subconsciously want to kill
themselves. They may enjoy using a drug (crack, alcohol, heroin) and use
their drug habit as a means to kill themselves. In other words, self hate is
disguised and mixed as a drug habit.

A child connects the emotional need to be nurtured with their mother’s naked
body or breast. Because as a young child, when they were nurtured by the
mother, the mother would dress and undress her naked body in front of the
child. Thus, female nudity was associated with the emotion of nurturing the
child’s emotion. A young child (especially boys) is allowed to express raw
emotion, such as crying. Freely saying they hate someone or a toy etc. In
other words female nudity (the mother undressing and exposing her
nakedness) became associated with emotional freedom. The child was
emotionally free to cry, show disgust, anger, hate etc., without a penalty.
Consequently, the child grew up to become an adult in a mature adult’s
emotional straight jacket.

The adult that watches pornography wants to recapture the feeling of childish
emotional freedom seeks female and male heterosexual nudity activity which
included nude sex activities. This inadvertently causes adult males to
emotionally recapture their child-like emotional freedom with pornography.
They also emotionally seek to punish their mother for allowing adulthood to
take away their child like emotional freedom so they masturbate which is self
rape. The act of rape allows the rapist to punish themselves and have power
to overcome the lack of emotional freedom caused by the adulthood’s
emotional constraints so called acting emotionally mature. The adult’s
childish emotions wants emotions to be timeless and endless.

When a child is having fun during playtime they won’t stop to drink water.
They play until the last minute and try to stay up all night having fun.
Adulthood dictates rules and restrictions on the child’s emotions making
them conform to time and an ending to playtime. The adult with a
dysfunctional Emotional Vocabulary will use pornography and masturbation
to recapture the state of Emotional Freedom. These perverted activities
indicate the failure of the parents to develop an emotional Vocabulary for the
child prenatally and during childhood. Sex and pornography and
masturbation are an emotional activity. Those children and adults that
participate in pornography, masturbation, violent rape, petty rape (sex
performed for social or money grain) seductive rape (seduced into sex by
music, drugs, peer influence etc.) and fornication (sex as an object not as a
spiritual activity) are emotionally ill.

There are very few people with a Mental Illness. Mental illness is the failure
to use the mind for rationalizing, reasoning and logic. When a person is
presented with a logical reason to stop a behavior and they continue the
negative behavior, then the problem is emotional. If intelligence does not
solve a problem then the problem is emotional. People are Emotionally ill
primarily because their parents, or parent was and is Emotionally ill,
Emotionally Dysfunctional. The Parent’s culture defines functional and
dysfunctional behavior and emotions.

The culture’s belief about what is right and wrong sets boundaries for
behavior, emotions, feelings and polite conversation. The culture gives a
person their beliefs, a person’s reactions to beliefs are called emotion, a
reaction to an emotion is a feeling and a feeling of long duration is a mood.
Only a culture intact can produce a healthy Emotional Vocabulary. A culture
is intact if the parent in the culture can practice their culture at all times and
in all situations. The culture guarantees and protects a person’s life, liberty
and pursuit of happiness. A culture is a large group of people that have the
same rituals and ceremonies and the same beliefs and behaviors. An
individual must have a group to guarantee and protect their life, liberty and
pursuit of happiness. A law on paper does not give you life, liberty and
pursuit of happiness. Only a group can grant human rights not a law.
Essentially, a law is a ritual and/or ceremony enforced by violence or some
type of penalty. In any case, a culture that is controlled or perverted or alter
(oppression, slavery and colonialism charge/adulterated African culture) can
not produce the parents that can produce a healthy Emotional Vocabulary for
a child. The culture (which means people) must be free for the children to be
Emotionally healthy because an Europeanized altered African culture is an
unhealthy emotional culture, it can not produce the product called healthy
child. The unadulterated Ancient African culture has been replaced with a
Plantation Culture. The Plantation Culture is the universal culture of Black
People. Black people on the continent of Africa and the Diaspora such as
European, Caribbean, North and South American, East Indian and Asian all
have been infected with the Plantation Culture.

