| Have you ever wondered why children turn to | | | | from the very moment of opening his or her |
| drugs? Some turn to alcohol. But that is from | | | | eyes, chooses! The child chooses a "pattern", |
| a different reason. Drugs are used when a | | | | that will later become ensconced as his or |
| child has a "death wish."A child, much as do | | | | her perceived life. That then, I think is the |
| some dysfunctional grown-ups, have too much | | | | key, the true crux of this being a drunk or |
| pressure in their lives. Sometimes to the | | | | doper!You see, as a child, you thought as a |
| point of not being able to deal with it, as | | | | child. (heard that somewhere?) And being a |
| we are used to saying. This pressure builds | | | | child, you also perceived problems as a |
| upon itself, as well as builds in a sort of | | | | child. And your brain, being in a childlike |
| "overload" to become a major obstacle to | | | | state of trying to "grow-up", that is, |
| living life.Thus we see drunken children, and | | | | becoming wise enough to solve the chides |
| adults, who's stomach maybe be full of beer | | | | problems, the child perceived, identified, |
| or wine, even whiskey. But that is an outward | | | | and prioritized, "units" to that need |
| sign of the trouble that fills their heads. | | | | solving. And there is the basis for further |
| Trouble in the head can lead to trouble | | | | acts by children that will need to be |
| showing emotion. Or because of the inability | | | | corrected. Or not corrected, depending upon |
| to show emotion publicly, cause trouble in | | | | our, adult, perceptions of "right and |
| the head. The two are synonymous to one | | | | wrong".By the way, don't think I am into "be |
| another often.I am not a Doctor. I am, | | | | what you want", and or; "whatever you do is |
| however all to familiar with this subject. I | | | | right!" theory and practice. If you, as they |
| ain't kidding you here, when I saw that! I | | | | do often in school teaching children, give |
| have life experience.First, there is a | | | | them this scenario: "You are lost at sea in a |
| "problem" in a person's life. Then, the | | | | small lifeboat. You have been out so long |
| "problem", having been identified somewhat by | | | | that you are starving. You have a friend, and |
| the effected person, the brain starts to | | | | your pet dog, with you. Who would you eat? |
| solving the perceived and identified | | | | The friend, or the dog?" How horrible that |
| "problem". That, then is the second step, not | | | | is! To set that scenario, and to confront any |
| the first step, in a process that leads many | | | | child with that! It alone is child abuse!No |
| to disaster.The brain, through its emotional | | | | matter in what context you place such a |
| filter, processes the "problem" the person | | | | question, it must be said to be child abuse! |
| himself, or herself, has "identified". That | | | | That should not be allowed. If you ask adults |
| too is the beginning of more serious, | | | | the same question, in the same context, they |
| depending upon age, of outward signs that | | | | will put voice to such outrage. Instead of |
| others can judge!This person described, is | | | | the child's simple "Yuck" and then subsequent |
| not able to "back off" or stand aside | | | | laughter. The adult, with enough experience, |
| mentally, to see him or her self in context. | | | | knows that the question is both improper, and |
| "Context" here meaning "within ones own life | | | | so hypothetical as to be ignored! And being |
| experience as it is in reality", not within | | | | adults, they will ignore it! Children, on the |
| the "being" they themselves identify with. | | | | other hand, are taught to believe the teacher |
| | | | is both correct, in teaching, and in ruling |
| People "identify" themselves. They alone use | | | | upon their, the chides, deportment. Thus they |
| this identifier to define themselves, and | | | | can be taught, within the context of |
| their way of "seeing" who they are in life, | | | | "schooling". Otherwise, children love |
| as they live it.This "identifier" then, | | | | mischief and a type of "anarchy", would then |
| becomes the person you see in reality. If a | | | | rise. In proper simple language, you must |
| person, from many sources living their life, | | | | have calm and disciplined children in order |
| identifies with losers, they will be a | | | | to teach them anything.What has this to do |
| "loser. If they identify with success, many | | | | with a child turning to dope or drink? Well, |
| times, as we would judge a person, be | | | | everything! The child, being a child, thinks; |
| "successful".You may think we shouldn't | | | | identifies; categorizes; works upon; the |
| judge. However, that is the way life is made | | | | problems it faces every day. And later, the |
| up to be, so far as humankind is structured. | | | | chides brain "problem solves" the above |
| Both physically and mentally made up. | | | | mentioned items as described above. But only |
| | | | as a child! Did you "get" that?A child, |
| They, you and I, judge other people, but | | | | having a chides brain, both identifies |
| also ourselves. And that, friends, is the | | | | problems as being problems to THEM, and the |
| crux of young peoples whole real problem. Not | | | | subsequent working of the solving of those |
| the one their brains is in fact working upon | | | | perceived problems IDENTIFIED with, is worked |
| to solve!You see, as you are awake, you work. | | | | upon by the brain, while they sleep. So, |
| And in working, even if it is gardening, or | | | | basically, in plain English, the child, |
| space science, you are working on problems. | | | | thinking as a child, judges him or her, self, |
| Solving problems is a good way to look at | | | | to be rightfully dead! They have a "death |
| most work, believe it or not, as "solving | | | | wish" as we term it. A judgement by a child |
| problems". Once this attempt at solving any | | | | cannot be condoned, can it? The child is too |
| problem is started by us mentally, we may | | | | young, for instance, at the ripe old age to |
