PTSD

POST TRAUMATIC STRESS

 

DISORDER COUNSELLING.

EXAMINED, DEFINED & DISCARDED.

Thousands of people – who have been suddenly disorientated, shocked, worried, depressed, anxious about and fearful of what was previously for them a “normal” life - are today, after a catastrophic event, mainly categorised as suffering from Post Traumatic Stress Disorder, leading to clinical psychological or psychiatric so-called “treatment” at taxpayer expense, via the N.H.S.

But what does this widely diagnosed PTSD actually mean, and is it terminally handled by psychological or psychiatric counselling OR NOT ?

In its own literature, psychology was quite literally originally defined as “the study of the spirit”. (“Psyche” means “spirit”.)   But in an increasingly “material” age, this was rather quickly boiled down to “the study of the mind” and then, because of academic arguments about the existence, definition, structure and location of the ”mind”, “psychology” is more recently and most often re-specified as “the study of the brain and behaviour” - with no mention of either spirit or mind !

The academic psychological arguments about “mind” continue today, and we are still without an authoritative statement of the mind's existence and so finish up – in a well known psychology dictionary – with “mind” defined as “the sum total of psychological processes, conscious or unconscious”, (whatever that means ?)

However this brief all encompassing but non-specific definition follows on with: “while few psychologists think of mind as a spiritual entity separable from the brain and body, most now accept that the richness and reality of mental life cannot be denied, and that a place must be found for the word “mind” in comprehensive theories of human behaviour”.  (So is “mind” merely a “word” it would be nice to see in some new theory ?)

Bearing in mind that Post Traumatic Stress Disorder is a “mental” condition, and that “mental” means “appertaining to or arising from the mind”, the view of Psychiatry - as the other Mental Health “expert” - is laid out quite revealingly in the following definition of “Psychiatry” from Dr Chris Evan's authoritative “Dictionary of the Mind, Brain and Behaviour” (ISBN 0 09 918070 7):

“The trouble with psychiatry today is that it is still without a working theory, not just of the mind, but also the disturbed mind. Even a definition of mental illness is not so easy to come by, so perhaps it is not surprising that to this date psychiatric methods have inevitably been of a hit or miss variety”.

Therefore, expensively and clearly ineffectively looking after our nation's Mental Health – i.e. “The Health of the MIND”, we have two professions (they should never be called “sciences”) who do not know what a mind is, whether it actually exists, what it's structure is and where it is located, etc. !

Would you employ a chauffeur who didn't know what a car was ?   Or an air pilot who didn't know what “navigation”, “landing” or “undercarriage” means ?

But we are expected to employ so-called “Expert MENTAL Health Counsellors” - called Clinical Psychologists and Psychiatrists who have no knowledge of the Mind - to provide “treatment” for the most common MENTAL Health disorders such as Depression & Post Traumatic Stress, etc. !

But what exactly IS Post Traumatic Stress Disorder ?

Well, “Post” means “after”,  “Traumatic” means “shocking”, “injurious”, “depressing”, “painful” or “unsettling”, etc., whilst “Stress” means “strain”, “pressure” or “load”, etc., all adding up to an unwanted mental or emotional state entered into, following and as a result of, some catastrophic event or occurrence.

It most often manifests itself as depression, anxiety, worry, fear of, exaggerated concern or apathy, and the most common psych approach to “treatment” is to get the sufferer to take medication or to “talk about” his or her “problem”.

Communicating with intention is essentially correct, except for one thing.

Amongst other things, mere “talking” serves as a reminder to the sufferer of what happened but, if the process used does not also act to lessen, expunge or erase that incident, it will actually build into the sufferers' minds more and more “trigger-points” in time which can re-stimulate their original “horror” memories and thus strengthen the persistence and duration of their initial traumatic stress condition.

Whilst the original traumatic events vary for time to time and from one person to another, the process which provides the sufferer with the ability to erase the original traumatic event is extremely precise and depends on the practitioners knowledge of the structure of the subjects' minds and how they work.

Unfortunately, psychologists and psychiatrists (psychs) by doubting, arguing about and in fact actively and continuously denying the existence of human minds, demonstrate that they know absolutely NOTHING about HOW to find and erase trauma and its re-stimulation factors from a sufferer's mind.   EXCEPT in those very few cases where individual (and often disillusioned) practitioners forsake psych training and develop their own personal better understanding of the mind. 