The Plantation Culture is a distorted Black culture dominated by White

culture and has adopted white rituals and ceremonies, laws, education,
medicine, foods, sexuality, dancing, morality, religions, marriages and child
rearing. Plantation culture has taught Black folks to mistrust each other, not
to be able to get along together and has taught one black group to feel more
superior than another Black group. And, it has caused a limited Emotional
Vocabulary in which the Slave Master taught the slave to fear the Master and
love the Master for saving him from the dark primitive African country and
hate himself for being the color black with kinky non-white hair, thick lips, a
big flat nose and a horrible African accent.
 MY CHILD DOES NOT UNDERSTAND ME
The failures in communication between parent and child are between digital
vocabulary and analogue vocabulary. The child’s digital vocabulary usually
consist of text message symbols, sounds and words, incomplete fragment
sentences, rap music slang, corrupted bastardized English, and the use of
letters instead of words.

The use of letters (KFC, ADHD, TMI, LOL, BLT, SOB etc.) has taken the
place of words. A letter is now a word. This means words now have the
value of sentence and a sentence has the value of a paragraph. The use of
letters, sounds of symbols and symbols (i.e. 24 times 7) has reduced the
child’s attention span and ability to stay focused on a task. The analogue
vocabulary of parents consists of words, sentences and paragraphs with very
few digital vocabulary words. The parents essentially use Standard English
which demands a long attention span with digital children that have a short
attention span. Added to this, the high amount of nerve damaging processed
sugars, aspartame, caffeine (in energy drinks) glucoronolactgone in energy
drinks or guarana (high in caffeine) and combinations of these ingredients in
sex stimulants cause nerve and brain damage, hyperactivity and cause short
attention spans and juvenile senility.

Juvenile senility is erroneously called Attention Deficit, forgetfulness,

inability to remember school work, inability to stay on task, restlessness,
forgets directions, etc. This causes parents to repeat and repeat instruction
and spend hours helping with school homework. In a 70 year old that can not
remember a task or instruction, forgets simple things, forgets directions and
task it would be labeled senility while in a child senility is labeled Attention
Deficit. In any case, the child’s digital vocabulary fails to translate the
parent’s analogue vocabulary.

The conflict between the digital and analogue vocabulary is socially

engineered, The white society has slowly increased its use of letters and
symbols (i.e. CVS, BOGO, HD). This increase of letters has caused the use
of fragmented sentences which results in fragmented incomplete thinking.
Added to this Black youth have the highest percentage of High School and
College drop outs. Therefore, they have dropped out of the whole word and
complete sentences vocabulary needed to access their analogue parents. Sadly
the Black historical and African centered information and books and speakers
are all analogue. Consequently, the digital black child has white culture’s
digital education. This white intelligence (programmed/engineered] can not
access Black analogue intelligence. The parent (and single adults) can not
successfully communicate to the child. Therefore, Black parents fear that they
are losing their children.

Fear is the emotional driving force of white culture’s relationship to Black

culture. Historically, enslaved and colonialized Blacks feared their slave
master and militarily powerful colonial rulers. Black people were forced to
adopt the Caucasian religions where the fear of God is taught. Currently,
Black people fear they may lose their jobs, fear they won’t be successful, and
are fearful their marriage or love affair may not be successful. They are
fearful, that if they do not buy the fashionable clothes, tattoos, gadgets (flat
screens), computer games, cars, rims, grills, illegal drugs, sneakers, sex toys,
do not participate in the latest sex perversion, go to a popular night club,
movie or church and join a peer group, club, sorority, fraternity or sex club
they won’t be accepted as normal. The emotion of fear causes the body to
release a morphine-like neurotransmitter chemical called Dopamine. The
constant stimulation of fear causes a high dopamine level which results in
physiological addiction. The Black person’s addiction to Dopamine (calms =
sedates fear) causes an addiction to those things associated with fear. The
only thing associated with white culture’s created fear is white culture.
Therefore, fear is used to attach Black people to white culture. In other
words, Black people are addicted to White people.