| sleep, but the part of the "problem solving" | | | | judge you, of murder! Or of anything in the |
| brain, does not! In fact, now that you are | | | | way of a lessor crime.But, being children, |
| asleep, it can, without confronting other | | | | and not being old enough, nor wise enough, to |
| "problems" and other stimulus, that is, other | | | | be a proper judge of themselves, do indeed, |
| input like thinking, eating, talking, | | | | judge themselves. And they can be very much |
| reading, it can now work upon your problem, | | | | more harsh that you might be, in that |
| as you perceived it to be. You see then, that | | | | judgement, and subsequently, the sentencing |
| you have to "identify" any problem, in order | | | | of themselves. By use of their brains, which |
| for the brain to solve it! The brain is not | | | | have not aged enough to become wise enough to |
| in control, excepting for what we call "the | | | | judge, they don't know that! They don't know |
| arts", of your environment, and all its | | | | that they are not old enough to judge! Until |
| enormous amount of daily, hourly, minute, of | | | | the brain they have, "problem solves" and |
| input. It only thinks in real time, upon real | | | | becomes wise enough to know that the child is |
| events and things, or it, during sleep, works | | | | yet a child, and not old nor experienced |
| upon "problem solving" of the 'perceived by | | | | enough to be judgement of itself! So the |
| you", problems you have encountered and | | | | Judge-child condemns itself to a life on |
| identified as being problems that need | | | | dope, or drinks, in order to forgo the |
| solving, needing solutions to. Both | | | | confrontation of the sentence, when it was |
| consciously and unconsciously, it must work | | | | too young to be the judge anyway, in the |
| out the solutions to this "identified by | | | | first place!Just as speech, and language, and |
| self" problems. Now that we have | | | | typing skills, have to be taught. Just as |
| | | | math or science, has to be taught. So too is |
| "identified" why we have problems, and how | | | | the ability to perceive oneself within the |
| the brain works to "solve" those problems we | | | | real actual world, and its accompanying |
| both identify and put into priority, during | | | | results of the chides actions or inaction |
| daytime, or awake times, we can work now on | | | | within the scope of that real world and its |
| understanding the "real problem" that leads | | | | society. That also has to be taught! |
| to drinking and or drugging, of ourselves. Or | | | | Otherwise, children are locked in a "Peter |
| that is, to be more exact, the reasons we | | | | Pan" like world, where they never grow up! |
| have developed a "problem" of drinking or | | | | This is the result, and its aftermath of |
| drugging.Only however, in the case of | | | | destruction, of judging oneself, killing |
| children. We do not have the space to even | | | | others, shooting fellow classmates, and all |
| approach understanding of the much more | | | | other crimes. That is the only explanation |
| complexities of Adult drinking and drugging | | | | that can be used to describe a chides |
| problems. But that is often a result of, and | | | | motivation to self destruction! Because all |
| onset within, childhood. So we might get | | | | persons, all human beings, first, seek |
| close to understanding the young adults | | | | self-preservation! Not death! The brain is |
| Identifiers also.So basically, the child, | | | | just not naturally going to go to |
| having "identified" numerous "problems" | | | | self-destruction! That too is a |
| during the daylight hours, and now, asleep or | | | | taught-learned experience.I should know. Now, |
| awake, "prioritizes" those problems, their | | | | where is the soap? My shadow has fled!Dan |
| brain starts to work, later, on those | | | | Bunch, a Cherokee; Choctaw; and Melungeon; |
| problems that concern the chides everyday | | | | whose mother was a naturalized citizen born |
| life. In real time, your child lives his or | | | | in Hong Kong. His father was born in Texas, a |
| her life, as they begin to "perceive" it to | | | | Cherokee-Choctaw-Melungeon, who served in the |
| be. There must be a perception of "self", | | | | Army during WWII.Dan Bunch grew up in Texas, |
| otherwise, we become true clones of our | | | | where he participated in; football, baseball, |
| parents. I'm not kidding you here! What an | | | | and boxing. He enlisted in the United States |
| awful thought, that is, to a child's | | | | Navy Reserve while still a junior in high |
| mind!Then, after working to solve the | | | | school. He has had a multitude of experience |
| perceived problem, that the child has in the | | | | in the business world in; insurance, real |
| daytime, identified, the solution is or is | | | | estate, finance, and a builder of custom |
| not, accurate. Depending upon how, and why, | | | | homes. He has always been a writer, and |
| the child perceives itself as being. If the | | | | cartoonist. He attributes his interest in |
| child sees itself as being "bad", there will | | | | many subjects to his early career as a |
| be a solution that is also "bad". If the | | | | newspaper boy. He married his high school |
| child sees itself as being basically "good", | | | | sweetheart Gayle, with whom they have two |
| then there will be a resulting "good" | | | | children and five grandchildren. |
| solution. That is why we say that some are | | | | |
| always thinking of ways to be "bad", and | | | | Dan Bunch is a graduate of Grayson Co Jr. |
| mostly ignoring those that we say are always | | | | College, which he attended upon his return |
| "good". When in actuality, they had little, | | | | from Vietnam. He was a PO2'nd, crewmember |
| consciously, at the time, to do with it!Base | | | | aboard U.S. Navy River Patrol Boats, and is |
| is the "pattern" parents instill, and also, | | | | member of the DAV; and Veteran association. |
| the "pattern" others display in front of the | | | | |
| child. Both good and bad patterns. The child, | | | | PLEASE VISIT MY eBOOK MAIN PAGE! |