 

The technology and the techniques which enable a practitioner (or even a family member) to locate and discover original traumatic and re-stimulative factors and erase them permanently, are contained in the book: “DIANETICS®: The Modern Science of Mental Health” by L. Ron Hubbard®.  This has sold millions of copies around the world in most of the world's languages, and so is practised far more widely than any other form of Mental Health counselling taught by any of the often self-opposing and unsuccessful psych factions or schools of thought.

Because, unlike psych taught so-called Post Traumatic Stress Counselling, Dianetics Counselling permanently erases trauma from the mind, it can quickly reduce the number of Mental Health patients demanding attention from the U.K. National Health Service and thus slash the massive costs for that Service imposed upon our Chancellor of the Exchequer and ultimately the taxpayers.

The major bonus is however, that the way in which the Dianetics processes reduce trauma, is also the way in which Dianetics - when more fully delivered in the first half of life - acts to eliminate the onset of Dementia in later life, as well as current conditions such as depression, anxiety, allergies and substance addiction, etc.

What this demonstrates, in millions of cases, is that when you know the existence of the mind, how it works, how it may be upset and how to quickly bring it relief and repair, you can deliver what look like miracles to increasing numbers of families who may have mental, traumatic, emotional and / or addiction problems.

If you would like know more, pick up a copy of “DIANETICS: The Modern Science of Mental Health” from your local library or bookshop, or, if you would first like further information, phone Ken Eckersley on (01342) 811099 any day after 11.00am and up to 9.00pm.

He will answer all your questions, and, if you wish, refer you to a Dianetics practitioner local to you who can go into greater depth with you personally.

You can also e-mail questions to Ken on keneck@btinternet.com.

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This is a report prepared by:

S.A.F.E.

the

Society for an Addiction Free Existence

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YES.

YOU WILL LIKELY

 

GET DEMENTIA . . . .

 

IF YOU DON'T START

AVOIDING IT NOW !

To understand and make use of the above information, it is necessary to know what causes Dementia and how it can be prevented by taking the right actions at an early enough age.

THE CAPACITY FOR AN INDIVIDUAL TO BECOME DEMENTED IN LATER LIFE IS INITIATED AT CONCEPTION.

This is because the mechanism which causes Dementia to develop is installed along with the DNA in order to protect the under construction human body developing in the womb of the mother.

For centuries we have been taught that a human being is comprised of two main components – Body and Soul – and, as with every other flesh and blood body type on Earth, the Reactive Mind is installed at conception in order to start building a lifetime historical record of successfully dealing with and escaping from all forms of PHYSICAL attacks, both deliberate and accidental.  i.e attacks by the environment on the body.

Impacts, injuries, falls, burns, scaldings, breakages, infections, contagions fractures, organ / dental removals, other losses, including losses of function, perception and feeling, etc. i.e. anything and everything which inflicts pain and damage and reduces PHYSICAL efficiency, including support from other persons or things.

The Reactive Mind dutifully IDENTIFIES and records ALL such periods of possibly and actually damaging physical impingement on the body and, as long as the action taken results in the continuing survival of the body in whole or in part, the Reactive Mind regards the record of each such survival event as valuable survival action, worthy of future re-enactment BECAUSE it undeniably resulted in the continuing survival of that body !

Bear in mind that all this Reactive Mind activity is concerned ONLY with the preservation of the physical Body (including the electronic switchboard we call “Brain”), and is not in any way concerned with the Soul or Spiritual Beingness of each Human Being, which is the “Person” identified by each human body .

Unlike the Reactive Mind, which joins the developing human body at conception, the Soul or Person joins the body only in the last few days or hours of pregnancy, bringing with it its own Analytical Mind (in addition to the Reactive Mind).  And it is because this Analytical Mind is capable of Comparison and Differentiation in addition to the single Identification capability of the Reactive Mind, that Man has proved superior to other flesh / blood and animal forms and today clearly dominates other earth species.

In fact, what we see is that a Human Being is a composite of one of the Earth's better body designs with a superior Analytical Mind – all under the control and direction of a Spiritual Being or Soul, which makes the decisions about that Human Being and is in fact the Chief Executive Officer.

WITH ONE EXCEPTION.

When that body is under threat of physical harm or loss, etc., acting on the in-built idea that the preservation of the body is superior to the desires of the Being, the Reactive Mind shuts down the Analytical Mind's control of the body and assumes control of the whole human mechanism, in order to be able to apply one or more of what that mind had recorded as viable survival computations and actions.