Black parents are addicted to using white culture’s parenting skills. Black
parents use the fear of violence to control their children. If the child violates a
rule, the child must be physically beaten. Therefore, the child’s good
behavior is done to avoid violence. The child is afraid of a beating, so fear is
the negative motivating force for good behavior. The child’s Emotional
vocabulary is limited to the emotion of fear and the avoidance of fear is
called the emotion of happiness. The child’s limited emotional Vocabulary
does not allow the other emotions they need to emotionally inner talk to
themselves or talk and feel emotionally connected to others. The child
becomes an adult that is emotionally constipated and emotionally raped by
white culture. This results in the creation of Plantation Culture and Plantation
Behaviors and Emotions. And, the child can only emotionally serve the
plantation owner by working for white culture. The child desires to get an
emotional reward by obtaining a college/University degree. The college
degree is political and grants the child emotional approval of the Slave
Master’s culture.

The college degree validated that the Black person has earned a degree of
under-standing on a subject. It is a garmented incomplete understanding. The
understanding of the subject can be one degree, two degrees, fifty degree or
one hundred degrees of know-ledge but never three hundred and sixty
degrees of understanding. It is not holistic under-standing (i.e. body, mind,
spirit). The degree makes a partial person that can not and will not relate any
subject (chemistry, astronomy, mathematics, art, architecture, music etc.) to
body or spirit. For every degree of understanding a Black person gets from a
white subject, the Caucasian culture take ten degrees of the Black person’s
holistic understanding. Thus, the Black child goes to a white school and is
made degree (credit) by degree a miseducated partial person. The Black child
loses their holistic Black intelligence and gains partial (one degree)
intelligence. The White miseducation has done its job and created a
Plantation Negro that can only serve the Slave Master. The plantation
emotionality and mentality of the Black child is a partial degree educated
emotionally castrated servant of white culture.

The only way for the Black child to escape emotional death is for the Black
parent to provide an African centered education either after Caucasian school
hours or on the weekends or in an African culture school. If this is not done
by the Black parent, then fear consciously or subconsciously is controlling
the parent. The Black parent that does not try to give their child a complete
Emotional Vocabulary either is a traitor to the Black race, or a coward.

Fear is merely the emotional tool that White Domination supported by the
emotional false belief of White Supremacy which is protected by White
Racism which is an emotional driven device used to protect a psychopathic
racial personality of Caucasians.
The emotions rule the world not the intellect and the Emotional Vocabulary
of the Black child must be healthy so they can become the holistic rulers of
the world. If the parent is not emotionally communicating with a complete
Emotional Vocabulary then the child will not understand the parent. And, if
emotional understanding is partial, the parent won’t understand the child. The
final result of the collision of digital and analogue communication is a parent
that will say “My Child does not understand me”.
 SUGGESTED READING
Asante, M. Afrocentricity African World Press – Trenton, NJ.

Ashanti, K.F. The Psycho-Technology of Brainwashing Tone Books –

Durham , NC.

Ashanti, K.F. Africentric Funerals and Burials Tone Books - Durham,

NC.

Ashanti, K.F. African Royal Weddings: A Guide Tone Books –

Durham, NC.

Phyllis Balch, CNC Prescription For Dietary Wellness Using Foods To

Heal
James F. Balch, MD

Brown, Dennis and

Toussaint, Pamela A. Mamas Little Baby: The Black Woman’s Guide
to Pregnancy, Childbirth and Baby’s First Year Plume Printing/Penguin Group
1998.

Beal, Anne; and

Abner, A. The Black Parenting Book Broadway Books division of
Random Villarosa, L. House 1999.

Dandy, E. Black Communications: Breaking Down the Barriers

African American Images – Chicago, IL 1991.

Davis, A. Let’s Have Healthy Children Harcourt Brace Jovanovich

Inc., 1951.

Fiengold, B. The Feingold Cookbook for Hyperactive Children

Random House – NY 1979.

Frazier, C. Parents Guide to Allergy in Children Grosset and Dunlap –

NY 1973.

Grad L. Flick, Ph.D. Power Parenting for Children with ADD/ADHD:

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 ABOUT THE AUTHOR
Llaila (La-ee-La) O. Afrika was born in Baltimore, Maryland. He was formerly a psychotherapist and
group facilitator at Eastern Pennsylvania Psychiatric Institute and Georgia Baptist Medical Center, and
Counselor for Addictive Services of Pennsylvania’s Department of Probation and Parole as well as the
Veteran’s Hospital Drug and Alcohol Unit in Atlanta Georgia. In the Medical Corp of the US Army, he
was a Psychologist Specialist and later became a Nurse. He was discharged from the Army National
Guard because he omitted information and he says, “It was a blessing.”

Llaila has a Doctorate in Naturopathy and is a Certified Addictionologist (C.A.D), Certified

Acupuncture Therapist, Medical Astrologist, Massage Therapist and Drugless Practitioner. He is on
the Board of the African Traditional Thinkers, Priests, Healers and Religions. Llaila is essentially self-
taught and obtained diplomas and certifications because his clients like to see the cosmetics of
rofessionalism.

Llaila lectures on a broad spectrum of topics such as Stress, Parenting, Hyperactivity, Diabetes,
Changing Children’s Behavior, Controlling Teenagers, Relationships, Computer and Electronic
Diseases, The Difficult Child, Fibroids, Holistic Sex Laws, Cocaine, Anthrax and AIDS Remedies,
Weight Loss, Child Growth, Gay Children, Nutrition, African History, etc. He offers workshops,
seminars, classes and nutritional consultations. Llaila designs lectures and classes for schools, churches
and a variety of groups.

Llaila teaches certification classes with Dr. Melanie Stevenson. The classes are of a wide variety such
as Holistic Nutritional Counselor, Massafe, Needle-less Acupuncture, Anatomy and Physiology, Touch
Diagnosis, Holistic Skin Care and Analysis, Reflexology, Iridology, Spiritual Diagnosis and Healing,
Hypnosis, Holistic Midwifery, Holistic Nutrition, Holistic Psychology, Holistic Sex and Relationship,
etc.

Llaila conducts Gullah Sea Island Black History Tours. He has a wide selection of health and related
subjects on DVD, and CDs. He can be reached at:

P.O. Box 201574

Indianapolis, IN 46250
Telephone: (317) 216-8088
Email: [email protected]