And of course it apparently can work to again preserve the life of that body. BUT it can also fail to preserve the whole body, and also, because no two incidents in any life time CAN NEVER BE EXACTLY THE SAME, it can falsely attribute survival value to the wrong actions.

As a result, as a person grows older, the size, power and influence of the Reactive Mind expands in two main ways:

1) Each and every time the body experiences, the pain and part or whole unconsciousness of impact, injury, a fall, a burn, scalding, breakages, infections, contagions, fractures, and organ removals, etc., etc., it adds to the number of threatening incidents it must constantly look out for and avoid, and,

2) Every time it spots such a threatening incident or the apparency thereof, and rightly or wrongly goes into reactive mode, it again adds to the number of threatening incidents it must look out for.

As a result, from conception onwards, we have a Reactive Mind which can only grow in size and control, whilst from birth we have a much superior Analytical Mind which unfortunately decade by decade, year by year, month by month and eventually week by week gets more and more often shut down as the controlling power of the Reactive Mind increasingly dominates that Being's life and actions.

Other flesh and blood animals do not have Analytical Minds. They only have Reactive Minds.  Demented Human Beings have Analytical minds which are more and more switched off by their over-developed Reactive Minds, as a result of which they become more and more animal like in their reactions to their environment.

This doesn't mean they start biting, scratching and devouring other human beings. But it does mean that their actions and what comes out of their mouths are dictated by the recorded contents of all the painful, disorienting, damaging and loss incidents in their life.

Because such incidents have little or no relevance to their present time situation, their current behaviour as well as their here and now communications appear increasingly incoherent, “mad” and demented to family, friends, colleagues and acquaintances.

And this situation is no way helped by the psychiatrist or other physician who is told to calm the Demented patient with some psychoactive or other drug – which may or may not be addictive.

In fact, because practically every prescription drug is to a greater or lesser degree poisonous - and therefore an attack upon the body - each such dose acts to increase the size and power of the Reactive Mind, and thus make the Demented patient worse.

Once an individual is in an advanced state of Dementia, he or she is of course under more or less full time control of their Reactive Mind, so that the Spiritual Being and the Analytical Mind, which together are totally capable of handling the Reactive Mind when shown how to, are not allowed to operate.

Whilst some relief can be applied in that situation, the best procedure by a million miles is to start avoiding Dementia at an early age by the simple dual procedure of stopping further Reactive Mind growth AND ALSO emptying the existing content of the Reactive Mind.

At 20 to 50 years of age, most individuals are most often in an Analytical state of mind, and because the Analytical Mind can Compare and Differentiate in addition to Identifying and doing everything the Reactive Mind can do, the individual can be shown how to clear his or her mind of all reactive content and from then on operate on a survival basis even more effective for the Body plus the Mind and the Being.

The manual which contains this technology is called “DIANETICS® – The Modern Science of Mental Health”, and when originally published in 1950 by L. Ron Hubbard (the renowned, researcher, scientist, philosopher and humanitarian) went straight to the top of the New York Times “best seller” list where it stayed for week after week after week.

It was successful, not only because it worked, but also because it showed how any two interested individuals could just as successfully apply the Dianetics technology to one another.  As a result, it was immediately condemned by professional counsellors, and Hubbard was attacked, by American psychiatry who wanted that technology for themselves.

The workability of Dianetics is demonstrated and validated by the fact that today, 67 years later, Dianetics is the largest, most successful and widely used mental health science in the world.

It expands every year, not only because when used early enough it prevents and avoids Dementia, but because it also helps the individual to handle other emotional problems and situations in life.   Such as allergies and other disorders whose cause also lies in the workings of the Reactive Mind.

In addition to Dementia, Anxiety, Depression, Asthma, Hay-fever, other Allergies and conditions, Dianetics handles shyness, bereavements, other losses, and the speeding of recovery from accidents, injuries and operations, as well a many other well publicised “Mental Health” conditions.

It does not prescribe drugs, deliver electric or narcotic shocks or operate on patients, being strictly a talking therapy in the language of the practising couple, who may both be amateurs or professionals, or one of each.

The interesting thing is that full study of Dianetics not only leads to the ability to cure, but is also a very factual path to prevention of future mental problems.

To know more about how to avoid and handle Dementia and, more importantly, how to learn about Dianetics - life's “first-aid” - you may like to contact Ken Eckersley for discussion on (01342) 811099 any day after 11.00am and before 9.00pm.