Online classes: drafrikaonline.com

Official Website: drllailaafrika.com
drafrika.com
 INDEX

Abstract Thinker, 74
abuse, 112, 119, 137, 151, 155, 264, 269, 276, 379, 382, 383, 421, 436, 443, 454, 455, 457, 458, 464,
465, 466
adoption, 440, 443, 462
adultery, 19, 20, 107, 444, 446, 451, 452
advertisements, 384
Aerobics, 87
affirmations, 21, 110, 181
African toys, 421
Africentric Parenting Style, 1
AIDS, 106, 199, 216, 402, 461, 484
aluminum, 179, 295, 312, 316, 318
amniotic fluid, 39, 42, 398, 420
anger, 19, 20, 60, 66, 68, 80, 96, 102, 104, 106, 110, 124, 132, 138, 160, 161, 165, 176, 185, 219,
220, 221, 223, 236, 261, 273, 275, 276, 384, 389, 409, 439, 442
anxiety, 108, 129, 183, 184, 185, 208, 216, 229, 273, 394, 438, 440, 459
Appropriate behavior, 68
attention span, 94, 138, 190
Audio, 77
babysitter, 95, 196, 226, 229, 233, 241, 266, 274
Battles, 68
beatings, 60, See
beauty pageants, 464
beliefs, 200, 223, 375, 452, 462, 463
Big Bird, 99, 266, 271, 272
birthing techniques, 420
Blame the Teacher, 72
Blurred vision, 83, 143
body language, 40, 48, 50, 55, 70, 162, 173, 188
Bond Damage, 389
books, 15, 35, 40, 47, 48, 54, 90, 93, 134, 158, 162, 164, 168, 200, 201, 203, 210, 233, 236, 248,
249, 252, 262, 370, 377, 395, 407, 411, 449
bottle feeding, 53, 243
bowel movement, 237, 244, 278, 279, 280, 281, 282, 283, 284, 285, 286, 287, 288, 290, 291, 420
bowel regularity, 371
Breakfast cereals, 143, 399
breastfeeding, 13, 240, 241, 243, 388, 397, 401, 438, 443, 444
Cancer, 106, 182, 428
Carolina Sea Islands, 381
Caucasian holidays, 485
Caucasian Parenting, 62
Chamomile, 86, 186
choking, 235, 373
chores., 99, 101, 119
chromosomes, 404
circumcision, 374
Civil Rights, 80
clay, 86, 87, 248, 280, 283, 417
clean, 38, 74, 92, 97, 100, 151, 155, 165, 232, 249, 257, 262, 269, 271, 278, 281, 283, 285, 288, 297,
322, 332, 418, 419
Clean up, 38
cognitive abilities, 48
commercial baby foods, 296
commercials, 485
computer games, 70, 73, 79, 102, 106, 133, 173, 198, 204, 248, 256, 266, 384, 390, 408, 409, 410,
411, 412, 422, 446, 451, 462
computers, 164, 166, 179, 277, 410, 412, 448
Concrete Thinker, 74
confrontations, 69, 72, 416, 457
cooperation, 77, 482
coping techniques, 80
criminal behavior, 141, 142, 143
cuddling, 86, 260, 441
Cultural Virtues, 21, 46, 99, 110, 115, 120, 282, 286
dehydration, 282, 338, 419, 427, 428
developmental skill, 236, 272
dexterity, 54, 171, 234
diabetes, 14, 183, 193, 194, 370, 395, 413, 426, 427, 428, 429, 458
diapers, 127, 129, 255, 257, 278, 279, 280, 283, 285, 289, 290, 291, 418
dignity, 70
discussion, 69
disobedience, 55, 63, 273, 397
distractions, 163, 179, 180, 241, 292
divorce, 107, 229, 241, 279, 285, 444, 447
Dizziness, 83, 143, 144, 182
dull stupors, 63
dysfunctional behaviors, 84, 436, 442, 459
Egyptian yoga, 86, 103
E-mail, 70, 117, 118, 119, 132, 133, 225, 450
emotional ability, 62
emotions, 12, 20, 36, 37, 39, 42, 68, 72, 77, 80, 81, 84, 87, 88, 98, 102, 107, 109, 122, 124, 134, 165,
169, 172, 173, 179, 180, 195, 208, 209, 210, 211, 214, 215, 216, 217, 218, 233, 237, 246, 247, 255,
256, 257, 260, 262, 272, 274, 282, 338, 379, 388, 389, 394, 401, 406, 408, 410, 420, 424, 433, 434,
437, 438, 440, 442, 446, 449, 453, 457, 458, 460
Encouragement, 261