Alternatively, you can e-mail him on keneck@btinternet.com to obtain the address of a local supplier or library able to provide further information on Dianetics.

Finally, should you wish to meet 89 year old Ken personally for a no-cost confidential interview, you may ring for an appointment or mail him at:

E. Kenneth Eckersley, FCIM, FIOD, HonMPHMA(Int), HSDC, MABFDFE (Stockholm & Brussels), 
Retired Magistrate & Justice of the Peace,

ARTS House, Plawhatch Lane,

SHARPTHORNE,

East Grinstead,

West Sussex,

RH19 4JL.

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This Blog is posted by:

S.A.F.E.

the

Society for an Addiction Free Existence

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Which First Lesson Is The Most Essential ?

LEARNING HOW TO LISTEN ?

LEARNING HOW TO SPEAK ?

LEARNING HOW TO READ ?

 

LEARNING HOW TO WRITE ?

LEARNING HOW TO SPELL ?

LEARNING ARITHMATIC, etc. ?

 

OR,

 

LEARNING


HOW TO LEARN ?

Could it really be possible that when new born children first open their eyes, they say to themselves:

"Oh dear, now I've got to learn talking, spelling and maths all over again ?”

I don't think so.

I think it's far more likely to be: “What the heck is that ?”, or some other question or expression of fear, anxiety, curiosity or interest in something right there in front of them.

What do you think ?

They have to start somewhere, and “finding out” what is threatening them, protecting them, comforting them, feeding them or even amusing them - at that moment - seems very likely.

WHY ?

Because learning is the first and foremost basic activity of life and living, AND IT IS THE ONE LESSON WE ARE SELDOM IF EVER TAUGHT.

In fact, can it be taught ?  Isn't learning ability part of our mental inheritance ?  Did we not get it from Dad, Mum or Great-Grand someone ?  Or did we bring it with us from some past life ?

Whatever the answer to those questions, one thing is certain.  Some of us have lots of learning ability, some seem to have about “enough” and others don't seem to be so fortunate.

Which soon raises the question as to whether or not we can do something about increasing the learning or study speed of those in a class who learn less quickly.

On examination one finds that the biggest barriers to learning are misunderstandings leading to even further non-comprehension and confusion, and that this arises from being given or picking up false, erroneous, misleading or totally wrong and inaccurate data at an earlier point in time, and is very easily done – even perhaps in the womb – or (as many today would have us believe) in some past lifetime.

Be that as it may, but when grandma offers a coloured plastic cup full of orange juice to her baby grand-daughter, the older lady can give her action “meaning” in numerous ways.  She can say: “drink” or “cup” or “yours” or “orange juice” or “nice” or “this is lovely” or “you'll like this” or “get this down you baby” or “yum-yum” or any of a number of different accompanying words or phrases.

And so also can Dad and Mum and elder sister, etc., all with the same colour of cup or another colour or shape and with the same contents or another drink, hot or cold, sweet or savoury, etc.

Then they can also all so easily do similar confusing multiple actions and “word noises” with food in a bowl and a spoonful directed towards the baby's mouth.

But contentment lies in certainty.  Very little to do with whether baby likes the food or the drink.  Very much to do with their confidence and understanding.

Are they being told to “eat the cup from the drink”, or to “drink” (action) the “drink” (thing) from the cup ? etc.

In other words, quite apart from the child's own inherent learning ability, there is the question of how clearly, logically, accurately and coherently is the information being presented, because simple repetition of the same combined action plus a speech factor provides a far faster learning gradient than a constantly changing choice of words attached to the same actions or items.

In fact from the above, we begin to recognise that, quite apart from the child's own immediate ability to learn, there exist numerous “barriers to study or learning” which derive from the child's environment and particularly the people in it.

The first of these barriers we have just looked at.

THE SPEED OR GRADIENT (sequence of ascending / progressive steps) WITH WHICH THE TEACHING AND / OR LEARNING PROCESS PROCEEDS.

Learning the alphabet and its phonics before you learn words, and learning words before you learn sentences, and sentences before paragraphs, chapters, and the full story, etc., is one type of gradient.

But if you miss out the alphabet, or the phonics or an understanding of the different sorts of words, etc., the whole gradient sequence soon collapses, and you finish up with no story.  No punch-line.  No comprehension and feeling foolish.