explanations, 274
Extrovert, 74
Eye twitching, 83
eye-hand coordination, 45, 236
Fairy tales, 377, 379, 385
fairytales, 440, 464
feedback, 48, 78, 79
fertility, 402, 445
fighting, 196, 251, 253, 259, 271, 368, 421, 424, 447, 458
fights, 87, 106, 107, 165, 250, 251, 255, 260, 416, 450, 454, 458
fist, 84, 240, 259
Fixed Action Patterns, 435, 436
fluoride, 232
Garden of Eden, 382, 383
gender energy flow, 75
generic conversations, 70
genitals, 126, 127, 129, 203, 279, 280, 283, 286, 366, 464, 465, 466, 467
ghetto, 132, 415
Gratification, 133
health junk food, 426
Heart palpitations, 83
holistic healing, 450
home, 13, 19, 37, 38, 77, 93, 96, 106, 107, 111, 119, 120, 125, 128, 181, 195, 196, 197, 199, 218,
219, 227, 238, 240, 247, 249, 253, 271, 272, 282, 378, 390, 415, 419, 433, 443, 445, 457, 462
homosexuality, 107, 200, 203, 257, 455, 460
hormonal imbalances, 60
hormone levels, 108, 460
hospital births, 420
Hospital births, 398
Hottentots, 380
hungry and cranky, 95
hyperactivity, 14, 86, 109, 142, 176, 179, 180, 183, 193, 427, 437
hypertension, 14, 183, 401, 437
Hyperventilate, 88
immortality, 381, 382, 383
immunity, 14, 290, 395, 402, 417, 420
incomplete bonding, 441
Infancy, 485
infantilism, 379
infants, 45, 46, 150, 344, 346, 399, 438
inferiority, 65, 132
inferiority feelings, 132
inflammation, 290, 343, 346, 365, 371, 402
Internet, 70, 79, 103, 464
intimidation, 73
Introvert, 74
Isis, 150, 380, 381
jumping jacks, 87
language, 485
Lavender tea, 86
learned hopelessness. See
learning, 46, 62, 104, 244
learning problems, 144, 183, 193, 400, 401, 413, 420, 438, 455
Left brain, 89
logic, 14, 20, 68, 70, 73, 130, 377, 379, 404, 406, 408, 409, 410, 411, 412
manipulation, 205, 436, 451
manners, 125, 138, 153, 222, 258, 266, 274
marital relationship, 60
martial arts, 103, 151
massage, 134, 159, 181, 265, 418
Massage, 86, 484
masturbation, 129, 198, 200, 466
meditation, 38, 86
Melanin, 36, 405, 430
Metals, 434
military, 13, 30, 35, 66, 379, 380, 452, 462
miseducation, 451
MKULTRA, 196, 201, 202, 203
Morality, 1
mother nature, 419
Mother Nature philosophy, 443, 444, 445, 452, 455, 463
multitask, 74
music, 14, 35, 37, 44, 47, 48, 50, 53, 54, 69, 78, 79, 86, 87, 90, 94, 102, 103, 111, 117, 120, 123,
132, 133, 134, 137, 159, 160, 162, 168, 173, 180, 201, 203, 210, 221, 241, 247, 266, 268, 292, 372,
373, 390, 395, 406, 408, 409, 410, 411, 412, 424, 434, 442, 451, 454, 462, 464
Mystery System, 430
name calling, 68
naptime, 250, 262
neediness, 436
negative attitude, 99, 105, 118, 132
Negative behavior, 77
negative remarks, 98, 99, 103, 111, 391
non-custodial parent, 125
nudity, 126, 127
nurturing, 13, 39, 44, 65, 70, 71, 80, 120, 146, 160, 191, 210, 240, 250, 252, 257, 260, 271, 275, 286,
389, 396, 401, 457, 458, 460
Oedipus, 406, 439
oldest child, 123
Oppression, 12, 14, 150, 397, 441
Outcome Based Education, 201
overnight date, 124
oxytocin, 434, 436, 446, 454, 458, 459
paraphrase, 90, 102
parent/child relationship, 60
Parent/Child Relationship, 66
Parenting Skill, 62
Parenting skills, 62, 64, 68, 70
partial bonding, 441, 442, 449, 456
Partial bonding, 441, 442
peer groups, 70, 132, 133, 450
Pher Ankh, 14
pimp, 133
pinching, 126, 259
Pinkeye, 340
playground, 38, 91, 92, 97, 160, 166, 167, 168, 169, 180, 241, 247, 252, 254, 263, 273, 421, 422,
423
playpen, 292, 395
playpens, 389
positive behaviors, 79, 81, 176
Post Partum Depression, 434
predictable behavior, 72
preschool, 37, 97, 244, 250, 267, 274, 390
prescriptions, 398
preteen, 95
privacy, 126
probation officers, 132
problem solving, 47, 81, 89, 102, 257, 411, 463, 482
prostitutes, 133
punishments, 1
puzzles, 47, 49, 56, 86, 103, 158, 162, 164, 165, 168, 247, 248, 263, 271
rape, 132, 151, 382, 413, 419, 447, 460, 461, 464, 465, 466, 467
reckless behavior, 132
reprimands, 180
resentment, 17, 20, 104, 124
Reward/Punishment, 65, 66, 134, 267, 485
rewards/punishments, 62, 63, 64
Rhythm, 77, 157, 158, 160, 162, 164, 166, 168, 171, 173, 424
Right brain, 89
Ritalin, 109, 182, 183, 198, 200
Rites of Passage, 13, 62, 147, 150, 203, 380, 384, 394, 430, 462, 482
rituals, 485
Rote learning, 410
rules, 13, 35, 60, 62, 64, 65, 70, 73, 96, 119, 123, 124, 132, 142, 153, 154, 164, 168, 170, 176, 195,
220, 222, 224, 226, 228, 231, 244, 246, 247, 250, 255, 256, 258, 260, 261, 263, 264, 269, 270, 271,
272, 273, 274, 275, 288, 397, 430, 433, 439, 441, 443, 445, 449, 457
rules-governed behavior, 176
scar tissue, 374
scatter brain, 74
schoolwork, 119, 172, 176, 184, 400
self-reliance, 99, 228
sequence, 42, 75, 92, 98, 145, 166, 179, 187, 191, 203, 411
setbacks, 80, 81, 82
sex ideations, 449
shoes, 55, 96, 97, 123, 233, 249, 272, 378, 381, 382, 383, 384, 388
shopping, 37, 95, 96, 201, 230, 231, 238, 441, 448, 450
siblings, 135, 138, 206, 217, 223, 438
sisterhood, 448, 449, 450, 451, 452, 453
slang, 34, 72, 90, 155, 446
Slang words, 72
slave behavior, 132
slave behaviors, 132
slave trauma, 132
Slave trauma, 1
Slavery Trauma, 14, 150, 176, 189
snack, 42, 92, 96, 120, 152, 181, 226, 241, 243, 251, 263, 400, 423
Special Education, 109
specific behavior, 70, 109
spiritual belief, 76
strategies, 73, 81, 82, 451, 452
stubbornness, 63
subconscious impression, 385
subconscious mind, 202, 382, 384
suicide proof, 107
sunlight, 48, 127, 365, 370, 412
supervision, 70, 86, 101, 260, 406
Tactile, 77, 157
talent, 73, 109, 130, 430
technology, 485
Technology and Computers, 63
teething, 226, 311, 312, 313, 368, 399
television, 35, 93, 103, 119, 137, 152, 173, 179, 180, 202, 266, 267, 380, 390, 395, 409, 411, 441
Terrible Two’s, 111, 228
terror, 1
testicles, 374
Thinking stage, 75
toddlers, 485
Toddlers, 37, 38, 39, 93, 94, 126, 160, 252, 302, 303
TODDLERS, 101
totally bonded, 439, 442, 463
tracking disorder, 176
training pants, 127, 280, 284, 289, 291
unacceptable behavior, 60
unpredictable routine behavior, 72
Vaccination Exemption, 374
vaccinations, 375, 404
vegetable milk, 241, 242, 251, 294, 306, 318, 319, 320, 321, 322, 323, 324, 325, 331, 332, 390, 399
violence, 14, 19, 66, 68, 79, 120, 128, 132, 137, 176, 196, 203, 204, 205, 261, 266, 276, 377, 390,
398, 408, 409, 411, 412, 413, 421, 424, 447, 448, 451, 454, 461, 462
Visual, 77, 157, 158, 160, 162, 164, 166, 168, 171, 173, 187
VISUAL, 266
vocabulary, 39, 46, 47, 106, 121, 125, 160, 163, 168, 169, 171, 173, 195, 209, 214, 246, 258, 266,
279, 372, 439, 441
White Racism, 35, 79, 391
White Supremacy, 12, 17, 18, 23, 25, 28, 30, 34, 35, 65, 136, 189, 392, 415
WHITE SUPREMACY, 35
Will Power, 70
X, 385
X-rays, 420