Other gradient sequences are involved in safely and efficiently starting and driving a car.  You don't start the engine until you have depressed the clutch or checked that the gear lever is in neutral.  You don't move away from the kerb before you have checked your mirror, made sure the road is clear and signalled your intentions.

And you certainly don't try to swim the English Channel without many months of gradual training, body-building and safety preparations.

The second important barrier is quite different.

It is fairly easy to observe that each piece of “knowledge”, each fact or truth is more comprehensible to the degree that it contains a balance of mass and significance, rather than either a complete absence of mass or no significance whatsoever.

(i.e. Is the object, idea or action actually with us in the “here and now”, along with a matching significance explaining the existence of that object, idea or action ?)

FAILING TO HAVE THE MASS (of the object, thing or even a picture of it) PRESENT, AND FAILING TO SEEK A BALANCE BETWEEEN THE “MASS” AND THE “SIGNIFICANCE” OF THAT SUBJECT'S DATA, CREATES A BARRIER TO SEEING, LEARNING & COMPREHENSION.

If, in the hope of recruiting workers for a jungle project, you helicopter-drop a bright yellow JCB excavator into the centre of an Amazonian native village, with no explanation or other significance, the likelihood of their worshipping it as some new God is high.  No Significance.   All Mass.   And so generation of a false significance.

But if you send a knowledgeable and well trained engineering professor to do the recruiting, with all his technical books and explanations about JCBs, but no machine and not even a picture or drawing, the likelihood is that the professor will finish up in the cooking pot.  All Significance.  No Mass.  No common reality.

There are lots of minor barriers to learning, such as very bad handwriting or very different pronunciation.  Try putting a Glaswegian Scot together with an Essex Englishman and they each will tell you that the other cannot speak English.

Or try and speak with the ladies of certain religious sects, and you will not only be ignored but likely even attacked and thrown out by their menfolk.

HOWEVER, THE MAJOR BARRIER TO LEARNING AND STUDY IS – “THE MIS-UNDERSTOOD WORD”, ESPECIALLY AS THERE ARE SO MANY WAYS IN WHICH A WORD CAN BE MISUNDERSTOOD.

It can be misspelt and / or mispronounced, it can have been assigned a completely wrong meaning, been assigned no meaning, have an incomplete definition, have numerous meanings all spelt and pronounced the same (e.g. catch & see), be pronounced in two different ways with quite different meanings (e.g. project and project), be pronounced the same although spelt differently, (rein, rain & reign), etc.

And misunderstood words work both ways.  You can spread them around yourself, passing on your misunderstood words to others and, you can quite unknowingly pull them in from other people – even teachers, the radio, television and those professionals who like to blind their listeners with science, to prove their own education and your lack thereof.

The teacher, lecturer, trainer, commentator, presenter or professor who starts his discourse with: “Tonight our subject is eggswisehead”, and then fails to provide a definition and examples ensuring his title is understood, has not only given his audience a nice new misunderstood word, he has also just LOST his audience – as I might also have done at this point !  For the same reason.

Words are the building blocks of all languages and, whether written or spoken, it takes only one Mis-Understood word (M/U) in a sentence to interrupt the flow of understanding and to completely suppress comprehension of that whole sentence, as well as the paragraph and often the page – particularly if that lack of understanding is not immediately corrected.  And that's only the first problem M/Us create.

Where M/Us are undetected and uncorrected, we find the source of stupidity, failing exam results, damaging errors, derisory and harmful arguments, abandonment of study subjects and jobs, as well as friends and even family.

Learning how to learn.   Knowing and handling the main barriers to study are the key to progress, proficiency, friendship and happiness – in many ways the key to life.

And once you've invested a relatively small amount of study-time into learning how to learn, you soon start to earn it back a thousand times over in every facet of not just your other studies, but also your whole life and well-being.

THIS IS WHAT IS KNOWN AS “AN INVESTMENT”, AND “LEARNING HOW TO LEARN” IS PROBABLY THE QUICKEST RETURN, LOWEST COST, LOWEST RISK INVESTMENT YOU WILL MAKE IN YOUR WHOLE LIFE.

If you would like to be introduced to a trained and experienced study technology professional who will give you a free introduction to “HOW TO LEARN”, with no other obligation, phone (01342) 810151 any weekday between 11.00am & 9.00pm.

S.A.F.E. Is A Not-For-Profit Community Support Group Formed In 1975.

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